Debra Gerbasio Media€¦ · Grade 10-12/Media Arts 2013 3 Unit: “The Television Production...

Television Production

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Approval Signature

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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.


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:


4

Computer, camcorders, studio camera

Interdisciplinary Connections:

Language Arts: Reading and writing.

History of the television and time periods.

Technology


5

Unit: “Working in the Television Production Industry”



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


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.


Demonstrate Cues Commonly Used by Floor Managers

Identify Staff Required for Different Scenarios

Workbook Activities 2-1,2-2,2-3



To show evidence of meeting this standard, students may:


Chapter Tests


Vocabulary Quizzes



Equipment Needed:



6

Interdisciplinary Connections:

Language Arts: Reading and writing

Technology


7

Unit: “The Video Camera and Support Equipment”



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


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.


Experiment with Zoom and Focus

Level a Tripod

Locate the Parts of a Camera



Text: Television Production To show evidence of meeting this standard, students may:


Chapter Tests


Vocabulary Quizzes



8


Equipment Needed


Interdisciplinary Connections


Technology


9

Unit: “Video Camera Operations”



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



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.


Pre-focus a Camera

Frame Shots

Perform Camera Movements



Text: Television Production To show evidence of meeting this standard, students may:


Chapter Tests


Vocabulary Quizzes



Equipment Needed


10




Technology


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


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.


Dissect a VCR

Sample Different Tape Formats

Select TV & Monitor Connections

Research Different Types of Recorders



www.studenttelevision.com



Chapter Tests


Vocabulary Quizzes



http://www.studenttelevision.com/


12

Equipment Needed




Technology


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



Standard WHST.9-10.1c,2b


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.


Names of Connectors

Connector Quiz Game

Connector Index Cards

Mic Etiquette

Mic Interview

Workbook Activities 6-1, 6-2, 6-3



www.aes.org



Chapter Tests


Vocabulary Quizzes



Equipment Needed


http://www.aes.org/


14



Technology


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



Standard WHST.9-10.1c,2b,4,5,6,7,8,9,10


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.


Set Diagram Sketch

Scriptwriting

Write Program Proposals

Complete Workbook Activities 7-1,7-2,7-3





Chapter Tests


Vocabulary Quizzes



Equipment Needed




16


Technology


17

Unit: : “Image Display”


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



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.


Title Demo

Font Selection

Zebra Stripes

Crawls

Workbook Activities 8-1,8-2



www.videouniversity.com



Chapter Tests


Vocabulary Quizzes



Equipment Needed


http://www.videouniversity.com/


18



Technology


19

Unit: “Lighting”







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.


White Balance

Three Point Lighting

C-clamp

Barn Doors

Aluminum Foil Shaping

Hard & Soft Lighting





Chapter Tests



20

Vocabulary Quizzes



Equipment Needed

Computer, camcorders, studio camera, three point lighting



Technology


21

Unit: “Studio and Remote Shooting”







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





Chapter Tests


Vocabulary Quizzes



22


Equipment Needed

Computer, camcorders, studio camera,



Technology


23

Unit: “Remote Shooting”







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.


Outdoor Lighting Problems

Camera & Batteries Safety Precautions

Remote Shooting Techniques





Chapter Tests


Vocabulary Quizzes



Equipment Needed


24

Computer, camcorders, studio camera, tripod, dolly



Technology


25

Unit: “Props, Set Dressing, and Scenery”







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.


Sketch a Set Design

Patterns Effect Video Image





Chapter Tests


Vocabulary Quizzes



Equipment Needed

Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall


26



Technology


27

Unit: “Production Staging and Interacting with Talent”







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.


Jump Cut Exercises

Stage Two Person & Three Person Shots

Practice Dramatic Aside, Cheating Out & Interviews



28



Chapter Tests


Vocabulary Quizzes




Equipment Needed

Computer, camcorders, studio camera, tripod, dolly, lighting, chroma wall,

studio, Tricaster



Technology


29

Unit: :Directing”







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.


Practice Director’s Responsibilities

Mark the Script on Location

Pre-production Meetings

Write a Take Log



www.rtndf.org



Chapter Tests


Vocabulary Quizzes



Equipment Needed

http://www.rtndf.org/


30


studio, Tricaster



Technology


31

Unit: “Makeup Application & Costume Considerations”







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.


Practice Character & Straight Makeup

Fabric Testing Project





Chapter Tests


Vocabulary Quizzes



Equipment Needed


32


studio, Tricaster, makeup



Technology


33

Unit: “Music”







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.


Research Guidelines for Background Music





Chapter Tests


Vocabulary Quizzes



34


Equipment Needed





Technology


35

Unit: “Video “Switchers and Special Effects Generator”







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.


Video Switcher Demonstration

Practice SEG

Fades & Dissolves





Chapter Tests


Vocabulary Quizzes



36


Equipment Needed





Technology


37

Unit: “Electronic Special Effects”







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.


Practices Wipes & Transitions

Develop Chromakey Shots

Shrink an Image with DVE

Complete Video Project



www.beaweb.org




Chapter Tests


Vocabulary Quizzes



Equipment Needed




http://www.beaweb.org/


38


Technology


39

Unit: “Video Editing”




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


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.


Demonstrate Linear Editing System

Demonstrate Nonlinear Editing

Practice Editing Raw Tape

Create a Timeline of Scenes



40



Chapter Tests


Vocabulary Quizzes




Equipment Needed


studio, Tricaster, makeup, editing software



Technology


41

Unit: “Getting Technical- The Video Signal”




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


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.


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





Chapter Tests


Vocabulary Quizzes



Equipment Needed


42


studio, Tricaster, makeup, editing software



Technology

Debra Gerbasio Media€¦ · Grade 10-12/Media Arts 2013 3 Unit: “The Television Production...

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