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Teacher’s GuideIntroductionThis teacher’s guide contains a detailed lesson plan to accompany the set of PowerPoint slides and worksheets for each topic.

The lesson plans are designed to form a basis for ideas for the teacher and should be adapted to suit the teaching style and preferences of the individual teacher, and the resources and nature of the individual school or Computing / IT / Media department.

The material supplied for this unit includes:

7 PowerPoint presentations, each designed to cover one topic, which may take more than one lesson

7 worksheets

7 homework sheets

An end-of-learning-aim test for assessment purposes

SummaryThese teaching materials cover Learning Outcomes 1,3,4 in Unit R081: Pre-Production Skills of the 2019 OCR Cambridge National in Creative iMedia Level 1/Level 2 specification.

The seven topics do not follow exactly the order of topics in the specification, but all points for this learning aim are covered within the materials.

A final assessment with exam-style questions covering the material in LO1, LO3 and LO4 is given at the end of the seven lessons.

Each of the seven topics may be spread over more than one lesson, especially if time is spent in the lessons doing exercises and going over homework tasks.


Learning Outcomes for the unitAt the end of this Learning Aim all students should be able to:

Understand the purpose and uses for mood boards

Understand the purpose and uses for mind maps / spider diagrams

Describe the content of mind maps / spider diagrams

Understand the purpose and uses for visualisation diagrams

Understand the purpose and uses for storyboards

Understand the purpose and uses for scripts

Be able to use suitable naming conventions including version control and organisational requirements

Most students will be able to:

Create a mood board

Create a mind map / spider diagram

Describe the content of visualisation diagrams including images, graphics, logos and text

Create a visualisation diagram

Identify and explain the use of camera shots including close up, mid shots and long shots; camera angles including over the shoulder, low angle and aerial; camera movement including pan, tilt, zoom and using a track and dolly; lighting including types and direction; camera types including still cameras, video cameras, virtual cameras

Describe the content of storyboards

Create a storyboard

Describe the content of scripts

Understand the properties and limitations of file formats for still images, audio, moving images – including video and animation

Be able to identify appropriate file formats for pre-production documents and final products in line with client requirements

Some students will be able to:

Review a mood board and identify areas for improvement

Review a mind map / spider diagram and identify areas for improvement

Review a visualisation diagram and identify areas for improvement

Review a storyboard and identify areas for improvement

Analyse a script and identify areas for improvement


Previous LearningBasic knowledge of IT or Computing learned during Key Stage 3.

VocabularyVocabulary associated with this Learning Aim, such as:

Pre-productions, mood board, mind map, visualisation diagram, storyboard, script, voiceover, still image, graphic, typography, colour scheme/palette, scene, timing, close up, mid shot, long shot, extreme close up, extreme long shot, over the shoulder, low angle, high angle, aerial, pan, tilt, zoom, track and dolly, lighting, dialogue, internal location, external location, virtual camera, emotion, file format, file extension, versions

AssessmentHomework is given for each lesson. These consist of a mixture of short, factual questions assessing knowledge in isolation and longer questions in which students are asked to analyse a situation or justify their answer to questions.

Students need a lot of practice in answering questions in a way that will gain high marks. A good command and use of technical language will be expected in the exam, and some expansion of every point that is made is frequently required to score good marks. Reference back to the brief is also required throughout.

Studying the mark schemes and examiners’ comments for past exam papers and looking at sample strong and weak answers provided by the Exam Board is very useful in order to fully understand the expectations of students.

Final AssessmentStudents will sit a summative test at the end of the learning aim which should take about one hour.

These tests are designed to reflect the style of questions which will be experienced in an external examination. They also aim to give opportunities for all students to demonstrate the knowledge of the subject from Pass to Distinction levels.

Please be aware that whilst these tests will give a good indication of your student’s progress, they cannot predict an exact outcome from an external examination as:

the questions will only cover material from some of the learning outcomes on the specification – the external examination may join material from different learning outcomes to form one question;

the performance of students on a particular examination paper will dictate how difficult it is to obtain a pass, merit or distinction.

Every effort has been made to make sure that the questions and answers are accurate, however, the publisher accepts no responsibility for student performance as a result of using these materials.


Lesson plansTopic 1 Mood boardsObjectives:

Understand the purpose and uses for mood boards

Describe the content of mood boards

Create a mood board

Review a mood board and identify areas for improvement

Content

Starter

PowerPoint Guide: Topic 1 Mood boards

The starter question does not show a mood board, but it does show a set of furniture and accessories for a lounge which are of a similar feel. Ask students to think about the type of person who lives in this house and to justify their answer. Explain to students that the images have managed to form a mood as they are all of a similar feel. Take students through some possible answers and justifications.

MainMood boardsThis is a good chance to highlight the phrase ‘pre-production document’. Mood boards are created during the early phases of discussion with the client. The client will have commissioned the production company or design agency to produce their final product e.g. a promotional video or advert to appear in a magazine. Mood boards form the early stages of design ideas and are not to be seen by their final audience. This should be repeatedly stressed with students, as examinations like to ask for the audience and purpose. Take students through the purposes of mood boards.

Example mood board

This is the first example of a well-produced mood board. Whilst this forms a completed mood board, a lot of different types of media could have been added and annotation can also be used to highlight aspects. Ask students what else could have been used and take them through the answers on the following page.

You may wish to show a video on how to mood board for web design: https://www.youtube.com/watch?v=1A-tepzfhJw [0m0s-2m15s]

ImagesIt is important to stress with students that a random collection of images is pointless. They must consider the end audience of the product they will ultimately be making. What will the feel of this be? For instance, if the audience were young children going to a Hallowe’en party it would be fine to use cartoon illustrations and bright colours. However, this would be completely inappropriate for a poster aimed at teenagers for a horror film. The second slide gives an example of more images to do with banking and finance that fit a style and generate a mood in the viewer.Feelings


https://www.youtube.com/watch?v=1A-tepzfhJw

This slide allows students to consider the feeling or mood that the four images give. The image is based on circuit boards, fibre optics, 3D sound waves and virtual reality. They all give a modern futuristic feel and would be suitable for technology related products. To really get the point home, ask students for a few suggestions of images that would be inappropriate. Suggestions such as a rotary phone or cartoon computer would show that they’ve understood the feeling of the images and what wouldn’t work.

Colours and colour meaningsIt is important for students to understand the meanings of different colours in order for them to use them correctly in both their pre-production ideas and final products. The colours shown are a turquoise which is quite cool so can be considered refreshing, but also calming, balanced, tranquil and serene. Shades of purple can evoke imagination, mystery and sadness, but also suggest richness and royalty. Show students the eight colours and ask them what feelings the colours give. Some suggestions are given on the following slide.

TextStudents should be careful using the word ‘text’. If they mean the style of text then this will be font style or format – industry use the phrase ‘typography’. The typography used on the restaurant sign has quite a detailed script and an old-fashioned look. When combined with a weathered background, it gives the feel of being traditional. Note the line spacing, which is known as ‘leading’. This is pronounced as ‘led-ing’ and comes from the lead used to create gaps in old printing presses.

Play students the video on Typography: https://www.youtube.com/watch?v=sByzHoiYFX0 [6m23s]

MaterialsOther materials can be added to mood boards including physical materials. This can include samples of fabrics, textured materials, woods, plastics, stones and so much more, which all help evoke colour, feel and mood. It is possible for photos of textures to be added where the originals are not available.

Hand out Worksheet 1 and ask students to complete Task 1, Task 2 and Task 3.

Topic 1 Worksheet 1

Topic 1 Worksheet 1 Answers

Sound and video mood boardsSound and video mood boards try to give a collection of either sounds or videos that capture a certain feel. The order is not important as it would be arranged in the final product.

An example of a sound mood board can be found at: https://www.youtube.com/watch?v=Gee0bBC-ld0

An example of a video mood board can be found at:https://www.youtube.com/watch?v=BJQH8ua51Ak

Mood board purposes and usesTake students through the different uses. Emphasise that they are to generate a feel for the style and to help generate initial ideas for a final product.

ClientsIt is important for students to understand that the client for a mood board (such as for a TV


https://www.youtube.com/watch?v=BJQH8ua51Ak

https://www.youtube.com/watch?v=Gee0bBC-ld0

https://www.youtube.com/watch?v=Gee0bBC-ld0

https://www.youtube.com/watch?v=sByzHoiYFX0

advert) isn’t the viewer of the advert, but the company that commissioned it. As such, you may wish to go through the process of how TV adverts/programmes are made and who is involved at each of the stages.

Physical and digital mood boardsThere are two types of mood board that can be made. A physical mood board comprises a collection of sketches, ideas torn from magazines, fonts and material samples, collated together and commonly used by interior and fashion designers. The other type is a digital mood board which is created in a computer. Again gathering visual assets and arranging them in a single document creates a digital mood board. Video and sound mood boards would usually be in digital form only. Websites like Pinterest essentially make simple version of a digital mood board. More specialist software also exists, but a simple version can be made with image editing software such as Photoshop, desktop publishing software or even a single slide on PowerPoint.

Ask students to complete Task 4 on Worksheet 1.

Creating and reviewing a mood boardTake students through the tips for creating mood boards. These will be useful for when they come to make one. Emphasise that the mood board should be a cohesive collection that shows that colour and style have been considered and sit well together. It’s not just a collection of things that a student may like. The reviewing suggestions will help students when they come to review a mood board.

Identifying improvement areasShow students the mood board which has some positive features and areas for improvement. Ask them to identify both and compare with the answers given. Make students aware that questions looking for them to analyse or review a pre-production task could be worth up to 20% of an exam paper (12 marks). As such, it is well worth them trying to do the best job they possibly can on this type of question. Take them through the suggestions given on the following slide. Ask students to give more improvements than those listed – for example, there could be photos of both genders, the children shown are only a certain age, so it doesn’t show a family attraction.

Ask students to complete Task 5 on Worksheet 1.

PlenaryThe plenary asks the students to recall the key parts of the lesson. Give them a couple of minutes to work with their partner then ask for the answers as a class. Go to the next slide to compare with the answers given.

Hand out Homework 1.

Topic 1 Homework 1

Topic 1 Homework 1 Answers


AcknowledgementsThe authors and publisher would like to thank all contributors for their kind permission to reproduce their photographs or images, screenshots of their websites or other copyright material in the PowerPoint Guides.

Photographic images copyright © Shutterstock

Notice board image: Marie Linner / Shutterstock.com

Diagrams and illustrations © PG Online

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

This material contains links to relevant websites featured in the teacher’s guide. Every effort has been made to ensure that at the time of distribution, the links remain unbroken, the material remains up-to-date and that links are not inadvertently linked to sites that could be considered offensive. PG Online cannot be held responsible for the content of any website mentioned in this material. It is sometimes possible to find relocated sites by typing the original URL into a browser. Any errors should be reported directly to [email protected] and changes will be made in any subsequent editions of the material.


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