Our Fall 2024 Websites!

 Our Colleagues' Websites:

• Madi
• Avery
• Bambi
• Kacie
• Rosemary
• Jenna
• Grayson
• John

Colleagues will verify links to social media on their websites and will register their most used platforms in the BrandYourself exercise.

Lights, Camera, Headshots!

FIRST, Students will learn the basics of a "3-Light Kit Setup" for photography/videography by LIVE BLOGGING as the watch a brief instructional video.

THEN, they will then set up lights in the parlors and take headshots for social media.

AFTERWARDS, they will update their social media presence with the new photos, and double check all links in their website and social media.

Brand Guides of the Stars

 

Well, Brand Guides of some famous and successful enterprises, at least...

In class, students will Choose Two Brand Guides to examine and analyze. They will observe 

• key elements of the brand guide's content
• overarching design components of the guide itself
• stated requirements for use of branded materials
• the VISION statement or PHILOSOPHY statement
•  COMPONENTS the student wishes to incorporate in their own brand guide or style sheet

They will post their findings in their blog for class discussion, and will incorporate useful discoveries into their personal brand style sheet assignment.

Sample Brand Guides to review

• Nike Football
• I Love NY 
• Skype 
• University of Cambridge
• or one of these 36 GREAT BRAND GUIDES  

Artifacts from the Future

 You just explored the idea of what will happen in the next 25-years with technology.

Check out these graphics from WIRED's old feature "Artifacts from the Future" - and make one of your own about something you think will be reality in 25 years.

Use your choice of programs in the Adobe Suite to make a 8.5 x 11 document. Print one and bring to class on Tuesday.

Use some of these sources for freegal graphics: https://www.pinterest.com/randydnichols/freegal-images-for-multimodal-composition/Links to an external site.

Artifacts from the Future.pdf Download Artifacts from the Future.pdf 

Writing in a Whole New Way (2024)

 Writing in a Whole New Way (Electronic Writing)

 Students will look at their earlier blog responses from (Reading in a Whole New Way, Reading on Screens, letter-writing exercise) and will "re-write" (EDIT) the blog entry to take advantage of all the affordances of electronic writing in the digital blog environment. Here are some of the ways students will enhance their blog entries.

Using Hypertext Links: For example, instead of just saying, "I read the article Reading in a Whole New Way," they would say, "I read the article Reading in a Whole New Way," by Kevin Kelly ... so that the actual article opens in a new window.

Embedding Images: students will enhance their blog entries with appropriate imagery. For example, in referring to the "Reading on Screen" article, the might accompany their comments with a picture like the one on the left. 

Embedding video: students will embed video to enrich their blog entries. For example, when referring to the Sullivan Ballou letter we read in class, they could embed a video from You Tube like the one at the bottom of this post.

Students will use other creative enhancements as well - and will inspire and collaborate and do a great "multi-modal" blog entry!

AI Prompt Challenge - Social Media Campaign Plan

Here’s your goal

Use a carefully tailored AI prompt to help you develop a plan of basic steps to run a social media campaign to promote the Earl Scruggs Music Festival. 

1. READ the best practice guidelines for crafting prompts for Gemini, Copilot, and ChatGPT provided in Canvas.  
2. Carefully Craft a single Multi-Use Prompt to accomplish the project Goals across all AI platforms.
1. Publish this Prompt, along with
2. the results of each of the AI responses in your blog entry.

THEN - use a "multi-prompt" approach, having the AI gather data from the Earl Scruggs site, and having the AI learn "best practices" of a social media campaign from HootSuite, EventBrite, etc. Then have AI craft a social media plan specific to the festival - remember, you can end your prompt by asking AI to ask you to provide additional information for best results.

AI Primer - ChatGPT and Copilot

 In our Canvas course modules, you will see an assignment titled "AI Primer - ChatGPT and Copilot."

Complete the assignment in Canvas and post your results there. You can post your results in the blog for this assignment.

Here are my results:

ChatGPT

Thinking About Your Video Resume

Over the weekend, check out these links to learn what a Video Resume entails. Looks at the examples and make notes:

• What works? What doesn’t work?
• What style could fit my personal resume goals? Match my personality?
• What things do I want to make sure to include?

Post a blog entry with your thoughts for making your video resume this term. Give yoru self tips about content, organization , effects, camera angles, video or music assets, etc.

Guides

·         Resume Genius (with 7 examples) - https://resumegenius.com/blog/resume-help/video-resume

·         Biteable (with 7 examples) - https://biteable.com/blog/video-resume-examples/

 

More Examples

Maren - https://youtu.be/aa5MTlBkXac?si=HlvjsmGgkyB66t0n

Dylan - https://youtu.be/8jiX9rlFozk?si=soDUPaATW1ipRCOC

Cal - https://youtu.be/M_3-I7EFU2U?si=DNFkORksoVs2V3Sa -

 

Music Video

 Making a Music Video with Freegal Footage and Images

Students will hone their editing chops by producing a "music video" using song lyrics and "freegal" video & photo resources. This will help develop a simple planning process for editing (which can be transferred to shooting video, too.)

1. Students will select a song to make into a video, and will script out the lyrics (with time codes) in a table to create a "shot list."
2. Students will complete the table with a description of what images they want for each lyrical segment, making a "shopping list" for video footage and photos, etc.
3. Students will begin "shopping" for "freegal" visual collateral, saving all assets in a folder dedicated to the project.
4. Along the way, students should keep records of the assets which require attribution, (e.g. CC BY licenses.)
5. Students will revise their shot list based on the images they actually chose to use, making the list into a Video Editing Guide - which will guide their editing in the lab.
6. Students should refresh their knowledge of copyright laws and Fair Use guidelines to discuss how such materials may or may not be used.
   
7.   

Below is an example of a couple minutes of a music video of Mary Chapin Carpenter's "I am a Town"  using CC 0 (Public Domain) image resources from the Library of Congress and Wikimedia Commons, and video footage licensed through VideoBlocks, and a few CC BY images from VisualHunt (which will be acknowledge in the credits of the finished video.)

Video Resources:

• www.nps.gov/media/multimedia-search.htm

Links to an external site.U.S. Copyright Statement on Fair Use

Dr. Nichols' Pinterest Board for "legal" video - your one-stop shop for video resources) Use Pixabay and Pexels as easy entry)

Links to an external site.

Archive.org public domain film, movie and video footage

• Links to an external site.

The above links provide descriptions of, and resources for, the application of coursework in Digital Composition with images.