TGJ2O_audiovisual_postproduction_rendering

include component="page" wikiName="jmcintyre" page="course_tabs_header" include component="page" wikiName="jmcintyre" page="menu_tgj2o_crumbs" include component="page" wikiName="jmcintyre" page="menu_tgj2o_audiovisual"

=Rendering=

One of the trickiest parts of video editing is knowing what file format you should save your work as. There are DOZENS of different video "formats" that you can use - the RIGHT choice depends on what you plan to do with the video. There is a fine art to choosing the right one for the right occasion, and it can lead to a career in any number of post-production studios.

media type="youtube" key="2clcs4N9cBs" width="560" height="315"

NOTE IN THE VIDEO ABOVE HE'S EUROPEAN AND THEY USE PAL, here in North America we choose NTSC, widescreen.


 * **USE** || **Format** || **Filesize** || **Quality** || **Compatibility** || Comments from tests ||
 * VIEWING || WMV (WindowsMedia) || Very small - a 13 second video uses 1 mb || Fair || Highly compatible with Windows computers || SLOW to render - a 13 second movie could take 2 minutes to cook ||
 * || MPG || Large - a 13 second video uses 10 mb || Good || Highly compatible with Windows computers || VERY large files, but a 13 second movie took 20 seconds to render ||
 * BURNING on a CD or DVD || AVI || Can be Small, with DivX Codec || Good || Good compatibility with most OS's as long as default codecs are used ||  ||
 * EDITING || DV AVI || Largest || Excellent || Highly compatible with Windows computers || Huge file sizes ||

Confused? Maybe this can help explain [|codecs and containers].



Render your projects into playable video files using the SHARE tab at the top right of your Premiere screen
 * Choose "Personal Computer"
 * Common types include QUICKTIME (for mp4's), AVCHD (for H.264 etc...), WINDOWS MEDIA (wmv's), AVI (large for future editing)
 * Name the file and point it to your D drive.
 * Click the SAVE button to render the final product!

 =Assignment #11 - Slapstick Comedy=

Tips: media type="youtube" key="UWEjxkkB8Xs" width="420" height="315"

media type="custom" key="29481771"

You are to learn the use of a DSLR camera along with proper lighting techniques to generate a 1 minute long slapstick comedy film much like old Charlie Chaplin comedy routines. There is to be no dialogue.

Things to be mindful of:
 * 1) Lighting - make sure you use [|3-point lighting] when possible.
 * 2) If you're filming in front of the green screen, ensure you have flat lighting on the screen, if you're filming in front of the white background in the studio, ensure you don't dirty the drop-sheet.
 * 3) Don't forget to work off of the D drive.

You are to be evaluated as follows:

Evaluation:
The music is C.C. and adds emotional content to the piece, accentuating the emotional content of the film. || The occasional sound-effect is mistimed or is too loud, but the work is largely successful. - The C.C.music created largely fits the emotional content of the video, but occasionally doesn't fit. || Sound effects largely work, though volume or timing occasionally distract the viewer. - The soundtrack is original, but choices in volume/type/placement distracts the viewer. || There are many flaws in either timing or volume which lead the viewer to disengage. - The soundtrack is original, but is difficult to listen to for the flaws in its use. ||
 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Pre-Production** ||
 * Storyboarding || //K&U, T&I, Comm, App.// || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard has missing elements or is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is missing many key elements and is hard to read. One cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * **Production** ||
 * Cinematography || //K&U, T&I, Comm, App.// || Angles and shot choices are well thought out and enhance the content. || Angles and shot choices show a degree of skill but some may lead to distraction away from the message of the film || Camera positioning and movement tracking are not well used to enhance the film. || Camera positioning and movement tracking are distracting and appear happenstance. ||
 * **Post-Production** ||
 * Editing || //App// || Clip choices and cuts are well thought out and enhance the content. The story-arc is obvious and well-crafted without pandering. || Clip choices and cuts show a degree of skill but some may lead to distraction away from the message of the film. The story arc is largely obvious and well crafted with few-to-no confusing scene choices || Clip choices and cuts leave a somewhat coherent story behind. The story arc is understandable, but confusing at times. Choices in clips not always complimentary to the story. || Clip choice and cuts distracting and appear random. The story arc is confusing, or barely present based on clip/scene choices. ||
 * Sound effects and Soundtrack || T&I || All sound effects fit perfectly and seamlessly in the piece. All sound work fits perfectly and enhances the piece -
 * **Misc.** ||
 * ** End Product ** ||  || The resulting slapstick is a masterful fusion of planning, detailed-work, artwork, cinematography and sound ideas || The resulting product is successful, but the occasional choice leave the piece short of perfection || The piece contains many poor choices in production. The viewer is often lead to distraction || There might be a story or point, but it is lost in a morass of errors and lack of forethought ||
 * Use of Time || //K&U, App, Comm// || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||