Difference between revisions of "Sound (Discussion)"

From Screenpedia
Jump to navigationJump to search
 
(15 intermediate revisions by 2 users not shown)
Line 4: Line 4:
 
#Capturing viewer attention.
 
#Capturing viewer attention.
 
#Manipulating viewer understanding of the image.
 
#Manipulating viewer understanding of the image.
#Maintaining televisual flow.
+
#Maintaining television flow.
 
#Maintaining continuity within individual scenes.
 
#Maintaining continuity within individual scenes.
  
 
==Sound technology==
 
==Sound technology==
#Explain these terms in the context of digital audio: sampling, dynamic range, and frequency response.
 
 
#What are the different types of microphone pick-up patterns? How do they affect ''sound perspective''? ([http://tvcrit.com/find/uglybetty ''Ugly Betty'' example.])
 
#What are the different types of microphone pick-up patterns? How do they affect ''sound perspective''? ([http://tvcrit.com/find/uglybetty ''Ugly Betty'' example.])
 
<gallery mode="packed" heights=300px>
 
<gallery mode="packed" heights=300px>
Line 16: Line 15:
 
==Sound exercises==
 
==Sound exercises==
 
===1. Sound-image interaction===
 
===1. Sound-image interaction===
In class, we'll view a [http://www.tcf.ua.edu/EO/DV/Dodge1957/ Dodge commercial] and examples of how sound can manipulate viewer understanding of the image--that is, can change its meaning.  
+
A [http://tvcrit.com/sound-image-interaction-exercise/ Dodge commercial exercise] provides examples of how sound can manipulate viewer understanding of the image--that is, can change its meaning.
#'''All groups:''' Choose a well-known song that, if laid over the commercial, would change its meaning. (No R-rated songs, please.) We'll find an excerpt of it online and lay it over the commercial. Be prepared to explain to the class how your song changes the commercial's meaning.
+
#The textbook discusses the impact of ''Gymnopedie No. 1'' and "Solidarity Forever." What do you think is the effect of each of the additional pieces of [http://tvcrit.com/sound-image-interaction-exercise/ music available online here].
 +
##'''Group One:''' Henri’s Notions, "Mrs. Kelly’s Chickens/Louis Waltz"
 +
##'''Group Two:''' Huxford Symphony Orchestra, ''Tchaikovsky Symphony No. 4''
 +
##'''Group Three:''' Jake Berry, "Walking"
 +
##'''Group Four:''' "Movie music": "Invaders from Mars"
  
 
===2. Sound perspective, time, and the diegesis===
 
===2. Sound perspective, time, and the diegesis===
Line 24: Line 27:
 
</gallery>
 
</gallery>
  
#'''Each student (but you can consult with your group):''' Think back to the ''Chevrolet'' commercial that we broke down and the shot of Mother, salesman, Father, son in the car. As a group, pretend you're doing ADR (and what is ADR?) and sound mixing for this shot:
+
#'''Each group:''' Think back to the ''Chevrolet'' commercial that we broke down and the shot of Mother, salesman, Father, son in the car. As a group, pretend you're doing ADR (and what is ADR?) and sound mixing for this shot:
##Write dialogue and/or specify sound effects that illustrates how sound editors can manipulate '''sound perspective''' to alter our understanding of a scene (somewhat like the sound editor of ''Ugly Betty'' did in [http://tvcrit.com/find/uglybetty the textbook example], but do not copy it). '''Briefly explain how your audio does so.'''
+
##Write dialogue and/or specify sound effects that illustrates how sound editors can manipulate '''sound perspective''' to alter our understanding of a scene (somewhat like the sound editor of ''Ugly Betty'' did in [https://criticalcommons.org/view?m=5sQwk7Xwj the textbook example], but do not copy it). '''Briefly explain how your audio does so.'''
 +
<!--
 
##*My audio and sound effects illustrate how sound editors can manipulate sound perspective. It does this because the boy is seen in the background, but his voice is the same volume as the mom's voice. Also, the radio audio should be in the background; however, it is louder than the dialogue.  
 
##*My audio and sound effects illustrate how sound editors can manipulate sound perspective. It does this because the boy is seen in the background, but his voice is the same volume as the mom's voice. Also, the radio audio should be in the background; however, it is louder than the dialogue.  
 
##**MOM: This is an amazing car. I think I want it!
 
##**MOM: This is an amazing car. I think I want it!
 
##**BOY: (whispers to dad, but same volume as mom's voice) My mom is just grand!
 
##**BOY: (whispers to dad, but same volume as mom's voice) My mom is just grand!
 
##**Radio: (Plays louder than both actors' dialogue.)
 
##**Radio: (Plays louder than both actors' dialogue.)
##Illustrate how sound '''and time''' could be manipulated in this shot, creating new dialogue and/or other audio to lay over the image (as in [http://tvcrit.com/find/damages the textbook's example from ''Damages'']). '''Briefly explain how your audio does so.'''
+
-->
 +
##Illustrate how sound '''and time''' could be manipulated in this shot, creating new dialogue and/or other audio to lay over the image (as in [https://criticalcommons.org/view?m=qNlBghboU the textbook's example from ''Damages'']). '''Briefly explain how your audio does so.'''
 +
<!--
 
##*Dialogue of the salesman talking about the features of the car earlier could be overlaid on the present scene. This would show what the mom is thinking about while they sit in the car.
 
##*Dialogue of the salesman talking about the features of the car earlier could be overlaid on the present scene. This would show what the mom is thinking about while they sit in the car.
 
##**SALESMAN:  This beauty has it all: radio, air conditioning, rain wipers, seatbelts, the works.
 
##**SALESMAN:  This beauty has it all: radio, air conditioning, rain wipers, seatbelts, the works.
 
##**DAD: Well I'm sold, what do you think sport?
 
##**DAD: Well I'm sold, what do you think sport?
 
##**NARRATION, ADULT MALE VOICE: What do I think? I think that, to this day, there's no feeling quite like sitting in that Chevy for the first time. Feeling the rumble of the engine, and not having to listen to MOM complain about the door anymore. Chevrolet, dependable luxury yesterday, today, and tomorrow.
 
##**NARRATION, ADULT MALE VOICE: What do I think? I think that, to this day, there's no feeling quite like sitting in that Chevy for the first time. Feeling the rumble of the engine, and not having to listen to MOM complain about the door anymore. Chevrolet, dependable luxury yesterday, today, and tomorrow.
##Finally, describe new audio for the scene that illustrates the difference between '''diegetic vs. nondiegetic sound'''. '''Briefly explain how your audio does so.'''
+
-->
 +
##Finally, describe new audio for the scene that illustrates the difference between '''diegetic vs. intradiegetic sound'''. '''Briefly explain how your audio does so.'''
 +
<!--
 
##*During the entire scene there would be the lingering of an eerie theme rumbling in the background, a sound that us, the audience, could only hear.  This non-diegetic sound bit would signal to us that something is off about this situation.  Whereas the siren, a diegetic sound would be a sound that both the characters and the audience would hear.
 
##*During the entire scene there would be the lingering of an eerie theme rumbling in the background, a sound that us, the audience, could only hear.  This non-diegetic sound bit would signal to us that something is off about this situation.  Whereas the siren, a diegetic sound would be a sound that both the characters and the audience would hear.
##Write your responses in Blackboard in the survey titled, "Sound perspective, time, and the diegesis," in the Assignments folder.
+
-->
##Student responses that evidence an understanding of these audio principles will earn one extra-credit point.
+
 
##Responses must be submitted by 11:59 p.m. tomorrow (10/5) to qualify for extra credit.
+
===Extra credit (two points)===
 +
#Choose a well-known song that, if laid over the commercial, would change its meaning. (No R-rated songs, please.)
 +
#Create a new video that uses the Dodge commercial, but replaces the original sound with this song.
 +
#Upload the video to Blackboard, via Panopto, to share it with the class. Here's how:
 +
##Log in to Blackboard.
 +
##Click "Course videos" on the menu on the left.
 +
##Click the folder button with a long, unhelpful name: "41439.202040:" and so on. This is the "assignments" folder.
 +
##Click "Create" button.
 +
##Click "Upload media".
 +
##Drag video into open window, or click to find them on your computer.
 +
##Close window. The video will automatically be submitted to me for approval.
 +
#Write a short explanation of how you feel your song changes the meaning of the commercials images. Email it to jbutler@ua.edu .
 +
#'''Deadline: Friday, December 4th, 11:49 p.m.'''
  
 
==Types of sound==
 
==Types of sound==
Line 50: Line 70:
  
 
==External links==
 
==External links==
*[http://www.tcf.ua.edu/EO/DV/Dodge1957/ Dodge commercial]
+
*[http://tvcrit.com/sound-image-interaction-exercise/ Dodge commercial]
*[https://tcf.ua.edu/Classes/Jbutler/TVCrit2018_images_ByChapters/11/ Sound chapter illustrations]
+
*[https://tvcrit.org/Classes/Jbutler/TVCrit2018_images_ByChapters/11_2020revision/index.html Sound chapter illustrations]
*[http://tvcrit.com/find/burns George Burns, direct address]
+
*[https://archive.org/details/Kleebob George Burns, direct address]
*[http://tvcrit.com/find/mac Bernie Mac direct address]
+
*[https://www.youtube.com/watch?v=beVcffDJTEE&t=21s Bernie Mac, direct address]
*[http://tvcrit.com/find/damages ''Damages'' sound-time manipulation]
+
*[https://criticalcommons.org/view?m=qNlBghboU Sound, Image and Time in ''Damages'']
 +
*[https://criticalcommons.org/view?m=5sQwk7Xwj Mismatched Sound-Image Perspective in ''Ugly Betty'']
  
 +
[[Category:BUI301]]
 +
[[Category:BUI301 Discussion]]
 
[[Category:JCM311]]
 
[[Category:JCM311]]
 
[[Category:JCM311 Discussion]]
 
[[Category:JCM311 Discussion]]

Latest revision as of 18:52, 8 October 2020

Purposes of sound on television

Television lists four "purposes of sound on television":

  1. Capturing viewer attention.
  2. Manipulating viewer understanding of the image.
  3. Maintaining television flow.
  4. Maintaining continuity within individual scenes.

Sound technology

  1. What are the different types of microphone pick-up patterns? How do they affect sound perspective? (Ugly Betty example.)

Sound exercises

1. Sound-image interaction

A Dodge commercial exercise provides examples of how sound can manipulate viewer understanding of the image--that is, can change its meaning.

  1. The textbook discusses the impact of Gymnopedie No. 1 and "Solidarity Forever." What do you think is the effect of each of the additional pieces of music available online here.
    1. Group One: Henri’s Notions, "Mrs. Kelly’s Chickens/Louis Waltz"
    2. Group Two: Huxford Symphony Orchestra, Tchaikovsky Symphony No. 4
    3. Group Three: Jake Berry, "Walking"
    4. Group Four: "Movie music": "Invaders from Mars"

2. Sound perspective, time, and the diegesis

  1. Each group: Think back to the Chevrolet commercial that we broke down and the shot of Mother, salesman, Father, son in the car. As a group, pretend you're doing ADR (and what is ADR?) and sound mixing for this shot:
    1. Write dialogue and/or specify sound effects that illustrates how sound editors can manipulate sound perspective to alter our understanding of a scene (somewhat like the sound editor of Ugly Betty did in the textbook example, but do not copy it). Briefly explain how your audio does so.
    2. Illustrate how sound and time could be manipulated in this shot, creating new dialogue and/or other audio to lay over the image (as in the textbook's example from Damages). Briefly explain how your audio does so.
    3. Finally, describe new audio for the scene that illustrates the difference between diegetic vs. intradiegetic sound. Briefly explain how your audio does so.

Extra credit (two points)

  1. Choose a well-known song that, if laid over the commercial, would change its meaning. (No R-rated songs, please.)
  2. Create a new video that uses the Dodge commercial, but replaces the original sound with this song.
  3. Upload the video to Blackboard, via Panopto, to share it with the class. Here's how:
    1. Log in to Blackboard.
    2. Click "Course videos" on the menu on the left.
    3. Click the folder button with a long, unhelpful name: "41439.202040:" and so on. This is the "assignments" folder.
    4. Click "Create" button.
    5. Click "Upload media".
    6. Drag video into open window, or click to find them on your computer.
    7. Close window. The video will automatically be submitted to me for approval.
  4. Write a short explanation of how you feel your song changes the meaning of the commercials images. Email it to jbutler@ua.edu .
  5. Deadline: Friday, December 4th, 11:49 p.m.

Types of sound

  1. What are the three main types of sound in TV production and how do digital audio workstations mirror those three types? (See Ugly Betty ProTools layout for music editor.)
  2. What is "public domain" music? What are "master rights"? How do master rights apply to DVD releases of TV programs?

Bibliography

  1. Butler, Jeremy G. Television: Visual Storytelling and Screen Culture. New York: Routledge, 2018.

External links