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Interactive Media (Graphics)
Edexcel BTEC Level 3 Subsidiary Diploma in Creative Media Production
Unit 1: Pre-Production Techniques for the Creative Media Industries
Unit 2: Communication Skills for Creative Media Production
Unit 3: Research Techniques for the Creative Media Industries
Unit 12: Understanding the Interactive Media Industry
Unit 19: Digital Graphics for Interactive Media
Unit 60: Interactive Media Authoring
Unit 64: Motion Graphics and Compositing Video
Unit 65: Web Animation for Interactive Media
Unit 1: Pre-Production Techniques for the Creative Media Industries
Guided learning hours: 30
Assessment type: Internal
Unit Introduction
Pre-production, which mainly involves research and planning, is a vital ingredient of
any successful media product. For example, the successful completion of a
photographic fashion shoot for a magazine depends on locations, material and talent
being available for the work to be undertaken. Successful location recording of video
material depends on crew members and talent being in the right place at the right
time. Good pre-production is vitally important where expenses are being incurred for
people and materials and where budgets and deadlines are to be met.
Pre-production is generally undertaken by producers and their teams. A team could
consist of a number of staff from location managers to set designers. All of them
have a vital part to play in the production of a media product. Their work will include
drawing up outline budgets and funding strategies, finding factual information,
additional material and contributors, using archives, researching locations,
undertaking risk assessments, and organising and coordinating logistics.
Through following this unit learners will develop an awareness that any media
production operates within limitations regarding time, facilities, personnel and
budget. They will learn how to identify the requirements of a media production, and
how to plan for the provision of those requirements. They will also learn that
successful pre-production involves ensuring that all the various elements for
production are in the right place at the right time.
Additionally, the unit will enable learners to conduct production risk assessments and
develop an awareness of the rights and responsibilities of producers and other
media professionals.
Learning Aims
In this unit you will:
A Understand requirements for a specific media production
A.1 Type of production
A.2 Finance
A.3 Time
A.4 Facilities
A.5 Materials
A.6 Contributors
A.7 Locations
A.8 Codes of practice and regulation
B Be able to prepare pre-production documentation for a specific media production
B.1 Procedure
B.2 Documentation
C Be able to apply pre-production planning for a specific media production
C.1 Elements of production
C.2 Project management
Unit 2: Communication Skills for Creative Media Production
Guided learning hours: 30
Assessment type: Internal
Unit Introduction
This unit aims to improve the functional communication skills of learners and should
be taught in production contexts through other mandatory and optional units. The
unit not only relates to wider communication skills as a whole, which are an essential
part of everyday life, but also specifically targets skills that learners can expect to
use on a regular basis within the creative media sector such as pitching ideas,
writing proposals and constructing reports. They will therefore develop their ability to
communicate their thoughts and ideas through pitches, proposals and reports to a
range of audiences using appropriate modes of address and forms of technology.
Learners will also develop skills in checking and proof-reading written materials.
Through this unit they will learn how to select from and summarise information
gained from sources when conducting research for assignments or productions.
Learning Aims
In this unit you will:
A Be able to extract information from written sources
A.1 Written sources
A.2 Reading
A.3 Extract information
B Be able to create a report in a media production context
B.1 Create report
B.2 Contexts
B.3 Revision
C Be able to pitch a media production proposal using appropriate technology.
C.1 Proposal
C.2 Technology
C.3 Address
Unit 3: Research Techniques for the Creative Media Industries
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
Research is fundamental to all aspects of creative media production and is the
essential starting point for productions of any scale. It can be used to determine the
financial viability of a future production, to gather a range of information relevant to
the content of the production, or to assist with the planning of technical and logistical
requirements.
There are also media companies which conduct extensive research using a range of
sophisticated methods to gather data about audience consumption of media
products and services. This has become increasingly necessary in the highly mixed
and competitive environment media industries operate in.
Learners who are looking for a job which requires research skills might consider
employment in a research agency, or in pre-preproduction for radio, television or
film, whilst a knowledge and understanding of research techniques is vital in a
number of roles in advertising and marketing. They are also, of course, important in
journalism. However, some ability to undertake research is essential for anyone
working in the media industries.
Learning Aims
In this unit you will:
A Understand the nature and purposes of research in the creative media industries
A.1 Types of research
A.2 Methods and sources of research
A.3 Purposes of research
B Be able to apply a range of research methods and techniques
B.1 Secondary research
B.2 Primary research
B.3 Audience research
B.4 Market research
B.5 Production research
B.6 Interpreting results
C Be able to present results of research
C.1 Format
C.2 Content
C.3 Quotation and reference
Unit 12: Understanding the Interactive Media Industry
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
The interactive media industry is hard to define due to its rapid growth and overlap
with many other industries. The Skillset census of 2006 indicated that the industry
then employed around 50,000 people in the UK, making it the largest industry in the
creative media sector. The industry creates a wide variety of multimedia content for
the internet, computers, kiosks, mobile phones, DVDs, digital television, media
players and other emerging technologies.
In addition to developing skills for a specific role within the industry, individuals also
need to have an overview of the structure of the industry and be aware of how their
role interacts with that of others. The expanding interactive media industry consists
of many different types of business each requiring individuals with multidisciplinary
skills. Businesses range in size from self-employed individuals working from home to
large corporate organisations with thousands of employees. Much of the work done
is for other organisations and is arranged through contracts or sub-contracts often as
a result of a tender process.
The success, survival and development of businesses in the interactive media
industry depend not only on creative and technical skills but also on a wider
understanding of the professional practices essential to working in the industry.
Learners must understand that projects involve a number of individuals and are
bound by technical, financial, legal and regulatory constraints. They also need to
understand the different organisational
structures which operate at a local, national and global level, and gain an
understanding of employment opportunities, job roles and professional development
in the industry.
Learning Aims
In this unit you will:
A Understand the organisational structures and job roles in the interactive media
industry
A.1 Organisational structures
A.2 Job roles and responsibilities
A.3 Skill sets
B Understand current market trends within the interactive media industry
B.1 Market trends
B.2 Industry trends
C Understand contractual, regulatory and ethical obligations in the interactive media
industry
C.1 Contractual
C.2 Regulatory issues
C.3 Professional bodies
C.4 Ethical
D Know about employment opportunities in the interactive media industry
D.1 Employment opportunities
D.2 Methods of recruitment
D.3 Transferable skills
D.4 Professional development
E Be able to prepare personal career development material
E.1 Presentation for employment
Unit 19: Digital Graphics for Interactive Media
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
Anyone considering a career in the interactive media industry needs to be aware of
various disciplines and skills relevant to the industry which may be outside their own
particular interest or career goals. For example, anyone involved in interactive media
production must be familiar with the creation of digital images, digital graphics being
the basis on which interactive media products are sold. The creation of digital
graphics is
relevant to all aspects of design and these skills are highly sought after in media
industries. Those who aspire to work in this industry should therefore gain basic
practical experience in the production and development of digital graphics for use in
interactive media in order to communicate ideas or develop a specialism.
In this unit learners will become familiar with the basic tools and techniques of the
digital graphics software used to produce images for interactive media. These
techniques form the basis of the development of graphics for adverts, magazine
pages, websites, DVD interfaces, animations, in short for all print and screen design.
This unit is therefore fundamental to the development of digital design skills.
The digital graphics process includes enhancing or transforming digitally captured
images by means of specialist image editing software. Learners will have the
opportunity to develop skills in using digital imaging software by producing digitally
manipulated visual material.
It is important for learners to develop appropriate skills in using digital graphics
software and this unit provides knowledge, understanding and practical experience
through a basic awareness and experience of commonly used software tools.
Learners will have opportunities to experiment with graphic styles used to set mood
and theme in interactive media products.
Since this unit encourages learners to express imaginative skills, it is appropriate
that some critical self-reflective practice is undertaken. This professional skill will
encourage a habit of life-long value in any future career.
Learning Aims
In this unit you will:
A Understand theory and applications of digital graphics technology
A.1 Applications of interactive media graphics
A.2 Pixel
A.3 Raster images
A.4 Vector images
A.5 Bit depth
A.6 Colour space
A.7 Image capture
A.8 Optimising
B Be able to generate ideas for digital graphics for an interactive media product
B.1 Stimulus
B.2 Ideas
B.3 Legal and ethical considerations
B.4 Interactive media graphics
B.5 Graphics specification
C Be able to create digital graphics for an interactive media product following
industry practice
C.1 Plan
C.2 Software interface
C.3 Asset management
C.4 Workflow
C.5 Menus
C.6 Image settings
C.7 Drawing tools
C.8 Editing tools
C.9 Advanced tools
C.10 Image capture
C.11 Interactive media graphics
C.12 Production stages
C.13 Aesthetic qualities
C.14 Industry practice
Unit 60: Interactive Media Authoring
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
Who uses interactive media authoring? Web developers use it to add interactivity,
sound and motion to their web pages. Animators use it to create animation for output
to videotape or streaming web movies. Developers use it to create single-user
games for distribution on CD ROM or DVD ROM. Educators use it to create
interactive learning and testing materials for distribution over the web or on CD.
Software developers use it to create working models of applications, allowing
demonstration and fine-tuning of the look and feel of products that are still in
development. Software publishers use it to create product tutorials. Businesses use
it to create presentations, training materials and interactive catalogues that help
buyers choose colours and patterns. Exhibit designers use it to create touchscreen
kiosks that provide instant information for exhibition visitors.
Interactive media authoring integrates a wide variety of elements including sound,
video, animation, text, quizzes and interactivity to produce a complete package
which can be distributed in a variety of formats. The most common formats are
CD/DVD ROM (for example those included as cover discs on magazines) though
some material is also published for use on the internet. Many books also include
interactive CD ROMs to
supplement traditional text-based content. Interactive media authoring is also
increasingly used to create educational and training products.
Interactive media products are produced using an authoring tool which allows the
most common asset types to be imported and controlled. Some tools use a page and
book approach to build and link screens within a product, whilst others use a timeline
or score and a stage. The authoring tools will also include some form of
programming or scripting to produce the complex interactivity required for games
and quizzes. Through following this unit learners will develop an understanding of
the capabilities and interface of interactive media authoring software, and
understand and use the main tools and features, including scripting language
associated with interactive media authoring software.
Learning Aims
In this unit you will:
A Understand principles of interactive media authoring
A.1 Authoring
A.2 Applications
A.3 Format
A.4 Assets
A.5 Interactivity and control
A.6 Limitations
B Be able to devise an interactive media product
B.1 Stimulus
B.2 Ideas
B.3 Assets
B.4 Legal and ethical considerations
B.5 Product specification
C Be able to create an interactive media product following industry practice
C.1 Planning
C.2 Workspace
C.3 Editing
C.4 Use assets
C.5 Animation
C.6 Interactivity
C.7 Testing
C.8 Publishing
C.9 Industry practice
Unit 64: Motion Graphics and Compositing Video
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
Moving image productions frequently feature elements of graphic design for the
screen. For example, television stations are frequently branded with an animated
logo between shows, caption bars on documentaries and news features can animate
on and off the screen, title sequences often mix still with animated and moving
images, and DVD interfaces use combinations of animated graphics and typography
with digital video sequences. It is also common to see visual effects applied to
moving image sequences in a wide range of productions.
Motion graphics techniques are used to create these sequences. This unit gives
learners the opportunity to develop skills in motion graphics by planning and
producing a motion graphics project. These techniques take learners beyond
shooting and editing video into more complex and sophisticated post-production
techniques.
Project planning is important and in motion graphics this covers generating ideas,
making decisions about graphical content, and storyboarding the way this integrates
with moving image. Work needs to be reviewed for quality throughout, so learners
need to be able to assess the appropriateness of what they are producing against
the given brief and examine its technical and aesthetic standards. Learners will need
to show evidence of how they have managed their project from the generation of
ideas through to acquiring feedback on the finished work. This represents a mapping
of the creative and project management processes involved.
The unit begins with investigations into motion graphics, enabling learners to
understand the uses of graphics in moving image production. These investigations
will cover both visual and technical research. Learners will look closely at existing
motion graphics sequences to analyse their design and effects. They will also
investigate technologies associated with motion graphics and moving image delivery.
Learners will apply motion graphics software techniques to create their visual
material, which will be assessed for both its technical and aesthetic qualities. This
encourages learners to produce material that answers the brief imaginatively and is
technically suitable for its purpose, which is a good grounding for professional
practice.
Learning Aims
In this unit you will:
A Understand current uses of motion graphics and compositing video
A.1 Uses
A.2 Characteristics
A.3 Technology considerations
B Be able to originate and plan a motion graphics sequence
B.1 Specification
B.2 Develop ideas
B.3 Proposal
B.4 Planning
C Be able to produce a motion graphics sequence
C.1 Software techniques
C.2 Compositing video
C.3 Workspace
C.4 Production management
C.5 Reflective practice
Unit 65: Web Animation for Interactive Media
Guided learning hours: 60
Assessment type: Internal
Unit Introduction
Users of the worldwide web increasingly expect dynamic, visually engaging and
media-rich content. This can be created by designers in the form of interactive
vector-based animations. Animations of this type are scalable, so they can be
resized easily for different screen resolutions from mobile devices to the highest
resolution monitors. They are also small in file size, they can stream across the
internet even at dial-up
modem speeds and all internet users can download a software player that makes
viewing their content possible. These characteristics make vector-based animations
a popular choice for vibrant web content, and designing such sites is a thriving sector
of the interactive media industry.
The unit begins with investigations into web animations, enabling learners to
understand the uses of animation on the web. These investigations will cover both
visual and technical research. Learners are encouraged to look closely at interactive
animations on the web to analyse their design and content. They will also investigate
technologies associated with web animation in order to better understand how their
work will run on the internet.
Planning a web animation project involves designing, storyboarding and drawing
animation content. Learners following this unit will gain experience of planning a web
animation project in response to a vocationally relevant client brief. Learners will use
vector-based animation software techniques to produce animated interactive content
designed for delivery on the internet, and will save and export this animation in a
format suitable for the web.
This unit will also develop learners’ ability to reflect critically on their own work, as
they will need this professional skill in any future career.
Learning Aims
In this unit you will:
A Understand uses and principles of web animation
A.1 Uses of web animation
A.2 History of animation
A.3 Animation
A.4 Digital animation
A.5 Web animation software
B Be able to devise web animation
B.1 Stimulus
B.2 Ideas
B.3 Assets
B.4 Legal and ethical considerations
B.5 Animation specification
C Be able to create web animation following industry practice
C.1 Plan
C.2 Workspace
C.3 Basic tools
C.4 Objects
C.5 Colour tools
C.6 Text tools
C.7 Manipulating objects
C.8 Animation
C.9 Assets
C.10 Advanced tools
C.11 Interactivity
C.12 Saving and exporting for the web
C.13 Industry practice
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