Lesson Plan. Course Title: Digital and Interactive Multimedia. Session Title: Video Production

Transcription

1 Lesson Plan Course Title: Digital and Interactive Multimedia Lesson Duration: Session Title: Video Production Lesson length is subjective and will vary from instructor to instructor Performance Objective: After completing this assignment, the student will be able to Apply video production film techniques to plan, research, create, produce, and publish a video project Specific Objectives: to apply safety techniques during video pre-production, production, and post production to evaluate, analyze, and critique the quality of existing video productions to judge audio, film and camera techniques to understand the importance of the target market during pre-production, production, and post-production decision-making to understand and evaluate content necessary for storyboard creation during preproduction to provide collaborative feedback to all participants and roles involved during a video production, to include producer, director, writer, videographer, editor, and actors to understand and apply a variety of camera angle techniques and the rule of thirds to video productions to create and edit video productions publishable in the appropriate file formats according to target market needs Preparation TEKS Correlations: (TEKS 9A, 9B, 9C, 9D, 9E) (9) The student demonstrates appropriate use of video equipment and techniques. The student is expected to: (A) demonstrate proper use of safety procedures while using digital video equipment; (B) demonstrate proper use of terminology in relation to video technology; (C) demonstrate proper use of digital video photography equipment to capture video images; (D) transfer video images from equipment to the computer; (E) demonstrate videographic enhancement and editing techniques such as panning, transitions, zooming, content editing, and synchronizing audio and video using appropriate digital manipulation software; and 1

2 (F) export video files in digital formats to be used in various delivery systems such as podcasting, downloadable media, and streaming. Instructor/Trainer References: Content developer knowledge Instructional Aids: Video Production handout Storyboard Video Production Rubric Video Production Peer Review Materials Needed: Flash Drive Equipment Needed: Students will need access to presentation and/or video editing software, online video or presentation creation tools, a digital camera, a video camera, word processing software for a storyboard, digital imaging software and access to a classroom website, channel or blog Learner Introduction MI Introduction (LSI Quadrant I): Engage: Students will take a short interactive quiz on video production to determine what they know, want to know and think they will learn about video production Instructors may create their own short interactive quiz. Examples and further instructional aids may be found by doing an internet search for video production basics Outline MI Outline (LSI Quadrant II): Instructor Notes: 2

3 The instructor will show a short presentation introducing video and multimedia production. Student as the Teacher: Video Production Basics presentation Ask: "Why is it important to plan before producing video project?" Ask: "How can your team plan appropriately?" How do you evaluate the effectiveness of video production? Ask: "Why is it important to understand filming techniques and how can they be used to create a unified product?" Ask: "How can you ensure that video productions meet target market needs?" Students will be divided into groups of 2-3. Each group will be given a topic to research and questions to answer Video Production Handout Students will create a storyboard for building an informative web product on video production basics that include multimedia, video production, or web presentation mediums. Storyboard 3

4 Students in cooperative groups will create an informative and collaborative web presentation, multimedia or video production to teach the public about video production basics. Video Production Rubric Students will publish their informative presentation, multimedia, or video to a classroom website Video Production Rubric Students will evaluate other student collaborative video productions using the Student As The Teacher Video Production Peer Review sheet Video Production Peer Review Application MI Guided Practice (LSI Quadrant III): The instructor will deliver a short presentation introducing video production basics, video production safety, and the Video Production assignment. Students will be placed in collaborative groups of 2-3. The instructor will provide each student with a Video Production handout. The instructor will remind students of media literacy guidelines for research. Each group will be assigned a topic for research and will complete the questions for each topic as listed below 1. Topic One - Pre-production: Student one - storyboard strategies, steps for creating a storyboard and script writing Student two -target market planning for video production and planning Interviews for video production Student three - roles in film and video production safety 2. Topic Two - Production: Student One - rule of thirds and film techniques Student Two - effective video camera angles Student Three - lighting and audio techniques 4

5 3. Topic Three - Post-production: Student One - video editing tips Student Two - distribution Student Three - evaluating video productions Independent Practice (LSI Quadrant III): Students will: research their topic, create and contribute research to a collaborative group outline share their research and teach their groups about their research task produce an informative multimedia storyboard on their topic plan, produce, and edit a group video or multimedia presentation on their group topic publish their final group multimedia or video production on an informative classroom blog, channel, or website to teach the public about their video production topic showcase their group production to all students in the course view and evaluate each group s Video Production project be provided with copies of assignment, worksheets and rubric Summary MI Review (LSI Quadrants I and IV): Review steps necessary to create a video project from start to finish. Evaluation 5

6 MI Informal Assessment (LSI Quadrant III): The teacher will conduct periodic progress checks. Graded class work provides students with feedback Ask: " How does your topic influence the effectiveness of the video production?" Ask: "Why is it important?" Ask: " How will you share the information you have found with others?" Video Production Peer Review should be used to evaluate peer projects MI Formal Assessment (LSI Quadrant III, IV): Video Production Rubric Extension MI Extension/Enrichment (LSI Quadrant IV): Students could create an Information Technology blog or portfolio on video production techniques and best practices. 6

7 Icon MI Teaching Strategies Verbal/ Linguistic Logical/ Mathematical Visual/Spatial Musical/ Rhythmic Bodily/ Kinesthetic Intrapersonal Interpersonal Lecture, discussion, journal writing, cooperative learning, word origins Problem solving, number games, critical thinking, classifying and organizing, Socratic questioning Mind-mapping, reflective time, graphic organizers, color-coding systems, drawings, designs, video, DVD, charts, maps Use music, compose songs or raps, use musical language or metaphors Use manipulatives, hand signals, pantomime, real life situations, puzzles and board games, activities, roleplaying, action problems Reflective teaching, interviews, reflective listening, KWL charts Cooperative learning, roleplaying, group brainstorming, cross-cultural interactions Personal Development Strategies Reading, highlighting, outlining, teaching others, reciting information Organizing material logically, explaining things sequentially, finding patterns, developing systems, outlining, charting, graphing, analyzing information Developing graphic organizers, mindmapping, charting, graphing, organizing with color, mental imagery (drawing in the mind s eye) Creating rhythms out of words, creating rhythms with instruments, playing an instrument, putting words to existing songs Moving while learning, pacing while reciting, acting out scripts of material, designing games, moving fingers under words while reading Reflecting on personal meaning of information, studying in quiet settings, imagining experiments, visualizing information, journaling Studying in a group, discussing information, using flash cards with other, teaching others Naturalist Existentialist Natural objects as manipulatives and as background for learning Socratic questions, real life situations, global problems/questions Connecting with nature, forming study groups with like-minded people Considering personal relationship to larger context 7

8 Video Production Handout Congratulations! You were just hired to work at a new video production company and will be working in cooperative teams. Your first project is to create an informative multimedia or video production for middle school students on the basics of video production. Each team will need to have a participant fulfill one of the following roles. Student One Director: Leader of the team, providing support to all members of the team, directing time management for the group and leading all phases of production and research Student Two Producer: Storyboard organizer and researcher Student Three Editor: Responsible for directing the editing phase of the production and for providing technical support for the project. This team member will also participate in the research phase Each group and group participant will be assigned a topic and sub topic for research. He/she will take notes and submit a summary/outline of information related to their topic/question. Each participant will teach or share information from their outline to the group. Topic One - Pre-production: Student one - storyboard strategies, steps to creating a storyboard, and script writing Student two - target market planning for video production and planning Interviews for video production Student three - roles in film and video production safety Topic Two - Production: Student one - rule of thirds and film techniques Student two - effective video camera angles Student three - lighting and audio techniques Topic Three - Post-production: Student one - video editing tips Student two - distribution Student three - evaluating video productions Groups will create an informative multimedia or video presentation about their topics and how they relate to the creation of an effective video production. Groups should consider the following questions. "How does your topic influence the effectiveness of the video production?" "Why is it important?" "How will you share the information you have found with others?" Groups will need to provide and publish information using a web platform 8

9 Video Production Rubric Student Name: Criteria Excellent Good Average Poor Message Presentation Design Clearly and concisely stated to inform a specific target market about video production techniques. Creativity is used to promote interest. The message is accurate. Format highlights are very professional, Information is concise, font size is appropriate, graphics add interest, audio level adds impact to overall presentation of content. Very unified product following principles and elements of design. Rule of thirds evident. Clearly and concisely stated to inform a specific target market about video production techniques. The message is accurate. More creativity needed. Format is professional. Font is readable. Graphics are used however more are needed or are of low quality. Audio is used but it includes little to no adjustment. Unified and follows principles and elements of design. Rule of thirds evident. The message is clearly stated but needs to be more concise with more appeal. The target market needs are not addressed. Some of the formatting used distracts the user. Graphics are used but are low quality. More graphics needed. No audio used. The message is unclear. Inaccuracies exist. There is no thought to target market needs. Little to no effort given to audience. Format needs much improvement. Font size not appropriate or unreadable. Format is not unified. 9

10 Multimedia Format Format is paced professionally in length; format addresses a variety of mediums and can be accessed using a variety of devices. Follows accessibility guidelines. Professionalism No spelling/ Grammar errors, very creative, knowledge of target market evident. Format addresses a variety of mediums and can be accessed using many devices. Follows accessibility guidelines. 1-2 errors, creative, knowledge of target market Some formatting but accessibility guidelines are not followed completely 2-3 errors, target market issues. No thought on accessibility, very limited in terms of delivery. 4-5 errors, Unprofessional product, plagiarism or violates digital copyright. 10

11 Storyboard Student Name: Student as the Teacher: Video Production Title: Images: Artifacts: Reflection Statement: Subject: Images: Links: Artifacts: Reflections: 11

12 Storyboard Student Name: Subject: Images: Links: Artifacts: Reflections: Subject: Images: Links: Artifacts: Reflections: 12

13 Video Production Peer Review Name: Date of Critique: Name of Video Production: What did you like best about the video production? Give specific examples. Identify and explain three areas of improvement needed. A. B. C. 13