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295 Platinum Spring 2021 Syllabus Online (No Contact)
CTPR 295 Cinematic Arts Laboratory 4 Units Spring 2021 Concurrent enrollment: CTPR 294 Directing in Television, Fiction, and Documentary Platinum/Section#18488D Meeting times: Sound/Cinematography: Friday 9-11:50AM Producing/Editing: Friday 1-3:50PM Producing Laboratory (online) Instructor: Stephen Gibler Office Hours: by appointment SA: Kayla Sun Cinematography Laboratory (online) Instructor: Gary Wagner Office Hours: by appointment SA: Gerardo Garcia Editing Laboratory (online) Instructor: Avi Glick Office Hours: by appointment SA: Alessia Crucitelli Sound Laboratory (online) Instructor: Sahand Nikoukar Office Hours: by appointment SA: Georgia Conrad Important Phone Numbers: * NO CALLS AFTER 9:00pm * Joe Wallenstein (213) 740-7126 Student Prod. Office - SPO (213) 740-2895 Prod. Faculty Office (213) 740-3317 Campus Cruiser (213) 740-4911 1 Course Structure and Schedule: CTPR 295 consists of four laboratories which, in combination, introduce Cinematic Arts Film and Television Production students to major disciplines of contemporary cinematic practice. Stu- dents will learn the basic technology, computer programs, and organizational principles of the four course disciplines that are necessary for the making of a short film. 1) Producing 2) Cinematography 3) Editing 4) Sound Each laboratory has six or seven sessions. Students will participate in exercises, individual projects, lectures and discussions designed to give them a strong foundation, both technical and theoretical, in each of the disciplines. Producing and Cinematography laboratories meet alternate weeks on the same day and time, for three-hour sessions, but in different rooms, Editing and Sound laboratories meet alternate weeks on the same day and time, for three-hour sessions, but in different rooms. Students, therefore, have six hours of CTPR 295 each week. -
10 Tips on How to Master the Cinematic Tools And
10 TIPS ON HOW TO MASTER THE CINEMATIC TOOLS AND ENHANCE YOUR DANCE FILM - the cinematographer point of view Your skills at the service of the movement and the choreographer - understand the language of the Dance and be able to transmute it into filmic images. 1. The Subject - The Dance is the Star When you film, frame and light the Dance, the primary subject is the Dance and the related movement, not the dancers, not the scenography, not the music, just the Dance nothing else. The Dance is about movement not about positions: when you film the dance you are filming the movement not a sequence of positions and in order to completely comprehend this concept you must understand what movement is: like the French philosopher Gilles Deleuze said “w e always tend to confuse movement with traversed space…” 1. The movement is the act of traversing, when you film the Dance you film an act not an aestheticizing image of a subject. At the beginning it is difficult to understand how to film something that is abstract like the movement but with practice you will start to focus on what really matters and you will start to forget about the dancers. Movement is life and the more you can capture it the more the characters are alive therefore more real in a way that you can almost touch them, almost dance with them. The Dance is a movement with a rhythm and when you film it you have to become part of the whole rhythm, like when you add an instrument to a music composition, the vocabulary of cinema is just another layer on the whole art work. -
Camera Movement]
MPPP 1383 – Video Technology Production Teknik Asas Melakukan Penggambaran Bergerak [CAMERA MOVEMENT] Prepared BY : NUR J A N NA H BINTI JAMIL FAT I M A H SARAH BINTI YAACOB 8 BASIC OF CAMERA MOVEMENTS PAN D O L LY Z O O M T I LT TRACK/TRUCK ZOOM ARC D O L LY FOLLOW 1 Canon EOS 60D TOOLS (as secondary video record) Sony HXR-NX30U Palm Size NXCAM HD Camcorder with Projector & 96GB HDD (as main video record) Microdolly Hollywood TH-650DV Tripod system WF-553T Tripod How to do? PAN Rotating a camera to the left or right in horizontal movement. (turning your head to left/right before cross a road) Purpose? To follow a subject or show the distance between two objects. Pan shots also work great for panoramic views such as a shot from a mountaintop to the valley below. 2 How to do? TILT Rotating a camera up or down in vertical movement. (like shake your head up/down Purpose? Like panning, to follow a subject or to show the top and bottom of a stationary object. With a tilt, you can also show how high something is. For example, a slow tilt up a Giant Sequoia tree shows its grandness and enormity. Here's a good tip. In general, when you tilt up and shoot an object or a person they look larger and thicker. The subject looks smaller and thinner when you tilt down. How to do? DOLLY Moving a camera closer or further from subject over time. Purpose? To follow an object smoothly to get a unique perspective. -
MANUAL Set-Up and Operations Guide Glidecam Industries, Inc
GLIDECAM HD-SERIES 1000/2000/4000 MANUAL Set-up and Operations Guide Glidecam Industries, Inc. 23 Joseph Street, Kingston, MA 02364 Customer Service Line 1-781-585-7900 Manufactured in the U.S.A. COPYRIGHT 2013 GLIDECAM INDUSTRIES, INC. ALL RIGHTS RESERVED PLEASE NOTE Since the Glidecam HD-2000 is essentially the same as the HD-1000 and the HD-4000, this manual only shows photographs of the Glidecam HD-2000 being setup and used. The Glidecam HD-1000 and the HD-4000 are just smaller and larger versions of the HD-2000. When there are important differences between the HD-2000 and the HD-1000 or HD-4000 you will see it noted with a ***. Also, the words HD-2000 will be used for the most part to include the HD-1000 and HD-4000 as well. 2 TABLE OF CONTENTS SECTION # PAGE # 1. Introduction 4 2. Glidecam HD-2000 Parts and Components 6 3. Assembling your Glidecam HD-2000 10 4. Attaching your camera to your Glidecam HD-Series 18 5. Balancing your Glidecam HD-2000 21 6. Handling your Glidecam HD-2000 26 7. Operating your Glidecam HD-2000 27 8. Improper Techniques 29 9. Shooting Tips 30 10. Other Camera Attachment Methods 31 11. Professional Usage 31 12. Maintenance 31 13. Warning 32 14. Warranty 32 15. Online Information 33 3 #1 INTRODUCTION Congratulations on your purchase of a Glidecam HD-1000 and/or Glidecam HD-2000 or Glidecam HD-4000. The amazingly advanced and totally re-engineered HD-Series from Glidecam Industries represents the top of the line in hand-held camera stabilization. -
Introduction
CINEMATOGRAPHY Mailing List the first 5 years Introduction This book consists of edited conversations between DP’s, Gaffer’s, their crew and equipment suppliers. As such it doesn’t have the same structure as a “normal” film reference book. Our aim is to promote the free exchange of ideas among fellow professionals, the cinematographer, their camera crew, manufacturer's, rental houses and related businesses. Kodak, Arri, Aaton, Panavision, Otto Nemenz, Clairmont, Optex, VFG, Schneider, Tiffen, Fuji, Panasonic, Thomson, K5600, BandPro, Lighttools, Cooke, Plus8, SLF, Atlab and Fujinon are among the companies represented. As we have grown, we have added lists for HD, AC's, Lighting, Post etc. expanding on the original professional cinematography list started in 1996. We started with one list and 70 members in 1996, we now have, In addition to the original list aimed soley at professional cameramen, lists for assistant cameramen, docco’s, indies, video and basic cinematography. These have memberships varying from around 1,200 to over 2,500 each. These pages cover the period November 1996 to November 2001. Join us and help expand the shared knowledge:- www.cinematography.net CML – The first 5 Years…………………………. Page 1 CINEMATOGRAPHY Mailing List the first 5 years Page 2 CINEMATOGRAPHY Mailing List the first 5 years Introduction................................................................ 1 Shooting at 25FPS in a 60Hz Environment.............. 7 Shooting at 30 FPS................................................... 17 3D Moving Stills...................................................... -
The “Vertigo Effect” on Your Smartphone: Dolly Zoom Via Single Shot View Synthesis Supplement
The “Vertigo Effect” on Your Smartphone: Dolly Zoom via Single Shot View Synthesis Supplement Yangwen Liang Rohit Ranade Shuangquan Wang Dongwoon Bai Jungwon Lee Samsung Semiconductor Inc {liang.yw, rohit.r7, shuangquan.w, dongwoon.bai, jungwon2.lee}@samsung.com 1. View Synthesis based on Camera Geometry where k is the same as in the paper such that subject size on focus plane remains the same, i.e. Recall from our paper, consider two pin–hole cameras A C C B and B with camera centers at locations A and B, respec- f1 D0 − t1 tively. From [2], based on the coordinate system of camera k = A = . (5) f1 D0 A, the projections of the same point P ∈ R3 onto these two camera image planes have the following closed–form rela- From Eq. 1, we can then obtain the closed–form solution B A tionship for u1 in terms of u1 as: uB DA uA KBT A A K R K −1 B D1 (D0 − t1) A t1(D1 − D0) = B ( A) + (1) u u u0 1 DB 1 DB 1 = A 1 + A D0(D1 − t1) D0(D1 − t1) T A (6) where can also be written as (D0 − t1)f1 m1 − A . n1 T = R (CA − CB) . (2) D0(D1 − t1) Here, the 2 × 1 vector uX , the 3 × 3 matrix KX , and the By setting m1 = n1 = 0 and t1 = t, Eq. 6 reduces to scalar DX are the pixel coordinates on the image plane, the Eq. (3) in our paper. P intrinsic parameters, and the depths of for camera X, 1.2. -
The Phenomenological Aesthetics of the French Action Film
Les Sensations fortes: The phenomenological aesthetics of the French action film DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Matthew Alexander Roesch Graduate Program in French and Italian The Ohio State University 2017 Dissertation Committee: Margaret Flinn, Advisor Patrick Bray Dana Renga Copyrighted by Matthew Alexander Roesch 2017 Abstract This dissertation treats les sensations fortes, or “thrills”, that can be accessed through the experience of viewing a French action film. Throughout the last few decades, French cinema has produced an increasing number of “genre” films, a trend that is remarked by the appearance of more generic variety and the increased labeling of these films – as generic variety – in France. Regardless of the critical or even public support for these projects, these films engage in a spectatorial experience that is unique to the action genre. But how do these films accomplish their experiential phenomenology? Starting with the appearance of Luc Besson in the 1980s, and following with the increased hybrid mixing of the genre with other popular genres, as well as the recurrence of sequels in the 2000s and 2010s, action films portray a growing emphasis on the importance of the film experience and its relation to everyday life. Rather than being direct copies of Hollywood or Hong Kong action cinema, French films are uniquely sensational based on their spectacular visuals, their narrative tendencies, and their presentation of the corporeal form. Relying on a phenomenological examination of the action film filtered through the philosophical texts of Maurice Merleau-Ponty, Paul Ricoeur, Mikel Dufrenne, and Jean- Luc Marion, in this dissertation I show that French action cinema is pre-eminently concerned with the thrill that comes from the experience, and less concerned with a ii political or ideological commentary on the state of French culture or cinema. -
The Engenius Films Guide to Film Making
The Engenius Films Guide to Film Making Introduction Engenius Films are a collection of short films introducing various Engineering topics to children and featuring some real Engineers. The main objective is to show young people the variety, challenge and creativity of Engineering as well as the difference it can make to people’s lives – in contrast to the widely held misconception that Engineers ‘just fix cars’! The films are aimed at children from Key Stage 2 (older primary school) and Key Stage 3 (younger secondary school) with the intention that they would be used by teachers as lesson starters or just watched individually at home. The Engineers in the films are from a range of disciplines (Mechanical, Chemical, Biomedical, Manufacturing and Materials Science) and include apprentices, undergraduate students, graduate professionals, post-graduate researchers, post-doc researchers and lecturers. Some had experience of being interviewed on camera but most hadn’t. Most individual films had between 1 and 3 Engineers (the formula student film had 6). The films also feature some children from Years 5 and 6 of a local primary school. I received funding from the Engineering Professors’ Council to make the films and something they were particularly keen on was encouraging a legacy so that this collection of films would just be the start of Engineers in companies and universities making their own films to get the message across in their own way, or in the words of Dr. Hugh Hunt, start ‘waving their arms around about Engineering’ Types of film There are different types of filming that can be used as Engineering outreach tools. -
MOZA Aircross2 User Manual
User Manual Contents MOZA AirCross 2 Overview 1 Installation and Balance Adjustment 2 Installing the Battery 2 Attaching the Tripod 2 Unlocking Motors 2 Mounting the Camera 3 Balancing 3 B uttons and OLED Display 4 Button Functions 4 LED Indicators 5 Main Interface 5 Menu Description 6 Features Description 8 Camera Control 8 Motor Output 9 PFV,Sport Gear Mode 10 Manual Positioning 11 Button Customization 11 Inception Mode 11 Balance Check 12 Sensor Calibration 13 Language Switch 14 User Conguration Management 14 Extension 15 Manfrotto Quick Release System 15 Two Camera Mounting Directions 15 Smartphone and PC Connection 16 Phone Holder 16 Firmware Upgrade 16 SPECS 17 AirCross 2 Overview 21 19 20 23 22 24 11 12 25 13 14 26 15 27 29 30 10 28 16 31 32 17 18 Tilt Knob 3/8”Screw 17 USB Type-C 25 Pan Motor Lock Charging Port Tilt Motor 10 Trigger 18 Battery Level 26 OLED Screen Indicator Tilt Arm 11 Roll Motor Lock 19 Safety Lock 27 Joystick Camera 12 Pan Knob 20 Roll Motor Lock 28 Dial Wheel Control Port Baseplate Knob 13 Smart Wheel 21 Multi-CAN Port 29 USB Port Pan Arm 14 Indicator Light 22 Roll Arm 30 Multi-CAN Port Ring Crash Pad 15 Power Button 23 Roll Knob 31 Battery Pan Motor 16 Power Supply 24 Roll Motor 32 Battery Lock Electrode 1 Installation and Balance Adjustment Installing the Battery a. Press the battery lock downwards; b. Take out the battery; c d c. Remove the insulating lm at the electrode; b d. -
Factfile: Gce As Level Moving Image Arts Alfred Hitchcock’S Cinematic Style
FACTFILE: GCE AS LEVEL MOVING IMAGE ARTS ALFRED HITCHCOCK’S CINEMATIC STYLE Alfred Hitchcock’s Cinematic Style Learning outcomes – high angle shots; – expressive use of the close-up; Students should be able to: – cross-cutting; • discuss and explain the purpose of the following – montage editing; elements of Hitchcock’s cinematic style: – expressionist lighting techniques; and – point-of-view (POV) camera and editing – using music to create emotion. technique; – dynamic camera movements; Course Content The French director Francois Truffaut praised Films such as Vertigo (1958) and Rear Window Alfred Hitchcock’s, ability to film the thoughts (1954) are seen almost entirely from the point of of his characters without having to use dialogue. view of the main character (both played by James Over the course of a long career in cinema that Stewart) and this allows the director to create and stretched from the silent era into the 1970’s, sustain suspense as we look through the character’s Hitchcock developed and refined a number of filmic eyes as he attempts to solve a mystery. techniques that allowed him to experiment with, and imaginatively explore, the unique potential of In Strangers on a Train (1951), before the visual storytelling. murderous Bruno strangles Miriam, we see a POV shot from his perspective, her face suddenly illuminated by his cigarette lighter. The Point-of-view shot (POV) Hitchcock’s signature technique is the use of a subjective camera. The POV shot places the audience in the perspective of the protagonist so that we experience the different emotions of the character, whether it be desire, confusion, shock or fear. -
Unit 13 Recording Moving Images
UNIT 13 RECORDING MOVING IMAGES Structure 13.1 Introduction 13.2 Learning Outcomes 13.3 Moving Images 13.4 Shot, Scene and Sequence 13.5 Shot Sizes 13.5.1 Extreme close-up (ECU) 13.5.2 Close-up (CU) 13.5.3 Medium close-up (MCU) 13.5.4 Medium shot (MS) 13.5.5 Medium long shot (MLS) 13.5.6 Long shot (LS) 13.5.7 Extreme long shot (ELS) 13.6 Camera Angles 13.6.1 Eye-level shot 13.6.2 High-angle shot 13.6.3 Low-angle shot 13.6.4 Other Camera Angles 13.7 Camera Movements 13.7.1 Pan 13.7.2 Tilt 13.7.3 Dolly/Track 13.7.4 Other Camera Movements 13.8 Other Types of Shots 13.9 Composition Rules 13.10 Let Us Sum Up 13.11 Further Readings 13.12 Check Your Progress: Possible Answers 13.1 INTRODUCTION When we record a sequence of still images and show them at a particular speed, it creates an illusion of motion and we see moving images. Movies, videos, and animations are all examples of moving images. It is a visual art form that is used to convey desired messages. Generally, we use moving images with a combination of sound. If you want to use this art form, you must have an understanding of visual language. Visual language has its own grammar. Shot sizes, camera angles and camera movements are its important elements. In this unit, we shall discuss the different types of shot sizes, camera angles and camera MJM-027_NEW SETTING_5th Proof.indd 203 05-05-2021 12:30:52 Audiovisual Production - I movements used in filmmaking or video programme production. -
Instructional Framework
RRInstructional Framework Film and TV Production 50.0602.00 This Instructional Framework identifies, explains, and expands the content of the standards/measurement criteria, and, as well, guides the development of multiple-choice items for the Technical Skills Assessment. This document corresponds with the Technical Standards endorsed on May 1, 2019. Domain 1: Production Skills Instructional Time: 70-80% STANDARD 7.0 ANALYZE EQUIPMENT, TOOLS, AND TECHNOLOGIES 7.1 Explain the function of industry standard audio equipment and • Microphone types accessories (i.e., microphones, mixing boards, cabling, XLRs, etc.) • Polar pattern • Mixing boards • Phantom power • Cabling • XLR • ¼” 7.2 Distinguish among industry standard lighting equipment and • Internal (interior) lighting setup accessories for the task (i.e., internal, external, three-point lighting, • External (outdoor) lighting setup tungsten, fluorescent, LED, light stands, filters, diffusers, gels, • Three-point lighting barndoors, etc.) • Tungsten • Fluorescent • Led • Light stand • Diffuser • Gels • Barndoors • Bounce boards/reflectors • C-stand • Light stand • Lighting cookies/gobos 7.3 Differentiate among types and uses of digital cameras, equipment, • Studio camera and accessories (e.g., tripod, monopod, DSLRs, smartphones, and • ENG camera studio vs. ENG) • DSLR • Tripod/monopod Page 1 of 15 • Fluid head/friction head • Steadicam • Gimbal/stabilizer 7.4 Identify industry standard audio editing software to meet • Adobe audition cc requirements of final product (i.e., Adobe Audition