Reality TV Production (V235) 4 Credit Hours Spring 2015 COURSE DESCRIPTION Reality TV is one of the hottest genres in the medium today. Students will work together to create a reality series, of the competition or non-competition type, with full understanding of its development and structure. Students learn the rigors of ongoing production, “capturing moments,” encouraging subjects who may be reticent in front of the camera, and combining all elements to create a viable TV program.

COURSE OVERVIEW This class will explore the explosion of Reality TV shows today, both the competition and non-competition genres. With broadcast and cable networks relying more and more on reality programming, this is an area you’ll want to explore and know about. Reality TV can be said to offer actual situations caught generally unscripted by the camera. It can generally be divided into three categories: 1) competition (“Survivor”); 2) situational/non-competition (“What Not To Wear”); 3) fly-on-the wall/docudrama (“Real Housewives of…”). In this class we will explore all three, as well as follow an entire season of one series from beginning to end. This course is comprised of two components. The first is a hands-on approach where students will film and edit their own Reality TV program pilot and its accompanying sizzle reel. The second is in-class lectures and discussions on what constitutes “Reality TV,” why the genre has become so popular with viewers and broadcasters alike, casting, interview styles & techniques, finding the story, production, clearance, story editing, network deliverables, how “real” it really is, pitching and selling, and more. Guest speakers, too. An elective emphasis course for Combined Majors. Prerequisite: Directing 1

COURSE LEARNING OUTCOMES: At the end of taking this course you will be able to: CLO1 CLO2 CLO3 CLO4

Demonstrate critical thinking regarding the structure of a Reality TV program. Demonstrate cognizance of the history and origins of Reality TV. Create Reality TV “stories.” Navigate different production models - “scripted” and “unscripted” fare. CLO5 Employ the creative techniques used in Reality TV.

APPLIED HOURS In order to fulfill the requirements of this course a student should expect to spend two hours for every credit hour, or eight hours per week, outside of classroom time engaged in reading, writing and honing scripts, class preparation, assignments, preproduction, production, post production, and the like. It is expected that the student will immerse himself/herself in the news and vocabulary of Reality TV and look at the content of Reality TV with a discerning eye.

CLASS REQUIREMENTS & ASSIGNMENTS All students will be expected to participate in the class project (described below), keep up with the readings, successfully pass one test, and turn in one brief paper. All assignments are to be turned in ON TIME. Late assignments will receive a lower grade. Regular attendance to and participation in class sessions is also expected. The brief paper should contain no fewer than 650 words. The topic of the paper will be: Your opinion of Reality TV and how this course has changed or helped shape that opinion. The paper should show critical thinking, independent thought, and requires no research or sourcing. In addition to original thought and consideration, it will be graded according to quality of content, spelling and grammar. The paper must be typed in standard font and turned in as a hard copy with a staple in the upper left hand corner of the pages and student’s name and the date on the top right of page one. It is due at the beginning of class on June 17. The final exam may include short answers, multiple choices, true & false, and other questions for which there is only one correct answer.

PROJECT All students are expected to participate in the class project of creating a Reality TV show. As a class you will be responsible for pitching, developing, scheduling, producing, logging, writing, and editing your own reality TV show. Each member of the class will be expected to fulfill at least one key role in the project – e.g., director, DP, casting, writer, editor. The edited show should be 10-15 minutes in length. Please note that any “mock” reality shows are not eligible for this assignment and that, once pitched and approved, you may not change the topic of the project without approval from the instructor. Also please note that principal photography for this project will take place between May 14 – May 20. This project will be shot, written, and edited outside of class time, with the exception of June 11, when you will have two hours of in-class time to work on editing and I will be available to offer advice and critiques. Final project must be turned in on DVD on June 24. Finally, you will also edit a 2 to 3 minute “sizzle” or “pitch” reel for your project, one which you could take out and use in an attempt to sell your concept to a network. This is also due on DVD on June 24.

EQUIPMENT (may shoot on or off campus with or without instructor supervision): Panasonic HVX 200 or Sony EX-3 (4) Lights/ Light Stands maximum Shotgun Microphones and Boom Pole Wireless Lavaliers Sound Mixer (any available)

SUPPLIES: 2 Stock Tapes 2 DVDs 2 Jewel Cases

READINGS No books for this class. You will be expected to sign up for – and read - the daily email from Reel Screen (no cost) in order to keep up with the latest news in the Reality TV business.

SUGGESTED TEXTS Hampe, Barry. Making Documentary Films and Videos. (2nd edition) New York: Holt Paperbacks, 2007 Holmes, Su and Jermyn, Deborah. Understanding Reality Television. London and New York: Routledge, 2004 Williams, Matthew. Making Real Life Videos. New York: Allworth Press, 2006

EVALUATION Class Discussion & Participation – 20% Short Paper – 15% Project Participation (including shoot packet, log & script) – 20% Final Edit of Project – 25% Bringing In of One Article - 5% Final Test – 15%

GRADING In keeping with CCH policy, grading is designated as follows: 92.5 - 100 = A 90 – 92.49 = A87.5 – 89.99 = B+ 82.5 – 87.49 = B 80 – 82.49 = B77.5 – 79.99 = C+ 72.5 – 77.49 = C 70 – 72.49 = C67.5 – 69.99 = D+ 62.5 – 67.49 = D 60 – 62.49 = DBelow a 60 = F

DEFINITIONS OF LETTER GRADES A: Performance of the student is at the highest level and demonstrates full and uncompromised commitment and effort. B: Performance of the student is at a high level and demonstrates consistent and effective achievement in meeting course requirements. C: Performance by the student has been adequate to meet the basic requirements of the course. D: Performance by the student has been sub-par to basic requirements, though meets minimum standards. F: Performance of the student has been such that the minimum course requirements have not been met.

CHANGE OF GRADES / INCOMPLETES Please see your Scholastic Catalog for the CCH policies on changing grades and incompletes. Feel free to check with me if you have any questions. CLASS ATTENDANCE REQUIREMENTS You will be allowed two (2) absences in this course. If you reach three (3) absences you will receive an “F” and be removed from the roster for the class. Three latenesses equals one absence.

CCH ATTENDANCE POLICY (As published in the Scholastic Catalog) Attendance is critical to learning, academic success, and support for other students particularly during production shoots. Regular and prompt attendance at all Columbia College Hollywood classes is required. Instructors are not obligated to assign extra work or prepare additional examinations for classes missed. Class attendance policies are determined by each instructor and must be included in the course syllabus distributed the first class session. The College recommends as a minimal policy that students who are absent 20% of the course will be failed. What constitutes an excused absence is a matter between the student and instructor although The College expects leniency for documented illness and hospitalization,

bereavement, personal emergency, military service, and observance of a religious holiday. Students who do not attend the first two class meetings of a course in which they are registered may be administratively dropped. If a student wishes to contest the instructor’s application of the attendance policy he/she may petition the Dean of the College. The Dean will conduct an investigation and respond to the petition as quickly as possible. Students who have filed such a petition may attend class sessions while the matter is under review.

ACADEMIC HONESTY As with any academic institution, Columbia College Hollywood considers cheating on exams, assignments, and projects, as well as plagiarism and knowingly furnishing false information, as unacceptable behavior on the part of a student. This behavior is punished severely. Refer to your Scholastic Catalog for the CCH Policy on Academic Honesty. Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by use of any dishonest, deceptive, or fraudulent means. Note: Use of a script written for one class or footage shot for one class for academic credit in another class is considered cheating unless you receive approval for such use from your instructor. Plagiarism comes from the Latin word for “to kidnap.” It means you are stealing someone else’s words, thoughts, and/or conclusions. To avoid plagiarism, be sure to reference with source any words or materials you take from the published or otherwise disseminated work of another person or persons. If you are unschooled in or confused about how to source your work, the Librarian is available to answer your questions. ELECTRONIC DEVICES The use of mobile devices (cell phones, etc.) is not acceptable during class time. No phone calls! No texting! No emailing! No posting on FaceBook! The use of laptops for taking notes and referencing source material is allowed, but you are on your honor you are using your laptop for class purposes only.

A FEW MORE THINGS It is expected that during class students will be courteous to each other and the instructor. That means: participating in the class; no talking needlessly when someone else has the floor; no walking in and out of class needlessly; no coming up to the instructor in the middle of class for a private discussion (save these for before class, during the break, or after class). No food or drink in the classroom.

ASSIGNMENTS -- NOTE THE DUE DATE

Pitch Show (verbal)

April 22

Shoot Packet

May 13

Shoot Show

May 14 - 20

Dailies

May 20

Article on Reality TV

May 27

Log

May 27

Script

June 3

Short Paper

June 17

Rough Cut of Show and Sizzle Reel

June 17

Locked Cut of Show and Sizzle Reel

June 24

SESSION 1 - APRIL 8 1. 2. 3. 4. 5.

Intro. to class The origins & history of Reality TV Is reality TV really new – or just a new twist on something old? What constitutes reality TV? How does it differ from scripted fare? The three types of Reality TV shows (competition, fly-on-wall, situational) 6. What is the difference between program genre and program format? 7. Format-Driven vs. Personality Driven shows 8. Serialized vs. Stand-Alone 9. Where is the drama? / stakes 10. Why or why not go into Reality TV production? 11. What are the components of Reality TV? (creating & selling, casting, producing, editing) 12. Why has Reality TV become so popular with viewers? 13. Why has Reality TV become so popular with networks? 14. The FOUR phases of production 15. How “real” is reality TV? 16. Ethics – do you have to sell your soul to work in reality? WATCH: “An American Family” (old PBS – fly on the wall)

SESSION 2 - APRIL 15 1. Copyrighting, pitching, packaging and selling your reality TV show idea 2. How do you sell your idea? Where are the outlets? 3. What’s the difference between a network, a studio and a production company? 4. What is a network brand? 5. Creating your Reality TV show 6. In-class time to develop show HANDOUTS: 1) Sample Treatment - “Women Unscripted” WATCH: “Survivor” (CBS – competition) ASSIGNMENT FOR 4/22: Prepare to verbally pitch your project next week

SESSION 3 - APRIL 22 1. 2. 3. 4. 5.

Pitching your show Scheduling a Reality TV show Budgeting a Reality TV show Branded Entertainment Advertising vs. Sponsorship

DUE: pitch your show WATCH: “Who Do You Think You Are?”

SESSION 4 - APRIL 29 1. 2. 3. 4. 5.

Producing Reality TV What does a producer do? DP? Editor? What makes for a good Reality TV producer? DP? Editor? What are the working conditions like in Reality TV? What it takes to produce a reality show crew, equipment, location, safety, insurance, budget 6. Guest Speaker: TBA – Reality TV producer 7. Class meets for pre-production

WATCH: “Food Network Star” (Food Network – competition)

SESSION 5 - MAY 6 1. 2. 3. 4. 5.

It all starts with the casting If this is reality, why is it called a cast? What are the “personas” that land you a spot on reality TV? What’s it like to be a cast member of a Reality show? Guest speaker: TBA – Reality TV casting director 6. Class meets for pre-production & to work on shoot packet WATCH: “Undercover Boss” (CBS - situational) ASSIGNMENT FOR 5/13: Prepare a shoot packet for your shoot

SESSION 6 - MAY 13 1. Shooting the Reality TV show 2. Guest Speaker: TBA – Director of Photography 3. Discussion / Exercise -- setting up for and conducting the on-camera interview 4. How to get what you need on a shoot 5. Class meets for preproduction

DUE: Shoot Packet WATCH: “Dallas Cowboys Cheerleaders” (CMT – fly on the wall) ASSIGNMENT FOR 5/20: Shoot your Reality TV project!; Have dailies ready to show

SOME TIPS FOR CONDUCTING AN INTERVIEW:  Make sure the interviewee is sitting up straight and there are no glaring wardrobe problems or the like. 

Make sure the interviewee is looking straight at you, not at the camera. Position yourself just to the left or the right of the camera. Switch sides for different interviews.



Instruct your interviewee to include the question in the answer. E.g., if you ask them, “When did you start painting?” Make sure they do not answer, “Eight years

ago.” Make sure they answer, “I started painting eight years ago.” This allows you to cut your voice out in editing. 

Remind your DP to use the time you are asking questions to change focal lengths so you have a variety of interview shots.



Finally, be aware and listen for the right, concise sound bite and keep asking the question until you get it. Help the interviewee out with suggestions if necessary (without putting words in their mouth). Remember, you are shooting for the editing room and you can't be passive and just wait for things to happen. Don’t be satisfied with what the subject says or does if it doesn't serve their concept. DIRECT.

SESSION 7 - MAY 20 1. 2. 3. 4. 5. 6. 7. 8. 9.

Debriefing – how did your shoot go? Showing dailies Understanding the importance of good material What makes a good story? Writing reality Creating a story arc Are reality shows written – or edited? Logging – what it is and why it’s important Script formatting Clearance – what is it and why do we care?

DUE: Completion of photography for your Reality TV Project; Dailies HANDOUTS: 1) Sample Log 2) Sample Script WATCH: “Temptation Island, ep. 1” (Fox - situational) ASSIGNMENTS FOR 5/27: 1) log your footage 2) Bring in 1 article – no more than 6 months old – on Reality TV and be prepared to discuss it.

SESSION 8 - MAY 27 1. Discuss articles 2. The state of the art / business today 3. Can reality TV be uplifting or positive? Does Reality TV pose a moral dilemma? Where are your own ethical boundaries? 4. More on writing for reality TV

DUE: 1) Log of footage 2) Article on Reality TV WATCH: “Temptation Island, ep. 2” (Fox - situational) ASSIGNMENT FOR 6/3: write script for your show

SESSION 9 - JUNE 3 1. Post Production workflow 2. Working with the networks a. what is a “deliverable”? b. what is expected of you by the network your production company is working with 3. Editing the story to create “reality” 4. Different style of editing 5. I will meet with you to go over script

DUE: Script for your show WATCH: “Temptation Island, ep. 3” (Fox - situational) ASSIGNMENT FOR 6/10: Begin editing of show & sizzle reel

SESSION 10 - JUNE 10 1. In-class time to work on editing of project; I will reserve an edit suite (7-9 PM)

WATCH: “Temptation Island, ep. 4” (Fox - situational) ASSIGNMENTS FOR 6/18: 1) Write brief paper on Reality TV (specifics given verbally in class) 2) rough-cut edit of show & sizzle reel

SESSION 11 - JUNE 17 1. Giving credit where credit is due 3. What are your rights as a reality TV producer? What is being done to stem “producer abuse”?; What happened with “Top Model”? 2. The WGA and Reality TV producers – the latest 3. Pitching – what it takes, what you need (treatment, one sheet, sizzle reel) 4. Editing the sizzle reel 5. Go over info. for final

DUE: 1) brief paper 2) Rough cut of your show & sizzle reel WATCH: 1) rough cut of your show & sizzle reel 2) “Temptation Island, ep. 5” (Fox - situational) ASSIGNMENT FOR 6/24: Lock your show & sizzle reel

SESSION 12 - JUNE 24 1. 2. 3. 4. 5. 6.

So, is Reality TV here to stay? Is that a good thing or a bad thing? What skills can get me a job in Reality TV? Where are the jobs? What is the job market like? Final Test Final Thoughts

DUE: Locked cut of your show & sizzle reel HANDOUT: job sites WATCH: 1) locked cut of your show & sizzle reel 2) “Temptation Island, ep. 6” (Fox - situational)

Syllabus subject to change without notice

GENERAL COURSE RUBRIC (INCLUDING EXAM)

COMPREHEND

PARTICIPATE

A

B

C

D

F

-- You demonstrate an excellent understanding of the course objectives and course materials based on exam score, assignment scores, and class discussions

-- You demonstrate a good understanding of the course objectives and course materials based on exam score, assignment scores, and class discussions

-- You demonstrate a moderate understanding of the course objectives and course materials based on exam score, assignment scores, and class discussions

-- You demonstrat e a poor understanding of the course objectives and course materials based on exam score, assignment scores, and class discussions

-- You demonstrate a very poor understanding of the course objectives and course materials based on exam score, assignment scores, and class discussions

-- You show strong participation in class discussions

-- You participate in class discussions

-- You sometimes participate in class discussions

-- You don't often participate in class discussions

-- You don’t often demonstrat e that you have read the relevant materials before the class session

-- You rarely demonstrat e that you have read the relevant materials before the class session

-- You demonstrate that you have read the relevant materials before the class session -- You turn in all assignments as scheduled

-- You usually demonstrate that you have read the relevant materials before the class session

-- You turn in most assignments -- You as scheduled turn in assignment s late (less than one week)

-- You turn in assignment s very late (one week or more)

-- You rarely participate in class discussions -- You do not demonstrate that you have read the relevant materials before the class session -- You do not turn in assignments as scheduled or you fail to turn in assignments altogether

SHORT PAPER RUBRIC

CONTENT

STRUCTURE

A

B

C

D

-- Does an excellent job of clearly and logically laying out your own opinion of Reality TV and how this course has helped change or shape that opinion

-- Does a good job of clearly and logically laying out and presenting the topic

-- Does an adequate job of clearly and logically laying out and presenting the topic

-- Does not present a clear, logical presentation of the topic

-- Shows a high degree of original, critical thinking -- Has a clear introduction, body, and conclusion that are closely tied to the topic

-- The ORGANIZATION paper is logically organized with ideas clearly

-- Shows a fair degree of original, critical thinking

-- Lacks some critical, original thinking

-- Has a clear introduction, body, and conclusion that are adequately structured

-- Has an introduction, body, and conclusion that lack structure

-- The paper is well organized with a fairly good flow from one

-- The paper is somewhat organized with a fairly good flow

F

N/A

-- Lacks critical, original thinking

-- Is incomplete in addressing the topic

N/A

-- Does not have a clear beginning, middle, and end -- The paper is poorly organized with poor flow

N/A

STYLE

flowing from one to the next -- Few to no grammatical or spelling errors -- Meets or exceeds the 650 word minimum

TIMELINESS

-- Is submitted on time

idea to the next

between ideas

between ideas

-- Some grammatical or spelling errors

-- Several grammatical or spelling errors

-- Many grammatical or spelling errors

-- Meets or exceeds the 650 word minimum

-- Does not meet or exceed the 650 word minimum

-- Does not meet or exceed the 650 word minimum

-- Is submitted on time

-- Is submitted five days late

-- Is submitted six days to one week late

N/A

-- Is turned in more than one week late or not at all

PROJECT PARTICIPATION RUBRIC

A

B

C

D

F

-- You PARTICIPATION actively and strongly participate in the project of shooting a Reality TV show

-- You actively strongly participate in the project of shooting a Reality TV show

-- You adequately participate in the project of shooting a Reality TV show

-- You fail to adequately participate in the project of shooting a Reality TV show

-- You failed to participate in the project in any way

-- You participate in all preproduction meetings & paperwork for the project

-- You participate in most preproduction meetings & paperwork for the project

-- You do not participate in most preproduction meetings or paperwork for the project

-- You do not participate in many preproduction meetings or the paperwork for the project

-- You participate in, and show up on time for, the actual shoot

-- You participate in, and show up on time for, the actual shoot

-- You participate in, and show up on time for, the actual shoot

-- You offer feedback, or actually take the role of editor, during the post production process

-- You offer some feedback, or actually take the role of editor, during the post production process

-- You offer some feedback, or actually take the role of editor, during the post production process

-- You fail to participate in, or show up on time for, the actual shoot -- You do not offer feedback, or actually take the role of editor, during the post production process

FINAL PROJECT & SIZZLE REEL RUBRIC

A

B

C

D

-- Well laid out and organized – engaging story arc with a beginning, middle, & end

-- Fairly well laid out and organized – engaging story arc with a beginning, middle, & end

-- Fairly well laid out and organized – engaging story arc with a beginning, middle, & end

-- Lacks structure / organization – no engaging story arc with a beginning, middle, & end

-- Opening draws the viewer in and sets the scene

-- Opening is adequate to set the scene

-- Amount of b-roll is sufficient

-- Amount of b-roll is acceptable

-- Opening does not fully draw the viewer in and set the scene

-- Opening does not draw the viewer in and set the scene

-- VO (if any) is written in journalistic style (short and to the point with no “dead” words)

-- VO (if any) is written in journalistic style (short and to the point with few “dead” words)

-- Amount of b-roll is insufficient

-- Amount of b-roll is insufficient

-- VO (if any) is not written in journalistic style (not short and to the point with some “dead” words)

-- VO (if any) is not written in journalistic style (not short and to the point with many “dead” words)

-- Unique CREATIVITY or interesting way of examining and

-- Unique or interesting way of examining and

-- Presentation of topic lacks some originality

-- Presentation of topic totally lacks originality

CONTENT

F

N/A

N/A

TECHNICAL ASPECTS

presenting topic

presenting topic

-- Well edited with appropriate, smooth transitions

-- Edited with appropriate, smooth transitions

-- Good quality audio – everything is clear and audible; nothing out of sync, lost, or fuzzy

-- Good quality audio – clear and audible; little out of sync, lost, or fuzzy

-- Edited with mostly appropriate, mostly smooth transitions -- Audio is mostly clear and audible; little out of sync, lost, or fuzzy

-- Camera -- Camera work has work has no minimal -- Camera or few glitches, work has no glitches, drops, or glitches, drops, or shakes; drops, or shakes; color & tone shakes; color & tone are color & tone are acceptable are appropriate for subject appropriate to subject matter to subject matter matter -- Camera -- Camera movement -- Camera movement is fairly movement is smooth smooth is smooth -- Lighting -- Lighting -- Lighting is effective / is is effective / appropriate acceptable appropriate for segment

TIMELINESS

-- Project is turned in on time on DVD

-- Project is turned in on time on DVD

-- Project is turned in up to one week late on DVD

-- Edit lacks appropriate, smooth transitions

N/A

-- Audio is not completely clear and audible; some parts out of sync, lost, or fuzzy -- Camera work has glitches, drops, or shakes; color & tone are off or not acceptable for subject matter -- Camera movement is not smooth -- Lighting is too dark or too light / harsh to be acceptable -- Project is turned in one to two weeks late on DVD

-- Project is turned in more than two weeks late or never turned in on DVD

CLOs RUBRICS

A

B

C

D

F

CLO1 Demonstrates critical thinking regarding the structure of Reality TV

-- Student consistently demonstrates critical thinking regarding Reality TV and is able to clearly articulate his/her own opinions regarding its virtues and drawbacks

-- Student regularly demonstrates critical thinking regarding Reality TV and is generally able to articulate his/her own opinions regarding its virtues and drawbacks

-- Student sometimes demonstrates critical thinking regarding Reality TV and is sometimes able to articulate his/her own opinions regarding its virtues and drawbacks

-- Student demonstrates minimal critical thinking regarding Reality TV and his/her ability able to articulate opinions regarding its virtues and drawbacks is limited

-- Student fails to demonstrate any critical thinking regarding Reality TV and is unable to minimally articulate his/her own opinions regarding its virtues and drawbacks

CLO2 Demonstrates knowledge of the origins of Reality TV

-- Student is able to identify the origins of Reality TV with full understanding of their impact

-- Student is able to identify many of the origins of Reality TV and shows a lot of understanding of their impact

-- Student is able to identify many of the origins of Reality TV and shows some understanding of their impact

-- Student can identify one of the origins of Reality TV and a bit of understanding of its impact

-- Student is unable to identify any of the origins of Reality TV nor any understanding of their impact

CLO3 Create Reality TV “stories.”

-- Student demonstrates a clear understanding of and ability to discuss the preproduction, production and post production methods used to create Reality TV “stories”

-- Student demonstrates a good understanding of and ability to discuss the preproduction, production and post production methods used to create Reality TV “stories”

-- Student demonstrates a fair understanding of and ability to discuss the preproduction, production and post production methods used to create Reality TV “stories”

-- Student demonstrates a minimal understanding of and ability to discuss the preproduction, production and post production methods used to create Reality TV “stories”

-- Student does not demonstrate even minimal knowledge of or ability to discuss any of the methods used to create Reality TV “stories”

CLO4 Navigate

-- Student consistently

-- Student regularly

-- Student generally

-- Student sometimes

-- Student does not

different production models: “scripted” and “unscripted” fare

demonstrates knowledge of and ability to discuss the difference in production models between “scripted” and “unscripted” fare

demonstrates knowledge of and ability to discuss the difference in production models between “scripted” and “unscripted” fare

demonstrates knowledge of and ability to discuss the difference in production models between “scripted” and “unscripted” fare

demonstrates knowledge of and ability to discuss the difference in production models between “scripted” and “unscripted” fare

demonstrate any knowledge of or ability to discuss the difference in production models between “scripted” and “unscripted” fare

CLO5 Employ the creative techniques used in Reality TV

-- Student demonstrates a great ability to employ the creative preproduction, production, and post production techniques used in reality TV as part of his/her participation in the final project

-- Student demonstrates a good ability to employ the creative preproduction, production, and post production techniques used in reality TV as part of his/her participation in the final project

-- Student demonstrates a fair ability to employ the creative preproduction, production, and post production techniques used in reality TV as part of his/her participation in the final project

-- Student demonstrates a minimal ability to employ the creative preproduction, production, and post production techniques used in reality TV as part of his/her participation in the final project

-- Student completely fails to demonstrate any ability to employ the creative preproduction, production, and post production techniques used in reality TV as part of his/her participation in the final project