Digital Video Editing Skills For Ict

Digital Video Skills across the National Curriculum - an example Scheme of Work 70 Internationally agreed DV SKILLS

An edited extract from a text rich document on the QCA web site ------------------------------

MOVING IMAGE THEORY 1 Pixels 2 RGB 3 HSL 4 Frame Size 5 Frame Rate 6 Time hr:min:sec:frame 7 Interlacing 8 PAL TV system 9 Data Rates ..

PRODUCTION SKILLS 10 Analysis 11 Teamwork 12 Storyboarding 13 Shooting Plan/Log 14 Tripod use 15 Frame Wide Mid Close 16 Zoom Pan Tilt 17 Lighting 18 2-camera work 19 Continuity 21 Camera Transitions POST-PRODUCTION 22 Project Settings 23 Preferences 24 File Management

Basic Editing Skills 25 Capture–DV Camera 26. Capture–USB Video 27 Capture–Still Images 28 Importing Clips 29 Stop Motion 30 Marking IN & OUT 31 Storyboards 32 Drag - ASSEMBLE 33 Drag to Re-Arrange 34 Scrubbing 35 Timelines 36 Zoom Timeline 37 Trim – HOW to 38 Trim – WHY to 39 Cutting Split 40 Freeze Frame 42 Camera Transition 43 Overlapping Clips 44 Auto Ripple Edit 45 Video from Stills 46 Audio overlay 47 Audio Cross-fade 48 Mixing 49 CD stripping 50 Audio ‘rubber-band’ 51 Title Overlaying 52 Title the Sick Rose 53 Voiceover 54 Corrective Filters 55 Expressive Filters 56 Speed change 57 Speed Reverse 58 Creating AVI video 59 Record to Tape 60 CD MPEG-1 61 DVD MPEG-2 62 Chapter Points 63 Menus 64 First Play 65 Mobile Phone video ADVANCED EDITING SKILLS

66 Key-frames 67 Layers 68 Transparency 69 Motion 70 Chroma-keying

ICT Key stage 3 ------------------------------

Breadth of study 5. During the key stage, pupils should be taught the Knowledge, skills and understanding through: a)

and purposes [for example using EDITING software to MAKE A VIDEO]

b)

working with others to explore a variety of METHODS OF MAKING A VIDEO and ICT tools in a variety of contexts [For tape for DVD for Web for Mobile phones and Personal displays]

c)

designing A DIGITAL VIDEO PRESENTATION evaluating and suggesting improvements to existing systems [for example, producing a multimedia presentation for a science topic or FRENCH UNIT F KS2 Unit 7 Section 5 and SPANISH KS3 Unit 13 Section 7 BOTH OF WHICH ASK THE PUPILS TO MAKE A DIGITAL VIDEO]

The above is an opportunity to include Digital Video Skills across the National Curriculum by issuing a document as an adaptation of an ICT unit, similar to: qca-06-2721-taa-ad-sample.pdf - an adaptation from Unit 8B, ‘Animating art’ from the QCA key stage 3 scheme of work for art and design. Other units, like SPANISH KS3 Unit 13 Section 7, may then instruct pupils to use the Digital Video Skills across the National Curriculum example scheme of work TO MAKE A VIDEO. Contents. Column on the left = 70 internationally agreed Digital Video Skills a specification for DV in UK schools Activity 1 Editing Software Tour the components Activity 2 Capture Activity 3 a) Import - from computer hard drive or CD Activity 3 b) Import images & audio Activity 4 Assemble Edit Drag and Drop to Assemble Activity 5 a) Scrub [in monitor] Activity 5 b) Scrub Project/Timeline Activity 6 a) Basic Trimming Activity 6 b) Trimming [Methods common to all software] Activity 7 a) Split a clip Activity 7 b) Freeze Frame Activity 7 c) Insert Frame Activity 8 Corrective Filters Activity 9 Expressive Filters Activity 10 Discussion The use of expressive filters in Art and Drama Activity 11 a) Transitions - Apply software transitions Activity 11 b) Transitions - to make a transition clips must overlap Activity 11 c) Transitions - apply motion to still images - control pace Activity 12 Titles Activity 13 a) Audio - Adjust clip volume Activity 13 b) Audio - Mute a clip Activity 13 c) Audio - Fade in / out Activity 13 d) Audio - Additional Music/Voiceover track Activity 13 e) Audio - Cross Fade Activity 13 f) Audio - Mixing Activity 13 g) Audio - Narrating the Timeline Activity 14 Distribution - a) to Tape - b) to DVD - c) CD - d) Web and mobile phones e) VHS Activity 15 DVD Authoring Activity 16 Discussion a) Software suitability for schools b) What paperwork to submit with each video

For more on Moving Image Theory [Knowledge and Understanding] click below to download http://www.digitalvideoforteachers.co.uk/paper/MovingImageTheory1905415168.pdf For more on Camera Skills click below download http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoShootingTheory1905415176.pdf What to submit - Analysis - Plans - Logs - Edit Decision List - Self Assessment forms - Showreel Report http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoAssessment9781905415090.pdf

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

1

Activity 1 Editing software Tour the components. QCA Schemes of Work Objective:

Art and Design Key Stage 1 and 2 Unit 4a Viewpoint Section 4 Investigating and making To use photographic and/or film techniques to suit their intentions http://www.digitalvideoforteachers.co.uk/tutorials/05Editing/01interface.html

Collections / Clip-Bin For Clips Effects Transitions Titles

Storyboard Controls

Storyboard View

Timeline View

A CLIP-BIN called Collections for Resources A MONITOR with controls for clips, project and camera STORYBOARD or TIMELINE work area to assemble the movie. MOVIE TASKS is a step-by-step guide that can be changed into COLLECTIONS folders view.

OUTCOME: Ability to work with a digital video interface

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

2

Activity 2 Capture Control camera from computer National Curriculum ICT Key stage 1 [During key stage 1 pupils are to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work. They become familiar with hardware and software.] Knowledge, skills and understanding Finding things out Pupils should be taught how to: a) gather information from a variety of sources [for example, video cameras CD DVD and TV] b) enter/ capture and store information in a variety of forms [for example, storing videos, saving work] c) retrieve information that has been stored [for example, retrieve video from a video camera, loading saved work].

Capture from tape, and direct from camera to hard drive for stills, and video. Use DV-AVI to capture from a DV camera, if the final video is to be stored back onto tape, or burnt to DVD. If the video is for use on a CD, pick Video for local playback (1.5Mbps PAL) Use the controls to play through the tape and find the footage to be captured.

DV - AVI (PAL)

Then click on Start Capture. Click on Stop Capture after the required footage has been captured. Always capture a few seconds [3-5] before and after the exact footage. This will give you room for transitions. It is so easy to trim footage when it is in the computer, but very awkward to add even a few frames later in the editing process. Repeat the capture process as often as required. Captured clips are by default placed in My Documents in My Videos. Then the clips can be imported into the project, via the File menu, Import option. Note Projects are OPENED and SAVED, [Project files contain only Edit Decision Lists] Video Stills and Audio files are IMPORTED via the File menu, Import option.

OUTCOME: Ability to operate a camera from a computer, then store / retrieve files.

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

3

Activity 3 a) Import Video from the computers hard drive or a CD National Curriculum ICT Key stage 1 [During key stage 1 pupils are to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They become familiar with hardware and software.] Knowledge, skills and understanding Finding things out Pupils should be taught how to: a) gather information from a variety of sources [for example, CD] c) retrieve information that has been stored [for example, retrieve video from a hard drive and loading saved work].

One option is to import clips that are already on the hard disk drive. A further option is to "Import" video files stored on a CD-ROM. The procedure is the same, but having clips on a CD will save space on the hard disk drive. For the Helicopter Ride [Worked Example No 1] click on Import Navigate the CD to find the clips folder, with the Helicopter Clips. Movie Maker like other programs has a clip bin, which it calls "Collections".

It is easy to toggle between the Movie Tasks and Collections view.

Movie Maker creates a folder for each clip, and sometimes splits the clip into "Scenes", which can be annoying if they are not split at frames that you want. Dragging the folder onto the storyboard is permitted.

Activity 3 b) Import Pictures & Audio Importing images and audio files into the project is performed in a similar way. Clips will always be imported into the selected folder, so be sure to select Collections. For the Helicopter project navigate to the Helicopter folder. The still image of the helicopter and matching music track can be imported from the same location as the helicopter video files, and icons for them will appear in the Collection: Collections folder.

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

4

Activity 4 Basic Assemble Editing... National Curriculum ICT Key stage 3 Exchanging and sharing information 3 Pupils should be taught: a) how to interpret information and to reorganise and present it in a variety of forms that are fit for purpose [for example, make a video] b) to use DIGITAL VIDEO as an ICT tool 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

"Drag" the still image in the collections folder on to the first "Video Placeholder" of the Storyboard"

As a clip is dragged a translucent version itself surrounds the cursor. The cursor itself changes from an arrow to a 'no entry' circle with a diagonal line through it on areas where the dragged icon may not be dropped. There are only two locations that any clip can be dropped, one is in the monitor and the other is in the storyboard. For the first clip there is only one place on the storyboard that will accept it, and that is the very first placeholder on the left.

Drag all the clip/folders down onto the Storyboard. Drag clips to new locations, and back; just to prove how easy it is.

OUTCOME: Ability to Assemble Edit = the assembly and presentation of information

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

5

National Curriculum ICT Key stage 2 Knowledge, skills and understanding - Finding things out - 1 Pupils should be taught: b) how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it [for example, finding information from TV, creating a class video library, classifying by characteristics and purposes.]

Activity 5 a) Scrub a Clip in the Monitor Scrubbing is the process of moving through a clip, at any speed, fast or slow, by using the mouse to drag the playhead right or left.

Scrubbing is preparatory to selecting and part of testing process to see what will remain in the final presentation

SCRUBBING is a method editors use to check their choices and test changes. Scrubbing is a means of scrolling through the movie quickly and simply. It is possible to scrub through a single clip, or the whole project. To scrub through an individual clip, first select it in the collections/clip bin; it will then appear in the monitor. Now the clip can be played or scrubbed. To play, click on the play button. To scrub through quickly, or slowly, drag the play-head along the scrubbing bar.

Activity 5 b) Scrub the Project in the Timeline. To scrub through the whole project, click to select any clip on the storyboard or timeline, and again drag the play-head along the scrubbing bar. This time monitor scrubbing bar represents the whole project, for scrubbing to a 'rough' position. At all times the timecode is displayed under the monitor, and changes as the play-head drags along the scrubbing bar to give the editor an accurate measure of where that frame is in the timeline. Please note, the play-head will jump to your command. Just left click anywhere in the scrub bar and the play-head will respond. In a large project use this "jump" feature to get roughly where you wish to be, then use the frame forward or back buttons. Scrubbing is mainly used when working with the timeline

[Topic Video on CD]

OUTCOME: Ability to move quickly or slowly through a clip or a project An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

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Activity 6 a) Basic Trimming National Curriculum ICT Key stage 2 Knowledge, skills and understanding - Finding things out - 1 Pupils should be taught: b) how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it [for example, finding information from TV, creating a class video library, classifying by characteristics and purposes.]

Trim clips in the clip bin, in the monitor and on the time line. The third basic editing skill is TRIMMING, and again involves selecting and dragging. But this time, dragging the ends of a clip; and so change which frame will be the In or Out Frame. Trimming is a means of fine-tuning adjoining clips so that the edits are smooth and the story flows well. Choosing the IN and OUT frames is an editor's primary decision, and is how the editor matches clips together. Scrub through the start of the clip to a suitable frame and then, from the Clip drop down menu, Set the Start Trim point. Scrub through the end of the clip and Set End Trim Point. Clicking on Clear Trim Points resets the clip to its original length.

Set Start Trim Point

To trim a clip in Moviemaker, the timeline view must be active. View the monitor and scrub across the joint of two clips, to see if it bumps or blends. If the joint blends OK then move on to the test the next joint. If any joint is lumpy, then seek either side to see if other frames might work better. A handout of HOW and WHY to TRIM is on web [click the link to download the page] http://www.digitalvideoforteachers.co.uk/paper/TRIMMINGhowandwhy.pdf

OUTCOME: develop / refine their trimming and decision skills by selecting frames appropriate for their work An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

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Activity 6 b) Trimming method common to all software. National Curriculum ICT Key stage 2 Knowledge, skills and understanding - Finding things out - 1 Pupils should be taught: b) how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it [for example, finding information from TV, creating a class video library, classifying by characteristics and purposes.] Note this method of Trimming is common to all digital video editing software

The most intuitive way to Trim is to drag the ends of a clip, whilst watching the frames change in the monitor.

1

As a clip is selected a black border appears round it and the background becomes white. The black border has a little inward arrow at each side. When the mouse is over the clip, it changes into a red double headed horizontal arrow in a rectangle, which is solid on the clip side and dotted on the outside.

2

The selected clip turns blue as the mouse is dragged and the current frame is displayed on the monitor for a clear view of the trim as it happens.

1

2

3

3

Release the mouse button when the required frame appears in the monitor The trimmed clip will now be shorter and look shorter on the timeline. Note how all the other clips have moved left along the timeline, this is an automatic 'Ripple Delete'.

Check the trim by scrubbing through the project over the change. If it doesn't look right the out frame can be changed again, this time by dragging the clip outwards, rather than inwards. Note none of the 'Trimmed' frames are destroyed. To replace them, simply drag the clip edge outwards.

OUTCOME: Ability to TRIM [develop / refine] within any DV editing software.

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

8

Activity 7 Make a still from one frame of a video clip.

This is often performed in steps, Split, Freeze and Insert. National Curriculum ICT

Promoting key skills through ICT

ICT provides opportunities for pupils to develop the key skills of: communication, through selecting from a range of sources and refining texts in different styles and for different purposes,

7 a) Splitting Another editing technique is splitting. Splitting takes a clip and splits it into two parts so that they can be worked on separately. There are many reasons for splitting a clip. # To cut out a few bad frames. # To make a copy of a particular section # To savour a particular moment by slowing down a section, or 'Freezing' a frame; which will be covered shortly. The Clip Menu has a Split option, [Ctrl+L] and under the monitor is a split button. Select a clip from the storyboard and scrub to find the frame at which the clip is to be split. Click on the split button on the monitor control panel. There will now be two clips on the storyboard. Both clips will have a thumbnail of its first frame. There will be two corresponding clips in the timeline view.

Also any clip in the collections/clip bin can be selected and split in the same way, this time the two clips will appear in the Collections/clip bin. It is possible to split a clip as many times as required Split clips can be rejoined. All split parts must be next to each other, on the timeline in the correct order and selected. From the Clips drop down menu, select Combine. The original clip will now be in one whole.

The next clip manipulation is to freeze a frame.

OUTCOME: Ability to split a clip for a creative purpose An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

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Activity 7 b) Freeze Frame National Curriculum ICT

Promoting key skills through ICT

ICT provides opportunities for pupils to develop the key skills of: communication, through selecting from a range of sources and refining texts in different styles and for different purposes,

The ability to save any frame as a still image adds greatly to a project.

The usual reasons for grabbing a still image are # # # #

To use as a background for a title To use on the DVD/CD label or sleeve To use in a transition, when there aren’t enough frames in a clip. To savour the moment, by playing the same image for longer.

Any frame in the whole project may be turned into a still; it just needs to be the current frame in the monitor. Then either click on the Tools drop down menu and select 'Take Picture from Preview' or click on the camera button under the monitor. This opens a 'Save as' window. Name, and select the destination for the image. The new image also appears in the current collections/clip bin once it is saved. With the helicopter ride project select the last clip '05 Landing', scrub to the last frame and 'freeze' by creating a still image and save in the helicopter folder. Use a name like "Last Frame"

Activity 7 c) Insert Still of Frame The "Last Frame" image is now in the clip bin/collections-collection folder. So drag the "Last Frame" image down into the last place holder on the storyboard. The last frame has been 'Frozen' for as long as the editor requires, or in this particular case, until the credits have rolled up off the screen. Note: A selected still image on the timeline can be trimmed in or out just the same as video; or go the clip menu and alter the duration. Note: By convention a Title goes at the beginning and Credits go at the end

OUTCOME: Ability to turn any frame in a video clip into still, and so freeze time

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

10

Activity 8 Apply Corrective Filters brightness, contrast hue & saturation. National Curriculum Science Key stage 3 Light and sound 3. Pupils should be taught: the behaviour of light f) the effect of colour filters on white light and how coloured objects appear in white light and in other colours of light

Corrective Filters These filters are designed to correct problematic clips, for example, to make a dark clip brighter. So, what do we have to correct for and why? All cameras can suffer from the lack of white balance, or a rainy day. Brightness is the important correction after filming in British weather, but as the brightness is increased the picture becomes 'washed out' pale and indistinct; so to compensate: Contrast is usually increased, which tends to darken the darker areas. Everything is a compromise. Perfection is already lost if you have to perform any corrections. All you can do is to improve image quality slightly. Concentrate on improving the parts of the image that are most important to the story. If it is the eyes, then work on making these correct, at the expense of the unimportant features like hair. Colour Balance Say your camera doesn't have a white balance, like web cams, then you can correct as you record to the hard drive as the programs on Widows XP have an adjustment panel. Hue Let's say a white balance was done correctly whilst shooting by an outdoor swimming pool with blue sky and blue water, and all these shots are fine. The next recording session was inside a tropical greenhouse and the white balance is not redone. So at the post production stage the greenhouse shots are going to appear a bit on the bluish side. To correct this, the hue of the greenhouse shots may need pushing over from the blue to the green. Back to the theory: Red is both start [0%] and end [100%] of any scale, so to push from blue [which is always 66%] to green [which is always 33%] then the hue needs reducing by 33%. The best way is to reduce a short clip by 33% and preview the results, and then try values between 33% and zero, and then select what looks best on an external monitor.

Saturation If most shots are recorded in bright sunlight, and one or two shots under big black clouds, then the colours may be less bright. Increasing the colour saturation for these clips may help match the shots. It doesn't matter if it goes dark while you are shooting - that's Britain. If you have two shots that were recorded 10minutes apart, but in the story they are only 3 seconds apart, then for good continuity they need to be as bright and colourful as each other. Movie Maker only has one corrective filter 'Brightness', so try apply this to a dark clip.

OUTCOME: Ability to improve picture quality

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

11

Activity 9 Apply an Effect [Expressive] Filter Blur, Pixilate, Sepia. QCA Schemes of Work Objective:

Music Key Stage 3 Unit 13 music & media (2) Section 2 Music as an expressive filter

how music can convey different messages and emotions and specific intentions through a range of media.

Sadly ICT and Art & Design lack suitable Schemes of Work. However with a little imagination the 17 Music schemes of work can be easily be applied to the Art of Making a Video. Using filters for expression is the apex of postproduction. A filter is the region where truly Art, Language and video technologies merge. Probably the easiest expression to add is one of time gone by. Sepia combined with staccato movement [create a clip at 5 frames per second] = 1920s Fade out to white is a good one to use when trying to convey an oncoming faint or illness. Fade in from white can be used along with an actors 'point of view' shot to imply the actor is recovering, or coming round after a fall or other mishap. There are two Speed filters Slow Down, Half and Speed Up, Double There are many more ways to apply expression that are beyond this remit of communicating by creating a video presentation using ICT tools and skills.

It is as if the Art and Design syllabus was written in the 1880s, before the days of cinema or television. Art and Design needs to have a great deal of alteration to include modern digital moving art, but what is covered here is sufficient for use within ICT.

OUTCOME: Ability to use expression video filters for effect Activity 10 Discussion Apply expressive Effect Filters in Art and Design & Drama Adding expression [Module for Drama. See our "Digital Video for Directors"] Discuss which filters = which emotion.

OUTCOME: Ability to add expression into a video

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

12

Activity 11 Transitions [Straight Cuts unless the story needs to mark a change of place, time or circumstance. Activity 11 a) Applying a transition National Curriculum Art and Design Key stage 1, 2 & 3 5 Breadth of Study 5.c) using a range of materials and processes, including ICT Objective: Acquire knowledge and skill of applying Transitions to "Punctuate" a video story

Editors can insert a transition effect between clips. Normally use a straight cut, which means no transitions. However discrete transitions can be can be helpful to join two clips when a straight cut doesn't work. So rather than cover how to adjust transitions, we will cover how use them; as all that is involved is just 'Drag & Drop' into their placeholder between the clips. Select Transitions here

Just DRAG & DROP any Transition onto the small place holder between clips

Select Transitions Here

Just as video clips can be dragged from the clip bin, and dropped onto the storyboard, so can Transitions. Transitions have their own smaller placeholder between the large clip placeholders. The Transitions tool bar may be opened from the Tools drop down menu, the Collections windowpane, or the Movie Tasks list.

Select Transitions Here

If two clips have a lumpy joint, then the most commonly used transition is a crossfade, in Moviemaker 2 this is called Fade. Setting the Transition duration to 1 second should suffice for most cross fade [Fade] transitions.

There are more than enough transitions to choose from.

From the Tools drop down menu select Options. Transitions Duration setting is on the Advanced tab

OUTCOME: Ability to apply a transition effect in post-production An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

13

Activity 11 b) To make a transition the adjacent two clips must overlap. National Curriculum Art and Design Key stage 1, 2 & 3 5 Breadth of Study 5.c) using a range of materials and processes, including ICT Objective: Acquire knowledge and skill of how applying a transitions alters the duration of a video story

Look at this step by step. 1. Here are two clips.

4 seconds

5 seconds

The Title clip is 4 seconds and 00HeliStill is 5 seconds. Total as 'straight cuts' is 9 seconds.

2. Apply a two-second Transition. [Drag the 'Spin' onto the Transition timeline]

So the clips now overlap by two seconds. [For the duration of the transition] See how the new total duration is only 7 seconds. NOTE that MovieMaker OVERLAPS the clips automatically as part of the process of applying a transition

4 seconds

5 seconds

Note that all the following clips have moved left along the timeline as MovieMaker performed an automatic 'Ripple Edit' A consequence of clips overlapping during a transition is that this overlap has to be allowed for when recording the shot. It is advisable to record & capture a few extra seconds at each end of a clip. Even if frames were not shot or captured, Freezing a Frame can hold the moment. Well at least long enough to make the transition. So we see how Shooting and Editing are inextricably linked.

OUTCOME: Process knowledge and understanding of digital video transitions An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

14

Activity 11 c) To apply motion to Still images, and to control Pace. National Curriculum Art and Design Key stage 1, 2 & 3 5 Breadth of Study 5.c) using a range of materials and processes, including ICT Objective: Acquire the skill of controlling the PACE of a video story by altering transitions duration

Where computer generated transitions excel is in the making of a video from a collection of still images; when it is the transitions that add motion to an otherwise static display. With 60 transitions and a few suitable effects filters, Movie Maker is able to bring a collection of stills to life. The London Eye "Video from Stills" exercise is such a worked example, which also introduces PACE, and establishes a new basic rule that of One Two Three - Change Clip

6 sec

3 sec

6 sec

3 sec

6 sec

3 sec

6 sec

3 sec

Set Picture - Transition durations to 6 and 3 seconds. To make this Video from still images, Drag and Drop the images from the London Eye folder [on the CD] onto the storyboard, then have fun choosing the transitions and make the stills come alive. To add the most motion - Assemble with Push and Wipes transitions, and then, add music. On the CD there are two audio tracks in the Clips / LondonEye folder, one for each pace [standard and fast]. Remember that clips overlap to make a transition. So, check the video total duration as each transition is added.

[Tutorial video 'How to make London Eye' and the images are on the CD] On the CD and at the website are videos [we made earlier] that demonstrate how clip and transition duration affect PACE. http://www.digitalvideoforteachers.co.uk/workedExamples/LondonEyeSTANDARD.html http://www.digitalvideoforteachers.co.uk/workedExamples/LondonEyeFAST.html Please note: Every pixels, of every frame, for the duration of the transition, has to be calculated. This is called RENDERING, and it takes time.

OUTCOME: Ability to

a) convert Stills into Video and b) to control pace and rhythm of a video story

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

15

Activity 12 Titles National Curriculum on line English Key stage 3 En3 writing Writing: during key stage 3 Pupils develop confidence in writing for a range of purposes. They learn to write using different formats, layouts and ways of presenting their work.

Objective:

Acquire knowledge and skill of how applying a title to a video story

Type it. Put on timeline. Move it. Change it. Why can you see through it ? Hello to alpha channels. Choose where you would like the titles Titles come at the beginning of a movie. Credits are at the end. Subtitles are on the bottom of the screen and appear over the top of the video. To make a title at the beginning, click on that option and type into the boxes.

To put titles mid way through a clip, choose "Add title On the selected clip" which will overlay the title above the clip on a transparent layer. Movie Maker has an impressive array of pre-fixed titles, with plenty of controls. Titles intended for viewing on a television screen need to be large and plain, so that they can be clearly seen from across a room. Avoid small

'scripty' or fine text.

With computer screens, text can be from edge to edge, and it will be seen, but with a television the edges of the screen are 'cropped'. Movie Maker does not provide indication of television screen " safe area". Titles need to be stationary on the screen long enough to be read; which usually means they need to be still for 3 seconds. So allow for this with dynamic - Rolling - Scrolling animated titles.

Titling

History

5

3-4

unit 3 How hard was medieval life section 4 Black Death. This is perfect for our Sick Rose [Blake] titling project.

En

2 Wr

5

Handwriting and presentation 5) b use different forms for different purposes.

En

2 Wr

12

Breadth of study 12 Range should include narratives, poems

OUTCOME: Ability to combine text with moving images

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

16

Controls for titles are not always in view are not always in view. For those whose computer screens are set to 800x600, then scrolling is essential to find all the controls. Type in the required text, and then try changes of title animation and or fonts and colour. The range of fonts, colours, animations and backgrounds are very professional. The title updates and runs again with each change / edit. Click on 'Done, add title to movie'. To add a title before or after a clip, first select the clip. To add a title on to a clip, then Movie Maker has to be in timeline mode, and the play-head located where the title is to start. Upon completion the title is added to the title track, and then may be dragged left or right to any position on the track. Title duration can be altered by 'Dragging' the edges. Also, the title may be dragged left or right along the timeline to synchronise with the action. Please note: Effects may also be applied to titles. The Hue effect applied to the London Eye title cycles through blue green and red, and adds to the quality of the title. Both our CD and website http://www.digitalvideoforteachers.co.uk/paper/ProjectNotesSickRose.pdf have project notes on how to make the video using the clips on the CD or download 'sickRoseNoTitle352x288.avi' [without titles or voice-over] from the web site. This video is ready for individuals to add the titles, and then record a voice-over.

To see a finished version of the Sick Rose video please visit http://www.digitalvideoforteachers.co.uk/workedExamples/SickRose.html

OUTCOME: Ability to combine text with moving images

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

17

Activity 13 Audio Adjust volume - Fade in/out mute - Add music - Cross fade - Mixing - Add voiceover National Curriculum ICT Key stage 3 3.0 Exchanging and sharing information 3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose [video] 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

Objective:

Acquire knowledge and skill of how to manipulate audio within a digital video editing environment

Movie Maker has reasonably powerful audio features, but they are hidden away. To view the controls it is necessary to, a] be in timeline view and b] with the Video track 'Expanded'. To expand the video track left click on the plus sign by the video track, to reveal both the Transition track and the video clip Audio Track. 13 a) Adjust the volume of audio clips. Right click on any audio clip to open the context menu and select Volume.

Drag the volume control to adjust the audio level for the whole clip. If the audio levels vary by a great amount, in differing parts of the clip, then the clip may be split, just the same as a video clip. Any changes that don't work well can be 'Reset'. 13 b) any clip can also be 'Muted'.

13 c) The audio fades are approximately 60 hundredths of a second, and may found by right clicking on any audio clip. http://www.digitalvideoforteachers.co.uk/paper/ProjectNotesSickRose.pdf

This Audio section applies to Music - equally as well National Curriculum Music Key stage 3 Breadth of study 5 During the key stage, pupils should be taught the Knowledge, skills and understanding through: 5 d using ICT to create, manipulate and refine sounds Objective: Acquire knowledge and skill of how to manipulate audio with digital video editing software.

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

18

13 d) Movie Maker has an additional Audio/Music track. This second track may be used for narration or any music on the computer. With the Helicopter Ride project there is a ready made audio file that may be dragged onto the timeline. Import the audio file from the CD into the collections/clip-bin, and then drag and drop onto the Audio/Music timeline.

13 e) Cross Fade Audio clips on the Audio/Music track can be overlapped to form what are called cross fades. Audio cross-fades reduce the level of the out-going clip, whilst increasing the level of the incoming clip. To perform a cross-fade drag a second audio clip on to the Audio/Music track. Locate it next to an existing clip, and then release the mouse.

Now click and drag left in one movement, and the clip will turn from white to blue, and the cursor will change from an open hand cursor into a file dragging cursor. As the two audio clips are overlapped, the left edge of the clip being dragged, changes to form a taper. The slope of the taper indicating how the volume is changing throughout the cross-fade. When the left mouse switch is released, the cursor turns back into a hand, indicating the clip it is above may be moved, whilst the clip itself turns grey in the overlapping region, indicating the duration of the crossfade. Again, having the waveform displayed helps with the aligning of the two audio clips. 13 f) Mixing To open the small mixing window click on the Set Audio Levels button. To get more than one Audio/Music file onto the Audio/Music track, the whole movie needs to be saved, and then start a new project. Import the completed video onto the timeline track. Then a narration or extra music can be added over the top, and the levels mixed using the mixer controls. Warning The audio levels apply to the whole movie. Whilst the audio levels can be altered clip by clip, the mix control affects the whole of both audio tracks.

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

19

Activity 13 g) Narrating the timeline Narration is only possible in an empty part of the Audio/Music track, and in timeline mode. Any narration is saved as a Windows Media Audio file [wma] [by default], in a Narration folder in My Videos in My Documents. Clicking on Show more options expands the narration area to the window shown here. Ticking the 'Mute speakers' option will keep the narration clean and free of sound from the video. De-select after narrating. Narration can add considerably to a video, and all beginner programs support direct voice recording. Connecting a separate microphone is prefferable to speaking into webcam or a DV camera. Once recorded the audio clip may be dragged to align with the video. To slow down audio pace, cut and increase silence. To speed up the pace, cut and severly shorten silent periods.

Matching the tempo of speech and video takes practise, but by recording just a few lines, no more than 10 -12 seconds at a time, then the narration can be built on the timeline. When recording between other audio clips the 'Time available' will count down as the narration is recorded. Ticking the 'Mute speakers' option will keep the narration clean and free of sound from the video. Remember to de-select this 'mute' option, before leaving the Narration control panel. On the CD is a 'Sick Rose' video with titles, ready for anyone to record a voice-over. Reading the titles as they appear makes for an easy narration exercise. [Almost like 'Karaoke'.]

On the CD/web is ‘one we made earlier’ for you to compare. Try the link below. http://www.digitalvideoforteachers.co.uk/workedExamples/SickRose.html

OUTCOME: Ability to create and manipulate audio clips within digital video software

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

20

Activity 14 Distribution National Curriculum ICT Key stage 3 3.0 Exchanging and sharing information 3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose [video] 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

Objective:

Acquire knowledge and skill of how to create videos suitable for audiences on a variety of media

Now the project is complete it is time to create the final video. VHS tape is no longer the only option., there are a great range of distribution mediums, each with their own format. It is possible to create the highest quality digital video file type - that of DV-AVI for recording back to DV cameras. If the video was captured and edited as a DV-AVI project, then this is the highest quality available for digital video, and an excellent way to archive digital video. Clicking on the File Menu and selecting the Save Movie file opens the 'Save Movie Wizard'.

This is when all your knowledge of 'Moving Image Theory' is really tested.

OUTCOME: Ability to create the highest quality video

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

21

DV1 hour of tape stores 14GB

14 a) Mini

Tape is the medium for storing video at the highest quality. Data is stored on the tape in DV format, were each frame is recorded as an image, 720 pixels wide by 576 pixels high, at 25 frames per second and each image has interlaced half frames. Fast 7200 rpm IDE Hard Disc Drives are needed to capture at 3.6 MB/s from tape or camera. Ensure HDD are DMA enabled. Audio is PCM recorded at a sample rate of 48 kHz - 16 bit stereo.

MiniDV tape for PAL TV Video 720x576 pixels 25 fps Lower Field First Audio 48 kHz 16bit stereo

14 b) DVD stores 4.7GB. Uses Full Frame 720x576 At the highest quality setting [8MB/s] a DVD will play 1 hour of video. MPEG-2 [Motion Picture Expert Group] format is used on DVDs. For areas of the world that use the PAL television system, digital images are again 720 pixels wide and 576 pixels high, lower field first at 25 frames per second. As DVDs play to televisions, it needs to be interlaced. [6MB/s is best for fixed data rate options]

14 c) CD stores 650-800MB. Use Half Frame MPEG-1 For smooth playback a CD is read at a fixed data rate of 1150 KB/s MPEG-1 video are usually created with 'half frame' 352 pixels wide by 288 pixels high at 25 frames per second. As video on CD will only play on computers, and computers displays images progressively [from top to bottom - not interlaced] then video for CD can have the 'No Field' setting. CD Audio quality uses a sample rate of 44.1 kHz in 16-bit stereo. MPEG-1 [unlike MPEG-2] will play in PowerPoint.

14 d) Web-Casting 30-60KB/s = Quarter Frame For wide web viewing capabilities stay with 3GP frame-size [quarter frame 176x144] and data rates 30-60KB/s. Audio quality is more important than video, so use stereo. The link below runs a quarter frame video. http://www.digitalvideoforteachers.co.uk/index.html Windows Media Encoder and streaming is just beyond the scope of this publication.

14 e) VHS If a particular examination board will only accept VHS, then our advice is to Capture from a DV camera, edit at DV quality and then record DV back to the camera. Finally, connect the DV camera to a VHS machine. The resultant video will be the best possible quality.

OUTCOME: Ability to create a communication suitable for different audiences

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

22

Activity 15 DVD Authoring

Start Ulead Video Studio. £25 [education price]; which includes some advanced features, such as: Key-frames Layers, Transparency and Motion Ulead Video Studio has an integrated DVD Authoring package. Load [same as import] the video onto the storyboard. Go to the Share stage and select Create Disc Select the School intro as "First Play". Select chapter points. Work with menus. Test before burning. Work through the burning window then click on Burn.

Activity 16 Analysis Session [Support - Progression] 16 a) Digital Video Skills. What should be taught in the UK and Software Suitable for ALL students & ALL teachers/tutors Discuss. Learning curves for iMovie, MovieMaker, Ulead is 1 hour vs 16 hours for Premiere and Final Cut.

http://www.digitalvideoforteachers.co.uk/DVsoftwareSuitableForSchools.html For more on Moving Image Theory [Knowledge and Understanding] click below to download http://www.digitalvideoforteachers.co.uk/paper/MovingImageTheory1905415168.pdf For more on Camera Skills click below to download http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoShootingTheory1905415176.pdf

16 b) How should examiners assess video? What to submit - Analysis - Plans - Logs - Edit Decision List - Self Assessment forms - Showreel Report

http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoAssessment9781905415090.pdf There are more free lesson plans at http://www.digitalvideoforteachers.co.uk/freeTextIndex.html Need to map a Digital Video Skill to a QCA Scheme of Work? http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoSkillsvsMAPofNCschemesofWork.pdf

OUTCOME: Ability to process text audio and images to make a video

An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills

ISBN 978-1-905415-18-2 © www.oxdv.co.uk

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