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Unit 62 scheme of work Unit 62 scheme of work Presentation Transcript

  • Unit 62: Digital Video Production for Interactive MediaUnit 62: Digital Video Production for Interactive MediaAbout 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 howvideo is used in interactive media products and will examine the technology used to produce and manipulate digital video sequences. Learners will plan andcreate 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__________________________________________________________________________________________________________________________ExpectationsAt the end of this unit most students will:Complete all relevant assignment requirements to a standard which at least meets your TMP or is higherSome 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. 1
  • ResourcesTextbooksBaylis 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 978-1861269522Wohl M – Advanced Editing Techniques in Final Cut Pro 5 (Peachpit Press, 2006) ISBN 978-0321335494JournalDVWebsiteswww.adobe.com – the website of this software manufacturer contains useful information and resources, including training materials, forums, downloadable trialsoftware 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 computingEnrichment opportunitiesPossible work experienceTutorial organized opportunities e.g. Army Day etc 2
  • Teaching and learning outline 2010-2011 Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Projector One to one and group discussion Take notes on unit content and Give overview of whole unit Assignment Brief Students work1 Introduction to unit content, assignment detail. – Assignment 1- and introduce the content of VLE Q/A Current uses of video in interactive assignment 1 Internet Start Assignment 1 media Produce a newsletter to explain the the Identify range to cover and Projector One to one and group discussion2 Assignment 1 - Understand current uses of video in interactive media. relevant task Assignment Brief Students work current uses of video in VLE Q/A interactive media. Applications: uses, eg short films, Monitor student’s work in the Internet promotional material, film trailers, production of the task – user-generated content, viral ensuring grading criteria is marketing, advertising, virtual reality being met and range covered. 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 3
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Projector One to one and group discussion Assignment 1 - Understand Produce a newsletter to explain the Identify range to cover and Assignment Brief Students work current uses of video in current uses of video in interactive relevant task VLE Q/A3 interactive media. media. Internet Monitor student’s work in the production of the task – ensuring grading criteria is being met and range covered.4 Assignment 1 - Understand Produce a newsletter to explain the Identify range to cover and Projector One to one and group discussion current uses of video in the current uses of video in relevant task Assignment Brief Students work interactive media. interactive media. VLE Q/A Monitor student’s work in the Internet Applications: uses, eg short films, production of the task – At completion date, mark the newsletter promotional material, film trailers, ensuring grading criteria is according to the specified grading criteria user-generated content, viral being met and range covered. for the unit. marketing, advertising, virtual reality tours, games, e-learning; platforms, There will be an opportunity to upgrade if eg worldwide web, email required. attachments, DVD, CD, kiosks, presentations, mobile devices Q/A 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 4
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Take notes on assignment detail. – Introduce the content of Projector One to one and group discussion5 Introduction to Assignment Assignment 2- Be able to devise a assignment 2 Assignment Brief Students work 2- Be able to devise a digital digital video sequence for an VLE Q/A video sequence for an interactive media product Internet interactive media product6 Continue with Assignment 2- In teams you are to design and Identify range to cover and Projector One to one and group discussion Be able to devise a digital create the resources for a looping relevant task Assignment Brief Students work video sequence for an advert between 30 to 60 secs long VLE Q/A interactive media product (maximum) video advert suitable for Monitor student’s work in the Internet insertion into a website. That will production of the task – promote the product and explain the ensuring grading criteria is advantages and reasons for buying it. being met and range covered. 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, eg platform, 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. 5
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Stimulus: eg client brief, own brief,7 from market research Ideas: brainstorming; pre- visualisation (sketches, storyboard, script) Continue with Assignment 2- Identify range to cover and Projector One to one and group discussion Be able to devise a digital Legal and ethical considerations: relevant task Assignment Brief Students work video sequence for an legal, eg copyright, libel; ethical, eg VLE Q/A interactive media product confidentiality, decency; Monitor student’s work in the Internet representation, eg race, gender, production of the task – religion, sexuality ensuring grading criteria is being met and range covered. Video sequence specification: client needs; audience; script; storyboard; technical considerations, eg platform, 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 6
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Video sequence specification: client needs; audience; script; storyboard;8 technical considerations, eg platform, file format, file size, compression, streaming method, media player Completing work on At completion date, mark the gathering of Assignment 2- Be able to Take notes on assignment detail. – Identify range to cover and Projector resources for designing the advert devise a digital video Assignment 3- Be able to shoot and relevant task Assignment Brief according to the specified grading criteria sequence for an interactive source digital video assets for use in VLE for the unit. media product an interactive media Monitor student’s work in the Internet Product production of the task – There will be an opportunity to upgrade if ensuring grading criteria is required. being met and range covered. Q/A 7
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Start Assignment 3- Be able9 to shoot and source digital After completing Ass 2 you are Introduce the content of Projector One to one and group discussion video assets for use in an assignment 3 Assignment Brief Students work interactive media now required to shoot and source digital VLE Q/A Product video assets for use in an interactive media Internet 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 8
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation After completing Ass 2 you are Assignment 3- Be able to shoot and source digital now required to shoot and source digitalIdentify range to cover and Projector One to one and group discussion10 video assets for use in an relevant task video assets for use in an interactive media Assignment Brief Students work interactive media product. VLE Q/A product Monitor student’s work in the Internet production of the task – Plan: workflow (scheduling, efficient ensuring grading criteria is time management); deadlines being met and range covered. (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 9
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation After completing Ass 2 you are Assignment 3- Be able to now required to shoot and source digitalIdentify range to cover and Projector One to one and group discussion shoot and source digital relevant task video assets for use in an interactive media Assignment Brief Students work11 video assets for use in an product. VLE Q/A interactive media Monitor student’s work in the Internet product production of the task – Plan: workflow (scheduling, efficient ensuring grading criteria is time management); deadlines being met and range covered. (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 10
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation Identify range to cover and Projector One to one and group discussion Completion of Assignment 3- relevant task Assignment Brief Students work Be able to shoot and source VLE Q/A12 digital video assets for use in Monitor student’s work in the Internet an interactive media production of the task – At completion date, mark the edited product ensuring grading criteria is product according to the specified grading being met and range covered. criteria for the unit. There will be an opportunity to upgrade if required. Q/A13 Introduction to Assignment Take notes on assignment detail. – Introduce the content of One to one and group discussion 4- Be able to create a digital Assignment 4- Be able to create a assignment 4 Students work video sequence for use in an digital video sequence for use in an Q/A interactive media product interactive media product following industry practice following industry practice Projector Assignment Brief Start Assignment 4 VLE Internet use of ILT 11
  • Week Methods of Learning Resources Assessment methods including Content Commencing What Learners Do What Teacher Does including use of ILT differentiation14 Assignment 4- Be able to Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion create a digital video the product) you are now required to edit relevant task Assignment Brief Students work sequence for use in an the advert, export for use on the web and VLE Q/A interactive media product evaluate your finished product. Monitor student’s work in the Internet following industry practice production of the task – Asset management: importing (shot video, ensuring grading criteria is sourced video); organising (file storage and met and range covered. being 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); colour separation 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 12
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation 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)15 Assignment 4- Be able to Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion create a digital video the product) you are now required to edit relevant task Assignment Brief Students work sequence for use in an the advert, export for use on the web and VLE Q/A interactive media product evaluate your finished product. Monitor student’s work in the Internet following industry practice production of the task – ensuring grading criteria is being met and range covered. 13
  • Week Methods of Learning Resources Assessment methods including Content Commencing What Learners Do What Teacher Does including use of ILT differentiation16 Completion of Assignment 4 Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion - Be able to create a digital the product) you are now required to edit relevant task Assignment Brief Students work video sequence for use in an the advert, export for use on the web and VLE Q/A interactive media product evaluate your finished product. Monitor student’s work in the Internet following industry practice production of the task – At completion date, mark the edited Asset management: importing (shot ensuring grading criteria is advert, how it’s been converted for the video, sourced video); organising (file being met and range covered. web and the evaluation according to the storage and retrieval, naming specified grading criteria for the unit. conventions) There will be an opportunity to upgrade if Post-production software techniques: required. workspace, eg browser/project window, timeline window, toolbox Q/A 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 14
  • Week Methods of Learning Resources Assessment methods including ContentCommencing What Learners Do What Teacher Does including use of ILT differentiation 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) 15
  • Unit 62 content1 Understand principles of digital video technology in interactive mediaApplications: 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 devicesTechnology: 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 systems2 Be able to devise a digital video sequence for an interactive media productStimulus: 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, sexualityVideo sequence specification: client needs; audience; script; storyboard; technical considerations, eg platform, file format, file size, compression, streaming method,media player3 Be able to shoot and source digital video assets for use in an interactive media productPlan: 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 16
  • 4 Be able to create a digital video sequence for use in an interactive media product following industry practiceAsset 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 newproject; importing; editing decisions (logging, edit decision lists, editing to sound, editing for continuity, creating narrative flow), editing clips (trimming clips, threepoint 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; compositingExporting digital video for interactive media products: platforms, eg worldwide web, CD, DVD, kiosks, presentations, mobile devices; compression; digital video fileformats, 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, WindowsMedia Player, RealMedia Player, DivXIndustry practice: reflect on finished product (compared with original intentions, fitness for purpose, technical qualities); production skills (ideas generation, videosequence specification, workflow and time management, technical competence, teamwork) 17
  • GRADING CRITERIA for Unit 62 Grading Criteria Unit 62 To achieve a pass grade the evidence must show To achieve a merit grade the evidence must show that you To achieve a distinction grade the evidence must show that you are that you are able to: are able to: able to:P1 summarise accurately the M1 explain the principles of D1 comprehensively explainprinciples of digital video digital video technology the principles of digital videotechnology in interactive in interactive media with technology in interactivemedia using some subject reference to detailed media with elucidatedterminology appropriately illustrative examples and examples and consistently with generally correct use of using subject terminology subject terminology correctlyP2 generate outline ideas for M2 generate detailed ideas for D2 generate thoroughly thought througha digital video sequence a digital video sequence ideas for a digitalworking within appropriate showing some imagination video sequence showingconventions and with some and with only occasional creativity and flair andassistance assistance working independently to professional expectationsP3 generate digital video assets M3 generate digital video assets D3 generate digital video assetswith some assistance competently with only to near-professional standards occasional assistance working independently to professional expectationsP4 create a digital video M4 create a digital video D4 create a digital videosequence for use in an sequence for use in an sequence for use in aninteractive media product interactive media product interactive media productfollowing industry practice, working to a good technical working to near-professionalworking within appropriate standard following industry standards following industryconventions and with some practice, showing some practice, showing creativityassistance. imagination and with only and flair and working occasional assistance. independently to professional expectations. 18