Friday, September 30, 2011
Lady Gaga - Bad Romance Different Version
original version- Lady Gaga - Bad Romance
Lady Gaga - Bad Romance - live cover - Lissie
On the Rocks - Lady Gaga - Bad Romance
The chipettes-Bad romance
BLOG ASSIGNMENT #4 Song Deconstruction
STEP ONE
Create a link on your blog to two songs that can be found online -- YouTube (or a similar site). You may choose either:
Listen to each song a few times and fill out a Listening Framework sheet (next page) for each song. Post these sheets to your blog.
STEP THREE
Based on your Listening Framework, write an essay (350-400 words) comparing and contrasting the songs. Utilize the vocabulary words from lecture and from the Listening Framework sheets:
1. Lyrics
2. Melody
3. Musical Quality (Rhythm, Intensity, Pitch, Timbre, Speed, Organization)
Conclude the essay by discussing which version of the song you like better, and an explanation of why.
Grading Criteria
-- Linked to two songs meeting the criteria [5 points]
-- Completed a Listening Framework sheet for each song [5 points each x2]
-- Compared and contrasted the songs using vocabulary from lecture and LF sheets [10 points]
-- Written elements did not meet length requirements [-15 points]
Create a link on your blog to two songs that can be found online -- YouTube (or a similar site). You may choose either:
- Two songs from the same artist
- One original song and one cover of that song
- Two songs from two completely different musical genres
Listen to each song a few times and fill out a Listening Framework sheet (next page) for each song. Post these sheets to your blog.
STEP THREE
Based on your Listening Framework, write an essay (350-400 words) comparing and contrasting the songs. Utilize the vocabulary words from lecture and from the Listening Framework sheets:
1. Lyrics
2. Melody
3. Musical Quality (Rhythm, Intensity, Pitch, Timbre, Speed, Organization)
Conclude the essay by discussing which version of the song you like better, and an explanation of why.
Grading Criteria
-- Linked to two songs meeting the criteria [5 points]
-- Completed a Listening Framework sheet for each song [5 points each x2]
-- Compared and contrasted the songs using vocabulary from lecture and LF sheets [10 points]
-- Written elements did not meet length requirements [-15 points]
Project #4 - SOUNDSCAPE
As part of a two-person team, you will record the dialogue from one of the 2-3 minute scripts from Project Three. After you have recorded the dialogue, you will create an entire soundscape (sound design) for the scene. For this project, you will be provided with an extensive Sound Effects Library. You should combine and manipulate sound effects in order to elicit a specific emotion from the audience.
Teams will present these soundscapes in lab. Following the presentation, each team will present a 3-minute Powerpoint explaining their creative process.
All of the sounds you use must come from a sound effects library and must be manipulated.
First: Present your 2-3 second soundscape/visual presentation to the class, (but DON’T tell the class the emotion that you are trying to elicit). The Soundscape must have the following items:
A) Utilization of TWO of the three listening modes: Casual, Semantic or Referential
B) Aural exploration of Space: Deep, Limited, Flat or Ambiguous Space;
C) Contrast or Affinity of your Visual Space with your Aural Space
D) Aural recreation of Space by using: Size, Distance, Movement and/or Directionality;
E) Manipulation TWO sound qualities: Speed, Loudness, Timbre and/or Pitch
F) Use of: Habituation, Recognition, Directionality or Gestalt Principal to affect emotion
F) Use of: Habituation, Recognition, Directionality or Gestalt Principal to affect emotion
G) Minimum of three layers of sound
Second: Prepare a 3-minute presentation (timed, in powerpoint) explaining:
A) Which TWO listening modes you utilized: Casual, Semantic or Referential
B) How you explored Space aurally: Deep, Limited, Flat or Ambiguous Space;
C) Two examples where you used Contrast and/or Affinity of Visual and Aural Spaces
D) How you created a sense of Space using: Size, Distance, Movement or Directionality;
E) How you manipulated: Speed, Loudness, Timbre and/or Pitch
F) How you used Habituation, Recognition, Directionality or the Gestalt Principal
Finally: The last slide of your presentation should be the EMOTION you chose to manipulate. Before you show the emotion, see if the audience can guess the emotion.
Accessing the Centralized Sound Effects Library
Mac OS X
1. In Finder, select Go -> Connect to Server…
2. In the Server Address, type:
smb://shared.ohio.edu/communication/SoundFX
3. Click Connect
4. It will likely prompt you for your username and password.
a. Your username is your oakid
b. Your password is your oak password
c. These login credentials are the same as what you use to check your email or access other university services
5. A new volume will be mounted called SoundFX. It should look like:
6. When you are done with your work, you can un-mount the volume
7. If you have any problems access the sound effects library, contact chilcotr@ohio.edu
Accessing the Centralized
Sound Effects Library
Web Based (faculty/staff only)
1. In any web browser, navigate to https://sslvpn.oit.ohio.edu/
2. Login with your oakid and oak password
3. You are now logged into the OIT SSL VPN. Once in, click on ‘Shared Drives’
4. Then navigate to ‘communication’
5. Then click on ‘SoundFX’
6. You can now download and navigate the library.
Accessing the Centralized
Sound Effects Library
Windows
1. Click Start and then click Run
2. Connect to the Sound Effects Library
a. Windows XP
In the run dialog, type: \\shared.ohio.edu\communication\SoundFX
b. Windows Vista/7
In the dialog, type: \\shared.ohio.edu\communication\SoundFX
3. Click run or go
4. It will likely prompt you for your username and password, if not, skip to the next step.
a. Your username is your oakid
b. Your password is your oak password
c. These login credentials are the same as what you use to check your email or access other university services
5. A new window will show the Sound Effects folder
6. When you are done with your work, you can un-mount the volume
7. If you have any problems access the sound effects library, contact chilcotr@ohio.edu
Thursday, September 22, 2011
Best Character Designs of Assignment#1
Shadow Poison by Jiexiong Zhang
Mr. Vivid by Justin Kohlas
Detective Jeff Talion by Joshua Deisler
Dr. Mortius by Matthew Monachino
Timothy & Rax by Brennan Jackson & Harold Bon
Keep up good works everyone!
IINTERNSHIPS @ THE PIXAR
At Pixar, you will be contributing to the making of our films. How can that be possible? Well, we value everyone's contributions to our films whether your internship is in film production, software development or any of our support functions. You will work side by side with some of the most talented bunch of people in the film animation business. You will apply what you’ve been learning in school in a very direct way. Not only that, but you’ll learn the day-to-day operations of an animation shop in action.
When your internship wraps it’s not just with a nice parting gift, although we love swag! All interns are given valuable feedback and receive consideration for full-time positions. Our ultimate goal of our internship program is to give you the best educational internship experience of your life.
CLICK ON YOUR OPPORTUNITY HERE
http://www.pixar.com/companyinfo/jobs/uni_internships.html
LUCASFILM INTERNSHIPS
Singapore Internships - JuMP
(Jedi Masters Program) is a training initiative at Lucasfilm Animation Singapore headed by Tad Leckman, a former ILM employee and most recently the Professor and Chair of Visual Effects at Savannah College of Art and Design. JuMP is a series of master classes combined with production work and is open to talented young computer graphic artists from Asia. Click here for more information.Bay Area Internships
The Jedi Academy Program is a summer internship program that Lucasfilm runs between 12-16 weeks at the Letterman Digital Arts Center in San Francisco, California and at Big Rock Ranch in Nicasio, California. We are looking for junior undergraduate, Masters and Ph.D. students to work across our divisions. Internship positions include game programming and engineering, game art, R&D engineering, software engineering, information technology, web development, marketing, licensing, and production. All internship positions are paid. Join the force and spend the summer with us!How To Apply
- All applicants must apply online by completing a profile here. Your application will only be reviewed if we have a completed profile for you and you have applied for a specific internship(s). The deadline for next summer is February 15, 2011.
- Next you will need to let us know what specific internship opportunity you are applying for this summer. To view the available opportunities, click on the "Search Jobs" above, then enter "intern" into the keywords field. A list of our current available internships will appear and you can attach your profile to the position(s) that interest you.
- Please submit a cover letter (indicate in your cover letter the dates of your availability), resume, a contact list of 3 references and an unofficial transcript (used to verify enrollment). All of these documents are required of applicants. When attaching materials to your online application, you may upload 4 documents at a time. To make this process easier we recommend compiling materials into a PDF or Word file. You may exceed 2 MB of data.
- Applications will be reviewed in the early spring. We hope to have finalized decisions by April.
http://jobs.lucasfilm.com/internships.html
Monday, September 19, 2011
Assignment: Project #3 SCRIPTING A SCENE
Due: In lab Week 3. Late assignments will not be accepted.
Individuals will take a scene from their Game Design Project and write a 2-3-minute
scene based upon the characters and the actions from their proposed game. The script
must be properly formatted and include both sound and visual cues. The scripts should
allude to the characters’ Motivations, Objectives, Intentions and Urgency. The scripts will
be turned in at the beginning of lab of Week Three.
First:
Image a 2-3 minute scene from the game your group developed in Project #2.
Second:
Imagine if you turned the game into a film. Who would the audience be? What genre
would the movie be?
Third:
Fill out the following information:
AUDIENCE:
GENRE:
GENRE ELEMENTS (what are you putting into your script that “make it” into that particular genre?):
CHARACTER OBJECTIVE:
CHARACTER INTENTION:
URGENCY IN THE SCENE:
Fourth: Image the scene with as much SOUND as possible. And make sure that you have
some dialogue in your scene so your audience understands your characters’ objective,
intentions and urgency.
Finally: Write the scene. Print it out. Turn it in with this sheet filled in and attached.
Individuals will take a scene from their Game Design Project and write a 2-3-minute
scene based upon the characters and the actions from their proposed game. The script
must be properly formatted and include both sound and visual cues. The scripts should
allude to the characters’ Motivations, Objectives, Intentions and Urgency. The scripts will
be turned in at the beginning of lab of Week Three.
First:
Image a 2-3 minute scene from the game your group developed in Project #2.
Second:
Imagine if you turned the game into a film. Who would the audience be? What genre
would the movie be?
Third:
Fill out the following information:
AUDIENCE:
GENRE:
GENRE ELEMENTS (what are you putting into your script that “make it” into that particular genre?):
CHARACTER OBJECTIVE:
CHARACTER INTENTION:
URGENCY IN THE SCENE:
Fourth: Image the scene with as much SOUND as possible. And make sure that you have
some dialogue in your scene so your audience understands your characters’ objective,
intentions and urgency.
Finally: Write the scene. Print it out. Turn it in with this sheet filled in and attached.
Monday, September 12, 2011
Assignment: Project #2
GAME DESIGN
Due: In lab Week 3. Late assignments will not be accepted.
This is group assignment. You will be part of a four-person team. Each team will design
a video game idea that involves multiple decision points, an interface design, and a
scoring system. The game must have specific goals and rules; it must incorporate
characters designed in Project One, and must employs visual cues (e.g. line, shape,
etc.) to guide the audience toward a specific goal. The idea will be presented in the form
of a 15-minute Powerpoint.
First: Decide whether you are designing a Game of: Skill, Chance or Strategy
Second: As a team, determine the Game’s:
A) Goals B) Mechanics C) Objectives D) Rules
Third: Design a 15-minute Powerpoint presentation that uses a Flow Chart in some way to:
A) Explain the Goals/Mechanics/Objectives/Rules
Then: choose THREE of the following FOUR elements:
B) Demonstrate some In-game Visuals and how they influence the Game’s Objectives
C) Provide examples of how characters inspire Gaming Goals
D) Explains the Interface & Console Design and how they relate to the Game Mechanics
E) Discuss whether or not Guided Perception is used in your game (and why/why not)
Finally: Present your idea as if you were selling it to investors, rather than for a class grade
and Explain why the game would actually be fun to play
Due: In lab Week 3. Late assignments will not be accepted.
This is group assignment. You will be part of a four-person team. Each team will design
a video game idea that involves multiple decision points, an interface design, and a
scoring system. The game must have specific goals and rules; it must incorporate
characters designed in Project One, and must employs visual cues (e.g. line, shape,
etc.) to guide the audience toward a specific goal. The idea will be presented in the form
of a 15-minute Powerpoint.
First: Decide whether you are designing a Game of: Skill, Chance or Strategy
Second: As a team, determine the Game’s:
A) Goals B) Mechanics C) Objectives D) Rules
Third: Design a 15-minute Powerpoint presentation that uses a Flow Chart in some way to:
A) Explain the Goals/Mechanics/Objectives/Rules
Then: choose THREE of the following FOUR elements:
B) Demonstrate some In-game Visuals and how they influence the Game’s Objectives
C) Provide examples of how characters inspire Gaming Goals
D) Explains the Interface & Console Design and how they relate to the Game Mechanics
E) Discuss whether or not Guided Perception is used in your game (and why/why not)
Finally: Present your idea as if you were selling it to investors, rather than for a class grade
and Explain why the game would actually be fun to play
BLOG ASSIGNMENT # 2
Finding Your Howl
Create a link on your blog to http://changethis.com/ so that your audience can read
Johathon Flaum’s FIND YOUR HOWL.
Within the article, Flaum references two different stories. Briefly summarize (100 words
or less) one of the stories for your audience and explain the main point that Flaum makes
with that particular story.
Then… share your own favorite quote, poem, lyric, paragraph or story and then explain
in essay form why this quote speaks to you as a creative person. Essay should be
approximately 500-750 words, not including the work that you cite.
-- A summary of one aspect of J. Flaum’s article [7 points]
-- A presentation and explanation of a meaningful “Howl” [8 points]
Grading Criteria
-- Accurately summarized of one aspect of J. Flaum’s article [9 points]
-- Presentation and explanation of a meaningful “Howl” [16 points]
-- Did not meet length requirements (too long or too short) [-12 pts each]
http://changethis.com/manifesto/show/51.01.YourHowl
Johathon Flaum’s FIND YOUR HOWL.
Within the article, Flaum references two different stories. Briefly summarize (100 words
or less) one of the stories for your audience and explain the main point that Flaum makes
with that particular story.
Then… share your own favorite quote, poem, lyric, paragraph or story and then explain
in essay form why this quote speaks to you as a creative person. Essay should be
approximately 500-750 words, not including the work that you cite.
-- A summary of one aspect of J. Flaum’s article [7 points]
-- A presentation and explanation of a meaningful “Howl” [8 points]
Grading Criteria
-- Accurately summarized of one aspect of J. Flaum’s article [9 points]
-- Presentation and explanation of a meaningful “Howl” [16 points]
-- Did not meet length requirements (too long or too short) [-12 pts each]
http://changethis.com/manifesto/show/51.01.YourHowl
Saturday, September 10, 2011
Deconstructing Characters :BLOG ASSIGNMENT #1
STEP ONE
Create a character. But don’t show us or tell us about the actual physical attributes of this character. Instead, deconstruct this character to its BASIC ELEMENTS of
• Color
• Light
• Shape
Then, using these basic elements, post photographs that demonstrate these elements as they relate to your character, and write a 100 word summary of each photo and why it represents your character.
For instance, if you were deconstructing Superman, you might choose to discuss:
His Red, White and Blue color motif
Cast him in bright lights of “goodness”
The fact that his cape makes him look triangular like a speeding bullet
STEP TWO
Do the same thing with your character’s antagonist.
ASSIGNMENT: PROJECT#1 CHARACTER DESIGN
Two-person teams will create and draw two characters:
A Hero
A Villain
Demonstrate
Personality
Emotion
Motivation
*Through the use of color, shape and light
In the form of a 5-minute power point explaining the creative process
DUE: IN THE LAB WEEK 2
*Late assignment will not be accepted
Student name list, MDIA 203 Lab 3-5 pm.
| | | |
| Bernhart | Gunnar | |
| Bon | Harold | |
| Click | Kristin | |
| Delgesso | Paul | |
| Deisler | Joshua | |
| Difino | Anthony | |
| Eroskey | Matthew | |
| Heins | Brady | |
| Hildebrand | Daniel | |
| Jackson | Brennan | |
| Kohlas | Justin | |
| Lewis | Helen | |
| Monachino | Matthew | |
| Manring | Kelsey | |
| Robinson | Kevin | |
| Sinclair | Torey | |
| Tucker | Turok | |
| Turner | Jessica | |
| Winegardner | Zachary | |
| Zhang | Jiexiong |
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