1. Complete and turn in "Self Evaluation: Audio" (MC, Appendix 14, page 230)
2. Introduce Movie Maker, discuss and play
3. Import images (check out http://creativecommons.org/ , click "Search CC Licenced Work," click the "Flickr" tag, begin searching for what you might like to use. To capture, right click image, scroll to "save picture as," and rename it something relevant. Keep a list of titles/urls so you can credit them later. Also keep track of their CC license.)
You don't have to use Flickr for this. I invited you to bring images if you wanted to. Do that.
4. Import images and audio into Movie Maker. Let's play! (Movie Maker workshop)
5. Discuss Keller, Branscum and Toscano, Raney, and Watkins.
6. "Don't Be Silent!" (Luca's documentary). discuss in terms of content and technical and rhetorical (and aesthetic) choices.
Thursday, 2/19, we will begin working with video. The editing program we'll use is widely available and surprisingly easy to use. If you own a PC, you have Movie Maker. If you own a Mac, you have iMovie. These programs are quite similar.
A Windows Movie Maker Tutorial you might find useful.
One of fifteen experiments in writing typical detective themes, "I Recall Bacall" has been set here to classic film noir footage. Silly credits are added in typical forties font. I use this music (and visual) genre study in my film music teaching.
From YouTube description: Part 1 of extended version demonstrating what the famous 4-note Intel inside jingle mans and how it works. Part 2 is longer and includes intertextual connotations and musical commutations.
4. What's next for your audio projects? share (common assets); next class: create rough videos with available audio and photos collected from Creative Commons and Flickr)
So you've captured and edited audio. You've downloaded (public domain) audio and edited together multiple tracks.
You've played with audio. You've shared it (some). We'll share more in class 2/12. We'll share it by loading it into our common assets.
But right now you are just playing with audio. It needn't be a high quality piece. Production needn't be high. It doesn't even need to make sense. It just needs to show that you know how to mess with audio.
After that, the real work begins.
If you choose to create an audio project for your final assignment, you'll want to think about the kind of "thing" you'd like it to be. an audio essay? soundscape? a sound portrait? something else?
Perhaps you are interested in creating the first episode in a new podcast series. Or developing a podcast-like project to share with the National Conversation on Writing or some other structure designed for sharing.
Lots of great ideas are available in your book (Multimodal Composition) and in the "inspiration" posts located here and in your classmate's blogs.
If you have an audio recorder you'd like to use, bring it to class tomorrow. We'll begin capturing/editing audio Thursday, 2/5.
You'll be doing this in groups and I have at least one recorder to share. So if you don't already have a recorder you wish to use, don't run out and purchase one. (unless you just really want to) We've got you covered.
I would like for you to have the opportunity to attend as much of this as possible, so we'll try to end class by a little before 6:00 rather than 7:10. That means we'll plow right through without a break and cut some of our discussion of the readings a bit short. I want you to have plenty of time to capture audio and, if possible, begin downloading. So that means we want to begin your interviews by no later than 5:00. Our agenda follows.
1. Blogs/audio/Audacity questions 2. National Conversation on Writing (contributions + Digital Installation at FRS) 3. Tagg/MC/French Manicure (We'll likely push much of this discussion to next week) 4. Technical suggestions, audio assignment 5. Go forth and collect audio! 6. Return and upload audio to computer. Edit out ums and ahs with Audacity (remember NPR's "Behind the Curtain") 7. Party and Dr. Fulkerson's!
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