Final Project: Are the Arts Part of the Canadian Identity?

I wish I could have gone into more depth but this is a start! 

Hope you enjoy.

http://www.youtube.com/watch?v=55LSSfMgKI0

Script: Are the Arts Part of the Canadian Identity?

Scene	Running Time	Segment	Video	Audio
1	02:00	02:00	Introduction to Video - medium shot as Interviewer walks in, stops, frame gate and interviewer- possible close-up	Walking-gate opening- speaking- background noise
2	03:00	01:00	Random interviews-panning of park/any other area. close-ups of interviewees-long shots	Natural background sounds-speaking.
3	03:10	00:10	Introduction to interviews of artists- Long shot-interviewer walks up to camera.	Outdoors ambiance. Speaking.
4	04:40	01:30	Medium shot of interviewer and interviewee.	Question and answer-speaking.
5	04:50	00:10	Segway to next interview. Close-up of interviewer	Speaking
6	06:50	02:00	Second interview-medium shot to close-up of interviewee	Speaking
7	07:00	00:10	Intro to third interview. Close-up of interviewer	Speaking
8	08:10	01:10	Third interview- medium shot.	Speaking
9	08:20	00:10	Intro to fourth interview. Long-shot to Medium-shot of interviewer walking towards camera	Speaking- Outdoor ambiance.
10	09:40	01:20	Fourth Interview- Medium shot of interviewer and interviewee	Speaking.
11	11:40	02:00	Conclusion- Close-up of interviewer.	Speaking
12	12:10	00:30	Credits - Scrolling Text.	Spoken Poem

Treatment: Are the Arts Part of Canadian Identity?

*This treatment was created before the Emma Lake outing. Reading this now, after having made the final project, it is interesting to see how closely I stuck to the treatment.*

Objective

To create a short film between 10-15 minuets in duration, exhibiting the importance of the Arts in Canadian society. If effectively done, it will be sent to the canadian government (a.k.a Stephen Harper). 

Goals

To unsurface the seemingly buried relativity of the Arts to other subjects and studies in Canada. With varied interviews of individuals will bring awareness of the importance of support for the Arts, and hopefully encourage appreciation and inspiration for the Arts.  Give a brief education of the Arts in general.  

Film Summary

The target audience is the general canadian audience so it will follow a public friendly accessibility for viewing and how the short film will be put together. It will be a combination of interviews of a variety of people showcasing how Arts have touched different people and helped them benefit in their or on their way in their career path, be it in the Arts or outside of the Arts.   The film in it’s entirety I hope to create it as an abstract art piece itself with the interviews as merely a piece of the puzzle.  In the end I hope it serves inspiration, appreciation, awareness, and education. Proving also that the Arts help to strengthen minds, community and culture of a nation. 

A Guilty Pleasure

Some things I learned through this projects processes: 

• What "In-Camera" editing is and how much time it takes
• It is incredibly time consuming for such a seemingly short end result (a little redundant I know)
• You must have some kind of organized(-ish) concept of how to do each shot or it will double the time on your project.(..umm well logic does comply..)  
• What and how to do these darn shots! (!! I must admit..some appeared easier than they actually were)
• A new found appreciation for good film and techniques. (Thanks Jay..Or depending how you see it..NO THANKS)

Here is the Link to A Story of Guilty Pleasure:

http://www.youtube.com/watch?v=rR6EtqlwJh0

List and times of shots

1. {22}Reportorial:00:03(seconds)
2. {30}One Light:00:08
3.  {31} Two Lights:00:15
4. {32} Three Lights00:21
5. {33-sequence} ->long shot:00:29sec->Med shot:00:34sec ->close-up:00:39->reestablishing-shot:00:41
6. {20}Dolly: 00:50
7. {4 long-shot}: 01:03
8. {8 cut-in): 01:05
9. {5} Medium Shot: 01:10
10. {1} Pan (still subject): 01:15
11. {2} Pan (moving object):01:23
12. {6} Close-up: 01:31
13. {7} Extreme close-up:01:33
14. {9:Cut-away-Also Rule of Thirds}01:37->01:43 
15. {19} Balance: 01:49
16. {29 Follow Focus}: 01:51
17. {3 swish pan}: 02:15
18. {11-Tail Away}: 02:17
19. {26} Title: 02:18
20. {10 Head On}: 02:20
21. {13} High Angle: 02:23
22. {12} Tilt: 02:25
23. {14} Flat angle: 02:31
24. {16} Zoom- In: 02:37
25. {17} Zoon-Out: 02:44
26. {25} Selective Focus: 02:51-> 02:58
27. {15} Low-Angle: 03:03 (there is a just for fun section between this and the Matte Effect)
28. {27} Matte/Effect: 03:11
29. {23} Objective Perspective: 03:15
30. {24} Subjective Perspective: 03:19
31. {21} Truck: 03:20
32. {28} Wipe Shot: 03:26

PythagoraSwitch: Nature is a Model-Adventures with Puppets

      The Japanese children education series “PythagoraSwitch” is an effective and entertaining educational show, even though it does not utilize the newest technology like most television programs use these days. Despite today’s expectations of television production using the newest/newer technology possible, “PythagoraSwitch” does not seem to fall into that category of production techniques. Instead, it is similar to the muppets: The use  of puppet characters and videoclips as learning aids are examples. I would normally jump to conclusions that it was produced around the era of the muppets - but! ...  as quoted from the trusty Wiki site:” It has aired on NHK ‘Nippon Hōsō Kyokai/Japanese Broadcasting Corporation) since 2002 and Scottish Television since 2001.”(http://en.wikipedia.org/wiki/PythagoraSwitch).   A contrasting example to “PythagoraSwitch” would be “Dora the Explorer” which was being watch  around the same year(s) in 2002. I’m sure most people are familiar with this character even if they do not have children of their own,  or have been aware of Dora so-called Hype. 

    “PythagoraSwitch: Nature is a Modal” episode keeps things interesting, the two main characters are penguins, Pita and Gora and  have Uncle Encyclopedia (I’m sure you can guess what he is...a book!) to share knowledge and keep the youngsters inline. A “reading aid” (we could call one of the other characters) is named TeleviJohn; who looks like a white spotted toy dog with a face that turns into a television. The format of the show appears to be along the lines of: When Pita and Gora have questions (such as when they  discover they have burs on their scarfs and don’t know what it is) with Uncle Encyclopedia  help, they learn about the questions they had, and even a bit about other related topics. TeleviJohn is usually called to help show examples or explanations to Pita and Gora since they have trouble or are too young to read (as mentioned in this episode). TeleviJohn is a nice hint to kids to use to TV as a learning aid, maybe I’m stretching it a bit far, but perhaps there is a mild connection to (hint) use other technology as a learning aid as well. 

hmmm....

One nice connection with this episode (Nature as a model) teaches respect for nature. If you observe it, you can learn from it,  and possibly be innovative enough to create your own invention(s)(as mentioned at the end). The main point seems to explain how some inventions/technology were inspired, or even that the ideas from nature made the technology possible. The visual connection of the bird fishing and the bullet train was affective and a nice example for children to be observant. These  objectives from the episode not only encourages respect for nature and knowledge (i.e for Uncle Encyclopedia), but innovation and creativity. Also having a character as Uncle Encyclopedia trying to get Pita and Gora to read will hopefully encourage kids (once they learn how to read) to look things up if they have questions. Even-though, all of the objectives within the show seem a bit advanced for a children's show (compared to others watched today), it stayed amusing and humourous with  Pita and Gora playing with the burs the first inspired their curiosity and questioning to finish the episode off.

To be Continued...