Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: 11-24-13 |Prepared & Submitted by: Robert Beede |

|Department: Business/Digital Media |Course ID: DM 113 |Course Title: Introduction to Digital Video |

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee.

____________ ___________________________ _______________________________

Date Print Name Department Chair

____________ ___________________________ _______________________________

Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION:

The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

____________ ___________________________ _______________________________

Date Print Name Signature, Curriculum Chair

____________ ___________________________ _______________________________

Date Print Name Signature, VP of Instruction

DISTRICT:

On ____________ (date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request.

____________ ___________________________ _______________________________

Date Print Name President

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2014 |

|2. | Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course. |

| |Reason for inactivation: |

| |      |

|3. | Modification of the following: |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       | Un-cross list |

| Update Textbook | Cultural Diversity | Other (please describe.)       |

Reason for modification:

Update SLOs per Degree Qualifications Profiling process/standards. Update course description clearly meet TMC C-ID FTVE 130 Single Camera Production.

|COURSE OUTLINE | |

Course ID: DM 113 Units: 3 Lecture hours per week: 2 Lab hours per week: 3

(Discipline and Number)

|COURSE TITLE: |Introduction to Digital Video |

(Maximum of 60 spaces)

|Abbreviated Title: |DIGITAL VIDEO |

(Maximum of 30 spaces)

Change:

|From: |DM/CSIS 113 |Introduction to Digital Video |      |      |      |      |

| |Discipline & Number|Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

|To: |DM 113 |Introduction to Digital Video |      |      |      |      |

| |Discipline & Number |Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

COURSE DESCRIPTION:

No Change Change

Introduction to the aesthetic and technical aspects of single camera digital video recording, non-linear editing, visual effect generation, and production of video (and associated audio) using the personal computer equipped with specialized production equipment (e.g., High Definition camcorder and DSLRs, lighting, glide cam) plus software such as Final Cut Pro, Motion, and After Effects. Also considered will be the preparation of digital video for distribution in interactive media such as CDs, DVDs, mobile devices, and the World Wide Web. Students will produce a final digital video project for distribution in various media formats.

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a

If yes, enter C-ID code: TMC = Film, Television and Electronic Media. C-ID = FTVE 130, Beginning Single Camera Production

See Articulation Officer for assistance with C-ID descriptors.

Is this course cross-listed? Yes No

If yes, which department is responsible for scheduling, updating, and assessing the course?

Business/Digital Media

Reason for cross-listing:

Course was created in CSIS (2002) before Digital Media program existed. There is no longer a need for cross listing with CSIS, very few students from CSIS take the course, nor does it appear in CSIS degree.

Is cross-listing being removed? Yes No n/a

If yes, how is the cross-listed course going to be handled?

Inactivate cross-listed course.

Inactivate cross-listed course and add a new course with a distinctly different course number, course title and course description.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite:      

Co-requisite:      

Advisory:      

GRADING:

No Change Change

Standard Letter Grade Option of a standard letter grade or pass/no pass

Pass/no pass only Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3

Unlimited (DRC or Noncredit only)

Reason for Repeating:

Intercollegiate Athletics

Active Participatory course in Physical Education, Visual Arts or Performing Arts related in content to one or more other courses.

Occupational Work Experience/General Work Experience

Special class for students with disabilities

Non Credit

DISTANCE EDUCATION:

Hybrid (If checked, fill out Form D.)

Online (If checked, fill out Form D.)

No

STAND ALONE COURSE:

No Change Change

Yes - Course is NOT included in a degree or certificate program

No - Course IS included in a degree or certificate program

METHODS OF INSTRUCTION:

No Change Change

     

RECOMMENDED / REQUIRED TEXTBOOKS:

The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification. Textbook must not be more than 5 years old.

Required: Recommended: n/a

Author: Diana Weynard Title: Apple Pro Training Seris: Final Cut Pro X, 2nd edition Publisher: Peach Pit Press Year of Publication: 2013, or other appropriate college level text.

ISBN: ISBN-10: 0-321-91867-3, ISBN-13: 978-0-321-91867-3

(if available)

Reading level of text, Grade: 13+ Verified by: Robert Beede

Other textbooks or materials to be purchased by the student: none, but numerous videos, iLearn based writings, and weblinks are used as support material.

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No n/a

If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

Student Learning Outcome Number(s) SLO 6

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

Program Learning Outcomes wityh DQP areas—

Core#1, Specialized Knowledge: A student will analyze the relationship of aesthetics, content, user needs and/or interactivity of projects suitable for implementing and using digital media in order to synthesize a design, produce development

guidelines incorporating techniques such as storyboards and flow charts and render their design using good design principles and contemporary digital technology.

Core #2, Broad Integrative Knowledge: A student will be able to perform and communicate ideas within a team environment and contribute significant work related to their option area of study.

Core #3, Applied Learning//Civic Learning: A student will work individually or as a team in collaboration with a client: a member of the community, to design and produce a digital media product from concept to completion.

Option #2, Intellectual Skills: A student will analyze project definitions (including scripts or storyboards) in order to (using digital technology) creatively and logically, setup a small scene; with a single camera, record video; edit video; design sound and motion graphics for broadcast or to be incorporated into web sites, CD/DVDs, video/film, video games, or cell phones.

Option #1, Creative Thinking: A student will create and produce time-based visual art and sound.

STUDENT LEARNING OUTCOMES:

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

|1. |Define, then analyze digital video/audio requirements for a digital/multi media |

| |project. |

|Measure: Well written log line |PLO: core #1, option #2|ILO: Comm 1, 2, 4; Cog |GE-LO: A3, A5, A6, A7, A8, A9, C2 |Year assessed or anticipated year |

|and project definition. | |1, 2, 4; Info Comm 1, | |of assessment: 2011–2012 |

| | |3; AR 1 | | |

|2. |Plan the video production using standard preproduction techniques. |

|Measure: Well-written |PLO: Option #1 |ILO: Art 1, Comm 5 |GE-LO: A3, A7, C1 |Year assessed or anticipated year |

|synopsis/treatment and script, | | | |of assessment: 2011–2012 |

|plus drawn storyboard. | | | | |

|3. |Understand and use modern video camcorders and accessory equipment to capture footage for a short video project as defined in #1 above. |

|Measure: Good quality visual and |PLO: option #2 |ILO: AR 1, Comm 4 |GE-LO: A7, C1 |Year assessed or anticipated year |

|sound in presentation of initial | | | |of assessment: 2011–2012 |

|video material. Also, C or better| | | | |

|on test #1 | | | | |

|4. |Student will be able to create and produce time-based visual art and sound. |

|Measure: Understand and apply |PLO: option #1 |ILO: Ar 1, Comm 4, Cog |GE-LO: C1, C2 |Year assessed or anticipated year |

|fundamental editing concepts and | |4, 2 | |of assessment: 2011–2012 |

|esthetics to make a well-crafted | | | | |

|visual story. | | | | |

|5. |Complete video project and prepare for distribution via broadcast, DVD/BD, web, and mobile devices. |

|Measure: Video project completion|PLO: option #2, #1 |ILO: Cog 3, Info Comm |GE-LO: B7, C1 |Year assessed or anticipated year |

|and made available in at least | |1, 2, 3 | |of assessment: 2011-2012 |

|two formats for distribution. | | | | |

|6. |Will reflect on their visual story from the point of view as a client and an observer and discuss it in terms of morality, ethics of using |

| |others material (copyright law), and the social relevance to the intended audience. |

|Measure: Write a paper and |PLO: Core #3 |ILO: SI, PD&R, Comm |GE-LO: A1, A2, A3, A7, C1, C4, F1 |Year assessed or anticipated year |

|discuss with class | | | |of assessment: TBA |

|7. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year |

| | | | |of assessment:       |

|8. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year |

| | | | |of assessment:       |

|9. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year |

| | | | |of assessment:       |

|10. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year |

| | | | |of assessment:       |

GENERAL EDUCATION LEARNING OUTCOMES:

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PERFORMANCE OBJECTIVES AND OUT-OF-CLASS ASSIGNMENTS: |

|No Change Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|[added assignment #1c] |

|CONTENT, STUDENT PERFORMANCE OBJECTIVES, OUT-OF-CLASS ASSIGNMENTS |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: Lecture: Introduction to class and Studio DM. Discussion of syllabus, schedule, requirements, and equipment |

|availability/checkout. Examples of student projects. Digital Video basics. Linear non-linear editing. Explanation of final project. |

|Lab: Lab computer discussion and practice. |

|Student Performance Objectives (SPO): |

|Students will understand the scope of the class. Students will be able to use the computers in the digital media a lab |

|Out-of-Class Assignments: |

|Assignment: Get the book and read chapter 1, Setting up preferences in the editing software, and 2, the critical settings for good work flow. Review |

|syllabus and schedule. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Movie project steps: Idea/concept, log line (), treatment (excellent forum at |

|forums/forumdisplay.php?f=6), script, pitch, storyboard, production, post-production, synopsis (examples at |

|movies-synopsis.), distribution. See DM 140 modular material. Watch Visions of Light. File types including High Definition. Containers vs. |

|Co-Decs. Compression and temporal considerations. Camera/lens use. Final Cut Pro: Layout, concepts, and settings for system and caches. |

|Lab: Go here-- read/watch the material in Steps 1: Writing the Script, 2: Pre-Production, & |

|3: Production before next Monday. |

|Student Performance Objectives (SPO): |

|Students will be able to write a movie Log Line and a short treatment.. Students will be able to set up production steps for a small video production |

|Out-of-Class Assignments: |

|Assignment: Continue reading Chapters 1 & 2 in text. Assignment #1a: Write a log line. Prepare for discussion next week. #1b: Write a short treatment. |

|Assignment#1c: Write a paper about your reflection on your visual story and pre-production planning from the point of view as a client and an observer;|

|discuss the content it in terms of morality, ethics of using others material (copyright law), and the social relevance to the intended audience. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: The video camera: white balance, importance of manual focus and aperture, zoom. Types of shots: pan vs. tracking, close-ups, etc. Basic |

|lighting. |

|Lab: Log into , Select Resources, then Video Storytelling Guide. Watch the video tutorials in sections on Story, Shots, Camera, and |

|Extras. |

|Student Performance Objectives (SPO): |

|Students will explain video camera functions. Students will describe and use various types of shooting techniques. They will be able to construct a |

|short Storyboard. |

|Out-of-Class Assignments: |

|Assignment: Continue reading chapter 2 and the Video production material. Assignment #2: Make a storyboard of at least one scene of your final project. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Camera/lens use. White balance, importance of manual focus and aperture, zoom. Watch the video The Cutting Edge |

|Lab: Script writing basics. See DM 140 schedule and read modules 4, Post-Production at . |

|Student Performance Objectives (SPO): |

|Student will understand and set white balance, use manual focus, aperture, and zoom in a way to enhance the artistic image. Student will be able to take|

|a number of clips and work through the post-production process of editing, visual effects, and graphics to produce a satisfactory basic edited movie. |

|Out-of-Class Assignments: |

|Assignment: Read by next week and study sections 1 - 13 of the Common Sense Photography outline. Read Chapter 3, How do I Ingest Media into Final Cut |

|Pro. Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Lighting. Sound recording, microphone types and patterns, cables/connectors, and placement concerns. Levels, limiting/compression, and |

|automatic level control. Importance of shooting extra ambient/environmental sound. Watch more of the video The Cutting Edge. Transferring video. |

|Lab: Create a New video folder on BigDAV drive. Be sure to put your name on it--example: Bob_Video_Project-1. File types and special settings. |

| |

|Copy the AVCHD folder from Class Box/RBeede/DM113_Project-1 folder to your newly created Folder on the BigDAV hard drive. Be sure to set System and |

|Audio/Video settings before ingesting. |

| |

|Open FCP, choose Log and Transfer under the File Menu. Make sure the correct clips are in the window on the left. Review clips to find the ones you may |

|need. You do not have to choose all of them. You can add additional ones at any time. Start Ingesting video into Final Cut Pro by adding (dragging) then|

|to the queue. |

|Student Performance Objectives (SPO): |

|Student will understand types and patterns of common video oriented microphones enough, so that they will choose the correct microphone for a particular|

|situation. Student will understand mic placement and ambient sound, so that can obtain satisfactory sound for a given situation. Student will understand|

|the basics of lighting a scene, so that they can create interesting and aesthetic cinematography. |

|Out-of-Class Assignments: |

|Assignment: Take this crash course in lighting at . Read chapter 4, Which Editing Technique Fits My Style. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Basic tools for editing in FCP. Basic editing procedures. Editing on the timeline using the Slip, slide, razor blade, roll, and ripple tools. 3|

|point edits. |

|Lab: Work through chapter 3, How do I Ingest Media into Final Cut Pro? & 4, Which Editing Technique Fits My Style and do a very basic edit of the |

|material that you just ingested (transferred). |

|Student Performance Objectives (SPO): |

|Student will ingest video into the computer from a SD memory card. Student will edit clips together to produce a video story that makes reasonable |

|sense. |

|Out-of-Class Assignments: |

|Assignment: Gather people, equipment, make plans, for shooting. Refine story/script. Get camera together. Read manuals for the camera you might want to |

|use. The large HMC40 camcorder reading material is here. The small original HDC-HS100K camcorder manual is here. The New small HDC-TM900 camcorder |

|manual is here. |

| |

|Read this article on WorkFlow. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Workflow and the art of editing. Creative use of transitions. What they imply. Adding fades and dissolves using opacity. |

|Lab: Work on the class video. Finish a basic edit so that the story is logical. Trim edit points to add rhythm within timing constrictions. Show |

|instructor. |

|Student Performance Objectives (SPO): |

|Student will understand editing workflow and artistic concepts. Student will apply fades and dissolves in an artistic manner. Student will create a |

|logical story from a set of video clips. |

|Out-of-Class Assignments: |

|Assignment: #2: Read this interview with editor, Walter Murch. It is found at . Write a short 1/2 page |

|commentary on what you read. Read Chapter 5 on sound mixing for video using Final Cut Studio. |

|Lec: 2:30 Lab: 3:45 Hours Content: |

|Lecture: Creative use of transitions. Using transitions and setting parameters. Pre-production and production tips for shooting the project. |

|Lab: Work on your class video. Add transitions. Try both ways of doing a cross dissolve. |

|Student Performance Objectives (SPO): |

|Students will add transitions to a basic edited movie, so that the clips are connected and smoothly flow from one scene to another. They will set the |

|transition parameters, so the clip works with the scene content. |

|Out-of-Class Assignments: |

|Assignment: Read this short article: Digital Kitchen: Creativity in the Blood about editing of True Blood for HBO. |

| and review steps 3 & 4 at |

| |

| |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Creating titles, credits, and other motion graphics. Using still photos and montage. Design principles for text on screen. Font types (serif |

|and sans-serif), drop shadows, size, color, and broadcast concerns. Cheating using LiveType for motion graphics. |

|Lab: Continue editing. Finish class video. Be ready to present to class next week. |

|Student Performance Objectives (SPO): |

|Students will create well-designed movie titles and credits. |

|Out-of-Class Assignments: |

|Assignment: Read chapters 7 on High end effects compositing, 8 on creating Motion Graphics, and 9 on the use of filters. Continue editing during open |

|lab times. Finish shooting your project video. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Sound. Audio: levels, frequency, voice over, looping, and music. |

|Lab: Finish basic edit. Mix sound. Add effects if desirable. |

|Student Performance Objectives (SPO): |

|Student will be able to explain the basics of sound and its perception (e.g., waves, frequency/pitch, amplitude/volume and loudness, dBs for |

|measurement). They will produce voiceovers and use sound effects in a visual movement to enhance the emotional experience. |

|Out-of-Class Assignments: |

|Assignment: Review chapter 5 on sound track editing. Follow these links to watch videos that display sound designers in action. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Discussion: Completion of class project and working on Final Project. |

|Lecture: Moving still images. Techniques for fast and slow motion--when to use to enhance realism or emotional value. Compositing and mattes. Using |

|Motion effects, keyframes, and tweening. |

|Lab: Make sure you have sound and add text for credits and titles to the class project. Add some basic motion effects if needed. Use compositing when |

|necessary. |

| |

|Finish class project. It should display good editing; sound effects, dialog, and music; titles and credits; stills, and some compositing. Show |

|instructor when complete. |

|Start ingesting Final Project Clips. |

|Student Performance Objectives (SPO): |

|Student will understand and create visual movement. Student will understand the importance of detail in movie making and apply it to a video project. |

|Student will add text titles and credits to a visual story and when necessary, add lower 3rds, text explanations, and scene introductions. |

|Out-of-Class Assignments: Assignment: Review Chapters 1 to 9 and The Cutting Edge. Shoot any scenes needed for completion of your visual story. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Filters and key frames. Color gamut and correction in FCP. Color, luma, and green screen keying. |

|Lab: Work on Final Project. Do rudimentary color correction and filtering. |

|Student Performance Objectives (SPO): |

|Students will apply filtering and color correction to visual imaging. They will understand keyframes and apply them to create visual effects that change|

|over time. |

|Out-of-Class Assignments: |

|Assignment: Review your final project and determine what type of motion and basic compositing would enhance your video. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Filter tricks for creating altered environments, emotion enhancement, and dated film looks. Questions on Motion, effects, and compositing. |

|Lab: Work on Final Project. Continue color correction, add filters for cleaning and/or visual effects. Eliminate background in green screen video using |

|keying. |

|Student Performance Objectives (SPO): |

|Student will produce video with consistent color and look. Student will perform a composite of a character against a outdoor background. |

|Out-of-Class Assignments: |

|Assignment: Read chapter 10. |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Advanced sound design: frequency effects, dynamic control using limiting, compression, and noise reduction. Reverb and environment parameters |

|for more realism. |

|Lab: Sound track to your project using GarageBand, SoundTrack Pro, or go to . Note the actual music clips that you used. These must go |

|in the credits. |

|Student Performance Objectives (SPO): |

|Student will understand basic acoustics and technology used to enhance sound. Student will reduce unwanted ambient sounds in the movie. They will be |

|able to create artificial sonic environments and sound effects. They will design a custom music/sound track. |

|Out-of-Class Assignments: Read step 4, Post-production, and step 5, Distribution, at |

|Lec: 2:30 |

|Lab: 3:45 Hours Content: |

|Lecture: Questions on Motion, filter effects, and compositing. Compression, transcoding, and preparing video for DVD, Blue Ray discs, web streaming, and|

|Smartphones. |

|Lab: Export your video in H.264 format and burn on a DVD as data file (i.e., not a video DVD) as follows. |

| |

|When finished editing, Export your movie as a Quicktime conversion (under file menu) and select the size that you need. Do not use a size setting over |

|720 in either direction. For an example, see web Movie test here. It shows the movie in the "To Studio DM" web page. |

|Go under the File menu, choose Export using QuickTime conversion. Set up the Video and Audio parameters as illustrated by these screen prints: QT1, QT2,|

|QT3, QT4. I used a size that works very well for full HD video. Keeping size small is one of the best ways to reduce download problems. |

|Now make sure your movie is placed in your web site Root folder and in the Media folder. |

|Make a copy of your movie using name DM113_YourName_Sp11-Final. Test your movie to see that it looks GOOD. Have someone else test it too! Insert a DVD |

|and Copy the movie to the DVD or the window that it will come up. We will have enough time on Final's day to do this, but we will not have enough time |

|to finish your editing. In other words, make sure it is done! |

|Student Performance Objectives (SPO): Students will understand various codecs for distribution and transcode their video project for display on DVDs, |

|Smartphones, and in-classroom display. |

|Out-of-Class Assignments: |

|Assignment: Work on Final Project format conversion for the final presentation. |

|Lec: 37:30 |

|Lab: 56:15 |

|Hours Content: |

|Student Performance Objectives (SPO): |

|Out-of-Class Assignments: |

|2 Hours Final |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

|METHODS OF EVALUATION: |

|No Change Change |

|Category 1 - The types of writing assignments required: |

|Percent range of total grade:       % to       % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|Category 2 -The problem-solving assignments required: |

|Percent range of total grade:       % to       % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other:       |

|Category 3 -The types of skill demonstrations required: |

|Percent range of total grade:       % to       % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|Category 4 - The types of objective examinations used in the course: |

|Percent range of total grade:       % to       % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other:       |

|Category 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

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