Digital Animation Heart Trust/National Training

DIGITAL ANIMATION LEVEL TWO ITI20613

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Resources Development Department Gordon Town Road Kingston 7 Jamaica W.I.

This material is protected by copyright ©. Copying this material or any part of it by any means, or in any form, including digital is prohibited, unless prior written permission is obtained from the HEART Trust/NTA.

*** 2013***

LRDD- CDA-1.0 November 2013

DIGITAL ANIMATION LEVEL TWO

The DIGITAL ANIMATION LEVEL TWO Curriculum is designed to provide trainees with the requisite competencies (knowledge, skills and attitudes) to perform job functions at this level, and allows for some amount of responsibility and autonomy at the workplace. The curriculum also incorporates competencies that are needed for advancement into higher level training programmes in the occupational area. Trainees who successfully complete this curriculum are eligible for entry into such programmes.

Trainees completing this Level Two Curriculum must also acquire the requisite English Language and Mathematics competencies prescribed in the Language and Communication Level Two Curriculum and the Calculation and Computation Level Two Curriculum.

LRDD- CDA-1.0 November 2013 TABLE OF CONTENTS

PAGE Contents

INTRODUCTION...... i

MODULE HOURS ...... iv

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS ...... 5

Unit One Install Software Applications ...... 5

Unit Two Operate a Word Processing Application (Advance) ...... 10

Unit Three Operate a Presentation Package (Advance) ...... 14

Unit Four Use Advanced Features of Computer Applications ...... 19

References ...... 24

MODULE 2 ADDRESSING COPYRIGHT ISSUES ...... 25

References ...... 32

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS...... 33

Unit One Develop a Multimedia Script ...... 33

Unit Two Create Storyboards ...... 37

References ...... 44

LRDD- CDA-1.0 November 2013 MODULE 4 APPLYING MODELLING TECHNIQUES ...... 46

Unit One Use Simple Modelling for Animation ...... 46

Unit Two Incorporate 3D Modelling into Multimedia Presentations ...... 52

Unit Three Design and Apply Simple Textures to Digital Art ...... 58

References ...... 66

MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS ...... 69

Unit One Using the Internet to Download or Modify Music ...... 69

Unit Two Use Social Media Tools for Collaboration and Engagement ...... 74

References ...... 81

MODULE 6 PRODUCING DIGITAL ART ...... 83

Unit One Develop and Articulate Concept for Own Work ...... 83

Unit Two Produce and Manipulate Digital Images ...... 88

Unit Three Produce Simple Artwork ...... 95

Unit Four Create Visual Design Components ...... 102

References ...... 108

LRDD- CDA-1.0 November 2013 MODULE 7 CREATING 2D ANIMATION ...... 109

Unit One Review and Apply the Principles of Animation ...... 109

Unit Two Create 2D Digital Animation ...... 115

Unit Three Use an Authoring Tool to Create an Interactive Sequence ...... 124

References ...... 130

MODULE 8 CREATING 3D ANIMATION ...... 132

Unit One Create 3D Digital Animation ...... 132

Unit Two Use 3D Animation Interface and Toolsets ...... 141

References ...... 147

MODULE 9 PREPARING MULTIMEDIA PRESENTATIONS ...... 149

Unit One Incorporate Audio into Multimedia Presentations ...... 149

Unit Two Incorporate Video into Multimedia Presentations ...... 155

Unit Three Incorporate Text into Multimedia Presentation ...... 160

Unit Four Incorporate Digital Photograph into Multimedia Presentation ...... 164

Unit Five Incorporate 2d Graphics into Multimedia Presentation ...... 168

Unit Six Incorporate Animation into Multimedia Presentation ...... 172

References ...... 180

LRDD- CDA-1.0 November 2013 MODULE 10 CRAFTING PERSONAL ENTREPRENEURAL STRATEGIES ...... 182

References ...... 190

APPENDIX A ...... Qualification Plan NVQ-J ITI20613

LRDD- CDA-1.0 November 2013

INTRODUCTION

HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design, development, and presentation of instructional materials in all its training programmes. This concept is closely linked with the thrust in Technical Vocational Education and Training towards competency-based training and performance-based assessment. Competency by its definition relates to the ability to demonstrate the requisite knowledge, skill and attitudes in carrying out/ performing a specific task at an acceptable level.

This curriculum is presented in a modular format, and is benchmarked against the Competency Standards for Digital Animation Level Two of the Information Technology Industry developed by the National Council on Technical Vocational Education and Training (NCTVET). Modules cover major areas of competencies and are an organized group of “learning experiences assembled to achieve a specific group of related objectives.”1 Each modular unit is designed to be self-contained so that the successful completion of training in a modular unit would ensure the acquisition of the minimum skill levels for performing the activity under employment conditions. The modular training system allows for the continuous adaptation of training programmes and independent units can be combined to suit the needs of individual learners, technical development and to reflect changes in the occupation.

MODULE FORMAT

Each module is comprised of the following components:

Module Objective

The module objective gives an overview of the module and highlights what the learner must be able to do in order to demonstrate competence.

Knowledge Requirement

This component focuses on the cognitive domain and deals with the principles of operations, theories, and related knowledge, which must be applied in the performance of the practical activities.

Performance Requirement

This component focuses on the psychomotor domain and describes what the learner must do to demonstrate competence. These are specific operations/activities which the learner must master.

1 Caribbean Glossary of Literary Terms (CATVET ILO 1991)

LRDD- CDA-L2-1.0 i November 2013

Attitudinal/Critical Employability Skills Requirements

This aspect focuses on the appropriate types of behaviour that the learner must employ in carrying out the specific learning activity.

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge requirements specified. They are by no means exhaustive; therefore, it is prudent for facilitators to seek additional information to supplement delivery.

 Types of operating systems:  In selecting software the following criteria should be observed: - real-time system - multitasking system - security - distributed system - benefits - support  Basic functions of the operating - risk system include: - functionality - delivery - process management - filing system  Optimizing the operating system - memory system includes: - process scheduling - management of virtual memory - following maintenance procedures - input/output management - testing tools used - repairing parts if necessary - getting latest updates - executing system diagnostic software - defragmenting hard drives

LRDD- CDA-1.0 7 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Cont’d)

 Relating to the client is critical for  Installation options include: success, and efforts must be made to: - full - maintain a good business - typical relationship - portable - develop plans to meet client’s need - custom - facilitate support, monitor work and do adjustments when necessary - monitor security system - back up where necessary

 Software licensing, support and the implications of software piracy:

- software licensing o single user o site license o freeware o shareware o open source - support and implications o financial o ethical o legal o violation of copyrights

LRDD- CDA-1.0 8 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed to facilitate effective delivery of this module. In executing these strategies, serious consideration must be given to the infusion of critical employability skills.

Research

 Have learners conduct research on the different operating systems, information technology equipment, documentation and reporting, as well as client/server or legacy database. After the research, have learners give a PowerPoint presentation to the entire class and conduct follow up discussion.

Role Play/Discussion

 With the aid of a computer, allow learners to simulate in class a situation where a client comes in with a computer requiring specific software installation and customization of his/her system. Allow learners to work in small groups to develop a plan to meet the client’s need. Learners should approach the client and carry out the installation. Notes should be taken by a group leader and each group assessed. On completion of the exercise, discuss each group’s plan and the actual exercise. Remember to get feedback from the client.

Guided Practice

 With the aid of computers allow learners to form groups and carry out a practical demonstration of installing and testing software. Observe while each group works and give feedback to assist learners who may be experiencing difficulties.

LRDD- CDA-1.0 9 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

UNIT TWO: OPERATE A WORD PROCESSING APPLICATION (ADVANCE)

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State relevance of drawing a rough sketch of the form to be created on paper

2. Explain how form fields required for gathering information are determined

3. State how the word processing desktop environment can be customized to include ribbons

4. Outline ways in which form fields can be inserted, checked, formatted, styled and protected/unprotected

5. State rationale for creating tables to control row height and alignment of fields

6. Discuss steps for inserting form fields in table cells

7. Outline steps for formatting table cells as required

8. Discuss how to decide on a general outline and how to divide work into sections or chapters with headings and sub-headings

9. Identify ways in which final version of the documents can be bound

10. Discuss ways to create templates and different headers/footers

11. Describe the process of using document maps to move quickly through the document

12. Explain the purpose of using sections within documents

13. Discuss how table of contents can be applied to a document

14. Explain how to create/record macros, run, edit and add to the ribbon

LRDD- CDA-1.0 10 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

Knowledge Requirement (Cont'd)

15. Discuss mail merging concepts

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Insert, format and protect form elements

2. Create tables and templates

3. Create and run macros

4. Perform mail merge activity

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Accuracy when creating tables and forms

2. Conformity when dealing with long form fields

3. Adherence to organizational guidelines when creating documents

LRDD- CDA-1.0 11 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT

 Types of software include:  Generating table of contents includes: - Microsoft Word - Microsoft Works - heading styles - Corel WordPerfect - manipulation of table of contents

 Types of equipment include:  Header and footer information includes: - personal computer - printer - different header and footer information  Work resources include: - same header information on alternate, odd or even pages - work environment (simulated or actual enterprise)  Formatting techniques include: - personal computer/network - printer - page orientation - margins - enhancements to text – colour, font, size - enhancements to format – borders, patterns and colour - alignment on page

LRDD- CDA-1.0 12 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Guided Practice

 Provide opportunity (in a real workplace or simulated setting) for learners to use the computer to create tables for forms and create and run macros. Play a monitoring role and provide assistance/feedback as necessary.

Research

 Allow learners to research the following area – Formatting techniques of a word processing application. Let them work in groups and then report findings to larger group using PowerPoint presentation.

Guest Personnel

 Have learners listen to guest personnel on topic related to “Types of Software”. After the presentation, let them participate in a discussion that will bring about better understanding of the content of the lecture. Guide discussion and provide clarification where necessary.

LRDD- CDA-1.0 13 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

UNIT THREE: OPERATE A PRESENTATION PACKAGE (ADVANCE)

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Identify types of workplace environments that may require presentation packages

2. Outline techniques used to create designs

3. Discuss methods/formats used to save presentations for websites

4. Examine the use of techniques, formatting tools and applications for creating presentations

5. Explain techniques used to change preset or incorporate animation and multimedia effects into the script to enhance presentation

6. Outline procedures for testing slide show effects by using onscreen navigation tools

7. Examine the process of accessing and using templates/master slides with presentations

8. Identify onscreen navigational tools used to start and stop slide shows or move between different slides

9. Outline procedures for printing slide shows and notes in the required formats

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Create presentations

2. Customize setting

3. Format presentations

LRDD- CDA-1.0 14 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

Performance Requirement (Cont'd)

4. Add slide show effects

5. Print slide show including notes

6. Display good posture when using the computer keyboard

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Attentiveness to details when manipulating tools and organizational variables

2. Awareness of specifications when customizing settings for special needs

3. Being organized when designing presentations

4. Cultural awareness when carrying out workplace tasks

LRDD- CDA-1.0 15 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT

 Organizational variables include:  Tools include:

- keyboarding and accuracy as per - help, search and replace, spell organization guidelines check, undo and simple formatting tools  Document variables may include:  Operating systems: - established files - new documents - command line - graphical user interface  Disks may include:  Cultural understanding requires the - DVD/CD capacity to apply an understanding - Thumb drives of cultures when carrying out - internal/external hard drives workplace tasks, including: - remote hard drives - commitment to organizational goals  OH&S procedures/precautions such as quality include: - safety - efficiency - company and vendor requirements - teamwork - ergonomic and environmental factors such as:  Computing equipment and o Occupational Health and peripherals include: Safety guidelines related to use of screen-based - ergonomic workstations equipment - security procedures - customization requirements  Applications include:

- add, select, copy, delete or move text, images and graphics within a presentation

LRDD- CDA-1.0 16 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Cont’d)

 Workplace environment includes:  Formatting tools include:

- total organizational change - tabs - system only change - cut - business improvement process - paste - an e-commerce solution involving the - indents total organization or part of the - bookmarks organization - hyperlinks - borders - lists

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Research

 Have learners conduct research on the top five (5) presentation software available. Working in groups let them choose two of the software packages and compare and contrast their features and functions. Let them present their findings to the rest of the class using interactive presentations. Provide feedback.

Computer-Aided Instruction

 Use PowerPoint presentation software to introduce learners to the software. Learners should perform the following:

- create presentations - customize setting - format presentations - add slide show effects - print slide show including notes - display good posture when using the computer keyboard

Assess each learner and provide feedback.

LRDD- CDA-1.0 17 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont'd)

Presentation

 Have learners use different software applications to create an advanced presentation which could include the use of:

- Self-running presentation (information kiosk) - interactive or self-paced presentation - web-based presentation

Learners may use the computer and projector to present their work/presentation. Observe and give feedback.

LRDD- CDA-1.0 18 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

UNIT FOUR: USE ADVANCED FEATURES OF COMPUTER APPLICATIONS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of the module.

1. Discuss the appropriate employment of advanced features of applications in the preparation and presentation of data

2. Explain the advantages of optimizing PC performance and configuring environment based on user/organizational requirements

3. Elaborate on the efficient transfer of data between applications

4. Discuss the creation of objects, macros and templates, and their employment for routine activities

5. State rationale for using shortcuts and features to increase productivity

6. Outline the need to link related data files as required

7. Discuss the merits of easily accessing online help to overcome difficulties with applications

8. Outline benefits of using manuals, training booklets and support resources to provide expeditious solutions to routine and advanced problems

9. Discuss the need to analyze problems accurately and provide speedy resolution

10. Expound on the importance of accessing technical support and supplying troubleshooting results and alert messages to technicians in the appropriate timeframe

LRDD- CDA-1.0 19 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Manipulate data

2. Configure the computing environment

3. Access and use support resources

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Adherence to instructions

2. Clarity of thought in troubleshooting

3. Accountability for results

4. Goal-oriented

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge requirement specified. They are by no means exhaustive; therefore, it is prudent for facilitators to seek additional information to supplement delivery.

 Hardware components include but are  Storage media/disks include: not limited to: - flash drives - personal computers - CDs - networked systems - local/external hard drives - remote hard drives

LRDD- CDA-1.0 20 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Cont’d)

 Documents include but are not limited  Information Technology components to: include:

- established files - hardware - established applications - software - communication packages  Software applications include but are not limited to:  Applications include presentation applications contained in: - commercial software applications - organisational specific software - Microsoft Office - word processing - Lotus Suite - spreadsheet - Open Office Suite - database - Claris Works - Star Office - other similar applications

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Research

 Have learners conduct research on any four (4) areas related to the use of advanced features of computer applications. Areas of research should encompass the following:

- employing advanced features in data preparation and presentation - linking of related data files - accessing on-line help - using manuals and training books to solve related problems - enhancing, configuring and optimizing PC performance

Let learners design and create a presentation of their research using an appropriate computer application. Accommodate discussions through question and answer sessions, giving appropriate feedback and guidance as deemed necessary.

LRDD- CDA-1.0 21 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Expert Visit/Independent Study

 Arrange for an IT expert to visit and discuss the use of advanced features of computer applications. Ask the expert to explain to learners, how to:

- manipulate data to satisfy customer demands - access and use support resources such as manuals, or on-line resources - configure computing environment to achieve specific goals

Have learners take notes and compile individual reports afterwards, using available audio-visual equipment. Randomly choose a report and discuss with the class, identifying weaknesses as well as strong points. Give appropriate feedback and guidance.

Guided Practice

 Allow learners to visit the following website http://www.noupe.com/tools/file- management-and-organization-tools-and-ideas.html to view and download a wide range of applications which can be customized as required. Let them download some of these applications on a computer, and use them to create documents for specific situations and outcomes.

LRDD- CDA-1.0 22 November 2013

MODULE 1 UTILIZING ADVANCED COMPUTER APPLICATION AND TOOLS

Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal requirements. Continuous Assessment and Final Assessment on completion of the module must be undertaken. All practical demonstrations should be carried out either in the workplace context or in a simulated work environment. The collection of evidence and making sound judgment are critical factors in determining competence.

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

LRDD- CDA-1.0 23 November 2013

REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. Common file types. (n. d.). Retrieved October 18, 2013, from http://www.fileinfo.com/filetypes/common

2. Learning Management Services Department: (2007). Install software applications. (LG- ITINET1372A). Kingston, Jamaica: HEART Trust/NTA.

3. Learning Management Services Department: (2006.). Use advanced features of computer applications. (LG – ITIDAT0212A). Kingston, Jamaica: HEART Trust/NTA.

LRDD- CDA-1.0 24 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

This module is benchmarked against the Competency Standard ITCMED1773A. It is designed to enable learners to develop the requisite knowledge, skills and attitudes to address copyright issues.

This module focuses on activities involved in addressing copyright issues. These include updating knowledge of copyright legislation and policies, providing advice on compliance and complying with copyright legislative requirements, reporting incidents of noncompliance and contributing to on-going monitoring of compliance with copyright legislation.

Suggested Module Hours: 15 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Distinguish between types of intellectual property rights

2. Discuss copyright legislations and issues relating to adaptation of work and artists’/copyright owners’ rights

3. Explain the importance of identifying and interpreting responsibilities, requirements and penalties under copyright legislations

4. Explain ways to clarify ambiguities on legal responsibilities and requirements relating to copyright issues

5. Discuss the importance of providing advice, information and guidance on copyright issues including usage

6. Explore types of actions to be taken to appraise workplace for compliance with copyright legislation

7. Discuss the value of sensitizing artists’, copyright owners’, clients and other stakeholders of rights and consequences of infringements

LRDD- CDA-1.0 25 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

Knowledge Requirement (Cont'd)

8. Review the significance of recognising limits of own professional expertise and consulting legal advisors as required

9. Outline procedures for protecting work produced at both local and international level

10. Discuss importance of identifying possible breaches of copyright legislations within the organisation

11. Examine how to detect and report possible copyright infringements

12. Outline procedures for monitoring, resolving/referring compliance issues

13. Discuss policies and procedures for maintaining relevant documentation relating to copyright issues

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Update knowledge of copyright legislations and policies

2. Provide advice on compliance with copyright legislations

3. Comply with copyright legislative requirements

4. Report incidents of noncompliance

5. Contribute to on-going monitoring of compliance with copyright legislation

LRDD- CDA-1.0 26 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Compliance with organizational policies and relevant legislature

2. Accuracy in determining copyright owners’ rights

3. Meticulous in identifying and interpreting copyright legislations

4. Perceptive in detecting and reporting incidents of noncompliance

5. Collaborative in copyright responsibilities

6. Adherence to copyright owners’ rights

RELATED CONTENT

 Relevant legislation, regulations and  Sources for legislation, regulation and policies include: policies include:

- copyright and intellectual property - government departments legislations - industry associates - relevant permits/regulations - gazette, media, internet, libraries - licensing and registration requirements - unions - industrial relation Acts - industry journals, reference - OH&S legislation manuals - Contract law - policy and procedural manuals

LRDD- CDA-1.0 27 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

RELATED CONTENT (Cont'd)

 Relevant legislation, regulations and  Organizational requirement often policies include (Cont'd): include:

- Consumer Affairs Act - use of compliance document - legal and organizational  Copyright and publishing rights policies/guidelines collection societies often include: - business and performance plans - access and equity principles - Jamaica Music Society - quality and continuous improvement - Jamaica Association of Composers, process and standards Authors and Publishers Ltd. - mission statement, strategic plans - Jamaica Copyright Licensing Agency - Christian Copyright Licensing  Copyright include: International - Alliance of Artists and Recording - artistic works Companies - broadcasts - Motion Picture Licensing Company - cinematograph films - Copyright Clearing Centre - anthologies etc - computer programs  Exclusive rights include: - dramatic/musical works - publishing editions - communicating the work to the public - sound recording - importing the work into the country - textual material - licensing and assigning the work - electronic documents/information - making an adaptation of the work - making the work public for the first  Consequences of non-conformance time include: - performing/showing/transmitting the work in public - fines, jail time, lawsuits - reproducing the work - loss of license/revenues - blacklisting  Relevant records often include: - suspension - damage to reputation - tax records - confiscation of asset - financial/project documents - training records - statutory records

LRDD- CDA-1.0 28 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

RELATED CONTENT (Cont'd)

 Consequences of infringements:  Documentation include dated copies of:

- damages (orders to pay damages – this - artwork, footage, recordings will be nil if the work copied has little - digital media products or no commercial value) - letters or other communication with - injunctions (orders restraining copying, people who have access to the original displaying or broadcasting of the work) work - accounts of profit (orders to hand over - music, manuscripts all profits) - scores (music/films) - orders for delivery up (orders to hand over all copies)

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed to facilitate effective delivery of this module. In executing these strategies serious consideration must be given to the critical employability skills.

Research/Discussion

 Conduct a round-table discussion with your class on copyright and intellectual property rights. Let them separate into small groups and explore finer details contained in specially prepared notes by facilitator. Each group will report on their readings. Also allow them to conduct their own research on copyright owners’ rights requirements. Provide supervision. Let them include this in their portfolio for grading at a later date.

Video

 Have learners view a video on “YouTube Copyright Basics” from https://www.youtube.com/watch?v=GSp_WMLptok.They should listen and observe copyright basics and generate discussion stemming from what was viewed. Lead discussion to clarify any misconceptions. facilitator

LRDD- CDA-1.0 29 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont'd)

Resource Person/Simulation

 Invite a group of professionals in the animation industry to have interactive sessions in:

- the role of organizations relevant to copyright legislations - the production and maintenance of proper documentation on copyright owners’ rights - seeking and obtaining permission for use of copyrighted material

Encourage learners to ask questions. Have them work in a simulated setting to prepare documentation on organization’s role, maintenance of copyright owners’ rights and obtaining permission for use of material. Monitor learners and provide assistance as necessary, and give feedback on their overall performance.

LRDD- CDA-1.0 30 November 2013

MODULE 2 ADDRESSING COPYRIGHT ISSUES

Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

LRDD- CDA-1.0 31 November 2013

REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. About copyright and related rights: Jamaica intellectual property rights (JIPO). (n. d.). Retrieved November 21, 2013, from http://www.jipo.gov.jm/?q=node/47

2. Copyright. (n. d.). Retrieved November 20, 2013, from http://www.caret.cam.ac.uk/copyright/Page23.html

3. Copyright infringement. (n. d.). Retrieved November 20, 2013, from http://en.wikipedia.org/wiki/Copyright

4. Mc Adams, T., Neslund, N., & Neslund, K. (2004). Law, business & society (7th ed.). New York: Mc Graw-Hill Companies Inc.

5. Youtube copyright basics. (n. d.). Retrieved November 2013, from http://animation.about.com/od/relatedtopics/a/mediacopyright.htm

LRDD- CDA-1.0 32 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITIMED0312A and ITCMED3093A. It consists of two units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to produce multimedia scripts and storyboards.

Unit One focuses on the processes involved in the development of a multimedia script utilising available scripting techniques.

Unit Two looks at the creation of storyboards for a broad range of digital content including video/ film, animation and interactive media. This unit focuses on taking a storyboard from conception to final storyboard.

Suggested Module Time: 105 Hours

UNIT ONE: DEVELOP A MULTIMEDIA SCRIPT

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Discuss steps for identifying and distinguishing algorithmic and documentation styles

2. State procedures for identifying efficiencies and enhancements using algorithms and documentation

3. Discuss processes involved in constructing multimedia pages incorporating algorithms and documentation

4. Explain processes for identifying multimedia scripting languages and their components

5. Outline procedures for creating/editing scripts using object based script language styles

6. State rationale for documenting event sequencing using flow charts and run times produced for a specified job

LRDD- CDA-1.0 33 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

Knowledge Requirement (Cont'd)

7. Explore steps for constructing conditional loops using script language

8. Describe steps for saving scripts in relevant file formats

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Identify multimedia script formats

2. Use scripting techniques to create a multimedia production script

3. Document procedures

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Thoroughness when analysing, evaluating and presenting information

2. Attention to details

3. Effectiveness in communication

4. Compliance with safety requirements

5. Cooperative when working in a team

6. Adherence to organizational policies and procedures

LRDD- CDA-1.0 34 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

RELATED CONTENT

 Types of animation systems include:  Algorithmic animation includes:

- scripting systems - movement of humans, animals, robots - procedural systems etc. - representational animation - how motion is perceived - stochastic animation - behavioural animation  Script writing process includes:

 Programming languages include: - programming idea - programming belief - lzx (open laszlo) - research - java - identifying and selecting content - visual basic elements - c++ - interface and design layout - python - preparing the storyboard - vpythin - sam  Multimedia products or presentations - lisp include:

 Software include but are not limited to: - educational product - game - commercial software applications - promotional product - organisational specific software - information product - word processing - training product - spreadsheet - e-commerce and a range of others - database - graphic  Organisational Standards include: - communication packages - presentation functionalities - formal, well-documented methodologies - non-existent - best practice examples from industry

LRDD- CDA-1.0 35 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Discussion

 Discuss with learners methods of developing multimedia script and the various types of multimedia scripts and their use. Examples of scripts should be provided for learners. Examples of animation scripts may be found at http://www.simplyscripts.com/genre/animation-scripts.html Encourage learners to visit the site and examine the scripts and their development.

Following this exercise, have each learner develop a short animation script which will be presented to the class. Allow each leaner's script to be critiqued and give assistance/feedback where necessary.

Demonstration

 Using multimedia resources available, demonstrate processes involved in developing multimedia scripts. The following youtube links may be utilized in your demonstration:

o film production and script development - http://www.youtube.com/watch?v=co- Ns0r9St0&list=PLCB60340426994A8E o How to write a script for video - http://www.youtube.com/watch?v=v0esIs4_9nU

After view selected videos, prepare a quiz for learners to ascertain their level of understanding.

LRDD- CDA-1.0 36 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

UNIT TWO: CREATE STORYBOARDS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the importance of clarifying storyboard requirements in consultation with relevant personnel with reference to scripts and stories

2. Identify factors that affect storyboards to be created

3. State the importance of providing ideas in pre-production meetings to help refine storyboard requirements

4. Discuss rationale for researching/selecting suitable storyboard tools for a given purpose

5. State the importance of obtaining signed approval on types of storyboards to be created

6. Discuss steps for breaking down content, scripts and stories into frames

7. State the importance of specifying storyboard elements and logical linear/non-linear sequences for each frame

8. Discuss rationale for providing descriptions for each frame

9. State the importance of soliciting feedback on work in progress and presenting draft storyboards to relevant personnel

10. Outline processes for ensuring final storyboards present accurate visual interpretations of scripts, stories or texts that meet agreed specifications

11. Discuss procedures for creating storyboard back-ups

12. State the importance of submitting storyboards to relevant personnel by agreed deadlines

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MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

Knowledge Requirement (Cont'd)

13. Discuss rationale for reviewing storyboard creation process to identify areas for improvement

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Clarify work requirements

2. Produce draft storyboards

3. Finalise storyboards

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectivness in communication

2. Thoroughness when analysing, evaluateing and presenting information correctly

3. Compliance with safety requirements

4. Dedication to planning and organizing work

5. Adherence to deadlines

6. Cooperative when working in a team

7. Adherence to organizational policies and procedures

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MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

RELATED CONTENT

 Relevant personnel include:  Factors include:

- asset creators - animation requirements - authors - availability of personnel - clients - availability of resources - content experts - budget - directors - delivery platform - graphic designers - graphic requirements - information architects - length of script or story - navigation designers - style of production, including: - other writers o comic - producers o drama - programmers o educational - scriptwriters o light entertainment - user interface designers - target audience - other technical/specialist staff - timelines

 Storyboard tools include:

- digital software, such as: o PowerPoint o Inspiration o Storyboard Artist Studio o Storyboard Pro o Toon Boom Studio - paper and cards - pen and pencil - storyboard sheets - templates

LRDD- CDA-1.0 39 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

RELATED CONTENT (Cont'd)

 Storyboard elements include:  Descriptions of frames include:

- actor's movement - dialogue - backgrounds - duration - camera angles - media - camera shots, such as: - narration o extreme close-up - script elements o close-up - sequence number o medium shot - shot composition, such as: o long shot o static o extreme long shot o zoom - decisions o tilt - directions o pan - frame composition o dolly - lighting o track - props - sound effects - sets - speech bubbles - text content  Storyboard styles include: - transitions, such - transitions, such as: - graphic o simple cut - 3D o black - key frames - fade in and fade out - loose colour - paintery  Frame includes: - photocomp - spot colour - 3 key frames for animation - loose black and white - moments for film and video - tight colour - pages for websites - motion - scenes - print - screens for interactive media - shots

LRDD- CDA-1.0 40 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

RELATED CONTENT (Cont'd)

 Productions include:  Reference material include:

- animated productions - books - commercials - concept drawings and designs - digital media products - direct observation of actions to be - e-learning resources simulated in 3-d models - games - real object on which models are to be - simulations based - virtual worlds or environments - still images - documentaries - videos - feature films - filmed events or performances - music video  Enterprise policies and procedures - short films involve: - television productions - safety requirements  Occupational Health and Safety - documentation procedures standards include: - operating procedures - process governing communication use - organisational requirements of templates - statutory requirements - vendor requirements  Back-up includes: - ergonomic requirements - simple, single tape unit back-up more  Storyboard language includes: comprehensive and complex back-up facilities across the network - close-up shot - dissolve  Storage media include: - fade - high camera angle - CDs/DVDs - jump cut - hard drives (external/internal) - level camera angle - thumb drives - low camera angle - memory cards - zoom - tilt - reaction shot - pov - pan

LRDD- CDA-1.0 41 November 2013

MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Discussion/Presentation

 Prepare a discussion for learners that covers areas related to storyboard creation such as production staff, storyboard contents, actions to ensure storyboards are clear and legible and the general storyboard creation process. A video that will aid in the discussion may be found at the following youtube links:

o the purpose of storyboarding - http://www.youtube.com/watch?v=BSOJiSUI0z8 o how to create a storyboard for your video shoot - http://www.youtube.com/watch?v=LgDwNxGIuCQ

After viewing the videos, discuss with learners what they have grasped from the videos and quiz learners to ascertain their understanding of the material.

Research/Drill and Practice

 Have learners research short multimedia scripts from which each will develop a short storyboard. These storyboards should be presented to the class and each learner should be required to give an overview of the script they researched and a walkthrough about their storyboard. Allow other learners to ask questions and where possible, provide guidance.

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MODULE 3 PRODUCING MULTIMEDIA SCRIPTS AND STORYBOARDS

Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

LRDD- CDA-1.0 43 November 2013

REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. Algorithmic animation experiments. (n. d.). Retrieved October 22, 2013, from http://www.unworn.nu/Algorithmic-Animation-Experiments

2. Animation movie scripts. (n. d.). Retrieved October 22, 2013, from http://www.simplyscripts.com/genre/animation-scripts.html

3. Boughton, A. (n. d.). Software metrics. Retrieved October 22, 2013, from http://www.cs.colorado.edu/~kena/classes/5828/s12/presentation- materials/boughtonalexandra.pdf

4. Daum, K., hein, B., & Scott, M. (n. d.). How to create storyboard for your marketing video. Retrieved October 18, 2013, from http://www.dummies.com/how-to/content/how- to-create-a-storyboard-for-your-marketing-vide.html

5. Finkelstein, A. (n. d.). Software metrics. Retrieved October 10, 2013, from http://www0.cs.ucl.ac.uk/staff/A.Finkelstein/advmsc/11.pdf

6. Flow chart definitions. (n. d.). Retrieved October 24, 2013, from http://www.edrawsoft.com/Flowchart-Definition.php

7. How to write a script for an animated cartoon. (n. d.). Retrieved October 23, 2013, from http://www.wikihow.com/Write-a-Script-for-an-Animated-Cartoon

8. LISP (programming language). (n. d.). Retrieved October 22, 2013, from http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Lisp_(programming_language). html

9. Reynolds, C. W. (n. d.). Computer animation with scripts and actors. Retrieved October 9, 2013, from http://www.red3D.com/cwr/papers/1982/ASAS82.html

10. Storyboarding your films. (n. d.). Retrieved October 18, 2013 ,from http://www.dummies.com/how-to/content/storyboarding-your-film.html

11. Storyboards. (n. d.). retriever October 22, 2013, from http://accad.osu.edu/womenandtech/Storyboard%20Resource/

12. Swain, D. V., & Swain, J. R. (1988). Scriptwriting; A practical manual. USA: Focal Press Publications

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REFERENCES

13. Watkins, K. (2011). Algorithmic animation. Retrieved October 10, 2013, from http://kateewatkins.com/Algorithmic-Animation

14. The daily script. (n. d.). Retrieved October 22, 2013, from http://www.dailyscript.com/index.html

15. The writer's handbook - Documentation styles. (n. d.). Retrieved November 16, 2013, from http://writing.wisc.edu/Handbook/Documentation.html

16. Types of animation systems. (n. d.). Retrieved October 22, 2013, from http://www.cs.helsinki.fi/group/goa/animation/anim1.html

17. Types of flowcharts. (n. d.). Retrieved October 24, 2013, from http://www.edrawsoft.com/types-flowchart.php

LRDD- CDA-1.0 45 November 2013

MODULE 4 APPLYING MODELLING TECHNIQUES

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITCMED3062A, ITIMED2622A and ITCMED3032A. It consists of three units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to apply modelling techniques.

Unit One looks at using features of available software to create 3D models by using simple modelling techniques.

Unit Two focuses on identifying 3D modelling formats, utilising modelling software and presenting a 3D modelling sequence for a range of media applications.

Unit Three focuses on the design and application of simple textures to digital art. This unit further looks at assessing existing textures and shader and, their attributes; Generating and applying procedural textures and finalising designs are also examined.

Suggested Module Time: 120 Hours

UNIT ONE: USE SIMPLE MODELLING FOR ANIMATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the importance of clarifying requirements/purpose for 3D digital modelling and work flow sequences

2. Outline steps for selecting software best suited to the types of production/delivery platform to which 3D modelling techniques is to be applied

3. State the importance of gathering and analysing reference material to help with modelling technique application

4. Discuss strategies for applying simple 3Dmodelling techniques to create 3D models

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MODULE 4 APPLYING MODELLING TECHNIQUES

Knowledge Requirement (Cont'd)

5. Outline steps for using software features to apply basic lighting, shaders and block out models

6. Describe procedures for ensuring models' topology allow appropriate deformation as required

7. State the importance of meeting design requirements by progressively refining and checking the integrity of models

8. Discuss the importance of submitting models to relevant personnel for feedback

9. Outline steps for rendering and outputting models in required formats for submission to relevant personnel by agreed deadlines

10. Discuss strategies for creating back-up copies of files

11. State the importance of completing workplace documentation

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Clarify work requirements

2. Apply simple 3D modelling techniques

3. Use industry-current software

4. Perform back-up operations

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communicating complex designs and written forms

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MODULE 4 APPLYING MODELLING TECHNIQUES

Attitudinal/Critical Employability Skills Requirement (Cont'd)

2. Attention to detail

3. Adherence to deadlines

4. Dedication to planning and organizing work

5. Thoroughness in analysing, evaluating and presenting information

6. Work collaboratively with others

7. Adherence to organizational policies and procedures

RELATED CONTENT

 Requirements include:  Software includes:

- assets for integration - AutoCAD - collaboration with other team members - 3D studio max - creative expectations - Infi-D - design specifications - Bryce 3D - output format - Lightwave - technical specifications - Blender - timelines - K-3D - Art of illusion - Softimage/ mod tool - Zmodeler - Google sketchup - Autoq3D community – 3D editor - Seamless3D - Brl-cad - Sweet home 3D - Maya

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Production includes:  Modelling techniques include:

- animated productions - NURBS - commercials - polygonal - digital media products: - primitives - e-learning resources - sculpt - games - splines and patches - simulations - virtual worlds or environments  Progressively refining relates to: - documentaries - feature films - achieving required shape - filmed events or performances - achieving required topology - music video - short films  Formats include: - television productions - bitmap image  Reference material includes: - digital formats, such as: o GIF - books o JPEG - concept drawings and designs o PDF - direct observation of actions to be o TIFF simulated in 3-D models o PICT - real object on which models are to be o PNG based o PSD - still images o HTML - videos - hard copy - vector image

 Integrity may include checking aspects of:

- double faces - isolated vertices - pivot points

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Relevant personnel includes:  Production documentation includes:

- art director - animatics - asset creator - brief - client - storyboard - editor - technical specifications - producer - programmer  Enterprise policies and procedures - supervisor include: - technical director - technical staff - safety requirements - other specialist creative and - documentation procedures administrative staff - operating procedures - process governing communication  Backup media includes: - use of templates - privacy and security policies - blu-ray - CD  Occupational Health and Safety - DVD standards include: - external hard disk, such as universal serial bus (USB) flash drive - organisational requirements - internal hard disk - statutory requirements - vendor requirements  Purpose of 3-D digital models include: - ergonomic requirements - environmental requirements - animations - digital simulations: - architectural models - e-learning resources - demonstration of processes and procedures

LRDD- CDA-1.0 50 November 2013

MODULE 4 APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Discussion

 Engage learners in a class discussion where the following should be imparted:

o using 3d modelling techniques o issues and challenges that may arise in design o efficient use of geometry with attention to detail o making backups

It would be useful if videos could be utilised in the discussion. Facilitate questions from learners and quiz them to ascertain their understanding.

Demonstration/Guided Practice

Provide a demonstration for learners on the creation of 3D models using appropriate 3D modelling techniques. This demonstration can also take the form of a video tutorial. Given the resources available, allow learners to have hands on experience in creating a 3D model. Provide guidance where necessary.

Have each learner critique another’s work. At the end of the exercise, provide learners with a general overview and ask questions ascertain learners understanding of the material.

LRDD- CDA-1.0 51 November 2013

MODULE 4 APPLYING MODELLING TECHNIQUES

UNIT TWO: INCORPORATE 3D MODELLING INTO MULTIMEDIA PRESENTATIONS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Outline procedures for identifying and examining distinguishing features of a range of 3D modelling software

2. Discuss rationale for selecting 3D modelling software

3. Identify limitations of computer hardware in producing 3D models

4. Discuss formats employed to create a given 3D model

5. Outline steps for entering/exiting selected 3D modelling software

6. State the steps for correctly using tools and features of 3D modelling software

7. Examine steps for editing and manipulating 3D models

8. Discuss file formats used for saving/retrieving 3D models

9. Éxplain procedures for creating 3D objects and 3D virtual model using software commands

10. Outline steps for creating Boolean operations and vector based drawings

11. Discuss procedures for applying predefined textures and adding lighting shadows to 3D model

12. State relevance of controlling model and virtual space via visual mood and colour tones

13. Examine procedures for demonstrating and using hierarchical object motion control to achieve a motion effect

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MODULE 4 APPLYING MODELLING TECHNIQUES

Knowledge Requirement (Cont'd)

14. Discuss procedures for combining and testing 3D model motion with other digital imaging, sound and video

15. Outline steps for saving and presenting multimedia sequences including 3D modelling with reference to file compression technology

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Identify 3D modelling formats

2. Describe 3D modelling formats

3. Use 3D modelling software

4. Design 3D model

5. Edit 3D model

6. Present a 3D modelling sequence

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Accuracy in use of tools and features of selected software

2. Effectiveness in communicating

3. Adherence to organizational policies and procedures

4. Attention to detail

5. Adherence to deadlines

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MODULE 4 APPLYING MODELLING TECHNIQUES

Attitudinal/Critical Employability Skills Requirement (Cont'd)

6. Compliance with safety requirements

7. Thoroughness in analysing, evaluating and presenting information

8. Cooperative when working in a team

RELATED CONTENT

 3D modelling techniques include:  3D modelling software includes:

- box/subdivision modelling - AutoCAD - edge/contour modelling - 3D studio max - nurbs/spline modelling - Infi-D - digital sculpting - Bryce 3D - procedural modelling - Lightwave - image based modelling - Blender - 3D scanning - K-3D - Art of illusion  Resources include: - Softimage/ mod tool - Zmodeler - hardware - Google sketchup - software - Autoq3D com munity – 3D editor - personnel - Seamless3D - purpose - Brl-cad - audience - Sweet home 3D - storyboard - Maya - script - file format  Types of 3D models include: - file size - operating system - NURBS surface - hardware specifications including - polygonal mode memory size, RAM - face - delivery platform

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Resources include(Cont'd):  Types of 3D models include(Cont'd):

- media form - edges - software tools and parameters - vertices - texture  Multimedia productions may be - shaders included or be included in:  Types of objects include: - aspects or sections of film/video production - rigid - feature - non-rigid - documentary - short film and/or video  Documentation may be: - animations - commercials - computer generated - live or pre-recorded performances - manually written - music video - marked up scripts - television production of any type - marked up transcripts (music, drama, comedy, variety, sport) - list of sequences with relevant shot - live or pre-recorded television numbers productions - production schedules - educational product - operational/project plan - game - manufacturer's - promotional product specifications/instructions - information product - edit decision lists (EDLs) - training product - fault reports - e-commerce - assembly order - a range of others  Relevant creative and design  Production specifications include: specifications for models may be found in: - budget - resources - storyboards - purpose - layout drawings - audience - director's instructions - storyboard - camera sheet - script - soundtrack breakdown

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Relevant personnel includes:  Texture mapping parameters include:

- director - lighting - producer - shadows - project manager - technical director  Delivery platforms include: - navigation designers - video producer - world wide web - editing personnel - CD-ROM - sound/music personnel - DVD - director of photography - Beta-cam - 3D graphic, animation and modelling - video production personnel - film - music composers - sound effects personnel  Parts of a hierarchy include: - other technical staff - other specialist staff - parent - child  Common uses for hierarchies include: - ancestor - descendants - linking a large collection of objects to a - hierarchy single parent - root - linking the target of a camera or light to - subtree another object - branch - linking objects to dummy objects - leaf - linking objects to simulated jointed - link structures - pivot

LRDD- CDA-1.0 56 November 2013

MODULE 4 APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Guided Practice

 Provide learners with practice exercises which should incorporate what they have learnt thus far. Exercises may be found at the following link: Beginner exercises for 3D modellers http://3D.about.com/od/3D-101-The- Basics/tp/Beginner-Exercises-For-3D-Modelers.htm

Provide clarification for learners where necessary.

Demonstration

 Using available free/commercial software, provide a demonstration for learners on entering and exiting selected software, editing and manipulating 3D models and how to correctly use the tools and features of the program.

Provide learners with answers to their questions where possible.

Discussion

 Lead a class discussion where the following should be imparted to learners:

o appropriate 3d software to create models o principles of 3d modelling sequencing o interpreting creative information, scripts and images o screen principles o applying current design conventions o strategies to rest media sequence products

Facilitate questions and a quiz may be given to ascertain learners’ understanding.

LRDD- CDA-1.0 57 November 2013

MODULE 4 APPLYING MODELLING TECHNIQUES

UNIT THREE: DESIGN AND APPLY SIMPLE TEXTURES TO DIGITAL ART

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the importance of interpreting the brief to clarify design, textures generation and delivery requirements

2. Identify design/technical/budgetary constraints, software, media, file format for digital imagery and texture production

3. Discuss steps for identifying sequence of digital texturing activities and production workflow requirements

4. Outline steps for establishing 3D model surface requirements to be textured

5. Discuss steps involved in identifying suitable sources of basic shaders and textures for surface characteristics assignment to model

6. State the importance of confirming shader and texture selection with brief and client requirements

7. Identify attributes required to achieve desired effects on 3D model

8. Discuss the process for establishing and confirming requirements related to lighting and rendering

9. Outline appropriate techniques used to achieve desired shading outcome

10. Identify desired resolution for texture prior to acquisition

11. State the importance of ensuring resolution of acquired texture meets resolution requirements

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MODULE 4 APPLYING MODELLING TECHNIQUES

Knowledge Requirement (Cont'd)

12. Discuss procedures for assessing nature of surface topology

13. Outline steps for correctly applying geometry and adjusting parameters within algorithms to simulate natural patterns and achieve desired effects

14. State rationale for selecting texture/projection mapping in accordance with brief and client requirements

15. Discuss steps for applying layer enhanced textures

16. State the importance of applying lighting to test reaction of textures

17. Examine procedures for adjusting textures to achieve final effects

18. State the importance of completing, confirming and presenting test renders to client for approval

19. Outline procedures for making final technical/design adjustments according to feedback/budgetary constraints

20. State the importance of finalising, shading and texturing

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Clarify design requirements

2. Plan approach

3. Assess existing textures and shaders for suitability

4. Determine shader attributes

5. Generate procedural textures

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MODULE 4 APPLYING MODELLING TECHNIQUES

Performance Requirement (Cont'd)

6. Create texture map

7. Apply texture to model

8. Finalise design

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in analysing, evaluating and presenting information

3. Collaborative approach to work

4. Attention to details

5. Adherence to deadlines

6. Adherence to organizational policies and procedures

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT

 Briefs include:  Clients include:

- illustrations - 3-D artists - storyboards - animators - technical specifications - art directors - verbal or written instructions - designers - external clients  Design and technical constraints include: - modellers - technical directors - budget - design specifications  Animation software include: - file formats for output and end use - technical requirements - 3-D Studio Max - Animator Pro  Shaders include: - AutoCAD - AutoCAD Revit 9 - blinn - Blender - cell shaders - Bodypaint - Lambert - Cinema 4D - Phong - Combustion - realistic shaders - CorelDraw - toon shaders - Deep paint - plastic shaders - Electric Image - Form Z  Types of shaders used by graphic cards - Houdini include: - Illustrator - Lightwave - Vertex - Maya - Geometry - Photoshop - Pixel - Pixie - Programming - POV-Ray - Parallel processing - Renderman - Rhino - Shake - Soft Image or XSI

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Attributes include:  Surface topology may be:

- ambient colour - orientable - colour - non-orientable - diffusion - closed - incandescence - reflectivity  Textures include: - refraction - specularity - brick - translucence - cloth - transparency - glass - latex  Capturing real-world textures include: - leather - metal - digital photography - skin - film photography - sky - scanning - stone - textiles  Art media includes: - wood

- acrylic paint  Sources of textures include: - airbrush - charcoal - online library - crayon - digital means - gouache - art media - ink - digital paint software - ink wash - oil paint  Resolution includes: - pen - pencil - 1024 x 1024 pixels - tusche - 128 x 128 pixels - watercolour - 720 x 720 pixels

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MODULE 4 APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

 Texture-mapping method includes:  Projection-mapping method includes:

- bump maps - cubic - colour mapping - cylindrical - displacement maps - planar - reflection maps - spherical - specular mapping - tiling - transparency maps  Occupational Health and Safety  Procedural textures include: standards include:

- solid texturing - organisational requirements - genetic texturing - statutory requirements - cellular texturing - vendor requirements - self organizing texturing - ergonomic requirements - environmental requirements  Enterprise policies and procedures involve:

- safety requirements - documentation procedures - operating procedures - process governing communication - use of templates - privacy and security policies

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MODULE 4 APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Observational Visit

 Provide opportunities for groups of learners to visit established media houses. Arrange for them to sit with technicians and observe how they design and apply simple textures to digital art. Encourage note taking. After field trip, have learners’ present reports on what they have learned. Provide feedback and guidance where necessary.

Research/Presentation

 Pair learners and ask each pair to carry out research on shading and texturing principles and techniques, integrating shading and texturing activities into overall pipeline and advantages/disadvantages of procedural textures. Let them present their findings to the class. Allow class to critique the presentations and offer feedback where necessary.

Lecture/Discussion

 Using available resources, discuss with learners the following topics:

o principles of analysis and design o camera textures and filters o how to interpret design, texture and shading briefs o shader attributes and their optimisation o shader and texture mapping and projection o current industry design and development methodologies

Field questions from learners and provide feedback where necessary. A quiz may be administered to assess learners’ understanding of the material.

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MODULE 4 APPLYING MODELLING TECHNIQUES

Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. 10 Projection mapping demos that will blow your mind. (2012). Retrieved October 4, 2013, from http://www.creativebloq.com/video/projection-mapping-912849

2. Basic key framing motion control system. (n. d.). Retrieved October 23, 2013, from http://www.youtube.com/watch?v=-DAJN0P7jkc

3. Cantrell, J. (2000). A texture mapping technique. Retrieved October 4, 2013, from http://www.gamedev.net/page/resources/_/technical/graphics-programming-and-theory/a- texture-mapping-technique-r1083

4. Döllner, J. & Hinrichs, K. (1997). Object-oriented 3D modelling, animation and interaction. Journal of visualization & computer animation.

5. Ebert, D.S., Musgave, K. F., Peachey, D., Perlin, K., & Worlet, S. Texturing & modelling: A procedural approach. (3rd ed.).

6. Geometry: Gallery of surfaces. (n. d.). Retrieved October 4, 2013, from http://xahlee.info/surface/gallery.html

7. Geometry, textures & shaders with processing – Tutorial. (n. d.). Retrieved October 4, 2013, from http://www.creativeapplications.net/processing/geometry-textures-shaders- processing-tutorial/

8. Hierarchies. (n. d.). Retrieved October 23, 2013, from http://docs.autodesk.com/3DSMAX/15/ENU/3Ds-Max-Help/index.html?url=files/GUID- 0AE92021-9E16-4616-840B-B19773AD9A6E.htm,topicNumber=d30e230515

9. Hierarchical Motion Control System – Yao Lu Lab. (n. d.). Retrieved October 23, 2013, from http://www.youtube.com/watch?v=9F6xSE9Gri8

10. Jones, G. (2010). Projection mapping techniques. Retrieved October 4, 2013, from http://www.awidernet.com/2010/06/02/projection-mapping-techniques/

11. Lee, S. W., Kang, J. J., Shin, J. J., & Paik, J. J. (2007). Hierarchical active shape model with motion prediction for real-time tracking of non-rigid objects. IET Computer Vision, 1(1), 17-24. doi:10.1049/iet-cvi:20045243

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REFERENCES (CONT’D)

12. Parvanova, E. & Romansky, R. (2012). Investigations in the field of 3D web-base modelling and visualization. Proceedings of the international conference on information technologies, 61-66.

13. Procedural textures. (n. d.). Retrieved October 4, 2013, from http://digital- lighting.150m.com/ch10lev1sec6.html#iddle1944

14. Procedural textures. (n. d.). Retrieved October 4, 2013, from http://en.wikipedia.org/wiki/Procedural_texture

15. Projection mapping on the rise. (2010). Retrieved October 4, 2013, from http://www.udart.dk/2010/02/17/projection-mapping-on-the-rise/

16. Slick, J. (n. d.). 7 common modelling techniques for film and games, An introduction to 3D modelling techniques. Retrieved October 18, 2013, from http://3D.about.com/od/3D- 101-The-Basics/a/Introduction-To-3D-Modeling-Techniques.htm

17. Slick, J. (n. d.). Anatomy of a 3D model, vertices, edges, polygons, maps, and shaders. Retrieved October 18, 2013, from http://3D.about.com/od/3D-101-The- Basics/a/Anatomy-Of-A-3D-Model.htm

18. Slick, J. (n. d.). Beginner exercises for 3D modellers, easy introductory level projects to help you learn 3D modelling. Retrieved October 22, 2013, from http://3D.about.com/od/3D-101-The-Basics/tp/Beginner-Exercises-For-3D-Modelers.htm

19. Shaders. (n. d.). Retrieved October 4, 2013, from http://en.wikipedia.org/wiki/Shader

20. Shaders, materials and textures. (n. d.). Retrieved October 4, 2013, from http://create3Dgames.wordpress.com/2012/07/24/shaders-materials-and-textures/

21. Sobota, B., Perhác, J., & Petz, I. (2009). Surface modelling in 3D city information system. Journal of Computer Science & Control Systems, 2(2), 53-56.

22. Software & Tips - Picking the Right 3D Software. (n. d.). Retrieved October 23, 2013, from http://3D.about.com/od/A-Guide-To-3D-Software/u/Software-and-Tips-Picking- The-Right-3D-Software.htm#s1

23. Surface. (n. d.). Retrieved October 4, 2013, from http://en.wikipedia.org/wiki/Surface#Surfaces_in_geometry

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REFERENCES (CONT’D)

24. Surfaces. (n. d.). Retrieved October 4, 2013, from http://wokos.nethium.pl/surfaces_en.net

25. Surface modelling with 3D studio max. (n. d.). Retrieved October 23, 2013, from http://docs.autodesk.com/3DSMAX/15/ENU/3Ds-Max-Help/index.html?url=files/GUID- 0AE92021-9E16-4616-840B-B19773AD9A6E.htm,topicNumber=d30e230515

26. Surface topology. (n. d.). Retrieved October 4, 2013, from http://www.cs.sunysb.edu/~gu/tutorial/topology.pdf

27. Tan, K. (n. d.). 25 (Free) 3D modelling applications you should not miss. Retrieved October 22, 2013, from http://www.hongkiat.com/blog/25-free-3D-modelling- applications-you-should-not-miss/

28. Texture mapping. (n. d.). Retrieved October 4, 2013, from http://www.fsz.bme.hu/~szirmay/texture.pdf

29. The illustrated history of projection mapping. (n. d.). Retrieved October 4, 2013, from http://www.projection-mapping.org/index.php/intro/160-the-history-of-projection- mapping

30. Topology and geometry of surface. (n. d.). Retrieved October 4, 2013, from http://www.personal.psu.edu/axk29/TOPOLOGY/Chapter5-partial.pdf

31. Zeeman, E. C. (n. d.). An introduction to topology. The classification theorem for surfaces. Retrieved October 4, 2013, from http://www.maths.ed.ac.uk/~aar/surgery/zeeman.pdf

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MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ECEMUS0612A and ITIWEB1822A. It consists of two units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to utilize the internet and social media.

Unit One looks at utilising various search engines to locate credible sources of music and procedures for downloading, extracting if necessary and scanning files/archives for viruses/malware. This unit also looks at complying with copyright laws and regulations.

Unit Two focuses on developing an awareness of various social medial tools and applications. It also looks at procedures involved in establishing a social network presence by comparing and utilizing the various tools and applications available.

Suggested Module Time: 60 Hours

UNIT ONE: USING THE INTERNET TO DOWNLOAD OR MODIFY MUSIC

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Identify various internet software applications and their purpose

2. Discuss ways of using internet search engines to find and download appropriate music files

3. Outline steps for determining appropriate sites

4. Discuss steps in selecting appropriate styles of music

5. Examine procedures for evaluating music quality and appropriateness

6. Outline steps for downloading and saving music files

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Knowledge Requirement (Cont'd)

7. Discuss procedures for recording files directly to disk

8. State the importance of utilising virus scanners and extraction software where possible on downloaded files

9. Discuss procedures for transferring and formatting files for use on various equipment

10. Identify potential security risks

11. Discuss the importance of complying with copyright regulation and internet protocols

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Use search engines

2. Select music from the internet

3. Download music from the internet

4. Extract files

5. Scan files for viruses

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Adherence to copyright regulations and internet protocols

3. Compliance with safety requirements

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Attitudinal/Critical Employability Skills Requirement (Cont’d)

4. Cooperative when working in a team

RELATED CONTENT

 Search engines include:  Web browsers include:

- Google - Internet explorer - Webopedia - Google chrome - YouTube - Mozilla Firefox - bing - Safari - about  Evaluation of files includes evaluating:  Types of audio files include: - synchronisation - Wav - appreciation of human instrumentation - Mp3 - quality of sequencing - Ogg - file size - Raw - bit rate - Au - sample rate - Wma - Aac  Methods for downloading music include: - Mid - Aif - Google - Aifc - Music blogs - Aiff - Soundowl - Ea - Pirate bay - Ra - YouTube - ram

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RELATED CONTENT (Cont'd)

 Audio format categories include:  Storage devices include:

- uncompressed audio format - CD/DVD/blue ray - lossless compression - memory card - lossy compression - flash drive - external hard drive  Sources of music on the Internet include:  Virus scanners include:

- internet radio sites - Kaspersky Internet security - torrent sites - Norton Antivirus - p2p networks - AVG antivirus - YouTube - Bitdefender internet security - free music sites - Avira antivirus

 Methods of accessing the Internet  Audio editing equipment includes: include: - MIDI devices - broadband dsl\adsl - mixers - broadband wireless (wi-fi) - audio visual equipment - dial-up - audio editing software - satellite - broadband cable  Potential security threats include: - mobile broadband - GSM - piracy  Extraction software includes: - virus - malware - Winzip - Winrar - 7-zip

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MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Lecture/Discussion

 Using multimedia resources available, present learners with privacy and security measures related to online tasks, copyright regulations, internet protocols, selecting and using appropriate tools to access and download audio files from the Internet and selecting and evaluating information sources. Provide clarity to questions fielded from learners where possible. A quiz may be administered to assess learners’ understanding of the material.

Practical

 Allow learners to forms groups of no more than two (2). Require each to initiate a search utilizing a web browser and a search engine of their choice to locate and assess a source for finding, downloading and storing audio files based on a set of given criteria. Criteria may include, suitability for a documentary, comedy, child cartoon, etc. Each group should ensure that they are not in breach of any copyright laws. Require each group to ensure that the files they downloaded are extracted (if needs be) and clean from any virus and/or malware. Each group will make note of the search engine used, web browser used, source of audio files, types of audio files, extraction software and virus scanner used. Let them also share the rationale for their choice of music.

Provide each group with feedback where necessary.

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UNIT TWO: USE SOCIAL MEDIA TOOLS FOR COLLABORATION AND ENGAGEMENT

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the importance of researching and identifying different types of social media tools and applications

2. Explain characteristics of social media

3. Discuss issues associated with the use of social media tools and applications

4. State rationale for reviewing popular types of social media tools and applications

5. Discuss benefits of popular social media tools and applications

6. State reasons for identifying and selecting the most appropriate social media tools/applications for possible implementation

7. Examine procedures for initiating preferred social media tools/applications

8. Outline steps for establishing social media interfaces

9. State procedures for initiating social networking interactions

10. Discuss strategies for testing and evaluating tools and applications for ease of use

11. Outline the relevance of incorporating social networking into one's own professional development

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Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Develop awareness of social media tools and applications

2. Compare different social media tools and applications

3. Setup different social media tools and applications

4. Use social media tools and applications

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in analysing, evaluating and presenting information

3. Compliance with safety requirements

4. Cooperative when working in a team

5. Adherence to organizational policies and procedures

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RELATED CONTENT

 Social media tools and applications  Social media tools/application ease of use include: includes:

- Twitter - affordability - Tweetdeck - desirable features for an online - Tweetie presence: - Objective market o bulletin boards - Disqus o direct mailing to customers - ChatCatcher o online forums - Topsy o selling of products online - Feedburner o ease of communications - Radian6 o flexibility for placement of text, - Linkedin links and images - Flickr - reasons for an external online presence: - Youtube o communication with potential - WordPress customers - Social media monitoring tools: o promotion of products and - Cyberalert services - Facebook insights o recruitment of volunteers and - Google alerts new staff - Fliptop - reasons for an internal online presence: - Social mention o regular staff communications - Sprout social o enterprise cohesion - Ubervu o display of staff achievements - Visible - reliability - talkwalker - set-up ease

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MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS

RELATED CONTENT (Cont'd)

 Classification of social media:  Social media issues include:

- bookmarking sites eg. delicious and - cyberstalking and location disclosure stumbleupon - identity theft - micro blogging eg. twitter - social profiling and 3rd party disclosure - content communities - invasive privacy agreements - social networks, eg. facebook and - sexual predators linkedin - unintentional fame - social news eg. digg and reddit - employment - virtual game-worlds - online victimization - virtual social worlds - preteens and early teenagers - law enforcement prowling the networks  Social media relates to web applications - storage of data that facilitate: - institutional concerns such as lack of privacy to users in school, libraries and - information sharing government agencies - interoperability - user-centred design  Enterprise policies and procedures involve:  Occupational Health and Safety standards include: - safety requirements - documentation procedures - organisational requirements - operating procedures - statutory requirements - process governing communication - vendor requirements - use of templates - ergonomic requirements - privacy and security policies - environmental requirements

 Framework of social media includes:

- identity - conservation - sharing - presence - relationships - reputation - groups

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RELATED CONTENT (Cont'd)

 Text and file content include:  Types of mobile social media include: - applications, including: o .exe - space timers (location and time o .pdf sensitive) eg. foursquare and facebook o .ppt locations o .rtf - space-locators (only location sensitive) o .zip eg. yelp and qype - audio, including: - quick timers (only time sensitive) eg. o .mid twitter messages and facebook status o .mp3 updates o .wav - slow-timers (neither location nor time - graphics, including: sensitive) eg. youtube video and o .bmp Wikipedia entry o .gif o .jpg o .swf o .tif - text, including: o .htm o .txt - video, including: o .avi o .mov o .mpg - web, including: o .asp o .xml.

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MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research

 Allow learners to form groups of no more than four (4). Have each group conduct research on at least ten (10) social media tools and applications available. Ask groups to encompass the following in their research:-

o categories and characteristics of the social media/tool/application o issues associated with social media o types of social media o main use of each o usefulness for own professional development

Allow each group to present their findings to their peers. Provide clarity where necessary.

Demonstration/Guided Practice

 Using multimedia resources available, demonstrate the use of various social media tools and applications. This may include signing up for a particular social media application, creating user profiles and establishing a presence on the particular social media application/site. Throughout the demonstration, engage learners with questions relating to the various steps being demonstrated. At the end of the demonstration, administered a quiz to learners to ascertain their understanding.

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MODULE 5 UTILIZING THE INTERNET AND SOCIAL MEDIA TOOLS

Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. Admin. (2013). The 6 types of social media. Retrieved October 17, 2013, from http://outthinkgroup.com/tips/the-6-types-of-social-media

2. Audio file formats. (n. d.). Retrieved October 31, 2013, from http://www.nch.com.au/acm/formats.html

3. Baer, J. (n. d.). The 39 social media tools I'll use today. Retrieved October 17, 2013, from http://www.convinceandconvert.com/social-media-tools/the-39-social-media-tools-ill- use-today/

4. Brooks, R. (2013). How the Internet is changing music, featuring Amanda Palmer on vocals. Retrieved November 10, 2013, from http://theconversation.com/how-the-internet- is-changing-music-featuring-amanda-palmer-on-vocals-12660

5. Classification of social media. (n. d.). Retrieved October 17, 2013, from http://en.wikipedia.org/wiki/Social_media#Classification_of_social_media

6. Common audio formats. (n. d.). Retrieved October 30, 2013, from http://www.webopedia.com/DidYouKnow/Computer_Science/2005/digital_audio_format s.asp

7. Dyer, P. (2013). 50 top tools for social media monitoring, analytics and management. Retrieved October 17, 2013, from http://socialmediatoday.com/node/1458746

8. Internet connection methods. (n. d.). Retrieved November 6, 2013, from http://www.steves-internet-guide.com/connect-methods/

9. Johnson, J. (2013). 3 hashtag tools that will greatly improve your social media exposure. Retrieved October 17, 2013, from http://socialmediatoday.com/node/1655566

10. Neisser, D. (2013). 5 common mistakes in social media. Retrieved October 17, 2013, from http://socialmediatoday.com/dneisser/1327841/5-most-common-mistakes-social- media

11. Privacy concerns with social networking services. (n. d.). Retrieved October 18, 2013, from http://en.wikipedia.org/wiki/Privacy_concerns_with_social_networking_services

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REFERENCES (Cont’d)

12. Privacy issues of social networking sites. (n. d.). Retrieved October 18, 2013, from http://en.wikipedia.org/wiki/Privacy_issues_of_social_networking_sites

13. Social networking service. (n. d.). Retrieved October 18, 2013, from http://en.wikipedia.org/wiki/Social_networking_service

14. Top 5 methods for downloading music. (2013). Retrieved November 4, 2013, from http://www.truvisionla.com/top-5-methods-for-downloading-music-2013/

15. Types of social media. (n. d.). Retrieved October 17, 2013, from http://www.howto.gov/social-media/social-media-types

16. What's the difference between audio file types? (n. d.). Retrieved October 31, 2013, from http://cd-burning-software-review.toptenreviews.com/audio-file-types.html

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MODULE 6 PRODUCING DIGITAL ART

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITIMED3542A, ITCMED0792A, PGGPRP0641A and ITCMED3052A. It consists of four units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to produce digital art.

Unit One focuses on the articulation of the creative processes and includes the need to review information to inform concept development and have some communication with others about the development process.

Unit Two examines methods in which appropriately selected software and/or tools may be employed in the manipulation of digital images.

Unit Three covers the preparation and editing of text. It also deals with the production of simple artwork through the application of a range of techniques, equipment and materials.

Unit Four examines the creation of visual design components by focusing on key principles and practices of graphic design used in the creation of visual design components to be integrated throughout a range of media products and print media.

Suggested Module Time: 150 Hours

UNIT ONE: DEVELOP AND ARTICULATE CONCEPT FOR OWN WORK

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Develop procedures for identifying information from a range of sources for concept development

2. State the importance of collecting relevant information from a range of sources

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Knowledge Requirement (Cont'd)

3. Discuss how to determine the purpose, scope and objectives of work based on artistic vision

4. State the importance of critically analysing sources and references

5. Discuss strategies for organising collected information to assist with concept development

6. Discuss how to adopt ideas from other practitioners/works with consideration to intellectual property, moral rights and copyright infringements

7. Discuss steps for selecting final concept based on collected information, ideas and intention for own work

8. Outline procedures for selecting appropriate method of presenting the concept based on nature of work

9. Discuss strategies for providing clear information to others about the concept including information and ideas used

10. State the importance of seeking and reviewing feedback on concept for inclusion in concept development

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Use relevant technology to access information

2. Generate initial ideas

3. Conduct research

4. Develop concept

5. Expand concept

6. Articulate concept

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MODULE 6 PRODUCING DIGITAL ART

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in collecting, reading, interpreting and organizing information

3. Analyzing, evaluating and presenting information

4. Compliance with safety requirements

5. Adherence to organizational policies and procedures

RELATED CONTENT

 Information sources include:  Organising information includes maintaining: - stories - oral history - written and/or visual diary - myths and legends (including religious) - scrap book of images - books, magazines, poems - file (paper-based/digital) - photographs and other artworks - diagrams - music and/or film/video - charts - direct observation of the natural or built - sketches environment - the Internet  Parameters of work include: - search engines - blogs - style - wikis - size - tweets - media - genre

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MODULE 6 PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

 The concept includes:  Own work (Cont'd):

- the subject matter or theme for the - training product work, e.g. the body, identity, land and - e-commerce place, political, cultural or social issues, - visual arts and contemporary craft spiritual concerns - design - elements and principles of design - photo imaging - a relationship to a theoretical and - arts administration historical context - video and web-based media - performing arts  Communication methods include: - multimedia - writing - oral - visual and oral  Reviewing collected information - written and visual involves: - written - personal interest  Own work involves one or more than - cultural conventions and/or significance one area of multimedia production - aesthetic appeal including: - thinking beyond established boundaries

- aspects or sections of film/video  The context for communication relates production to: - feature - documentary - the audience - short film and/or video - how the concept is being presented - animations - why the concept is being presented - commercials - cultural issues surrounding presentation - live or pre-recorded performances - physical limitations - music video - television production of any type  Reviewing feedback involves: (music, drama, comedy, variety, sport) - live or pre-recorded television - making notes productions - discussion with others - educational product - assessment of critical reviews - game - promotional product - information product

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MODULE 6 PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research

 Allow learners to forms groups of no more than four (4). Allow each group to discuss and develop a concept or idea for an animation sequence. Each group will then be required to conduct relevant research from which relevant information will be drawn to aid in the development of the idea/concept. Each group will then be required to present their idea/concept to the class. Allow other learners to ask questions. Provide feedback to each presenting group.

Lecture/Discussion

 Prepare an engaging and motivating lecture for learners which will stimulate reflection and challenge their imagination in the development of concept and ideas. Discuss with learners the importance of researching and evaluating information. Copyright issues and methods of presenting information should also be addressed. It would also be useful to introduce learners to a sample animation pitch bible (please see reference). Provide clarity where needed and administer a quiz may to ascertain learners’ understanding of the material.

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MODULE 6 PRODUCING DIGITAL ART

UNIT TWO: PRODUCE AND MANIPULATE DIGITAL IMAGES

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State benefits of accurately determining job specifications from brief and/or relevant information source

2. Discuss steps for assessing software compatability with hardware systems and selecting appropriate software for the job

3. Examine procedures for seeking/retrieving images from appropriate sources

4. Outline steps for scanning and modifying/editing images

5. Explore copyright issues, file formats and storage medium associated with digital/non- digital images

6. State the importance of accurately interpreting specifications and cropping images to produce desire effect in a given layout

7. Outline steps for computing digital image percent enlargement/reduction in proportion to final size

8. Examine appropriate photo editing software techniques to be used in deriving optimal image quality

9. Explain how to determine appropriate colour mode and software to produce desired effect by applying filters to images

10. Discuss procedures for managing/manipulating digital image layers

11. Examine appropriate file formats and storage locations

12. Explain how to select digital images to be clipped, which reflects mood/feeling and clipping path

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Knowledge Requirement (Cont'd)

13. Discuss procedures for resizing digital images and aligning clipping path and image to create desired effect

14. Outline procedures for hiding unwanted images

15. State the importance of ensuring images comply with brief specifications

16. Outline steps for appropriately delivering/storing fit and altered images using relevant delivery mode/storage medium

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Asses capabilities of technology

2. Select images

3. Crop image to final size

4. Size image

5. Convert to different colour modes

6. Apply filters and other adjusters

7. Create and manipulate layers and channels

8. Clip path

9. Verify image quality

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in analysing, evaluating and presenting information

3. Compliance with safety requirements

4. Adherence to organizational policies and procedures

5. Adherence to copyright, moral right and intellectual property rights

RELATED CONTENT

 The relevant sources may include:  Electronic media includes:

- brief describing and specifying the - disk work to be completed - CD - supervisor - tape - written instructions - cartridge - diagrammatic instructions - removable drives - visual sources - transmission technologies such as - verbal instructions ISDN - modems  Output devices include:  Photo libraries sources include: - laser printers - disk - computer hard drive - CD - CD-ROMS - film image setters - zip drives - paper image setters - Internet

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RELATED CONTENT (Cont'd)

 Images include:  Image modifications include:

- typographic and graphical images in - size manipulation black and white and colour - cropping - files from a variety of sources - adding effects - animations  Cropping specifications include: - colour retouching - repeated adjustments to image - fitting unusual shapes - making image more dramatic  Image flaws include: - straightening a horizon line - removing distracting elements - moiré - enlarging small portions - dust - scratches  Applications include:  Colour mode includes: - print press - web - RGB - desktop publishing - CMYK - e-book - Greyscale

 Effect of filter includes:  Filters include:

- colour correction - blurring - sharpening image - adding light source - creating a variety of special effects - sepia toning - adding grains  Layer management includes: - embossing

- merging  Extending capabilities involves: - flattening - exploring techniques by making  Clipping path includes: practice pieces, test pieces, mock-ups or samples - text - testing materials and their application - vector object

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MODULE 6 PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

 Materials include:  Determining techniques include:

- range of papers of differing weights and - looking at consistency with the brief for textures the design - wood - ease of application - board, fabrics - access to materials, tools and - perspex equipment required for the production - metal surfaces of the graphic design - drawing implements - personal affinity with medium and - wet mediums materials - inks - access to specialist support services

 The images captured for designs  Tools and equipment include: including designs for: - drafting table and equipment - posters - computer - banners - appropriate software, e.g. Adobe - corporate stationery Photoshop, Illustrator, PageMaker, - annual reports Freehand, CAD, Quark Express, - logos PowerPoint - corporate presentations - scanner - invitation - printer - book design - digital camera - visual merchandising - storage devices - advertising - projection equipment and screens - web design

 Maintaining equipment and materials involves:

- saving files - shutting down computers - turning off power supply - replacing protective covers - replenishing paper supply - charging batteries - deleting image files from memory cards

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RELATED CONTENT (Cont'd)

 File formats include:  The conceptual vision may be determined by the subject matter or - JPEG theme for the work and includes: - GIF - the body  Workplace procedures relate to such - identity things as: - land and place - political - safety - cultural - use of materials - social issues - recycling - spiritual concerns - cost control - the relationship of the work to a - reporting theoretical and historical context - elements and principles of design  Documentation includes:

- recording cost and time - labelling work - saving documents - written rationale or description

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MODULE 6 PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Lecture/Discussion

 Provide learners with an interactive discussion covering the following topics:

o information sources o photo editing equipment and material o industry standards and best practices o copyright infringements o reading and interpreting technical information o capturing and processing images o manipulating images o software selection process o principles of design

Assess learners understanding of the material through a written test and/or quiz. Provide learners with clarity where necessary.

Demonstration

 Using multimedia resources available, demonstrate to learners the effective use of computer applications to alter and output images and the application of appropriate effects and colour modes. Various aspects of digital image manipulation should be demonstrated. Allow learners to have hands on experience in these activities. Field questions from learns and provide clarification where necessary.

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MODULE 6 PRODUCING DIGITAL ART

UNIT THREE: PRODUCE SIMPLE ARTWORK

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Outline the process of identifying and selecting equipment/materials and techniques with the capabilities of producing required artwork

2. State procedures for preparing and maintaining relevant equipment/materials

3. Explain steps required to ensure that different techniques, equipment and materials are used/combined to extend capabilities and enhance applications

4. Examine processes for transforming supplied information into the conceptual vision for the proposed artwork

5. Discuss the advantages of sequencing work activities and identifying work processes and resource requirements as directed

6. State how to organize resources required for the production of the proposed artwork based on the plan of work

7. Discuss ways of ensuring that techniques, equipment and materials are safely used and manipulated appropriately to realize the conceptual vision

8. Outline the benefits of ensuring that feedback is sought from appropriate personnel and is used to improve work where required

9. Explain the importance of storing artwork in the required format and medium as directed, and completing and storing all required documentation

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Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Follow work instructions

2. Use tools and equipment safely

3. Produce artwork

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Safety-consciousness when using tools and equipment

2. Adherence to organizational and industry standards and best practises

3. Accuracy in interpreting technical information

4. Consistency in planning and organizing work

5. Accountability for results

6. Goal-oriented

7. Adherence to deadlines

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RELATED CONTENT

 Materials include:  Determining techniques include:

- range of papers of differing weights - looking at consistency with the and textures brief for the design - wood - ease of application - board - access to materials, tools and - fabrics equipment required for the - perspex production of the graphic design - metal surfaces - personal affinity with medium and - drawing implements materials - wet mediums - access to specialist support services - inks  Techniques include:  Maintaining equipment and materials involve: - hand drawn illustration, lettering - hand building (displays, - saving files installations, mock-ups) - shutting down computers - digital imaging - turning off power supply - preparing work for printing - replacing protective covers processes - replenishing paper supply - charging batteries  Conceptual vision may be - deleting image files from memory determined by the subject matter or cards theme for the work and include: - sourcing and selecting various storage devices - the body - identity  Workplace procedures relate to such - land and place things such as: - political - cultural - safety - social issues - use of materials - spiritual concerns - recycling - the relationship of the work to a - cost control theoretical and historical context - reporting - elements and principles of design

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RELATED CONTENT (Cont’d)

 The approach encompasses:  The artwork includes design for:

- the parameters of the brief - posters - design solutions - banners - choice of medium and materials - corporate stationery - aesthetic considerations - annual reports - logos  Extending capabilities involve: - corporate presentations - invitation - exploring techniques by making - book design practise pieces, test pieces, mock- - visual merchandising ups or samples - advertising - testing materials and their - web design application  Documentation includes:  Resources include: - recording cost and time - drafting table - labelling work - lighting and power requirements - saving documents - electronic equipment - written rationale or description - process-specific needs - process history to maintain integrity of intellectual originality  The relevant sources include:

- brief description and specifications of the work to be completed - supervisor - written instructions - diagrammatic instructions - visual sources - verbal instructions - historical references

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Discussion

 Initiate discussions with learners to observe the extent of their knowledge of producing simple artwork. Ask random questions, and then assess replies in accordance with the Competency Standards. Ask questions related to the following aspects of the topic:

- preparing and maintaining resources for work - exploring techniques to plan work - producing artwork - prior work experience

Observe answers received and respond in accordance with the requisite Standards, giving guidance and encouragement as necessary.

Drill-and-Practice

 Have learners form small teams (no more than five members per team). Prepare questions, diagrams, pictures, etc. on types, parts and functions of machinery and equipment used for producing artwork. The teams should compete to:

- identify (name) machinery and equipment from pictures and/or listening to the functions of machinery and equipment read to them - answer questions on functions of machinery and equipment shown to them - label parts of machinery and equipment

The winning group is the one that correctly answers most questions.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Research

 Place learners in small groups with group appointed leaders. Have them review article entitled Freebyte’s Guide to Free Graphics Software at website: http://www.freebyte.com/graphicprograms/

Let them select and download suitable graphics editing software from the vast repository, and carry out editing exercises, placing particular emphasis on the following as they work:

- compliance with Occupational Health and Safety requirements and industry standards - working in accordance with organizational policies, procedures and quality requirements - production of artwork which demonstrates a command of selected techniques and which are consistent with the conceptual vision - increasing capabilities of techniques, material and equipment appropriately - knowledge of equipment and materials and how they are used and extended in the production of digital images - planning and organizing work to produce artwork consistent with work specifications and industry practise

Let them design and create a presentation using an appropriate computer application. Facilitate question and answer session to accommodate discussion and feedback.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Resource Personnel

 Have a resource person address learners with a view to enhancing their understanding of the production of simple artwork. Ask resource person to explain, and where possible demonstrate the following areas:

- equipment and materials used in the production of artwork - work space requirements for the production of artwork, including ways of organizing and maintaining space - ways of exploring, adapting and combining techniques to achieve different effects in designing artwork - principles of design - application of principles of design to the production of digital artwork - maintenance of equipment used in producing artwork - historical and theoretical contexts for digital imaging work - copyright, moral rights and intellectual property issues - organizational and legislative Occupational Health and Safety procedures in relation to digital imaging work - industry standards and best practises

 Let learners ask related questions to broaden their knowledge of the subject. Convene a discussion afterwards, where feedback can be used for reinforcement of learning.

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UNIT FOUR: CREATE VISUAL DESIGN COMPONENTS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Outline procedures for clarifying types of visual design components and targeting user/audience

2. Identify factors that may affect visual design concepts including design techniques

3. State the importance of reviewing sources that may inspire/generate feasible visual design ideas

4. Discuss the importance of presenting visual designs to relevant persons using design techniques

5. Outline steps for undertaking experimentation with traditional digital imaging techniques to create required visual design components

6. Examine typographical and visual design elements for creating the components

7. Discuss initial design ideas/specifications with relevant personnel to select final design concept

8. Examine steps to ensure appropriate output format meets delivery requirements

9. Outline methods/procedures for developing structures for components based on final design concept

10. Describe methods of applying visual design principles and communication principles to produce components

11. State the importance of saving visual design in an appropriate format

12. Outline procedures for reviewing visual design components

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Knowledge Requirement (Cont'd)

13. State relevance of discussing and confirming additional requirements/modifications necessary

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Clarify work requirements

2. Generate ideas

3. Assess ideas

4. Plan approach

5. Produce visual design components

6. Finalise visual design components

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in analysing, evaluating and presenting information

3. Collaborative approach to work

4. Attention to details

5. Adherence to deadlines

6. Adherence to organizational policies and procedures

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RELATED CONTENT

 Components include:  Relevant personnel includes:

- 2D animation objects - art director - backgrounds - asset creator - banners - client - basic user interfaces - editor - colours - producer - flow charts - programmer - icons - supervisor - illustrations - technical director - interactive buttons - technical staff - interactive controls - other specialist creative and - logos administrative staff - simple 2D animation characters - text  Formats include: - titles - other components required by the - bitmap image project - digital formats, such as: o Gif  Design techniques include: o Jpeg o Pdf - drawing freehand o Tiff - drawing on a tablet o Pict - flow charts o Png - scanning drawings and photographs o Psd - storyboards o Html - thumbnail sketches - hard copy - using graphics software, such as: - vector image o Corel Draw o Corel Paint Shop Pro o Photoshop o Photoshop Elements o Illustrator o Paint.net o Fireworks

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RELATED CONTENT (Cont'd)

 Delivery platforms include:  Visual design elements include:

- Blu-ray - colour - CD - form - DVD - line - external hard disk, such as universal - shape serial bus (USB) flash drive - texture - internal hard disk - tone - film - games console  Visual design principles include: - internet - kiosk - balance - mobile phone - emphasis - other wireless/mobile devices - focal point - personal digital assistant (PDA) - movement - print media - perspective - television - proportion - scale  Typographical design elements include: - unity

- alignment  Enterprise policies and procedures - fonts and typefaces involve: - kerning - leading - safety requirements - point and size - documentation procedures - serif or sans serif - operating procedures - tracking - process governing communication - use of templates  Communication principles include: - privacy and security policies

- communicates message  Occupational Health and Safety - conveys meaning standards include: - meets audience requirements - uses functional components - organisational requirements - statutory requirements - vendor requirements - ergonomic requirements - environmental requirements

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research/Presentation

 Have learners carry out research on current industry practices, visual design commutation principles, basic design principles of layout, composition and current industry design and development methodologies. Each learner will be required to prepare a short presentation. Allow class to critique the presentations and offer feedback where necessary.

Observational Visit

 Provide opportunities for learners to visit established organizations where arrangements should be made for them to get first-hand view and demonstrations on creating visual designs and developing concept ideas. Encourage learners to take notes. After the observational visit, have learners’ present reports on what they have learned. Provide feedback and guidance where necessary.

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Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. Bradley, B. (n. d.). 5 secrets of Photoshop crop tool. Retrieved October 4, 2013, from http://digital-photography-school.com/5-secrets-of-the-photoshop-crop-tool

2. Cotterill, T. (2012). How artist develop their artistic vision. Retrieved October 4, 2013, from http://thomascotterill.wordpress.com/2012/07/29/how-artists-develop-their-artistic- vision/

3. Crop module. (n. d.). Retrieved October 4, 2013, from http://docs.toonboom.com/help/harmony/#HAR/Stage/020_Export/014_H4_Crop_Modul e_.html

4. Game design artists. (n. d.). Retrieved October 4, 2013, from http://www.animationarena.com/game-design-artist.html

5. Halford, E. (n. d.). Think inside the box - Cropping for maximum impact. Retrieved October 4, 2013, from http://digital-photography-school.com/think-inside-the-box- cropping-for-maximum-impact

6. How to make an animation pitch bible that sells itself. (n. d.). Retrieved October 4, 2013, from http://chrisoatley.com/animation-pitch-bible/

7. How to use Photoshop CS6 Crop Tool. [Video]. Retrieved October 4, 2013, from http://www.youtube.com/watch?v=ss3MFY1Kxzc

8. Methodologies for information-gathering. (n. d.). Retrieved October 4, 2013, from https://www- secure.ifrc.org/dmis/response/humanresources/Gender_web_Version/Tools/programmes/ different_methods.htm

9. Research methods. (n. d.). Retrieved October 4, 2013, from http://www.statpac.com/surveys/research-methods.htm

10. Rowse, D. (n. d.). How to crop images. Retrieved October 4, 2013, from http://digital- photography-school.com/cropping-for-impact

11. Smith, B. (n. d.). Crop and chop. Retrieved October 4, 2013, from http://digital- photography-school.com/crop-and-chop`

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MODULE 7 CREATING 2D ANIMATION

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITCMED3042A, ITCMED0802A and ITCMED0972A. It consists of three units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to create 2D animation.

Unit One focuses on the application of the principles of animation in creating animations using traditional principles.

Unit Two focuses on the requirements for using digital animation techniques and industry standard software to create 2D animation for a range of media applications. It deals with identifying animation requirements, identifying scope of 2D animation software, producing key drawings for animation and producing and evaluating 2D animation

Unit Three looks at the utilisation of authoring tools to produce discrete interactive animations. It further focuses on the processes involved in identifying, and using authoring tools in the production of interactive sequences.

Suggested Module Time: 150 Hours

UNIT ONE: REVIEW AND APPLY THE PRINCIPLES OF ANIMATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Compare and contrast traditional animation process and computer genereated animation

2. Examine the uses of the twelve principles of animation

3. Identify essential components to produce quality 2D/3D animation

4. Discuss scene layout techniques and storyboarding techniques used in traditional animation

5. Describe the key animation process

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Knowledge Requirement (Cont'd)

6. States procedures for producing sample key drawings

7. Examine criteria for selecting animation keys to be used in animation sequences

8. Discuss procedures for creating short animation key drawings, line image recordings and short animated sequences

9. Examine procedures for creating animated sequences which utilise traditional animation principles using various modelling and animation software

10. Discuss procedures and appropriate storage mediums for saving/storing animated sequences

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Prepare traditional animation process and the sequence of its component parts

2. Prepare scene layout

3. Prepare storyboard

4. Nominate appropriate animation keys in a proposed animation sequence

5. Create short animation

6. Apply traditional animation principles to 2D animation

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Attention to details

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Attitudinal/Critical Employability Skills Requirement (Cont'd)

2. Adherence to production deadlines

3. Effectiveness in communication

4. Thoroughness in analysing, evaluating and presenting information

5. Collaborative approach to work

6. Adherence to organizational policies and procedures

7. Plan and organize work

RELATED CONTENT

 Traditional animation techniques  Twelve (12) principles of animation include: include:

- concept creation - anticipation - key drawings - appeal - production planning - arcs - research - exaggeration - script development - follow through and overlapping action - storyboarding - secondary action - 'inbetweening’ and ‘tweening’ - slow in and slow out drawings - solid drawing - squash and stretch  Line images include: - staging - straight ahead action and pose to pose - software-generated, e.g. Photoshop, - timing Illustrator and Flash - traditionally drawn (pen and ink)

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RELATED CONTENT (Cont'd)

 Animation file formats is entirely based  Modelling and animations software include: on how complex the animation is. Some of these formats include: - 3-D Studio Max - Animator Pro - .swf - Blender - .gif - Bodypaint - .ani - Cinema 4D - .apng - Combustion - .fla - CorelDraw - .swi - Deep paint - .mng - Electric Image - .webp - Form Z - .eva - Houdini - Illustrator  Occupational Health and Safety standards - Lightwave include: - Maya - Photoshop - organisational requirements - Pixie - statutory requirements - POV-Ray - vendor requirements - Renderman - ergonomic requirements - Soft Image or XSI - environmental requirements - Z Brush

 File sized vary depending on the aspect of  Enterprise policies and procedures involve: animation and its complexity. Sizes include: - safety requirements - documentation procedures - Bytes - operating procedures - Kilobytes (kb) - process governing communication - Megabytes (mb) - use of templates - Gigabytes (gb) - privacy and security policies

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RELATED CONTENT (Cont'd)

 Equipment or media includes:

- Blu-ray - CD - DVD - external hard disk, such as universal serial bus (USB) flash drive - internal hard disk

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research

 Allow learners to forms groups of no more than two (2). Require each group to carry out research on the following areas:

 The twelve 12 principles of animation and their purpose  Examples of each principle of animation  Cell animation  Stop-motion animation  Differences between computer animation and traditional animation  Key animation process

Each group should present their research to the class for critique. Provide learners with feedback and clarity where needed.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media) (Cont’d)

Field Based Study

 Provide opportunities for learners to visit established organizations where arrangements should be made for them to get first-hand view on the application of animation principles and techniques. Encourage learners to take notes. After the observational visit, have learners present reports on what they have learned. Provide feedback and guidance where necessary.

Demonstration/Guided Practice

 Using available multimedia resources and software, provide demonstrations and/or illustrations to learners covering the following areas:

o scene layout techniques o storyboarding techniques o producing sample key drawings and short animation key drawings o producing line image recording of drawings o creating a short animation sequence

Have each learner produce a sample of the above and provide guidance where necessary. For additional support, guide learners ref to the resources available in the reference section of this module.

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MODULE 7 CREATING 2D ANIMATION

UNIT TWO: CREATE 2D DIGITAL ANIMATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Explain the importance of discussing design brief and storyboard with relevant personnel

2. State the necessity of clarifying all 2D animation requirements including production and technical specifications with relevant personnel

3. Identify range of industry standard 2D animation software and computer assisted animation techniques

4. Discuss procedures for assessing software compatibility with production and technical requirements and specifications

5. Explain how to identify and select appropriate software for specified multimedia delivery platform

6. Discuss software with relevant design personnel to ensure selection will meet specified outcomes

7. Examine procedures for producing key drawings to reflect the animation requirements

8. Outline steps for producing sufficient key drawings to establish required action or design while ensuring they meet production, creative and technical requirements

9. State the importance of complying with soundtrack breakdown when producing drawings

10. Discuss strategies for producing key drawings within the constraints of production

11. State the importance of clearly labeling key drawings in accordance with job requirements

12. Outline steps for using correct procedures to import key drawings into selected 2D animation software

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Knowledge Requirement (Cont’d)

13. Discuss steps for combining objects into a single animated stream

14. Outline procedures for creating static/moving backgrounds as required and integrating animated objects into static/moving backgrounds

15. State the importance of using animation techniques appropriate for software

16. Discuss strategies for incorporating sound and transitions where necessary

17. State the importance of saving, storing and using appropriate file formats and file management procedures

18. Outline strategies for presenting animation sequences to relevant personnel for detailed responses and recommendations

19. Explain the importance of discussing additional requirements/modifications for overall designs or animations to undertake necessary amendments

20. State how to incorporate design changes to complete 2D animations

21. Discuss the importance of obtaining final agreement from relevant personnel for finished 2D animation sequences

Performance Requirements

The following are specific tasks that learners must perform to the required standards.

1. Identify animation requirements

2. Identify scope of 2D animation software

3. Produce key drawings for animation

4. Produce animation at defined frame rates

5. Produce 2D animation

6. Evaluate animation

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Skilfulness in planning and organizing

2. Effectiveness in communication

3. Clarity in providing and applying technical information

4. Accuracy in choosing appropriate software to develop 2D animations

5. Attention to details

6. Accuracy in carrying out procedures

7. Adherence to organizational policies, requirements and procedures

8. Responsiveness in addressing problems

9. Analytic in evaluation and problem solving

10. Team oriented

11. Adherence to deadlines

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RELATED CONTENT

 Production constraints include:  Objects include:

- timeline - characters - deadline - props - budget - overlays - resources - underlays - purpose - audience  Animation techniques include: - storyboard - script - acceleration/deceleration - audio integration  Production specifications include: - hinges and pivots - frames – frame animation - budget - looping backgrounds - resources - morphing/object exaggeration - purpose - motion paths - audience - registration points - storyboard - rotation - script - speed/motion blur

 Technical specifications include:  Relevant personnel includes:

- file format - art director - file size - audio asset creator - operating system - designer - hardware specifications including - director memory size, RAM - graphic artist - delivery platform - instructional designer - media form - navigator designer - project manager  Resources include: - system support personnel - other technical specialist - hardware - software - personnel

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RELATED CONTENT (Cont’d)

 Animation software includes:  Delivery platforms include:

- 3-D Studio Max - internet - Animator Pro - Blu-ray - Toon Boom - CD - Blender - DVD - Bodypaint - external hard disk, such as universal - Cinema 4D serial bus (USB) flash drive - Combustion - internal hard disk - CorelDraw - film - Deep paint - games console - Electric Image - kiosk - Form Z - mobile phone - Houdini - Beta-cam - Illustrator - PDA (personal digital assistant) - Lightwave - video - Maya - title sequences - Photoshop - credit sequences - Pixie - background graphics - POV-Ray - animation techniques such as stop - Renderman motion, analogue - Soft Image or XSI - other mobile devices - Z Brush - Director  Key drawings include: - Flash - details outlined in the storyboard and  Animation techniques include: design brief - director's instructions - motion blur - soundtrack breakdown - object exaggerations  Sufficient quantity of key drawings/animated images include:

- producing a variety of graphic styles - involving a broad range of graphic styles and techniques

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RELATED CONTENT (Cont’d)

 Key drawings/animated images  Documentation includes: include: - computer generated - registered hand drawn images - manually written - electronic compiling - production schedules - computer-generated forms and - manufacturing schedules actions - manufacturer's specifications/instructions  Transitions include: - contracts - edit decision lists (EDLs) - cuts - fault reports - mixes - list of sequences with relevant - wipe keys short numbers - special effects - assembly order - dissolves - marked up scripts - fade in - marked up transcripts - fade outs - supers - subtitles

 2D animations include:

- basic games - buttons - characters - illustrations - logos - morphs - objects - puzzles - simulated sequences - text - titles and credits

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Demonstration

 Demonstrate for learners how to identify animation requirements including design specifications and scope for 2D animation. Demonstrate how to use industry standard software such as ToonBoom Animate Pro and Maya 2D to produce key drawings and 2D animation. Following the demonstration, present learners with resources to produce and evaluate 2D animations. At the end of the exercises, follow-up questions may be asked to ensure learners’ understanding of materials. Allow learners to discuss their completed animation with a partner.

Research

 Have learners conduct research on 2D animations in the media to review websites they may have located on different animations platforms. This could be anything from simple roll over effects to banners and scripting to gain an understanding of the factors that are needed to be considered when creating a different animation platform. Have them look at the load times and the compression and optimisation settings that are needed and testing across a range of platforms that may include mobile technologies. Discuss with them the importance of considering the needs of the users or the people that will look at the site and how to meet the requirements of the client.

Let learners use appropriate computer application such as PowerPoint to present their findings. Reinforce the research with group discussions.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Simulation of Activities

 Prepare a virtual classroom for learners to watch varied online video tutorials such as Edge Animate Essential Training, Creating an Animated Info Graphic with Edge Animate by Chris Converse, Fundamentals of Flash Animation by Kelly McCathran and 21CC Animating with Stop Motion software instructional video.

N. B. 21CC Animating with Stop Motion software instructional video demonstrates the animation process.

Guide the groups step-by-step through the instructions described in the video to ensure they have the correct preferences and project properties set up and that the software is picking up the plugged in DV camera and not the inbuilt one. All of the instructions for these settings are described in the video.

Check that learners have secured their background artwork to the table and the DV camera is facing downward and the picture is well framed. Allow the learners to begin taking frames. Give each learner a different role, one can be the camera operator, one can be the director, and the others can concentrate on moving the characters. Roles can also be rotated during this process. Ask learner to make small movements in between each frame to create a smoother animation. Remind them to use the onion-skinning technique described in the video to help guide their movements.

Once all the groups have taken all their frames, guide them through the process of exporting their movie as described in the instructional video. At the end of the lesson, play the animations back to the whole class. Discuss what has worked well and what could be improved next time.

Have procedures executed in partnership with private sector companies using assets provided by them that relate to real world animation productions.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Research/Project

 Using the internet (YouTube videos) as a guide, have learners create a 2D animation of the following:

1. run cycle 2. walk cycle 3. pendulum 4. changing facial expressions

Have learners present their projects to the class. Provide feedback where necessary.

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MODULE 7 CREATING 2D ANIMATION

UNIT THREE: USE AN AUTHORING TOOL TO CREATE AN INTERACTIVE SEQUENCE

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Identify a range of appropriate authoring software

2. Discuss with relevant personnel the range of authoring software and their application to various delivery platforms

3. Explain the importance of examining design specification and technical requirements of the project with relevant personnel in order to select appropriate authoring software

4. Outline steps for loading selected authoring software

5. Discuss steps for creating new files for specific tasks

6. State the importance of naming files using standard naming conventions

7. Outline procedures for displaying and using tools and features of authoring software relevant to the authoring process

8. Examine strategies for importing multimedia components into authoring tool

9. Discuss strategies for using design principles to design screen and layout according to creative and production requirements

10. Outline tasks for creating buttons and other interactive elements

11. Discuss strategies for linking all components according to storyboard

12. State procedures for saving sequences in appropriate format

13. Outline steps for ensuring all links function

14. Discuss methods of presenting sequence to relevant personnel

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Knowledge Requirement (Cont'd)

15. State relevance of incorporating changes as required

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Plan use of authoring tool

2. Prepare to use authoring tool

3. Use authoring tool

4. Produce interactive sequence

5. Check functionality of interactive sequence

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Thoroughness in analysing, evaluating and presenting information

3. Compliance with safety requirements

4. Plan and organize work

5. Commitment to applying quality procedures

6. Cooperative when working in a team

7. Adherence to organizational policies and procedures

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RELATED CONTENT

 Authoring software includes:  Relevant personnel include:

- Page mill - designer - Front-page - trainer - Dream weaver - supervisor - Flash - programmer - Director - graphic designers - Hyper Studio - instructional designers

 Delivery platforms include:  Design specifications include:

 CD - content inventory - DVD - interactive script - internet - personas - kiosk - storyboard - mobile phone - target audience - personal digital assistant (PDA) - technical requirements, such as: - other wireless/mobile devices o delivery platform o screen resolution and size  Multimedia productions include or be o templates, style sheets and themes included in: o bandwidth information o user interface design - aspects or sections of film/video production: o feature  Visual design principles include: o documentary o short film and/or video - balance o animations - emphasis o commercials - focal point o live or pre-recorded performances - movement o music video - perspective - television production of any type - proportion (music, drama, comedy, variety, sport) - scale - unity

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RELATED CONTENT (Cont'd)

 Multimedia productions include or be  Media assets include: included in (Cont'd): - animation - live or pre-recorded television - audio productions - documents, such as PDF, Word, - educational product PowerPoint and Excel - game - graphics - promotional product - photo images - information product - text - training product - video - e-commerce  File formats include:  Interactive media components include: - DIR/DCR - backgrounds - FLA/SWF - banners - GIF - icons - HTML - interactive buttons - JPEG - interactive controls - MOV - logos - MPEG - text - PDF - titles - PICT - user interface - RTF - TIFF - WMV.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Practical

 Have learners develop several discrete interactive sequences and use appropriate authoring software to proficiently author them by applying style sheets, templates or themes. Encourage diligence to ensure accuracy and attention to detail in the process. Have classmate critique each other's work. Provide clarity and feedback.

Lecture/Discussion

 Provide learners with an interactive and engaging discussion covering the following topics:

o managing files and creating appropriate directories o efficiently use a computer, including keyboard shortcuts o roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders o basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects o basic knowledge of the features of a range of delivery platforms o file formats of digital media assets and basic optimisation techniques

Following the discussion, follow-up questions should be asked and/or quiz to ascertain learners understanding of the material.

Observational Visit

 Provide opportunities for learners to visit established organizations where arrangements should be made for them to get first-hand view and demonstrations of using authoring tools to create interaction sequences. Encourage learners to take notes. After the observational visit, have learners present reports on what they have learned. Provide feedback and guidance where necessary.

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Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. 12 basic principles of animation. (n. .d). Retrieved November 25, 2013, from http://en.wikipedia.org/wiki/12_basic_principles_of_animation

2. 12 traditional Animation techniques in toonboom. (n. .d). Retrieved November 25, 2013, from http://www.digitaltutors.com/tutorial/1201-Traditional-Animation-Techniques-in-Toon- Boom-Harmony

3. A look behind the scenes at key animation process. (n. .d). Retrieved November 25, 2013, from http://animeshinbun.com/news/1037620/a-look-behind-the-scenes-at-key-animation- process

4. Animation file formats. (n. .d). Retrieved November 25, 2013, from http://www.graphicsacademy.com/formatx_animation.php

5. Basile, N. Animation techniques. (n. .d). Retrieved November 25, 2013, from http://animatedtv.about.com/od/showsaz/ss/animation101.htm

6. Basile, N. Cel animation - Steps animators use to create a cartoon. (n. .d). Retrieved November 25, 2013 from http://animatedtv.about.com/od/thesimpsonsfaq/a/celanimation.htm

7. File format for animation. (n. .d). Retrieved November 25, 2013, from http://fileformatforanimation.weebly.com/

8. Key frames. (n. .d). Retrieved November 25, 2013, from http://en.wikipedia.org/wiki/Key_frame

9. Lasseter, J. (1987). Principles of traditional animation applied to 3D computer animation.

10. Principles of traditional animation applied to 3D computer animation. (n. .d). Retrieved November 25, 2013, from http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation /principles/prin_trad_anim.htm

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REFERENCES

11. Sanders, A. (n. d.). What's the difference between traditional animation and computer animation? Retrieved November 25, 2013, from http://animation.about.com/od/faqs/f/faq_companim.htm

12. The principles of animation. (n. .d). Retrieved November 25, 2013, from http://www.evl.uic.edu/ralph/508S99/contents.html

13. Traditional animation. [Video]. (n. .d). Retrieved November 25, 2013, from http://www.youtube.com/channel/HCnP-COlt1W4I

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MODULE 8 CREATING 3D ANIMATION

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITCMED3022A and ITCMED3083A. It consists of two units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to create 3D animation.

Unit One examines the application of basic 3D animation skills to create animations for inclusions in media products, short stand-alone animated sequences and basic games. The unit further looks at creating animation using a range of current industry software.

Unit Two looks at strategies used to locate, identify, select and use various 3D animation toolsets. It also looks at the initiation and utilisation of application-support materials.

Suggested Module Time: 105 Hours

UNIT ONE: CREATE 3D DIGITAL ANIMATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the importance of clarifying 3D animation requirements and design specifications from production documentation and work flow sequences

2. Discuss the value of examining models to be animated to determine most appropriate animation technique

3. Identify file formats, delivery platforms for animated sequences and factors influencing animation design approach

4. State the importance of researching creative sources that inspire visual design ideas

5. Discuss procedures for generating technically feasible animation ideas

6. Outline methods and importance of presenting animation ideas to relevant personnel using appropriate design techniques

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Knowledge Requirement (Cont'd)

7. State relevance of adjusting approach to incorporate feedback and agree on final design concepts

8. Explain the importance of discussing and selecting 3D animation software to ensure animated sequences meet specified outcomes

9. Discuss strategies for analysing audio assets supplied for animations as required

10. Examine animation techniques used to create 3D animations to suit design requirements

11. Discuss strategies for applying basic animation principles, screen principles, visual design principles and communication principles

12. State procedures for applying real world camera techniques to virtual cameras used in 3D animation

13. Outline steps for saving/storing animated sequences using appropriate file formats, standard naming conventions and version control protocols

14. State relevance for presenting 3D animated sequences to relevant personnel for evaluation by agreed deadlines

15. Discuss the importance of reviewing animated sequences to assess creativity, appropriateness and technical feasibility

16. Explain the rationale for reviewing to identify additional requirements and/or modifications required

17. State the importance of completing and confirming changes with relevant personnel as required

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Clarify animation requirements

2. Plan approach

3. Produce animated sequences for review

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Performance Requirement (Cont'd)

4. Save/store animated sequences using appropriate format

5. Finalise animated sequences

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Effectiveness in communication

2. Attention to detail

3. Adherence to production deadlines

4. Plan and organise work

5. Thoroughness in analysing, evaluating and presenting information

6. Compliance with safety requirements

7. Adherence to organizational policies and procedures

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RELATED CONTENT

 Production documentation includes:  3D animation includes:

- animatics - 3D elements - brief - 3D panoramas - storyboard - basic games - technical specifications - buttons - characters  Design specifications include: - illustrations - logos - characters and objects - models - key frames - morphs/blend shapes - objects - puzzles - references - simulated sequences - samples - text - script - titles and credits - storyboard - technical specifications, including: o output file format o version control protocols o output file size o operating system o hardware specifications, including memory size, Random Access Memory (RAM) o delivery platform o media form

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RELATED CONTENT (Cont'd)

 Animation techniques include:  Relevant personnel includes:

- acceleration/deceleration - 3D modeller - audio integration - 3D producer - dynamic simulation - animation director - hierarchies - audio asset creator - hinges and pivot points - director - hybrid method - graphic artist/designer - key frames - instructional designer - layered animation - lead animator - looping backgrounds - matte painter - morphing/object exaggeration - system support personnel - motion capture - other technical and specialist personnel - motion paths - pose to pose animation  File formats include: - registration points - rotation - AAS - scripted animation - ACT - speed/motion blur - ANI - straight-ahead animation - ANM - ANS  Delivery platforms include: - AVI - AWA - compact disc (CD) - AWM - DVD - CEL - universal serial bus (USB) flash drive - CFT - film - CMV - games console - DIR/DCR - internet - FLA/SWF - kiosk - FLC - mobile phone or device - FLI - PDA (personal digital assistant) - FLX - video - GIF - HTML - IFF - JPEG - LWOB - M3D

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RELATED CONTENT (Cont'd)

 Design techniques include: File format include (Cont'd):

- digitally generated illustrations of - MMM objects and/or characters - MOV - freehand sketches - MPEG - fully rendered hand-drawn illustrations - MWF - story trees - PNG - storyboards - QTVR - SEC  Animation software includes: - TIFF - VAN - 3-D Studio Max - VUE - Animator Pro - AutoCAD  Factors include: - AutoCAD Revit 9 - Blender - budget - Bodypaint - purpose of animation - Cinema 4D - resources - Combustion - target audience - CorelDraw - timelines - Deep paint - Electric Image  Audio assets include: - Form Z - Houdini - music - Illustrator - narration - Lightwave - sound effects - Maya - Photoshop - Pixie - POV-Ray - Renderman - Rhino - Shake - Soft Image or XSI - Z Brush

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RELATED CONTENT (Cont'd)

 Screen principles include:  Animation principles include:

- camera techniques - anticipation - editing, including basic transitions - asymmetry in body and facial poses - framing - balanced poses - lighting - exaggeration - montage - movement in arcs - narrative - overlapping actions and follow-through - story-telling - pacing/timing - style/genre - secondary actions - singularity of message  Communication principles include: - squash and stretch - staging - communicating the message - strong silhouette in poses - conveying meaning - weight - meeting audience requirements - using functional components  Visual design principles include:

 Occupational Health and Safety - balance standards includes: - composition - emphasis - organisational requirements - movement - statutory requirements - perspective - vendor requirements - proportion - ergonomic requirements - scale - environmental requirements - unity

 Enterprise policies and procedures involves:

- safety requirements - documentation procedures - operating procedures - process governing communication - use of templates - privacy and security policies

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Lecture\Discussion

 Initiate discussions with learners to observe the extent of their knowledge of creating 3D digital animation. Ask random questions, and then assess replies in accordance with the Competency Standards. Ask questions related to the following aspects of the topic:

- roles and responsibilities of the project team - stages in the production process from initial design through to finished product - issues and challenges that may arise - basic 3d digital animation techniques - basic screen principles - principles of animation - principles of visual design and communication - delivery platforms - current industry trends

Observe answers received and respond in accordance with the requisite Standards, giving guidance and encouragement as necessary.

Drill-and-Practice

 Have learners form small teams (no more than five members per team). Prepare questions, diagrams, pictures, etc. on skills needed for the creation of 3D digital animation. Each team will be assessed on the following:

- using conceptual and creative skills - generation of feasible ideas for animated sequences - using current industry animation software to develop animated sequences - application of the principles of basic screen, visual design, communication and animation - management of files and directories using appropriate naming conventions/version controls

Provide feedback and clarity where needed.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media) (Cont'd)

Research/Project

Place learners in small groups with group appointed leaders. Let them select and download suitable graphics editing/animation software from the vast repository, and create a basic 3D animation sequence which should incorporate an interactive 3D logo of a Company of their choice. Each group will present their final product to the class for critique. Facilitate question and answer session to accommodate discussion and feedback.

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UNIT TWO: USE 3D ANIMATION INTERFACE AND TOOLSETS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Identify a range of 3D navigation types from chosen 3D modelling and animation software

2. Discuss methods for using navigation, keyboard hot keys and input procedures

3. Identify common toolsets of 3-D animation software

4. Outline steps for identifying and analysing 3-D application menus and specific category types

5. Discuss steps for selecting and using common 3D transformation types and application- specific toolsets

6. State the relevance for associating menu categories as with specific tasks

7. Discuss the importance of consulting with relevant personnel and utilizing application hot keys

8. State the importance of identifying and researching the range of reference material and native application support procedures

9. Outline methods of presenting reference material for use in 3D animation processes

10. Discuss steps for accessing and using support material through hotkey and application menus in consultation with relevant personnel

11. Discuss with relevant personnel application file-management procedure types, including opening, importing, saving and exporting

12. State the importance of using application project configuration procedures with relevant personnel

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Knowledge Requirement (Cont'd)

13. Outline steps for preparing and creating required projects

14. Discuss user application feedback with relevant personnel

15. State the importance of using application feedback with inbuilt support documentation to troubleshoot error scenarios

16. Identify variation of user interface windows and panel configurations

17. Outline steps for using custom interfaces for specific requirements based on toolset protocol needs

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Locate and identify 3D application navigation controls

2. Locate and identify 3D animation toolsets

3. Initiate and use application-support materials

4. Identify and plan 3D application import and export procedures

5. Identify and use application feedback

6. Customise application interface

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Attention to details

2. Adherence to deadlines

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Attitudinal/Critical Employability Skills Requirement (Cont'd)

3. Plan and organize work

4. Effectiveness in communication

5. Thoroughness in analysing, evaluating and presenting information

6. Compliance with safety requirements

7. Cooperative when working in a team

8. Adherence to organizational policies and procedures

RELATED CONTENT

 3-D modelling and animation software  3D navigation types include: include: - input procedures - 3Ds Max - keyboard hotkeys - Blender - panning - Cinema 4D - rotating - Houdini - zooming - Lightwave - Toon Boom Pro  Menu categories include: - Maya - Modo - animate - XSI - assets - ZBrush - colour - create  Common toolsets of 3-D animation - create UVs software include: - display - edit - animation - edit mesh - animation curve editors - edit UVs - animation dope sheets - file - content selection lists - geometry

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RELATED CONTENT (Cont'd)

 Common toolsets of 3-D animation  Menu categories include (Cont'd): software include (Cont'd): - help - dynamics - mesh modify - modelling movement - normals - rendering - proxy - rotation - window - scaling - shader or material editors  Reference material includes:

 Relevant personnel include: - blueprints - developmental drawings - animator - internet research - dead-environment designer - museum information - designer - orthographic images - effects artist - photographs - environment designer - schematics - lead animator - video footage - lead artist - lead audio  Application support materials include: - lead designer - modeller - help files - producer - reference material - texturer - troubleshooting - trainer - VFX supervisor  Application file-management procedure types include:

- exporting - importing - opening - saving

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research

 Allow learners to form groups of no more than two (2). Have each group conduct research on the following:

o 3D animation production protocols o development and recording of ideas o fundamental research principles o technical constraints that hardware impose on graphics o common toolsets of 3D animation software o application file-management procedures

Allow each group to present their findings to their peers. Provide clarity where necessary.

Practical\Demonstration

 Using resources available, have each learner develop and record ideas. Have learners interact and navigate with 3D application interfaces, toolsets and file management procedures. Aid learners in the execution and use of 3D application native support. Provide guidance where necessary and provide feedback where possible.

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Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. 12 basic principles of animation. (n. .d). Retrieved November 25, 2013, from http://en.wikipedia.org/wiki/12_basic_principles_of_animation

2. 12 traditional Animation techniques in toonboom. (n. .d). Retrieved November 25, 2013, from http://www.digitaltutors.com/tutorial/1201-Traditional-Animation-Techniques-in-Toon- Boom-Harmony

3. 3D animation process. (n. .d). Retrieved November 25, 2013, from http://www.interactmedical.com/3D-animation-process.html

4. A look behind the scenes at key animation process. (n. .d). Retrieved November 25, 2013, from http://animeshinbun.com/news/1037620/a-look-behind-the-scenes-at-key-animation- process

5. Animation file formats. (n. .d). Retrieved November 25, 2013, from http://www.graphicsacademy.com/formatx_animation.php

6. Basile, N. Animation techniques. (n. .d). Retrieved November 25, 2013, from http://animatedtv.about.com/od/showsaz/ss/animation101.htm

7. Basile, N. Cel animation - Steps animators use to create a cartoon. (n. .d). Retrieved November 25, 2013, from http://animatedtv.about.com/od/thesimpsonsfaq/a/celanimation.htm

8. File format for animation. (n. .d). Retrieved November 25, 2013, from http://fileformatforanimation.weebly.com/

9. Key frames. (n. .d). Retrieved November 25, 2013, from http://en.wikipedia.org/wiki/Key_frame

10. Lasseter, J. (1987). Principles of traditional animation applied to 3D computer animation.

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REFERENCES

11. Principles of traditional animation applied to 3D computer animation. (n. .d). Retrieved November 25, 2013, from http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation /principles/prin_trad_anim.htm

12. Sanders, A. (n. d.). What's the difference between traditional animation and computer animation? Retrieved November 25, 2013, from http://animation.about.com/od/faqs/f/faq_companim.htm

13. Traditional animation.[Video]. (n. .d). Retrieved November 25, 2013, from http://www.youtube.com/channel/HCnP-COlt1W4I

14. The principles of animation. (n. .d). Retrieved November 25, 2013, from http://www.evl.uic.edu/ralph/508S99/contents.html

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MODULE 9 PREPARING MULTIMEDIA PRESENTATIONS

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITIMED2612A, ITIMED0382A, ITIMED0452A, ITIMED0422A, ITIMED0462A and ITIMED2602A.It consists of six units and is designed to enable learners to develop the requisite knowledge, skills and attitudes to prepare multimedia presentations.

Unit One looks at the editing, combining and incorporating audio in multimedia presentation.

Unit Two examines procedures for identifying various formats of digital video and goes further into the designing, editing and presentation of digital video and multimedia sequences.

Unit Three examines how to assess multimedia text software, use multimedia text software, enter and exit software, manipulate and edit text, save and retrieve text, create multimedia text, integrate text elements, run and test text as well as publish text electronically.

Unit Four focuses on how to use digital cameras to incorporate photographs into a multimedia sequence as well as the principles of design.

Unit Five examines how to work with digital imaging, vector images and assess and select 2D software.

Unit Six focuses on the processes involved in integrating different aspects of digital animation into various formats of multimedia presentations through the identification, selection and use of an assortment of software and other tools.

Suggested Module Time: 145 Hours

UNIT ONE: INCORPORATE AUDIO INTO MULTIMEDIA PRESENTATIONS

EXPECTED OUTCOMES:

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Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Describe distinguishing features and uses of analogue and digital audio

2. State the importance explaining audio characteristics and MIDI technology

3. Identify contemporary digital audio formats

4. Discuss data rates for major digital sources and their relevance

5. Describe methods for saving and producing digital audio outputs

6. Discuss sampling techniques and sources for digital audio

7. State procedures for assessing and selecting appropriate digital audio software

8. Outline steps for entering, exiting and using software for manipulating and editing audio

9. Discuss strategies for applying storybook designs to the production of digital audio sequences

10. Outline procedures for inserting audio tracks into multimedia production sequences

11. Discuss techniques for hooking sounds correctly

12. State the importance of eliminating/treating noise on sound recording at source

13. Discuss steps for utilizing special effects, mixing techniques and sequencers in the creation of digital audio tracks

14. State the importance of utilizing MIDI, sound cards and appropriate track construction software/hardware to create/produce digital audio tracks

15. Explain procedures for saving/retrieving sounds and audio outputs using designated formats

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MODULE 9 PREPARING MULTIMEDIA PRESENTATIONS

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Illustrate formats of digital audio

2. Locate and access data

3. Use digital audio software

4. Apply storybook design to production of audio sequences

5. Design digital audio

6. Edit digital audio

7. Construct a digital audio track

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Interactivng in communication

2. Compliance with safety requirements

3. Adherence to organizational policies and procedures

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RELATED CONTENT

 Audio characteristics include:  Aspects to look for in an audio software include: - amplitude - sound waves - audio editing - frequency - filters/effects - monos - recording/burning - stereo - ease of use - help/support  Sound editing software includes:  Editing audio includes: - magix music maker - wavepad - splitting - dexster audio editor - joining - acid music studio - editing single/multi audio frames - blaze media pro - employing digital effects - audacity - analysing time encoding - adobe audition - reaper  Source material includes: - acoustica basic edition - wavepad - dialogue - mp3Directcut - additional dialogue/voice overs - fx (effects)  Features of an audio editing software - music include: - atmosphere - foley - create - restore - edit

- record - convert

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RELATED CONTENT (Cont'd)

 Equipment includes:  Audio file formats include:

- digital recorders with/without time - Wav code - Mp3 - analogue recording devices - Ogg - multi track recorder - Raw - stereo recorder - Au - portable mixers - Wma - microphones including lavalier or neck, - Aac shotgun and directional, special - Mid application - Aif - radio - Aifc - stereo - Aiff - amplifiers - Ea - microphone stands - Ra - microphone accessories - ram - microphone windscreens - speakers  Multimedia productions include or are - mixing console / desk included in: - effects rack - tape machines - aspects or sections of film/video - turntables production - CD (compact disc) player - feature - sequence sampler - documentary - computer - short film and/or video - DAT (digital audio tape) - animations - mini disc - commercials - reel to reel tape recorder - live or pre-recorded performances - hard disc recorder - music video - DVD (digital versatile disc) - television production of any type - sound editing software including (music, drama, comedy, variety, sport) Protocols and Fairlight - live or pre-recorded television - cables and connectors productions - DAWs - educational product - game  Audio effects include: - promotional product - information product - hissing - training product - popping - e-commerce

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RELATED CONTENT (Cont'd)

 Audio effects include (Cont'd):  Multimedia productions productions include or are included in (Cont'd) - black holes - newspaper - magazines

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Research

 Allow learners to forms groups of no more than four (4). Have each group conduct research on the following and present it to the class:

o types of multimedia presentation o analogue vs. digital audio o digital audio formats and their purpose o five (5) digital audio editing software (advantages/disadvantages) o differences between sound and audio (with examples)

Follow each group's presentation and allow fellow learners to ask question. Provide feedback and additional information where applicable.

Demonstration/Guided Practice

 Using multimedia resources available, demonstrate the editing and manipulation of audio files and various tools and features of the program being used. Have each learner perform basic audio editing tasks assigned. Provide guidance/feedback where necessary.

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UNIT TWO: INCORPORATE VIDEO INTO MULTIMEDIA PRESENTATIONS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Outline distinguishing features and uses of a range of video software

2. Select appropriate contemporary digital video software

3. Identify limiting factors of computer hardware on video production

4. Explain the relevance of the digital medium for video to the specific industry

5. Outline how differences in image quality and size will impact desired outcome

6. Discuss how data input, processing, output and formatting are employed to create a given computer video sequence

7. Outline steps for accurately manoeuvring and manipulating selected digital video editing software tools and features

8. Outline steps for saving/retrieving digital videos using designated file formats/techniques

9. Discuss strategies for controlling variations in video frame rates appropriate for the job

10. State rationale for applying time stamping techniques to video frames

11. Discuss the importance of testing/combining digital video with other digital imaging, sound and/or animation to create a multimedia sequence

12. Examine procedures for presenting multimedia sequences including video

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MODULE 9 PREPARING MULTIMEDIA PRESENTATIONS

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Select appropriate digital video software

2. Manipulate features/tools of digital video software

3. Design and edit digital video

4. Save in appropriate format

5. Apply correct testing/quality check procedures

6. Present a digital video sequence

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Interactivity when communicating with others

2. Thoroughness in analysing, evaluating and presenting information

3. Compliance with safety requirements

4. Cooperative when working in a team

5. Adherence to organizational policies and procedures

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RELATED CONTENT

 Industry standard video editing software  Video formats include: includes: - vhs - adobe premiere element & adobe flash - svhs - quicktime - dvc - media 100 - umatic - cinema tools - sp - anime studio - beta-cam - Autodesk - digital beta-cam - goanimate - toonboom studio  Visual effects include: - pinnacle studio 16 - avs video editor - keyers to combine - final cut pro - dves to move and distort - cyberlink power director - colour corrections to modify - corel video studio - texture generation to add blur - Nero video - trackers to follow parts of the picture - production of titles  Editing equipment includes: - production of optical effects - graphic images - computer hardware - opticals - non-linear digital editing and graphics - transitions such as dissolves, fade ins, software programmes fade outs - monitors - supers - keyboard and mouse - subtitles - external hard drive - special effects - external disk drive - additional computer hardware  Sound includes: - source and record machines - computer software programmes - sound effects - graphics computer programme - music - digital video effects system (dve) - atmospherics - digital disk recorder (ddr) - dialogue - video transfer recorder (vtr) - additional dialogue e.g. re-recorded and narration

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RELATED CONTENT (Cont'd)

 Digital imaging includes:  Frame rates include:

- titles / text - progressive - graphic images o 24 - 2d and 3D animation o 25 - 3D modelling o 30 - opticals o 48 - transitions such as dissolves, fade ins, o 50/60 fade outs o 72 - supers o 120 - subtitles o 300 - special effects - interlaced o 50  Documentation includes: o 60

- computer-generated  Multimedia productions include or - manually written maybe included in: - scripts - production schedules - aspects or sections of film/video - manufacturer's production: specifications/instructions - feature - contracts - documentary - edit decision lists (edls) - short film and/or video - list of sequences with relevant shot - animations numbers - commercials - assembly order - live or pre-recorded performances - marked-up scripts - music video - marked-up transcripts - television production of any type - sound sheets including time code log (music, drama, comedy, variety, sport) sheets for location sound recordings, - live or pre-recorded television wild line and sound effects log sheets productions - educational product  Storage medium includes: - game - promotional product - hard drive (internal/external) - information product - dvd/cd/blu-ray - training product - memory card - e-commerce

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MODULE 9 PREPARING MULTIMEDIA PRESENTATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Lecture

 Prepare a lecture for learners covering the following areas:

o identification and description of formats of digital audio o selecting appropriate software o features and tools of various video editing software o theoretical concepts of design principles o editing and design techniques o testing procedures and quality checks

The use of multimedia videos can be use as a tool to provide additional information where possible such as https://www.toonboom.com/products/toon-boom-studio. It demonstrates the features of ToonBoom Studio. Facilitate questions from learners. A quiz may be administered at the end of the lecture to ascertain learners understanding of the material.

Demonstration/Guided Practice

 Provide a demonstration for learners covering the performance criteria of this unit. The use of multimedia videos is encouraged depending on the resources available. The following site can be used to demonstrate the visual difference between various frame rates and motion blur: http://frames-per-second.appspot.com/

Allow learners to ask questions and provide feedback/clarity where possible.

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UNIT THREE: INCORPORATE TEXT INTO MULTIMEDIA PRESENTATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge related tasks which focus primarily on the theoretical aspect of the module.

1. Identify multimedia text software

2. Explain the principles of screen typography

3. Outline the use of electronic fonts and how they can be used for maximum impact in a multimedia presentation

4. Explain the elements of text and how it can be integrated into a multimedia sequence

5. Explain the importance of using text in multimedia presentations

6. State guidelines to be observed when incorporating text into multimedia presentation

7. Explain techniques by which text can be edited and manipulated

8. Outline how to save and retrieve text using appropriate file format

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Assess multimedia text software

2. Use multimedia text software

3. Enter and exit software

4. Manipulate and edit text

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Performance Requirement (Cont'd)

5. Save and retrieve text

6. Create multimedia text

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Observance of manufacturer’s guidelines

2. Accuracy in running and texting

3. Competence in communication skills

4. Supportive of team when creating multimedia presentations

5. Patience when working with teams

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge requirement specified. They are by no means exhaustive; therefore, it is prudent to seek additional information to supplement delivery.

 History of web typography:  Scope and impact of electronic publishing can lead to: - originated in China - collaborative learning  Differences between screen and print: - better management of documents - wider dissemination - screen has greater scope for creativity - virtual reality presentations - increases visual impact - ability to incorporate motion and sound  Some guidelines to observe when - can accommodate any request for incorporating text: change - optical size of fonts  Principles of typography include: - always use a word-processor program to incorporate text - kerning - use word spaces to align text - tracking - use single or double hyphen as - leading dash - hyphenation - use caps or underline to - grid structure emphasize a word - line length  Relating to the client is critical  Electronic fonts include: for success, and effort must be made to: - post script type 1 - true face - maintain a business relationship - open type - develop plans to meet client’s need - facilitate support, monitor work and do adjustments when necessary - monitor security system - back up what ever is necessary

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

Group Work/Presentation

 Divide learners into two groups A and B. Provide each group with a selection of multimedia text software. Each group should examine and select the most suitable program to convey a particular mood in a commercial of their choice. The groups will then prepare a mock plan and present it to the class explaining why they have chosen that software. Evaluate and discuss each presentation and give feedback.

Observation Visit

 Make arrangements for learners to visit a company that uses multimedia to produce commercials, videos, etc. Ask learners to take notes discreetly, noting especially the software selected, the guidelines that were used to influence the selection and how the choice of fonts affected the final product.

After the visit, allow learners to summarize findings. These should then be presented to the class for discussion and feedback.

Application of Techniques

 Allow learners to work in small groups. Each group should select a multimedia presentation they would like to do. Ask learners to design a plan and follow the plan, incorporating the best text software available. They should be creative using motion and colour, to convey a particular mood. The presentations should be made to the rest of the class, followed by discussions and feedback.

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UNIT FOUR: INCORPORATE DIGITAL PHOTOGRAPHY INTO MULTIMEDIA PRESENTATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. State the principles of digital photography

2. Explain the operation of a digital camera

3. Discuss the selection process when using digital imaging software

4. Describe the tools used when editing and manipulating digital photographs

5. Explain principles of design

6. Discuss how to incorporate the concepts of design principles into multimedia presentations

7. Describe how different technologies can be used to influence the design process

8. List factors that impinge on the choice of software packages

9. Identify electronic components of multimedia

10. Explain the scope of digital photography in multimedia presentations

11. Describe image correction techniques used to improve the final product

12. Explain procedures for creating digital collages and montages

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Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Use digital camera

2. Manipulate/edit photographs

3. Incorporate digital photography into a multimedia sequence

4. Incorporate the principles of design

5. Evaluate digital photographic outcomes

6. Create a digital collage

Attitudinal/Critical Employability skills requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Attentiveness to details

2. Creativity when creating a digital collage

3. Observation of manufacturers guidelines

4. Cooperative when working in a team

5. Willingness to solve problems

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RELATED CONTENT

 Different digital imaging techniques may  Principles of design include: include: - balance - flat digital photos - proportion - aerial digital photos - rhythm - interactive 360 x 360 image - emphasis - interactive 3D object modelling - unity

 Software selection includes:  Electronic components of multimedia may consist of the - appropriate template following devices: - ability to create an outline - capacity for text, graphs, clip art, - video charts, audio clips, photos, drawing, - CD player special effects - digital camera - application software  Editing/manipulating images is - scanner dependent on the software selected and - text and databases files may be able to:

- add music - change sequence - determine speed at different points - insert clips

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed to facilitate effective delivery of this module. In executing these strategies serious consideration must be given to the infusion of critical employability skills.

Group Work/Presentation

 Divide learners into two groups A and B. Provide each group with a digital camera. Each group must familiarize themselves with the parts of the camera and its operation. Allow them to take a few pictures, which should demonstrate the principles of design and incorporate them in a multimedia sequence, you have provided.

Gather the class after the exercise and ask each group to select a spokesperson that will talk about the exercise and present their work. Facilitate discussion.

Expert Visit

 Identify a professional photographer. Have him/her visit the class and give a talk about the use of digital photography in multimedia, along with a presentation of some of his/her work.

Facilitate a question and answer period.

Class Debate

 Organize a debate around a moot “Digital Photography does not enhance multimedia presentations.” Organize the class into three groups, one group for and the other against. Organize one group into a panel of judges. Set the stage for the debate. Invite other classes if possible. Facilitate discussions afterwards.

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UNIT FIVE: INCORPORATE 2D GRAPHICS INTO MULTIMEDIA PRESENTATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge related tasks which focus primarily on the theoretical aspect of the module.

1. State the principles of digital imaging and 2D multimedia graphic design

2. Outline the range of graphic file formats that can be used in digital imaging

3. Explain the technical requirements for preparation of artwork to be incorporated in the 2D multimedia presentation

4. Describe the features of vector and bitmapped graphic editing software programs

5. Explain the value of scanning devices in creating 2D multimedia designs

6. Discuss how to incorporate the principles and elements of design to produce bitmapped/vector graphics and digital artwork

7. Explain the value of using different technologies in the design process

8. Examine editing techniques that can be used in the production of a 2D multimedia design

9. State techniques for assessing the design brief for the appropriate digital imaging solution

10. Explain techniques used in the editing of graphic design

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Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Work with digital imaging

2. Use 2D multimedia graphics software

3. Create 2D multimedia graphic designs

4. Present 2D Digital artwork

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Observation of manufacturer’s guidelines

2. Awareness of appropriate problem solving strategies

3. Application of good communication skills

4. Adherence to deadlines

5. Awareness of work schedules and required disciplines

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RELATED CONTENT

 Principles of 2D multimedia graphic  Bitmap to vector conversion and design include: vice versa depends on:

- balance - the software selected - proportion - suitability of the drawing - rhythm - colour, greyscale or - emphasis monochrome - units - threshold - resolution

 Some benefits of multimedia include:

- reduced learning time - self-paced learning - immediate interaction - personalized instruction - instructional consistency

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Observational Visit

 Provide opportunities for groups of learners to visit established media houses. Arrange for them to sit with technicians and observe how they incorporate digital imaging into multimedia presentations. Encourage note taking.

After the visit, have learners present reports on what they have learned. Provide feedback and guidance where necessary.

Class Exercise/Presentation

 Pair learners and ask each pair to identify a particular community problem they would like to address. They should design a flowchart on how the task will be carried out, and proceed to expedite the job, resulting in a 2D multimedia presentation.

Allow class to critique the presentations and offer feedback where necessary.

Problem-Solving Exercise

 Show the class several (at least 3) multimedia presentations, that are obviously lacking in balance, emphasis, rhythm and colour. Ask learners to take notes during each presentation. Ask them to identify specific problems and suggest solutions to each. Facilitate discussion about the problems identified and the solutions being offered.

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UNIT SIX: INCORPORATE ANIMATION INTO MULTIMEDIA PRESENTATION

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Identify a range of computer assisted animation techniques and software

2. Discuss distinguishing features among identified animation software

3. Outline steps in selecting appropriate digital animation software

4. Identify single/multiple frame software for creating/editing digital animation

5. Explain methods for joining multiple frames of animation

6. Identify static/moving backgrounds for an animated sequence

7. Explain alpha channels for compositing digital animation

8. Analyse formats employed to create a given 2D animated sequence

9. Outline steps for appropriately assessing and selecting digital animation software according to production specifications

10. Describe guidelines for entering/exiting selected animation software and editing/manipulating digital animations

11. Outline strategies for utilising tools and features of selected animation software correctly

12. Discuss procedures for saving/retrieving animation using designated file formats and correct procedures

13. Discuss steps for creating line and polygon constructions using selected software

14. Outline steps for constructing, animating and combining rigid/non-rigid objects against a static background

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Knowledge Requirement (Cont'd)

15. Discuss strategies for creating/joining complex animated movements and moving backgrounds with rigid/non-rigid objects in sequence

16. State the importance of using techniques of animation, motion blur and object exaggeration

17. State rationale for applying time stamp techniques to animation frames

18. Outline steps for testing/combining digital animation with other digital imaging, sound and/or video to create multimedia sequence

19. Discuss strategies for saving and presenting multimedia sequences including animation

20. Outline spacing and motion relationships between animation, live action, static and motion graphic elements

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Identify digital animation formats

2. Select and use appropriate equipment, techniques and software

3. Select and use appropriate methods to manipulate software features

4. Create animated sequence

5. Use file operations

6. Present digital animation sequence

7. Perform rendering and composition

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Attention to details

2. Adherence to organizational policies and procedures

3. Accuracy in interpreting technical information

4. Compliance with Occupational Health and Safety regulations

5. Effectiveness and interactivity when communicating with others

6. Adherence to copyright laws and regulations

7. Awareness of work schedules and required disciplines

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RELATED CONTENT

 Production specifications include:  Copies include:

- budget - safety - resources - working copies - purpose - audience  Technical specification include: - storyboard - script - file format - file size  Sources of existing images include: - operating system - hardware specifications including - image libraries memory size, ram - computer software image library - delivery platform package - media form - the internet  Delivery platforms include:  Documentation includes: - World-wide web - computer generated - CD-ROM - manually written - DVD - production schedules - beta-cam - manufacture schedules - video - manufacturer's - film specifications/instructions - title sequences - contracts - credit sequences - edit decision lists (edls) - background graphics - fault reports - animation techniques such as stop - list of sequences with relevant short motion, analogue numbers - digital - assembly order - marked up scripts - marked up transcripts

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RELATED CONTENT (Cont'd)

 Multimedia productions include or be  Formats of multimedia presentations included in: include:

- aspects or sections of films/videos - web pages production - hypermedia - feature - slide presentation - documentaries - video - short films and/or video - virtual reality - animations - commercials  Types of multimedia presentations - live or pre-recorded performances include: - music videos - television productions of any type - interactive (navigable) (music, drama, comedy, variety, sport) - linear (self running) - live or pre-recorded television - PowerPoint presentation productions - director/premier presentation - educational products - flash presentation - game - prezi presentation - promotional products - information products  Areas for which multimedia - training products presentations are ideal include: - e-commerce - tutorials  Transitions include: - catalogs - technical manual - cuts - marketing materials - mixes - sales presentation - wipe keys - electronic brochures - special effects - business portfolios - dissolves - annual reports - fade in - webinars - fade outs - teleconferences - supers - subtitles

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RELATED CONTENT (Cont'd)

 Presentation tools include:  Relevant personnel includes:

- Microsoft PowerPoint - project manager - Slide share - navigation designers - Animoto - producer - Helloslide - instructional designers - Ahead - editing personnel - Presentme - sound editing personnel - Google sites - director - PreZentit - producer - Vuvox - director of photography - Viddix - graphic production personnel - Sliderocket - music composer - Slideboom - sound effects personnel - Ustream - other technical staff - Qik - other specialist staff - Wix - designers - Scrapblog - animators - Letterpop - technical directors - igniteCast - illustrators - slidesix - prezi (prezi.com)  Animation software includes:

- I Can (Mac users) - Stop MotionMaker (PC) - Dragon stop motion (PC and Mac) - Adobe flash - Autodesk Maya - Autodesk 3Ds max - Anime Studio - FotoMorph - Auriora 3D Animation maker - Anime Studio

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Research

 Have learners work in small groups to conduct research in the following areas:

 features of current multimedia usage  best practises in multimedia products and procedures  features and limitations of at least three (3) presentation tools

Have each group discuss and present their findings. Conduct guided discussions and provides feedback in order to clarify information and to enhance the development of concepts that are not clear.

Demonstration

 Demonstrate how to put different multimedia components into a multimedia presentation and the various types of multimedia presentations. Have learners observe and ask questions to get a better understanding of what was demonstrated.

Guided Practice

 Allow learners to work on the computer and demonstrate their knowledge of and skills in using different features/components of the multimedia. Give assistance to learners as they practise.

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Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. 11 best video software editing platform. (n. d.). Retrieved October 15, 2013, from http://mashable.com/2013/07/24/best-video-editing-software/

2. 2014 best video editing software. (n. d.). Retrieved October 23, 2013, from http://video-editing-software-review.toptenreviews.com/

3. 2014 Best audio editing software review. (n. .d.). Retrieved November 12, 2013, from http://audio-editing-software-review.toptenreviews.com/

4. Analog vs. digital. (n. d.). Retrieved October 21, 2013, from http://www.meldaproduction.com/audiotutorials/analog_vs_digital.php

5. Animation timing and spacing. (n. d.). Retrieved October 23, 2013, from http://www.animationtoolworks.com/library/article5.html

6. Audio editing in daws. tips and techniques. (n. d.). Retrieved October 14, 2013, from http://www.soundonsound.com/sos/feb11/articles/editing-1.htm

7. Audio file formats. (n. d.). Retrieved November 13, 2013, from http://www.nch.com.au/acm/formats.html

8. Basic audio editing. (n. d.). Retrieved November 18, 2013, from http://www.jiscdigitalmedia.ac.uk/guide/basic-audio-editing

9. Creative editing tips and techniques. (n. d.). Retrieved October 13, 2013, from http://www.soundonsound.com/sos/feb11/articles/editing-2.htm

10. Different types of multimedia presentation. (n. d.). Retrieved November 12, 2013, from http://wiki.answers.com/Q/Different_types_of_multimedia_presentation

11. Difference between sound and audio. (n. d.). Retrieved October 12, 2013, from http://www.differencebetween.info/difference-between-sound-and-audio

12. Frame rate. (n. d.). Retrieved October 16, 2013, from http://en.wikipedia.org/wiki/Frame_rate

13. Frame rates per second. (n. d.). Retrieved October 2, 2013, from http://frames-per- second.appspot.com/

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REFERENCES (Cont'd)

14. GoAnimate. (2013). 4popular animation tools. Retrieved November 18, 2013, from http://goanimate.com/video-maker-tips/4-popular-animation-software-tools/

15. Introduction to multimedia. (n. d.). Retrieved October 18, 2013, from http://www.mhprofessional.com/downloads/products/007177064X/007177064x_chap01. pdf

16. MIDI vs. digital audio. (n. d.). Retrieved November 12, 2013, from http://danmusic.com/midaudio.html

17. The 15 best DAW software apps in the world today. (n. d.). Retrieved November 13, 2013, from http://www.musicradar.com/tuition/tech/the-15-best-daw-software-apps-in- the-world-today-238905

18. Toon boom studio. (n. d.). Retrieved November 22, 2013, from https://www.toonboom.com/products/toon-boom-studio

19. What is sound – an explanation. (n. d.). Retrieved October 12, 2013, from http://touchyoursound.com/blog/general-sound/what-is-sound-an-explanation

20. Video explains why difference between analog, digital isn’t what most people think. (n. d.). Retrieved November 10, 2013, from http://createdigitalmusic.com/2013/07/video-explains-why-difference-between-analog- digital-isnt-what-most-people-think/

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MODULE 10 CRAFTING PERSONAL ENTREPRENEURAL STRATEGIES

MODULE OBJECTIVE

This module is benchmarked against Competency Standard BSBSBM0012A. It is designed to enable learners to develop the requisite knowledge, skills and attitudes to craft a personal entrepreneurial strategy.

The module examines factors influencing entrepreneurship, self assessment tools/methods, critical entrepreneurial characteristics, problem solving techniques and strategies that can be employed in assisting entrepreneurs overcome obstacles and solve business-related problems. It also encapsulates how to formulate effective business plans, utilizing strategic planning and management methods and techniques as measures to anticipate and deal with potential problems and risks.

Suggested Module Time: 50 Hours

EXPECTED OUTCOMES

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of the module.

1. Define concepts associated with entrepreneurship

2. Discuss the nature of entrepreneurship and critical personal entrepreneurial characteristics that influence success

3. Explain how to determine and deal with barriers to entrepreneurship

4. Examine the importance of entrepreneurship to economic development and factors/forces which influence entrepreneurship

5. Differentiate between wage employment and entrepreneurial ventures

6. Analyze the impact of personal entrepreneurial competencies/characteristics on the success of an entrepreneurial venture

7. Explain the value of self-assessment in helping prospective entrepreneurs to craft a business strategy

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Knowledge Requirement (Cont’d)

8. Explain how to apply self-assessment tools in developing a self-assessment profile

9. Explain the importance of obtaining feedback on existing perceptions of strengths/ weaknesses

10. Describe how to develop a personal plan/simple business plan

11. Analyze the importance of each component of an entrepreneurial strategy to the success of a business venture

12. Outline the goal-setting process and factors that affect the establishment of goals

13. Explain processes that achieve goals and methods of managing risks and uncertainties

14. Describe methods of minimizing exposure to risks

15. Discuss various ways of resolving conflicts

16. Outline methods by which results of the strategy can be measured

17. Discuss ways of identifying entrepreneurial interests and sources of help in obtaining resources for entrepreneurial ventures

18. Explore the importance of specifying milestones for reviewing progress

19. Discuss techniques and principles that can be used to solve business-related problems

20. Identify computer technology/systems that support business operations

Performance Requirement

The following are specific tasks that learners must perform to the required standards.

1. Identify entrepreneurial characteristics

2. Develop self-assessment profile

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Performance Requirement (Cont’d)

3. Craft entrepreneurial strategy

4. Solicit feedback

5. Set/review goals

6. Apply risk management strategies

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the learning activities.

1. Innovation in crafting strategies

2. Awareness of strengths and weaknesses

3. Commitment to establishing realistic goals

4. Astuteness in conflict management

5. Capacity to assume/manage risks

6. Creativity in problem-solving

7. Honesty in soliciting feedback and conducting reviews

8. Optimism in the face of obstacles/challenges

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RELATED CONTENT

 Concepts include:  Factors influencing entrepreneurship include: - entrepreneur/entrepreneurship - risk - market conditions - micro-screening - markets – demand /supply - competition - global trends - quality - funding - wage employment - economic stability - resources - social stability - supply/demand - resource availability - macro-screening - economic activities - cost - self- employment  Importance of entrepreneurship includes: - goods - target market - job creation - creation of new markets  Factors of Production: - revenue/wealth creation - economic growth and development - capital - contribution to a country’s wage bill - labour - empowering the citizenry - land - self-empowerment - bringing to the fore new technologies, products and services

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RELATED CONTENT (Cont’d)

 Critical entrepreneurial characteristics  Identifying entrepreneurial interests include: include a profile of:

- risk-taking - accomplishments - goal/result-orientation - preferences in terms of: - creativity - lifestyle - self-confidence - work style - independence - outlook of the future - achievement-motivation - examining entrepreneurial - persuasiveness opportunities - identifying entrepreneurial interests  Self assessment include:  Interpersonal skills include: - identifying personal entrepreneurial potential - creativity - assessing/developing personal - critical thinking entrepreneurial competencies based on: - problem-solving principles and - strengths techniques - weaknesses - active listening

 Feedback of self may be obtained from:  Pitfalls that may be encountered:

- family - proceeding without effective planning - friends - commitment to a premature path - persons in community - failure of plans to anticipate obstacles - business associates - lack of progress in milestones or reviews

 Framework for setting goals include:  Established milestones include: - establishing goals - establishing priorities, including - timelines for reviewing progress identifying: - evidence of ability to review process - conflicts and revise goals - trade-offs - indicating method of measuring results

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MODULE 10 CRAFTING PERSONAL ENTREPRENEURIAL STRATEGY

RELATED CONTENT (Cont’d)

 Components of an effective  Goals must be: entrepreneurial strategy: - specific - priorities, including methods of - measurable identifying/resolving: - attainable - conflicts and trade-offs - realistic - potential problems, obstacles - timely risks in meeting goals - specified action steps – to be  Crafting strategy requires: performed to achieve goals - method of measuring results - commitment - milestones with timelines - determination reviewing progress - perseverance - foresight

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Group Work

 Allow learners to work in groups to discuss challenges surrounding entrepreneurship and how they would resolve those issues in becoming successful entrepreneurs. Have them include an outline of some of the setbacks that an entrepreneur may encounter if the planning process is not effectively pursued and create a PowerPoint presentation highlighting their findings. Use information gleaned from learners’ presentations as the basis for a wider discussion on challenges faced by entrepreneurs. Guide learners and correct any identified misconceptions.

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MODULE 10 CRAFTING PERSONAL ENTREPRENEURIAL STRATEGY

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Interview

 Have learners select entrepreneurs from the community and carry out interviews in which they assess their characteristics and rank such qualities accordingly. Guide learners through an analysis of how these personal characteristics impacted the entrepreneurs’ ability to manage obstacles/risks en route to becoming successful. Have them prepare and present a written script summarizing the analysis. Evaluate the content and provide feedback.

Simulation

 Guide learners through the requisite steps/guidelines for writing a business proposal and show them examples of well written proposals. Have them write individual proposals for a venture of their choice. Let learners present simple business proposals to an audience where plausibility and practicality of business proposal/venture is proven. Allow a panel of experts to critique their business proposals and offer relevant suggestions to improve them. Provide an environment in which learners can demonstrate their skills as true entrepreneurs utilizing their various business proposals. Evaluate this activity and provide feedback to learners.

Research

 Lead learners in an examination/analysis of findings from research conducted on entrepreneurial ventures in the Caribbean (excluding Jamaica). Use the findings to highlight/discuss the nature of entrepreneurship in the Caribbean. Have learners carry out individual research work on entrepreneurial ventures in Jamaica. Ask them to present their findings to the wider group using the appropriate technology. Guide learners through a comparative analysis of entrepreneurship in Jamaica and other Caribbean countries. Compare areas such as:

- opportunities for development of entrepreneurs - constraints/limitations to entrepreneurial growth - impact on economic development

Facilitate discussions and offer guidance as needed.

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MODULE 10 CRAFTING PERSONAL ENTREPRENEURIAL STRATEGY

Assessment Statement

Methods of Assessment may include but not limited to:

 Case Studies  Observation  Oral Questioning  Portfolios  Scenarios  Simulation or Role-Plays  Written Test (Multiple choice, Short answer questions, essays etc)

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REFERENCES

The references below are not exhaustive and other reference materials need to be accessed and used.

1. Chen-Young, P. (2004). The entrepreneurial journey in Jamaica. AZ: Hats Off Books.

2. Competency-based economies formation of enterprise (CEFE) instructors’ manual [CD- ROM]. (1998).

3. Daft, R. L. (2005). Management (5th ed.). Mason, OH: Thompson Publishers.

4. Ebert, R. J., & Griffin, R. W. (1998). Business essential (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

5. Entrepreneurial skills development programme in fifteen Commonwealth countries. An overview by TV Rao; Trends and issues. (1991). Pall Mall, London: Commonwealth Secretariat, Malborough House.

6. Gray, J. L., & Starke, F. A. (1988). Organizational behaviour: Concepts and applications (3rd ed.). New York, NY: Merrill.

7. Jamaica Intellectual Property Office. (n. d.). Retrieved December 30, 2008, from http://www.jipo.gov.jm/

8. Introduction to entrepreneurship. (n. d.). Retrieved July 18, 2013 from http://www.slideshare.net/Olwenda/introduction-to-entrepreneurship-13327215

9. Learning Resources Development Department. (2006). Entrepreneurial skills training manual (2nd ed.). Kingston, Jamaica: HEART Trust/NTA.

10. Learning Resources Development Department. (1993). A path to entrepreneurial enterprise – Trainees’ manual. HEART Trust/NTA.

11. McFarland, A. (2006, June 14). How to prioritize your work. Retrieved January 9, 2009, from http://ezinearticles.com/?How-to-Prioritize-Your-Work&id=219970

12. Meyer, E. C., & Allen, K. R. (1994). Entrepreneurship and small business management. New York, NY: Glencoe/McGraw-Hill.

13. Norman, J. (2004). What no-one ever tells you about starting your own business (2nd ed.). Dearborn Trade Publishing.

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REFERENCES (Cont'd)

14. Olm, K., & George, E. (1985) Entrepreneurship and venture management. Charles Merrill.

15. Resnik, P. (1988). Everything you need to know to manage a small business. New York, NY: John Wiley & Sons.

16. Timmons, J.A. (1994). Entrepreneurship for the 21st century (4th ed.). McGraw-Hill.

17. Theories of entrepreneurship. (n. d). Retrieved July 18, 2013 from http://www.slideshare.net/guestad7667/nirma-etp-theories-of-ent

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APPENDIX A

NVQ-J ITI20613 Digital Animation Level 2 Qualification Plan

UNCONTROLLED COPY WHEN PRINTED

Packaging of Competency Standards for National Qualifications

ITI20613 NVQ-J Level II in Digital Animation Unit Number Unit Title Core/Elective Hours ITICOR0021A Apply Occupational Health and Safety procedures Core 10 ITICOR0031A Work effectively in an Information Technology environment Core 10 ITICOR0041A Communicate in the workplace Core 10 ITICOR0051A Participate in a team and individually to achieve Core 10 organisation goals ITICOR1341A Interact with clients Core 10 ITINET0151A Maintain equipment and consumables Core 20 ITICOR0231A Operate a personal computer Core 20 ITICOR0241A Operate a word processing application (basic) Core 20 ITIDAT1101A Perform data entry operations Core 20 ITICOR0471A Access the Internet Core 20 ITICOR0271A Send and retrieve information via the Internet Core 20 ITIDAT0282A Locate and evaluate on-line information Core 20 ECEGEN0031A Use drawing techniques to represent the object or idea Core 10 ITIMED1741A Perform basic industry calculations Core 20 ITIMED0261A Operate a presentation package (basic) Core 20 PGGPRP0541A Organise and maintain electronic files Core 15 ITIMED3011A Apply fundamental principles of animation Core 20 ITIMED3831A Prepare for digital animation production Core 20 ITIMED1481A Prepare basic digital animation for different platforms Core 20 ITINET1372A Install software applications Core 20 ITIMED0462A Incorporate 2D graphics into multimedia presentation Core 20 ITIMED2602A Incorporate animation into multimedia presentations Core 20 ITIMED2622A Incorporate 3D modelling into multimedia presentations Core 20 ITIWEB1822A Use social media tools for collaboration and engagement Core 20 ITCMED0802A Create 2D digital animation Core 20 ITCMED0972A Use an authoring tool to create an interactive sequence Core 20 ITCMED0792A Produce and manipulate digital images Core 20 ITCMED3022A Create 3D digital animations Core 30 ITCMED3032A Design and apply simple textures to digital art Core 20 ITCMED3042A Review and apply the principles of animation Core 15 ITCMED3052A Create visual design components Core 20 ITIDAT1082A Operate A Word Processing Application (Advance) Core 20 ITIMED1092A Operate a presentation package (advance) Core 20 ITIMED3542A Develop and articulate concept for own work Core 15 ITIDAT0212A Use advanced features of computer applications Core 20 ITIMED0312A Develop a multimedia script Core 20 ITCMED3062A Use simple modelling for animation Core 20 ITIMED2612A Incorporate audio into multimedia presentations Core 20 ITIDAT0131A Operate computer hardware Elective 20 PGGPRP0641A Produce simple artwork Elective 20 ITIDAT0171A Operate a spreadsheet application (basic) Elective 20 ITIMED0351A Identify components of multimedia Elective 20 ITINET1111A Operate peripherals devices Elective 20 ITIDBO0251A Operate database application (basic) Elective 20 ECEMUS0621A Use the internet to download or modify music Elective 20

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ITI20613 NVQ-J Level II in Digital Animation (Cont’d.)

Unit Number Unit Title Core/Elective Hours ITIMED0422A Incorporate digital photography into multimedia Elective 20 presentation ITIMED0452A Incorporate text into multimedia presentation Elective 20 ECESOU2112A Create digital audio Elective 20 PGGPRP0562A Produce online PDF(portable digital format) files Elective 20 ITIDAT1072A Operate a spreadsheet application (advance) Elective 20 ITIWED3072A Produce digital images for the web Elective 25 ITCMED1142A Prepare and participate in an electronic media activity Elective 20 ITIPRG1122A Apply introductory programming techniques Elective 30 ITIMED0382A Incorporate video into multimedia presentations Elective 20 BSBSBM0012A Craft personal entrepreneurial strategy Elective 50 ITCMED3083A Use 3-D animation interface and toolsets Elective 30 ITCMED1773A Address copyright issues Elective 20 ITCMED1783A Collaborate in planning and producing a project Elective 20 ITIDAT0193A Migrate to new technology Elective 20 ITCMED3093A Create storyboards Elective 30 ITCMED3103A Produce interactive animation Elective 30

To achieve this qualification ALL CORE competency standards and a minimum of any two (2) Level 1 electives, any two (2) Level 2 electives and any two (2) Level 3 electives must be achieved.

Nominal Training Hours (Institutional Delivery) include total hours of Core competencies and Electives selected.

Legend to Unit Code: Example: ITCMED0351A IT C MED 035 1 A

Industry or Sector Version Control

Sub-sector National Qualification Level

Occupational Area Competency Number

KEY: COR – Core; SBM – Small Business Management; DAT – Data Operations; DBO – Data Base Operations; MED – Multimedia; NET – Networking; ITI– Information Technology and Communication (Information Technology); BSB – Business Services (Business); MUS – Music Performance; GEN – General; ECE - Entertainment and Cultural Products (Entertainment)

Qualification Framework for the Information Stream of the Information & Communication Industry (ITI) Standards & Assessment Development Unit, NCTVET Page 2 of 200 Copyright  2013 National Council on technical & Vocational Education & Training (NCTVET) All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the publishers.