Post on 25-Aug-2020
Television Production
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Approval Signature
______________________________
Approval Signature
Debra Gerbasio Media
Grade 10-12/Media Arts 2013
2
Course Description
This course is designed to provide students with a real-life work experience while heightening their awareness of the influence visual media has on
our lives. Students will learn the television production field in general and, particularly, learn their job functions quickly. After learning the tools of
the “trade,” they must work within the society of a large group, under a series of deadlines toward a common goal. Young men and women will
experience all of the above when entering the job market.
Course Outline
The students learn how to work a video camera, the basics of videography, and video editing skills. Students will work on live shoots and are
responsible for their own projects as part of their course work.
The students learn the ins and outs of television broadcast by putting together live shows for broadcast on Channel 34. They will learn all aspects of
a show including: commentating, camera work, script writing, graphics, etc.
Students work independently on a range of video projects, approved by their teacher. Their projects will be evaluated for design, topic, composition,
and overall cohesion. The students are responsible for meeting specific deadlines. The students will also be required to work on live shoots as part of
their course work.
Grade 10-12/Media Arts 2013
3
Unit: “The Television Production Industry”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards
Key Ideas and Details: Standard R.CCR.1,2,3 Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7
Conventions of Standard English: Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details
Standard RST.9-10.1,2,4,5,6 Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity
Standard RST.9-10.10 Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
How did television emerge into is
present technology?
What is the evolution of the
industry?
Students will:
Identify the various areas within the
television production industry and cite
the unique characteristics of each.
Describe the roles of networks and
affiliates in the process of scheduling
programming.
Explain how the cost of an ad is
determined.
To assist in meeting this standard, students may:
Reinforce Glossary of Terms
Design a Schedule of Programming
Advertising for a Specific Program
Workbook Activities 1-1,1-2
Assessments Teacher Resources:
Text: Television Production
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed:
Grade 10-12/Media Arts 2013
4
Computer, camcorders, studio camera
Interdisciplinary Connections:
Language Arts: Reading and writing.
History of the television and time periods.
Technology
Grade 10-12/Media Arts 2013
5
Unit: “Working in the Television Production Industry”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards
Key Ideas and Details: Standard R.CCR.1,2,3 Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7
Conventions of Standard English: Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details
Standard RST.9-10.1,2,4,5,6 Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity
Standard RST.9-10.10 Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is production workflow?
What are the three phases of video
production?
Students will:
Explain the possibilities of each
production staff position are dependent
on the functions of other staff positions.
List the primary responsibilities of each
production staff member.
Describe the activities in each step of a
production workflow.
To assist in meeting this standard, students may:
Demonstrate Cues Commonly Used by Floor Managers
Identify Staff Required for Different Scenarios
Workbook Activities 2-1,2-2,2-3
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed:
Computer, camcorders, studio camera
Grade 10-12/Media Arts 2013
6
Interdisciplinary Connections:
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
7
Unit: “The Video Camera and Support Equipment”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards
Key Ideas and Details: Standard R.CCR.1,2,3 Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7
Conventions of Standard English: Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard
RST.9-10.1,2,3,4,5,6 Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
How does the appearance of an
image change when the gain is
adjusted?
What are the benefits of using a
tripod when shooting outside of
the studio?
Students will:
Explain the differences between the
various video cameras available.
Identify each part of a video camera and
note the corresponding function.
Differentiate between the focal length and
the focal point related to a zoom lens.
Explain the interrelationship between f-
stops, the iris, and aperture in controlling
light.
List the challenges and benefits involved in
using hand-held camera shooting.
Identify the types of tripod heads available
and cite the unique characteristics of each.
To assist in meeting this standard, students may:
Experiment with Zoom and Focus
Level a Tripod
Locate the Parts of a Camera
Workbook Activities 3-1,3-2,3-3
Assessments Teacher Resources:
Text: Television Production To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Grade 10-12/Media Arts 2013
8
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
9
Unit: “Video Camera Operations”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards
Key Ideas and Details: Standard R.CCR.1,2,3 Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7
Conventions of Standard English: Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard
RST.9-10.1,2,3,4,5,6 Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the steps in pre-focusing
a zoom lens?
Why should a camera’s depth of
field be as large as possible?
Students will:
Explain how depth of field contributes to
composing a good picture.
Describe the composition of each type of
camera shot.
List and define a variety of camera
movements.
Explain how a videographer can
psychologically affect the audience.
To assist in meeting this standard, students may:
Pre-focus a Camera
Frame Shots
Perform Camera Movements
Workbook Activities 4-1,4-2,4-3
Assessments Teacher Resources:
Text: Television Production To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Grade 10-12/Media Arts 2013
10
Computer, camcorders, studio camera
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
11
Unit: “Videotape and Recorders”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English: Standard
L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6 Integration of
Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10 Text Types and Purposes
Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the common causes of
white spots appearing on the
screen while viewing a tape?
What are the appropriate materials
for cleaning video heads?
Students will:
Explain the process of cleaning video
heads.
Identify professional quality videotape
formats among all the types available.
Describe the function of the control track
in regulating the playback speed of
videotape.
Explain the role of an RF converter in a
television’s use of audio and video
signals.
To assist in meeting this standard, students may:
Dissect a VCR
Sample Different Tape Formats
Select TV & Monitor Connections
Research Different Types of Recorders
Assessments Teacher Resources:
Text: Television Production
www.studenttelevision.com
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Grade 10-12/Media Arts 2013
12
Equipment Needed
Computer, camcorders, studio camera
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
13
Unit: “Audio Basics”
NJCCCS and/or CCSS Codes: NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details:
Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English: Standard
L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6 Integration of
Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10 Text Types and Purposes
Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is the difference between
background sound and room tone?
How do microphones work?
What is feedback?
Students will:
Explain the functions of audio for
television productions.
List the most common use of each type of
microphone presented.
Describe the importance of the pick-up
pattern classification when selecting a
microphone.
To assist in meeting this standard, students may:
Names of Connectors
Connector Quiz Game
Connector Index Cards
Mic Etiquette
Mic Interview
Workbook Activities 6-1, 6-2, 6-3
Assessments Teacher Resources:
Text: Television Production
www.aes.org
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera
Grade 10-12/Media Arts 2013
14
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
15
Unit: “Scriptwriting”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3 Craft and
Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English: Standard
L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6 Integration of
Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10 Text Types and Purposes
Standard WHST.9-10.1c,2b,4,5,6,7,8,9,10
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are nod shots? What is a
script outline? What is a montage?
Students will:
Name each of the program formats
presented and cite the unique
characteristics of each.
List the expected components of a
program proposal.
Identify the elements in each type of
script used in television production.
To assist in meeting this standard, students may:
Set Diagram Sketch
Scriptwriting
Write Program Proposals
Complete Workbook Activities 7-1,7-2,7-3
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera
Interdisciplinary Connections
Grade 10-12/Media Arts 2013
16
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
17
Unit: : “Image Display”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the conditions for using
still photos in a video program?
What is contrast ratio?
What is the difference between a
roll and a crawl?
Describe the appropriate use of still
photos in a video production.
List guidelines for creating text to display
on a television screen.
Explain how contrast ratio affects
television graphics.
Differentiate between 4:3 and 16:9 aspect
ratios.
To assist in meeting this standard, students may:
Title Demo
Font Selection
Zebra Stripes
Crawls
Workbook Activities 8-1,8-2
Assessments Teacher Resources:
Text: Television Production
www.videouniversity.com
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera
Grade 10-12/Media Arts 2013
18
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
19
Unit: “Lighting”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What items can be used to redirect
or change the shape of a light?
How do different frequencies of
light affect a recorded video
image?
Identify the various types of lighting
instruments and cite each unique
characteristic of each.
Explain how different colors of light
affect a video image.
List the methods to control lighting
intensity.
Describe the goal and instruments used in
each of the television lighting techniques
presented.
Describe the methods recommended to
extend the life of lamps.
Explain how contrast ratio affects the
process of lighting a set.
To assist in meeting this standard, students may:
White Balance
Three Point Lighting
C-clamp
Barn Doors
Aluminum Foil Shaping
Hard & Soft Lighting
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Grade 10-12/Media Arts 2013
20
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera, three point lighting
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
21
Unit: “Studio and Remote Shooting”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the unique characteristics
of EFP? What are the
disadvantages of a studio shoot?
What are the advantages of a
remote shoot?
Students will:
Describe specific characteristics of both
studio and remote shooting.
Name the types of monitors set up in the
studio and state the function of each.
Explain the differences between the two
types of remote shooting.
List the items to be evaluated during a
location survey.
Cite advantages and challenges of both
studio and remote shooting.
Setting Up Remote Equipment
Studio Tour
Advantages & Challenges of Studio & Remote
Location Survey
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Grade 10-12/Media Arts 2013
22
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera,
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
23
Unit: “Remote Shooting”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is a crab dolly?
What are the challenges of
planning the audio for a location
shoot?
Students will:
Explain the options available to solve
lighting problems when shooting
outdoors.
List general safety precautions related to
the handling of cameras and batteries.
Define both of the remote shooting
techniques.
To assist in meeting this standard, students may:
Outdoor Lighting Problems
Camera & Batteries Safety Precautions
Remote Shooting Techniques
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Grade 10-12/Media Arts 2013
24
Computer, camcorders, studio camera, tripod, dolly
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
25
Unit: “Props, Set Dressing, and Scenery”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is a prop? How does a CYC
differ from a backdrop?
Students will:
Identify factors to be considered when
selecting furniture for a production.
Describe how an item that appears to be
set dressing becomes a prop.
Explain how the pattern on various set
materials affects the video image.
To assist in meeting this standard, students may:
Sketch a Set Design
Patterns Effect Video Image
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall
Grade 10-12/Media Arts 2013
26
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
27
Unit: “Production Staging and Interacting with Talent”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is cross-camera shooting?
What is a cutaway? What is the
difference between a jump cut and
an error in continuity?
Students will:
Define foreground, middle ground, and
background.
Explain the function and importance of
the vector line in camera staging.
Differentiate between a jump cut and an
error in continuity.
Describe the staging for both two-person
and three-person studio interviews.
Dedifferentiate between a dramatic aside
and as-libbing.
List three things that production staff
members must remember when working
with non-professional talent.
To assist in meeting this standard, students may:
Jump Cut Exercises
Stage Two Person & Three Person Shots
Practice Dramatic Aside, Cheating Out & Interviews
Assessments Teacher Resources:
Grade 10-12/Media Arts 2013
28
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Text: Television Production
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
29
Unit: :Directing”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What steps must be completed
before script breakdowns can
begin? What is the director’s role
in the audition process?
Students will:
Name each type of script breakdown and
cite the information included in each.
Identify the director’s responsibilities in
each phase of production.
Explain the importance of marking the
script when shooting on location.
List qualities common to good directors.
To assist in meeting this standard, students may:
Practice Director’s Responsibilities
Mark the Script on Location
Pre-production Meetings
Write a Take Log
Assessments Teacher Resources:
Text: Television Production
www.rtndf.org
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Grade 10-12/Media Arts 2013
30
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
31
Unit: “Makeup Application & Costume Considerations”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
Why is makeup necessary on
television talent? How are errors in
continuity related to costuming
and makeup application avoided in
a production?
Students will:
Explain why the use of makeup is
necessary on television.
Differentiate between character makeup
and straight makeup.
List the materials and products used for
each layer of makeup application.
Cite common considerations when
selecting costumes for a production.
To assist in meeting this standard, students may:
Practice Character & Straight Makeup
Fabric Testing Project
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Grade 10-12/Media Arts 2013
32
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
33
Unit: “Music”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the caveats of using
background music in a television
production? What permissions
must be obtained to use original
music in a television production?
Students will:
List the guidelines and corresponding
exceptions for using background music in
a production.
Describe the permissions that must be
obtained to use copyrighted music in a
production.
Cite permissions that must be obtained to
use original music in a production.
Identify the types of contracts available
when choosing to use a music library.
To assist in meeting this standard, students may:
Research Guidelines for Background Music
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Grade 10-12/Media Arts 2013
34
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
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Unit: “Video “Switchers and Special Effects Generator”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What is the difference between a
video switcher and a SEG? What
is a bus and a bank?
Students will:
Explain the main function of a video
switcher.
Name some of the effects that are
possible when using a special effects
generator.
Define the terms “bus” and “bank” in
relation to a SEG.
List the steps involved in using the cut
bar on a SEG to cut between different
camera shots.
To assist in meeting this standard, students may:
Video Switcher Demonstration
Practice SEG
Fades & Dissolves
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Grade 10-12/Media Arts 2013
36
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
37
Unit: “Electronic Special Effects”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10
Text Types and Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the challenges in using
superimpositions? What is
lumance? How does it function in
creating an internal key?
Explain the difference between a mix
bank and an effects bank.
Differentiate between a superimposition
and a key.
Describe the importance of pixels to
DVEs.
To assist in meeting this standard, students may:
Practices Wipes & Transitions
Develop Chromakey Shots
Shrink an Image with DVE
Complete Video Project
Assessments Teacher Resources:
Text: Television Production
www.beaweb.org
To show evidence of meeting this standard, students may:
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup
Interdisciplinary Connections
Grade 10-12/Media Arts 2013
38
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
39
Unit: “Video Editing”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10 Text Types and
Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
What are the electronic
components required for a linear
editing system? What is the
advantage of using a A-B roll
system?
Students will:
Define “edit transition.”
Describe how generational losses occur
on videotapes.
List each step involved in nonlinear
editing and those involved in linear
editing.
Explain the importance of the control
track to the editing process.
Differentiate between assemble edit
mode and insert edit mode.
Cite the advantages and challenges of
using nonlinear editing systems.
List the advantages and challenges of
using linear editing systems.
To assist in meeting this standard, students may:
Demonstrate Linear Editing System
Demonstrate Nonlinear Editing
Practice Editing Raw Tape
Create a Timeline of Scenes
Assessments Teacher Resources:
Grade 10-12/Media Arts 2013
40
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Text: Television Production
Equipment Needed
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup, editing software
Interdisciplinary Connections
Language Arts: Reading and writing
Technology
Grade 10-12/Media Arts 2013
41
Unit: “Getting Technical- The Video Signal”
NJCCCS and/or CCSS Codes: ELA College and Career Readiness Anchor Standards Key Ideas and Details: Standard R.CCR.1,2,3
Craft and Structure: Standard R.CCR.4,5,6 Integration of Knowledge and Ideas: Standard R.CCR.7 Conventions of Standard English:
Standard L.CCR.1,2,3,4,5,6 Reading Standards for Literacy in a Technical Subject Key Ideas and Details Standard RST.9-10.1,2,4,5,6
Integration of Knowledge and Ideas Standard RST.9-10.7,8,9 Range of reading Level of text Complexity Standard RST.9-10.10 Text Types and
Purposes Standard WHST.9-10.1c,2b
Essential Questions Enduring Understandings Activities, Investigation, and Student Experiences
How is the picture on a television
screen produced? What is
interlace?
Students will:
Describe how the television picture is
produced.
Name and define each of the video
scanning signals.
Explain the importance of sync to video
equipment during production.
Describe how the imminent changes in
video technology will affect both the
current and new video equipment.
To assist in meeting this standard, students may:
Demonstrate Horizontal & Vertical Sync Pulse, Blanking, &
Retrace
The Order of Colors in a Bar Display
Monitors on Location Shoots
Discuss a Career as a Production Assistant
Assessments Teacher Resources:
Text: Television Production
To show evidence of meeting this standard, students may:
Chapter Review Questions
Chapter Tests
Short Answer Quizzes
Vocabulary Quizzes
Multiple Choice Tests and Essay Questions
Class Participation/Behavior
Equipment Needed
Grade 10-12/Media Arts 2013
42
Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,
studio, Tricaster, makeup, editing software
Interdisciplinary Connections
Language Arts: Reading and writing
Technology