Course Profile Communications Technology, Grade 10, Open, Catholic

Unit 2: Short Audio-Video Productions

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

This unit gives students the opportunity to develop an understanding of audio-video pre-production, production, and post-production. Students develop scripts, treatments, and storyboards, utilize basic shot sizes, camera movements, camera angles, and special effects to create short video projects. Students demonstrate the safe operation of all equipment used for the construction of sets, the filming, lighting, and editing required to produce a final audio-video production. Co-operative work strategies and video content reflect the moral and ethical philosophy of the gospel values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, i; CGE2a, b, c, d; CGE3b, c, d, e; CGE4a, b, d, e, f; CGE5a, b, d, e, g; CGE6e; CGE7a, b, d, f, g, i, j.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.02, TFV.03, TFV.04, SPV.02, SPV.03, SPV.04, ICV.01, ICV.02, ICV.03.

Specific Expectations: TF1.05, TF1.06, TF1.07, TF1.11, SP1.05, SP1.06, SP1.07, SP1.08, SP1.11, IC1.01, IC1.02, IC1.03, IC1.04, IC1.05.

Activity Titles (Time + Sequence)

Activity 1	An Instructional Video	330 minutes
Activity 2	In Spirit We Grow	330 minutes
Activity 3	Promotional Video – A Visual Essay of School Life	330 minutes
Activity 4	Community Outreach	330 minutes

Prior Knowledge Required

· A basic understanding of computer operations and the use of audio-video equipment would be beneficial, but is not necessary for the completion of activities in this unit.

· A basic understanding of the principles of design.

· Co-operative teamwork skills.

Unit Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to observe and uphold copyright laws and the correct use of any copyrighted materials.

· Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.

· Students are expected to keep a daily log sheet recording notes of their accomplishments.

· Students should be reminded that their portfolios should also include video projects. The portfolio content will be examined for completeness at the end of the course.

· The activities depend on the equipment that is available in the school. The contents of this unit should be adapted to the technology that is available locally.

· The teacher must provide a safe work environment for all students and stress the correct and safe use of all equipment and materials.

· The activities explore a variety of audio-video production methods as well as the safe and correct use of related equipment.

· Teachers should investigate potential cross-curricular connections with other subject areas and community links for the activities.

· Teachers should refer to Unit 6 Careers Exploration. The careers unit can be most effectively delivered by the integration of topics throughout the unit activities.

· Classroom teachers work closely with the student services department to co-ordinate the planning of the unit.

· Students have the opportunity to explore a variety of career options in the Communications Technology field, based on the activities, that are appropriate for the range of ability levels within the classroom.

· Students should be reminded at the start of each unit that their Student Manuals (see Overview Appendix I) should include career research information for the unit. This content is used to complete their career presentation at the completion of the course (see Appendix 6.1a).

· Each activity provides the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are in the technology area dealt with in each Video activity to share their education and career paths with the students.

Teaching/Learning Strategies

Throughout all the activities in this unit, the teacher will:

· monitor and observe all student/group activity;

· conference with students on an ongoing basis to provide assistance when problems arise;

· review project expectations;

· modify project activities to deal with the availability of equipment.

The teacher will encourage attitudes and values founded on Catholic social teachings, which promotes social responsibility, human solidarity, and the common good.

· Audio-video and multimedia production combines a variety of academic and applied learning strategies, including independent and group work, problem solving, co-operation, communication, time management, brainstorming new ideas, presenting, and report writing. The student-centred, activity-based mode of delivery provides students opportunities to develop individual and group skills.

Assessment and Evaluation

· Assessment and evaluation are based on testing, product development, and product delivery using a variety of media, and includes both diagnostic and summative methods.

· Assessment is an ongoing daily process that includes: log/journal entries, portfolios, regular practical and theory tests and/or quizzes, activity worksheets and exercises, project evaluation criteria, student/group presentations, conferences, self and/or peer critiques, checklists, and rubrics.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets.

Various samples of instructional, historical biographies, promotional, commercials, and public service announcement videos collected by the teacher.

Samples of student work.

Manufacturer’s equipment manuals.

Software tutorials and manuals.

The school Library/Resource Centre.

Books

Andersen, Neil and John J. Punjente, SJ. Scanning Television: Videos for Media Literacy in Class. Toronto: Harcourt Brace & Company, 1997. ISBN 0-7747-0173-0

Hitchcock, Peter. Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. ISBN 0-9696-2610-X

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6344-4

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video, Teacher’s Guide. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6281-2

Kyker, Keith and Christopher Curchy. Television Production: A Classroom Approach. USA: Librairies Unlimited, 1993. ISBN 1-5630-8101-6

Utz, Peter. Today’s Video, Equipment, Setup and Production. USA: Prentice-Hall, 1992.
ISBN 0-1392-5033-6

Zettl, Herbert. Video Basics. Toronto: Nelson Canada, 1995. ISBN 0-5342-4786-5

Zettl, Herbert. Video Basics Workbook. Toronto: Nelson Canada, 1995. ISBN 0-5342-4787-X

Videos

Commercial Mania: Highlights from the Weirdest, Wackiest, Wildest Commercials of the 50’s and 60’s. California: Rhino Video, 1987. 30 minutes. RNVD 902

Basic Shooting. USA: Videomaker, Inc., 1994. 42 minutes.

Video Editing. USA: Videomaker, Inc., 1994. 47 minutes.

Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992, Eight 30-minute videos.

Magazines

Digital Imaging. New York: Cygnus Publishing.

Digital Video. USA: Miller Feeman Publications.

New Media.pro. Toronto: Southam Inc.

Video Systems. USA: Interac/Primedia Publication.

VideoMaker. USA: VideoMaker Inc.

Web Sites

Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital video/editing online articles, links to user groups, and equipment

information.

Digital Video Magazine
http://www.dv.com
A good source of digital video/editing online articles, links to user groups, and equipment information.

New Media.pro Magazine
http://www.newmediapromagazine.com
A good Canadian source of digital video/editing online articles, links to user groups, and equipment information.

Videomaker Magazine
http://www.videomaker.com
A good source of video/editing online articles, links to user groups, and equipment information.

Videonics Systems
http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and equipment information.

Video Systems Magazine
http://www.videosystems.com
A good source of video/editing online articles, links to user groups, and equipment Information.

Activity 1: An Instructional Video

Time: 330 minutes

Description

Students are introduced to the principles of video production by shooting an instructional video that introduces new students to the school community. In addition to the facilities, services and programs at the school, the video focusses on the Christian community that exists in the school to support student life in all dimensions: body, mind, and spirit. The students learn to develop basic scripts, treatments, and storyboards, apply audio and video techniques, basic lighting set-ups, and editing procedures to complete the project.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1i – integrates faith with life.

An Effective Communicator who

CGE2a – listens actively and critically to understand and learn in light of gospel values;

CGE2b – reads, understands, and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d – writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d – makes decisions in light of gospel values with an informed moral conscience;

CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience.

A Self-Directed, Responsible, Life Long Learner who

CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b – demonstrates flexibility and adaptability;

CGE4c – takes initiative and demonstrates Christian leadership;

CGE4d – responds to, manages, and constructively influences change in a discerning manner;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.

A Collaborative Contributor who

CGE5a – works effectively as an interdependent team member;

CGE5e – respects the rights, responsibilities, and contributions of self and others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Caring Family Member who

CGE6e – ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a – acts morally and legally as a person formed in Catholic traditions;

CGE7b – accepts accountability for one’s own actions;

CGE7i – respects the environment and uses resources wisely;

CGE7j – contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;

TFV.04 – demonstrate understanding of electronic communication equipment;

SPV.02 – produce audio-video and/or animated productions;

SPV.04 – use computer graphics software competently;

ICV.01 – explain the benefits, risks, and ethics associated with communications technology;

ICV.02 – observe safety rules and regulations;

ICV.03 – identify career opportunities in the communications field.

Specific Expectations

TF1.05 – describe various video recording techniques;

TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;

TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;

TF1.11 – identify the elements of lighting and staging;

SP1.05 – create various effects using video and digital camera techniques;

SP1.06 – use basic lighting techniques and props competently to accentuate audio-video productions;

SP1.08 – edit audio-video and/or animated productions;

SP1-11 – enhances or creates sets, lighting schemes, and information displays;

IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;

IC1.02 – operate equipment safely;

IC1.03 – apply health and safety standards when using products and materials;

IC1.04 – identify career opportunities and develop appropriate education plans;

IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.

Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to observe and uphold copyright laws and correct use of copyrighted materials.

· Teachers implement their board’s policies on appropriate use and access to Internet services.

· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.

· The teacher collects and provides examples of instructional videos that outline the steps required for successful completion of the task. A wide range of topics should be assembled (e.g., sports, equipment, cooking, etc.) as well as any previous samples of student work.

· Teachers should investigate cross-curricular connections with other subject areas, student services, special education/resource, and administration. The need for student specific instructional aids in other school departments may already exist (opening a locker, finding specific rooms, cleaning up in the cafeteria, etc.).

· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Video industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.

· Remind students to update the career research section of their Student Manual.

Prior Knowledge Required

· A basic understanding of computer operations and the basic use of video equipment would be beneficial, but is not necessary for completion of this project.

· An understanding of the principles of design.

Teaching/Learning Strategies

Throughout this activity, the teacher will:

· monitor and observe all group activity;

· conference with students on an ongoing basis to provide assistance when problems arise;

· review project expectations;

· modify project activities to deal with the availability of equipment.

The teacher will encourage attitudes and values founded on Catholic social teachings, which promotes social responsibility, human solidarity, and the common good.

· The teacher introduces the project to the students through a discussion of daily school life. The teacher develops a list of aspects of daily school life that may be suited to a short instructional video and presents any needs that may exist in other school departments.

· The teacher presents samples of instructional videos to the students and discusses the required components. The teacher introduces format for scripts, treatment, and storyboards and outlines the steps in producing a video (pre-production, set-up and rehearsal, production, and post-production).

· In groups of three or four, students brainstorm and select a topic. If a topic requires specific information, individual groups may meet with contacts in other areas of the school.

· Students discuss their ideas with the teacher and then map out a proposal and treatment for the topic by creating a script and storyboard for a one- to two-minute instructional video and developing a production/shooting schedule.

· The teacher introduces the basic set-up and correct handling procedures for the equipment and software involved in this activity through a series of small group lessons as the need for new equipment occurs (e.g., cameras at the start, editing equipment at the editing stage).

· Students work through a series of short exercises that reinforce the teachers equipment demonstrations by:

· practising the safe and correct use of video, audio, lighting, and editing/titling equipment;

· utilizing various camera techniques, lighting schemes (if lighting kits are available), audio set-ups, and editing techniques to film and edit their work;

· learning basic desktop video techniques for titling and editing;

· completing equipment exercise worksheets and quizzes.

· Students, upon completion of all pre-production, set-up, and rehearsal work, move into the production and post-production stages of the activity. They shoot all appropriate footage, prepare any audio or graphic source material, perform all appropriate editing of their source material, and insert other audio and graphics.

· Students present their instructional videos to their classmates. Groups exchange videos and see if they succeeded in solving the task. If the videos have been developed for other school groups, they are given the opportunity to critique the final product.

· Upon completion of the activity and after all student work has been presented the overall project is discussed and the opportunity for all students to complete a self and peer assessment is given.

· Where only a limited video set-up is available, editing may be done in camera, and a photo essay may be created, using a digital or instant camera, accompanied by narration and/or music.

Assessment/Evaluation Techniques

· Diagnostic assessment includes students' awareness of video concepts:

· Skills inventory/checklist given at the start of the activity.

· Formative assessment of each students ability to work co-operatively in group situations:

· Students assess the contribution of the individual group members by completing daily log sheets – personal communication – self and peer assessment (see Overview Appendix VI);

· Self, peer, and group evaluation sheets are filled out at the end of the project (see Overview Appendices II, III, and IV).

· Summative assessment of equipment worksheets and quizzes:

· Performance assessment of assigned exercises and worksheets;

· Paper and pencil test.

· Summative assessment of completed worksheets (proposal sheets, scripts, and storyboards):

· Performance assessment of assigned worksheets;

· Personal communication – teacher-student conferencing.

· Summative assessment of finished instructional video:

· Performance assessment of finished product – project evaluation sheet (see Appendix 2.1).

· Summative assessment of the concepts and techniques utilized in this activity.

· Paper and pencil test.

· Summative assessment of project presentation and class discussion of student work:

· Performance assessment of finished presentation – presentation rubric (see Overview Appendix V);

· Personal communication through self/peer and group assessment and critique;

· Reflection through self/peer and group assessment (see Overview Appendices II, III, and IV).

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for completion of this activity.

· Peer tutoring is given to those students who need extra help.

· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.

· Peer tutors assist students with special needs when handling equipment.

· For enrichment, students may use this technology to propose an entrepreneurial opportunity for the community, another subject area, or for the school.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets.

Various samples of instructional videos.

Samples of student work.

Manufacturer’s equipment manuals.

Software manuals and tutorial exercises.

The school Library/Resource Centre.

Books

Andersen, Neil and John J. Punjente, SJ. Scanning Television: Videos for Media Literacy in Class. Toronto: Harcourt Brace & Company, 1997. ISBN 0-7747-0173-0

Hitchcock, Peter. Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. ISBN 0-9696-2610-X

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6344-4

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video, Teacher’s Guide. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6281-2

Kyker, Keith and Christopher Curchy. Television Production: A Classroom Approach. USA: Libraries Unlimited, 1993. ISBN 1-5630-8101-6

Utz, Peter. Today’s Video, Equipment, Setup and Production. USA: Prentice-Hall, 1992.
ISBN 0-1392-5033-6

Zettl, Herbert. Video Basics. Toronto: Nelson Canada, 1995. ISBN 0-5342-4786-5

Zettl, Herbert. Video Basics Workbook. Toronto: Nelson Canada, 1995. ISBN 0-5342-4787-X

Videos

Commercial Mania: Highlights from the Weirdest, Wackiest, Wildest Commercials of the 50’s and 60’s. California: Rhino Video, 1987. 30 minutes. RNVD 902

Basic Shooting. USA: Videomaker, Inc., 1994. 42 minutes.

Video Editing. USA: Videomaker, Inc., 1994. 47 minutes.

Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. Eight 30-minute videos.

Magazines

Digital Imaging. New York: Cygnus Publishing.

Digital Video. USA: Miller Feeman Publications.

New Media.pro. Toronto: Southam Inc.

Video Systems. USA: Interac/Primedia Publication.

VideoMaker. USA: VideoMaker Inc.

Web Sites

Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital video/editing online articles, links to user groups, and equipment information.

Digital Video Magazine
http://www.dv.com
A good source of digital video/editing online articles, links to user groups, and equipment information.

New Media.pro Magazine
http://www.newmediapromagazine.com
A good Canadian source of digital video/editing online articles, links to user groups, and equipment information.

Videomaker Magazine
http://www.videomaker.com
A good source of video/editing online articles, links to user groups, and equipment information.

Videonics Systems
http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and equipment information.

Video Systems Magazine
http://www.videosystems.com
A good source of video/editing online articles, links to user groups, and equipment information.

Activity 2: In Spirit We Grow

Time: 330 minutes

Description

Students explore video, audio, and presentation software through the preparation of a multimedia project chronicling the history, growth, and role that an individual or group plays in the community and society. An understanding of digital media is developed by capturing video and still images, recording original narration, adding musical clips, preparing graphic content, and assembling all resources in a desktop video or presentation/multimedia software. Students complete the project by exploring methods of electronic distribution (Internet, CDs, etc.). The presentation of completed work at the end of this activity provides students with insight, respect and understanding of the history, cultural heritage, and pluralism of contemporary society.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.

An Effective Communicator who

CGE2a – listens actively and critically to understand and learn in light of gospel values;

CGE2b – reads, understands, and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d – writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d – makes decisions in light of gospel values with an informed moral conscience;

CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience.

A Self-Directed, Responsible, Life Long Learner who

CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b – demonstrates flexibility and adaptability;

CGE4d – responds to, manages, and constructively influences change in a discerning manner;

CGE4e – sets appropriate goals and priorities in school, work, and personal life;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.

A Collaborative Contributor who

CGE5b – thinks critically about the meaning and purpose of work;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Caring Family Member who

CGE6e – ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7b – accepts accountability for one’s own actions;

CGE7f – respects and affirms the diversity and interdependence of the World’s peoples and cultures;

CGE7g – respects and understands the history, cultural heritage, and pluralism of today’s contemporary society;

CGE7i – respects the environment and uses resources wisely;

CGE7j – contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;

TFV.03 – identify and describe the processes of capturing still images;

TFV.04 – demonstrate understanding of electronic communication equipment;

SPV.02 – produce audio-video and/or animated productions;

SPV.03 – compose, capture, and process still images;

SPV.04 – use computer graphics software competently;

ICV.01 – explain the benefits, risks, and ethics associated with communications technology;

ICV.02 – observe safety rules and regulations;

ICV.03 – identify career opportunities in the communications field.

Specific Expectations

TF1.05 – describe various video recording techniques;

TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;

TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;

TF1.11 – identify the elements of lighting and staging;

SP1.05 – create various effects using video and digital camera techniques;

SP1.06 – use basic lighting techniques and props competently to accentuate audio-video productions;

SP1.07 – create simple animations using video cameras;

SP1.08 – edit audio-video and/or animated productions;

SP1-11 – enhances or creates sets, lighting schemes, and information displays;

IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;

IC1.02 – operate equipment safely;

IC1.03 – apply health and safety standards when using products and materials;

IC1.04 – identify career opportunities and develop appropriate education plans;

IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.

Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to observe and uphold copyright laws and correct use of copyrighted materials.

· Teachers implement their board’s policies on appropriate use and access to Internet services.

· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.

· The teacher collects and provides examples of work created by other students to be used for discussion.

· Teachers should investigate cross-curricular connections with other subject areas including English, Music, Religion, Social Science, and Student Services (Guidance).

· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Multimedia/Presentation industry to share their education and career paths with students. Members of the community and/or multicultural agencies may provide students with some insights into career opportunities and issues.

· Remind students to update the career research section of their Student Manual.

Prior Knowledge Required

· A basic understanding of computer operations and the use of video equipment would be beneficial, but is not necessary for completion of this project.

· Previous reflection by the student on their community and cultural history may prove helpful, but is not necessary for the completion of this project.

· An understanding of the principles of design.

Teaching/Learning Strategies

Throughout this activity the teacher will:

· monitor and observe all student activity;

· conference with students on an ongoing basis to provide assistance when problems arise;

· review project expectations;

· modify project activities to deal with the availability of equipment.

The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good;

· To help students get started, the historical biography format should be discussed as part of a brainstorming session, including research techniques and how information can be gathered. Students (with teacher direction) develop a plan of action for gathering information.

· Students decide on a focus for their project (individual or group). Each student should do a preliminary search of their topic to see what resources are easily accessible. Other sources of information may arise from this preliminary search. Interview questions based on this focus are prepared.

· Each student creates a storyboard that diagrams the project frame by frame.

· Demonstration of the basic set-up and correct handling procedures for the equipment and software involved is introduced by the teacher through a series of small group lessons as new equipment is required (e.g., cameras and scanners at the start, the CD burner for the final output).

· Students work through a series of short exercises that reinforce the safe and correct use of all equipment and software and the basic techniques and options that the equipment and software provides. Students complete equipment and software exercise worksheets and quizzes.

· Students complete the research of their topic, gathering and compiling all resource material.

· Students are now at the editing/authoring stage that includes constructing, collecting, and editing all raw materials (text, photos, sound, and video) to be used in the project. Using these materials and desktop video or presentation/multimedia software, students can create multimedia projects based on their storyboard guide.

· The teacher discusses the output options that are available for the completed work and students decide on the format best suited to their needs (traditional print to video and other means of electronic distribution – CDs/Internet).

· Students present their projects to the class. A presentation to the larger school community (a school event – Arts Night or in the Cafeteria during lunch) should be discussed by the class and left open as an option.

· Upon completion of the activity and after all student work has been presented the overall project is discussed and the opportunity for all students to complete a self and peer assessment is given.

· The presentation of completed work, provides each student with insight, respect and understanding of the history, cultural heritage, and pluralism of contemporary society and the many people who make it up. This should provide the focus of a class discussion

Assessment/Evaluation Techniques

· Diagnostic assessment includes students' awareness of video and multimedia concepts:

· Skills inventory/checklist given at the start of the activity.

· Summative assessment of equipment worksheets and quizzes:

· Performance assessment of assigned exercises and worksheets;

· Paper and pencil test.

· Summative assessment of completed worksheets (proposal and storyboards):

· Performance assessment of assigned worksheets;

· Personal communication – teacher-student conferencing.

· Summative assessment of finished project (see Appendix 2.2):

· Performance assessment of finished product – project evaluation sheet.

· Summative assessment of the concepts and techniques utilized in this activity:

· Paper and pencil test – at end of activity.

· Summative assessment of project presentation and class discussion of student work:

· Performance assessment of finished presentation using presentation rubric (see Overview Appendix V);

· Personal communication through self/peer assessment and critique;

· Reflection through self/peer assessment (see Overview Appendices II and III).

Accommodations

· Students should be given the opportunity to select their own topic to ensure that they are comfortable with it. A wide range of topics should be available for the students. Some alternate topics could include;

· a local person or someone who they admire who is a scientist, politician, writer, athlete, artist, musician, or author and construct a digital biography of the major events in that person's life;

· a family focus, either their immediate or extended;

· their cultural background and the country that their ancestors may have emigrated from, and investigate the role this culture has played in the development of our Canadian culture;

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for completion of this activity.

· Peer tutoring is given to those students who need extra help.

· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.

· Peer tutors assist students with special needs when handling equipment.

· For enrichment, students may use this technology to propose an entrepreneurial opportunity for the community, another subject area, or for the school.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets.

Various samples of historical biography videos collected by the teacher.

Samples of student work.

Manufacturer’s equipment manuals.

Software manuals and tutorial exercises.

The school Library/Resource Centre.

Books

Andersen, Neil and John J. Punjente, SJ. Scanning Television: Videos for Media Literacy in Class. Toronto: Harcourt Brace & Company, 1997. ISBN 0-7747-0173-0

Hitchcock, Peter. Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. ISBN 0-9696-2610-X

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6344-4

Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video, Teacher’s Guide. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-8899-6281-2

Kyker, Keith and Christopher Curchy. Television Production: A Classroom Approach. USA: Libraries Unlimited, 1993. ISBN 1-5630-8101-6

Utz, Peter. Today’s Video, Equipment, Setup and Production. USA: Prentice-Hall, 1992.
ISBN 0-1392-5033-6

Zettl, Herbert. Video Basics. Toronto: Nelson Canada, 1995. ISBN 0-5342-4786-5

Zettl, Herbert. Video Basics Workbook. Toronto: Nelson Canada, 1995. ISBN 0-5342-4787-X

Videos

Basic Shooting. USA: Videomaker, Inc., 1994. 42 minutes.

Video Editing. USA: Videomaker, Inc., 1994. 47 minutes.

Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. Eight 30-minute videos.

Magazines:

Digital Imaging. New York: Cygnus Publishing.

Digital Video. USA: Miller Feeman Publications.

New Media.pro. Toronto: Southam Inc.

Video Systems. USA: Interac/Primedia Publication.

VideoMaker. USA: VideoMaker Inc.

Web Sites

Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital video/editing online articles, links to user groups, and equipment information.

Digital Video Magazine
http://www.dv.com
A good source of digital video/editing online articles, links to user groups, and equipment information.

New Media.pro Magazine
http://www.newmediapromagazine.com
A good Canadian source of digital video/editing online articles, links to user groups, and equipment information.

Videomaker Magazine
http://www.videomaker.com
A good source of video/editing online articles, links to user groups, and equipment information.

Videonics Systems
http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and equipment information.

Video Systems Magazine
http://www.videosystems.com
A good source of video/editing online articles, links to user groups, and equipment information.

Activity 3: Promotional Video – A Visual Essay of School Life

Time: 330 minutes

Description

Students explore audio and video production through the creation of a short one- to two-minute promotional video for the incoming Grade 8 students. The focus of this short video is to reveal the spirit of the school community and encourage new students to enroll at the school. In groups, students follow a given shot list, shoot the required footage and then edit their shots. Original music (created by the Music Department) is added to complete the project. Basic audio-video equipment use, shot types, transitions, camera movements, lighting, and editing are introduced. Animated titles and credits should be added if equipment is available.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1i – integrates faith with life.

An Effective Communicator who

CGE2a – listens actively and critically to understand and learn in light of gospel values;

CGE2b – reads, understands, and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d – writes and speaks fluently one or both of Canada’s official languages.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d – makes decisions in light of gospel values with an informed moral conscience;

CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience.

A Self-Directed, Responsible, Life Long Learner who

CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b – demonstrates flexibility and adaptability;

CGE4d – responds to, manages, and constructively influences change in a discerning manner;

CGE4e – sets appropriate goals and priorities in school, work, and personal life;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.

A Collaborative Contributor who

CGE5a – works effectively as an interdependent team member;

CGE5b – thinks critically about the meaning and purpose of work;

CGE5d – finds meaning, dignity, fulfillment, and vocation in work, which contributes to the common good;

CGE5e – respects the rights, responsibilities, and contributions of self and others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Caring Family Member who

CGE6e – ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a – acts morally and legally as a person formed in Catholic traditions;

CGE7b – accepts accountability for one’s own actions;

CGE7i – respects the environment and uses resources wisely;

CGE7j – contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;

TFV.04 – demonstrate understanding of electronic communication equipment;

SPV.02 – produce audio-video and/or animated productions;

SPV.04 – use computer graphics software competently;

ICV.01 – explain the benefits, risks, and ethics associated with communications technology;

ICV.02 – observe safety rules and regulations;

ICV.03 – identify career opportunities in the communications field.

Specific Expectations

TF1.05 – describe various video recording techniques;

TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;

TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;

TF1.11 – identify the elements of lighting and staging;

SP1.05 – create various effects using video and digital camera techniques;

SP1.06 – use basic lighting techniques and props competently to accentuate audio-video productions;

SP1.08 – edit audio-video and/or animated productions;

SP1-11 – enhance or create sets, lighting schemes, and information displays;

IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;

IC1.02 – operate equipment safely;

IC1.03 – apply health and safety standards when using products and materials;

IC1.04 – identify career opportunities and develop appropriate education plans;

IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.

Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to observe and uphold copyright laws and correct use of copyrighted materials.

· Teachers implement their board’s policies on appropriate use and access to Internet services.

· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.

· The teacher collects and provides examples of a variety of promotional videos that target various groups of people. A selection of sample promotional videos from the school, other schools, and the board should be collected.

· Teachers should investigate cross-curricular connections with other subject areas since this project has an overall school focus. All members of the school community should be involved for input into the overall content and approach of the project (Chaplaincy, Student Services, clubs, teams, and Administration). The Music department should be approached for original scores to be used for this project. Members of the surrounding community (Parish, School Council, etc.) may also provide input into the project.

· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Audio-Video Production industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.

· Remind students to update the career research section of their Student Manual.

Prior Knowledge Required

· A basic understanding of computer operations and the basic use of video equipment would be beneficial, but is not necessary for completion of this project.

· An understanding of the principles of design.

Teaching/Learning Strategies

Throughout this activity, the teacher will:

· monitor and observe all group activity;

· conference with students on an ongoing basis to provide assistance when problems arise;

· review project expectations;

· modify project activities to deal with the availability of equipment.

The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· The teacher introduces the unit by showing examples of promotional videos and questioning students as to what attracts them and how to incorporate those ideas into a promotional video for the school.

· The teacher discusses the concept of the target audience and how this applies to promotional videos.

· The teacher outlines the basic stages of television production (pre-production/planning, set-up and rehearsal, production, and post-production) and how they are modified to apply to this activity.

· The teacher deconstructs a promotional video by:

· analysing the components of a promotional video and involving the students in this analysis through discussion and questioning;

· pointing out shot composition, camera, lighting and editing techniques used to achieve a desired effect or to convey a particular message;

· outlining the process involved in putting together a promotional video (with references to the stages of television production) and providing examples of these stages specific to this activity.

· Demonstration of the basic set-up and correct handling procedures for the equipment and software is introduced by the teacher through a series of small group lessons as new equipment is required (e.g., cameras at the start, editing equipment at the editing stage).

· The teacher introduces and shows examples of basic shot composition and shot types, pacing, transitions, and lighting and how they can be utilized to create varying types of action and moods.

· Students work through a series of short exercises that reinforce the teachers lessons on equipment use and video techniques by:

· practising the safe and correct use of video, audio, lighting, and editing/titling equipment;

· utilizing various camera techniques, lighting schemes, audio set-ups, and editing techniques to film and edit their work;

· learning basic desktop video techniques for titling and editing;

· completing equipment exercise worksheets and quizzes.

· The teacher introduces the required shot list and discusses it with the students.

· In groups of three or four, students develop a shooting schedule and prepare to shoot the required footage. The teacher should review the footage to see that the groups are meeting the required shot list.

· Once the required footage is obtained and reviewed, groups edit their footage following the edit list provided by the teacher. The score provided by the Music Department is added through the audio dubbing process and all graphics (titles and credits) are added.

· Students present their promotional videos to the class and a committee that represents the school community. Student work can then be used for Grade 8 school presentations. Completed videos may also be shown to the school community (a school event –Arts Night or in the Cafeteria during lunch).

· Upon completion of the activity and after all work has been presented the overall project is discussed and the opportunity for students to complete a self and peer assessment is given. The teacher should initiate a discussion to see if the finished projects managed to successfully capture the spirit of the school community.

· Where only a limited video set-up is available editing may be done in camera and a photo essay may be created, using a digital or instant camera, accompanied by narration and/or music.

Assessment/Evaluation Techniques

· Diagnostic assessment includes students' awareness of video concepts:

· Skills inventory/checklist given at the start of the activity.

· Formative assessment of each student’s ability to work co-operatively in group situations:

· Students assess the contribution of the individual group members by completing daily log sheets (see Overview Appendix VI);

· Self, peer and group evaluation sheets are filled out at the end of the project (see Overview Appendices II, III, and IV).

· Summative assessment of equipment worksheets and quizzes:

· Performance assessment of assigned exercises and worksheets;

· Paper and pencil test.

· Summative assessment of finished promotional video:

· Performance assessment of finished product – project evaluation sheet (see Appendix 2.3).

· Summative assessment of the concepts and techniques utilized in this activity:

· Paper and pencil test.

· Summative assessment of project presentation and class discussion of student work:

· Performance assessment of finished presentation – presentation rubric (see Overview Appendix V);

· Personal communication through self/peer assessment and critique;

· Reflection through self/peer assessment.

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for completion.

· Peer tutoring is given to those students who need extra help.

· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.

· Peer tutors assist students with special needs when handling equipment.

· For enrichment, students may use this technology to propose an entrepreneurial opportunity for the community, another subject area, or for the school.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets.

Various samples of promotional videos collected by the individual teacher.