Unit 201 - Lesson 7 - Make a Moodboard
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This document provides instructions for creating a moodboard and reviewing it against a client brief. The goals are to create an effective moodboard that could help plan a movie and understand how to review the moodboard. Key words defined include moodboard, audience, purpose, and review. Learners are tasked with creating a digital moodboard for a movie using images, text, video, and color schemes, and then critically evaluating how well it fits the intended purpose.
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Unit 301 - Lesson 10 - Make a Moodboard
The document provides instructions for creating a moodboard to help plan a movie. It defines key terms like moodboard, audience, purpose, and review. Students are tasked with creating a digital moodboard using images, text, video, and color schemes as inspiration for the movie. They are then asked to critically review their moodboard against the intended purpose and audience.
LO1 - Lesson 13 - Feedback
This document provides information about different types of pre-production documents used in media production, including their purpose, use, content, and examples. It instructs students to match each document type with its purpose, use, and typical content. The document types are mood board, mind map, visualization, storyboard, and script. Students are then asked to use feedback on their previous work to improve their understanding and descriptions of these pre-production documents.
LO1 - Lesson 2 - Mood Boards
A mood board is used to collect ideas through photos, fabrics, and colors to help generate concepts for a specific style. Mood boards can be physical boards with pinned items or digital collages created with software. They are used by fashion designers, set/costume creators, and decorators to showcase themes. The document instructs students to create a digital "About Me" mood board filling the page with images and text to represent their individual style.
LO1 - Lesson 6 - Visualisation
Visualisation diagrams are used to plan products and images. They show what something will look like when created. Visualisation diagrams can be hand drawings or digital designs. They are used to plan costumes, logos, posters, vehicles, and webpages. The purpose is to understand how a product or image will appear. They allow features to be labeled and viewed from different angles.
LO3 - Lesson 3 - Mind Maps
This document provides instructions for creating a digital mind map. It explains that mind maps can be used to break down a central topic into categories and show relationships between ideas. The goals are to understand how mind maps are used for planning, how to structure topics into branches, and how to create a digital mind map using text and images. Learners are then instructed to sign up for an online mind mapping tool and use it to create a mind map about interior design, including branches for rooms and design elements like lighting and color schemes, along with text and images.
Visualisation Diagrams
Visualisation diagrams are drawings that show what something will look like when created. They are used for planning purposes in areas like product design, costumes, logos, and more. The purpose of visualisation diagrams is to plan designs before creating the final product. They can be hand drawings or digital diagrams created with software. Visualisation diagrams typically include details on layout, components, colors, and other relevant visual aspects of the planned design or space.
Visualisation diagram
A visualisation diagram is a mock-up of an idea using images from the internet to represent the concept without focusing on design details. The document provides instructions for an assignment asking students to choose their best idea and produce two visualisation diagrams showing different versions of that idea to convey a sense of what the final product will look like. Evaluation criteria for a CD cover assignment are also listed, including representing a female artist or band while learning about feminism and stereotypes.
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The document provides instructions for creating a moodboard to help plan a movie. It defines key terms like moodboard, audience, purpose, and review. Students are tasked with creating a digital moodboard using images, text, video, and color schemes as inspiration for the movie. They are then asked to critically review their moodboard against the intended purpose and audience.
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This document provides information about different types of pre-production documents used in media production, including their purpose, use, content, and examples. It instructs students to match each document type with its purpose, use, and typical content. The document types are mood board, mind map, visualization, storyboard, and script. Students are then asked to use feedback on their previous work to improve their understanding and descriptions of these pre-production documents.
LO1 - Lesson 2 - Mood Boards
A mood board is used to collect ideas through photos, fabrics, and colors to help generate concepts for a specific style. Mood boards can be physical boards with pinned items or digital collages created with software. They are used by fashion designers, set/costume creators, and decorators to showcase themes. The document instructs students to create a digital "About Me" mood board filling the page with images and text to represent their individual style.
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Visualisation diagrams are used to plan products and images. They show what something will look like when created. Visualisation diagrams can be hand drawings or digital designs. They are used to plan costumes, logos, posters, vehicles, and webpages. The purpose is to understand how a product or image will appear. They allow features to be labeled and viewed from different angles.
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This document provides instructions for creating a digital mind map. It explains that mind maps can be used to break down a central topic into categories and show relationships between ideas. The goals are to understand how mind maps are used for planning, how to structure topics into branches, and how to create a digital mind map using text and images. Learners are then instructed to sign up for an online mind mapping tool and use it to create a mind map about interior design, including branches for rooms and design elements like lighting and color schemes, along with text and images.
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A visualisation diagram is a mock-up of an idea using images from the internet to represent the concept without focusing on design details. The document provides instructions for an assignment asking students to choose their best idea and produce two visualisation diagrams showing different versions of that idea to convey a sense of what the final product will look like. Evaluation criteria for a CD cover assignment are also listed, including representing a female artist or band while learning about feminism and stereotypes.
LO1 - Lesson 5 - Mind Maps
This document provides instructions for a lesson on mind maps. The lesson goals are to understand the purpose and use of mind maps, identify their key features, and explain their content. Students are tasked with creating a mind map to plan a new children's animated film and analyzing examples of mind maps by explaining their content, style, and potential uses. The assessment will involve answering questions about mind maps in detail.
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The document discusses mood boards, including:
- Mood boards visually illustrate ideas and concepts for projects through relevant assets like color, shape, and style.
- Users are instructed to create a non-digital mood board about their favorite color and include images that relate to the color.
- Key terms are defined, like mood board, asset, and relevant.
- Tasks guide the creation of slides explaining mood boards and creating digital graphics mood boards for different media.
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The document provides guidance on creating a visualisation for planning a movie trailer, with the goals of being able to create an effective visualisation and review it against the client brief. It defines key terms like visualisation, audience, and purpose. It instructs the reader to create a visualisation sketching character ideas and views to design a character for the movie, and then critically review how well it serves its intended purpose.
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The document provides guidance on planning a project for creating pre-production documents for a science fiction B-movie. It outlines the client requirements of developing ideas for a teenage audience around the core theme. It discusses understanding the client, audience, and purpose. It also provides templates for planning the techniques, equipment, and content needed to create four key documents: a mood board, mind map, visualization, and storyboard. The goal is to break down the project into steps to effectively plan and create the required documents.
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The document discusses mood boards, including their purpose and how to create them. It provides the following key points:
- Mood boards are used to visually illustrate ideas and concepts for projects, such as identifying color schemes.
- Any relevant assets can be included, such as colors, shapes, styles, photos, and fabrics.
- The tasks are to create a slide defining what a mood board is without copying text, and to make a non-digital mood board using a range of relevant assets focused on a theme.
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2. initial plans
Kai Todd provides an initial reaction to their project, noting they find it interesting because they can learn new skills and it combines their hobby of gaming. Their mood board analysis indicates they chose dark colors and medieval/futuristic themes for inspiration. They plan to take colors from the mood board for character and background designs, and base menu characters on images. Their schedule outlines a 5 week plan including research, production, and evaluation. They list 7 sources they plan to use, including video games like Destiny and Diablo 3 for audience research.
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3. production experiments(2)
The student used Photoshop to edit and create a game by using the pencil tool and timeline option, which provided an easier way to produce the video. For their final product, the student will include the 2D design elements from their experiments because it has a simple yet interesting look that is best suited for the game they are trying to produce within the deadline.
2. initial plans
Olivia Waller provides an initial reaction and plans for a creative media project to design a game. She notes that the brief allows for flexibility and her past experience will help complete the required tasks. Olivia believes she will enjoy the project since it draws on her skills and knowledge from a prior class. Her schedules outlines weekly tasks like research, planning, production, and evaluation to develop a game by specific deadlines.
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The document discusses pre-production documents for the Creative iMedia course. It identifies five key pre-production documents: mood boards, mind maps/spider diagrams, visualisation diagrams, scripts, and storyboards. For each document, it provides the definition, examples, purpose, how it aids planning, typical content, and good features. The purpose of pre-production documents is to plan and generate ideas for new creative media products.
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The document outlines an initial plan for a top-down racing video game project. It includes an initial positive reaction to the project idea but a lack of animation experience. The first step is to create a simple top-down racing game focused on cars. Photoshop skills will allow for easy frame creation. A mind map and mood board are included to influence the final product's colors, styles, and tones based on successful similar games. A 5-week schedule is outlined including level and scene creation. Seven source materials are listed including popular racing games to draw inspiration from.
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Allan plans to create a first-person shooter (FPS) game since he is familiar with the genre. He will focus on designing characters and items. He will use a mood board with repeated colors and styles to influence the war-themed game. Over 5 weeks, Allan will complete tasks such as character designs, level designs, user interface, and animations with sound. He will use 7 sources for inspiration and research, including existing FPS games.
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The document describes an experiment where the author tried to add color to a digital design in Photoshop but was unable to. They then sketched the design by hand and scanned it into the computer to trace over with a graphics pad, which allowed them to capture the details and smooth curves better than using a mouse. In reflecting on the experiment, the author plans to include the detailed blade outline from the original sketch and add color to the final product to make it more realistic and appealing for customers of the video game.
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Jack Henderson is excited about the video game brief due to his knowledge and experience in video games. He plans to create game assets using Photoshop and Premiere and has some initial game ideas. His previous IRN-BRU project was restricted, but this project allows more creative freedom. He created a mind map and mood board analyzing popular games to influence his product's graphics, colors, and style. His schedule outlines tasks like audience research, asset creation, sound design, and evaluation over 5 weeks.
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This document outlines workshops to help students develop skills for an advanced media portfolio. Over 5 weeks, workshops will cover lip syncing, composition, editing, and narrative structure. The first workshop focuses on composition and framing, explaining techniques like symmetry, depth of field, framing, perspective, use of space, and color. Students will complete a composition challenge taking photos on a given theme to apply these techniques and present their work.
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A mood board is a visual collection of images, colors, fonts, and other elements that represent the overall style and feeling of a project. The document discusses how to create a mood board for a music magazine by considering people, props, backgrounds, colors, fonts, genre, and audience. Examples of mood boards are provided to illustrate the concept.
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The document discusses mood boards, including:
- Mood boards visually illustrate ideas and concepts for projects through relevant assets like color, shape, and style.
- Users are instructed to create a non-digital mood board about their favorite color and include images that relate to the color.
- Key terms are defined, like mood board, asset, and relevant.
- Tasks guide the creation of slides explaining mood boards and creating digital graphics mood boards for different media.
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The document provides guidance on creating a visualisation for planning a movie trailer, with the goals of being able to create an effective visualisation and review it against the client brief. It defines key terms like visualisation, audience, and purpose. It instructs the reader to create a visualisation sketching character ideas and views to design a character for the movie, and then critically review how well it serves its intended purpose.
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The document provides guidance on planning a project for creating pre-production documents for a science fiction B-movie. It outlines the client requirements of developing ideas for a teenage audience around the core theme. It discusses understanding the client, audience, and purpose. It also provides templates for planning the techniques, equipment, and content needed to create four key documents: a mood board, mind map, visualization, and storyboard. The goal is to break down the project into steps to effectively plan and create the required documents.
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This document discusses uses of digital graphics. It outlines lesson goals of understanding where digital graphics are used, their purposes, and analyzing examples. Digital graphics can be used for entertainment, promotion, information, advertising, and education. They are often found in multimedia products. The task is to research and report on how digital graphics are used in the entertainment industry, why they are used there, and analyze examples by describing the graphic's purpose and fit for that purpose.
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The document discusses mood boards, including their purpose and how to create them. It provides the following key points:
- Mood boards are used to visually illustrate ideas and concepts for projects, such as identifying color schemes.
- Any relevant assets can be included, such as colors, shapes, styles, photos, and fabrics.
- The tasks are to create a slide defining what a mood board is without copying text, and to make a non-digital mood board using a range of relevant assets focused on a theme.
Graphic Design Jobs
Graphic design jobs involve conveying messages through visual elements like images and text. Some key graphic design roles include layout artist, who structures visual content; brand identity designer, who crafts the look of a company; logo designer, who creates symbols representing organizations; illustrator, who conceptualizes two-dimensional images; photo editor, who manipulates digital photos; multimedia designer, who designs sets and props; photographer, who captures images; and web designer, who builds websites.
2. initial plans
Kai Todd provides an initial reaction to their project, noting they find it interesting because they can learn new skills and it combines their hobby of gaming. Their mood board analysis indicates they chose dark colors and medieval/futuristic themes for inspiration. They plan to take colors from the mood board for character and background designs, and base menu characters on images. Their schedule outlines a 5 week plan including research, production, and evaluation. They list 7 sources they plan to use, including video games like Destiny and Diablo 3 for audience research.
Sigs
presportal.ru is the biggest Russian knowledge bank about presentations. We publish best presentations.
3. production experiments(2)
The student used Photoshop to edit and create a game by using the pencil tool and timeline option, which provided an easier way to produce the video. For their final product, the student will include the 2D design elements from their experiments because it has a simple yet interesting look that is best suited for the game they are trying to produce within the deadline.
2. initial plans
Olivia Waller provides an initial reaction and plans for a creative media project to design a game. She notes that the brief allows for flexibility and her past experience will help complete the required tasks. Olivia believes she will enjoy the project since it draws on her skills and knowledge from a prior class. Her schedules outlines weekly tasks like research, planning, production, and evaluation to develop a game by specific deadlines.
Pre production documents
The document discusses pre-production documents for the Creative iMedia course. It identifies five key pre-production documents: mood boards, mind maps/spider diagrams, visualisation diagrams, scripts, and storyboards. For each document, it provides the definition, examples, purpose, how it aids planning, typical content, and good features. The purpose of pre-production documents is to plan and generate ideas for new creative media products.
Initial plans
The document outlines an initial plan for a top-down racing video game project. It includes an initial positive reaction to the project idea but a lack of animation experience. The first step is to create a simple top-down racing game focused on cars. Photoshop skills will allow for easy frame creation. A mind map and mood board are included to influence the final product's colors, styles, and tones based on successful similar games. A 5-week schedule is outlined including level and scene creation. Seven source materials are listed including popular racing games to draw inspiration from.
2. initial plans
Allan plans to create a first-person shooter (FPS) game since he is familiar with the genre. He will focus on designing characters and items. He will use a mood board with repeated colors and styles to influence the war-themed game. Over 5 weeks, Allan will complete tasks such as character designs, level designs, user interface, and animations with sound. He will use 7 sources for inspiration and research, including existing FPS games.
An introduction to graphic design
Graphic design refers to using visual elements like images, symbols and text to communicate ideas and messages. A graphic designer combines these elements using principles such as balance, color, and hierarchy. They use tools like Freepik, Lordicon and Spline to create designs across various mediums. The document provides tips for becoming a better designer such as designing everyday, mastering tools, learning from others, and optimizing processes.
3. production experiments
The document describes an experiment where the author tried to add color to a digital design in Photoshop but was unable to. They then sketched the design by hand and scanned it into the computer to trace over with a graphics pad, which allowed them to capture the details and smooth curves better than using a mouse. In reflecting on the experiment, the author plans to include the detailed blade outline from the original sketch and add color to the final product to make it more realistic and appealing for customers of the video game.
Initial Plans
Jack Henderson is excited about the video game brief due to his knowledge and experience in video games. He plans to create game assets using Photoshop and Premiere and has some initial game ideas. His previous IRN-BRU project was restricted, but this project allows more creative freedom. He created a mind map and mood board analyzing popular games to influence his product's graphics, colors, and style. His schedule outlines tasks like audience research, asset creation, sound design, and evaluation over 5 weeks.
Graphic design 101
Traditionally Graphic Design focused on design for print including brand and identity systems, books, maps, icons, advertising campaigns, posters etc. Today, it is a part of the Communication Design discipline, an umbrella term which explores designing strategic messages, creating functional solutions and engaging with the target audience through the use of appropriate language, visuals, moving images and digital experiences. The presentation explores basic principles and key trends of basic design.
Evaluation 7
The document discusses what was learned from creating a preliminary cover design task to a final product. It notes that the final cover shows improved aesthetics, detail, placement of lines, and use of a consistent color scheme and house-themed images. Specific tools learned to use in Photoshop include the scaling, rotating, and image effects tools to customize images. InDesign was also useful to easily create a double-page spread maintaining a house theme. The drop cap tool in particular helped present text in the double-page spread in a more conventional, professional format.
Pre tasks composition challenge
This document outlines workshops to help students develop skills for an advanced media portfolio. Over 5 weeks, workshops will cover lip syncing, composition, editing, and narrative structure. The first workshop focuses on composition and framing, explaining techniques like symmetry, depth of field, framing, perspective, use of space, and color. Students will complete a composition challenge taking photos on a given theme to apply these techniques and present their work.
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This document provides an introduction and overview of mood boards and their use in creative projects. It discusses that mood boards are collages used to capture a feeling, theme, or design concept. They are used early in the creative process to generate ideas and get client approval. The document then provides examples of mood boards and explains how to create one by collecting materials, arranging them thematically, and removing any items that do not fit. Students are assigned to create a digital mood board for one of three client briefs as an in-class activity.
Unit 301 - Lesson 11 - Make a Storyboard
The document discusses creating an effective storyboard for a movie trailer. It defines a storyboard as a series of drawings and script used to plan scenes for moving images. The goals are to create a storyboard for a movie trailer and review it for quality and how well it serves its purpose. Key words are storyboard, audience, purpose, and review.
Project proposal form (y)
This project proposal outlines a plan to create a stop motion animation to examine how animations capture public attention. [The student] will be solely responsible for all aspects of producing the animation, including filming, animating, lighting, and editing. Research will focus on analyzing similar works to understand directorial and production processes. Equipment will be organized over 1-2 weeks. The screenplay and studio setup will take 1 week, with filming taking a flexible amount of time. Post-production and evaluation will each take 1 week. Milestones include completing initial research and finishing the animation and post-production. Resources needed are books, journals, and equipment relating to short film production. The research will cover directorial processes, avoiding plagiarism
Gp Folder Info
This 23-24 page folder should contain research, inspiration, design development, evaluation, and planning materials for a 10/11 GP project. It includes mood boards, questionnaires, drawings, disassembly photos, process information, specification, a timeline, and evaluations of initial ideas and the final design. The folder documents all stages of work from brief to finished product to support the design and make process.
Preliminary Task evaluation
The document requests the production of a front page for a new college magazine in Photoshop featuring a student photograph and text, as well as a mock-up contents page layout in desktop publishing software to demonstrate understanding.
The response provides screenshots documenting the stages of developing the front page image in Photoshop, starting with experimenting in Word, then changing the main image and editing colors and placement of elements. It also describes the concept and stages of creating the contents page layout in InDesign, including the decision to include a welcome message, centered contents listing, and student photographs to portray a college atmosphere. The response reflects on learning Photoshop and InDesign tools and workflows in constructing the requested media products.
Proposal
The document outlines a proposed 2D animation project. The objectives are to determine if 2D animation can effectively convey emotion through characters, backgrounds, and objects. The author will work individually to research 2D animation techniques, draw concept art, storyboard, animate, and edit the project. Milestones include completing research/analysis and a first draft for review. Resources needed are drawing/editing software and equipment, research materials on animation styles and past works. The tutor agrees the project is suitable and not duplicative of other qualifications.
DTP assignment
This document outlines a desktop publishing project assignment. Students must create a handout on a given topic using design principles to make it visually appealing and accessible. They must write a project report stating the aim and design principles used. Students will then present their topic and handout to the class. The document provides guidance on the process, including creating the handout in Word and applying design principles like font types, alignment, grouping, balance, and unity. It includes a rubric for grading the project.
Skills audit
Daniel Hutchinson completed a personal skills audit to assess his abilities for an upcoming A2 project. He identified several digital skills like using a Mac computer with Photoshop and Microsoft Word that helped him create a blog for his previous work. He plans to continue developing these skills for the new project. Hutchinson also used video cameras, a tripod, and Final Cut software to film and edit a video. For research, he analyzed horror movies to inform conventions for his own work. Specifically, he took inspiration from elements like jump scares, eerie music, and dark settings. Going forward, he will focus on thorough research and planning to ensure preparedness. For the new project, Hutchinson aims to find a balance between adhering to genre
07 Visual Design
The document discusses visual design for web development. It defines visual design as planning how a website will look, including choices of colors, fonts, graphics, and layout. Good visual design uses a consistent visual theme connected to content. Elements like background, foreground, text, images and buttons should support the overall theme. Thumbnail sketches and rough sketches can help designers visualize page designs before developing a prototype. Font choices, readability, and limiting the number of fonts per page are also general issues covered.
Year 7 Graphics Booklet
This document contains information about a student's mini apprenticeship project, including their previous project level, target minimum level, and targets to meet that level. It also includes tasks and instructions for measuring accurately, drawing isometric shapes, making nets, understanding color theory, and using perspective in drawings. The student is provided examples and practice exercises to develop these technical design skills.
Design and plan 2.5
This document provides guidance for students on the requirements and expectations for producing a design and plan for a developed media product. It outlines eight sections that must be included in the pre-production plan: 1) visual treatment, 2) conventions of the genre, 3) location scouting, 4) test shots, 5) scripting and storyboarding, 6) font choices, 7) visual effects, and 8) revisions. Additionally, it describes the components that must be addressed for each section, such as describing the visual style, identifying conventions, taking test photos at locations, developing a script, and demonstrating reflection and refinement of ideas. Guidance is also provided on audio treatment, production schedules, permissions, and other pre-production paperwork
Task 7
This document provides guidance for a student to evaluate a digital graphics project they completed for a games design course. It instructs the student to write an evaluation using their blog posts to identify strengths and weaknesses of their design process. It prompts the student to consider if their finished product achieved the project aim and any feedback. It also provides questions for the student to ask themselves to reflect on how well they followed the project requirements and scope, managed their time, used research, and completed technical aspects using software.
G321 Main task checklist
This document provides a checklist for a media production project, outlining areas to address at different stages:
1) Research, planning, and pre-production including researching similar products, target audiences, actors, locations, costumes, props, and time management.
2) Construction of the main project showing understanding of conventions, variety, accurate language, appropriate technology integration, and a variety of material.
3) Evaluation questions addressing the product's forms and conventions, representation of social groups, potential institutions of distribution, target audience, methods of attracting audience, learned technologies, and lessons from preliminary work.
Initial plans print rotation
Bronte Parsons plans to create a magazine as a class project. They have experience with Photoshop from previous projects and regularly practices Photoshop at home. However, they have no experience with Adobe InDesign. Bronte analyzed sample magazine covers and noticed repeated patterns, colors, styles and simple designs are commonly used. Bronte created a mood board and plans to use techniques like layered letters and images seen in the samples. Bronte outlined a schedule that includes initial research, production experiments, interviews, article writing, layout creation, and a final evaluation.
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LO4 - Lesson 4 - Feedback
This document provides guidance on using feedback to improve a game review section. It outlines the key areas of the review to focus on: review, strengths, weaknesses, expected and actual testing outcomes, and immediate and future improvements. The review should evaluate what went well and what didn't for the intended target audience. Testing must validate the game meets requirements and identify any fixes. Suggested improvements should enhance the game. Using feedback from a previous review, the task is to strengthen the review section, testing plan, and proposed improvements.
LO4 - Lesson 3 - Feedback
The document provides guidance on using feedback to improve a game creation section. It outlines the key areas of environment, interaction, and scoring system that must be evidenced. Screenshots and annotations are expected to show how the creator has implemented feedback to enhance their game in these areas. The goal is to understand the needs of the client, know what evidence is expected, and apply feedback to iteratively improve the game.
LO4 - Lesson 2 - Review
This document provides guidance for reviewing and evaluating a game that was created for a client. It outlines the requirements of the client brief, including game features, objectives, and target audience. It also describes how to get feedback on the best and worst parts of the game. The review should identify what worked well, what didn't, and how the game addressed the client brief. Areas for potential improvement should also be discussed.
LO4 - Lesson 1 - Testing
The document outlines the goals, marking criteria, and tasks for a lesson on testing a digital game. The lesson aims to have students understand client requirements, develop a test plan, and test the functionality of a finished game. Students are to create a test plan that tests features of the game like doors, characters, and objectives against expected outcomes, identifying any improvements made.
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This document discusses the importance of providing clear instructions to players of a game and the use of algorithms within games. It defines algorithms as sets of instructions that must be carried out for things to happen in a game. The goals are to understand the need for clear instructions, know what algorithms are used for in games, and be able to create a winnable computer game. The task is to create suitable algorithms in a game to meet requirements and provide evidence of triggers, player actions, and rules to help or challenge the player.
LO3 - Lesson 5 - Popups
This document discusses using media assets in video games. It covers importing media, using media to provide instructions to players, and different types of media that can be used including text, video, audio and speech. Learners are tasked with adding suitable media to their game, such as rules and win screens, and providing evidence of external media assets imported.
LO3 - Lesson 4 - Pickups
This document discusses pickups in computer games. It defines pickups as items that players can collect in a game level. Pickups can have positive or negative impacts on gameplay by increasing or decreasing things like health, points, or time. The document provides examples of pickup properties that can be configured and instructs students to include relevant pickups in their own game, demonstrating both positive and negative pickup impacts.
LO3 - Lesson 3 - Characters
This document discusses characters in video games. It outlines lesson goals of understanding challenge, character customization, and triggers. It describes character properties that can be adjusted like body parts, scale, and resistance. It also lists different character triggers and actions. The task is to add characters to a game, customize their properties, and provide screenshots of the characters, triggers used, and any property changes.
LO3 - Lesson 2 - Door Triggers
This document discusses using triggers in computer games, with a focus on door triggers. It outlines the goals of understanding trigger importance, knowing the available triggers in a chosen software, and being able to use a range of appropriate door triggers. It then discusses the different types of triggers available in Mission Maker software and instructs students to use various triggers to open and close doors, providing screenshots of the trigger types and door properties as evidence.
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This document provides guidance for evaluating a new multi-page website that was created. It lists the goals of understanding client requirements, identifying improvements, and effectively evaluating the website. The evaluation should comment on how well the website fits its purpose, the suitability of content, ease of navigation, and aesthetic quality. It also recommends including details on potential improvements and future plans. Learners are tasked with producing an evaluation that addresses these areas and provides evidence of improvements made based on feedback.
LO4 - Lesson 25 - Testing
This document discusses the importance of testing a website's functionality and producing a suitable test plan. It provides lesson goals and assessment criteria for user testing a website. Key areas to test are interaction and purpose. When creating a test plan, it should show what is being tested, expected results, actual results, and any improvements. Students are tasked with creating a test plan to test functionality of navigation, hyperlinks, page load times, cross-browser performance, and consistency of style, and showing evidence of improvements based on feedback.
LO4 - Lesson 24 - Feedback
This document discusses testing a website and providing constructive feedback. It outlines lesson goals of understanding testing methods, feedback, and conducting target audience user testing. The assessment criteria includes carrying out target audience testing on a website's navigation, hyperlinks, page load times, performance in browsers, and consistency of style. The document emphasizes that feedback should identify strengths and weaknesses, be constructive and respectful, and help others improve their work. Learners are tasked with creating questions to gather feedback from their target audience on these website elements.
LO3 - Lesson 23 - Contact Page
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LO3 - Lesson 1 - Level Map
This document provides instructions for creating a level map for a game. It outlines the lesson goals of understanding how to plan and select appropriate assets. The client brief specifies requirements for the game map - it must be suitable for 9-11 year olds and include 1-2 large rooms and small rooms connected by a minimum of 4 doors. Instructions are given to select a theme, locations, doors and props/active props to decorate the map. The task is to create the game map meeting requirements and providing screenshots of locations, props and active props, showing how props are repositioned and resized.
Predict The Score Leaderboard 2014
This document contains the results of a points competition with 211 participants ranked by their total points. Kimberley Bell finished in first place with 71 points and won £50, while D. Campbell and David Holly came second and third with 60 and 58 points winning £30 and £20 respectively. The document provides the full results listing all participants in descending order of points scored and notes that this is the final update, with winners to be contacted and prizes paid out after a deadline for contesting scores.
LO2 - Lesson 8 - Feedback
This document provides guidance on using feedback to improve initial game design ideas for a lesson. It discusses including key features in the game like rooms, doors, characters and objectives. It also covers planning areas like storyline, objectives, style and assets. The document recommends representing pathways using a key to identify room types and pickup locations. Students are instructed to use feedback on their previous game document to improve ideas for storyline, objectives, style, characters, assets, scoring and include evidence of a pathway.
LO2 - Lesson 7 - Feedback
The document provides guidance on using feedback to improve a game design plan in four key areas: client requirements, target audience, equipment, and legal issues. It emphasizes understanding the needs of the client and target audience. The client requires the game to be suitable for 9-11 year olds and include certain features within a 5 minute time limit. Feedback should be used to strengthen the description of how the design will meet client requirements and appeal to different genders. Legal issues around copyright and content ratings must also be considered.
LO2 - Lesson 6 - Legal Issues
This document discusses legal and moral issues that should be considered when developing a video game. It explains that copyright legislation could affect whether other people's work or the developer's own work can be used. Moral issues that should be considered include making sure content is appropriate for the target audience and does not cause harm. The document also discusses PEGI video game ratings which help ensure games are suitable for the intended age group based on their content. The goals are to understand relevant legislation, identify key concerns, and be able to discuss moral issues and PEGI ratings.
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Unit 201 - Lesson 7 - Make a Moodboard
- 1. Create a Moodboard Unit 201 – Lesson 7
- 2. Lesson Goals Be able to create a moodboard that could be used to help plan the movie Understand how to effectively review the moodboard against the client brief #moodboard #purpose #audience #review
- 3. Key Words Moodboard A collage of images, colours, fabrics to show an overall theme Audience The person or group of people the work will be aimed at Purpose What the finished document will be used for Review To evaluate a piece of work against the requirements of the brief
- 4. What is the purpose? Think about your research…
- 5. Create an effective moodboard Definition Critically review the work A mood board is used to give an overview of the style of the finished product. They can be made by pinning fabrics, cuttings, photos and other things to a pinboard or virtually on a computer. Mood boards can be used to plan things like the scene of a film, a set or anything visual. #moodboard #purpose #audience #review
- 6. Create an effective moodboard Your Task Critically review the work Use your chosen software to create a moodboard that could be used to think of ideas for the movie by adding: Images Text & Video Colours Schemes When finished, critically evaluate the quality of the moodboard and its fitness for purpose. user@ems.hartlepool.sch.uk #moodboard #purpose #audience #review