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This section contains comments about the project experience.

Comments

What specific problems were encountered and how these problems were solved
What was learned during this project
A description of what you might do differently the next time you create a digital video project

 

What specific problems were encountered and how these problems were solved

Too much to tape and too little knowledge of how to do it were the biggest obstacles. We were lucky to have actors and actresses for our video that willingly participated. But once we were organized and ready to shoot, we realized that we did not have enough knowledge and experience with the cameras to be certain we would tape all that was needed or to even be certain that the audio was being recorded.

Actor reluctance was encountered. Some of our actors had to wait several hours before it was time to perform and were consequently tired and cranky before we got to them. When this occurred all of the adults participated in getting the child to participate. We were, luckily, successful in all but one instance.

Time also became a problem. Twelve videos meant that there was that much more storyboarding, shooting, digitizing, and editing to do. It was also difficult to have to do the video manipulation solely on the computer at school. This was resolved by spending more time on the project.

A problem with computer space also manifested itself. We filled up the entire D:\ drive and had to resort to putting raw footage on the C:\, just to complete the "capture" step.  That left no room on the D:\ drive for the Premiere files or extra audio.  We cleared some space by deleting unused raw video when a clip was complete. 

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What was learned during this project

Neither team member had had much experience with video editing or with Adobe Premiere. We learned how to capture video and still images on DV Gate, how to edit video in Premiere, and the basics of using Digital Cameras and Camcorders.  The use of lights and how to manipulate lights for effect was both exciting and fun. In working on production of our videos we learned to manipulate and mix audio and video.  It was obvious from the beginning of this course that organization is essential and that video taping can be fun.

Two days of class stand out as particularly helpful. They were our best preparation for actually going out on our own and taping the videos. These were:

the day that we worked on lighting techniques and 
the day that we videoed each other in short interviews.
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A description of what you might do differently the next time you create a digital video project

Many of the things that we did during this project would not have to be changed: 
we were pretty well organized
we followed a time line that, while full, never became a last second rush
the shooting, while long, went quite well
the team members got along with each other and the client
while minor problems were encountered, solutions were always found. 

It would be nice to work more with the special effects the next time that we try this, such as manipulating a still image, and delving more deeply into the other editing tools that Premiere has to offer.

An idea for another semester might be that students, collectively as a class, have 2 clients.  The video taping could be scheduled for 2 or 3 class periods with all students participating in the acting, shooting, directing. etc.  Storyboarding could have to be done outside of class, just as it was this semester.  Class members might be required to take a different role for the second client than they had for the first, for a fuller experience.  All students together could help with digitizing, editing, etc., with half of the class working on one client and the other half on the second client.

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Last updated: May 08, 2001.