CCR

 https://youtu.be/mURwEkvBj-c

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5 Master Edits with Josh

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  Contrast We did a scene where it would just shows I'm doing some work comparing to what I can also be doing and that's just chilling and looking at some Tik Tok. Parallelism The scene we did was me walking first from the perspective Josh would see me walk in and then it switches to Josh walking which is what my perspective would be like which creates parallelism. Symbolism We wanted our symbolism edit to be the foot ball players on the poster board and we had Tyler Drake to represent what the football players were doing. Simultaneity What we wanted to do for this edit was to showcase how while there's someone (me) alone walking outside versus people in a classroom just talking and bustling around. Leitmotif For this edit, we wanted to represent someone's energetic so we recorded me being loud and annoying while the other mood versus a formatted and cute Disney personality which we recorded the Cinderella movie which was conveniently on the whiteboard. 
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Five Master Edits with Sounds

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  In the newly edited Five Master Edits with sounds, you'll see a sample of freshly added sounds that compliments each scene. Voiceover: In the Five Master Edits Video, the first series of clips can be shown to provide a Voiceover that emphasizes what's happening in the scene. The voiceover gives details on what the student is doing and how transitioning to the next voiceover demonstrates contrast by describing that the student is vibing to Tik-Tok.  Diegetic: Am example of diegetic sound in this film would be the clips where the two people/characters are walking down the hallway. You can hear the footsteps throughout the film, although this was added after to add a more sensible sound process (the original was quiet but used as the technique). However, this shows what the characters/people really hear throughout the scene. I feel like this adds the effect of the floor's texture or the environment of where these people are walking to give it more depth of what's truly h...
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