Digital Video Assessment 978190541509

Digital Video Assessment What should be the standard video format submitted to examiners? MPEG-1 [half frame and plays from a CD] it is an international standard that is very widely supported. DVD is again an international standard playable on most computers. New Apple-Macintosh and Microsoft Windows computers can all produce MPEG-1 videos. Alternative formats could be MOV for Apple-Macintosh and AVI for Microsoft Windows. However both MOV and AVI are "containers" for many CODECS, some of which can be machine specific, and so may not be play in an examiners player. A VHS tape, MPEG-1 on CD or video on a DVD could be the simplest methods of presenting video work pieces for examination. To meet curriculum criteria the video work needs to be supported with documentation: 1 Analysis of

a] a television advertisement b] a television news item c] a television documentary

2 Planning

a] Notes on the pupil planning meetings b] Storyboards = scripts plus direction notes

3 Shooting Log

[cataloguing what shots are on which tapes + location notes]

4 Edit Decision List [itemise changes from the original storyboard and why] 5 Self Assessment sheets [on the following pages] 6 Show-reel report [analysis of what pupils thought of their own and others work, what they liked and disliked and how they could improve their production] Samples of these documents follow the assessment sheets. There now follows a set of assessment sheets, split over 3 levels. Adult education uses 3 levels. Schools use Key Stages and plus 14. Level 1 is Introductory (Suitable for 8 -11 to adult) Level 2 is Progression (Suitable for 11 -14 to adult) Level 3 is Advanced (Suitable for 14 -17 to adult) These Assessment Sheets should cover many if not all digital video skills in the National Curriculum.

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

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Level 1 Student's Skills Assessment Check List Student's Name

Course

For each skill, write the date you reached the level described at the top of each column.

I can do this

At anytime Date

Most times Date

Sometimes Date

Example Evidence

I watched the Moving Image Tutorial. I can use a camera and tripod I can capture from tape I can capture straight to hard disk EDITING I can IMPORT clips from CD-HDD to CLIP-BIN

I can Drag and Drop clips from clip bin to ASSEMBLE on the storyboard

I can re-arrange clips I can SCRUB a clip in the clip-bin I can SCRUB a clip in the MONITOR I can SCRUB a clip on the Storyboard I can SCRUB the whole project I can ZOOM a TIMELINE EFFECTS I can apply CORRECTIVE FILTERS I can apply EXPRESSIVE FILTERS TRANSITIONS I can apply transitions TITLE I can make a title I can make credits I can change title font size, face & colour AUDIO I can adjust the volume I can position audio on the timeline I can record a voiceover CREATE VIDEO File. I can save video as an MPEG-4 file Play Video I can play videos My Notes:

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 2

Level 2 Student's Skills Assessment Check List Student's Name

Course

For each skill, write the date you reached the level described at the top of each column. I can do this

At anytime Date

Most times Date

Sometimes Date

Example Evidence

I watched the Tutorial I can use tape/computer timecode I can calculate movie duration FILTERS I can use these filters Corrective Brightness Colour Balance Hue - Saturation Focus/Sharpen Effect Black & White Sepia Blur Posterise Pixilate Any others OVERLAY I can overlay a clip I can make "Picture-in-Pictures" MOVING IMAGES FROM STILLS I can make video from stills . Don't forget to add music TITLE I can make a dynamic title Select which Roll - Scroll - 3D AUDIO I can use "Rubber-Band" controls RENDERING I can control rendering time FORMATS I can select a format for: DV tape DVD VCD - CD - PowerPoint The Internet My Notes:

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 3

Level 3 Student's Skills Assessment Check List Student's Name

Course

For each skill, write the date you reached the level described at the top of each column.

I can do this

At anytime

Most times

Date

Date

Sometimes Date

Example Evidence

PROJECT MANAGEMENT I can discuss and agree roles I can manage my work to a time scale PRE-PRODUCTION I can create ideas within a team I can create a storyboard I can create location plans I can create a script I am responsible for my safety and for the safety of those around me CAMERA WORK I can use a tripod I can shoot wide, medium and close I can shoot a conversation I can shoot - others - [stop animation] POST-PRODUCTION I can adjust transparency I can create key frames I can apply motion to graphics I can create a 3D graphic TITLE I have made a 3D dynamic title AUDIO I can loop audio and build music FORMATS I can make an animated GIF for the web ANALYSIS I can add expression into digital video I can add a sense of time I can add feelings of danger I can alter pace in a video I can control an audience My Notes:

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

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Analyzing Video

Watch Advertisement: Product / Brand

.- HOMEWORK -. QCA Schemes of Work

ALL Subjects ALL Key Stages Section 1 is always Analyse

Objective to Explore ideas - record from first-hand observation - gather from a variety of sources [TV]

Watch a 10-second television advertisement. Prior to watching, make a table [photocopy, or print another copy from the CD]. Then complete your table. Adverts are fast and furious, you may need to watch the same one several times to catch all the scenes. If ever there is anything you like, or hate; then note it and use it, or evaluate the reasons why you wish to avoid that style. Know what is good and bad; and so develop your own style and tastes.

W id e

Mid

Close

Duration

Content Action - Music – Text - Commentary

Shot 1 Shot 2 Shot 3 Shot 4 Shot 5 Shot 6

Comment on the advertisements Pace Target Audience and

QCA Schemes of Work

"The Message"

ALL Subjects ALL Key Stages Section 4 is always Review

Objective a) Review to develop ideas - b) talk about what they might change in future work.

Group Activity. Compare results of advertisement and news styles

OUTCOME: Appreciation of how professionals structure digital video

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 5

Planning - Meeting QCA English Curriculum

English Writing Key Stage 2 Planning and Drafting. 2 b. draft - develop ideas from the plan into structured written text

Objective Planning is commonly found throughout the National Curriculum as a way of exploring and arranging ideas.

List and agree the individual roles of the team and set deadlines PROJECT MANAGEMENT. Discuss and agree roles Create ideas within a team

Director Actor Camera Sound Clapper Lights Script

PRODUCTION Schedule Set out a time scale for 1 storyboard. 2 location plans 3 script

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 6

Planning - Story board QCA Schemes of Work

Art & Design Key Stage 3 Unit 8B Animating Art Section 4 Exploring and developing ideas (4) storyboarding Objective Storyboarding is commonly found throughout the National Curriculum as a way of exploring and arranging ideas.

The Storyboard is to Digital Video what Planning is with the National Curriculum Project Title

page number 1 of

Make sketch of each scene

Write about each scene Scene Number 1 Scene Description Location: Actors: Lighting: Audio:

Scene Number 2 Scene Description Location Actors Lighting Audio

Scene Number 3 Scene Description Location Actors Lighting Audio

27min point +++++++++++++++++++ Scene Number 4 Scene Description Location Actors Lighting Audio

Write a short 3 line script. "Welcome to our explanation of our activity" etc Possible Script 3 secs of WIDE, 3 secs of MID and 3 secs of CLOSE

Welcome to our explanation of our activity [view of cricket field] This is Joe who will demonstrate how to hold a cricket bat Hold the handle so.. and align the "V"s between thumb and first finger

CAPTURE [for 10 seconds] from LENS direct to the Hard Disk Drive [Studio Mode] Have a subject in front of a Blue screen for overlaying the subject over a news image or video.

OUTCOME: Ability to plan a sequence of shots 31 min point +++++++++++++++++++

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 7

Preparation - Shooting Log - Timecode tapes QCA Schemes of Work Objective

ALL Subjects ALL Key Stages Section 5 Breath of study

to explore a range of starting points for practical work, covered by these terms commonly found throughout the National Curriculum AD-0016 - KJ.2 AD-0034 AD-0040 AD-0044 AD-0049 AD-0056 AD-0058 TSEV-0001 TSEV-0003 KSWO-0003

Photography/film/video Intention/purpose/roles/audience Symbols, codes & conventions - general Symbols, codes & conventions - practise Starting point: ideas / imagination Investigating tools and techniques Investigating materials methods and approaches Developing evaluation criteria Judging the value of information and ideas Identifying objectives

Prepare tapes for the shoot. # #

Create a timecode on every blank tape, BEFORE the shooting day Label and number every tape and every shot on that tape.

All new tapes are supplied without a timecode. A tape with many sections starting at zero will totally confuse a computer, and waste hours in post-production. Professionals prepare tapes with a timecode, this is some times called "Blacking-Out", "Blanking" or "Striping". To mark a timecode onto a new blank tape, put it in the camera and then Put the lens cap ON Connect a microphone that is switched OFF Select camera mode, and press RECORD The camera will then record "Black" silence overall the tape, whilst marking a continuous timecode throughout the tape. Rewind the tape and fix a label on the tape and mark it with a small "B" or some way that everyone knows that this tape has a timecode and is ready for use. The tape is now ready for the "Shoot" on another day. Always "Black" more tapes than are needed, just to cover any extra shots. Computers pre-tension tapes, and so cannot capture the first few seconds, so here is another rule. At the start of a shoot, always record a few seconds of clock or colour bars or clapperboard. One hour miniDV tapes are usually 62mins long. The first and last parts of the tape are the weakest, hence professionals usually start at least 30seconds from the beginning of the tape; and never record upto the very end. Create a Shooting Log Tape Number Location

Scene

Time

Start Timecode

End Timecode

Activity

1 take 1

36 min point +++++++++++++++++++ OUTCOME: Minimal problems in Post-production due to time coding marking and recording

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 8

EDIT DECISION LIST [EDL] QCA ICT Curriculum

ICT Key stage 3

3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose] 3 b) to use a range of ICT tools efficiently to draft, bring together and refine information and create good-quality presentations in a form that is sensitive to the needs of particular audiences and suits the information content 3 c) how to use ICT, to share and exchange information effectively

Objective Using ICT to organize - refine - develop - IMAGES - TEXT - SOUND TO MAKE A VIDEO.

Note the reasons why clips are arranged in a different sequence from the planned storyboard. Note why each clip was trimmed Note which clips needed volume adjustment and why Note which clips need adjustment filters [such as correction for brightness] Note why you choose a particular transition Note what music was added and why. [Please include silence in this section] Note who and why a voiceover was added Note duration type and style of titles, subtitles and credits used Tape Number

TRIMMING

Clip Number

In Point

Out Point

hrs:mins:sec:frame

hrs:mins:sec:frame

In Point

Out Point

hrs:mins:sec:frame

hrs:mins:sec:frame

Comment

Volume FILTERS Corrective Expressive

Transition Music

Voiceover

Title

Credits

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

page 9

SHOW-REEL EVALUATION QCA Schemes of Work

ALL Subjects ALL Key Stages Section 4 is always Review

Objective a) Review to develop ideas - b) talk about what they might change in future work.

Group Activity. Compare results of your own and others work.

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk

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