Students will complete two tutorials:
Face Blur - Teaches you to blur out background/ unnecessary elements
Ping Pong - Make objects travel, point or move in your video
Goal:
Students will be able to manipulate the foreground and the background of their productions
Students will be able to use and incorporate key frames into their productions
Students will be able to incorporate camera directions and angles into an original production
Students will incorporate camera movement and angles into their projects
Students will understand how to utilize title techniques in Adobe Premiere Pro / 6.5 Students will review basic editing skills/ techniques for the first project
Bell Ringer: Monday - Thursday - Students will participate in a review of various Adobe Elements
Tuesday Face Blur
Wednesday -Ping Pong Tutorial
Thursday - Sound Effects; Sonic Fire Pro Friday - complete all tutorial projects
Friday – Quiz Must Be Completed
Tuesday, Students will review the Face Blur tutorial at their desks, add to their instructional notes and practice the tutorial Students will create a practice the Face Blur project (Please save it in a new folder named : Face Blur) Students will watch first productions
Wednesday Students will review the Ping Pong tutorial at their desks, add to their instructional notes and practice the tutorial Students will create a practice Ping Pong project (Please save it in a new folder named : PING PONG) Students will watch first productions
Thursday, Teacher will review basic editing and key frames and allow students to begin their quiz
Friday, : Begin Video Quiz - Due on Friday, 9/14
1. Students will log on and go to the TV studio.
2. Create a new Adobe Project : Place it in a folder called: Key frame Quiz 1
(Make this folder in YOUR folder.)
3. Save your Save your project in this new folder
4. Use the background located in the folder entitled "Dropped Video"
5. Using your name, Create a new title
6. Make it a new color
7. Using key frames
A. Make your title spread and grow twice it's size
B. This will occur in the middle of your project
C. Your title will remain in it's original size at the beginning and end of the video
D. Your video must pause in the middle (Use two key frames in the center to accomplish this)
E. Blur out one letter or one word....then make it clear again.
F. Your title must fade in and fade out
G. Have an object....any object....even a letter bounce throughout the title (Ping Pong)
H. Export your completed project to your new folder and call it "Final Quiz 1"
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
Thursday, October 02, 2014
Sunday, September 07, 2014
Your Turn
Bell ringers:
Monday: Write down any trouble/ problem situations that you or your group incurred during filming on Friday
Tuesday: Describe one scene that you believe will be your group's "best shot"
Wednesday:Write about the progress of your video
Thursday:Write down any trouble/ problem situations that you or your group experienced during editing
Friday:Evaluate your project
Monday: Write down any trouble/ problem situations that you or your group incurred during filming on Friday
Tuesday: Describe one scene that you believe will be your group's "best shot"
Wednesday:Write about the progress of your video
Thursday:Write down any trouble/ problem situations that you or your group experienced during editing
Friday:Evaluate your project
Tips:
HOW TO SHOOT A QUALITY VIDEO:
PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.
Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.
KEEP IT SIMPLE:
A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.
ACTING:
You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.
(Hideous acting can be great only if it is incredibly bad!!)
Basic elements:
Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.
Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.
Camera Angles- see worksheet
The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.
Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.
Over the shoulder shots- switch back and forth between your subjects
Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.
The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.
**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
Sample Video: www.klutz.com/tv
Directions:
1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.
2. Hold the established shot and let characters take a few choreographed movements with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly
5. -You must memorize all steps and actions.
EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)
The sound effect person must practice too.
Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)
B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.
C. Camera will be in full zoom 5 to 6 feet away from the subject
Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!
Add sound effects and let's get started!!!!!
SCHEDULE:
MONDAY- Finish taping
Tuesday-Wednesday- import and edit
Thursday- Final Edits
Friday-Export and evaluate
Closure Activity:
Each Day - You will write a few sentences discussing your progress/ problems or concerns
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization
Tuesday, September 02, 2014
Your Turn
Your Turn
Bell ringers:
Tuesday, 9/2 - Evaluate your filming progress
Wednesday, 9/3 - Evaluate your editing progress
Goal: Students be able to incorporate camera directions and angles into an original production.
Plan:
Students will discuss the following planning and technique tips
Students will choreograph a project
Tuesday, 9/2 - Evaluate your filming progress
Wednesday, 9/3 - Evaluate your editing progress
Goal: Students be able to incorporate camera directions and angles into an original production.
Plan:
Students will discuss the following planning and technique tips
Students will choreograph a project
Tips:
HOW TO SHOOT A QUALITY VIDEO:
PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.
Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.
KEEP IT SIMPLE:
A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.
ACTING:
You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.
(Hideous acting can be great only if it is incredibly bad!!)
Basic elements:
Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.
Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.
Camera Angles- see worksheet
The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.
Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.
Over the shoulder shots- switch back and forth between your subjects
Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.
The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.
**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
Sample Video: www.klutz.com/tv
Directions:
1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.
2. Hold the established shot and let characters take a few choreographed movements with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly
5. -You must memorize all steps and actions.
EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)
The sound effect person must practice too.
Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)
B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.
C. Camera will be in full zoom 5 to 6 feet away from the subject
Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!
Add sound effects and let's get started!!!!!
Closure Activity:
Each Day - You will write a few sentences discussing your progress/ problems or concerns
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization
Sunday, August 24, 2014
Camera shots and movements
Applying Camera Movements
Tips:
HOW TO SHOOT A QUALITY VIDEO:
PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.
Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.
KEEP IT SIMPLE:
A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.
ACTING:
You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.
(Hideous acting can be great only if it is incredibly bad!!)
Basic elements:
Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.
Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.
Camera Angles- see worksheet
The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.
Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.
Over the shoulder shots- switch back and forth between your subjects
Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.
The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.
**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
Sample Video: www.klutz.com/tv
Directions:
1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.
2. Hold the established shot and let characters take a few choreographed movements with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly
5. -You must memorize all steps and actions.
EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)
The sound effect person must practice too.
Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)
B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.
C. Camera will be in full zoom 5 to 6 feet away from the subject
Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!
Add sound effects and let's get started!!!!!
Closure Activity:
Monday, 8/25– Discuss one camera angle that will be important to your production.
Tuesday, 8/26 - How are you using the 180 degree rule in your
Wednesday, 8/28 – Quiz
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization
Monday, August 25, 2014
Your Turn
Bell ringers:
Monday, 8/25
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/26 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/27 - write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
Monday, 8/25
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/26 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/27 - write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
1. Before we begin Monday's assignment, we will continue watching video examples from Friday, 8/22.
Friday's Blog: Click on this LINK
2. Next, we will practice combining camera movements and shots.
-First, each person will make a short script using 2 camera movements and 2 camera shots
-Type this out
-Switch assignments with people in your group and practice each script.
Goal: Students be able to incorporate camera directions and angles into an original production.
Plan:
Students will discuss the following planning and technique tips
Students will choreograph a project
Plan:
Students will discuss the following planning and technique tips
Students will choreograph a project
Friday- 8/29
- Camera Shot and Movement Test
- Camera Shot and Movement Test
Tips:
HOW TO SHOOT A QUALITY VIDEO:
PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.
Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.
KEEP IT SIMPLE:
A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.
ACTING:
You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.
(Hideous acting can be great only if it is incredibly bad!!)
Basic elements:
Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.
Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.
Camera Angles- see worksheet
The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.
Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.
Over the shoulder shots- switch back and forth between your subjects
Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.
The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.
**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
Sample Video: www.klutz.com/tv
Directions:
1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.
2. Hold the established shot and let characters take a few choreographed movements with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly
5. -You must memorize all steps and actions.
EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)
The sound effect person must practice too.
Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)
B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.
C. Camera will be in full zoom 5 to 6 feet away from the subject
Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!
Add sound effects and let's get started!!!!!
Closure Activity:
Monday, 8/25– Discuss one camera angle that will be important to your production.
Tuesday, 8/26 - How are you using the 180 degree rule in your
Wednesday, 8/28 – Quiz
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization
Wednesday, August 20, 2014
Camera Angle Worksheets
Shots, Angles and Movements....Oh My....
Opening Activity:
In your journalism notebook, please comment on the following article:
8/21
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
Thursday, 8/21 and Friday, 8/22
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
Assessment: (Tuesday, 8/29) Students will be given a quiz on all of the terms and packet
Closure Activity: 8/21 -What types of camera angles/ shots do you see in the Bell ringer photo?
8/22- write a quick scene using 3 camera movements and 2 angles
Please post your comments using the comment section on the blog.
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
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
Thursday, 8/21 and Friday, 8/22
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
Assessment: (Tuesday, 8/29) Students will be given a quiz on all of the terms and packet
Closure Activity: 8/21 -What types of camera angles/ shots do you see in the Bell ringer photo?
8/22- write a quick scene using 3 camera movements and 2 angles
Please post your comments using the comment section on the blog.
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
Tuesday, August 19, 2014
Welcome
Syllabus
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://www.youtube.com/watch?v=t6ijyJCcNIo
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, DVD’s, 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.
CLOSURE ACTIVITY:
Each day you will be required to complete a closure activity.
1. This is a graded activity
2. You will use the comment link below
3. Be sure to include your FULL NAME, CLASS PERIOD, AND DATE on each entry
4. The entries must be completed on the assigned day
Today's closure: In a few short sentences, please tell me about your expectations for this class.
Turnitin.com
ID; 8421643
Pasword: period4
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://www.youtube.com/watch?v=t6ijyJCcNIo
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, DVD’s, 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.
CLOSURE ACTIVITY:
Each day you will be required to complete a closure activity.
1. This is a graded activity
2. You will use the comment link below
3. Be sure to include your FULL NAME, CLASS PERIOD, AND DATE on each entry
4. The entries must be completed on the assigned day
Today's closure: In a few short sentences, please tell me about your expectations for this class.
Turnitin.com
ID; 8421643
Pasword: period4
Monday, April 21, 2014
Music Video
Wednesday, 4/23 - Video quiz....Students must display their video/ footage. If a group has not taped, the project will just be tossed together. You have had over a week and a half ....plus vacation. This quiz is worth 100 pts.
Dates:
Tuesday, 4/22 - Thursday, 4/24- Must import and edit
Thursday...final day for edits
**You cannot grade without your script or planning sheet
Friday, correction day
C. All formal video is due by Monday, 4/28
C. All formal video is due by Monday, 4/28
** Editing is expected to be completed throughout the project.
***Thursday, 4/24 Preview day (Class)
****Friday, 4/25 final export by end of period
D. During this time, students will create a new folder for their projects (Entitled: Name Music Video) -All work must be saved in this project
E. each time you film, you will be responsible for importing your footage
***Thursday, 4/24 Preview day (Class)
****Friday, 4/25 final export by end of period
D. During this time, students will create a new folder for their projects (Entitled: Name Music Video) -All work must be saved in this project
E. each time you film, you will be responsible for importing your footage
**All video must be saved in This Folder. IF any part of your video is outside of this folder, a 50 point deduction will be made.
F. Students will review the Music Video score sheets and discuss requirements
F. Students will review the Music Video score sheets and discuss requirements
1. **Must use key frames twice
-once in a title, once in video effect
2. -Must use organized and fitting transition - 1 type throughout video
3. -Video and Audio Must fade in and out
4. -Must have clean edited clips
5. -must tell a story
6. -Clear and balanced Audio
7 Must use MTV style titles at the beginning and end of video....must fade out properly
G. During the filming period, two video tutorial must be completed:
Requirements:
12 different camera angles indicated in script
1 video effect
Closure Activity:
Students will evaluate the work of their peers
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
Wednesday, April 16, 2014
Today we are going to begin our first real project
Goals:
1. Students will review the elements of a music video (Plot, Theme, matching vocals, Attribution)
2. Each student will pick out their favorite song
3. Students will create storyboards and write a paragraph to illustrate their ideas for approval
4. Students must turn in the lyrics to the song (Remember, Mrs. C. IS listening!!)
Procedure:
WHEN VIDEO TAPING, STUDENTS MUST ABIDE BY THE VIDEO LAWS!
G. During the filming period, two video tutorial must be completed:
Requirements:
3 different camera angles indicated in script
1 video effect
Closure Activity:
Students will evaluate the work of their peers
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
Goals:
1. Students will review the elements of a music video (Plot, Theme, matching vocals, Attribution)
2. Each student will pick out their favorite song
3. Students will create storyboards and write a paragraph to illustrate their ideas for approval
4. Students must turn in the lyrics to the song (Remember, Mrs. C. IS listening!!)
Procedure:
WHEN VIDEO TAPING, STUDENTS MUST ABIDE BY THE VIDEO LAWS!
Tuesday, 4/22 - Video quiz....Students must display their video/ footage. If a group has not taped, the project will just be tossed together. You have had over a week and a half ....plus vacation. This quiz is worth 100 pts.
Dates to Remember
Tuesday, 4/22 - Thursday, 4/24- Must import and edit
Thursday...final day for edits
**You cannot grade without your script or planning sheet
Friday, correction day
C. All formal video is due by Monday, 4/28
C. All formal video is due by Monday, 4/28
** Editing is expected to be completed throughout the project.
***Thursday, 4/24 Preview day (Class)
****Friday, 4/25 final export by end of period
D. During this time, students will create a new folder for their projects (Entitled: Name Music Video) -All work must be saved in this project
E. each time you film, you will be responsible for importing your footage
***Thursday, 4/24 Preview day (Class)
****Friday, 4/25 final export by end of period
D. During this time, students will create a new folder for their projects (Entitled: Name Music Video) -All work must be saved in this project
E. each time you film, you will be responsible for importing your footage
**All video must be saved in This Folder. IF any part of your video is outside of this folder, a 50 point deduction will be made.
F. Students will review the Music Video score sheets and discuss requirements
F. Students will review the Music Video score sheets and discuss requirements
1. **Must use key frames twice
-once in a title, once in video effect
2. -Must use organized and fitting transition - 1 type throughout video
3. -Video and Audio Must fade in and out
4. -Must have clean edited clips
5. -must tell a story
6. -Clear and balanced Audio
7 Must use MTV style titles at the beginning and end of video....must fade out properly
G. During the filming period, two video tutorial must be completed:
Requirements:
3 different camera angles indicated in script
1 video effect
Closure Activity:
Students will evaluate the work of their peers
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
Monday, March 10, 2014
Goal: Studio Project
Each person will create a formal script for their segment of
Did You Know?
1. Create a script....with dialogue, camera directions, what is being shot and any movement
2. have a prop and character list
3. have a filming location list
4. Don't just write...Interview with Mr. X
-Write out the interview, camera shots, etc
5. Write out studio dialogue
Create a formal script for the overall project
Write it using the BASH set up
(Cues
Cuts....)
Stage directions
All dialogue
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Each person will create a formal script for their segment of
Did You Know?
1. Create a script....with dialogue, camera directions, what is being shot and any movement
2. have a prop and character list
3. have a filming location list
4. Don't just write...Interview with Mr. X
-Write out the interview, camera shots, etc
5. Write out studio dialogue
Create a formal script for the overall project
Write it using the BASH set up
(Cues
Cuts....)
Stage directions
All dialogue
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, February 17, 2014
Studio Practice
Online Text: Intro to TV Studio
As a result of the Snow Days and Delays, we will be starting each class in the studio.
Tuesday: Reading from the teleprompter
Today we are going to explore various elements to in studio production.
We will begin with Module 1:http://www.internetcampus.com/tvp_ind.htm
Tuesday, 2/18 - Friday, 2/21: Read and take the quiz on the following sections: (Use the links below. Complete by the end of the period)
1. TV Production Overview Part 2:
http://www.internetcampus.com/tvp001-2.htm
2. Program Proposals and Treatments: (We will be using these during your productions)
http://www.internetcampus.com/tvp002.htm
Tipshttp://www.writing-world.com/screen/TV.shtml
Project Due by 2/25
We will begin with Module 1:http://www.internetcampus.com/tvp_ind.htm
Tuesday, 2/18 - Friday, 2/21: Read and take the quiz on the following sections: (Use the links below. Complete by the end of the period)
1. TV Production Overview Part 2:
http://www.internetcampus.com/tvp001-2.htm
2. Program Proposals and Treatments: (We will be using these during your productions)
http://www.internetcampus.com/tvp002.htm
Tipshttp://www.writing-world.com/screen/TV.shtml
Project Due by 2/25
Students will create an Easter graphic using the following requirements
1. Must incorporate 2 tutorials
**1 must be KEYFRAMES
2. Clear message/ clean edits
3. bet. 15- 30 seconds long
Export into a folder entitled " Easter quiz"
Must turn in a script that indicates in-time of tutorials (When the tutorials appear in the video)
1 type transition
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1. Must incorporate 2 tutorials
**1 must be KEYFRAMES
2. Clear message/ clean edits
3. bet. 15- 30 seconds long
Export into a folder entitled " Easter quiz"
Must turn in a script that indicates in-time of tutorials (When the tutorials appear in the video)
1 type transition
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Thursday, February 06, 2014
Intro to the Studio
Prior to lesson: View and Grade commercials
Goal: Students will become familiar with the various stations/ units in the television
Today we are going to explore various elements to in studio production
Students will study the Switcher
Students will study the Title Maker
Students will study the Audioboard
-Note Features / discuss and utilize
We will begin with Module 1:
http://www.internetcampus.com/tvp_ind.htm
Tips
http:CC.1.2.9–10.G
Analyze various accounts of a
subject told in different mediums
(e.g., a person’s life story in both
print and multimedia),
determining which details are
emphasized in each account.//www.writing-world.com/screen/TV.shtml
Goal: Students will become familiar with the various stations/ units in the television
Today we are going to explore various elements to in studio production
Students will study the Switcher
Students will study the Title Maker
Students will study the Audioboard
-Note Features / discuss and utilize
We will begin with Module 1:
http://www.internetcampus.com/tvp_ind.htm
Tips
http:CC.1.2.9–10.G
Analyze various accounts of a
subject told in different mediums
(e.g., a person’s life story in both
print and multimedia),
determining which details are
emphasized in each account.//www.writing-world.com/screen/TV.shtml
Tuesday, February 04, 2014
Monday, January 20, 2014
Goal: Students will create their commercials applying the terms defined and discussed in the chapter (See Blog: http://www.mycooljournalism2.blogspot.com/2013/01/advertising-part-1.html)
II. Planning Sheet http://www.mycooljournalism2.blogspot.com/2014/01/commercial-planning-sheet.html
III. Groups will film, edit and export their commercials including their logos and slogans.
All commercials must be edited by Monday, 1/25/14
1.2.11B - use and understand a variety of media and evaluate the quality of material produced Create an organizing structure appropriate to purpose, audience, and context.Use precise language and specific detail
Part II
PROPAGANDA
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.
It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.
II. Planning Sheet http://www.mycooljournalism2.blogspot.com/2014/01/commercial-planning-sheet.html
III. Groups will film, edit and export their commercials including their logos and slogans.
All commercials must be edited by Monday, 1/25/14
1.2.11B - use and understand a variety of media and evaluate the quality of material produced Create an organizing structure appropriate to purpose, audience, and context.Use precise language and specific detail
Part II
PROPAGANDA
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.
It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.
Task 1: REVIEW THE PowerPoint
Use the following links to complete the WebQuest
|  | |||
More Examples  CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. L.N.1.1.3 L.N.2.4.1 L.N.2.4.3 C.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view. L.N.2.3.6 CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. |  |  | ||
 |  |
Sunday, January 05, 2014
Intro. to Advertising
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 understanding of the key terms and concepts in the chapter.
B. After reading the chapter, students will be broken into groups
C. Students will summarize and present their topics and key terms.
D. The class will discuss, copy and analyze terms
Answers should include Section Headings, Subtopics, Key terms and Definitions.
(The terms will be turned in for a 100 point grade. Each section will be checked)
SEVERAL KEY CONCEPTS THAT EVERYONE NEEDS TO DEFINE:
- Advertising
- Marketing
- Market
- Public
- Public Relations Audit
- Customer Base
- Producers
- Enablers
- Limiters
- Audiences
- Target Audience
- Slogans
- Logos
- Awareness objectives
- Acceptance objectives
- Action Objectives
- Ad Reviews
III. Propaganda
IV. Discuss popular advertising campaigns....tv commercials, magazine and newspaper ads, billboards and radio ads.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced Create an organizing structure appropriate to purpose, audience, and context.Use precise language and specific detail
IV. Discuss popular advertising campaigns....tv commercials, magazine and newspaper ads, billboards and radio ads.
Saturday, January 04, 2014
Commercial Planning Sheet
Please fill out one sheet for each commercial.
Name: ____________________________________________________________
Topic:______________________________________________________________
Time:
I.
Demographics:
Age group:
Sex:
Specifics of group:
II.
Publics:
Market:
iII. Audience:
a.
Consumers
b.
Producers
c.
Enablers
d.
Limiters
Commercial Information:
Storyline
How will you feature the product
Script:
Slogan
Logo
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