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

Marking Period 1 Progress Update

Since the beginning of the school year, I have completed all preliminary design and research work, including background research, specifications and limitations, design briefs, brainstorming, testing procedures, and alternate solutions. I have decided to move forward with my fourth alternate solution, the "Storytelling Approach." I have begun developing my solution and completing a model of intention and developmental drawings. Before writing the plan of procedures, I will decide on props for scenes, archive sources, software programs, filming equipment, and editing effects, and finish the developmental drawings.

Formal Progress Update Images

Chosen Solution

Alternate Solution #4 Drawing

Model of Intention

Model of Intention

Final Solution Rationale

           Every alternate solution I designed shares the same content focus, target audience, and approximate length. The solutions vary in approach. The “Simple Graphic Approach,” “Dramatic Movie Approach,” “Time Machine Approach,” and “Storytelling Approach” each have unique ways of meeting the specifications and limitations, and to different rates of success. Each solution has a different effect on the audience, theme, length, set of components, media, and materials. Every solution is focused on the relationship between science and art in the Renaissance period, a subject assigned only to my role.

            The first alternate solution is the “Simple Graphic Approach.” This solution is viable and meets all specifications and limitations. The “Simple Graphic Approach” solves my problem: that the museum needs to present otherwise dry information in an educational and interesting way. This approach would include a variety of media. This variety gives the video an interesting and persuasive effect. Additionally, the varied media appeals to all the senses. The most advantageous aspect of this approach is the ability to include as much information as needed without design constraints. This solution would be around 8 minutes long, meeting the limit that the average reasonable attention span is 8-12 minutes. This montage-type video would focus on the relationship between science and art in the renaissance period.

            The main aesthetic feature of the “Simple Graphic Approach” is the audio. This solution would contain sound effects for transitions, music, and audio clips of conversation, marketplaces, and other relevant pieces. Additionally, text boxes provide an opportunity to introduce aesthetically pleasing colors and shapes. The information content would primarily include documents, photographs, paintings, writings, historian interviews, narration, music, and transitional text between pieces. Gathering research, documents, and paintings will take the most time. Designing and editing the interviews and pieces will require more time than filming the segments. The “Simple Graphic Approach ties in directly with the museum design themes. This video allows the related interactive exhibits to stand out more. The video can be displayed in the open.

            The production difficulties for this design are not concerning. The video only needs computer software for editing and designing, interviewing equipment, and audio equipment. The related costs are editing software, audio equipment, and interview equipment. The production process and challenge is the editing of multiple sources of content, such as paintings, documents, and writings.

            The “Simple Graphic Approach” has some sources of weakness related to the viewer experience. The video design will be aesthetically appealing to all viewers but will not hold their attention. The video would be more factual-based than entertaining because of a lack of dramatic elements. The video would be displayed in an open room, not requiring the audience to sit down to understand the full message. Video display in an open setting is subject to distractions. This solution has the most comprehensive display of information.

            Overall, I loved that the “Simple Graphic Approach” was easy and inexpensive to compile and edit. Color, sound, shape, and movement make this presentation unique. This solution ties in directly with the museum color and design scheme directly. Unfortunately, even the best execution of this solution would not captivate the younger viewers as well as the other solutions.

Alternate Solution #1 

The “Dramatic Movie Approach” is my second alternate solution. This solution is viable, meeting all specifications and limitations and solving the problem. This video is similar to a traditional blockbuster movie, containing beginning, middle, and end sections. The strongest aspect of the design is the entertaining effect. This solution is an educational video disguised in a traditional movie layout and effects. The main focus of the “Dramatic Movie Approach” is the relationship between science and art in the renaissance period. This approach would be around 10 minutes long, meeting the attention span requirement.

            The outstanding aesthetic feature in this design is the mood setting, including lighting, acting, and audio elements. The information content will be presented in the narration and script of the video. Music, re-enactment, audio clips, and raw video footage would create a mood and setting for the information presented. The video will transition from the Dark Ages to the Renaissance era, creating emotion and drama in the storyline. Sensory details in each scene will fit the storyline. This video solution will be difficult to dispense a substantial amount of factual information and still be coherent with the storyline. Writing scripts and filming scenes will take more time than editing. Unfortunately, the video design requires a scene for every information topic. Another challenge is that the nature of the video requires the presentation to be in an enclosed space, with seating and proper lighting.

The production process requires a huge amount of equipment. The “Dramatic Movie Approach” solution needs filming equipment, set designs, set scenery and props, audio equipment, and editing software. The main costs involved in this approach are actor payments and set equipment and supplies. The production process involves filming scenes for renaissance, astrology, anatomy, and discovery subjects. Planning scenes and designing sets will be complicated and filming this variety of scenes will be time-consuming.

The “Dramatic Movie Approach” is entertaining for most viewers and provides the audience with a full transformative experience. This solution is appealing to all the senses and is most appealing to adults and older children. The video has more value and importance in entertainment than factual information. The educational information is “hidden” in the movie plot because of fast scene transitions and action pieces. The video will be presented in a theater room, with seating and proper lighting features. Because of video length and presentation setting, the owner will have to preset times for screenings.

            The “Dramatic Movie Approach” would be successful in two important ways: audience entertainment and dramatic effect. This approach would have a similar effect as William Kentridge’s “The Refusal of Time.” This exhibit’s audio and visual pieces created a lively, stimulating effect for the audience. A video similar to a blockbuster movie would also heighten the importance of the topics with dramatic elements. I did not like the time, money, and energy this video would cost. Additionally, the educational information would not have as prominent effect as the action would in this option.

Alternate Solution #2

The “Time Machine Approach” is my third alternate solution. This solution is viable, meeting all specifications and limitations and solving the problem. The “Time Machine Approach” transports the viewer to the past by beginning with an animated scene. The strongest aspect of this solution is the interest younger children will have for the video. The video will be around 10 minutes long, meeting the attention span requirement. The “Time Machine Approach” is an education journey with animation, focusing on the relationship between science and art in the Renaissance period.

The best aesthetic features of the video will be the animation and characters. The mascot or character will be a feature of the video throughout, designed in a way that relates to the overall museum design scheme. The animation will be aesthetically simple and pleasing, making children enjoy the events in the video more. The “Time Machine Approach” will be a fun travel through the Renaissance period. The beginning scene will involve the character in some scenario that relates to later events and topics. Then the character will step into a time machine and travel back in time to learn about science and art in the era. Action scenes tell the story so little narration is needed in this solution. Unfortunately, with less narration, less factual information can be presented smoothly. This solution requires artistic work to recreate scenes and design the animation. The video must be presented in an enclosed space or theater room so the audience can learn without distraction.

The production process largely consists of animation equipment, audio equipment, and editing software. This solution is low-cost, only requiring audio equipment and animation for main supplies. The process behind this solution involves a combination of animation and information. These two layers must be blended in a way that makes sense for the audience and is coherent. The technical challenge is the time needed after gathering information. Both animation and editing will be time-consuming in this solution.

The “Time Machine Approach” is a successful solution from the viewer’s perspective. The animation and storyline is very child-friendly, allowing kids to have fun and learn more about science and art in history. This solution would be entertaining mostly only for a child from about 6 to 11. The information is “hidden” in the entertaining plot and storyline and would not be the most attention-grabbing element in the video. Because of video length and presentation setting, the owner will have to preset times for screenings.

            The “Time Machine Approach” would require knowledge of computer design and animation to be executed successfully. Although young audiences would especially enjoy the characters and action, the factual information would not be of primary importance or attention. The artistic animation and storyline would be time-consuming. 

Alternate Solution #3

The “Storytelling Approach” is my fourth alternate solution. This solution is viable, meeting all specifications and limitations and solving the problem. This solution is a unique way to give the audience a character and transport them back in history. This solution is a narrated story of history and is the best mix of education and entertainment. The “Storytelling Approach” is focused on the relationship between art and science in the Renaissance period.  The video will be 10 minutes long, meeting the attention span requirement.

The “Storytelling Approach” is relaxing, entertaining, and educational. The idea behind the video is that the audience needs a comforting place to sit until they continue through the last rooms of the museum. This video gives the audience a narrator, an actor who will tell them a “story” about science and art. The narrator will take the viewer through each information topic using a traditional storytelling voice and speech format. Writing the script will be the main challenge in this solution, as the narration is the most prominent aspect of the video. The video must be presented in an enclosed space or theater room so the audience can learn without distraction.

The materials and equipment involved in this approach are manageable. Filming is only needed for the opening and closing scenes, high-quality audio equipment is required for narration, and editing software is needed. The main costs involved in this video are the actor’s payment, the audio equipment, basic filming equipment, and editing software. Writing the script, editing narration, and compiling documents, photographs, paintings, and writings will be time-consuming.

The “Storytelling Approach” will appeal to all viewers, because both young and old audiences enjoy listening to a story be told. This solution is a flawless combination of entertainment and educational information about the Renaissance era, anatomy, and astrology. The documentary will end with a question, making the audience want to continue the tour and learn more to find answers. The “Storytelling Approach” must be presented in an enclosed space or theater room to fully engage in the video. Because of video length and presentation setting, the owner will have to preset times for screenings.

            The “Storytelling Approach” is a perfect blend of fun and learning. The narrator creates drama and interest while telling the audience about the factual information. An audience of families, elderly, young, and children would all be captivated by the video. The script and editing process will be the most challenging.

Alternate Solution #4

            I decided to choose the “Storytelling Approach” as my final solution. My decision was based on the results of both my Specifications and Limitations Chart and my notes comparing each solution. I ultimately chose the “Storytelling Approach” because the solution is a seamless combination of education and entertainment, the two most important sides of my role.

            Compared to the other solutions, the “Storytelling Approach” is dominant in production, documentary, and audience categories of the Specifications and Limitations Chart. Compared with the “Dramatic Movie Approach” and the “Time Machine Approach,” the final solution presents the information so the history is the main focus of the video. Instead of being completely fact-based like the “Simple Graphic Approach,” however, the final solution presents the history in an entertaining way, in the form of a story. The “Storytelling Approach” has the least amount of production challenges, with writing the script being the most time-consuming step. The final solution is appealing to a variety of viewers, because most people love being told an interesting story.

            The final rating of the “Storytelling Approach” was 22, compared with other solution scores of 30, 37, and 39. These numbers clearly directed me to my final solution. Upon reviewing exactly what made the final solution unique and optimum, I found that the “Storytelling Approach” was the perfect way to solve my initial problem. The “Storytelling Approach” focuses on a specific topic, comforts the audience in a full experience, makes the audience “feel” the history instead of observing events, gives the museum a unique character, appeals to an audience of all ages, and combines fun and learning. The “Storytelling Approach” was chosen as my final solution both quantitatively and qualitatively.

            To choose a final solution, I used a Specifications and Limitations Chart. I wrote the specifications and requirements in the left column and rated each solution by how well they met the specification. I rated each solution from 1-4, where 1 is the best or easiest. Because my solutions cannot be measured quantitatively alone, I wrote a brief explanation for each solution’s rating, explaining what makes the solution unique, effective, or weak. I then found the sum of the ratings for each solution. The solution with the lowest sum was quantitatively the strongest option. I then referred to my descriptions to understand what made the final solution stand out.

            Before I begin the process of researching, filming, and editing, I will consult my mentors and other sources on tips for making a script effective and persuasive. I then will research my topics and gather film and audio pieces. Then, I will begin filming, recording, and compiling. After my pieces are put together, I will edit each individually so the progression of ideas blends together and the narration coincides with the visual content. The most challenging part of the production process will be writing a perfect script that balances fun and learning.