B6117 - Multimedia Content Creation and Editing

Learning outcomes

Students know the fundamental principles of videomaking and are able to apply them to create and edit simple multimedia products.

Course contents

The Multimedia Content Creation and Editing course aims at providing students with the theoretical and practical skills required for the creation and digital editing of multimedia content. Through an integrated and interdisciplinary approach, students will explore various types of media, from static images to audio content production, from video production to interactive texts. Design, development, production, post-production and dissemination techniques will be explored, with a focus on the use of professional tools and software.

At the end of the course, students will be able to:

- Understand the basic principles of multimedia content creation;

- Use professional software and tools for image, audio and video editing;

- Design and produce high-quality multimedia content;

- Apply multimedia storytelling techniques;

- Evaluate and improve the quality of multimedia content through critical analysis and revision.

Readings/Bibliography

Storytelling d’impresa. La nuova guida definitiva by Andrea Fontana, Hoepli Editore, 2020

Figure. Come funzionano le immagini dal Rinascimento a Instagram by Riccardo Falcinelli, Einaudi, 2020

Il manuale del graphic design. Progettazione e produzione by Gavin Ambrose and Paul Harris, Zanichelli, 2009

Multimedia Storytelling for Digital Communicators in a Multiplatform World by Seth Gitner, Routledge, 2022

Il manuale del videomaker. Smart-guide al mondo dell’audiovisivo by Stefano Poletti, Hoepli, 2021

The Filmmaker’s Handbook: A Comprehensive Guide for the Digital Age by Steven Ascher & Edwards Pincus, Penguin, 2012

Storytelling aziendale. Come fare marketing nel mondo post-pubblicitario by Robert McKee and Thomas Gerace, Unicomunicazione.it, 2021

Il viaggio dell'eroe. La struttura del mito ad uso di scrittori di narrativa e di cinema by Chris Volger, Dino Audino, 2010

Teaching methods

The course will be taught asynchronously on the Virtuale e-learning platform. The lecturer's videorecorded classes will be accompanied and supplemented by individual or group assignments. Technological requirements are limited to a smartphone and a computer

Assessment methods

During the course, students will be assessed on the practical exercises assigned after selected lessons, each graded on a 30-point scale and accompanied by specific feedback. At the end of the course, each student will also be required to produce a complete and personal multimedia project, likewise evaluated on a 30-point scale, which will complete the overall assessment.

The overall evaluation will be composed as follows:

• Timeliness of submission of practical projects and assignments (10%);

• Level of development, technical accuracy, and coherence of the projects and practical assignments completed during the course (40%);

• Final practical examination, consisting of the production of a complete multimedia project (50%).

If a student is not satisfied with the final evaluation, they may request the opportunity to take an oral examination based on two texts chosen from the course bibliography.

Assessment Criteria

Assessment will be based on the following criteria:

• Creativity and storytelling: ability to conceive and develop an effective narrative, with particular attention to visual thinking and coherence between form, content, and the media employed;

• Technical skills: informed and competent use of professional software and tools for multimedia production, editing, and post-production;

• Communication skills: ability to work in teams, clearly communicate and present ideas, and adapt messages to the relevant context and target audience;

• Analytical and revision skills: ability to critically analyse produced content, interpret feedback and performance data, and improve the project during the revision phase.

Grading Scale (30-point system)

30–30 cum laude
Outstanding performance demonstrating an in-depth understanding of the principles of multimedia content creation and advanced mastery of design, production, and editing processes. Fully informed and confident use of professional tools and software. The project is coherent, original, and technically sound, supported by effective storytelling and excellent critical and revision skills.

27–29
Above-average performance, characterised by solid and comprehensive knowledge and by correct and informed use of production and post-production tools. The project is well structured, with clear storytelling and good critical evaluation skills.

24–26
Overall good performance, demonstrating adequate knowledge of multimedia production principles and correct application of editing techniques. The project is coherent, though showing room for improvement in narrative development or media integration.

21–23
Satisfactory performance, with correct but not in-depth knowledge. The use of tools and techniques is partial and at times uncertain. The multimedia product is understandable but basic, with limited critical revision skills.

18–20
Barely sufficient performance, based on basic competencies. Tool usage is elementary and uncertain, storytelling is underdeveloped, and the overall project elaboration remains generic.

Fail
The assessment does not demonstrate adequate acquisition of the theoretical and practical competencies required by the course. Knowledge is fragmented, software use is inappropriate or incomplete, and the project lacks a clear narrative structure and a conscious revision process. 

Note

 Students with specific learning difficulties (SpLD) or with disabilities that can affect their ability to attend courses are invited to contact theUniversity service for students with disabilities and SLD at the earliest opportunity -- ideally before the start of the course:https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students. The University service will suggest possible adjustments to the course work and/or exam, which must then be submitted to the course leader so they can assess their feasibility, in line with the learning objectives of the course. Please note that adjustments to the exam must be requested at least two weeks in advance.

Teaching tools

Virtuale e-learning platform. Free software or apps, to be dowloaded or used online. The teacher will also provide materials and presentations.

Office hours

See the website of Matteo Lolletti