Basic Skills in Complex Contexts

FIN Commons

Capturing Your Video Footage into Final Cut Express

Posted by Sean McFarland on April 10, 2009 in Making Visible, Multimedia, Technology, Uncategorized with No Comments



 

What follows may look complex and seem hard to follow. In light of that here are some things to consider:

Some of these steps will only have to be done the first time you open Final Cut Express;

If you have a tech person on your crew, have them go through this with you;

Video tutorial links are provided at the bottom of these instructions and can also be found on the Tutorials page of the FIN Commons;

You can contact me ANYTIME at 510-435-6198 if you are having problems—if I don’t pick up, leave a message and I will call right back.

Once you have done these steps once or twice, you will see that it is actually pretty easy to digitize footage.

 

Now that you have begun to shoot video footage using the Canon HV30, you are ready to move to the next step: getting the footage from your camera into your computer so that you can begin to edit it. This process is called “digitizing.”  Steps to follow in digitizing your footage:

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The World In Your Hands

Posted by Sean McFarland on March 3, 2009 in Equity, Fear, Identity, Learning Communities, Learning to Learn, Making Visible, Metacognition, Student Confidence, Student Interviews, Student Voice, Video Evidence with No Comments


Welcome to an orientation film for the Disabled Students Programs and Services (DSPS) at Chabot College. Take a walk with us and explore the experiences of five students and a counselor, and learn how DSPS helped them reach their educational goals. 

 

 

(FIN employee Jamie Chandler made this film while a student at Chabot College.)

 

Reading Between The Lives

Posted by Sean McFarland on March 3, 2009 in Developing Questions, Fear, Identity, Learning to Learn, Literacy, Making Visible, Metacognition, Reading, Student Confidence, Student Interviews, Student Voice, Video Evidence with No Comments


 

A long, long time ago, in a college about a quarter mile off Interstate 880…four students and a teacher, fueled by a SPECC grant, set out on an epic quest to ask the questions no one dared to ask about reading. Facing over 125 daunting student intake essays, 50 hours of intensive interviews, and trudging through 300 hours of post-production they emerged with a victorious 60-minute movie and restored freedom in the collegiate galaxy.

The Creation of Reading Between The Lives was generously supported by: SPECC (Strengthening Pre-collegiate Education in Community Colleges), a joint project of the Carnegie Foundation for the Advancement of Teaching, and the William and Flora Hewlett Foundation.

 

The Sorceress’s Apprentices

Posted by Sean McFarland on March 3, 2009 in Acceleration, Fear, Identity, Learning to Learn, Literacy, Making Visible, Metacognition, Reading, Student Confidence, Student Interviews, Student Voice, Video Evidence with No Comments


In this video, Chabot College Basic Skills students demonstrate and discuss effective reading strategies they have learned over the course of the semester. English Instructor Alisa Klevens discusses how she adapts Reading Apprenticeship concepts to meet the needs of these students. 

 

 

Simple Tips for Shooting Video

Posted by Sean McFarland on March 1, 2009 in Making Visible, Multimedia, Technology, Video Evidence with No Comments


 Tips for better balance and framing for videos of people.

You can take well balanced shots if you change the size and position of the person on the screen to match the part of the subject you want to emphasize. For example, when you want to show the subject’s whole body, the image will not be as effective if the head or feet are cut off. To avoid such situations, it is important that you fix the composition and pay attention to the balanced placement of the subject on the screen. The examples below describe some basic shots and framings for people.


Full shot

This shot fits the subject’s whole body within the frame. This type of shot conveys the subject’s surroundings or actions involving the whole body. Try shooting shots like this with some space above the subject’s head and below the feet.

 

Waist Shot

This shot shows the subject from the waist upward. It works well to show the subject’s facial expression with some of the surroundings. Try shooting the shot with some space above the subject’s head and positioning the eyes above the center line of the screen.

 

Chest Shot

This shot shows the subject from the chest upward. It works well to show the subject’s facial expression and provides a sense of closeness. It is okay to take these shots without consciously leaving space above the subject’s head.

 

Close-up

This shot shows the subject’s whole face on the screen. It is effective for emphasizing subject’s expression. Try shooting the shot, positioning the subject’s nose at the center line of the screen.

close

 

Extreme Close-up

This shot is used to enlarge the part of the subject that you want to emphasize, for example, the eyes, mouth, fingers, hands, or feet. 

 

Framing Your Shots

Shooting well balanced compositions with thought given to what you want to convey is an important part of Video. 

Horizontal framing

The point of this shot is to open up some space in the direction the subject is facing.

The far-right image is not balanced because there is not enough space in the direction the subject faces.

 

Vertical framing

The point of this shot is to position the subject’s eyes at or slightly above the center of the screen.

In the case of the far-left image above, people may not know which part they should be looking at if the eye position is below the center line.

 

Diagonal framing

The point of this shot is to shoot diagonally to bring out a sense of depth in the image.

In the far-right image above, the subject blocks the trees in the background, resulting in an image that lacks depth.

About FIN

The Faculty Inquiry Network’s (FIN) purpose is to support professional development which includes: conducting faculty inquiry; revisiting basic skills assumptions; interpreting and integrating data; accessing student voices; developing students as co-inquirers; making visible; using technology for teaching and learning; creating and supporting new initiatives, curriculum and program development; constructing educational tools using digital media; and hosting dialogue around student and faculty learning.

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