Plan of Procedures: Shot Plan

Press Release

FOR IMMEDIATE RELEASE

Systems Engineering II: “The Relationship between Art and Science in the Renaissance”

Presentation Announcement

Highlands, New Jersey, December 11 2014 – A presentation, “The Relationship between Art and Science in the Renaissance” Design Project, will be delivered by MAST student Margaret Goddard on January 3, at the Marine Academy of Science and Technology in Highlands, New Jersey. 

           

The relationship between art and science is usually understated. It is important for young children to understand the connections the two fields have with each other. Sandy Hook National Park is a great place for this type of education, where nature, history, and recreation collide. Sandy Hook is home to nature-lovers, wildlife, and visitors there for recreation. Students from the Marine Academy of Science and Technology (MAST) on Sandy Hook are working to capitalize on this opportunity.

The Process

The Situation

The MAST campus on Sandy Hook.

Margaret Goddard is a senior at MAST, the campus of which is shown below. She is currently enrolled in the Systems Engineering II course and is working on her Senior Capstone Design Project. Goddard and two other team members are working together to create a model of a museum that could be located on Sandy Hook. Goddard will be designing, producing, filming, and editing an educational video “The Relationship between Art and Science in the Renaissance” to be displayed in the museum. The video and the other museum exhibits in the museum will be addressing families and park visitors about how science and art are related.

Design Process 

Margaret Goddard (far right) during a visit with a mentor, Marie McGovern of Street Smart Video.

              The filming and producing process Goddard is moving through involves several different areas of study. She has researched film audience dynamics and psychology, the various steps and requirements involved in filmmaking, and Renaissance collaborations. In the context of the Systems Engineering class, Margaret is completing her project through every step of the design process. So far, she has worked on background research, specifications and limitations, testing procedures, brainstorming, alternate solutions, rationales, model of intention, and developmental work.

Throughout the process, Goddard has been contacting mentors, professionals who work in broadcasting, filming, producing, writing, and commercial advertising. For example, Marie McGovern, co-founder of New York film company Street Smart Video, has been helping Margaret with production related questions. Conversations with these experienced professionals are preparing Margaret for her future studies in filmmaking and writing.

The Product

The Film

            Goddard has several expectations for her final product subject to little change in the coming months. The film will be 5-6 minutes long and will follow the structured plan she has come up with. Goddard’s work will contain both creative and STEMM-related aspects, such as the technical workings of the filming and audio equipment that play such an important role in the project. As the design process comes to a conclusion, Goddard’s film will be fully ready for presentation to a real audience.

The Model

By the end of the year, Margaret will have a fully completed film about science and art in the Renaissance that will be presented with the finished model of the museum. The complete presentation will be shown to Sandy Hook park coordinators who are looking at business proposals for the leasing of several historical buildings. The film could possibly be presented to a potential buyer for another museum or listed as a candidate for a film competition. The final product of Goddard’s work will be coupled with the work of her teammates to create a cohesive system of information.

The Presentation

            Margaret Goddard will be holding a presentation to address the scope of the project, her expectations of the final product, and any relevant questions. The presentation will cover the progress she has made, her hopes for the film, and other matters. The presentation will be January 3 at the Marine Academy of Science and Technology, whose contact and address information is listed below.

            In conclusion, Margaret Goddard, a student at MAST, is producing, filming, and editing an educational documentary about the relationship between art and science in the Renaissance to be included in a model of the Sandy Hook Art and Science Museum, a Senior Capstone Design Project in her Systems Engineering II class. Her film will be completed by the end of the school year. Goddard will be holding a presentation about her project on January 3 at MAST. Margaret is earning a valuable, independent education along the way of the design process.

For more details about “The Relationship between Art and Science in the Renaissance” in Highlands, contact Margaret Goddard through email (mgoddard@ctemc.org) or visit the Marine Academy of Science and Technology at http://mast.ctemc.org/.

About the Marine Academy of Science and Technology

The Marine Academy of Science and Technology (MAST) is a co-ed four-year high school, grades 9-12; one of five career academies administered by the Monmouth County Vocational School District. The Marine Academy is fully accredited by the Middle States Association of Schools and Colleges and offers small classes with close personal attention. The Marine Academy was founded in 1981 as a part-time program, which has since grown to become a full-time diploma-granting program. The school's curriculum focuses on marine sciences and marine technology/engineering. The MAST program requires each student to participate in the Naval Junior Reserve Officer Training Corps (NJROTC) in lieu of Physical Education.

MAST is located in the Fort Hancock Historic Area at the tip of Sandy Hook, New Jersey. The school campus is located adjacent to the Sandy Hook Lighthouse, the oldest working lighthouse in the country, in thirteen newly renovated buildings, within walking distance of several beaches. The "Blue Sea" is a 65-foot research vessel owned and operated by the Marine Academy and berthed at the U.S. Coast Guard Station, Sandy Hook. The vessel is used in all facets of the program.

- # # # -

For additional information:

Marine Academy of Science and Technology

732-749-3360

Margaret Goddard, E: mgoddard@ctemc.org
Wendy Green, V: 732-291-0995 

Plan of Procedures: Prop List

·         Actor/narrator:

o   Characteristics: Man or woman, adult, interesting voice

o   Costume: Well worn clothes, simple, not distracting

o   Makeup: natural, if any

·         Furniture

o   Appearance: Well worn, simple, muted colors

o   Armchair: big, old, not distracting, comfortable music

o   Floor lamp: provides dull light source opposite natural light source

o   Side table: short, simple structure, holds everyday objects

o   Shelf: simple, stacked books sit on it

o   Rug: old, worn, muted colors.

·         Set objects:

o   Hanging paintings: pleasant, ordinary pieces, still life, scene or portrait of people

o   Books: stacked on shelves and in various places around the room

o   Flowers in a vase: simple, add a natural element to the scene

o   Glass of water: placed on the table

·         Technical equipment:

o   Appearance: simple, affordable, out of the way of the scene

o   Video Recorder

o   Video Recorder stand

o   Audio Recorder

o    Lighting: natural and artificial light from opposite sides of subject

Plan of Procedures: Plan of Events

Dates:

1.       Filming

a.       Details:

                                                               i.      Location: Set, computer lab

                                                             ii.      Description: Gathering of filmmaker, producer, and actor knowledge to create raw footage for later use in the editing and compiling processes

                                                            iii.      Materials: Props, lighting equipment, audio equipment, filming equipment, actor

b.      Hire actor and collect equipment and props.

c.       Give actor script to study and memorize.

d.      Locate site for set and filming.

e.      Film opening and closing scenes.

f.        Review for holes in filming pieces.

2.       Audio Recording

a.       Details:

                                                               i.      Location: Set, computer lab

                                                             ii.      Description: Record clear and effective raw audio for later use in the editing and compiling processes

                                                            iii.      Materials: Audio equipment, actor

b.      Set up and plan conditions for narration recording.

c.       Record audio pieces.

d.      Review for holes in audio pieces or information left out.

3.       Collecting Body Content

a.       Details:

                                                               i.      Location: Computer lab

                                                             ii.      Description: Find still images that appropriately correspond to narration

                                                            iii.      Materials: Media sources

b.      Locate all images to use and put in proper format for us in iMovie software program.

4.       Compiling Film Components

a.       Details:

                                                               i.      Location: Computer lab

                                                             ii.      Description: Put together all film components collected at this point and place into timeline

                                                            iii.      Materials: iMovie, editing software

b.      Prep all editing and movie making software.

c.       Place all film components to use in timeline on iMovie.

d.      Review film component overlapping for mistakes.

5.       Editing

a.       Details:

                                                               i.      Location: Computer lab

                                                             ii.      Description: Add effects and features that enhance the film components and improve the presentation

                                                            iii.      Materials: iMovie, editing software

b.      Add in aesthetic components, such as text overlay and sound effects.

6.       Testing

a.       Details:

                                                               i.      Location: Computer lab, testing locations (schools, etc)

                                                             ii.      Description: Review the film components together for effectiveness. Refer to testing procedures document for full explanation and list of events.

                                                            iii.      Materials: iMovie, testing groups

b.      Review and assess video for effectiveness and coherence of components.

Plan of Procedures: Shot List

Developmental Work: Full Script

Opening Scene:

Camera pans right past different framed paintings on the wall before reaching the frame where the narrator sits in an old sofa-chair. He sits in a relaxed position and acknowledges the camera’s presence. To the narrator’s right is a standing lamp and to the left is a table with a few ordinary objects on it. Some stray, old books are stacked near the chair and on a shelf. The colors of the scene are warm, but not bright, giving an old, cozy, homey feel. The narrator himself is dressed in well-worn clothes, and has aged features and a warm face. He appears to be thinking intently about something and is about to speak.

Camera is still and focused on the narrator for the entire scene. Ten full seconds pass from the time the camera turns on until the narrator speaks. Time: 0:10

“Shapes and stars. Canvases and telescopes. Creativity and logic.”

·         Narrator presents the contrast by holding his two hands like scales, keeping eye contact with the camera. Time: 0:20

“Have you ever wondered if there is really such a difference between these things?”

·         Pause. Narrator speaks as if the question just occurred to him and he wants an answer from the audience. Time: 0:30

“A long time ago, these tools were held in the same hand.”

·         Pause. Reflectively, he tells the audience this as if he just remembered that memory. Time: 0:35

“During the Renaissance, science and art were used together. People used both science and art to present new ideas and change the world.”

·         He continues on this train of thought, speaking directly to the audience. Time: 0:50

“Join me as I travel back in time.”

·         He leans forward, keeping straight eye contact with the camera. He talks as if he is letting the audience in on a secret. A white flash a full second later notifies the audience that there is a jump in the timeline. Time: 0:55

Soft music fades in through the white flash, beginning at the word “time.” Content images appear. The entire opening scene takes about 1 minute. Time: 1:00

Anatomy Scene:

At the close of the opening scene, the first image appears as the camera fades from the light flash. A series of images appear in quick intervals, showing old art and ways of life in a quick 3 second series. The images of this series progress from ancient to near-Renaissance times. This effect makes the audience feel as if a lot of time has passed. To start the scene, a new image is projected that correlates with the first sentence of narration.

The narrator starts the second scene with changes in tone, to begin the historical information in a strong, intriguing way.

"Before the Renaissance, art was made with no feeling, like drawing a stick figure. It usually was placed in a church or bible for a practical purpose."

·      A pre-Renaissance art piece is shown, exemplifying the aesthetic described.

"Around the year 1300, art began to say more than a religious story."

·      The narrator says this in an ominous tone, as the major topics are about to be revealed.

"Renaissance thinkers were coming up with brand new ideas, like the idea of humanism that focused on the achievements and nature of people."

·      Pieces that show what Renaissance people were doing at the time are displayed.

"This new thinking made people question what they thought they knew about the world and led to many important discoveries.

It made people want to experiment and be curious about science, art, and expression."

·      The narrator is still talking with an intriguing tone, stressing the words “science,” “art,” and “expression.”

"Giotto di Bondone was the first major artist to show the human body in a realistic way. This new kind of art let the viewer see more than just a scene. The characters showed emotion and drama, like actors in a play. Giotto made his art more impactful by painting realistically and dramatically."

·      Examples of Giotto’s dramatic, emotional pieces are shown.

"As the Renaissance began, artists became more and more interested in anatomy, which is the study of the body and how it works."

·      As the very important word “anatomy” is said for the first time, the narrator stresses the word and its definition, pausing before and after for dramatic effect.

"Geniuses like Michelangelo Buonarroti, Leonardo da Vinci, and Peter Paul Rubens wanted to understand how the body parts worked.

Renaissance artists told more than a simple story. Their art showed brand new ideas of the Renaissance like humanism."

·      The narrator says this in an ominous tone, as the statement will be explained throughout the film. Images of labored painting details are shown. Time: 1:45

"How did they get this stunning accuracy?

They had to understand the way the body works. Like looking at an x-ray, artists needed to know what structures made us human."

·      More paintings and sculptures are shown on the screen that exhibits accurate body proportions and realistic figures.

"So doctors and artists worked together. Artists made charts for the doctors. And the doctors shared their knowledge with the artists."

·      Images of scholarly Renaissance-era scientists and artists are shown.

"Da Vinci studied the shape and parts of the human skull. Da Vinci’s drawings are artistic but also practical. He used these drawings to learn more about how we think."

·      Appropriate images shown.

"Peter Paul Rubens studied the different parts of an arm so his paintings would be more realistic."

·      Images of his studies and paintings are shown.

"When Michelangelo was preparing to paint a female character in the Sistine Chapel, he practiced by drawing the position and shapes of the figure."

·      Images of his studies and painting are shown. Time: 2:00

"Using what they learned about the human body and how it worked, Renaissance artists made a whole new genre of art."

·      Pause. The narrator says this with drama.

"Painters and sculptors made beautiful creations that looked like they could come to life and jump out at you.

Michelangelo’s sculpture of the bible character David is an example of how realistic and beautiful art had become. The sculpture is 17 feet tall, and experts say the body is almost completely perfect. Michelangelo completed several studies of how muscles, bones, limbs, and body parts worked to get the proportions just right."

·      The sculpture is examined fully, with zoomed in shots of important details that show the anatomical grandness of the masterpiece.

"Michelangelo’s painting in the Sistine Chapel of Ezekiel shows not only a biblical character but also a picture of what humans are: strong, stressed, determined, and unsure."

·      The painting of Ezekiel is shown, with zoomed in shots of the features that show emotion.

"In da Vinci’s painting The Last Supper, each character has a different emotion."

·      Zoomed in shots of each character are shown.

"When you look at Renaissance art, you can feel what the characters are feeling, you can tell what they are thinking, and you can hear what the artist wanted you to know. 

That was the result of studying and hard work in the field of anatomy."

·      The narrator says this in a way that reflects the profound importance of the Renaissance art pieces discussed. Time: 2:45

Astronomy Scene:

To transition from Anatomy to Astronomy topics, the camera turns black momentarily.

"Renaissance thinkers also wanted to learn more about things outside of our world. So they picked up more interest in astronomy, which is the study of space, the planets, and the stars."

·      As the very important word “astronomy” is said for the first time, the narrator stresses the word and its definition, pausing before and after for dramatic effect.

"When they wanted to talk to other scientists and governments about their ideas, astronomers had to draw and chart on paper."

·      The narrator explains how the subject of astronomy relates to the overall conjunction of art and science.

"When Galileo Galilei was studying the phases of the moon, he recorded his observations. He painted and drew what he saw in the telescope."

·      Appropriate images shown.

"As astrologist Johannes Kepler was observing the ways the planets and the stars moved, he created elaborate drawings that are quite beautiful. But they are also proof of his unique and groundbreaking ideas."

·      Appropriate images shown.

"Scientists studying math, the stars, the human body, diseases, and how the universe worked made their ideas physical by putting them on paper."

·      Narrator says this and then pauses. Time: 3:00

"You can see astronomy in many Renaissance art pieces."

·      The narrator stresses the word “astronomy.” Images of pieces showing astronomers and astrological objects are shown.

"This painting by Johannes Vermeer shows an astronomer hard at work."

·      The painting The Astronomer by Johannes Vermeer is shown.

"All of the astronomer’s things are there to give meaning to the scene. For example, the painting on the wall references a story in the bible about the Egyptians’ work in astronomy. The tool and the globe on the table were common things for an astronomer to have."

·      Each piece of the painting is zoomed in on when being referenced by the narrator.

"Everything about the painting is pretty ordinary for the day, except one thing."

·      The narrator says this with an element of suspense, stressing the last phrase.

"The light from the window shines only on the astronomer’s face. He looks like he is about to discover something profound. The focus of the painting is not on riches, beautiful objects, or even people. The light shines on knowledge in this painting."

·      A zoomed-in shot of the astronomer in the painting and the light shining on him is shown. The narrator stresses the word “knowledge” and “light.”

"The Astronomer shows just how much Renaissance artists and scientists valued knowledge, human accomplishments, and discovery."

·      Pause. The narrator says this statement slowly and stresses important words, as this is a crucial closing remark. The Astronomer is shown in full view. Time: 3:30

Collaborations Scene:

To transition from Astronomy to Collaboration topics, the camera turns black momentarily.

"Sometimes scientists worked with artists to help them present their ideas on paper. Many times, though, collaboration between an artist and a scientist taught both of them new things about the world."

·      Images of astrologists and artists in the Renaissance era are shown. The narrator pauses dramatically.

"One German painter and printmaker, Albrecht Durer, worked with scientists who studied diseases, the skies, and different animals to learn more about the world.

His art became known everywhere for his deep understanding of the subject of his art."

·      The narrator pauses after last sentence to signify a new topic is following. Time: 3:40

"Durer worked with an astronomer, mathematician, and cartographer to make this drawing of the northern and southern hemispheres of the earth. It shows the constellations’ positions in the sky. Durer was so interested in astronomy that he had an observatory over his house in Germany."

·      Durer’s star chart is shown, with zoomed-in shots of important artistic and scientific details. A photograph of Durer’s observatory is shown at the end of this statement. Time: 3:50

"Durer’s engraving of a Rhinoceros was a masterpiece in anatomy.  Durer never saw the rhinoceros. A scientist who had seen the rhinoceros when he travelled to Africa described the strange beast to Durer. The rhino is not at all realistic, but you can tell his drawing and anatomy skills were advanced. He drew exactly the animal that the traveler described to him."

·      Durer’s engraving of the rhinoceros is shown. When the narrator starts to talk about the anatomical accuracy of the piece, zoomed-in shots of the piece are shown that illustrate the narrator’s point.

"His print became a standard for scientists for the next 125 years."

·      The narrator says this with drama, stressing the incredible amount of time Durer’s engraving lasted. Time: 4:05

"Durer collaborated with doctors and physicians to depict diseases like syphilis.

Like his rhino drawing, these studies became standards for the field of medicine. Doctors and physicians used these charts for a very long time."

·      Durer’s depiction of syphilis is shown. Time: 4:10

"Durer didn’t just work for scientists who wanted their ideas to be drawn. He contributed his own discoveries and thoughts as well."

·      The second sentence of this statement is stressed and said with interest. The narrator pauses.

"His drawings and engravings lasted and were used for hundreds of years."

·      The narrator stresses the time span Durer’s works lasted for. Pause. Time: 4:10

Closing Scene:

A white flash brings the audience back to the present. The camera recovers slowly, revealing the familiar room and narrator. He is not looking at the camera, but out the window to his right. He is in the same relaxed position, and no evidence of the passage of time is visible in the scene (i.e. changing natural light). Time: 5:05

"Important thinkers and experimenters of the Renaissance used both art and science to express their ideas and make an impact."

·         The narrator keeps intense eye contact with the camera now. He uses body language to emphasize important words such as “art,” “science,” and “make an impact.” Time: 5:15

"Their accomplishments pushed society forward."

·         The narrator stresses and recites slowly, due to the importance of the sentence. Time: 5:20

"Even after the Renaissance, art and science were joined to make more progress."

·         The narrator’s stare relaxes. He says this statement as if it just occurred to him and is an add-on to his original thought. The statement forecasts the exhibits the museum visitors will soon experience. Time: 5:25

"To advance knowledge like Durer and Vermeer did, you must explore more than one part of your mind."

·         Pause. The narrator turns back to his more serious persona. The narrator returns somewhat back to the original topic. He is summarizing the video’s content with a culminating statement of impact. The narrator pauses at the end of the opening phrase and then speaks slowly to suggest the importance of the end of the sentence. Time: 5:40

"If you used creativity and logic, what could you do for the world?"

·         Pause. The narrator leans forward with a curious and convincing look. The word “you” is stressed verbally in each case. The narrator keeps the intense eye contact with the camera and remains still. Time: 5:50

The camera keeps filming the narrator for five more seconds after he is finished speaking. Then, the camera goes black. Roll credits and soft music. The entire closing scene takes about 55 seconds. Time: 5:55