Digital Video Assessment And Activities

Entry Level

Age 6-8 to Adult

Teacher's Notes

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Teacher notes / explanation Lesson time 1~2 hours. For use Art, English, ICT or Media Studies Aim Explore basic video using the readymade clip, for example "Helicopter Ride Demonstration" This video clearly labels each editing action, such as Title.

Materials

Video - Storyboard - Glossary

Objectives Discuss what the video consists of ~ clips, title, transition and other effects. List out and define all the video terminology introduced in the clip. Encourage the students to create a storyboard from what they have seen, and so breakdown the video into its raw footage and the effects added by the editor. Discuss the steps in making video, shooting, editing, distribution and formats. Explore what the video could be used for, # an advertisement for a helicopter joy ride company # an instructional video on "How not to fly an helicopter" # a "Visit our island" advertisement Elicit criticism of the video in terms of suitability for each use the group found for the clip. Another possible group exercise, "Produce a script that may be added to the video as a voice-over." Discuss how camera shots/lighting contribute to pace and atmosphere of a video. Discuss how audio effects the audience.

Learning Outcomes 1] Ability to analyse video structure, content and purpose. 2] Appreciation of how purpose of use affects choice of effects and music 3] Students should be able to appreciate that a finished movie is created from raw video clips 4] Storyboards scripting and planing are introduced. 5] 10 basic video terms have been presented.

Adult students should record the skills accrued in this module. Items that could be recorded in a personal development log are; Uses of video. Analysis of video. Video as a communications medium. Interacting with an audience through the use of video. Video terminology, specifically Clips. Video-Audio-Stills are all classed as clips. Titles. Titles are at the beginning. Titles can be static, Roll or Scroll. Transitions. An effect applied between clips. A "straight-cut" is where there is no effect. Music. Viewing any clip with the sound turned off demonstrates the value of music. Distribution Formats. Film, Broadcasting, VHS tape, DVD, Internet and Mobile phones.

Key Skills

1.] Information technology 2.] Communications

Progression Candidates may use this module in their development of Art English ICT o Media Studies. Digital Video in Education Level - 1 - 3 follow on.

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

Level 1

Age 8-10 to Adult

Activities - Programme Plan

Aim

Create a Digital Video Advertisement

Preamble

This activity is based around 5 prepared video clips, a music track and a still image.

Plot

A helicopter joy ride company wishes to give a video advertisement to visiting cruise ships. Use the still image as a background for the title. Fade from the title into clip 1 the takeoff. End with the landing and a title of the helicopter company name. The company is leaving the rest of the production to you.

Objectives Activity Rote Plan 1. Watch the manufacturers Tutorial. 2. Connect and switch on a camera 3. Start the digital video software 4. Project settings -for a DV camera capture as Microsoft DV to make an AVI file. TV system needs to be PAL Frame rate must be 25 frames per second Frame size set to 720 x 576 [this not 4:3 aspect ratio, so de-select if selected] Audio wants to be PCM 48kHz 16 bit stereo Save Project 5. CAPTURE Watch part of Capture tutorial 6. Modern software and XP automatically recognises any camera. If not work through camera settings. Having seen how capture works, use the pre-loaded prepared clips. Save Project 7. Click on EDIT 8. Drag first clip from clip bin to the storyboard 9. The volume and other features of the clip can now be edited, if required. 10. Change to the colour clip bin -- Drag black onto the storyboard TO THE LEFT of first clip 11. Change to image clip bin -- Drag the title background still between black - first clip 12. Change back to video clip bin and drag all the numbered clips to the timeline. 13. Note Between every clip a transition may have appeared. Save Project 14. Click on EFFECTS 15. Briefly view the selection of transitions. 16. If transitions did not auto insert, then drag one of your choice onto the place holder between the clips. 17. Press play and view the transition. TIP: The Space bar on your keyboard usually acts as Play & Stop. Save Project 18. Click on TITLE, then click on Create Title. Text box appears in monitor 19. Type away. Font sizes 60-70 are good for main titles 20. With most software the title just needs dragging from the monitor to the timeline. If not check the manual. 21. The title should now be on its own timeline. Titles can be dragged to any location on the timeline. 22. The duration of the titles can usually be altered. Titles can Roll Vertically, or Scroll horizontally. Save Project 23. Click on AUDIO. Open the Audio clip bin and drag an audio file onto the audio timeline. 24. Most software packages have a facility to Record Voiceover Save Project 25. Click on CREATE VIDEO File. 26. At this level save the video as an MPEG-1 file 27. Double click on the video file, it may start automatically in Windows media player. ASSESSMENT 28. Complete your "video skills" log, and tick which skill you used many times on you own, or the other choices. Write down the meaning of any new words you have learnt. Write down what was good about your video, or other people's video. EVALUATION 29. Complete the evaluation sheet that covers this lesson, and comment on Do you think video material was suitable for your needs? Was the software too hard to use? Which controls were hard to understand? Did the storyboard help you make the video? Was there sufficient time to experiment?

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

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

Course

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

I can do this

at anytime Date

most times

sometimes

Example

Date

Date

Evidence

I watched the Tutorial. I have seen a camera used I have seen how capture works. EDITING What is a monitor used for? Where are the clips kept? What is the storyboard for? I can Drag and Drop clips a] from clip bin to the storyboard b] to other positions I can change the volume What other controls did you learn? How did you play each clip? EFFECTS What are transitions used for? How many transitions did you use? TITLE I can make a title I can change font size AUDIO I can position audio on the timeline I can record a voiceover I can adjust the volume CREATE VIDEO File I can save video as an MPEG-1 file PLAY VIDEO I can play videos My Notes:

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

Level 2

Age 11-13 to Adult

Activities - Programme Plan

Aim

Acquire and test more Digital Video Skills

Plot

The pupils are to create a plot that suits the available clips and images.

Objectives 1. Watch the manufacturers Tutorial on Filters and Overlay. 2. Start the digital video software 3. Project settings -Microsoft DV - AVI . PAL 25 fps 720 x 576 PCM 48kHz 16 bit stereo Save Project 4. Click on EDIT 5. Arrange the clips on the storyboard 6. View the raw footage and discuss the Lightness-Brightness-Contrast-Colour of each clip 7. Select a clip on the timeline and apply a correction filter. 8. Try the filter adjustments. 9. Select another clip and apply an effect filter. 10. Again try the adjustments, and play the clip to get a feel of what works well, and what is too much. Save Project 11. Click on EFFECTS 12. Apply transitions and see how they work with filters. Note, rendering times increase with each effect added. 13. If the software allows overlaying of another video or still image, then again experiment. Start a New Project Moving Images from Stills. 14. For this project import a selection of still images. 15. Drag and arrange the images on the storyboard. 16. Click on EFFECTS 17. Effects between still images can add motion. A common transition is call slide, and this slides one image out of view, whilst sliding the next one into view. 18. For subtle effects try long cross fades, note how the duration of the effects changes the pace of the show. 19. Another oft seen effect is to "pan across" a still, this is good for vistas, and intensifies the feeling of width. 20. "Zooming" stills can evoke feelings of size. Zoom in for the audience to feel larger than the image. 21. Low budget TV advertisements are regularly made from still images. 22. Note the computer software calculates every pixel of every fame in each effect. So expect large rendering times. The good side is the production time is short. Save Project 23. Click on AUDIO. Open the Audio clip bin and drag an audio file onto the audio timeline. 24. Most software packages have a facility to adjust the audio throughout a clip. This called "Rubber Banding" as the line in the audio track can be dragged up or down at any point. By clicking on the line, and dragging it up or down will control the volume at that point At every point where a change is made a node will appear. To remove a node try dragging it up out of the audio timeline, this should make it disappear. Save Project 25. Click on CREATE VIDEO File. 26. At this level save the video as an MPEG-1 file 27. Double clicking on the video file may run it automatically in Windows media player. Now critically appraise the work, paying particular attention to the effects. A good criticism is if some one feels that something is special, but no one notices the effects. Effects can be used to shock, which is fine, because you are using effects to play with the audiences' feelings. Subtle effects can generate feelings just as effectively. ASSESSMENT 28. Complete your "video skills" log, and tick which skill you used many times on you own, or the other choices. It is always worth recording effect settings that work well, and noting what effects produce which emotion. This applies to other people's videos, just as much as it does to your own. EVALUATION 29. Complete the evaluation sheet that covers this lesson and comment on.... Is the software becoming too basic for your use? Where the controls were fully explained? Was there sufficient time to experiment or too much? Has this lesson increased or decreased your desire create more Digital Video. Has this lesson prepared you sufficiently for you to create your own video from your own clips, If not, what is lacking, and what do you consider should have been included.

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

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

Course

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

at anytime Date

most time

sometimes

Example

Date

Date

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:

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

Level 3

Age 14-17 to Adult

Activities Programme Plan

Aim

Create a digital communication through planning and applying video skills

Plot

The pupils are to create a plot, shoot their own footage and complete the project to an agreed time scale.

Objectives 1. Discuss the project and decide on the roles and activities. 2. Produce all the pre-production documentation Story and script Storyboard Location plans [including costume/props shooting log and safety rules.] 3. Acquire camera skills, Steady shots [using a tripod] Framing shots Long Medium Master shots to capture the whole scene One camera - two conversationalists exercise. Zoom and pan between shots

Close

4. Advanced post-production techniques Transparency Key-Framing Motion graphics 3D graphics 5. ASSESSMENT Do you feel you can use digital video to communicate? Did your groups time-management work, if not why not? How comfortable are you behind and in front of the camera? How do you rate the pre-post or production roles as a possible career? 6. EVALUATION Complete the evaluation sheet that covers this lesson and comment on.... How did you find the balance of planning to activity, and was any of the planning unnecessary ? Were the camera and the exercises suitable to the needs of your group? Was enough time allocated to rehearsal and shooting? Is the software becoming too basic for your use? Where the controls were fully explained? Was there sufficient time or not enough time much to experiment? Has this lesson increased or decreased your desire create more Digital Video? What is lacking, and what do you consider should have been included?

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08

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

Course

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

I can do this

at anytime Date

most time

sometimes

Example

Date

Date

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:

Assessment Document© copyright of oxford digital video and produced by www.digitalvideoforteachers.co.uk 2005 -08