gold+seal+lesson

**// Nancy Sutton Smith – Media Production – LHS  //****// 8/16/07 //** ** Career Cluster-A/V Technology **** Grade Level: 9 th -12 th  ** ** Area: ** || ** Multimedia Technology – Video Editing Basics **  || Mastery of the video editing software means it becomes second nature and doesn’t interfere or impeded the creative process as the student makes a video piece. **Technology:** Use Adobe Premiere 6.5 Video Editing Software **Math:** Understanding time calculations and reading and adjusting video in frames and seconds **Reading****:** Read/comprehend technical software manuals **Computer Skills**: Learn to organize files for video storage, keep track of video storage demands, understand the video rendering process || Instructions to students: • Open the Adobe Premiere 6.5 software • Select New Project (choose correct settings) • You will need Project Window/Bin, 2 video monitors, Timeline • Upload video footage (keep track of what cable works with each camera). • label each video clip in the bin • put the video clip in the left monitor for viewing • select the appropriate portion of the video clip •using the IN/OUT buttons, drag that clip into the timeline • play the clip on the timeline and adjust for aesthetic quality • adjust the audio level using the key frames and rubber banding • Repeat these steps until you have a minute’s worth of appropriate video. 1. Which of your video footage is the best to upload into the computer keeping in mind the video storage demands of our computers. 2. Understand what is an appropriate audio level, how do you measure it, what is real ((the monitor you are listening to with an adjustable volume control, the audio meter)) 3. You must learn to maneuver the rubber banding on the audio line so you can raise and lower the audio level. 4. How much should you cut out of your video to make it fit with the clip that comes before and the clip that comes after. Smooth editing is the key to “not seeing the edits”. 5. How do you time your video clips, both individually and as a sequence on the timeline? How long is too long when deciding how much video to use? 6. Save your project in your own file that we created. ||  Student effortlessly navigates Adobe Premiere Software. Student clearly understands uploading the video, cutting it into clips and creating an aesthetically pleasing video piece with appropriate sound. He or she is able to upload video clips, label them properly, put them in the left video monitor and use IN/OUT icons, adjust them on the timeline. The student clearly understands the software well enough to not let it impede the creative process. The video is technically accurate and creatively pleasing. The student navigates the video editing software and understands bin management; clip labeling, shortening video clips in the left video monitor and maneuvering video and audio inside the timeline. The video sequence quality is adequate. **2 Points: Satisfactory performance (value of 16 points)** Student navigates the editing software but spends more time with the technical aspects and neglects the actual creative piece. Audio is adequate but not refined and video clips aren’t as tight and accurate as they could be. The student requires some additional practice maneuvering in the timeline and bin window. **1 Point: Minimum Quality Performance (value of 14 points) **Student struggles to understand the video editing concepts and to then apply them to non linear editing. Student has trouble finding editing cutting tools in toolbox, doesn’t understand the project window and bins and the timeline. Video piece is not complete and audio isn’t adjusted. ||  • (c)(12)(B) Use mathematics concepts in communication technology. • (c)(5)(A) Describe the processes used in multimedia communication and animation systems. • (c)(5)(D) Produce communication items. (1) The student will describe functional relationships in a number of ways. (3) The student will demonstrate an understanding of linear functions. (4) The student will formulate and use linear equations and inequalities. (5) The student will demonstrate an understanding of quadratic functions and other non-linear reasoning. (6) The student will demonstrate an understanding of geometric relationships and spatial reasoning. (7) The student will demonstrate an understanding of two- and three-dimensional representations of geometric relationships and shapes. (8) The student will demonstrate an understanding of the concepts and uses of measurement and similarity. (10) The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. ||  (4) The student will demonstrate an understanding of the structures and properties of matter. (5) The student will demonstrate an understanding of motion, forces, and energy. 2. Understand the characteristics of parallel, perpendicular, and intersecting lines. 4. Understand the characteristics and terminology of angles, e.g. degree measure, classification of angles by measure (acute, right, obtuse, and straight), supplementary and complementary angles, and vertical angles. 5. Understand the best procedures for statistical data collection, organizations, and display including making estimates and predictions and drawing inferences. 6. Understand the characteristics and applications of the undefined terms of geometry (i.e., point, line, and plane). 9. Know how to compute the distance between two points (i.e., length of a line segment) on a coordinate plane. 10. Understand the properties of circles (e.g., radius, arc, diameter, chord, secant, tangent, etc.). 4. Know the metric system and the units of metric measure and convert metric units to English units. 5. Make observations using senses and instruments. Inferences and interpretations are arrived at based on observations. Classify observable properties and organize observations in a meaningful and logical way. Note: Essential Skills rankings obtained from the Curriculum Matrix, International Center for Leadership in Education, Inc. Dr. Willard Daggett, 2005  ||
 * // Gold Seal Lesson CTE  //**
 * // Creating a video/audio sequence in Adobe Premiere 6.5  //**
 * ** Curriculum **
 * ** Instructional Focus: ** || **Problem Solving:** Introduction- Mastering Adobe Premiere 6.5 uploading video, placing video in Timeline, maneuvering video within timeline, trimming or lengthening video for appropriate time and adjusting audio for correct levels
 * ** Resources **** : ** || Adobe Premiere 6.5 manual (handouts of appropriate instruction for this exercise from manual) ||
 * ** Performance Task: ** || This exercise will require students to apply technology and mathematics skills to think critically and problem solve while they create a cohesive video piece on a nonlinear video editing timeline.
 * You must make appropriate decisions to complete the following activities: **
 * 7. VIDEO EFFECTS ARE IN THE NEXT LESSON. **
 * ** Scoring Guide: ** || ** 4 Points: Surpasses expectations (value of 20 points) **
 * Can perform skill with no additional training. **
 * 3 Points: High Quality performance (value of 18 points) **
 * ** Essential Skills: ** ||
 * EXIT-LEVEL TAKS OBJECTIVES **
 * Mathematics **
 * ** Science **
 * Top Ten Essential Skills Survey Rankings **
 * Mathematics **
 * Science **
 * ** Learning Styles Modifications: ** || Modifications and accommodations will be made according to Individual Education Plan (IEP). ||
 * ** Developed By: ** || Randolph Kowalik, Thomas Jefferson High School ||