Classroom Project GOAL: Students will plan and implement an original package for the Allstate contest Students will begin to plan, implement and organize the final exam video
Goal: Students will produce a contest video for ALL STATE
Students will brainstorm, tape, edit and storyboard a full video
PROJECT Students will also continue to work on their contest video http://www.keepthedrive.com/
During days when the contest video will be waiting information, new footage or new facts, students should be working on the initial stages of their final exam video.
Students should be gathering and organizing content for the contest video
Tuesday, 2/19- Preview day....must have video in its completion stage
Wednesday and Thursday, 2/20-2/21- Correction days
**All videos/ essays must be completed by Friday, 2/23
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,
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, February 04, 2013
Tuesday, January 29, 2013
Ad Campaign presentations
1. Groups will present their ad campaigns
2. Groups will present their commercials
2. Groups will present their commercials
Monday, January 07, 2013
Advertising
ADVERTISING
Group Project
1. Students will work in groups of 2-3
2. Students will Create a COMPANY AND A PRODUCT TO ADVERTISE
DUE DATES:
FRIDAY, 1/11 - ALL PAPER WORK IS DUE. COMPLETE EVERY ELEMENT STATED BELOW
MONDAY, 1/14-Thursday, 1/17 - Work on marketing and advertising project (Paper work)
Friday, 1/18 - Tuesday, 1/22 - Storyboards 1/18; film commercials
PRESENTATIONS WILL START ON MONDAY, 2/28
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 gender/age/ audience; demographic regions and targets 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
**YOU MUST CLEARLY EXPLAIN AND DEPICT YOUR PRODUCT
HOW WILL YOU REACH YOUR TARGETS, AUDIENCES AND PUBLICS?
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!!
Group Project
1. Students will work in groups of 2-3
2. Students will Create a COMPANY AND A PRODUCT TO ADVERTISE
DUE DATES:
FRIDAY, 1/11 - ALL PAPER WORK IS DUE. COMPLETE EVERY ELEMENT STATED BELOW
MONDAY, 1/14-Thursday, 1/17 - Work on marketing and advertising project (Paper work)
Friday, 1/18 - Tuesday, 1/22 - Storyboards 1/18; film commercials
PRESENTATIONS WILL START ON MONDAY, 2/28
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 gender/age/ audience; demographic regions and targets 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
**YOU MUST CLEARLY EXPLAIN AND DEPICT YOUR PRODUCT
HOW WILL YOU REACH YOUR TARGETS, AUDIENCES AND PUBLICS?
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!!
Tuesday, January 01, 2013
Advertising Part 1
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
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.
After going over the terms please view the first two commercials:
http://www.spike.com/video/2691846/collection/18483/minisite/superbowl
With a partner please answer the following questions in the comment section of this blog:
These questions will be worth 25 points. Please answer them carefully.
1. Discuss the ad's logo
2. Discuss the ad's slogan
3. Discuss the gender and age group targeted
4. Discuss the Markets and Audiences
5. Discuss the content of the ad: What appears in the ad to promote the product? Does it work? Why or why not?
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
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
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.
After going over the terms please view the first two commercials:
http://www.spike.com/video/2691846/collection/18483/minisite/superbowl
With a partner please answer the following questions in the comment section of this blog:
These questions will be worth 25 points. Please answer them carefully.
1. Discuss the ad's logo
2. Discuss the ad's slogan
3. Discuss the gender and age group targeted
4. Discuss the Markets and Audiences
5. Discuss the content of the ad: What appears in the ad to promote the product? Does it work? Why or why not?
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, December 17, 2012
Tutorials
Students will complete a series of skill buidling tutorials:
Remember all tutorials must be in their OWN folder.
1. Lips Through- Must be completed by the end of class on Monday
2. Timing- Must be completed by Thursday (timing, sparkle, and blur)
3. Sparkle
4. Blur
Remember all tutorials must be in their OWN folder.
1. Lips Through- Must be completed by the end of class on Monday
2. Timing- Must be completed by Thursday (timing, sparkle, and blur)
3. Sparkle
4. Blur
Monday, November 26, 2012
Holiday BASH- studio productions
News Package Assignment 2
Bell Ringer:
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
http://mycooljournalism3.blogspot.com/2011/11/news-package-1.html
Goal: Students will create timely/ holiday news packages/ shows
Students will produce all aspects of the project
1. All planning sheets must be turned in for a grade by Thursday, 11/29.....I will put zeros in my grade book
2. Filming and importing- Monday, 12/3-Wednesday, 12/5
3.Editing must be completed by 12/10
4. Grading- 12/12.....no exceptions
NEWS PACKAGE:
1. Students are to produce a news package.
2. The topic of the package must be relevant after the taping and submission date (EX. don't work on a package that will "be old news" by the time it airs)
**Students are reminded to turn in their check list when the project is completed
PLANNING SHEET -
NAME:______________________________
1. PACKAGE TOPIC:
2. Angle: (What EXACT point do you hope to accomplish?)
3. PEOPLE TO BE INTERVIEWED (TELL WHY...THEIR CONNECTION TO YOUR PROJECT
4. FILMING LOCATIONS:
5. INTRO:
6. OUTRO:
7. Ideas for background video:
8. Overview footage Ideas for Voice overs:
9. SCRIPT: Be sure to include your paragraph in your final packet
Closure: Each day students will evaluate/ peer evaluate their work
Project 2: Contest
http://www.keepthedrive.com/
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
http://mycooljournalism3.blogspot.com/2011/11/news-package-1.html
Goal: Students will create timely/ holiday news packages/ shows
Students will produce all aspects of the project
1. All planning sheets must be turned in for a grade by Thursday, 11/29.....I will put zeros in my grade book
2. Filming and importing- Monday, 12/3-Wednesday, 12/5
3.Editing must be completed by 12/10
4. Grading- 12/12.....no exceptions
NEWS PACKAGE:
1. Students are to produce a news package.
2. The topic of the package must be relevant after the taping and submission date (EX. don't work on a package that will "be old news" by the time it airs)
**Students are reminded to turn in their check list when the project is completed
PLANNING SHEET -
NAME:______________________________
1. PACKAGE TOPIC:
2. Angle: (What EXACT point do you hope to accomplish?)
3. PEOPLE TO BE INTERVIEWED (TELL WHY...THEIR CONNECTION TO YOUR PROJECT
4. FILMING LOCATIONS:
5. INTRO:
6. OUTRO:
7. Ideas for background video:
8. Overview footage Ideas for Voice overs:
9. SCRIPT: Be sure to include your paragraph in your final packet
Closure: Each day students will evaluate/ peer evaluate their work
Project 2: Contest
http://www.keepthedrive.com/
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, October 29, 2012
Music video
Tuesday, 10/30
Each day we will begin class with our notebooks.
-Please indicate a topic of discussion. This can include problems, questions, evaluations of work
They say making a video is like making magic..........
............So, here's a chance to jump into a new world.
Tuesday, 10/30- Monday, 11/12Today 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!
A. We have 4 video cameras to sign out, so students will need to sign up to video tape.
B. Students will be able to video tape between Tuesday, 10/30- Monday, 11/5
G. During the filming period, one video tutorial must be completed:
Required:
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
Music Video
Bell Ringer:Each day we will begin class with our notebooks.
-Please indicate a topic of discussion. This can include problems, questions, evaluations of work
They say making a video is like making magic..........
............So, here's a chance to jump into a new world.
Tuesday, 10/30- Monday, 11/12Today 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!
A. We have 4 video cameras to sign out, so students will need to sign up to video tape.
B. Students will be able to video tape between Tuesday, 10/30- Monday, 11/5
Dates to Remember
Wednesday, 10/31- Must turn in script and lyrics. (50 points)
**Must indicate all filming locations (In school)
Thursday, 11/1 Must turn in planning sheet (50 points)
**You cannot grade without your script or planning sheet
All filmed footage must be exported by Tuesday, 11/6
C. All formal video is due by Monday, 11/12
** Editing is expected to be completed throughout the project.
***Thursday, 11/8 Preview day (Class)
****Friday, 11/9 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
F. Students will review the Music Video score sheets and discuss requirements
C. All formal video is due by Monday, 11/12
** Editing is expected to be completed throughout the project.
***Thursday, 11/8 Preview day (Class)
****Friday, 11/9 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
F. Students will review the Music Video score sheets and discuss requirements
**Must use key frames twice
-once in a title, once in video effect
-Must use organized and fitting transitions
-Must fade in and out
-Must have clean edited clips
-must tell a story
G. During the filming period, one video tutorial must be completed:
Required:
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
Sunday, October 07, 2012
News Package 1 Schedule
Goal: Students will produce their first news package
**REMEMBER TO MAKE ONE FOLDER AND NAME IT news package 1
***SAVE ALL WORK AND FOOTAGE IN ONE FOLDER. IF YOUR WORK IS SCATTERED THROUGHOUT YOUR J1 FOLDER, YOU WILL RECEIVE A 25 POINT DEDUCTION!!
Monday, 10/8
1. Students should begin filming their INTRO and OUTRO segments
2. Monday-Thursday
- Students should be taping all aspects of their project
A. Intro
B. Outro
C. Background footage
D. Voice Overs
E. Interviews
F. Walk Through
G. Shots for Cut Out
3. Students should import each day and begin editing immediately.
4. Review tutorials: - Tutorials are to be completed when you have free time during the project.
-All tutorials are due by Thursday, 10/11
**You are required to use the same lower third throughout your video.
A. lower thirds
B. Scroll
Once you view the tutorial, take notes on it and create your own
Export your work to the folder labeled : lower thirds and Scroll
(Go to "TVSTUDIO" SERVER and look for these folders
Friday, 10/12
5. Students should be in full edit mode. Students will have two days to edit the majority of their project.
6. First preview on Monday, 10/15
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
**REMEMBER TO MAKE ONE FOLDER AND NAME IT news package 1
***SAVE ALL WORK AND FOOTAGE IN ONE FOLDER. IF YOUR WORK IS SCATTERED THROUGHOUT YOUR J1 FOLDER, YOU WILL RECEIVE A 25 POINT DEDUCTION!!
Monday, 10/8
1. Students should begin filming their INTRO and OUTRO segments
2. Monday-Thursday
- Students should be taping all aspects of their project
A. Intro
B. Outro
C. Background footage
D. Voice Overs
E. Interviews
F. Walk Through
G. Shots for Cut Out
3. Students should import each day and begin editing immediately.
4. Review tutorials: - Tutorials are to be completed when you have free time during the project.
-All tutorials are due by Thursday, 10/11
**You are required to use the same lower third throughout your video.
A. lower thirds
B. Scroll
Once you view the tutorial, take notes on it and create your own
Export your work to the folder labeled : lower thirds and Scroll
(Go to "TVSTUDIO" SERVER and look for these folders
Friday, 10/12
5. Students should be in full edit mode. Students will have two days to edit the majority of their project.
6. First preview on Monday, 10/15
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
Friday, September 21, 2012
Intro to News Packages
Bell Ringer:
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
Monday: http://www.wnep.com/wnep-columbia-county-fire-destroys-homes-20111121,0,5540786.story
Wednesday: http://www.wnep.com/wnep-luz-flood-victims-to-receive-thanksgiving-dinner-20111121,0,3228536.story
Thursday: http://www.wnep.com/wnep-numb-body-found-in-car-20111013,0,3699733.story
Friday: http://www.wnep.com/news/specialfeatures/leckeylive/
10/1- 10/5
Goal: Students will learn about reporting the news and creating news packages
I. Watch introductory videos: How to report the news http://www.ehow.com/video_4401391_responsibilities-tv-news-reporter.html
II. Watch Channel 16 DVD on how to produce a news story
Tuesday: Watch introductory videos (see upper link) Students will review the various elements for creating a "News Package" 1. Students should get their journalism notebooks.
Wednesday 2. We will watch professional news packages from WNEP. Students will take notes on format and tips.
Thursday:
1. The class will compile a "Reporter's checklist" to indicate steps and information needed in creating a news package.
2. Then Students will complete the planning sheet.
Friday: Students will present their planning sheets and discuss their news packages to the class
Students will begin the process of creating a news story
Overview:Students will review the various elements for creating a "News Package"
1. Students should get their journalism notebooks.
2. Students will generate ideas/ complete treatments for their projects.
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
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
Monday: http://www.wnep.com/wnep-columbia-county-fire-destroys-homes-20111121,0,5540786.story
Wednesday: http://www.wnep.com/wnep-luz-flood-victims-to-receive-thanksgiving-dinner-20111121,0,3228536.story
Thursday: http://www.wnep.com/wnep-numb-body-found-in-car-20111013,0,3699733.story
Friday: http://www.wnep.com/news/specialfeatures/leckeylive/
10/1- 10/5
Goal: Students will learn about reporting the news and creating news packages
I. Watch introductory videos: How to report the news http://www.ehow.com/video_4401391_responsibilities-tv-news-reporter.html
II. Watch Channel 16 DVD on how to produce a news story
Tuesday: Watch introductory videos (see upper link) Students will review the various elements for creating a "News Package" 1. Students should get their journalism notebooks.
Wednesday 2. We will watch professional news packages from WNEP. Students will take notes on format and tips.
Thursday:
1. The class will compile a "Reporter's checklist" to indicate steps and information needed in creating a news package.
2. Then Students will complete the planning sheet.
Friday: Students will present their planning sheets and discuss their news packages to the class
Students will begin the process of creating a news story
Overview:Students will review the various elements for creating a "News Package"
1. Students should get their journalism notebooks.
2. Students will generate ideas/ complete treatments for their projects.
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
Monday, September 17, 2012
Intro to News Packages
Bell Ringer: Tuesday, 9/18- 9/21
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
Tuesday: http://www.wnep.com/wnep-columbia-county-fire-destroys-homes-20111121,0,5540786.story
Wednesday: http://www.wnep.com/wnep-luz-flood-victims-to-receive-thanksgiving-dinner-20111121,0,3228536.story
Thursday: http://www.wnep.com/wnep-numb-body-found-in-car-20111013,0,3699733.story
Friday: http://www.wnep.com/news/specialfeatures/leckeylive/
Tuesday and Wednesday:
Goal: Students will learn about reporting the news and creating news packages
I. Watch introductory videos: How to report the news http://www.ehow.com/video_4401391_responsibilities-tv-news-reporter.html
II. Watch Channel 16 DVD on how to produce a news story
Tuesday: Watch introductory videos (see upper link) Students will review the various elements for creating a "News Package" 1. Students should get their journalism notebooks.
Wednesday 2. We will watch professional news packages from WNEP. Students will take notes on format and tips.
Thursday:
1. The class will compile a "Reporter's checklist" to indicate steps and information needed in creating a news package.
2. Then Students will complete the planning sheet.
Friday: Students will present their planning sheets and discuss their news packages to the class
Students will begin the process of creating a news story
Overview:Students will review the various elements for creating a "News Package"
1. Students should get their journalism notebooks.
2. Students will generate ideas/ complete treatments for their projects.
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
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
Tuesday: http://www.wnep.com/wnep-columbia-county-fire-destroys-homes-20111121,0,5540786.story
Wednesday: http://www.wnep.com/wnep-luz-flood-victims-to-receive-thanksgiving-dinner-20111121,0,3228536.story
Thursday: http://www.wnep.com/wnep-numb-body-found-in-car-20111013,0,3699733.story
Friday: http://www.wnep.com/news/specialfeatures/leckeylive/
Tuesday and Wednesday:
Goal: Students will learn about reporting the news and creating news packages
I. Watch introductory videos: How to report the news http://www.ehow.com/video_4401391_responsibilities-tv-news-reporter.html
II. Watch Channel 16 DVD on how to produce a news story
Tuesday: Watch introductory videos (see upper link) Students will review the various elements for creating a "News Package" 1. Students should get their journalism notebooks.
Wednesday 2. We will watch professional news packages from WNEP. Students will take notes on format and tips.
Thursday:
1. The class will compile a "Reporter's checklist" to indicate steps and information needed in creating a news package.
2. Then Students will complete the planning sheet.
Friday: Students will present their planning sheets and discuss their news packages to the class
Students will begin the process of creating a news story
Overview:Students will review the various elements for creating a "News Package"
1. Students should get their journalism notebooks.
2. Students will generate ideas/ complete treatments for their projects.
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
Sunday, September 16, 2012
Soundbooth
Monday, 9/17 - Adobe Soundbooth
Goal: Students will be able to locate and remove excess "noise" from audio
1. Students will review basic elements of Soundbooth (toolbox, bars, effect locations, minimize bars, etc)
2. Students will watch a tutorial on removing sound from a selection of audio
3. Students will discuss the process
4. Students will open a new project and remove sound from an audio clip
Materials needed: computers, blog, Soundbooth, notes
Assessment: evaluate project: students will remove excess noise from a video
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
Goal: Students will be able to locate and remove excess "noise" from audio
1. Students will review basic elements of Soundbooth (toolbox, bars, effect locations, minimize bars, etc)
2. Students will watch a tutorial on removing sound from a selection of audio
3. Students will discuss the process
4. Students will open a new project and remove sound from an audio clip
Materials needed: computers, blog, Soundbooth, notes
Assessment: evaluate project: students will remove excess noise from a video
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
Friday, September 07, 2012
9/10-9/14 Key Frames Titles and Key frames
Goal: 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
Monday - Sound Forge Tuesday - Sound Effects
Wednesday - Key Frames
Thursday - Sonic Fire Pro Friday - complete all tutorial projects
Friday – Quiz Must Be Completed
Monday, 9/10: Students will review the Key frame tutorial at their desks, add to their instructional notes and practice the tutorial Students will create a practice key frame project (Please save it in a new folder named : PRACTICE KEY FRAME) Students will watch first productions
Tuesday, 9/11 Teacher will review basic editing and key frames and allow students to begin their quiz
Wednesday, 9/12: 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. Your title must fade in and fade out
F. 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 evevaluate the quality of material produced
Goal: 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
Monday - Sound Forge Tuesday - Sound Effects
Wednesday - Key Frames
Thursday - Sonic Fire Pro Friday - complete all tutorial projects
Friday – Quiz Must Be Completed
Monday, 9/10: Students will review the Key frame tutorial at their desks, add to their instructional notes and practice the tutorial Students will create a practice key frame project (Please save it in a new folder named : PRACTICE KEY FRAME) Students will watch first productions
Tuesday, 9/11 Teacher will review basic editing and key frames and allow students to begin their quiz
Wednesday, 9/12: 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. Your title must fade in and fade out
F. 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 evevaluate the quality of material produced
Monday, September 03, 2012
Assignment 1
9/3-9/9
Opening Activity: (Must be completed at the very beginning of class each day)
9/3- Meet with your group and discuss an organized editing schedule
9/4- Watch tutorial video 1- basic intro **Rem. to take notes on the tutorials. You will be using these skills all year
9/5- Watch tutorial video 2- title crawl
9/6- Review works for export; Final staging package; Final export
9/9= Peer evaluation before final export --The is the Last day. All works must be exported by the end of the period
Goal: Students 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 /
Students will review basic editing skills/ techniques for the first project
Assignment 1:
Students will learn basic editing techniques
Students will create their first project
Project:
1. You will create an interactive scene utilizing several camera shots and movements.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
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 interact with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
5. You must include the following:
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly zoom
High Angle/ Low Angle
Close Up and ECU
-Title Crawl Tutorial
5. -You must memorize all steps and actions.
** 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
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 --Use the title maker to create a tag for your video
(In the bot. Left corner, include your name, period, title of the video and the two songs)
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.
Daily Plan: (Mrs. Christian will conduct a short lesson each day before you begin your project)
Tuesday: a general walk through of Adobe - You will work on project after discussion
Tuesday: Bins and organization
Wednesday: SAVING a project; Exporting
Thursday: Title Crawls
Friday: Project Checklist
Due Dates9/3-9/6 Students will edit videos
9/3- Tutorials must be completed and exported by Friday
9/5 - All filming complete; videos must be IMPORTED and saved into a proper folder
9/3-6- Editing project
9/29- Final Export day
1. Basic Instructions
2. Title Crawl
**Each person will complete their own tutorial project.
**Each student will take notes on the tutorial
**Each group will incorporate a crawling title in their video
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
9/3-9/9
Opening Activity: (Must be completed at the very beginning of class each day)
9/3- Meet with your group and discuss an organized editing schedule
9/4- Watch tutorial video 1- basic intro **Rem. to take notes on the tutorials. You will be using these skills all year
9/5- Watch tutorial video 2- title crawl
9/6- Review works for export; Final staging package; Final export
9/9= Peer evaluation before final export --The is the Last day. All works must be exported by the end of the period
Goal: Students 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 /
Students will review basic editing skills/ techniques for the first project
Assignment 1:
Students will learn basic editing techniques
Students will create their first project
Project:
1. You will create an interactive scene utilizing several camera shots and movements.
Project: Staging
1. Review video sample
2. Discuss established shots. Create secondary storyboards
3. Discuss shots and sound effects
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 interact with each other.
3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
5. You must include the following:
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly zoom
High Angle/ Low Angle
Close Up and ECU
-Title Crawl Tutorial
5. -You must memorize all steps and actions.
** 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
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 --Use the title maker to create a tag for your video
(In the bot. Left corner, include your name, period, title of the video and the two songs)
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.
Daily Plan: (Mrs. Christian will conduct a short lesson each day before you begin your project)
Tuesday: a general walk through of Adobe - You will work on project after discussion
Tuesday: Bins and organization
Wednesday: SAVING a project; Exporting
Thursday: Title Crawls
Friday: Project Checklist
Due Dates9/3-9/6 Students will edit videos
9/3- Tutorials must be completed and exported by Friday
9/5 - All filming complete; videos must be IMPORTED and saved into a proper folder
9/3-6- Editing project
9/29- Final Export day
1. Basic Instructions
2. Title Crawl
**Each person will complete their own tutorial project.
**Each student will take notes on the tutorial
**Each group will incorporate a crawling title in their video
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
Tuesday, August 28, 2012
Bell ringers:
Monday, 8/27
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/28 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/29 - Using the link below, write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
Goal: Students be able to incorporate camera directions and angles into an original production.
Plan:
Monday, 8/27 -Students will discuss the following planning and technique tips
Tuesday, 8/28 - Students will complete formal story boards and scripts
Wednesday, 8/29 - Students will run through a complete video production
**Students will pick three projects to participate in
**Each group will review the plan, tape and conduct the 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:
Monday, 8/27– Discuss one camera angle that will be important to your production.
Tuesday, 8/28 - How are you using the 180 degree rule in your
Wednesday, 8/29 – 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, 8/27
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/28 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/29 - Using the link below, write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
Goal: Students be able to incorporate camera directions and angles into an original production.
Plan:
Monday, 8/27 -Students will discuss the following planning and technique tips
Tuesday, 8/28 - Students will complete formal story boards and scripts
Wednesday, 8/29 - Students will run through a complete video production
**Students will pick three projects to participate in
**Each group will review the plan, tape and conduct the 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:
Monday, 8/27– Discuss one camera angle that will be important to your production.
Tuesday, 8/28 - How are you using the 180 degree rule in your
Wednesday, 8/29 – 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
Saturday, August 25, 2012
Your Turn
Bell ringers:
Monday, 8/27
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/28 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/29 - Using the link below, write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
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:
Monday, 8/27– Discuss one camera angle that will be important to your production.
Tuesday, 8/28 - How are you using the 180 degree rule in your
Wednesday, 8/29 – 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, 8/27
Opening Activity: Watch the following clip and discuss the difference with and without the musical score
http://www.youtube.com/watch?v=ApsR4pDI5tk
Tuesday, 8/28 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?
Wednesday, 8/29 - Using the link below, write a quick scene of two people walking down the hall. Use a camera angle, one movement and a camera direction.
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:
Monday, 8/27– Discuss one camera angle that will be important to your production.
Tuesday, 8/28 - How are you using the 180 degree rule in your
Wednesday, 8/29 – 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
Thursday, August 23, 2012
Opening Activity:
In your journalism notebook, please comment on the following article:
8/23 Think fast! Crazy job interview questions
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.
8/ 24 Activity
Review the following Link:
Camera Shots
Thursday, 8/23 and Friday, 8/24
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 to planning a video project.
Students will review two handouts on camera direction/ angles
Students will discuss a packet entitled: Lights, Camera, Action
Link: http://www.mediaknowall.com/camangles.html
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.
Assessment: (Monday, 8/29) Students will be given a quiz on all of the terms and packet
Closure Activity: What types of camera angles do you see in the linked video? http://abcnews.go.com/Technology/earthquake-measured-58-magnitude-rattles-washington-york/story?id=14364643
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
In your journalism notebook, please comment on the following article:
8/23 Think fast! Crazy job interview questions
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.
8/ 24 Activity
Review the following Link:
Camera Shots
Thursday, 8/23 and Friday, 8/24
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 to planning a video project.
Students will review two handouts on camera direction/ angles
Students will discuss a packet entitled: Lights, Camera, Action
Link: http://www.mediaknowall.com/camangles.html
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.
Assessment: (Monday, 8/29) Students will be given a quiz on all of the terms and packet
Closure Activity: What types of camera angles do you see in the linked video? http://abcnews.go.com/Technology/earthquake-measured-58-magnitude-rattles-washington-york/story?id=14364643
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 21, 2012
Welcome
Welcome to Journalism II
In your journalism notebook, please comment on the following article:
Think fast! Crazy job interview questions
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.
Overview:
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: 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.
In your journalism notebook, please comment on the following article:
Think fast! Crazy job interview questions
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.
Overview:
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: 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.
Tuesday, April 24, 2012
Goal: Students will become familiar with the television studio
Monday - Thursday: Students will plan studio project
1. Please make sure you have the following
-paragraph
-treatment
-formal script (with camera directions, props, staging, camera movement, dialogue, stage directions, graphics and all director information)
-blocking maps
2. Select and record commercials on formal script
3. Discuss, plan and create outtakes
4. Position list
5. Organizational plan sheet
Friday- Wednesday - Work on final exams
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday - Thursday: Students will plan studio project
1. Please make sure you have the following
-paragraph
-treatment
-formal script (with camera directions, props, staging, camera movement, dialogue, stage directions, graphics and all director information)
-blocking maps
2. Select and record commercials on formal script
3. Discuss, plan and create outtakes
4. Position list
5. Organizational plan sheet
Friday- Wednesday - Work on final exams
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, April 09, 2012
Work on All About Me Video
Goal: Students will continue working on their final project
Students will have sufficient work on their time lines for Friday's check
1. All students should work on their Adobe Premiere projects.
2. There will be a 50 point check on Friday. I will monitor the progress of the All About Me Project
3. On Thursday and Friday, we will go into the studio
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Students will have sufficient work on their time lines for Friday's check
1. All students should work on their Adobe Premiere projects.
2. There will be a 50 point check on Friday. I will monitor the progress of the All About Me Project
3. On Thursday and Friday, we will go into the studio
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Tuesday, March 27, 2012
Intro to TV Studio
Week of 3/26
We will continue working on the text modules.
Goal: Students will learn about all aspects of television production
Students will write treatments
Students will write scripts
Holding the viewer’s attention
http://www.internetcampus.com/tvp003.htm
Production Steps:
http://www.internetcampus.com/tvp004.htm
Script:
http://www.internetcampus.com/tvp005.htm
Script Writing:
http://www.internetcampus.com/tvp006.htm
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
We will continue working on the text modules.
Goal: Students will learn about all aspects of television production
Students will write treatments
Students will write scripts
Holding the viewer’s attention
http://www.internetcampus.com/tvp003.htm
Production Steps:
http://www.internetcampus.com/tvp004.htm
Script:
http://www.internetcampus.com/tvp005.htm
Script Writing:
http://www.internetcampus.com/tvp006.htm
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
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