Está en la página 1de 200

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

LRDD- CDA-1.0
November 2013

......................................................................................................................... 44

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

LRDD- CDA-1.0
November 2013

....................................................................................................................... 108

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.

Caribbean Glossary of Literary Terms (CATVET ILO 1991)

LRDD- CDA-L2-1.0
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
This aspect highlights specific information/content pertinent to the knowledge requirement.
Instructional Strategies (Methods and Media)
This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.
Demonstrations
Illustrated lectures
Guided practice
Tutoring/coaching
Individual training
Case studies
Panel discussions

On-the-job training
Role-play
Subject matter experts
Discussions
Individual study
Study/field trips
Audio tapes

DVDs
CDs
Videos
Document Cameras
Multimedia
Podcasts
Blogs

Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.

References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference materials which support the competency-based mode of the curriculum.

LRDD- CDA-1.0
November 2013

ii

NOTE

Assessment Statement
For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Digital
Animation level Two developed by the National Council on Technical and Vocational Education
and Training (NCTVET).
Assessment may include: on the job, off the job, or a combination of both and should be flexible,
valid and fair. The modes of assessment may include but are not limited to:

Direct observation
Oral questions
Written tests
Case studies
Portfolios
Practical exercises
Rating sheets
Self-evaluations

NOTE TO THE FACILITATOR

The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.

LRDD- CDA-1.0
November 2013

iii

MODULE HOURS

MODULE 1 .................................................................................................. 105 HRS

MODULE 2 ............................................................................................................. 15 HRS

MODULE 3 .................................................................................................. 105 HRS

MODULE 4 .................................................................................................. 120 HRS

MODULE 5 .................................................................................................... 60 HRS

MODULE 6 .................................................................................................. 150 HRS

MODULE 7 .................................................................................................. 150 HRS

MODULE 8 .................................................................................................. 105 HRS

MODULE 9 .................................................................................................. 145 HRS

MODULE 10 .................................................................................................. 50 HRS

TOTAL MODULE HOURS ................................................................ 1005 HRS

LRDD- CDA-1.0
November 2013

iv

MODULE 1
UTILIZING ADVANCED COMPUTER APPLICATIONS

MODULE OBJECTIVE

This module is benchmarked against Competency Standards ITINET1372A, ITIDAT1082A


ITIMED1092A and ITIDAT0212A. It consists of four units and is designed to enable learners to
develop the requisite knowledge, skills and attitudes to utilize advanced computer applications
and services.
Unit One focuses on the need to determine the operating system requirements, along with
obtaining, installing and optimizing the system software according to the clients needs with
minimal disruption.
Unit Two outlines how to perform advanced functions in creating a document. Activities include:
inserting form elements, using advance software features to create tables and forms, using mail
merge, and creating and running macros.
Unit Three outlines the correct methods and procedures to create presentations, customise basic
settings, add slide show effects, as well as print presentation including notes.
Unit Four examines the utilization of computer applications to their full capacity, employing all
advanced features as required.

Suggested Module Time:

105 Hours

UNIT ONE:

INSTALL SOFTWARE APPLICATIONS

EXPECTED OUTCOMES:

Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.

Outline basic functions of an operating system

2.

Explain the types of organization network linkages

3.

State the pre-requisites necessary for system software installation

LRDD- CDA-1.0
November 2013

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

Knowledge Requirement (Cont'd)


4.

Explain the importance of being knowledgeable about the clients business domain

5.

Describe theoretical concepts of selected systems software

6.

Discuss licensing, hardware and security requirements used for obtaining an operating
system

7.

Outline procedures for carrying out installation of an operating system

8.

List current industry software and hardware products that organizations would support

9.

State how to adjust system software while maintaining performance

10.

Outline how to establish and maintain a business relationship with the client

Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.

Identify/upgrade software requirements

2.

Obtain software

3.

Install software

Attitudinal/Critical Employability Skills Requirement


The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities.
1.

Awareness of clients evaluation

2.

Clarity in communicating with others

3.

Flexibility in using different software

LRDD- CDA-1.0
November 2013

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

Attitudinal/Critical Employability Skills Requirement (Cont'd)


4.

Efficiency in using software tools

5.

Compliance with organizational policies and standard operating procedures

6.

Safety when using equipment

7.

Accuracy in installing operating system

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
distributed system

Basic functions of the operating


system include:
-

process management
filing system
memory system
process scheduling
management of virtual memory
input/output management

Optimizing the operating system


includes:
-

LRDD- CDA-1.0
November 2013

security
benefits
support
risk
functionality
delivery

following maintenance procedures


testing tools used
repairing parts if necessary
getting latest updates
executing system diagnostic
software
defragmenting hard drives

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Contd)

Relating to the client is critical for


success, and efforts must be made to:
-

Installation options include:


-

maintain a good business


relationship
develop plans to meet clients need
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
November 2013

full
typical
portable
custom

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
clients 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 groups 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
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
November 2013

10

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
November 2013

11

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

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 software include:


-

Microsoft Word
Microsoft Works
Corel WordPerfect

Types of equipment include:


-

Generating table of contents


includes:
-

Header and footer information


includes:

personal computer
printer

Work resources include:

work environment (simulated or


actual enterprise)
personal computer/network
printer

different header and footer


information
same header information on
alternate, odd or even pages

Formatting techniques include:


-

LRDD- CDA-1.0
November 2013

heading styles
manipulation of table of contents

12

page orientation
margins
enhancements to text colour,
font, size
enhancements to format borders,
patterns and colour
alignment on page

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.

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
November 2013

13

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
November 2013

14

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
November 2013

15

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

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.

Organizational variables include:


-

keyboarding and accuracy as per


organization guidelines

Document variables may include:

- established files
- new documents

Disks may include:


-

Tools include:

Operating systems:
-

DVD/CD
Thumb drives
internal/external hard drives
remote hard drives

OH&S procedures/precautions
include:
-

company and vendor requirements


ergonomic and environmental
factors such as:
o Occupational Health and
Safety guidelines related to
use of screen-based
equipment

add, select, copy, delete or move


text, images and graphics within a
presentation

LRDD- CDA-1.0
November 2013

commitment to organizational goals


such as quality
safety
efficiency
teamwork

Computing equipment and


peripherals include:

Applications include:
-

command line
graphical user interface

Cultural understanding requires the


capacity to apply an understanding
of cultures when carrying out
workplace tasks, including:
-

help, search and replace, spell


check, undo and simple formatting
tools

16

ergonomic workstations
security procedures
customization requirements

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Contd)

Workplace environment includes:


-

total organizational change


system only change
business improvement process
an e-commerce solution involving the
total organization or part of the
organization

Formatting tools include:


-

tabs
cut
paste
indents
bookmarks
hyperlinks
borders
lists

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 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
November 2013

17

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
November 2013

18

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
November 2013

19

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


not limited to:
-

personal computers
networked systems

LRDD- CDA-1.0
November 2013

Storage media/disks include:

20

flash drives
CDs
local/external hard drives
remote hard drives

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

RELATED CONTENT (Contd)

Documents include but are not limited


to:
-

established files
established applications

Software applications include but are


not limited to:
-

Information Technology components


include:
-

commercial software applications


organisational specific software
word processing
spreadsheet
database

hardware
software
communication packages

Applications include presentation


applications contained in:
-

Microsoft Office
Lotus Suite
Open Office Suite
Claris Works
Star Office
other similar 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 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
November 2013

21

MODULE 1

UTILIZING ADVANCED COMPUTER APPLICATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)

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/filemanagement-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
November 2013

22

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
November 2013

23

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. (LGITINET1372A). 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
November 2013

24

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
November 2013

25

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
November 2013

26

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
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.

Relevant legislation, regulations and


policies include:
-

copyright and intellectual property


legislations
relevant permits/regulations
licensing and registration requirements
industrial relation Acts
OH&S legislation
Contract law

LRDD- CDA-1.0
November 2013

Sources for legislation, regulation and


policies include:
government departments
industry associates
gazette, media, internet, libraries
unions
industry journals, reference
manuals
- policy and procedural manuals

27

MODULE 2

ADDRESSING COPYRIGHT ISSUES

RELATED CONTENT (Cont'd)

Relevant legislation, regulations and


policies include (Cont'd):
-

Copyright and publishing rights


collection societies often include:

Exclusive rights include:


communicating the work to the public
importing the work into the country
licensing and assigning the work
making an adaptation of the work
making the work public for the first
time
- performing/showing/transmitting the
work in public
- reproducing the work

tax records
financial/project documents
training records
statutory records

LRDD- CDA-1.0
November 2013

28

artistic works
broadcasts
cinematograph films
anthologies etc
computer programs
dramatic/musical works
publishing editions
sound recording
textual material
electronic documents/information

Consequences of non-conformance
include:
-

Relevant records often include:

use of compliance document


legal and organizational
policies/guidelines
business and performance plans
access and equity principles
quality and continuous improvement
process and standards
mission statement, strategic plans

Copyright include:
-

Organizational requirement often


include:
-

Consumer Affairs Act

- Jamaica Music Society


- Jamaica Association of Composers,
Authors and Publishers Ltd.
- Jamaica Copyright Licensing Agency
- Christian Copyright Licensing
International
- Alliance of Artists and Recording
Companies
- Motion Picture Licensing Company
- Copyright Clearing Centre

fines, jail time, lawsuits


loss of license/revenues
blacklisting
suspension
damage to reputation
confiscation of asset

MODULE 2

ADDRESSING COPYRIGHT ISSUES

RELATED CONTENT (Cont'd)

Consequences of infringements:
-

Documentation include dated copies of:


- artwork, footage, recordings
- digital media products
- letters or other communication with
people who have access to the original
work
- music, manuscripts
- scores (music/films)

damages (orders to pay damages this


will be nil if the work copied has little
or no commercial value)
injunctions (orders restraining copying,
displaying or broadcasting of the work)
accounts of profit (orders to hand over
all profits)
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
November 2013

29

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 organizations 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
November 2013

30

MODULE 2

ADDRESSING COPYRIGHT ISSUES

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
November 2013

31

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
November 2013

32

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
November 2013

33

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
November 2013

34

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

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 animation systems include:


-

lzx (open laszlo)


java
visual basic
c++
python
vpythin
sam
lisp

commercial software applications


organisational specific software
word processing
spreadsheet
database
graphic
communication packages
presentation functionalities

35

educational product
game
promotional product
information product
training product
e-commerce and a range of others

Organisational Standards include:

LRDD- CDA-1.0
November 2013

programming idea
programming belief
research
identifying and selecting content
elements
interface and design layout
preparing the storyboard

Multimedia products or presentations


include:
-

movement of humans, animals, robots


etc.
how motion is perceived

Script writing process includes:


-

Software include but are not limited to:


-

Algorithmic animation includes:


-

Programming languages include:


-

scripting systems
procedural systems
representational animation
stochastic animation
behavioural animation

formal, well-documented
methodologies
non-existent
best practice examples from industry

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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:
film production and script development - http://www.youtube.com/watch?v=coNs0r9St0&list=PLCB60340426994A8E
o How to write a script for video - http://www.youtube.com/watch?v=v0esIs4_9nU
o

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

LRDD- CDA-1.0
November 2013

36

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

LRDD- CDA-1.0
November 2013

37

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

LRDD- CDA-1.0
November 2013

38

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

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.

Relevant personnel include:


-

animation requirements
availability of personnel
availability of resources
budget
delivery platform
graphic requirements
length of script or story
style of production, including:
o comic
o drama
o educational
o light entertainment
- target audience
- timelines

asset creators
authors
clients
content experts
directors
graphic designers
information architects
navigation designers
other writers
producers
programmers
scriptwriters
user interface designers
other technical/specialist staff

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
November 2013

Factors include:

39

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

RELATED CONTENT (Cont'd)

Storyboard elements include:


-

actor's movement
backgrounds
camera angles
camera shots, such as:
o extreme close-up
o close-up
o medium shot
o long shot
o extreme long shot
decisions
directions
frame composition
lighting
props
sets

Storyboard styles include:


-

graphic
3D
key frames
loose colour
paintery
photocomp
spot colour
loose black and white
tight colour
motion
print

LRDD- CDA-1.0
November 2013

Descriptions of frames include:

Frame includes:
-

40

dialogue
duration
media
narration
script elements
sequence number
shot composition, such as:
o static
o zoom
o tilt
o pan
o dolly
o track
sound effects
speech bubbles
text content
transitions, such
transitions, such as:
o simple cut
o black
fade in and fade out

3 key frames for animation


moments for film and video
pages for websites
scenes
screens for interactive media
shots

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

RELATED CONTENT (Cont'd)

Productions include:
-

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements

Reference material include:


-

close-up shot
dissolve
fade
high camera angle
jump cut
level camera angle
low camera angle
zoom
tilt
reaction shot
pov
pan

LRDD- CDA-1.0
November 2013

simple, single tape unit back-up more


comprehensive and complex back-up
facilities across the network

Storage media include:


-

41

safety requirements
documentation procedures
operating procedures
process governing communication use
of templates

Back-up includes:

Storyboard language includes:


-

books
concept drawings and designs
direct observation of actions to be
simulated in 3-d models
real object on which models are to be
based
still images
videos

Enterprise policies and procedures


involve:
-

Occupational Health and Safety


standards include:
-

animated productions
commercials
digital media products
e-learning resources
games
simulations
virtual worlds or environments
documentaries
feature films
filmed events or performances
music video
short films
television productions

CDs/DVDs
hard drives (external/internal)
thumb drives
memory cards

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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.

LRDD- CDA-1.0
November 2013

42

MODULE 3

PRODUCING MULTIMEDIA SCRIPTS AND


STORYBOARDS

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
November 2013

43

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/presentationmaterials/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/howto-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

LRDD- CDA-1.0
November 2013

44

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
November 2013

45

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

LRDD- CDA-1.0
November 2013

46

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

LRDD- CDA-1.0
November 2013

47

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

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.

Requirements include:
-

assets for integration


collaboration with other team members
creative expectations
design specifications
output format
technical specifications
timelines

LRDD- CDA-1.0
November 2013

Software includes:

48

AutoCAD
3D studio max
Infi-D
Bryce 3D
Lightwave
Blender
K-3D
Art of illusion
Softimage/ mod tool
Zmodeler
Google sketchup
Autoq3D community 3D editor
Seamless3D
Brl-cad
Sweet home 3D
Maya

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Production includes:
-

animated productions
commercials
digital media products:
e-learning resources
games
simulations
virtual worlds or environments
documentaries
feature films
filmed events or performances
music video
short films
television productions

49

bitmap image
digital formats, such as:
o GIF
o JPEG
o PDF
o TIFF
o PICT
o PNG
o PSD
o HTML
hard copy
vector image

Integrity may include checking aspects


of:
-

LRDD- CDA-1.0
November 2013

achieving required shape


achieving required topology

Formats include:
-

books
concept drawings and designs
direct observation of actions to be
simulated in 3-D models
real object on which models are to be
based
still images
videos

NURBS
polygonal
primitives
sculpt
splines and patches

Progressively refining relates to:


-

Reference material includes:


-

Modelling techniques include:

double faces
isolated vertices
pivot points

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Relevant personnel includes:


-

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

LRDD- CDA-1.0
November 2013

50

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

Occupational Health and Safety


standards include:
-

animations
digital simulations:
architectural models
e-learning resources
demonstration of processes and
procedures

animatics
brief
storyboard
technical specifications

Enterprise policies and procedures


include:
-

Purpose of 3-D digital models include:


-

Production documentation includes:


-

Backup media includes:


-

art director
asset creator
client
editor
producer
programmer
supervisor
technical director
technical staff
other specialist creative and
administrative staff

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

MODULE 4

APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

Discussion

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


o
o
o
o

using 3d modelling techniques


issues and challenges that may arise in design
efficient use of geometry with attention to detail
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 anothers 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
November 2013

51

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.

xplain 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

LRDD- CDA-1.0
November 2013

52

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

LRDD- CDA-1.0
November 2013

53

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

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.

3D modelling techniques include:


-

box/subdivision modelling
edge/contour modelling
nurbs/spline modelling
digital sculpting
procedural modelling
image based modelling
3D scanning

Resources include:
-

hardware
software
personnel
purpose
audience
storyboard
script
file format
file size
operating system
hardware specifications including
memory size, RAM
delivery platform

LRDD- CDA-1.0
November 2013

3D modelling software includes:

Types of 3D models include:


-

54

AutoCAD
3D studio max
Infi-D
Bryce 3D
Lightwave
Blender
K-3D
Art of illusion
Softimage/ mod tool
Zmodeler
Google sketchup
Autoq3D com munity 3D editor
Seamless3D
Brl-cad
Sweet home 3D
Maya

NURBS surface
polygonal mode
face

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Resources include(Cont'd):
-

aspects or sections of film/video


production
feature
documentary
short film and/or video
animations
commercials
live or pre-recorded performances
music video
television production of any type
(music, drama, comedy, variety, sport)
live or pre-recorded television
productions
educational product
game
promotional product
information product
training product
e-commerce
a range of others

budget
resources
purpose
audience
storyboard
script

LRDD- CDA-1.0
November 2013

computer generated
manually written
marked up scripts
marked up transcripts
list of sequences with relevant shot
numbers
production schedules
operational/project plan
manufacturer's
specifications/instructions
edit decision lists (EDLs)
fault reports
assembly order

Relevant creative and design


specifications for models may be found
in:
-

55

rigid
non-rigid

Documentation may be:


-

edges
vertices
texture
shaders

Types of objects include:


-

Production specifications include:


-

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


-

media form
software tools and parameters

Multimedia productions may be


included or be included in:
-

storyboards
layout drawings
director's instructions
camera sheet
soundtrack breakdown

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Relevant personnel includes:


-

director
producer
project manager
technical director
navigation designers
video producer
editing personnel
sound/music personnel
director of photography
3D graphic, animation and modelling
production personnel
music composers
sound effects personnel
other technical staff
other specialist staff

LRDD- CDA-1.0
November 2013

56

world wide web


CD-ROM
DVD
Beta-cam
video
film

Parts of a hierarchy include:


-

linking a large collection of objects to a


single parent
linking the target of a camera or light to
another object
linking objects to dummy objects
linking objects to simulated jointed
structures

lighting
shadows

Delivery platforms include:


-

Common uses for hierarchies include:


-

Texture mapping parameters include:

parent
child
ancestor
descendants
hierarchy
root
subtree
branch
leaf
link
pivot

MODULE 4

APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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-TheBasics/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
o
o
o
o
o

appropriate 3d software to create models


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

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

LRDD- CDA-1.0
November 2013

57

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

LRDD- CDA-1.0
November 2013

58

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

LRDD- CDA-1.0
November 2013

59

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

LRDD- CDA-1.0
November 2013

60

MODULE 4

APPLYING MODELLING TECHNIQUES

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.

Briefs include:
-

blinn
cell shaders
Lambert
Phong
realistic shaders
toon shaders
plastic shaders

Types of shaders used by graphic cards


include:
-

Vertex
Geometry
Pixel
Programming
Parallel processing

LRDD- CDA-1.0
November 2013

61

3-D artists
animators
art directors
designers
external clients
modellers
technical directors

Animation software include:


-

Shaders include:
-

budget
design specifications
file formats for output and end use
technical requirements

Clients include:
-

illustrations
storyboards
technical specifications
verbal or written instructions

Design and technical constraints include:


-

3-D Studio Max


Animator Pro
AutoCAD
AutoCAD Revit 9
Blender
Bodypaint
Cinema 4D
Combustion
CorelDraw
Deep paint
Electric Image
Form Z
Houdini
Illustrator
Lightwave
Maya
Photoshop
Pixie
POV-Ray
Renderman
Rhino
Shake
Soft Image or XSI

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Attributes include:
-

digital photography
film photography
scanning

acrylic paint
airbrush
charcoal
crayon
gouache
ink
ink wash
oil paint
pen
pencil
tusche
watercolour

LRDD- CDA-1.0
November 2013

online library
digital means
art media
digital paint software

Resolution includes:
-

62

brick
cloth
glass
latex
leather
metal
skin
sky
stone
textiles
wood

Sources of textures include:


-

orientable
non-orientable
closed

Textures include:
-

Art media includes:


-

Surface topology may be:


-

Capturing real-world textures include:


-

ambient colour
colour
diffusion
incandescence
reflectivity
refraction
specularity
translucence
transparency

1024 x 1024 pixels


128 x 128 pixels
720 x 720 pixels

MODULE 4

APPLYING MODELLING TECHNIQUES

RELATED CONTENT (Cont'd)

Texture-mapping method includes:


-

Procedural textures include:

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

LRDD- CDA-1.0
November 2013

63

cubic
cylindrical
planar
spherical
tiling

Occupational Health and Safety


standards include:
-

solid texturing
genetic texturing
cellular texturing
self organizing texturing

Enterprise policies and procedures


involve:
-

Projection-mapping method includes:


-

bump maps
colour mapping
displacement maps
reflection maps
specular mapping
transparency maps

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

MODULE 4

APPLYING MODELLING TECHNIQUES

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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
o
o
o
o
o

principles of analysis and design


camera textures and filters
how to interpret design, texture and shading briefs
shader attributes and their optimisation
shader and texture mapping and projection
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.

LRDD- CDA-1.0
November 2013

64

MODULE 4

APPLYING MODELLING TECHNIQUES

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
November 2013

65

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/atexture-mapping-technique-r1083

4.

Dllner, 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-shadersprocessing-tutorial/

8.

Hierarchies. (n. d.). Retrieved October 23, 2013, from


http://docs.autodesk.com/3DSMAX/15/ENU/3Ds-Max-Help/index.html?url=files/GUID0AE92021-9E16-4616-840B-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

LRDD- CDA-1.0
November 2013

66

REFERENCES (CONTD)

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://digitallighting.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/3D101-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-TheBasics/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., Perhc, 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-PickingThe-Right-3D-Software.htm#s1

23.

Surface. (n. d.). Retrieved October 4, 2013, from


http://en.wikipedia.org/wiki/Surface#Surfaces_in_geometry

LRDD- CDA-1.0
November 2013

67

REFERENCES (CONTD)

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/GUID0AE92021-9E16-4616-840B-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-modellingapplications-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-projectionmapping

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

LRDD- CDA-1.0
November 2013

68

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

LRDD- CDA-1.0
November 2013

69

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

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

LRDD- CDA-1.0
November 2013

70

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

Attitudinal/Critical Employability Skills Requirement (Contd)


4.

Cooperative when working in a team

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.

Search engines include:


-

Web browsers include:


-

Google
Webopedia
YouTube
bing
about

Internet explorer
Google chrome
Mozilla Firefox
Safari

Evaluation of files includes evaluating:

Types of audio files include:


-

Wav
Mp3
Ogg
Raw
Au
Wma
Aac
Mid
Aif
Aifc
Aiff
Ea
Ra
ram

LRDD- CDA-1.0
November 2013

Methods for downloading music include:


-

71

synchronisation
appreciation of human instrumentation
quality of sequencing
file size
bit rate
sample rate

Google
Music blogs
Soundowl
Pirate bay
YouTube

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

RELATED CONTENT (Cont'd)

Audio format categories include:


-

broadband dsl\adsl
broadband wireless (wi-fi)
dial-up
satellite
broadband cable
mobile broadband - GSM

Winzip
Winrar
7-zip

LRDD- CDA-1.0
November 2013

72

MIDI devices
mixers
audio visual equipment
audio editing software

Potential security threats include:


-

Extraction software includes:

Kaspersky Internet security


Norton Antivirus
AVG antivirus
Bitdefender internet security
Avira antivirus

Audio editing equipment includes:


-

CD/DVD/blue ray
memory card
flash drive
external hard drive

Virus scanners include:


-

internet radio sites


torrent sites
p2p networks
YouTube
free music sites

Methods of accessing the Internet


include:

Storage devices include:


-

uncompressed audio format


lossless compression
lossy compression

Sources of music on the Internet


include:
-

piracy
virus
malware

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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.

LRDD- CDA-1.0
November 2013

73

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

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

LRDD- CDA-1.0
November 2013

74

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

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

LRDD- CDA-1.0
November 2013

75

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

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.

Social media tools and applications


include:
-

Twitter
Tweetdeck
Tweetie
Objective market
Disqus
ChatCatcher
Topsy
Feedburner
Radian6
Linkedin
Flickr
Youtube
WordPress
Social media monitoring tools:
Cyberalert
Facebook insights
Google alerts
Fliptop
Social mention
Sprout social
Ubervu
Visible
talkwalker

LRDD- CDA-1.0
November 2013

Social media tools/application ease of use


includes:

76

affordability
desirable features for an online
presence:
o bulletin boards
o direct mailing to customers
o online forums
o selling of products online
o ease of communications
o flexibility for placement of text,
links and images
reasons for an external online presence:
o communication with potential
customers
o promotion of products and
services
o recruitment of volunteers and
new staff
reasons for an internal online presence:
o regular staff communications
o enterprise cohesion
o display of staff achievements
reliability
set-up ease

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

RELATED CONTENT (Cont'd)

Classification of social media:


-

information sharing
interoperability
user-centred design

Occupational Health and Safety


standards include:
-

Social media issues include:


-

bookmarking sites eg. delicious and


stumbleupon
micro blogging eg. twitter
content communities
social networks, eg. facebook and
linkedin
social news eg. digg and reddit
virtual game-worlds
virtual social worlds

Social media relates to web applications


that facilitate:
-

Enterprise policies and procedures


involve:
-

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

77

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

Framework of social media includes:


-

LRDD- CDA-1.0
November 2013

cyberstalking and location disclosure


identity theft
social profiling and 3rd party disclosure
invasive privacy agreements
sexual predators
unintentional fame
employment
online victimization
preteens and early teenagers
law enforcement prowling the networks
storage of data
institutional concerns such as lack of
privacy to users in school, libraries and
government agencies

identity
conservation
sharing
presence
relationships
reputation
groups

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

RELATED CONTENT (Cont'd)

Text and file content include:


-

applications, including:
o .exe
o .pdf
o .ppt
o .rtf
o .zip
audio, including:
o .mid
o .mp3
o .wav
graphics, including:
o .bmp
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.

LRDD- CDA-1.0
November 2013

Types of mobile social media include:


-

78

space timers (location and time


sensitive) eg. foursquare and facebook
locations
space-locators (only location sensitive)
eg. yelp and qype
quick timers (only time sensitive) eg.
twitter messages and facebook status
updates
slow-timers (neither location nor time
sensitive) eg. youtube video and
Wikipedia entry

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


TOOLS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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

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
o
o
o
o

categories and characteristics of the social media/tool/application


issues associated with social media
types of social media
main use of each
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.

LRDD- CDA-1.0
November 2013

79

MODULE 5

UTILIZING THE INTERNET AND SOCIAL MEDIA


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
November 2013

80

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-illuse-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-internetis-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-socialmedia

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

LRDD- CDA-1.0
November 2013

81

REFERENCES (Contd)

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

LRDD- CDA-1.0
November 2013

82

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

LRDD- CDA-1.0
November 2013

83

MODULE 6

PRODUCING DIGITAL ART

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

LRDD- CDA-1.0
November 2013

84

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

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.

Information sources include:


-

stories
oral history
myths and legends (including religious)
books, magazines, poems
photographs and other artworks
music and/or film/video
direct observation of the natural or built
environment
the Internet
search engines
blogs
wikis
tweets

LRDD- CDA-1.0
November 2013

Organising information includes


maintaining:
-

Parameters of work include:


-

85

written and/or visual diary


scrap book of images
file (paper-based/digital)
diagrams
charts
sketches

style
size
media
genre

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

The concept includes:

the subject matter or theme for the


work, e.g. the body, identity, land and
place, political, cultural or social issues,
spiritual concerns
elements and principles of design
a relationship to a theoretical and
historical context

Communication methods include:


-

oral
visual and oral
written and visual
written

aspects or sections of film/video


production
feature
documentary
short film and/or video
animations
commercials
live or pre-recorded performances
music video
television production of any type
(music, drama, comedy, variety, sport)
live or pre-recorded television
productions
educational product
game
promotional product
information product

LRDD- CDA-1.0
November 2013

the audience
how the concept is being presented
why the concept is being presented
cultural issues surrounding presentation
physical limitations

Reviewing feedback involves:


-

86

personal interest
cultural conventions and/or significance
aesthetic appeal
thinking beyond established boundaries

The context for communication relates


to:
-

training product
e-commerce
visual arts and contemporary craft
design
photo imaging
arts administration
video and web-based media
performing arts
multimedia
writing

Reviewing collected information


involves:
-

Own work involves one or more than


one area of multimedia production
including:
-

Own work (Cont'd):

making notes
discussion with others
assessment of critical reviews

MODULE 6

PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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

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.

LRDD- CDA-1.0
November 2013

87

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/nondigital 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

LRDD- CDA-1.0
November 2013

88

MODULE 6

PRODUCING DIGITAL ART

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

LRDD- CDA-1.0
November 2013

89

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 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 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.

The relevant sources may include:


-

Electronic media includes:


-

brief describing and specifying the


work to be completed
supervisor
written instructions
diagrammatic instructions
visual sources
verbal instructions

Output devices include:


-

laser printers
disk
CD
film image setters
paper image setters

LRDD- CDA-1.0
November 2013

Photo libraries sources include:


-

90

disk
CD
tape
cartridge
removable drives
transmission technologies such as
ISDN
modems

computer hard drive


CD-ROMS
zip drives
Internet

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

Images include:
-

Applications include:
-

colour correction
sharpening image
creating a variety of special effects

merging
flattening

Clipping path includes:


-

text
vector object

LRDD- CDA-1.0
November 2013

91

blurring
adding light source
sepia toning
adding grains
embossing

Extending capabilities involves:


-

RGB
CMYK
Greyscale

Filters include:
-

Layer management includes:

moir
dust
scratches

Colour mode includes:


-

size manipulation
cropping
adding effects
animations
colour retouching
repeated adjustments to image

Image flaws include:


-

print press
web
desktop publishing
e-book

Effect of filter includes:


-

fitting unusual shapes


making image more dramatic
straightening a horizon line
removing distracting elements
enlarging small portions

Image modifications include:


-

typographic and graphical images in


black and white and colour
files from a variety of sources

Cropping specifications include:


-

exploring techniques by making


practice pieces, test pieces, mock-ups
or samples
testing materials and their application

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

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

LRDD- CDA-1.0
November 2013

92

looking at consistency with the brief for


the design
ease of application
access to materials, tools and
equipment required for the production
of the graphic design
personal affinity with medium and
materials
access to specialist support services

Tools and equipment include:


-

posters
banners
corporate stationery
annual reports
logos
corporate presentations
invitation
book design
visual merchandising
advertising
web design

Maintaining equipment and materials


involves:
-

Determining techniques include:


-

range of papers of differing weights and


textures
wood
board, fabrics
perspex
metal surfaces
drawing implements
wet mediums
inks

The images captured for designs


including designs for:
-

Materials include:

drafting table and equipment


computer
appropriate software, e.g. Adobe
Photoshop, Illustrator, PageMaker,
Freehand, CAD, Quark Express,
PowerPoint
scanner
printer
digital camera
storage devices
projection equipment and screens

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

File formats include:


-

JPEG
GIF

Workplace procedures relate to such


things as:
-

The conceptual vision may be


determined by the subject matter or
theme for the work and includes:

safety
use of materials
recycling
cost control
reporting

Documentation includes:
-

recording cost and time


labelling work
saving documents
written rationale or description

LRDD- CDA-1.0
November 2013

93

the body
identity
land and place
political
cultural
social issues
spiritual concerns
the relationship of the work to a
theoretical and historical context
elements and principles of design

MODULE 6

PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

Lecture/Discussion

Provide learners with an interactive discussion covering the following topics:


o
o
o
o
o
o
o
o
o

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

LRDD- CDA-1.0
November 2013

94

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

LRDD- CDA-1.0
November 2013

95

MODULE 6

PRODUCING DIGITAL ART

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

LRDD- CDA-1.0
November 2013

96

MODULE 6

PRODUCING DIGITAL ART

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.

Materials include:
-

Maintaining equipment and


materials involve:

saving files
shutting down computers
turning off power supply
replacing protective covers
replenishing paper supply
charging batteries
deleting image files from memory
cards
sourcing and selecting various
storage devices

Workplace procedures relate to such


things such as:
-

safety
use of materials
recycling
cost control
reporting

LRDD- CDA-1.0
November 2013

Determining techniques include:


-

range of papers of differing weights


and textures
wood
board
fabrics
perspex
metal surfaces
drawing implements
wet mediums
inks

Techniques include:
-

looking at consistency with the


brief for the design
ease of application
access to materials, tools and
equipment required for the
production of the graphic design
personal affinity with medium and
materials
access to specialist support services

hand drawn illustration, lettering


hand building (displays,
installations, mock-ups)
digital imaging
preparing work for printing
processes

Conceptual vision may be


determined by the subject matter or
theme for the work and include:
97

the body
identity
land and place
political
cultural
social issues
spiritual concerns
the relationship of the work to a
theoretical and historical context
elements and principles of design

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Contd)

The approach encompasses:


-

posters
banners
corporate stationery
annual reports
logos
corporate presentations
invitation
book design
visual merchandising
advertising
web design

Documentation includes:

Resources include:
-

exploring techniques by making


practise pieces, test pieces, mockups or samples
testing materials and their
application

The artwork includes design for:


-

the parameters of the brief


design solutions
choice of medium and materials
aesthetic considerations

Extending capabilities involve:


-

drafting table
lighting and power requirements
electronic equipment
process-specific needs

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

LRDD- CDA-1.0
November 2013

98

recording cost and time


labelling work
saving documents
written rationale or description
process history to maintain integrity
of intellectual originality

MODULE 6

PRODUCING DIGITAL ART

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.

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.

LRDD- CDA-1.0
November 2013

99

MODULE 6

PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)

Research

Place learners in small groups with group appointed leaders. Have them review article
entitled Freebytes 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.

LRDD- CDA-1.0
November 2013

100

MODULE 6

PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)

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.

LRDD- CDA-1.0
November 2013

101

MODULE 6

PRODUCING DIGITAL ART

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

LRDD- CDA-1.0
November 2013

102

MODULE 6

PRODUCING DIGITAL ART

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

LRDD- CDA-1.0
November 2013

103

MODULE 6

PRODUCING DIGITAL ART

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.

Components include:
-

2D animation objects
backgrounds
banners
basic user interfaces
colours
flow charts
icons
illustrations
interactive buttons
interactive controls
logos
simple 2D animation characters
text
titles
other components required by the
project

Relevant personnel includes:


-

Formats include:
-

Design techniques include:


-

drawing freehand
drawing on a tablet
flow charts
scanning drawings and photographs
storyboards
thumbnail sketches
using graphics software, such as:
o Corel Draw
o Corel Paint Shop Pro
o Photoshop
o Photoshop Elements
o Illustrator
o Paint.net
o Fireworks

LRDD- CDA-1.0
November 2013

104

art director
asset creator
client
editor
producer
programmer
supervisor
technical director
technical staff
other specialist creative and
administrative staff

bitmap image
digital formats, such as:
o Gif
o Jpeg
o Pdf
o Tiff
o Pict
o Png
o Psd
o Html
hard copy
vector image

MODULE 6

PRODUCING DIGITAL ART

RELATED CONTENT (Cont'd)

Delivery platforms include:


-

alignment
fonts and typefaces
kerning
leading
point and size
serif or sans serif
tracking

communicates message
conveys meaning
meets audience requirements
uses functional components

LRDD- CDA-1.0
November 2013

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

Occupational Health and Safety


standards include:
-

105

balance
emphasis
focal point
movement
perspective
proportion
scale
unity

Enterprise policies and procedures


involve:
-

colour
form
line
shape
texture
tone

Visual design principles include:


-

Communication principles include:


-

Visual design elements include:


-

Typographical design elements include:


-

Blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
film
games console
internet
kiosk
mobile phone
other wireless/mobile devices
personal digital assistant (PDA)
print media
television

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

MODULE 6

PRODUCING DIGITAL ART

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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/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.

LRDD- CDA-1.0
November 2013

106

MODULE 6

PRODUCING DIGITAL ART

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
November 2013

107

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-artisticvision/

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-boxcropping-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://wwwsecure.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://digitalphotography-school.com/cropping-for-impact

11.

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

LRDD- CDA-1.0
November 2013

108

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

LRDD- CDA-1.0
November 2013

109

MODULE 7

CREATING 2D ANIMATION

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

LRDD- CDA-1.0
November 2013

110

MODULE 7

CREATING 2D ANIMATION

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

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.

Traditional animation techniques


include:
-

concept creation
key drawings
production planning
research
script development
storyboarding
'inbetweening and tweening
drawings

Line images include:


-

software-generated, e.g. Photoshop,


Illustrator and Flash
traditionally drawn (pen and ink)

LRDD- CDA-1.0
November 2013

Twelve (12) principles of animation


include:

111

anticipation
appeal
arcs
exaggeration
follow through and overlapping action
secondary action
slow in and slow out
solid drawing
squash and stretch
staging
straight ahead action and pose to pose
timing

MODULE 7

CREATING 2D ANIMATION

RELATED CONTENT (Cont'd)

Animation file formats is entirely based


on how complex the animation is. Some of
these formats include:
-

.swf
.gif
.ani
.apng
.fla
.swi
.mng
.webp
.eva

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

File sized vary depending on the aspect of


animation and its complexity. Sizes
include:
-

Bytes
Kilobytes (kb)
Megabytes (mb)
Gigabytes (gb)

LRDD- CDA-1.0
November 2013

112

Modelling and animations software include:


-

Occupational Health and Safety standards


include:
-

3-D Studio Max


Animator Pro
Blender
Bodypaint
Cinema 4D
Combustion
CorelDraw
Deep paint
Electric Image
Form Z
Houdini
Illustrator
Lightwave
Maya
Photoshop
Pixie
POV-Ray
Renderman
Soft Image or XSI
Z Brush

Enterprise policies and procedures involve:


-

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

MODULE 7

CREATING 2D ANIMATION

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)

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

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.

LRDD- CDA-1.0
November 2013

113

MODULE 7

CREATING 2D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media) (Contd)

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
o
o
o
o

scene layout techniques


storyboarding techniques
producing sample key drawings and short animation key drawings
producing line image recording of drawings
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.

LRDD- CDA-1.0
November 2013

114

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

LRDD- CDA-1.0
November 2013

115

MODULE 7

CREATING 2D ANIMATION

Knowledge Requirement (Contd)


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

LRDD- CDA-1.0
November 2013

116

MODULE 7

CREATING 2D ANIMATION

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

LRDD- CDA-1.0
November 2013

117

MODULE 7

CREATING 2D ANIMATION

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.

Production constraints include:


-

file format
file size
operating system
hardware specifications including
memory size, RAM
delivery platform
media form

Resources include:
-

acceleration/deceleration
audio integration
hinges and pivots
frames frame animation
looping backgrounds
morphing/object exaggeration
motion paths
registration points
rotation
speed/motion blur

Relevant personnel includes:


-

hardware
software
personnel

LRDD- CDA-1.0
November 2013

characters
props
overlays
underlays

Animation techniques include:


-

budget
resources
purpose
audience
storyboard
script

Technical specifications include:

Objects include:
-

Production specifications include:


-

timeline
deadline
budget
resources
purpose
audience
storyboard
script

118

art director
audio asset creator
designer
director
graphic artist
instructional designer
navigator designer
project manager
system support personnel
other technical specialist

MODULE 7

CREATING 2D ANIMATION

RELATED CONTENT (Contd)

Animation software includes:


-

3-D Studio Max


Animator Pro
Toon Boom
Blender
Bodypaint
Cinema 4D
Combustion
CorelDraw
Deep paint
Electric Image
Form Z
Houdini
Illustrator
Lightwave
Maya
Photoshop
Pixie
POV-Ray
Renderman
Soft Image or XSI
Z Brush
Director
Flash

Delivery platforms include:


-

Key drawings include:


-

Animation techniques include:


-

motion blur
object exaggerations

details outlined in the storyboard and


design brief
director's instructions
soundtrack breakdown

Sufficient quantity of key


drawings/animated images include:
-

LRDD- CDA-1.0
November 2013

internet
Blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
film
games console
kiosk
mobile phone
Beta-cam
PDA (personal digital assistant)
video
title sequences
credit sequences
background graphics
animation techniques such as stop
motion, analogue
other mobile devices

119

producing a variety of graphic styles


involving a broad range of graphic styles
and techniques

MODULE 7

CREATING 2D ANIMATION

RELATED CONTENT (Contd)

Key drawings/animated images


include:
-

Transitions include:
-

registered hand drawn images


electronic compiling
computer-generated forms and
actions

cuts
mixes
wipe keys
special effects
dissolves
fade in
fade outs
supers
subtitles

Documentation includes:
-

2D animations include:
-

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

LRDD- CDA-1.0
November 2013

120

computer generated
manually written
production schedules
manufacturing schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (EDLs)
fault reports
list of sequences with relevant
short numbers
assembly order
marked up scripts
marked up transcripts

MODULE 7

CREATING 2D ANIMATION

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.

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.

LRDD- CDA-1.0
November 2013

121

MODULE 7

CREATING 2D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)

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.

LRDD- CDA-1.0
November 2013

122

MODULE 7

CREATING 2D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)

Research/Project

Using the internet (YouTube videos) as a guide, have learners create a 2D animation of
the following:
1.
2.
3.
4.

run cycle
walk cycle
pendulum
changing facial expressions

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

LRDD- CDA-1.0
November 2013

123

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

LRDD- CDA-1.0
November 2013

124

MODULE 7

CREATING 2D ANIMATION

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

LRDD- CDA-1.0
November 2013

125

MODULE 7

CREATING 2D ANIMATION

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.

Relevant personnel include:


-

Page mill
Front-page
Dream weaver
Flash
Director
Hyper Studio

Delivery platforms include:

Authoring software includes:

Design specifications include:


-

CD
DVD
internet
kiosk
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices

Multimedia productions include or be


included in:
-

aspects or sections of film/video


production:
o feature
o documentary
o short film and/or video
o animations
o commercials
o live or pre-recorded performances
o music video
television production of any type
(music, drama, comedy, variety, sport)

LRDD- CDA-1.0
November 2013

content inventory
interactive script
personas
storyboard
target audience
technical requirements, such as:
o delivery platform
o screen resolution and size
o templates, style sheets and themes
o bandwidth information
o user interface design

Visual design principles include:


-

126

designer
trainer
supervisor
programmer
graphic designers
instructional designers

balance
emphasis
focal point
movement
perspective
proportion
scale
unity

MODULE 7

CREATING 2D ANIMATION

RELATED CONTENT (Cont'd)

Multimedia productions include or be


included in (Cont'd):

Media assets include:


-

live or pre-recorded television


productions
educational product
game
promotional product
information product
training product
e-commerce

animation
audio
documents, such as PDF, Word,
PowerPoint and Excel
graphics
photo images
text
video

File formats include:

Interactive media components include:


-

backgrounds
banners
icons
interactive buttons
interactive controls
logos
text
titles
user interface

LRDD- CDA-1.0
November 2013

127

DIR/DCR
FLA/SWF
GIF
HTML
JPEG
MOV
MPEG
PDF
PICT
RTF
TIFF
WMV.

MODULE 7

CREATING 2D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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.

LRDD- CDA-1.0
November 2013

128

MODULE 7

CREATING 2D ANIMATION

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
November 2013

129

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-ToonBoom-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-animationprocess

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

LRDD- CDA-1.0
November 2013

130

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

LRDD- CDA-1.0
November 2013

131

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

LRDD- CDA-1.0
November 2013

132

MODULE 8

CREATING 3D ANIMATION

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

LRDD- CDA-1.0
November 2013

133

MODULE 8

CREATING 3D ANIMATION

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

LRDD- CDA-1.0
November 2013

134

MODULE 8

CREATING 3D ANIMATION

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.

Production documentation includes:


-

animatics
brief
storyboard
technical specifications

Design specifications include:


-

characters and objects


key frames
objects
references
samples
script
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

LRDD- CDA-1.0
November 2013

3D animation includes:

135

3D elements
3D panoramas
basic games
buttons
characters
illustrations
logos
models
morphs/blend shapes
puzzles
simulated sequences
text
titles and credits

MODULE 8

CREATING 3D ANIMATION

RELATED CONTENT (Cont'd)

Animation techniques include:


-

acceleration/deceleration
audio integration
dynamic simulation
hierarchies
hinges and pivot points
hybrid method
key frames
layered animation
looping backgrounds
morphing/object exaggeration
motion capture
motion paths
pose to pose animation
registration points
rotation
scripted animation
speed/motion blur
straight-ahead animation

compact disc (CD)


DVD
universal serial bus (USB) flash drive
film
games console
internet
kiosk
mobile phone or device
PDA (personal digital assistant)
video

LRDD- CDA-1.0
November 2013

136

3D modeller
3D producer
animation director
audio asset creator
director
graphic artist/designer
instructional designer
lead animator
matte painter
system support personnel
other technical and specialist personnel

File formats include:


-

Delivery platforms include:


-

Relevant personnel includes:

AAS
ACT
ANI
ANM
ANS
AVI
AWA
AWM
CEL
CFT
CMV
DIR/DCR
FLA/SWF
FLC
FLI
FLX
GIF
HTML
IFF
JPEG
LWOB
M3D

MODULE 8

CREATING 3D ANIMATION

RELATED CONTENT (Cont'd)

Design techniques include:


-

File format include (Cont'd):


-

digitally generated illustrations of


objects and/or characters
freehand sketches
fully rendered hand-drawn illustrations
story trees
storyboards

Animation software includes:


-

3-D Studio Max


Animator Pro
AutoCAD
AutoCAD Revit 9
Blender
Bodypaint
Cinema 4D
Combustion
CorelDraw
Deep paint
Electric Image
Form Z
Houdini
Illustrator
Lightwave
Maya
Photoshop
Pixie
POV-Ray
Renderman
Rhino
Shake
Soft Image or XSI
Z Brush

LRDD- CDA-1.0
November 2013

Factors include:
-

budget
purpose of animation
resources
target audience
timelines

Audio assets include:


-

137

MMM
MOV
MPEG
MWF
PNG
QTVR
SEC
TIFF
VAN
VUE

music
narration
sound effects

MODULE 8

CREATING 3D ANIMATION

RELATED CONTENT (Cont'd)

Screen principles include:


-

communicating the message


conveying meaning
meeting audience requirements
using functional components

organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements

138

balance
composition
emphasis
movement
perspective
proportion
scale
unity

Enterprise policies and procedures


involves:
-

LRDD- CDA-1.0
November 2013

anticipation
asymmetry in body and facial poses
balanced poses
exaggeration
movement in arcs
overlapping actions and follow-through
pacing/timing
secondary actions
singularity of message
squash and stretch
staging
strong silhouette in poses
weight

Visual design principles include:


-

Occupational Health and Safety


standards includes:
-

Animation principles include:


-

camera techniques
editing, including basic transitions
framing
lighting
montage
narrative
story-telling
style/genre

Communication principles include:


-

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

MODULE 8

CREATING 3D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

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.

LRDD- CDA-1.0
November 2013

139

MODULE 8

CREATING 3D ANIMATION

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.

LRDD- CDA-1.0
November 2013

140

MODULE 8

CREATING 3D ANIMATION

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 applicationspecific 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

LRDD- CDA-1.0
November 2013

141

MODULE 8

CREATING 3D ANIMATION

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

LRDD- CDA-1.0
November 2013

142

MODULE 8

CREATING 3D ANIMATION

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

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.

3-D modelling and animation software


include:

3Ds Max
Blender
Cinema 4D
Houdini
Lightwave
Toon Boom Pro
Maya
Modo
XSI
ZBrush

animation
animation curve editors
animation dope sheets
content selection lists

LRDD- CDA-1.0
November 2013

143

input procedures
keyboard hotkeys
panning
rotating
zooming

Menu categories include:


-

Common toolsets of 3-D animation


software include:
-

3D navigation types include:

animate
assets
colour
create
create UVs
display
edit
edit mesh
edit UVs
file
geometry

MODULE 8

CREATING 3D ANIMATION

RELATED CONTENT (Cont'd)

Common toolsets of 3-D animation


software include (Cont'd):
-

dynamics
modelling movement
rendering
rotation
scaling
shader or material editors

animator
dead-environment designer
designer
effects artist
environment designer
lead animator
lead artist
lead audio
lead designer
modeller
producer
texturer
trainer
VFX supervisor

144

help files
reference material
troubleshooting

Application file-management procedure


types include:
-

LRDD- CDA-1.0
November 2013

blueprints
developmental drawings
internet research
museum information
orthographic images
photographs
schematics
video footage

Application support materials include:


-

help
mesh modify
normals
proxy
window

Reference material includes:


-

Relevant personnel include:


-

Menu categories include (Cont'd):

exporting
importing
opening
saving

MODULE 8

CREATING 3D ANIMATION

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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

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

3D animation production protocols


development and recording of ideas
fundamental research principles
technical constraints that hardware impose on graphics
common toolsets of 3D animation software
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.

LRDD- CDA-1.0
November 2013

145

MODULE 8

CREATING 3D ANIMATION

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
November 2013

146

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-ToonBoom-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-animationprocess

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.

LRDD- CDA-1.0
November 2013

147

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

LRDD- CDA-1.0
November 2013

148

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:

LRDD- CDA-1.0
November 2013

149

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

150

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

LRDD- CDA-1.0
November 2013

151

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

amplitude
sound waves
frequency
monos
stereo

magix music maker


wavepad
dexster audio editor
acid music studio
blaze media pro
audacity
adobe audition
reaper
acoustica basic edition
wavepad
mp3Directcut

LRDD- CDA-1.0
November 2013

152

splitting
joining
editing single/multi audio frames
employing digital effects
analysing time encoding

Source material includes:


-

create
restore
edit
record
convert

audio editing
filters/effects
recording/burning
ease of use
help/support

Editing audio includes:


-

Features of an audio editing software


include:
-

Aspects to look for in an audio software


include:
-

Sound editing software includes:


-

Audio characteristics include:

dialogue
additional dialogue/voice overs
fx (effects)
music
atmosphere
foley

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

RELATED CONTENT (Cont'd)

Equipment includes:
digital recorders with/without time
code
analogue recording devices
multi track recorder
stereo recorder
portable mixers
microphones including lavalier or neck,
shotgun and directional, special
application
radio
stereo
amplifiers
microphone stands
microphone accessories
microphone windscreens
speakers
mixing console / desk
effects rack
tape machines
turntables
CD (compact disc) player
sequence sampler
computer
DAT (digital audio tape)
mini disc
reel to reel tape recorder
hard disc recorder
DVD (digital versatile disc)
sound editing software including
Protocols and Fairlight
cables and connectors
DAWs

Audio effects include:


-

hissing
popping

LRDD- CDA-1.0
November 2013

Audio file formats include:

153

Wav
Mp3
Ogg
Raw
Au
Wma
Aac
Mid
Aif
Aifc
Aiff
Ea
Ra
ram

Multimedia productions include or are


included in:
-

aspects or sections of film/video


production
feature
documentary
short film and/or video
animations
commercials
live or pre-recorded performances
music video
television production of any type
(music, drama, comedy, variety, sport)
live or pre-recorded television
productions
educational product
game
promotional product
information product
training product
e-commerce

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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)

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

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
o
o
o
o

types of multimedia presentation


analogue vs. digital audio
digital audio formats and their purpose
five (5) digital audio editing software (advantages/disadvantages)
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.

LRDD- CDA-1.0
November 2013

154

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

155

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

LRDD- CDA-1.0
November 2013

156

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

Industry standard video editing software


includes:
-

adobe premiere element & adobe flash


quicktime
media 100
cinema tools
anime studio
Autodesk
goanimate
toonboom studio
pinnacle studio 16
avs video editor
final cut pro
cyberlink power director
corel video studio
Nero video

computer hardware
non-linear digital editing and graphics
software programmes
monitors
keyboard and mouse
external hard drive
external disk drive
additional computer hardware
source and record machines
computer software programmes
graphics computer programme
digital video effects system (dve)
digital disk recorder (ddr)
video transfer recorder (vtr)

LRDD- CDA-1.0
November 2013

keyers to combine
dves to move and distort
colour corrections to modify
texture generation to add blur
trackers to follow parts of the picture
production of titles
production of optical effects
graphic images
opticals
transitions such as dissolves, fade ins,
fade outs
supers
subtitles
special effects

Sound includes:
-

157

vhs
svhs
dvc
umatic
sp
beta-cam
digital beta-cam

Visual effects include:


-

Editing equipment includes:


-

Video formats include:

sound effects
music
atmospherics
dialogue
additional dialogue e.g. re-recorded and
narration

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

RELATED CONTENT (Cont'd)

Digital imaging includes:


-

Frame rates include:


-

titles / text
graphic images
2d and 3D animation
3D modelling
opticals
transitions such as dissolves, fade ins,
fade outs
supers
subtitles
special effects

Documentation includes:
-

computer-generated
manually written
scripts
production schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (edls)
list of sequences with relevant shot
numbers
assembly order
marked-up scripts
marked-up transcripts
sound sheets including time code log
sheets for location sound recordings,
wild line and sound effects log sheets

hard drive (internal/external)


dvd/cd/blu-ray
memory card

LRDD- CDA-1.0
November 2013

Multimedia productions include or


maybe included in:
-

Storage medium includes:

158

progressive
o 24
o 25
o 30
o 48
o 50/60
o 72
o 120
o 300
interlaced
o 50
o 60

aspects or sections of film/video


production:
feature
documentary
short film and/or video
animations
commercials
live or pre-recorded performances
music video
television production of any type
(music, drama, comedy, variety, sport)
live or pre-recorded television
productions
educational product
game
promotional product
information product
training product
e-commerce

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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.

Lecture

Prepare a lecture for learners covering the following areas:


o
o
o
o
o
o

identification and description of formats of digital audio


selecting appropriate software
features and tools of various video editing software
theoretical concepts of design principles
editing and design techniques
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.

LRDD- CDA-1.0
November 2013

159

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

160

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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 manufacturers 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

LRDD- CDA-1.0
November 2013

161

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

screen has greater scope for creativity


increases visual impact
ability to incorporate motion and sound
can accommodate any request for
change

kerning
tracking
leading
hyphenation
grid structure
line length

Electronic fonts include:


-

optical size of fonts


always use a word-processor
program to incorporate text
use word spaces to align text
use single or double hyphen as
dash
use caps or underline to
emphasize a word

Relating to the client is critical


for success, and effort must be
made to:

post script type 1


true face
open type

LRDD- CDA-1.0
November 2013

collaborative learning
better management of documents
wider dissemination
virtual reality presentations

Some guidelines to observe when


incorporating text:

Principles of typography include:


-

Scope and impact of electronic


publishing can lead to:

originated in China

Differences between screen and print:


-

History of web typography:

162

maintain a business relationship


develop plans to meet clients
need
facilitate support, monitor work
and do adjustments when
necessary
monitor security system
back up what ever is necessary

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & 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 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.

LRDD- CDA-1.0
November 2013

163

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

164

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

165

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

Different digital imaging techniques may


include:
-

appropriate template
ability to create an outline
capacity for text, graphs, clip art,
charts, audio clips, photos, drawing,
special effects

add music
change sequence
determine speed at different points
insert clips

LRDD- CDA-1.0
November 2013

balance
proportion
rhythm
emphasis
unity

Electronic components of
multimedia may consist of the
following devices:

Editing/manipulating images is
dependent on the software selected and
may be able to:
-

Principles of design include:


-

flat digital photos


aerial digital photos
interactive 360 x 360 image
interactive 3D object modelling

Software selection includes:


-

166

video
CD player
digital camera
application software
scanner
text and databases files

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

LRDD- CDA-1.0
November 2013

167

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

168

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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 manufacturers 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

LRDD- CDA-1.0
November 2013

169

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

Principles of 2D multimedia graphic


design include:
-

Bitmap to vector conversion and


vice versa depends on:
-

balance
proportion
rhythm
emphasis
units

Some benefits of multimedia


include:
-

LRDD- CDA-1.0
November 2013

170

the software selected


suitability of the drawing
colour, greyscale or
monochrome
threshold
resolution

reduced learning time


self-paced learning
immediate interaction
personalized instruction
instructional consistency

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.
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.

LRDD- CDA-1.0
November 2013

171

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

172

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

173

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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

LRDD- CDA-1.0
November 2013

174

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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.

Production specifications include:


-

Copies include:
-

image libraries
computer software image library
package
the internet

safety
working copies

Technical specification include:


-

Sources of existing images include:


-

budget
resources
purpose
audience
storyboard
script

file format
file size
operating system
hardware specifications including
memory size, ram
delivery platform
media form

Delivery platforms include:

Documentation includes:
-

computer generated
manually written
production schedules
manufacture schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (edls)
fault reports
list of sequences with relevant short
numbers
assembly order
marked up scripts
marked up transcripts

LRDD- CDA-1.0
November 2013

175

World-wide web
CD-ROM
DVD
beta-cam
video
film
title sequences
credit sequences
background graphics
animation techniques such as stop
motion, analogue
digital

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

RELATED CONTENT (Cont'd)

Multimedia productions include or be


included in:
-

aspects or sections of films/videos


production
feature
documentaries
short films and/or video
animations
commercials
live or pre-recorded performances
music videos
television productions of any type
(music, drama, comedy, variety, sport)
live or pre-recorded television
productions
educational products
game
promotional products
information products
training products
e-commerce

LRDD- CDA-1.0
November 2013

176

interactive (navigable)
linear (self running)
PowerPoint presentation
director/premier presentation
flash presentation
prezi presentation

Areas for which multimedia


presentations are ideal include:
-

cuts
mixes
wipe keys
special effects
dissolves
fade in
fade outs
supers
subtitles

web pages
hypermedia
slide presentation
video
virtual reality

Types of multimedia presentations


include:
-

Transitions include:
-

Formats of multimedia presentations


include:

tutorials
catalogs
technical manual
marketing materials
sales presentation
electronic brochures
business portfolios
annual reports
webinars
teleconferences

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

RELATED CONTENT (Cont'd)

Presentation tools include:


-

Microsoft PowerPoint
Slide share
Animoto
Helloslide
Ahead
Presentme
Google sites
PreZentit
Vuvox
Viddix
Sliderocket
Slideboom
Ustream
Qik
Wix
Scrapblog
Letterpop
igniteCast
slidesix
prezi (prezi.com)

Relevant personnel includes:


-

Animation software includes:


-

LRDD- CDA-1.0
November 2013

177

project manager
navigation designers
producer
instructional designers
editing personnel
sound editing personnel
director
producer
director of photography
graphic production personnel
music composer
sound effects personnel
other technical staff
other specialist staff
designers
animators
technical directors
illustrators

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

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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 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.

LRDD- CDA-1.0
November 2013

178

MODULE 9

PREPARING MULTIMEDIA PRESENTATIONS

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
November 2013

179

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-persecond.appspot.com/

LRDD- CDA-1.0
November 2013

180

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-inthe-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 isnt what most people think. (n.
d.). Retrieved November 10, 2013, from
http://createdigitalmusic.com/2013/07/video-explains-why-difference-between-analogdigital-isnt-what-most-people-think/

LRDD- CDA-1.0
November 2013

181

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

LRDD- CDA-1.0
November 2013

182

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

Knowledge Requirement (Contd)


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

LRDD- CDA-1.0
November 2013

183

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

Performance Requirement (Contd)


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

LRDD- CDA-1.0
November 2013

184

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

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.

Concepts include:
-

entrepreneur/entrepreneurship
risk
micro-screening
competition
quality
wage employment
resources
supply/demand
macro-screening
cost
self- employment
goods
target market

Factors of Production:
-

capital
labour
land

LRDD- CDA-1.0
November 2013

Factors influencing entrepreneurship


include:
-

market conditions
markets demand /supply
global trends
funding
economic stability
social stability
resource availability
economic activities

Importance of entrepreneurship includes:


-

185

job creation
creation of new markets
revenue/wealth creation
economic growth and development
contribution to a countrys wage bill
empowering the citizenry
self-empowerment
bringing to the fore new technologies,
products and services

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

RELATED CONTENT (Contd)

Critical entrepreneurial characteristics


include:
risk-taking
goal/result-orientation
creativity
self-confidence
independence
achievement-motivation
persuasiveness

Identifying entrepreneurial interests


include a profile of:
-

Self assessment include:

identifying personal entrepreneurial


potential
- assessing/developing personal
entrepreneurial competencies based on:
- strengths
- weaknesses

accomplishments
preferences in terms of:
- lifestyle
- work style
- outlook of the future
- examining entrepreneurial
opportunities
- identifying entrepreneurial interests

Interpersonal skills include:

Feedback of self may be obtained from:


-

family
friends
persons in community
business associates

establishing goals
establishing priorities, including
identifying:
- conflicts
- trade-offs
- indicating method of measuring
results

LRDD- CDA-1.0
November 2013

Pitfalls that may be encountered:


-

Framework for setting goals include:

proceeding without effective planning


commitment to a premature path
failure of plans to anticipate obstacles
lack of progress in milestones or
reviews
Established milestones include:

186

creativity
critical thinking
problem-solving principles and
techniques
active listening

timelines for reviewing progress


evidence of ability to review process
and revise goals

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

RELATED CONTENT (Contd)

Components of an effective
entrepreneurial strategy:
-

Goals must be:


-

priorities, including methods of


identifying/resolving:
- conflicts and trade-offs
- potential problems, obstacles
risks in meeting goals
- specified action steps to be
performed to achieve goals
- method of measuring results
- milestones with timelines
reviewing progress

specific
measurable
attainable
realistic
timely

Crafting strategy requires:


-

commitment
determination
perseverance
foresight

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

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.

LRDD- CDA-1.0
November 2013

187

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Contd)


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.

LRDD- CDA-1.0
November 2013

188

MODULE 10

CRAFTING PERSONAL ENTREPRENEURIAL


STRATEGY

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
November 2013

189

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 [CDROM]. (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.

LRDD- CDA-1.0
November 2013

190

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

LRDD- CDA-1.0
November 2013

191










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
ITICOR0021A
Apply Occupational Health and Safety procedures
ITICOR0031A
Work effectively in an Information Technology environment
ITICOR0041A
Communicate in the workplace
ITICOR0051A
Participate in a team and individually to achieve
organisation goals
ITICOR1341A
Interact with clients
ITINET0151A
Maintain equipment and consumables
ITICOR0231A
Operate a personal computer
ITICOR0241A
Operate a word processing application (basic)
ITIDAT1101A
Perform data entry operations
ITICOR0471A
Access the Internet
ITICOR0271A
Send and retrieve information via the Internet
ITIDAT0282A
Locate and evaluate on-line information
ECEGEN0031A
Use drawing techniques to represent the object or idea
ITIMED1741A
Perform basic industry calculations
ITIMED0261A
Operate a presentation package (basic)
PGGPRP0541A Organise and maintain electronic files
ITIMED3011A
Apply fundamental principles of animation
ITIMED3831A
Prepare for digital animation production
ITIMED1481A
Prepare basic digital animation for different platforms
ITINET1372A
Install software applications
ITIMED0462A
Incorporate 2D graphics into multimedia presentation
ITIMED2602A
Incorporate animation into multimedia presentations
ITIMED2622A
Incorporate 3D modelling into multimedia presentations
ITIWEB1822A
Use social media tools for collaboration and engagement
ITCMED0802A
Create 2D digital animation
ITCMED0972A
Use an authoring tool to create an interactive sequence
ITCMED0792A
Produce and manipulate digital images
ITCMED3022A
Create 3D digital animations
ITCMED3032A
Design and apply simple textures to digital art
ITCMED3042A
Review and apply the principles of animation
ITCMED3052A
Create visual design components
ITIDAT1082A
Operate A Word Processing Application (Advance)
ITIMED1092A
Operate a presentation package (advance)
ITIMED3542A
Develop and articulate concept for own work
ITIDAT0212A
Use advanced features of computer applications
ITIMED0312A
Develop a multimedia script
ITCMED3062A
Use simple modelling for animation
ITIMED2612A
Incorporate audio into multimedia presentations
ITIDAT0131A
Operate computer hardware
PGGPRP0641A Produce simple artwork
ITIDAT0171A
Operate a spreadsheet application (basic)
ITIMED0351A
Identify components of multimedia
ITINET1111A
Operate peripherals devices
ITIDBO0251A
Operate database application (basic)
ECEMUS0621A Use the internet to download or modify music

Core/Elective
Core
Core
Core
Core

Hours
10
10
10
10

Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Elective
Elective
Elective
Elective
Elective
Elective
Elective

10
20
20
20
20
20
20
20
10
20
20
15
20
20
20
20
20
20
20
20
20
20
20
30
20
15
20
20
20
15
20
20
20
20
20
20
20
20
20
20
20

Qualification Framework for the Information Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET
Page 1 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.

UNCONTROLLED COPY WHEN PRINTED

ITI20613
Unit Number
ITIMED0422A
ITIMED0452A
ECESOU2112A
PGGPRP0562A
ITIDAT1072A
ITIWED3072A
ITCMED1142A
ITIPRG1122A
ITIMED0382A
BSBSBM0012A
ITCMED3083A
ITCMED1773A
ITCMED1783A
ITIDAT0193A
ITCMED3093A
ITCMED3103A

NVQ-J Level II in Digital Animation (Contd.)


Unit Title
Incorporate digital photography into multimedia
presentation
Incorporate text into multimedia presentation
Create digital audio
Produce online PDF(portable digital format) files
Operate a spreadsheet application (advance)
Produce digital images for the web
Prepare and participate in an electronic media activity
Apply introductory programming techniques
Incorporate video into multimedia presentations
Craft personal entrepreneurial strategy
Use 3-D animation interface and toolsets
Address copyright issues
Collaborate in planning and producing a project
Migrate to new technology
Create storyboards
Produce interactive animation

Core/Elective
Elective

Hours
20

Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective

20
20
20
20
25
20
30
20
50
30
20
20
20
30
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

KEY:

Competency Number

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.