Interactive Media (Graphics) - UTC@ · PDF fileInteractive Media (Graphics) Edexcel BTEC Level 3 Subsidiary Diploma in ... Communication Skills for Creative Media Production Unit 3:

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



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


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



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


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



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


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



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


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



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


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.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


Unit 64: Motion Graphics and Compositing Video



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


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



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


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.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


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Interactive Media (Graphics) - UTC@ · PDF fileInteractive Media (Graphics) Edexcel BTEC Level 3 Subsidiary Diploma in ... Communication Skills for Creative Media Production Unit 3: