Graphic Practice:
In groups of 3, write story boards and design a new graphic for the following segments:
Opening
FYI
Sports

Turn in your scripts and storyboards by the end of the period

Graphic Project

Adobe Assignment:

Everyone is going to create two BASH graphics:

First: create a folder called:  Graphic
All work must be saved in t his fold
1. Select the background from the Digital Juices set 41 or any other blue background from Digital Juice.

(The book is in the file cabinet, ask a J3 student)

2.Place the background on timeline line 1
3. On line two create the following title:

Day 1


Make another graphic for Day 2

4.Give your graphic movement by using keyframes or transitions.

Camera Angles

Camera Angles

Camera Angle Worksheets

Shots, Angles and Movements....Oh My....

Opening Activity: 
In your journalism notebook, please comment on the following article: 

Crazy Interview Questions

http://www.cbsnews.com/news/20-craziest-job-interview-questions-and-the-right-answers/

Now answer several crazy interview questions in your notebook.  Please note that you will be writing as if you are giving a video response.  Do NOT go overboard or have long answers.

I will state the questions orally.

 Activity
Review the following Link: and discuss any that you find confusing or discuss one that you find interesting and tell why.
Camera Shots

Journalism II 

Camera Angles/ Movement 
Students will identify important visual terms (such as long-shot, close-up, camera angle) that are used on television and in movies and begin to recognize that these angles/ movements affect meaning. 
Camera Direction/ Angles 
Students will review camera direction, angles, transitions and key elements  via worksheets plan a video project. 

Students will review two handouts on camera direction/ angles 
Students will discuss a packet entitled: Lights, Camera, Action 

Why is it important for students to be aware of camera-subject distance, perhaps before addressing any other aspect of movies and television? 

Television is made up of hundreds and thousands of pictures, called shots, each of which must be carefully planned. The long shot, medium shot, and close-up (and many other camera-subject distances such as the medium long shot and extreme close-up) are the basis of editing in movies and on television. 

Without these shots, the person who edits the movie, TV show, or commercial would have nothing to work with. Editing, in nearly all cases, is the combining of long shots, medium shots, and close-ups to create an effective visual presentation. Camera-subject distance is the basis for visual editing. 

It is essential for students to have a clear understanding of camera-subject distance before they begin to analyze television programs and movies and before they begin to create their own productions on video. 

Cinematography

Link: http://www.mediaknowall.com/camangles.html 

Welcome

Welcome

Welcome to Journalism II

Opening Activity:

Bell Ringer: In their notebooks, students will comment on a daily lesson posted on the student blog:

Please watch the following short clip. Describe what you see and how you see it.

http://wnep.com/2015/08/05/new-teen-center-in-berwick/

Questions

This year we will explore the "behind the scenes" of videography.

There is more to a video than skinny models, hot rockers and flashes of color. This is an indepth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

During first marking period, we will cover the following areas:

Camera direction

Camera angle

Video terminology

storyboards

Scripts

Editing techniques

So, this is the beginning of what I like to refer to as

Lights, Camera, Action

SYLLABUS

Journalism II Syllabus

Video Editing 079

Contact Information

Instructor: Mrs. Christian

Email Address: tchristian@berwucjsd.org

Web Address: http://www.mycooljournalism2.blogspot.com/

Planning Period: Second Period

Text and Resource Materials

Required Text: Media, W. Richard Whitaker (Longman, 2000)

Course Description

This year students will explore the "behind the scenes" of video production

There is more to a video than skinny models, hot rockers and flashes of color. This is an in-depth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

Digital Video is a “new media” that has evolved from many disciplines. While it is a direct descendant from the world of industrial video making, digital video has incorporated DNA from traditional film-making, traditional and computer animation, web technology, computer gaming and art. Digital video allows us to blend all these technologies to form a new art form that is available to anyone with a computer, some software and inexpensive digital camera.

The fundamentals of visual storytelling are core to this hands-on production class. We will be studying the technology of video editing on the computer, various methods of image acquisition and approaches for communicating ideas over linear time. Themes may incorporate short character studies, transformations of light and form, movement of people and objects and spatial composition of a moving image.

Students will be able to use either computer graphics, animation, still images or video production for most assignments. Original digital music, production music and sync sound are considered as a means to underscoring visual sequences.

Prerequisites As stated in the Enrollment Book

PA Academic Standards

1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Learning Objectives

Upon completion of the course, the student will be able to:

• By the end of the course, each participate will understand the impact visual literacy has on the learning process and will be able to produce, instruct, and integrate digital media into their curriculum and share via computer programs and the Internet.

• Discuss and apply foundation concepts in non-linear video modification, film direction, and digital sound editing.

• Develop a basic proficiency with the tools and techniques available in standard digital video editing programs.

• Shoot, capture, edit, and output short video projects, organizing the material and modifying it into a coherent sequence.

• Identify elements of multiple media used in journalistic storytelling.

• Critically evaluate professional journalistic multimedia packages.

• Produce video story packages.

• Combine audio and still photographs to produce audio slideshows.

• Demonstrate understanding of characteristics of online journalistic storytelling.

• Set up short video projects and shoot them using a variety of appropriate camera angles, shots, and framing.

• Apply a variety of techniques for establishing or breaking continuity in a video sequence.

• Edit a video sequence to synchronize it to a musical soundtrack or dialogue.

• Apply a variety of techniques compressing for expanding the perception of time in a video sequence.

• Apply basic techniques for mixing a soundtrack incorporating the human voice, ambient noise, sound effects, and music.

• Add basic titles to a digital video, do basic production checks, and output it in common video formats for DVD or the Web.

• Students will learn to work as individuals as well as in groups

• Students will learn how to create a college-level presentation

• Students will manipulate various types of media

Course Outline

**Throughout the year, student will continually participate in tutorial-based video technique assignments. They will also continue to produce video projects.

Marking Period One: Students will be introduced to the basic elements of video production

• Camera direction

Camera angle

Video terminology

storyboards

Scripts

Editing techniques

• Camera angles

Marking Period Two: Students will be able to add extension elements to enhance their video productions

• Work with the Browser and Bins tools in Adobe Premiere to

• Mark clips and use Insert and Overwrite edits.

• Trim Edit points to adjust length of clips

• Use Extension tools to extend edit points

• Use the marker tools to adjust edit points.

• Create and incorporate basic titles

• Utilize and implement key frames

• Import, convert, and edit music

Marking Period Three: Students will explore abstract compositions exploring texture, composition, light, and other formal or spatial elements

• Utilize timing techniques

• Advanced camera angles/ movements

• Incorporate natural elements into their compositions

• Utilize and incorporate video manipulation

• Explore and incorporate programs to advance video editing techniques

Marking Period Four: Students will combine all of their skills and create and develop a full length feature production to be used as the final exam

• Incorporate various mediums

• Learn and utilize advanced special effects: Boris, ULead,

• Organize a full length project / presentation

Assessments: Several forms of assessment will be utilized throughout the year:

• Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.

Grading Policy and Procedures:

Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.

Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.

Hands-on methods of digital movie making constitute the basis for assignments. Digital Video Cameras, 3-D computer graphics and 2D packages such as Photoshop and Flash and programs specified for digital video production will be the primary technologies used. Digital editing will be accomplished using Window Movie Maker and Adobe Premier. For your final project, you may use whatever media or application you prefer.

The assignments will help develop skills that accumulate towards the production of a short film by the end of the year. These include character based visual narratives, or explicit reconstructions of buildings and landscapes, or more abstract compositions exploring texture, composition, light, and other formal or spatial elements.

We screen live action short films, news packages, animation, and student work. Discussion of these works will be an integral part of the subject. There will be a few readings on film theory, design theory, and related topics.

Class Expectations:

-All assignments must be turned in on time

-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependent on your contributions.

-All assignments will be graded.

(Partial homework or class work assignments will receive a "0" with no make-ups)

(You MUST learn to be responsible in this class!!)

-The final exam will be weighted.

Student expectations

1. Arrive on time.

2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.

3. Be respectful of others.

4. Follow directions the first time they are given.

Final Exam

-You will need to select a schedule and sign a contract before the end of the week.
-Again, you will have video checks on Wednesdays.

INSTRUCTIONS:
1. Students are required to create a 3 minute (MIN.) video entitled "All About Me" (You may insert your name in place of the "ME")

2. Students will select a theme that will be carried out throughout the video
3. 6 titles are required
4. Students must use 4 tutorials and 2 video effects.
5, Any transition combination may be used throughout the video
6. Any jumpy video segment or poor audio segment will result in a deduction of 10 points for each problem area.
7. Students will showcase three chapters of their lives.
8. Students may convert old videos, scan old photos (if you use photos, you must use the timing tutorial to assure that they go along with the video.)
9. Students are REQUIRED to record voice overs and utilize sound effects.
-VIDEO MUST CONTAIN AT LEAST 1 VOICE OVER.

Requirements:
1. Students are required to turn in a working video log. This is like a script. You will outline each chapter and provide written details of any specifics that will be in the video. You will select audio and indicate song times....ex. 0:00-20 seconds. (Also, include highlighted lyrics for this section of the music)

2. Create your log in script form: Video/ audio/ details (Logs will be turned in every Friday)

3. Each chapter must have purpose

-The final exam must be exported before your final exam period ends.
-I will be in my classroom every day until 3:40 and I am here every Wednesday until 4:30
**You will need extra time, so please take advantage of this early start.
**We only have one scanner, you may scan at home and bring photos in on disc.
**Please see me before converting video that is not digital


*Free project must be exported into a folder entitled "FREE PROJECT"
**Final exam must be exported into a folder entitled "2017 FINAL"
***ANY VIDEO NOT EXPORTED WILL RECEIVE A 75 POINT DEDUCTION.....IT WILL
NOT PASS!!
*ALL LYRICS MUST BE APPROVED BEFORE SONGS ARE PLACED INTO EITHER PROJECT

Project Contract

JOURNALISM II
Contract

NAME:_______________________________________


PROJECT 1: FINAL EXAM
(DEADLINE: END OF SCHEDULED FINAL EXAM PERIOD)

TITLE:__________________________________

CH. 1 THEME:__________________________________

CH. 2 THEME:__________________________________

CH. 3 THEME:__________________________________

SCHEDULED DAYS:__________________________________

I agree to work on my projects on the days indicated above. I realize that Mrs. Christian will check my folders every Wednesday and grade my progress. If I fail to work on my projects, I understand that my grade will be drastically reduced. Also, I realize that I am required to turn in my video log for my final exam every Friday. It will be returned on Monday whereas I will continue to change and update my project.

Also, I will check the blog daily to see any additions, requirements or updates for both projects. I will follow all project requirements indicated on the blog.


SIGNATURE:_____________________________ DATE:______________________
Proposal
First we will review and grade your commercials

Introduction / Overview of the Final Exam Project
(Must be completed before you begin the FINAL EXAM PROJECT)

Name:

1. Present your TIMELINE on the Smart Board AND create a script
2. Point out any specifics…ex: How your titles create your theme, How you used something consecutively throughout your video
3. Discuss the chapters of your project: You must tell a little about each section
4. Describe the section you are going to present
5. After we watch this section, discuss problems or seek ideas for improvement


1. Theme:
a. Specific:
b. Specific:
c. Specific:


2. Chapters

A.
B.
C.


3. Problems/ areas of advice needed:



Proposal:

PROJECT: FINAL EXAM
(DEADLINE: END OF SCHEDULED FINAL EXAM PERIOD)

TITLE:__________________________________

CH. 1 THEME:__________________________________

CH. 2 THEME:__________________________________

CH. 3 THEME:__________________________________

SCHEDULED DAYS:__________________________________

Requirements for Final
Now that the end of the year is drawing near, it is time to complete our final exam project.

You will be assigned a project to work on consecutively.

Typing

1. Type the list of names - first and last
2. Type the names, colleges, and majors

12 point Times New Roman

Ex:
Ken Smith
Bloomsburg University
Engineering


3. What will you do on your summer vacation (Must photo and interview 24 students/ teachers)

80s Music Video

80's music video

80's video

Bell Ringer:
Students will have a brainstorming session before each LIVE production
-Students will discuss plans and expectations for each production

Goal: Students will produce a daily "Live" production
Students will work on a weekly project and learn new video/ production skills
Students will be able to incorporate camera directions and angles into an original production.
Students will create alternate graphics for a special segment
Students will brainstorm, plan and implement ideas for a new segment

Assessment:
Students will stop, view and critique their work through each phase of production
Teacher/ Students will brainstorm before and after production; Students/ teacher will evaluate each production and assess progress/ direction
Peer evaluations
Informal Teacher- Student conferences
Teacher will grade projects and productions

Students will practice script implementation, studio equipment, placement, angles, movement, cues, cuts, audio, video,


Studio procedure:

1. Each day, students will arrive at 7:45 and conduct a pre-production meeting.
Students will brainstorm and plan for the daily production.(Students will incorporate camera movements and angles from the current lesson.)

2. Students will begin actual production at 7:50

3. Students will participate in a Post Production Discussion (Students will discuss the daily program, changes, positive comments and next-day production

4. Next, Students will work on their weekly project. Each week, students will complete a small video project for BASH. (The first project will entail students completing new segments for BASH)
- This week, students will BRAINSTORM, PLAN, ORGANIZE, WRITE AND PRODUCE an original 80's music video


PLANNING INCLUDES:

A. Students will produce an 80's music video

B. Students and teacher will review ideas and select the most workable/ viewable

C. Students may work in groups

D. Students will implement segment ideas

Specifics include:

Finalized planning sheets, formal scripts and camera sheets must be completed prior to filming.

1. The class will be divided in half
2. Each group will be assigned a JA as an executive producer
3. The class will watch a collection of music videos and study the basic elements behind the 80's music video
4. Each group will brainstorm song titles and ideas/ concepts for their group projects
5. JA's will assign positions
6. Each student will receive a performance check

Before a script can be submitted, the following work must be turned in to Mrs. Christian:
A. Paragraph
B. Story boards
C. Song/ lyrics
D. Position lists - 
- Students will have until  to complete filming -12/9 is recommended for all taping.  Remember, you have to edit
 Friday)- Students MUST complete all editing and export

**We will watch videos on Monday, - At that time students will be told what needs to be corrected. 
***All corrections must be made by Tuesday, 

REQUIREMENTS:
A. No sloppy edits
B. Catchy Titles
C. 1 second of black before your project
D. Must fade in and out
E. Clear audio
F. 4 Elements from the 80's
G. One type of transition
H. 80's music titles in beginning and end
I. Must use 2 tutorials: Quad pip, snow, mist, ping pong, lips through, stop and glow, transport or sparkle.
J. Must use keyframes in 1 title and 1 video effect 
***All of these lelements must be indicated on script and will be worth a minimum of 10 points each.

Assessment:
Students will stop, view and critique their work through each phase of production
Teacher/ Students will brainstorm before and after production; Students/ teacher will evaluate each production and assess progress/ direction
Peer evaluations Other projects to be completed: More packages: Plan for week-in guests; Special messages.

Closure Activity:
Students will participate in a Post Production Discussion (Students will discuss the daily program, changes, positive comments and next-day production
What areas have improved? What areas need to be improved?


Informal Teacher- Student conferences
Teacher will grade projects and productions

Standard –
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Project

Video Resume

Bell Ringer: Wednesday- Friday

Students will participate in a review of various Adobe Elements

Friday- Monday: Students will discuss their most important qualities and peer evaluate ideas

Friday- Peer evaluate before export
Assignment:
Objective: To introduce students to basic script writing, production planning and organization.
Students will be able to utilize enhancement video and audio software

A. Students will incorporate key frames and Sound Forge into their project:

1. Students will create an overview paragraph with their ideas for the project
2. Students will illustrate their ideas using a paragraph and script
3. Students will create a script using the format discussed in class on Friday
(the template is in shared - journalism II - info folder)

4. Students will pick two selections of music for the video and print out lyrics...straight music usually works better

Project: Video Resume - This will be a creative introduction that will allow the viewer to experience YOU
I am _____?
1. Students will video and edit one 15 second scene
2. Students will create a video entitled: I am ______ (fill in your name)

** There must be a theme and purpose for the music selected for the video. In other words, the video must serve a purpose and be easily understood by any viewer

What should be included in this project:
-Your objective or who are you (Something you would want a college or employer to know)
-Educational Highlights
-Activities
-Work
-Community Service
-What makes you unique?
-Special Talents
-Closing statement


Specifics
1. No jumpy or sloppy footage
2. Clean, purposeful cuts
3. Only one type of transition (ex. Fade)
4. 3 seconds of black in the beginning
5. 3 seconds of black at the end of the video
6. There must be clear purpose for the video / music
7. All filming must be completed in approved locations or the student will lose their filming privileges for the year.

Requirements:
1. Must use a title keyframe
2. Timing tutorial must be incorporated (We want your photos and footage to correspond to your music.

Friday, 2/3
Students will brainstorm ideas and create a paragraph with ideas for a storyboard;


Monday, 2/6
Students will create storyboards, select music and meet with Mrs. Christian
Once approved, students will create initial scripts (Homework)
**Your script and paragraph MUST be saved in a folder called VIDEO RESUME

Tuesday, 2/7 - Begin filming Intro statement for video resume / Mark for importing
Wednesday, 2/8- Edit video resume footage
Thursday, 2/9-Export final /statements - Export into VIDEO RESUME FOLDER



Closure Activity:

Since you are venturing into new territory, please indicate something that is going well in your project. You may also indicate any problems or questions.

1.1.11H Demonstrate after reading understanding and interpretation of nonfiction 1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Advertising Projects

Advertising

Advertising Project:Read Chapter 12: Objectives and Strategies for Public Relations Writing.(pgs 265 -275)

Chapter Review
I. Read and discuss the chapter.
A. Each student should have a detailed answers by completing the chapter 12 packet. Students may use ebooks. 

Answers should include Section Headings, Subtopics, Key terms and Definitions.
(The packet will be turned in for a 100 point grade. Each section will be checked)

Ad Reviews
II. Discuss popular advertising campaigns....tv commercials, magazine and newspaper ads, billboards and radio ads.

A. Each student must write a page about a specific ad campaign. The company must be in accordance with school policy.
1. Discuss the ad (SLOGANS, LOGOS, PURPOSE)
2. Discuss the gender and age group targeted
3. Discuss the Publics, Markets and Audiences
4. Discuss the content of the ad: What appears in the ad to promote the product? Does it work? Why or Why not?
5 Discuss colors in the ads. How do they accent/ highlight the product?
6. Discuss the placement of the ads (Where they appear, When they appear, How they appear)
7. Evaluate the marketing campaign. Discuss the pros and cons of the campaign.
8. Bring in a sample of the ad campaign: tape a commercial, cut out a magazine ad for your product or find info. on the product with visuals from the Internet.
9. Each person will present their advertisement findings to the class. The class will discuss each campaign.

The paper is worth 100 points
The visual is worth 25 points
Knowledge of product/ campaign (Presentation) - 50 points

______________________________________________________________

NEXT ADVERTISING PROJECT

Group Project

1. Students will work in groups of 2-3
2. Students will Create a COMPANY AND A PRODUCT TO ADVERTISE

Begin:
1. Create a Company and a Product to advertise
2. Create a company logo
3. Create a slogan for your product
4. Discuss Marketing Ideas (How will you get your product to the people, What type of campaign will you use, Why is your company the best one to promote this product)
-To accomplish this, you must research similar companies and products on the Internet. Study their campaigns, company policies etc.)
______________________________________________________________
_________________________________________________________________
Directions: 

Group Advertising / PR Project

I. Submit a paper indicating your group members
Name your advertising firm
Create a logo for your ad firm

II. Marketing
-You are going to market and advertise a product, service or message
Select a “product / subject” for your project
Create a formal presentation
Using charts and graphs
A. Depict a market and a public
B. Indicate your target audience
C. Indicate how your marketing plan will 
increase sales/ public interest
D. Indicate demographic regions for advertising 
your product
E. Convince the class that you would be the best 
firm to sell this product/ idea

-Marketing:
Finding Publics
Audiences
Markets
Enablers
Limiters
Conduct Surveys
Oral Polls
Survey
Write Objectives (Awareness…etc) (in book)
Responsible for collecting and analyzing all data
Put information on posters and present to the class
Find Geographical areas to be covered
And demographic
Gender, location, Age etc.
Find target audience

III. Advertising
Tell the class your concept for the three ads you will produce
Display story boards……..The class must be able to view your story boards from their seats
Discuss the content of your ad

Create three ads
Two 15 second commercials
One 30 second commercial

-Brainstorm 10 concepts for advertising plan
10 different scenarios and write them down
pick three plans that are most marketable and establish details
make brochures and fliers and radio add (first plans)
describe plans
create story boards for each commercial
pick and vote on top plan

IV. Rules:Do not produce garbage
Short fragments and sentences will not be accepted

V. Grading

The groups will be graded by the class
Each section of the project will receive a grade
All requirements must be met by the assigned deadlines
Have Fun!!

Senior Video

Senior Video

Senior Video Project

Students will work on a video project and learn new video/ production skills
Students will be able to incorporate camera directions and angles into an original production.
Students will create alternate graphics for a special segment
Students will brainstorm, plan and implement ideas for a new segment

Assessment:
Students will stop, view and critique their work through each phase of production
Teacher/ Students will brainstorm before and after production; Students/ teacher will evaluate each project and assess progress/ direction
Peer evaluations
Informal Teacher- Student conferences
Teacher will grade projects and productions

Students will practice movement, cues, cuts, audio, video,

1. Each student will be assigned a segment to produce for the senior video:

Senior Video Sports

·      Use digital juice set 41 lower third and background

·      Opening title screen with name of sport

·      Senior names on lower third(titles are made)

·      Place lower third on top of individual senior picture

·      2 seconds for each senior

·      Follow with footage of that senior(2 shots), any pictures should be 2 seconds

·      Fade all with key frames

·      Lower third and title “the team” over team picture

 Lower third and title over "Seniors" over senior pics

·      Font size 65….add inner strokes

·      We will show you the font / Myriad (Under titles)

·      Sports fonts are at preset

All videos MUST be exported and finished by Friday.

There will be two progress checks:  Unannounced.  Each will be scored at 25 points.

Video order:
1. Follow directions for intro title above
2. Show each senior's picture with lower third.
-- 1.5 seconds for each photo
--Lower third must fade in and out
3. Random team video
(Hopefully will include the seniors playing
4. Team photo
-Lower third should say The Team
5. Fade out

**Write the music used on the sheet in the front of the room

Standard -1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium