Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIA Unit 18 – Cinematography DELIVERY GUIDE Version 1

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(LO1) Outcome Learning (LO2) Outcome Learning (LO3) Outcome Learning (LO4) Outcome Learning (LO5) Outcome Learning Introduction3 Activities Related Key Terms Misconceptions8 Activities: Suggested CONTENTS

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 33 http://www.ocr.org.uk/qualifications/ 2016Suite New for suite firstteaching September2016 content Externally assessed Eligible Stage for 5 performance Key points from 2018 Designed meet to DfE the technical guidance • • • • Know how to use camera equipment to record cinematic quality cinematic footage record use camera equipment to Know to how a location, set and for Understand the cinematic lighting techniques subjectmoving of cinematic quality scene plan the recording Be able to cinematic quality footage record Be able to a create to in post-production footage edit the recorded Be able to cinematic quality product LO1 LO2 LO3 LO4 LO5 Unit 18 Cinematography UNIT AIM UNIT production is going to be successful and memorable. be successful to production is going single- video cameras and digital use digital By learn will to how completing this unit, you of light the effect will explore you Also, mode. cameras (DSLR) (video) in manual lens reflex You studio and location. types of shots for light different to entering the camera and how of the effectiveness show potentially to shots test image moving create will be able to also will You field and lighting configurations. depth of frame rates, exposures, different enhance meaning. to techniques use post-production cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma- diploma-05843-05846-2016-suite Cinematography is both an artistic impact that has a significant discipline Cinematography and a technical Use of artistic product. image of a moving and aesthetics on the meaning lighting or film vital if a television therefore the camera are use of creative and techniques To find out more about this qualification, go to: about this qualification, go to: find out more To

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www.ocr.org.uk the OCR website. assessment purposes. The timings for the suggested activities the suggested in this Delivery timings for The assessment purposes. Guide from within the Unit document available found guidance can be Assessment Please note note Please activitiesThe this Delivery in suggested Guide INTRODUCTION MATHS SKILLS DEVELOPMENT AND WORK WORK AND DEVELOPMENT SKILLS MATHS EXPERIENCE OPPORTUNITIES FOR ENGLISH AND AND ENGLISH FOR OPPORTUNITIES Work learners. your for deciding what is most appropriate Maths English English and maths skills practice within this resource. We have also identified any potential potential also identified any have We English and maths skills practice within this resource. guidance for suggestions are These work experience opportunities within the activities. subject own knowledge your replace and expertise to not designed are They in only. We believe that being able to make good progress in English and maths is essential to in English and maths is essential to make that being able to believe good progress We help you To learners in both of these contextson a range of learning and programmes. opportunities signposted for have we in these subjects, learners progress to enable your If you have any feedback on this Delivery Guide or suggestions for other resources you you Delivery on this other resources feedback any for Guide or suggestions If have you please email like develop, would OCR to impact on practitioners’ creativity to deliver excellent learning opportunities.excellent deliver creativity to impact on practitioners’ find hope you we an experienced practitioner are the sector, or newWhether you to learning opportunities. excellent deliver to which will help you something in this guide outcome so you can see how each activity helps you cover the requirements of this unit. each activity the requirements see how can so you cover outcome helps you them what works knowledgeable that practitioners for to are in relation appreciate We should not restrict or produced have we resources the Therefore, and their learners. as you plan your lessons. lessons. plan your as you that the ideas put forward in practitioners with current ensure OCR has collaborated to learning by Guide is structured The this Delivery dynamic. and realistic practical, Guide are This Delivery Guide has been developed to provide practitioners with a variety of provide to Delivery GuideThis been developed has Guide The support practical and ideas to delivery the creative of this qualification. helpful find may activities, which you is a collection associated of lesson ideas with

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 4 LO3 Understand how meaning is created in media products meaning is created Understand how LO3 a new pre-production and evaluate media product documents for create Be able to LO4 product media pre-production an original plan and develop Be able to materials for LO2 client brief a to a client brief to media product an original materials production for create Be able to LO3 TV or an extract an original programme production materials for for record Be able to LO2 short film LO3 Be able to take photographic images for a client brief images for take Be able to photographic LO3 a client brief images for take Be able to photographic LO3 cinematic quality footage record Be able to LO4 a client brief shoot for plan a photographic Know to how LO2 a client brief images for take Be able to photographic LO3 in media products meaning is created Understand how LO3 audience considerations and target client requirements interpret Be able to LO2 a media product to an original with sample materials for a proposal create Be able to LO1 client brief TV pre-production an extract an original programme materials for create Be able to for LO1 or short film during of a media the planning be considered Understand the factors that need to LO1 product a media product to an original with sample materials for a proposal create Be able to LO1 client brief during of a media the planning be considered Understand the factors that need to LO1 product TV or an extract an original programme production materials for for record Be able to LO2 short film LO4 Be able to record cinematic quality cinematic footage record to Be able LO4 a client brief shoot for plan a photographic Know to how LO2 Unit 1 Media and products audiences and planning Unit 2 Pre-production a media product Unit 3 Create a media product Unit 3 Create TVUnit 5 and short film production products media digital for Unit 8 Photography products Unit 18 Cinematography media digital for Unit 8 Photography products media digital for Unit 8 Photography products Unit 1 Media and products audiences and planning Unit 2 Pre-production a media product Unit 3 Create TVUnit 5 and short film production and planning Unit 2 Pre-production a media product Unit 3 Create and planning Unit 2 Pre-production TVUnit 5 and short film production Other units/LOs Unit 18 Cinematography media digital for Unit 8 Photography Health and safety riskHealth and safety assessments (mise-en-scene)Set design Equipment Creative use of light: orientation and perspective Creative aesthetics use of light: mood and Creative of light: generic use convention Creative Treatment job roles and Personnel Title of suggested activity of suggested Title Cameras Lenses Exposure image cameras Using moving video mode Using DSLR cameras in Lighting – photography

LO3 LO2 LO1 This unit (Unit 18) This RELATED ACTIVITIES RELATED delivery multiple parts learners planning and enable cover to units. of The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with could This (LOs). Outcomes Media units/Learning in Digital Technicals Cambridge other to Activities in this Delivery related also been Suggested The have below listed Guide

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 5 LO3 Be able to edit materials in post-production to create an extract for an original TV an extract an original create to for edit materials in post-production Be able to LO3 or shortprogramme film planned audio-visual and review content produce Be able to LO3 edit, export Be able to the production and review LO4 media an original carry Be able to for and processes techniques out post-production LO4 a client briefproduct to TV an extract an original create to for edit materials in post-production Be able to LO3 or shortprogramme film LO1 Be able to create pre-production materials for an extract for an original TV pre-production an extract an original programme materials for create Be able to for LO1 or short film in media products meaning is created Understand how LO3 a client brief to media product an original materials production for create Be able to LO3 TV or extract an an original programme production materials for for record Be able to LO2 short film idea audio-visual an original promo materials production for produce Be able to LO3 cinematic quality footage record use camera equipment to Know to how LO1 TV or an extract an original programme production materials for for record Be able to LO2 short film idea audio-visual an original promo materials production for produce Be able to LO3 TV an extract an original create to for edit materials in post-production Be able to LO3 or shortprogramme film in media products meaning is created Understand how LO3 media an original carry Be able to for and processes techniques out post-production LO4 a client briefproduct to TV an extract an original create to for edit materials in post-production Be able to LO3 or shortprogramme film idea audio-visual an original promo materials finalise production for Be able to LO4 media an original carry Be able to for and processes techniques out post-production LO4 a client briefproduct to LO4 Be able to create and evaluate pre-production documents for a new pre-production evaluate and product media documents for create to Be able LO4 media product pre-production an original plan and develop to Be able materials for LO2 a client briefto Unit 5 TVUnit 5 and short film production and special effects Visual Unit 17 a media product Unit 3 Create TVUnit 5 and short film production Unit 5 TVUnit 5 and short film production Unit 1 Media and products audiences a media product Unit 3 Create TVUnit 5 and short film production audio-visual promos Unit 15 Create Unit 18 Cinematography TVUnit 5 and short film production audio-visual promos Unit 15 Create TVUnit 5 and short film production Unit 1 Media and products audiences a media product Unit 3 Create TVUnit 5 and short film production audio-visual promos Unit 15 Create a media product Unit 3 Create Other units/LOs and planning Unit 2 Pre-production product a media Unit 3 Create Special effects 1 Special effects 2 Special effects Exporting Lighting activity 1 Lighting activity 2 Importing Start an editing project 1 Editing 2 Editing Title of suggested activity of suggested Title of a storyboard/animaticCreation activityCamera 1 – pulling focus activityCamera balance video and white 2 – digital activityCamera 3 – shots/framing 1 activityCamera 4 – shots/framing 2 LO5 LO4 This unit (Unit 18) This LO3

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 6 H.264 or MPEG-4 is a video file format used for recording, compressing, and distributing image products. moving compressing, recording, used for H.264 or MPEG-4 is a video file format much like the pass through, light to hole for a circular It create within a lens. iris to The is a diaphragm of blades that can be adjusted is made up of a number hole determines aperture of the circular settings (see above). size The human eye. chiaroscuro effect (see above). effect chiaroscuro lens is a veryA fisheye wide-angle make lens used to wide panoramic or hemispherical images. all added are etc bumps tyres squealing, the car engines, in car chase sequences example, For a film in post-production. to is the addition of sound effects Foley artist in post-production. the Foley by of movement. the impression create to displayed or frame frequency make at which the single images that frame rate are images is the rate The up moving can created are at which images rate The every displayed that 24 frames are example 24fps means second. (FPS); for in frames per second is expressed rate Frame effect. a slow-motion create back at 24fps will example filming at 60fps and then playing for effect; for be adjusted washes beam of light ideal for scattered a wide a lens that produces have and film. Fresnels lamp is one of the most common lamps used in theatre A Fresnel the beam. focus added to colour washes and barn doors (see above) create used to gels can be Coloured areas. large over light. a coloured create to of a light source material placed in front sheet of coloured A gel is a thin transparent example. for window an arched a shape, create of the lens of a lamp to placed in front A gobo is a stencil aesthetic purpose to be pleasing to the eye of the viewer as well as directing the viewer’s eye to focussed elements within a shot. elements within focussed to eye the viewer’s as directing as well of the viewer the eye aesthetic purpose be pleasing to to Itbelow). (see in film noir productions contrast of light and shadows. is best exemplified a careful by created effect is a lighting Chiaroscuro effect. for of the light source in front is external but the stencil the lamp and can be positioned anywhere a gobo (see below) to Similar to depth of field is the distance between the closest and furthestThe can By adjusting the depth of field the photographer in an image. objects that appear in focus the bokeh is known If added in the background This depth of field. points of light are as a shallow background. image with a blurred a sharp foreground create (see above). can be produced effect Non-diegetic example. sound is sound sounds for street of this sound is usually identifiable on screen; source The Diegetic sound is sound of the film world. example. theme or incidental music for on screen; of this sound is usually not identifiable source The outside of the film world. addition of a cameras but with the single-lens film single lens reflex and mechanical elements of 35mm etc) A DSLR (digital camera has the optical (mirrors reflex) image). and video (moving both still image photography film. Most modern than photographic rather DSLRs can also be used for sensor, imaging digital which is usually characterisedthe and the use of the portrayal a crime noir is a film genre by mystery fatale, solve, of a cynical to a femme Film detective, Explanation or a digital either on celluloid an impression apertureThe a user-determined and leave a camera lens that allows hole at the end of a is a enter amount of light to iris the by (see below). of the hole is controlled size The sensor. are flaps These frame. flaps on each side of a square four Barn lamp (see below). doors have of a Fresnel A barn the front door is a device that is attached to the light scatter stop set and to a of light onto beam a directed main use of the barn create The door is to the Fresnel. light from shape a beam of adjustable to Fresnels. that is common with set. on a movie in a semi-opaque areas large curtain, often a soft covered lamps, light over several a bank of Blanket create lights are used to a shot (very It for often background utilising light sources). serves an out of focus create an to depth of field uses shallow that technique Bokeh is a photographic

Iris Gobo H.264 Fresnel Gel Frame rate Frame Fisheye lens Fisheye Foley Film noir Film diegetic sound DSLR Diegetic/non- Chiaroscuro or cookie Cucoloris Depth of field Blanket lights Blanket Bokeh Aperture Barn door Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key KEY TERMS KEY

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 7 A reflector is a reflective surface is a reflective a subject ItA reflector light on to or scene. redirect can be purpose to used made or home-made,of tin foil. such as a sheet soft in semi-opaque small objects light on create or models. material used to covered A soft is a box box ground. bumpy across smooth-looking is moving when the operator shots even for cameras that allows movement A stabiliser for key positions (points): the the point (slightly to different It lights in three lighting. utilises three most photographic point lighting set up is the basis for three The the right and to of the subject), and the back (behind and slightly above). the leftfront the fill (to front), Explanation video and audio. store used to file format multimedia is a digital MP4 or MPEG-4 but can be used in large Fresnels as not as controllable They are wide colour washes. produce often used to lamps are or parabolic aluminised reflector PAR less electricity which use much colour without the use of and can change LED PARcans by being replaced increasingly are PARcans cheaper. numbers as they are gels. example in a medium two focus shot the during a shot. For change focus to the operator which requires technique is a cinematic rack focus pull or focus The subject out of focus. first be on subject 2 who was previously reveal may 1 and then pull back to and/or backlight. general-purpose can be used as a key light which fill, flood, head is a high-powered A red Three point lighting point Three Soft boxes Steadicam Red heads Reflectors Pull focus Pull MP4 (LED PARcan) PARcan Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 8 http://vision.cse.psu.edu/courses/CompPhoto/ https://vimeo.com/blog/post/frame-rate-vs- http://www.lavideofilmmaker.com/business/ http://creativeskillset.org/job_roles/759_director_ Organisation: Pennsylvania State University State Pennsylvania Organisation: Basic principlesTitle: of photography Resource Link: Web PhotoIntro.pdf Description: pdf file outlining the basic useful downloadable A principles of photography. Vimeo Organisation: The Speed - Setting Shutter Vs. Rate Frame Title: Resource Straight Record Link: Web shutter-speed-setting-the-record-str Description: video dealing with useful text A and illustrative speed = frame rate. the popular misconception that shutter Resources which could help which could Resources LAvideoFilmmaker.com Organisation: Cinematographer Top-Notch a Find to How Title: Resource Link: Web how-to-find-a-top-notch-cinematographer-a-guide-for- independent-filmmakers.html Description: of the cinematographer. Outlines the role Skillset Creative Organisation: of Photography Director Title: Resource Link: Web of_photography of photography/ Description: of the director Outlines the role cinematographer. Learners may not at first see the connection may between the artLearners of the could emphasise throughout tutor The cinematographer. and the photographer 1 that the basic principles image Outcome of still and moving Learning the basic illustrate be used to could resource The the same. are photography approach This principles of capturing an image and the importance of light. capture DSLRs with movie access to that have centres to might be best suited cameras. image rather than moving thinking learnersMany get these confused, speed that setting the shutter This image work. moving shot per second in frames are many determines how activity rates but it is 1, Frame Outcome misconception is dealt with in Learning learners. to delivering worth in advance before looking at the resource ask learners to research the role of the cinematographer by way of a Unit starter. way by of the cinematographer the role ask learners research to film-making carefully for are captured understand that images need to Learners of light, mise-en-scene, elements together bringing constructed by camera Simply is the artThis of the cinematographer. and angle etc. position, movement and not recording is video record pointing a camera at a subject pressing and cinematography. cause some both of these job titles which may come across may Learners the same job role. to confusion. Essentially the two titles refer How can this be overcome? can How the best produce to help the director is to of the cinematographer role The working with cameras involves role Their the production. for images appropriate but it is primarily about the art light. Light is fundamental in the production of It to video. of the cinematographer is the job to a painting from image, of any in an aesthetically pleasing the camera results that the light that enters ensure the work being produced. for image and appropriate links and the resource could use tutors learners understand this, to In for order

Frame rate vs shutter speed shutter vs rate Frame Photography and Cinematographer Photography and cinematography Photography The difference between Director of between difference The The difference between between difference The and video cinematography recording Cinematography is only about is only Cinematography using a camera Some common misconceptions and guidance on how they could be overcome could they on how and guidance misconceptions Somecommon is the misconception? What MISCONCEPTIONS

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 9 Also related to related Also Unit 18 LO4 Suggested timings Suggested 1 hour https://en.wikipedia.org/wiki/List_of_camera_types in a digital portfolio (created using Blogger, Wordpress, Tumblr, Pinterest etc) explaining some of the explaining etc) Pinterest Tumblr, Wordpress, using Blogger, portfolioin a digital (created differences. learner use work. for could the cameras available and explain how Learners could introduce Tutors portfolio. their then make and add them to using the equipment images (still and moving) Useful resource: WikipediaOrganisation: List of camera typesTitle: Resource Link: Web in-depth with links to types of camera available, Description: useful list of all the different A descriptions. 1 quality cinematic footage record to equipment camera use to how Know activitiesSuggested could include These carry could Learners out a survey access to. or have they of the cameras own, HD video cameras, compacts, mirror-less DSLR cameras, compact cameras, digital mobile phones, camera). 4k video video cameras (e.g. a homework activityAs they them could make mode and present an image with each device in auto

Cameras Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 10 Also related to related Also LO3 Unit 8 LO2, 1 hour Suggested timings Suggested http:// ]. http://www.digitalcameraworld.com/2012/06/29/how-different-types-of-lenses-see-the-world/ light and lenses vs field of view length focal aperture and irisf-stops, lens speed lens diameter focus vs prime lenses. zoom An alternative approach could be to allocate different groups different aspects research. of lenses to different groups different allocate could be to approach An alternative their presentations: in the following learners is adopted could cover approach Whichever • • • • • • • [see also be appropriate would involved A consideration of the mathematical formulas matadornetwork.com/notebook/5-photography-formulas-worth-geeking-over/ Suggested activitiesSuggested lenses: size explain the use of different to images or their own below resource could use the Tutors World Camera Digital Organisation: types of lenses see the world different How Title: Resource Web: made with them. images types at a range of the most common lens Description: and presents Looks their lenses work and present how could research groups, either individually or in small Learners, their presentation. portfolio illustrate of the class using their digital to the rest findings to Title of suggested activity of suggested Title Lenses

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 11 Also related to related Also Unit 8 LO3 Suggested timings Suggested 1 hour http://photography.tutsplus.com/tutorials/the-ultimate-beginners-introduction-to- What is shutter speed? What effects can be created by changing shutter speed? shutter changing by can be created What effects speed? What is shutter What is ISO? images. and overexposed some examples of under- Give What is the triangle of exposure? How does it affect the images we make? we the images does it affect How What is the triangle of exposure? the aperture? of changing What is the effect What is aperture? depths of field. of images with different some examples What is depth of field? Give • • • Organisation: Organisation: Tuts+ Envato Introduction Exposure to Beginner’s Ultimate The Title: Resource Link: Web exposure--photo-3028 exposure. guide to Description: comprehensive A in their portfolio their answers present questions and the following could then explore Learners with a short supportsequence to filmed It as necessary. is important the image that learners present if necessary: the effect metadata with their examples so that they can reproduce • • • Suggested activitiesSuggested It is important video cameras though many that learners even understand the principles of exposure DSLRs in and film cameras, video cameras, Mostprofessional settings. makeexposure use of automatic the learner camera(s) Whichever settings. exposure determine own their the user to allow video mode the on set the exposure to if not how understand the principlesis using they will need to of exposure, using. camera they are activity a DSLR in manual image capabilities of using the moving following is best completed The settings manually. control option to image camera with the mode or a moving tutorial: the following be asked could work in pairs and read Learners to Title of suggested activity of suggested Title Exposure

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 12 Also related to related Also Unit 18 LO4 Suggested timings Suggested 1 hour 1 hour http://www.indiewire.com/article/6-film-and-video-cameras-that-changed-the-face-of- http://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtm https://vimeo.com/blog/post/frame-rate-vs-shutter-speed-setting-the-record-str Web Link: Web indie-film-20140923 Description: history cameras. image potted A budget moving low of ground-breaking If the learners their report image cameras is available could illustrate a range of moving with clips cameras. made on the different Organisation: PBS Organisation: Like? Film is MotionWhat Picture Title: Resource Link: Web Description: follow. with some mathematical questions to explanation of frame rate An the article a report could read and cons of using and then produce Learners outlining the pros below articleThe should serve presented as a starting types of projects. point different cameras for different further terms such as: cinema cameras, but learners research using search be encouraged to could cameras. IMAX 3D cinema cameras, 4k cameras, 35mm film cameras, IndieWire Organisation: of Indie Film Face The Changed That Cameras Video and 6 Film Title: Resource Suggested activitiesSuggested effects some of the reproduce and below resource in the presented the video could watch Learners speed and aperture: shutter changing by created Vimeo Organisation: Straight Record The - Setting Speed Shutter Vs. Rate Frame Title: Resource Link: Web Description: that shutter dealing with the popular misconception video A useful text and illustrative speed = frame rate. in: learners presented the calculations could attempt the video, watched When they have Using moving image cameras moving Using Title of suggested activity of suggested Title rates Frame

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 13 Also related to related Also Unit 18 LO4 Suggested timings Suggested 1.5 hours https://vimeo.com/blog/post/setting-up-your-dslr https://vimeo.com/blog/post/shooting-video-with-a-dslr https://vimeo.com/blog/post/introduction-to-dslr-cameras commentary a DSLR in video mode over outlining the advantages and disadvantages of using a image film or video camera. moving Description: shooting video. A quick survey types for of DSLR available of the different Vimeo Organisation: DSLR Setting up your Title: Resource Link: Web Description: shoot video - a look at settings. to Getting ready Vimeo Organisation: Shooting video with a DSLR Title: Resource Link: Web Description: with a DSLR. shoot video to How an audio in video mode and produce using a DSLR could then shoot some footage Learners Suggested activitiesSuggested Many same price cameras in the image moving range. many over some benefits have DSLR cameras the opportunity which give example, work to for camcorders, light sensors than larger DSLRs have look. range of manual a wider also have DSLRs ‘filmic’ a more give depth of field and with a smaller maintaining focus. especially when control, difficult to said this they can be more Having functions. the videos at: watch could Learners Vimeo Organisation: IntroductionTitle: DSLR Cameras to Resource Link: Web Title of suggested activity of suggested Title in video DSLR cameras Using mode

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 14 Also related to related Also Suggested timings Suggested 2 hours http://www.3drender.com/ as a starting point). https://www.routledge.com/Cinematography-Theory-and-Practice-Image-Making-for- http://www.peachpit.com/articles/article.aspx?p=2186208 http://www.lightingforcinematography.com/ indoors – fluorescent light indoors – fluorescent indoors – house lights flash of configurations. studio lights in a range direct sunlight sunlight reflected cloudy daylight Resource Title: Cinematography: Theory Image and Practice: Making Cinematography: and Title: Cinematographers for Resource Directors Link: Web Cinematographers/Brown/p/book/9781138940925 ISBN-13: 978-0240812090. textbookDescription: – with a supporting site. a comprehensive resources Resource Title: Understanding How Light Affects Your Photography Your Light Affects Understanding How Title: Resource Link: Web Beautifully of images. types the creation of light affect Description: different exploration of how An or in e-book a book, copy from as hard 0-321- ISBN-10: is a chapter available This format illustrated. 96813-1. Crafts the Film Guides to Tech Cine The Organisation: Cinematography Lighting for Title: Resource Link: Web supporting a site link is to web The use lighting. Description: cinematographers exploration of how An ISBN-13: 978-1628926927. Landau David the book by (author) Blain Brown Organisation: • • • • in their portfolios with a description images could then be presented of the lighting Learners’ colour They could also discuss the image. these affect conditions and an explanation of how filmed (see the conditions in which they are to in relation temperature glossary/colortemp.htm some guidance. offer below resources The Peachpit Organisation: 2 subject set and moving a location, for techniques lighting the cinematic Understand activitiesSuggested lighting learners camera, available make could Using any in different a range of image sequences could make Learners images in: conditions. • • •

Light sources Light Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 15 Unit 8 LO3 Also related to related Also Unit 8 LO2 1 hour Suggested timings Suggested 1 hour 1 hour https://vimeo.com/5772798 http://www.lavideofilmmaker.com/filmmaking/film-lighting-tips.html http://photo.net/learn/lighting/guide-to-lighting-kits/beginner/ http://nofilmschool.com/2015/11/lighting-like-vermeer-create-cinematic-depth-lighting Organisation: Vimeo Organisation: Title: Resource Film Lighting Tutorial Link: Web light characters. Description: to how useful video showing A classical They could then research the article could read the video below. Learners and watch learners using light. Inpaintings taking could depth/perspective small groups is created of how note on depth/perspective using lighting it focusing painting and tryselect their favourite recreate to portfolios. comments in the learners’ with could then be presented results The techniques. School No Film Organisation: Cinematic Depth with Lighting Create to How Vermeer: Lighting LikeTitle: Resource Link: Web Description: Article and video looking perspective with light. at creating could be uploaded to their portfolios. to could be uploaded the article they could read where and watch below could divide learners small groups, into Tutors with the try effects the lighting to shots shoot test could then Learners reproduce to the video. portfolios their to could be uploaded with an footage raw resulting The them. to equipment available be had to practical especially if any problems achieved, were lighting effects the explanation of how overcome. LAvideoFilmmaker.com Organisation: Title: Resource and Tips Film Lighting Techniques Link: Web images. Description: and tips with useful accompanying techniques Lighting Suggested activitiesSuggested Photographers’ used in studios. and techniques the lighting equipment could investigate Learners start place to a good on a film set. a little less than studios are complexities are as the Photo.net Organisation: Kits Lighting Guide to Beginner’s Title: Resource Link: Web studio. a photography Description: needs for Outlines the basic lighting indicating diagrams with descriptions equipment lists layout and studio produce could Learners These simple example film sets if time allows. could be extended cover This to position of lamps etc. orientation and perspective orientation Creative use of light: use of light: Creative Lighting – film and TV – film and Lighting Title of suggested activity of suggested Title – photography Lighting

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 16 Also related to related Also Unit 8 LO3 Unit 1 LO3 Suggested timings Suggested 3 hours 1.5 hours http://filmmakeriq.com/lessons/the-basics-of-lighting-for-film-noir/ http://www.digital-photo-secrets.com/tip/3558/using-lighting-style-to-create-mood-high- http://www.videomaker.com/article/c13/10780-in-the-mood Organisation: Filmmaker IQ Filmmaker Organisation: film noir basics of lighting for The Title: Resource Link: Web Includes an chiaroscuro. film noir employed of how exploration Description: interesting An video. informative cookies/gobos, lamp and shots using a test if and film test could then work in small groups Learners portfolio the digital their along with an explanation of how to could be uploaded results The available. on the viewer. effect and the resulting was created effect Resource Title: Using lighting style to create mood: High-key mood: style Using lighting create Title: to and low-key lighting Resource Link: Web key-and-low-key-lighting/ that can also be used in film- techniques but presents photography on digital Description: Focuses making, especially if using DSLRs. key noir is the use of the low of film known lighting technique One of the generic conventions as depth create and light to uses a range of shadow In the cinematographer this technique chiaroscuro. and key often reduced lights emphasised (see fill lights are the effect create In to in an image. order Terms). point lighting in Keythree the video at: and then watch could read Learners Suggested activitiesSuggested articles the they could read film short and then could divide learners below small groups; into Tutors They lighting techniques. different using achieved moods are different illustrating how sequences in particularshould focus key low on high and lighting. Videomaker Organisation: InTitle: mood the Resource Link: Web or emphasise mood in film. create used to Description: a range of lighting techniques Explores Secrets Photo Digital Organisation: Creative use of light: generic generic use of light: Creative convention Title of suggested activity of suggested Title mood of light: use Creative and aesthetics

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 17 Also related to related Also Unit 2 LO2 Unit 3 LO1 Unit 5 LO1 Suggested timings Suggested 2.5 hours : . Planet of the Apes Planet Planet of the Apes Planet http://www.movieoutline.com/articles/how-to-write-a-treatment.html http://pota.goatley.com/scripts/pota_revisited_treatment.pdf Description: Downloadable pdf treatment for Description: for Downloadable pdf treatment a short for film using the 5-minute treatment their own learners could then produce In small groups, as their guide: resource following Movie Outline Organisation: Write Title: Resource A Treatment To How Link: Web short for Description: writing guide to films. treatments step-by-step A portfolios. digital learners’ and/or uploaded to of the group the rest to could be pitched treatment The 3 quality of cinematic scene plan the recording Be able to activitiesSuggested for treatment examine the following could Learners Pota.goatley.com Organisation: of the Apes - revisited Planet Treatment: Title: Resource Link: Web

Treatment Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 18 Also related to related Also Unit 2 LO1 Unit 3 LO1 Suggested timings Suggested 1.5 hours http://creativeskillset.org/job_roles/759_director_of_photography http://www.lavideofilmmaker.com/business/how-to-find-a-top-notch-cinematographer-a- http://creativeskillset.org/job_roles guide-for-independent-filmmakers.html Skillset Creative Organisation: (DoP) of Photography Director Title: Resource Link: Web skills become a cinematographer. to and how and attributes needed, of DoP, role The Description: Learners could identify two or three roles and create pen portraits and create fit these who may of the individuals roles identify two could or three Learners displayed of the group, rest the to could be presented These on skills – focusing and attributes. roles portfolios. their digital or uploaded to on the wall, an and create of the cinematographer learners an extension could look at the role activity, As two following The imaginary they became a cinematographer. case study of an individual and how identify the skills help to would and attributes necessaryresources the role. for LAvideoFilmmaker.com Organisation: Independent a Guide for Project: your for Cinematographer Top-Notch a Find to How Title: Resource Filmmakers Link: Web Suggested activitiesSuggested working team The on a film production. a film can go into be filled before positions need to A range of artists, and small freelance of technicians but rather a group be a permanent not to company tends subcontracted companies. in the film industry available the range of job roles at: using the database explore could by Learners Skillset Creative Organisation: Job roles Title: Resource Link: Web roles. and media job Description: Database of creative Title of suggested activity of suggested Title and job roles Personnel

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 19 Also related to related Also Unit 2 LO1 Unit 5 LO2 Suggested timings Suggested 1 hour

http://www.hse.gov.uk/entertainment/theatre-tv/film.htm http://content.met.police.uk/cs/Satellite?blobcol=urldata&blobheadername1= http://www.essexinsurancebrokers.com/content/Film%20Production%20Risk%20 Description: Downloadable guide to the legal considerations when filming in London. IncludesDescription: a page the legal considerations when filming in London. Downloadable guide to of statutory obligations. Organisation: HSE Organisation: TV and broadcasting Film, Title: Resource Link: Web risk assessing when workingDescription: for Advice in film and television. is the booklet in London: about filming FIlm by London produced Another useful resource London Film Organisation: of Practice Code filming in London: Location Title: Resource Link: Web Content-Type&blobheadername2=Content-Disposition&blobheadervalue1=application% 2Fpdf&blobheadervalue2=inline%3B+filename%3D%2236%2F100%2FCodeOfPractice_. pdf%22&blobkey=id&blobtable=MungoBlobs&blobwhere=1283564850626&ssbinary=true Suggested activitiesSuggested (perhaps a shoot a risk for assessment create to could divide learnersgroups pairs or small into Tutors Essex Insurance from use the template could They shorttheir 5-minute based on film proposal). Executive): Safety the HSE (Health and by guidance provided the follow Brokers and Essex InsuranceOrganisation: Limited Brokers Risk Asssessment Production Film Title: Resource Link: Web Assessment%20Form.doc risk production film assessment. for Template Description: Title of suggested activity of suggested Title risk safety Health and assessments

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 20 Unit 3 LO3 Unit 5 LO2 Also related to related Also Unit 1 LO3 Unit 2 LO4 Unit 3 LO2 1 hour Suggested timings Suggested 1.5 hours http:// ) or learners devices on their own could install it http://www.thefilmnetwork.co.uk/ http://www.hollywoodcamerawork.com/sd_videos.html?anchor=quickstart information they need. information portfolio a digital or uploaded to display in a document for final costing could be presented The to be used and what settings will be used in order is to should detail equipment that This of work. length), aperture a selection example, of lens (focal for the use of, through cinematic quality, achieve speed. the chosen (fps) recording match speed to of field) and shutter depth (for Network Film The Organisation: The Title: Resource Filmmaking guide. Link: Web registration. requires site The a film shoot. Description: the equipment needed for guide to A Description: A guide to getting started with the basics of Hollywood Camera Work. Description: getting started A guide to with the basics of Hollywood Camera a short then block a sequence from could video the sequence or Learners film and either screenshot to could then be presented outcome The work). will not save version it using a mobile device (the free portfolio. a digital to and/or saved the group continue this further could sequences and exploring discussing these by the mise-en-Tutors meanings (e.g. create used to these are scene elements of camerawork, sound and how editing, the audience. for genre) representation, the cost of hiring learners research could work in pairs to Network guide below, Film The Using They should discuss the type(s) of a short produce the equipment needed to film. independent find the the internetcall suppliers to or that they need and then research lighting etc camera, lenses, Suggested activitiesSuggested ( Work of Hollywood Camera version one scene and install the free could download Tutors www.hollywoodcamerawork.com/sd_download.html scene one a set for design of this software the user to version allows free The (PC/Mac/iOS/Android). cameras. and props, and block actors, the activity. before tutorial could be viewed which a free offers below resource The Work Hollywood Camera Organisation: Quick StartTitle: Resource Link: Web Equipment Title of suggested activity of suggested Title Set (mise-en-scene) design

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 21 Also related to related Also Unit 2 LO4 Unit 3 LO2 Unit 5 LO1 Suggested timings Suggested 1 hour http://www.wikihow.com/Create-a-Storyboard Resource Title: How to Create a Storyboard Create to How Title: Resource Link: Web storyboards.Description: creating Detailed guide to step-by-step Suggested activitiesSuggested to learners activity could work in small groups above, Treatment the from treatment Using the could be a This film. their 5-minute of, or the entirety storyboard sequences from, from, a sequence shot storyboard the different detailing ‘animatic’ storyboard hand drawn or an animated conventional example. for types used, be to portfolios. digital storyboardThe learners’ be uploaded to could this activity: the learners guide to could be used through resource following The wikiHowOrganisation: Title of suggested activity of suggested Title of a storyboard/ Creation animatic

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 22 Also related to related Also Unit 1 LO3 Unit 3 LO3 Unit 5 LO2 Unit 15 LO3 Unit 18 LO1 Suggested timings Suggested 1 hour http://www.theblackandblue.com/pulling-focus/ (especially if using DSLRs) and pulling focus. (especially and upload to (see below) operator of the assistant camera also write could about the role Learners their portfolios. and Blue Black The Organisation: as a camera assistant pull focus to How Title: Resource Link: Web on film shoots. focus operate to camera assistants about how from Tips Description: 4 quality cinematic footage record Be able to activitiesSuggested In particular using lens focus. the rack pull could be created some effects could demonstrate Tutors demonstrated. resource The used. it could be depth of field and how a discussion about by be followed could This shots experimenting test with depth of field could be used and learnersbelow could produce

Camera activityCamera 1 – pulling focus Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 23 Unit 1 LO3 Unit 3 LO3 Unit 5 LO2 Unit 15 LO3 Unit 18 LO1 Also related to related Also Unit 1 LO3 Unit 3 LO3 Unit 5 LO2 Unit 15 LO3 Unit 18 LO1 2 hours 2 hours Suggested timings Suggested http://www.empireonline.com/movies/features/film-studies-101-camera-shots-styles/ http://digital-photography-school.com/introduction-to-white-balance/ http://www.digitalcameraworld.com/2012/05/23/how-to-set-custom-white-balance-for-perfect- tungsten fluorescent daylight cloudy flash shade custom. What is white balance? What is white cameras work do what is white? out How settings and situations? in different different look does white Why situations when making images? different do cameras work out the correctHow settings for Learners could read the resource below and then create materials to illustrate a new information sheet a new information illustrate materials to and then create below the resource could read Learners kinds use them. of shot and when to different the be used with new learners media demonstrate to to Magazine Empire Organisation: Know To Needs Fan Shots Every 30 Camera The Film Studies 101: Film Title: Resource Link: Web colours/ uploaded Images at the same location both indoors and out and the results could be captured portfolios the white with commentaries of changing on colour identifying the effects learners’ to balance. Learners could then make short sequences using each white balance setting on their camera. These These then make could Learners shorttheir camera. balance setting on sequences using each white typically:settings are • • • • • • • the instructions setting learners and follow use the custom could make card use of a piece of white To here: Suggested activitiesSuggested questions: answering the following by balance white could research Learners • • • • School Photography Digital Organisation: Balance White IntroductionTitle: to Resource Link: Web Description: settings. balance white to An introduction Camera activityCamera 3 – shots/ 1 framing Title of suggested activity of suggested Title activity Camera 2 – digital balance white video and

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 24 Unit 15 LO3 Also related to related Also Unit 1 LO3 Unit 3 LO3 Unit 5 LO2 Unit 15 LO3 Unit 18 LO1 Unit 5 LO2 1 hour Suggested timings Suggested 2 hours www.lavideofilmmaker.com/filmmaking/essential- . http://photo.tutsplus.com/articles/theory/the-complete-beginners-guide-to-natural- http://photo.tutsplus.com/articles/hardware/quick-tip-using-a-simple-portable-reflector/ http://www.lavideofilmmaker.com/filmmaking/how-to-frame-over-the-shoulder-shots-

Resource Title: The Complete Beginner’s Guide to Natural Light Guide to Beginner’s Complete The Title: Resource Link: Web light/#disqus_thread of natural light in image creation. sources Description: using different guide to A Organisation: Tuts+ Envato Reflector Using a Simple Portable Tip: Quick Title: Resource Link: Web Description: using portable guide to A reflectors. light portfolios with learners’ they could be uploaded to been produced Once the images have commentaries. Learners could follow the exercises presented at: presented the exercises follow could Learners camerawork-exercises-aspiring-filmmakers.html learner to could be uploaded portfoliosAll materials produced with commentaries. or home built. either purchased use of light reflectors, the demonstrate could Tutors could then be asked makeLearners light. and natural to a seriesusing only reflectors sequences of test the practical doing exercise. before reading useful are below resources The Organisation: Tuts+ Envato Suggested activitiesSuggested such range of shots, a practise producing to by framing could divide learners small groups into Tutors DSLR using if they could also tryThey are lenses (especially using different shots. the shoulder as over (This on framing. this has effect see what cameras) to could be extended shot types include other to if time allows.) LAvideoFilmmaker.com Organisation: Over-the-Shoulder Pictures! Pretty with shots: a Detailed Frame Guide, to How Title: Resource Link: Web detailed-guide.html shots. the shoulder Description: framing over A detailed guide to Lighting activityLighting 1 Title of suggested activity of suggested Title activityCamera 4 – shots/ 2 framing

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 25 Also related to related Also Unit 5 LO2 Unit 15 LO3 Suggested timings Suggested 1 hour http://www.lavideofilmmaker.com/ https://vimeo.com/blog/post/bokeh-basics results could be presented to the group and/or uploaded to learner uploaded to and/or portfolios. the group to could be presented results this task: some good advice for offers LAvideoFilmmaker filmmaking/film-lighting-tips.html Suggested activitiesSuggested is the bokeh that makes pleasing effect An aesthetically and focus of both lighting techniques use Terms). (see Keyeffect Vimeo Organisation: BokehTitle: Basics Resource Link: Web the bokeh with a video explaining the science and complete effect basics of creating The Description: use of bokeh. the creative one showing The light sources. bokeh using different in a range of situations be asked could create Learners to Title of suggested activity of suggested Title activityLighting 2

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 26 Also related to related Also Unit 5 LO3 Suggested timings Suggested 1 hour http://www.anvsoft.com/any-video-converter-free.html http://ccm.net/faq/42094-how-to-transfer-the-content-of-a-mini-dv-tape-to-your- .QT .MPG .MPE .MPG .M1V .M2V .M4V .MP4 .DV .3GP .3G2. .AVI .WMV .ASF .MOV out if their software import will automatically If these files. so they could import pre-filmed If material. party convert using a third not they will need to their file formats video converter Any such as Anvsoft Converter:Video and import format could convert an appropriate their software. to their files Learners them into • • • • • • • • • • • Not all file types could use their software find to manuals Learners will work with all editing software. Organisation: CCM Organisation: Computer your to Tape of a Mini the Content DV Transfer to How Title: Resource Link: Web computer Description: importing guide to downloadable A video tape. digital The If video files learners could first find out what type using digital of files their cameras produce. the suffixes: most common types of files have • • • • 5 quality a cinematic product create in post-production to footage edit the recorded Be able to activitiesSuggested Importing that editing varies depending on the file format for a computer a camera to video/film from using tape/film. are you in, or if video is created the digital import to below If pre-filmed using video tape learners could use the resource their material to computers: Importing Title of suggested activityof suggested Title LO No: LO Title: LO

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 27 Unit 1 LO3 Unit 3 LO4 Unit 5 LO3 Unit 15 LO4 Also related to related Also Unit 1 LO3 Unit 3 LO4 Unit 5 LO3 Unit 15 LO4 1 hour Suggested timings Suggested 1 hour

http://creativeskillset.org/creative_industries/film/job_roles/2940_editor Description: The role, qualifications, and attributes of the film editor. qualifications, role, The Description: and/or included in portfolios. display used for could be outcomes Written popular available in many centres. in many popular available could then set up their software work with their productions. to Learners a fictional learners interview could produce a school for with a film editor below, Using the resource In the interview on careers. magazine focusing the learner could try the editor out how draw to for. been responsible and some of the workthey have some of their responsibilities, became an editor, of writing piece learners in factual could use the though this is a creative frameworkEven provided webpage. the cited Skillset Creative Organisation: Editor Jobroles: Title: Resource Link: Web https://videos-tv.adobe.com/2013-07-31/04facb858a49a7078b32ffdd2dbf8b0d.mp4 Pro: Cut Final https://documentation.apple.com/en/finalcutpro/usermanual/index.html Movie Studio: Movie Studio/Vegas Sony https://www.moviestudiozen.com/free-tutorials/sony-movie-studio-platinum/521-beginners-guide- movie-studio-platinum-13 MoviePlus: https://www.serif.com/appresources/MPX6/Tutorials/en-gb/help/starting_a_new_project.htm the most represents softwareOtherThe above with online support. software together is available Suggested activitiesSuggested of setting the process learners could research Therefore, Setting is software up a project dependent. interactive or create the process demonstrate could Tutors chosen software. in their up a project learning materials. are: Useful starting research places for iMovie: https://support.apple.com/kb/PH14687?locale=en_US CC: Pro Premiere Editing 1 Editing Title of suggested activity of suggested Title Starting project an editing

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 28 Unit 3 LO4 Unit 5 LO3 LO4 Unit 17 LO3, Also related to related Also Unit 1 LO3 Unit 3 LO4 Unit 5 LO3 Unit 15 LO4 1.5 hours Suggested timings Suggested 3 hours http://www.masteringfilm.com/good-video-editing-techniques-to-consider/ http://www.videomaker.com/article/c10/14223-basic-video-editing http://www.filmsite.org/visualeffects.html The resource below is a good starting below research: point for resource The Filmsite Organisation: (F/X) - Milestones Special Effects and Visual in Film Greatest Title: Resource Link: Web Description: historical A survey production. in special effects of milestones Description: The basic skills and techniques required for editing. for basic skillsThe required and techniques Description: Mastering Film Organisation: Consider to Techniques Editing Video Good Title: Resource Link: Web video. of editing dos and don’ts The Description: effects ‘special or types of visual special effects’ ‘different terms such as: Using the internet search with a short a particular learners about how could create presentation or type special effect, of films’, for in a film. was created special effect, online using applications such as or presented of the group in front could be given presentation The or Prezi. SlideShare Suggested activitiesSuggested a short produce to material (using original video could divide learners small groups into Tutors commentary’ ‘editor’s activities Outcome or pre-filmed in Learning materialan if not) with recorded include could also They types employed. techniques edits and editing of the different explaining ‘what do’. not to illustrate such as jump cuts to common errors used as checklists could be below that learners of techniques could illustrate. resources The Videomaker.com Organisation: Basic video editing Title: Resource Link: Web Special effects 1 Title of suggested activity of suggested Title 2 Editing

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 29 Also related to related Also Unit 3 LO4 Unit 5 LO3 LO4 Unit 17 LO3, Unit 3 LO4 Unit 5 LO3 Suggested timings Suggested 2 hours 1 hour https://helpx.adobe.com/after-effects/using/cameras-lights-points-interest.html#create_a_ https://vimeo.com/blog/post/video-compression-basics http://www.videomaker.com/article/f6/14743-what-is-a-codec Web Link: Web when exporting exhibition. Description: all the considerations required video for A guide to Description: straightforward A explanation of what a codec is and what it does. is to their product how and they could decide upon where clear about codecs, When learners are export and select codecs to be exhibited It their software. appropriate from their product could be a useful learning experience codecs and making export to on the notes using different their product differences. appropriate audio codecs and choose the learners explore will need to the video codec, as well As or high definition), bit standard (e.g. video resolutions could also consider They product. their one for tutorial is a good startingThis point: and sample rates. and audio data and frame rates, Vimeo Organisation: Basics Compression Video Title: Resource Web Link: Web light_and_change_light_settings Effects. After using Adobe Description: camera positions and light sources on adding Advice However, or on DVD. broadcast, All video editing software will export for viewing online, video for the mode of exhibition. learners know will need to for use which to about codecs and their present They could codecs should I use? Which codecs? are What could research: Learners articleThe is a good starting below point: portfolio. findings in their digital Videomaker.com Organisation: What is a codec? Title: Resource Link: Web Suggested activitiesSuggested One Most stage. software editing at the post-production learners include special effects will allow to experiment could and with colour filters Learners and lighting. colour to relates of effects such range findings in exported their portfolios. and present edit digital their off-line lighting effects clips to package learners special effects If could use a dedicated to Effects After available, such as Adobe some of the create to and direction the light source They could change experiment with lighting. their portfolios. to could then be uploaded These the unit. learnt throughout they have effects Adobe Organisation: and points of interest lights, Cameras, Title: Resource Exporting Title of suggested activity of suggested Title Special effects 2

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 30 Also related to related Also Suggested timings Suggested https://support.google.com/youtube/answer/1722171?hl=en-GB https://vimeo.com/help/compression Resource Title: Recommended upload encoding settings Title: Resource Link: Web YouTube. Description: Settings for Suggested activitiesSuggested and ask learners exhibition find out what to for YouTube or Vimeo on could set up accounts Tutors these two exhibition spaces. online for required settings are Vimeo Organisation: Guidelines Compression Video Title: Resource Link: Web exporting tutorials a wide for links to page also contains The from Vimeo. Description: Settings for editing software. range of popular video YouTube Organisation: Title of suggested activity of suggested Title Exporting (continued)

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 18 The small print www.ocr.org.uk/i-want-to/find-resources/ for your qualification: There isnow aquickandeasysearch tool to helpfind forLooking aresource? [email protected] resources ofourqualifications: we delivery offer to support Please getintouch ifyou of wantto discusstheaccessibility Square down andSquare up:alexwhite/Shutterstock.com Cover image:Naiyyer/Shutterstock.com theuseoffollowingOCR acknowledges content: astheoriginator ofthiswork. acknowledged remain andOCRis the OCRlogoandthissmallprint intact This resource may befreely copiedanddistributed, aslong OCR website to ensure you have themostupto date version. We update ourresources onaregular basis, sopleasecheckthe responsible for any errors oromissionswithintheseresources. ofthecontent,to OCRcannotbeheld ensure theaccuracy method thatisrequired by ismade OCR. effort Whilst every qualifications, butinnoway constitute anendorsedteaching OCR’s resources ofOCR are thedelivery provided to support OCR Resources: www.ocr.org.uk/expression-of-interest Expression ofInterest form whichcanbefound here: organisation, you canrequest more information by completingthe are switching from considering your current provider/awarding Whether you already offer OCRqualifications, are to new OCR, or ‘Send’. Thank you. up pleaseaddadditionalcommentsifyou wishandthenjustclick that ourresources for work you. When theemailtemplate pops onthe clicking ‘Like’ or ‘Dislike’ button you canhelpusto ensure We’d your ontheresources view to know like we produce. By the smallprint free

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Publication date: 2016 5Sep Product/9781471874734 www.hoddereducation.co.uk/ within thisqualification. book covers arangeofunits with HodderEducation this inpartnership Developed textbook Digital Media Cambridge Technicals Level 3 OCR customer contact centreOCR customer contact ocr.org.uk/media OCR isanexempt charity. Road, Cambridge CB12EU. Registered company number3484466. Limited by Guarantee. Registered inEngland. Registered office 1Hills © OCR2016 programme your call mayberecorded ormonitored. Cambridge. oftheUniversity of ofCambridge Assessment, adepartment OCR ispart For assurance ofourquality training staff purposesandaspart Oxford Cambridge andRSAExaminations isaCompany http://