unit 62 scheme of work
TRANSCRIPT
Unit 62: Digital Video Production for Interactive Media
Unit 62: Digital Video Production for Interactive Media
About the unit –
The aim of this unit is to introduce learners to the production and use of digital video material for an interactive media product. Learners will investigate how video is used in interactive media products and will examine the technology used to produce and manipulate digital video sequences. Learners will plan and create a video sequence and prepare it for use within an interactive media product. ______________________________________________________________________________________________________________________________
Assessment objectives –
1 Understand principles of digital video technology in interactive media2 Be able to devise a digital video sequence for use in an interactive media product3 Be able to shoot and source digital video assets for use in an interactive media product4 Be able to create a digital video sequence for use in an interactive media product following industry
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Expectations
At the end of this unit most students will:
Complete all relevant assignment requirements to a standard which at least meets your TMP or is higher
Some students will not have made so much progress and will:
Be monitored in subsequent assignment work and given guidance and extra support to ensure work reaches TMG.
Some students will have progressed further and will:
Be expected to maintain if not improve on current grade achieved.
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Resources
Textbooks
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book(Pearson, 2010) ISBN 978-1846906725Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching ResourcePack (Pearson, 2010) ISBN 978-1846907371Adobe Creative Team – Adobe Premiere Pro CS3 Classroom in a Book (Adobe, 2007) ISBN 978-0321499806Jack K – Video Demystified (Newnes, 2007) ISBN 978-0750683951Kindem G and Musburger R – Introduction to Media Production: The Path to Digital Media Production(Focal Press, 2009) ISBN 978-0240810829Underdahl K – Digital Video for Dummies (John Wiley & Sons Ltd, 2006) ISBN 978-0471782780Watkinson J – The MPEG Handbook (Focal Press, 2004)Wells P – Digital Video Editing: A User’s Guide (The Crowood Press Ltd, 2007) ISBN 978-1861269522
Wohl M – Advanced Editing Techniques in Final Cut Pro 5 (Peachpit Press, 2006) ISBN 978-0321335494
Journal
DV
Websites
www.adobe.com – the website of this software manufacturer contains useful information and resources, including training materials, forums, downloadable trial software and players, and newswww.apple.com – the ‘developer’ section of the Apple website offers training, news, reference and resourceswww.dv.com – DV magazine website specialises in digital video production news and informationwww.lynda.com – specialises in instructional books, CD ROMs and DVDs in creative computing
Enrichment opportunities
Possible work experience
Tutorial organized opportunities e.g. Army Day etc
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Teaching and learning outline 2010-2011Week
Commencing ContentMethods of Learning Resources
including use of ILTAssessment methods including
differentiationWhat Learners Do What Teacher Does
1 Introduction to unit content,
Start Assignment 1
Take notes on unit content and assignment detail. – Assignment 1- Current uses of video in interactive media
Give overview of whole unit and introduce the content of assignment 1
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
2 Assignment 1 - Understand current uses of video in interactive media.
Produce a newsletter to explain the the current uses of video in interactive media.
Applications: uses, eg short films, promotional material, film trailers, user-generated content, viralmarketing, advertising, virtual reality tours, games, e-learning; platforms, eg worldwide web, emailattachments, DVD, CD, kiosks, presentations, mobile devices
Technology: digital video capture; compression (lossy, lossless); digital video file formats (.mpg, .mp4, .mov,.avi, .wmv, .flv, .swf, .3GP, .ASF); streaming methods (downloading, progressive downloading, streaming);data transfer rate; file size (resolution, data rate, frame rate, key frame rate, compressor, audio settings);aspect ratio, (4:3, 16:9); media players (Flash Player, QuickTime, Windows Media Player, RealMedia
Player, DivX); digital rights management systems
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
3
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
3
Assignment 1 - Understand current uses of video in interactive media.
Produce a newsletter to explain the current uses of video in interactive media.
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
4 Assignment 1 - Understand current uses of video in interactive media.
Produce a newsletter to explain the the current uses of video in interactive media.
Applications: uses, eg short films, promotional material, film trailers, user-generated content, viralmarketing, advertising, virtual reality tours, games, e-learning; platforms, eg worldwide web, emailattachments, DVD, CD, kiosks, presentations, mobile devices
Technology: digital video capture; compression (lossy, lossless); digital video file formats (.mpg, .mp4, .mov,.avi, .wmv, .flv, .swf, .3GP, .ASF); streaming methods (downloading, progressive downloading, streaming);data transfer rate; file size (resolution, data rate, frame rate, key frame rate, compressor, audio settings);aspect ratio, (4:3, 16:9); media players (Flash Player, QuickTime, Windows Media Player, RealMediaPlayer, DivX); digital rights management systems
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
At completion date, mark the newsletter according to the specified grading criteria for the unit.
There will be an opportunity to upgrade if required.
Q/A
4
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
5 Introduction to Assignment 2- Be able to devise a digital video sequence for an interactive media product
Take notes on assignment detail. – Assignment 2- Be able to devise a digital video sequence for an interactive media product
Introduce the content of assignment 2
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
6 Continue with Assignment 2- Be able to devise a digital video sequence for an interactive media product
In teams you are to design and create the resources for a looping advert between 30 to 60 secs long (maximum) video advert suitable for insertion into a website. That will promote the product and explain the advantages and reasons for buying it.Stimulus: eg client brief, own brief, from market research
Ideas: brainstorming; pre-visualisation (sketches, storyboard, script)
Legal and ethical considerations: legal, eg copyright, libel; ethical, eg confidentiality, decency;representation, eg race, gender, religion, sexuality
Video sequence specification: client needs; audience; script; storyboard; technical considerations, egplatform, file format, file size, compression, streaming method, media playerIn teams you are to design and create the resources for a looping advert between 30 to 60 secs long (maximum) video advert suitable for insertion into a website. That will promote the product and explain the advantages and reasons for buying it.
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
5
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
7
Continue with Assignment 2- Be able to devise a digital video sequence for an interactive media product
Stimulus: eg client brief, own brief, from market research
Ideas: brainstorming; pre-visualisation (sketches, storyboard, script)
Legal and ethical considerations: legal, eg copyright, libel; ethical, eg confidentiality, decency;representation, eg race, gender, religion, sexuality
Video sequence specification: client needs; audience; script; storyboard; technical considerations, egplatform, file format, file size, compression, streaming method, media player
In teams you are to design and create the resources for a looping advert between 30 to 60 secs long (maximum) video advert suitable for insertion into a website. That will promote the product and explain the advantages and reasons for buying it.Stimulus: eg client brief, own brief, from market research
Ideas: brainstorming; pre-visualisation (sketches, storyboard, script)
Legal and ethical considerations: legal, eg copyright, libel; ethical, eg confidentiality, decency;representation, eg race, gender, religion, sexuality
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
6
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
8
Completing work on Assignment 2- Be able to devise a digital video sequence for an interactive media product
Video sequence specification: client needs; audience; script; storyboard; technical considerations, egplatform, file format, file size, compression, streaming method, media player
Take notes on assignment detail. – Assignment 3- Be able to shoot and source digital video assets for use in an interactive mediaProduct
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
At completion date, mark the gathering of resources for designing the advert according to the specified grading criteria for the unit.
There will be an opportunity to upgrade if required.
Q/A
7
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
9Start Assignment 3- Be able to shoot and source digital video assets for use in an interactive mediaProduct
After completing Ass 2 you are
now required to shoot and source digital video assets for use in an interactive media product.
Plan: workflow (scheduling, efficient time management); deadlines (production milestones, deliverables,quality assurance)
Shoot video assets: shot quality (lighting, focus, depth of field, colour balance, exposure); shot composition(camera angle, framing)
Source video assets: eg video library, online, broadcast, client, peers, tutor
Introduce the content of assignment 3 Projector
Assignment BriefVLEInternet
One to one and group discussionStudents workQ/A
8
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
10
Assignment 3- Be able to shoot and source digital video assets for use in an interactive mediaproduct
After completing Ass 2 you are
now required to shoot and source digital video assets for use in an interactive media product.
Plan: workflow (scheduling, efficient time management); deadlines (production milestones, deliverables,quality assurance)
Shoot video assets: shot quality (lighting, focus, depth of field, colour balance, exposure); shot composition(camera angle, framing)
Source video assets: eg video library, online, broadcast, client, peers, tutor
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
9
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
11
Assignment 3- Be able to shoot and source digital video assets for use in an interactive mediaproduct
After completing Ass 2 you are
now required to shoot and source digital video assets for use in an interactive media product.
Plan: workflow (scheduling, efficient time management); deadlines (production milestones, deliverables,quality assurance)
Shoot video assets: shot quality (lighting, focus, depth of field, colour balance, exposure); shot composition(camera angle, framing)
Source video assets: eg video library, online, broadcast, client, peers, tutor
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
Identify range to cover and
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
10
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
12
Completion of Assignment 3- Be able to shoot and source digital video assets for use in an interactive mediaproduct
relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
At completion date, mark the edited product according to the specified grading criteria for the unit.
There will be an opportunity to upgrade if required.
Q/A
13 Introduction to Assignment 4- Be able to create a digital video sequence for use in an interactive media productfollowing industry practice
Start Assignment 4
Take notes on assignment detail. – Assignment 4- Be able to create a digital video sequence for use in an interactive media productfollowing industry practice
Introduce the content of assignment 4
ProjectorAssignment BriefVLEInternet
use of ILT
One to one and group discussionStudents workQ/A
14 Assignment 4- Be able to create a digital video sequence for use in an interactive media productfollowing industry practice
Following on from Assignment 3 (filming the product) you are now required to edit the advert, export for use on the web and evaluate your finished product.
Asset management: importing (shot video, sourced video); organising (file storage and retrieval, naming conventions)
Post-production software techniques:
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
11
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
workspace, eg browser/project window, timeline window, toolboxwindow, effects tab, audio mixer tab; creating a new project; importing; editing decisions (logging, editdecision lists, editing to sound, editing for continuity, creating narrative flow), editing clips (trimming clips,three point editing, rolling and ripple edits); transitions (transition setting, adding, editing); creating a stillimage sequence; colour correction; video effects; audio (editing, gain, fade); titles (static, rolling); colour separationoverlay; compositing
Exporting digital video for interactive media products: platforms, eg worldwide web, CD, DVD, kiosks,presentations, mobile devices; compression; digital video file formats, eg .mpg, .mp4, .mov, .avi, .wmv, .flv, .swf, .3GP, .ASF; streaming method, eg downloading, progressive downloading, streaming; data transfer rate; file size, eg resolution, data rate, frame rate, key frame rate, compressor, audio settings;aspect ratio, eg 4:3, 16:9; media players, eg Flash Player, QuickTime, Windows Media Player, RealMediaPlayer, DivX
Industry practice: reflect on finished product (compared with original intentions, fitness for purpose,technical qualities); production skills
12
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
(ideas generation, video sequence specification, workflow and timemanagement, technical competence, teamwork)
15 Assignment 4- Be able to create a digital video sequence for use in an interactive media productfollowing industry practice
Following on from Assignment 3 (filming the product) you are now required to edit the advert, export for use on the web and evaluate your finished product.
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
16 Completion of Assignment 4 - Be able to create a digital video sequence for use in an interactive media productfollowing industry practice
Following on from Assignment 3 (filming the product) you are now required to edit the advert, export for use on the web and evaluate your finished product.
Asset management: importing (shot video, sourced video); organising (file storage and retrieval, namingconventions)
Post-production software techniques: workspace, eg browser/project window, timeline window, toolboxwindow, effects tab, audio mixer tab; creating a new project; importing; editing decisions (logging, editdecision lists, editing to sound, editing for continuity, creating narrative flow), editing clips (trimming clips,
Identify range to cover and relevant task
Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.
ProjectorAssignment BriefVLEInternet
One to one and group discussionStudents workQ/A
At completion date, mark the edited advert, how it’s been converted for the web and the evaluation according to the specified grading criteria for the unit.
There will be an opportunity to upgrade if required.
Q/A
13
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
three point editing, rolling and ripple edits); transitions (transition setting, adding, editing); creating a stillimage sequence; colour correction; video effects; audio (editing, gain, fade); titles (static, rolling); colourseparationoverlay; compositing
Exporting digital video for interactive media products: platforms, eg worldwide web, CD, DVD, kiosks,presentations, mobile devices; compression; digital video file formats, eg .mpg, .mp4, .mov, .avi, .wmv,.flv, .swf, .3GP, .ASF; streaming method, eg downloading, progressive downloading, streaming; datatransfer rate; file size, eg resolution, data rate, frame rate, key frame rate, compressor, audio settings;aspect ratio, eg 4:3, 16:9; media players, eg Flash Player, QuickTime, Windows Media Player, RealMediaPlayer, DivX
Industry practice: reflect on finished product (compared with original intentions, fitness for purpose,technical qualities); production skills (ideas generation, video sequence specification, workflow and time
management, technical competence, teamwork)
14
Week Commencing Content
Methods of Learning Resources including use of ILT
Assessment methods including differentiationWhat Learners Do What Teacher Does
15
Unit 62 content
1 Understand principles of digital video technology in interactive media
Applications: uses, eg short films, promotional material, film trailers, user-generated content, viral marketing, advertising, virtual reality tours, games, e-learning; platforms, eg worldwide web, email attachments, DVD, CD, kiosks, presentations, mobile devices
Technology: digital video capture; compression (lossy, lossless); digital video file formats (.mpg, .mp4, .mov, .avi, .wmv, .flv, .swf, .3GP, .ASF); streaming methods (downloading, progressive downloading, streaming); data transfer rate; file size (resolution, data rate, frame rate, key frame rate, compressor, audio settings); aspect ratio, (4:3, 16:9); media players (Flash Player, QuickTime, Windows Media Player, RealMedia Player, DivX); digital rights management systems
2 Be able to devise a digital video sequence for an interactive media product
Stimulus: eg client brief, own brief, from market researchIdeas: brainstorming; pre-visualisation (sketches, storyboard, script)
Legal and ethical considerations: legal, eg copyright, libel; ethical, eg confidentiality, decency; representation, eg race, gender, religion, sexuality
Video sequence specification: client needs; audience; script; storyboard; technical considerations, eg platform, file format, file size, compression, streaming method, media player
3 Be able to shoot and source digital video assets for use in an interactive media product
Plan: workflow (scheduling, efficient time management); deadlines (production milestones, deliverables, quality assurance)
Shoot video assets: shot quality (lighting, focus, depth of field, colour balance, exposure); shot composition (camera angle, framing)
Source video assets: eg video library, online, broadcast, client, peers, tutor
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4 Be able to create a digital video sequence for use in an interactive media product following industry practice
Asset management: importing (shot video, sourced video); organising (file storage and retrieval, naming conventions)
Post-production software techniques: workspace, eg browser/project window, timeline window, toolbox window, effects tab, audio mixer tab; creating a new project; importing; editing decisions (logging, edit decision lists, editing to sound, editing for continuity, creating narrative flow), editing clips (trimming clips, three point editing, rolling and ripple edits); transitions (transition setting, adding, editing); creating a still image sequence; colour correction; video effects; audio (editing, gain, fade); titles (static, rolling); colourseparation overlay; compositing
Exporting digital video for interactive media products: platforms, eg worldwide web, CD, DVD, kiosks, presentations, mobile devices; compression; digital video file formats, eg .mpg, .mp4, .mov, .avi, .wmv, .flv, .swf, .3GP, .ASF; streaming method, eg downloading, progressive downloading, streaming; data transfer rate; file size, eg resolution, data rate, frame rate, key frame rate, compressor, audio settings; aspect ratio, eg 4:3, 16:9; media players, eg Flash Player, QuickTime, Windows Media Player, RealMedia Player, DivX
Industry practice: reflect on finished product (compared with original intentions, fitness for purpose, technical qualities); production skills (ideas generation, video sequence specification, workflow and time management, technical competence, teamwork)
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GRADING CRITERIA for Unit 62
Grading Criteria Unit 62 To achieve a pass grade the evidence must show that you are able to:
To achieve a merit grade the evidence must show that you are able to:
To achieve a distinction grade the evidence must show that you are able to:
P1 summarise accurately theprinciples of digital videotechnology in interactivemedia using some subjectterminology appropriately
M1 explain the principles ofdigital video technologyin interactive media withreference to detailedillustrative examples andwith generally correct use ofsubject terminology
D1 comprehensively explainthe principles of digital videotechnology in interactivemedia with elucidatedexamples and consistentlyusing subject terminologycorrectly
P2 generate outline ideas fora digital video sequenceworking within appropriateconventions and with someassistance
M2 generate detailed ideas fora digital video sequenceshowing some imaginationand with only occasionalassistance
D2 generate thoroughly thought throughideas for a digitalvideo sequence showingcreativity and flair andworking independently toprofessional expectations
P3 generate digital video assetswith some assistance
M3 generate digital video assetscompetently with onlyoccasional assistance
D3 generate digital video assetsto near-professional standardsworking independently toprofessional expectations
P4 create a digital videosequence for use in aninteractive media productfollowing industry practice,working within appropriateconventions and with someassistance.
M4 create a digital videosequence for use in aninteractive media productworking to a good technicalstandard following industrypractice, showing someimagination and with onlyoccasional assistance.
D4 create a digital videosequence for use in aninteractive media productworking to near-professionalstandards following industrypractice, showing creativityand flair and workingindependently to professionalexpectations.
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