6.4 - OSS

Warm-Up
POTD
QOTD:
In your last week of school reflect on what you are proud of this year? What was an academic goal that you accomplished? Was there something that you did not accomplish that you hoped or planned to? What got in the way? What is a goal that you have for your finals or next year?

VOTD:
Open-source software (OSS) is computer software that is available in source code form that permits users to study, change, and improve the software. Some open source software is available within the public domain. Open source software is very often developed in a public, collaborative manner. The term open-source software originated as part of a marketing campaign for free software.

Open Source (research)
Intro: We don’t need to spend a whole bunch of C.R.EA.M. to have access to software. Instead, open source software can make your home computer into a powerful production studio! This summer can be very productive! Make your own movie on your camera phone. Record your own album with a $2 microphone! GetRDun.

Instructions: There are a number of open source applications that are free and effective. For each item on the following list, find at least one open source program that allow you to work on that task. Provide a link to the developers’ website. Post to your blog when finished.

Categories:

1. Word Processing (like Word)
2. Vector Drawing (like illustrator)
3. Photo Editing (like Photo Shop)
4. Music recording (like garageband)
5. Presentation (like Keynote)
6. Video Editing (like iMovie)
7. Web browsers (Like Safari)
8. Animation (like flash)
9. Games (like Street Fighter)

Here is an example table:

Type of Software	Name of Open Source Software	Links
Word Processing (like Word)	Open Office	http://www.openoffice.org/
Vector Drawing (like illustrator)
Photo Editing (like Photo Shop)
Music recording (like garageband)
Presentation (like Keynote)
Video Editing (like iMovie)
Web browsers (Like Safari)
Animation (like flash)

POST A table like this on your blog (or take a screenshot of it and post).

6.2 - Editing The Change

Warm Up
POTD
QOTD: What are some studying techniques you use for preparing for a big test? What is effective? What isn’t?

PUT ALL “The Change” CLIPS ON DESKTOP AND PREPARE TO IMPORT.

The Final
1. All semester of vocabulary in multiple choice format
2. Editing mini-project

Opening iMovie Projects from Student Server



Editing
Use your video clips and iMovie to edit together a short film based on your shotlist and storyboard.

Titles & Transitions
Add a title to the beginning of your video.
Add credits to the end of your video.
Add a fade from and to black at the beginning and end of your video.
DO NOT LABEL YOUR CLIPS!!!! TELL THE STORY WITH THE MOVING PICTURES!

Sound
Remove all native sound from your clips by “detaching audio”
Use http://findsounds.com to find any sound effects for your project.
Use youtube and http://video2mp3.net to find any music.

Exporting
Export your sort as a quicktime file
Change the default setting to “Broadband - Medium”
Name your file “YOUR NAME _ CHANGE”
Drop in the appropriate drop box.

5.28 - Shooting "The Change"

Warm Up
POTD
QOTD:
What is the greatest challenge in creating a storyboard from a shot list? I am very curious.
STORYBOARD CHECK OFF
Please hand in your storyboard while you do the warm up

Using Your storyboard
Maximize your efficiency by shooting your shots OUT OF ORDER. If you group shots of similar locations and subjects (actors, etc) you will save time setting up your shots. This works especially well in close-ups, but requires a VERY organized director.

Use scissors to cut your panels into individual cards and organize them by similar location and subject.

Groups of Three
Form like Voltron. Students with complete storyboards will shoot first.
1 director/co-star (with storyboard)
1 camera person
1 actor

Camera Lotto
Pick a number get a camera.

Shooting
Use the hallway and classroom to shoot you short. Be careful of your background to avoid continuity errors.

Importing
Import your clips to your and your group member’s student server.

Editing
If time allows.

5.25 - Shot Lists and Storyboards

Warm-Up

POTD

VOTD:

genre convention - A genre convention is a typical or standard plot, character, setting, icon, theme, or effect in a genre story.

QOTD:

What makes a comedy a comedy? What makes a horror movie a horror movie? A Western a Western? Most films observe "genre conventions," what genre was "The Cross?" What is you favorite genre of film? Think of at least one example of a genre convention you have noticed in other films of this genre.

Creating our own shot list with beats and objectives (continued)
As a class develop a shot list together. Adapted from Mamet’s, On Directing.
1. We will need one note taker
2. We will need one board writer
3. We will need everyone’s participation

Shot-list to a Storyboard
Use the paper storyboards to illustrate the shot list we created.

Using Storyboards Effectively
Cut your storyboard up into its panels (one sheet has 6 panels). Group these panels by similar shots and angles. For instance, if shot #2 and shot #9 are close-ups of the protagonist's hands, we can shoot those two shots one after another without setting up the camera at a new position.

Film in groups of 3 (or, view "The Cross" depending on time.)
1. organizer/director/producer (in charge of determining the order of shots and what is necessary in each shot)
2. camera
3. actor

Uploading to your servers
Every person in your group needs to have a copy of the clips for editing before next class.

Warm-Up (10 min)
POTD
VOTD:
1. Hierarchy Of Film - See desktop document
2. Beats - A specific piece of the story that leads up to a larger objective. A segment of a story based on multiple shots.
Objectives - A bigger building block than a beat. Can be the whole point of the short story. All of out beats will contribute to the protagonist completing this objective.
uninflected
cinematically
juxtapose
steadicam

Reading TalktotheText (20 min to read, 15 min to discuss)
TttT David Mamet On Directing pg. 1-7 and answer the following questions on your blog:


1. Mr. Mamet Describes two ways to make a movie. What are they?
2. Uninflected is defined as something NOT changed by tone or pitch? What does that mean in film?
3. Mamet says we, as storytellers, should “let the cut tell the story.” What does that mean?
4. What is a shot list most similar to?
5. Mamet gives this as an example of something you can not film without narration:”Nick, a young fellow in his thirties with a flair for the unusual.” Why would this be impossible to film without narration?
6. Why, according to Mamet, has steadicam hurt film?
BONUS:
7. How is a film like a dream?

Creating our own shot list with beats and objectives (45 min)
As a class develop a shot list together. Adapted from Mamet’s, On Directing.
1. We will need one note taker
2. We will need one board writer
3. We will need everyone’s participation

5.19 - Edit the Cross

Warm-Up

Downloading the clips to computers:

Each student will need their own copy of the clips you shot yesterday. So like last week, the person who saved the videos to their server will be responsible for downloading the clips to 3 computers. Do so NOW!

Edit The Cross

Import the video clips to iMovie.

Arrange the clips to tell the story of "The Cross."

Remove the original audio (right click > detach audio > delete)

Add sound effects from findsounds.com

Export @ Broadband - Medium

Name your file "THE CROSS _ YOUR NAME"

5.18 - Storyboards + Shotlists

Warm-Up (15 min)
POTD
QOTD:
Use the following article to answer your questions of the day.
http://en.wikipedia.org/wiki/Storyboard

1. What is a storyboard?
2. What are arrows used for, or, how do they help?
3. What information should be written under the drawing?
4. How is a storyboard different from a comic? How is it similar?

Part 1 - Shot lists and Storyboards (20 min)
With your group, use shot-lists to complete the storyboards to pre-produce your next video.
Shot-List: The Cross.pages
Storyboards: Storyboard Template.pages

Part 2 - Camera lottery (5 min)

Part 3 - Shooting (45 min)
Use storyboards and shot-lists to organize your shoot.

Part 4 - Uploading (15 min)
Import, export and save to all group member’s servers. You will be editing next class.

5.14 - Turn-In Abstract angles Project

Warm-Up

POTD

QOTD:

mini-reflection - answer the following questions on your blog

1. What did you like about shooting your first video?
2. What was a strength of yours?
3. Did that strength help your group?
4. What was a challenge for you?
5. How did you overcome that challenge?
6. What would you change about this project?

part - 1 COMPLETE AND HAND IN YOUR ABSTRACT ANGLES PROJECT

If you began editing your video but DID NOT FINISH you must put your iMovie Project file BACK INTO THE "iMOVIE PROJECTS" folder on your desktop.

Here is s video demonstrating dragging your iMovie file back into the iMovie projects folder:

http://blip.tv/dashboard/episode/2759075

You must also reimport your clips. Before importing your clips, drag them to your desktop. If you try to import from your student server, you could be waiting all day!

When exporting, please use Quicktime to export and change the "default settings" to "broadband - medium." If you leave the export on default you could be waiting all day!

Part - 2

Answer at least 10 of the following questions on your blog based on the in-class movie:

1. What did the first filmmakers do instead of editing?
2. Edwin S. Porter is regarded as the founder of what art?
3. Why do some editors not go on the movie set during filming?
4. If a 2 hour movie uses 200 hours of unedited material, how much unedited material does a 5 minute movie use?
5. Why did Stephen Spielberg’s editor cut so much of Jaws out?
6. What lesson did James Cameron learn from Terminator 2?
7. Who established the "grammar of film"? Name two of the techniques that he introduced to moviemaking?
8. What is the "invisible cut"? How is it achieved?
9. How did the first editors edit a film?
10. The editor/director relation ship often is a struggle to achieve the right length of a film. The editor wants the film _______ and the director wants it to be ________.
11. How did the editor of Election get his way? What was his way?
12. What is Juxtaposition?
13. While Americans were interested in telling bourgeoise stories, Russian filmmakers wanted to show ______.
14. How can a bowl of soup, a coffin and a little girl change the meaning of a neutral expression? What is this technique called? (Hint: two possible answers.)
15. Why did Eisenstien want to make the audience aware of the fact that they were watching a movie (the opposite of "invisible cutting")?
16. James Cameron thinks an action scene should have what kind of build up?
17. About how many “shots” does a typical movie have?
18. With which organ does editor Didi Allen cut a film? Why do you think that is?
19. What innovation brought more men to be involved in editing?
20. Why did the movie Dante's Peak not use music in the underground scene?
21. The ______ is responsible for finding the best performance of the actors.
22. Usually actors aren't allowed into the editor’s cutting room? Why is that?
23. When does Spielberg have a difficult time editing? Why?
24. Editing is also called, "A dance of _____." Why do you think these are so important in movies?
25. Why were movies so important to WW!!? What are these films called? What is an example of one of the German films of this type?
26. Editing is often perceived as emotional _______-ion.
27. What does a “2-shot” refer to? A “1-shot”? What about a “long-shot”?
28. According to 1950s film grammar, what is a dissolve used for transitioning between?
29. A "jump-cut" is seen in French filmmaker Jean-Luc Goddard's Breathless; what is a "jump cut"? How does it break the rule of the "invisible cut"?
30. Which 1967 major American film “broke the rules” of editing that the Germans and Russians had earlier broken or disregarded?
31. Why do you think Easy Rider was so widely accepted even though it was so difficult to understand?
32. What does implicit mean? How is it used in movie making?
33. What does intercutting mean? How is flash-back and flash-forward used? How does this fragment time and space?
34. The movie XXX was influenced by which “-ism”?
35. Why do some editors and directors think people of today need faster cutting? Why do some people worry about this trend?
36. Slower cutting can provide what type of effect? What does that say about the “rhythm” of cuts?
37. What does George Lucas mean when he says, “all art is technology?”
38. Who creates the first final draft of a film?

If you were the only group member to save your movie clips in your server, you will log-in to 3 computers today to drag the clips to the desktops of your group members.

We will be importing our clips into iMovie and editing together our abstract angles movie.

Each shot should have it's own title. Please export your movie to broadband-medium and drop in my drop-box when you are done.

5.11 - Getting to know your tools

Warm-Up (15 min)

POTD

QOTD:

1. What is your favorite movie? Why do you like it?

2. What is a movie that you have seen recently and NOT liked? Why did you dislike it?

3. Do you have any experience making videos or movies?

VOTD: Use the following words in an example sentence.
Tripod: A three legged stand used for controlling and stabilizing a camera.
Clip: A single unedited shot.

Part 1 - Review of Shots, Angles & Movements (15 min)
Reviewing with video examples.

Part 2 - The 9 or 6 Digital Cameras (10 min)
3 types of camera in the school
Still/video - good for images & importing, bad for sound
SD video - good for importing, bad for sound
HD camera - good for picture + sound, LONG IMPORT TIMES
The more you know about the camera the less magic it is.

Part 3 - Importing and Exporting (10 min)
Join Group. Students film a 10 second video. To prove import and export skills. Groups of 3 (camera, grip, subject).

Part 4 - Abstract with all Angles, Shots & Movements. (30 min)
Students will be given an object to shoot from all different angles, using all of the shot distances (possible), and with all of the camera movements defined last week.

Part 5 - Import, Export & Save. (20 min)
Students will import their raw footage into iphoto. Export to the desktop and save to their 3 group members student servers. Next week each member of your group will edit one version of this abstract project.

Warm Up - 10 min
POTD
QOTD: fill out as much of the Camera Angles, Movement & shots sheet as best you can. we will post the complete version to your blog a the end of the period for credit. This is our assignment for the day.


Part 1 - The Camera Angles (10 min)

Think of the camera as an eye. When you look at people from different angles or distances you notice different things about them. For instance, seeing a person in a long shot might give you a better understanding of the character’s environment.

Different Angles have different meanings.
(two volunteers one actor, one cameraperson(rotating))

1. low angle
2. high angle
3. level angle
4. eye-level angle
5. dutch or batman angle
6. rack focus

Part 2 - Basic Shots (10 min)
The distance of the camera to the subject has different meanings think of these shots on a continuum (far left extreme close up, far right long or establishing shot).

Need 3 volunteers (two subjects, one cameraperson (rotating))

1. extreme close up
2. close up
3. medium shot
4. one shot
5. two shot
6. over-the-shoulder shot
7. full shot
8. long shot
9. establishing shot

Part 3 - Camera Movements (10 min)
When you move the camera it changes the way the audience sees the subject(s). For instance, dollying into a close up may suggest becoming more intimate with the subject or getting into something more private.

The movement of the camera can convey different meanings.
Need two volunteers (one actor, one cameraperson)

1. tilt
2. pan
3. cant
4. zoom in
5. zoom out
6. dolly in
7. dolly out
8. tracking

Shot Analysis Video in 3 parts (10 min)
Further Exploration of shots and angles through looking at masterworks.
Use these to help complete your worksheet.

5.3 - Viewing our Kuleshov Effect Montages

Warm-Up

POTD

QOTD:

What do montages, the Kuleshov Effect and juxtaposition have to do with each other?

Kuleshov Effect Video Screening

Cutting Edge Movie

4.30 - Kuleshov Effect

Warm-Up (10 min)
POTD, Take an uninflected photo of yourself.
VOTD:
Use the following vocabulary word in an example sentence.
Uninflected: Not changing in intonation, pitch or style.

Action Montage Vs. Soviet Montage (15 min)

Action montages compress time

Soviet montage compresses meaning.

That is, when juxtaposing two images we create a new meaning or A+B = C. If image A is a pumpkin and image B is a piece of candy we may think of a third meaning (Halloween). Or an image of a woman looking blankly into the camera followed by an image of a delicious meal, we automatically combine these two images into a third meaning (the woman’s hunger). For us to interpret this hunger, the woman does not have to “look hungry.” Instead, if she simply is neutral or blank, the audience will put this meaning into the images.
It is the juxtaposition of images that tells the story, or rather, allows the audience to tell the story.

Cutting Edge Clip (5 min)
see netflix


Kuleshov Effect Montage A+B=C
Create your own example of the Kuleshov Effect. Combine an image of yourself (uninflected) and an image of your choice. Use fades in and out between the sets of emotions. Warning: you will have to think about what these words mean to you!

1. Hunger
2. Fear
3. Longing
4. Disgust
5. Sympathy
6. Stress
7. Boredom
8. Anger
9. Envy
10. Happiness
11. Tired
12. Crazed
13. Silly
14. Sorrow
15. Shock

4.27 - We Need A Montage!

Warm-Up (15 min)
POTD

Write an example sentence using the following vocabulary words.
VOTD:
Montage: is a technique in film editing in which a series of short shots are edited into a sequence to condense space, time, and information. It is usually used to suggest the passage of time, rather than to create symbolic meaning as it does in Soviet montage theory.

Juxtaposition: Placing of two things side by side to compare or contrast. In film, this is done by editing two different clips; these clips, when juxtaposed, then make a third meaning.

Watching our lyrics videos (5 min)

Metric Montage
What is it? timing/length based

Examples (10 min)
Eisenstien, Karate Kid, Team America,

How can we do it? (brief tutorial 10 min)
imovie

What do we need? (intro sheet)
Collect images and music

Making a still image montage (60 min)
1. Choose a topic (use the list on your desktop)
2. Brainstorm search terms (for finding images)
3. Download 20+ high quality images
4. Use a song that will complement your images
5. drag mp3 to iMovie
6. Use drag images to iMovie timeline
7. Use your editing techniques to edit the images on beat.
8. Export and drop in drop box

4.23 - SUBs DUE

Warm-Up (15 min)
If you have not completed you subtitle video, place the folder on your desktop and export immediately.

POTD
QOTD:
In watching the BG presentations what was one thing you were impressed with? What was one thing that you learned? What will you do differently when you present?
VOTD:
Subtitle: The words in the lower portion of the screen translating or transcribing dialogue of the video. Can be used to increase accessibility of hearing impaired or to translate other languages.

Complete Subtitle Work

4.14 - Vocabulary is very..

Warm-Up (5 min)

Open Server and place your iMovie file on your desktop.

POTD

VOTD:

Titles: Words that appear in a video or movie.

Transitions: Effects between visual elements.

Import: To process something in. Often this changes the original format of the media

Export: To process something out. Often this changes the format of the original media.

A note about the word editing window (5 min)

Only use as many lines as you wish to appear at a given time. Partially filled out, or even blank lines will cause your subtitles to move to quickly or reduce the size of your font.

Continue Subtitling (30 min)

Get your iMovie File on your desktop and continue subtitling! BEGIN SAVING TO YOUR STUDENT SERVER BEFORE CLASS ENDS

4.13 - Subtitles 4 Songs

warm up (10 min)
POTD:
QOTD: have you ever made a movie? have you ever wanted to? if you had the chance what kind of video would you make? what kind have you made?



Editing Subtitles (70 min)
As an introduction to video editing and montage, let’s start with creating a subtitled video! This will take timing and patience with the iMovie interface. Save often!

you will need the following:
- 1 song with lyrics (searching youtube on google and using video2mp3.net may be of assistance)
- 1, or more, image of the band/artist or just images that capture or represent the mood of the song (try a google image search)
- much patience

Download an mp3 version of your song (10 min)
- a song that you love that has lyrics (it doesn’t have to have a lot of lyrics, just some)
remember if you spend too much time searching, your computer may freeze, or, you may loose youtube rights.
- drag your mp3 from your downloads folder to a new folder on the desktop, call the folder “SUBS”

Open iMovie HD (5 min)
- you should be able to find iMovie HD on your dock or use you spotlight search to locate
name your project “SUBS_YOUR NAME”
- save to your desktop “SUBS” folder

The iMovie HD interface (5 min)
- Timeline
- Monitor
- Editing Window
- Controls

Add your audio (5 min)
drag your mp3 file to your timeline
notice the waveform!

Editing Window (5 min)

1. Clips - access your images and video clips that have ben imported
2. Themes - some pre-made shells that make your video look like every other video made by someone in 2008
3. Media - access the computers garageband, itunes and iphoto media
4. Chapters - add chapter markers for skilling around your video

Editing (10 min)

1. Audio Effects - change the sound of your audio
2. Video Effects - select a clip and click the check to apply the effect
3. Transitions - add movement or effects between visual clips
4. Titles - create titles and subtitles.

Titles (10 min)

1. choose style of titles
2. choose direction of text
3. choose color of text
4. (+, -) choose how much text you want to add
5. fill in boxes with lyrics
6. choose font
7. speed = choose length
8. over black = add a black background to your subtitle

4.9 - Reflection and Turn-In

Warm - Up (10 min)

POTD
QOTD:
Is your hero’s portrait saved as a JPG? If not, open your photoshop document and save for web and devices as a JPG. We will need it to make our movie!

Turning In (5 min)
Today you will be turning in the following:
Hero’s Theme Garageband File
and MP3 version of the song
a movie version of the song
Please put these three documents in a folder and name the folder
“YOUR NAME_HERO’S THEME”

Making the song into a movie (15 min)

1. Open your Hero’s Theme Song from your desktop.
2. Use “Share” to export your song or podcast to disk; save the MP3 to your desktop.
3. Open iMovie (NOT iMovie HD!)
4. Drag your MP3 into the project window (your cursor will turn into a green plus when it’s ready to drop). You should see a green rectangle with a musical note on it.
5. Drag your JPG image onto the green rectangle; again, your cursor will turn into a green plus when it’s time to drop.
6. Click on the cog, or gear in the lower left corner of your image. Click on “clip adjustments;” change the “duration” to 60. Press the space bar to preview.
7. To save as a video go to “Share” > “Export Movie Using Quicktime” > Broadband - Medium
8. Save as “HERO’S THEME _ YOUR NAME” to your desktop.

Reflection (60 min)
Reflect on the process of creating your Hero’s Theme Song project. Respond to the following questions in essay form. Please write in full sentences and answer ALL questions. You do not need to make the answers equal in length or answer them in order. THIS DRAFT SHOULD FLOW AS AN ESSAY NOT AS A COLLECTION OF QUESTIONS.

Requirements:
1. Minimum - 300 words
2. Detailed and personal responses
First draft posted on blog by end of day

If you and a peer finish before the end of the period, exchange papers to do peer review of spelling and grammar.

4.7 - Maximize your Grade

Warm-Up (10 min)
POTD
QOTD:
Using the Hero’s Theme Song Rubric (on your desktop) find something that you can do today to improve your grade (I will be using this rubric to grade your theme songs!).

Work It! (30 min)
Complete the task you assigned yourself during the warm-up.

4.6 - help a friend in need

Warm-Up (10 min)
POTD
QOTD:
What has been your biggest challenge in completing the Hero's Theme project? What is something that you could do to help? What is something your teacher could do to help?
VOTD:
warm feedback: elements of a project that you like.

cool feedback: elements of a project that you think could be improved

Peer Review (30 min)
Use the Hero’s Theme rubric and warm and cool feedback to help your classmate.

Please give feedback to the one or two people you are sitting next to. When you have completed the rubric put both of your names on it and turn it into the teacher’s drop box.

Revisions (50 min)
Use this time to make any revisions specified on your peer-review rubrics.

Reflection (10 min)
Use the last 10 minutes of class to save your work and thoughtfully answer one or more of the following questions on your blog:
What did you learn today?
What is one thing that went well today and what made it go well?
What is one thing that went badly today and what could have made it go better?
What did you succeed at today?
What do you need to improve on for next class?
What questions do you have for your teacher?
What suggestions do you have for your teacher to make class better?

spring break!

Here is some over the break knowledge. When you're done reading a a book watch this:

3.25 - Tutorials to Rough Draft

Warm-Up (10 min)

POTD

QOTD:

In making this theme song what is one thing that you are comfortable doing on your own, or even helping others do (loop, midi, sound effects)? What is something that you will need help with?

Work Period (65 min)

Today, in the interest of moving towards our rough draft, I will be leading a few tutorials. You may choose to work quietly or follow along while these tutorials take place, but please do not interrupt.

1. How to make a loop.

2. How to make a midi drum beat

3. Searching and saving from Findsounds.com

Please turn in an mp3 version of your theme song to the your class's drop box by the end of the day.

3.23.10 - Hero's Theme Song (Day 2)

Warm - up (10 min)
POTD
QOTD:
What is the easiest thing (so far) about using garageband? What has been your biggest challenge (so far)?
We can use our strengths to help others. Please help those who are around you, this will help everyone in the class keep their sanity!

VOTD:

write an example sentence for the word(s) below:

Dynamic: The volume of sound produced by an instrument, voice, or recording. An instrument demonstrating dynamics will have a great variety of volume on a single track.

Looking at the Project in Prezi, A Visual Guide (5 min)

Hero's Theme Song Flowchart on Prezi

Looking at the Rubric (10 min)
Let’s see what it takes to get to "proficient"

Work Time (65 min)
I hope you brought your own headphones because we don’t have many left!

Mini-Reflection (10 min)

How did you do today? Were you able to meet your goals? What slowed you down? What/who helped you be successful?

DUE TODAY:

DRAFT 1 of YOUR HERO'S THEME SONG. PLEASE SUBMIT THE MP3 VERSION TO MY DROP BOX BEFORE THE END OF THE DAY.

3.19.10 - Hero's Theme

Warm-Up (20 min)
POTD
QsOTD:

1. Name a person or thing has inspired or influenced and inspired you?
2. What did they do or say that makes them a good hero?
3. If you could tell them something what would it be?
4. What type of mood do you think represents them and their message?
5. What type of environment do you think they live around?
6. What color or colors represent your hero?
7. What are some other things that you associate with the hero?
8. Do you see them as more energetic or more contemplative?
9. If they were an instrument, what instrument would they be?

Announcements (5 min)

New posters around the class:

1. Help!

2. Now what?

Mini-Project Intro (5 min)
See an example of the project we will create.

Look over a brief explanation of the project.

Brainstorming Around Your Hero (30 min)
Use prezi or a paper and pencil to create a “mind-map” of the things that you associate with your hero. Include their environment, foods, sounds, colors, and what ever you associate with those elements as well. The more you come up with the more material you will have for your project!

Photoshopping your hero 

Part 1 - Finding an image of the hero
Use google image search to find a high quality image of your hero. The image should be a portrait of the hero’s face. There should not be anything int he background to distract from the hero.

Part 2 - Finding a quote of the hero
Use a search engine to find a quote from your hero. Make sure it is a quote that you believe in and is school appropriate.

Part 3 - Check for clearance with teacher

Part 4 - Photoshop the hero and the quote
Use the filter gallery to stylize your hero
Use the text tool to add your quote and the name of the hero
Save for Web and devices as JPG


Composing your song

Part 1 - Collect Sounds from Findsounds.com
Before you open Garageband and begin to compose your song, go back to your mind map and look for things that make sound or sounds that represent the things you wrote down. These can be instruments (saxophone, guitar, etc.) or it can be sound effects. Use findsounds.com to search for sound effects

Part 2 - Setting the Tempo
Based on what you think the mood of your hero and their quote is set your tempo accordingly. Typically, a song with a tempo of 100 bpm or more is considered “uptempo“ and may be associated with something happy or energetic. If your song is under 100 bpm it may be considered “downtempo” and more thoughtful or reflective. Of course, there are exceptions to this rule.

Part 3 - Composing your Drums
Use your midi drums to make a drums for your theme song. You may choose to use elements other than hi-hats, basses, snares but there should be some rhythmic elements in your theme song.
See our previous lesson on drum recording to review how to get your drums on beat!


Part 4 - Adding a Sample
If you are using a drum break (from the ultimate breaks and beats folder on the teacher server) you may choose to do this step before adding your midi drums. You may choose add either a music sample, like one we did a few weeks ago using the ultimate breaks and beats, or you may choose to sample your own voice. However, your beat needs to incorporate at least one sample.

Part 5 - Adding Sound Effects
Use the sound effects you downloaded in part 1 to create your own custom software instrument (just like we did last week).


Part 6 - Exporting
Export and turn in your file by going to Share > Export movie to Disk. Choose the “Full Quality” Setting.
Name your file “YOUR NAME _ Hero’s Theme Song”

3.17.10 - Adding You!

Warm Up (10 min)
POTD
QOTD:
Today, only write the answers to the following questions on your blog. This will be your recording script for later.
1. What is your name or nickname?
2. Do you have a catchphrase or something that you say a lot?3. What is your favorite animal?
4. What is your favorite food?
5. What is your favorite ____?


Server Audit (15 min)
Open your student server and organize your files. Organization will help you to find things that you are looking for when you need them.
You should have all of your files (your work), organized in a hierarchy from general to specific.
1. The year (freshman, sophomore, etc.)
2. The class (math, english, DMA, etc.)3. The project (transformation, music, photoshop, Fahrenheit 451, etc.)

Create Your Own Playable Instrument (75 min)
Using recorded sound (your voice!) and sound effects construct your own software instrument that you can play using musical typing

Setting up
1. Create a folder on your desktop for later, name it “NAME _ instrument”; we will put 3 files in it later.
2. Open a new project In Garageband. Choose loops. Name it “NAME _ instrument”

Recording + Slicing
1. Create a new REAL Instrument track (Track > New Track > Real Instrument)
2. Let’s record ourselves reading our script (our QOTD).
3. Now lets slice our words up.
4. Make sure Snap to Grid is NOT checked.
5. Use slice (cmmd + T) to create a slice BEFORE (to the left of) each word

Making a New Instrument1. Create a new software instrument track.
2. In your instrument browser choose Sound Effects > Radio Sounds as your instrument
3. Open your musical typing keyboard
4. Use “Z” to move your keyboard to the lowest (farthest left) octave.
5. One-by-one drag and drop your vocal samples onto the black and white keys.
6. You can now play your voice like any of your other percussion instruments!

Saving Your Instrument1. In your instrument browser, click on “save instrument.” Name it “YOUR NAME Instrument”
2. Use the following graphic to find the three files: .cst, .exs, and .aif

click on image to enlarge

3. Copy and paste each to your folder that you created on your desktop (you can save this to your server to use later).

Adding To Your Midi Beat
1. Drag your midi beat to your desktop and open it. (Save your current project to the desktop, and drag to your server after opening your midi beat.)
2. Now that your midi beat is open, create a New Software instrument track.
3. Using the loop/instrument browser, choose Sound Effects > YOUR NAME Instrument
4. Add your vocals to your track using any pattern you choose (single time, double time, triplet, 1/16th, etc.)
5. Quantize this track to make your words hit on beat

Extra Credit
1. Use the “Edit” tab in your instrument browser to add effects to your voice.
2. Try adding “Distortion” (there are a number of effects to choose from under this setting)
3. Try adding “Bitcrusher” (there are a number of effects to choose from under this setting)
4. Try adding “Vocal Transformer” (there are a number of effects to choose from under this setting)

Saving As MP3
1. Go to Share > Export song to Disk
2. Compress, MP3, Higher Quality
3. Name your MP3 “YOUR NAME _ VOCAL MIX”

3.12.10 - Remixing and Listening

Warm Up (15 min)
POTD
QOTD: What have you liked so far in working with garageband? Is there something specific about digital music production that you would like to learn or do? What has been challenging about making our beats? What have you felt successful at?

VOTD
Remix: A different version of the original.

Adding Your Loop (5 min)
1. Now what you have a midi drum track, we can add our loops from last week.
2. Drag your loop from your student server (or make a new one from the ultimate breaks and beats!) into your midi beat timeline.
If we were diligent in getting our loops on beat, we should hear our sample with some nice clean hi-hats, snares, bass drums and mystery sounds accompanying them.
Choose weather you want to use your regular time hi-hats or double time hats.
Do the same for your bass drums; regular or half time?


Extending the Beat (30 min)
Use the remaining time to extend the length of your beat to 24 measures.
1. Using copy and paste or pulling the upper right hand corner of your tracks extend the length of your tracks.
Don’t settle with having all the tracks play all the time. Experiment with removing your hi-hats and bass drum or switching between your two variations of hi hats and bass.

EXPORT AS AN MP3 AND DROP IN THE DROP BOX FOR CREDIT! WE WILL LISTEN TO THE BEATS AT THE END OF CLASS.

Movie (30 min)
Beat Diggin’ Documentary
What do these sampling experts look for in a sample?

Listening Session (25 min)
Let’s hear our remixes!

3.10.10 - Double Time & Extending

Warm-Up (10 min)

POTD
VOTD:

write an example sentence for each of the following vocabulary words.

double-time: A time twice as fast as an earlier section.

half-time: A time half the speed of an earlier section.

Adding Variation (20 min)

Setting Up

1. Open your Midi Beat
2. Create 2 new duplicate tracks
3. Rename the first track “double time hat”
4. Rename the second “half time bass”

Double-time hi-hats

1. Yesterday we played one hi-hat for each beat. Today we are going to play two hi-hats for each beat!
2. Make sure the red dot is on on your new double time hat track
3. Record your playing 2 hi hats per beat. That makes how many hi hats per measure? How many hi hats for 2 measures?
4. Use the editing window to quantize your hi-hats to 1/8th notes

Half-time bass dum

1. Yesterday we played our bass drum on the first and the third beat. Today we are going to half time the bass drum and only play on the first beat.
2. Make sure the red dot is on on your half time bass track
3. Record your bass drum on only the first beat of each measure
4. quantize your notes to 1/2 notes

Extending the Beat (10 min)
Use the remaining time to extend the length of your beat.Using copy and paste or pulling the upper right hand corner of your tracks extend the length of your tracks. Don’t settle for making all of the tracks play all the time. Experiment with removing your hi-hats and bass drum or switiching between your two variations of hi hats and bass.

Export > Save to Disk > compress, mp3, higher quality, export > YOUR NAME _ Extended Midi Beat

3.9.10 - The Midi Beat

Warm Up (15 min)
P.O.T.D.

V.O.T.D.

On your blog, write one example sentence of the vocabulary words below.
1. pitch bend: to slide between notes
2. octave: a set of 8 notes (do, rae, mi, fa, so, la, ti, do).
3. velocity: the force a note is played.
4. metronome: A beat keeping device. Every click of the metronome represents one beat.
5. count in: One measure of metronome clicking that takes place before recording begins.

Demo (10 min)
My beat. 4 + tracks.
Why are these sounds on different tracks? What would an advantage of that be?

Musical Typing (60 min)
Students will identify how to set up a midi drum kit in garageband and record a 2 measure polyphonic beat.

Setting Up (10 min)

1. Open garageband
2. New Project
3. Loops
4. Name it “YOUR NAME _ midi beat”
5. Turn On Metronome (Control > metronome)
6. Turn On Count In: (control > count-in)
7. Open your Musical Typing Keyboard (Window > Musical typing).
8. Identify the sections of musical typing. Listen to their effects.
9. New Track (Track > New Track > Software Instrument)
10. Open your Information window. Press the “i” on your control bar
11. Select a Drum Kit
12. Duplicate this track 3 times (Track > duplicate track). You should now have a total of 4 drum kit tracks.
13. Open Editing Window (click the scissors on the control bar).

Recording Your Tracks (40 min)

Track 1: hi-hat

1. Rename your first track “hi-hat”
2. Make sure the red dot is on on this track. That lets you know that you are going to record on that track.
3. Find a hi-hat sound in your drum kit. You may have to browse around the keyboard octaves to find a sound you like.
4. We are going to record a hi-hat on every beat (4 beats per measure). So every time we hear the metronome click, we will play one hi-hat. Press the record button to start recording and the spacebar to stop.
5. After recording. Find your midi notes in the editing window. Select all notes by clicking in the window and pressing command + a.
6. Let’s use enhance timing to quantize our notes. Quantize to 1/4 notes. All of your hi-hats should be perfectly on beat now.

Track 2: snare

1. Rename your second track “snare”
2. Make sure the red dot is on on this track. That lets you know that you are going to record on that track.
3. Find a snare or clapping sound that you like. Again, you may have to browse around to find one that suits you.
4. We are going to record our snare on every other note, 2nd and 4th.
5. After recording. Find your midi notes in the editing window. Select all notes by clicking in the window and pressing command + a.
6. Again, let’s use enhance timing to quantize our notes. Quantize to 1/4 notes. All of your snares or claps should be perfectly on beat now.

Track 3: bass drum

1. Rename your third track “bass”
2. Make sure the red dot is on on this track. That lets you know that you are going to record on that track.
3. Find a bass drum sound that you like. Again, you may have to browse around to find one that suits you.
4. We are going to record our bass on every other note, 1st and 3rd.
5. After recording. Find your midi notes in the editing window. Select all notes by clicking in the window and pressing command + a.
6. Again, let’s use enhance timing to quantize our notes. Quantize to 1/4 notes. All of your bass drums should be perfectly on beat now.

Track 4: players choice

1. Find a sound in your drum kit that you like. This can be any percussion sound. Browse around the keyboard to find something that suits your beat.
2. Make sure the red dot is on on this track. That lets you know that you are going to record on that track.
3. Record your new instrument in any pattern you like. After recording, try quantizing to 1/16 swing heavy. If you don’t like that, try quantizing to another setting (1/16 note, 1/32 note, etc.).
4. Rename this track whatever it is that you chose.

SAVE YOUR GARAGEBAND FILE TO YOUR STUDENT SERVER AND MY DROP BOX FOR CREDIT.

Extending the Beat (20 min)
Use the remaining time to extend the length of your beat.
Using copy and paste, bring the different elements of your beat in and out on your timeline.


Extra Credit - make it into a loop
1. Save your beat as an mp3 (share > export song to disk > compress > mp3 > higher quality > export). Save to your desktop for convenience.
2. Once your beat is now saved as a mp3, we can drag it back into garageband.
3. With your beat selected, let’s make it into a loop (edit > add to loop library).
4. Name it “YOUR NAME _ BEAT” and choose an tags you want to be associated with your loop.

Content Standard:
Compose, Arrange, and Improvise

2.6 Compose music in distinct styles.

2.7 Compose and arrange music for various combinations of voice and acoustic and digital/ electronic instruments,

3.5 - New Loops

Warm - Up (15min)
POTD
VOTD:
Write one example sentence for each of the following vocabulary words:
1. Sound: A traveling wave with varying frequencies and amplitude.
2. Frequency: How often something occurs. In this case, how often a vibration repeats.
3. Amplitude: The amount that a wave vibrates. the greater the amplitude, the louder the sound.
4. Percussion Instrument: A percussion instrument is any object which produces a sound by being hit with an implement, shaken, rubbed, scraped, or by any other action which sets the object into vibration.
5. Quantize: In digital music processing technology, quantization is the process of aligning a set of musical notes to a precise setting.

Announcements: 5 min
Last Day to turn in work, 3.12.
WAASC in the class next week, be on point!

Make your own Samples (80 min)
Begin building a sample library.

Choose a different break from the “Ultimate Breaks and Beats” folder located on the teacher server. Use the same technique we used last class, transform your break into a loop.

Save your loop to your student server and drop a copy off in my server. Be sure your name is on it!

3.2.10 - Sampling and Looping

Warm-Up (15 min)

POTD

QOTD:
Do you have a favorite producer (the person who makes the beats, or makes the album, for the songs you listen to)? Think about a song that you like by them, what do you guess the tempo is? How do you think they made the beat? Include a photo of the producer on you blog.

VOTD:

Post on your blog a synonym and example sentence for each of the following words:

sample: A small piece of a larger thing.

playhead: The red line in our timeline.

split: To divide. In Garageband we can split audio using our playhead.

snap-to: Automatically aligns things to a larger system.

break: A point in a song when many of the instruments stop playing leaving only the drums. Also called a drum break.

Part 1: Sampling Brief History (15min)

Videos

GMF

BIz Mark v. Alone Again

Under Pressure

Part 3 - Making your own Samples (70 min)

I'll do one, we'll do one, you'll do one. The following was adapted from: http://www.maclife.com/article/howtos/build_your_own_garageband_loops_any_music_file

Setting Up Garageband

1. open garageband
2. choose a loops file, name it “the breaks”, save to your desktop, leave the tempo, time and key signatures alone for now.
3. in garageband, go to “control”, turn off “snap-to grid” (it will be unchecked if it is off)
   
   Getting a Break
4. Log onto the teacher server using your name and password.
5. Choose a break from the teacher server (mjacobs > public > ultimate breaks and beats > click once and press the spacebar to preview)
6. drag that break to your desktop
7. drag that beat from the desktop to your garageband timeline
8. listen to the song for the drum break.
   Trimming the Sample
9. Line up the playhead with the beginning of the break. You should see a little black blob indicating the bass drum. Zoom in to get your playhead as close as possible to the left of the drum (the closer we can get the more exact our loop will be).
10. Go to “edit” > “split” to make your first incision. You should now have two pieces of audio, click on the audio piece on the left (before the drum break) and press delete.
11. Move your remaining audio to the beginning of your timeline.
12. listen again to your break. we are going to count to 8 beats for this drum break. Right before the 9th beat press the spacebar to pause. Zoom-in and get your playhead as close to the 9th beat as possible (again, you will see a black blob indicating the bass drum). Go to edit > split to create your second incision.
13. Again, you should now have 2 sections of audio. Click on the right hand one and delete it.
    
    Fine Tuning
14. We now have a 8 beat drum loop. It may not be exact but we are about to fix that.
15. Go back to “control” and turn on your snap to grid
16. Go to your project controls and turn on the cycle function
17. Set your cycle region to 2 measures.
18. Go to your LCD controls. Choose the project view.
19. Slide your tempo bar to fit your 8 beat loop to the 2 measure cycle region. Get your beat as close as possible WITHOUT GOING UNDER 2 MEASURES. (HINT: Impeach the president is 95 bpm)
20. Move your playhead to the beginning of the 3rd measure.
21. Click on your audio clip and split (edit > split). A little nub of audio should pop up at the end.
22. Delete the nub! Press play to hear your drum break!
    Saving
23. You are ready to make this into a break that you or your classmates can use.
24. With your drum break selected, go to Edit > “Add to Loop Library”
25. Name your loop “YOUR NAME _ SONG NAME”
26. If you have trimmed this perfectly, you will be able to add it as a “Loop”.
27. Choose any other descriptive tags and press “Create”
    
    Turning in
28. You can find this loop in the following folder: User > Library > Apple Loops > User Loops > SingleFiles
29. Find your loop and drop it in your student server for safe keeping
30. Also drop one of your loops in the Teacher Server Folder: Student Loops