1.1 Criteria for success · design/media – meeting a client and asking them for their requirements. List the items pupils are expected to make for this project – the logo, banner

1.1

Criteria for success

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Framework objectives 1 Finding information 1.3 Organising and investigating Establish complex success criteria to evaluate a solution to a problem 3 Communicating information 3.1 Fitness for purpose Use an understanding of technical considerations to produce effective and efficient digital communication

Use knowledge of publications and media presentation techniques to devise complex success criteria to assess the quality and impact of communication products and apply these to their own work

4 Evaluating 4.1 Evaluating work Devise and review complex success criteria to modify and develop their work as it progresses Gather, record and use systematic feedback from users to improve their work

Overview of lesson

Key vocabulary • Marketing • Viral • Success criteria • Bitmap images • Vector images

Learning objectives • Investigate the new sports centre • Create success criteria for the project • Learn about graphic image types

Assessment focuses • Setting success criteria

Assets From ActiveBook • Sunshine Leisure Centre

website • Example success criteria

checklist • Blank success criteria

checklist • Example logos • Homework sheet

• Understanding graphic file types

Requirements for lesson • Internet access

ICT 4 Life Teacher Support © Pearson Education Limited 2009

1.1


Lesson plan

Lesson introduction Explain to pupils that this project will involve creating some resources for a company

called Sunshine Leisure Centre. They will set themselves success criteria and complete the work as independently as possible using the information supplied by the company. Explain that this would be similar to their projects if they worked in web design/media – meeting a client and asking them for their requirements.

List the items pupils are expected to make for this project – the logo, banner and advertisement. Explain what these things are, particularly the banner – you may want to show some examples of web advertising banners.

3 minutes Starter Activity 1 Ask pupils to look at the Sunshine Leisure Centre website. Encourage them to

navigate around the site so that they get a feel for it. In pairs, ask them to note down what they would expect to put into the new logo and banner.

Possible answers: • Colours they might use • Imagery – e.g. a sun for the logo! • Images they might use for the banner 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Discuss with pupils the meaning of ‘success criteria’ – this term will have been used

in previous years, so it should be a case of refreshing their memories. Explain that the leisure centre has provided a list of requirements for the products and that the success criteria will show how to meet those requirements. Invite pupils to suggest ideas of how they might meet the requirements on the list, e.g. for the logo, they might suggest use of imagery, colours, etc.; for the size, they might mention that the success criteria would be to ensure that the product is exactly the dimensions requested.

For the more complex success criteria relating to audience, encourage pupils to think about how they would measure success – they might suggest collecting feedback from selected appropriate users. 10 minutes

Try and apply Activity 2

Once pupils have a good idea of the success criteria, ask them to have a look at the example success criteria checklist so that they know what they should be putting on their own checklist. When they are happy with the concept of setting their own ‘success criteria’, ask them to open the success criteria checklist and fill it in. Differentiation: Some pupils may want to check and share ideas with others to ensure that the checklist that they are putting together is appropriate. If so, encourage them to compare their own ideas with a partner and then change any of the success criteria as they see fit.

10 minutes


1.1


Develop ideas Activity 3

Explain that the first product that is going to be made is the logo. Refer back to the requirements of the brief and what is expected in the completed logo. Ask pupils to look at the example logos on page 12 of the ActiveBook and note down similar features. Discuss: • how many colours are used – normally only three or four • the design – most logos use simple imagery. 5 minutes

Make choices Discuss with pupils the different types of files used as computer images, bitmap and

vector. Using the information in the ActiveBook and the example image, explain the differences between the two types of graphic. The main aim here is to establish that logos use simple imagery (not photographs) and that therefore a vector image should be used for their logo.

Activity 4 Put the pupils in small groups and ask them to discuss (based on the class discussion on graphic types) which would be the best graphic type to use. Alternatively, you could put pupils into groups where one speaker is trying to find reasons for using bitmaps and another for using vectors, and then follow this up with a whole-class discussion. Again, the summary must be in favour of the use of vector images! 10 minutes

Secure Activity 5 In the plenary session, discuss: • graphic types and in what situations different ones should be used • why setting success criteria is important in a large project. 5 minutes

Homework Hand out the homework sheet on bitmap vs vector graphics and ask the pupils to

complete it for next lesson.


1.2

Design your logo


Framework objectives 1 Finding information 1.3 Organising and investigating Establish complex success criteria to evaluate a solution to a problem 3 Communicating information 3.1 Fitness for purpose Use an understanding of technical considerations to produce effective and efficient digital communication Use knowledge of publications and media presentation techniques to devise complex success criteria to assess the quality and impact of communication products and apply these to their own work 3.2 Refining and presenting information Identify the advantages and disadvantages of different software applications for specific purposes and justify their choices, integrating ICT tools where appropriate 4 Evaluating work 4.1 Evaluating work Devise and review complex success criteria to modify and develop their work as it progresses

Overview of lesson

Assets From ActiveBook • Example logos • File types image • WWW links From pupils’ own folders • Success criteria

checklist

Key vocabulary • Colour scheme • RGB value • Hexadecimal value • Filter

Learning objectives • Choose a colour scheme for your products • Create a logo for the sports centre Assessment focuses • Using applications together to become more effective • Drawing using vector tools • Using filters • Saving in appropriate formats Requirements for lesson • Internet access to use online colour matching tools

Lesson plan

Lesson introduction Explain that in this lesson pupils are going to choose a colour scheme for their

products and design the logo for the Sunshine Leisure Centre’s sports centre. 2 minutes Starter Activity 1 Ask pupils to open the example logos that were investigated last lesson. Invite them

to identify (either by thinking or writing down) three features the different logos have in common. 3 minutes


1.2

Design your logo

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes Find out Discuss with pupils the common features of the logos (this will be in part a recap of a

discussion from last lesson). Try to draw out that: • they all use a limited palette (3–4 colours) • they use simple imagery rather than photographs • the company name is (generally) included.

Activity 2 Based on the discussion that you have just had, ask pupils to open their success criteria checklist from last lesson and discuss with a partner whether they are happy with the criteria that they have chosen for their logo. If they are not, they should change them and then save the document. 5 minutes

Make choices Pupils now need to select a colour scheme for all of their products. Explain that a

consistent colour scheme will allow sports centre customers to identify the products as from that company. Point out that choosing a colour scheme can be quite difficult as it is sometimes hard to find colours that match – many designers use colour matching tools to help them select colours that go together.

Activity 3 Once pupils understand this, direct them to the two web links in the ActiveBook and ask them to select a colour scheme that they think would be appropriate. Remind them to consider the audience and the purpose of the products.

To help them select the colours, you may need to explain what RGB and Hexadecimal values mean, so that they know how to set the colours in the programs they are using. See the explanation in the ActiveBook for advice and/or refer them to the ‘Can I do this?’ activity. 8 minutes


Once pupils have selected an appropriate colour scheme that they are happy with, they should start work on their logo. Discuss the need for simplicity and relevance in the logos. Encourage them to think about what the logo is for! Pupils should then start making their logos – refer them to the ‘Can I do this?’ activities. 10 minutes


1.2

Design your logo

Exchange and evaluate Activity 5

Ask pupils to work with a partner to look at each other’s logo and give opinions on what they think is good or bad about them. Try to encourage pupils to give feedback based on the requirements of the product, thinking about what would make an appropriate logo. Once pupils have received feedback they can make any improvements they deem necessary. To help improve the logo, pupils could use filters – these allow features such as shadows and glow effects to be added to make elements stand out a little more. To help them with the required skills, direct them to the ‘Can I do this?’ activity. 10 minutes

Reinforce Activity 6

When pupils have completed their logo, they should save it. Pupils could take this opportunity to look at the different file types/sizes available to them. Refer pupils to the image of two files created from the same image. Discuss where the different image types might/could be used, e.g. small file types used as thumbnail images on websites (where the loss of quality will not be noticed); larger file type used as a main image on a web page.

Also point out the different types of file that can be created : • JPG – compressed file used for the Internet – the size is reduced to help load

times • GIF – same as JPG but supports background transparency • TIF – used for desktop publishing so not really appropriate.

Pupils can use this knowledge to export the completed logo. For help with this, direct them to the ‘Can I do this?’ activity.

10 minutes

Secure Activity 7 Bring the class together and discuss: • the important features of a logo – colours used, company name, etc. • why a colour scheme is important – explore the idea of the brand and how people

identify products with certain colours; also mention how some colours do not work together

• the importance of file types – this will depend on how far the class have got and on their abilities; talk about how some file types make larger files and how some lose image quality when saved.

5 minutes Homework Ask pupils to write down three features of an animated banner that they think will

attract their audience’s attention. Point out that they will need to think carefully about the sports centre’s target audience before they complete this homework. In the next lesson they will create an animated banner aimed at this target audience.


1.3 1.3

Animation skills


Framework objectives 1 Finding information 1.1 Using data and information sources Collect data systematically from sources for an identified purpose Synthesise information from secondary sources and understand how this can lead to bias 1.2 Searching and selecting Select information for a task, using other sources to check its suitability 1.3 Organising and investigating Represent information in different forms and integrate information from different ICT tools to produce a solution. Establish complex success criteria to evaluate a solution to a problem 2 Developing ideas 2.1 Analysing and automating processes Refine existing systems and make them more efficient through automation 2 Communicating information 3.1 Fitness for purpose Use an understanding of technical considerations to produce effective and efficient digital communication Use knowledge of publications and media presentation techniques to devise complex success criteria to assess the quality and impact of communication products and apply these to their own work 3 .2 Refine and combine different components of text, images, tables and sounds from a range of sources Identify the advantages and disadvantages of different software applications for specific purposes and justify their choices, integrating ICT tools where appropriate 4 Evaluating 4.1 Evaluating work Use ICT tools together to demonstrate a variety of outcomes, enabling the most appropriate choice to be made Devise and review complex success criteria to modify and develop their work as it progresses

Overview of lesson

Assets From ActiveBook • Example animated banner • Example animations –

fade effect, shape effect and motion effect

• Image bank • Example storyboard • Storyboard template

Key vocabulary • Tweening • Animation • Banner • Storyboard • Storyboard template

Learning objectives • Brainstorm ideas for the animated banner • Create a storyboard for the banner • Learn essential animation skills Assessment focuses • Motion tweening • Shape tweening • Importing items into a library


1.3 1.3

Animation skills

Lesson plan

Lesson introduction Tell pupils that in this lesson they are going to learn animation skills to help them

create their animated banner and they are also going to create a storyboard for their banner.

3 minutes Starter Activity 1

Put pupils into small groups and ask them to open the example animated banner on page 21 of the ActiveBook. Ask them to: • look at and note the types of animation used • think about what has been done to draw their attention.

Ask each person in the group to note down one technique that could be used in their own animated banner. 5 minutes

Share objectives Share the learning objectives and assessment focuses for the lesson. 2 minutes

Develop ideas Activity 2 Discuss the requirements and the purpose of the animated banner that the leisure centre would like created. Take the ideas from the discussion that pupils have had and create a brainstorm on the board of things pupils consider important features of an animated banner. In the brainstorm, try to draw out: • who the audience is – Do features need to be different for different audiences? • how they will grab their attention – types of animation, colours used, sound, etc.

At this stage you may want to mention that the leisure centre has provided images for pupils to use, as they may think that they need to search for appropriate images. 10 minutes

Practise skills Activity 3

Discuss with pupils that the animated banner will be made with a program that is designed to make the animation process easier. Explain that animations use frames and that, traditionally, animation would have been made by drawing each movement frame by frame. Highlight that the program that they will be using uses a technique called tweening that automates the animation process.

Draw pupils’ attention to the three example animations in the ActiveBook. Then ask them to try to make their own: • motion tween • shape tween.

These simple activities will help them to develop the ability to move objects across the screen, a skill that will be used in their banners. To help them create the animations, ask them to watch the ‘Can I do this?’ activities. 10 minutes


1.3 1.3

Animation skills


Once pupils have mastered the simple animation techniques they can start on the opening stages of the animated banner. The first stage is to import the resources that they are going to use for their animation. This task simply requires pupils to select and import the different images (their logo, the images provided by the leisure centre) and any other resources that they may wish to incorporate. To help them, direct them to the ‘Can I do this?’ activity. Ensure that pupils save what they have done at this stage so that the resources can all be accessed in the next lesson. 10 minutes

Secure Activity 5

Gather the class together and discuss: • why animated banners are used in web advertising • why animated banners have now become so commonplace – try to establish that

the ease of use of the program they are using is driving this. 10 minutes

Homework Ask pupils to create a storyboard for their animated banner. Show them the storyboard that was created for the Rip Off Holidays banner to give them some ideas.

Explain that the storyboard should show what will animate on the screen, how it will animate and in what order.

Give pupils the blank storyboard template to guide them in the completion of the homework.


1.4

Banner time!


Framework objectives 2 Developing ideas 2.1 Analysing and automating processes Represent complex information systems in diagrammatical form in order to support their development 2.3 Sequencing instructions Use efficient structuring of instructions and understand how this increases flexibility and eases testing Break down a problem into manageable sections that can be represented by sub-procedures where appropriate 3 Communicating information 3.1 Fitness for purpose Use an understanding of technical considerations to produce effective and efficient digital communication 3.2 Refining and presenting information Work independently and efficiently to synthesise information from a range of sources, structuring and refining their presentations for specific audiences and purposes

Overview of lesson

Key vocabulary • Sequence • Timeline • Frame rate • Layer

Learning objectives • Create the animated banner

Assessment focuses • Creating symbols • Working with layers • Creating motion tweens Assets

From ActiveBook • Mixed animation example

Lesson plan

Lesson introduction In this lesson, pupils will create their animated banner, paying special attention to

sequencing. They need to keep in mind their target audience and what kind of feature will grab this audience’s attention.

2 minutes Starter Activity 1 Ask pupils to take out their homework from last lesson (their storyboard). Put them

into pairs to discuss their work, looking specifically at: • the types of animation they wish to have (this should be based on the skills they

learned last lesson – motion and shape tweening) • the order in which things animate • how long they plan that each section should last. 5 minutes


1.4

Banner time!



Explain to pupils that they are going to complete the storyboard for their animated banner by adding the times for each section of the animation. Explain the key terms sequence, timeline and frame rate.

Make sure they understand the importance of the storyboard being completed correctly as it is necessary to help them plan the animation accurately; otherwise they may find the creation of the animation more time-consuming. When completing the storyboard, ask them to think how long (in seconds) each animation section should last. To do this, ask them to work with their partner from the starter session, so that they can share ideas on how long each section should last and whether the planned times are sensible. 5 minutes

Make choices Activity 3

Before they start to make the actual animation, pupils need to set up their workspace. This involves: • setting the banner to the correct size (as stated in the requirements) • choosing the frame rate – explain that 24–30 frames per second is the best for

smooth animation • assembling any tools that they might need – this might mean opening the library

of resources that they imported last lesson.

To help them with this, draw their attention to the ‘Can I do this?’ activities. 5 minutes

Try and apply Pupils can now start to create their animations. Explain that each different animation should be put on to a different layer. The layers help to separate the different animations and can reduce confusion when making a complex animation. An animation that occurs on one layer will not affect another layer and can start and/or finish at different times.

Activity 4 For this section pupils have two tasks to complete: • Checking their success criteria to see if they are happy with them – they can then

make any necessary changes. • Starting to create the animation. Remind them to make use of different layers for

each different animation and also to label each layer. Encourage pupils to use relevant and appropriate names for each layer so that they can easily find them if they need to come back to them later to edit them.

For help, direct them to the ‘Can I do this?’ activities. 25 minutes (this lesson) The creation of the animated banner will almost certainly take longer than this and may require another lesson.


1.4

Banner time!

Extension: Draw pupils’ attention to the mixed animation example on page 24 of the ActiveBook. Ask them to think about how this might work in their animated banner. To help them, give them ideas such as: • Getting an image to move on to and fade in or out on to the stage. • Getting a logo to change shape as it moves on to the stage.

Both of these will require pupils to combine types of animation. To help them do this, pupils can watch the ‘Can I do this?’ activity.

Secure Activity 5

Ask pupils to explain: • why sequencing is important – many of them will have found the organising of

their animations and using layers quite difficult. Try to draw them back to discussing the importance of having a clear plan.

• problems they have faced. They will probably have found: − using layers quite difficult − getting the animation to last the correct amount of time quite difficult − organising the different layers to start and finish at the required time quite

complex. 5 minutes

Homework Referring pupils to the success criteria that they created for this product, ask them to

list five things that they could test in their banner to ensure that it meets requirements. Ask them to consider: • what they will test (e.g. Does it run too quickly? Are there errors? etc.) • how they will test it (the homework should draw out that the animation can only

really be tested by collecting audience feedback).


1.5

Testing time!


Framework objectives 1 Finding information 1.3 Organising and investigating Develop testing, including user feedback, to refine existing approaches and create new ones Establish complex success criteria to evaluate a solution to a problem 4 Evaluating 4.1 Evaluating work Use ICT tools together to demonstrate a variety of outcomes, enabling the most appropriate choice to be made Gather, record and use systematic feedback from users to improve their work

Overview of lesson

Learning objectives • Check success criteria to ensure their accuracy • Create and use a test plan to check that the animation meets requirements Assessment focuses • Gathering and using feedback • Creating a test plan

Key vocabulary • Test plan • Success criteria • Requirements • Feedback form • User feedback

Assets From ActiveBook • Sample questionnaire From pupils’ own folders • Success criteria checklist

Lesson plan

Lesson introduction Explain that pupils are going to measure their animation against their checklist of

success criteria. To test their animation, they will gather user feedback and create a test plan.

3 minutes


1.5

Testing time!

Starter Activity 1

Put pupils into pairs and ask them to take out their homework from the previous lesson with their ideas for their test plan. Encourage them to compare their ideas, and to pick out the best five ideas from the lists that they both made. This will be used in the class discussion and help them to create their final test plan. 5 minutes


Develop ideas Ask pupils to look at the list of ideas for their testing and ask if they had any

difficulties in coming up with measurable tests. If you find that pupils have struggled with ideas for testing, explain that this is mainly due to them having created success criteria that are difficult to measure. For example, for the requirement to be targeted at the relevant audience, pupils may have come up with success criteria such as: • Looks appropriate for adults and teenagers. • Is suitable for audience.

What they need to be trying to do is to create relevant, measurable (and therefore testable) success criteria such as: • Obtain positive feedback from x people in the target audience.

Activity 2 Working with their partner from the starter activity, ask pupils to look at their success criteria and to make any changes that they think are necessary to enable them to create a test plan for their animated banner. 10 minutes

Plan Activity 3

Bring the class together and discuss the requirements of the brief for this publication and the success criteria they have created. With particular relation to the targeting of audience, talk to pupils about: • their target audience – How will they measure that the animation is appropriate

for them? • the techniques and animations they have used to try and attract their audience • what they will need to find out in order to know if their animation is suitable for the

audience – What questions will they need to ask?

Try to agree on a list of questions that pupils could ask their target audience to ascertain their opinions about the animated banner. 10 minutes

Try and apply Activity 4 Ask pupils to use the ideas that have been discussed to create a simple form to collect user feedback from their target audience. Try to encourage them to pose simple questions that can be answered with Yes/No answers to avoid confusion.

To help pupils create their own user feedback form, refer them to the example on page 28 of the ActiveBook for ideas on design and on the types of question to ask. 5 minutes

Support: For pupils not working at the highest level, a template is available in the ActiveBook which has pre-prepared questions that they can use and edit if they wish.


1.5

Testing time!

Reinforce Activity 5

Once pupils have created the user feedback form (or edited the existing one) they need to collect feedback from their selected users. Ask them to collect feedback on their animated banner from five pupils. They can either do this on the computer or print out the feedback forms for completion. 10 minutes

Secure Activity 6

To wrap up the activities in this lesson, discuss with pupils the importance of: • setting measurable success criteria – link this in to the ability properly to test the

publication/product – i.e. you must establish what you want a product to do. • the collection of user feedback when making a publication for a specific audience

– What sort of questions should be asked? • making use of the collected feedback – encourage pupils to think about/discuss

allowing changes to be made to make the publication better and more likely to meet requirements.

5 minutes

Homework Ask pupils to complete the homework sheet on the importance of user feedback.


1.6

Storyboard your film


Framework objectives 2 Developing ideas 2.1 Analysing and automating processes Represent complex information systems in diagrammatical form in order to support their development 2.3 Sequencing instructions Use efficient structuring of instructions and understand how this increases flexibility and eases testing Break down a problem into manageable sections that can be represented by sub-procedures where appropriate

Overview of lesson

Learning objectives • Complete the testing of the animated banner • Storyboard the video

Assessment focuses • Acting upon feedback • Creating a storyboard

Assets From ActiveBook • Footage of gym to be used

in pupils’ videos • Example storyboards • Storyboard template From pupils’ own folders • Success criteria checklist

Key vocabulary • Storyboard • Transition • Scene • Timing

Lesson plan Lesson introduction Tell pupils that in this lesson they will complete their animated banner, incorporating

any changes required following user feedback, and then they will start to prepare their promotional video for the gym. The first stage will be to storyboard their video.

3 minutes Starter Activity 1 Ask pupils to work with their partner from last lesson on the feedback that they have

received. Invite them to look at the feedback and agree on any changes that they think are necessary to their animated banners. Working together will allow them to be a little more objective as pupils often find little fault with their own work, even with consistent feedback about the same elements! 5 minutes


1.6


Share objectives Share the learning objectives and assessment focuses for the lesson.

2 minutes Modify Activity 2

Ask pupils to make any changes to the animated banner that they agreed at the start of the lesson with their partner. At this stage, they should only be making minor changes such as attending to errors in animation or spelling mistakes, not wholesale changes such as the design of the animation, colour scheme, etc. Once they have done this, ask them to save the completed animation. 5 minutes

Make choices Pupils can now move on to their promotional film. Again, they are basing the design

upon the requirements that have been specified and should already have created success criteria for their film. If you find that these are perhaps inadequate (based on the work on success criteria from previous lessons), you could address this by revisiting the success criteria before moving on to the next activity.

Activity 3 Ask pupils to look at the different pieces of raw footage of the gym that have been provided by the leisure centre. The footage is intended to be edited by pupils so that they can make their promotional film.

Ask them to work with a partner or in small groups and decide how they might use this footage in their film. What you are looking for is how they might stitch the scenes together, what bits they might cut out, sound they might like to add, etc. 5 minutes

Find out Pupils are going to make a storyboard for their film. Unlike the storyboard for the

animation, the storyboard for the video is more focused on the action in the different scenes, how long the scenes will last and the transitions between them. Show the example storyboard on page 34 of the ActiveBook. Explain to pupils that in the film industry, the storyboard artist/writer would not necessarily be involved in making the film, so try to emphasise the importance of detail in the storyboard.

Activity 4 Discuss with pupils: • how the detail of the storyboard allows you to see what is happening even at this

stage • common features (the transitions, timings, explanations of scenes, etc.) 5 minutes


1.6



Based on the discussion you have just had with the class, put pupils into small groups and encourage them to share ideas on what a film-maker would need if they were making a film based solely on a storyboard. They should come up with the ideas mentioned above: • Descriptions of scenes • Timings • Transitions plus (possibly): • Camera angles • Lighting • Sound/music, etc. This discussion should help them to realise that their storyboard needs to have a high level of detail in order to be good enough to be used. 5 minutes


Ask pupils to start drawing their storyboard for the film. Remind them that getting the message across in a storyboard does not require good drawing skills but attention to detail, i.e. including the content that has been previously discussed (timings, descriptions, etc.)

Extension: If pupils are planning to record their own footage for the film, they will need to consider what they will be filming and what will happen. They may wish to combine their own footage with the stock footage or use entirely their own, but it is important that the storyboard still gives the whole picture of what will happen in the film. 15 minutes

Secure Activity 7

In the plenary session, discuss with the class: • the importance of timings for the different scenes • why they should describe what is happening in each scene • why storyboards are used in the creation of films. 5 minutes

Homework Ask pupils to complete their storyboard with full and detailed explanations of the

scenes and timings for scenes. Remind them that it needs to be detailed enough for another person to be able to create the film from the storyboard.


1.7

Making the film


Framework objectives 1 Organising and investigating 1.3 Establish complex success criteria to evaluate a solution to a problem 3 Communicating information 3.1 Use an understanding of technical considerations to produce effective and efficient digital communication Use knowledge of publications and media presentation techniques to devise complex success criteria to assess the quality and impact of communication products and apply these to their own work 3.2 Identify the advantages and disadvantages of different software applications for specific purposes and justify their choices, integrating ICT tools where appropriate 4 Evaluating 4.1 Evaluating work Devise and review complex success criteria to modify and develop their work as it progresses

Overview of lesson

Key vocabulary • Transitions • Import • Timeline • Editing • Footage • Scene

Learning objectives • Investigate existing film-based advertising • Start to create the film

Assessment focuses • Importing video • Editing video • Working with a timeline

Assets

From ActiveBook • Worksheet about advert • Sample advert • Raw video footage From pupils’ own folders • Success criteria checklist

Lesson plan

Lesson introduction Explain that pupils are going to discover in this lesson how to make an effective film,

by watching examples of film-based advertising. They are also going to start creating their own film for the sports centre promotion.

3 minutes


1.7

Making the film

Starter Activity 1 Direct pupils to the ActiveBook and the worksheet on the features of an

advertisement. Ask them to view the example advertisement video provided, answering the questions on the worksheet as they watch. This activity is meant to encourage pupils to think about how advertisements use different features such as sound, text, etc. to draw attention to a product. 10 minutes



Discuss with pupils the answers they gave on the worksheet they completed during the starter activity. Encourage them to share their ideas, perhaps writing them on the board so that they can refer to these ideas later. Once you are satisfied that pupils understand that advertisements should use features such as music, sound, text, camera angles, etc., ask them to check through the success criteria for their film and see if they are still happy with them. If not, pupils can revise their checklist to improve it. This will help pupils to think a little more about how to make the film appropriate for audience. 5 minutes

Set up Activity 3

Rather like the activity in the animated banner lessons, this activity is designed to get pupils used to setting up their workspace so that all the resources they may want to use are available when they start putting their film together.

Ask pupils to save and import any footage that they wish to use in the creation of their film. To save time, you may want to download the footage from the ActiveBook yourself and either put it into a shared area on your network or put it into the students share on the network. 5 minutes

Extension: If you have access to digital camcorders, you may wish to give pupils the opportunity to record their own footage to use in the film. This will most likely take at least one additional lesson as pupils will be keen to go out and shoot footage and then they will need to import this footage from the camera on to their personal user accounts. If this is the case, ensure that pupils have storyboarded the scenes they want, as this will prevent time-wasting and maximise the time they spend with the camcorder.


1.7

Making the film

Plan Explain to pupils what the timeline is for in the movie authoring package that you are

using. Identify the following: • The timeline shows the different pieces of footage used, the time that they last

and the order that they play in. • The sound or music that is playing at any given time. • Any transitions that are included (i.e. how scenes change from one to another).

Activity 4 Ask pupils to start adding the different pieces of footage to the timeline. As pupils have already imported the footage that they are going to use, this should just be a case of dragging and dropping the different items on to the timeline in the order that they want them to play. To help them do this, direct them to the ‘Can I do this?’ activity. 10 minutes

Modify Activity 5

Now pupils have added their footage to the timeline they need to edit out the sections that they don’t want. This will simply involve trimming off unwanted footage from either the footage provided or the footage that pupils have taken themselves. To help them with this, direct them to the ‘Can I do this?’ activities in the Active book. 10 minutes

Secure Activity 6 Discuss with the class: • the features of successful films/advertisements – try to discuss not only the use of

interesting footage but also invite pupils to think about other elements such as soundtracks, voiceovers, etc.

• the importance of editing footage – this will be particularly important if they have recorded their own as there will most certainly be bits that they do not want!

5 minutes Homework Ask pupils to make a list of the types of music used in films, advertisements and TV

programmes they have seen. Encourage them to think about why that particular type of music might have been chosen and to add their ideas to their list. They will need their list next lesson when they will be adding sound to their own film.


1.8

Finishing your film


Framework objectives 1 Finding Information 1.1 Using data and information sources Collect data systematically from sources for an identified purpose Synthesise information from secondary sources and understand how this can lead to bias 1.2 Searching and selecting Select information for a task, using other sources to check its suitability 1.3 Organising and investigating Represent information in different forms and integrate information from different ICT tools to produce a solution 3 Communicating information 3.1 Fitness for purpose Use an understanding of technical considerations to produce effective and efficient digital communication 3.2 Refining and presenting information Refine and combine different components of text, images, tables and sounds from a range of sources 4 Evaluating 4.1 Evaluating work Gather record and use systematic feedback from users to improve their work

Overview of lesson

Key vocabulary • Transitions • Audio • Format • Consistent • Easing

Learning objectives • Complete the editing of the film • Add a soundtrack • Save the movie in an appropriate format Assessment focuses • Adding transitions • Adding audio Assets

From ActiveBook • Sample audio tracks • Example transitions From pupils’ own folders • Edited film footage

• Editing audio • Saving in an appropriate format Requirements for lesson • Internet access for online sound resources


1.8

Finishing your film

Lesson plan

Lesson introduction Explain that in this lesson pupils will be adding a soundtrack to their film. They will

learn how to add different audio tracks to different scenes and how to edit them. 3 minutes Starter Activity 1

Put pupils into small groups of two or three and ask them to listen to the different audio tracks on page 41 of the ActiveBook. Encourage them to discuss which one(s) might be best to use in their promotional film. This discussion will be referred to later in the lesson (Activity 4). 10 minutes


2 minutes Find out Discuss with the class the use of transitions in films and advertising, explaining that

these are the way that scenes move from one to the next. Point out that most transitions used are quite simple – encourage pupils to think about their audience here and the need for consistency and professionalism in the transitions used. Show pupils the two different examples of transitions used in the films on page 41.

Activity 2 Ask pupils to open up the edited film footage that they started in the last lesson and to add transitions between the different scenes. Direct them to the ‘Can I do this?’ activity in the ActiveBook to help them. 10 minutes

Activity 3 (optional extension) If you wish to add in this activity, it may extend the time needed for the lesson. Pupils may prefer to spend most of this lesson adding transitions and fine-tuning their films. You may want to give pupils the opportunity to develop their films further by adding some more effects. Explain that they may want to focus on one activity/scene in the film to draw in the audience further. Show pupils the examples provided in the ActiveBook and discuss the differences (the new film has a zoom in/out effect added). Refer pupils to the ‘Can I do this?’ activities for help.

10 minutes


Based on the starter task, discuss with pupils the need for appropriate music to enhance their film and to try to grab the attention of the audience. Draw out what type of music they should use in their film. Following the group discussions they had, ask them which type of music they chose. Hopefully, pupils will have chosen the more upbeat ‘dance’ type music which would be more appropriate to the activities in a gym! 5 minutes

Make choices Pupils should now have a good idea of the sort of music that they should add to their films. This activity will help pupils find and import music from a free music resource site.


1.8

Finishing your film

Activity 5 Direct pupils to the web links provided on page 42 of the ActiveBook. Invite them to select, save and import their chosen clip into their film. To help them, ask them to watch the ‘Can I do this?’ activity.

Note: Some pupils may wish to bring in their own music, such as music from their favourite bands, etc. Explain that copyright law means that they cannot use this music in promotional films unless the artiste has agreed to its use and/or has been paid! 10 minutes

Pupils should now have completed their film. If you feel that pupils need more time, it may be best to extend the allotted time and to give them another lesson to import, edit, add audio, etc.

Reinforce Activity 6 Discuss with pupils the requirement for the film to be viewable over the Internet and the problems faced with large files (load times, etc.). Explain that their film should be saved and exported in a format that is appropriate to its purpose (i.e. to be viewed on the Internet). Ask pupils to save and export their film in an appropriate format, viewing the ‘Can I do this?’ activity if necessary. 5 minutes

Secure Activity 7

Choose two or three completed films and have them ready to share on your whiteboard or on pupils’ screens. Discuss with pupils: • why the different kinds of media used (i.e. sound, images, film) have contributed

to the success of the films • how the fine tuning of the films has improved them further – discuss how good

editing, sensible transitions, etc. have made them look more professional. 5 minutes

Homework Explain to pupils that they will be writing an evaluation of their work and performance in the next lesson. Ask them to make a list of what they think they have done well and not so well, to help them write the evaluation. You may wish to give them a set number of points to produce, e.g. five good points and five bad points. This task could be done on paper or on a computer.


1.9

Evaluate your work


Framework objectives 4 Evaluating work 4.1 Evaluating work Evaluate the effectiveness of their approach to developing an ICT solution Gather, record and use systematic feedback from users to improve their work

Overview of lesson

Key vocabulary • Evaluation • Requirements • Improvements • Success criteria

Learning objectives • Assess work against agreed success criteria • Evaluate the work Assessment focuses • Evaluating their work • Suggesting improvements

Assets From ActiveBook • Sample menus • Evaluation template

Lesson plan

Lesson introduction In this lesson pupils will assess their work against their agreed success criteria and

suggest what improvements could be made. Explain that these improvements might include changes to the products and/or to their own overall approach to the project.

3 minutes


1.9

Evaluate your work

Starter Activity 1

Put pupils into groups. Ask them to look at the three different sample menus on page 45 of the ActiveBook. In their groups, ask them to decide which menu would be most appropriate for: • a group of young adults going out for a meal • two children eating with their parents • a husband and wife on an anniversary meal.

The idea of this activity is to encourage pupils to think about the process of how they made their decisions, rather than necessarily coming up with the correct answer. Once they have chosen their menus, discuss with pupils why and how they made their decisions and why they chose the menus they did. 10 minutes


2 minutes Evaluate Draw out that the way pupils came to their decisions on the choice of menus was to

set criteria. Using one of the menus, go through with the class why they came to the decisions that they did – for example, what criteria did they set for a group of young adults? Relate this activity to the work that they did on the sports centre project – they looked at the project requirements and set some targets (their success criteria) to meet those requirements.

Activity 2 With the class, discuss the requirements of the brief and the success criteria that pupils set themselves. Ask them: • if they met their success criteria • if they faced any problems (understanding audience needs; technical issues such

as getting animations to work, etc.) • what things went wrong. 10 minutes


Ask pupils to take out their homework from the end of last lesson. Invite them to open the evaluation template on page 46 of the ActiveBook and answer the questions in Task 1. Ask them to note down: • if they met all of their success criteria • why they think that they met them • what things they have done well and not so well. Refer pupils to the evaluation word cloud – encourage them to use some of the words provided to help them evaluate their work. It might be a good idea here to ask pupils to think of some example sentences relating to their work using the keywords in the word cloud. 10 minutes


1.9

Evaluate your work

Reinforce Tell pupils that they are now going to suggest improvements to their work. Explain

that this will help them to think about how they might approach a task like this in future and may help them do better next time.

Activity 4 With the class, identify what you are looking for in terms of suggestions. Explain how they might improve: • their products – noting things such as errors in their work, could it be more

appropriate for the audience, etc. • their approach to the work – Did you plan your work properly? Were your

storyboards good enough? Would a more detailed storyboard make the creation of the product more easy?

5 minutes

Activity 5 Ask pupils to go back to the evaluation document and add their suggestions for the improvement of their work (Task 2). 5 minutes

Secure Activity 6

Bring the class together and discuss: • why evaluating their work is important. Try to draw out that it will help them with

future work, making them think about how they approach work similar to this. • what skills they have learnt from this project that might help them in future. Pupils

may just want to discuss ICT skills, but encourage them to think about the planning they have done and where this might be applied in future.

5 minutes Homework Explain that in the next lesson pupils will move on to setting up their own small

business creating and selling paper and electronic greetings cards. Ask them to make a list of different types of greetings card and to write down who they think the target audience for each type of card is.


Documents

1.1 Criteria for success · design/media – meeting a client and asking them for their requirements. List the items pupils are expected to make for this project – the logo, banner