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Formerly ET 31A.

This introductory course familiarizes students with the fundamental aspects of digital video production. Covering acquisition formats, authoring formats and delivery formats. The class provides a strong foundation for working with visuals and sound in non-linear digital video post-production. Topics will include digital vs. analog, time code, frame rates, frame size, aspect ratios, broadcast and streaming codecs and distribution formats.

This course uses Adobe Premiere Pro.

• Advisory: DMPOST 3.

Formerly ET 31B.

This course focuses on the advanced techniques, skills, and theories of editing as well as the technical requirements for assembling a digital video project. Through a series of hands-on projects, students will put traditional theories of picture and sound editing into practice using advanced techniques of layering, rotoscoping and motion graphics. This course will utilize a industry standard editing application with a shared storage server.

This course uses Avid Media Composer.

• Advisory: DMPOST 4.

Formerly ET 32.

Digital compositing is the process of digitally manipulating a combination of source images to produce a seamless whole. This course provides a complete overview of the compositing process as it is used in film/television, visual effects, and multimedia. Areas covered include image creation and manipulation techniques as well as design and color fundamentals. Through a series of exercises and projects, students will develop the aesthetic and technical skills necessary for integrating diverse visual elements into cohesive imagery.

This course uses Adobe After Effects.

• Advisory: DMPOST 30.

This course introduces the process of finishing a film. Students will learn the normal workflow in post-production of converting all the original footage to lower resolution proxies for editing. Students will use industry-standard software to conform these proxies back to the original footage and prepare the footage for final color correction. Students will learn to analyze with technical scopes to adjust each shot, balance the exposure and contrast, adjust the color tint and saturation, and to correct any inconsistencies from one shot to another. This course will cover the technical as well as the aesthetics of film finishing with the use of professional monitoring equipment and industry-based control panels

• Advisory: DMPOST 31.

Formerly ET 33.

This course introduces students to advanced digital compositing techniques using nodal compositing software applications. Areas covered include color correction, keying, rotoscoping, tracking, digital paint and camera projection. By completing a series of exercises and projects based on professional visual effects methodology, students will hone the aesthetic and technical skills necessary for integrating diverse visual elements into cohesive imagery.

This course uses The Foundry’s Nuke.

Formerly ET 38.

This course covers the skills and concepts needed to create and manipulate images specifically for use in digital media projects. Students will learn the core concepts of working with image formats, brushes,selection tools, channels and layers as well as digital painting and color correction techniques.

This course uses the Adobe Creative Cloud.

• Advisory: DMPOST 4.

Formerly ET 64.

This course provides an overview of the tools used in the creation of 3D digital effects. Topics covered include procedural software interfaces and architecture, modeling, animation, particles, expressions, shading, and rendering. This course emphasizes the fundamental concepts of visual effects production as well as an understanding of the software.

This course uses SideFX Houdini.

• Advisory: DMPOST 3.

Formerly ET 63.

This course focuses on the techniques of combining digitally created elements with live-action footage. Areas covered include camera tracking, matchmoving, rotoscoping, motion capture and green screen photography. Through a series of exercises and projects, students will learn to seamlessly integrate computer generated elements with digital video. Emphasis will be placed on problem solving as well as software training.

This course uses SynthEyes by Andersson Technologies LLC.

• Advisory: DMPOST 50.

Formerly ET 65.

This course focuses on advanced methodologies for creating digital effects. Topics covered include advanced particle simulations, expressions and scripting techniques, dynamic simulations, rendering solutions, and effects compositing. This course emphasizes procedural workflows and the interdependency of various software tools to achieve efficient and flexible results.

This course uses SideFX Houdini.

• Corequisite: DMPOST 24 or DMPOST 32.

Formerly ET 60.

This advanced computer-based course covers the design and production of a faculty supervised project for portfolio development. Students will produce post-production projects utilizing original and provided footage. Emphasis will be placed on aesthetic quality and technical execution of the narrative format. Students will complete multiple projects for their online site as well as a demo reel of their work. Multiple editing software will be utilized in this course.

C-ID: CDEV 110.

Satisfies Global Citizenship

• Advisory: PSYCH 11.

This course is an examination of the developing child in a societal context, focusing on the interrelationship of family, school and community and the influence of multiple societal contexts. It explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence. Studies of family systems in contemporary society as they impact children and their individual heritage, diverse culture, ability and language will be examined, highlighting at least three major American cultures (Latina/o American, African American, Asian American, Native American, and European American). The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

C-ID: ECE 130.

• Advisory: PSYCH 11.

This course covers developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children’s development, theories of learning and development, observation and assessment, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas and support children’s development and learning, integrated throughout indoor and outdoor settings. It explores the teacher’s role in supporting development and learning across the curriculum.

C-ID: ECE 230.

Satisfies Global Citizenship

The course examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored, as well as approaches to promote inclusive and anti-racist classroom communities. Students will recognize and contrast the cultural and historical perspectives of at least 3 American cultural groups (Latino American, African American, Asian American, Native American and European American) to promote understanding, knowledge, and skills for educating children in a pluralistic society. Students will self-reflect on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families.

C-ID: ECE 120.

• Advisory: PSYCH 11.

This course examines the historical contexts and theoretical principles of developmentally appropriate and best practices in early care and education for children birth through age eight. It explores the typical roles and expectations of early childhood educators. It identifies professional ethics, career pathways, and professional standards. It introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children’s learning, growth, and development. This class is appropriate for students wanting to work with young children in a variety of programs, including infant-toddler, preschool, transitional kindergarten, and kindergarten.

C-ID: ECE 200.

• Prerequisite: PSYCH 11, ECE 2 and ECE 11, and one of the following: ECE 4, ECE 5, ECE 8, ECE 17.

This course is a supervised field experience which focuses on the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences is emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be practiced, along with strategies for collaboration with families and professionals. Students are required to have a current TB test, a Live Scan completed at SMC, and proof of immunizations, including T-Dap and MMR prior to the course start date. Students will also be required to complete 20 days of supervised field experience at the Santa Monica Early Childhood Lab School (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

C-ID: ECE 210.

• Prerequisite: ECE 21.

This course is a demonstration of developmentally appropriate early childhood planning and teaching competencies under the supervision of ECE faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. The course includes exploration of career pathways, professional development, and teacher responsibilities. Students are required to have a current TB test, Livescan completed at SMC, and proof of immunizations, including T-Dap, MMR, prior to the course start date. Students will be required to complete 30 days in an instructor-approved early childhood setting, (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

• Prerequisite: ECE 21 and ECE 45 and ECE 49.

Under guided supervision, this course provides students with fieldwork experience working with infants, toddlers and/or young children with exceptionalities. Students will gain practical experience that reinforces connections between theory and practice, develops professional behaviors, and builds a comprehensive understanding of service provision for young children with exceptional abilities and needs and their families. Course work focuses on employing evidence-based practice to meet the individual needs of children in a variety of early intervention and educational settings. These include natural environments, self-contained special education classrooms, and full inclusion classrooms. Students will function in the role of an early intervention or special education assistant in professional partnership with a supervising teacher/early intervention specialist. Students will be required to complete a total of 90 hours, (30 days/1 day equals 3 or more hours) at their approved practicum site. Students must bring evidence of a current SMC Livescan form and a TB test clearance on the first day of class.

This course examines theories of development and the developmental processes focusing on children ages 3-6. Developmental benchmarks in the physical, cognitive, social, emotional, and language domains are identified, as well as the multiple influences that impact children’s development. This course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

• Prerequisite: ECE 2 and ECE 24.

This course explores the appropriate use of assessments to support students’ development and learning. It covers various methods of observation and data collection, tools, and strategies including time management and legal and ethical responsibilities. The course emphasizes the use of findings to inform and plan differentiated instruction, classroom environments, and to provide the basis for family partnerships. The course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

This course is an introduction to the California Preschool Learning Foundations and Curriculum Frameworks. Domains covered in this course include: Social/Emotional Development, Language/Literacy, English Language Development, Visual and Performing Arts. This course provides practical strategies for implementing the curriculum frameworks developed for each domain and may be used to satisfy required or professional development units for Child Development Permit holders, and/or preschool, transitional kindergarten, and early education teachers.