87659 VC Moving Image Design: Video
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
UndergraduateResult type: Grade and marks
There are course requisites for this subject. See access conditions.
This subject explores moving image through genres such as documentary, short narrative film and the articulation of content through moving images. Students are encouraged to address narrative structures, conceptual frameworks, realisation and contextualisation. Students are introduced to current work practices in digital video planning and production, and gain hands-on experience with the technology involved in recording and capturing live footage, compositing footage/graphics, colour-grading, and soundtrack design. Students learn to respond to critique and incorporate feedback into their illustrative work. Students are expected to undertake visual research and critical analysis as part of this subject.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
|1.||Rigorously and coherently research, process, document and present information to a professional standard.|
|2.||Thoroughly apply professional work practices as demonstrated in the correct use of files formats, codecs, meeting deadlines and engagement in class.|
|3.||Develop conceptual and critical thinking in the production of a creative concept and final outcome.|
|4.||Apply appropriate levels of technical skill in the use of new forms and/or technologies in visual communication design.|
|5.||Apply technology in the communication of a creative concept and idea.|
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Professional and academic visual, oral and written presentation skills (C.1)
- Capacity to create designs that respond to their context in formally or conceptually innovative ways (I.1)
- Advance ideas through an exploratory and iterative design process (I.2)
- Independent development of high level technical and craft skills for the production, presentation and documentation of your work (P.1)
- Development of relevant insights and arguments from research (R.1)
- Employ a range of qualitative research approaches including practice-led visual and material exploration and social and participatory methods (R.2)
Teaching and learning strategies
The subject consists of weekly 3-hour sessions made up of lectures, computer tutorials and workshops.
A PBL (problem-based learning) strategy is adopted. Activities in this subject are structured according to the following:
Lectures concentrate on briefing the 3 projects, elaborating on the topic and medium with which students engage, presenting ideas and case studies concerning contemporary professional design practices, design history, methodology, technology and production in a global context.
Workshops encourage students to become independent learners. Peer learning groups are formed through collaborating in tutor-guided low-stakes formative group feedback and critique, from which students develop their ability to operate effectively as a team member and improve their interpersonal communication skills. Project-based individual and group learning activities involve practice-oriented research, visual investigation, idea generation, creative problem solving, critical reflection, analysis, progressive refinement and visual, oral and written presentation of completed work. Students learn introductory technical production skills for video production.
Group work incorporates non-assessable collaborative activities in each workshop. This includes opportunities to give and receive feedback on each other’s work within your learning groups, and to collaborate with other students to generate ideas to be used in your own work.
Peer critiques / peer feedback sessions provide opportunities for students to give and receive feedback. Peer critiques are essential to the development of your visual communications design practice. Feedback from your peers can help develop your work. Students are expected to engage and contribute to class critiques and feedback sessions.
Computer labs provide students with the technical skills to complete the projects. Under guidance from the tutor’s students will create a series of class exercises that introduce them to the practical software tools to create video design projects. They will have time in the computer lab tutorials to develop their projects and receive feedback. The software that students are introduced to is Adobe Premiere Pro.
Pre-work Students will engage in off-campus practical and online activities, the outcomes of which will be presented and discussed in the workshops and computer labs. One of these activities is the maintenance of a process journal for the subject. The journal will comprise notes from the lectures and drawing and visual processing for the 3 projects. The journal will act as a record of the students' engagement with the 3 tasks, and provide the references needed for projects. Further details about pre-work activities and assessment tasks are described in the program section of this outline and in the 3 project pdfs, available on UTSOnline.
Attendance: The Faculty of DAB requires students to attend 80% of all lectures and studio sessions. Achievement of the subject’s aims is difficult if classes are not attended. Records of attendance will be kept. Students are expected to come to all sessions adequately prepared. This means completing pre-work activities listed in the weekly program section in this outline as well as the UTS online homework, and being ready to discuss them in workshops and/or lectures. Students who are not adequately prepared for studio sessions will be marked as absent.
Assessment feedback in the form of grades, marks and feedback related to submitted tasks will be provided online through ReView. The ReView criteria-based assessment system is adopted in the marking of assessment tasks to provide students feedback on their development of relevant graduate attributes over the course of their studies. REVIEW also enables students to self-assess to encourage a self-reflective approach to their learning, work and practices.
Professional practice in video media is an important focus of this subject. The subject develops the student’s understanding of the technical and design issues associated with video media design and production. Projects and exercises cover ways of identifying and balancing the many requirements of successful communication of information and ideas. Students will gain an intermediate level of knowledge and skills in the various stages of design and production relevant to video media.
Assessment task 1: The Pitch
The intention of the first task is to learn and apply the principles of research and development in pitching a video project. Students will again utilise an iterative visual research process that will enable them to develop and communicate ideas for a visual time based concept
This task addresses the following subject learning objectives:
1, 2, 3 and 5
This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):
C.1, I.1, P.1, R.1 and R.2
|Criteria linkages:|| |
Assessment task 2: The Project
Using iterative visual processing students will practice applying techniques learnt from the previous tasks and class exercises to a final project.
This task addresses the following subject learning objectives:
1, 2, 4 and 5
I.1, I.2, P.1 and R.1
|Criteria linkages:|| |
As per the DAB Generic Subject Outline document: The Faculty of DAB expects students to attend 80% of all classes for all enrolled subjects.
Further, pursuant to UTS rule 3.8.2, students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
Where assessment tasks are to be presented personally in class, attendance is mandatory.
The ramifications of missing class time, or not delivering the required work are significant. The subject's learning objectives are difficult to achieve if students miss classes.