Introduction to Television Production

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1 Introduction to Television Production Unit: 1 Content Standard(s) and History of Television 1. Explain the growth of communication, including telegraph, early radio and television, electronic and satellite news gathering technology, and Internet broadcasting. Learning Objective(s) and 1. Describe the development of networks, cable, and satellite television and their impact on broadcasting. 2. Describe the impact television has on society and politics. 3. Assess recent technological developments in television production. 4. Predict the future of telecommunications. Essential Question(s): What developments in communications do you think will have the most impact on the future? Content 1. Growth of Communication A. Transmission Types 1. Telegraph 2. Wireless 3. Radio 4. Television 5. Electronic and Satellite 6. Internet 2. Television Impact on Society and Politics 3. Recent Technological Developments 4. Telecommunications Future Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Reading and Lecture Research Report Collages Listen-Think-Pair-Share Suggested Materials, Equipment and Technology Resources Textbook PowerPoint presentation Internet Reference Books Computer and Printer Magazines Poster Board Pen and Paper Unit Assessment: Participation in research report, collage, class discussion, and unit test

2 Unit/Course CTSO Activity: Students share their research and collages with a middle school Career Exploration class Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

3 Introduction to Television Production Unit: 2 Content Standard(s) and Safety 2. Identify safety hazards associated with television production. Learning Objective(s) and Essential Question(s): 1. Practice precautions while using electrical equipment in television production. 2. Demonstrate care for television production gear and videotapes in various weather situations. 3. Utilize proper care for television lamps and bulbs. 4. Identify live television remote location safety procedures. 5. Organize and manipulate digital files safely in television production. What criteria should be used by a student to determine if proper safety procedures have been used on a television production shoot? Content 1. Safety A. Electrical precautions B. Weather care C. Lamps and bulbs D. Remote location E. Digital files Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstrations Cooperative learning Suggested Materials, Equipment and Technology Resources Video camera Light bulb and soft cloth Tripod Microphone Computers Compact Discs Flash drives Unit Assessment: Participation in cooperative learning and unit test

4 Unit/Course CTSO Activity: Students check all electrical plugs and outlets in their school for any potential safety hazards and report findings to building administrator. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

5 Introduction to Television Production Unit: 3-4 Content Standard(s) and Basic Camera Operation 3. Demonstrate video camera setup, movement, and operation. 4. Utilize proper handling, care, and storage techniques for the camera, tripod, and accessories. Learning Objective(s) and 1. Demonstrate how to prepare the camera for proper operation. 2. Demonstrate proper camera movements with and without a tripod 3. Demonstrate correct framing of camera shots. 4. Demonstrate correct check-in and out procedures for cameras, tripods, and accessories. Essential Question(s): What criteria should a director look for in choosing a camera operator? Content 1. Basic camera equipment usage A. Setup B. Movement C. Operation D. Framing 2. Camera and accessories care A. Handling B. Storage C. Check-in procedures D. Check-out procedures Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstrations Simulations Group investigation Guest speaker Guided practice Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Camera battery Videotape Unit Assessment: Participation in group investigation, demonstrations, guided practice, and performance test

6 Course CTSO Activity: Students demonstrate basic camera operation for elementary or middle school students producing a school television program. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

7 Introduction to Television Production Unit: 5 Content Standard(s) and Sound 5. Critique audio quality for television production. Learning Objective(s) and 1. Recognize audio production components, including microphones, natural sound, voice and audio track, sound-on-tape (SOT), sound bites, audio level, interruptible fold back (IFB), and earpieces. 2. Use audio equipment correctly. Essential Question(s): What constitutes an effective sound for television? Content 1. Critique audio quality A. Audio production components 1. Microphones 2. Natural sound 3. Voice/audio track 4. Sound-on-tape (SOT) 5. Audio level 6. Interruptible fold back (IFB)/ earpieces B. Equipment use Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Case studies/scenarios Brainstorming/discussion Demonstrations Guided practice Group investigation Laboratory Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Camera battery Videotape Handheld microphone Lavaliere microphone Wireless microphone Videotaped audio examples Interruptible fold back (IFB)

8 Unit/Course CTSO Activity: Students visit a local television (video) production house. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

9 Introduction to Television Production Unit: 6 Content Standard(s) and Lighting 6. Demonstrate studio and field lighting for television. Learning Objective(s) and 1. Define the components of three-point lighting. 2. Compare differences between studio and location lighting. 3. Describe camera lighting functions. 4. Demonstrate proper lighting techniques. Essential Question(s): What criteria should be considered in appropriate television production lighting? Content 1. Studio and field lighting A. Three-point lighting definition B. Studio vs. location lighting comparison C. Camera lighting functions description D. Lighting technique demonstration Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Reading and discussion Demonstration Observation log Lecture Demonstration Guided practice Group investigation Experiments Suggested Materials, Equipment and Technology Resources Video Camera Television with cable service RCA cable Tripod Camera battery Videotape Textbook Paper and pen Light kit and bulbs Unit Assessment: Participation in reading and discussion, group investigation, demonstrations, guided practice, experiments, and performance test.

10 Unit/Course CTSO Activity: Students visit a local television (video) production house. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

11 Introduction to Television Production Unit: 7 Content Standard(s) and Performance 7. Demonstrate appropriate on-camera performance. Learning Objective(s) and 1. Perform effectively on television by utilizing clear speech, diction, eye contact, gestures, posture, and appearance. Essential Question(s): What constitutes a good performance for television? Content 1. Performance A. On-Camera Performance 1. Clear Speech 2. Diction 3. Eye Contact 4. Gestures 5. Posture 6. Appearance Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Guest speaker Demonstrations Simulations Oral presentations Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Camera battery Videotape Television performance examples Unit Assessment: Participation in demonstrations, simulations, oral presentations, and performance test

12 Unit/Course CTSO Activity: Students create an instructional video on proper on-camera performance to be shown to future program students. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

13 Introduction to Television Production Unit: 8 Content Standard(s) and Interviewing 8. Assess the quality of television interviews and sound bites for length and content. Learning Objective(s) and 1. Utilize standard television interview questions: who, what, where, when, why, and how. 2. Describe pre-interviewing techniques for television, such as brainstorming and researching. 3. Evaluate television interview footage. Essential Question(s): What constitutes a good interview for television? Content 1. Interviewing A. Utilize Interview Questions 1. Who 2. What 3. When 4. Where 5. Why 6. How B. Interview Techniques C. Interview Footage Evaluation Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Think-ink-pair-share Demonstrations Laboratory Brainstorming Discussion Suggested Materials, Equipment and Technology Resources Television with cable Video camera Tripod Microphone Battery Tape Television interview examples Pen and paper Unit Assessment: Participation in demonstrations, think-ink-pair-share, laboratory, brainstorming, discussion, and performance test

14 Unit/Course CTSO Activity: Students lead job interview demonstrations in other CTSO programs. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

15 Introduction to Television Production Unit: 9-10 Content Standard(s) and Writing 9. Demonstrate effective television scriptwriting formats. 10. Identify television conversational writing style. Learning Objective(s) and Essential Question(s): 1. Differentiate between news, audio/video, screenplay, and storyboard writing formats. 2. Demonstrate proper writing styles, including simple word usage, short sentence structure, say it, see it theory, using present tense form, active vs. passive voice, and objective vs. subjective point of view. 3. Prioritize information for television production. What would be representative of a well-written television script in news, documentary, and/or drama? Content 1. Writing A. Formats 1. News 2. Audio/Video 3. Screenplay 4. Storyboard B. Style 1. Simple word usage 2. Short sentence structure 3. Say it/see it 4. Present tense 5. Active vs. passive 6. Objective vs. subjective C. Prioritize information Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstrations Guided practice Homework Brainstorming Discussion Cooperative learning Suggested Materials, Equipment and Technology Resources Pen and paper Computer and Printer Script examples Videotaped examples Television with cable connection

16 Unit Assessment: Participation in demonstrations, guided practice, cooperative learning, brainstorming/discussion and performance test Unit/Course CTSO Activity: Students create a script for a Video Product Development SkillsUSA competition. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

17 Introduction to Television Production Unit: 11 Content Standard(s) and Editing 11. Use applicable editing techniques for television production, including transitions, in- and out-points, trimming, and video sequencing. Learning Objective(s) and 1. Define basic terms associated with television editing. 2. Identify different styles of editing (linear vs. nonlinear vs. in-camera). 3. Use basic editing techniques for television production. Essential Question(s): What criteria should directors use when hiring a video editor? Content 1. Editing A. Basic Terms B. Styles of Editing C. Editing Techniques Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Reading and discussion Demonstration Instructional technology Guided practice Project-based learning activity Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Camera battery Videotape Computer Video editing software Unit Assessment: Participation in demonstrations, guided practice, project-based learning activity, discussion and performance test

18 Course CTSO Activity: Students will videotape scenes and edit project for Video Product Development SkillsUSA competition. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

19 Introduction to Television Production Unit: 12 Content Standard(s) and Commercials 12. Create a television commercial using basic television production skills. Learning Objective(s) and 1. Use basic television advertising terms and techniques, including purpose, process, and persuasive devices. 2. Demonstrate basic television production skills including writing, shooting, audio, lighting, and editing. Essential Question(s): What criteria should be used in judging the effectiveness of a television commercial? Content 1. Television commercials A. Basic advertising terms and techniques 1. Purpose 2. Process 3. Persuasive devices B. TV commercial project 1. Writing 2. Shooting 3. Audio 4. Lighting 5. Editing Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstration Brainstorming Discussion Five Plus One Collaborative learning Project-based learning activity Laboratory Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Microphone Camera battery Videotape Video examples of a variety of commercials Computer with video editing software

20 Unit Assessment: Participation in demonstrations, brainstorming, discussion, five plus one, and project-based learning activity Unit/Course CTSO Activity: Students will create a commercial to promote the CTSO. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

21 Introduction to Television Production Unit: 13 Content Standard(s) and Public Service Announcements 13. Create a public service announcement (PSA) using basic television production skills. Learning Objective(s) and 1. Explain the purpose of a PSA, such as informing, changing an opinion, or promoting a cause. 2. Demonstrate basic television production skills including writing, shooting, audio, lighting, and editing. Essential Question(s): What criteria should be used in judging the effectiveness of a public service announcement? Content 1. Television public service announcements A. PSA Purpose 1. Informing 2. Changing Opinion 3. Promoting a Cause B. TV PSA Project 1. Writing 2. Shooting 3. Audio 4. Lighting 5. Editing Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstration Buzz discussions Collaborative learning Project-based learning activity Laboratory Suggested Materials, Equipment and Technology Resources Video camera Television with cable service RCA cable Tripod Microphone Camera battery Videotape Video examples of a variety of PSAs Computer with video editing software

22 Unit Assessment: Participation in demonstrations, buzz discussions, and project-based learning activity Unit/Course CTSO Activity: Students will create a PSA to encourage positive character traits. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

23 Introduction to Television Production Unit: 14 Content Standard(s) and News 14. Create a news story using basic television production skills. Learning Objective(s) and 1. Recognize common television news terms, including story types and career positions. 2. Determine format, fact selection, teases, and lead sentences in television for both pre-recorded and live news story programs. 3. Demonstrate basic television production skills including writing, shooting, audio, lighting, and editing. Essential Question(s): What constitutes a good news story for television? Content 1. Television news A. TV news terms 1. Story types 2. Career positions B. TV news writing 1. Format 2. Fact selection 3. Teases 4. Lead sentences C. TV news story 1. Writing 2. Shooting 3. Audio 4. Lighting Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) Lecture Demonstration Research Guest speaker Guided practice Homework Collaborative learning Project-based learning activity Laboratory Suggested Materials, Equipment and Technology Resources Videotaped news stories/programs Internet Magazine Computer and Printer Paper and Pen Computer and LCD projector Current news stories Video camera Television with cable service RCA cable Tripod Microphone Camera battery Videotape Computer

24 5. Editing Video editing software Unit Assessment: Participation in demonstrations, research, guided practice, collaborative learning, and project-based learning activity Unit/Course CTSO Activity: Students will create a news story about a CTSO activity in their school. Course Culminating Product: Students produce basic television production projects based on concepts, theories, and strategies taught through lecture, demonstration, and group investigation. Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other:

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