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Add English DGB 2 translation

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{{DISPLAYTITLE:DGB 2: Visual, Audiovisual and Audio Content}}
← [[DGB 2. Klasse/en|Digital Literacy – Year 2]]

Digital media can be visual (images and graphics), audio (sound, speech and music) or audiovisual (image and sound together). Media literacy includes not only consuming media but also planning, producing, editing, analysing and responsibly publishing one's own content.

== Curriculum reference ==

{| class="wikitable"
! Area !! Classification
|-
| '''Competence area''' || Production
|-
| '''Perspectives''' || Societal and interaction perspectives (G, I)
|-
| '''Focus''' || Visual, audiovisual and audio content
|-
| '''Competence''' || Create, adapt and analyse different media forms for a purpose while considering design, technology, accessibility, sources and publication conditions.
|}

== Learning objectives ==

Students can:

* distinguish visual, audio and audiovisual media;
* choose a suitable media form for a message;
* explain crop, perspective, colour, typography and contrast as visual design choices;
* classify recording level, speech, noise and music as audio design choices;
* recognise editing, sequence, transitions and the interaction of image and sound in video;
* create and edit simple images, audio recordings and videos with suitable software;
* weigh up file format, file size and quality for a purpose;
* use captions, clear language and alternative descriptions as accessibility measures;
* consider sources, licences, image rights and privacy before publication;
* analyse media products by target group, clarity, effect and technical quality;
* use feedback to improve a media product;
* plan and document a small production process.

== Learning content ==

=== Visual content ===

Photos, drawings, diagrams, infographics and posters communicate through form, colour, position, typography and image selection. Even the crop influences what is visible or hidden. An image should serve a purpose such as explaining, documenting, comparing or directing attention.

=== Audio content ===

Speech, sound and music create meaning without a visible image. Clear recordings benefit from a quiet environment, suitable microphone distance and appropriate recording levels. Editing can remove mistakes, adjust volume and trim beginnings and endings. Background music should not make speech difficult to understand.

=== Audiovisual content ===

Video combines image, movement, sound, text and editing. Planning matters because many elements interact. A simple storyboard or shot list can define what should be shown and said before recording. Editing selects material and arranges it into a meaningful sequence.

=== Tools and file formats ===

Depending on the task, students may use a camera app, image editor, audio editor, video editor or presentation software. Tools may be installed or web-based. PNG and JPG are common image formats; audio and video use different formats and compression. Higher quality often requires more storage.

=== Analysing design and effect ===

Colour, music, editing speed, perspective and voice affect mood and attention. Analysis therefore names not only the content but also the design choices. A product can be technically polished and still create a misleading impression, so fairness remains part of quality checking.

=== Accessible media ===

Captions make spoken content understandable without sound. Good contrast and sufficiently large text improve readability. Important information should not be conveyed by colour alone. Alternative text or short descriptions can make images more accessible where supported.

=== Rights and publication ===

Before publishing, check sources and licences of reused material as well as privacy and the rights of people shown or recorded. The publication channel also matters: a class platform, school website and public platform have different reach.

=== Production process ===

A manageable process is: define purpose and audience, plan content, create material, edit, check, obtain feedback, improve, and only then publish or submit. This turns media production into a transparent workflow.

== Classroom activities ==

=== Compare media forms ===

Decide whether text/image, audio or video is best for five different messages and explain why.

'''Expected outcome:''' Purpose-based media choices.

=== Create a digital poster ===

Design a factual poster with a clear heading, good contrast, one suitable image and source information.

'''Expected outcome:''' A readable, source-aware poster.

=== Produce a short audio recording ===

Plan a 30–60 second explanation, record it and edit the beginning, end and distracting pauses.

'''Expected outcome:''' A clear audio product.

=== Plan and edit a mini-video ===

Create a storyboard, record two to four short scenes and make a simple edit. Add captions if speech is used.

'''Expected outcome:''' A short structured video.

=== Analyse effect ===

Compare two versions of the same material and identify crop, colour, music, voice and editing changes.

'''Expected outcome:''' A technical and design-based analysis.

=== Improve accessibility ===

Fix text size, contrast, captions or descriptions in a prepared media product.

'''Expected outcome:''' A more accessible version.

=== Check publication readiness ===

Use a checklist for sources, licences, personal data, audience, reach and file format.

'''Expected outcome:''' A publication-ready product or a reasoned correction list.

=== Use feedback and revise ===

Give two specific strengths and two specific suggestions to a peer, then revise at least one aspect.

'''Expected outcome:''' Documented improvement.

== Self-check ==

* I can distinguish visual, audio and audiovisual media.
* I can create and edit simple media using suitable software.
* I recognise design choices and their effects.
* I consider accessibility.
* I check sources, rights and privacy before publishing.
* I can use feedback to improve a media product.

== See also ==

* [[DGB 2: Medienproduktion und Medienkonsum/en|Conditions and Interests of Media Production]]
* [[DGB 2: Lizenzmodelle/en|Licences for Media]]
* [[DGB 2: Zugaenglichkeit und Nutzbarkeit/en|Accessible Technology]]

[[Kategorie:Digitale Grundbildung]]
[[Kategorie:DGB 2]]

DGB 2: Visuelle Audiovisuelle Auditive Inhalte/en - Versionsgeschichte

Administrator: Add English DGB 2 translation