Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
7.1 To develop an understanding of common multimedia production areas or departments.   7.2 To explore the technical aspects of multimedia technology. (TL)	This module will explore the nature of multimedia and interactivity, compare different models of multimedia productions, explore the basic elements of the multimedia production process, and examine some development tools.   The term multimedia is used in this course to refer to productions that are primarily computer based and employ multiple technologies, e.g., websites and CD-ROMs. Students might also be involved in multimedia presentations such as PowerPoint presentations. Multimedia production areas include: writing (text and audio narration) digital graphics digital audio/video authoring/programming animation/virtual reality modelling project management. Research Activity Students may have already conducted research on multimedia careers in Module 4. If not, have them search the Internet and other resources to find a position that interests them. Have each student or group prepare a report using a simple multimedia format. They may present their career research to the class using software such as PowerPoint, or they might use slides and audio.
7.3 To become familiar with the evolution and development of multimedia production.   7.4 To explore historical developments of particular technologies. (TL)	Have students search resources for information regarding the evolution and development of multimedia production. With the advent of the PC revolution, multimedia and interactive media technologies have revolutionized the way information is transmitted from the originator of a product idea to the consumer of the product. Students might have class discussions about the evolution and pervasiveness of the World Wide Web, and its influence on business and daily life.
7.5 To understand the basic elements of the multimedia production process.     7.6 To explore the technical aspects of multimedia production. (TL)	Basic Elements of the Multimedia Production Process Remind students that whenever multimedia production is discussed, high-end graphics, engineered sound, interface design, and interactivity levels may also be discussed. These elements are integral to much multimedia development and production. There are five basic phases in the production process. 1. Content Design (What?) This initial phase of multimedia development includes identifying what the content is and what audience the product targets. The project is then planned and the content organized using concept maps and flowcharts. 2. Interactive Design (How does it work?) This second phase establishes how the user will navigate through the product and what types and levels of interactivity will be included in the product. A storyboard is usually then prepared. 3. Interface Design (How will it look?) This third phase establishes the look and feel of the product. It will define the style and layout of the storyboard elements and may result in the assembly of a prototype. 4. Assembly In this final phase, the prototype design elements are applied to the remaining content. In the case of a CD-ROM, this usually results in a beta version of the product. This beta version may be tested using focus groups. Final editing, scripting, and programming changes are made once the focus testing is completed. 5. Production, Marketing, and Distribution If the final project is a commercial product such as a CD-ROM, marketing is an important concern. After the final changes are made to the beta version, a gold master or glass master is produced. From this master, duplicates are made for sale and distributed to wholesalers and/or retailers. Although marketing is included in this phase of the development process, aspects of marketing are addressed throughout the process. The identification of the target audience is a marketing concern; design appearance is also a marketing element.
7.7 To become familiar with basic multimedia equipment.	Demonstrate to students the following: the basic components of a variety of multimedia equipment the care and maintenance of multimedia equipment Have students examine and learn to use operating manuals. Draft a schedule for students to practise using the equipment. Check for basic competencies including operation, maintenance, handling, storage, and use of basic terminology.
7.8 To develop criteria to evaluate the content and design of multimedia products.	Multimedia Product Assessment Discuss with students, and demonstrate where possible, recent advances in consumer level multimedia production tools. Consider some of the implications of the proliferation of millions of homemade websites and business presentation products. As the digital industry responds to popular demand, production tools are becoming more "user friendly". At one time, if a person wanted to include an image in a background of a slide production, he or she had to contract the skills of an artist to accomplish the task. Today, most people have access to clip art, or may capture copyright free graphics files and use graphic editors to edit, reformat, and insert images in their productions. Access to user friendly tools, however, does not guarantee an effective product. The development of a visually appealing and effective multimedia product requires knowledge of audience, purpose, communication, creativity, and visual design concepts. In addition, technical skills are essential to the quality and functionality of the final product. As a class, develop a list of criteria for assessing the quality of multimedia projects. Students may compare and contrast websites, CD-ROMs, presentations, etc. to develop their criteria. Post the criteria in the classroom.
7.9 To become familiar with a range of multimedia software applications.     7.10 To explore the evolution of technological innovations in the multimedia production industry. (TL)	Multimedia Product and Software Lab Have students conduct a survey of software applications in the above-mentioned production areas. Have them note the various uses and features of each application. Digital graphics software might include: Paint Shop Pro Adobe Photoshop Adobe Illustrator Corel Draw. Digital audio/video software might include: Adobe Premiere Movie Cleaner Pro Adobe After Effects. Authoring/programming software might include: MacroMedia Director Dreamweaver Homesite Animation and virtual reality modelling software might include: Specular Infini-D Fractal Design Poser QTVR Object/Panorama Maker RealVR. There are many freeware or shareware alternatives to these programs. While not as feature laden as more expensive software, they can offer an adequate, cost effective alternative for schools. Tucows Access Communications: http://tucows.cableregina.com/ Tucows SaskTel Sympatico: http://tucows.sk.sympatico.ca/ Website visits for research might include: Adobe: www.adobe.com Quicktime: http://developer.apple.com/quicktime Alias Wavefront: http://www.aliaswavefront.com
7.11 To develop a multimedia project proposal.	Product Proposal Lab Have students develop a multimedia proposal for a fictional client: Create their own customer profile with a checklist of wants and needs. Create a concept/script using or identifying the previous checklist items.
7.12 To develop a multimedia presentation.	Multimedia Presentation Lab Teachers should remind students about copyright procedures discussed in Module 3. Have each student create a presentation using software like PowerPoint or slides plus audio. They should use a minimum of 10 slides. This lab could be combined with the career research activity in Module 4. Students might create a presentation for other students, to demonstrate their career research findings. Critique each presentation and record comments in student notebooks, or establish criteria for peer evaluation. Refer students to the criteria they developed earlier in the module.
7.13 To select suitable examples for inclusion in the working portfolio.	Have students select examples from their labs to include in their working portfolios.

Module 7B: Intermediate Multimedia Production (Core)

Module Overview
This module introduces students to basic web page design.

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
7.14 To learn about home page publishing.	At the intermediate level students will develop: personal web pages, or content web pages (e.g., drinking and driving, consumer issue, political issue, etc.) Note: Some students may have experimented with web page design. Expectations for students' projects in this module may vary, depending on their prior experience. Basic Web Page Design Most students will already be familiar with the concept of a home page. Ask students to share examples of some of their favourites. A home page is the first or topmost page that users see when they enter a particular site. It sets the tone for organization and content in the site. Have students research sites that provide basic information on web page publishing. Have them locate sites where the public can get free home pages, and discuss the process.
7.15 To practise web design in a hypothetical situation.     7.16 To identify and use appropriately a variety of available resources. (IL)	Have the students list their favourite department stores, computer companies, and online stores. Explain to the students that they have been hired to create a web page for a company (their choice) and that the web page is to be aimed at their own age group as a target market. To start with, students will research the Net to see if they can find a company similar to their choice. After locating a similar web page, they will note what elements they should chose to include. Next, students will conduct market research and find out what group of people would likely buy the company's products, and predict how best to promote the products on the market. Finally, students will learn how to create a home page for their business. Initially, teachers may choose to have students begin with a text editor so that they understand the basics of HTML coding. If an editor is used, it is recommended that it be one that allows the user to see the HTML code.
7.17 To create personal web pages or content web pages.	Have each student create a web page. Sample Web Design Process to Use with Students 1. Set your Goals Identity the goals for your web page. What do you want to include on your site? What type of interaction do you want? What will the content address? For whom are you designing the site? 2. Surf Before you Create Browse other sites, make a note of the elements that you like and the elements of which you are critical. This will give you ideas about what you would like to include on your home page. 3. Select Appropriate Content Think about what kind of information you want to source, generate, and share that would be of interest to others. 4. Flowchart your Website Create a flow chart or storyboard to sketch the general layout or appearance of the site and how and where resources could be linked. A website may contain a lot of pages and resources linked together. It is important to plan where the links are and how they will be connected before implementing your site plan. 5. Choose the Right Tools. Determine what tools to use to create the website. Your decision depends largely on the complexities of the tasks and your available time and money. 6. Test Your Design Test your web design with a variety of users with different levels of computer expertise or familiarity with the Net. Their feedback will help you to improve your web page design. Newsgroups on web page design and publishing: comp.infosystems.www.authoring.html comp.infosystems.www.authoring.images comp.infosystems.www.authoring.misc tile.net/internet/canadaweb.html

Module 8A: Introductory Production Project(s) (Core)

Module Overview
This module offers the opportunity for students to create their own production projects in audio, video, or multimedia. At the introductory level, students will participate in pre-production and production phases, but may have limited involvement in the post-production phase of the process. They should, however, understand the tasks involved in post-production and may practise basic editing principles.

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
8.1 To participate in determining class production ideas and pre-production planning.     8.2 To contribute to the development of objectives. (IL)	Note: At the advanced level, some individual students will do their own projects. However, at the introductory level it is recommended that students work as a class or in groups. In this module, students will create their own class productions as a whole group or in small groups. Student production teams may create one or more projects in video, audio, or multimedia. Productions need not be more than 5 minutes in length. Have students discuss the project ideas on the following pages. Students may wish to brainstorm other ideas. Some projects may require that students work from scripts. Because of time limitations, it is not recommended that students spend a great deal of time on script writing in this course. This is in no way intended to be a devaluation of the importance of a good script, which can save hours of time in production and post-production, especially in dramatic projects or certain types of documentaries. Those students who wish to write scripts for documentaries, dramatic videos, or radio dramas should take optional Module 13. They might also explore the possibility of doing their script as an English project. Alternatively, the CPT teacher could devise a way of recognizing the students' work on their script in the project assessment, without devoting whole-class time to script writing. It is also possible that CPT students could collaborate with other students in a course such as Creative Writing 20, in the same way that professional video/audio directors collaborate with writers. If there are students who express an interest in working with a script, the CPT teacher might approach the Creative Writing 20 teacher (or other English teacher) to explore the possibility of coordinating writing and production projects.
8.3 To apply knowledge, skills, and abilities in video production.   8.4 To work on in-depth studies of choice. (IL)	Introductory Video Project Ideas Students should apply the techniques they practised in the video production labs in Module 5A. They might produce the following: short "how to" video talk-show interview (3 - 5 minutes) music video (2 - 4 minutes, find their own talent) welcome to school video (3 - 5 minutes) ENG project (5 minutes) project where they assemble bits of stock footage into a cohesive 1 - 2 minute video using cut editing public service announcement. In their video project students will: develop skills in the operation of a video camcorder follow scripts to develop storyboards develop skills and technique with focus, tilt, zoom, and angle develop skills in using two cameras incorporate audio recording with microphones set up locations solve lighting problems. Have students practise their skills in using smooth movements with the camera. Advise them on the overuse of zoom or panning techniques.
8.5 To apply knowledge, skills, and abilities in audio production.   8.6 To work on in-depth studies of choice. (IL)	Introductory Audio Project Ideas Students should apply the techniques they practised in the audio production labs in Module 6A. Students may create an audio production of the following: interviews with seniors or others in the community a talking book a 5-minute radio broadcast a public service announcement (30-60 seconds) a bank of audio effects, with logical classifications of sound (25 sound minimum). In their audio projects students will: follow scripts to develop soundboards or outlines for audio productions demonstrate care and maintenance of audio equipment operate audio equipment including multiple microphones record in a variety of situations incorporate sound effects and/or dialogue as appropriate.
8.7 To apply knowledge, skills, and abilities in multimedia production.   8.8 To work on in-depth studies of choice. (IL)	Introductory Multimedia Project Ideas Students should apply the techniques they practised in the multimedia production labs in Module 7A. Have each student do a presentation using PowerPoint, Claris Works, or slides plus audio. Productions might include the following: "how to" presentation using presentation software presentation for younger students in the school (on a science or visual art topic, for example) presentation on the school for parent-teacher nights campaign presentation (e.g., for SRC elections) consumer presentation (e.g., on the results of a product survey). In their multimedia projects students will: follow scripts or develop concepts and/or storyboards use two or more media and technologies demonstrate set-up and shut down of presentation situations demonstrate the ability to transfer images, messages, and symbols between different media including computer, video, print, and audio convey a message, theme, or impression, and include a beginning and ending title cite references and adhere to copyright law.
8.9 To identify roles and responsibilities within class productions.	Pre-Production Activities If students are working in groups, review the concept of production teams and the roles and responsibilities of each of the members. Review pre-production activities with students (see Module 2).
8.10 To complete a project proposal or contract.	Project Proposals or Contracts Have students complete and submit a project proposal or contract. The proposal or contract should include a description of the project type: video, audio, CD-ROM, website, presentation, etc. It should include a project description, project goals, the intended audience, equipment requirements, hardware and software requirements, a treatment or storyboard, starting and completion dates, and teacher conference dates. Students and teachers should discuss the assessment and evaluation criteria for projects in advance. Specific assessment criteria should be determined and included in the proposal or contract.
8.11 To work as a team member in production stage activities in video, audio, or multimedia.	Production Activities View a documentary that demonstrates the production process such as: The Making of the Maximum Dimension The Making of Shooting Star The Producer's Notes for Making of Guitar Man
8.12 To use media techniques, devices, and technology. (TL)	All students should participate in the production phase of their projects. Review production stage activities from Module 2.
8.13 To demonstrate independence while working within the parameters of the production team.	During the production projects the teacher should function as executive producer. The teacher should watch for lagging productions, student participation, and time problems. The teacher should work with each group to encourage creative problem solving.
8.14 To engage in basic post-production activities.   8.15 To use media techniques, devices, and technology. (TL)	Post Production Activities Post-production may be somewhat limited at the introductory level depending on available equipment. Sometimes, another school with editing equipment or a local company may be willing to assist with editing. Although the school may not have sophisticated editing equipment, students should still view all the material and complete an edit log. This can be done in class with a stopwatch and VCR. Simple graphics can be created by hand, on computers, or with video. The teacher as executive producer should help set up the edit schedule and travel details for any off-site post-production. The editing will have to be done in shifts. If time is a constraint, one student can be elected to oversee each group's editing. Have students demonstrate the following activities used in the post-production activities for each media: Video: simple editing techniques of a self-shot tape Multimedia: simple editing and formatting techniques of a multimedia presentation Audio: simple editing techniques of an audio tape.
8.16 To develop the ability to critique personal work and that of peers.   8.17 To cooperate with and help one another in order to enhance their understanding. (IL)	Critiques Have a class preview of all completed projects. In advance, discuss criteria and processes for critiquing student work. Students should review the projects in their notebooks and be prepared to discuss. Students should use appropriate vocabulary in their critiques. In addition to the product critiques, have students prepare aural or written critiques of the post-production process including: editing decisions a variety of editing techniques. Have students prepare a written critique of their own work and of a selection from another student's working portfolio. Critiques should focus on development and structure, technical merit, and how the work demonstrates knowledge of the relationship between message, audience, and media. Self-assessments might include a list of the techniques involved, explanations of processes, any difficulties that students encountered, and suggestions for improvements. Students may wish to organize a festival during class time or after school, in which they preview their productions for other students, parents, and community members.

Module 8B: Intermediate Production Project(s) (Core)

Module Overview
This module allows students to apply the knowledge and abilities gained in their production labs in Modules 5B, 6B, and 7B. Students refine their skills and gain confidence during a production project in video, audio, or multimedia. Teachers may find the checklist in Appendix C useful in determining areas where students need to refine skills and abilities.

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
8.18 To identify personal roles and responsibilities within the production team.   8.19 To cooperate with group members in order to enhance understanding. (IL)           8.20 To produce a video, audio, or multimedia production.   8.21 To make choices in learning that reflect needs and interests. (IL)	Note: At the advanced level, some students may be capable of doing their own independent projects. However, at the intermediate level it is recommended that students work as a class or in groups. In this module, students will create their own productions as a class or in small groups, depending on the size of the class. Student production teams may create one or more projects in video, audio, or multimedia. Students will gain experience with: multiple cameras video mixing broadcast (output) CD vs. Internet vs. video vs. cable, etc. analogue vs. digital creating titles that blend into the rest of the production investigating a variety of titling software options. Have students prepare a project proposal, as they did in Module 8. Intermediate Video Project Ideas Intermediate video projects could include: instructional video on a topic of choice (5 minutes) grade 12 cap and gown ceremony news events weather reports sports stories video advertisement (30 seconds) music video with dramatic or narrative elements. Intermediate Audio Project Ideas Intermediate audio projects could include: documentary (5 minutes) radio drama (5 minutes) recording events in the school or community recording a performance audio advertisement (30 seconds). Intermediate Multimedia Project Ideas Intermediate multimedia projects could include: website comparisons and evaluations website for a fictitious character or place school or CPT website.
8.22 To understand and apply post-production techniques.	Post-Production Post-production may be somewhat limited at the intermediate level, depending on available equipment; however, students should begin to see the importance of post-production activities and incorporate them to the extent possible. Industry professionals might be brought into the classroom to assist, or it might be possible to arrange off-site post-production opportunities for the students.
8.23 To critique and evaluate personal work and that of peers.	Peer and Self-Assessment As a group, determine the criteria for assessing production experiences. Make sure that students include criteria for both process and product. Criteria might include: how well the production team functioned whether the planning was adequate and comprehensive whether timelines were met how successful the product was in meeting its intentions. Students and teachers together might create a checklist that could form the basis for group discussion and/or student-teacher conferences.
8.24 To demonstrate personal achievements in a range of appropriate ways. (IL)	Premiering Student Projects Hold a festival and invite other students, parents, and community members. Create an atmosphere of support and encouragement as students present and share their work.

Module 8C: Advanced Production Project(s) (Core)

Module Overview
This module provides students with opportunities to carry out one or more major production projects. Before beginning this module, students are required to have basic and intermediate competencies with the various production technologies. See the checklist in Appendix C.

Working portfolios will contain exhibits of the production projects as well as a written critique.

Equipment Requirements: Studio facilities and equipment would be advantageous if possible. Two cameras are required to produce more advanced shots. Audio production requires mixing/editing consoles and digital sound production equipment. Editing equipment and software suites are required. Multimedia production should include digital video and audio components.

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
8.25 To develop a proposal for an advanced production project.   8.26 To plan self-directed projects and develop criteria for assessment. (IL)	See Appendix B for advanced level project ideas. In this module students will be expected to: follow industry recommended practices in pre-production, production, and post-production enhance and apply basic project planning skills in developing audio, video and multimedia productions develop advanced competencies in one area of production technology evaluate a video, audio, or multimedia production based on structure, technical merit, and good communication practices participate fully as a member of a production team. The expectation is that advanced level projects will be done primarily in the classroom and other recording and shooting locations, but not at home. Each production team (or individual) should prepare a project proposal that includes: concept and media rationale (message or purpose) target audience members of production team (if applicable) and roles and responsibilities of the members completion date story idea a storyboard, soundboard, shot list, or multimedia components technology and equipment requirements
8.27 To demonstrate the ability to "pitch" a project idea to another individual or group.	Have students or teams "pitch" their proposal to the teacher or to the class.
8.28 To demonstrate confidence when participating in the processes associated with production of audio, video, or multimedia production.   8.29 To develop and use appropriate documentation for productions.	Review with students the processes associated with production including: selecting equipment gathering props, making travel arrangements to locations setting the scene rehearsal shooting or taping evaluation of the footage, audio tape, or multimedia presentation equipment operation and maintenance managing production teams preparing various logs including equipment, shot, and location creating and integrating various elements as required by the treatment, script, storyboard, or soundboard. Students should be prepared to develop and use their own equipment logs, shot lists, and location lists.
8.30 To understand the processes of post-production.	Post-production includes: editing viewing/listening, making decisions, and then re-editing presenting to focus groups or trial audiences peer and self-critique. Explain processes involved in advanced editing. Review criteria for critique and assessment.
8.31 To develop a presentation portfolio.   8.32 To cooperate with teachers and others to monitor learning. (IL)	Have students prepare their presentation portfolios. Remind students that portfolios can be used for employment and post-secondary applications. They can also form a major component of student evaluation.