Why?

Video art is probably the most prevalent form of time-based art currently in use. Due to our ability to easily shoot and share videos given the prevalence of camera phones and video-sharing sites. As you can imagine, this was a little more difficult even just 20 years, and even then, digital/online video was still very low resolution. This is also a flexible form that can include standard video, animation, sound, photography, and more. It is also easily transportable, making it a great medium for young artists trying to get their work out into the world—you don’t have to pay framing and shipping costs.

Brief

You will produce a 3–5-minute video art piece that is conceptually based. It would be great if this can be an extension of your standard practice and themes, but you can also use this as a chance to experiment and branch out. Think creatively about how video might be produced according to your central concept. There is standard video, animation, screen recording, video collage (check copyright laws), a video slideshow, video games, and more.

You will present the video in class and submit the video via Learning Suite (upload or include a link to where the video is housed online—Box, Dropbox, Google Drive, YouTube, Vimeo).

You are also required to submit a self-evaluation along with your assignment, so leave enough time to complete the assignment and ruminate on your experience. 10% of your grade is based on your Assessment/Critique—this includes your self-assessment and participating fully in the group critique.

Submission Checklist

Plan and execute a thoughtful and well-crafted video project. This might include creating a storyboard, arranging for “actors,” scouting for locations, reserving the HBLL Video Production Studio, and/or checking out equipment from the department or the library. Make sure your video includes the title and artist’s name and anything else you want at the beginning or end. Watch back the entirety of your video after you export it to make sure it exported correctly. Submit your video on Learning Suite (upload or include a link to where the video is housed online—Box, Dropbox, Google Drive, YouTube, Vimeo). By submitting your document to Learning Suite, the instructor will have access to it to show to the class for the critique. Submit your self evaluation as a Word doc with your assignment.

Tips and Considerations

• Consider the time given for you to plan, execute, and document the project and come up with something appropriate and ambitious.
• Ask yourself what you are hoping to accomplish with this project.
• Set a production schedule for yourself to account to shooting video, organizing footage, editing it, and mixing the sound (if there is any).
• Think critically before including any music in your video piece. This is a standard of Hollywood productions, but is often just to fill space. Only include music if the piece calls for it, and even then, you need to have the rights to use it in your video.
• When engaging with people, consider where will be the best place to go, permissions you may need to be and film there, and what methods you will use to invite them to participate.
• Consider the ethics of your interactions.
• If people’s faces will be visible in the video, you will want them to sign a release form that you keep on file.
• If you plan to film on campus, please review BYU’s Filming and Photography on Campus Policy.
• If your body is in the piece, you are performing, so what will that look like? Consider how you will be in the space and how much of a performance it will be or if it be more natural and unaffected. Will you be wearing a “costume?”
• How will you capture the video and the sound? Do you need to have multiple cameras and/or microphones?
• If your file is too large to upload to Learning Suite, put it on a cloud service and upload a link to that file on Learning Suite.
• Experiment! Ask yourself “what if” questions and try out those ideas with quick prototypes. Don’t make the first time you try out the ideas be for the final production you are documenting.
• Own your decisions. Don’t just make decisions based on convenience or laziness. Make choices that are informative for the piece.
• Use the instructor! Ask questions. Seek input. Brainstorm with them.

Equipment

Be mindful of the equipment you use, the requisite storage cards, and types of inputs to accommodate different microphones or devices.

Late Policy

You will lose 5 points per day (out of 100) for each 24-hour period your assignment is late. You will also lose points for not participating fully in the group critique.

Tutorials

Green Screen Lighting

Best Green Screen Lighting || HOW TO, Wolf Amri

February 26, 2023

21:17

“Depending on your room size and budget, lighting your green screen can be very tricky. In this second video of my green screen tutorial series, I show you how to best light your background and your subject. No matter if you have a big studio available, or a tiny office.”

Green Screen Editing: Premiere

Learn to Use a Green Screen in Premiere Pro with Motoki, Adobe Video and Motion

July 20, 2023

05:29

“Join Content Creator Motoki as he shows you his favorite tips and tricks for mastering the green screen. Ever heard of a blue screen? In this video, he'll show you when you might want to consider using a blue screen instead of a green screen, and how to edit your awesome effects in PremierePro.”

Green Screen Editing: DaVinci Resolve

Perfect Green Screen: Flawless Chroma Key in DaVinci Resolve, The Show Show

August 15, 2021

12:54

“DaVinci Resolve chroma key 3D qualifier easily fixes green screen shadows, wrinkles and other problems that normally result in a bad key.”

Datamoshing

Datamoshing Tutorial Video, Shaun Ray Edits

January 18, 2022

03:56

“This is a short video detailing the basics of I-Frame Datamoshing.”

Datamoshing Tutorial (P – FRAME), Shaun Ray Edits

October 20, 2022

04:34

“This is a short video detailing the basics of P-Frame Datamoshing.”

Grading

Assignment grades will be based on the following:

Conceptual Concerns (40%)

Student demonstrates evidence that they understand and inventively integrate conceptual concerns. The student’s research is evident and ample given the allotted time.

• Excellent: Student demonstrates conversational familiarity with the material—making interesting connections between material.
• Average: Student is able to relate material, but not do much interesting with it.
• Below Average: Student struggles to demonstrate a grasp of the material and shows no facility in connecting ideas or new thinking.

Execution (40%)

When selecting a thesis or POV, the student is able to succinctly and plainly build a case using good storytelling techniques.

This includes proper spelling, punctuation, sentence structure, grammar and formatting for written assignments; and annunciation, confidence and focused arguments for oral assignments.

• Excellent: Student understands modes of writing and presentation including style guides and is able to nimbly employ these tools in their writing and speaking.
• Average: Student makes some stylistic and formatting mistakes by ignoring provided guidance.
• Below Average: Student repeatedly makes the same mistakes and ignores instructor input and suggestions.

Assessment/Critique (10%)

The student will produce a self-evaluation for each art project including the strengths and weaknesses of a given work and plans for future improvement. This will also include an accounting of time taken. The student will also be present for and participate in group critiques of projects.

• Excellent: The student thoughtfully and honestly engages in the self-reflective process of critiquing their own work and efforts. The student enthusiastically engages with group critiques, seeking ways to offer constructive feedback to other students.
• Average: The student performs a cursory and surface-level assessment of their work and efforts. They make neutral comments during the group critiques and do not fully engage.
• Below Average: The student demonstrates an inability to honestly engage with their work as it exists in the world, and does not adequately participate in group critiques, or is absent/tardy.

Following Instructions (10%)

The student adheres to the guidelines provided for the course and the assignment. If the paper has a particular framework, the student adheres to that framework. If an assignment is to be submitted as a Word doc on Learning Suite, the student does not email the instructor a PDF.

• Excellent: A detail-oriented student who takes instruction and fastidiously executes it within their work.
• Average: A student who misses some details because they didn't read instructions thoroughly or take proper notes when instructions were given.
• Below Average: Student ignores basic instructions and guidance given for assignments.

Learning Outcomes Addressed

Digital Art History and Practices

Students will develop a working knowledge of digital art practices, including an understanding of the theoretical implications of art in a digital age.

Skills

Students will develop the skills and resources necessary to realize a wide variety of digitally-based projects.

Project

Students will produce a body of work demonstrating a comprehension and engagement with the themes and concepts explored in class.

Development

Students will develop the skills and resources necessary to realize a wide variety of digitally-based projects.

General Practices

Students will develop a working knowledge of digital art practices, including an understanding of the theoretical implications of art in a digital age.

Production

Students will produce a body of work demonstrating a comprehension and engagement with the themes and concepts explored in class.