Unit 301 - Lesson 11 - Make a Storyboard
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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.
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Lesson 11 create a storyboard
The document discusses creating an effective storyboard for a movie trailer. It defines key terms like storyboard, audience, purpose, and review. The purpose of a storyboard is to plan individual scenes and include drawings, locations, camera instructions, and script. Learners will create a storyboard for a movie trailer with sketches, details, shots, props, and dialogue, then critically review it against the purpose.
Unit 201 - Lesson 8 - Make a Storyboard
This document provides guidance on creating a storyboard and reviewing it against a client brief. It defines key terms like storyboard, audience, purpose and review. The lesson goals are to create an effective storyboard that could be used to plan a movie trailer and to understand how to critically review the storyboard. Learners are instructed to create a storyboard for their movie trailer with sketches, details and dialogue, and then evaluate how well it achieves its intended purpose.
LO3 - Lesson 6 - Storyboard
A storyboard is a series of drawings that show the key scenes and shots for a video project. It helps visualize what the final product will look like. The content of a typical storyboard includes the number of scenes, camera shots, camera movement, timings, lighting, sounds, and locations. Learners will create a hand-drawn storyboard for the main scenes of a script using this information.
LO1 - Lesson 12 - Script
The document provides instructions for a lesson on scripts. It instructs students to find a script from a familiar film on imsdb.com, identify a recognizable scene, and break it down into a table. It explains that the goals of the lesson are to understand the purpose and key features of scripts, and be able to explain their content. Key features that scripts contain are identified, such as location, shot type, character, and dialogue. The differences between scripts and storyboards are also outlined. Students are tasked to explain the content, style, and purpose of a script they analyze from imsdb.com.
LO1 - Lesson 9 - Storyboard
Storyboards are used in planning films and animations. They consist of a series of drawings with explanations of what happens in each scene. Storyboards help visualize scenes before filming and organize filming by showing what shots and camera movements are needed. They usually include details like the number of scenes, camera shots, camera movements, timings, lighting, sounds, and locations. The purpose of a storyboard is to plan out a video or animation beforehand and see what each scene will look like. They can be created by hand or digitally.
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This document provides instructions for a lesson on storyboards. The lesson goals are to understand the purpose of storyboards, identify their key features, and explain their content. Students are asked to find examples of storyboards from Pixar and Disney films and explain the content, style, and potential use of each storyboard. Key terms defined are storyboard, which are drawings and information about film scenes, and scene, which are individual screens on a storyboard that show the action.
Adobe XD
Adobe XD is a design tool that allows users to create prototypes for web and app design. It combines the capabilities of Photoshop and Illustrator, allowing users to design vectors, masks, gradients, and edit shapes without Illustrator. Key features include repeat grids to duplicate elements, web-safe colors and styles that update across artboards, and components that synchronize changes. The tool also enables prototyping with transitions between screens and interactions like buttons. Designs can be exported in various formats and resolutions for sharing with stakeholders and developers.
Evaluation 7
The document summarizes what the author learned from their preliminary task to their full product. They learned the importance of clear storyboarding, developing characters through scripting, researching genres and conventions to properly classify their work, and how detailed planning helped with shooting and editing. Their use of specific shot types improved along with familiarity of the editing software Final Cut Express. They also felt more confident using equipment like the reflector.
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Lesson 11 create a storyboard
The document discusses creating an effective storyboard for a movie trailer. It defines key terms like storyboard, audience, purpose, and review. The purpose of a storyboard is to plan individual scenes and include drawings, locations, camera instructions, and script. Learners will create a storyboard for a movie trailer with sketches, details, shots, props, and dialogue, then critically review it against the purpose.
Unit 201 - Lesson 8 - Make a Storyboard
This document provides guidance on creating a storyboard and reviewing it against a client brief. It defines key terms like storyboard, audience, purpose and review. The lesson goals are to create an effective storyboard that could be used to plan a movie trailer and to understand how to critically review the storyboard. Learners are instructed to create a storyboard for their movie trailer with sketches, details and dialogue, and then evaluate how well it achieves its intended purpose.
LO3 - Lesson 6 - Storyboard
A storyboard is a series of drawings that show the key scenes and shots for a video project. It helps visualize what the final product will look like. The content of a typical storyboard includes the number of scenes, camera shots, camera movement, timings, lighting, sounds, and locations. Learners will create a hand-drawn storyboard for the main scenes of a script using this information.
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The document provides instructions for a lesson on scripts. It instructs students to find a script from a familiar film on imsdb.com, identify a recognizable scene, and break it down into a table. It explains that the goals of the lesson are to understand the purpose and key features of scripts, and be able to explain their content. Key features that scripts contain are identified, such as location, shot type, character, and dialogue. The differences between scripts and storyboards are also outlined. Students are tasked to explain the content, style, and purpose of a script they analyze from imsdb.com.
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Storyboards are used in planning films and animations. They consist of a series of drawings with explanations of what happens in each scene. Storyboards help visualize scenes before filming and organize filming by showing what shots and camera movements are needed. They usually include details like the number of scenes, camera shots, camera movements, timings, lighting, sounds, and locations. The purpose of a storyboard is to plan out a video or animation beforehand and see what each scene will look like. They can be created by hand or digitally.
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This document provides instructions for a lesson on storyboards. The lesson goals are to understand the purpose of storyboards, identify their key features, and explain their content. Students are asked to find examples of storyboards from Pixar and Disney films and explain the content, style, and potential use of each storyboard. Key terms defined are storyboard, which are drawings and information about film scenes, and scene, which are individual screens on a storyboard that show the action.
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Adobe XD is a design tool that allows users to create prototypes for web and app design. It combines the capabilities of Photoshop and Illustrator, allowing users to design vectors, masks, gradients, and edit shapes without Illustrator. Key features include repeat grids to duplicate elements, web-safe colors and styles that update across artboards, and components that synchronize changes. The tool also enables prototyping with transitions between screens and interactions like buttons. Designs can be exported in various formats and resolutions for sharing with stakeholders and developers.
Evaluation 7
The document summarizes what the author learned from their preliminary task to their full product. They learned the importance of clear storyboarding, developing characters through scripting, researching genres and conventions to properly classify their work, and how detailed planning helped with shooting and editing. Their use of specific shot types improved along with familiarity of the editing software Final Cut Express. They also felt more confident using equipment like the reflector.
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The document outlines steps for reviewing a comic book project. It instructs to:
1) Critically review the comic to check if it met the client brief requirements and identify any problems during creation.
2) Consider if the comic was fit for its intended purpose and audience, and if any constraints limited the project.
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This document provides information about student funding for the 2015 academic year and beyond in the UK. It outlines that university tuition fees are up to £9,000 per year, and all students can take out a tuition fee loan. For living costs, students can receive a non-repayable maintenance grant up to £3,387 if their household income is below £25,000, as well as a maintenance loan. Additional funding may be available for disabled students or those studying certain healthcare subjects through the NHS. Student loan repayments are based on income after leaving education, and any outstanding debt is written off after 30 years.
UCAS Parents Information
This document provides information for Year 12 students about applying to university, including:
- Students have over 51,000 course options at over 325 universities and colleges to choose from.
- The school provides preparation and support through discussions, speakers, open days and more to help students with their applications.
- Students must consider factors like location, size, facilities, prestige, and costs when choosing a course and university.
- The UCAS application process and deadlines are outlined, with the main deadlines being 30 September for Oxford/Cambridge/medicine and 31 October for other courses.
LO1 - Lesson 1 - Use of Graphics
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.
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.
LO3 - Lesson 6 - Algorithms
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.
LO5 - Lesson 26 - Review
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
This document provides goals, assessment criteria, and instructions for creating a contact page with a user feedback form. The goals are to understand how to include user feedback, use various form elements, and create a mailto form. The assessment criteria evaluate the technical standard of the website and use of optimization techniques. Learners are instructed to create a contact form with name, contact, and details fields using text boxes, text areas, checkboxes, radio buttons, and buttons. The task is to include a feedback method on the contact page using these form elements and provide evidence in the planning form.
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.
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- 1. Create a Storyboard Unit 301 – Lesson 11
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