The Science of Digital Media - Digital Video Processing | CSC 391, Study Guides, Projects, Research of Computer Science

Download The Science of Digital Media - Digital Video Processing | CSC 391 and more Study Guides, Projects, Research Computer Science in PDF only on Docsity! Video Term Project, last revised on 8/27/2006 Supplement to Chapter 7 of The Science of Digital Media – Digital Video Processing Term Project – Digital Video Processing > Video Interpretation of a Poem1 Objective: • To gain experience in capturing and editing digital video and sound and preparing it for distribution in appropriate formats Introduction: Together as a class, we're going to create a video interpretation of T. S. Eliot's poem "The Love Song of J. Alfred Prufrock." The poem is attached. You'll work in groups on the assignment. Each group will be responsible for one section of the poem. We'll separate the poem into sections in a way that fairly divides the "labor" of capturing the images in the poem. First, we'll discuss the poem and its images – both visual and aural. We'll try to understand what is happening in the poem – the actions, the mood, and the state of mind of the narrator. We need to agree on a general mood and theme that we're trying to convey, so that we can piece a video interpretation together from the sections that each group creates. Each group will make a storyboard of images and sound that they want to capture, including special effects that they plan to add in post-processing. The images and sounds will be captured in separate, short segments and then sequenced in a timeline, with transitions inserted between them. Still images can also be woven into the video. To make your task clearer and more focused, I want you to capture fairly literal representations of the visual and aural images. For example, if you have the line "pools that stand in drains," then you can take a short video or a still image of a pool of water standing in a drain. If you have the line "the taking of a toast and tea," then you can video a couple of women having toast and tea. The phrase "skirts that trail along the floor" makes a nice image. Some images in the poem are more symbolic or more difficult to capture. For example, what would you do with the image of "squeezing the universe into a ball"? Or how about "we have lingered in the chambers of the sea"? You have more interpretive license with these images. You don't have to make a video of every image in the sequence, but there needs to be some backdrop to the reading of the poem at each moment. 1This material is based on work supported by the National Science Foundation under Grant No. DUE-0340969. This worksheet was written by Jennifer Burg (burg@wfu.edu). 1 Video Term Project, last revised on 8/27/2006 To give coherence to the interpretation, we'll have one person read the entire poem. (Hopefully, we can find an actor with a good voice – maybe from Wake Forest's or NCSA's Theatre Department). The poem is below. 2 Video Term Project, last revised on 8/27/2006 Asleep . . . tired . . . or it malingers, Stretched on the floor, here beside you and me. Should I, after tea and cakes and ices Have the strength to force the moment to its crisis? But though I have wept and fasted, wept and prayed, Though I have seen my head [grown slightly bald] brought in upon a platter I am no prophet--and here's no great matter; I have seen the moment of my greatness flicker, And I have seen the eternal Footman hold my coat, and snicker, And in short, I was afraid. And would it have been worth it, after all, After the cups, the marmalade, the tea, Among the porcelain, among some talk of you and me, Would it have been worth while, To have bitten off the matter with a smile, To have squeezed the universe into a ball To roll it toward some overwhelming question, To say: "I am Lazarus come from the dead Come back to tell you all, I shall tell you all"-- If one, settling a pillow by her head, Should say: "That is not what I meant at all. That is not it, at all." And would it have been worth it, after all, Would it have been worth while, After the sunsets and the dooryards and the sprinkled streets, After the novels, after the teacups, after the skirts that trail along the floor-- And this, and so much more?-- It is impossible to say just what I mean! But as if a magic lantern threw the nerves in patterns on a screen: Would it have been worth while If one, settling a pillow or throwing off a shawl, And turning toward the window, should say: "That is not it at all, That is not what I meant, at all." . . . . . No! I am not Prince Hamlet nor was meant to be; Am an attendant lord, one that will do To swell a progress, start a scene or two, Advise the prince; no doubt, an easy tool, Deferential, glad to be of use, Politic, cautious, and meticulous; Full of high sentence, but a bit obtuse At times, indeed, almost ridiculous-- Almost, at times, the Fool. I grow old . . .I grow old . . . I shall wear the bottoms of my trousers rolled. 5 Video Term Project, last revised on 8/27/2006 Shall I part my hair behind? Do I dare to eat a peach? I shall wear white flannel trousers, and walk upon the beach. I have heard the mermaids singing, each to each. I do not think that they will sing to me. I have seen them riding seaward on the waves Combing the white hair of the waves blown back When the wind blows the water white and black. We have lingered in the chambers of the sea By sea-girls wreathed with seaweed red and brown Till human voices wake us, and we drown. 6