VIDEO PRODUCTION II CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. September, 2000
PHILOSOPHY Business and Technology Education The philosophy of business and technology education is to assist students in becoming productive and contributing members of society capable of self-sufficiency, lifelong learning and adapting to change. Business and technology programs are competency-based, providing experiential learning that uses employment-related content to contribute to the development of a student's basic, academic and problem-solving skills, general employability attributes, and specific occupational knowledge. The acquisition of these skills, knowledge and attributes prepares students for success in employment, further education and their personal lives. Business and technology education serve diverse individual interests, accommodate different learning styles, and provide students with opportunities to master essential skills through practical application. Courses within our departments require students to demonstrate their knowledge, skills, and attitudes through hands-on experiences.
STATEMENT OF PURPOSE Business and Technology Education This curriculum has been organized to align the Newtown High School business and technology education programs with the State of Connecticut Vocational-Technical Education Policy Statement, the National Standards for Business Education, the Newtown School District Quality Model and the High School Common Denominator. As stated in our philosophy, our business and technology programs are competency-based, providing experiential learning for our students to become contributing citizens of our society. Further, the acquisition and melding of skills, knowledge and attributes prepare students for success in employment, additional education, and their personal lives. Analogous to this philosophy is the vision statement of the Common Denominator document, "The purpose of our school is to prepare all students to be productive workers, lifelong learners, and responsible citizens." To this end, our curricula is designed with heavy emphasis on the Common Denominator's productive worker. In addressing the productive worker essential question, "How do I know that I have created and produced significant work?", we endorse and adhere to the follow content standards: The student accesses, organizes, analyzes, interprets, and uses information to create an accurate and sound project. The student communicates effectively with others in completing a project. The student evaluates both process and product to improve the project. The student sets goals, develops a plan to meet the goals, monitors and readjusts when necessary for goal attainment. The student demonstrates pride in workmanship. We believe that these standards are the essential operating elements within all the courses taught in our programs.
Course Overview Essential Question: What goes into a video for real/commercial television? Content Standards: The student will be able to mix various sources of audio in one video segment, using tapes with natural sound, CDs, microphones and live-on-tape voice tracks. The student will be able to develop news story ideas and assemble production techniques to create a news story on video. The student will be able to present a feature story idea on video, using various production techniques that will make it commercially desirable. The student will be able to alter raw video using effects in the editing process. The student will be able to use a computer, VCR and monitor to perform non-linear edit functions in order to produce a segment of video.
Unit 1: Audio on Videotape Sources Mixing Boards Editing Unit 2: News Stories Research News on Video Commercial TV Unit 3: Feature Stories Research Features on Video Commercial TV Unit 4: Effects Video Mixer Results/Perception Unit 5: Computer Editing Adobe Premiere Nonlinear Functions Transitions
Unit 1: Audio on Videotape Essential Question: What goes into a video for real/commercial television? Content Standard: The student will be able to mix various sources of audio in one video segment, using tapes with natural sound, CDs, microphones and live-on-tape voice tracks. Objectives: The student will: Discuss the many sources of audio used on commercial TV. Identify the inputs on a sound mixing board Explain audio choices for specific video segments Demonstrate how audio enhances video Describe the production process of adding audio to video Compare sound levels with volume level Explain how to match video to audio thru the editing process Suggested Resources: Today's Video by Peter Utz Audio for Television by John Watkinson Audio Post-Production in Video and Film by Tim Technique Sound Assistance by Michael Talbot-Smith Videomaker Magazine Sound & Vision Magazine Suggested Performance Assessment: 1. Create an audio segment on videotape, using four audio sources, and adding appropriate video by editing. Performance Standards: 1. The student identifies the elements needed to capture each source of audio. 2. The student lists the steps in each process of recording audio. 3. The student describes the connection between sound level and volume. 4. The student explains the choices he makes in matching audio and video. 5. The student uses four audio sources with a minimum of four video sources. 6. The student edits efficiently by laying down the audio tracks first.
Unit 2: News Stories Essential Question: What goes into a video for real/commercial television? Content Standard: The student will be able to develop story ideas and assemble production techniques to create a commercially acceptable video. Objectives: The student will: Identify the tasks of members of a production team Discuss current local news stories on television Identify essential elements of a news story Describe the process of translating a story idea to video Explain the term commercially acceptable Recognize the limitations of what is commercially acceptable Describe the interview process to obtain sound bites Research a story before beginning to shoot video Suggested Resources: Broadcast News Writing. Reporting and Production by Ted White Television Field Production and Reporting by Frederick Shook Fox 61 manual - news section Fox 61 instructional video www.fox61.com local and national news shows school newspaper local newspapers Suggested Performance Assessment: 1. Produce a 55 second news or feature story, including voiceovers, sound bites and a stand-up to submit to FOX 61 Student News.
Performance Standards: 1. The student compiles the background information necessary to pursue a story. 2. The student contacts an authority/expert/participant involved in the chosen subject. 3. The student conducts an interview for sound bites. 4. The student writes out a production plan. 5. The student obtains all equipment needed to shoot on location. 6. The student writes a voice over script. 7. The student performs a stand-up bridge or close. 8. The student writes out a shot sheet for post-production. 9. The student edits the news story. 10. The student uses appropriate sound levels throughout the story. 11. The student produces a video following the guidelines set by Fox 61. 12. The student's video airs on Fox 61.
Unit 3: Feature Stories Essential Question: What goes into a video for real/commercial television? Content Standard: The student will be able to present a feature story idea on video, using various production techniques that will make it commercially desirable. Objectives: The student will: Define the term feature Identify essential elements of a feature story Understand how to enhance those elements with audio and video Discuss current feature stories running on commercial television Identify the tasks of members of a feature production team Describe the process of translating a feature to video Explain what makes a feature commercially desirable Explain the research process for a feature Discuss how to use experts to give authority to a feature story Suggested Resources: Studio and Camcorder Television Production by Peter Utz Student Television in America: Channels of Change by Antone Silva Fox 61 manual - feature section Fox 61 instructional video www.fox61.com Magazine style TV shows School newspaper Local newspapers Weekly magazines Suggested Performance Assessment: 1. Produce a 55 second feature story, including voiceovers, sound bites and a stand-up to submit to Fox 61 Student News.
Performance Standards: 1. The student compiles background information regarding the topic. 2. The student contacts an authority/expert/participant involved in the topic. 3. The student conducts interviews for sound bites. 4. The student writes out a production plan. 5. The student obtains all equipment needed to shoot on location. 6. The student writes a voice over script. 7. The student performs a stand-up bridge or close. 8. The student writes out a shot sheet for post-production. 9. The student edits the feature story. 10. The student uses appropriate sound levels throughout the story. 11. The student produces a video following the guidelines set by Fox 61. 12. The student's video airs on Fox 61.
Unit 4: Effects Essential Question: What goes into a video for real/commercial television? Content Standard: The student will be able to alter raw video using effects in the editing process. Objectives: The student will: Discuss special effects in movies and on TV. Identify the effects functions on the video mixer Recognize the types of effects which can enhance a particular video segment Discuss the limited use of effects on commercial television Describe the benefits of altering video Explain how effects are achieved through the editing process Suggested Resources: Today's Video by Peter Utz Camcorder Tricks and Special Effects by Michael Stavros Modern Video Production: Tools, Techniques, Applications by Carl Hausman Videonics MX-1 Digital Video Mixer Instruction Manual Current movies and TV shows Suggested Performance Assessment: 1. Create a short video (commercial, public service announcement, how-to) and use effects to make it more interesting to the viewers. The effects must add to the purpose of the message. Performance Standards: 1. The student writes out a production plan. 2. The student works efficiently with regard to a deadline. 3. The student uses effects with specific purposes pertaining to the message of the video. 4. The student works independently in selecting and implementing all effects. 5. The student edits all effects in smoothly. 6. The student matches the audio to any changes created by the effects. 7. The student presents the video for audience response to the message and the effects.
Unit 5: Computer Editing Essential Question: What goes into a video for real/commercial television? Content Standard: The student will be able to use computer, VCR and monitor to perform non- linear edit functions in order to produce a segment of video. Instructional Objectives: The student will: Identify the non-linear functions that perform like an edit controller Discuss the differences between linear and non-linear edit systems Explain the efficiency of non-linear editing Identify tools used in the Adobe Premiere edit program Discuss the use of non-linear functions including timeline and monitor window functions Explain the use of transitions Suggested Resources: The Art of Digital Video by John Watkinson Non-linear Editing by Patrick Morris Desktop Digital Video Production by Frederic Jones Adobe Premiere User's Guide Suggested Performance Assessment: 1. Create a short video which includes a segment produced and edited on a computer using Adobe Premiere. The computer-generated segment should clearly show the many options available for transitions. Performance Standards: 1. The student uses appropriate transitions in editing. 2. The student explains his choice of production options. 3. The student edits in the timeline or monitor windows. 4. The student works independently from class notes. 5. The student imports and exports videotape through the computer. 6. The student incorporates a computer-generated segment into a larger video. 7. The student presents the entire video to an audience.