Television Production 2

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1 Library Media Industrial Arts Television Production 2 At the completion of Television 2, all students should be able to - Plan and produce a news package appropriate for airing on the school news show - Use field and studio production equipment properly - Demonstrate digital video editing and production techniques using appropriate software o FCP or other appropriate software o LiveType o PhotoShop o PowerPoint - Practice basic equipment safety - Understand that successful productions involve team effort - Function as a team member - Give and follow instructions Suggested and provided lesson plans for meeting these goals Lesson Plan 1: Alphabet Project (FCP/other digital video editing) Student use camera and tripod to video tape letters of the alphabet. Students edit the letters in an appropriate digital video editing program and add music. Project variation: assign words or short phrases such as school name or mascot to shorten scope of project. Quick Reference Guide, Captain Video s Handbook Lesson Plan 2: News Package second news story including reporter standup, interview, b-roll. Quick Reference Guide, Captain Video s Handbook Lesson Plan 3: Commercial Students brainstorm, script and storyboard a second commercial or public service announcement promoting school activity. Students demonstrate appropriate use of field equipment, graphics, music and general editing skills Quick Reference Guide. ITV LiveType Quick Reference Guide, Captain Video s Handbook Lesson Plan 4: News Show Project (advanced studio production and FCP) Student work together to explore the various career opportunities in television production by producing a multi-segment in-studio news show with news package and commercial inserts. (Director, floor manager, anchor(s), camera operator, sound technician) Quick Reference Guide. Page 1 of 5 June 2005

LiveType o PhotoShop o PowerPoint - Practice basic equipment safety - Understand that successful productions involve team effort - Function as a team member - Give and follow instructions Suggested

2 Florida Department of Education CURRICULUM FRAMEWORK - GRADES 9-12, ADULT Adopted 1990 Revised 1994 Subject Area: Library Media Course Number: Course Title: Television Production II Credit: 1.0 Will meet graduation requirement for Performing Fine Arts A. Major concepts/content. The purpose of this course is to exhibit the ability to apply television skills in the planning, directing, and recording of television programs, demonstrate the ability to write script and dialogue for a television program, and demonstrate the ability to produce a television program. B. Special note. Television II students produce the following video projects 1 : a classroom profile "From the Teacher's Desk", a music video, an interview project, an ENG news report, a studio television program, as well as 2-3 individual projects of the student's choice. C. Intended outcomes. After successfully completing this course, the student will: 1 Use studio and ENG video cameras. 2 Produce ENG reports for a television news show. 3 Edit 1/2" and 3/4" videotapes. 4 Plan, write, and storyboard video projects. 5 Work as a team to produce a television program. 1 Kyker & Curchy book reference Page 2 of 5 June 2005

The purpose of this course is to exhibit the ability to apply television skills in the planning, directing, and recording of television programs, demonstrate the ability to write script and dialogue

3 Florida Department of Education July 2005 Course Title: Television Production 2 Course Number: Course Credit: DEMONSTRATE ABILITY TO INTERPRET A BROADCAST STYLE SCRIPT--The student will be able to: Plan and produce a storyboard. (LA.B.2.4) Specify steps leading to broadcast scripts. (LA.B.1.4) 07.0 EXHIBIT KNOWLEDGE OF THE TELEVISION PRODUCTION TEAM--The student will be able to: List the job functions of the television production team. (TH.A.1.4) Describe the steps of the production process. (TH.A.1.4) Demonstrate ability to give and follow directions. (LA.C.3.4) Demonstrate ability to function as a member of the production team. (LA.C.1.4) Set and adhere to production deadlines UNDERSTAND CAREER OPPORTUNITIES IN THE TELEVISION INDUSTRY--The student will be able to: Identify a career objective. (VA.A.1.4) Identify sources of information concerning careers. (VA.A.1.4) List the skills, attitudes, abilities and training required for jobs in the television industry. (VA.A.1.4) List the rapid changes occurring in the television industry. (VA.A.1.4) Describe employment opportunities in television related careers. (VA.A.1.4) Explain the importance of updating occupational skills and knowledge through continued education and training. (VA.A.1.4) Page 3 of 5 June 2005

0 EXHIBIT KNOWLEDGE OF THE TELEVISION PRODUCTION TEAM--The student will be able to: 07.01 List the job functions of the television production team. (TH.A.1.4) 07.

4 Sunshine State Standards Addressed in Television Production 2 The student uses writing processes effectively. (LA.B.1.4) 1. selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. 2. drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. 3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms. The student writes to communicate ideas and information effectively. (LA.B.2.4) 1. writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. 2. organizes information using appropriate systems. 3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 4. selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information. The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 2. describes, evaluates, and expands personal preferences in listening to fiction, drama, literary nonfiction, and informational presentations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. The student uses speaking strategies effectively. (LA.C.3.4) Page 4 of 5 June 2005

drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective

5 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations. 3. uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade or entertain. 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal productions. (TH.A.1.4) 1. uses classical, contemporary, and vocal acting techniques and methods to portray the physical, emotional, and social dimensions of characters from various genres and media. The student understands and applies media, techniques, and processes. (VA.A.1.4) 1. uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. 2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner. 3. knows how the elements of art and the principles of design can be used to solve specific art problems. 4. uses effective control of media, techniques, and tools when communicating an idea in both two dimensional and three-dimensional works of art. Page 5 of 5 June 2005

relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations. 3.

Virginia English Standards of Learning Grade 8

A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation