CA Activity 1 - Database

BA2 identify the key requirements for the third section of the Controlled Assessment by adding, searching and reporting on a Database
The artist database stores information about artists who might be available to perform at your festival.
You will need to add some artists of your own choice to the database.

You will need to select the artists from the database that suit the preferred music genres of your target audience.

TASK 1:

Find details for between three and five more artists and add them to the database. These artists can be people that you know.

TASK2:

You must create a list of the artists you require for the festival. Festivals UK’s booking agent will use this list to try to book them.

The list of artists must:

• include between five and ten artists that suit your target audience
• be grouped or sorted so that it is easy for the booking agent to use
• include the logo and strapline for your festival
• include a sensible title and column headings
• include relevant fields so that the agent can discuss the booking
• be easy to read on screen, avoiding unnecessary scrolling or extra pages.

To export your logo ready for your report you need to go to File > Export and select PNG and 32 Bit Depth if you want it transparent

Exporting from DrawPlus as a PNG

TASK 3:

Make sure that your Sources Table has all of the artist added to it that you added to your database

TASK 4: Screenshots you must have in your review (you may end up having more):

Complete your Review document for the Datbase section

1. 5 new entries to the database
2. First (basic) search/query
3. Results of first query
4. Adapted second (advanced) query (2 or more criteria)
5. Results of second query
6. Sort query results
7. How you did it
8. Report of the query

TB2L8 Can You See What it is Yet?

BA2 breakdown the components of a movie clip by producing a full storyboard

STARTER:

Storyboards allow you to visualise and fine-tune key frames in a shoot before filming or editing.

Why? - Think, Pair, Share...

TASK:

So what kind of Digital Products do you think would benefit from a design document such as a Timeline Storyboard?

Using the resource: O:\ICT\GCSE ICT Unit 3\TB2 B\Timeline StoryBoard develop a storyboard for a 5 minute movie of your choice.

Rules:

1. The theme of the movie can be your choice (action/adventure/sports/rom com etc)
2. It can be an original idea or a film you have seen
3. You can develop a 'whole movie' or just the trailer for it, but it must have a coherent storyline
4. It should last between 4 and 5 minutes
5. Your designs should be hand drawn
6. You need to list the time that the scene lasts (and the overall movie time) as well as briefly describing any audio, special effects and scene transition that happens

An example of a hand drawn storyboard

This video may help you!!!

There is a selection of trailers for you to follow, if you need help, in: O:\ICT\GCSE ICT Unit 3\TB2 B\Trailers

PLENARY:

Where else have you seen storyboards in use? Discuss in pairs, be prepared to feedback!

HWK:

ShowMyHomework

TB2L7 Thinking in Pictures

BA2 define what a moodboard is and how it can be used to help develop a Digital product by creating one yourself

STARTER:

Before you start on any detailed design work you must create a moodboard. This is where you communicate your initial design ideas for your Product. You should use it to get feedback from your testers. Use the comment section of this post to submit your current understanding

• What is a moodboard?
• What goes on a moodboard?
• What does not go on a moodboard?

TASK:

Imagine Hamble College is launching a new site directed purely at the students, and you are in charge of designing it.

Your Moodboard will be a loose collage to convey the type of look and feel you are going for. It can be thrown together quickly and does not force you to make decisions about smaller details such as fonts or specific colours. 

Before starting you need to come up with a list of adjectives for each board. An example might be: 

• Dark, glossy, slick, modern, edgy, hard, aggressive
• Soft, muted, round, layered, elegant, realistic
• Colorful, rough, sketchy, bright, illustration

 

These adjectives serve as guidelines to pull together the elements. The words (and boards) should have strong differences, including a wide range of styles.

 

Once you have your adjectives you can start getting creative:

• Grab bits of inspiration from anywhere you choose
• Scan in things you find around you or search online for suitable pictures and textures
• Sometimes it is helpful to include screenshots of other sites with a similar look and feel
• Photogrpah colours/textures you notice around you

 

Use the Moodboard_list in O:\ICT\GCSE ICT Unit 3\TB2 B if you are still unsure

 

NOTE: Don’t forget to label your Moodboard with the adjectives you have chosen to work with

 

EMAIL: Your documents to me so that I can have them printed in colour for you lfenner@hamblecollege.co.uk

Examples of professional moodboards:

 

 

Examples of student moodboards:

PLENARY:

Designing loosely lets you brainstorm, explore and play with different styles without all the limitations a layout (and coding realities) will later impose. They also keep revision cycles to a minimum, as you can get feedback very early on in the design process.

Revisit and comment on your original posts to re-evaluate what you now know about moodboards


HWK: Bring in any material/magazines/pictures that you might be able to use on your moodboard next lesson

TB2L5 Listen & Learn

BA2 recognise the importance and value of feedback by considering both positives and negatives

STARTER: Think, Pair, Share – When, how, why and where!

Think about your experiences on when, how, why and where you have given, received and responded to feedback

With a partner, work together, sharing ideas, discussing, clarifying and challenging each other’s thoughts
Each pair is to ‘share’ their ideas with the whole class (It is important that you need to be able to share your partner’s ideas as well as your own)

TASK 1:

Investigate an example where a Digital Product has been updated in light of feedback and through a number of iterations over the years...some of which you might even remember!

Take a trip in a time machine back to 1995....

In your pairs, using this document O:\ICT\GCSE ICT Unit 3\TB2\TB2 L5 R2 complete both of the following links for how the CBBC Website has been redesigned over time...

Blog A

Blog B

You need to make sure that you have a completed document by the end of this lesson.

TASK 2:

See if you can find any other 'old' examples of popular websites from today and compare them to how they look now... YouTube, SkySports, Facebook for example

Consider:

• How they have changed?
• What improvements have happened?
• Is there anything that is 'worse' now?

The Original YouTube layout 2005

Screenshot and write about your findings in software ofyour choice.

USEFUL LINKS:

The oldest surviving web pages
How 20 popular websites looked when they launched

HWK: ShowMyHomework.co.uk - Feedback

SB1 Images

BA2 differentiate between Bitmap & Vector images by manipulating both forms

YOU HAVE 2 HOURS TO COMPLETE THESE TASKS, WORK THROUGH AT YOUR OWN SPEED BUT YOU MUST COMPLETE ALL TASKS THIS WEEK

STARTER:

Have you ever heard of Bitmap or Vector images? Where have you heard of them - can you relate what they mean AND give examples?

 

TASK 1 - Bitmap:

 

Work through the worksheet found in O:\ICT\GCSE ICT Year 10 2013\SB1 FEN\Lesson 5 Working with images (or below) to gain an understanding of the basic tools used in Photo Editing software (Serif PhotoPlus)

 

USE THE PROVIDED IMAGES!

 

TASK 2 - Vector:

 

Create a simple cartoon character using Serif DrawPlus.

What tools do you recognise? What are the differences in the software?

Vector based Image

 

TASK 3 - Bitmap:

 

Using the skills you have just gained, create your own image in the same way - making sure you have used - layering, cropping, colour balancing etc. You are aiming to create a Montage.

 

Photo Montage

 

 

HINT: YOU MAY WANT TO USE THIS SOFTWARE FOR YOUR CONTROLLED ASSESSMENT...

CAB Activity 3

Below is a list of what you need to produce for CAB Activity 3...

• Sketch of your banner
• First version of your animated banner
• Second version of your animated banner (after feedback)
• Sketch of your website (E-Newsletter) layout
• Sketch of the different sections of your website
• Events - including your Recommendations
• Charities - including your Digital Advert
• Save the Date - including your Audio Advert (from last year)
• Your completed 4 page website
• Updated Sources Table
• Completed Activity 3 Review

 

Below is an example of how the pages could look...

 

 

 

 

 

 

 

TB2L4 Be Prepared!

BA2 understand the methods and benefits of document sampling and background research as a means of gathering information

STARTER:

‘A stitch in time saves nine’

‘Measure twice, cut once’

‘Look before you leap’

 ‘Fools rush in where angels fear to tread’

What do all these sayings have in common? - They’re all about thinking before acting. 

Why? Because it saves time, money, effort and embarrassment. 

It’s plain common sense, yet, when it comes to Digital Product development, this common sense seems to disappear. All too often, projects start before thought has been put into the project’s purpose, its desired results, and how its success will ultimately be measured.

“If we knew what it was we were doing, it would not be called research, would it!”

Albert Einstein 

Use documents from O:\ICT\GCSE ICT Unit 3\TB2

 

TASK 1:

 

Open TB2L4R3 and complete the User Groups you decided upon for the Hamble Sports College Website. List all of the jobs that the website will need to do and then mark what User Group will use that feature.

 

TASK 2:

 

Research existing Digital Products that are similar to the Hamble Sports College Website and using TB2L4R4, list all the features that you may want to include/exclude from a redesign of the HCSC site.

 

EXT:

Use TB2L4R2 to make notes on Document Sampling and Background Research as you have before

PLENARY:

Begin to think about presenting all the work you have completed so far from this teaching block, ready for marking!