Below is the Storyboard for our video Documentary. In accordance with accessibility standards, our documentary will have captioning and/or a transcript.
Scene 1: Opening Scene/”Interviews”
S1: Action:
After displaying a title slide, we will begin by interviewing our peers on campus and asking them how they listen to music. We will use video of the live interviews. We predict that most students will answer that they listen to music through streaming services, such as Spotify or Apple Music, or through a media player such as a smartphone, smart device, or MP3 player. We may also ask follow-up questions. We will use these answers to segway into a discussion of the importance of the jukebox in modernizing the individual music selection process.
S1: Dialogue:
“Hello, we are doing a project for our class in American Technology and Culture. May we ask you a few questions about your music consumption habits? [IF “YES”] Thanks, do we have permission to use your image and answers on a website for our class project?”
Ask:
- “Do you listen to music often? If so, what platforms, services, or physical media do you use?”
- “Do you think that it is easy to discover and listen to music you enjoy?”
- “Do you often listen to music with other people? If so, how?”
After we ask these questions, we will lead into our next scene, which discusses the importance of the jukebox in music selection, as well as the different pieces of technology that borrow from the jukebox.
S1: SFX/Resources Needed:
People: This will be the most interactive part of our documentary, as it involves others. We will have to make sure that we have ample time to interview people, as well as their permission for their face and answers to appear on our site.
Camera/Audio Equipment: Two of our group members have cameras and audio equipment, although we will also need to acquire a tripod!
Scene 2: The Importance of the Jukebox in Music Selection
S2: Action:
Transitioning to this section, we will put a title slide that says “The Importance of the Jukebox in Music Selection.” After this slide shows and transitions the documentary from the interviews, audio clips of narration for the introduction of the most popular songs and artists will be heard. When this audio is playing pictures will also be shown in accordance to the audio. This will be edited through iMovie. These songs that were popular in the jukeboxes are important to show how the jukeboxes helped these artists’ careers and how it allowed everyone to stay updated with new music. For example, Elvis Presley is the most popular artist for jukeboxes in the 1960s.
We will make sure that every audio clip is clear and concise, it needs to line up with the photographs. In-between each song, we will introduce the artist, time-period it came out, and the song title. With this, we will emphasize how important new music was to the popularity and use of the jukebox.
Overall, we will go through the top charts of the popular time periods for the jukeboxes. The jukebox and the songs it played are connected; if music wasn’t being produced efficiently, people would not get to hear new music and spend money to play it on the jukebox.
S2: Dialogue:
Group Member 1: Discuss the artists, along with their songs, that were the most popular during the age of the jukebox.
Group Member 2: Discuss the impacts that the jukebox had on each popular artist. This could include how the jukebox gave their music exposer or popularized their works.
Group Member 3: Speak in broader terms about how the jukebox impacted music selection/rejection of the day. Discuss how the jukebox deeply impacted the music choice of Americans during it’s peak.
S2: SFX/Resources Needed:
Audio Equipment: This will be used to narrate and explain the importance of the jukebox from the music. This audio will line up with the photographs shown and the music clips that are being played.
iMovie: We will need to edit audio (music clips) and photographs into the documentary. We will use iMovie, which is on Apple laptops to clip together this audio with pictures to make the documentary flow accordingly.
Scene 3: The Invention of the Jukebox and Its Antecedents
S3: Action:
Transitioning into this section, we will begin with photos and discussion of the antecedents to the jukebox, as well as the key pieces of technology needed to create the jukebox. Antecedents include the phonograph and graphophone, as well as player pianos and nickelodeons. Key pieces of technology include playable and recordable sound, coin-in-slot operation, and the ability to change wax cylinders to increase the selection capabilities of listeners.
We will emphasize how the jukebox was not the product of focussed invention, but rather, the product of old and new technologies being used by entertainers to make a profit.
We will begin by having group members “begin” the discussion, then transitioning into relevant photos or video for each “section.”
S3: Dialogue:
Group Member 1: Begin discussion of Antecedents
Group Member 2: Begin discussion of Technology Needed to Make the Jukebox
Group Member 3: Begin discussion of Early Jukebox/Record Companies
S3: SFX/Resources Needed:
Media: Photos, video, and recordings – where applicable – of the antecedents and pieces of technology used to make the jukebox.
Camera and Microphone: Used to record ourselves
Video Editing: We will use iMovie to edit and splice in applicable media
Scene 4: The Golden Age of the Jukebox
S4: Action:
Transitioning into the “Golden Age of the Jukebox” between the late 1930s and 1950s, we will also feature appropriate images and videos, as well as dialogue by group members. We will discuss how the jukebox rose to prominence, its affect and influence on American popular culture, locations where the jukebox could be found, and how the jukebox changed during this period.
S4: Dialogue:
Group Member 1: Begin discussion of Rise to Prominence
Group Member 2: Begin discussion on Where the Jukebox Could be Found
Group Member 3: Begin discussion of Influence on Popular Culture
S4: SFX/Resources Needed:
Media: Photos, video, and recordings – where applicable – of the antecedents and pieces of technology used to make the jukebox.
Camera and Microphone: Used to record ourselves
Video Editing: We will use iMovie to edit and splice in applicable media
Scene 5: Decline of the Jukebox & the Jukebox Today – What has it Inspired?
S5: Action:
Transitioning into our final segment, we will discuss the decline of the jukebox due to other music-playing technologies. The jukebox experienced a slow decline that began in the 60s and worked its way well into the 1980s. Competition began with devices such as portable radios and personal record platers, and grew with the later advent of cassette tapes, CDs, and into the 21st-century, MP3s. While some jukeboxes in the 1980s and 1990s did adapt to use cassette tapes and CDs, they overall declined.
Now, only a few companies still make “classic” jukeboxes, but variations of the jukebox can be seen in social spaces across the U.S. For example, many restaurants use modernized, touch-screen versions of the jukebox that accept payment using credit cards.
S5: Dialogue:
Group Member 1: Begin discussion on Competing Technologies and Decline
Group Member 2: Begin discussion on the Jukebox in the late 20th-century
Group Member 3: Begin discussion on the Legacy of the Jukebox
S5: SFX/Resources Needed:
Media: Photos, video, and recordings – where applicable – of the antecedents and pieces of technology used to make the jukebox.
Camera and Microphone: Used to record ourselves
Video Editing: We will use iMovie to edit and splice in applicable media
Scene 6: End Credits
S6: Action:
Our last “scene” will be the end credits. We will include the names of all individuals involved with the project, as well as information and image citations, and the tools/resources used to produce the video.
S6: Dialogue:
No dialogue.
S6: SFX/Resources Needed:
Citations: We will need all accurate information and image citations
iMovie: We will produce and edit this section entirely in iMovie