Wednesday, December 5, 2012

how I would like to continue to work with video creatively

Homework #10 (3) Revisit our video class and your notes about it. Come up with 2 ideas about how you would like to introduce video through lesson plans in an art class (age: your choice); alternatively: 1 or 2 paragraphs describing how you would like to continue to work with video creatively; alternatively: what you have been able to learn about video as a creative material.

I would definitely be eager to explore video further, I really liked the end results of this project and would be interested to take my "minutes in nature" a step further. I would like to create a "video collage," I am unsure how to go about this but I would be interested in creating a split screen with several of theses "minutes" playing simultaneously, creating a more comprehensive "minute." I think it is interesting that in one minute so many different elements of nature in one back yard are affected. I imaging combining perhaps 10 of these minutes into one video could be powerful, although they each have a different subject and a different composition they are all from the same environment. Conceptually it would be ideal to film multiple locations at the same time, yet this is most likely not a feasible option, recording these videos sequentially (like the project I did this week) seems like an effective alternative. I do not have experience in video editing, but I think this would give me the opportunity to explore what video editing has to offer. 

Another way that I would like to explore video creatively is through time-lapse. I am always so captivated by time-lapse films, and aspire to be able to create my own one day. Although it has been done many times before I love the idea of creating my own time-lapse of cars in the city streets, or even clouds in the sky. Maybe I could create a time-lapse version of "minutes in nature" capturing an assortment of subjects in nature and how they are visually effected by the wind, sun, rain clouds and shadows. 

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