Jefferson Township Public Schools. Technology Curriculum. Video Production I: Introduction to the Video Studio. Grades 9, 10, 11 & 12.

Transcription

1 Jefferson Township Public Schools Technology Curriculum Video Production I: Introduction to the Video Studio Grades 9, 10, 11 & 12 August 2011

2 Video Production I Curriculum 2011 Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP HIGH SCHOOL CURRICULUM VIDEO PRODUCTION I Topic Page Number/s I. Video Production I Philosophy II. Major Themes III. IV. Curriculum including Unit Descriptions.. 5 Sample Lesson Plans V. Teacher Assessment of Student Learning..15 VI. Bibliography and Resource Materials VII. NJCCCS for Technology and 21 st Century Life and Careers 17

3 Video Production I Curriculum 2011 Page 3 JEFFERSON TOWNSHIP HIGH SCHOOL CURRICULUM VIDEO PRODUCTION I Philosophy This project-based, semester course is designed to give students an introduction to the major concepts of video production. The foundational concepts in video production are used in most areas of the mass-media industry. The course is designed to develop a historical awareness of video production and to give students hands-on experience as they complete the many tasks necessary to produce video programs. Students will participate in class lectures, discussions, and writing assignments. Class activities, both individual and collaborative, will include brainstorming, scripting, preparing storyboards, recording, editing, and critiquing their productions. Students will also explore the variety of career opportunities in the communications field. Through the provided course-work, differentiated instructional strategies, 21 st century skillsbased projects, and television studio environment, students will be given a comprehensive learning experience that will encourage technological literacy and creativity. Students will also receive practical experience and the needed tools to continue investigating careers in the media production industry. The following course content is aligned with the 2009 New Jersey Core Content Standards for Technology ( ), 21 st Century Life and Career Standards (9.1, 9.3 and 9.4), and the National Common Core Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects.

4 Video Production I Curriculum 2011 Page 4 MAJOR VIDEO PRODUCTION THEMES JEFFERSON TOWNSHIP PUBLIC SCHOOLS VIDEO PRODUCTION I I. FOUNDATIONAL CONCEPTS II. III. IV. STORYTELLING CAMERA TECHNIQUE JOURNALISM V. DEMONSTRATION THROUGH VIDEO VI. EDITING and SOUNDTRACKS

5 Video Production I Curriculum 2011 Page 5 UNITS OF STUDY VIDEO PRODUCTION I I. FOUNDATIONAL VIDEO CONCEPTS Enduring Understandings 1. Every video production should tell a story. 2. The three phases of production are pre-production, production, and post-production. 3. Effective planning in pre-production will save time and improve the quality of the entire production. 4. The video production skills of design, organization and writing are highly applicable life skills. Essential Questions 1. Why must a video tell a story? 2. Why should a project be divided into different parts? 3. How is efficiency related to quality? 4. Why is it important that an individual develop design, organizational, and writing skills? Learning Objectives Explain and discuss the foundational concepts of video production. NJCCCS: C.5, C.(1).1, C.(1).4 Create a variety of storyboards and demonstrate their use. NJCCCS: E.1, C.(2).2, Common Core Standards for Literacy in Science and Technical Subjects Define and classify various television and media production job categories. NJCCCS: A1, C.31, C.(1).2 Research and appraise the use of production skills in a non-media related field. NJCCCS: C.5, C.9, C.69, C.71, E.1

6 Video Production I Curriculum 2011 Page 6 II. STORYTELLING Enduring Understandings 1. Effective communication skills are necessary to convey meaning and understanding to others. 2. There should always be a beginning, middle, and end to your story, but it doesn t have to be in that order. 3. Digital stories allow you to share your thoughts and ideas to others. 4. Post-production is critical to achieving the desired results. Essential Questions 1. How does communication differ when directed at an individual versus a group? 2. Is one part of the Production Process more important than another? 3. How is post production affected by pre-production? 4. Why should you care about other peoples thoughts and ideas? Learning Objectives 1. Explain the importance of the three phases of production. NJCCCS: C.(1).1, C.(1).4 2. Evaluate a video project s needs and requirements, differentiating needs between various types and scales of production. NJCCCS: C.(1).3-4, C.(2).4, C.(2).7 3. Create appropriate planning documentation including storyboards and production schedules. NJCCCS: A.1, A.2, C.(2).1-2, C.(2).7, E.1, Common Core Standards for Literacy in Science and Technical Subjects 4. Examine and evaluate copyright laws applicable to the current production. NJCCCS: D.2-3, C.(2).5 5. Utilize the three phases of the Production Process to create a specific video project. NJCCCS: A.1, C.5, E.1, C.1, C.15, C.49, E.1, Common Core Standards for Literacy in Science and Technical Subjects

7 Video Production I Curriculum 2011 Page 7 III. CAMERA TECHNIQUE Enduring Understandings 1. Every production has a structure, including the video elements of camera work, script writing, audio engineering, light design, costume, etc. 2. Different camera moves and angles can convey different meanings to the viewer (i.e. high camera shot creates an authoritative viewpoint, a close up gives details, etc.) 3. All video projects should have a specific aim, message or goal. 4. All productions must have closure. Essential Questions 1. Why does every show need a structure? 2. How can a camera move or angle highlight an emotion? 3. Does the viewer s expectation always matter? Learning Objectives 1. Identify the foundational components of a show s structure. NJCCCS: C.1, C.4, C.(1).5 2. Diagram and analyze the equipment needs for a production project. NJCCCS: C.(1).6, C.(2).2 3. Evaluate several show structure types and plan a specific type of show, such as a handoff, newscast, music video, etc. NJCCCS: C.(2).2, C.(2).7, C.(4) Produce a specific type of video production, such as a handoff, newscast, music video, etc. NJCCCS: A.1, C.5, E.1, F.2, C.(4).12, E.1

8 Video Production I Curriculum 2011 Page 8 IV. JOURNALISM Enduring Understandings 1. Larger productions require teamwork to achieve success. 2. Reporting the news requires objectivity. 3. Each individual is responsible for the role (reporter, camera operator, sound engineer, director, etc.) they are assigned. 4. The low cost and high interest in news media makes its production a lucrative business. Enduring Questions 1. Why do studio productions require such a variety of specialized roles? 2. What are the benefits of understanding the various roles and positions within a television studio? 3. What are the limitations of collaboration in a group production? Learning Objectives Examine the studio production roles and debate the effectiveness and efficiency of only one operator being responsible for one technological tool or position. NJCCCS: C.5, C.(1).1, C.(2).3, C.(2).6 Produce a group video production based on a variety of specific project requirements, such as time limit, type of story, target audience awareness, etc. NJCCCS: C.5, E.1, F.2, C.5-11, E.1 Compare and contrast the effectiveness of individual and team video production. NJCCCS: C.5, E.1 Write and produce a newscast with multiple segments. NJCCCS: C.5, C.1, C.8, C.(2).1, E.1, Common Core Standards for Literacy in Science and Technical Subjects

9 Video Production I Curriculum 2011 Page 9 V. DEMONSTRATION THROUGH VIDEO Enduring Understandings 1. Visual demonstrations help people to better understand a process. 2. Demonstration videos require a fundamental story structure. 3. Demonstration videos empower their audience by promoting interest, improving understanding and modeling successful practices. 4. Close-ups allow the viewer to see details. Essential Questions 1. How can demonstrating a process help explain it? 2. Is it important to present a How-to video in a story format? 3. Why are individuals more inclined to try something new if they have seen someone else do it before? Learning Objectives 1. Identify and demonstrate proficiency at technical tasks (such as camera work, editing, scriptwriting, audio engineering, etc.) needed for producing a How-to segment. NJCCCS: C.5, C.(1).1, C.(2).3 2. Write scripts for a How-to production using an appropriate format. NJCCCS: E.1, C.1, C.(2).1, C.(4).12, Common Core Standards for Literacy in Science and Technical Subjects 3. Produce a How-to segment in the required format. NJCCCS: E.1, E.1, F.2, C.5, C.28, c.(1) C.(2).1

10 Video Production I Curriculum 2011 Page 10 VI. EDITING and SOUNDTRACKS Enduring Understandings 1. Editing is the process of building your production from the raw footage. 2. Continuity editing is a system of cutting to maintain continuous and clear narrative action. 3. The patterned use of transitions, matches and duration can be identified as a cinematic style. 4. Regardless of the editing style used, a story should always be told. 5. Sound track should set the pace for the editing process and style. 6. There are many styles of music videos, including live performance, studio performance, montage, and storytelling. Essential Questions 1. What should be the ultimate goal of an editor? 2. What types of editing styles guide modern digital storytelling? 3. How does music set a pace in a music video? 4. Is the use of continuity editing the best way to tell a story? 5. Are the principles and ideas of continuity editing still valid today? Learning Objectives 1. Identify and evaluate traditional continuity editing components and techniques. NJCCCS: C.1, C.5, C.74, C.(1).4 2. Differentiate audio usage between journalistic productions and dramatic productions. NJCCCS: C.(1).1, C.(1).3, C.(4) Edit a segment using both traditional and non-traditional editing styles. NJCCCS: C.28, C.74, C.(1).5 4. Justify the use of an editing style for the purpose of communicating various messages. NJCCCS: A.1, C.5, C.9

11 Video Production I Curriculum 2011 Page 11 Sample Lesson Plan #1 SAMPLE LESSON PLANS VIDEO PRODUCTION I COURSE: Video Production I CONTENT/TOPIC: Introduction to Video Production TITLE OF LESSON: Storyboards FOCUS: Storyboards are required for every project and this information is an important part of the students' foundational knowledge. OBJECTIVES: Explain and discuss the foundational concepts of video production. NJCCCS: C.5, C.(1).1, C.(1).4 Create a variety of storyboards and demonstrate their use. NJCCCS: E.1, E.1, C.(2).2, Common Core Standards for Literacy in Science and Technical Subjects Define and classify various television and media production job categories. NJCCCS: A1, C.31, C.(1).2 Research and appraise the use of production skills in a non-media related field. NJCCCS: C.5, C.9, C.6, C.7 RESOURCES SUGGESTED FOR LESSON: Textbook PROCEDURE: 1. Hand out "Acting with a Pencil" and, using an overhead projector, read aloud and discuss. 2. Have each table of students work together on the "Luann" comic strip re-arrangement. 3. Use a four panel comic that has been separated and ask each group to arrange the panels in the proper order. 4. Once that has been discussed, hand out several blank storyboards to each student. 5. Explain the format and then have them storyboard their summer vacation, demonstrating the proper process of storyboard creation. 6. Teacher provides scaffolding as students work independently. ASSIGNED WORK: Discussion of storyboard concepts and structure.

12 Video Production I Curriculum 2011 Page 12 Comic strip re-arrangement. Summer vacation storyboards. ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance

13 Video Production I Curriculum 2011 Page 13 Sample Lesson Plan #2 COURSE: Video Production I CONTENT/TOPIC: Foundational concepts regarding story structure. TITLE OF LESSON: Telling a Story FOCUS: A discussion regarding story structure and development is needed so that students are able to create usable stories and effective writing skills. This will serve in continuing to establish an informational baseline for the concepts and key ideas in video production. OBJECTIVES: Understand key concepts of effective writing and story structure. NJCCCS: C.(2).2 Create a fictional story using learned concepts and strategies. NJCCCS: C.(4).12 Collaborate on a group project. NJCCCS: C.51 RESOURCES SUGGESTED FOR LESSON: Textbook, paper, projector PROCEDURE: 1. Distribute "story structure" handout and have students read and discuss key ideas. 2. Pass out "Story Puzzle" and begin with each table writing the opening paragraph of a fictional story. 3. After about five minutes, have the tables pass their papers in a clockwise manner. 4. Each group will have to change stories and continue the work of another group. 5. After 2-3 sentences, students continue rotating stories, until each table writes the ending to the stories they began with 6. Students read completed stories to the class 7. Class composes a written evaluation of the resulting stories ASSIGNED WORK: Completion of short stories as a group ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance

14 Video Production I Curriculum 2011 Page 14 Sample Lesson Plan #3 COURSE: Video Production I CONTENT/TOPIC: Script writing: Newscast TITLE OF LESSON: Script Writing FOCUS: Quality television is dependent on effective writing and storytelling. Students need to continue learning and practicing writing skills to achieve the goal of creating effective television programs. OBJECTIVE: Write and produce a newscast with multiple segments. NJCCCS: C.5, C.1, C.8, C.(2).1, Common Core Standards for Literacy in Science and Technical Subjects RESOURCES SUGGESTED FOR LESSON: Textbook Websites: PROCEDURE: 1. Students will work individually to answer the "Television News Questionnaire". 2. They will review the "How to Write a News Article" handout and discuss as a class. 3. Students must differentiate between the useful information and the extraneous facts in the handout Tanker Crash. 4. Students will develop a 30 second news story from the "Tanker Crash" handout, in the proper format. ASSIGNED WORK: Television News Questionnaire Tanker Crash story ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance

15 Video Production I Curriculum 2011 Page 15 TEACHER ASSESSMENT OF STUDENT LEARNING VIDEO PRODUCTION I A student s grade shall be determined by the instructor using multiple measures of performance related to the course objectives. All assessments will be scored using common rubrics. Methods of evaluation may include but are not limited to the following: 1. Participation in class exercises and discussions completed in individual and group settings 2. Assignments that demonstrate the concepts of video production 3. Video production projects 4. Quizzes and tests on software/hardware along with planning and problem solving issues related to production 5. Written responses 6. Oral presentations 7. Written responses to KWL worksheets 8. Written self-evaluations

16 Video Production I Curriculum 2011 Page 16 BIBLIOGRAPHY/COURSE MATERIALS VIDEO PRODUCTION I Primary Textbook: Video Basics 5 (2007), by Herbert Zettl Supplemental Texts: Baker, James. Teaching TV Sitcom. London: BFI, Print Source. Brenneis, Lisa. Final Cut Pro 7. California: Peachpit Press, Print Source. Kyker, Keith and Christopher Curchy. Television Production: A Classroom Approach, Connecticut: Libraries Unlimited, Print Source. Ohler, Jason. Digital Storytelling in the Classroom. California: Corwin Press, Print Source Schaefermeyer, Scott. Digital Video Basics. Massachusetts: Thompson Course Technology, Print Source Websites: Cyber College British Film Institute Yale University Maryland State University Video Maker Video/Media: Various recorded segments related to course topics. Additional Resources: Industry trade journals, such as Broadcasting, Variety, Video Maker, etc. Guest speakers as available

17 Video Production I Curriculum 2011 Page 17 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS 2009 VIDEO PRODUCTION I Standard 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge Standard 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Standard st Century Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. Standard 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. Common Core Standards for Literacy in Science and Technical Subjects