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Unit 3 Acid Pro Audio Editing

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					TIJ 100 / TIJ 107 – Environmental Unit


Introduction to Digital
Video Editing
    Grade 9 (OPEN) Exploring Technologies TIJ 100 / TIJ 107

    Prepared by: Andrea Russell Darroch for Rick Hansen S. S. (2010)
                     Introduction to Digital Video Editing Unit Contents:


                                      Unit Introduction……………….. 3

           Ministry Expectations, Overall and Specific…………………. 3 - 5

           Lesson Outlines and Activities……………………………….. 5 –7

Accommodations/Assessment and Evaluation……………………………….. 8

                     Storyboard Sample………………………………….9

                      Lesson Plans………………………………….. 10 - 13

                       Culminating Project………………………… 14 - 17

                           Project Rubric………………………………. 18

Premier Pro Screen Shots with Labeled Main Elements ………………………19
T1J 100 / 107 – Grade 9 (OPEN) Exploring Technologies

INTRODUCTION TO VIDEO EDITING – ENVIRONMENTAL UNIT

Time: 5 days

Unit Description: The video editing component of Exploring Technologies is a five day
production unit with an environmental theme introducing students to the basic concepts of
television production, specifically focusing on digital video editing. This Unit will focus
primarily on story telling through the use of visuals, text, and music. Students will learn how
to tell a story with impact and mood through the linking of existing photographic images, by
editing together a 30 second Public Service Message.

The Public Service Message will be based on an environmental issue relating to some aspect
of technology. In addition to producing a short video, students will also complete a written
reflection sheet answering questions about their environmental topic. Through this written
piece, students will not only practice and develop their literacy skills, but will also gain insight
to and a better understanding of the environmental impact their chosen topic has on our
society.

Strand(s) and Expectations:

Strand(s): Technology Fundamentals; Skills; the Environment and Society; Professional
Practice and Career Opportunities

FUNDAMENTALS

Overall Expectations:
A1. Demonstrate an understanding of the fundamental concepts and skills required in the
planning and development of a product or service, including the use of a design process
and/or other problem-solving processes and techniques;
A2. Demonstrate the ability to use a variety of appropriate methods to communicate ideas
and solutions;

Specific Expectations:
A1.1 Describe a design process or other problem solving process for planning and developing
products and/or services;
A1.3 Apply correctly the mathematical and scientific concepts and skills required in the
planning and development of a product and/or service;
A2.1 Use a variety of appropriate methods to communicate information or ideas and
concepts during the planning and production stages of a project (e.g., production plans,
scripts, flow charts, storyboards, sketches, technical drawings, recipes, client consultation
reports, design briefs);
A2.2 Use correct terminology to identify and describe various processes, tools, and
equipment used in creating products or delivering services;
A2.5 Describe some common applications of information and communications technology in
various technological areas (e.g., automotive on-board diagnostics, computers, non-linear



                                                                                        3|Page
video editing, broadband networks, weather reports, online reservation systems, electronic
medical alert systems).
A3.1 Evaluate a product or service, and processes associated with its development, on the
basis of a set of criteria relevant to that product or service;

SKILLS

Overall Expectations:
B1. Use problem-solving processes and project-management strategies in the planning and
fabrication of a product or delivery of a service;
B2. Fabricate products or deliver services, using a variety of resources;

Specific Expectations:
B1.1 Apply the steps of a design process or other problem-solving process to plan and
develop products and services;
B1.4 Use a variety of sources to research technological solutions to specific problems or
challenges (e.g., the Internet, reference books, journals or magazines, experts);
B2.1 Use appropriate tools, materials, and equipment (e.g., tools: hammer, chisel,
screwdrivers, soldering iron, cheese grater, sieve, seam ripper; pruning shears, hair clipper;
materials: wood, aluminum, polystyrene, paper, wax, clay, textiles,
electronic components, mulch, hair colour; equipment: drill press, test meter, computer,
software, printer, video camera, thermometer, grill, sewing machine, autoclave, curling iron) to
create products or deliver services;
B2.3 Meet all design criteria (e.g., technical requirements, type and quality of materials,
appearance, ease of use, safety, timeline, client’s expectations) in creating a product or
delivering a service;

THE ENVIRONMENT AND SOCIETY

Overall Expectations:
C1. Demonstrate an awareness of the effects of various technologies on the environment;
C2. Demonstrate an awareness of how various technologies affect society, as well as how
society influences technological developments;

Specific Expectations:
C1.1 Describe how various technologies (e.g., integrated pest management, water purification,
mass transit, agricultural technologies, resource extraction) affect the environment, and
identify important environmental considerations associated with different areas of
technology (e.g., how to deal with ozone-depleting chemicals or hazardous wastes; how to
increase opportunities for recycling, conservation, use of sustainable methods or materials);
C1.2 Identify technological solutions that have been designed in response to environmental
concerns (e.g., catalytic converter, wind turbines, solar-powered signs, biofuels, non-toxic and
hypoallergenic products, recyclable and reusable
Packaging);
C2.2 Describe how society is being affected today by various new and emerging technologies
(e.g., electronic messaging, Global Positioning System [GPS], wireless access, hybrid vehicles,
nanotechnology, biotechnology);
  C2.3 Describe economic, ecological, social, and safety considerations facing consumers when
  they make choices between particular products or services (e.g., natural versus synthetic
  materials, renewable versus non-renewable resources; inexpensive
  products created in developing countries versus more costly products created domestically;
  higher-priced products with additional safety features versus less costly products without
  them);
  C2.5 Describe how social and economic factors influence the development and use of
  technology (e.g., high fuel prices and safety concerns influence automotive design, rotating
  blackouts speed the development of energy alternatives, people’s desire to be connected with
  family and friends drives telephone and wireless device design).

  PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

  Overall Expectations:
  D2. Identify careers in various technological fields, and describe the educational
  requirements for them.

  Specific Expectations:
  D2.1 Describe secondary and postsecondary education pathways (i.e., selection of courses,
  programs, experiential learning opportunities, and other learning opportunities at the
  secondary and postsecondary levels, including apprenticeship training, certificate programs,
  college programs, and/or university programs) leading to a variety of careers in technological
  fields;
  D2.4 Demonstrate an understanding of the Essential Skills that are important for success in
  The technology industries, as identified in the Ontario Skills Passport (e.g., reading text,
  writing, document use, computer use, oral communication, numeracy, thinking skills);
  D2.5 Demonstrate an understanding of the work habits that are important for success in the
  technology industries, as identified in the Ontario Skills Passport (e.g., working safely,
  teamwork, reliability, organization, working independently, initiative, self-advocacy, customer
  service);
  D2.6 Develop and/or select pieces of work and other materials that provide evidence of their
  skills and achievements in technology, for inclusion in a portfolio;

  Daily Lesson Outline and Activity Titles (Time + Sequence)

DAY 1       INTRODUCTION TO VIDEO EDITING                                        10 minutes
            Setting the context for the students:
            -We are surrounded by the mass media
            -Access to video technology has never been greater, i.e. via cell
            phones, iPods, etc.
            -At Rick Hansen we have a television, video and movie production
            course at the senior level which explores these technologies by
            mimicking industry level procedures and by utilizing industry
            equipment. The end result is a bi-weekly live broadcast to the whole
            school;
            -This unit will give you a platform to explore video production
            technologies and will introduce you to the basics of digital video



                                                                                       5|Page
        editing;

        Introduce Task:
        -You will have the opportunity to choose an environmental topic,
        research and download supporting images, and then edit them
        together using the Adobe Premier Pro digital video editing program,
        into a 30 second public service message;
        -You will also choose music and build titles to help support and
        enhance your video message.

        Show example: Me to WE (not environmental but good example of            2.5 Minutes
        how linking photos with music and text can have great impact on
        the audience)

        Minds On: As a class, brainstorm and record on the board
        environmental ideas and possible topics for the PSA’s. NOTE:
        Please refer to the Specific Expectations listed above under The
        Environment to help set the framework for the brainstorming
        session.

        Activity: Independently identify an environmental topic to use as        Remainder of
        the basis for your environmental public service message – have           class
        topic approved by teacher. If time permits, begin search for images
        that support topic via Google Images or Getty Images, or another
        royalty-free image site of their choice. Remember to “save as” to
        your space on the server or to a USB drive if you have one. Also,
        there is a folder of random environmental images available on
        4studentsOUTDarroch>Grade 9>Environmental Images
DAY 2   STORYBOARDING 101:

        INTRO
        -In production, storyboarding your shots (photos in your case) and       20 Minutes
        identifying text and music inclusion is key to ensuring you are
        including all necessary elements in a project. This results in a clear
        and strong video message;
        -Storyboarding also ensures you have thought out all parameters of
        your story and you have recorded everything on paper with respect
        to requirements;
        -As a result, you will use the storyboard as a solid reference tool
        throughout the production process to ensure nothing is missed.

        -Review Storyboard Power Point

        -Distribute storyboard templates to all students so they can begin
        drawing out their images in the order they hope to edit them.
        Activity:                                                                Remainder of
        -Continue searching for images online which support your topic and       class
        save them.
        -Students should also research their topic on-line to find facts and
        relevant info they can include as textual elements in their segment,
        to support their topic and enhance their overall message.
        -Once students have a minimum of 10 images (about three seconds
        each on screen) as a guide, students can begin determining their
        order, as well as the inclusion of supporting text by drawing the
        storyboards.
DAY 3   INTRODUCTION TO VIDEO EDITING – PREMIER PRO 1.5

        -Give brief overview of editing professionals and the pathways that      15 minutes
        may lead to a career in television and film editing; For example,
        there are many jobs in the CDN market for editors of TV shows,
        commercials, Corporate jobs, etc. You could work for a TV network
        directly, independent post-production facility, or even offer services
        as a freelancer if you are creative and have access to the proper
        software programs and equipment; Humber College, Sheridan
        College and many other community colleges offer media studies
        programs in Ontario with an emphasis on video recording and
        editing;

        -Via the projector, demonstrate the basics of the program to             10 minutes
        students including: main window elements, importing, timeline,
        drag and drop feature, basic transitions (what works best and why),
        etc.

        Activity: Students continue researching images, text, and finalizing     Remainder of
        their storyboards; Review all student storyboards and assist             class
        learning with further suggestions/possible changes; Using their
        completed storyboards as a guide, students begin to edit footage
        together

DAY 4   PREMIER PRO VIDEO EDITING CONTINUED…                                     Full class
        -Review previous class material
        -show how to build titles in Premier, add music and adjust levels,
        and how to include special effects;

        Activity: Students continue to edit their commercials


Day 5   FINAL WORK DAY                                                           Full class
        -Students finish up their commercials and write their environmental
        reflection (literacy component);
        Reflection could also be completed as homework




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           NOTE: Students should render their projects and output the files to
           AVI movies. File>Export>Movie commands and save to your inbox
           in a designated file for marking




Prior Knowledge Required:
Students require no prior knowledge of the television production industry or Premier Pro
editing software to complete the required activities and tasks.

Unit Planning Notes:
Practice the editing program prior to presenting the application lessons.

Teaching/Learning Strategies: The presentation and participation in these activities includes
the following differentiated learning opportunities: Auditory, Visual, Tactile, and
Experiential.

Assessment and Evaluation: Anecdotal student observation notes; activity completion
records; working with all students in an “assessment for learning” environment. Final
evaluation will conclude the completion of both elements (video and written reflection) with
the use of corresponding rubrics which the students will have access to at the beginning of
the Unit.

Accommodations: Allow/encourage students to access comprehensive tutorials and or
additional information about Premier Pro after the lessons are complete should they need a
detailed reference guide to assist with their learning. Allow extra time for those who require
it the following day to complete the previous day’s activity.

Resources: Information on Premier Pro, Premier Pro screen diagrams, personal notes for
reference, Storyboard Power Point; Storyboard Template, ME to WE example to show as an
effective photo/music/title video exemplar; access to the folder of environmental images.

Differentiated Instruction: What will I do to assist individual (special needs) learners or provide
enrichment for advanced students? Accommodation and/or Modification:

Spend extra time with these students after lesson is complete to explain the details further if
necessary, and allow extra time for them to complete the activities (if necessary). Those
students who complete the task early can either work as peer helpers to assist those who
require extra assistance, or work ahead in the program and learn more about its features and
advanced techniques.
9|Page
LESSON PLAN – DAY 1                             Lesson Learning Goals:
                                                -Understand the basic concepts of video
TOPIC: Intro to Video Production and Digital    production and creating a digital video
Editing                                         message;
                                                -generate an understanding of
Subject/Course: TIJ 100 / TIJ 107               environmental issues and how they relate to
                                                the various technologies
                                                -Demonstrate an awareness of the effects of
                                                various technologies on the environment;
                                                -Demonstrate an awareness of how various
                                                technologies affect society, as well as how
                                                society influences technological
                                                developments;

Required Teacher Resource Materials:            Instructional Plan: Ideas to talk about with
-Day 1 Lesson Plan;                             your class to set the stage for this unit
-AVI Movie of Me to We to show as an            -We are surrounded by the mass media
example;                                        -Access to video technology has never been
-Access to a Projector;                         greater, i.e. via cell phones, iPods, etc.
-White Board to record info from                -At Rick Hansen we have a television, video
brainstorming session;                          and movie production course at the senior
-Environmental Images to show as examples;      level which explores these technologies by
                                                mimicking industry level procedures and by
                                                utilizing industry equipment. The end result
                                                is a bi-weekly live broadcast to the whole
                                                school;
                                                -This unit will give you a platform to explore
                                                video production technologies and will
                                                introduce you to the basics of television
                                                production;

CORE LEARNING ACTIVITY:                         3. Minds On: As a class, brainstorm and
1. Introduce Task:                              record on the board environmental ideas and
-You will have the opportunity to choose an     possible topics for the PSA’s.
environmental topic, research and download
supporting images, and then edit them           4. Activity: Independently identify an
together using the Adobe Premier Pro digital    environmental topic to use as the basis for
video editing program, into a 30 second         your environmental public service message –
public service message;                         have topic approved by teacher. If time
                                                permits, begin search for images that
-You will also choose music and build titles    support topic via Google Images or Getty
(information pages) to help support and         Images, or another royalty-free image site of
enhance your video message.                     their choice. Remember to “save as” to your
                                                space on the server or to a USB drive if you
2. Show example: Me to WE (not                  have one. Also, there is a folder of
environmental but good example of how           environmental images available on
linking photos with music and text can tell a   4studentsOUTDarroch>Grade
story with great impact)                        9>Environmental Images
LESSON PLAN – DAY 2                            Lesson Learning Goals:
                                               -Understand the basic concepts of
Lesson Topic: Storyboarding 101                storyboarding – why it is done, and how it is
                                               helpful;
Subject/Course: TIJ 100 / TIJ 107              -Understand how to complete storyboards
                                               including what to draw, and what additional
                                               information to record;

Required Teacher Resource Materials:           Instructional Plan:
-Day 2 Lesson Plan                             INTRO to Lesson
-Storyboarding Power Point Presentation        -In production, storyboarding your shots
-Copies of Storyboard templates (4 per         (photos in your case) and identifying text
student)                                       and music inclusion is key to ensuring you are
                                               including all necessary elements in a project,
                                               which will result in a clear and strong video
                                               message;
                                               -Storyboarding also ensures you have
                                               thought out all parameters of your story and
                                               you have recorded everything on paper with
                                               respect to requirements;
                                               -As a result, you will use the storyboard as a
                                               reference tool throughout the production
                                               process to ensure nothing is missed.

CORE LEARNING ACTIVITY:                        3. Activity:
                                               -Continue searching for images online which
1.Review Storyboard Power Point                support your topic and save them.
                                               -Students should also research their topic on-
2. Distribute storyboard templates to all      line to find facts and relevant info they can
students so they can begin drawing out their   include as textual elements in their segment,
images in the order they hope to edit them.    to support their topic/message.
                                               -Once students have a minimum of 10 images
                                               (about three seconds each on screen) as a
                                               guide, students can begin determining their
                                               order, as well as the inclusion of supporting
                                               text by drawing out their storyboards.




                                                                                 11 | P a g e
LESSON PLAN – DAY 3                                Lesson Learning Goals:
                                                   -Understand the basic concepts of video
Lesson Topic: Intro to Adobe Premier Pro           editing;
                                                   -Understand the main page, project window,
Subject/Course: TIJ 100 / TIJ 107                  timeline, Video and Audio track allocations;
                                                   -Understand how to edit video tracks on the
                                                   timeline
                                                   -Understand basic transitions, and how they
                                                   are used properly;
Required Teacher Resource Materials:               Instructional Plan:
-Day 3 Lesson Plan;                                Introduction to Premier Pro editing software.
-Premier Pro Training Guide to be used as an       What is it? Where is it used? Also discuss
in-class reference;                                other compatible software programs (i.e.
-Environmental Images to use for sample            iMovie, Final Cut Pro, Sony Vegas, etc.)
editing;                                           Layout and some capabilities may be
                                                   different; however, the editing process is
                                                   basically the same. Discuss the role of the
                                                   editor in industry to establish context.


         CORE LEARNING ACTIVITY:                      6. Titles can be built and put on Video
    1.   Review accessing program;                        Track Two when wanting them to
    2.   Discuss main page elements such as               appear over photos, or Video Track
         Project Window, Timeline, Effects                One if they are used in place of photos;
         Window, etc.                                 7. Show resizing photos by double
    3.   Discuss difference between Capturing             clicking in the preview window and
         and Importing. Capture (from a                   manually adjusting image;
         camera) / Import (from a hard drive on       8. To cut a clip and delete the remainder
         your computer) Importing shortcut                use the razor tool. Highlight the
         “Control I”                                      portion you have cut from the original
    4.   Even though you eliminate footage                and delete by pressing delete on the
         through the editing process, the                 keyboard; Use pointer (selection) tool
         footage will always be there. You can            to move clips around on the timeline.
         manipulate as often and as much as           9. Zoom in on the timeline when you are
         you like. You can also extend or shrink          editing;
         footage by clicking, holding and             10. Basic and most professional transitions
         dragging on the end of a clip when the           to use are cuts and dissolves. Edit
         red closed bar appears.                          Effects Menu under Edit transitions will
    5.   Insert all main video elements on Video          bring you to a list of transitional
         Track One/ Master Audio (music in this           effects. Choose the effect – click on it,
         case) on Audio Track One;                        drag it to your timeline, and release it
                                                          over Video Track One on the desired
                                                          edit/transitional point;
LESSON PLAN – DAY 4                            Lesson Learning Goals :
                                               -Understand the basic concepts of video
Lesson Topic: Intro to Premier Pro Pt. 2       editing;
                                               -Understand how to edit audio tracks and
Subject/Course: TIJ 100 / TIJ 107              alter levels;
                                               -Understand how to create and add titles to
                                               video sequences
Required Teacher Resource Materials:           Instructional Plan:
-Day 4 Lesson Plan;                            -Discuss the importance of Audio in a video
-Premier Pro Training Guide to be used as an   production. Explain to students how audio
in-class reference;                            can help tell or enhance a “story.”
-Sample audio wav file to be used for the
demonstration.

CORE LEARNING ACTIVITY:                           6. To adjust audio levels or fade music
   1. Review accessing program;                      out at end of segment do the
   2. Discuss types of audio files to be             following:
      imported, inc: MP3, WAV, AIF, WMV,             WINDOW > WORKSPACE > AUDIO
      WMA                                            which will bring up channels and
   3. Explain importance of choosing                 faders window. Next, on Audio Track
      appropriate music for your element             1 change the default setting from
                                                     READ to WRITE in dropdown menu
      or PSA; Once decided upon, take the
                                                     and during next playback manually
      section which works best and import            adjust levels (the WRITE function will
      into Premier and insert on the                 record the position of the slider.)
      timeline (Audio Track 1); This will            This will record your changes to the
      help you determine appropriate                 track directly.
      shots and sequencing as the music           7. TITLES: Explain where they are
      beats and rhythm will help                     found (Title on Main Menu), types
      determine where footage will work              you can build and dragging and
      best;                                          dropping onto the timeline (Video 2).
   4. You can use In and Out points the              Trim and extend titles with the Red
      same way with Audio files as you do            bar the same as all other clips. Video
      video;                                         Track One when titles are in place of
   5. Remember to zoom into the Audio                footage – Track Two when they are
      Track to edit more easily;                     to go over existing footage;




                                                                               13 | P a g e
                     Producing and Editing an Environmental
                            Public Service Message

The Challenge:

You have been hired by the Ministry of the Environment to produce and edit a 30 second
Public Service Announcement (PSA) with an Environmental message. The Ministry wants
the PSA to send a strong and clear message that will impact the audience in a positive way,
and may even help to alter the views and behaviours of those who watch it. In addition, you
must provide a written reflection for this task that will be submitted with the completed PSA
assignment. The completed PSA and written reflection must be delivered to the client
together in approximately one week.

Parameters:

   1.   The PSA must be exactly 30 seconds in length;
   2.   Your footage must be married with an appropriate music track (your choice);
   3.   You must include a minimum of 10 different photos within the PSA;
   4.   The photos/shots must be linked together using appropriate transitions;
   5.   The shots must be linked together using your storyboard as a guide, and your
        completed video must match your storyboard in an obvious way;
   6.   The length and flow of the shots must compliment the music, be well-timed, and
        presented in a creative “story-like” way;
   7.   You must include titles and or title pages highlighting information that supports your
        message and educates your audience;
   8.   Your presentation must ultimately send a clear and strong environmental message;
   9.   Remember to SAVE your work!

You will be assessed and evaluated as follows:

KNOWLEDGE & UNDERSTANDING:

Knowledge & Understanding refers to the UNITY of the final PSA:

       All photos and titles relate to each other and are sequenced in an appropriate order
        (well planned ) that makes sense to the viewer;
       The PSA is creative and original (solid decision making skills are evident);
       The PSA delivers a strong and clear environmental message;
          LEVEL 1                     LEVEL 2                    LEVEL 3                  LEVEL 4
        (50 – 59 %)                  (60 – 69 %)                (70 – 79 %)             (80 – 100 %)

Sequencing of photos          Sequencing of photos       Sequencing of photos       Sequencing of
and titles is limited in      and titles is somewhat     and titles is              photos and titles is
its effectiveness;            effective;                 considerably effective;    effectively
                                                                                    employed;

PSA components,               PSA components,            PSA components,            Commercial
including creativity and      including creativity and   creativity and flow of     components,
flow of the photos and        flow of the photos and     the photos and titles      creativity and flow
titles is limited;            titles are somewhat        are considerably           of the photos and
                              effective;                 effective;                 titles are very
                                                                                    effective;
PSA message is not            PSA message is             PSA message is clear for
clear for the viewer and      somewhat clear to the      the viewer and has         PSA message is
has no impact;                viewer and has little      impact;                    exceptionally clear
                              overall impact;                                       for the audience
                                                                                    and has great
                                                                                    overall impact;

COMMUNICATION:

Please complete the attached reflection sheet and submit it with your completed PSA movie
file. Proper spelling, grammar, and sentence structure are required.

         LEVEL 1                      LEVEL 2                    LEVEL 3                  LEVEL 4

Proper spelling,              Proper spelling,           Proper spelling,           Proper spelling,
grammar and sentence          grammar and sentence       grammar and sentence       grammar and
structure is limited in its   structure is somewhat      structure is               sentence structure
employment;                   employed;                  considerably employed;     always employed;

Answers are limited;          Answers are somewhat       Answers are                Answers are
                              thorough;                  considerably thorough;     thorough and show
                                                                                    advanced
Content is not detailed       Content is somewhat        Content is considerably    understanding of
or fully explained;           detailed                   detailed                   environmental
                                                                                    topic;

                                                                                    Content is
                                                                                    extremely detailed

APPLICATION:

Application includes the effective use of the Premier Pro editing program:

        All technical aspects (tools) of the program are applied and understood;



                                                                                           15 | P a g e
        The timing of the photos and titles are appropriate to the flow of the PSA with good
         pacing and transitions;
        The commercial meets the required length criteria
        Files are saved and exported in the required formats

          LEVEL 1                   LEVEL 2                    LEVEL 3                LEVEL 4
Limited understanding      Some understanding of      Good understanding of      Superior
of tools used in the       tools used in the          tools used in the          understanding of
program;                   program;                   program;                   tools used in the
                                                                                 program;
PSA is excessively too     PSA is too long or too     PSA is just slightly too
long or too short;         short;                     long or too short;         Commercial is
                                                                                 correct length as
The timing of the photos   Timing of the photos and   Timing of the clips are    specified;
and titles are             titles are appropriate     appropriate most of the
inaccurate and do not      some of the time and       time and start and stop    Timing of the
start and stop in proper   start and stop properly    properly most of the       clips are
locations                  some of the time           time                       appropriate all of
                                                                                 the time and start
Transitions are not used   Transitions are used       Transitions are used       and stop
appropriately;             appropriately some of      appropriately most of      appropriately
                           the time;                  the time;
                                                                                 Transitions are
                                                                                 used properly all
                                                                                 of the time;



Written Reflection Questions: (Please hand write below using proper spelling, grammar and
sentence structure)

    1.   Why did you choose your environmental topic?




    2.    What message are you hoping to communicate to your audience through your
         video presentation?
3.    What have you learned about the environment through the completion of this
     project? (List Two main ideas)




4.    What changes (if any) will you make in your own life to assist with
     environmental sustainability? Please explain.




5.   Did you enjoy this unit? Please explain why or why not.




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ASSIGNMENT DUE DATE:




                    PREMIER PRO (Digital Video Editing) PSA ASSIGNMENT RUBRIC

     K & U: LEVEL 1                    LEVEL 2                    LEVEL 3                      LEVEL 4
       (50 – 59 %)                   (60 – 69 %)                 (70 – 79 %)                 (80 – 100 %)

Sequencing of photos           Sequencing of photos       Sequencing of photos         Sequencing of photos
and titles is limited in its   and titles is somewhat     and titles is considerably   and titles is effectively
effectiveness;                 effective;                 effective;                   employed;

PSA components,                PSA components,            PSA components,              Commercial
including creativity and       including creativity and   creativity and flow of       components, creativity
flow of the photos and         flow of the photos and     the photos and titles are    and flow of the photos
titles is limited;             titles are somewhat        considerably effective;      and titles are very
                               effective;                                              effective;

PSA message is not clear       PSA message is             PSA message is clear for     PSA message is
for the viewer and has no      somewhat clear to the      the viewer and has           exceptionally clear for
impact;                        viewer and has little      impact;                      the audience and has
                               overall impact;                                         great overall impact;

    COMMUNICATION                      LEVEL 2                     LEVEL 3                      LEVEL 4
          LEVEL1
Proper spelling, grammar       Proper spelling,           Proper spelling,             Proper spelling,
and sentence structure is      grammar and sentence       grammar and sentence         grammar and sentence
limited in its                 structure is somewhat      structure is considerably    structure always
employment;                    employed;                  employed;                    employed;

Answers are limited;           Answers are somewhat       Answers are                  Answers are thorough
                               thorough;                  considerably thorough;       and show advanced
                                                                                       understanding of
Content is not detailed or     Content is somewhat        Content is considerably      environmental topic;
fully explained;               detailed;                  detailed;
                                                                                       Content is extremely
                                                                                       detailed;
      APPLICATION                   LEVEL 2                     LEVEL 3                   LEVEL 4
         LEVEL 1
Limited understanding of    Some understanding of      Good understanding of      Superior understanding
tools used in the           tools used in the          tools used in the          of tools used in the
program;                    program;                   program;                   program;

PSA is excessively too      PSA is too long or too     PSA is just slightly too   Commercial is correct
long or too short;          short;                     long or too short;         length as specified;

The timing of the photos   Timing of the photos       Timing of the clips are    Timing of the clips are
and titles are             and titles are             appropriate most of the appropriate all of the
inaccurate and do not      appropriate some of        time and start and stop    time and start and stop
start and stop in proper   the time and start and     properly most of the       appropriately
locations                  stop properly some of      time
                           the time
Transitions are not used   Transitions are used       Transitions are used       Transitions are used
appropriately;             appropriately some of      appropriately most of      properly all of the time;
                           the time;                  the time;
Where Imported files are Located      Effects Tab: Location of Video and Audio Transitions/Effects
                                            Program Preview Window




                                                                                         19 | P a g e
Video Track 2 for Titles which are intended to go over existing photos                   Edit Tools

Main Video Track for Photos and Title Pages in place of Photos           Main Audio Track for Music



                  Main Selection Tool


                       Ripple Edit Tool

                            Hand Tool

                            Zoom Tool

                Razor Tool (cuts clips)

				
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posted:8/9/2011
language:Albanian
pages:20