Ex 1C: Edited Audio, Intro/Outro
Bring to class your edited MP3, which should be about 3 minutes.
Also bring a printout of your intro and outro text.
Practice reading your intro/outro aloud, so that it and the audio you provide will end up lasting a grand total of 4 minutes.
At some point in the near future, I will make a master recording, in which I read the intro text, then play the recording of your MP3, and then read the outro text. You'll hear how your recoding functions in the context of the whole collection produced by the class.
Think of the intro like the notes you read in the front of a book, where an editor introduces the work to the reader.
The outro is mostly for someone who comes into the recording in the middle, and missed what it was about. You could embed a final example, an ironic twist, a final joke, something the announcer can say to drive home the point you want to make. But whatever you do, keep it short.
Here's an example. The audio clip I've included features me interviewing my daughter, but neither I nor my daughter are terribly important to the story -- my daughter just represents one kid's opinion of one of the minor Star Wars movies, so I don't go into much detail about either of us.
The text I've written below is designed to be read by somebody else, the anchor, whose voice ties together all the segments in the show.
Also bring a printout of your intro and outro text.
Practice reading your intro/outro aloud, so that it and the audio you provide will end up lasting a grand total of 4 minutes.
At some point in the near future, I will make a master recording, in which I read the intro text, then play the recording of your MP3, and then read the outro text. You'll hear how your recoding functions in the context of the whole collection produced by the class.
Think of the intro like the notes you read in the front of a book, where an editor introduces the work to the reader.
The outro is mostly for someone who comes into the recording in the middle, and missed what it was about. You could embed a final example, an ironic twist, a final joke, something the announcer can say to drive home the point you want to make. But whatever you do, keep it short.
Here's an example. The audio clip I've included features me interviewing my daughter, but neither I nor my daughter are terribly important to the story -- my daughter just represents one kid's opinion of one of the minor Star Wars movies, so I don't go into much detail about either of us.
The text I've written below is designed to be read by somebody else, the anchor, whose voice ties together all the segments in the show.
(Intro) For the generation that saw the original Star Wars movies as kids, the black-cloaked Darth Vader and the barrel-bodied R2-D2 were an inseparable part of childhood. Dennis Jerz was 10 when he saw the original Star Wars in the 70s. Now, his daughter Carolyn has seen all the films, including a couple of low-budget made-for-TV films that were surprisingly dark. In fact, Carolyn cried uncontrollably after those movies were over. The only thing that would calm her down was the chance to dictate a letter to the creator of Star Wars, George Lucas. Here, Carolyn tells George Lucas just where he went wrong.
CMJ_Ewoks.mp3 (2min 10sec, 2.2Mb)
(Outro) That was Carolyn Jerz, a six-year-old film critic from western Pennsylvania. Her father let her review the Ewok Adventures, made-for-TV Star Wars movies, produced by George Lucas in the 1980s. Incidentally, the next movie Lucas made was Howard the Duck, which "won" Worst Picture, Worst New Star, Worst Visual Effects, and Worst Screenplay in the 1986 "Razzies."
This is the editorial, and not the "This I Believe", right?
Either is fine with me.