Innit

Revisions

Version 2 Revisions

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Note, the visuals look great to them, so it's really about fixing two areas where there are incorrections, some small tweaks and then some VO changes. With the VO change areas, can you temp in scratch track for this next pass so we can get the other stuff down?

Opening

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03 - Can you stylize the title slightly, like maybe there are silhouettes of a couple of different shapes in the background?

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:09 - For this shot, can you have the lines outlining the shape start in the upper lefthand corner?

Graph 01

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:20 The text for rectangle should be centered

Graph 03

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1:40 - Can the D be centered?

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2:22 - The D should disappear and then the number 50 comes on

Graph 04

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3:10 - Can you have a circle 6 smaller, like 50% so it feels like it half the size of the 12?

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03:15 - Since this slide is about teaching the area of a triangle, can we end it by making the rectangle content disappear? The top triangle, the area of a rectangle formula, and the 12 could all disappear. We would be left with just the triangle info.

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GRAPH 05

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03:37 - When the narrator says, “Note we can find the height…” it would be good to show a visual. Similar to the visual at 01:59 for the rectangle.

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03:46 - When the narrator says, “and the bottom of the triangle…” it would be good to show a visual. Similar to the visual at 02:04 for the rectangle.

GRAPH 06

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04:18 - Unfortunately this visual is all wrong. The intent is to show that the triangle is half of the rectangle: See the image below.

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I think it will be clearer if we rewrite this dialogue. So let's drop the part about cutting the triangle in half and visually showing that it is ½ of a rectangle. It will be enough to just use the formula and demonstrate how to plug values into the formula.

Rewrite: “What if the triangle isn't right-angled? What if it looks like this? Well, it’s the same process! The triangle still is one half of the area of the rectangle with the same height. We can still rely on the same formula for the area of the triangle. In this case, the base of the triangle is four, and the height of the triangle is also 4. Now, use our triangle area formula. Multiply one-half by the base (4 units) by the height (4 units) to get 8 units, the area of this triangle.”

GRAPH 07

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04:56 - When the triangle rotates, can you make the supply and demand curve disappear? This will allow the student to focus on the formula and calculation.

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5:14: Narration edit: No need to say, “You'll observe identical results with a height of ten and a base of five.” I think it is not necessary, and may be confusing so just cut it out.

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5:15 - After calculation is completed, rotate the triangle and the answer (25) back to the original spot, and make the supply and demand curves reappear.

GRAPH 09

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05:56 - Narration edit; Change narration from: “Finally, let’s see another example that you might encounter in an Economics class” to “Here is an example.”

Thanks. And I noted the narratione revisions or edit in Shots 6, 7 and 9 in PURPLE in the script.

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https://docs.google.com/document/d/1J80qsBSK_wOoW_EqaDUQMbUm4Z9Qsn-YJv7-Y6pXO4k/edit?usp=sharing⁠

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AI VO lines:

What if the triangle isn't right-angled? What if it looks like this? Well, it’s the same process! The triangle still is one half of the area of the rectangle with the same height. We can still rely on the same formula for the area of the triangle. In this case, the base of the triangle is four, and the height of the triangle is also 4. Now, use our triangle area formula. Multiply one-half by the base (4 units) by the height (4 units) to get 8 units, the area of this triangle.”

Plug these measurements into the triangle area formula: half, times 10, times 5, equals 25 units.

Here’s another example that you might encounter in an Economics class.

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Version 1 Revisions

Chris Metzler4:43 AM, Tues June 18

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:20 when each is called out we should also have the text name on it.

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1:43 Can the small quares have white lines that separate them so they don't just look like a list of numbers but are their own cubes

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1:49 same comment as before, make lines to separate the mini cubs and center the text on the left.

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1:59 When she talks about the top and bottom we need to highlight that info so we show where the viewer should be looking.

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2:08 when a shape is made we really need to start from the left and go right, not the current right to left as the flow feels off since we're reading left to right.

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2:19 add an audio pause before we move on.

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2:22 need the graph to be build out faster as the right is still faded by the time we start talking about a triagle. Lets get the triangle onscreen faster.

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2:29 We should be outlining the rectangle so we're showing how the triangle fits within in.

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2:43 same thing here, please build out from the x and y connecting axis, so left to right, not start on the right ends.

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2:47 When she says 12 unites we should highlight that with a 12 in the center and all the squares showing adding up

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3:03 the 12 should fade off, the triangle line should be drawn with th6ein the midlde of the triangle.

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3:05 havenet mentioned all of them but the squares should build left to right

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4:01 Why are some of the x axis faded off?

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4:58 reminder about centering text on the left.

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5:17 can you label it as a trapezoid with text and then fade it off?

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5:43 intsead of putting = after Area and total area can you try the word is so we don't have two equal signs right after each other.

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5:56 I'm not sure what the B represents, but she says shape broken down so we should do that with lines and colors.

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6"09 lines and colors should segment the distinct areas.

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1:10 The base x Height text should get highlighted.

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1:13 Can you start the base on the left when it's encircling so left to right not the current left to right as it's not the way the eye typically goes when reading but also we want to start at 0

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1:15 same with height, we should start at the bottom not the top with the lines being drawn.

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1:16 also maybe consider having the two lines run parallel so it finishes the action faster.

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1:21 When she says count the squares can you have each one pop up like we are counting them? Add an audio pause if needed.

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1:24 I thnk the 15 needs to pop out more so it feels separate from the botx, maybe it's an out of focus and larger size thing. Or gray out the background so it;s more focused on 15.

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1:09 Can you center all the text on the side column not lef justified as it currently is.

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:21 same with the trinagles. And also add space between each audio phrase so it's not going so fast. We need to extend that whole section so it's clear what each time is showing as right now it cycles through fast.

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:19 The rectangle needs to be more highlighted and pop out like we're focusing on it.

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