T - Michigan



T.V./Radio Math Alignment

Textbook: Binder titled “Television Production I” by Diana Blount

Unit One—Television Through the Ages

• Statistics given on increase in sexual material, foul language, and violence in T.V.

• Students then asked to critically think about statements related to these statistics

• Students are asked to critically examine the Nielsen ratings system, how and when data is gathered, what networks do in an attempt to influence these ratings

• Students do an interview with someone 40 yrs. Or older about television then and now and use the information (some data) to make some conclusions about how television has changed over the years

Unit Two—Media Awareness

• Discussion of the difference between qualitative research and quantitative research

• Students are asked to take a look at the history of advertising (questions such as “What is the largest group of advertisers” or “What is the most recognized trademark?”)

• Students are asked to take a look at the economic and social effects of advertising; they are asked to explain the social effects advertising has on society both positive and negative; they are asked to explain how advertising affects the economy

Unit Three—Camcorder Basics

• Application of if/then logic when working with camcorders; “If…then EIS should not be used”

Unit Four—Basic Shots

• Spatial reasoning needed in creating a great shot; be able to make distances equal when necessary

• Low angle and high angle shots (like perspective drawings) and the effects they create

• Dutch angle or Canted shot (titled 25 to 45 degrees to one side) which causes horizontal lines to run up or down hill

• When shooting outdoors, the angle of the sun should be just behind or to the side of the videographer

• Sense of symmetry and grid of thirds

• Depth; close camera-to-object position reduce the depth of field

• Axis line and what happens if the videographer crosses it (subject will appear to have changed direction)

• Use a 5 to 1 ratio (if you know you need five seconds…shoot at least 25 seconds)

Unit Five—Microphones and Tripods

• Requires students to follow setup steps in a prescribed order (could be used to discuss commutative property in mathematics)

Unit Six—Storyboards

• Logical sequence of events as described on storyboard sheets that are used to create a great finished product; must coordinate various elements that you desire to be included in the shoot (footage, audio, graphics, etc.)

Unit 10—Graphics

• “Safe Area” when creating graphics; should fill no more than 80% of the screen (from the center)

Math Throughout

• Statistics given to illustrate several points

• Understanding of sets/subsets; part to whole relationships

• Deductive and inductive reasoning in everything from troubleshooting equipment to gathering information for a news broadcast to deciding whether or not a particular event will be considered newsworthy

• Students are continually gathering facts and data; evaluating and critiquing it for bias as well as forming their own opinions on it

• Estimation techniques

• Spatial Reasoning, understanding of various dimensions and measurements as they affect what you are filming and how it will appear in the final product

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download