Course Description: This class is an introduction to the concepts & applications of sound design and audio production for video: web, television & film. Techniques used in the post-production industry will be introduced including role of the sound designer and supervising sound editor in charge of dialogue, sound effects and music editing. Seminar style lectures will also be included where concepts and artistic approaches are discussed.
Students will understand the role of and the creative expectations of the sound designer working in film, video, and web based media .
Students will understand the typical workflow for audio post production.
Students will develop the ability to articulate strengths and weaknesses of film, video, and web based sound design.
“The Conversations,Walter Murch and the Art of Editing Film,” by Michael Ondaatje
Groups will consist the following and each individual may fulfill more than one position:
● Supervising Sound Editor
● Re-Recording Mixer
● Dialogue / ADR / VO Editor
● Foley Editor
● Hard Effects and Backgrounds Editor
● Music Supervisor/Music Editor*
● Sound Designer*
* Positions not required
You can select a film clip as a group, or I can provide one for you. It should be 1 - 8 minutes in length, depending on the intricacies. (If only 1 minute, it should require intricate sound design)
The Supervising Sound Editor (Sup) will be responsible for:
● Preparing the Pro Tools session for the editors.
● Ensuring that editors are communicating with the director when approvals or feedback is necessary.
● Ensuring that the dialogue, foley and sound effects edit are completed ON TIME.
● Assembling the music, dialogue, foley and sound effects edit for the re-recording mixer.
● Handing in all paperwork on the day of the presentation, properly labeled and either stapled or in a folder with proper labels and names.
An in-class presentation will be required by all groups on Nov. 30, 2016. Feedback will be provided. Final mixes will be presented on Dec. 14, 2016. Each person will write a one page explanation, hard copy , on the day of the presentation outlining your individual role in your group. Cue sheets, spotting sheets are to be handed in by the Sup.
Other Assignments: Assignment 1
(broken up into four groups): Find a film clip between 2 - 4 minutes in length, ideally dominated by sound effects rather than dialogue and music (some dialogue and music is fine). Present the clip and lead a discussion as to why it compelled you to bring it to the class's attention. It is not a requirement to like it - perhaps the clip showcases what you think is the wrong way to approach sound design for film. Do be prepared to have an opinion about it and ask thoughtful questions to your audience if they do not offer any of their own thoughts.
Assignment 2 : Spotting session assignment: Write notes from spotting session with the guest director. Upload pdf to Classes.
Assignment 3 : “The Conversations.” You will make a video of yourself either analyzing a film clip based on two insights you find in the book “The Conversations,” or just discussing/responding to ideas/concepts presented in the book. Paste a link to Classes.
Evaluation: ● Participation: 30%
● Assignments: 30%
● Final project: 40%
Statement on Academic Integrity Students are responsible for understanding the concept of plagiarism, and knowing and understanding the contents of the University “Statement of Academic Integrity” http://steinhardt.nyu.edu/policies/academic_integrity
Plagiarism will immediately result in a failing grade in the course and the student will be reported to their school’s academic Dean.
Students with Disabilities _
Academic accommodations are available for students with documented disabilities. Please contact the Moses Center for Students with Disabilities at 212-998-4980 for further information.
An "A" applies to outstanding student work. A grade of "A" features not simply a command of the ear training practices put forth, but importantly, sustained intellectual engagement with the material. This engagement takes such forms as shedding original light on the practice, investigating patterns and connections, posing questions, and raising issues.
An "A" assignment is excellent in nearly all respects:
It fulfills requirements of the assignment.
It demonstrate a clear understanding of the material discussed in class
A "B" is given to work of high quality that reflects a command of the practice and material and a strong presentation but lacks sustained intellectual engagement with the material. A "B" assignment shares most characteristics of an "A" project, but
It may have some minor weaknesses in command of the reading and lecture material and ear training skill.
It fails to meet one requirements outlined in the assignment.
Work receiving a "C" is of good overall quality but exhibits deficiencies in the student's command of the material or skill level. A "C" project is generally competent; it is the average performance. Compared to a "B" project:
It may have serious shortcomings in its command of the reading and lecture material and ear training skill that should have been obtained by doing the assignments.
It fails to meet two to three requirements outlined in the assignment.
D or F—Unsuccessful Work
The grade of "D" indicates significant problems with the student’s work, such as a shallow understanding of the material.
It fails to demonstrate an understanding of the material covered in class.
It fails to fulfill three of more of the requirements outlined in the assignment
It is not relevant to the assignments
An "F" is given when a student fails to demonstrate an adequate understanding of the material, or fails to follow the directions in an assignment, or fails to hand in an assignment.
Pluses (e.g., B+) indicate that the assignment is especially strong on some, but not all, of the criteria for that letter grade. Minuses (e.g., C-) indicate that the paper is missing some, but not all, of the criteria for that letter grade.