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Oxnard Course Outline Course ID: FTVE R106 Curriculum Committee Approval Date: 10/24/2018 Catalog Start Date: Fall 2019 COURSE OUTLINE OXNARD COLLEGE I. Course Identification and Justification: A. Proposed course id: FTVE R106 Banner title: Beginning Digital Editing Full title: Beginning Digital Editing Previous course id: FTVE R106 Banner title: Beginning Digital Editing Full title: Beginning Digital Editing B. Reason(s) course is offered: FTVE R106 is a required course in the AS in Film, Television, and Electronic Media, the Certificate of Achievement in Film, Television, and Electronic Media Production, and a restricted elective in the AS-T in Film, Television and Electronic Media. This course provides students with the appropriate and current training in editing software at a fundamental level. Students will be trained in at least two non-linear editing software programs. This will enable students to be better prepared in the respected field. C. Reason(s) for current outline revision: Five year review, update textbooks. Modest changes to reason course is offered, SLOs, objectives, methods of instruction and methods of evaluation. D. C-ID: 1. C-ID Descriptor: 2. C-ID Status: E. Co-listed as: Current: None Previous: II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00 B. Course Hours: 1. In-Class Contact Hours: Lecture: 35 Activity: 0 Lab: 52.5 2. Total In-Class Contact Hours: 87.5 3. Total Outside-of-Class Hours: 70 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous: 3. Advisories: Current: Previous: 4. Limitations on Enrollment: Current: Previous: D. Catalog description: Current: In this course, students develop and improve their digital editing skills using non-linear editing software. Students will explore film/video editing theory and apply various editing styles to video footage from multiple sources. Students will gain understanding of the impact that editing has on audience response. Critical analysis of the editing process, editing complex scenes and creating visual effects will be part of the curriculum. Previous, if different: E. Fees: Current: $ None Previous, if different: $ F. Field trips: Current: Will be required: [ ] May be required: [X] Will not be required: [ ] Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ] G. Repeatability: Current: A - Not designed as repeatable Previous: A - Not designed as repeatable H. Credit basis: Current: Letter graded only [X] Pass/no pass [ ] Student option [ ] Previous, if different: Letter graded only [ ] Pass/no pass [ ] Student option [ ] I. Credit by exam: Current: Petitions may be granted: [ ] Petitions will not be granted: [X] Previous, if different: Petitions may be granted: [ ] Petitions will not be granted: [ ] III. Course Objectives: Upon successful completion of this course, the student should be able to: A. Use current technology and non-linear software to edit video footage B. Create different stories and audience reactions by using various editing styles with the same raw footage C. Discuss aesthetic reasons for choices made by film/video makers D. Compose and edit a decision list that may be appropriately interpreted and executed by others E. List and describe the post-production considerations for a digital video production F. Distinguish various compression/decompression methods (CODECs) used in importing and exporting digital and auditory media in different formats G. Apply Montage Editing to video projects IV. Student Learning Outcomes: A. Students will demonstrate how to import, edit, and export picture and soundtracks utilizing advanced editing software such as adobe premiere pro, final cut pro or avid media composer. B. Students will execute a three-point edit using non-linear software. C. Students will properly apply video and audio transitions to a video project timeline using a non-linear editing software. D. Students will complete a short narrative based editing project in a non-linear editing software. E. Students will demonstrate how to edit a scene that employs the principles of the invisible style of editing through continuity and matching cuts. V. Course Content: Topics to be covered include, but are not limited to: A. Principles of Editing 1. Continuity 2. Pacing 3. Storytelling 4. Montage Editing B. Editing Elements 1. Editing for Content 2. Editing for Time 3. Software and Hardware Configurations C. Video Capture 1. Setting Up a New Project 2. Preferences 3. Capturing Media 4. Relinking Files D. Editing Mechanics 1. Edit Types 2. Edit Tools 3. Basics of Three Point Editing 4. Using multiple layers E. Effects 1. Transitions 2. Filters and Effects 3. Key Framing 4. Compositing 5. Graphics and Titles F. Sound Editing Techniques 1. Voice-over 2. Sound effects 3. ADR 4. Adjusting Audio Levels a. Mixing Audio Tracks 5. Audio Filters G. Preparation of Digitized Projects for Output 1. Technical Compliance 2. Compression/Decompression (CODEC) Choices VI. Lab Content: A. Non-Linear Software 1. Using Adobe Premiere, and/or Avid Media Composer (or Final Cut Pro X), students will apply and improve their editing skills. B. Film Theory 1. Students will explore film/video editing theory and apply various editing styles to video footage from multiple sources. C. Lab Screening 1. Students will gain understanding of the impact that editing has on audience response by presenting their films to the class for comment and critique during lab. VII. Methods of Instruction: Methods may include, but are not limited to: A. Instructor demonstration of editing practices and procedures in the editing software. B. Lab editing activities to develop skills. C. Peer review of students’ work via Canvas (or a course management system) feedback assignments. D. Reading assignments to provide theoretical foundations for editing and structuring sequences. E. Lectures covering key post-production terminology and key personnel in the post­ production field. All lecture information is also posted via canvas. F. When available, presentations by guest speakers working in post-production to provide understanding of the trends in professional editing field. G. One small group or team project to develop collaboration in post-production editing, much like professional industry standards. VIII. Methods of Evaluation and Assignments: A. Methods of evaluation for degree-applicable courses: Essays [X] Problem-solving assignments (Examples: Math-like problems, diagnosis & repair) [X] Physical skills demonstrations (Examples: Performing arts, equipment operation) [X] For any course, if "Essays" above is not checked, explain why. Students will complete reflection questions in essay format detailing how, why and when digital editing decisions are executed. Students also have editing analysis writing assignments. B. Typical graded assignments (methods of evaluation): 1. Students will edit short video projects using original and supplied video footage and edit according to specific editing styles. 2. Students will edit a music video project using supplied video and audio footage and edit according to a specific editing style. 3. Students will create multiple versions of a show open edit to elicit different reactions. 4. Students will complete a short (2 -3 page) research paper analyzing a specific film and video editing style and/or technique. 5. Students will compose a physical and electronic logging sheet for video footage associated with a narrative short film. 6. Students will compose and edit a decision list (EDL) that may be appropriately interpreted and executed by others. 7. Students will complete an multi-camera edit of a live event (OC LIVE as an example) using the multi-camera editing feature in Premiere Pro software. C. Typical outside of classroom assignments: 1. Reading a. Read course textbooks and trade magazines with current, industry standards. Example: Filmmaker Magazine or Digital Filmmaker Magazine b. Visiting post-production forums and blog spots for up-to-date commentary on software challenges, tricks of the trade, post-production practices and job/internship opportunities. Example: http://www.aotg.com/ 2. Writing a. Creating a VTR Log of footage b. Create Edit Decision List (EDL) for use in editing projects. c. Critique editing styles trends. 3. Other a. View historic films that demonstrate Montage Editing by Sergei Eisenstein, D.W. Griffith, and Vsevolod Pudovkin. b. View current films that demonstrate contemporary editing. IX. Textbooks and Instructional Materials: A. Textbooks/Resources: 1. Pearlman, K. (2015). Cutting Rhythms: Intuitive Film Editing (Second/e). New York Routledge. 2. Murch, W. (2001). In the blink of an eye (Second/e). Hollywood Silman-James Press. 3. Jago, Maxim (2018). Adobe Premiere Pro CC Classroom in a Book (2018 release) (2018/e). San Francisco Adobe Press: Pearson. 4. "Adobe Premiere Pro." Adobe Press, 2018 ed. Description: Digital video editing software for both Apple and Windows computers. 5. "AVID Media Composer." AVID, 8 ed. Description: Digital video editing software for both Apple and Windows computers. 6. Viewing of assigned films and videos B. Other instructional materials: X. Minimum Qualifications and Additional Certifications: A. Minimum qualifications: 1. Broadcasting Technology 2. Mass Communication (Masters Required) 3. Media Production 4. Multimedia B. Additional certifications: 1. Description of certification requirement: 2. Name of statute, regulation, or licensing/certification organization requiring this certification: XI. Approval Dates Curriculum Committee Approval Date: 10/24/2018 Board of Trustees Approval Date: 10/24/2018 State Approval Date: Catalog Start Date: Fall 2019 XII. Distance Learning Appendix A. Methods of InstructioInstruction Methods may include, but are not limited to: B. Information Transfer Methods may include, but are not limited to: Course ID: 2536.
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