EdTA Learning Center: Sound Design For Film Model Cornerstone Assessment

OVERVIEW

TITLE: Quality Sound Design in Media Artworks
Grade Level: High School Accomplished
Author: Robb Bomboy
Artistic Processes: Creating, Producing, Responding

Task Description: Students will create a 1 to 2 minute film or animation with an emphasis on sound design (soundscape) to communicate a personal, emotional impact.

Evidence of Student Learning Collected: Artist Reflection – short film with soundscape MCA Document

MCAs model effective assessment practice and demonstrate that standards-based teaching in the arts is specific and, rigorous, by sharing a glimpse into one teacher's classroom. The MCAs on this website come packaged with a suggested strategy for assessing student learning, types of evidence to collect, model rubrics, and samples of student work demonstrating their process and learning. The samples of student work illustrate the unit in action by providing a snapshot of a moment in time showing student response to instruction.

Click on "View the full MCA" as a guide for re-creating this unit and assessment customized for your classroom.

View the full MCA.

Theatre Connections:

TH:Cr3.1.II.c. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work. TH: Pr6.1.II.a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
TH: Re8.1.II.a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
TH:Re9.1.II.b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

This model cornerstone assessment was created and piloted during the 2020-2021 school year, funded in part by a grant from the National Endowment for the Arts.

Student MA-RB-II-3 Responding to "Julian Walks the Line"

VIEW JULIAN WALKS THE LINE a film by Blast Theory

How is tone and pacing related between the audio and video? The Guy walks slow and the Narrator talks slow.
What was the director's intention? To draw the audience into what the narrator had to say.
What is the impact on the audience?   The Audience is zoned out to the words and messages spoken by the Narrator.
What are the components within the soundscape?   A train/cars/wind?, narrator, walking footsteps.
How many sound sources? At least 3.
Which sound components are louder? The Narrator and footsteps.
Which are softer?  The background train/cars/wind.
How does the director’s choice (intention) of sound components compliment the moving image?   The slow talking of the narrator feels like walking and talking with someone.

How does the film illustrate the personal context of the director?
It talks about people the director met and the kind of person he is/was.
How does the film illustrate the social context of the director?
It takes place in the city perhaps he is going to a protest
How does the film illustrate the historical context of the director?
It talks about the protests that took place back then in Canada
How does the film illustrate the cultural context of the director?
It reflects a shifting culture of more political people through the narrators words
Finally, what influence do you as a media artist take from each of the directors? I am a big fan of the setting but, this time I also really like the professional work of the Narrator and enjoyed the voice of a pro this time.

Student MA-RB-II-3 Responding to "Step Out of the Crowd"

VIEW "STEP OUT OF THE CROWD" a film by Blast Theory

How is tone and pacing related between the audio and video? The car moves slow but there's enough change in the setting that you can always tell it's moving, The voice of the narrator is slow, but the content she talks about shifts often is also moving from place to place. The two are seamless, you don't realize how much is happened till you look back.
What was the director's intention? For you to focus on the words of the Narrator by eliciting an emotional response via visual stimuli at the right moments to "zone you out" or "drag you in".
What is the impact on the audience? We begin to have tunnel vision in regards to what the narrator is saying. We grip on to every word and marinate in the silence.
What are the components within the soundscape? Cars moving, guitar in the background, and narrator talking.
How many sound sources? 3
Which sound components are louder? The guitar and the Narrator especially
Which are softer? The sound of cars.
How does the director’s choice (intention) of sound components compliment the moving image? The cars noises are there to set the scene but they fade into the background because you should be entranced by the narrator and the atmosphere of the music.

How does the film illustrate the personal context of the director? It talks about the director's experiences, and thoughts.
How does the film illustrate the social context of the director? It takes place in Canada. (You can tell by The Beer Store)
How does the film illustrate the historical context of the director? By showing buildings and describing people.
How does the film illustrate the cultural context of the director? Talking about how people reacted and various locations we see.
Finally, what influence do you as a media artist take from each of the directors? I was personally impressed that the Director could make a city feel peaceful and calm. It is most unusual and uncommon but it fit perfectly and it's an interesting concept.

Part II - Create & Produce

Students will learn about the technical requirements for optimal sound recording for media art works. Audio engineers understand how to control the volume unit meter (VU,) equalization (EQ,) and track mixing to control volume for individual soundscape components. Sound components for this project include a voice over, a backing track of music, and foley recordings. The teacher should introduce the use of the VU meter in audio recording on a soundboard or within recording software. Students will soundcheck and set the gain so that the incoming signal peaks at 0db for analog soundboards and -12dbfs for digital soundboards and software. The teacher should introduce how to EQ an audio recording on a soundboard or within recording software. Students will soundcheck and set the high, mid, and low EQ ranges before recording. While editing in post production, the students should adjust the EQ for each track of the soundscape. The teacher should introduce mix in post-production. Use an audio track mixer within the video editing software to adjust the volume of the individual tracks within the soundscape. The maximum level for the voiceover should be around -18db, while the backing track should be around -30db.

Students will consider the tonal and pacing relationships when developing ideas for their film. They will record the voiceover with a distinct tonal and intentional pace. The voice over should be recorded first. During filming, they will keep these relationships in mind, guiding their plan to capture film. During post-production, the students will edit the film clips to reflect a harmonious relationship that compliments the pacing of the backing track.

It should be noted that the backing track is a combination of components that could include the voiceover, loops, royalty free music, original music, sound recordings, foley, as well as other sources. The backing track should contain a rich variety of sound components that forms a harmonious relationship with the moving image.

Resource:
"Frequency Spectrum for Better EQ" by Michael Hahn

Performance Standards connected to this task: MA:Pr5.1.IIa. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks

Next Task

Students analyze and synthesize the relationships between the moving image and the soundscape within their own production. Emphasis was placed on developing a soundscape that guides the production of the student-created film or animation. Students considered tone and pacing based upon the examples of professional films they viewed in class. The goal here is to match the pacing and tone of the audio and visual components.

Performance Standards connected to this task:
MA:Re7.1.IIa Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience.
MA:Cr3.1.II.b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences, and contexts.
MA:Pr5.1.IIa. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks

Reflect

In this portion of the student reflection, Student MA-RB-II-3 reflects on their own work, using the same prompts they used to analyze the work of others.

Standards connected to this portion of the task:
MA:Re7.1.IIa Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience.
MA:Re8.1.IIa. Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts.

Student Work Sample: Student MA-RB-II-3 Reflects on their Work

How is tone and pacing related between the audio and video? There isn't much movement in any of the clips and my voice is very slow and calming(I hope) so it's meant to create a slow relaxing effect. Also The shot changes every time I change to a different topic. So you know when I'm talking about what.
What was the director's intention? For you to get a sense of what events transpired at the specific places I showed you. I would love it if you imagined yourself going through similar situations I describe in my audio, at the locations I show you in my video.
What is the impact on the audience? Since the words are short, simple, and very few. The audience has more time to pay attention to the surroundings in the shots and try to immerse themselves in them.
What are the components within the soundscape? River moving, lighter flickering, birds chirping, crickets creaking, wind blowing, music playing, children's laughter, and narrator talking. How many sound sources? 3
Which sound components are louder? The music and the Narrator especially Which are softer? The river, birds, wind, crickets, children, river, and lighter.

How does the director’s choice (intention) of sound components compliment the moving image? They help set the mood for the different locations as most of the sounds correlate with something you might hear if you were at that place.
How does the film illustrate the personal context of the director? It talks about the director's experiences, and memories.
How does the film illustrate the social context of the director? It takes place at places the director has been.
How does the film illustrate the historical context of the director? It talks about things the director has done/seen.
How does the film illustrate the cultural context of the director? It shows the talked about places the director has been/seen.
Finally, what influence did you as a media artist take from each of the works you studied? I noticed and made my voice as distinct and emotional as I could in the context of my intentions. I tried to add a distinct emotional tone as well.