Feedback November 2002 (Vol 43 No 4)

More documents

Recommendations

Info

CLASSROOMMULTIMEDIA FOR MORTALS: RESOURCESAND TIPS FOR INTEGRATING VISUALS,AUDIO, AND VIDEO INTO LECTURES FORADVERTISING COURSESJames Hamilton, University of Georgiahamilton@uga.eduAlong with fast and powerful desktop computers, the World Wide Web, and theinvolvement of marketing and advertising agencies with these has become a boon toeducators. These have progressed to the point where producing multimediapresentations for courses in advertising is a practical possibility for educators who havea reasonable familiarity with using personal computers.For specific web addresses of sources mentioned below, refer to the accompanyingresource list.Working with imagesThe Emergence of Advertising in America collection is hosted by the Library ofCongress, consisting of 9,000 images relating to the early history of advertising in theUnited States (1850-1920).Ad*Access consists of more than 7,000 advertisements printed in U.S. and Canadiannewspapers and magazines between 1911 and 1955.Adflip spans the old (1940s) through the new. And AdForum is an international sitethat serves the advertising industry.In addition to finding samples on the web, you can also digitize your own samplesfrom the original using an image scanner. Digital cameras can be used to take picturesof out-of-home examples, then transferred directly to the computer.Useful for accessing a wide range of award-winning print advertising is the Decemberissue of Communication Arts.Make minor adjustments to images using image-editing software such as Photoshopor GraphicConverter. Be sure to save them in the optimal format: JPEG format, andresolution of 72 dots per inch.To best fit the standard screen size of 640 x 480 pixels, size samples to fit maximumdimensions of either 550 pixels for width (for landscape-oriented images) or 440 pixelsfor height (for portrait-oriented images).To avoid fuzzy images, get an image in the size you need or larger, then reduce (“scaledown”) if needed (never enlarge). If you scan your own images, scale them up to thedesired size during the scanning process.Often at the optimal presentation size, body copy can be difficult to read on thescreen. Thus, if you want to be able to show the entire ad as well as to have the audi-24Feedback November 2002 (Vol. 43, No. 4)
ence be able to read the body copy, reduce your entire image to fit the screen, thencopy and paste only the body copy into a separate image file, sizing it according to thesame maximum dimensions. In your presentation in class, first display the entire ad,then display the enlarged body copy.Working with audioSources for older radio ads include Old-Time Radio Commercials, and the Library ofAmerican Broadcasting.Finding recent ads is more difficult. Searches with Internet search engines and termssuch as “radio advertisements download” usually yield the best results. My favoritesources for contemporary ads are Radio Savant and AdForum.Files in the MPG (Motion Picture Experts Group) format or variations of it areconveniently small in size, but seem to be prone to skip small portions of the soundtrackduring playback.To eliminate chances of this happening, save audio files in the WAV format. Thesoftware I find most useful for doing this is Apple QuickTime Pro (discussed below).Working with videoOriginators of such materials are making them increasingly difficult to save to acomputer and build up an archive for use—largely, I suspect, for proprietary reasons.One typical way this is done is to use so-called “streaming video.” Instead of placinga complete file on your computer, a “streamed” file is doled out a bit at a time over alive Internet connection. As a result, not only is the visual quality quite poor, playingsuch files requires that the instructor maintain a live Internet link during lecture, thusmultiplying the chances of technical problems and interruptions.A second way this is done is to disable the Save As command on your browser.However, such files are still temporarily saved in a temporary storage folder (locationand name depending on system platform and browser software used), which is usuallyemptied upon exiting the browser.Two general rules of thumb thus suggest themselves. First, do not spend any timewith streaming video files (often RealPlayer streaming video or QuickTime streamingvideo).Second, to save a file of the conventional (as opposed to streaming) variety, first viewthe clip in its entirety in your browser. Then locate the file in your browser’s temporaryfolder, and, prior to exiting the program, move the file from the temporary folder to adifferent folder on your computer.Apple QuickTime Pro is inexpensive, easy-to-use software for working with audioand video. While the software needed simply to play audio and video is free, spend the$30 to get the expanded QuickTime Pro version. Not only is it inexpensive and availablein Windows and Macintosh versions (I use both), it uses standard softwaremetaphors—such as cut-and-paste—to move data within or between files. It also easilyconverts audio and video files to a number of different formats.In addition, QuickTime Pro can strip the audio track from the video and save theaudio as a separate file. This is useful for illustrating creative synergy between audio andvideo. Play one separate (audio or video), then play them together to underscorecreative, synergistic relationships between them.BEA—Educating tomorrow’s electronic media professionals 25
Page 2 and 3: Feedback November 2002 (Vol. 43, No
Page 4 and 5: CommentSWOT Analysis: Disney Consid
Page 6 and 7: without adding enough people to do
Page 8 and 9: his favorite questions for prospect
Page 10 and 11: The intellectual satisfaction you
Page 12 and 13: Finding qualitative evidence via te
Page 14 and 15: 2 Using a two-tailed Pearson Correl
Page 16 and 17: • We need to expand digital editi
Page 18 and 19: Two final points: While this paper
Page 20 and 21: 1. As elsewhere in the profession,
Page 22 and 23: EvaluationThere will be approximate
Page 24 and 25: CLASSROOMEMPHASIZING ETHICS: PROMOT
Page 26 and 27: “Avoiding Plagiarism” ( http://
Page 30 and 31: Video files come in a variety of di
Page 32 and 33: CURRICULUMDISMANTLING THE SILOS: MO
Page 34 and 35: the Web on deadline and conceptuali
Page 36 and 37: CLASSROOMADAPTING DIGITAL LEARNING
Page 38 and 39: strategies. Unfortunately, most tex
Page 40 and 41: Figure 2. Good Practice and the Enr
Page 42 and 43: CLASSROOMSTUDENTS TACKLE SUPER BOWL
Page 44 and 45: Usually, I urge students to use the
Page 46 and 47: aggression with intelligence, when
Page 48 and 49: e lost in sole reporting of undiffe
Page 50 and 51: COMMENT“SCHOOL DAYS, SCHOOL DAYS,
Page 52 and 53: CLASSROOMSWOT ANALYSIS: DISNEY CONS
Page 54 and 55: analysis. SWOT is an acronym for St
Page 56 and 57: Disneyland ResortDisney Vacation Cl
Page 58 and 59: CURRICULUMDON’T ISOLATE E-BUSINES
Page 60 and 61: mention implications from legal and
Page 62 and 63: viable media alternative to televis
Page 64 and 65: management are needed to deliver th
Page 66 and 67: Humboldt, Chris (2000). How E-comme
Page 68 and 69: editing is a place of influence. St
Page 70 and 71: COMMENTYO, YO, YO! THIS IS THE HIP-
Page 72 and 73: REVIEWSchroeder, Sheila E. (2002).
Page 74 and 75: ANNOUNCEMENTS2003-2004 Scholarship
Page 76 and 77: ANNOUNCEMENTSBroadcast Education As
Page 78:
NEWSJohn Mark DempseyUniversity of
show all

Feedback November 2002 (Vol 43 No 4)

Create successful ePaper yourself

Delete template?

Save as template?