The Scientist Videographer

Acknowledgments

I am indebted to a number of people who have helped me develop my skills as a scientist and, more recently, as a science videographer. Many people have helped shape my views and abilities as a science practitioner and as a science communicator.

First and most influential has been my husband and colleague, Irv Mendelssohn, who has been my strongest champion and most patient participant in my video projects. He has spent many hours on camera, assisting with the production of multiple videos, which helped me learn various aspects of videography. Irv reviewed this book and provided useful suggestions for improvement. He has also been my role model as scientist, educator, and communicator. I cannot enumerate all the things I’ve learned from him about effective communication.

I also would like to acknowledge my teachers, colleagues, and co-workers for their advice, insights, and many conversations about science communication. Several colleagues and students graciously agreed to appear in my videos, explained their work and/or activities for the camera, or provided filming opportunities: Julia Cherry, Beverley Clarkson, Frank Day, Mark Hester, Catherine Lovelock, Nicole Khan, Cyril Marchand, Chris Swarzenski, and Ches Vervaeke, to name a few. Their willing participation helped me develop my skills and also contributed to the production of several science videos.

Book Trailer

When I was planning this book, I realized that I needed to show, rather than just tell readers what my book is about. A book trailer is a video that briefly summarizes what information is covered and what the reader will get out of it. Most people are familiar with movie trailers, which are used to advertise films. A movie trailer is typically composed of clips from the full-length film, which are strung together to give a preview of what the movie is all about. The whole point is to stimulate people’s interest and encourage them to go see the movie. A book trailer is very similar, except that it is promoting a written document. Since this book is about science videography, a book trailer is additionally useful in illustrating how video can be used to convey information in a compelling and memorable way. My book trailer provides a quick preview of what you’ll learn in this book and shows different ways science professionals are using video to share their science. The video, which is only a minute in length, can be viewed here.

Preface

Why This Book Was Written

When I was contemplating what major to select in college, it was a toss-up between science and art. I was fascinated with the study of nature but also loved to draw and paint. Ultimately, practicality won out. I decided that being a scientist making a modest salary was better than being a starving artist. However, my artistic abilities often came in handy during my science career. Being able to draw accurate and detailed pictures of an organism, a landscape, or a complex apparatus was quite useful in the days before digital cameras and PowerPoint. My lab and field notes for science courses were filled with hand-drawn illustrations. I later found that my understanding of perspective and my ability to visualize abstract concepts and data helped me develop computer-based graphics and animations and ultimately to create science videos.

Through videography, I’ve been able to combine my knowledge of science with my artistic side in a way I never dreamed possible. The combination has given me a voice that would otherwise not have had an outlet. I’ve been able to explore topics with video that could not be accomplished as well with written text and static images alone. Some of my science videos focus on my own research, but in a few cases I’ve spotlighted the work of colleagues. In general, I try to show how scientific research contributes to better conservation and management of natural resources and how such information relates to the interests of the general public.

I also find that video is a means of communicating my work to scientific colleagues in related fields who might not read my technical papers but could still learn about my research by watching a video. My other objective in making these science videos is to show what it is like to do scientific research and what real scientists look and sound like. Scientists need to become more visible and familiar to the public. The average person is acquainted with doctors, lawyers, police officers, and other professionals, but most people have never met a scientist. Science videos are a great way to promote the value of scientific research, while at the same time they familiarize the public with the people behind the science.

I began learning videography in 2008 and published, through the science agency I worked for, my first peer-reviewed video in 2010. Since then, I’ve produced seven more peer-reviewed, science videos and a number of other videos on topics such as student mentoring. In addition, I started a blog (The Scientist Videographer) in 2012 in which I write about my experiences and post video tips and tutorials. This book grew out of those early blog posts.

Out of necessity, I do all of my story development, camerawork, editing, and animations for my videos. It was and still is a learning process. Not having ready access to a media specialist to do these things for me forced me to learn these skills, which has turned out to be exceedingly fortunate. Now, if I wish to create a video abstract to submit with a manuscript for publication, for example, I can do it myself very quickly and without waiting in line for someone else to get around to my project. I can design and construct my video exactly as I want it to be, without relying on someone else to understand what I have in mind. Such flexibility in science communication is, in my opinion, priceless for a scientist.

What has surprised me most, however, is how the process of making a short video about a topic forces me to reexamine what I know about it. New insights often occur to me, for example, while researching background information or putting the story together. Most of all, it is fun, and I have re-discovered my passion for science and discovery that had become buried during years of competing for funds, for space in journals, and for recognition of technical accomplishments.

Developing multimedia skills has also had benefits for my technical publications. Learning to create animations and data visualizations for videos has enhanced my ability to provide rich content to accompany my technical publications. As more science journals and books are published electronically with multimedia content, the more important it will be for science authors to have those skills. As I will discuss in greater detail, video is quite effective in conveying science information, especially to the next generation of students who will have grown up with digital media and interactive content.

Over a few short years, I’ve acquired a few skills in science videography and used them to participate in science communication. Now I’ve taken the next step and written a book to encourage other scientists to follow in my footsteps. I hope to inspire colleagues and students to make videos about their work and other science topics. Of course, not all scientists are cut out to be videographers or need to be. Some may not have a strong enough interest in this particular medium or wish to spend the time learning it. Others may prefer to work with a media specialist at their institution or hire a freelancer.

However, not everyone will have access to or the funds to hire a media specialist. Students likely will not have such resources and will have to create their own video content. Colleagues in many countries struggle with funding and to find effective ways to share their research with end-users, such as resource managers or health-care workers. In such instances, video can be a relatively inexpensive and powerful communication tool for such scientists.

This book was written especially for those scientists and students who lack the resources to hire a filmmaker but who wish to use video to convey their science. For this reason, I’ve emphasized videography techniques that do not require expensive camera equipment, complicated or expensive software, or extensive training. I also recognize that most scientists are extremely busy and struggle to stay abreast of technological advances in their fields and in communication. Consequently, I’ve tried to include links to tutorials with specific instructions to allow someone to learn these techniques in a relatively short time.

You will find, as I did, that creating a professional-looking science video is not that difficult. In fact, once you create your first science video, you will wonder why you did not try it sooner.

How This Book is Organized

Let me say a few words about how this book is organized. The first chapters are devoted to concepts and motivations—how and why I became interested in science videography (Chapter 1), why video is such a powerful communication tool and why scientists might want this skill in their toolbox (Chapter 2). In these chapters, I make the case for why video should be viewed as a key skill for scientists—just as important as other communication skills, such as writing and public speaking. Those chapters lay the groundwork for the meat of the book, which covers how to plan a video (Chapter 3); select video equipment, accessories, and software (Chapter 4); shoot a video (Chapter 5); edit a video (Chapter 6); and share a video (Chapter 7). In the final chapter (Chapter 8), I give a few concluding thoughts and words of encouragement.

Because this is a book about videography, I’ve used video wherever possible to illustrate what I describe in the text and to show filmmaking techniques relevant to science videography. Many of the video examples are my own—mainly to drive home the point that a scientist without formal media training can succeed in creating professional and effective science videos. I include footage that shows some early mistakes and later corrections—to illustrate my learning process and to warn about potential pitfalls. I’ve also included many hyperlinks to other videos published on video-sharing sites, where you can find additional examples to watch, depending on interest.

Although you may find more detailed books about filmmaking techniques or other aspects of videography written by media specialists, what I provide in this book is a description of what works—from the viewpoint of a scientist. I’ve tried all of the methods and approaches I cover in this book and have developed tips and tutorials specifically designed with the scientist or science student in mind.

As you will see in the following chapters, my journey into the realm of videography began serendipitously with a broken toilet and a YouTube video. Whatever prompted you to learn more about videography for the scientist, I hope you find this book interesting and informative.

How to Use This Book

How you use this book will depend largely upon your previous experience with videography, your learning style, and your Internet access. Those of you who have done little more than occasionally record video footage with your cell phone will benefit from reading this book from beginning to end and especially delving into the video examples to better understand the points I make in each chapter. Those who have some expertise in videography and are interested in honing certain skills, such as editing, may wish to skip to those specific chapters.

Much of the instructional content I present is in the form of video tutorials hosted on my YouTube Channel. I’ve also developed photo galleries, slideshows, and other electronic resources to illustrate various aspects of planning, shooting, and editing videos. You will be directed to these electronic resources via hyperlinks inserted in the text. You may find it more convenient to read through the text in each chapter first and then go back and watch the linked material. Or you may want to examine each video example as you encounter it in the narrative. The approach you take will mostly depend on your Internet connection but also on your preferred learning style. You will have a better experience watching the linked videos if you have a high-speed Internet connection. In some instances, you might find it more convenient to read the text and then view the example videos at a later time when you have a good connection.

I would encourage those of you who like to try out various techniques, to do so as you encounter them in the book. For most of you, this approach will be the best way to really learn these techniques. All of the linked videos have player controls that allow you to stop and start the tutorials as needed. You will be able to watch a segment, then stop and try the technique on your own device. For example, while watching the movie-editing tutorials, you may wish to follow along using a movie-editing application for mobile devices or computer. You may prefer to use a Smartphone, digital camera, or camcorder to capture footage and then a computer and desktop movie-editing program to practice editing. Use whatever equipment you have at hand or prefer. Most of the concepts I discuss will apply to any of these devices.

I especially encourage you to identify a video project of your own to use in practicing the techniques I will cover. For this, you might use a research project, an ongoing experiment, a class field trip, a conference experience, or just a topic you are interested in learning more about. You might try creating a one-minute video abstract for a paper you are writing or have already published. As you read about planning, shooting, editing, and sharing your video, you can practice each of the techniques with your own content. You can use media files that you already have or, alternatively, you can capture new media with your Smartphone or Tablet or use public domain media (for example, from science agency websites such as NASA). The goal would be to have a useable communication product by the time you finish this book.

Exercises: What to Expect

There are exercises included in some chapter sections, which have three general purposes:

1. To encourage you to think more deeply about science communication and the other topics that will be covered in this book.

2. To encourage you to practice videography.

3. To help you complete your practice video project.

In some cases, the exercises are in the form of questionnaires, or you might be asked to watch a few videos and analyze them to better understand what features are important in designing an effective science video. In other cases, you will be asked to practice a procedure, such as creating a storyboard or editing. I think