Digital Design (Foundations)

Video Assignments

Digital Design explores all elements of digital media design.

Below are examples of videos students have created in my class. All videos were created using Adobe Premier Pro software.

The progression of topics in video begins with simple timeline orientation and editing to sound, followed by keyframes and tweens, moving into more complex motions and conceptual development utilizing sound as a major driving force for narrative. Students are typically assigned a simple 30 second edited video first, followed by a minute long final piece that includes sound  and required keyframing and animation. The final video piece illustrates a singular concept defined by the student.

Software utilized: Premier Pro

Edit to Sound (30 Seconds)

(30 Seconds)

Cowboy Bepop by Jordan Wanczyk

Travel by Karen Juarez

The first video assignment, as students begin understanding the software for video editing, is an exercise in editing to match sound. The concept for the assignment allows students to begin considering how sound can assist in narrative creation using found imagery.

The skills developed include timeline editing and navigation, the beginning of mats, blending, and basic sound editing and controls. In addition, students had to create a simple title page. The objective is to introduce student to pacing in order to understand how imagery and sound complement one another to develop rich messaging through the moving image.

Illustrated Concept w/Animated Keyframes

(One Minute)

Beauty by EJ Ewunes 

Happiness by Dorintina Cakaj 

In these one minute videos, students were required to produce a video illustrating a single term such as Dance, Happiness, Transit, Beauty, etc.. Students were also required to utilize sound in such a way as to enhance the very term that they were illustrating, this could be achieved either through literal interpretation of the term or through opposition to the common understanding of the termed concept.

Technical requirements included keyframed animations, sound editing and capturing video from the web. As the final project of the semester, students’ illustrated in these final pieces their understanding of visual language as means to communicating a conceptual term to an audience through passages, literal messages and visceral meanings.

Students’ final project, a video with animation components, rounds off a diverse portfolio created in my classroom; a portfolio containing no less than nine digital projects representing minimally three software programs, all created in a single foundations course.