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Every Six Weeks the Learner Will Study, Practice, & Demonstrate:
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Projects will include:
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The
Learner Will:
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OBJECTIVE |
CRITERIA |
OBJECTIVE GRADE |
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r Read and Understand the Acceptable Use Policy for Technology |
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r Establish an Email account for purposes of distance learning |
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r Utilize multiple search engines for on-line research |
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r Download Internet resources to incorporate in individual projects |
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r Identify duties of a video production team |
Identify duties and responsibilities of a:
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r Gain skills using major components of technical equipment
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(1) Utilize appropriate camera techniques including
(2) Utilize appropriate microphones
for project
(3) Utilize sound equipment to maximize
effect
(4) Select appropriate lighting techniques
(5) Utilize editing suite software,
hardware, and mixers to produce a quality product
(6) Select and label appropriate media for
each project
(7) Select appropriate cables for system
(8) Utilize appropriate documentation
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Week Two-Three: Read "Shooting for the Final" AND "Digital Filmmaking Secrets" Quiz over Video Cabling Storyboard Rature.avi Groups of 4 - Storyboard original 1 minute projects following ethical practices. Focusing on angles, lighting, sound, and titling
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Storyboarding:
http://www.arp.sprnet.org/webmaster/TECH/digital_anim/Storyboarding.htm
Watch 1 minute Movie - \\video\share\PRODUCTIVITY\FLASH\flash movies\rature.avi Complete a 3 minute original movie |
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r Watch KNOW TV to understand the production of editorial writing r gain skills in Media Literacy using KNOW TV curriculum |
Show video KNOW TV Discuss Film Genre (Advertising, situation
comedies, action-adventures, games shows, etc) What is a documentary? What is the Producer's Purpose? How does the producer's purpose shape the
program content? How are image, sound & language used to
manipulate the message? What techniques are used to enhance the
authenticity of the message?
What techniques are used to enhance the
authority of the message?
How do different individuals interpret the
same message?
What techniques are used to involve or
engage the viewer in the message?
Who makes money from this message? OR Who
gains from this message?
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r Develop a Special Segment --- PROJECT
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LESSON PLANS
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r SCANS |
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r Assessment |
Storyboarding Skills |
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r ENRICHMENT |
FLASH
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r Initial Skills in digital editing and editing suite management |
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1st Six Weeks PROJECTS |
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Another
OptionThe
Learner WILL:
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OBJECTIVE |
CRITERIA |
OBJECTIVE GRADE |
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r Research, understand, and utilize copyright & ethical treatment of all digital, analog, and interview materials |
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r Utilize growth plans for making quality projects |
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r Participate in Peer tutoring and mastery level evaluations |
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r Assist in digitizing video for use across network and on WWW |
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r Attributes of the Visual Image |
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r Structure Lead stories with proper grammar and use of the English Language developing
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LESSON PLANS
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r Develop a Titling using FLASH r Adobe Premiere |
FLASH
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r SCANS |
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EVALUATION |
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r ENRICHMENT |
Job Integration & Investigations |
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2nd Six Weeks PROJECT |
Create Flash project for Highlight Videos Create Flash project for Veteran's Day Celebration Create Weekly Highlight Video Create Weekly full-length Football Video |
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The
Learner Will:
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OBJECTIVE |
CRITERIA |
OBJECTIVE GRADE |
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(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A) demonstrate knowledge and appropriate use of digital and analog video systems, software applications, and communication and networking components; (B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices; (C) make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency; (D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; (E) use vocabulary related to video technology; and (F) compare and contrast linear and nonlinear editing.
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(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to access research information from different resources including local area networks (LANs), wide area networks (WANs), the Internet, and intranet; and (B) construct and use appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use foundation and enrichment curricula in the development of video and digital products; (B) integrate productivity tools including, but not limited to, video editor, sound editor, word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs to develop and modify solutions to problems for video productions; (C) create video technology products for a variety of purposes and audiences; and (D) develop technical documentation related to video technology. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; (B) demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs, the Internet, and intranet for research and for sharing of resources; (C) participate in relevant activities in the larger community and society to create electronic projects; (D) extend the learning environment beyond the school walls through the creation and sharing of digital and video products via electronic networks; (E) demonstrate knowledge in composition including ratio of image to frame, position in frame, line of gaze, pan/tilts, movement, and perspective; (F) demonstrate proficiency in basic camera techniques including zoom, focus, iris control, white balance, and filters; (G) create visual communication by applying the strategies of script writing; (H) engage in preproduction activities including storyboarding, script writing, production, contracting, and scheduling; (I) utilize lighting techniques including key, fill, and backlight, using incident/reflected light, color temperatures, and filter use; (J) use audio techniques, including microphone variances and audio mixers, and edit and integrate digital sounds; (K) participate in different roles and jobs of a production crew including executive producer, producer, director, engineer, script writer, editor, camera person, presenters, and audio technicians; (L) apply appropriate post production techniques including editing and creating control and/or time coded tracks, transitions, audio levels, background music, and special sound effects; (M) apply 2-D and 3-D animation effects to video; (N) use character generators, fonts, colors, and principles of compositions to create graphic images; (O) create captions and/or titles for video and graphics; (P) use different compression techniques, and/or programs; and (Q) demonstrate knowledge in outputting digital video to analog and analog video to digital. (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy or monitor display; and (B) publish information in saved files, Internet documents, CD-ROM discs, or video. (12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (A) evaluate the project for design, content delivery, purpose, and audience using established criteria; (B) seek and respond to advice from peers and professionals in evaluating the product; an
Group A:
Highlight videos for Friday FB Breakfast Use Flash
with MP3 Modify MP3
with MusicMatch and Cool Edit
In Cool Edit: How to remove the
voices from a CD track and leave only the music. Follow the instructions for getting the music into
MusicMatch Jukebox and then into Cool Edit. Double click on the music to highlight the entire piece of
music. Click Transform on the menu bar and view the drop down
menu. Choose Amplitude and then choose Channel Mixer. On the right side of the channel mixer look under Presets. Click Vocal Cut and click OK. Remember to save your work. Group B: Complete Full Length Video of
Edgewook Game Group C: Complete Veteran's Day Project Group D: Complete Full Length Video of
Game EVALUATION: Video Project Rubric
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LESSON PLANS Participate in TCEA Contest for Community Announcement
PROJECTS Choose between a
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Reading Assignments
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The
Learner WILL:
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Main Projects:
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information in electronic formats including text, audio, video, and graphics, citing the source; (B) engage in preproduction planning by surveying the site and obtaining necessary permits and release forms; and (C) acquire information from on-line help and other forms of documentation. (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A) identify and employ a method to evaluate the information; and (B) demonstrate skill in testing the accuracy and validity of the information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use foundation and enrichment curricula in the development of video and digital products; (B) integrate productivity tools including, but not limited to, video editor, sound editor, word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs to develop and modify solutions to problems for video productions; (C) create video technology products for a variety of purposes and audiences; and (D) develop technical documentation related to video technology. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; (B) demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs, the Internet, and intranet for research and for sharing of resources; (C) participate in relevant activities in the larger community and society to create electronic projects; (D) extend the learning environment beyond the school walls through the creation and sharing of digital and video products via electronic networks; (E) demonstrate knowledge in composition including ratio of image to frame, position in frame, line of gaze, pan/tilts, movement, and perspective; (F) demonstrate proficiency in basic camera techniques including zoom, focus, iris control, white balance, and filters; (G) create visual communication by applying the strategies of script writing; (H) engage in preproduction activities including storyboarding, script writing, production, contracting, and scheduling; (I) utilize lighting techniques including key, fill, and backlight, using incident/reflected light, color temperatures, and filter use; (J) use audio techniques, including microphone variances and audio mixers, and edit and integrate digital sounds; (K) participate in different roles and jobs of a production crew including executive producer, producer, director, engineer, script writer, editor, camera person, presenters, and audio technicians; (L) apply appropriate post production techniques including editing and creating control and/or time coded tracks, transitions, audio levels, background music, and special sound effects; (M) apply 2-D and 3-D animation effects to video; (N) use character generators, fonts, colors, and principles of compositions to create graphic images; (O) create captions and/or titles for video and graphics; (P) use different compression techniques, and/or programs; and (Q) demonstrate knowledge in outputting digital video to analog and analog video to digital. RESOURCES
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LESSON PLANS Resource Assistance:
Video School Online: http://cyberfilmschool.com/cfs_1.htm ScreenWriting:
Career Investigations
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