Jefferson Township Public Schools Technology Curriculum Video Production II: Television Studio Grades 10, 11 & 12 August 2011
Video Production II Curriculum 2011 Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP HIGH SCHOOL CURRICULUM VIDEO PRODUCTION II Topic Page Number/s I. Video Production II Philosophy.........3 II. Major Themes..... 4 III. IV. Curriculum including Unit Descriptions.... 5 Sample Lesson Plans....14 V. Teacher Assessment of Student Learning...20 VI. VII. Bibliography and Resource Materials.....21 NJCCCS for Technology and 21 st Century Life and Careers 22
Video Production II Curriculum 2011 Page 3 JEFFERSON TOWNSHIP HIGH SCHOOL CURRICULUM VIDEO PRODUCTION II Philosophy This project-based, full-year course is designed to further the study of the foundational concepts in video production with a focus on television studio production. Emphasis is placed on TV studio programming for the school and the local community. Students will be provided with a hands-on experience as they complete the many tasks necessary to develop television studio productions. 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 (8.1-8.2), 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.
Video Production II Curriculum 2011 Page 4 MAJOR VIDEO PRODUCTION THEMES JEFFERSON TOWNSHIP PUBLIC SCHOOLS VIDEO PRODUCTION II I. TELLING A STORY IN A LIVE SETTING II. III. IV. TELEVISION STUDIO OPERATIONS CLASSIC SHOW STRUCTURE DIRECTOR S COMMANDS V. LIVE NEWSCASTING VI. VII. LIVE DEMONSTRATION PRODUCTIONS NO-DIALOGUE STORYTELLING VIII. DRAMA vs. SITCOM IX. TALK SHOWS ARE NOT JUST TALK
Video Production II Curriculum 2011 Page 5 UNITS OF STUDY VIDEO PRODUCTION II I. THEME: TELLING A STORY IN A LIVE SETTING Enduring Understandings 1. Every production must tell a story. 2. The production process is vital even in a live production. 3. Live TV does not allow re-takes (usually). 4. Live TV follows a more stringent sequence of events. Essential Questions 1. Why must a video production tell a story? 2. How is telling a story in a live setting different than a written one? 3. Why should a project be divided into different parts? 4. For most live events, is there time to edit or re-do parts of a production? Learning Objectives 1. Explain and discuss the foundational concepts of video production, such as three phases of production, story structure, three point lighting method, etc. NJCCCS: 9.4.12.C.5, 9.4.12.C.(1).1, 9.4.12.C.(1).4 2. Compare and contrast the video productions within a live television setting versus a prerecorded setting. NJCCCS: 9.4.12.C.5, 9.4.12.C.9, 9.4.12.C.15, 9.4.12.C.(1).6 3. Analyze and demonstrate the fundamental components of a live television production, including host, audience, set, etc. NJCCCS: 9.1.12.E.1, 9.4.12.C.5, 9.4.12.C.34, 9.4.12.C.(1).1, 9.4.12.C.(6).3
Video Production II Curriculum 2011 Page 6 II. THEME: TELEVISION STUDIO OPERATIONS Enduring Understandings 1. It takes many people to create a live studio show. 2. Everyone has a specific job to do. 3. TV Studio productions are most effective when everyone does their job. 4. The producer is responsible for the entire production. 5. The director is in charge of the TV Studio. 6. The talent is made up of the actors, hosts, announcers, etc. whose appearances are recorded in the production. 7. The technical crew is responsible for all aspects of the recording itself. Essential Questions 1. Why is it essential to have an operator for each piece of equipment? 2. Why can t everyone share the director s chair? 3. How is a television studio production like an assembly line? 4. If possible, should one person fill two or more production roles? Learning Objectives 1. Acquire foundational knowledge while learning to work together in cooperative groups in the operation of a studio production. NJCCCS: 9.4.12.C.51 2. Identify control room equipment and explain the individual use of each piece. NJCCCS: 9.4.12.C.5, 9.4.12.C.7, 9.4.12.C.74, 9.12.C.(1).1 3. Examine the studio production roles and debate the effectiveness and efficiency of only one operator being responsible for one technological tool or position. NJCCCS: 9.4.12.C.5, 9.4.12.C.(1).1, 9.4.12.C.(2).3, 9.4.12.C.(2).6 4. Define and classify various television and media production job categories. NJCCCS: 9.2.12.A1, 9.4.12.C.31, 9.4.12.C.(1).2
Video Production II Curriculum 2011 Page 7 III. THEME: CLASSIC SHOW STRUCTURE Enduring Understandings 1. There should always be a beginning, middle, and end to your story, but not always in that order. 2. Classic TV shows used a standard formula. 3. Most sitcom episodes begin in a state of balance, something then happens to upset that balance, but by the end of the episode, the balance has been restored. Essential Questions 1. What is the most effective method of communication? 2. When is a finished product truly finished? 3. Why is it important to keep the viewer interested? 4. Does the audience need closure at the end of each episode of a continuing show? Learning Objectives 1. Analyze the format and design of television show structure. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.9 2. Analyze and evaluate the successes of a classic television show. NJCCCS: 9.4.12.C.31 3. Create a multi-media presentation describing a classic television program in order to identify the elements of successful video production. NJCCCS: 8.2.12.E.1, 9.1.12.A.1, 9.1.12.C.1, 9.4.12.C.7, 9.4.12.C.9 4. Produce a video project modeled after an actual successful television program. NJCCCS: 8.2.12.E.1, 9.1.12.A.1, 9.1.12.C.1, 9.4.12.C.7, 9.4.12.C.9, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 8 IV. THEME: DIRECTOR S COMMANDS Enduring Understandings 1. The director is in charge of the TV Studio. 2. A live show must follow a specific structure to be successful. 3. Pre-production is a vital part of any program. 4. All deadlines are final on live television. Essential Questions 1. Why should only one person be in charge? 2. How can you know what you need to do when during a production? 3. Why is it important to have a set list of commands? 4. Can live television wait for you? Learning Objectives Identify and explain the basic director s commands. NJCCCS: 9.4.12.C.5, 9.4.12.C.32, 9.4.12.C.34 Diagram and create a director s script for a thirty second commercial product. NJCCCS: 9.4.12.C.74, 9.4.12.C.(1).1, 9.4.12.C.(2).2 Produce a 30 second video ad in studio utilizing director commands. NJCCCS: 8.2.12.E.1, 9.1.12.A.1, 9.1.12.C.5, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.(4).12, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 9 V. LIVE NEWSCASTING Enduring Understandings 1. Proper writing will allow you to tell the news story effectively. 2. The facts are important, but so is how the story is told. 3. It is not enough for a reporter to simply state the facts; one must internalize the concepts and translate the details into a cohesive story. 4. A B-roll is supplemental footage that provides details in support of the reporter s narrative. Essential Questions 1. How is writing news for a live audience different from writing news in a newspaper? 2. Are facts important to telling a good story? 3. How knowledgeable must a reporter be before they can be considered objective? 4. Why is it important to use visuals? Learning Objectives 1. Analyze various printed and recorded news stories and explain the different writing styles used. NJCCCS: 9.1.12.B.1 2. Demonstrate several writing styles used within journalism, such as muckraking, hard news, soft news, political satire, etc. NJCCCS: 9.1.12.E.1, 9.4.12.C.(2).1, 9.4.12.C.(2).2, Common Core Standards for Literacy in Science and Technical Subjects 3. Plan and organize a newscast in a live setting. NJCCCS: 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.5 4. Produce a journalistic video production. NJCCCS: 8.2.12.E.1, 9.1.12.C.5, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.5-11, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 10 VI. THEME: LIVE DEMONSTRATION PRODUCTIONS Enduring Understandings 1. Larger productions require teamwork to achieve success. 2. Demonstrations require close-ups. 3. Each individual is responsible for the role they are assigned. 4. Exact timing is a required component of any demonstration. Essential Questions 1. Why does a studio production need so many roles filled? 2. Should one person be responsible for every aspect of a group production? 3. Is it more important to get it done right, or get it done on time? Learning Objectives 1. Examine the studio production roles and debate the effectiveness and efficiency of only one operator being responsible for one technological tool or position. NJCCCS: 9.4.12.C.5, 9.4.12.C.(1).1, 9.4.12.C.(2).3, 9.4.12.C.(2).6 2. Plan and organize a live demonstration of how something is done. NJCCCS: 9.4.12.C.5, 9.4.12.C.15, 9.4.12.C.32 3. Produce an instructional video that highlights several components for successful completion of a task. NJCCCS: 8.2.12.E.1, 9.1.12.C.5, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.5-11, Common Core Standards for Literacy in Science and Technical Subjects 4. Utilize the close-up camera angle to highlight details within a video production. NJCCCS: 9.4.12.C.5, 9.4.12.C.15, 9.4.12.C.32 5. Create a multi-media presentation describing a classic television program in order to identify the elements of successful video production. NJCCCS: 9.1.12.A.1, 9.1.12.C.1, 9.4.12.C.7, 9.4.12.C.9, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 11 VII. THEME: NO-DIALOGUE STORYTELLING Enduring Understandings 1. Pictures convey messages more efficiently and effectively than words. 2. Words and sounds are not essential to storytelling. 3. Even a story without dialogue requires structure. Essential Questions 1. How can a picture explain an emotion? 2. Can you bring attention to something without using sound? 3. How do you convey your message to someone who cannot hear? Learning Objectives Identify the technical tasks needed for producing a silent segment. NJCCCS: 9.4.12.C.5, 9.4.12.C.(1).1, 9.4.12.C.(2).3 Create storyboards and scripts for a No-Dialogue project in an appropriate format. NJCCCS: 9.1.12.E.1, 9.4.12.C.1, 9.4.12.C.(2).1, 9.4.12.C.(4).12, Common Core Standards for Literacy in Science and Technical Subjects Analyze and decide on the proper use of video images to convey meaning. NJCCCS: 9.4.12.C.10, 9.4.12.C.15, 9.4.12.C.(1).4, Produce a No-Dialogue project that conveys a story or message without words. NJCCCS: 8.2.12.E.1, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.5, 9.4.12.C.28, 9.4.12.c.(1).6, 9.4.12.C.(2).1, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 12 VIII. THEME: DRAMA vs. SITCOM Enduring Understandings 1. Drama involves conflict, action, crisis, and atmosphere. 2. Dramas usually have a serious tone. 3. A sitcom is comedy arising from variations on a consistent situation. 4. Sitcoms follow a formula in which the characters exist in a state of balance; during each episode, the balance is then upset and returns. Essential Questions 1. What is drama? 2. Can dramatic productions employ comedy without losing the intended serious tone? 3. Can a sitcom be serious? Should it? 4. What impact does the static nature of sit-coms have on society? Learning Objectives 1. Identify and evaluate various dramatic components, such as family, workplace, school, etc. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 2. Identify and evaluate various sit-com styles, such as mockumentary, one camera, three camera, etc. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 3. Create several scenes for both dramatic and comedic purposes. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74 4. Produce a student created drama or a sitcom. NJCCCS: 8.2.12.E.1, 9.4.12.C.5, 9.1.12.F.2, 9.4.12.C.18, 9.4.12.C.28, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 13 IX. THEME: TALK SHOWS ARE NOT JUST TALK Enduring Understandings 1. Talk shows are an effective means of generating income in the media industry. 2. Talk shows can demonstrate as well as explain. 3. Hearing both sides of an issue helps viewers understand that issue. 4. The host is an integral part of the success of a show. Essential Questions 1. Why are talk shows so popular? 2. Is a talk show only talk? 3. Can there be a talk show without a host? 4. Is it more advantageous to use a live studio audience, or a more controlled environment? Learning Objectives Identify and evaluate the components of a talk show, including host, guests, themes, audience participation, etc. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 Evaluate the non-talk aspects of talk shows that attract viewership. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 Research a current event topic and develop a talk show that analyzes the issues involved. NJCCCS: 9.1.12.A.1, 9.1.12.D.3, 9.4.12.C.1, 9.4.12.C.5, Common Core Standards for Literacy in Science and Technical Subjects Produce a student created talk show. NJCCCS: 8.2.12.E.1, 9.4.12.C.5, 9.1.12.F.2, 9.4.12.C.18, 9.4.12.C.28, Common Core Standards for Literacy in Science and Technical Subjects
Video Production II Curriculum 2011 Page 14 Sample Lesson Plan #1 SAMPLE LESSON PLANS VIDEO PRODUCTION II COURSE: Video Production II CONTENT/TOPIC: Commercial Production TITLE OF LESSON: Commercials FOCUS: Commercials are an important part of television production. As students create commercials, they will incorporate previously developed skills. OBJECTIVES: Identify and explain the basic director s commands. NJCCCS: 9.4.12.C.5, 9.4.12.C.32, 9.4.12.C.34 Diagram and create a director s script for a thirty second commercial product. NJCCCS: 9.4.12.C.74, 9.4.12.C.(1).1, 9.4.12.C.(2).2 Produce a 30 second video ad in studio utilizing director commands. NJCCCS: 8.2.12.E.1, 9.1.12.A.1, 9.1.12.C.5, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.(4).12, Common Core Standards for Literacy in Science and Technical Subjects RESOURCES SUGGESTED FOR LESSON: Textbook Computers with Internet access PROCEDURE: 1. Hand out "script only" copies of 30 second sample commercial and review the format. 2. Ensure understanding that these commercials will take place in the studio. 3. Each table (4) will storyboard the tea commercial using the given script. 4. When they are done, pass out copies of script with director's commands and review format. 5. Have tables use their original storyboards and add director's commands to them. 6. On second day, divide class into two crews. 7. Give a brief walk through of various technical positions. 8. Each crew will attempt to videotape one tea commercial each, using a proper tea commercial script and director s commands.
Video Production II Curriculum 2011 Page 15 ASSIGNED WORK: Storyboard of tea commercial. Storyboard of tea commercial with added director s commands. Completed tea commercial ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance
Video Production II Curriculum 2011 Page 16 Sample Lesson Plan #2 SAMPLE LESSON PLANS VIDEO PRODUCTION II COURSE: TV Studio Production CONTENT/TOPIC: No Dialogue Storytelling TITLE OF LESSON: No Dialogue FOCUS: This project requires the students to create a project without the use of spoken language to tell a story. They must convey a message to the viewer using only images and sound. OBJECTIVES: Students will be able to: Identify the technical tasks needed for producing a silent segment. NJCCCS: 9.4.12.C.5, 9.4.12.C.(1).1, 9.4.12.C.(2).3 Create storyboards and scripts for a No-Dialogue project in an appropriate format. NJCCCS: 9.1.12.E.1, 9.4.12.C.1, 9.4.12.C.(2).1, 9.4.12.C.(4).12, Common Core Standards for Literacy in Science and Technical Subjects Analyze and decide on the proper use of video images to convey meaning. NJCCCS: 9.4.12.C.10, 9.4.12.C.15, 9.4.12.C.(1).4, Produce a No-Dialogue project that conveys a story or message without words. NJCCCS: 8.2.12.E.1, 9.1.12.E.1, 9.1.12.F.2, 9.4.12.C.5, 9.4.12.C.28, 9.4.12.c.(1).6, 9.4.12.C.(2).1, Common Core Standards for Literacy in Science and Technical Subjects RESOURCES SUGGESTED FOR LESSON: Textbook: Video Basics 5 (H. Zettl) Video: Opening sequence of The Prisoner PROCEDURE: Show students the opening sequence of The Prisoner. Discuss with the class how this sequence can tell a story without any speech or narrative. Have student groups of three develop story lines and storyboards for their projects using previously learned concepts and strategies. Students then will produce their videos on approval of storyboards. ASSIGNED WORK: Treatments and storyboards in proper format
Video Production II Curriculum 2011 Page 17 Completed project ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance
Video Production II Curriculum 2011 Page 18 Sample Lesson Plan #3 SAMPLE LESSON PLANS VIDEO PRODUCTION II COURSE: TV Studio Production CONTENT/TOPIC: Talk Shows TITLE OF LESSON: The Talk Show FOCUS: Good television is dependent on good writing. The class needs to be able to combine the different skills that we have been working on. To achieve this, we will develop an original talk show. OBJECTIVES: Identify and evaluate the components of a talk show, including host, guests, themes, audience participation, etc. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 Evaluate the non-talk aspects of talk shows that attract viewership. NJCCCS: 9.4.12.C.1, 9.4.12.C.5, 9.4.12.C.74, 9.4.12.C.(1).4 Research a current event topic and develop a talk show that analyzes the issues involved. NJCCCS: 9.1.12.A.1, 9.1.12.D.3, 9.4.12.C.1, 9.4.12.C.5, Common Core Standards for Literacy in Science and Technical Subjects Produce a student created talk show. NJCCCS: 8.2.12.E.1, 9.4.12.C.5, 9.1.12.F.2, 9.4.12.C.18, 9.4.12.C.28, Common Core Standards for Literacy in Science and Technical Subjects RESOURCES SUGGESTED FOR LESSON: Textbook Computer with internet access Websites: http://www.cybercollege.com/tvp_ind.htm PROCEDURE: Students will list and analyze the various types of talk shows that they have seen. View samples of various talk shows, and analyze their component parts. Conduct internet research to further understand the different styles and components of talk shows. Using the identified talk show components, devise a premise for a talk show. Record a talk show video production.
Video Production II Curriculum 2011 Page 19 ASSIGNED WORK: Class participation in discussions Talk Show worksheet ASSESSMENT OF STUDENT LEARNING: Rubric scoring of required components and team performance Talk Show concepts quiz
Video Production II Curriculum 2011 Page 20 TEACHER ASSESSMENT OF STUDENT LEARNING VIDEO PRODUCTION II 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
Video Production II Curriculum 2011 Page 21 BIBLIOGRAPHY/COURSE MATERIALS VIDEO PRODUCTION II Primary Textbook: Video Basics 5, (2007), by Herbert Zettl Supplemental Texts: Baker, James. Teaching TV Sitcom. London: BFI, 2003. Print Source. Brenneis, Lisa. Final Cut Pro 7. California: Peachpit Press, 2010. Print Source. Kyker, Keith and Christopher Curchy. Television Production: A Classroom Approach, Connecticut: Libraries Unlimited, 2004. Print Source. Ohler, Jason. Digital Storytelling in the Classroom. California: Corwin Press, 2008. Print Source Schaefermeyer, Scott. Digital Video Basics. Massachusetts: Thompson Course Technology, 2008. Print Source Websites: Cyber College http://www.cybercollege.com/ British Film Institute http://www.bfi.org.uk/ Yale University http://classes.yale.edu/film-analysis/ University of Maryland http://www.inform.umd.edu/rosebud/glossary/#anchor28773 Video Maker http://www.videomaker.com/ Video/Media: Various recorded segments related to course topics. Additional Resources: Industry trade journals Guest speakers as available
Video Production II Curriculum 2011 Page 22 NEW JERSEY CORE CURRICULUM STANDARDS 2009 VIDEO PRODUCTION II 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 9.1 21st 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