Addingaction to slide lectures with super8 clips’

Glen2 M. Wood

ABSTRACT to life and the action associated with it is then demon- strated. Still picturesshow a split secondof time, leavingthe Manyinstructors illustrate their lectures with slides action associatedwith the pictureto the imaginationof they have taken themselves. But very few make use of the viewer. Theprojection of a slide, followed by a motion pictures in the same manner. The professionally same-scenefilm clip, allowsthe studentto studythe still prepared motion picture shown occasionally in the picturefor detail andthe motionpicture for understand- classroom frequently contains much extraneous or ir- ing of function. A simple technique was developed relevant material that, in effect, wastes class time. The wherebyshort super 8 moviesequences were spliced be- technique described here make the best use of both tween sections of blankfilm for an integrated slide- movieshowing in the classroom.Instructors accustomed media. to illustrating their lectures withslides theyhave taken themselvesshould have little difficulty adaptingto the use of a compactsuper 8 movie cameraas well. The USING THE SUPER 8 systemis relatively inexpensiveto implementand suited to the teachingof a varietyof agronomiccourses. The instructor who carries a compact super 8 camera along with a 35 mmcamera can take on-the-spot action Additional index words: Multimedia,Mixed media, shots in addition to slides. Or with the help of another Video, Videotape. photographer, you can any action or event simultaneously with the two . Movie cameras come with sturdy wrist straps instead of neck straps. imagery of multi-image has been said to en- You can use both cameras yourself, letting one camera THhEance communication, while stimulating the emo- hang while using the other. I prefer to take all the shots tions, more than any other medium (Stecker, 1981). myself so that I knowthat the perspective of each media Most instructors would agree that well-prepared, multi- will complement the other. Either camera can, of media supplements to their usual classroom instruction course, be mountedon a , at the sacrifice of some would result in greater student enthusiasm for the mobility, but mounting one camera relieves you of hold- course, while increasing the relevancy of the subject ing two cameras, and mounting also results in sharper matter. Nevertheless, few professors attempt such pictures whentelephoto shots are required. teaching methods because they feel they lack the neces- The modern super 8 is easy to operate, sary expertise or consider the cost and/or extra prepara- and anyone familiar with a 35 mmcamera can quickly tion time to be prohibitive. A computer-assisted search adapt to its use. Almost all modern movie cameras revealed only a few universities, such as the University feature electronic automatic operation and have a fast of Texas (Armstrong and Stutz, 1977), Simon Frazer zoomlens with close-up capability. All you have to do is University (Hurst et al., 1973), and the University aim, focus, and squeeze the trigger. Youcan even elimi- California, Los Angeles (Parker et al., 1970), that were nate focusing with an autofocus model. Although the diversifying the classroom experience through inte- "autofocus" camera has advantages, such as photo- grated multimedia. Indeed the elaborate and expensive graphing a constantly moving subject, it also can be multi-screen, multi- shows given nationally by fooled into focusing on the wrong object. Thus, when Kodakand other commercial interests require consider- only one camera will be used. I would not recommend able equipment and know-how. the purchase of autofocus. Multimedia presentations do not have to be elaborate Although motion picture cameras can be sound or and are best used by letting such medium do what it silent, the latter is probably preferred, because film pro- does best (Stecker, 1982). The use of mixed media does cessing and camera cost less, and the instructor will do not require expensive or sophisticated programming the narrating anyway. Should sound be required from equipment, but rather can be utilized largely with the time to time, a camera with plug-in capability for a tape facilities on hand. This article deals with a simple, eco- recorder can be another option. If you expect to go into nomical technique that requires little preparation time more technically demanding , you can and can be easily adapted to the classroom and subject purchase a camera with such features as fade-in and matter of the average instructor. ’Contributionfrom Plant and Soil ScienceDep., Univ. of Ver- Slide pictures are static, showingonly a split second mont,Burlington, VT05405. Vermont Agric. Exp. Stn. Journal of time. Anyaction pertinent to the scene is left to the ArticleNo. 521. imagination. If a same-scene, short movie sequence fol- 2Professor, Plant and Soil ScienceDep., Univ. of Vermont, lows the showing of a slide, the slide dramatically comes Burlington, 11 12 JOURNAL OF AGRONOMIC EDUCATION fade-out operation, variable speed (for slow-motion those obtainable from Spiratone (135-06 Northern shots), overlap, and remote operation. Other available Blvd., Flushing, NY11354). With the latest models of options include accessories for filming through a micro- slide , blank slides can be dispensed scope and even a slide-copying attachment. Features with because the screen becomes dark if slots in the normally associated with a still camera, such as single carousel slide tray are left empty. frame capability and synchronization, will be Since about 25 cm of blank film is about right for useful if time-lapse photographyis to be done. splicing movie sequences (7.6 cm equals 1 s of running You can purchase a compact, automatic, super 8 time), a 15.3 m roll of opaque unexposed film will go movie camera with a fast (fl.2 or 1.4) for about the long way. If you are fortunate enough never to have ex- same amount of money (or less) as a good-quality posed a blank roll in your camera, ask your photo mmcamera. Most come equipped to take a 15.3 m (50- dealer to save someobtained from a less skilled amateur ft.) film cartridge, which produces 3 min and 20 s of who has. Blank leaders can also be purchased in 15.3 m filming time at the normal shooting rate of 18 frames/s. rolls from photo supply houses. Some cameras can take a 61 m reel of film or more. If you are not familiar with motion picture making, Since it only takes a 10- or 15-s burst to film the action splicing will require somepractice to master. Fortunate- associated with most slides scenes, a lot of sequences ly it is not difficult and, once learned, requires little can be recorded on one, 15.3 m cartridge. Shoot more extra time. Two pieces of equipment are needed: an frames than you anticipate needing, since you maywish editor to select the sequences and a splicer to join them to match the sequence with more than one slide set. together between the strips of blank film. The desk-top Movie film can be duplicated afterwards, but not as editor allows you to project the film onto a small screen simply or economically as slide film. and mark the sections for cutting. The splice can be Although other movie of foreign manufacture made, joining together the cut ends, by using hot or cold are available, I prefer to use , Type A cement, or transparent tape. Taping gets the job done (ASA40) film. The high quality and fine grain of this quicker and mucheasier, and results in a long-lasting, film makes it first choice. The smaller image area of dependable union. I have used the inexpensive Ciro super 8 compared to 35 mmfilm (26 vs 864 mm2) en- (6820 Romaine St., Hollywood, CA 90030) super 8 ad- larges errors or film deficiencies considerably whenpro- hesive-tape splicer and found it very satisfactory. jected. Type A Kodachrome is balanced for tungsten Several good manual and motorized editors can be pur- (artificial ) but all super 8 cameras have a built-in chased such as the Hanimex E800 (1801 Touhy Ave., filter that converts the film to the familiar Kodachrome Elk Grove, IL 60007), motorized quartz editor. A good 25, daylight-balanced film commonly used in 35 mm investment for anyone new to super 8 filming is a hand- still cameras. For indoor filming simply displace the book (I suggest Glenn and Scholz, 1980, or Matzkin, filter with the key that comes with the camera. Under 1976). low light, select a faster film such as Type G Ekta- chrome 160. Although characterized by higher speed PRESENTATION (4X indoors and 6.4X outdoors), Type G is grainier, less sharp, and less -saturated than Kodachrome. Re- The alternate operation of and super 8 cent improvements in sharpness and lower grain make motion picture projector from the podium is accom- this film an acceptable substitute for Kodachromewhen plished with the remote slide advance and an extension used under less than optimumlighting conditions. cord connected to the . Simply advance the slides until a blank appears before switching on the movie projector. For a smooth transition, it helps to PREPARATION FOR CLASSROOM USE remember which slide will be supplemented with a movie sequence. When the screen goes blank after For classroom use select the slide-matching sequences showing a movie sequence, you immediately turn off the of exposed super 8 films with an editing machine, and movie projector while simultaneously advancing to the splice them between short intervals of blank (opaque) next slide. This procedure results in a minimumof blank film. Sequencelength will vary but should be as brief as screen and a quick transition to the next slide. Dissolves possible while adequately demonstrating the action of could be achieved with appropriate equipment but serve the associated slide. Usually 10 or 15 s of projection to complicate the operation. Any number of slides may time will suffice. The blank film splice allows you to use then be shown before arriving at another "cue" slide the same screen for movies and slides. Blank film and subsequent use of the motion picture projector. darkens the projection screen and prevents overlap of Thus, although the slide projector may remain on slide and movie sequences. Likewise, the screen is throughout the presentation, the movie projector is darkened by inserting blank slides between slides to be turned on only when needed. Since the signal for turn- projected. Save your blank slides for this purpose. ing on the movie projector is provided by the ap- Double blanks will do a better job since one thickness pearance of a cue slide followed by a blank, no script only grays the screen. Remount double thicknesses of need be used and you can lecture in your normal manner blank film in thin plastic snap-in slide mounts such as without fear of a foul-up. ACTION 13

VIDEOTAPE VERSUS SUPER 8 mended over the larger format, better quality because of the compact size of the camera, and The question might logically be raised: Why not use much lower cost of camera and film. videotape instead of super 8? Videotape has the obvious Implementation of this two-media technique can be advantage of instant replay so that you know what accomplished by the instructor alone, without aid from you've got and can make quicker use of it in the class- the audiovisual department, once a few relatively inex- room. Processing time for super 8 tends to be even pensive pieces of equipment have been purchased. longer than for 35 mm slide film, possibly because of Although requiring some initial additional preparation lower volume handled, and videotape is reusable. time, the slide set and assembled series of film se- But in practice most videotape users rarely erase and quences, once completed, can be filed for future lecture prefer to store tapes for future reference. Videotape, use. The of the system puts it well within the being electronic, requires regular, more costly mainten- reach of all instructors accustomed to illustrating their ance, where a super 8 projector will last for years with lectures with slides they've taken themselves. only an occasional cleaning or bulb replacement. Video- I have had good success using the technique in my tape requires a separate recorder in addition to the own crop and turfgrass classes. For instance, hay and camera and often a second operator to monitor the re- silage-making techniques are much more effectively corder. A super 8 projector is much less expensive than illustrated when the movie sequence comes on and the usual classroom 16 mm projector and considerably demonstrates equipment operation. The many special- less expensive than the television monitor(s) required for ized practices used in turf or golf course maintenance videotape. In the field, videotape equipment, although are far better taught with the slide-movie technique. becoming smaller and lighter, is much heavier and Considerable interest was generated when I demon- bulkier than the small-gauge film setup. You cannot strated the technique at the American Society of Agron- carry and operate both a TV camera and a 35 mm still omy national meetings (Wood, 1981). camera. Videotape can also present unmanageable edit- Cost of implementing the technique described re- ing prospects, thus almost removing it from considera- quires only the expenditure of a few hundred dollars for tion for use as described in this article. The small screen a super 8 camera, editor, film splicer, and projector. size and need for more than one TV monitor in the classroom further deters its use in the present context. All things considered, the factor of higher expense swings the toward film instead of videotape. A new, inexpensive service by Fotomat (8849 Com- plex Dr., San Diego, CA 92123) allows you to transfer your super 8 film and slides to videocassette. Using this service compensation for over and under , film splicing, and slide dissolves are all done for you. The obvious convenience of this videocassette recorder method for classroom or individual student use could result in wide adoption (Lipton, 1981). The better quality image of film over videotape de- mands further consideration. Standard videotape will produce less than 25% of the resolution of the average film system in a given environment (Pendley, 1982). The contrast range in videotape is also considerably nar- rower than any film, thus making it more difficult to re- cord shadow detail (Galluzzo, 1982).

CONCLUSIONS

The teaching effectiveness of most instructors can be increased if the simple multimedia technique described in this article is put into practice. To the high quality of 35 mm slides, super 8 film clips can add a second, "how it was done" or action dimension. The student can study the slide for detail and observe the action or func- tion through the film clip. The super 8 film is recom-