Digital Video Assessment

What should be the standard video format submitted to examiners?

MPEG-1 [half frame and plays from a CD] it is an international standard that is very
widely supported. DVD is again an international standard playable on most computers.
New Apple-Macintosh and Microsoft Windows computers can all produce MPEG-1
videos. Alternative formats could be MOV for Apple-Macintosh and AVI for Microsoft
Windows. However both MOV and AVI are "containers" for many CODECS, some of
which can be machine specific, and so may not be play in an examiners player.

A VHS tape, MPEG-1 on CD or video on a DVD could be the simplest methods of

presenting video work pieces for examination.

To meet curriculum criteria the video work needs to be supported with documentation:

1 Analysis of a] a television advertisement

b] a television news item
c] a television documentary

2 Planning a] Notes on the pupil planning meetings

b] Storyboards = scripts plus direction notes

3 Shooting Log [cataloguing what shots are on which tapes + location notes]

4 Edit Decision List [itemise changes from the original storyboard and why]

5 Self Assessment sheets [on the following pages]

6 Show-reel report [analysis of what pupils thought of their own and

others work, what they liked and disliked and
how they could improve their production]

Samples of these documents follow the assessment sheets.

There now follows a set of assessment sheets, split over 3 levels.

Adult education uses 3 levels. Schools use Key Stages and plus 14.

Level 1 is Introductory (Suitable for 8 -11 to adult)

Level 2 is Progression (Suitable for 11 -14 to adult)
Level 3 is Advanced (Suitable for 14 -17 to adult)

These Assessment Sheets should cover many if not all

digital video skills in the National Curriculum.

Digital Video Assessment - ISBN 978-1-905415-09-0 © copyright oxford digital video www.digitalvideoforteachers.co.uk page 1
Level 1 Student's Skills Assessment Check List
Student's Name Course

For each skill, write the date you reached the level described at the top of each column.

I can do this At anytime Most times Sometimes Example

Date Date Date Evidence

I watched the Moving Image Tutorial.

I can use a camera and tripod
I can capture from tape
I can capture straight to hard disk

EDITING
I can IMPORT clips from CD-HDD to CLIP-BIN
I can Drag and Drop clips from clip bin to
ASSEMBLE on the storyboard
I can re-arrange clips
I can SCRUB a clip in the clip-bin
I can SCRUB a clip in the MONITOR
I can SCRUB a clip on the Storyboard
I can SCRUB the whole project
I can ZOOM a TIMELINE

EFFECTS
I can apply CORRECTIVE FILTERS
I can apply EXPRESSIVE FILTERS

TRANSITIONS
I can apply transitions

TITLE
I can make a title
I can make credits
I can change title font size, face & colour

AUDIO
I can adjust the volume
I can position audio on the timeline
I can record a voiceover

CREATE VIDEO File.

I can save video as an MPEG-4 file

Play Video
I can play videos
My Notes:

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Level 2 Student's Skills Assessment Check List
Student's Name Course

For each skill, write the date you reached the level described at the top of each column.
I can do this At anytime Most times Sometimes Example
Date Date Date Evidence

I watched the Tutorial

I can use tape/computer timecode
I can calculate movie duration

FILTERS I can use these filters

Corrective
Brightness
Colour Balance
Hue - Saturation
Focus/Sharpen
Effect
Black & White
Sepia
Blur
Posterise
Pixilate
Any others

OVERLAY I can overlay a clip

I can make "Picture-in-Pictures"

MOVING IMAGES FROM STILLS

I can make video from stills
. Don't forget to add music
TITLE
I can make a dynamic title
Select which Roll - Scroll - 3D

AUDIO
I can use "Rubber-Band" controls

RENDERING
I can control rendering time

FORMATS
I can select a format for:
DV tape
DVD
VCD - CD - PowerPoint
The Internet

My Notes:

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Level 3 Student's Skills Assessment Check List
Student's Name Course

For each skill, write the date you reached the level described at the top of each column.
I can do this At anytime Most times Sometimes Example
Date Date Date Evidence

PROJECT MANAGEMENT
I can discuss and agree roles
I can manage my work to a time scale

PRE-PRODUCTION
I can create ideas within a team
I can create a storyboard
I can create location plans
I can create a script
I am responsible for my safety and
for the safety of those around me

CAMERA WORK
I can use a tripod
I can shoot wide, medium and close
I can shoot a conversation
I can shoot - others - [stop animation]

POST-PRODUCTION
I can adjust transparency
I can create key frames
I can apply motion to graphics
I can create a 3D graphic

TITLE
I have made a 3D dynamic title

AUDIO
I can loop audio and build music

FORMATS
I can make an animated GIF for the web

ANALYSIS
I can add expression into digital video
I can add a sense of time
I can add feelings of danger
I can alter pace in a video
I can control an audience

My Notes:

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Analyzing Video Watch Advertisement: Product / Brand

.- HOMEWORK -.

QCA Schemes of Work ALL Subjects ALL Key Stages Section 1 is always Analyse

Objective to Explore ideas - record from first-hand observation - gather from a variety of sources [TV]

Watch a 10-second television advertisement. Prior to watching, make a table [photocopy, or print
another copy from the CD]. Then complete your table.

Adverts are fast and furious, you may need to watch the same one several times to catch all the
scenes. If ever there is anything you like, or hate; then note it and use it, or evaluate the reasons
why you wish to avoid that style. Know what is good and bad; and so develop your own style
and tastes.

W id e Mid Close Duration Content

Action - Music – Text - Commentary

Shot 1

Shot 2

Shot 3

Shot 4

Shot 5

Shot 6

Comment on the advertisements

Pace Target Audience and "The Message"

QCA Schemes of Work ALL Subjects ALL Key Stages Section 4 is always Review

Objective a) Review to develop ideas - b) talk about what they might change in future work.

Group Activity. Compare results of advertisement and news styles

OUTCOME: Appreciation of how professionals structure digital video

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Planning - Meeting
QCA English Curriculum English Writing Key Stage 2
Planning and Drafting. 2 b. draft - develop ideas from the plan into structured written text

Objective Planning is commonly found throughout the National Curriculum as a way of exploring and arranging ideas.

List and agree the individual roles of the team and set deadlines

PROJECT MANAGEMENT.
Director
Discuss and agree roles Actor
Create ideas within a team Camera
Sound
Clapper
Lights
Script

PRODUCTION Schedule
Set out a time scale for
1 storyboard.
2 location plans
3 script

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Planning - Story board
QCA Schemes of Work Art & Design Key Stage 3 Unit 8B Animating Art
Section 4 Exploring and developing ideas (4) storyboarding
Objective Storyboarding is commonly found throughout the National Curriculum as a way of exploring and arranging ideas.

The Storyboard is to Digital Video what Planning is with the National Curriculum
Project Title page number 1 of
Make sketch of each scene Write about each scene
Scene Number 1 Scene Description

Location:

Actors:

Lighting:
Audio:

Scene Number 2 Scene Description

Location

Actors

Lighting
Audio

Scene Number 3 Scene Description

Location

Actors

Lighting
Audio
27min point +++++++++++++++++++
Scene Number 4 Scene Description

Location

Actors

Lighting
Audio

Write a short 3 line script. "Welcome to our explanation of our activity" etc
Possible Script
3 secs of WIDE, Welcome to our explanation of our activity [view of cricket field]
3 secs of MID and This is Joe who will demonstrate how to hold a cricket bat
3 secs of CLOSE Hold the handle so.. and align the "V"s between thumb and first finger
CAPTURE [for 10 seconds] from LENS direct to the Hard Disk Drive [Studio Mode]
Have a subject in front of a Blue screen for overlaying the subject over a news image or video.

OUTCOME:
31 Ability to plan a sequence of shots
min point +++++++++++++++++++

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Preparation - Shooting Log - Timecode tapes
QCA Schemes of Work ALL Subjects ALL Key Stages Section 5 Breath of study

Objective to explore a range of starting points for practical work,

covered by these terms commonly found throughout the National Curriculum
AD-0016 - KJ.2 Photography/film/video
AD-0034 Intention/purpose/roles/audience
AD-0040 Symbols, codes & conventions - general
AD-0044 Symbols, codes & conventions - practise
AD-0049 Starting point: ideas / imagination
AD-0056 Investigating tools and techniques
AD-0058 Investigating materials methods and approaches
TSEV-0001 Developing evaluation criteria
TSEV-0003 Judging the value of information and ideas
KSWO-0003 Identifying objectives

Prepare tapes for the shoot.

# Create a timecode on every blank tape, BEFORE the shooting day
# Label and number every tape and every shot on that tape.
All new tapes are supplied without a timecode. A tape with many sections starting at zero will
totally confuse a computer, and waste hours in post-production. Professionals prepare tapes
with a timecode, this is some times called "Blacking-Out", "Blanking" or "Striping".
To mark a timecode onto a new blank tape, put it in the camera and then
Put the lens cap ON
Connect a microphone that is switched OFF
Select camera mode, and press RECORD
The camera will then record "Black" silence overall the tape, whilst marking a continuous
timecode throughout the tape. Rewind the tape and fix a label on the tape and mark it with a
small "B" or some way that everyone knows that this tape has a timecode and is ready for use.
The tape is now ready for the "Shoot" on another day.
Always "Black" more tapes than are needed, just to cover any extra shots.
Computers pre-tension tapes, and so cannot capture the first few seconds,
so here is another rule. At the start of a shoot, always record a few seconds of clock or colour
bars or clapperboard. One hour miniDV tapes are usually 62mins long. The first and last parts of
the tape are the weakest, hence professionals usually start at least 30seconds from the
beginning of the tape; and never record upto the very end.

Create a Shooting Log

Tape Number
Location Scene Time Start Timecode End Timecode Activity
1 take 1

36 min point +++++++++++++++++++

OUTCOME: Minimal problems in Post-production due to time coding marking and recording

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EDIT DECISION LIST [EDL]
QCA ICT Curriculum
ICT Key stage 3
3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose]
3 b) to use a range of ICT tools efficiently to draft, bring together and refine information and create good-quality
presentations in a form that is sensitive to the needs of particular audiences and suits the information content
3 c) how to use ICT, to share and exchange information effectively

Objective Using ICT to organize - refine - develop - IMAGES - TEXT - SOUND TO MAKE A VIDEO.

Note the reasons why clips are arranged in a different sequence from the planned storyboard.
Note why each clip was trimmed
Note which clips needed volume adjustment and why
Note which clips need adjustment filters [such as correction for brightness]
Note why you choose a particular transition
Note what music was added and why. [Please include silence in this section]
Note who and why a voiceover was added
Note duration type and style of titles, subtitles and credits used

Tape Clip In Point Out Point Comment

Number Number hrs:mins:sec:frame hrs:mins:sec:frame

TRIMMING In Point Out Point

hrs:mins:sec:frame hrs:mins:sec:frame

Volume

FILTERS
Corrective
Expressive

Transition

Music

Voiceover

Title

Credits

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SHOW-REEL EVALUATION

QCA Schemes of Work ALL Subjects ALL Key Stages Section 4 is always Review

Objective a) Review to develop ideas - b) talk about what they might change in future work.

Group Activity. Compare results of your own and others work.

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