WORKSHOP ACTIVITY 2 DANIEL CROOKS MANIPULATING TIME

Transcription

1 WORKSHOP ACTIVITY 2 DANIEL CROOKS MANIPULATING TIME Daniel Crooks Train No.8 (still), 2005 Digital video 4.29 min Courtesy of the artist, Anna Schwartz Gallery and Future Perfect, Singapore. Leon Cmielewski Daniel Crooks Daniel Mudie Cunningham Stephen Fearnley & Stephen Harrop Sue Healey Janet Merewether Kate Richards & Kurt Brereton Soda_Jerk Kathy Smith Josie Starrs & Leon Cmielewski Mark Titmarsh John Tonkin

2 Four Decades Of Australian Media Art WORKSHOP 2 About This Workshop Workshop Schedule DANIEL CROOKS MANIPULATING TIME Daniel Crooks Train No.8 (still), 2005 Digital video 4.29 min Courtesy of the artist, Anna Schwartz Gallery and Future Perfect, Singapore. This workshop will demonstrate how different video art making techniques can change our perception of time within an artwork. Students will manipulate time by slowing down, speeding up, pausing and reversing footage. ABOUT THIS WORKSHOP This workshop is designed for collaborative group work (3-4 students per group) and will provide students with the skills to: Capture footage using simple devices including ipads Experiment with techniques to investigate how time can be represented visually Use basic editing tools to create a video artwork Access video tutorials in the workshop folder in the Scanlines ipad Gallery WORKSHOP SCHEDULE Activity Activity 1: Introduction - Discussion of artwork Train No 8, Daniel Crooks Activity 2: Brainstorming Ideas - Themes and group organisation Activity 3: Demonstration of Equipment - links to tutorial Activity 4: Capturing Footage 101 Activity 5: Experimenting with Time Activity 6: The Basics of Editing Video and Audio Activity 7: Presentation of video art work in ipad Total Time Allocation Time 10 mins 10 mins 10 mins 1 hour 15 mins 1 hour 1 hour 15 mins 15 mins 4.5 hours 1.

3 Equipment and Resources EQUIPMENT & RESOURCES What you ll need to prepare for the workshops: Equipment: Data Projector to view the artworks Train No. 8 by Daniel Crooks in Scanlines Album WiFi connection and access to scanlines.net ipad Tripods and charger for each ipad Large sheets of paper Pens and felt tip markers Storyboard template ipad preloaded with imovie, imotion HD, iphoto Gallery, itunes Library Workshop Tutorial folder preloaded on the ipad or access on the scanlines resource hub Workshop Video Tutorials: How to Shoot video with your ipad Basic Shot Types Experimenting with Time How to create a freeze frame in imovie How to use slow motion in imovie How to increase speed in imovie Part 1: Editing the Video - Cut Part 1: Editing the Video - Transitions and Filters Creating a Soundtrack Scanlines Education Module Resources: Workshop 2 - Resource Hub Daniel Crooks excerpt of Train No 8 dlux MediaArts Interviews - WHO, WHY and HOW Daniel Crooks - ARTIST by Andrew Frost Video glossary of media arts terms and tools Daniel Crooks Website Anna Schwartz Gallery - Daniel Crooks 2.

4 Activity 1 Activity 2 ACTIVITY 1: INTRODUCTION DISCUSSION OF ARTWORK (10 MINS) View artwork - Train No. 8 by Daniel Crooks. Refer to the following questions and discuss the artwork with students: What techniques did Daniel Crooks use in Train No. 8 to manipulate time? Opportunity for students to identify the activities that will be delivered in the workshop How do the techniques of manipulating time effect how you viewed the work? Provides a reference point for different styles that they can apply when creating their artwork. Have you observed the techniques of slowing down, speeding up, pausing and reversing footage in other video artworks or in the commercial world? Creates relationships to the techniques and gives an indication of student s knowledge ACTIVITY 2: BRAINSTORMING IDEAS (10 MINS) Students will learn techniques and experiment with aspects of Daniel Crook s work, Train No. 8 to create a collaborative 3-5 minute video work. Themes: The following themes are provided as departure points for students in the workshop activities and designed to enhance the process of discovery. 1. Urban Space - The World Around You 2. Journeying through Space - Getting from A to B 3. The Body in Space - Movement of the Body Ideas: Divide students into groups (3-4 students per group). Discuss suggested themes and select a theme to explore. Play excerpt of Train No. 8 in the background as a visual cue Allocate 5-10 minutes to brainstorm ideas about who, what and where they can capture footage based on selected theme and issue the storyboard templates for them to plan out their narrative. Roles: Students discuss, negotiate and rotate through the different tasks including director, actor, camera operator and audio technician. Students change roles at each station working within allocated timeframe and available equipment (smaller groups to adopt more than one role, larger groups with more than one group at each station). 3.

5 Activity 3 Activty 4 How to Shoot video with your ipad Basic Shot Types ACTIVITY 3: DEMONSTRATION OF EQUIPMENT AND RESOURCES (15 MINS) Provide each group with an ipad Students in group rotate using ipad, first student to open the Manipulating Time Tutorials in the tutorial workshop folder in the Scanlines ipad Album Demonstrate basic software functions and resource page, students observe functions on ipad and Data projector Refer to Scanlines Education Research Module: Daniel Crooks - Artist by Andrew Frost, which refers to techniques used to manipulate time ACTIVITY 4: CAPTURING FOOTAGE 101 (1 HOUR 15 MINUTES) Students discuss, negotiate and rotate through four stations, undertaking different tasks at each station including director, actor, camera operator and audio technician. There are many different ways to capture the moving image. This activity provides students with the basic terminology as they rotate through the four stations, close up, medium shot, long shot and follow shot, to capture content for Activity 5 - Experimenting with Time. Students will use their ipad to capture footage for Activity 4. Students can view the video tutorial How to Shoot video with your ipad in the tutorial workshop folder in the Scanlines ipad Album or in the Scanlines Resource Hub View the tutorial Basic Shots Types, (demonstrating what students will capture for each station) in the tutorial workshop folder in the Scanlines ipad Album or in the Scanlines Resource hub Each group commences at a different station. The stations are short and sharp and should be completed in 15 minutes (signal students at 10 and 15 minutes intervals). STATION 1: close up (CU) Students select a role e.g. actor or an object as the subject matter for a close up (students frame the subject or object to fill the screen of the camera) and shoot for 30 seconds. Commence shooting with the camera steady and then move the camera to film different views of the actor or object. STATION 2: medium shot (MS): Students select a role e.g. actor or an object as the subject matter for a medium shot (students frame the subject from the waist, hips or knees moving up or down or the object from different angles, incorporating aspects of the surroundings) and shoot for 30 seconds. Vary between keeping the camera steady and moving it to film different views of the actor or object. STATION 3: long shot (LS): Students select a role e.g. actor or an object as the subject matter for a long shot (students position their subject at some distance from the camera; in full view with their surroundings) and shoot for 30 seconds). Vary between keeping the camera steady and moving it to film different views of the actor or object. 4.

6 Activity 4 cont. STATION 4: follow shot (FS): Students select a role e.g. actor or an object as the subject matter for a follow shot (students will shoot and follow the subject or object with the camera as the actor moves or the object is moved) and shoot for 30 seconds. Students can also capture the additional shots from the video Basic Shot Types and experiment with different techniques. 1. Students have a short amount of time per station and each group is required to experience the role of director, camera operator, actor and audio technician. Each group is a team and every role is important. 2. Students shoot footage for a minimum of 30 seconds, to experiment with in the editing process. These shots should relate to the theme from Activity 2 - Brainstorming Ideas. Extreme Long Shot: Students select a role e.g. actor on an object as the subject matter (students will shoot and position the subject the furthest distance from the camera) and shoot for 30 seconds. An extreme long shot is used to show a large amount of landscape around the subject matter. Medium Close Up: Students select a role e.g. actor or an object as the subject matter (students will shoot and position the subject matter half way between the medium shot and a close up) and shoot for 30 seconds. 3. Students list scenes they wish to include and techniques they intend to apply to the footage in the storyboard template. At the conclusion of Activity 4 - Capturing Footage 101, students discuss their themes of urban space, journeying through space, the body in space and discovery of new techniques with the workshop group. Extreme Close Up: Students select a role e.g. actor or an object as the subject matter (students will tightly frame the subject matter and shoot it at a relatively large scale) and shoot for 30 seconds. Cut-In: Students select a role e.g. actor or an object as the subject matter. Students will focus on an action of the subject matter to emphasize a detail of the story, action or emotion. 5.

7 Activity 5 Experimenting with TIme How to create a freeze frame in imovie How to use slow motion in imovie How to increase speed in imovie ACTIVITY 5: EXPERIMENTING WITH TIME (1 HOUR) In this activity students will experiment with the concept of time, to create different effects by changing the pace of their footage using imovie. Students decide as a group what footage they would like to manipulate through creating a simple storyboard or shot list by using the storyboard template. View Daniel Crooks, Train No8, and discuss the following question (5-10 minutes): What is unique about the way Daniel Crooks tells a story in this artwork? Opportunity for students to identify and discuss the difference between traditional storytelling in film and nonlinear narratives in video art and apply it to their storyboard. 1. Students refer to their different shots and discuss how manipulating time can enhance their theme and ideas. Students encouraged to plan how different shots relate to each other, what mood they want to convey and how to construct a sequence using the storyboard template. 2. Students open imovie on their ipad and create a new project and import selected footage from Activity Students select footage to use the three techniques freeze frame, slow motion and increase speed and keep them in the imovie timeline in preparation for Activity 5. View the tutorial Experimenting with Time video (demonstrates how students can manipulate time in the following editing processes) in the workshop tutorial folder in the Scanlines ipad Gallery or in the Scanlines Resource Hub. Freeze Frame: Students select one or more excerpts of footage captured from Activity 4 to freeze. 4. Students identify missing footage they require and capture additional content to complete their art work At the conclusion of Activity 4 - Experimenting with Time, students reflect on their progress in their group. Slow Motion: Students select one or more excerpts of footage captured from Activity 4 to slow down. Slowing down a scene will also change the length of the video and its audio. Increase Speed: Students select entire footage captured from Activity 4 and increase the speed. Increasing the speed of a scene will alter the length of the video and its audio. *Refer to Activity 5 Video Tutorials in the workshop tutorial folder in the ipad Gallery or in the Scanlines Resource Hub 6.

8 ACTIVITY 6: THE BASICS OF EDITING VIDEO AND AUDIO (1 HOUR 15 MINUTES) Activity 6 Part 1: Editing the Video - Cut Part 2: Editing the Video - Transitions and Filters When creating content, editing footage and the treatment of audio are important components in the creation of a cohesive artwork. In this activity students will be provided with the basic editing terminology and the opportunity to complete a collaborative artwork View Daniel Crooks, Train No.8 and discuss the following questions (5-10 minutes): How does Daniel Crooks use sound in the video artwork Train No.8? Provides a reference of how students can use sound in their artwork. What are the different sounds that you can identify in Train No.8? Deconstructs the layers of the audio Activity 6: The Basics of Editing Video and Audio are divided into two parts: PART 1: Editing the Video Transitions and filters Students can apply a transition effect between the cut or apply filters on different shots. *Refer to Activity 6 Video Tutorials in the workshop tutorial folder in the ipad Gallery or in the Scanlines Resource Hub PART 2: Creating a Soundtrack Daniel Crooks manipulates a combination of atmospheric sounds from the environment with specific features e.g. trees and trains in the artwork to create the audio of Train No.8. This activity uses the audio captured with the footage and audio mixes sourced from creative commons. Detaching the audio from the video: students have the option of detaching the audio from the video by copying and pasting sounds to repeat in different segments, making the audio out of sync with their subjects or replacing the audio. Daniel Crooks artwork Train No. 8 is captured in a one take, but cuts the different frames horizontally and merges different perceptions of time in the same shot in layers. This activity uses consecutive shots to contrast the treatment of time using the following: Cut Students select two shots and place them side by side to build a narrative (story) for the artwork. The shots could be a reordering of the experiments from Activity 5 and footage from Activity 4 Importing and recording additional sounds: students can select music tracks and sound effects sourced from a creative commons samples in the itunes Library. Students can also use the ipad microphone to create additional sounds. Layering sounds: students can layer different segments of audio to create a soundtrack for their collaborative video artwork. This can include tracks from ipad, audio captured from their footage and sound effects or they can record using ipad microphone Students can change the length of a shot by applying one of the experiments from Activity 4 or selecting a section of the footage to delete Manipulating the audio with different filters: students can select and apply filters to sounds to create different effects. 7.

9 Activity 6 Creating a Soundtrack *Refer to Activity 6 Video Tutorials in the workshop tutorial folder in the ipad Gallery or in the Scanlines Resource Hub 1. Students make final decisions about the cuts, order, transitions and filters for their video artwork as a team, rotating through the different tasks and roles 2. Students create a sound track for their artwork ACTIVITY 6: GROUP PRESENTATIONS OF ARTWORKS At the conclusion of Activity 6 - The Basics of Editing Video and Audio each group invited to present their artwork and discuss what they found challenging. Students view, compose title and export the final version of their artwork to ipad gallery. Students video artwork to themselves, which can be altered to create an individual video artwork Students video artworks to online education module gallery Students prepare a short (5 minute) presentation to discuss the processes and ideas that inform their artwork SCANLINES EDUCATION AND WORKSHOP MODULES Scanlines Media Arts Education research modules include background information on artists and artworks in each module including: Artist Practice - Context, Intentions and Workshop Actions Artworld dialogue and artist quotes Visual Arts Activities (Year 10 - Year 12) Critical and Historical Investigations - short answer and extended response questions, Artmaking and Extension activities Curriculum links with learning outcomes for NSW, Victoria, Queensland, South Australia, Western Australia, Tasmania, ACT, Northern Territory and the Australian Curriculum: The Arts Foundation to Year 10 Glossary of Terms dlux History of Media Art 8.

10 A major national survey exhibition: Scanlines from dlux MediaArts, is the first of its kind: a comprehensive group exhibition with an education focus that surveys the heritage of new media art in Australia since the 1980 s. The Scanlines exhibition is an exciting journey through time and includes rare early works and well-known favourites by our best-known Australian contemporary artists. The exhibition is supported by an online archive of Australian media art history: scanlines.net. Featuring: KURT BRERETON, LEON CMIELEWSKI, DANIEL CROOKS, DANIEL MUDIE CUNNINGHAM, STEPHEN FEARNLEY, STEPHEN HARROP, SUE HEALEY, SODA_JERK, JANET MEREWETHER, KATE RICHARDS, KATHY SMITH, JOSEPHINE STARRS, MARK TITMARSH, JOHN TONKIN. This project has been assisted by the Australian Government through the Australia Council for the Arts, its arts funding and advisory body. SC AN L I NE S.net