Career and Technical .k12.wa.us
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|Eatonville School District: Middle School Video Technology |
|Course: Video Foundations |Total Framework Hours up to: 90 |
|CIP Code: 100201 |Exploratory Preparatory |Date Last Modified: December 2016 |
|Career Cluster: Arts, AV Technology & Communications |Cluster Pathway: Audio and Video Technology and Film |
Unit Outline
Exploring Digital Media I:
Hours
Unit 1: Elements & Principles of Digital Multimedia 10
Unit 2: Copyright and Ethics 10
Unit 3: Pre-Production 10
Unit 4: On Location 25
Unit 5: In Studio 15
Unit 6: Video Production and Editing 20
Total Hours 90
|UNIT 1: ELEMENTS & PRINCIPLES OF DIGITAL MULTIMEDIA |
|Performance Assessments: |
|Student research the Visual Composition Principles for Multimedia and produce a document with the definitions and examples of each. |
|Students’ Written Reflection at the end of each class to show understanding. |
|Student Entry Tasks will be compared to Student Reflections to assess student achievement of knowledge, skills, and techniques covered each day. |
|Students complete a project to videotape and photograph for all 8 of the principles and create an Adobe Premiere Pro video presentation of their work. |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Think Creatively: 1.A.1, 1.A.2 |
|Communicate Clearly: 3.A.1, 3.A.2, 3.A.4 |
|Create Media Products: 5.B.1, 5.B.2 |
|Apply Technology Effectively: 6.A.1, 6.A.2 |
|Manage Goals and Time: 8.A.1, 8.A.3 |
|Interact Effectively with Others: 9.A.1, 9.A.2 |
| |
|Activities: Students will research the Visual Composition Principles for Multimedia on the Internet and produce a document with the definitions and examples of each. Students will then videotape and photograph for all 8 of |
|the principles and create an Adobe Premiere Pro video presentation of their work to present to the class. Students will be interacting with classmates during class lessons to discuss daily learning and complete formative |
|activities related to each day’s topic. |
|Standards and Competencies |
|Standard/Unit: |
|Students will use prior knowledge of art design principles and elements and learn how it relates to multimedia production. |
|Competencies |Total Learning Hours for Unit: 10 |
| |
|Combine text, images, and sound by incorporating information from a wide range of media
(e.g. films, newspapers, magazines, online data, television, video, and electronic media-generated images). |
|Select an appropriate medium for presentation elements. |
|Use the selected media skillfully, editing appropriately and monitoring for quality. |
|Analyze audience response and revise the presentation accordingly. |
|Aligned Washington State Standards |
|Arts |1.1 Understand arts concepts and vocabulary |
| |1.2 Develop arts skills and techniques |
| |1.4 Apply audience skills in a variety of arts settings and performances |
| |4.5 Demonstrate knowledge of arts careers and the knowledge of arts skills in the world of work |
|Educational Technology |1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools. |
| |1.2.1 Communicate and collaborate to learn with others. |
| |1.3.2 Locate and organize information from a variety of sources and media. |
| |2.1.1 Practice personal safety. |
| |2.1.2 Practice ethical and respectful behavior. |
| |2.2.1 Develop skills to use technology effectively. |
| |2.2.2 Use a variety of hardware to support learning. |
| |2.3.1 Select and use common applications. |
| |2.4.1 Formulate and synthesize new knowledge. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.EE.B.4 |
| |Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the |
| |quantities. |
| | |
| |CCSS.MATH.CONTENT.7.G.A.2 |
| |Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, |
| |noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.1 |
| |Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number |
| |line diagram. |
|Reading (Anchor Standards) |Integration of Knowledge and Ideas: |
| | |
| |CCSS.ELA-RA.R.7 |
| |Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 |
| | |
| |Range of Reading and Level of Text Complexity: |
| |CCSS.ELA-RA.R.10 |
| |Read and comprehend complex literary and informational texts independently and proficiently |
|Science (NGSS—MS) |MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than |
| |analog signals. |
| |MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| |MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| |MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in|
| |the fully formed anatomy. |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| |CCSS.ELA-Literacy.SL.1.c |
| |Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,|
| |or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| | |
| |CCSS.ELA-Literacy.SL.2 |
| |Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, |
| |evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| | |
| |CCSS.ELA-Literacy.SL.3 |
| |Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone |
| |used. |
| | |
| |Presentation of Knowledge and Ideas: |
| | |
| |CCSS.ELA-Literacy.SL.4 |
| |Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing |
| |perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| | |
| |CCSS.ELA-Literacy.SL.5 |
| |Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and |
| |evidence and to add interest. |
|Writing |Text Types and Purposes: |
| | |
| |CCSS.ELA-Literacy.W.2 |
| |Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and |
| |analysis of content. |
| | |
| | |
| |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.5 |
| |Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific |
| |purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades here.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Research to Build and Present Knowledge: |
| | |
| |CCSS.ELA- Literacy.W.8 |
| |Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in |
| |terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source |
| |and following a standard format for citation. |
| | |
| |Range of Writing: |
| | |
| |CCSS.ELA- Literacy.W.10 |
| |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,|
| |and audiences. |
|UNIT 2: COPYRIGHT AND ETHICS |
|Performance Assessments: |
|PBS Student Reporting Lab worksheets about Copyright and Ethics in Journalism. |
|Students’ Written Reflections at the end of each day’s lesson. |
|Student Entry Tasks will be compared to Student Reflections to assess student achievement of knowledge, skills, and techniques covered in each unit/lesson. |
|Students’ participation in Internet research about Copyright and Ethics and whole-class activities to practice how to use copyrighted material and how to exhibit acceptable student ethics in journalism. |
|One page paper about fair use guidelines, privacy issues, and ethics in digital media. |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Use and Manage Information: 4.B.1, 4.B.2, 4.B.3 |
|Analyze Media: 5.A.3 |
|Apply Technology Effectively: 6.A.3 |
|Guide and Lead Others: 11.A.4 |
|Be Responsible to Others: 11.B.1 |
| |
|Activity: Students will conduct Internet research, watch PBS Student Reporting Labs instructional videos about copyright and ethics, go through several class lessons and interactive activities, and write a one-page paper |
|about fair use guidelines, privacy issues, and ethics in digital media |
|Standards and Competencies |
|Standard/Unit: |
|Students will explore copyright and ethics and how the two relate and effect digital media. |
|Competencies |Total Learning Hours for Unit: 10 |
| |
|Explain fair use guidelines for different media
|
|Explain privacy issues in different media
|
|Describe ethics in digital photography |
|Aligned Washington State Standards |
|Arts | |
|Educational Technology |2.1.1 Practice personal safety. |
| |2.1.2 Practice ethical and respectful behavior. |
| |2.2.1 Develop skills to use technology effectively. |
| |2.2.2 Use a variety of hardware to support learning. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.NS.A.1.D |
| |Apply properties of operations as strategies to add and subtract rational numbers. |
| |CCSS.MATH.CONTENT.7.SP.A.2 |
| |Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size |
| |to gauge the variation in estimates or predictions. |
|Reading (Anchor Standards) |Key Ideas and Details: |
| |CCSS.ELA-RA.R.1 |
| |Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |
| |drawn from the text. |
| | |
| |Craft and Structure: |
| | |
| |CCSS.ELA-RA.R.4 |
| |Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning|
| |or tone. |
| | |
| |Integration of Knowledge and Ideas: |
| | |
| |CCSS.ELA-RA.R.7 |
| |Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 |
|Science (NGSS—MS) |MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population. |
| |MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the |
| |inheritance of desired traits in organisms. |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| |CCSS.ELA-Literacy.SL.1.c |
| |Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,|
| |or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| | |
| |CCSS.ELA-Literacy.SL.2 |
| |Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, |
| |evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| | |
| |CCSS.ELA-Literacy.SL.5 |
| |Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and |
| |evidence and to add interest. |
|Writing |Text Types and Purposes: |
| | |
| |CCSS.ELA-Literacy.W1 |
| |Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| | |
| |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Research to Build and Present Knowledge: |
| | |
| |CCSS.ELA- Literacy.W.8 |
| |Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in |
| |terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source |
| |and following a standard format for citation. |
| | |
|UNIT 3: PRE-PRODUCTION |
|Performance Assessments: |
|Student assignments in each lesson, such as activity sheets, skill building sheets, and worksheets to learn about story maps, storyboards, and shot lists. |
|Students written Reflections at the end of each unit and/or lesson are compared to lesson Rubrics to assess daily understanding. |
|Student Entry Tasks will be compared to Student Reflections to assess student achievement of knowledge, skills, and techniques covered in each unit/lesson. |
|Students use and create story maps, storyboards, and shot lists for a series of multimedia projects and will be assessed on each to include a public service announcement, a video ad, a news story, and a student feature |
|video. Final assessments will be on the completed videos |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Think Creatively: 1.A.1, 1.A.2, 1.A.3 |
|Work Creatively with Others: 1.B.1, 1.B.2, 1.C.1 |
|Make Judgements and Decisions: 2.C.1, 2.C.2, 2.C.5 |
|Solve Problems: 2.D.1, 2.D.2 |
|Communicate Clearly: 3.A.1, 3.A.2, 3.A.3, 3.A.4, |
|Collaborate with Others: 3.B.1, 3.B.2, 3.B.3 |
|Analyze Media: 5.A.1, 5.A.2, |
|Adapt to Change: 7.A.1 |
|Interact Effectively with Others: 9.A.1, 9.A.2 |
|Mange Projects: 10.A.1, 10.A.2 |
|Guide and Lead Others: 11.A.1, 11.A.4 |
| |
|Activity: Brainstorm with partners to come up with ideas for multimedia segment projects, complete story maps and storyboards to outline projects, plan individual roles and develop shot lists. Working as groups to research,|
|collaborate, brainstorm, write, and produce multimedia segments including: product ad; video ad; meet the staff and student stories. Students will also work independently to edit and design their individual video that will |
|be aired school-wide (see On Location unit for output). |
|Standards and Competencies |
|Standard/Unit: |
|Students will be introduced to pre-production elements including project development and planning, brainstorming, storyboards, rough draft mockups, pitching ideas, and organization. |
|Competencies |Total Learning Hours for Unit: 10 |
| |
|Apply techniques to meet needs of projects (brainstorming, idea generation and elimination, storyboards, and idea selection). |
|Identify project team roles necessary for different media (project manager, director, producer, photographer/camera operator, reporter, editor).
|
|Develop Shot Lists to coordinate how, where, and when photography and/or video shoots will occur (project story map, project storyboard with slides, questions list). |
|Aligned Washington State Standards |
|Arts |4.5 Demonstrate knowledge of arts careers and the knowledge of arts skills in the world of work |
|Educational Technology |1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools. |
| |1.2.1 Communicate and collaborate to learn with others. |
| |1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. |
| |1.3.2 Locate and organize information from a variety of sources and media. |
| |1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. |
| |2.1.1 Practice personal safety. |
| |2.1.2 Practice ethical and respectful behavior. |
| |2.2.2 Use a variety of hardware to support learning. |
| |2.3.1 Select and use common applications. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.SP.A.2 |
| |Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size |
| |to gauge the variation in estimates or predictions. |
| |CCSS.MATH.CONTENT.7.SP.B.3 |
| |Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a |
| |multiple of a measure of variability. |
| | |
| |CCSS.MATH.CONTENT.7.SP.B.4 |
| |Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.2 |
| |Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.2.C |
| |Apply properties of operations as strategies to multiply and divide rational numbers. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.1 |
| |Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number |
| |line diagram. |
|Reading (Anchor Standards) |Key Ideas and Details: |
| |CCSS.ELA-RA.R.1 |
| |Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |
| |drawn from the text. |
| | |
| |Craft and Structure: |
| | |
| |CCSS.ELA-RA.R.4 |
| |Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning|
| |or tone. |
| | |
| |Integration of Knowledge and Ideas: |
| | |
| |CCSS.ELA-RA.R.7 |
| |Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 |
| | |
| |Range of Reading and Level of Text Complexity: |
| |CCSS.ELA-RA.R.10 |
| |Read and comprehend complex literary and informational texts independently and proficiently |
|Science (NGSS—MS) |MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles |
| |and potential impacts on people and the natural environment that may limit possible solutions. |
| | |
| |MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| | |
| |MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into|
| |a new solution to better meet the criteria for success. |
| | |
| |MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| |CCSS.ELA-Literacy.SL.1.a |
| |Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the |
| |topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| | |
| |CCSS.ELA-Literacy.SL.1.b |
| |Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. |
| | |
| |CCSS.ELA-Literacy.SL.1.c |
| |Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,|
| |or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| | |
| |CCSS.ELA-Literacy.SL.1.d |
| |Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what |
| |additional information or research is required to deepen the investigation or complete the task. |
| | |
| |Presentation of Knowledge and Ideas: |
| | |
| |CCSS.ELA-Literacy.SL.4 |
| |Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing |
| |perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| | |
| |CCSS.ELA-Literacy.SL.6 |
| |Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
|Writing |Text Types and Purposes: |
| | |
| |CCSS.ELA-Literacy.W1 |
| |Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| | |
| |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Range of Writing: |
| | |
| |CCSS.ELA- Literacy.W.10 |
| |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,|
| |and audiences. |
|UNIT 4: ON LOCATION |
|Performance Assessments: |
|Student assignments in each lesson, such as activity sheets, skill building sheets, and worksheets about the projects they have planned in pre-production. |
|Students Reflection at the end of each unit and/or lesson in their online Interactive Notebooks. |
|Student Entry Tasks will be compared to Student Reflections each day to assess student achievement of knowledge, skills, and techniques covered in each lesson. |
|Students will work in groups, on-location to plan and film their multimedia segments including: product ad; video ad, and meet the staff and student stories. |
|Students will be assessed on their completed multimedia projects to assess students’ knowledge, skills, and techniques. These projects will be aired school-wide. |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Think Creatively: 1.A.3 |
|Communicate Clearly: 3.A.1, 3.A.4 |
|Information Literacy: 4.A.1, 4.A.2 |
|Use and Manage Information: 4.B.1, 4.B.2 |
|Create Media Products: 5.B.1, 5.B.2 |
|Apply Technology Effectively: 6.A.1, 6.A.2, 6.A.3 |
|Manage Goals and Time: 8.A.3 |
|Work Independently: 8.B.1 |
|Manage Projects: 10.A.1, 10.A.2 |
|Produce Results: 10.B.1 |
| |
|Activities: Working as groups to research, collaborate, brainstorm, write, and produce multimedia segments including: product ad; video ad; meet the staff and student stories. Students will also work independently to edit |
|and design their individual video that will be aired school-wide. |
|Standards and Competencies |
|Standard/Unit: |
|Students will create original works to illustrate their achieved knowledge and skills in graphic design, photography, and video production.
|
|Competencies |Total Learning Hours for Unit: 25 |
| |
|Camera Operation – exposure focus and white balance. |
|Types of shots – WOCHU (Wide, Over the Shoulder, Close-up, Hands, Unique), viewpoints, time lapse, slow motion. |
|Audio – types of microphones (internal, handheld, wireless) |
|Lighting – types of lights, quality of light |
|CTE Soft Skills - are you on task during class, are you off your cell phone, are you listening, are you responsible while out of class and on assignment, are you productive, do you show up on time. |
| |
|Aligned Washington State Standards |
|Arts |1.1 Understand arts concepts and vocabulary |
| |1.2 Develop arts skills and techniques |
| |2.1 Apply a creative process in the arts |
| |2.2 Apply a performance process in the arts |
| |4.5 Demonstrate knowledge of arts careers and the knowledge of arts skills in the world of work |
|Educational Technology |1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools. |
| |2.1.1 Practice personal safety. |
| |2.1.2 Practice ethical and respectful behavior. |
| |2.2.1 Develop skills to use technology effectively. |
| |2.2.2 Use a variety of hardware to support learning. |
| |2.3.1 Select and use common applications. |
| |2.4.1 Formulate and synthesize new knowledge. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.SP.A.1 |
| |Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid |
| |only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. |
|Reading (Anchor Standards) |Key Ideas and Details: |
| |CCSS.ELA-RA.R.1 |
| |Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |
| |drawn from the text. |
| | |
| | |
| |Range of Reading and Level of Text Complexity: |
| |CCSS.ELA-RA.R.10 |
| |Read and comprehend complex literary and informational texts independently and proficiently |
|Science (NGSS—MS Engineering, Technology and| |
|Applications of Science) | |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| |CCSS.ELA-Literacy.SL.5 |
| |Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and |
| |evidence and to add interest. |
| | |
|Writing |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.5 |
| |Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific |
| |purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades here.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Range of Writing: |
| | |
| |CCSS.ELA- Literacy.W.10 |
| |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,|
| |and audiences. |
|UNIT 5: IN STUDIO |
|Performance Assessments: |
|Activity sheets, skill building sheets, and worksheets about In Studio rules, procedures, and roles. |
|Students Reflection at the end of each unit daily lesson. |
|Student Entry Tasks will be compared to Student Reflections to assess student achievement of knowledge, skills, and techniques covered in each lesson. |
|Students to rotate each In Studio role to practice studio skills and techniques. |
|Students will be assessed by their peers and by instructor on each In Studio role and will produce a video clip from each. |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Work Creatively with Others: 1.B.1, 1.B.2 |
|Make Judgements and Decisions: 2.C.2, 2.C.5 |
|Communicate Clearly: 3.A.1, 3.A.2, 3.A.3, 3.A.4, 3.A.5 |
|Collaborate with Others: 3.B.1, 3.B.2, 3.B.3 |
|Create Media Products: 5.B.1 |
|Use Technology Effectively: 6.A.1, 6.A.2, 6.A.3 |
|Manage Goals and Time: 8.A.3 |
|Work Effectively with Diverse Teams: 9.B.1, |
|Guide and Lead Others: 11.A.1, 11.A.2, 11.A.4 |
| |
|Activity: Use of classroom broadcast studio and equipment to produce a daily broadcast with announcements, weather report, weekly sports update, and student segments for school-wide dissemination. |
|Standards and Competencies |
|Standard/Unit: |
|Students will learn the different jobs within a studio and how to operate the equipment needed to produce original works.
|
|Competencies |Total Learning Hours for Unit: 15 |
| |
|Set Design and Green Screen Lighting |
|Camera Operation |
|Sound Capture and Teleprompter |
|Producer/Director |
|Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop, and classroom. |
|Aligned Washington State Standards |
|Arts |1.1 Understand arts concepts and vocabulary |
| |1.2 Develop arts skills and techniques |
| |4.5 Demonstrate knowledge of arts careers and the knowledge of arts skills in the world of work |
|Educational Technology |1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools. |
| |1.2.1 Communicate and collaborate to learn with others. |
| |2.2.1 Develop skills to use technology effectively. |
| |2.2.2 Use a variety of hardware to support learning. |
| |2.3.1 Select and use common applications. |
| |2.3.2 Select and use online applications. |
| |2.4.1 Formulate and synthesize new knowledge. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.SP.A.1 |
| |Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid |
| |only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. |
| | |
| |CCSS.MATH.CONTENT.7.RP.A.3 |
| |Use proportional relationships to solve multistep ratio and percent problems. |
|Reading (Anchor Standards) |Range of Reading and Level of Text Complexity: |
| |CCSS.ELA-RA.R.10 |
| |Read and comprehend complex literary and informational texts independently and proficiently |
|Science (NGSS—MS) | |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| |CCSS.ELA-Literacy.SL.1.a |
| |Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the |
| |topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| | |
| |CCSS.ELA-Literacy.SL.1.b |
| |Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. |
| | |
| |CCSS.ELA-Literacy.SL.1.c |
| |Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,|
| |or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| | |
| |CCSS.ELA-Literacy.SL.1.d |
| |Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what |
| |additional information or research is required to deepen the investigation or complete the task. |
| | |
| |Presentation of Knowledge and Ideas: |
| | |
| |CCSS.ELA-Literacy.SL.4 |
| |Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing |
| |perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| | |
| |CCSS.ELA-Literacy.SL.5 |
| |Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and |
| |evidence and to add interest. |
| | |
| |CCSS.ELA-Literacy.SL.6 |
| |Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
|Writing |CCSS.ELA- Literacy.W.3 |
| |Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| | |
| |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.5 |
| |Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific |
| |purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades here.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Range of Writing: |
| | |
| |CCSS.ELA- Literacy.W.10 |
| |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,|
| |and audiences. |
|UNIT 6: VIDEO PRODUCTION AND EDITING |
|Performance Assessments: |
|Students will complete worksheets while going through each production and editing skill. |
|Student Reflection at the end of each daily lesson. |
|Student Entry Tasks will be compared to Student Reflections to assess student achievement of knowledge, skills, and techniques covered in each unit/lesson. |
|Students will edit their photos and videos, then import into Adobe Premiere Pro and use the tools to create a multimedia Flag Salute video as their first project. They will also use these same skills to produce the other |
|videos – public service announcement, news story, student feature, video ad, and commercial. Students will complete these production and editing projects to assess students’ knowledge, skills, and techniques. |
|Students will complete a video editing project using Adobe Premiere Pro to produce a Flag Salute video to air school-wide on the daily broadcast. |
|Leadership Alignment: |
| |
|21ST Century Skills: |
|Work Creatively with Others: 1.B.1, 1.B.2 |
|Communicate Clearly: 3.A.1, 3.A.3, 3.A.4 |
|Collaborate with Others: 3.B.1 |
|Create Media Products: 5.B.1, 5.B.2 |
|Apply Technology Effectively: 6.A.1, 6.A.2, 6.A.3 |
|Work Independently: 8.B.A |
|Manage Projects: 10.A.1, 10.A.2 |
|Produce Results: 10.B.1 |
| |
|Activities: Use of multiple computer applications for manipulation, display and design of photographs, videos, and graphics (Adobe Photoshop, Adobe Premiere Pro, Adobe Bridge, Adobe Illustrator, Microsoft Word, Audacity). |
|Working together with classmates to implement ideas into concepts and finished projects, often taking original ideas and explaining the details to others to produce segments for school-wide broadcasts. |
|Standards and Competencies |
|Standard/Unit: |
|Students will be introduced to current software used to create dynamic visual media projects. Software will include Adobe Illustrator, Abobe Photoshop, Abode InDesign, Adobe Premiere Pro, and Audacity.
Students will also |
|be introduced to post-production elements including acquiring content, image and video capture, editing, rough draft/rough cut, and final rendering. |
|Competencies |Total Learning Hours for Unit: 20 |
|Edit in Adobe Premiere Pro with proper import and exporting for broadcast. |
|Transitions and Special Effects |
|Importing and editing sound, adding transitions to sound |
|Adding music with audio effects |
|Aligned Washington State Standards |
|Arts |1.1 Understand arts concepts and vocabulary |
| |1.2 Develop arts skills and techniques |
| |3.1 Use the arts to express and present ideas and feelings |
| |3.2 Use the arts to communicate for a specific purpose |
| |4.5 Demonstrate knowledge of arts careers and the knowledge of arts skills in the world of work |
|Educational Technology |1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools. |
| |1.2.1 Communicate and collaborate to learn with others. |
| |1.3.2 Locate and organize information from a variety of sources and media. |
| |2.1.1 Practice personal safety. |
| |2.1.2 Practice ethical and respectful behavior. |
| |2.2.1 Develop skills to use technology effectively. |
| |2.2.2 Use a variety of hardware to support learning. |
| |2.3.1 Select and use common applications. |
| |2.3.2 Select and use online applications. |
| |2.4.1 Formulate and synthesize new knowledge. |
|Health and Fitness | |
|Math |CCSS.MATH.CONTENT.7.SP.B.3 |
| |Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a |
| |multiple of a measure of variability. |
| | |
| |CCSS.MATH.CONTENT.7.SP.B.4 |
| |Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. |
| | |
| |CCSS.MATH.CONTENT.7.G.B.4 |
| |Know the formulas for the area and circumference of a circle and use them to solve |
| |problems; give an informal derivation of the relationship between the circumference and area of a circle. |
| | |
| |CCSS.MATH.CONTENT.7.G.B.6 |
| |Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, |
| |and right prisms. |
| |problems; give an informal derivation of the relationship between the circumference and area of a circle. |
| | |
| |CCSS.MATH.CONTENT.7.EE.A.2 |
| |Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.1 |
| |Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number |
| |line diagram. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. |
| | |
| |CCSS.MATH.CONTENT.7.EE.B.3 |
| |Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools |
| |strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental |
| |computation and estimation strategies. |
| | |
| |CCSS.MATH.CONTENT.7.NS.A.1 |
| |Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number |
| |line diagram. |
|Reading (Anchor Standards) |Key Ideas and Details: |
| |CCSS.ELA-RA.R.1 |
| |Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |
| |drawn from the text. |
| | |
| |Integration of Knowledge and Ideas: |
| | |
| |CCSS.ELA-RA.R.7 |
| |Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 |
| | |
| |Range of Reading and Level of Text Complexity: |
| |CCSS.ELA-RA.R.10 |
| |Read and comprehend complex literary and informational texts independently and proficiently |
|Science (NGSS—MS) |MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles |
| |and potential impacts on people and the natural environment that may limit possible solutions. |
| | |
| |MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| | |
| |MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into|
| |a new solution to better meet the criteria for success. |
| | |
| |MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
|Social Studies | |
|Speaking and Listening (Anchor Standards) |Comprehension and Collaboration: |
| | |
| |CCSS.ELA-Literacy.SL.1 |
| |Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building|
| |on others' ideas and expressing their own clearly and persuasively. |
| | |
| | |
| |CCSS.ELA-Literacy.SL.1.d |
| |Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what |
| |additional information or research is required to deepen the investigation or complete the task. |
| | |
| |CCSS.ELA-Literacy.SL.2 |
| |Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, |
| |evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| | |
| |Presentation of Knowledge and Ideas: |
| | |
| |CCSS.ELA-Literacy.SL.4 |
| |Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing |
| |perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| | |
| |CCSS.ELA-Literacy.SL.5 |
| |Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and |
| |evidence and to add interest. |
| | |
| |CCSS.ELA-Literacy.SL.6 |
| |Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
|Writing |Production and Distribution of Writing: |
| | |
| |CCSS.ELA- Literacy.W.4 |
| |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |CCSS.ELA- Literacy.W.5 |
| |Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific |
| |purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades here.) |
| | |
| |CCSS.ELA- Literacy.W.6 |
| |Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or |
| |information. |
| | |
| |Research to Build and Present Knowledge: |
| | |
| |CCSS.ELA- Literacy.W.7 |
| |Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when |
| |appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| | |
| |CCSS.ELA- Literacy.W.8 |
| |Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in |
| |terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source |
| |and following a standard format for citation. |
| | |
|21st Century Skills |
|Check those that students will demonstrate in this course: |
|LEARNING & INNOVATION |INFORMATION, MEDIA & TECHNOLOGY SKILLS |LIFE & CAREER SKILLS |
|Creativity and Innovation |Information Literacy |Flexibility and Adaptability |
|Think Creatively |Access and /evaluate Information |Adapt to Change |
|Work Creatively with Others |Use and Manage Information |Be Flexible |
|Implement Innovations |Media Literacy |Initiative and Self-Direction |
|Critical Thinking and Problem Solving |Analyze Media |Manage Goals and Time |
|Reason Effectively |Create Media Products |Work Independently |
|Use Systems Thinking |Information, Communications and Technology |Be Self-Directed Learners |
|Make Judgments and Decisions |(ICT Literacy) |Social and Cross-Cultural |
|Solve Problems |Apply Technology Effectively |Interact Effectively with Others |
|Communication and Collaboration | |Work Effectively in Diverse Teams |
|Communicate Clearly | |Productivity and Accountability |
|Collaborate with Others | |Manage Projects |
| | |Produce Results |
| | |Leadership and Responsibility |
| | |Guide and Lead Others |
| | |Be Responsible to Others |
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