Work Ready? Lanyards on and visible Mobile Phones in bags, switched off or to silent Only bottled water on the table Coats on backs of chairs Bags on floor Notepads and pens at the ready…

Sound: Practical Application Year 1 Broadcast

Sound Aims Revise audio terminology Discuss dialogue and the use of strong language Introduce College recording equipment Create an audio redub to demonstrate audio skills and knowledge Objectives All students will successfully record some sound and produce an adequate redub Most with use creativity and skill to record effective sound effects and produce a good redub Some will work independently and use leadership roles to creatively consider a range of options when recording sound and produce a redub that is skilfully edited.

Revision: Types of Sound Watch this clip from the movie Deadpool Can you identify the audio techniques used Last week you all successfully identified diegetic sound, non-diegetic sound and sound effects. Use your notes from last week to revise some of the other sound terms and apply them to this clip. https://www.youtube.com/watch?v=zS04BY0a8Eg

Revision: Types of Sound 1) DIEGETIC SOUND 2) NON-DIEGETIC 3) OFFSCREEN SOUND 4) SONIC FLASHBACK 5) SYNCHRONOUS SOUND 6) AMBIENT SOUND 7) CONTRAPUNTAL SOUND 8) SOUND EFFECTS 9) PLEONASTIC SOUND https://www.youtube.com/watch?v=zS04BY0a8Eg

Revision: Foley Sound A bat flying A skull crushing An Alien egg opening A broken arm Footsteps in the snow A bat flying A skull crushing An Alien egg opening A broken arm Footsteps in the snow An opening and closing umbrella A water melon covered with cream-crackers An opening tin of dog food A snapping carrot Flour, with added sugar An opening and closing umbrella A water melon covered with cream-crackers An opening tin of dog food A snapping carrot Flour, with added sugar

Exaggeration

Dialogue What is dialogue? What is its purpose?

Dialogue: Strong language The issue of strong language issue has been raised during my current Trailer project. It will also be raised as part of this audio project and future film assignments. When is it okay for film makers and film students to use strong language in their productions? The use of strong language is used to demonstrate: Loss of control, weakness, panic and desperation. A lack of creativity, intellect or articulation A desire to fit in, impress or dominate A lack of respect or a sign of aggression

The use of strong language in Scarface The panicked henchmen The excitement of the approaching gun battle When protagonist is in control, he does not swear When protagonist loses control, he uses strong language. https://www.youtube.com/watch?v=AU5xgpuFfwI&nohtml5=False

BBC Editorial Guidelines What was said? Where was the language used? Why was the language used? Who used the language? Who is on the receiving end of the strong language? How was the language used, what was the tone and intent? How much strong language was used?

Microphones What for and why?

Microphone Polar Patterns Omnidirectional – The entire red area is equally sensitive to sound. Bi-Directional – The two blue areas on the front and back are sensitive, while the sides are ignored. Cardioid – The green area in front of the mic is most sensitive, the sides are less sensitive and the rear is ignored.

When to use Omni’s When recording the sound of the room – such as with room mics for drums. When recording a wide sound source – such as an orchestra, choir or grand piano. When recording a moving target – such as an acoustic guitar player who can’t sit still. When recording in stereo

When to use Cardioids Miking up a drum kit – Isolation of different drums is essential and can be achieved with both the correct and correctly positioned cardioid mics. Live performances – Isolating vocals and instruments whilst also preventing feedback. Untreated rooms – Room’s that have poor acoustics

Practical Task Audio Redub

Practical Task You must strip the audio from Deadpool’s ‘car fight scene’ and replace it with your own choice of music, dialogue and sound. Working in groups, you will complete the following: Mind map your creative objective for this project. Have fun with this task and create your own version. List the sounds that can be collected and recorded in college List the foley sounds that need to be recorded at home over the next week. Decide how you will work collaboratively to edit the final redub.

To Do Plan out sound recording processes and designate roles. Record foley sounds at home Edit audio

Things to Consider Have fun with the music and the radio (we cannot see the DJ) Feel free to change Deadpool’s dialogue (we cannot see his mouth) When recording foley sounds at home Be safe Don’t spend too much money Be creative

Working in groups Split the film clip into parts and edit your own individual section. Or Focus on a type of sound and bring them together. For example, one person edits the music and dialogue, one edits the fight sounds and one edits the general sound effects. These are then brought together and layered to make one soundtrack. The clip can be edited down.

To think about over the week In groups of 3-4: Mind map your creative objective for this project. Designate roles Consider dialogue script Separate sounds into: To be downloaded To be recorded in College To be recorded at home Record some of your sounds