Lesson Plan. Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from instructor to instructor]

Transcription

1 Lesson Plan Course Title: Session Title: Audio/Video Production Producing a News Package Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this assignment, the student will be able to produce a complete news story package. Specific Objectives: 1. Identify the purpose and responsibilities of each member of a news crew. 2. Determine the steps necessary to produce a news package. 3. Explain how to prepare for and conduct a news interview. 4. Identify things to consider when recording an interview. 5. Determine how to get effective B-roll. 6. Identify audio considerations when recording an interview. 7. Demonstrate proper care for recorded material. TEKS Correlations: Preparation (c) (2) The student understands professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation and intent such as structure and style, (B) organize oral and written information, (E) apply active listening skills, (F) listen to and speak with diverse individuals, and (G) exhibit public relations skills. (7) The student develops leadership characteristics. The student is expected to: (B) employ teamwork and conflict-management skills. (10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks. (11) The student develops a basic understanding of audio and video production. The student is expected to: (C) employ knowledge regarding use of video by: (vi) demonstrating operation of video cameras. (D) demonstrate various cinematography techniques by: (iii) demonstrating camera and tripod movements. (12) The student understands the pre-production process. The student is expected to: (B) use technology applications to facilitate pre-production by: (v) creating a script and identifying resources needed to begin the production. (D) identify and participate in the team roles required for completion of a production. 1

2 Interdisciplinary Correlations: English, Language Arts and Reading (b) (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views. (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration. Instructor/Trainer References: Shook, F., Larson, J., & DeTarsio, J. (2008). Television field production and reporting. Upper Saddle River, NJ: Allyn & Bacon, Pearson Education. Tompkins, A. (2002). Write for the ear, shoot for the eye, aim for the heart: A guide for TV producers and reporters. Los Angeles, CA: Bonus Books link to award winning broadcast news stories Instructional Aids: Producing a News Package slide presentation News Package Assignment News Package Rubric News Package Progress Check List News Package Contributions Evaluation Materials Needed: - link to award winning broadcast news stories Appropriate storage device(s) for recorded media Sample News Packages 2

3 Equipment Needed: Video camera Tripod Microphone Editing system with industry-standard software Learner Recommended prerequisite lesson: Broadcast News Lesson Introduction MI Introduction (LSI Quadrant I): SAY: One of the most powerful elements in a news program is the news package. The news package is the complete news story including video and audio of the actual event as well as the report of the event. The news package brings an event to the audience. SHOW: Samples of news packages. Outline MI Outline (LSI Quadrant II): Instructor Notes: 1. Identify the purpose and responsibilities of each member of a news crew. PRODUCER Has the final authority over the production. Works well with others. Instills confidence. Well organized. Able to keep others on schedule. Provides critique and encouragement to the members of the production team. RESEARCHER/WRITER Searches for new and interesting story angles. Communicates information in a clear, concise and interesting manner. Before a shoot: contacts experts, checks for background information, investigates all sides of a story. Provides script information so reporter and videographer know what to emphasize during the shoot. Communicates to video editor who ties words and pictures together in a package. REPORTER Must speak clearly. Begin slide presentation. ASK: What are some of the responsibilities of the producer? ASK: What are some of the responsibilities of the researcher/writer? ASK: What are some of the responsibilities of the reporter? 3

4 Communicate well with the audience. Communicate with those involved in the production. Communicates an interest in and an enthusiasm for the story. Guides people who may not be comfortable on camera to communicate information, ideas and feelings to an audience. VIDEOGRAPHER Has technical know-how. Well organized. Gathers and transports all equipment for a shoot. Must be able to anticipate problems. Has an artistic eye. Insures visual appeal when setting up shots to tell the story. Varies camera composition and movements to capture the viewers interest. EDITOR Possesses technical skills. Has an artistic eye. Turns hours of video and audio into a seamless story. Must pay attention to details. Insures that voice-overs reinforce the appropriate visuals. 2. Determine the steps necessary to produce a news package. Determine the focus of your package. Gather background information. Write the interview questions you need answered on camera. Write a preliminary script. Prepare a list of all B-roll video needed. Record interviews. Record B-roll. Log all footage, including sound bites. Rewrite the script to include the voice-over (VO) and the interview sound bites. - Include: VO, interview sound bites verbatim, natural sound and video that will be used without a VO. Record the reporter s VO. Edit. - Lay down audio track including the VO and sound bites with video and audio. ASK: What are some of the responsibilities of the videographer? ASK: What are some of the responsibilities of the Editor? Note: It may be helpful to discuss: News Judgment Generating Ideas Broadcast Newswriting ASK: Why should you make a list of needed B-roll shots? ASK: What are some advantages of writing the sound bite verbatim? (Make sure you know exactly what was said in the sound bite.) 4

5 - Use sound bites of equal quality from equally knowledgeable and charismatic sources. - Sound bites are usually less than ten seconds, generally one or two sentences. Insert the video with the natural sound. - Video must match and reinforces the audio. - B-roll includes video and the natural sound. - Natural sound should be under the VO. - Adds to, doesn t distract from VO. 3. Demonstrate how to prepare for and conduct a news interview. The Interview The most common technique used by reporters to get information. Get all sides of the story. Interview as many people as necessary. Go to the primary source. May be a quick telephone call, a ten minute interview or a two-hour talk. Get permission to record before the interview. Confirm your appointment on day of the interview. Be courteous and well mannered. During the Interview Identify yourself as a reporter. Dress appropriately. Be on time. Take notes even if you are recording. Be polite and friendly. Establish eye contact. Conduct a good interview. Ask one question at a time. Avoid two-part questions. Start with some easy questions. Double-check information that you know. Get the person s opinion and reasons for it. Get sound bites. Listen to the answers. Listen actively, look interested. Use part of or refer to the answer in the next question. Let the interviewee answer the questions. Do not interrupt an answer. SAY: Interviewing is a fundamental skill and necessary for a good news story. ASK: Why should you take notes even if you are recording? (Tape or storage device may be flawed or damaged, equipment may not record properly.) ASK: Why do you start with the easier questions? (Build rapport and ease into more difficult questions.) ASK: How can you show that you are listening actively? (Making eye contact, nodding head) 5

6 Provide adequate wait and thinking time. Do not argue with interviewee or give your opinion. Ask follow-up questions. Get exact spellings of names and titles. Ask the interviewee to spell and say their name. (This lets you know the proper way to pronounce their name.) Verify or ask their title or grade. Say that you may need to call back. Thank the interviewee before you leave. 4. Identify things to consider when recording an interview. Recording the Interview Use basic camera care to insure best possible camera operation. Be cautious when going from an airconditioned room to a humid place; Dew can form in the camera. Record before your first shot so you have ample pre-roll time. Use a tripod. Keep the camera at the interviewee s eye level. The reporter should stand or sit beside the camera. The interviewee should look at the reporter. The reporter should be at the interviewee s eye level. Get a tight shot of the interviewee, generally a medium close up shot (MCU) or close up (CU). Compose the shot so you can see both of the interviewee s eyes in the shot. Avoid profiles. Get appropriate lead room and headroom. During an interview, only move the camera for a purpose - not just to zoom or pan. When a person moves, move the camera or zoom to compensate. Vary the angle or type of shot if it is a lengthy interview. Most interview shots are stationary. ASK: What is a follow-up question? (Questions that were not on your list of questions, but comes from an interviewee s response.) ASK: Why is it important to know how to pronounce the interviewee s name? ASK: Why is it important to keep the camera and reporter at the interviewees eye level? (So the talent doesn t look taller or shorter than they are, providing for the appearance of dominance.) 5. Determine how to get effective b-roll. B-roll (Supporting Footage) Pictures tell the story. Try to anticipate the action. Record the action of the event and the 6

7 reactions to the event. Move in close to get the sounds of the event. Get a variety of shots. Need wide, medium, close-up, and extreme close-ups. Wide shots-show perspective and spatial relationships. Close-ups-show feelings and details. Use a tripod when possible. Allow action to move into and out of the frame. Get stationary shots. Avoid excessive panning and zooming. Get more shots than you think you will need. Record each shot long enough for it to be usable when editing the package. 6. Identify audio considerations when recording an interview. The reporter should hold the microphone if using a handheld microphone. Do not let the interviewee take or hold the microphone. Watch the position of the microphone in the picture. The microphone should not block the interviewee s mouth. Keep the microphone in front of the interviewee at all times, even while the reporter is asking questions. Monitor the audio - use headphones or built in speaker. Check the VU meter on the camera. Make sure the microphone is close enough to the speaker, but not a distraction in the shot. The cord on a lavaliere microphone should be tucked inside a shirt, not hanging down outside of the clothes. Use a windscreen on the microphone when recording outdoors. Remember, power cables can cause interference with audio cables, so do not run cables next to or across each other. Listen for street noises, airplanes, class passing period noises, etc.; try to wait until they pass to record. ASK: Why do you need to move in close to get the sounds if you can just zoom and get the shot? (Need to be close to get the natural sound with as few distractions as possible.) ASK: Where should the microphone be and why? ASK: Why do you need to avoid loud background noises? (It can make it difficult to hear the interviewee s responses.) 7

8 7. Demonstrate proper care for recorded material. After the Interview - Follow basic camera use procedures to preserve your interview: You should record after your last shot (most editors need a few seconds of recorded material at the end of a shot while editing). If using tape, wait until the mechanisms have stopped before pressing eject (remember the tape moves when you eject the tape). Do not accidentally erase what you just recorded. Follow basic tape care (if using tape) procedures to preserve your interview. Heat can damage tape; do not leave the tape in your car. Moisture can ruin a tape; protect the tape from rain. Keep the tape in the protective case and store vertically when not in use. Be cautious when going from an airconditioned room to a humid location - dew can form on the tape. Application MI Guided Practice (LSI Quadrant III): Show several segments of different types of interviews. Have the class discuss their observations on the following elements of the interviews: - Rapport between the interviewee and interviewer - Flow of the questions - Technical qualities (audio and camera work) For practice, go through the following steps (theoretically) as a group: - Determine the focus of your package. - Gather background information. - Write the interview questions that need to be answered on camera. - Write a preliminary script. - Prepare a list of all B-roll video needed. 8

9 MI Independent Practice (LSI Quadrant III): Students will work independently on the News Package Assignment. Teams should decide on roles and review responsibilities to produce their news package. Summary MI Review (LSI Quadrants I and IV): Use Q & A to review news crew job descriptions and terms: - Producer - Researcher/Writer - Reporter - Videographer - Editor - Rapport - Active Listening - Follow-up - B-roll *Ask students to convey importance of these items in producing news packages that matter in the global society (or their school). Evaluation MI Informal Assessment (LSI Quadrant III): Monitor student progress while the students follow the steps to produce a news package. Use the News Progress Check List to track student progress on project. 9

10 MI Formal Assessment (LSI Quadrant III, IV): Students may use the News Package Rubric for self-evaluation. Students use the Contributions Evaluation form to evaluate group participation and contribution to the production. The teacher will grade the completed News Package using the Rubric. Extension MI Extension/Enrichment (LSI Quadrant IV): Ask a reporter to speak to the class about his or her daily work. Job shadow with a broadcast news reporter. 10

11 Producing A News Package Assignment Name: Date: The purpose of this assignment is to learn how to organize, write, direct, shoot, and edit a news package. REQUIREMENTS: Work in groups of two or three for this assignment. The members of each group must cover the jobs of the producer, reporter, researcher/writer, videographer, and editor. TOPIC: Each group will write and produce a news package. All news packages must be appropriate for airing in the school newscast. Develop ideas for possible news package topics. Listen to the announcements; listen to your friends to find out what they are concerned about and what interests they have. If you do not decide on a topic one will be assigned to your group. LENGTH: The edited news package must be between 60 seconds and 2 minutes in length. This does not include the length of the introduction that will be read by the anchor. A production that runs over or under time must be re-edited to fit the required time allotment. AUDIO: Be sure to take the appropriate microphones. You must include the B-roll audio- natural sound. Sound bites: You must include at least two sound bites from different people. You must interview several different people for this production to get all sides of the story. When editing, be sure the B-roll shots reinforce the reporter s V/O audio. FOOTAGE: Get a variety of steady, focused shots. Use close ups, medium shots, long shots...of the same activity. People should be doing activities in your shots; students sitting in desks are boring. While recording, hold a shot longer than you think you will need it. Generally hold each shot for 10 seconds. Avoid pans and zooms for the sake of panning and zooming. All movement should be motivated. SCRIPTS: You must produce a full script for the news package. The script must include: a separate anchor's introduction as well as the full script for the package. The package script must include all audio (VO and sound bites), shots (B roll) and graphics including the name and title for each sound bite. Sound bites must be written verbatim in the script. OTHER IMPORTANT INFORMATION: Make an appointment before you go to a classroom or office to record. Have a call script when you make your appointment. Be sure to call and confirm your appointment on the day you are scheduled to record. 11

12 GRADES: Questions Scripts Ability to Meet Deadlines/Progress News Package Production Contribution Production Critique GRAPHICS: You may produce a graphic that can be used in a corner wipe over the anchor's shoulder during the introduction to the news package. NEWS PACKAGE PRODUCTION JOBS: PRODUCER has the final authority over the production. The producer works well with others, instills confidence, and is well organized and able to keep others on schedule. The producer provides critique and encouragement to the members of the production team. RESEARCHER/WRITER searches for new and interesting story angles. The researcher/writer communicates information in a clear, concise, and interesting manner. Before a shoot, the researcher/writer contacts experts, checks for background information, and investigates all sides of a story. The researcher/writer provides script information to the reporter and videographer so they will know what to emphasize during the shoot. Information must also be communicated to the video editor who ties words and pictures together in a package. REPORTER must speak clearly and communicate well with the audience and those involved in the production. The reporter communicates an interest in and an enthusiasm for the story. The reporter guides people who may not be comfortable on camera to communicate information, ideas and feelings to an audience. VIDEOGRAPHER has technical know-how. The videographer must be well organized, gather and transport all equipment for a shoot, and must be able to anticipate problems. An artistic eye is a must to insure visual appeal when setting up shots to tell the story. The videographer varies camera composition and movements to capture the viewers interest. EDITOR also possesses technical skill and an artistic eye. An editor must turn hours of video and audio into a seamless story. The editor must pay attention to details to insure that voiceovers reinforce the appropriate visuals. 12

13 Producing A News Package Contributions Evaluation Name Period Date Focus Statement DIRECTIONS: In the space provided, indicate the percentage of the work you believe each of you did on each step of the production. You may not use fractions or decimals; all percentages must be whole numbers. You may not give two or more people an equal percentage on a horizontal/production line. The total for each horizontal line must equal 100 percent. The total for each vertical column does not have to be the same for each partner or equal 100. Each partner must complete a production contributions sheet. You should work on this independently. Be constructively honest. YOUR NAME YOUR PARTNERS NAMES PRE-PRODUCTION Interview questions Call script & contact (Script rough draft) ( ) PRODUCTION Producer Camera Reporter Other (Specify job) Logging Footage POST PRODUCTION Scripts (both) Complete Story and Intro Recording voice over Editing Decisions Editing Execution TOTAL (for each partner) NOTE: Be sure to double-check your math. 13

14 DIRECTIONS: Answer the following questions using complete sentences. How would you evaluate your contribution to the group? Do you think you did your fair share of the work? Justify/explain your answer. How would you change the process of completing this production to make it work more efficiently next time? What is your overall evaluation of the finished production and the process by which you completed the production? In what areas did your team do well? In what areas would you like to see your team improve? 14

15 Producing A News Package Progress Check List PRE-PRODUCTION Group Determined All Roles Assigned Producer Reporter Researcher/Writer Videographer Editor TOPIC Develop news package topics/ideas Develop Focus Statement Complete Planning Sheet Research / get background information Script rough draft Determine Sources (minimum of 2) Write Interview Questions Write Call Script Make interview appointments Reserve camera Prepare list of needed b-roll video PRODUCTION Interview at least two different people at least one student interviewed Tape B-roll Shots are in focus Shots are steady A variety of shots Write Script POST-PRODUCTION Log all footage Record VO, use slate Edit VO and sound bites to master/timeline At least two sound bites from different people Edit B-roll with natural sound under VO B-roll shots reinforce audio Anchor introduction written Anchor introduction typed Package is between 60 seconds and 2 minutes Turn in tape, script, anchor s intro, planning sheet, questions, contribution sheets, grading rubric Done Notes 15

16 Criteria Content, Organization, Continuity Relevance Accuracy Balance/ Objectivity Performance Audio Quality Producing A News Package Rubric Above Poor Average Average Exceptional Story is choppy Story has Story is Story is well and not organizational organized but organized, organized; flaws and is needs content is content is not difficult to tightening; strong, story newsworthy. follow; slightly difficult flows; has beginning, to follow; beginning, middle, and content is middle, and end slightly good. end. Story is a unclear; needs cohesive work. piece. Audio and video rarely match, content is not relevant and not appropriate for story. Story is filled with mistakes; sources not properly identified. Story is not balanced and does not represent all sides. Story includes personal opinions and is not objective. The reporter appears uncomfortable, unprofessional and unrehearsed. Poor quality; inconsistent levels; distracting background noises; difficult to understand. Audio and video match occasionally; some content is not relevant. Many mistakes; some sources need identification. Story is balanced but bias is evident. Story has hints of personal opinions. The reporter needs more practice to appear natural and confident in front of the camera. Audio is not clear and includes a number of distractions. Levels vary. Occasionally the content is not relevant and/or audio and video do not match. Facts have been checked but accuracy is not evident. Story includes all sides, but copy is leading. Story is free of personal opinions but does not seem completely objective. The reporter appeared confident but needs a little more practice with the script to appear and sound natural. Audio is understandable but not crystal clear. Minor mixing and level problems. Content is appropriate and relevant. Audio and video match and reinforce each other. All facts checked and information properly attributed. Story is balanced; all sides are presented. Story is objective in choice of words and pictures. The reporter appeared natural and confident and connected with the audience. Audio is clear and crisp. Proper levels; balanced mixing; no distractions. POINTS 16

17 Camera Technique Shaky camera work, poor composition, out of focus shots, random movement. Minor camerawork problems, some composition and focus problems. Steady camera work, a variety of shots included. Minor composition Problems. Clear, sharp focus. Shots are steady. Good composition. Motivated movement. Good variety of shots. Lighting Video too dark or too light. Numerous shadows on subjects. Poor color reproduction. Needs work on lighting (light or dark spots). Needs to white balance. Video is properly lit, but subject is still slightly washed out and flat. Lacks contrast. Good color reproduction. Excellent lighting and contrast. Accurate color reproduction. Proper exposure. Editing Story is poorly edited. Words and pictures do not flow. Numerous jump cuts. Audio and video track don t match. Distracting transitions. Some good editing. Words and pictures do not flow in sections. Some jump cuts. Ineffective transitions. Clean editing. Audio matches the video but still slightly difficult to follow. More powerful images would have more impact. Well edited. Audio and video match. Transitions are effective, smooth, and not distracting. No jump cuts. Cuts are clean and sharp. Length Story is too long or too short. Story needs editing or additions. Story is well timed but needs minor editing. Story is the perfect length for topic and content. TOTAL POINTS EARNED: FINAL GRADE: 17