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A6252-6266-03 C6267-6271-03 D6267-03 D6272-6273-03 Issue 5 5011038X 50115467 50113057 Dec 15

LEVEL 3 AWARDS and CERTIFICATES IN

BROADCASTING

QUALIFICATION GUIDANCE

Level 3 Award – [5011038X] Level 3 Certificate – [50115467]

1

About ABC Awards

ABC Awards is a leading national awarding organisation which has a long-

established reputation for developing and awarding high quality vocational

qualifications. We are committed to developing qualifications, which help learners

and organisations, by cultivating the relevant skills for learning, skills for employment

and skills for life.

We work with hundreds of centres nationally and thousands of learners achieve an

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Sources of Additional Information

The ABC website www.abcawards.co.uk provides access to a wide variety of

information.

Copyright

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retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise, without the prior permission of the publishers.

This document may be copied by approved centres for the purpose of assessing

learners. It may also be copied by learners for their own use.

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2

Contents Qualification Summary 3 Introduction 13 Aims 13 Target Group 13 Progression Opportunities 14 Unit Details 15 Grading Criteria 176 Recognition of Prior Learning (APL), Exemption and Credit Transfer 178 Certification Appendices

178 180

Glossary of Terms This is a live document and as such will be updated when required. It is the

responsibility of the approved centre to ensure the most up-to-date version of the

Qualification Guide is in use. Any amendments will be published on our website and

centres are encouraged to check this site regularly.

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Qualification Structure and Content

ABC Awards Level 3 Award and Certificates in Broadcasting

Qualifications and Pathways

Level 3 Award in Broadcasting (Acoustics and Recording) Level 3 Award in Broadcasting (Camera Operations for Film and Video) Level 3 Award in Broadcasting (Context and History of Sound Language) Level 3 Award in Broadcasting (Creating Sound Design for a Professional Context) Level 3 Award in Broadcasting (Digital Video Editing) Level 3 Award in Broadcasting (Introduction to Sound Mixing) Level 3 Award in Broadcasting (Introduction to Sound Synthesis) Level 3 Award in Broadcasting (Film and Video Production Techniques and Processes) Level 3 Award in Broadcasting (Professional Roles in Film and Television Production) Level 3 Award in Broadcasting (Screencraft and Narrative Structures in Film and TV) Level 3 Award in Broadcasting (Screenplay Research and Development) Level 3 Award in Broadcasting (Understanding the Professional Context of Sound Design) Level 3 Award in Broadcasting (Writing Screenplays for Short Film) Level 3 Award in Broadcasting (Media Sound Editing) Level 3 Certificate in Broadcasting (Film and Television Screenwriting) Op end 31/12/13 Level 3 Certificate in Broadcasting (Film and Video Production) Op end 31/12/13 Level 3 Certificate in Broadcasting (Cinematography Skills) Op end 31/12/13 Level 3 Certificate in Broadcasting (Sound Design and Music Technology) Op end 31/12/13 Level 3 Certificate in Broadcasting (Unendorsed) Op end 31/12/13

Assessment

Internal assessment, internal and external moderation Specific requirements and restrictions may apply to individual units within qualifications. Please check unit and qualification details for specific information.

Grading Award: Pass Certificate and Diploma: Pass, Merit, Distinction

Progression

The ABC Awards Level 3 Award, Certificate and Diploma in Broadcasting will enable learners to progress to further and higher education or training through the development of specific technical and creative skills. Progression could be through the ABC Awards Level 3/4 Diploma in Foundation Studies in Art, Design and Media. Centres should be aware that reasonable Adjustments which may be permitted for assessment may in some instances limit a learner’s progression into the sector. Centres must, therefore, inform learners of any limits their learning difficulty may impose on future progression

Operational Start Date Award and Diploma: 01/08/2010 Certificate: 01/09/2010

Review Date Award - 31/12/2017

Operational End Date Award - 31/12/2017 Certificate – 31/12/2016 Diploma – 31/12/2013

Certificate End Date Award - 31/12/2018 Certificate – 31/12/2019 Diploma – 31/12/2014

ABC Sector Art, Design and Creative Industries

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Ofqual SSA Sector 9.3 Media and Communication

Support from sector bodies Supported by Skillset

Contact

Additional guidance and advice to support these qualifications and units is freely available to approved ABC centres. See ABC web site for the contact details of the administering office

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Level 3 Award in Broadcasting Rules of Combination: Learners must achieve a minimum of 8 credits from one pathway

Unit Level Credit Value

GLH Page No.

Acoustics and Recording Pathway

Acoustics and recording [K/602/2586] 3 8 60 22

Camera Operations for Film and Video Pathway

Camera operations for film and video [M/602/2587] 3 8 60 26

Context and History of Sound Language Pathway

Context and history of sound language [T/602/2588] 3 8 60 30

Creating Sound Design for a Professional Context Pathway

Creating sound design for a professional context [M/602/2590]

3 8 60 33

Digital Video Editing Pathway

Digital video editing [A/602/2592] 3 8 60 37

Introduction to Sound Mixing Pathway

Introduction to sound mixing [L/602/2595] 3 8 60 41

Introduction to Sound Synthesis Pathway

Introduction to sound synthesis [Y/602/2597] 3 8 60 45

Production Techniques and Processes Pathway

Film and video production techniques and processes [D/602/2598]

3 8 60 49

Professional Roles in Film and Television Production Pathway

Professional roles in film and television production [L/602/2600]

3 8 60 53

Screencraft and Narrative Structures in Film and TV Pathway

Screencraft and narrative structures in film and TV [D/602/2603]

3 8 60 57

Screenplay Research and Development Pathway

Screenplay research and development [M/602/2606] 3 8 60 61

Developing Imagery and Sequences for Film and Video Pathway

Developing imagery and sequences for film and video [A/602/2608]

3 8 60 65

Understanding the Professional Context of Sound Design Pathway

Understanding the professional context of sound design [F/602/2609]

3 8 60 69

Writing Screenplays for Short Films Pathway

Writing screenplays for short films [A/602/2611] 3 8 60 73

Media Sound Editing Pathway

Media sound editing [M/602/2640] 3 8 60 77

Numbers in box brackets indicate QCA unit Number If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification

Qualification Purpose B. Prepare for further learning or training and/or develop knowledge and/or skills in a subject area B1. Prepare for further learning or training

Entry Requirements 16+

Section 96/97 Pre 16 16 – 18 19 +

LARA Aim Reference 5011038X

Recommended GLH 60

Type of Funding See LARA (Learning Aims Reference Application)

6

Available

Qualification/Unit Fee See ABC web site for current fees and charges

Additional Information Please see ABC web site for qualifications that are eligible for Credit Transfer/APL/Exemption

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Level 3 Certificate in Broadcasting Rules of Combination: Learners must achieve a minimum of 32 credits from one pathway


GLH Page No.

Film and Television Screenwriting Pathway

Mandatory Units

Applying specialist knowledge and skills to broadcasting problem solving [Y/602/2583]

3 8 40 14



Optional Units (learners must achieve one unit from this group)




3 8 60 33




3 8 60 49


3 8 60 53


3 8 60 57


3 8 60 65


Audio and video production processes for animation [D/601/8180]

3 8 60 84

Character development for digital animation [H/601/8181] 3 8 60 88

Digital 3D modelling for animation [A/601/8185] 3 8 60 92

Environments and backgrounds for digital animation [F/601/8186]

3 8 60 96

Practical and theoretical principles of animation [L/601/8188]

3 8 60 100

Pre-production animation skills [R/601/8189] 3 8 60 104

Production and post-production for animation [L/601/8191] 3 8 60 108

Pixel-based image manipulation [L/601/3542] 3 8 60 112

Vector-based image generation [A/601/4203] 3 8 60 116

Exploring photographic imaging [T/601/257] 3 8 60 130

Employment and freelancing in the creative industries [J/601/3619]

3 8 60 153

Film and Video Production Pathway

Mandatory Units


3 16 90 14


3 8 60 49


3 8 60 53

Optional Units (learners must achieve one unit from this group)



8


3 8 60 33



3 8 60 57



3 8 60 65




3 8 60 84




3 8 60 96

Production and management of digital assets in multimedia [F/601/8012]

3 8 60 166

Web production skills [L/601/8014] 3 8 60 171

Cinematography Skills

Mandatory Units


3 8 40 14



3 8 60 57


3 8 60 65

Sound Design and Music Technology Pathway

Mandatory Units


3 8 40 14

Optional Units (learners must achieve three units from this group)




3 8 60 33




Unendorsed Pathway


3 8 40 14

Optional Units (learners must achieve three units from this group)





3 8 60 33




9


3 8 60 49


3 8 60 53


3 8 60 57



3 8 60 65


3 8 60 69



Merchandising display and presentation [D/602/2150] 3 8 60 80


3 8 60 84




3 8 60 96


3 8 60 100




Digital photo imaging techniques [R/601/2571] 3 8 60 120

Documentary photography [D/601/2573] 3 8 60 125


Location fashion photography [A/601/2581] 3 8 60 134

Photojournalism [M/601/2609] 3 8 60 139

Presenting photographic images[A/601/2614] 3 8 60 144

Studio photography [J/601/2616] 3 8 60 148


3 8 60 153

Visual thinking [H/601/5961] 3 8 60 158

Creative approaches to static and dynamic website design [A/601/8008]

3 8 60 162


3 8 60 166




Section 96/97 Pre 16 16 – 18 19 +

LARA Aim Reference 50115467

Recommended GLH 220

Type of Funding Available

See LARA (Learning Aims Reference Application)



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Level 3 Diploma in Broadcasting Rules of Combination: Learners must achieve a minimum of 64 credits from one pathway


GLH Page No.

Film Making Pathway

Mandatory Units

Broadcasting project planning, implementation and review [D/602/2584]

3 16 90 18



3 8 60 57



3 8 60 65

Optional Units



3 8 60 33




3 8 60 49


3 8 60 53




3 8 60 84



3 8 60 100




Vector-based image generation [A/601/4203] 3 8 60 116



3 8 60 153

Sound Design and Music Technology Pathway

Mandatory Units


3 16 90 18




3 8 60 33




Unendorsed Pathway


3 16 90 18

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Optional Units





3 8 60 33





3 8 60 49


3 8 60 53


3 8 60 57



3 8 60 65


3 8 60 69



Merchandising display and presentation [D/602/2150] 3 8 60 80


3 8 60 84




3 8 60 96


3 8 60 100




Digital photo imaging techniques [R/601/2571] 3 8 60 120

Documentary photography [D/601/2573] 3 8 60 125


Location fashion photography [A/601/2581] 3 8 60 134

Photojournalism [M/601/2609] 3 8 60 139

Presenting photographic images[A/601/2614] 3 8 60 144

Studio photography [J/601/2616] 3 8 60 148


3 8 60 153

Visual thinking [H/601/5961] 3 8 60 158

Creative approaches to static and dynamic website design [A/601/8008]

3 8 60 162


3 8 60 166



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Section 96/97 Pre 16 16 – 18 19 +

LARA Aim Reference 50113057

Recommended GLH 450

Type of Funding Available

See LARA (Learning Aims Reference Application)



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Qualification Overview Introduction

The ABC Level 3 Award, Certificate and Diploma in Broadcasting offers learners a

range of pathways in specific areas of broadcast media. Each pathway enables

learners to develop methodological and technical skills within the specific area.

This qualification has been included in the ASL catalogue.

Aims

The ABC Level 3 Award, Certificate and Diploma in Broadcasting aims to

Provide specialist and transferable skills and knowledge training and

development relevant to the creative industries

Provide learners with opportunities to explore their creative potential through

applied art, design and media learning

Enable learners to engage with current industry practice and contextualise their

learning across a range of creative industry sectors

Enable learners to develop their portfolio of skills and knowledge through

incremental and individualised learning programmes within the framework

Encourage an evaluative approach to personal and professional development

Enable progression to employment within the creative industries

Support career change and up-dating for existing creative industries employees

Facilitate progression to further and higher-level learning programmes

Target Group

These qualifications are designed for:

16 - 19 year olds in post-school education or training, who are undertaking other

vocational qualifications and wish to complete these programmes to acquire relevant

skills and knowledge relating to the Art, Design and Media sector, as a foundation to

employment and/or further education.

Learners who, for a number of reasons, have not been able to previously access

appropriate provision and accreditation across the sector, to facilitate progression to

further education/training and/or employment.

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Adults returning to education/training, learners from non-traditional backgrounds and

existing Creative Industries.

Professionals wishing to re-skill and undertake vocational updating, leading to

enhanced opportunities for career progression and diversification.

ABC expects approved centres to recruit with integrity on the basis of a learner’s

ability to contribute to and successfully complete all the requirements of a unit/s or

the full qualification.

Progression Opportunities

The ABC Awards Level 3 Award, Certificate and Diploma in Broadcasting will enable

learners to progress to further and higher education or training through the

development of specific technical and creative skills. Progression could be through

the ABC Awards Level 4 Diploma in Foundation Studies in Art, Design and Media.

Centres should be aware that reasonable Adjustments which may be permitted for

assessment may in some instances limit a learner’s progression into the sector.

Centres must, therefore, inform learners of any limits their learning difficulty may

impose on future progression

Tutor/Assessor Requirements

We require those involved in the assessment process to be suitably experienced and

/ or qualified. In general terms, this usually means that the assessor is

knowledgeable of the subject / occupational area to a level above that which they are

assessing.

Assessors should also be trained and qualified to assess or be working towards

appropriate qualifications.

Language

These specifications and associated assessment materials are in English only.

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Unit Details

Unit Title

Y/602/2583 Applying specialist knowledge and skills to broadcasting problem solving

Level

3

Credit Value

8

Guided Learning Hours

40

Unit Summary

This unit will enable learners to utilise specialist broadcasting skills and knowledge to solve broadcasting problems. Through planning, implementation and review learners will be able to apply their broadcasting skills in a realistic professional context

Learning Outcomes (1 to 4) The learner will

Assessment Criteria (1.1 to 4.2) The learner can

1. Be able to assess a broadcasting problem

1.1 Assess a broadcasting brief to include

description of the initial intended outcome

identification of the intended medium

initial assessment of anticipated resources

identification of any initial concerns 1.2 Explore the potential of at least three potential approaches in terms of their likely feasibility to include preliminary consideration of

resource requirements

skills requirements

time limitations

creative influences and preferences

other restrictions or challenges 1.3 Evaluate the initial creative approaches explored in 1.2 in order to select the most appropriate one for further development

2. Be able to recognise broadcasting skills requirements

2.1 Assess current level of own broadcasting skills 2.2 Determine skills necessary to achieve intended outcome

3. Be able to produce a broadcasting project plan

3.1 Agree a detailed plan to include

availability and access to required resources including media, tools, specialist workspace and specialist support

processes and practices to be employed

required research

utilisation of their broadcasting skills and knowledge

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schedules, including milestones, timescales and deadlines for each activity

Identification of potential risks, ways of addressing and/or reducing them and planning for contingencies

Potential or required adaptations or alternatives to initial creative intention

4. Be able to implement a broadcasting project plan

4.1 Implement the plan assessing progress against proposed deadline and timescales 4.2 Justify any adaptations or amendments to project plan

Mapping to National Occupational Standards No Direct Mapping

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SUPPORTING UNIT INFORMATION Y/602/2583 Applying specialist knowledge and skills to broadcasting problem solving - Level 3

INDICATIVE CONTENT This unit aims to provide learners with an opportunity to apply their specialist knowledge and skills to solve broadcasting problems through the planning and development of an agreed broadcast media project. Learners should initially explore a range of potential creative approaches before agreeing a detailed project plan. In realising the project plan learners should be encouraged to critically assess the progress of their ideas, making adaptations as necessary in order to fulfil their creative intentions. Learners should present their work in a format of their choice, considering the suitability of their chosen presentation method to their broadcast media outcome/audience. Learners should be encouraged to carry out ongoing evaluation of personal progress in terms of both technical knowledge and broadcast media outcomes in for example journals or workbooks. This unit is common to all ABC Level 3 Certificate in Broadcasting pathways TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit constitutes the final stage of the Certificate. Appropriate consultation and negotiation of resources will be necessary. Once the learners’ detailed project plan has been agreed internally, they will be responsible for organising and implementing the plan against deadlines and timescales. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. This unit is graded Pass, Merit and Distinction, and determines the final overall grade awarded for the Level 3 Certificate in Broadcasting

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To achieve a Pass grade, learners must achieve all the Learning Outcomes and Assessment Criteria in the unit details. To achieve a Merit or Distinction Grade, learners must achieve additional grading criteria which can be found in Appendix 1 of this specification. EVIDENCE OF ACHIEVEMENT For this unit a project plan must be agreed and made available, it is suggested that it should not exceed 500 words. Evidence may be presented in a range of formats that may include any number of the following

Show reel

CD/DVD

Selected portfolio of images

Reflective journal

Sketchbooks/Workbooks

Written evidence

Annotated photographic prints

Multi media presentation

Sequenced images

Blog/s

These examples are for illustrative purposes and are not intended to be exhaustive or prescriptive. However the evidence is presented, there must be confirmation of achievement of every learning outcome and criteria for assessment within the unit which must be clearly signposted ADDITIONAL INFORMATION Centres offering this unit should ensure that learners have access to sufficient equipment, as detailed in the indicative content, for each learner to use. Where there is an expectation that learners will need to provide resources in order to achieve the unit, centres should ensure this is made clear to learners at the point of recruitment.

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Unit Title

D/602/2584 Broadcasting project planning, implementation and review

Level

3

Credit Value

16


90

Unit Summary

This unit will enable learners to place their broadcasting practice in to a relevant professional context through the coherent articulation of their creative intentions. The development of a comprehensive project will enable learners to recognise creative influences in their own work and develop an understanding of their own creative ambitions. Through planning, implementation and review learners will be able to assess and develop their broadcasting and presentation skills



1. Be able to recognise creative influences on own broadcasting work

1.1 Analyse influence of recognised broadcasting professionals/genres upon own creative choices and vision 1.2 Assess their own creative ambitions, preferences and areas of interest

2. Be able to articulate their broadcasting project intentions

2.1 Assess a broadcasting project brief to include

description of the initial project intention

identification of the intended medium

initial assessment of anticipated resources

identification of any initial concerns 2.2 Explore the potential of at least three initial creative approaches in terms of their likely feasibility to include preliminary consideration of

resource requirements

skills requirements

time limitations

creative influences and preferences

other restrictions or challenges 2.3 Evaluate the initial creative approaches explored in 2.2 in order to select the most appropriate one for further development

3. Be able to recognise broadcasting skills needs

3.1 Assess current level of own skills within broadcasting 3.2 Determine skills necessary to achieve creative intention

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3.3 Identify skills gaps, development needs and opportunities

4. Be able to agree a detailed project plan

4.1 Agree a detailed project plan to include

rationale for the development

availability and access to required resources including media, tools, specialist workspace and specialist support

processes and practices to be employed

required research

incorporation and development of their broadcasting skills and knowledge

schedules, including milestones, timescales and deadlines for each activity

identification of potential risks, ways of addressing and/or reducing them and planning for contingencies

potential or required adaptations or alternatives to initial creative intention

5. Be able to realise a broadcasting project

5.1 Implement the project plan assessing progress against proposed deadline and timescales 5.2 Justify any adaptations or amendments to project plan

6. Be able to present final outcomes of broadcasting project

6.1 Select and justify methods chosen to present broadcasting outcomes in terms of intended purpose 6.2 Organise presentation in accordance with expectations and protocols of identified professional environment 6.3 Review success of presentation in terms of its intended purpose or reaction

7. Be able to review own development

7.1 Analyse their aesthetic and skills development 7.2 Evaluate opportunities for further development of their broadcasting skills and knowledge

Mapping to National Occupational Standards No Direct Mapping

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SUPPORTING UNIT INFORMATION D/602/2584 Broadcasting project planning, implementation and review - Level 3

INDICATIVE CONTENT This unit aims to provide learners with an opportunity to independently research, plan, develop, and complete a broadcast media project which extends their understanding of, and creative skills within the context of broadcast media. Based on an analysis of the individual learners own creative ambitions and areas of interest, and their analysis of the work of others in the field, the learner should initially explore a range of potential creative approaches before agreeing a detailed project plan. In realising the project plan learners should be encouraged to critically assess the progress of their ideas, making adaptations as necessary in order to fulfil their creative intentions. Learners should present their work in a format of their choice, considering the suitability of their chosen presentation method to their broadcast media outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and broadcast outcomes in for example journals or workbooks. In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio This unit is common to all ABC Level 3 Diploma in Broadcasting pathways TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit constitutes the final stage of the Diploma. Appropriate consultation and negotiation of resources will be necessary. Once the learners’ detailed project plan has been agreed internally, they will be responsible for organising and directing their own programme of activity and implementing the project plan against deadlines and timescales. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria.

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This unit is graded Pass, Merit and Distinction, and determines the final overall grade awarded for the Level 3 Diploma in Broadcasting To achieve a Pass grade, learners must achieve all the Learning Outcomes and Assessment Criteria in the unit details. To achieve a Merit or Distinction Grade, learners must achieve additional grading criteria which can be found in Appendix 2 of this specification. EVIDENCE OF ACHIEVEMENT For this unit a project plan must be agreed and made available, it is suggested that it should not exceed 700 words. Evidence may be presented in a range of formats that may include any number of the following

Show reel

CD/DVD


Reflective journal


Written evidence

Annotated photographic evidence


Sequenced images

Blog/s


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Unit Title

K/602/2586 Acoustics and recording

Level

3

Credit Value

8


60

Unit Summary This unit will provide learners with an awareness of the technical skills that inform contemporary work with sound



1. Be able to explore principles in the description of sound

1.1 Explore and identify the characteristics and nature of sound and acoustic principles to include at least three of the following

audio system parameters

human hearing

architectural acoustics

environmental acoustics

musical acoustics

scores, notation and other visual representations of sound

2. Be able to use microphones and record sounds

2.1 Determine health and safety issues in the recording environment and take appropriate precautions to avoid risks to self and others 2.2 Identify and compare a range of microphones including dynamic and condenser 2.3 Configure industry standard microphones and record in a range of configurations to include

exterior recording to include interview and environmental sound

interior recording to include close proximity voice and interior ambiance

2.4 Evaluate key professional and technical issues relating to best industry practice in sound recording to include

documentation of the recording process, eg take-sheets

2.5 Determine the criteria for judging the quality of sound recording

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3. Be able to review the quality of their recordings

3.1 Evaluate the recordings made in terms of

sound quality

accuracy of intended recording

Intended or unintended environmental noise

4. Be able to save recordings

4.1 Save recordings in the appropriate format 4.2 Archive sound files for future use

Mapping to National Occupational Standards Skillset Sound 2009 S5 KU: a, b, c, e, g, I, m, n. PS: 3, 5, 8, 9, 10, 12, 14, 21, 24. S17 KU: a, b, c, f. PS: 1, 2, 3, 4, 5, 6, 7, 8. S19 KU: a, b, c, e, g, I, m, n. PS: 3, 5, 8, 9, 10, 12, 14, 21, 24

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SUPPORTING UNIT INFORMATION

K/602/2586 Acoustics and recording - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with an awareness of the technical skills that inform contemporary work with sound. Learning Outcome 1. Be able to explore principles in the description of sound In order to explore the characteristics and nature of sound and acoustic principles learners will need to exhibit an understanding of 3 of the following areas; human hearing, architectural acoustics, environmental acoustics, musical acoustics, scores, notation and other visual representations of sound. Learners would benefit from an understanding of vocabulary and accepted terminology used in sound and accoustics Learning Outcome 2. Be able to use microphones and record sounds Learners should be introduced to a range of different types of microphone and their uses. They will be required to configure industry standard microphones in order to obtain quality recordings in a range of situations, including interior and exterior recording. Learners will need to be introduced to professional and technical issues, including documentation, in order to demonstrate best practice, evaluate the process and determine the criteria for judging the quality of sound recording. They will demonstrate an understanding of health and safety issues related to the recording environment and associated equipment. Learning Outcome 3. Be able to review the quality of their recordings Learners will need to evaluate the recordings they have produced stating the accuracy of the intended recording, the presence of environmental noise, and overall sound quality. They should be encouraged to identify ways in which the recordings produced could be improved. Learning Outcome 4. Be able to save recordings Learners should be introduced to the various formats for saving sound files, and their associated benefits and drawbacks, in order for them to make an informed judgement of the correct formats to select. They should demonstrate the appropriate use of file formats and archiving project files and final sound files in order to maintain best practice. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria.

26

EVIDENCE OF ACHIEVEMENT Evidence may be presented in a range of formats that may include any number of the following

Show reel

CD/DVD

Reflective journal


Written evidence

Annotated Worksheets


Web based presentation


Sequenced images

Blogs

Witness statements/observation records

Records of tutorials/one-to-one discussions

Worksheets/gapped handouts


27

Unit Title

M/602/2587 Camera operations for film and video

Level

3

Credit Value

8


60

Unit Summary

This unit will focus on equipping the learner with fundamental skills associated with film and video camera operations. The learner will develop skills required to prepare and operate a camera and manage associated media



1. Be able to prepare and assemble a typical film or video camera ready for production

1.1 Load tapes/media and batteries correctly 1.2 Test battery strength and operate mains adaptor/charger 1.3 Test camera and all accessories for safe and correct operation

2. Be able to compose/frame a shot

2.1 Compose a film or video camera as directed 2.2 Set up and operate a tripod 2.3 Perform camera moves as directed

3. Be able to document and manage film and video media in support of the production process

3.1 Store and label tapes/media 3.2 Record footage without time-code breaks 3.3 Produce a daily camera report sheet assessing technical and aesthetic quality

4. Be able to operate a film or video camera while monitoring the parameters of image quality

4.1 Use contrast ratios and gamma curves to shoot film or video with consideration to post production 4.2 Control the exposure and shutter speed through a cameras operational adjustments 4.3 Manually set white balance 4.4 Manually focus a camera competently demonstrating a range of techniques

28

Mapping to National Occupational Standards Skillset Production (Film & TV) 2005 P35 KU h. PS 1, 2, 6, 9, 11, 12 P36 KU a, b, g. PS 3, 6, 10 P37 KU a, b, I. PS 3, 7, 11

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M/602/2587 Camera operations for film and video - Level 3

INDICATIVE CONTENT This unit is designed equip the learner with fundamental skills associated with film and video camera operations. The learner will apply their acquired skills to the operation of a camera and associated media Learning Outcome 1. Be able to prepare and assemble a typical film or video camera ready for production Learners should be introduced to, and demonstrate the correct methods for loading the recording media to the camera. As with any camera operation the testing of equipment is paramount and learners should routinely check batteries and camera accessories before undertaking any work with the camera, this should be done well in advance to allow time for any rectification, i.e. recharging batteries, replacing lenses, backing up media. Learning Outcome 2. Be able to compose/frame a shot Learners should be introduced to theories of composition and relationships of subjects to enable them to competently compose/frame a shot. Learners will need to demonstrate the correct implementation and use of a tripod for a camera, as well as performing camera moves under instruction. Learning Outcome 3. Be able to document and manage film and video media in support of the production process Learners should be introduced to the advantages and of correct labelling, and the consequences of poor labelling for their media, they will be required to demonstrate that they have correctly labelled and stored their tapes/media. Learners will also need to be introduced to the importance of time-code and be able to record footage with a continuous time-code. They will need to produce a daily camera report sheet (which may be provided, but must be filled out by the learner) which assess the technical and aesthetic quality and log any other relevant information. Learning Outcome 4. Be able to operate a film or video camera while monitoring the parameters of image quality Learners will need to demonstrate their control of functions and settings, taking into account continuity and how the footage will be manipulated, edited and displayed, this will include; white balance, gamma curves, contrast ratios, exposure, etc. Learners will also need to demonstrate the competent use of manual focus a range of subjects, using a wide range of techniques TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place.

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METHODS OF ASSESSMENT

This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Evidence may be presented in a range of formats that may include any number of the following

Show reel

CD/DVD

Reflective journal


Written evidence





Sequenced images

Blogs





31

Unit Title

T/602/2588 Context and history of sound language

Level

3

Credit Value

8


60

Unit Summary This unit enables learners to gain an understanding of the contemporary significance of sound and to place their own creative work in a historical and cultural context


Assessment Criteria (1.1 to 3.2S) The learner can

1. Recognise and contextualise different genres of sound art

1.1 Identify the key characteristics of at least two genres of sound art

1.2 Analyse the place of one sound artist or genre in a wider historical and theoretical context 1.3 Assess the influence of the artist/genre

2. Understand the influences on sound artists work

2.1 Assess the degree to which, prevailing influences - e.g. social, cultural, political, economic, personal and ideological - have had an effect upon at least three sound artists’/genres work 2.2 Illustrate how these influences were reflected in the/ir work 2.3 Assess the extent to which the specific artists represented or challenged the genres identified in 1.1

2.4 Assess the extent to which prevailing and emerging technologies are evidenced in their work

3. Be able to apply relevant sound theory to create a sonic narrative or soundscape

3.1 Apply relevant theoretical perspectives in the development of sonic narrative or soundscape piece 3.2 Select and employ appropriate technical skills in the production of sonic narrative or soundscape piece

Mapping to National Occupational Standards Creative and Cultural Skills, Design NOS 2009 DES1 PS: a, b, c, e, f, g. K&U: 1, 2, 3, 4. DES2 PS: a, b, c, d, g, K&U: 3, 4, 14. DES3 PS: a, b, f, h. K&U: 1, 2, 3.

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T/602/2588 Context and history of sound language - Level 3

INDICATIVE CONTENT This unit is designed to give learners an applied understanding of the contemporary significance of sound and to place their own creative work in a historical and cultural context Learning Outcome 1. Recognise and contextualise different genres of sound art Learners should investigate at least 2 genres of sound art and identify the key characteristics of those genres. Learners should research the origins of these genres and the context in which the genre emerged, which could relate to historical, social, political, technological influences. Learners should reflect upon how the genre or specific artist has influenced the work of other artists. Learning Outcome 2. Understand the influences on sound artists work In researching the work of other sound artists, learners should reflect upon the technologies that were available to them at the time and the social, political and economic climate in which they occurred. Learners should be encourage to utilise a range of emerging and established technologies where possible Learners should reflect upon their research and mirror this analysis in evaluating the influences upon themselves and the sound art they produce. The two activities should not be seen as separate processes but one informing the other. The process of personal reflection should reflect the ongoing nature of this activity and could be explored through any range of processes and formats. Learning Outcome 3. Be able to apply relevant sound theory to create a sonic narrative or soundscape Learners should apply sound theory that has been informed from their research of sound artists and genres to develop an intended sonic narrative or soundscape piece, this could be site specific or based on a theme. Learners should demonstrate competent technical skills in a range of technologies to produce their final piece TEACHING STRATEGIES AND LEARNING ACTIVITIES

Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


33


Show reel

Reflective journal


Written evidence





Sequenced images

blogs





34

Unit Title

M/602/2590 Creating sound design for a professional context

Level

3

Credit Value

8


60

Unit Summary

This unit aims to introduce learners to the technical and specific skills associated with sound design. Learners will be encouraged to experiment with observed approaches to create an original sound design



1. Be able to select a discipline in which to apply sound design skills

1.1 Select one of the following disciplines within which to apply their own sound design skills

film and video

animation

multi-media, internet and computer games

dance and theatre

live events

installation art

music recording and radio

advertising

library music 1.2 Justify their choice of discipline identifying intended outcome/s

2. Be able to create an original sound design

2.1 Select and use appropriate techniques and processes to create an original sound design, which may include

sound to image

location recording

sampling

mixing

synthesis

live processing

spatialisation (e.g. 5.1 surround, stereo, binaural)

music composition 2.2 Work within legislative and health and safety guidelines for sound design 2.3 Use specialist equipment competently to achieve intended outcome

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3. Be able to respond to the requirements of a discipline

3.1 Assess, the potential and limitations of their proposed approach to sound design for their chosen discipline 3.2 Review and make amendments to approach as required

4. Be able present a completed original sound design

4.1 Prepare and present original sound design in an appropriate format that demonstrates

relevance

aural awareness

control of media and materials

appropriate relationship between sound and chosen discipline

audience awareness

organisation and management of documentation and media filing

5. Be able to review own creative development

5.1 Evaluate their success in applying sound design skills to the chosen discipline

Mapping to National Occupational Standards Skillset Sound 2009 S1 K&U: b, d, e, n, q, r, u. PS: 2, 4, 7, 8, 17. S2 K&U: b, c, e. PS: 2, 5, 7. S10 K&U: a, b, d, e, f, g. PS: 1, 6, 7. S11 K&U: a, c, g, h, v. PS: 3, 4, 6.

36


M/602/2590 Creating sound design for a professional context - Level 3

INDICATIVE CONTENT

This unit is designed to introduce learners to the technical and specific skills associated with sound design. Learners will be encouraged to experiment with observed approaches to create an original sound design piece. Learning Outcome 1. Be able to select a discipline in which to apply sound design skills Learners should be encouraged to consider areas in which sound design can be effectively applied, this should relate to the list in 1.1. They will be required to provide a justification of their choice relating to their final creative intentions. Learning Outcome 2. Be able to create an original sound design Learners will use specialist equipment with due attention paid to the health and safety and legislative requirements. They should explore appropriate techniques, and be encouraged to experience as wider range of processes as is possible. Learners will need to demonstrate the competent use of specialist equipment in order to produce their intended outcome. Learning Outcome 3. Be able to respond to the requirements of a discipline Learners will investigate a chosen discipline in order identify relevant restrictions (such as frequency restriction, time limitations, stylistic approach, format restrictions, etc) and creative potential. They will be required to assess their own work with the chosen discipline in mind and amend their approach as necessary. Learning Outcome 4. Be able present a completed original sound design Learners are required to present their final piece to a high standard, demonstrating an awareness of the intended audience and the chosen discipline. The final piece will need to demonstrate the learner’s control of media and materials, file/media management, aural awareness and other appropriate considerations. Learning Outcome 5 Be able to review their own creative development Learners should be encouraged to develop critical thinking and judgement skills in order to analyse their final outcome in terms of audio aesthetic and technical qualities. Learners should look back at the work they have produced over the course of this unit and evaluate their personal progress in terms of sound design skills gained. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


37


CD/DVD

Reflective journal


Written evidence





Sequenced images

Blogs





38

Unit Title

A/602/2592 Digital video editing

Level

3

Credit Value

8


60

Unit Summary

This unit aims to introduce aspects of the digital editing process, utilising appropriate software. The unit seeks to explore the editing process as a tool for developing simple video narrative sequences



1. Be able to utilise digital video editing processes and software to compile a series of video shots into narrative sequences

1.1 Capture digital video using the appropriate software and settings 1.2 Use editing processes to compile a series of video shots into narrative sequences 1.3 Use editing equipment showing due care of appropriate health and safety practice

2. Be able to employ a digital video editing processes to enhance narrative sequence

2.1 Apply software editing transitions appropriate to the narrative or style of the video piece 2.2 Use software filters or effects to enhance a narrative 2.3 Incorporate graphics or text to a video sequence 2.4 Employ advanced editing processes in keeping with the brief

3. Be able to manage and store digital imagery

3.1 Create a digital filing system for materials used in the editing process 3.2 Save digital files in appropriate formats to include

final export

appropriate compression settings

source material in appropriate format


4.1 Evaluate their success in applying digital video editing skills to a video narrative

39

Mapping to National Occupational Standards Skillset Production (Film & TV) 2005 P48 KU: g, I , j. PS: 1, 5

40


A/602/2592 Digital video editing - Level 3

INDICATIVE CONTENT This unit is designed to introduce learners to the digital video editing process, utilising appropriate software. Learners will explore the editing process as a tool for developing simple video narrative sequences Learning Outcome 1. Be able to utilise digital video editing processes and software to compile a series of video shots into narrative sequences Learners should be introduced to a range of digital video editing software and use editing processes to create a coherent narrative flow from captured footage. This should be performed whilst working safely with equipment and others. Learning Outcome 2. Be able to employ a digital video editing processes to enhance narrative sequence Learners will assess the relevant style of the video piece and apply editing processes accordingly. This should include filters and video effects, transitions, graphics and/or text and other advanced editing processes in order to enhance the narrative of the video sequence, which must be sympathetic to the brief. Learning Outcome 3. Be able to manage and store digital imagery Learners must demonstrate awareness of the importance of correct file storage in order to maintain a proper workflow. File management should highlight labelling, dating, file location, any other important information. Learners will be required to save digital files in appropriate formats and will need to consider final export, compression settings, destination etc. Learning Outcome 4. Be able to review their own creative development Learners should be encouraged to develop critical thinking and judgement skills in order to analyse their final outcome in terms of aesthetic and technical qualities. Learners should look back at the work they have produced over the course of this unit and evaluate their personal progress in terms of digital illustration skills gained. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


41


Show reel

CD/DVD

Reflective journal


Written evidence





Sequenced images

Blogs





42

Unit Title

L/602/2595 Introduction to sound mixing

Level

3

Credit Value

8


60

Unit Summary

This unit will enable learners to gain the practical and operational skills, and the theoretical knowledge needed for creative use of sound mixing equipment typically found in most sectors of the music, sound and media production industries



1. Be able to configure and use sound-mixing equipment

1.1 Determine health and safety issues in the studio environment and take appropriate precautions to avoid risks to self and others 1.2 Configure a mixing console for use in a studio environment for the following purposes

mixing

recording

editing 1.3 Configure external equipment for use in a studio environment e.g. monitors, amplifiers, effects, software 1.4 Select, configure and use appropriate studio equipment to produce a sound recording

2. Understand approaches to sound mixing

2.1 Evaluate a minimum of four examples of sound mixing setups to include

recording studio setup

indoor event sound rig

outdoor event sound rig

3. Be able to use sound mixing equipment to record original pieces of sound art or music

3.1 Record original pieces of sound art or music using sound mixing equipment 3.2 Save and export project files in an appropriate formats


4.1 Evaluate their personal progress in relation to sound mixing practice

43

4.2 Compare the results of own sound mixing experimentation to identify examples that illustrate progress and achievement in terms of technical competence

Mapping to National Occupational Standards Skillset Sound 2009 S13 K&U: a, b, d, e, f, g, I, j, m, o, s. PS: 1, 2, 4, 6, 7, 10, 11, 12 S14 K&U: a, b, c, d, e, f, g, h. PS: 1, 2, 3, 4, 5, 6, 7, 8.

44


L/602/2595 Introduction to sound mixing - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the practical and operational skills, and the theoretical knowledge needed for creative use of sound mixing equipment typically found in most sectors of the music, sound and media production industries Learning Outcome 1. Be able to configure and use sound-mixing equipment Learners should identify risks and employ appropriate measures to ensure safe working with equipment and others. They will need to configure a mixing console for the 3 purposes listed in assessment criteria 1.2 (selecting appropriate ins/outs, connections with software/hardware and instruments or recording subjects). Learners will demonstrate safe configuration of external equipment for use alongside a studio set-up, this should include monitors, amplifiers, microphones, outboard effects and software. Learners will use their acquired skills to produce a competent recording in a studio environment. Learning Outcome 2. Understand approaches to sound mixing Learners may need to be introduced to the different types of sound mixing setups. They will be required to evaluate the pros and cons of different sound mixing setups and identify the issues and acoustic considerations of each. Learning Outcome 3. Be able to use sound mixing equipment to record original pieces of sound art or music Learners will be required to select and use appropriate recording and mixing equipment for the intended outcome. They should have an understanding of file formats and compression, in order to save and export project files appropriately. Learning Outcome 4. Be able to review own development Learners should be encouraged to develop critical thinking and judgement skills in order to analyse their final outcome in terms of audio aesthetic and technical qualities. Learners should look back at the work they have produced over the course of this unit and evaluate their personal progress in terms of sound design skills gained. They are required to select sound files that represent milestones in their own creative development and technical skills. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


45


Portfolio of selected images

Reflective journal


Written evidence





Sequenced images

Blogs





46

Unit Title

Y/602/2597 Introduction to sound synthesis

Level

3

Credit Value

8


60

Unit Summary

This unit will enable learners to gain the practical and operational skills and the theoretical knowledge needed for creative use of sound synthesis typically found in most sectors of the music, sound and media production industries



1. Configure synthesis hardware/software

1.1 Determine health and safety issues in the studio environment and take appropriate precautions to avoid risks to self and others 1.2 Configure external equipment for use with synthesis equipment e.g. midi; sensors; usb etc 1.3 Select, configure and use synthesis hardware or software for use in a studio environment for the following purposes

sound generation

sequencing

recording

2. Be able to design original sounds using synthesis techniques

2.1 Select and employ at least three of the following to create an original sound

additive synthesis

subtractive synthesis

FM synthesis

linear algorithmic synthesis

wavetable synthesis

sample-based synthesis

granular synthesis

spectral manipulation

emerging digital techniques

3. Recognise how sound artists have used synthesis

3.1 Evaluate a minimum of six examples of sound synthesis produced by at least three sound artists to determine

the relationship between the approach of the sound artist and the final concept

47

the potential to employ similar approaches in own work

4. Be able to use sound synthesis equipment to produce original pieces of sound art or music

4.1 Produce original pieces of sound art or music using studio equipment 4.2 Save and export project files in an appropriate formats

Mapping to National Occupational Standards Skillset Sound 2009 S1 K&U: b, d, e, n, q, r, u. PS: 2, 4, 7, 8, 17. S2 K&U: b, c, e. PS: 2, 5, 7.

48


Y/602/2597 Introduction to sound synthesis - Level 3

INDICATIVE CONTENT

This unit is designed to provide learners with the practical and operational skills and the theoretical knowledge needed for creative use of sound synthesis typically found in most sectors of the music, sound and media production industries Learning Outcome 1. Configure synthesis hardware/software Learners should identify risks and employ appropriate measures to ensure safe working with equipment and others. They will need to configure equipment for the 3 purposes listed in assessment criteria 1.2 (midi, interface, drivers, external hardware, etc). Learners will demonstrate safe configuration of equipment for use alongside a studio set-up, this could include software, controllers, hardware, plug-ins, microphones, sensors, instruments, etc. Learning Outcome 2. Be able to design original sounds using synthesis techniques Learners are required to use a range of synthesis techniques to create original audio, this must include at least 3 of the following; additive synthesis, subtractive synthesis, FM synthesis, linear algorithmic synthesis, wavetable synthesis, sample-based synthesis, granular synthesis, spectral manipulation, emerging digital techniques. Learning Outcome 3. Recognise how sound artists have used synthesis Learners should explore a wide range of sound artists who have used sound synthesis in order to acquire examples of sound synthesis. The evaluation should focus on the approach of the artist and final concept, and how similar approaches could be employed in their own work. Learning Outcome 4. Be able to use sound synthesis equipment to produce original pieces of sound art or music Learners will be required to select and use appropriate sound synthesis equipment for the intended outcome. They should have an understanding of file formats and compression, in order to save and export project files appropriately. TEACHING STRATEGIES AND LEARNING ACTIVITIES

Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


49


CD/DVD

Reflective journal


Written evidence





Sequenced images

Blogs





50

Unit Title

D/602/2598 Film and video production techniques and processes

Level

3

Credit Value

8


60

Unit Summary

This unit focuses on equipping the learner with fundamental skills associated with film and television production and problem solving in a production context. The learner will gain an understanding of how technical and other external factors affect the production process



1. Be able to develop ideas for a film or television production

1.1 Develop ideas, treatments and scripts for a film or television production 1.2 Identify how the production conveys a message

2. Know about the key issues in the management of film and video production logistics

2.1 Produce a production folder planning the production logistics 2.2 Identify the key issues in the management of film and video production logistics 2.3 Evaluate the key issues in the management of film and video production logistics

3. Know about legal requirements for film and video production

3.1 Identify any legal requirements that apply to the production 3.2 Undertake basic risk assessment for a film and video production 3.3 Evaluate the importance of contracts, permissions, and production insurance

4. Know about the economics and accounting processes of film and television production

4.1 Produce a draft budget for a film or television production 4.2 Assess potential funding or sponsorship sources 4.3 Evaluate potential markets

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Mapping to National Occupational Standards Skillset Production (Film & TV) 2005 P1, KU: a, c, e, g, h, i. PS: 1, 2, 4, 5, 8. P2. KU: b, f. PS: 2, 3, 4, 5. P3. KU: a, c, j. PS: 2, 3, 4, 5, 6. SP2. KU: b, c, d, f. PS: 1, 4, 5.

52


D/602/2598 Film and video production techniques and processes - Level 3

INDICATIVE CONTENT This unit is designed to equip the learner with the fundamental skills associated with film and television production and problem solving in a production context. The learner investigate how technical and external factors can influence a production Learning Outcome 1. Be able to develop ideas for a film or television production Learners may need to be guided in how to condense a story down to a treatment, so that it conveys the essence of the story, to include; title or working title, short logline, synopsis, some key characters, scenes and dialogue. Through developing the treatment learners should identify and be able to articulate the message that the story conveys, if any. Learning Outcome 2. Know about the key issues in the management of film and video production logistics Learners should be introduced to the essentials of a production folder and the importance of project management, the production folder should include shot lis, release forms and any other required permissions, locations, equipment hire, personnel, etc. Learner will need to identify and evaluate the key issues in the management of film and video production logistics, these could include; the impact of poor time management, failure of equipment and its effect on production time and finance, legal and legislative issues, health and safety, gaining the appropriate release forms and site permissions, impact of weather, etc Learning Outcome 3. Know about legal requirements for film and video production Learners must investigate any legal requirements related to their production, this could include copyright (use of music, products, intellectual property, etc), contracts and agreements, health and safety in the workplace, insurance and liabilities, etc. They will be required to produce a risk assessment appropriate to the scale and location of the production giving details of hazards and risks, the likelihood of the hazard/risk happening, controls in place, relevant persons and emergency services contact details. Learners will need to evaluate the importance of contracts, permissions, and production issues, taking in to account the potential consequences of not complying with these requirements. Learning Outcome 4. Know about the economics and accounting processes of film and television production Learners are required to produce a presentable draft budget for their production, this budget should include projections for personnel (producers, editors, camera operators, script editors, actors, extras, etc), locations, equipment hire, music, effects, post-production, distribution, funding, etc. Learners should be encouraged to investigate potential funding opportunities, such as; sponsorship, advertising, product placement, public funding bodies, development agencies, investors, etc. They will also be required to assess the potential markets and audiences for their production.

53

TEACHING STRATEGIES AND LEARNING ACTIVITIES

Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


Show reel

Reflective journal


Written evidence





Sequenced images

Blogs





54

Unit Title

L/602/2600 Professional roles in film and television production

Level

3

Credit Value

8


60

Unit Summary

This unit aims to encourage the learner to gain practical production experience and develop thorough knowledge of professional practice in the film and television industries. The learner will also be encouraged to explore the differing roles of production personnel in a range of production environments and additionally be able to identify the main institutions and organisations that comprise the sector



1. Know about the contributions made by production personnel to the technical and creative realisation of a film or television production

1.1 Identify the roles and responsibilities of Production Assistant, Production Manager, Producer, Executive Producer 1.2 Evaluate the roles and relationships of Production Assistant, Production Manager, Producer, Executive Producer

2. Understand the role of post-production in the film and television industry

2.1 Identify a range of pre-program publicity material to include

printed material

web based publicity

motion trailers 2.2 Describe the importance of post-production editing and dubbing for overseas markets to include

consideration of cultural differences (including censorship)

language

3. Know about the principal organisations associated with film and television production

3.1 Identify a range of trade unions, film archive and production associations associated with film and television production 3.2 Evaluate the roles these principal organisations play within the industry

55

4. Be able to present professional script and production project ideas to relevant audiences

4.1 Identify the relevant organisations to present scripts and production projects to 4.2 Present a script and production ideas in an appropriate format outlining audience appeal

Mapping to National Occupational Standards Skillset, Production (Film & TV) 2008 P1 K&U: b, c, h. PS: 8. P48 K&U: a, I. P50 K&U: d, e. Skillset, Senior Producers 2003 SP4 K&U: c, e, i, j. Skillset, Director 2003 D1 K&U: j, k, l. PS: 7, 10.

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L/602/2600 Professional roles in film and television production – Level 3

INDICATIVE CONTENT This unit is designed to provide learners with a thorough knowledge of professional practice in the film and television industries through the exploration of the differing roles of production personnel and investigating the main institutions and organisations that comprise the sector. Learning Outcome 1. Know about the contributions made by production personnel to the technical and creative realisation of a film or television production Learners are required to investigate the individual roles of ; Production Assistant, Production Manager, Producer, Executive Producer and evaluate how these roles work together, in terms of responsibilities, team roles, authority, communication, etc Learning Outcome 2. Understand the role of post-production in the film and television industry Learners should be encouraged to investigate and collect a range of pre-program publicity material in order to identify a a comprehensive range of pre-program publicity material. Learners should be introduced to ways in which the post-production and editing processes for overseas markets consider cultural, social and linguistic differences, for example; representation of signifiers, focus placed on characters, overdubbing, title of production, promotional material differences, etc Learning Outcome 3. Know about the principal organisations associated with film and television production The role of trade unions, film archives and production associations is critical to the film and television industry as a whole, learners must identify a range of them associated with production and evaluate their role within the industry. These organisations may include; BECTU, Equity, Amnesty, PACT, PMA, Production Guild, RTS, etc. Learning Outcome 4. Be able to present professional script and production project ideas to relevant audiences Learners should research relevant organisations that they could present their scripts and production projects to, this should be appropriate to the genre and intention of their project. Learners are required to present a script and production ideas to a client (which may be simulated) in an appropriate professional format, outlining audience appeal. TEACHING STRATEGIES AND LEARNING ACTIVITIES

Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material

57



Show reel

Reflective journal


Written evidence





Sequenced images

Blogs





58

Unit Title

D/602/2603 Screencraft and narrative structures in film and TV

Level

3

Credit Value

8


60

Unit Summary

This unit aims to encourage the learner to explore film and video aesthetics in relation to cinematography. Through the screening of a range of examples the learner will engage with the application of screen theory to practice



1. Be able to isolate details of composition, lighting and movement in relation to genre

1.1 Analyse film in terms of

characters’ emotional journey

use of lighting to develop characterisation

uses of camera movement to motivate dramatic action

Pace of editing to achieve the required effect 1.2 Identify the qualities of different types of lighting for atmosphere

2. Know about the use of narrative time and space

2.1 Evaluate, using examples, the use of narrative time and space in relation to dramatic structure

3. Recognise how Mise en Scene relates to narrative form and genre

3.1 Identify examples of Mise en Scene or appropriate scene setting for the narrative 3.2 Evaluate how narrative form and genre influences the Mise en Scene considering the use of lighting and framing

4. Distinguish the properties of montage in relation to narrative structure

4.1 Identify the properties of montage in relation to narrative structure to include

dramatic visual impact

time lapse/truncation of time

scene setting 4.2 Explore the relationship between sound, pictures and Montage

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Mapping to National Occupational Standards Skillset, Director 2003 D4 K&U b, c, f. PS 1. D7 K&U a, c. PS 1, 4, 7, 8, 9 Skilset Lighting for Film & Television 2006 L11 K&U b, f, h. PS 3, 5, 6.

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D/602/2603 Screencraft and narrative structures in film and TV - Level 3

INDICATIVE CONTENT This unit is designed to encourage learners to explore film and video aesthetics in relation to cinematography. Through the screening of a range of examples the learner will engage with the application of screen theory to practice Learning Outcome 1. Be able to isolate details of composition, lighting and movement in relation to genre Learners need to isolate and separately analyse the characters’ journey, use of lighting to develop characterisation, uses of camera movement to motivate dramatic reaction and pace of editing to achieve the required effect. This will enable learners to develop an understanding of how these elements combine to enhance the overall production. They will also be required to investigate and identify, using examples, the qualities of different types of lighting for atmosphere. Learning Outcome 2. Know about the use of narrative time and space Learners should be introduced to a wide range of examples of the use of narrative time and space in order to inform their research and evaluation of narrative time and space in dramatic structures. To further their research learners may wish to investigate the work of theorists Tzvetzan Todorov or Vladimir Propp. Learning Outcome 3. Recognise how Mise en Scene relates to narrative form and genre Mise en scene is everything that a viewer sees, from the style of the set through to the grain of the film. Learners will need to understand how film makers use visual elements and processes to create a Mise en scene that contributes and supports the narrative and also helps set the scenes for different sequences of films, or to separate narrative elements within a story. They must evaluate how the use of these visual elements and processes are combined to create a feel conducive to the delivery of a narrative, this must pay particular attention to lighting and framing. Learning Outcome 4. Distinguish the properties of montage in relation to narrative structure Learners should explore how montage is used to truncate time, and create visual impact. They should investigate how montage suggest the passage of time, and also how it can be used to set a scene. Learners must also explore how sound, pictures and montage relate to each other, and are used within film and TV. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material

61



Show reel

Reflective journal


Written evidence





Sequenced images

Blogs





62

Unit Title

M/602/2606 Screenplay research and development

Level

3

Credit Value

8


60

Unit Summary This unit aims to provide an introduction to the art and craft of screenwriting for time-based media. Specifically it will explore the development of ideas, research, character and characterisation, dramatic form, structure, story, theme, plotting and genre. Working through a number of short practical exercises screenings and lectures, the learner will be introduced to the essential aspects of what makes a good screenplay work



1. Be able to evaluate ideas in terms of their suitability for a screenplay

1.1 Critically evaluate ideas in terms of their suitability for a screenplay, considering

kind of audience

genre

practicalities of filming

duration

subject matter

cost

2. Be able to research the background of a story

2.1 Identify the subject and theme of a story 2.2 Use research skills to determine the background of the story

3. Be able to analyse common narrative forms and structures used in short films

3.1 Identify a range of common narrative forms and structures used in short films distinguishing stories and themes

3.2 evaluate a range of common narrative forms and structures used in short films in terms of suitability and effectiveness

4. Be able to develop characters and relate them to plot and dramatic structure within a screenplay

4.1 Develop characters for a screenplay 4.2 Relate characters to a plot and dramatic structure considering

personality

plot

personal interpretation

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Mapping to National Occupational Standards Skillset, Production (Film & TV) 2008 P4 K&U: c. P5 K&U: a, g. PS: 1, 3, 7, 9. P12 K&U: d, e, f. PS: 3, 4, 5. Skillset, Senior Producers 2003 SP1 K&U: a, b, g. PS: 3, 4, 5, 9.

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M/602/2606 Screenplay research and development - Level 3

INDICATIVE CONTENT This unit is designed to enable learners to explore the development of ideas, research, character and characterisation, dramatic form, structure, story, theme, plotting and genre. Learning Outcome 1. Be able to evaluate ideas in terms of their suitability for a screenplay Learners are required to provide a critical evaluation of their ideas and how suitable they are for a screenplay, this must include, what kind of audience it is aimed at, the genre and how it sits alongside other productions within that genre, practicalities of filming (in terms of cost of camera and accessories needed, logistics, props, locations, ease of access etc), the duration of the production (and any issues raised by the duration), subject matter, and overall cost. Learning Outcome 2. Be able to research the background of a story Learners will identify the subject and theme of a story that can be made in to a screen play in order to inform their research. Learners should use a range of primary and secondary research sources and methods (internet sources, journals and books, library records, news articles, interviews, etc) to research, and determine the background of their story. Learning Outcome 3. Be able to analyse common narrative forms and structures used in short films Learners will need to demonstrate that they can identify common narratives used in short films, such as; commentary, dialogue script, linear and non-linear, etc. Learners will need to evaluate these narrative forms in terms of their suitability for different genres of short films and their effectiveness of delivering a story and or a moral. Learning Outcome 4. Be able to develop characters and relate them to plot and dramatic structure within a screenplay Learners will need develop the character for their screenplay and relate these to the plot and dramatic structure considering how the personalities interact, the personal interpretation of a character and where they fit within the plot. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


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Reflective journal


Written evidence





Sequenced images

Blogs





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Unit Title

A/602/2608 Developing imagery and sequences for film and video

Level

3

Credit Value

8


60

Unit Summary

This unit will encourage the candidate to gain practical experience of lighting and composition utilising a range of technical skills. Candidates will explore practical approaches to problem solving as it relates to the film and video production process and the aesthetics of cinematography



1. Be able to control light sources to illuminate the image

1.1 Correctly use flags, gobos, ulcers, diffusion material, reflectors and other lighting equipment to control the intensity of luminaries and the quality of illumination on a scene

2. Be able to compose an image in relation to the aesthetic needs of the production

2.1 Use lenses and camera position to change the dramatic relationship between camera and actor using as appropriate

long shots

medium shots

close ups

angles of shot,

viewpoint

point of view shot

selective focus

soft focus

wide angle

tilted shot 2.2 Demonstrate how camera movement can be used to focus the audience’s attention

3. Be able to record narrative sequences that provide suitable covering material for the editor to assemble a working edit

3.1 Use classic ‘master shot’ and ‘three shot’ coverage techniques to breakdown a script into a shooting sequence suitable for use by the Director of Photography and for continuity

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Mapping to National Occupational Standards Skillset, Director 2003 D4 K&U: a, b, c. Skillset, Lighting for Film & Television 2006 L3 K&U a, b, c, f. PS 1, 2, 3, 5, 7, 8. L11 K&U d, e, f, h, m. PS 1, 3, 4, 5, 6, 7, 8.

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A/602/2608 Developing imagery and sequences for film and video - Level 3

INDICATIVE CONTENT This unit is designed to explore practical approaches to problem solving as it relates to the film and video production process and the aesthetics of cinematography Learning Outcome 1. Be able to control light sources to illuminate the image Learners should demonstrate the correct use of lighting accessories (gobos, flags, diffusion material, etc) which are placed in the beam of light post-optics. Learners should also be encouraged to use and experience a wide range of lighting equipment to enhance their knowledge of set lighting. Learning Outcome 2. Be able to compose an image in relation to the aesthetic needs of the production Learners should be introduced to the various methods used by cinematographers to compose their images, and how these methods can change the dramatic relationship between camera and actor. Learners are required to demonstrate their use and appropriate application the techniques listed in assessment criteria 2.1. They must utilise a range of camera movement to focus the attention of the audience, this could include; pan, dolly shot, crab, follow, track, zoom, etc. Learning Outcome 3. Be able to record narrative sequences that provide suitable covering material for the editor to assemble a working edit Learners are required to provide a version of the scene in either master shot (continuous shot of the whole scene from one angle) or three shot (three actors in shot) so that a director of photography can use it to plan a shooting sequence and the editor can use it for a narrative reference. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


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Show reel

Reflective journal


Written evidence





Sequenced images

Blogs





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Unit Title

F/602/2609 Understanding the professional context of sound design

Level

3

Credit Value

8


60

Unit Summary This unit enables learners to gain an understanding of the range of contemporary disciplines to which sound design contributes in order to inform their own creative practice



1. Recognise the disciplines to which sound design contributes

1.1 Analyse the contribution made by sound design to three of the following media and performing arts

film and video

animation

multi-media, internet and computer games

dance and theatre

live events

installation art

music recording and radio

advertising

library music

2. Understand approaches to sound design

2.1 Assess the impact of the specific demands and constraints of a chosen discipline upon the work of the sound designer 2.2 Evaluate the technical and creative options available to the sound designer in producing original material for a chosen discipline 2.3 Analyse the use of sound design in one work from a chosen discipline

2.4 Assess the extent to which prevailing and emerging technologies are evidenced in the work

3. Recognise own creative preferences

3.1 Determine which discipline/s they would like to explore and experiment within 3.2 Assess the potential to employ the approaches of other sound designers in own work

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Mapping to National Occupational Standards Creative and Cultural Skills, Design NOS 2009 DES1 PS: a, b, c, e, f, g. K&U: 1, 2, 3, 4. DES2 PS: a, b, c, d, g, K&U: 3, 4, 14. DES3 PS: a, b, f, h. K&U: 1, 2, 3

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F/602/2609 Understanding the professional context of sound design - Level 3

INDICATIVE CONTENT

This unit is designed to give learners an understanding of the range of contemporary disciplines to which sound design contributes in order to inform their own creative practice Learning Outcome 1. Recognise the disciplines to which sound design contributes Learners should be encouraged to investigate a wide range of media and performing arts in order to analyse the contribution that sound design makes to these disciplines; for example creating tension, creating space, humour, establishing context, culture, environment, etc Learning Outcome 2. Understand approaches to sound design Learners should investigate the requirements of a chosen discipline to ascertain the specific demands and restraints imposed on sound designers, this could include; budget, timescale, equipment, format, file size, bit rate, etc. They will need to investigate the technical and creative options that can be considered by a sound designer working in a specific discipline. Learners will look at a specific sound design discipline to analyse the use of sound design, and the extent in which the prevailing and emerging technologies are evidenced in the sound design work. Learning Outcome 3. Recognise own creative preferences From the investigation of sound design disciplines learners will be required to identify a preferred discipline in which they would like to explore and experiment with further. They should relate the work of other sound designers to their own and assess the potential of employing similar sound design approaches in to their own work. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


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Portfolio of selected recordings

Reflective journal


Written evidence





Sequenced images

Blogs





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Unit Title

A/602/2611 Writing screenplays for short films

Level

3

Credit Value

8


60

Unit Summary

The development of a short film screenplay allows the learner to engage with all the essentials of screenplay writing in a practical context. The short film is a very specific form, and its length allows the writer the opportunity to develop an idea through several versions in a limited period of time and through this process acquire an understanding of the essentials of writing a screenplay on a larger scale



1. Be able to write a short-film proposal to accompany funding applications

1.1 Encapsulate the story into a one page proposal conveying the essential points, to include

actors needed

scenes

requirements for locations and/or sets

props

estimated time scales

2. Apply a range of structural techniques to the writing of a short screenplay using an appropriate layout

2.1 Write a structural outline that shows dramatic development in a story 2.2 Use appropriate layout conventions for Film and Television screenplays

3. Be able to write a concise reader’s report of a screenplay for a short film

3.1 Identify the contents and structure of a reader’s report to include

logline

premise

synopsis

tone and genre

summary and verdict 3.2 Write a concise readers report of a screenplay for a short film

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Mapping to National Occupational Standards Skillset Production (Film & TV) 2008 P8 KU: a, b, f P11 KU: a, b, c. PS: 1, 2, 3 P12 KU: d, e, h. PS: 3, 4, 5, 6, 9.

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A/602/2611 Writing screenplays for short films - Level 3

INDICATIVE CONTENT

This unit is designed provide the learner with the practical skills necessary to write a screenplay for a short film, from proposal, structural development to a concise readers report Learning Outcome 1. Be able to write a short-film proposal to accompany funding applications Learners should be introduced to examples of short-film proposals, and the importance of encapsulating the essential points, which must include; actors, scenes, location/set requirements, props, estimated timescales. The proposal should be no more than one side of A4 paper, written correctly with due care and attention to grammar, spelling and presentation Learning Outcome 2. Apply a range of structural techniques to the writing of a short screenplay using an appropriate layout Learners should be introduced to standard layout formats for film and television screenplays, such as Cole and Haag, BBC, etc. Learners must write a structural outline of their short-film, showing the dramatic development of the story, this must then be conveyed in an appropriate standard layout for film and television screenplays. Learning Outcome 3. Be able to write a concise reader’s report of a screenplay for a short film Learners should be introduced to the idea of a readers report, and how a readers report can help inform the rest of the screenplay development, from funding suggestions through to production processes as well as the benefits of being a script reader to improve their own analytical skills. The readers report should contain:

Logline - a one line summary of the central proposition of the film

Premise - an analysis of the originality and commercial potential of the central concept

Synopsis - a one page breakdown of the story

Tone and Genre - an analysis of whether the writing matches the intended tone and genre

Comments - two or more pages of comments detailing the strengths and weaknesses of the Concept, Premise, Plot (and subplots), Structure, Character (and in some cases possible casting), Dialogue, and Technical execution

Summary and verdict TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material

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Reflective journal


Written evidence





Sequenced images

Blogs





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Unit Title

M/602/2640 Media sound editing

Level

3

Credit Value

8


60

Unit Summary

This unit focuses on the role of sound editing within developmental context. Learners should expect to develop strategies for producing an integrated presentation using audio protocols. It would be useful for students to have a basic understanding of a variety of multimedia presentation software



1. Understand the nature of audio files and archive methods

1.1 Identify different audio file types and their application 1.2 Identify appropriate methods of storage for the type of files 1.3 Evaluate different types of audio file, their application and appropriate storage methods to include

Lossless data compression

Lossy data compression 1.4 Archive audio files using the appropriate storage methods

2. Be able to integrate audio activity into media file

2.1 Identify and select audio file for integration into a media project

2.2 Integrate audio files into a media projects

3. Understand the key aspects of digital audio manipulation

3.1 Identify the key aspects of digital audio manipulation 3.2 Evaluate the key aspects of digital audio manipulation


4.1 Evaluate their personal progress in relation to media sound editing practice

Mapping to National Occupational Standards Skillset Sound 2009 S14 KU: b, d, e, f, j, o. PS: 2, 5, 6, 8, 12. 320 KU: b, c, e, g, l, t, u PS: 2, 5, 6, 7, 8, 11.

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M/602/2640 Media sound editing - Level 3

INDICATIVE CONTENT

This unit is designed develop learners skills in sound editing for a range of applied media. Learners will develop strategies for producing an integrated presentation using audio protocols. It would be useful for students to have a basic understanding of a variety of multimedia presentation software Learning Outcome 1. Understand the nature of audio files and archive methods Learners should explore a range of audio file types and investigate their correct application, storage methods and evaluate the implications of each, specifically regarding audio quality and compression (lossy/lossless). Learners should demonstrate the use of appropriate storage methods to ensure safe archiving of files and audio media. Learning Outcome 2. Be able to integrate audio activity into media file Learners should obtain appropriate file types in order to integrate them into media project, for example; web projects – mp3, flash animation/link buttons, soundtracks, contextual menus etc. Learners will need to be able to integrate these audio files into media projects. Learning Outcome 3. Understand the key aspects of digital audio manipulation Learners are expected to identify key aspects of digital audio manipulation, this can include; time stretching, pitch shifting, a range of effects and processes, audio slicing, sampling, reversing etc. Learners will evaluate the uses and effects of a variety of digital audio manipulation. Learning Outcome 4. Be able to review own development Learners should be encouraged to develop critical thinking and judgement skills in order to analyse their final outcome in terms of suitability and technical qualities. Learners should look back at the work they have produced over the course of this unit and evaluate their personal progress in terms of digital illustration skills gained. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material METHODS OF ASSESSMENT


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Portfolio of selected recordings

Reflective journal


Written evidence


Photographic evidence



Sequenced images

Blogs





81

Unit Title

D/602/2150 Merchandising display and presentation

Level

3

Credit Value

8


60

Unit Summary

In this unit, learners will develop skills, knowledge and understanding of key elements of display presentation for sales promotion, display work and exhibitions. They will consider layout and physical arrangements of props and products within retail and display contexts which will also require understanding of the characteristics of the product being displayed. Learners will undertake research, develop ideas and then work on the creation and production of designs for merchandise display in response to client briefs



1. Understand how to analyse and respond to the requirements of a client brief

1.1 Explain the context and scope of a given client brief 1.2 Summarise the requirements of a given client brief 1.3 Create an action plan with timelines and resource requirements in response to a client brief

2. Be able to undertake relevant research to inform ideas for retail display work

2.1 Develop strategies for effective research in response to a brief 2.2 Analyse primary and secondary research findings in relation to the requirements of a given brief 2.3 Assess the target audience for given products in relation to a brief

3. Be able to apply the design process to fulfil the requirements of client briefs.

3.1 Evaluate research to develop a range of alternative design ideas and proposals 3.2 Develop ideas which answer the brief 3.3 Demonstrate a final design proposal to a client in a suitable format and/or scale 3.4 Review and revise ideas in response to client and other feedback

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3.5 Evaluate effectiveness of final work

4. Be able to use the key elements of presentation techniques to create effective displays

4.1 Select an appropriate layout showing balance between props and merchandise 4.2 Demonstrate the effective use of materials, processes and techniques to produce and install displays

Mapping to National Occupational Standards MSSSB Marketing NOS 2006 3.2.4 PS: 2, 5. K&U: 1, 6. 4.5.1 PS: 1,3,8. K&U: 1, 2, 5

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D/602/2150 Merchandising display and presentation - Level 3

INDICATIVE CONTENT Learning Outcome 1. Understand how to analyse and respond to the requirements of a client brief Learners should: write out the key points evident from the brief; check interim and final deadlines if any are there; break down the order of tasks, consider resource and technical constraints and requirements, balance creative and practical activity Learning Outcome 2. Be able to undertake relevant research to inform ideas for retail display work Research for this type of brief might include ‘precedent’, that is how similar tasks have been approached by other practitioners. Field research, looking at other displays in retail contexts, library, journal and web-based research, reference to historical and contemporary contexts for themes/styles/inspiration/ideas. Listing research sources accurately, especially web-based material, understanding the value of primary and secondary sources Learning Outcome 3. Be able to apply the design process to fulfil the requirements of client briefs The essence of the process is to follow all the stages, and to see the design process as an iterative ‘loop’. Another way of describing the process is ‘Investigate-plan-do-review-do again’ Learners must check at all stages that they adhere to the specific requirements of the brief. Commercial contexts are not as forgiving as those in schools and colleges over matters such as deadlines for example. Learning Outcome 4. Be able to use the key elements of presentation techniques to create effective displays This is likely to include full-size installation in real or simulated retail environments and the key elements of presentation must be balanced, integrated and coherent. A high quality of ‘finish’ must be achieved that will succeed under public scrutiny and attention. Props and merchandise may well appear side-by-side…but where will the viewer’s attention be directed? TEACHING STRATEGIES AND LEARNING ACTIVITIES Client briefs should seek to reflect industry practice, both in terms of demand and layout. However, these are students not professionals, so the design process that underpins this sort of work should be taught to learners, and tutors should see this learning and the subsequent application of this process as an underpinning skill, and learners should be reminded of it as a process they should use in addressing any brief. Centres should ensure that learners have suitable access to workshop and studio facilities to enable them to fulfil their intentions. The size and scale of different types of retail display should be taken into account when writing assignments. Some centres may have access to window space, whilst for others, smaller-scale point-of-sale work might be more relevant.

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Health and safety considerations should be taken into account, particularly if any electrical equipment is used, such as power tools, lighting, video equipment and motors. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


Selected portfolio of drawings/images/designs/proposals/scaled plans

Reflective journal

Evaluation based on client/peer/user feedback


Written evidence




Worksheets/handouts

Presentation material; Powerpoint, mood boards, scripts for pitches

Annotated photographs

Video material

Models, maquettes, dummies, props, mock-ups

Multi media material and presentation

Sequenced images

Web-blogs

These examples are for illustrative purposes and are not intended to be exhaustive or prescriptive. However the evidence is presented, there must be confirmation of achievement of every learning outcome and criteria for assessment within the unit which must be clearly signposted ADDITIONAL INFORMATION

Centres offering this unit should ensure that learners have access to sufficient equipment, as detailed in the indicative content, for each learner to use. Where there is an expectation that learners will need to provide resources in order to achieve the unit, centres should ensure this is made clear to learners at the point of recruitment.

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Unit Title

D/601/8180 Audio and video production processes for animation

Level

3

Credit Value

8


60

Unit Summary

This unit will introduce learners to the creative use of video and the impact of sound on visual images. Learners will investigate and explore the relationship that brings video and audio together as an interactive medium within digital animation. Video or still photo-imaging will be a key part of the development process. Learners will capture and manipulate digital information in audio and video formats, and will evaluate key aspects of digital manipulation of sound and video materials



1. Understand how sound and video work together to create impact and meaning

1.1 Critically compare the inter-relationship between sound and video in examples of animation work 1.2 Explain the processes that practitioners use in combining audio and video material to create and reinforce meaning 1.3 Develop experimental sequences which manipulate audio and video material and combine them for interactive/animation applications 1.4 Evaluate own work in audio and video manipulation

2. Be able to use techniques and processes to capture sound and video material for use in digital animation contexts

2.1 Demonstrate the use of sound and video recording equipment to capture material for use in digital animation 2.2 Demonstrate the application of software to edit and manipulate audio material 2.3 Demonstrate the application of software to edit and manipulate video material

3. Know how to develop an interactive sound and video product for integration with 2D/3D images

3.1 Demonstrate the use of hardware and appropriate software to produce sound and video material for interactive contexts and applications 3.2 Develop outcomes which integrate sound and video with 2D/3D images

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4. Be able to reflect on own learning and identify opportunities for improvement

4.1 Review and revise own work to identify opportunities for improvement 4.2 Produce a personal development plan

Mapping to National Occupational Standards Skillset Sound NOS 2009 S1 K&U: a, c, d, e, q. PS: 1, 2, 3, 17, 18 Skillset Animation NOS 2007 Anim1 K&U: d, k, l. PS: 7, 9, 10, 11 Anim20 K&U: c, d.

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D/601/8180 Audio and video production processes for animation - Level 3

INDICATIVE CONTENT

Learning Outcome 1. Understand how sound and video work together to create impact and meaning Learners should study examples of work that show innovative and exploratory use of sound and video. This might include early animation work by Norman McLaren where direct drawing onto the optical soundtracks was used, innovative use of music in Disney animations such as Fantasia Learners should explore the synchronisation of sound to video, use of sound effects and background music, location recording and over-dubbing techniques.

Learning Outcome 2. Be able to use techniques and processes to capture sound and video material for use in digital animation contexts Use of digital cameras and to capture video material Investigate storage media, capacity, quality and compression techniques Transfer of material to editing systems and making back-up copies Use of digital audio recording equipment, matching sound-track to video, digital capture devices, how music and sound effects can be added to existing sound-tracks Use and care of suitable microphones, cables and ancillary equipment

Learning Outcome 3. Know how to develop an interactive sound and video product for integration with 3D images Learners have the opportunity to create an individual piece of work The integration with 3D images emphasises the creative element of this unit Learners should be able to work from research and inception of ideas through to a finished product

Learning Outcome 4. Be able to reflect on own learning and identify opportunities for improvement Keep an on-going journal to record progress and development Evaluate the process of production and the final product using audience and client feedback, tutor and peer feedback and own critical evaluation Identify ways to improve the product and personal approach taken to the production process TEACHING STRATEGIES AND LEARNING ACTIVITIES The purpose of this unit is to give learners the opportunity to build skills and apply them to produce creative outcomes. Seeing, discussing and critically appraising professional practitioners work is important. Centres should ensure that suitable audio and video recording equipment, data storage and digital editing systems are available on which to develop underpinning skills and generate outcomes, and learners may well need access to those facilities outside of taught time. For LO3, Learners need to focus on the integration of sound and video work with 3D images, and this should mean that individual ideas and approaches can be pursued. A detailed ongoing record of project work should be kept. Evaluative skills have to be taught and learned, not assumed, so some practice and guidance will be necessary.

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Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Evidence may be presented in a range of formats that may include any number of the following

Audio and video recordings


Reflective journal


Written evidence




Sequenced images

Web-blogs




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Unit Title

H/601/8181 Character development for digital animation

Level

3

Credit Value

8


60

Unit Summary

In this unit learners will understand and apply the processes and techniques that underpin the creation and development of 3D imagery, particularly in the context of model and character generation. Learners will develop their own ideas into 3D modelled characters, applying creative and technical processes from concept through to outline. Learners will understand how movement is generated and will use the techniques which enable realistic and effective ‘choreography’ of characters



1. Understand the requirements for character development in films, TV and computer games

1.1 Identify the requirements for a range of characters intended for different contexts 1.2 Explain, using examples, the differences between character development for film, TV and computer games 1.3 Differentiate between aspects of function and style in 3D animation character development

2. Know how to use computer modelling to develop character ideas from concept to outline stage

2.1 Develop ideas for characters for use in given digital animation contexts 2.2 Demonstrate the use of appropriate hardware and software to develop effectively modelled characters

3. Be able to create animation sequences in which modelled characters move in digital environments

3.1 Demonstrate the use of appropriate hardware functions and software tools to create digital backgrounds and environments for given film, TV and game contexts 3.2 Apply appropriate techniques for the integration of animated characters within designed environments 3.3 Explain, using examples of own work, the techniques used to interpret and apply realistic movement to digitally designed 3D characters

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3.4 Develop storyboards that show how personal ideas can be developed into sequences

4. Understand the value and importance of developing a personal style in the creation of animation characters

4.1 Critically compare the style of animation characters created by other practitioners 4.2 Evaluate own work in terms of effectiveness and style

Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim8 K&U: a, b, c, d, e, f, h. PS: 1, 2, 4, 5, 6, 8, 9.

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H/601/8181 Character development for digital animation - Level 3

INDICATIVE CONTENT

Learning Outcome 1. Understand the requirements for character development in films, TV and computer games In most animations it is the characters that are the main subject and focus for attention. Some cartoon and animation characters have become household names, recognised around the world. Early pioneer Walt Disney worked with hand-drawn and painted characters, such as Mickey Mouse and Snow White, Pinocchio and Donald Duck. Other practitioners use ‘clay’ (plasticine) models, such as Wallace and Grommit from Nick Park’s Aardman Studios, and Ray Harryhausen’s ‘Dynamation’ work from the 1960s in animating models in films such as Sinbad or Jason and the Argonauts is still admired today. Computers extend animators capabilities in extraordinary ways, enabling them to give character to otherwise inanimate objects, and John Lasseter’s seminal work ‘Luxo Junior’, (where the characters were ‘anglepoise’ lamps!) was the forerunner and progenitor for all of the amazing animation that followed in films such as Toy Story, Jurassic Park, Finding Nemo and many others. Computer games depend on high-quality 3D character animation and feature films often use a significant amount of animation content, often combined seamlessly, and perhaps even un-noticeably (such as in Titanic) with live action. Computer modelling is at the heart of this integration. The different requirements of each area should be considered and compared. Learning Outcome 2. Know how to use computer modelling to develop character ideas from concept to outline stage Learners should use appropriate hardware and software in conjunction with traditional drawing and modelling techniques to develop character ideas relevant to their chosen theme or application. Aspects such as the look and feel of a character will be addressed through working with surface texture, rendering, lighting and shadow, together with the more complex aspects of movement and style of the character. Learning Outcome 3. Be able to create animation sequences in which modelled characters move in digital environments Short test sequences or animatics should be produced that show characters in action, integrated with and moving in a digitally-designed environment. This will entail the use of layers, consideration of perspective and scale and possibly aspects of lighting and shadow, depending on the sophistication of the software used.

Learning Outcome 4. Understand the value and importance of developing a personal style in the creation of animation characters Study of practitioners to explore how personal style is both developed and recognised, eg Disney, Harryhausen, Bob Godfrey, John Lasseter and then consider how digital processes have enables further sophistication in character development from Studios such as Pixar and ILM. Learners should seek to develop their own style in creating and animating characters. It is here that the imagination of the animator is being articulated in the creation of his or her ‘cast’. Critical appraisal of examples produced by other practitioners and studios, and thorough self-critical review and reflection on learners’ own creations should be presented in appropriate formats.

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TEACHING STRATEGIES AND LEARNING ACTIVITIES It is essential that learners have access to a range of examples of historical and contemporary animators work. This range should cover methods, processes, styles and technologies. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


Selected portfolio of drawings/images/designs/proposals/plans

Reflective journal

Evaluation of examples of animators work


Written evidence




Worksheets/handouts

Storyboards

Animated sequence/animatics

Video material

Models


Sequenced images

These examples are for illustrative purposes and are not intended to be exhaustive or prescriptive. However the evidence is presented, there must be confirmation of achievement of every learning outcome and criteria for assessment within the unit which must be clearly signposted

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Unit Title

A/601/8185 Digital 3D modelling for animation

Level

3

Credit Value

8


60

Unit Summary

In this unit the learner will understand the principle features of digital 3D modelling, know how to use appropriate software and be able to use the technical equipment and techniques associated with digital 3D modelling. The process of working from ideas, to 2D drawings and finally to a fully rendered 3D moving image is complex, and learners will require an understanding and integration of both technical and creative techniques



1. Understand how the principles of 3D modelling are applied to the production of 3D images

1.1 Explain the principles of 3D modelling in digital contexts 1.2 Summarise the procedures for starting with 2D images and constructing 3D shapes in digital contexts 1.3 Demonstrate the use of hardware and software to produce effective 3D modelling 1.4 Demonstrate the effective application of texturing, lighting and shadowing processes

2. Be able to apply the principles of 3D modelling to produce animated 3D images in response to briefs

2.1 Apply the principles of 3D modelling to the production of test sequences that include movement in the x, y and z axis 2.2 Develop story-boards that show image development from sketches to final 3D outcomes 2.3 Demonstrate the use of software tools to produce animated 3D images based on the development of own ideas 2.4 Develop ideas which lead to effective solutions to given briefs

3. Be able to analyse and review the effectiveness of own and others 3D animation work

3.1 Critically compare examples of 3D modelling in the work of practicing animators

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3.2 Reflect on own animation work and review effectiveness of outcomes 3.3 Respond to feedback and other factors to improve outcomes

Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim14 K&U: a, b, d, f. PS: 1, 2, 4, 5, 6. Anim15 K&U: a, c, e, k. PS: 1, 2, 4, 7.

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A/601/8185 Digital 3D modelling for animation - Level 3

INDICATIVE CONTENT Learning Outcome 1. Understand how the principles of 3D modelling are applied to the production of 3D images 3D modelling in digital contexts has become increasingly important to animators. Audiences now expect images to appear virtually ‘real’ in film, TV and computer-game animations. Software development and increased processor speeds mean that the realistic representation of movement, surface, expression and environment can be created. The most common sources of 3D models are those originated on the computer by an artist or designer using a 3D modeling tool, and those scanned into a computer from real-world objects. The processes used will include drawing and imaging, wire-framing, modelling, lighting, rendering and texturing, and other considerations such as relating human movement to on-screen drawing, keyframing, movement in a frame, ‘’tweening’ and other specific processes related to 2D/3D modelling.

Learning Outcome 2. Be able to apply the principles of 3D modelling to produce animated 3D images in response to briefs Not all computer graphics that appear 3D are based on a wireframe model. 2D computer graphics with realistic 3D effects can be achieved without wireframe modelling and are sometimes indistinguishable in the final form. Some graphic art software includes filters that can be applied to 2D vector graphics or 2D raster graphics to create 3D effects Principles of three-dimensional computer animation which include: visual styling, blending ‘cartoon’ physics with real world physics, using cinematography, rigging, mastering facial animation, and making animation work effectively in a range of contexts.

Learners should have prior knowledge of using the computer for 2D graphic image production. Evidence of examples produced in technical workshops Use of camera/computer to capture images and generate 3D images from them Storyboards and design sheets to show development of ideas, moving from 2D to 3D Reflective and evaluative notes, journals, logs. Learning Outcome 3. Be able to analyse and review the effectiveness of own and others’ 3D animation work Critical study and analysis of examples of practitioners work including reference to specific software processes and visual language Keep an on-going journal to record progress and development of ideas, technical skills and creative ideas Evaluate the processes used in animation and the quality and impact of the outcome using audience and client feedback, tutor and peer feedback and own critical evaluation of animated products Identify ways to improve the outcome and the personal approach taken to the animation production processes.

http://en.wikipedia.org/wiki/3D_model

http://en.wikipedia.org/wiki/3d_scanning

http://en.wikipedia.org/wiki/Graphic_art_software

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Selected portfolio of drawings/images/designs

Reflective journal



Written evidence




Worksheets/handouts

Storyboards and scripts

Animated sequences/animatics

Video material

Models in physical and digital form


Sequenced images

Web-blogs

These examples are for illustrative purposes and are not intended to be exhaustive or prescriptive. However the evidence is presented, there must be confirmation of achievement of every learning outcome and criteria for assessment within the unit which must be clearly signposted TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should ensure that learners have access to suitable technical resources which may include: Computer equipment, storage/servers, capture devices Suitable software that reflects the type of provision found in professional contexts Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


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Unit Title

F/601/8186 Environments and backgrounds for digital animation

Level

3

Credit Value

8


60

Unit Summary

In this unit learners will understand how to use relevant hardware and software. They will apply principles of digital animation design to animated sequences with a particular emphasis on backgrounds, backdrops and environments. They will be able to develop their own perspective drawings, photographs and sketches into digital environments and 3D graphic elements. They will use animation hardware and software effectively and will integrate computer imagery such as characterisation and 3D models with designed environments



1. Understand the interface between animation, digital imagery and background environments

1.1 Assess how digital animation software affects the visual characteristics of selected animation sequences 1.2 Explain how intelligent animation software changes the production process for animators 1.3 Critically compare researched examples of digital background and environment design

2. Be able to convert drawings, photographs and sketches into digital imagery for use in animation backgrounds

2.1 Demonstrate the production of one-point and two-point perspective drawings suitable for later use in animation sequences 2.2 Demonstrate the use of hardware and software to convert drawings, sketches and photographs into digital environments 2.3 Apply software tools to enhance background and backdrop imagery

3. Know how to create characters and 3D models for integration with existing backgrounds and environments

3.1 Apply software skills to create 3D models and characters for use in animated sequences 3.2 Develop draft story-boards that show how characters and models could be integrated with background environments

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3.3 Demonstrate the production of test sequences working from story-boards through to animated outcomes 3.4 Evaluate the effectiveness of integrated visual elements within animated sequences

4. Be able to use appropriate processes and software skills to produce animated sequences based on own creative ideas

4.1 Develop ideas for animation sequences that combine characters, models and backgrounds 4.2 Apply appropriate skills, techniques and processes to produce animation sequences that fulfil creative intentions 4.3 Evaluate outcomes against creative intentions to identify successes and possible improvements

Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim14 K&U: a, b, d, f. PS: 1, 4, 5, 6. Anim15 K&U: a, c, e,i, k. PS: 2, 4, 7

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F/601/8186 Environments and backgrounds for digital animation - Level 3

INDICATIVE CONTENT Learning Outcome 1. Understand the interface between animation, digital imagery and background environments Study of commercial examples, analysis of processes and techniques used in film, television and computer games Consideration of how particular effects are achieved in examples studied Learning Outcome 2. Be able to convert drawings, photographs and sketches into digital imagery for use in animation backgrounds The integration of the visual elements of any sequence is critical to producing effective animated material. Learners will explore some of the technologies and processes that enable practitioners to create backgrounds and other environments. This may include: Use of scanning equipment Rotoscoping ‘Tracing’ processes in both software and traditional contexts Conversion of photographs and filmed sequences to high-contrast, posterised and ‘line’ images ‘Tweening’ and similar processes that are used to short-cut or automate drawing and creation of sequences of frames Learning Outcome 3. Know how to create characters and 3D models for integration with existing backgrounds and environments Character elements including bodies, faces, hair, expression, shapes and textures, rendering and lighting. Software such as Poser is now considered essential for this type of work. Use of relevant software such as Poser, Cinema 4D and Maya. Further specialist software includes Vue and Bryce. For low budget work, backgrounds can be rendered as multi-layered images which are then ‘composited’ with the character animation and animated with software such as Adobe AfterEffects. Learning Outcome 4. Be able to use appropriate processes and software skills to produce animated sequences based on own creative ideas Drawing and development of narrative and experimental sequences that integrate background, environment and character Getting to grips with the capabilities and limitations of particular software packages Research and generation of ideas to produce original work based on personal inspiration. TEACHING STRATEGIES AND LEARNING ACTIVITIES This Unit could be taught in conjunction with another Unit as part of a larger integrated project in some centres. This however is not a requirement. Backgrounds in digital animations can be produced in a variety of ways, from hand-drawn through to computer-generated, via digitally enhanced or processed photographic images or the use of still frames from moving-image sequences. Learners should explore suitable approaches dependent on personal intentions and availability of resources.

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Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Portfolio which may include

Written material

Notes and reviews of practitioners work including reference to visual language

Sketchbooks and development sheets, annotated by the learner

Character development


Test footage

Presentation of footage and experimental material

Journals and logs

Evaluation notes/recordings/documentation

Witness statements and tutor observation notes

Tutorial notes and records

101

Unit Title

L/601/8188 Practical and theoretical principles of animation

Level

3

Credit Value

8


60

Unit Summary

In this unit, learners will be introduced to the fundamental principles of animation, and will use relevant technologies and equipment to create their own animated sequences. These sequences will communicate a variety of visual intentions. Learners will gain first-hand experience of single-frame animation with an emphasis on developing both understanding and ability to analyse and interpret motion. The learner will understand how to use equipment safely and effectively in the production of their own experimental and narrative sequences



1. Understand the fundamental, practical and theoretical principles of animation

1.1 Summarise the meaning of key terms in animation 1.2 Explain the meaning and use of key technical terms and processes 1.3 Confidently operate single-frame recording systems 1.4 Critically compare the strengths and weaknesses of processes such as ‘onion-skinning’ and ‘off-the-peg’ working 1.5 Demonstrate safe and professional working practice in the use of hardware and software

2. Understand the processes used to interpret and represent movement and action at a frame-by-frame level of animation

2.1 Demonstrate the representation of paths of action, simple metamorphoses and straight-ahead effects through a range of animation test sequences 2.2 Demonstrate how key poses and ‘in-betweening’ are used to create sequences in animations 2.3 Explain with drawn examples how ‘squash and stretch’ metamorphoses are produced 2.4 Demonstrate processes which combine live-action or photographic images with animation techniques

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2.5 Explain using examples the differences between ‘straight- ahead’ and cyclical animation

3. Be able to develop and produce original visual narrative sequences and character sheets

3.1 Use research together with own ideas to develop characters and original animation sequences 3.2 Apply visual language in a creative manner in animation sequences 3.3 Explain how elements of visual language have been used to produce particular effects

4. Be able to develop and produce character sheets

4.1 Develop original ideas into character sheets

5. Know how to reflect on own work and achievements to inform a personal development plan

5.1 Evaluate own work against agreed parameters 5.2 Review and revise achievements in the context of creative and original animation

Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim1 K&U: b, d, c. PS: 1, 9, 10, 11. Anim3 K&U: a, b. PS: 1, 2, 5, 8. Anim8 K&U: a, b, c, f, h. PS: 1, 2, 3, 6, 8, 9

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L/601/8188 Practical and theoretical principles of animation - Level 3

INDICATIVE CONTENT Learning Outcome 1. Understand the fundamental, practical and theoretical principles of animation Animation as a process has a long history, actually pre-dating photography and cinematography, seen in flip-books and mechanical devices. Animation became a combined mechanical and optical process good enough for public showing by the late 1890’s. Early work was produced through stop-frame or still-frame methods, and even though modern systems that connect video-cameras to computers have made the process faster and easier, basic principles still underpin animation work. Learning Outcome 2. Understand the processes used to interpret and represent movement and action at a frame-by-frame level of animation These include methods for conveying types of movement, such as bounce and stretch. Character’s movement such as walking. Facial expression and mouth movements to sync with speech/dialogue Techniques such as rotoscoping and motion capture that allow film, games and photographs to be transcribed to make representation more ‘human’ and accurate. Learning Outcome 3. Be able to develop and produce original visual narrative sequences and character sheets Learning Outcome 4. Be able to develop and produce character sheets Use of scripts and storyboards Camera angles, notes on timing of movements, backgrounds and foregrounds, colour/lighting/rendering notes. Character sheets are used to show aspects of the character such as ways of moving, how they are drawn or represented from different angles, eye movements, mouth shapes

Learning Outcome 5. Know how to reflect on own work and achievements to inform a personal development plan Keep an on-going journal to record progress and development of ideas, technical skills and creative ideas Evaluate the processes used in animation and the quality and impact of the outcome using audience and client feedback, tutor and peer feedback and own critical evaluation of animated products Identify ways to improve the outcome and the personal approach taken to the animation production processes. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners must have access to suitable equipment and materials, and should be guided in professional approaches to organising shoots, preparing script and storyboard ideas, safe use of equipment and back-up and security of recorded material

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METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Portfolio which includes:

Written material

Notes and reviews of practitioners work including reference to visual language

Sketchbooks and development sheets, annotated by the learner

Character development


Test footage/animatics

Presentation of sequences, footage and experimental material

Journals and logs

Evaluation notes/recordings/documentation

Witness statements and tutor observation notes

Tutorial notes and records

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Unit Title

R/601/8189 Pre-production animation skills

Level

3

Credit Value

8


60

Unit Summary

In this unit, learners will understand the process of animation pre-production. This is the development of ideas and the planning required before any actual production starts. The learner will develop ideas for stories and scripts in the form of a screenplay, develop characters, produce a detailed storyboard with reference to camera angles, shot lengths, sound, movement and timing, and will also create an animatic using suitable video and digital equipment



1. Understand the creative and technical processes used in pre-production for animation

1.1 Critically compare examples of the pre-production work of other animation practitioners 1.2 Explain, using examples, the different elements of pre-production for animation

2. Be able to plan the separate elements used in pre-production for animation

2.1 Develop script ideas for proposed animation projects 2.2 Interpret script ideas to produce screenplays for animation projects

3. Be able to produce the separate elements used in pre-production for animation

3.1 Develop written and sketch ideas into working story-boards 3.2 Develop ideas and designs for animation characters

4. Be able to integrate the separate elements used in pre-production for animation

4.1 Use video and computer equipment to produce short animatics that integrate the elements of proposed animation production 4.2 Explain the processes used to integrate animation elements

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5. Understand how to write effective production schedules within the constraints of animation projects

5.1 Explain the constraints and requirements of workable production schedules for animation 5.2 Review and revise pre-production activity in order to produce workable production schedules

Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim3 K&U: a, d, e, h. PS: 1, 3, 4, 5, 6, 8, 9. Anim7 K&U: b, d, f, i. PS: 1, 2, 3, 5. Anim8 K&U: a, b, c, d, f, h. PS: 1, 2, 3, 4, 5, 8, 9

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R/601/8189 Pre-production animation skills - Level 3

INDICATIVE CONTENT

Learning Outcome 1. Understand the creative and technical processes used in pre-production for animation As with all forms of creative activity, it is important to consider how other practitioners have approached this type of activity, so learners must understand how to analyse and critically appraise of the pre-production work of others. Although there may be a sequence for the different stages in pre-production, it is important that learners consider how each stage can affect another, and to treat the separate elements of pre-production as inter-related factors that work together to create the production plan. This can mean looking at each element several times to consider how improvements can be made.

The starting point is the narrative or story. Concepts are turned into a story outline that describes all the main scenes in order. This outline is turned into a script that indicates action, dialogue, camera angle and scene details. The key factor in an animation script as compared to a normal script is the considerable attention and detail put into describing every camera angle, shot, and movement sequence. The writer has to describe everything the camera will record. Learning Outcome 2. Be able to plan the separate elements used in pre-production for animation Given the labour-intensive nature of animation production, it is essential that all planning is complete, and key decisions are taken, before any production begins. The script is the key controlling artefact. Learners will both generate creative ideas for scripts and also develop screenplays from the script to enable production to be planned. Learning Outcome 3. Be able to produce the separate elements used in pre-production for animation Backgrounds, sketching, inking, and colouring or painting of animation, and photographing the backgrounds and foregrounds onto film or video or producing and capturing images and visual content into a computer. Sound track and dialogue recording are also part of the production process. Learning Outcome 4. Be able to integrate the separate elements used in pre-production for animation Elements include dialogue, sound effects, background, foreground and character images and/or drawings, all of which may be the work of storyboard artist, script editor, producer, story editor, camera operator, sound recordist…but here they may be one and the same person. The learner will have to plan and organise these elements, or may work as part of a team with defined individual roles. Learning Outcome 5. Understand how to write effective production schedules within the constraints of animation projects Production schedules require a complex ‘blocking’ or chart system to ensure that timescales are adhered to, assets and elements are completed, individuals fulfil their responsibilities, and in commercial contexts, that completion, duplication and distribution deadlines are met.

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TEACHING STRATEGIES AND LEARNING ACTIVITIES The challenge of producing completed sequences of animated material should not be under-estimated. Learners will require access to facilities and resources outside of ‘taught time’ in order to be able to achieve meaningful outcomes. Exemplar material to show pre-production work of other animators can be found through library, website and specialist sources such as Skillset. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT



Reflective journal



Written evidence




Worksheets/handouts

Scripts and screenplays

Storyboards


Video material

Sequenced images

Web-blogs


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Unit Title

L/601/8191 Production and post-production for animation

Level

3

Credit Value

8


60

Unit Summary

In this unit the learner will use material created at pre-production stages and bring that together into the creation of 2D or 3D animated outcomes. Learners will reflect on their work and evaluate the effectiveness of their production and post-production work



1. Understand how the separate elements of pre-production work are integrated in the production of animation sequences

1.1 Explain how pre-production material is used as the basis of animation production work 1.2 Interpret production schedules to carry out production work

2. Be able to use equipment and software safely and effectively to produce 2D or 3D animation outcomes

2.1 Demonstrate the use of relevant camera, computer and/or digital equipment for the production of animation sequences. 2.2 Assess Health and Safety risks in given working environments 2.3 Work safely in compliance with relevant Health and Safety legislation and other guidelines

3. Know how to use relevant post-production techniques in the creation of animation products.

3.1 Demonstrate the effective use of editing hardware and software to compile shot sequences 3.2 Demonstrate appropriate use of specialist software in the post-production process

4. Understand the importance of evaluating production and post-production work

4.1 Review and revise production and post-production work in relation to the production schedule 4.2 Evaluate own production and post-production work through reflection on own learning

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Mapping to National Occupational Standards Skillset Animation NOS 2007 Anim10 K&U: a, b, f. PS: 2, 5. Anim12 K&U: a, b, d, e. PS: 1, 2, 3. Anim23 K&U: b, c, d, g. PS: 2, 3, 4, 8

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L/601/8191 Production and post-production for animation - Level 3

INDICATIVE CONTENT This Unit is designed to allow learners to apply the skills, knowledge and understanding of the many processes used ‘pre’ and ‘post’ production of an animated sequence. Pre-production is about research, planning, building technical skills and making decisions. Post-production is, in fact, many different processes grouped under one name. These typically include: Editing the animated work, writing, (re)recording, and editing the soundtrack, adding visual special effects - mainly computer-generated imagery, sound Design, Sound Effects, Foley and Music, culminating in a process known as sound re-recording or mixing. Typically, the post-production phase of creating an animated sequence may take longer than the actual shooting of the film, and in professional productions can take several months to complete.

Learning Outcome 1. Understand how the separate elements of pre-production work are integrated in the production of animation sequences Animation, whether it is hand-drawn, model animation, stop-motion, claymation or digital 2D or 3D work is a time-consuming and intensive process. It depends on thorough, complete and accurate pre-production material that can be translated into an animation production. The animator is working from that material, effectively controlling pace, timing and realisation of ideas and concepts and the learner must understand how these elements are handled, as well as dealing competently with technical and health and safety considerations. Learning Outcome 2. Be able to use equipment and software safely and effectively to produce 2D or 3D animation outcomes Learners will use technical systems to create animations, rostrum systems, lighting, stop-motion, model/plasticine work, computer-generated outcomes and images Learners should understand how to use titling and graphics systems and software, adding sound effects, special visual effects Learning Outcome 3. Know how to use relevant post-production techniques in the creation of animation products Post-production in animation is the last stage in creating a film animation. It is where the individual shots or scenes are edited together, transitions are created, and other special effects such as compositing, additional sound and lighting effects and split-screen work are added. Shot logs and edit lists Editing software such as iMovie, Moviemaker, Premiere, Final Cut, Studio 8 Specialist post-production software such as AfterEffects Making secure back-up copies Correct working practice whether on local machines or to a video server.

Learning Outcome 4. Understand the importance of evaluating production and post-production work Keep an on-going journal to record progress and development of ideas, technical skills and creative ideas Evaluate the processes of pre- and post-production for animation and the quality and impact of the final product using audience and client feedback, tutor and peer feedback and own critical evaluation of animated products Identify ways to improve the product and the personal approach taken to the pre and post production processes.

http://en.wikipedia.org/wiki/Film_editing

http://en.wikipedia.org/wiki/Re-recording_(filmmaking)

http://en.wikipedia.org/wiki/Soundtrack

http://en.wikipedia.org/wiki/Special_effect

http://en.wikipedia.org/wiki/Special_effect

http://en.wikipedia.org/wiki/Computer-generated_imagery

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TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learners should be encouraged to work in a professional manner, using industry approaches and protocols for capturing and assembling material, logging shots and making edit lists. Access to suitable technology, IT systems and equipment will be essential, as will access to facilities outside of teaching time. Health and safety considerations must be taken into account, especially for any location work. Footage and recordings should be securely backed-up, but it should be made clear that this is the responsibility of learners. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Evidence may be presented in a range of formats that may include any number of the following

Audio and video recordings

Traditional film


Reflective journal


Written evidence


Web-based presentation


Sequenced images

Web-blogs



Evaluation/journal material


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Unit Title

L/601/3542 Pixel-based image manipulation

Level

3

Credit Value

8


60

Unit Summary

This unit is aimed at learners who wish to gain skills and knowledge in the use of industry standard software for the pixel-based manipulation of digital imagery. Learners will be able to make use of commonly used software tools and functions and apply them to typical image manipulation tasks, such as colour correction, image-retouching and enhancement



1.Recognise the use of pixel based image software

1.1 Assess how and where pixel based image software is employed with the use of at least six examples

2. Be able to explore the tools and functions of pixel-based image manipulation software

2.1 Manipulate at least six imported images using the following

layers

filters

repair tools

colour adjustment

colour management

cropping

2.2 Construct at least four images from component source material experimenting with a combination of at least four of the following in each

selection tools

layers

lasso tools

pen tools

eraser

brush tools

clone tool

colour

2.3 Evaluate the outcomes from 2.1 and 2.2 in terms of technical and aesthetic qualities

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3. Be able to initiate and create images in pixel-based image manipulation software for intended output

3.1 Formulate an intention for a final outcome 3.2 Assess image requirements for intended output in terms of

resolution

colour mode

output size

file format 3.3 Select appropriate image settings to create intended final outcome 3.4 Select and use pixel based image software tools to create an intended final outcome 3.5 Review final outcome in terms of its technical and aesthetic qualities


4.1 Create a digital filing system for source and final imagery in appropriate file locations 4.2 Save digital files in appropriate formats for print and screen-based outputs

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-17 K&U: f, g, h, I, j, k. PS: 1, 3, 4, 6. PI-24 K&U: d, f, g, j, l. PS: 1, 7, 12. PI-26 K&U: e, g. PS: 2, 4, 5

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L/601/3542 Pixel-based image manipulation - Level 3

INDICATIVE CONTENT

This unit is designed to provide learners with the skills and knowledge required to manipulate images in pixel based image manipulation software. Learning Outcome 1. Recognise the use of pixel based image software Learners should be introduced to the principles of pixel based image manipulation software and its’ uses. Learners should be made aware of the scope and wide spread usage of pixel-based image manipulation through the investigation of examples. Learning Outcome 2. Be able to explore the tools and functions of pixel-based image manipulation software Learners should be introduced to industry standard software packages. They will use the pixel-based image manipulation software to experiment with the digital manipulation of images exploring the use of a wide range of available software tools. Once learners have gained an understanding of the basic tools they will be able to construct images from component source images, which may be generated by the student or gained from another source. To construct the images, learners will have to demonstrate the application of integral pixel-based image manipulation software tools and functions as listed in assessment criteria 2.2. Learner should reflect upon the outcomes of assessment 2.1 and 2.2, in terms of their technical and aesthetic qualities. Learning Outcome 3. Be able to initiate and create images in pixel-based image manipulation software for intended output Learners will have to decide upon a final intended piece to be produced using pixel-based image manipulation software. Using the knowledge gained they will need to determine the technical requirements of the final intended piece, including correct resolution for output (screen – 72dpi, Print 300+dpi), method, correct colour space (CMYK, RGB, Monotone, Duotone, etc) and file format. Learners will create their intended final piece in line with the identified technical requirements, and review the success of the intended outcome in terms of aesthetic and technical qualities. Learning Outcome 4. Be able to manage and store digital imagery For learners to work efficiently using image manipulation software they should create a digital filing system, using appropriate folder names and file tags for their source imagery and development files. They should be aware of the range of methods and hardware that can be used to achieve this, such as; External Hard drive, Pen Drive, Disk, RAID, etc. Learners will need to know about suitable file formats and colour spaces (RGB, CMYK, Monotone, Duotone, Hexadecimal, etc), and save their work in an appropriate formats for both screen and print based outputs TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is intended to provide learners with the specific and technical skills required to use pixel-based image manipulation software successfully, therefore access to the appropriately equipped facilities is essential.

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There are no restrictions upon the teaching and learning strategies that can be used for this unit. This unit may be taught in a variety of professional contexts and for the many differing purposes that pixel-based image manipulation software may be used Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT



Reflective journal


Written evidence


Annotated design sheets



Sequenced images

Blogs





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Unit Title

A/601/4203 Vector-based image generation

Level

3

Credit Value

8


60

Unit Summary

Learners will be able to develop their ability to generate digital imagery through the skilful and creative application of industry standard software tools. Learners will be able to apply their skills and knowledge to a variety of professionally-related design projects, up-date skills in a professional context, or enhance a portfolio for progression



1. Recognise the purpose of vector based image software

1.1 Assess how and where vector based image software is employed with the use of at least six examples

2. Be able to explore the tools and functions of vector-based image generation software

2.1 Create at least six experimental images using the following

pen tools

pathfinder

type tools

shape tools

selection tools

stroke

fill

gradients

colour

3. Be able to review the results of experimentation

3.1 Determine the vector based software tools preferred for their own working practice and explain why 3.2 Assess the outcomes from 1.1 in terms of the technical quality of the images created

4. Be able to apply vector-based image generation software for intended outputs

4.1 Select and utilise appropriate vector based image software tools to create at least two of the following

masthead

logo

character

illustration

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type face 4.2 Assess the outcomes from 4.1 in terms of the technical quality of the images created and fitness for purpose


5.1 Adapt and prepare document for intended output 5.2 Organise digital files in appropriate file locations 5.3 Save digital files in appropriate formats for print and screen-based outputs

Mapping to National Occupational Standards Creative and Cultural Skills Design NOS 2009 DES1 PS: a, b, h. K&U: 2, 3. DES7 PS: a, b, c. K&U: 1, 5. DES10 PS: a, b, c, d, f, g, h, k, l, m, n, o. K&U: 2, 3, 4, 5, 6

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A/601/4203 Vector-based image generation - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the skills and knowledge required to manipulate images in vector-based based image generation software. Learning Outcome 1. Recognise the purpose of vector based image software Learners should be introduced to the principles of vector-based image generation software and its’ uses. Learners should be made aware of the scope and wide spread usage of vector-based image generation through the investigation of examples. Learning Outcome 2. Be able to explore the tools and functions of vector-based image generation software Learners will experiment with the tools and functions available in industry standard vector-based image generation software from the list in assessment criteria 2.1. Learners should fully explore the features, potential and limitations of the software available. Learning Outcome 3. Be able to review the results of experimentation Learners will be required to reflect upon the experimentation in terms of the capability of the software, available tools and functions and aesthetic qualities provided. This will inform their selection of favoured software tools and processes. Learning Outcome 4. Be able to apply vector-based image generation software for intended outputs Learners will be required to apply their vector-based image generation software skills and preferred working practices to create a range of design outcomes as listed in assessment 4.1. They will review their outcomes in terms of the technical processes that they have employed and fitness for intended purpose. Learning Outcome 5. Be able to manage and store digital imagery Learners are required to adapt and prepare their vector file the chosen output, taking into considerations the technical parameters such as file type, size, colour space, etc. For learners to work efficiently using vector-based software they should create a digital filing system, using appropriate folder names and file tags for their source imagery and development files. They should be aware of the range of methods and hardware that can be used to achieve this, such as; External Hard drive, Pen Drive, Disk, RAID, etc. Learners will need to know about suitable file formats and colour spaces (RGB, CMYK, Pantones, etc), and save their work in an appropriate formats for both screen and print based outputs TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is intended to provide learners with the specific and technical skills required to use vector-based image generation software successfully, therefore access to the appropriately equipped facilities is essential.

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There are no restrictions upon the teaching and learning strategies that can be used for this unit. This unit may be taught in a variety of professional contexts and for the many differing purposes that vector-based image generation software may be used Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT



Reflective journal


Written evidence


Annotated deign boards



Sequenced images

Blogs





121

Unit Title

R/601/2571 Digital photo imaging techniques

Level

3

Credit Value

8


60

Unit Summary

This unit enables the learner to acquire a technical understanding of digital photo imaging used in the generation of still images. Learner will gain an understanding of the uses and limitations of digital photography through the exploration of procedures and tasks relevant to the professional photographer. Learners will be able to apply effective control of a camera to produce and store successful images



1. Be able to use compact digital cameras to create photographic images

1.1Competently use and control compact digital cameras, to include

auto settings

custom settings

use of built in flash

2. Use digital Single Lens Reflex cameras

2.1 Competently use and control digital single lens reflex (DSLR) cameras to control focussing, to include manual and auto settings 2.2 Competently use and control digital single lens reflex (DSLR) cameras to control exposure, to include

aperture priority

shutter priority

manual exposure settings 2.3 Competently use and control digital single lens reflex (DSLR) cameras to control image quality, to include

white balance

ISO settings

file formats (e.g. RAW and JPEG settings)

3. Be able to download and store digital images from a camera

3.1 Import images into an image management system 3.2 Appropriately store digital image files using professional image management software 3.3 Optimise digital images for export for various purposes

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3.4 Retrieve and output images for subsequent use

4. Be able to present a portfolio of photographs taken with a digital camera to a professional standard

4.1 Present a portfolio of images in an appropriate format that demonstrates

visual awareness


appropriate layout

presentation of imagery

precision and attention to detail


5.1 Evaluate personal progress in relation to digital photographic practice

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-7 K&U: e, g, h, I, m. PS: 5, 8, 10, 13. PI-17 K&U: g, h, I, k. PS: 1, 2, 3, 4, 10.

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R/601/2571 Digital photo imaging techniques - Level 3

INDICATIVE CONTENT

This unit is designed to give the learner a technical understanding of digital cameras and associated accessories. Learning Outcome 1. Be able to use compact digital cameras to create photographic images Learners should be encouraged to explore the availability and appropriate use of controls for compact digital cameras, e.g. Image quality settings, exposure controls, manual settings, automatic settings, ISO settings, white balance, scene modes. It is recognised that compact digital cameras including camera phones and bridge cameras vary significantly in the range of controls available and it is suggested that learners should exploit both the particularities and limitations of available examples. Learning Outcome 2. Use digital Single Lens Reflex cameras Learners should explore the full range of controls available on a DSLR including: control of focus settings, aperture priority, shutter priority and manual exposure settings, white balance control, camera file formats including RAW; compression settings and image quality (e.g. JPEG). Learners should be encouraged to explore a range of available camera accessories to enhance their learning experience, this could include; lenses of different focal lengths and different maximum and minimum apertures, supplementary lenses, filters, extension tubes, bellows, remote release, tripods, copy stand, supplementary flash, lens hoods, etc. Learning Outcome 3. Be able to download and store digital images from a camera The use of industry standard image management software is required to store and mange digital images, this should include; Saving and naming files/tagging images and meta data, use of external storage devices such external hard drives, RAID, etc In the optimisation of digital images consideration should be given to appropriate file size, colour mode, file format, etc in relation to a selection of intended forms of output including for example, web presentation and print output. Learners may be required to identify and resolve image quality issues including the exploration of colour calibration of screen and printer. Learning Outcome 4. Be able to present a portfolio of photographs taken with a digital camera to a professional standard Learner should present their work in a format of their choice, this could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learners should consider the suitability of their chosen presentation method to their photographic outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learning Outcome 5. Be able to review own creative development Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and photographic outcomes in for example journals or workbooks

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In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with practical experience and skills in using digital cameras and associated image management. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT



Reflective journal


Written evidence





Sequenced images

Blogs




125

ADDITIONAL INFORMATION Centres offering this unit should ensure that learners have access to sufficient equipment, as detailed in the indicative content, for each learner to use. Where there is an expectation that learners will need to provide resources in order to achieve the unit, centres should ensure this is made clear to learners at the point of recruitment.

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Unit Title

D/601/2573 Documentary photography

Level

3

Credit Value

8


60

Unit Summary

This unit aims to introduce learners to the theoretical, methodological and specific skills associated with documentary/reportage photography. Additionally the unit seeks to introduce learners to methods of visual research, pre-planning and organised record keeping



1. Understand approaches to documentary photography

1.1 Evaluate a minimum of six examples of documentary photography produced by at least three photographers to determine

the relationship between the approach of the photographer, the final application, format and the subject matter


2. Understand how lighting conditions determine approaches to photographing subjects

2.1 Assess, with the use of examples, the suitability of different approaches to photographing subjects under varying available lighting conditions 2.2 Assess, with the use of examples, the suitability of different approaches to photographing subjects using supplementary lighting e.g. use on and off camera flash, reflectors

3. Be able to select topics for documentary photography

3.1 Determine suitable topics for their own documentary photography 3.2 Select and justify their choice of topic/s for documentary photography identifying intended outcomes

4. Be able to carry out a documentary photo-shoot

4.1 Manage a documentary photo-shoot to ensure

required permissions are secured

time scales are met

equipment is setup correctly

testing of specialist equipment

organisation of necessary personnel

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4.2 Competently use specialist equipment to undertake documentary photography 4.3 Work within health and safety guidelines for on-site photo-shoots 4.4 Employ a range of photographic treatments

5. Be able to present a portfolio of images from a documentary photo-shoot

5.1 Professionally present a portfolio of images in an appropriate format that demonstrates

visual awareness


appropriate layout




6.1 Evaluate their personal progress in relation to documentary photography

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-4 K&U: c, j. PS: 1. PI-7 K&U: a, b, g, h, j, m. PS: 2, 3, 5, 7, 8, 10,13. PI-23 K&U: a, c, e, g. PS: 6

128


D/601/2573 Documentary photography - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the methodological and specific skills associated with documentary photography. Learning Outcome 1. Understand approaches to documentary photography Learners will be introduced to methods of visual research, planning and organised record keeping through the investigation of at least three photographers work, evaluating the approach of a number of photographers. Learners will be encouraged to compare examples of documentary photography in order to identify the relationship between the approaches employed and the final outcome. It is suggested that the three photographers selected should be chosen in order to explore a range of approaches to documenting different subject matter, or a range of approaches to documenting similar subject matter. To aid and determine the potential to employ similar approaches in own work learners should be encouraged to note potential connections to own work through annotation and visual comparison. Learning Outcome 2. Understand how lighting conditions determine approaches to photographing subjects Learners should examine examples of documentary photography taken in both available light and with the use of supplementary lighting. Learners may also be encouraged to experiment with their own photography using both available light and supplementary lighting. This may include explorations of; exposure and depth of field control, exposure bracketing, selection of appropriate lenses, film sensitivity/ISO settings, use of on and off camera flash, manual and automatic flash settings. Learning Outcome 3. Be able to select topics for documentary photography Drawing on the evaluation of documentary photographic work and the subsequent exploration of different approaches to lighting etc, learners should initially identify a range suitable topics before selecting their final choice of topic/s, justifying their selection through reflective and evaluative notes. Learning Outcome 4. Be able to carry out a documentary photo-shoot In order to successfully manage a photo-shoot learners must ensure timescales are met, equipment setup correctly and tested, work within health and safety guidelines for onsite photo-shoots, Depending on the selected topic, location and approach learners may need to explore some or all of the following

Undertake risk assessments

Location specific health and safety guidelines

Equipment guidelines

Legal requirements

Formal/informal agreements

Location contacts/agents

Model release forms

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Permissions

Insurance

Organisation of necessary personnel

Teamwork

Selection of camera types/formats

Flash equipment

Improvised lighting

Props

Laptop

Transport

Hiring of equipment

Fees/other potential costs

Learners should explore more than one approach to their documentary photoshoot. Learning Outcome 5. Be able to present a portfolio of images from a documentary photo-shoot Learner should present their work in a format of their choice, this could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learners should consider the suitability of their chosen presentation method to their photographic outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learning Outcome 6. Be able to review own creative development Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and photographic outcomes in for example journals or workbooks In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with the methodological and specific skills associated with documentary photography. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place.

130




Reflective journal


Written evidence





Sequenced images

Blogs



These examples are for illustrative purposes and are not intended to be exhaustive or prescriptive. However the evidence is presented, there must be confirmation of achievement of every learning outcome and criteria for assessment within the unit which must be clearly signposted ADDITIONAL INFORMATION Centres must abide by their own procedures for learners and/or staff for working off site including appropriate risk assessment. Centres offering this unit should ensure that learners have access to sufficient equipment, as detailed in the indicative content, for each learner to use. Where there is an expectation that learners will need to provide resources in order to achieve the unit, centres should ensure this is made clear to learners at the point of recruitment.

131

Unit Title

T/601/2577 Exploring photographic imaging

Level

3

Credit Value

8


60

Unit Summary

This unit allows learners to experiments with a range of approaches and devices used for photographic imaging. The unit enables learners to understand the comparative benefits and limitations of a range of devices to generate effective images and obtain outputs that are appropriate to the intended purpose



1. Understand the suitability of different photographic imaging devices for different purposes

1.1 Produce photographic images using four different devices and evaluate their experience

pin hole camera

photogram

mobile phone camera

camera obscura

simple film camera

disposable camera

sun printing

digital single lens reflex camera

film single lens reflex camera

compact digital camera

large format/view camera

instant cameras

any one other type of photographic imaging device 1.2 Use one type of device from the list above to produce images in four of the following categories and evaluate their experience

portrait

landscape

action

interior

still life

studio

documentary

photojournalism

advertising

fashion

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architectural

any one other category

2. Understand the factors that affect the quality of photographic outcomes

2.1 Evaluate, with the use of images produced above, the suitability of the chosen devices for each of the chosen purposes 2.2 Analyse the aesthetic qualities of the images produced 2.3 Explain why differences arose in the technical qualities of images they produced 2.4 Compare the qualities of the images with those of published examples where a similar type of camera or process was used

3. Understand the options available for obtaining final photographic images

3.1 Identify a range of relevant processes for obtaining final photographic images 3.2 Select the most appropriate process in relation to the intended purpose

4. Be able to appropriately present and evaluate a portfolio of photographs

4.1 Present a portfolio of images in an appropriate format 4.2 Evaluate personal progress with relation to photographic practice

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-4 K&U: c, j. PS: 1, 2. PI-7 K&U: e, g, h, j. PS: 4, 5, 7, 8, 13

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T/601/2577 Exploring photographic imaging - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with a practical knowledge of a breadth of photographic imaging techniques and an understanding of the comparative benefits and restrictions of a range of methods. Learning Outcome 1. Understand the suitability of different photographic imaging devices for different purposes Learners should be encouraged to explore a wide range of different devices, of different levels of complexity to produce photographic images. Then learners should explore a number of different applications selected from the list in assessment criteria 1.2 – and possibly variations within these categories using their chosen photographic imaging device, evaluating each exploration in terms of the learners own experience. Learning Outcome 2. Understand the factors that affect the quality of photographic outcomes Learners should objectively evaluate the actual aesthetic and technical qualities and characteristics of the images produced, including contextualising their observations with reference to the work of others who have used similar devices or processes for professional purposes. Learning Outcome 3. Understand the options available for obtaining final photographic images With reference to the explorations already undertaken, learners should select a particular process for an identified photographic outcome and produce a body of images that are suitable for the intended purpose. Learning Outcome 4. Be able to appropriately present and evaluate a portfolio of photographs Learners should present a portfolio of images from all the stages of this unit together with an evaluation of their personal progress in relation to all stages of their exploration of photographic imaging. TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to enable learners to experience and understand a range of photographic imaging devices and processes, through both personal, practical experience and contextual research. Learners should be encouraged to both maintain an ongoing record of reflective evaluation and to produce a written summative evaluation. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations.

134




Reflective journal


Written evidence

Bibliographies





Sequenced images

Gapped worksheets

Blogs



Records of workshops and studio practice


135

Unit Title

A/601/2581 Location fashion photography

Level

3

Credit Value

8


60

Unit Summary

In this unit Learners will develop skills in researching, producing and managing street fashion photo-shoots. Additionally the unit seeks to introduce students to the planning of shoots, selection of locations and working within a team



1. Understand approaches to location fashion photography

1.1 Evaluate a minimum of six examples of location fashion photography produced by at least three fashion photographers to determine



2. Understand the components of a successful location fashion photographic shoot

2.1 Assess, with the use of examples, the contribution and relationship between the following in creating a successful location fashion photograph

fashion style

location choice

model choice

available and additional lighting

3. Be able to select a theme for a location fashion shoot

3.1 Identify at least three themes that could be suitable for their own location fashion shoot and assess their potential for further development 3.2 Select a suitable theme for their own location fashion shoot 3.3 Justify the choice of theme for location fashion shoot identifying intended outcome

4. Be able to carry out a location fashion photo-shoot

4.1 Manage a location fashion photo-shoot to ensure

required bookings are made

required permissions are obtained e.g. location use,

model release forms are obtained

time scales are met

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organisation and composition of models and props 4.2 Competently use photographic equipment to create location fashion photographs 4.3 Work within health and safety guidelines for on-site photo-shoots

5. Be able to present a portfolio of images from a location fashion photo-shoot


visual awareness


appropriate layout




6.1 Evaluate their personal progress in relation to location fashion photography

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-4 K&U: c, j. PS: 1. PI-7 K&U: a, b, g, h, j, m. PS: 2, 3, 5, 7, 8, 10,13. PI-23 K&U: a, c, e, g. PS: 6.

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A/601/2581 Location fashion photography - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the methodological and specific skills associated with location fashion photography Learning Outcome 1. Understand approaches to location fashion photography Learners will be introduced to methods of visual research, planning and organised record keeping through the investigation of at least three photographers work, evaluating the approach of a number of photographers. Learners will be encouraged to compare examples of location fashion photography in order to identify the relationship between the approaches employed and the final outcome. It is suggested that the three photographers selected should be chosen in order to explore a range of approaches to location fashion photography. To aid and determine the potential to employ similar approaches in own work learners should be encouraged to note potential connections to own work through annotation and visual comparison. Learning Outcome 2. Understand the components of a successful location fashion photographic shoot Learners should examine examples of location fashion photography to determine how fashion style, location choice, model choice, available light and supplementary light contribute towards a successful location fashion photograph. Learners may also be encouraged to experiment with their own photography using both available light and supplementary lighting. This may include explorations of; exposure and depth of field control, exposure bracketing, selection of appropriate lenses, film sensitivity/ISO settings, use of on and off camera flash, manual and automatic flash settings. Learning Outcome 3. Be able to a theme for a location fashion shoot Drawing on the evaluation of location fashion photographic work and the subsequent exploration of the different components involved, learners should initially identify a range of suitable themes before selecting their final choice, justifying their selection through reflective and evaluative notes. Learning Outcome 4. Be able to carry out a location fashion photo-shoot In order to successfully manage a photo-shoot learners must ensure timescales are met, equipment setup correctly and tested, work within health and safety guidelines for onsite photo-shoots, Depending on the selected theme, location and approach learners may need to explore some or all of the following




Legal requirements



Model release forms

138

Permissions

Insurance


Teamwork


Flash equipment

Improvised lighting

Props

Laptop

Transport

Hiring of equipment


Learners should explore more than one approach to their location fashion photo-shoot. Learning Outcome 5. Be able to present a portfolio of images from a location fashion photo-shoot Learners should present their work in a format of their choice, this could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learners should consider the suitability of their chosen presentation method to their photographic outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learning Outcome 6. Be able to review own creative development Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and photographic outcomes in for example journals or workbooks In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with the methodological and specific skills associated with location fashion photography There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place.

139




Reflective journal


Written evidence





Sequenced images

Blogs




140

Unit Title

M/601/2609 Photojournalism

Level

3

Credit Value

8


60

Unit Summary

This unit aims to introduce learners to the theoretical, methodological and specific skills associated with photojournalism. Additionally the unit seeks to introduce learners to methods of visual research, pre-planning and organised record keeping



1. Understand approaches to photojournalism

1.1 Evaluate a minimum of six examples of photojournalism produced by at least three photographers to: determine



2. Understand how to respond to varying environmental conditions

2.1 Assess, with the use of examples, the suitability of different approaches to photographing subjects under varying prevailing conditions e.g. lighting, weather, distance, access

3. Be able to select topics for photojournalism

3.1 Identify at least three themes or events that could be suitable for their own photojournalism and assess their potential for further development 3.2 Select a suitable theme for their own photojournalism 3.3 Justify the choice of theme for photojournalism identifying intended outcome/s

4. Be able to capture photojournalistic images

4.1 Employ a range of photographic treatments to capture at least five photojournalistic images from three contrasting themes or events 4.2 Work within legislative and health and safety guidelines for photojournalism

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4.3 Use specialist equipment competently to achieve intended outcome

5. Be able to prepare and output images for intended photojournalistic purpose

5.1 Employ image manipulation technology to change an image in at least three ways, for example to crop, enhance colour or heighten contrast 5.2 Produce output in formats appropriate to intended purpose

6. Be able create a personal presentation portfolio of photojournalistic images

6.1 Select and compile own photojournalistic images in an appropriate format that demonstrates

relevance

visual awareness


appropriate layout




7.1 Evaluate their personal progress in relation to photojournalistic photography

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-4 K&U: c, j. PS: 1. PI-7 K&U: a, b, g, h, j, m. PS: 2, 3, 5, 7, 8, 10,13. PI-23 K&U: a, c, e, g. PS: 6

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M/601/2609 Photojournalism - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the methodological and specific skills associated with photojournalism. Learning Outcome 1. Understand approaches to photojournalism Learners will be introduced to methods of visual research, planning and organised record keeping through the investigation of at least three photographers work, evaluating the approach of a number of photographers. Learners will be encouraged to compare examples of photojournalism in order to identify the relationship between the approaches employed and the final outcome. It is suggested that the three photographers selected should be chosen in order to explore a range of approaches to recording different subject matter, or a range of approaches to recording similar subject matter. To aid and determine the potential to employ similar approaches in own work learners should be encouraged to note potential connections to own work through annotation and visual comparison. Learning Outcome 2. Understand how lighting to respond to varying environmental conditions Learners should examine examples of photojournalism taken under varying environmental conditions to include available light, supplementary light varying weather conditions, distance from subject and restricted access. Learners may also be encouraged to experiment with their own photography using both available light and supplementary lighting. This may include explorations of; exposure and depth of field control, exposure bracketing, selection of appropriate lenses, film sensitivity/ISO settings, use of on and off camera flash, manual and automatic flash settings. Learning Outcome 3. Be able to select topics for photojournalism Drawing on the evaluation of photo-journalistic work and the subsequent exploration of different approaches to environmental conditions, learners should initially identify a range suitable themes or events before selecting their final choice of theme/s, justifying their selection through reflective and evaluative notes. Learning Outcome 4. Be able to capture photojournalistic images In order to successfully capture photojournalistic image learners must ensure that equipment is setup correctly and work within health and safety guidelines for the specific location. Learners should know about the different cameras available, selecting the most suitable camera for the location or theme, and demonstrate competent use of the available functions. Depending on the selected themes, location and approach learners may need to explore some or all of the following




Legal requirements

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Permissions

Insurance


Teamwork


Flash equipment

Improvised lighting

Laptop

Transport

Hiring of equipment


Learners should explore more than one approach to their photojournalistic photo-shoot. Learning Outcome 5. Be able to prepare and output images for intended photojournalistic purpose The use of industry standard image manipulation software is required to change an image in at least three ways this could include; cropping, enhancing colour, alter contrast, merging and layering images, etc. In the preparation of digital images for output consideration should be given to appropriate file size, colour mode, file format, etc in relation to a selection of intended forms of output including for example, web presentation and print output. Learners may be required to identify and resolve image quality issues including the exploration of colour calibration of screen and printer. Learning Outcome 6. Be able to create a personal presentation portfolio of photojournalistic images Learner should present their work in a format of their choice, this could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learners should consider the suitability of their chosen presentation method to their photographic outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learning Outcome 7. Be able to review own creative development Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and photographic outcomes in for example journals or workbooks In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with the methodological and specific skills associated with photojournalism

144

There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT



Reflective journal


Written evidence





Sequenced images

Blogs




145

Unit Title

A/601/2614 Presenting photographic images

Level

3

Credit Value

8


60

Unit Summary

This unit seeks to develop the skill of editing and presenting photographic images for varied contexts. During the unit learners will explore professional presentation methods suitable to a range of audiences, formats and purposes. Learners will investigate a range of technical and legal issues in order to present photographic images in a professional context



1. Understand suitable presentation methods for a range of audiences

1.1 Identify at least three target audiences to whom they would wish to present their work 1.2 Investigate a range of possible presentation formats for each of the target audiences

2. Be able to present photographic work in an appropriate professional manner

2.1 Create and justify a suitable presentation format for a selected target audience 2.2 Assess key legal issues in relation to the presentation of their photographic work 2.3 Select, organise and prepare photographic work for presentation to the target audience 2.4 Present photographic work to an audience* and elicit feedback

3. Be able to evaluate their photographic presentation

3.1 Evaluate the appropriateness of the photographic presentation in relation to the target audience 3.2 Evaluate the effectiveness of the presentation in relation to their stated intentions

146

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-2 K&U: a, b. PS: 4, 7, 8, 17. PI-5 K&U: a, b, c, k. PS: 1, 2, 4. PI-23 K&U a, b, c. PS: 3, 6, 12, 13

147


A/601/2614 Presenting photographic images - Level 3

INDICATIVE CONTENT

This unit is designed to develop the learners skill in editing and presenting photographic images for varied contexts. Learning Outcome 1. Understand suitable presentation methods for a range of audiences When identifying audiences learners should take into consideration the presentation formats suitable for each. Audiences could include; gallery, prospective employer, university application/interview, picture agency, web site submission, publications such as journals/magazines/books, etc Formats of presentation could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learning Outcome 2. Be able to present photographic work in an appropriate professional manner Learners are required to demonstrate a professional level of presentation in their chosen format which must also be relevant to their selected audience. Due consideration must be taken in relation to key legal issues relevant to the presentation of the work, for example; copyright/intellectual property, health and safety, decency laws relevant to different countries, censorship, permissions, etc Consideration of some or all of the following will be required; editing content, selection of most suitable images, sequences, narrative structure, print format, resizing images for different outputs (e.g. screen, web, print), identify and resolve image quality issues, mounting on to board, layout/composition, captioning. Feedback from the audience may be gained through the following methods; audio visual record, interview, questionnaire, on-line poll, critique, peer review, etc *It is acknowledged that learners may not be able to present to a professional audience, but are likely to make their presentation to peers in simulated conditions within their learning environment. Learning Outcome 3. Be able to evaluate their photographic presentation Learners will need to take into account the feedback gained from their audience to evaluate the effectiveness of their presentation, this may be in the form of a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place.

148




Reflective journal


Written evidence





Sequenced images

Blogs





149

Unit Title

J/601/2616 Studio photography

Level

3

Credit Value

8


60

Unit Summary

This unit aims to introduce learners to the theoretical, methodological and specific skills associated with studio photography. Additionally the unit seeks to introduce learners to methods of visual research, pre-planning and organised record keeping



1. Understand approaches to studio photography

1.1 Evaluate a minimum of six examples of studio photography produced by at least three photographers to determine

the relationship between the approach of the photographer and the subject matter


2. Understand how lighting conditions determine approaches to photographing subjects

2.1 Assess, with the use of examples, the suitability of different approaches to photographing subjects to include

different types of studio lighting e.g. photo flood and flash

different numbers of lights

different positioning of lights

different coloured lighting

3. Be able to select themes for studio photography

3.1 Determine suitable themes for their own studio photography 3.2 Select and justify their choice of a particular theme for studio photography identifying intended outcomes

4. Be able to carry out a studio photo-shoot

4.1 Manage a studio photo-shoot to ensure

required bookings are made

required permissions are obtained e.g. model release form

time scales are met


testing of specialist equipment


150

organisation and composition of models and props 4.2 Competently use specialist equipment to undertake studio photography 4.3 Work within health and safety guidelines for studio photo-shoots 4.4 Employ a range of photographic treatments

5. Be able to present a portfolio of images from a studio photo-shoot


visual awareness


appropriate layout




6.1 Evaluate their personal progress in relation to studio photography

Mapping to National Occupational Standards Photo Imaging Skillset 2007 PI-3 K&U: b, d. PS: 2, 5. PI-6 K&U: b, c, f, j, k, m. PS: 2, 4, 5, 6, 8, 9, 11. PI-23 K&U: c, e d. PS: 6

151


J/601/2616 Studio photography - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with the methodological and specific skills associated with studio photography Learning Outcome 1. Understand approaches to studio photography Learners will be introduced to methods of visual research, planning and organised record keeping through the investigation of at least three photographers work, evaluating the approach of a number of photographers. Learners will be encouraged to compare examples of studio photography in order to identify the relationship between the approaches employed and the final outcome. It is suggested that the three photographers selected should be chosen in order to explore a range of approaches to recording different subject matter, or a range of approaches to recording similar subject matter. To aid and determine the potential to employ similar approaches in own work learners should be encouraged to note potential connections to own work through annotation and visual comparison. Learning Outcome 2. Understand how lighting conditions determine approaches to photographing subjects Learners should examine examples of studio photography taken under varying lighting conditions to include different types of studio light (such as photo flood and flash), different numbers, positions and colours of lights, Learners may also be encouraged to experiment with their own photography using a range of lighting. This may include explorations of; exposure and depth of field control, exposure bracketing, selection of appropriate lenses, film sensitivity/ISO settings, use of on and off camera flash, studio lighting, etc. Learning Outcome 3. Be able to select themes for studio photography Drawing on the evaluation of studio photography work and the subsequent exploration of different lighting conditions, learners should initially identify a range of suitable themes before selecting their final choice, justifying their selection through reflective and evaluative notes. Learning Outcome 4. Be able to carry out a studio photo-shoot In order to successfully manage a photo-shoot learners must ensure timescales are met, equipment setup correctly and tested, work within health and safety guidelines for onsite photo-shoots, Depending on the selected theme and approach learners may need to explore some or all of the following


Health and safety guidelines


Legal requirements


Model release forms

Permissions

152

Insurance


Teamwork


Flash equipment

Studio lighting

Props

Hiring of equipment


Learners should explore more than one approach to their studio photo-shoot. Learning Outcome 5. Be able to present a portfolio of images from a studio photo-shoot Learners should present their work in a format of their choice, this could include; mounted selection of prints, slide show, multi-media presentation, web site portfolio, etc Learners should consider the suitability of their chosen presentation method to their photographic outcome/audience. Appropriate attention to detail and the quality of presentation are essential. Learning Outcome 6. Be able to review own creative development Learners should carry out ongoing evaluation of personal progress in terms of both technical knowledge and photographic outcomes in for example journals or workbooks In addition learners should also be encouraged to undertake a retrospective evaluation of technical knowledge gained and applied in for example a page of reflective writing or annotated portfolio TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with the methodological and specific skills associated with studio photography There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


153



Reflective journal


Written evidence





Sequenced images

Blogs




154

Unit Title

J/601/3619 Employment and freelancing in the creative industries

Level

3

Credit Value

8


60

Unit Summary

This unit enables learners to gain an understanding of professional employment and self-employment opportunities within the creative industries. It covers how economic factors can affect the practices of the creative industries, and how independent agencies can help individuals gain employment or develop enterprise ideas. Learners will produce a business plan and suitable self promotion materials to aid personal progression



1. Understand business and economic influences on opportunities in the creative industries

1.1 Assess the significance of two key economic trends upon employment and freelancing opportunities in the creative industries

2. Be able to recognise commercial and professional opportunities

2.1 Identify at least one potential employment / freelancing opportunity in the creative industries

locally/regional

nationally

internationally 2.2 Evaluate the commercial and/or professional benefit of at least one enterprise or employment opportunity in the creative industries 2.3 Assess the value to themselves of the support available from careers and enterprise support mechanisms

3. Be able to produce a business development plan for a creative enterprise

3.1 Determine key milestones to support their own continuing personal and professional progression 3.2 Evaluate the commercial potential of their own work in relation to wider professional practice 3.3 Set goals and objectives for a specified potential creative enterprise

155

3.4 Produce a business plan for a creative enterprise to include

goals and objectives

costs

potential risks

market analysis

measures and methods for monitoring and evaluating the plan

4. Be able to use self promotion methods to support personal progression

4.1 Assess the significance of self promotion to the creative practitioner 4.2 Evaluate the effectiveness of two methods of self promotion used by creative practitioners

4.3 Produce two examples of self promotion material to support personal progression and assess their effectiveness as self promotion tools

Mapping to National Occupational Standards

Creative and Cultural Skills, Standards in Freelancing for Creative and Cultural Industries 2009 FL1 PI: a, b, f, g, j. K&U: 2, 7, 9, 10, 12. FL2 PI: a, c, d, g, j, l. K&U: 1, 2, 5, 7. FL3 PI: a, c, d, h, i, j, m. K&U: 1, 2, 6, 7, 8, 11, 12, 13, 14 FL4 PI: a, b, j, m, o. K&U: 1, 6, 10, 11 FL11 PI: b, d, f, h. K&U: 1, 2, 3

156


J/601/3619 Employment and freelancing in the creative industries - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with an awareness of employment opportunities and freelance opportunities, by both looking at how economic factors affect employment opportunities, and how effective self promotion can increase both employment and freelance opportunities. Learners will apply knowledge and understanding gained in order to produce a business plan and appropriate self promotion materials. Learning Outcome 1. Understand business and economic influences and opportunities in the creative industries In order to develop an understanding of economic influences in the creative industries, learners should be encouraged to explore a wide range of factors potentially affecting employment in the creative industries prior to investigating two key economic trends in depth and assessing their significance. Learning Outcome 2. Be able to recognise commercial and professional opportunities Learners should explore opportunities available for creative industries employment and enterprise by, for example research through specialist journals, internet recruitment sources, project funding bodies, invitations to tender, careers advice, local creative support networks, industry visits, discussions with practitioners. Through their exploration learners should evaluate the potential benefit to themselves financially, creatively, professionally of one of the opportunities which may include work experience, internships and voluntary work, as well as the traditional routes to employment. Learning Outcome 3. Be able to produce a business plan for a creative enterprise

Learners should be encouraged to reflect upon their own strengths and weaknesses in order to identify areas for personal and professional progression towards the development of a business plan that supports their own creative and professional ambition. Learning Outcome 4. Be able to use self promotion methods to support personal progression Learners should be encouraged to critically evaluate examples of self promotion material used by professional creative practitioners, this should include methods and/or strategies used to communicate with differing target audiences, as well as the commercial value of these materials to the creative practitioner. Self promotion materials may include; presentation portfolio, exhibitions, business cards, personal web sites, social networks, magazine/journal features, viral promotion, etc. Learners will be required to produce their own self promotion material, informed by their research of promotional materials and methods and critically asses these through testing and retrospective evaluation.

157

TEACHING STRATEGIES AND LEARNING ACTIVITIES This unit is designed to provide learners with an awareness of employment and freelance opportunities in the creative industries and practical skills business planning and self promotion. Learners will require access to relevant reference sources and a range of processes and materials. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


Portfolio of selected outcomes

Reflective journal


Written evidence



Sequenced images

Blogs





158

ADDITIONAL INFORMATION Centres offering this unit should ensure that learners have access to sufficient equipment, as detailed in the indicative content, for each learner to use. Where there is an expectation that learners will need to provide resources in order to achieve the unit, centres should ensure this is made clear to learners at the point of recruitment.

159

Unit Title

H/601/5961 Visual thinking

Level

3

Credit Value

8


60

Unit Summary

This unit focuses on how artists and designers use the depiction of thought processes as a working tool. Through research, practical experimentation and application learners will develop their understanding of a variety of approaches to visual problem solving and the development of creative solutions. Learners will explore visual language conventions and the inherent qualities of media to visualise their ideas, develop concepts and identify solutions



1. Understand approaches to visualising the creative thought process

1.1 Evaluate a minimum of six examples of the depiction of visual thinking used by artists and/or designers to externalise patterns of thought

1.2 Explore at least six different examples of the visual depiction of thought processes to include

venn diagrams

spider diagrams

design loops

control loops

flow charts

associative thinking maps

linear thinking maps

timetables

timelines

verbal analogy

visual association

metaphor

visual brainstorming

mood boards

incremental addition

aleatory/chance systems 1.3 Identify opportunities to employ similar approaches in own work

160

2. Be able to use visual language conventions to develop ideas

2.1 Use visual research material and processes in the development of creative visual thinking 2.2 Apply approaches to visual thinking to include at least six of the following

freehand drawing/sketching

mood boards

constructed drawing systems

observational drawing

assembled visual elements

exploration of media

implied qualities of materials

visual association

symbolic representation

random/unlikely juxtaposition of objects

modelling as a drawing activity

3. Be able to explore ideas through the use of visual media

3.1 Develop and adapt at least three of the approaches from 1.2 and/or 2.2 to explore visual thinking for the following purposes

origination of ideas

expansion of ideas

focusing of ideas

testing of ideas

review of ideas

communication of creative intentions

presentation of ideas


4.1 Evaluate their personal progress in relation to visual thinking

Mapping to National Occupational Standards Creative and Cultural Skills Design NOS 2009 DES3 PS: a, e, f, h. K&U: 3, 4. DES10 PS: a, c, d, e, f, h, I, j, k, n. K&U: 2, 4, 5. DES32 PS: a, b, d, i. K&U: 1, 3.

161


H/601/5961 Visual thinking - Level 3

INDICATIVE CONTENT This unit is designed to provide learners with an awareness of the existing uses and practical applications of visual thinking enhanced by their own experimentation. It is designed to give learners a practical understanding of visual thinking in order to apply this to their own practice. Learning Outcome 1. Understand approaches to visualising the creative thought process In order to facilitate comparative evaluation learners are required to identify different existing instances of the application of visual thinking identifying opportunities to employ similar approaches in own work Learning Outcome 2. Be able to use visual language conventions to develop ideas

Learners should explore a wide range of approaches to visual thinking and apply these to a selected context through selection and experimental production. Learning Outcome 3. Be able to explore ideas through the use of visual media Learners are required to explore and develop ideas through the application of visual language. Learners are required to select at least three approaches from the lists in 1.2 and 2.2 and apply only one of these approaches to each of the listed purposes. E.g.

Freehand Drawing for origination of ideas

Venn diagram for expansion of ideas

Mood boards for focusing of ideas

Mood boards for testing of ideas

Constructed drawing systems for review of ideas

Constructed drawing systems for communication of creative intentions

Constructed drawing systems for presentation of ideas Learning Outcome 4. Be able to review own creative development Learners should carry out ongoing evaluation of their personal progress in relation to visual thinking in for example journals or workbooks. It is suggested that learners may benefit from both the keeping of ongoing reflective journals or workbooks, and also from the completion of a retrospective evaluation, in for example a page of reflective writing or annotated portfolio. TEACHING STRATEGIES AND LEARNING ACTIVITIES

This unit is designed to provide learners with an awareness of, and practical skills in, visual thinking. Learners will require access to relevant reference sources and a range of processes and materials. There are no restrictions upon the teaching and learning strategies that can be used for this unit. It is not anticipated that this unit has to be undertaken in a traditional learning environment as it can be undertaken in a range of settings and locations.

162



Portfolio of exploratory work

Portfolio of selected outcomes

Reflective journal


Written evidence


Photographic records of experimental processes and applications

Models

Test pieces and finished constructions


Sequenced images

Blogs





163

Unit Title

A/601/8008 Creative approaches to static and dynamic website design

Level

3

Credit Value

8


60

Unit Summary

In this unit, learners will concentrate on using industry-standard software applications to create professional design solutions. They will understand how to create and combine animated text and image elements in a design, and will experiment to develop a personal visual style in their approach to web-page structures for publications and websites. Learners will know how to originate, select and use stills, video, animation and graphic content in their designs. Learners will understand how to use appropriate hardware and software tools. They will work within the constraints of available web workspace in order to incorporate interactive and time-based elements in the development of effective online design solutions



1. Be able to use appropriate hardware and software tools safely to create and manipulate time-based design elements in online solutions

1.1 Demonstrate the safe use of appropriate hardware and equipment 1.2 Apply appropriate software tools and functions to digital design tasks

2. Be able to use appropriate methods to store design elements for online solutions.

2.1 Apply hardware and software skills to store and manage digital assets and resources

2.2 Explain the methods used to store and back up files and assets securely

3. Be able to explore interactive approaches in response to briefs for web-based solutions

3.1 Develop ideas in response to design briefs for online solutions 3.2 Apply web software tools and functions creatively to produce components for interactive web-design solutions 3.3 Demonstrate functions and elements of interactive web-pages against given parameters

164

4. Understand how to apply selected techniques to create solutions to given briefs

4.1 Select appropriate techniques in response to design briefs 4.2 Demonstrate innovative and creative responses in producing design solutions 4.3 Demonstrate advanced skills in the use of selected software 4.4 Produce final outcomes for on-screen presentation 4.5 Present completed design solutions to clients/peers

5. Be able to review and revise work in response to feedback

5.1 Evaluate work in response to feedback 5.2 Create a personal development plan to improve own working practice

Mapping to National Occupational Standards Skillset Interactive Media and Computer Games 2009 IM1 K&U: a, b, c, j, k. PS: 1, 2, 3, 5, 8, 9. IM5 K&U: a, b, c, e, k. PS: 1, 2, 3, 8, 11. IM9 K&U: a, b, c, e, f. PS: 1, 2, 3, 5, 8, 9.

165


A/601/8008 Creative approaches to static and dynamic website design - Level 3

INDICATIVE CONTENT Learning Outcome 1. Be able to use appropriate hardware and software tools safely to create and manipulate time-based design elements in online solutions Capture from still and video digital cameras, conversion of images in suitable web formats, compression protocols/CODECS, software skills, understanding what software industry uses, applying coding languages. Learning Outcome 2. Be able to use appropriate methods to store design elements for online solutions Secure storage and careful organisation of digital assets, formats for files of different types, using a server, security and password access, folder and file hierarchy, naming files, back-ups and retrieval. Telling others how to comply with these requirements and protocols. Learning Outcome 3. Be able to explore interactive approaches in response to briefs for web-based solutions Types of interactivity presented with authoring software fall under a range of identifiable categories including question-and-answer, games, puzzles, simulations and presentation tools. Creating interactive material, responding to creative briefs, using hardware and software, innovation and experiment. Ensuring on-line/on-screen functionality through careful and methodical testing, using presentation techniques. Learning Outcome 3. Understand how to apply selected techniques to create solutions to given briefs Working from client/set design briefs to produce fully functional interactive solutions. Combining high-level software skills and understanding of client needs with original personal creative ideas and producing working on-screen outcomes Learning Outcome 4. Be able to review and revise work in response to feedback Showing outcomes to audiences and clients, users and peers; how to capture their responses, ideas for improvement, feedback on success and ease of use. Learners reflect on their work, and on feedback received and propose ways to improve their working practices. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres may be able to offer realistic contexts for this unit, working with external clients or organisations. Outcomes should be fully functional and should be compliant with the main, and any other specified web browsers. The extent and type of interactivity should be carefully managed and considered, and is likely to be influenced by learner specialisms and interests such as games design, on-line commerce, social networking and music or other special interest marketing. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place.

166



Selected portfolio of /images/designs/proposals

Reflective journal


Sketchbooks

Written evidence

Annotated design sheets



Worksheets/handouts

Presentation material; on-screen material/on-line material

Storyboards

Web based material and presentation


Sequenced images

Web-blogs


167

Unit Title

F/601/8012 Production and management of digital assets in multimedia

Level

3

Credit Value

8


60

Unit Summary

Learners will gain skills and knowledge in the production, handling and management of multimedia assets and will explore the ways in which files are created, stored, managed and distributed in multimedia presentations or publications. They will produce examples of multimedia assets, for integration in presentations or publications. The legislative and rights management aspects of multimedia publishing will also be considered



1. Be able to create multimedia assets intended for multimedia contexts

1.1 Demonstrate the use of audio, image and video recording equipment to create and capture source material

2. Be able to store assets intended for multimedia contexts in correct formats

2.1 Explain how different digital assets be saved and stored to maximise security, quality and storage capacity 2.2 Apply the relevant processes to save asset material in the required formats 2.3 Critically compare hardware and software systems and protocols for storage of given assets.

3. Be able to integrate digital assets in multimedia contexts

3.1 Demonstrate the integration of digital assets into multimedia presentations

4. Understand how multimedia assets are managed within web contexts

4.1 Explain the use and value of ‘embed tags’, ‘helpers’, ‘plug-ins’ and ‘hyperlinks’ in a range of multimedia contexts 4.2 Explain the ways in which different web browsers handle sounds, video and animations

168

5. Understand the formats used to handle multimedia assets

5.1 Critically compare the formats available for the encoding and storage of digital files and assets 5.2 Critically compare the advantages and disadvantages of the formats available for the encoding and storage of video files and assets 5.3 Critically compare the current formats used for streaming video content in multimedia contexts

6. Understand the market potential for developing multimedia content in single-platform, multi-platform and cross-platform contexts

6.1 Summarise the scope of the current market-place for multimedia presentation material 6.2 Explain, using researched examples, how multimedia material can be used in cross-platform contexts 6.3 Differentiate, using examples, between multi and single-platform applications for multimedia

7. Understand the legal implications of multimedia asset management and distribution

7.1 Summarise the ways in which Copyright Law impacts on multimedia production, distribution and presentation 7.2 Explain what is meant by Digital Rights Management 7.3 Critically compare the current arguments for and against the introduction and imposition of DRM

Mapping to National Occupational Standards Skillset Interactive Media and Computer Games 2009 IM2 K&U: a, b, d. PS: 1, 2, 3, 4, 5, 7, 8. IM3 K&U: c, d, e, f, g, j. PS: 1, 2, 3, 7, 8, 10, 11, 12

169


F/601/8012 Production and management of digital assets in multimedia – Level 3

INDICATIVE CONTENT

The definition of multimedia has changed in recent years and is generally agreed to refer to the use of computers to present text, graphics, video, animation, and sound in an integrated way. Once seen as the ‘future’ revolution in computing, multimedia applications were, until the mid-90s, uncommon due to the expensive hardware required. But dramatic increases in processor speed and performance and falling prices mean that multimedia is now accessible and widespread. All computers are capable of displaying multimedia, and other devices such as games consoles, mobile phones and new ‘tablet-based’ devices have put multimedia into common use.

Learning Outcome 1. Be able to create multimedia assets intended for multimedia contexts Use of hardware and software to produce digital assets, develop material from thumb-nails and roughs into finished artwork and to create material in photographic, animated, video and audio form. The visual, graphic, video, text, audio and animated elements that are combined to create them can be described as ‘digital assets’. Digital asset management has been described as a process or a tool for organizing the creation, management, distribution, and archiving of rich media assets. “Assets" generally refers to rich media files such as images, photos, video and audio, whereas a "file" generally refers to email, documents, records, or scanned images. Learning Outcome 2. Be able to store assets intended for multimedia contexts in correct formats Correct protocols for storage of digital assets, compression protocols and CODECS for audio, video and photographic material. Safe storage, file management, back-up storage in particular with an eye to the future. How long can a format be considered appropriate, and when should they be re-encoded so that future users can access the material? Learning Outcome 3. Be able to integrate digital assets in multimedia contexts Combining assets, using relevant software to add audio to video/still images, scrolling text, web-page layout and design, uploading material for website use. Use of timelines to control how imagery and sound are made into a video track. Learning Outcome 4. Understand how multimedia assets are managed within web contexts Multimedia assets are ‘called’ from storage on servers into web-sites and web pages as users access them. The management of this process is critical to making websites easy to use, compliant and attractive to clients and users. If the process is not managed effectively, websites can be ‘clunky’ and slow. Assets must be prepared so that users can access them efficiently. Media must be prepared in a variety of formats so that a browser on a phone, a games console or a personal computer can all view the file at an appropriate size and quality to their screen, capabilities and bandwidth.

http://www.webopedia.com/TERM/M/computer.html

http://www.webopedia.com/TERM/M/text.html

http://www.webopedia.com/TERM/M/graphics.html

http://www.webopedia.com/TERM/M/video.html

http://www.webopedia.com/TERM/M/animation.html

http://www.webopedia.com/TERM/M/integrated.html

http://www.webopedia.com/TERM/M/application.html

http://www.webopedia.com/TERM/M/hardware.html

170

Learning Outcome 5. Understand the formats used to handle multimedia assets Video assets can often be large, or huge, files, so various methods and processes are used to shrink or compress them, and then integrate them into websites and multimedia presentations. There is always some loss in quality when files are stored in this way, so designers need to understand the advantages, problems and limitations of each method used. Explore technical and legal issues for the ‘streaming’ of video material, television on I-Player, Catchup TV on iPhone etc. Is quality the most important factor when judging whether a format is successful? Learning Outcome 6. Understand the market potential for developing multimedia content in single-platform, multi-platform and cross-platform contexts Investigation of video-game market, platforms used to show content, how ‘common’ content is created for use on games consoles, computers, mobile phones, investigate technical requirements to make this possible. Undertake market research, critical appraisal, visual analysis, technical deconstruction of a range of examples intended for use on different platforms. Learning Outcome 7. Understand the legal implications of multimedia asset management and distribution There are legal aspects to all websites. Copyright law secures for the creator of a creative effort the exclusive right to control who can make copies, or make works derived from the original work. Legislation requires that specific categories of information be disclosed on most websites. There are procedural requirements that some kinds of website must adhere to. The law also regulates the kinds of content that can be published on a website, and controls the legal nature of the publication itself. Digital Rights Management (DRM) systems, protect the copyrights of online content providers while ensuring a secure method of payment for the goods and services made available. The impact on the consumer must also be considered. Students must consider who owns the content that is on a machine. TEACHING STRATEGIES AND LEARNING ACTIVITIES Case studies and examples to show how both the technical and creative aspects of multimedia content development are managed should be presented. Learners need to research and analyse their own examples, but this should be prefaced with taught sessions that deal in depth with the complexities of CODECS, file compression for audio, video and photographic material, consideration of a range of web browsers and how material has to be designed to run on it…what each browser will and won’t run. Consideration of industry approaches to secure storage and retrieval of assets. Copyright, DRM and Compliance should be taught, with practical case studies used to exemplify the theory. Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT


171


Selected portfolio of work

Reflective journal

Evaluation

Written evidence




Worksheets/handouts

Computer files in a variety of formats

Presentation material; Powerpoint


Video material and edit lists/shot logs



Web-blogs


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Unit Title

L/601/8014 Web production skills

Level

3

Credit Value

8


60

Unit Summary

In this unit learners will develop specialist and transferable skills and knowledge in web production skills. Learners will engage with current industry practice, exploring the development and production of material for publication on the world wide web. Designing accessible attractive web pages requires a balance between design skills and technical knowledge, and the inclusion of photographic, video, audio and animated content requires additional knowledge and expertise



1. Understand the complexity of web-page design in the context of the internet and as design solutions in themselves

1.1 Analyse the elements that contribute to the visual appeal and effectiveness of selected web page designs 1.2 Explain how alternative technical approaches have been used for given functions in the creation of selected web pages 1.3 Critically compare, using examples, the intended audience, design qualities and visual appeal of selected web pages 1.4 Summarise current approaches to uploading of text and images to the internet

2. Know how to combine creative and technical skills to create functional web pages

2.1 Develop ideas for functional web pages in response to given briefs 2.2 Demonstrate the use of hardware and software tools for the production of content for use in functional web pages 2.3 Apply own ideas, skills and knowledge to design and produce functional web pages for a given brief or context 2.4 Demonstrate the appropriate use of file storage and file management protocols for the export of web content

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3. Understand the legal issues associated with publishing content on the internet

3.1 Summarise the relevant aspects of copyright law in the context of publishing images on the internet 3.2 Explain the constraints associated with intellectual property rights in the context of publishing content on the internet

4. Understand the technical issues associated with publishing content on the internet

4.1 Summarise the technical requirements for publishing image content in web pages on the internet

Mapping to National Occupational Standards Skillset Interactive Media and Computer Games 2009 IM1 K&U: a, c, h, k. PS: 2, 4, 6. IM2 K&U: a, b, d. PS: 1, 2, 3, 7. IM5 K&U: a, c. PS: 1, 2, 8. IM16 K&U: a, f

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L/601/8014 Web production skills - Level 3

INDICATIVE CONTENT

The internet has become the primary focus for commercial activity, entertainment, knowledge, information and imagery. In this profusion of imagery and information, designers have to engage users (who often become customers) in a very competitive environment. They do this by combining visual elements such as video, still photos, drawings, borders, still and scrolling graphics and animations with text, audio and interactive elements. Learning Outcome 1. Understand the complexity of web-page design in the context of the internet and as design solutions in themselves Consider visual elements, layout, colour, choice of type. Smooth movement, preloaders, quick loading of graphics, photos and video. Ease of use. Compare examples; do they appeal to a defined target audience? Accessibility and compliance. Analysis of ‘greatest web pages’, case studies Learning Outcome 2. Know how to combine creative and technical skills to create functional web pages Software skills in applications such as Dreamweaver, Flash, Photoshop. Development of ideas from drawings, sketches, photos. Storyboards and web-page ‘roughs’. Learning Outcome 3. Understand the legal issues associated with publishing content on the internet Publishing content to the internet is dependant upon a number of social and legal factors, whether it be availability of content to minors from one country to the next, freedom of speech versus obscenity and libel laws and copyright of text and imagery. Domain names are now a valuable resource, changing hands for many millions of pounds. In addition, file sharing software such as Limewire and Bittorrent has allowed and encouraged the dissemination of copyrighted materials, from tracks from a CD, to whole films. This has sparked a succession of DRM (digital rights management) systems and a counter movement seeking to ‘crack’ these systems as users, governments and customers argue over what should be freely available.

Learning Outcome 4. Understand the technical issues associated with publishing content on the internet If you construct your website on your personal computer, you will need to publish it to a web server before it can be made visible on the world wide web. Some HTML generators and website construction applications have built-in functionality to copy the website content to a server computer, however many do not.

FTP is a file transfer protocol that is used to transfer files from one computer to another. There are many different FTP packages available. Most provide a user interface that lists the files on both computers and allows the user to transfer individual files or entire websites

between the personal computer and the server computer.

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TEACHING STRATEGIES AND LEARNING ACTIVITIES Learners may require input from specialists with legal knowledge, experience in dealing with copyright and DRM issues and digital publishing. Case studies should be sourced, and checked in advance, and reference to key publications such as Wired and Slashdot would be useful. Obviously the web is the source for relevant examples for learners to analyse and deconstruct. Learners should be encouraged to seek and critically appraise a wide range of examples, and not just those which address subjects in which they are interested! Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. METHODS OF ASSESSMENT This unit will be internally assessed, internally and externally moderated via a learner’s portfolio and other related evidence, against the unit outcomes and assessment criteria. EVIDENCE OF ACHIEVEMENT Evidence may be presented in a range of formats that may include any number of the following


Reflective journal



Written evidence




Worksheets/handouts

Storyboards

Animated sequence/animatic

Video material



Sequenced images

Web-blogs


176

Appendix 1 Grading Criteria for Y/602/2583 Grading Criteria for Unit Y/602/2583 Applying specialist knowledge and skills to broadcasting problem solving To achieve a pass grade for this unit, learners must achieve all learning outcomes and assessment criteria.

Grading Criteria for Unit Y/602/2583 Applying specialist knowledge and skills to broadcasting problem solving

Merit Grade To achieve a Merit grade the evidence will have to show that, in addition to meeting the pass criteria, the learner can

Distinction Grade To achieve a Distinction grade the evidence will have to show that, in addition to meeting the pass and merit criteria, the learner can

M1. Use research material to creatively extend the understanding and development of a brief M2. Demonstrate an in-depth exploration of creative approaches with ongoing critical reflection. M3. Manage the planning, development and execution of the project consistently and efficiently M4. Demonstrate well developed levels of visual awareness, skill and control in the use of materials and processes All criteria must be met to achieve this grade.

D1. Use wide ranging research material to creatively extend the understanding and development of a brief D2. Demonstrate an in-depth exploration of creative approaches with consistent critical reflection and analysis. D3. Manage the planning, development, organisation and execution of the project with consistency, rigor and creativity D4. Demonstrate highly developed levels of visual awareness, skill and control in the use of materials and processes All criteria must be met to achieve this grade.

This grading determines the overall grade of the qualification.

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Appendix 2 Grading Criteria for D/602/2584 Grading Criteria for Unit D/602/2584 Broadcasting project planning, implementation and review To achieve a pass grade for this unit, learners must achieve all learning outcomes and assessment criteria.

Grading criteria for Unit D/602/2584 Broadcasting project planning, implementation and review

Merit Grade To achieve a Merit grade the evidence will have to show that, in addition to meeting the pass criteria, the learner can

Distinction Grade To achieve a Distinction grade the evidence will have to show that, in addition to meeting the pass and merit criteria, the learner can

M1. Demonstrate commitment and initiative in the management of research, recording clear and informed perceptions M2. Use research material to creatively support the development of self initiated ideas and outcomes relevant to their stated ambitions, preferences and areas of interest M3. Demonstrate an in-depth exploration of creative approaches with ongoing critical reflection. M4. Manage the planning, development and execution of the project consistently and efficiently M5. Demonstrate well developed levels of visual awareness, skill and control in the use of materials and processes M6. Demonstrate a well developed understanding of professional context and protocols in the presentation of the final outcomes M7. Demonstrate thorough reflective evaluation to assess their own creative development during the project and related potential personal development opportunities All criteria must be met to achieve this grade.

D1. Demonstrate commitment and initiative in the management of wide ranging and in depth research, imaginatively recording clear, informed and reflective perceptions D2. Use research material to creatively support the development of innovative self initiated ideas and outcomes relevant to their stated ambitions, preferences and areas of interest D3. Demonstrate an in-depth exploration of creative approaches with consistent critical reflection and analysis. D4. Manage the planning, development, organisation and execution of the project with exceptional consistency, rigor and creativity D5. Demonstrate highly developed levels of visual awareness, skill and control in the use of materials and processes D6. Demonstrate a highly developed and critical understanding of professional context and protocols in the presentation of the final outcomes D7. Demonstrate in-depth critical analysis of their own creative development during the project and related potential personal and professional development opportunities All criteria must be met to achieve this grade.

This grading determines the overall grade of the qualification.

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Recognition of Prior Learning (RPL), Exemptions, Credit Transfers and Equivalencies

ABC Awards policy enables learners to avoid duplication of learning and assessment

in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that considers

whether a learner can demonstrate that they can meet the assessment

requirements for a unit through knowledge, understanding or skills they

already possess and do not need to develop through a course of learning.

Exemption - Exemption applies to any certificated achievement which is

deemed to be of equivalent value to a unit within ABC qualification but which

does not necessarily share the exact learning outcomes and assessment

criteria. It is the assessor’s responsibility, in conjunction with the Internal

Moderator, to map this previous achievement against the assessment

requirements of the ABC qualification to be achieved in order to determine its

equivalence.

Any queries about the relevance of any certificated evidence, should be

referred in the first instance to your centre’s internal moderator and then to

ABC.

It is important to note that there may be restrictions upon a learner’s ability to

claim exemption or credit transfer which will be dependent upon the currency

of the unit/qualification and a learner’s existing levels of skill or knowledge.

Where past certification only provides evidence that could be considered for

exemption of part of a unit, learners must be able to offer additional evidence

of previous or recent learning to supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or a

component. Credit transfer is the process of using certificated credits

achieved in one qualification and transferring that achievement as a valid

contribution to the award of another qualification. Units/Components

transferred must share the same learning outcomes and assessment criteria

along with the same unit number. Assessors must ensure that they review

and verify the evidence through sight of:

original certificates OR

copies of certificates that have been signed and dated by the

internal moderator confirming the photocopy is a real copy and

make these available for scrutiny be the External Moderator.

Equivalencies – opportunities to count credits from the unit(s) from other

qualifications or from unit(s) submitted by other recognised organisations

towards the place of mandatory or optional unit(s) specified in the rule of

combination. The unit must have the same credit value or greater than the

unit(s) in question and be at the same level or higher.

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ABC encourages its centres to recognise the previous achievements of learners

through Recognition of Prior Learning (RPL), Exemption, Credit Transfer and

Equivalencies. Prior achievements may have resulted from past or present

employment, previous study or voluntary activities. Centres should provide advice

and guidance to the learner on what is appropriate evidence and present that evidence

to the external moderator in the usual way.

Further guidance can be found in ‘Delivering and Assessing ABC Awards

Qualifications’ which can be downloaded from http://www.abcawards.co.uk/centres-

grid-page-move/policies-procedures/

Exemptions

There are no identified exemptions for these qualifications.

Equivalencies

There are no identified equivalencies for these qualifications.

Certification

Learners will be certificated for all units and qualifications that are achieved and claimed. ABC’s policies and procedures are available on the ABC website.

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

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Appendices

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the immediate

guidance or supervision of a tutor (or other appropriate provider of education or

training). It may be helpful to think – ‘Would I need to plan for a member of staff to

be present to give guidance or supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required, in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.’ The size of a qualification is determined by the TQT. TQT is made up of the Guided Learning Hours (GLH) plus all other time taken in

preparation, study or any other form of participation in education or training but not

under the direct supervision of a lecturer, supervisor or tutor.

TQT is calculated at qualification level and not unit/component level. Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate response.

level 3 awards and certificates in · pdf fileabc has an on-line registration system to help...

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