Video 1b Full Curriculum

 

 

Unit 1: Video Technology

 

• U1a: Identify essential components of computer hardware as they relate to video production
  • U1a1: Identify essential computer hardware for video post-production
  • U1a2: Identify appropriate permanent memory storage options for computer hardware as it applies to video post-production
  • U1a3: Identify appropriate temporary memory storage options for computer hardware as it applies to video post-production
  • U1a4: Identify appropriate computer monitor options as they apply to video post-production
  • U1a5: Identify appropriate RGB, NTSC or PAL video monitor options as they apply to video post-production
  • U1a6: Identify appropriate DVD burner options as they apply to video post-production
  • U1a7: Identify special challenges of media storage for video production
• U1b: Identify Internet technologies for video production
  • U1b1: Identify different types of network connections that are important to video production
  • U1b2: Identify the difference between uploading and downloading
  • U1b3: Identify computer technologies for streaming live video to the Internet
  • U1b4: Identify technologies for live transmission of video from the field to a studio
• U1c: Identify digital video technologies and standards
  • U1c1: Identify key terms relating to video data transmission and perform basic calculations of video bit rates
  • U1c2: Identify key properties of digital video recording formats
  • U1c3: Identify lossy versus lossless video compression and strategies to avoid losing video quality
  • U1c4: Identify key reasons video editors use video log sheets AKA edit decision lists
  • U1c5: Calculate basic math as it applies to video timecode, frame rate, edit decision lists, and on-screen timing
  • U1c6: Demonstrate the ability to edit a news script to compress runtime without altering the story
  • U1c7: Identify video recording principles, especially the idea of individual tracks of video
  • U1c8: Identify audio recording principles as they apply to video production, including the relationship between microphones, tracks, and channels
  • U1c9: Identify strategies for getting a stereo recording using one microphone and one video camera
• U1d: Demonstrate understanding of the basic functions of a DSLR camera by using a camera simulator
  • U1d1: State attributes of DSLR cameras and identify reasons that video professionals might want to use them
  • U1d2: Execute the basic functions of the free version of CameraSim
  • U1d3: Identify aperture as affecting how much of your photo will be in focus
  • U1d4: Identify shutter speed as measuring how long the shutter is open, and state ways to control blur
  • U1d5: Identify ISO as a measurement of how sensitive the sensor is to light and state ways to affect lightness or darkness of a photo
• U1e: Demonstrate the ability to choose the right digital video cable for a given production challenge
  • U1e1: Identify qualities of HDMI cables and state how they can be applied to video production scenarios
  • U1e2: Identify qualities of SDI cables and state how they can be applied to video production scenarios
  • U1e3: Identify qualities of optical fiber cables and state how they can be applied to video production scenarios
• U1f: Demonstrate the ability to choose the right audio cable for a given production challenge
  • U1f1: Identify qualities of XLR cables and best practices for working with XLR cables
  • U1f2: Identify qualities of various analog audio cables as they are used in video production
  • U1f3: Identify qualities of various digital audio cables as they are used in video production

 

 

Unit 2: Broadcast Journalism

 

• U2a: Demonstrate understanding of video journalism, including current issues, trends, technologies, and formats
  • U2a1: Identify formats and styles of professional video news
  • U2a2: Identify the existence of a 24 hour news cycle and the demand for constant coverage of live events
  • U2a3: Define objectivity versus subjectivity in news coverage and identify examples of objective and subjective journalism
  • U2a4: define bias in news coverage and identify examples of biased journalism
  • U2a5: state definition of satire and determine if a given piece of journalism is satirical
  • U2a6: Identify ways that digital media production has impacted journalists and state media production skills that modern journalists might need
  • U2a7: Identify ethical challenges and obligations for professional journalists
  • U2a8: Identify responsibilities of video journalists in the modern world
  • U2a9: Identify responsibilities of media consumers in the modern world
  • U2a10: State that journalism is always changing, and that traditional news delivery is subject to more and more of a profit motive
• U2b: Demonstrate understanding of the skills and abilities required for video journalism production
  • U2b1: State the skills and abilities that news anchors must demonstrate
  • U2b2: Identify special features of live video journalism
  • U2b3: Identify interviewing skills that a video journalist might need
  • U2b4: Identify composition techniques that a camera operator must know for news production
  • U2b5: State qualities of A roll footage and identify examples of A roll footage
  • U2b6: State qualities of B roll footage and identify examples of B roll footage
  • U2b7: Identify kinds of graphics that are used in live news production
  • U2b8: Identify special concerns relating to recording good audio for video journalism production
  • U2b9: Summarize the kinds of decisions that a student interviewer might make in a real world news gathering scenario

 

 

Unit 3: The Age of Multimedia Communication

 

• U3a: Identify major milestones in the history of communication technology
  • U3a1: Identify primary impacts of the spoken word, writing, and mechanized printing on the history of communication
  • U3a2: Identify electricity as the energy source for and unifying element of all modern communication technologies
  • U3a3: Identify milestones in the history of movies
  • U3a4: Identify innovative techniques from "Birth of a Nation" that are still relevant today
  • U3a5: Identify milestones in the history of radio
  • U3a6: Identify milestones in the history of television
  • U3a7: Identify factors in the continuing development of platform and mobile video games
  • U3a8: Identify key qualities of the Internet as a tool for electronic communication
  • U3a9: Identify key communication technologies and how each has affected the nature of human communication
  • U3a10: State that students should ask their teacher whether subunits 3b though 3g are optional in their class, and that theU3 test only coversU3a
• u3b: benefits of the information age (under construction and not included in tests)
• u3c: downsides of the information age (under construction and not included in tests)
• u3d: social impact of the information age (under construction and not included in tests)
• u3e: political impact of the information age (under construction and not included in tests)
• u3f: personal impact of the information age (under construction and not included in tests)
• u3g: the future of communication (under construction and not included in tests)
• u3h: benefits of the information age (under construction and not included in tests)
• u3i: benefits of the information age (under construction and not included in tests)

 

 

Unit 4: Research in Multimedia Communication

 

• U4a: Demonstrate research skills by picking a topic, finding a scholarly article on that topic, and choosing important details from that article
  • U4a1: Choose a multimedia communication research topic to research
  • U4a2: Demonstrate research skills by finding a scholarly article on your topic (or another topic if your research takes you in a new direction)
  • U4a3: Choose to read the article, looking for details and facts that support it's main idea
  • U4a4: Generate notes or highlights that capture the main ideas of your article
• U4b: Demonstrate evaluation and communication skills by creating a brief summary of your scholarly article
  • U4b1: Choose to ask your teacher for a page in the class wiki
  • U4b2: Demonstrate evaluation skills by summarizing the article in your own words on the wiki page
  • U4b3: Choose to include an appropriate citation on your wiki page
• U4c: Demonstrate presentation skills by presenting your research findings to the class
  • U4c1: State to your teacher that you are finished with the research project and are ready to present it
  • U4c2: Choose to get peer and teacher feedback on your presentation and then improve your presentation based on that feedback
  • U4c3 (Optional): Choose to rehearse your presentation to improve it
  • U4c4: Demonstrate public speaking skills by presenting your findings to the class clearly, logically, and with good presence

 

 

Unit 5: Multimedia Communication Roundtable

 

• U5a: Identify group discussion skills
  • U5a1: Identify group discussion skills
  • U5a2: Choose to participate in a whole class discussion based on the student presentations
• U5b: Demonstrate group discussion skills by participating positively in a whole class discussion about multimedia communication
  • U5b1: State your favorite movie for the class
  • U5b2: Choose to listen while your teacher describes the power of motion pictures
  • U5b3: Identify movies, shows, or commercials that have moved or inspired you for the class
  • U5b4: Identify shots as the building blocks of powerful motion pictures
• U5c: Identify student made video as entertaining, inspirational, informative, and motivational
  • U5c1: Identify student videos as entertaining, inspirational, informative, and motivational
  • U5c2: Identify possibilities for students as meaning makers

 

Unit 6: VID1b Shooting Rules

 

• U6a: identify examples of and typical uses of the 8 basic shots: WS, MS, MCU, CU, XCU, two-shot, OTS, and POV
  • U6a1: identify examples of and typical uses of a wide shot (WS, LS)
  • U6a2: identify examples of and typical uses of a mid shot (MS)
  • U6a3: identify examples of and typical uses of a medium close-up (MCU)
  • U6a4: identify examples of and typical uses of a close-up shot (CU)
  • U6a5: identify examples of and typical uses of an extreme close-up shot (ECU, XCU)
  • U6a6: identify examples of and typical uses of a two-shot (2S, 2-S)
  • U6a7: identify examples of and typical uses of an over-the-shoulder shot (OTS, OSS)
  • U6a8: identify examples of and typical uses of a point-of-view shot (POV)
• U6b: identify examples of and typical uses of the 3 basic shooting rules: thirds, leading looks, and height balancing
  • U6b1: identify examples of and typical purposes for shots that follow the rule of thirds
  • U6b2: identify examples of and typical purposes for shots that follow the rule of leading looks (AKA lead room, nose room)
  • U6b3: identify examples of and typical purposes for shots that follow the rule of height balancing
• U6c: identify examples of and typical uses of the 6 basic camera moves: panning, tilting, trucking, zooming, dollying, and pedastaling
  • U6c1: identify visual differences between dolly shots and zoom shots, including spatial relationships and dynamics of objects in the frame
  • U6c2: identify visual differences between pan shots and truck shots, including spatial relationships and dynamics of objects in the frame
  • U6c3: identify a dolly shot
  • U6c4: identify a zoom shot
  • U6c5: identify a pan shot
  • U6c6: identify a truck shot
  • U6c7: identify a pedastal shot
  • U6c8: identify a tilt shot
• U6d: identify examples of and typical ways of establishing shot subjects, including controlling objects in the shot and focal shifting
  • U6d1: identify techniques for making the subject of a shot clear, including having a single center of interest, controlling focus, and avoiding distracting backgrounds
  • U6d2: classify shots with an odd number of prime objects as having increased visual interest
  • U6d3: identify a focal shift technique for shifting the center of interest during a shot
• U6e: identify examples of and typicalUses of shot balance rules, including the art of composition, balancing mass, and balancing tone
  • U6e1: identify foreground and background as they apply to balancing video shots
  • U6e2: identify techniques for balancing positive and negative space within a video composition
  • U6e3: identify techniques for creating contrast, including light versus dark, texture, and shape
  • U6e4: identify techniques for creating repetition, including repeating lines, shapes, colors, textures, and objects
  • U6e5: identify techniques for balancing mass, including weight, symmetrical balance, asymmetrical balance, radial balance, and camera motion
  • U6e6: identify definition of tonal balance and visual strategies of tonally balancing images including contrasting light with dark,Using low contrast, and contrasting colors
  • U6e7: identify tonal balance achieved by a silhouette effect
  • U6e8: identify tonal balance achieved by using a warm color palette
  • U6e9: identify tonal balance achieved by using a cool color palette
• U6f: identify examples of and uses for line as a compositional element, including for framing and creating depth
  • U6f1: identify line as an element of composition, including leading lines and lines as borders
  • U6f2: identify compositions that use line to define the rule of thirds
  • U6f3: identify uses of straight lines, including vertical lines that draw the eye up and horizontal lines that give stability to an image
  • U6f4: identify uses of diagonal lines, including the addition of instability or energy to a composition
  • U6f5: identify uses of curved lines, including drawing the viewer's eye deeper into a composition and giving an organic look
  • U6f6: identify compositional techniques for framing, including framing the subject and creating depth
  • U6f7: identify compositional techniques for creating depth, including receding lines,Using blur, revealing, mirrors, and following
• U6g: identify examples of and typical uses of shot composition rules, including static composition, dynamic composition, and set preparation
  • U6g1: identify qualities of static compositions, including horizontal lines, vertical lines, and a sense of calm security
  • u6g2: identify qualities of dynamic compositions, including diagonal lines, sense of motion, a feeling of energy, and a disquieting mood
  • u6g3: identify qualities of set preparation, including choosing the background, arranging light sources, choosing props, decluttering, and balancing spaces
• u6h: identify examples of and typical uses of shot POV rules, including straight angles, low angles, and high angles
  • u6h1: identify qualities of straight angle shots, including being at the eye level of your subject, and maintaining a direct relationship between your subject and your audience
  • U6h2: identify qualities of high angle shots, including making subject look weak, sweeping through a space, and adding drama to a shot
  • U6h3: identify qualities of low angle shots, including making subject look weak, sweeping through a space, and adding drama to a shot
• U6i: identify examples of and typical uses of the following shot tracking rules: over-the-shoulder, follow, tracking follow, tracking backward, tracking POV, tracking pan, and tracking trucking
  • U6i1: summarize technique for shooting a tracking shot
  • U6i2: summarize categories of tracking shots
  • U6i3: identify uses for tracking shots
  • U6i4: identify uses of tracking shots to aid in editing a video sequence
  • U6i5: choose to incorporate effective tracking shots into your video projects
• U6j: identify examples of and typical uses of the crossing the line (or 180 degree) rule in video production
  • U6j1: identify the 180 degree rule as not crossing the line of action
  • U6j2: identify how the 180 degree rule applies in a given video scenario

 

 

Unit 7: Photography for Video Production

 

• U7a: Identify basics of photography for video production
  • U7a1: Identify stock photography as a video production tool
  • U7a2: Identify a tripod as essential for video, but only necessary in photography in poor light
  • U7a3: Identify categories of photo cameras used by video professionals, including phones, consumer, prosumer, and DSLR cameras
  • U7a4: Identify high contrast and fast moving subjects as photography subjects to avoid without specialized equipment
  • U7a5: Identify shooting rules that photography and video production have in common
• U7b: Demonstrate understanding of the 26 new shooting rules by creating a series of photos and videos that demonstrate those rules
  • U7b1: Choose to obtain the "Best Shot Shooting Guide," get a camera, and ask for permission to go outside of class and shoot
  • U7b2: Choose to follow the shooting guide while creating photos and videos that demonstrate each of the 26 new shots and rules
• U7c: Generate a folder containing all of your new shots by using Adobe Bridge to import, organize, duplicate / delete as necessary, and rename your photos and videos
  • U7c1: Choose to return the camera to your teacher after removing the memory card (if necessary)
  • U7c2: Choose to create a project folder containing three working folders (JPEG originals, PSD masters, and JPEGs for sharing)
  • U7c3: Choose to import all of your photos and videos to the JPEG originals folder
  • U7c4: Choose to set up Adobe Bridge and learn it's interface
  • U7c5: Generate a single folder containing all of your shots, all correctly named, with the poor quality ones removed
  • U7c6: Choose to get peer and teacher feedback on your image collection
  • U7c7: Identify how the next section of tutorials will walk you through the process of editing your images in Photoshop
  • U7c8: State that double clicking a thumbnail in Bridge sends the image over to Adobe Photoshop
  • U7c9: Identify the grading criteria for this project by previewing the rubric, with the understanding that the images will be edited first in Photoshop
• U7d: Generate 26 edited shots that show a basic understanding of using Adobe Photoshop for cropping, levels, smart filters, layers and the Adobe Camera Raw filter
  • U7d1: choose to prepare for editing by checking final steps
  • U7d2: Demonstrate cropping techniques in Photoshop by generating crops for all images that include the following techniques: cropping to a set aspect ratio, cropping to improve composition, cropping to improve leading looks, and cropping to adjust rotation
  • U7d3: Demonstrate understanding of rules pertaining to the levels adjustment in Photoshop, including adjustment layers, adjusting the levels histogram, and saving in the .psd format to preserve layers
  • U7d4: Generate quality levels adjustments on at least five images
  • U7d5: Identify "Convert for Smart Filters" as a way to protect a Photoshop image so that filters can be applied nondestructively
  • U7d6: Demonstrate use of the Adobe "Camera Raw Filter" to quickly adjust temperature, tint, exposure, contrast, highlights, shadows, whites, blacks, clarity, vibrance, and saturation
  • U7d7: Choose to learn about additional adjustment options
  • U7d8: Choose to ask a peer and your teacher for feedback on your finished images
  • U7d9: Choose whether or not to learn additional photo editing skills inU7e before grading yourself on this project
  • U7d10: Choose to grade yourself on five edited photos using the photo shoot rubric

 

 

Unit 8: About Live Television Production

 

• U8a: identify basic roles and responsibilities of typical live television professionals
  • U8a1: identify typical roles of the producer in television and movie production
  • U8a2: identify typical roles of the director in television and movie production
  • U8a3: identify typical roles of the floor director in television and movie production
  • U8a4: identify typical roles of the camera operator in television and movie production
  • U8a5: identify typical roles of the talent in television and movie production
  • U8a6: identify typical roles of the teleprompter operator in television and movie production
  • U8a7: identify typical roles of the audio engineer in television and movie production
  • U8a8: identify typical roles of the technical director in television and movie production
  • U8a9: Identify typical scenarios that might come up during live student broadcasts, and choose appropriate reactions to those potential scenarios
• U8b: identify basic hand gestures used in live multicamera production
  • U8b1: state that these are just the basic hand gestures, and more will be taught in later video production classes
  • U8b2: state that the live television rubric is available showing how students will be assessed for this knowledge
  • U8b3: identify a palm facing out as the hand gesture for "stand by"
  • U8b4: identify fingers counting down as the hand gesture for a countdown
  • U8b5: identify a a finger pointing as the hand gesture for "you're on"
  • U8b6: identify a finger pointing to a camera as the hand gesture for "talk to this camera"
  • U8b7: identify fingers rolling around each other as the hand gesture for "speed up"
  • U8b8: identify fingers pantomiming stretching out as the hand gesture for "slow down"
  • U8b9: identify a cupping the ear as the hand gesture for "speak up"
  • U8b10: identify a hand across the neck as the hand gesture for "cut"

 

 

Unit 9: Best Shot Pre-production

 

• U9a: summarize the "give us your best shot" project and how it will be graded
  • U9a1: Summarize the "give us your best shot" project
  • U9a2: State that the rubric is available and that certain shots are eligible for bonus points
• U9b: Demonstrate storyboarding skills by creating all necessary storyboards for the "give us your best shot" project
  • U9b1: identify characteristics of live, multicamera production, including role for each camera, PIP, and live keying
  • U9b2: Identify roles of various people in live, multicamera production
  • U9b3: Generate storyboard of the first (intro) shot
  • U9b4: Choose to share the storyboard with your teacher for feedback
  • U9b5: Generate remaining storyboards that show awareness of negative space, body language, shot types, dialogue, shot action, and shot purpose
  • U9b6: Generate a written script in a word processor for the teleprompter
  • U9b7: Share the draft script with your teacher for feedback, and choose to re-write script as necessary based on that feedback
• U9c: Demonstrate ability to create a light plot for the "give us your best shot" project
  • U9c1: Identify components of a basic light plot for video production, including it's top-down view and use of icons to represent objects
  • U9c2: Identify the particular requirements of lighting a green screen, including the use of additional back lights beyond a traditional 3 point light setup
  • U9c3: Calculate necessary mathematics and identify the correct notation to place lights on a light plot diagram
  • U9c4: Identify basic symbols to use on a light plot
  • U9c5: Identify basic light plot symbols for lights
  • U9c6: Identify falloff as the amount a light source fades over distance, and learn to draw light cone
  • U9c7: Identify the inverse square formula as the way to calculate light falloff
  • U9c8: Demonstrate knowledge by drawing a light plot for your "give us your best shot" project
  • U9c9: Choose to ask your teacher for feedback on your light plot
  • U9c10: Choose to schedule your studio time with your teacher
• U9d: Demonstrate pre-planning skills by preparing media for a live production
  • U9d1: State grading criteria for the "give us your best shot" project
  • U9d2: State proper format for exporting a finished photograph for importing into your school's media bin for live production
  • U9d3 (optional): Demonstrate production skills by shooting and editing new video to use as background if you are attempting an A on your "give us your best shot" project
  • U9d4: Choose to log into the teleprompter computer and set up your script as a teleprompter document
  • U9d5: Choose to make four copies of your "give us your best shot" storyboard and give them to your teacher (cam1, cam2, TD, and director)

 

 

Unit 10: VID1b Give Us Your Best Shot

 

• U10a: Demonstrate live television studio production skills by setting up and practicing for a live, multicamera production
  • U10a1: Choose to obtain the paper rubric and anything else your teacher requires for live studio production
  • U10a2: State that this project will include lighting for chroma keying, operating a teleprompter, recording multicamera video, and teamwork
  • U10a3: Execute setting up your studio equipment as necessary for live, multicamera production
  • U10a4: Execute preparing the set and backdrop as necessary
  • U10a5: Execute setting up the switching system
  • U10a6: Execute setting up the studio for chroma screen work
  • U10a7: Execute preparing the chroma key in the live switching system
  • U10a8: Execute setting up microphone(s) and performing a sound check
  • U10a9: Execute setting up the teleprompter
  • U10a10: Demonstrate live, multicamera recording skills by practicing for each role until you are ready for the skills test
  • U10a11: Execute cleaning up the studio and putting everything away
• U10b: Demonstrate live television studio production skills by performing a live, multicamera production
  • U10b1: Choose to assemble the team and get all necessary equipment for studio production
  • U10b2: Demonstrate live, multicamera studio production skills by performing each role in the studio skills rubric

 

 

Unit 11: VID1b Project Pre-production

 

• U11a: Identify video project possibilities while working on the Development stage for, as well as rules and best practices for journalistic videos
  • U11a1: Identify the parameters for a video project in the VID1b class
  • U11a2 (Optional): Choose to use the Project Idea Generator to explore project possibilities and help you choose a project idea for this class.
  • U11a3: Identify rules and best practices for conducting professional interviews on camera
  • U11a4: Identify rules and best practices for doing research in support of a news story
• U11b: Demonstrate knowledge of video project planning by going through all the stages of pre-production for a new video project
  • U11b1: State answers to all of the questions on the video pitch form
  • U11b2: State answers to all of the questions on the video story plan form
  • U11b3: State answers to all of the questions on the video scene map form
  • U11b4: State answers to all of the questions on the video light plot form
  • U11b5: State answers to all of the questions on the video storyboard form
  • U11b6: Choose to ask the teacher for a grading conference over pre-planning

 

 

Unit 12: VID1b Project Production

 

• VID1aU12c/VID1bU12a: Demonstrate understanding of video camera formats, frame rates, and video sizes to choose the best recording settings for your project's intended output settings
  • VID1aU12c1_VID1bU12a1: choose to record your intended output setting on your sheet in the project manager
  • VID1aU12c2_VID1bU12a2: pick a camera shooting format that is best for your intended final format based on the camera(s) you will be shooting with
  • U12a3: Choose to work through theU12b tutorials before beginning production
• U12b: Production notes
  • U12b1: Choose to demonstrate professional interpersonal skills while working with a team in the production stage of a video project
  • U12b2: Choose to adapt to changing situations while working with a team in the production stage of a video project
  • U12b3: Choose to demonstrate basic camera skills while working with a team in the production stage of a video project
  • U12b4: Choose to control light while working with a team in the production stage of a video project
  • U12b5: Choose to control sound while working with a team in the production stage of a video project
  • U12b6: Choose to follow the storyboard while working with a team in the production stage of a video project
  • U12b7 (optional): Choose to make a production schedule and share it with the people in your group
  • U12b8: Choose to follow a production process that is appropriate for student video production while working with a team in the production stage of a video project
  • U12b9: Choose to ask the teacher for shooting equipment so that you can begin the production stage of your video project

 

 

Unit 13: VID1b Project Post-production

 

• U13a: Generate a Premiere Pro project folder that includes all necessary media (or proxies) and a Premiere Pro project file that contains all the necessary media placed on a sequence with the right settings for your intended output format
  • VID1aU10c1_VID1aU13a1_VID1bU13a1_PPA1: Generate a project folder that contains the video files from your camera
  • VID1aU10c2_VID1aU13a2_VID1bU13a2_PPA2 (Optional): Generate a well organized media folder that only includes useful clips that are properly named
  • VID1aU10c3_VID1aU13a3_VID1bU13a3_PPA3 (Optional): Generate proxy files if you want to speed up your editing process, especially on a slower computer
  • VID1aU10c5_VID1aU13a4_VID1bU13a4_PPA4: Generate an Adobe Premiere Pro project file that has the camera footage imported
  • VID1aU10c6_VID1aU13a5_VID1bU13a5_PPA5: Generate a sequence with the appropriate settings to match your camera settings and intended output format
• U13b Demonstrate new editing skills in Adobe Premiere Pro, including transitions, changing time, layering, compositing, keying, keyframing, adjustment layers, motion, and adjusting the Premiere workspace according to particular needs
  • U13b1: State how the editing process in VID1b includes some new editing skills and a new stage of post processing that will include color correction and audio sweetening
  • U13b2: Identify your target audience and video editing techniques that might help appeal to that target audience
  • U13b3_PPA13: Identify various Premiere workspaces and their purposes, and demonstrate ways to modify and reset them
  • U13b4_PPA14: Identify the automatic sequence creating feature of Adobe Premiere Pro and identify how to use the alt-click (option-click) technique to select video and audio layers separately
  • U13b5_PPA15: Identify the default effects on every clip in Premiere
  • U13b6_PPA16: Identify the Opacity effect and learn how to manipulate it's degree by sliding over the percentage
  • U13b7_PPA17: Identify the various options under the Motion effect in Premiere and how to manipulate them
  • U13b8_PPA18: Identify ways to add additional effects in Premiere
  • U13b9_PPA19: Identify the purpose of an adjustment layer and how to add effects to an adjustment layer in Premiere
  • U13b10_PPA20: Identify compositing techniques in Premiere, including masking and the ultra Key effect
  • U13b11_PPA21: Identify ways to import and use photographs in Premiere
  • U13b12_PPA22: Demonstrate the proper way to add transitions
  • U13b13_PPA23: Identify ways to work with multiple sequences in Premiere
  • U13b14_PPA24: Identify techniques for performing an insert edit in Adobe Premiere Pro
  • U13b15_PPA25: Identify proper technique for using the rate stretch tool to change the time of a clip
  • U13b16: State thatU13c is necessary before you start editing, and that there will be more post-production steps inU14
• U13c: Demonstrate video post-production skills by editing a rough cut of your video project
  • U13c1: List the steps to creating a rough cut of the video project
  • U13c2: List the requirements of a video rough cut for VID1b
  • U13c3: Choose to get regular peer and teacher feedback while creating your rough cut
• U13d (Optional): Choose to learn advanced editing tools in Adobe Premiere Pro
  • U13d1_PPA26 (Optional): Choose to learn how to use the audio sync feature of Adobe Premiere Pro to synchronize video from a multicamera video shoot where all cameras recorded the same audio
  • U13d2_PPA27 (Optional): Choose to learn how how editing 4k video on a 1080p timeline can allow editors to crop video and simulate a 2-camera setup
  • U13d3_PPA28 (Optional): Choose to learn how to use the warp stabilizer effect in Premiere to stabilize shaky footage
  • U13d4_PPA29 (Optional): Choose to learn how to to use the Morph Cut transition to blend two sides of a jump cut into a seamless piece of video
  • U13d5_PPA30 (Optional): Choose to learn how to change the speed or duration of a clip
  • U13d6_PPA31 (Optional): Choose to learn how to to use the time remapping feature of Adobe Premiere, including the special keyframe that it uses

 

 

Unit 14: VID1b Project Final Cut and Distribution

 

• U14a: Generate a final cut of your video project that is audio balanced and color corrected
  • U14a1: Choose to go forward with unit 14 ONLY if you have a finished rough cut that the teacher has approved
  • U14a2_PPA32: Choose whether to replace your proxy files with the master copies to get the highest quality video possible
  • U14a3_PPA33: Generate balanced audio using the audio editing tools in Adobe Premiere Pro
  • U14a4_PPA34: Generate an audio sweetened video project, where you use various tools to compress and master the overall sound of your video
  • U14a5_PPA35: Generate a color corrected video project, where you have adjusted color for every shot to improve the intended mood and tone of the finished project
  • U14a6: Generate a final cut of your video project and obtain the teacher's approval that it is finished
  • VID1aU10c13_VID1aU13e1_VID1bU14a7_PPA11: Generate an exported video from your project using the settings that are most appropriate to your "intended output settings" that you wrote down on the project manager
  • U14a8: Generate a reflection in which you state what you learned while doing this project and summarize what is good about it and what could be better
  • U14a9: Choose to generate an appropriate grade for yourself on the project rubric.
• U14b: Demonstrate understanding of the Distribution stage of video production by taking the steps necessary to show your video to an audience and taking the steps necessary to permanently store a digital archive of your project at your school
  • VID1aU13e2_VID1bU14b1_PPA12: Generate an archived project folder suitable for the long term storage needs of your school
  • U14b2: Choose to turn in your archived project folder to the school for long term storage
  • U14b3: Choose to turn in your paper project folder
  • U14b4 (Optional): Choose to share your video by keeping a copy of it
  • U14b5_PPA36 (Optional): Generate a DVD of your project

 

 

Unit 15: Finish VID1b

 

• U15a: final exam
  • U15a1: Choose to study in order to improve your final exam grade
  • U15a2: Choose to take the VID1b final exam
• U15b: Choose to complete all items on the project manager and achieve 100% of the class milestones
  • U15b1: Choose to ask for any missing feedback
  • U15b2: Choose to complete hands off help section
  • U15b3: Choose to record all collaboration you did this semester
  • U15b4: Choose to obtain teacher sign-off that the course is complete
  • U15b5: Choose to clap your hands when your project manager says "100%"
• U15c: Choose to create a presentation for sharing your project with the class
  • U15c1: Choose to copy the template and fill it out for your presentation
  • U15c2: Choose to present the project to the class using your presentation
• U15d: check out
  • U15d1: Choose to ask your teacher for your final grade
  • U15d2: Choose to thank your teacher, keeping in mind that this person could write the letter of recommendation you need to start a career in television or film production