Week |
Subject |
Related Preparation |
1) |
Course Overview
• Review of Syllabus
• Introduction to Premiere
• Introduction to digital video cameras
Studio Overview |
|
2) |
Production Process/Conceptualization of Storyline
• The Production Process
• The Production Team: Who Does What When?
• Image Formation and Digital Video
Instructional videos
Premiere demonstration
Studio Equipment |
|
3) |
One minute video pre-planning
Storyboard
• Storyboard formats and examples
• Storyboarding & Scriptwriting Activity
Premiere demonstration
• Workspace and Sequencing
Light (Theoretical) |
|
4) |
Premiere demonstration
• Shooting and Capturing
• Looking Through the Viewfinder
Light setup activity |
|
5) |
Premiere demonstration
• Framing and Composition
• Using Editing tools
Sound Technics |
|
6) |
Graphics and Effects
Premiere demonstration
• Editing Audio
Sound Production |
|
7) |
Review |
|
8) |
Linear and Nonlinear Editing
• Linear/Nonlinear Editing
• Off-line/on-line editing
Premiere demonstration
• Adding effects
Operating the camera - I
• Arranging environment & Shooting
• Tips for effective shooting |
|
9) |
Operating the camera - II
• Arranging environment & Shooting
• Tips for effective shooting |
|
10) |
Editing Principles
• Major Client Project Preplanning
• Idea generation
• Storyboarding
Premiere demonstration
• Adding effects
Post-production through the stage direction |
|
11) |
Video Recording/Major Client Video Storyboarding
Individual Work |
|
12) |
Conversion/Exporting
• Storing videos
• Conversion/CD/DVD/Tapes
• Interactive Video/Camtasia demo
Premiere demonstration
• Exporting and Delivery issues |
|
13) |
Main Client Video Editing |
|
14) |
Main Client Video Editing |
|
|
Program Outcomes |
Level of Contribution |
1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
|
2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
|
3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
|
4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
|
5) |
To be able to solve the problems encountered in the field by using research methods. |
|
6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
|
7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
|
8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
|
9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
|
10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
|
11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
|
12) |
Being able to independently carry out a work that requires expertise in the field. |
|
13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
|
14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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