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Hi students, and welcome to a module on software features for storyboarding.
What I mean by that
is that this module describes the features softwares should have
that make it purposeful for storyboarding.
We already explored one storyboarding software,
and so now in this module we will explore the features
that make a storyboard software conducive for storyboarding purposes.
Analysis Questions.
As we explore this module together,
I would like in your tutorial group and in WebKF
to discuss the following questions.
What softwares am I aware of
which help with the storyboard design and development?
We discussed one technology – are there more?
What features should softwares have for the storyboard development?
In other words, if you had to design a technology for storyboarding,
what features would it have?
Why technology?
Technology has been found in a couple of studies mentioned here,
i.e. the study about using PowerPoint
and the study on using storyboard software,
that it is a superior tool not only for improving our daily work
but also for developing other technology applications.
As Liu, 2000, nicely summarized, quote,
“We would not only think about how to use them...
to solve old problems,
but also think how to use them to create new applications.” Unquote.
Hand Sketches vs. Computer Storyboarding.
According to Strong and Maibroda, 2001,
Strong and Mai- Maibroda believe that even today,
a lot of storyboarding is done by hand, simply with pencil and paper.
They feel that quick sketching is often easier,
is often easier this way than trying to use a computer.
However, the computer offers some useful capabilities.
For instance, they suggest to scan your drawings,
and modify and add colour in the graphics application.
You can also create a background once,
and then simply copy it for other shots in the same location.
In a technology, it is easier to re-arrange the sequence
using standard software such as AppleWorks Presentation
or Microsoft PowerPoint.
Or you can use a dedicated storyboarding application
such as Storyboard Quick,
which contains libraries of figures in different positions
so you don’t have to resort to k- stick figures.
Some Computer Technologies for Storyboarding.
Content-centered software.
As we mentioned in the previous slide,
storyboarding can be done using Microsoft PowerPoint,
AppleWorks Presentation, or a dedicated application
such as Storyboard Quick.
Birmingham and Davies, 2001, introduced other storyboarding software
such as Kar2ouche, Immersive Education, spelled Kar-2-ow-ouche.
In this program, learners assemble pictures
using blackboard image and character and object clipart.
Pictures are placed in a sequence which can be used
to affect presentations and stop-motion animations.
Custom backgrounds can be imported-
imported, allowing learners to create their own locations for scene.
Madden, Chung, and Dawson, 2009, describe other softwares
such as MediaStage, Immersive Education, which is designed to allow...
the creation and filming of 3D sets,
populated by 3D actors chosen from a gallery.
Characters can be made to talk using text-to-speech figure,
and have a range of preset actions and animations.
Some Computer Technologies for Storyboarding.
Madden, Chung, Dawson, 2009, also suggest
Machim- mach- machinima which is an umbrella term
for adapting computer game resources,
be there- be they characters, objects or environments, for filmmaking.
The exact way this is accomplished varies with the game –
some allow characters to be scripted and filmed in custom levels,
others require that a normal multiplayer game be set up,
with one player being the camera and the others acting out lines.
Biever, 2003, suggests
SummerTech Machinima Children’s Film Festival –
which can be found at www.summertech.net –
aimed to allow children from age ten and above to create their own machinima,
provide evidence that this is the method
of visual storyboard production is accessible to children.
Bennett, Brunner, Hupert, and Meade, 2000,
suggest Kahootz Australian Children’s Television Foundation.
This allows learners to construct 3D worlds and animation
by selecting prebuilt environments
and choosing characters and objects from a gallery.
Learners can also draw two dimensional elements
and textures with a notepad facility,
and are encouraged in sharing their work online
via the linked online community.
Some computer technologies for storyboarding, continued.
Madden, Chung, and Dawson also suggest Picture Writer, JVSoft,
which is intended to allow learners to make themed pictures
and storybooks by using cliparts and backgrounds
centered on a given story or topic.
Text can be read back with text-to-speech.
Another software is i-theatre lab, Mantra Lingua,
which works from the premise of building a virtual cutout theatre production.
Simple sets can be designed,
characters placed, and animations made.
Also supplied with the software are printouts of sets and character art
which can be used to make physical analogue of the visual theatre.
Finally, another option is Mopix, Film Education,
which is designed to help learners
explore concepts of editing and sequence.
It provides a selection of short video clips,
all centered on a particular theme,
for example, a phone call,
and allows learners to sequence these clips together
to tell the story of the events in different ways.
Synthesis Questions.
As we bring this module to a closure,
I would like in your tutorial group and in WebKF
to discuss the following questions.
Is technology a good choice for storyboarding?
Why or why not?
Which content-centered softwares most appeal to you?
Why?
What do you plan on using, doing, for the development of your storyboard?
Think through these questions,
Google each of the softwares listed above
and try to find one that suits your needs and purposes.
Good luck.
