Digital Video Scope and Sequence Title/ Length of Unit
Standard/ Strand
Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content
Student Outcomes (Objectives Skills/Verbs)
Date(s) Introduced
Key Vocabulary/ Concepts
Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences
Common Formative Assessments
Resources:
Video Production Basics
Action Event
.ISTE NETS: 1a,b, 2b, 3b,c, 5a, 6a,b
ISTE NETS: 1a,b, 2a,b, 3c, 5a, 6a,b
What is video production workflow Video shooting techniques How does audience, purpose and goal impact a final video product Transforming clips into a coherent video sequence What are the various video mediums / formats and file types
How do you plan and capture video of live event What are the general video shooting techniques How do you ‘capture’ video
Douglas County School District Scope and Sequences
Four areas of focus In Project Management Students will Manage video clips Organize a sequence In Design students will: Identify shot techniques Understand digital video workflow Use music to enhance the story In Research and Communication students will: Understand file types Understand copyright issues In Technical students will: Understand premier workspace Import video and audio files Use storyboard feature Trim clips in timeline Edit using cut only techniques Add audio Export to DV Four areas of focus In Project Management Students will Develop a shot list Organize a sequence Log clips In Design students will: Id general principles for video shooting Id audience Learn key video shooting techniques Create match edits In Research and Communication students will: Understand file types Practice good copyright
Approx 12 days Aug. 24 – Sep.10
Approx 12 days Sep 14 – Oct. 1
Page 1
video production workflow • medium shot • wide shot • close-up • extreme close-up • trucking shot • cutaway • video sequence • copyright • fair use • intellectual property • storyboard • Timeline panel • clips • cuts-only edits • export
Project based activity - create a video Activities that support video creation:
• natural sound • shot list • capture video • log clips • import • transition • Source Monitor • uncompressed video
Project based activity - create a video Activities that support video creation:
Unit test rubric
Identify Principles and rules of copyright Using I do, we do, you make Overview of Adobe Premiere Pro CS3 workspace How to import files How to manage media in the Project panel How to create a storyboard in the Project panel How to work with clips on the Timeline panel How to trim clips in the Timeline panel How to record to videotape
Unit test Project evaluation
Lab: Identify Video shooting tips , Lab: shoot video with the Shot list Using I do, we do, you make How to capture video How to apply and adjust video transitions How to use the Source Monitor editing tools How to create standard image, movie, and audio files Video review using handout: Peer review
August 20, 2009
Digital Video Scope and Sequence Title/ Length of Unit
Standard/ Strand
Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content
Student Outcomes (Objectives Skills/Verbs)
Date(s) Introduced
Key Vocabulary/ Concepts
Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences
Common Formative Assessments
Resources:
News Story
ISTE NETS: 1a,b, 2b,d 3b,c, 4a,b, 5a,b, 6a,b
What is a news story? How do you conduct interviews Shoot b-roll footage Create, record and narration
Douglas County School District Scope and Sequences
implementation In Technical students will: Shoot a mix of shots Shoot shots with natural sounds Capture video Use the source monitor Insert and overlay clips Apply transitions Add sound Export video Four areas of focus In Project Management Students will Select a news story focus Develop a shot list Develop a script In Design students will: Id audience purpose, and goals Id video shooting techniques Learn video shooting techniques – in and out Lighting Interview setup b-roll footage In Research and Communication students will: Write in active voice Write interview questions Understand journalistic code of ethics Conduct interviews Use voice techniques for voiceover In Technical students will: Learn shooting techniques for interviews Understand microphone types Use narration techniques Use program monitor and trim
Approx 15 days Oct 6 – Oct. 29
Page 2
• supers • journalistic code of ethics • b-roll footage • codec • news style editing • J- and L-cuts • media encoder • flash • mpeg
Project based activity - create a video Activities that support video creation:
Unit test Project evaluation
Lab: Selecting and connecting microphones Lab / activity: writing script Using I do, we do, you make How to use the Audio Mixer to record a narration How to create TV news-style J- and Lcuts How to use the Trim Monitor How to edit with the Program Monitor How to adjust audio and apply crossfades Understanding the Titler How to use the Titler to build text and objects How to use the Adobe Media Encoder
August 20, 2009
Digital Video Scope and Sequence Title/ Length of Unit
Standard/ Strand
Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content
Student Outcomes (Objectives Skills/Verbs)
Date(s) Introduced
Key Vocabulary/ Concepts
Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences
Common Formative Assessments
Resources:
Public Service announcem ent
ISTE NETS: 1a,b, 2a,b, d,3a,b,c, 4a, b, 5a,b, 6a,b
What are the key components of a PSA? How do you write a script How can special effects enhance video Create web ready video
Douglas County School District Scope and Sequences
panels Create J and L cuts Add multiple types of audio Use the mixer to record a narration Use tilter to create supers Export to web-ready video Four areas of focus In Project Management Students will Select and plan a PSA theme Develop a shot list Develop a script Id assets for video Organize and track review by using clip notes Use naming conventions for organizing clips In Design students will: ID audience, purpose and goals, Learn techniques – closing shots, establishing shots Plan integration of still imagery Understand audio file types In Research and Communication students will: Write scripts Conduct peer reviews In Technical students will: Use compositing to incorporate imagery Mix music, natural sound, narration and sound bites Use clip notes Add titles Use basic motion effects Enhance text with various effects Export to web
Approx 16 days Nov. 2 – Dec. 2
Page 3
• public service announcement • motion effects • scriptwriting • voiceover narration • rough cut • final cut • alpha channel transparencies • audio mixer
Project based activity - create a video Activities that support video creation: Using I do, we do, you make How to add text effects How to use the Motion effect How to apply and adjust video effects How to work with alpha channel transparencies Understanding audio in Adobe Premiere How to use the Audio Mixer to blend multiple audio How to use the Adobe Media Encoder
Unit test Project evaluation
August 20, 2009
Digital Video Scope and Sequence Title/ Length of Unit
Standard/ Strand
Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content
Student Outcomes (Objectives Skills/Verbs)
Date(s) Introduced
Key Vocabulary/ Concepts
Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences
• treatment • assembly cut • rough cut • final cut • compositing • chroma key • keying effects • layering • masking
Project based activity - create a video Activities that support video creation: Activity how to Client interview: Worksheet: Treatment Worksheet: Student project proposal Using I do, we do, you make -
Common Formative Assessments
Resources:
Commercial s
ISTE NETS: 1a,b, 2a,b, 3c, 5a, 6a,b
How to work with a client to create an end product Create a project plan and schedule by interviewing a client What is composite video How do effects enhance the video
Douglas County School District Scope and Sequences
Four areas of focus In Project Management Students will Create a project plan, milestones, and roles Identify client needs and goals Select actors Direct actors In Design students will: Design and create rough cuts and assemble to create ideas Consider technical and design impact of commercials deployed on the web Set up creative lighting Compositing video Work with chroma key sets Use action videography In Research and Communication students will: Gather content and synthesize ideas for commercials Pitch to a client Review and revise with clients Create a script Reflect on production and group process In Technical students will: Use slow motion and fast motion tools Edit audio Work with keying effects Mix music and other audio Exporting to the web Create animated text Create special video effects
Approx 15 days Dec. 3 – Jan.7
Page 4
Unit test Project evaluation
Tips for effective chroma key shots How to change clip speed and direction How to apply and adjust keying video effects Review and redesign of commercials How to apply and adjust audio effects How to use the Audio Mixer to record a narration Overview of Adobe After Effects How to animate text and create video effects with Adobe After Effects How to use the Adobe Media Encoder
August 20, 2009
Digital Video Scope and Sequence Title/ Length of Unit
Standard/ Strand
Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content
Student Outcomes (Objectives Skills/Verbs)
Why use portfolios? What are various careers in video production Burning to DVD
Four areas of focus In Project Management Students will Organize content In Design students will: Identify the purpose and audience for a portfolio Plan a flowchart for portfolio In Research and Communication students will: Research career areas in video production In Technical students will: Use DVD templates Create a DVD menu Export to DVD
Date(s) Introduced
Key Vocabulary/ Concepts
Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences
Common Formative Assessments
Resources:
Portfolios
ISTE NETS: 1a,b, 2a,b, 3c, 5a, 6a,b
Douglas County School District Scope and Sequences
Approx 2 days Jan. 11-12
Page 5
• portfolio • DVD • menu • flowchart • mission statement • burn
Project based activity - create a dvd Activities that support video creation: Using I do, we do, you make – The business of video production Overview of the Adobe Encore CS3 workspace How to use Adobe Encore CS3 to author a single-menu DVD
Final Test DVD portfolio
August 20, 2009
Technology Modules – Intro Digital Video
A one-semester class designed to develop digital video editing skills. The student, upon satisfactory completion of the class, will be able to use Adobe Premier to create polished, professional looking videos. Project activities focus on developing effective communications that can be deployed on DVD, digital videotape or the web. Students develop a variety of videos focused on genres such as an action video, a news story and a public service announcement. Skills learned in this class will allow student to work toward Adobe certification in Premier Pro. Video Productions Flow Resources Student guides at Adobe.com Become certified in Adobe - http://www.adobe.com/support/certification/ace_certify.html
Units of Study: 1. 2. 3. 4. 5. 6.
Production Basics Action Event News Stories Public Service Announcement Commercial Portfolio development
Douglas County School District Scope and Sequences
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August 20, 2009
Unit 1 Production Basics 1. 2. 3. 4. 5.
Introduce students to video techniques / mediums – show and analyze videos Intro Adobe premier – work flow and open window Define various video shots – create a document with terms and description Create a short video with pre shot material – students create a plan Continue with video show premiere techniques: a. how to import files b. how to manage media in project panel c. how to create a storyboard d. how to work with clips in a timeline e. how to trim clips in the timeline f. how to insert music g. how to record videotape 6. Continue with video / show techniques 7. Continue with video 8. Continue with video 9. Review video quiz students on shot techniques 10. Continue with video 11. Review videos 12. Unit test Resources for unit: General Review the student step-by-step guides referenced in this project. From adobe – try to turn these into videos Video shot techniques Camera and editing techniques that will help make a professional-looking final product: www.videoforums.co.uk/guide-video-editing-tips-14.htm.
Douglas County School District Scope and Sequences
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August 20, 2009
An article detailing common video shots: www.videomaker.com/article/7575/. Editing How to shoot with editing, theme, and audience in mind; features the video production processfrom start to finish: www.videomaker.com/article/1691/. Basic tech tutorials in premiere - http://www.techtutorials.info/adpremier.html Storyboarding Video basics, including a description of storyboarding and its importance: www.medialit.org/reading_room/article3.html. The video pre-production process; has a storyboard template: www.adobe.com/go/dkc_intro_photo. A storyboarding “recipe”: www.storycenter.org/memvoice/pages/tutorial_3.html. A theoretical approach to storyboards: www.ibiblio.org/ism/articles/huffcorzine.html. Video clips A digital video-on-demand and online teaching service from Discovery education that offers downloadable videos during a free 30-day trials: www.unitedstreaming.com. Free online video streaming service: www.youtube.com. Free streaming and downloadable video segments from the PBS series Religion & Ethics Newsweekly: www.thirteen.org/edonline/accessislam/video.html. Free streaming and downloadable video segments from the PBS series Wide Angle: www.thirteen.org/edonline/wideangle/video_bank.html. Photos, music, text, and video that can be legally shared and reused for free: http://search.creativecommons.org.
Douglas County School District Scope and Sequences
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August 20, 2009
Unit 2 Action Event – 12 days 1. Plan the action event – preshoot, what to shoot? The video must include 10–20 shots. They must submit a shot list. The video should be 2–3 minutes in length. The video must incorporate natural sound clips from the event. 2. Review other live events to see how they incorporate various shots 3. Work with cameras, how to operate, etc. 4. Shoot lots of video with kids, just to get in habit 5. How to capture the video they shoot in premier 6. Applying transitions 7. Using the source monitor 8. Compose video / Shoot video at some point – usually outside of class 9. Compose video 10. Compose video 11. Compose video / share video / review for exam 12. Unit exam Resources Video Shooting Tips Tips from the Adobe Digital Kids Club website (especially helpful if this is the first time you and your students are working with digital video): www.adobe.com/go/dkc_vidpro. Ten ways not to shoot video: reviews.cnet.com/4520-6500_7-5510172-1.html. see you tube also How to use lighting on a small budget: www.camcorderinfo.com/content/lighting_shoe_string.htm. Lighting tips for shooting video: www.eyeconvideo.com/tips/lighting_tips.asp. Douglas County School District Scope and Sequences
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August 20, 2009
What natural sound is and how to capture it: www.videomaker.com/article/10785. Deciding on the correct microphone (uses the analogy of ninjas): www.videomaker.com/article/10214. Transitions A list of the types of transitions and tips for creating them: www.mediacollege.com/video/editing/transition. Transitions and how to employ them effectively: www.videomaker.com/article/7188. Transitions to use when employing cuts-only editing: www.videomaker.com/article/3416.
Douglas County School District Scope and Sequences
Page 10
August 20, 2009
Unit 3 News Stories – 15 days 1. Discuss goals and new techniques of this video 2. Review news clips to illustrate shot selection, transition, story type, narration and lighting – discuss code of ethics 3. Create groups and have students start to compose theme 4. Review scripts – how they are written and expectation 5. Continue with scripts – create shot list, interview list, and proposal 6. Continue with scripts and research discuss content bias, currency, and source 7. Continue with script – filming may have to be done outside of class 8. Review how to use audio mixer 9. Build video – review tv news j- l- cuts 10. Build video how to use trim monitor and program monitor 11. Build video – how to adjust audio and apply crossfades 12. Build video – using the titler 13. Build video 14. Build video / group review / build web ready video - mpeg 15. Unit test Extra – make podcast Resources Review the student step-by-step guides referenced in this project. Journalistic Code of Ethics You might want to review the journalistic code of ethics from the following sources: Society of Professional Journalists Business Week The New York Times The Association of Electronic Journalists
Douglas County School District Scope and Sequences
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August 20, 2009
Scriptwriting Sample scripts from newscasts to use with students: http://news.bbc.co.uk/2/hi/school_report/6180944.stm. Advice for writing for broadcast: www.cybercollege.com/tvp006.htm. Broadcast style writing tips as well as mechanics of style and grammar: www.jprof.com/broadcasting/bcstyletips.html. How to write for the news: www.mervinblock.com/writethisway.html. Video tips and techniques for documentaries and interviews: www.wiredsafety.org/wiredlearning/vidtips http://www.twiztv.com/scripts/ - free television scripts http://www.simplyscripts.com/tv_gh.html#H – tv etc. scripts http://www.tvtdb.com/ - more tv transcripts
Douglas County School District Scope and Sequences
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August 20, 2009
Unit 4 Public Service Announcement – 15 days 1. Identify audience purpose and perspective of PSA 2. Review various PSA’s to analyze audience, etc 3. Assign PSA and groups start to create proposal 4. Create script – how to create channel transparencies 5. Create script 6. Create script / shot list – some filming may need to be done outside of class 7. Edit footage reshoot if necessary 8. Build video – how to add text effects , motion effects 9. Build video – how to apply video effects 10. Build video – working with the audio mixer 11. Build video 12. Build video 13. Build video 14. Review video / prep for web 15. Unit test Resources Review the student step-by-step guides referenced in this project. Public Service Announcements PSAs created by high school students, information for students and teachers, and a national student PSA contest: www.nationalstudent.tv/default.asp A presentation on using PSAs in the classroom: http://kathyschrock.net/psa. Tips for writing PSAs: http://vt.essortment.com/tiphowtowrite_rjbk.htm. Viewable PSAs, resources, and a PSA Producers Guide: www.listenup.org/index.php. The leading producer of PSAs: www.adcouncil.org. Motion Effects Motion effects tips and tricks from Adobe designers: www.adobe.com/go/ppro_dc. Douglas County School District Scope and Sequences
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August 20, 2009
Scriptwriting – see previous unit Study guides and activities for screenwriting: www.oscars.org/teachersguide/screenwriting. Techniques for writing PSA narration: http://findarticles.com/p/articles/mi_m1306/is_n9_v61/ai_17461871. Video for the Web A variety of primers for producing audio and video; specifically read the primer for compressing video for the web: www.adobe.com/go/motion_primer. A video codec primer for preparing video for the web: www.webmonkey.com/webmonkey/04/42/index4a.html. Tips and techniques for shooting video for the web: www.mssvision.com/MSSV/Artists/WebVideo.htm. Tutorials for creating streaming video and understanding compression: http://streamingmedia.com/tutorials.
Douglas County School District Scope and Sequences
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August 20, 2009
Unit 5 Commercial – 15 days 1. Discuss project goals and working with clients 2. Review commercials and discuss audience, purpose, and effectiveness 3. Form groups discuss client – mock interviews – students may need to discuss with clients outside of class time 4. Compose script – discuss mockup of commercial 5. Compose script – chroma key ideas 6. Film commercial – meet with client 7. Revise commercial 8. Edit commercial – meet with client / how to change clip speed 9. Edit commercial – how to adjust video effects 10. Redesign commercial if need be / meet with client 11. Build video – work with audio mixer 12. Build video – how to animate text 13. Review with client 14. Review commercials with peers 15. Unit test
Resources Review the student step-by-step guides referenced in this project. The process of making a humorous commercial: www.videomaker.com/article/7460/. The process of making a commercial and includes an example of a script and storyboard for a 30second commercial: www.videomaker.com/article/3327/. Production techniques used in shooting documentaries, commercials, action events, training videos, promotional videos, and TV programs: www.videomaker.com/article/1395/. Steps in creating public service announcements and commercials: http://wneo.org/LessonActivities/integratingtechnology/publicserviceannouncment.htm. This article offers tips and tricks in creating a video ad: http://adwords.blogspot.com/2006/09/video-ads-tips-and-tricks-part-1-of-3.html Douglas County School District Scope and Sequences
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August 20, 2009
Compositing and Chroma Key Basics of video compositing, including lighting: http://www.eventdv.net/Articles/ReadArticle.aspx?ArticleID=8596. How to light a chroma key shot: www.signvideo.com/ltchromky.htm. Ten tips for using chroma key: www.3dvideobackgrounds.com/chromakey.html. Lighting for compositing: www.videomaker.com/article/10914/. Techniques for compositing video and chroma key: www.videomaker.com/article/8307/. Simple to complex compositing and planning for compositing: www.videomaker.com/article/7648/.
Douglas County School District Scope and Sequences
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August 20, 2009
Unit 6 Portfolio Development 1. Review key components of a portfolio – review encore workspace 2. create portfolio and burn to DVD Resources Examples and instructions for visualizing information and using flowcharts, mostly for a website but can be applied to a DVD: www.jjg.net/ia/visvocab/#page. U.S. Department of Education, Office of Research and Improvement, Classroom Uses of Student Portfolios: www.ed.gov/pubs/OR/ConsumerGuides/classuse.html. Teaching tips for creating student digital portfolios: www.glencoe.com/sec/teachingtoday/weeklytips.phtml/134. Information and examples of a variety of electronic portfolios: http://eduscapes.com/tap/topic82.htm.
Douglas County School District Scope and Sequences
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