Digital Video Editing Skills For Ict

Digital Video Skills across the National Curriculum - an example Scheme of Work
70 Internationally
agreed DV SKILLS An edited extract from a text rich document on the QCA web site
------------------------------
MOVING IMAGE THEORY ICT Key stage 3
1 Pixels ------------------------------
2 RGB
3 HSL Breadth of study
4 Frame Size
5 Frame Rate 5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
6 Time hr:min:sec:frame
7 Interlacing
8 PAL TV system
a) and purposes [for example using EDITING software to MAKE A VIDEO]
9 Data Rates
..
b) working with others to explore a variety of METHODS OF MAKING A VIDEO
PRODUCTION SKILLS and ICT tools in a variety of contexts
10 Analysis [For tape for DVD for Web for Mobile phones and Personal displays]
11 Teamwork
12 Storyboarding c) designing A DIGITAL VIDEO PRESENTATION evaluating and suggesting
13 Shooting Plan/Log
14 Tripod use improvements to existing systems
15 Frame Wide Mid Close [for example, producing a multimedia presentation for a science topic or
16 Zoom Pan Tilt FRENCH UNIT F KS2 Unit 7 Section 5 and SPANISH KS3 Unit 13 Section 7
17 Lighting
18 2-camera work BOTH OF WHICH ASK THE PUPILS TO MAKE A DIGITAL VIDEO]
19 Continuity
21 Camera Transitions The above is an opportunity to include Digital Video Skills across the National Curriculum
by issuing a document as an adaptation of an ICT unit, similar to:
POST-PRODUCTION
22 Project Settings qca-06-2721-taa-ad-sample.pdf - an adaptation from Unit 8B, ‘Animating art’
23 Preferences
24 File Management from the QCA key stage 3 scheme of work for art and design.
Basic Editing Skills

Other units, like SPANISH KS3 Unit 13 Section 7, may then instruct pupils to use the
25 Capture–DV Camera Digital Video Skills across the National Curriculum example scheme of work TO MAKE A VIDEO.
26. Capture–USB Video
27 Capture–Still Images Contents.
28 Importing Clips Column on the left = 70 internationally agreed Digital Video Skills a specification for DV in UK schools
29 Stop Motion Activity 1 Editing Software Tour the components
30 Marking IN & OUT
Activity 2 Capture
31 Storyboards
32 Drag - ASSEMBLE
Activity 3 a) Import - from computer hard drive or CD
33 Drag to Re-Arrange Activity 3 b) Import images & audio
34 Scrubbing Activity 4 Assemble Edit Drag and Drop to Assemble
35 Timelines Activity 5 a) Scrub [in monitor]
36 Zoom Timeline Activity 5 b) Scrub Project/Timeline
37 Trim – HOW to Activity 6 a) Basic Trimming
38 Trim – WHY to Activity 6 b) Trimming [Methods common to all software]
39 Cutting Split Activity 7 a) Split a clip
40 Freeze Frame Activity 7 b) Freeze Frame
42 Camera Transition Activity 7 c) Insert Frame
43 Overlapping Clips Activity 8 Corrective Filters
44 Auto Ripple Edit
Activity 9 Expressive Filters
45 Video from Stills
Activity 10 Discussion The use of expressive filters in Art and Drama
46 Audio overlay
47 Audio Cross-fade
Activity 11 a) Transitions - Apply software transitions
48 Mixing Activity 11 b) Transitions - to make a transition clips must overlap
49 CD stripping Activity 11 c) Transitions - apply motion to still images - control pace
50 Audio ‘rubber-band’ Activity 12 Titles
51 Title Overlaying Activity 13 a) Audio - Adjust clip volume
52 Title the Sick Rose Activity 13 b) Audio - Mute a clip
53 Voiceover Activity 13 c) Audio - Fade in / out
54 Corrective Filters Activity 13 d) Audio - Additional Music/Voiceover track
55 Expressive Filters Activity 13 e) Audio - Cross Fade
56 Speed change Activity 13 f) Audio - Mixing
57 Speed Reverse Activity 13 g) Audio - Narrating the Timeline
58 Creating AVI video
Activity 14 Distribution - a) to Tape - b) to DVD - c) CD - d) Web and mobile phones e) VHS
59 Record to Tape
Activity 15 DVD Authoring
60 CD MPEG-1
61 DVD MPEG-2 Activity 16 Discussion a) Software suitability for schools
62 Chapter Points b) What paperwork to submit with each video
63 Menus
64 First Play For more on Moving Image Theory [Knowledge and Understanding] click below to download
65 Mobile Phone video http://www.digitalvideoforteachers.co.uk/paper/MovingImageTheory1905415168.pdf
For more on Camera Skills click below download
ADVANCED EDITING SKILLS http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoShootingTheory1905415176.pdf
66 Key-frames
67 Layers
What to submit - Analysis - Plans - Logs - Edit Decision List - Self Assessment forms - Showreel Report
68 Transparency http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoAssessment9781905415090.pdf
69 Motion
70 Chroma-keying
An adaptation of ICT KS 3 Unit 3: Processing text and images to acquire Digital Video Skills ISBN 978-1-905415-18-2 © www.oxdv.co.uk 1
Activity 1 Editing software Tour the components.
QCA Schemes of Work Art and Design Key Stage 1 and 2 Unit 4a Viewpoint
Section 4 Investigating and making
Objective: To use photographic and/or film techniques to suit their intentions
http://www.digitalvideoforteachers.co.uk/tutorials/05Editing/01interface.html
Collections
/
Clip-Bin
For
Clips
Effects
Transitions
Titles
Storyboard
Controls
Storyboard
View
Timeline
View
A CLIP-BIN called Collections for Resources

A MONITOR with controls for clips, project and camera
STORYBOARD or TIMELINE work area to assemble the movie.
MOVIE TASKS is a step-by-step guide that can be changed into
COLLECTIONS folders view.
OUTCOME: Ability to work with a digital video interface
Activity 2 Capture Control camera from computer
National Curriculum ICT Key stage 1
[During key stage 1 pupils are to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes.
They start to use ICT to develop their ideas and record their creative work. They become familiar with hardware and software.]
Knowledge, skills and understanding Finding things out Pupils should be taught how to:
a) gather information from a variety of sources [for example, video cameras CD DVD and TV]
b) enter/ capture and store information in a variety of forms [for example, storing videos, saving work]
c) retrieve information that has been stored [for example, retrieve video from a video camera, loading saved work].
Capture from tape, and direct from camera to hard drive for stills, and video.
Use DV-AVI to capture from a DV

camera, if the final video is to be
stored back onto tape,
or burnt to DVD.
If the video is for use on a CD,
pick Video for local playback
(1.5Mbps PAL)
Use the controls to play through
the tape and find the footage to be
captured.
DV - AVI (PAL)
Then click on Start Capture.

Click on Stop Capture after the
required footage has been
captured. Always capture a few
seconds [3-5] before and after the
exact footage. This will give you
room for transitions. It is so easy
to trim footage when it is in the
computer, but very awkward to
add even a few frames later in the
editing process.
Repeat the capture process as
often as required.
Captured clips are by default
placed in
My Documents in My Videos.
Then the clips can be imported

into the project, via the File menu, Import option.
Note Projects are OPENED and SAVED, [Project files contain only Edit Decision Lists]
Video Stills and Audio files are IMPORTED via the File menu, Import option.
OUTCOME: Ability to operate a camera from a computer, then store / retrieve files.
Activity 3 a) Import Video from the computers hard drive or a CD

[During key stage 1 pupils are to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes.
They become familiar with hardware and software.]
Knowledge, skills and understanding Finding things out Pupils should be taught how to:
a) gather information from a variety of sources [for example, CD]
c) retrieve information that has been stored [for example, retrieve video from a hard drive and loading saved work].
One option is to import clips that

are already on the hard disk drive.
A further option is to "Import"

video files stored on a CD-ROM.
The procedure is the same, but

having clips on a CD will save
space on the hard disk drive.
For the Helicopter Ride [Worked
Example No 1] click on Import
Navigate the CD to find the clips
folder, with the Helicopter Clips.
Movie Maker like other programs

has a clip bin, which it calls
"Collections".
It is easy to toggle between the Movie Tasks and Collections view.
Movie Maker creates a folder for each clip, and sometimes splits the clip into "Scenes", which
can be annoying if they are not split at frames that you want.
Dragging the folder onto the storyboard is permitted.
Activity 3 b) Import Pictures & Audio

Importing images and audio files into the project is performed in a
similar way. Clips will always be imported into the selected folder, so
be sure to select Collections.
For the Helicopter project navigate to the Helicopter folder.
The still image of the helicopter and matching music track can be
imported from the same location as the helicopter video files, and
icons for them will appear in the Collection: Collections folder.
Activity 4 Basic Assemble Editing...
Exchanging and sharing information 3 Pupils should be taught:
a) how to interpret information and to reorganise and present it in a variety of forms that are fit for purpose [for example, make a video]
b) to use DIGITAL VIDEO as an ICT tool efficiently to draft, bring together and refine information and create good-quality
presentations in a form that is sensitive to the needs of particular audiences and suits the information content
"Drag" the still image in the collections folder on to the first

"Video Placeholder" of the Storyboard"
As a clip is dragged a translucent version

itself surrounds the cursor.
The cursor itself changes from an arrow to a
'no entry' circle with a diagonal line through it
on areas where the dragged icon may not be
dropped.
There are only two locations that any clip
can be dropped, one is in the monitor and
the other is in the storyboard.
For the first clip there is only one place on
the storyboard that will accept it, and that is
the very first placeholder on the left.
Drag all the clip/folders down onto the Storyboard.
Drag clips to new locations, and back;

just to prove how easy it is.
OUTCOME: Ability to Assemble Edit = the assembly and presentation of information
Knowledge, skills and understanding - Finding things out - 1 Pupils should be taught:
b) how to prepare information for development using ICT, including selecting suitable sources, finding information,
classifying it [for example, finding information from TV, creating a class video library, classifying by characteristics and purposes.]
Activity 5 a) Scrub a Clip in the Monitor
Scrubbing is the process of moving

through a clip, at any speed, fast or slow,
by using the mouse to drag the play-
head right or left.
SCRUBBING is a method editors use to
check their choices and test changes.
Scrubbing Scrubbing is a means of scrolling through
is the movie quickly and simply. It is
preparatory
to selecting
possible to scrub through a single clip, or
and part of the whole project.
testing
process to To scrub through an individual clip, first
see what will
remain in select it in the collections/clip bin;
the final it will then appear in the monitor. Now the
presentation clip can be played or scrubbed. To play,
click on the play button. To scrub through
quickly, or slowly, drag the play-head
along the scrubbing bar.
Activity 5 b) Scrub the Project in the Timeline.

To scrub through the whole project, click to select any clip on the storyboard or timeline,
and again drag the play-head along the scrubbing bar. This time monitor scrubbing bar
represents the whole project, for scrubbing to a 'rough' position. At all times the timecode is
displayed under the monitor, and changes as the play-head drags along the scrubbing bar to
give the editor an accurate measure of where that frame is in the timeline.
Please note, the play-head will jump to your command. Just left click anywhere in the scrub
bar and the play-head will respond.
In a large project use this "jump" feature to get roughly where you wish to be, then use the
frame forward or back buttons. Scrubbing is mainly used when working with the timeline
[Topic Video on CD]
OUTCOME: Ability to move quickly or slowly through a clip or a project
Activity 6 a) Basic Trimming
Trim clips in the clip bin, in the monitor and on the time line.
The third basic editing skill is TRIMMING, and again involves selecting and dragging.
But this time, dragging the ends of a

clip; and so change which frame will
be the In or Out Frame. Trimming is
a means of fine-tuning adjoining clips
so that the edits are smooth and the
story flows well.
Choosing the IN and OUT frames is
an editor's primary decision, and is
how the editor matches clips
together.
Scrub through the start of the clip to a

suitable frame and then, from the Clip
drop down menu,
Set the Start Trim point.
Scrub through the end of the clip and

Set End Trim Point.
Clicking on Clear Trim Points resets

the clip to its original length. Set Start Trim Point
To trim a clip in Moviemaker, the timeline view must be active.

View the monitor and scrub across the joint of two clips,
to see if it bumps or blends.
If the joint blends OK then move on to the test the next joint.
If any joint is lumpy, then seek either side to see if other frames
might work better.
A handout of HOW and WHY to TRIM is on web [click the link to download the page]
http://www.digitalvideoforteachers.co.uk/paper/TRIMMINGhowandwhy.pdf
OUTCOME: develop / refine their trimming and decision skills by selecting frames appropriate for their work
Activity 6 b) Trimming method common to all software.
Note this method of Trimming is common to all digital video editing software
The most intuitive way to Trim is to drag the ends of a clip,

whilst watching the frames change in the monitor.
As a clip is selected a black border appears round it and the background becomes white.
1 The black border has a little inward arrow at each side. When the mouse is over the clip, it
changes into a red double headed horizontal arrow in a rectangle, which is solid on the clip
side and dotted on the outside.
The selected clip turns blue as the mouse is dragged and the current frame is displayed on
2 the monitor for a clear view of the trim as it happens.
Release the mouse button when the required frame appears in the monitor
3 The trimmed clip will now be shorter and look shorter on the timeline.
Note how all the other clips have moved left along the timeline,
this is an automatic 'Ripple Delete'.
Check the trim by scrubbing through the project over the change. If it doesn't look right the
out frame can be changed again, this time by dragging the clip outwards, rather than
inwards.
Note none of the 'Trimmed' frames are destroyed.
To replace them, simply drag the clip edge outwards.
OUTCOME: Ability to TRIM [develop / refine] within any DV editing software.
Activity 7 Make a still from one frame of a video clip.
This is often performed in steps, Split, Freeze and Insert.
National Curriculum ICT Promoting key skills through ICT
ICT provides opportunities for pupils to develop the key skills of:
communication, through selecting from a range of sources and refining texts in different styles and for different purposes,
7 a) Splitting
Another editing technique is splitting.

Splitting takes a clip and splits it into two parts so that they can be
worked on separately.
There are many reasons for splitting a clip.

# To cut out a few bad frames.
# To make a copy of a particular section
# To savour a particular moment by slowing down a section, or
'Freezing' a frame; which will be covered shortly.
The Clip Menu has a Split option, [Ctrl+L] and under the monitor is a split button.
Select a clip from the storyboard and scrub to find the frame at which the clip is to be split.
Click on the split button on the monitor control panel.
There will now be two clips on the
storyboard. Both clips will have a
thumbnail of its first frame.
There will be two corresponding clips in
the timeline view.
Also any clip in the collections/clip bin can be selected

and split in the same way, this time the two clips will
appear in the Collections/clip bin.
It is possible to split a clip as many times as required
Split clips can be rejoined.

All split parts must be next to each other,
on the timeline in the correct order and selected.
From the Clips drop down menu, select Combine.

The original clip will now be in one whole.
The next clip manipulation is to freeze a frame.
OUTCOME: Ability to split a clip for a creative purpose
Activity 7 b) Freeze Frame
National Curriculum ICT Promoting key skills through ICT
ICT provides opportunities for pupils to develop the key skills of:
communication, through selecting from a range of sources and refining texts in different styles and for different purposes,
The ability to save any frame as a still image adds greatly to a project.
The usual reasons for grabbing a still image are

# To use as a background for a title
# To use on the DVD/CD label or sleeve
# To use in a transition, when there aren’t
enough frames in a clip.
# To savour the moment,
by playing the same image for longer.
Any frame in the whole project may be turned into a still; it

just needs to be the current frame in the monitor.
Then either click on the Tools drop down menu and select
'Take Picture from Preview' or click on the camera button under the monitor.
This opens a 'Save as' window. Name, and select the destination for the image.
The new image also appears in the current collections/clip bin once it is saved.
With the helicopter ride project select the last clip

'05 Landing',
scrub to the last frame and 'freeze' by creating a still
image and save in the helicopter folder.
Use a name like "Last Frame"
Activity 7 c) Insert Still of Frame
The "Last Frame" image is now in the

clip bin/collections-collection folder.
So drag the "Last Frame" image down into the last

place holder on the storyboard.
The last frame has been 'Frozen' for as long as the editor requires, or in this particular case,
until the credits have rolled up off the screen.
Note: A selected still image on the timeline can be trimmed in or out just the same as video;
or go the clip menu and alter the duration.
Note: By convention a Title goes at the beginning and Credits go at the end
OUTCOME: Ability to turn any frame in a video clip into still, and so freeze time
Activity 8 Apply Corrective Filters brightness, contrast hue & saturation.
National Curriculum Science Key stage 3
Light and sound
3. Pupils should be taught: the behaviour of light
f) the effect of colour filters on white light and how coloured objects appear in white light and in other colours of light
Corrective Filters
These filters are designed to correct problematic clips, for example, to make a dark clip
brighter. So, what do we have to correct for and why?
All cameras can suffer from the lack of white balance, or a rainy day.
Brightness is the important correction after filming in British weather,

but as the brightness is increased the picture becomes 'washed out' pale and indistinct; so to
compensate:
Contrast is usually increased, which tends to darken the darker areas.
Everything is a compromise. Perfection is already lost if you have to perform any corrections.
All you can do is to improve image quality slightly. Concentrate on improving the parts of the
image that are most important to the story.
If it is the eyes, then work on making these correct, at the expense of the unimportant
features like hair.
Colour Balance
Say your camera doesn't have a white
balance, like web cams, then you can
correct as you record to the hard drive as
the programs on Widows XP have an
adjustment panel.
Hue
Let's say a white balance was done
correctly whilst shooting by an outdoor
swimming pool with blue sky and blue
water, and all these shots are fine.
The next recording session was inside a tropical greenhouse and the white balance is not
redone. So at the post production stage the greenhouse shots are going to appear a bit on
the bluish side. To correct this, the hue of the greenhouse shots may need pushing over from
the blue to the green.
Back to the theory: Red is both start [0%] and end [100%] of any scale,
so to push from blue [which is always 66%] to green [which is always 33%]
then the hue needs reducing by 33%.
The best way is to reduce a short clip by 33% and preview the results,
and then try values between 33% and zero,
and then select what looks best on an external monitor.
Saturation
If most shots are recorded in bright sunlight, and one or two shots under big black clouds,
then the colours may be less bright. Increasing the colour saturation for these clips may help
match the shots. It doesn't matter if it goes dark while you are shooting - that's Britain. If you
have two shots that were recorded 10minutes apart, but in the story they are only 3 seconds
apart, then for good continuity they need to be as bright and colourful as each other.
Movie Maker only has one corrective filter 'Brightness', so try apply this to a dark clip.
OUTCOME: Ability to improve picture quality
Activity 9 Apply an Effect [Expressive] Filter Blur, Pixilate, Sepia.
QCA Schemes of Work Music Key Stage 3 Unit 13 music & media (2)
Section 2 Music as an expressive filter
Objective: how music can convey different messages and emotions and specific intentions through a range of media.
Sadly ICT and Art & Design lack suitable

Schemes of Work.
However with a little imagination the

17 Music schemes of work can be easily
be applied to the Art of Making a Video.
Using filters for expression is the apex of post-

production.
A filter is the region where truly
Art, Language and video technologies merge.
Probably the easiest expression to add is one of

time gone by.
Sepia combined with staccato movement
[create a clip at 5 frames per second] = 1920s
Fade out to white is a good one to use when trying to

convey an oncoming faint or illness.
Fade in from white can be used along with an actors
'point of view' shot to imply the actor is recovering, or
coming round after a fall or other mishap.
There are two Speed filters
Slow Down, Half and Speed Up, Double
There are many more ways to apply expression that are

beyond this remit of communicating by creating a video
presentation using ICT tools and skills.
It is as if the Art and Design syllabus was written in the 1880s, before the days of cinema or
television. Art and Design needs to have a great deal of alteration to include modern digital
moving art, but what is covered here is sufficient for use within ICT.
OUTCOME: Ability to use expression video filters for effect
Activity 10 Discussion Apply expressive Effect Filters in Art and Design & Drama
Adding expression [Module for Drama. See our "Digital Video for Directors"]
Discuss which filters = which emotion.
OUTCOME: Ability to add expression into a video
Activity 11 Transitions [Straight Cuts unless the story needs to mark a change of place, time or circumstance.
Activity 11 a) Applying a transition
National Curriculum Art and Design Key stage 1, 2 & 3
5 Breadth of Study 5.c) using a range of materials and processes, including ICT
Objective: Acquire knowledge and skill of applying Transitions to "Punctuate" a video story
Editors can insert a transition effect between clips. Normally use a straight cut, which means
no transitions. However discrete transitions can be can be helpful to join two clips when a
straight cut doesn't work.
So rather than cover how to adjust transitions, we will cover how use them; as all that is
involved is just 'Drag & Drop' into their placeholder between the clips.
Select Transitions here
Just DRAG & DROP any

Transition onto the small
Select place holder between clips
Transitions
Here
Just as video clips can be dragged from the clip bin,

Select
and dropped onto the storyboard, so can Transitions.
Transitions
Transitions have their own smaller placeholder Here
between the large clip placeholders.
The Transitions tool bar may be opened from
the Tools drop down menu, the Collections
windowpane, or the Movie Tasks list.
If two clips have a lumpy joint, then the most

commonly used transition is a crossfade,
in Moviemaker 2 this is called Fade.
Setting the Transition duration to 1 second should

suffice for most cross fade [Fade] transitions.
From the Tools drop down

There are more than enough transitions to choose from. menu select Options.
Transitions Duration setting
is on the Advanced tab
OUTCOME: Ability to apply a transition effect in post-production
Activity 11 b) To make a transition the adjacent two clips must overlap.
Objective: Acquire knowledge and skill of how applying a transitions alters the duration of a video story
Look at this step by step. 4 seconds 5 seconds

1. Here are two clips. The Title clip is 4 seconds and 00HeliStill is 5 seconds.
Total as 'straight cuts' is 9 seconds.
2. Apply a two-second Transition. [Drag the 'Spin' onto the Transition timeline]
So the clips now overlap by two seconds. [For the duration of the transition]
See how the new total duration is only 7 seconds. NOTE that MovieMaker OVERLAPS the
clips automatically as part of the process of applying a transition
4 seconds
5 seconds
Note that all the following clips have moved left along the timeline as
MovieMaker performed an automatic 'Ripple Edit'
A consequence of clips overlapping during a transition is that this overlap has to be allowed
for when recording the shot. It is advisable to record & capture a few extra seconds at each
end of a clip. Even if frames were not shot or captured, Freezing a Frame can hold the
moment. Well at least long enough to make the transition.
So we see how Shooting and Editing are inextricably linked.
OUTCOME: Process knowledge and understanding of digital video transitions
Activity 11 c) To apply motion to Still images, and to control Pace.

Objective: Acquire the skill of controlling the PACE of a video story by altering transitions duration
Where computer generated transitions excel is in the making of a video from a collection of
still images; when it is the transitions that add motion to an otherwise static display.
With 60 transitions and a few suitable effects filters, Movie Maker is able to bring a collection
of stills to life. The London Eye "Video from Stills" exercise is such a worked example, which
also introduces PACE, and establishes a new basic rule that of
One Two Three - Change Clip
6 sec 3 sec 6 sec 3 sec 6 sec 3 sec 6 sec 3 sec
Set Picture - Transition durations to 6 and 3 seconds.
To make this Video from still images, Drag and Drop the
images from the London Eye folder [on the CD] onto the
storyboard, then have fun choosing the transitions and make the stills come alive.
To add the most motion - Assemble with Push and Wipes transitions, and then, add
music. On the CD there are two audio tracks in the Clips / LondonEye folder, one for each
pace [standard and fast].
Remember that clips overlap to make a transition.
So, check the video total duration as each transition is added.
[Tutorial video 'How to make London Eye' and the images are on the CD]
On the CD and at the website are videos [we made earlier] that demonstrate how clip and
transition duration affect PACE.
http://www.digitalvideoforteachers.co.uk/workedExamples/LondonEyeSTANDARD.html
http://www.digitalvideoforteachers.co.uk/workedExamples/LondonEyeFAST.html
Please note: Every pixels, of every frame, for the duration of the transition, has to be
calculated. This is called RENDERING, and it takes time.
OUTCOME: Ability to a) convert Stills into Video and

b) to control pace and rhythm of a video story
Activity 12 Titles
National Curriculum on line English Key stage 3 En3 writing
Writing: during key stage 3 Pupils develop confidence in writing for a range of purposes.
They learn to write using different formats, layouts and ways of presenting their work.
Objective: Acquire knowledge and skill of how applying a title to a video story
Type it. Put on timeline. Move it. Change it.

Why can you see through it ? Hello to alpha channels.
Choose where you would like the titles
Titles come at the beginning of a
movie. Credits are at the end.
Subtitles are on the bottom of
the screen and appear over the
top of the video.
To make a title at the beginning,
click on that option and type into
the boxes.
To put titles mid way through a clip, choose

"Add title On the selected clip" which will overlay the
title above the clip on a transparent layer.
Movie Maker has an impressive array of pre-fixed
titles, with plenty of controls.
Titles intended for viewing on a television screen need
to be large and plain, so that they can be clearly seen
from across a room.
Avoid small 'scripty' or fine text.

With computer screens, text can be from edge to
edge, and it will be seen, but with a television the
edges of the screen are 'cropped'.
Movie Maker does not provide indication of television
screen " safe area".
Titles need to be stationary on the screen long enough to be read;
which usually means they need to be still for 3 seconds.
So allow for this with dynamic - Rolling - Scrolling animated titles.
Titling History 5 3-4 unit 3 How hard was medieval life section 4 Black Death.
This is perfect for our Sick Rose [Blake] titling project.
En 2 Wr 5 Handwriting and presentation 5) b use different forms for

different purposes.
En 2 Wr 12 Breadth of study 12 Range should include narratives, poems
OUTCOME: Ability to combine text with moving images
Controls for titles are not always in view are not
always in view. For those whose computer screens
are set to 800x600, then scrolling is essential to find all
the controls.
Type in the required text, and then try changes of title
animation and or fonts and colour.
The range of fonts, colours, animations and
backgrounds are very professional.
The title updates and runs again with each change /
edit. Click on 'Done, add title to movie'.
To add a title before or after a clip, first select the clip.
To add a title on to a clip, then Movie Maker has to be
in timeline mode, and the play-head located where the
title is to start.
Upon completion the title is added to the title track,
and then may be dragged left or right to any position
on the track.
Title duration can
be altered by
'Dragging' the
edges.
Also, the title may
be dragged left or
right along the timeline to synchronise with the action.
Please note: Effects may also be applied to titles.

The Hue effect applied to the London Eye title
cycles through blue green and red, and adds to
the quality of the title.
Both our CD and website http://www.digitalvideoforteachers.co.uk/paper/ProjectNotesSickRose.pdf

have project notes on how to make the video using the clips on the CD or download
'sickRoseNoTitle352x288.avi' [without titles or voice-over] from the web site.
This video is ready for individuals to add the titles, and then record a voice-over.
To see a finished version of the Sick Rose video please visit

http://www.digitalvideoforteachers.co.uk/workedExamples/SickRose.html
OUTCOME: Ability to combine text with moving images
Activity 13 Audio
Adjust volume - Fade in/out mute - Add music - Cross fade - Mixing - Add voiceover

3.0 Exchanging and sharing information
3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose [video]
3 b) to use a range of ICT tools efficiently to draft, bring together and refine information and create good-quality
Objective: Acquire knowledge and skill of how to manipulate audio within a digital video editing environment
Movie Maker has reasonably powerful audio features, but they are hidden away.
To view the controls it is necessary to, a] be in timeline view and b] with the Video track
'Expanded'. To expand the video track left click on the plus sign by the video track,
to reveal both the Transition track and the video clip Audio Track.
13 a) Adjust the volume of audio clips.

Right click on any audio clip to open the context menu and select Volume.
Drag the volume control to adjust the audio

level for the whole clip.
If the audio levels vary by a great amount, in
differing parts of the clip, then the clip may be
split, just the same as a video clip.
Any changes that don't work well can be
'Reset'.
13 b) any clip can also be 'Muted'.
13 c) The audio fades are approximately

60 hundredths of a second, and may found by right clicking on
any audio clip.
http://www.digitalvideoforteachers.co.uk/paper/ProjectNotesSickRose.pdf
This Audio section applies to Music - equally as well

National Curriculum Music Key stage 3
Breadth of study
5 During the key stage, pupils should be taught the Knowledge, skills and understanding through:
5 d using ICT to create, manipulate and refine sounds
Objective: Acquire knowledge and skill of how to manipulate audio with digital video editing software.
13 d) Movie Maker has an additional Audio/Music track.
This second track may be used for narration or any music on the computer. With the
Helicopter Ride project there is a ready made audio file that may be dragged onto the
timeline. Import the audio file from the CD into the collections/clip-bin, and then drag and
drop onto the Audio/Music timeline.
13 e) Cross Fade Audio clips on the Audio/Music track can be overlapped to form what are
called cross fades. Audio cross-fades reduce the level of the out-going clip, whilst increasing
the level of the incoming clip. To perform a cross-fade drag a second audio clip on to the
Audio/Music track. Locate it next to an existing clip, and then release the mouse.
Now click and drag left in one movement, and the clip will turn from white to blue, and the
cursor will change from an open hand cursor into a file dragging cursor. As the two audio
clips are overlapped, the left edge of the clip being dragged, changes to form a taper. The
slope of the taper indicating how the volume is changing throughout the cross-fade.
When the left mouse switch is released, the cursor turns back into a hand, indicating the clip
it is above may be moved, whilst the clip itself turns grey in the overlapping region, indicating
the duration of the crossfade. Again, having the waveform displayed helps with the aligning
of the two audio clips.
13 f) Mixing To open the small mixing window click on the Set Audio Levels button.
To get more than one Audio/Music file
onto the Audio/Music track, the whole
movie needs to be saved, and then start
a new project. Import the completed
video onto the timeline track. Then a
narration or extra music can be added over the top, and the levels mixed
using the mixer controls.
Warning The audio levels apply to the whole movie. Whilst the audio
levels can be altered clip by clip, the mix control affects the whole of both
audio tracks.
Activity 13 g) Narrating the timeline
Narration is only possible in an empty part

of the Audio/Music track, and in timeline
mode. Any narration is saved as a
Windows Media Audio file [wma]
[by default], in a Narration folder in
My Videos in My Documents.
Clicking on Show more options expands the
narration area to the window shown here.
Ticking the 'Mute speakers' option will keep
the narration clean and free of sound from
the video. De-select after narrating.
Narration can add considerably to a video,

and all beginner programs support direct
voice recording. Connecting a separate
microphone is prefferable to speaking into
webcam or a DV camera.
Once recorded the audio clip may be dragged to align with the video.
To slow down audio pace, cut and increase silence.
To speed up the pace, cut and severly shorten silent periods.
Matching the tempo of speech and video takes practise, but by recording
just a few lines, no more than 10 -12 seconds at a time, then the narration
can be built on the timeline.
When recording between other audio clips the 'Time available' will count
down as the narration is recorded. Ticking the 'Mute speakers' option will
keep the narration clean and free of sound from the video. Remember to
de-select this 'mute' option, before leaving the Narration control panel.
On the CD is a 'Sick Rose' video with titles, ready for anyone to record a
voice-over. Reading the titles as they appear makes for an easy narration
exercise. [Almost like 'Karaoke'.]
On the CD/web is ‘one we made earlier’ for you to compare. Try the link below.
http://www.digitalvideoforteachers.co.uk/workedExamples/SickRose.html
OUTCOME: Ability to create and manipulate audio clips within digital video software
Activity 14 Distribution
3.0 Exchanging and sharing information
3 a) how to interpret information and to re-organise and present it in a variety of forms that are fit for purpose [video]
3 b) to use a range of ICT tools efficiently to draft, bring together and refine information and create good-quality
Objective: Acquire knowledge and skill of how to create videos suitable for audiences on a variety of media
Now the project is complete it is time to create the final video.

VHS tape is no longer the only option., there are a great range of distribution mediums, each
with their own format.
It is possible to create the
highest quality digital video
file type - that of DV-AVI for
recording back to DV
cameras.
If the video was captured and

edited as a DV-AVI project,
then this is the highest quality
available for digital video,
and an excellent way to
archive digital video.
Clicking on the File Menu and

selecting the Save Movie file
opens the
'Save Movie Wizard'.
This is when all your knowledge of 'Moving Image Theory' is really tested.
OUTCOME: Ability to create the highest quality video
14 a) Mini DV1 hour of tape stores 14GB
Tape is the medium for storing video at the highest quality. Data
is stored on the tape in DV format, were each frame is recorded
as an image, 720 pixels wide by 576 pixels high, at 25 frames
per second and each image has interlaced half frames. MiniDV tape for PAL TV
Video
720x576 pixels 25 fps
Fast 7200 rpm IDE Hard Disc Drives are needed to capture at Lower Field First
Audio
3.6 MB/s from tape or camera. Ensure HDD are DMA enabled. 48 kHz 16bit stereo
Audio is PCM recorded at a sample rate of 48 kHz - 16 bit stereo.
14 b) DVD stores 4.7GB. Uses Full Frame 720x576

At the highest quality setting [8MB/s] a DVD will play 1 hour of video.
MPEG-2 [Motion Picture Expert Group] format is used on DVDs.
For areas of the world that use the PAL television system, digital
images are again 720 pixels wide and 576 pixels high, lower field first
at 25 frames per second. As DVDs play to televisions, it needs to be
interlaced. [6MB/s is best for fixed data rate options]
14 c) CD stores 650-800MB. Use Half Frame MPEG-1

For smooth playback a CD is read at a fixed data rate of 1150 KB/s
MPEG-1 video are usually created with 'half frame' 352 pixels wide
by 288 pixels high at 25 frames per second. As video on CD will
only play on computers, and computers displays images
progressively [from top to bottom - not interlaced] then video for CD
can have the 'No Field' setting.
CD Audio quality uses a sample rate of 44.1 kHz in 16-bit stereo.
MPEG-1 [unlike MPEG-2] will play in PowerPoint.
14 d) Web-Casting 30-60KB/s = Quarter Frame

For wide web viewing capabilities stay with 3GP frame-size [quarter frame 176x144]
and data rates 30-60KB/s. Audio quality is more important than video, so use stereo.
The link below runs a quarter frame video.
http://www.digitalvideoforteachers.co.uk/index.html
Windows Media Encoder and streaming is just beyond the scope of this publication.
14 e) VHS
If a particular examination board will only accept VHS, then our advice is to Capture from a DV
camera, edit at DV quality and then record DV back to the camera. Finally, connect the DV camera to
a VHS machine. The resultant video will be the best possible quality.
OUTCOME: Ability to create a communication suitable for different audiences
Activity 15 DVD Authoring
Start Ulead Video Studio. £25 [education price];

which includes some advanced features,
such as:
Key-frames
Layers,
Transparency and
Motion
Ulead Video Studio has an integrated

DVD Authoring package.
Load [same as import] the video onto the storyboard.
Go to the Share stage and select Create Disc
Select the School intro as "First Play".
Select chapter points.
Work with menus.
Test before burning.

Work through the burning window then click on Burn.
Activity 16 Analysis Session [Support - Progression]
16 a) Digital Video Skills. What should be taught in the UK and

Software Suitable for ALL students & ALL teachers/tutors Discuss.
Learning curves for iMovie, MovieMaker, Ulead is 1 hour vs 16 hours for Premiere and Final Cut.
http://www.digitalvideoforteachers.co.uk/DVsoftwareSuitableForSchools.html
For more on Moving Image Theory [Knowledge and Understanding] click below to download
http://www.digitalvideoforteachers.co.uk/paper/MovingImageTheory1905415168.pdf
For more on Camera Skills click below to download
http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoShootingTheory1905415176.pdf
16 b) How should examiners assess video?

What to submit - Analysis - Plans - Logs - Edit Decision List - Self Assessment forms - Showreel Report
http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoAssessment9781905415090.pdf
There are more free lesson plans at http://www.digitalvideoforteachers.co.uk/freeTextIndex.html
Need to map a Digital Video Skill to a QCA Scheme of Work?
http://www.digitalvideoforteachers.co.uk/paper/DigitalVideoSkillsvsMAPofNCschemesofWork.pdf
OUTCOME: Ability to process text audio and images to make a video

Digital Video Editing Skills For Ict

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Digital Video Skills across the National Curriculum - an example Scheme of Work

Basic Editing Skills

A CLIP-BIN called Collections for Resources

OUTCOME: Ability to work with a digital video interface

Use DV-AVI to capture from a DV

Then click on Start Capture.

Then the clips can be imported

National Curriculum ICT Key stage 1

One option is to import clips that

A further option is to "Import"

The procedure is the same, but

Movie Maker like other programs

It is easy to toggle between the Movie Tasks and Collections view.

Activity 3 b) Import Pictures & Audio

"Drag" the still image in the collections folder on to the first

As a clip is dragged a translucent version

Drag all the clip/folders down onto the Storyboard.

Drag clips to new locations, and back;

OUTCOME: Ability to Assemble Edit = the assembly and presentation of information

Activity 5 a) Scrub a Clip in the Monitor

Scrubbing is the process of moving

Activity 5 b) Scrub the Project in the Timeline.

[Topic Video on CD]

OUTCOME: Ability to move quickly or slowly through a clip or a project

But this time, dragging the ends of a

Scrub through the start of the clip to a

Scrub through the end of the clip and

Clicking on Clear Trim Points resets

To trim a clip in Moviemaker, the timeline view must be active.

The most intuitive way to Trim is to drag the ends of a clip,

OUTCOME: Ability to TRIM [develop / refine] within any DV editing software.

Another editing technique is splitting.

There are many reasons for splitting a clip.

Also any clip in the collections/clip bin can be selected

It is possible to split a clip as many times as required

Split clips can be rejoined.

From the Clips drop down menu, select Combine.

The next clip manipulation is to freeze a frame.

OUTCOME: Ability to split a clip for a creative purpose

The usual reasons for grabbing a still image are

Any frame in the whole project may be turned into a still; it

With the helicopter ride project select the last clip

Activity 7 c) Insert Still of Frame

The "Last Frame" image is now in the

So drag the "Last Frame" image down into the last

Brightness is the important correction after filming in British weather,

OUTCOME: Ability to improve picture quality

Sadly ICT and Art & Design lack suitable

However with a little imagination the

Using filters for expression is the apex of post-

Probably the easiest expression to add is one of

Fade out to white is a good one to use when trying to

There are many more ways to apply expression that are

OUTCOME: Ability to use expression video filters for effect

OUTCOME: Ability to add expression into a video

Select Transitions here

Just DRAG & DROP any

Just as video clips can be dragged from the clip bin,

If two clips have a lumpy joint, then the most

Setting the Transition duration to 1 second should

From the Tools drop down

Look at this step by step. 4 seconds 5 seconds

OUTCOME: Process knowledge and understanding of digital video transitions