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    Sean Mcnicholl

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    api-534566453
    Sean spent about three quarters of an hour making a two minute video for a class project. This required significantly more effort than if he had done it in high school, where he would have finished in ten minutes without a script. For this project, he wrote a script and did upwards of thirty takes for each clip to get his delivery and body language right. He then spent time learning video editing software to piece the clips together with transitions as planned.

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    Sean Mcnicholl

    Uploaded by

    api-534566453
    46 views1 page
    Sean spent about three quarters of an hour making a two minute video for a class project. This required significantly more effort than if he had done it in high school, where he would have finished in ten minutes without a script. For this project, he wrote a script and did upwards of thirty takes for each clip to get his delivery and body language right. He then spent time learning video editing software to piece the clips together with transitions as planned.

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    sean mcnicholl

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    Sean spent about three quarters of an hour making a two minute video for a class project. This required significantly more effort than if he had done it in high school, where he would have finished in ten minutes without a script. For this project, he wrote a script and did upwards of thirty takes for each clip to get his delivery and body language right. He then spent time learning video editing software to piece the clips together with transitions as planned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    46 views1 page

    Sean Mcnicholl

    Uploaded by

    api-534566453
    Sean spent about three quarters of an hour making a two minute video for a class project. This required significantly more effort than if he had done it in high school, where he would have finished in ten minutes without a script. For this project, he wrote a script and did upwards of thirty takes for each clip to get his delivery and body language right. He then spent time learning video editing software to piece the clips together with transitions as planned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Sean McNicholl: Reflection FWFV

    This project forced me to really take the time to look at the process of making a video. While the
    finished product may only last two minutes, the making and constructing of this artifact took around
    about three quarters of an hour. If I was given this task in high-school, I would likely have not created
    a script beforehand and proceed to include the first mediocre attempt I produced, finishing the project
    within ten minutes. Instead, this assignment forced me to sit down, write a draft script and then take
    upwards of thirty takes per clip. While the constant failure to produce an acceptable take was
    challenging, I kept trying to ace my lines while simultaneously focusing on my verbal delivery as well
    as my body language. After I had produced the clips that I wanted, it was time to work on post-
    production. I have never edited a video ever in my life, so I spent the majority of this time debating on
    which software to use. I decided upon I-movie as it made importing the videos from my phone a lot
    easier. I then messed around with the transitions until I had the same as those I had written down in
    my draft.

    Reflection Questions:

    1. The main goals of this assignment were to utilise Rhetoric in a way which
    communicated to the viewer our desire and intentions to grow from this course, as
    well as what challenges we would likely face throughout the course. Another goal was
    to think about the delivery of our video, which required some thought about angles,
    tone and lighting.

    2. The purpose of this assignment was to evaluate ourselves based on our perceived
    abilities communicating in the WOVEN modes. I did this by writing down each form
    of communication then writing my experiences (good/bad) and ranking them 1-5. I
    then explained my experience and how I wished to improve this skill through the
    assignment. I then explained my goals for the course and how I intended to improve.

    3. The intended audience for my artifact is my fellow English 1101 classmates as well as
    my Professor (or other GT staff). I aimed to target this audience by speaking in a
    quick and informative way.

    4. The main defining feature is that the audience is able to see the body expressions of
    the speaker which conveys even more information to the speaker as this can add
    another layer to the experience. One way I made use of this was to change my seating
    position and use my hands to draw the viewers’ attention to my points.

    5. If I had to time to look over my project, I would try to condense the information and
    make the video shorter and into a few more clips (5-6) rather than 3 clips that were
    around 40 seconds each because it would ensure the viewer wouldn’t get bored as
    easily but rather stay engaged.

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