Birdville ISD / Overview



CTE Lesson Plan – Video ProductionAuthor/Email: Joanna Ashlock/joanna.ashlock@Pathway: Arts & CommunicationCluster:Arts, A/V & CommunicationCourse: Principles of Arts, A/V Technology & CommunicationGrade Level: (type an X in the bracket for all that apply)[ ] 6 [ ] 7 [X] 8[ ]9 [ ] 10 [ ] 11 [ ] 12Project Name: Video ProductionOverview: Students will explore the careers involved in video production, understand the process of pre-production, production, post-production and distribution by creating a 30-second public service announcement/commercial. TEKS/Objectives: (1) The student applies English language arts in Arts, Audio/Video Technology, and Communications cluster projects. The student is expected to: (A) demonstrate use of content, technical concepts, and vocabulary; (B) use correct grammar, punctuation, and terminology to write and edit documents; (C) identify assumptions, purpose, and propaganda techniques; (D) compose and edit copy for a variety of written documents; (E) evaluate oral and written information; and (F) research topics for the preparation of oral and written communication. (2) The student applies professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent such as structure and style; (B) organize oral and written information; (C) interpret and communicate information, data, and observations; (D) give formal and informal presentations; (E) apply active listening skills to obtain and clarify information; (F) develop and interpret tables, charts, and figures to support written and oral communications; (G) listen to and speak with diverse individuals; and (H) exhibit public relations skills to increase internal and external customer client satisfaction. (3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems. (4) The student applies information technology applications when completing Arts, Audio/Video Technology, and Communications cluster projects. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications.(5) The student understands Arts, Audio/Video Technology, and Communications cluster systems. The student is expected to: (A) describe the nature and types of businesses in this cluster;(6) The student applies safety regulations. The student is expected to implement personal and classroom safety rules and regulations.(8) The student applies ethical decision making and understands and complies with laws regarding use of technology in the Arts, Audio/Video Technology, and Communications cluster. The student is expected to: (A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;(C) examine the liabilities, copyright laws, fair use, and duplication of materials associated with productions and performances;(9) The student develops employability characteristics. The student is expected to:(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;(C) create a career portfolio to document work samples;(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and Communications cluster.(H) make and evaluate formal and informal professional presentations by: (i) analyzing the audience, occasion, and purpose when designing presentations; (ii) determining specific topics and purposes for presentations; (iii) researching topics using primary and secondary sources, including electronic technology; (iv) using effective strategies to organize and outline presentations; (v) using information effectively to support and clarify points in presentations; (vi) preparing scripts or notes for presentations; (vii) preparing and using visual or auditory aids, including technology, to enhance presentations; (viii) using appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information; (ix) using effective verbal and nonverbal strategies in presentations; (x) preparing, organizing, and participating in an informative or persuasive group discussion for an audience; (xi) making individual presentations to inform, persuade, or motivate an audience; (xii) participating in question and answer sessions following presentations; (xiii) applying critical-listening strategies to evaluate presentations; and (xiv) evaluating effectiveness of presentations.Software: Adobe Premiere Elements 8Materials Required: digital video cameras (preferably one per team); one computer for each teamPrerequisite Skills: Basic knowledge of digital cameras, keyboardingTime Required: 4-6 weeksProcedure: Students will collaborate in teams for the project. If available, find a contest to enter the video as the end product. Use the attached PowerPoint as a guide for content and instruction. Students will need to document/take notes in a portfolio or interactive notebook. The project will take on 7 phases with assessments at each phase: Create concept – Students will collaborate to create a concept statement. Here they should identify the audience, include the requirements of the assignment and/or audience and pitch the concept to the class.Write script – Students will collaborate to write a script for the video. Create storyboard – Students will collaborate to create the storyboard for the video.Produce video – Students will collaborate and use the digital video cameras to shoot the plete post-production – Students will collaborate and use Adobe Premiere Elements to edit, add effects, transitions, music, and narration to complete the video. Online tutorials and documentation will be used to assist students through the project.Peer Review – Students will review at least one other video project and provide strengths and constructive suggestions on improving the video.Presentation – Students will present their videos to the entire class. If a contest is being entered, students will submit their videos according to contest guidelines.Distribution – student videos will be posted on the school website, entered into their individual portfolios (possibly student websites) and closure documentation will accompany each video.Closure: Students will individually write a reflection paper overviewing and analyzing the production process with specific examples of how they problem solved, added their own creativity, and applied copyright and the journalistic code of ethics guidelines.Evaluation: Rubrics will be used in grading each phase of the project (see attached)Differentiation Strategies: Each student led group will direct the video toward the concept they have created. As an extension, students could produce a second video and/or use advanced techniques in the software to the video.Additional Resources: Content for this lesson was adapted from Adobe’s Digital Video: Foundations of Video Design and Production: The PowerPoint also includes several examples which are hyperlinked appropriately as well as resources for students to use as they produce their video.Files Included: Peer Review guidelines, Rubric, Rules of Copyright, Script Template, Understanding Image File Types, Video and Other File Formats, Video Production PowerPoint, *will also need a storyboard template ................
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