This Digital Media Technology course at Summit Technology Academy meets the following course learning objectives:
1 – Effectively set-up and operate cameras and lights for professional-quality productions.
Students will be able to identify the three components of the exposure triangle.
Students will be able to demonstrate correct use of exposure triangle when capturing properly exposed photos/video.
Students will be able to evaluate images based on given exposure information and make appropriate modifications to correct exposure.
Students will be able to prepare lights, staging, C-stands, and other studio equipment as needed in studio spaces.
Students will be able to understand camera controls and functions that allow for correct image exposure for photography and film.
Students will be able to evaluate an image exposure using a histogram and make necessary adjustments to the exposure controls to achieve correct exposure.
Students will be able to describe three-point lighting.
Students will be able to demonstrate correct light placement in relation to the camera for effective shadows and light.
Students will be able to understand how correct lighting combines with camera exposure to ensure quality digital images in both film and photography.
Students will be able to explain white balance using appropriate terminology.
Students will be able to recognize various shot composition framing techniques (e.g. OTS, close-up, master, establishing, etc).
Students will be able to identify effective use of rule-of-thirds in photo and video compositions.
Students will be able to frame and light shots effectively to support the story.
Students will be able to make aesthetically pleasing decisions related to eye lines, balance, symmetry, leading lines.
2 – Understand and demonstrate audio for live sound and recording.
Students will be able to describe the appropriate use of each cable type (XLR, TRS, TS, RCA, Speakon) in various live and recorded environments.
Students will be able to recognize all common connector types (XLR, TRS, TS, RCA, Speakon) while connecting to audio equipment.
Students will be able to illustrate the difference between balanced and unbalanced signal using a diagram.
Students will be able to describe basic microphone operations.
Students will be able to identify differences between condenser, dynamic, and ribbon microphones.
Students will be able to classify common use and function of condenser, dynamic, and ribbon microphones in live sound and recording environments.
Students will be able to evaluate proper microphone placement techniques for quality recordings and live sound applications.
Students will be able to describe the function and appropriate use of phantom power.
Students will be able to correctly set-up a mixer, power amp, and speakers in 20 minutes or less.
Students will be able to summarize the signal flow for a basic live sound scenario using appropriate terminology.
Students will be able to discuss at least three uses of auxiliary sends in live sound environments.
Students will be able to demonstrate an insert effect using appropriate cables.
Students will be able to design a complete sound system with correct components including cables and dynamic microphones within a predetermined budget.
Students will be able to set-up and engineer a studio recording using headphone monitors with at least three audio sources.
Students will be able to articulate the signal flow from the mixer, to the patchbay, to various outputs.
Students will be able to relate the importance of audio signal headroom in recording and live sound applications.
Students will be able to utilize outboard gear such as reverb to enhance the studio recording.
Students will be able to utilize various effects (e.g. EQ, reverb, low cut, compression) during a live performance or recording.
3 – Demonstrate and employ non-linear video editing techniques and workflows.
Students will be able to demonstrate, using SD or other media cards, successful media import with no file read errors.
Students will be able to manipulate software tools and keyboard shortcuts to mark clips using keywords, favorites, and smart collections.
Students will be able to demonstrate essential media organization skills (including media back-ups) by having a library that is easily searchable or used by students in other groups.
Students will be able to understand and demonstrate various edits such as overwrite, append and insert using keyboard shortcuts, buttons, and menu options.
Students will be able to explain the necessity of media handles as it relates to editing without the use of notes.
Students will be able to create a rough cut of a 1-minute film using “speak and say” edits in less than 15 minutes.
Students will be able to consistently demonstrate split-edits.
Students will be able to demonstrate the ability to synchronize correctly captured dual-system audio and video using software tools.
Students will be able to manipulate multiple video sources to show effective greenscreen compositing using software tools.
Students will be able to demonstrate the following advanced editing techniques: three point edits, back-timed edits, and connected back time edits — using keyboard shortcuts.
Students will be able to illustrate an understanding of keyframe editing techniques using the keyframe editor.
Students will be able to devise a creative project that incorporates particle emitters effectively with Apple Motion.
Students will be able to create a basic 3D stage with text, images and video using the camera behavior in Apple Motion.
Students will be able to explain at least 3 different HD video frame sizes without the use of notes.
Students will be able to evaluate the various methods of video sharing and understand how to utilize compression.
Students will be able to mix and balance audio levels and panning using keyframes.
Students will be able to defend the importance of a balanced mix of audio (e.g. room tone, headroom, FX levels, etc).
Students will be able to utilize color correction tools for improvement as well as creativity in video editing.
Students will be able to implement multicam editing techniques.
4 – Create compelling stories using video.
Students will be able to use techniques for effective coverage such as the 5-shot sequence.
Students will be able to create a brainstorm or mind map of at least 3 project ideas using Xmind or similar software.
Students will be able to construct a character cluster using 8-points of character.
Students will be able to develop a project treatment using effective visuals based on a given project or problem.
Students will be able to demonstrate an understanding of 5-part scene structure with complete accuracy using an outline or presentation.
Students will be able to create a script for a short film with a 5-part scene structure using Celtx or similar scripting software.
Students will be able to demonstrate an effective twist ending for a 3-line scene and produce a video.
Students will be able to identify effective examples of heightening in at least 3 videos found online.
Students will be able to create a storyboard, shot list, and or two-column script based on project needs.
Students will be able to use at least 3 sound effects to enhance a story.
Students will be able to manipulate an existing sounds using destructive audio editing to create unique audio effects that drive the story.
Students will be able to revise a script in order to improve the impact of the story.
Students will be able to demonstrate effective visual storytelling techniques.
5 – Demonstrate non-destructive audio editing techniques.
Students will be able to define such audio recording terms as sample rate, bit depth, buffer size, input monitoring, record-enabled, plug-in, MIDI, loop, etc.
Students will be able to discuss the use and functions of at least 3 different sample rates without the use of notes.
Students will be able to describe the basic principle of sound using correct terminology such as frequency, vibration, pitch, intensity, sustain and decay without the use of notes.
Students will be able to defend the decision to use 24-bit recording using correct terminology without the use of notes.
Students will be able to know dynamics-related terminology including compression, threshold, ratio, limiter, gate, and gain without the use of notes.
Students will be able to know EQ-related terminology including frequency, bandwidth, boost, cut, gain, parametric and graphic without the use of notes.
Students will be able to understand basic software signal flow using at least 3 effects in Logic Pro X or Reason.
Students will be able to demonstrate effective use of audio effects in a 2-minute composition using Logic Pro X or Reason.
Students will be able to manipulate automation controls of at least 3 channel strip parameters using Logic Pro X.
Students will be able to apply a master channel strip plug-in that includes at least 3 effects using Logic Pro X.
Students will be able to list differences between a patch and sample.
Students will be able to load audio samples and patches into software instruments.
Students will be able to describe the difference between mp3 and PCM audio files through a presentation or screencast.
Students will be able to add video files to a DAW for a film scoring project.
Students will be able to employ beat mapping techniques for a film scoring project.
Students will be able to create a sound map for a sound design project.
Students will be able to understand the five elements of sound design (dialogue, ambience, foley, sound fx, music).
Students will be able to demonstrate automated dialogue replacement (ADR) skills in a film project.
Students will be able to apply delay/EQ to enhance and improve an audio recording.
Students will be able to choose the correct audio effect to enhance 3 elements of an audio mix.
Students will be able to manipulate software preferences such as sample rate, bit depth, and buffer size for effective recording and mixing.
Students will be able to demonstrate organization techniques such as track names, region names, colors, track stacks, etc.
Students will be able to comment on the four mix elements (volume, pan, EQ, depth).
Students will be able to categorize the five modern song arrangement elements (foundation, pad, rhythm, lead, fills).
6 – Combine audio/video skills to effectively carry out a live event broadcast.
Students will be able to describe various roles of live production.
Students will be able to define live production terminology.
Students will be able to determine the equipment required for various live scenarios (e.g. podcast, presentation, music performance, etc. . . ).
Students will be able to identify various connections on multicam switcher.
Students will be able to build a live broadcast with a minimum of 3 cameras and two audio inputs.
Students will be able to match exposure, white balance, lighting, etc. on multiple cameras.
Students will be able to mix live audio with pre-recorded audio using a laptop or other audio source.
Students will be able to utilize upstream keying to composite video sources.
Students will be able to create and employ graphics such as lower thirds.
Students will be able to execute a live broadcast – troubleshooting and problem solving as necessary.
Students will be able to demonstrate proficiency as a director or technical director.
Students will be able to utilize advanced software and hardware tools during live production (e.g. ATEM, Stream Deck, etc.).
7 – Cultivate professional teams and relationships
Students will be able to describe multiple film production roles without using notes.
Students will be able to explain proper recording studio etiquette.
Students will be able to employ necessary digital tools for the workplace (e.g. LMS, project management apps, email, calendars, and training resources)
Students will be able to demonstrate the ability to work effectively as a director, camera operator, gaffer and audio recording in a production environment.
Students will be able to compare the necessary skills of at least 3 audio professionals without using notes.
Students will be able to demonstrate the ability to share and copy audio and video using the local network.
Students will be able to solve problems and manage errors in group projects using digital communications.
Students will be able to put into practice an effective group workflow for at least 3 projects using project management apps and other resources.
Students will be able to engage in discussion with a positive attitude and creative input in all group projects.
Students will be able to report project concerns in a timely manner to classmates in all group projects.
Students will be able to share the workload and always be a team player in all group projects.
Students will be able to demonstrate their understanding of the importance of efficient studio operations such as scheduling, equipment check-in/out, hardware organization, and effective communication.
Students will be able to effectively engage with outside clients to help them meet their goals and objectives.
Students will be able to maintain a daily professional presence through communication, work ethic, and engagement both in-person and digital.
8 – Understand and practice working safely with audio/video equipment.
Students will be able to define basic film set terminology.
Students will be able to practice safe hearing techniques.
Students will be able to describe at least 3 reasons to use over-under cable wrapping using examples where appropriate.
Students will be able to wrap a 100-foot cable using over-under technique in 90-seconds or less.
Students will be able to choose appropriate cables for at least 3 different audio/video scenarios.
Students will be able to use correct power for lights and audio equipment in a live performance environment.
Students will be able to demonstrate proper organization of microphone, speaker, and mixer cables in a live performance environment.
Students will be able to understand the importance of working safely in all projects by working slowly and smoothly.
Students will be able to assemble a tripod safely and without damage or injury in less than 2 minutes.
Students will be able to manipulate a microphone stand safely and without damage for correct microphone placement.
Students will be able to assemble lighting equipment safely and without damage in a live performance environment.
Students will be able to assess the normalized state of a studio or recording space.
9 – Create a professional portfolio of audio/video work demonstrating a variety of skills.
Students will be able to demonstrate an understanding of basic computer operations (e.g. copy files, multiple selections, new folders, navigation, etc).
Students will be able to demonstrate an understanding of copyright and fair use.
Students will be able to create an effective 60-second demo reel using audio and video tools.
Students will be able to create 60-second bed music using audio tools.
Students will be able to critique at least 3 professional video demo reels found online.
Students will be able to compare at least 3 professional video publishing platforms.
Students will be able to complete an online profile for at least one professional network using correct formatting.
Students will be able to devise a post-secondary college or career plan including at least 3 milestones and present it using multimedia.
Students will be able to publish at least 5 projects using social media tools.
Students will be able to include client-based work as part of a varied portfolio.
Students will be able to plan and execute a capstone project demonstrating significant audio/video skills.
Students will be able to include digital media-related work in a varied portfolio (e.g. commercials, social media posts, etc).