Introduction to Video Production

Goal: Students will learn basics of video production.

Application: Students create a 90 second video that is an advertisement for an art infomercial.

Vocabulary: tripod, camera, pan, tilt, fade, zoom, close-up, long shot, mic, background, framing, shot composition, set design.

Objectives:

PLANNING

• 1. Students will be able to make a list of what equipment is needed for the production, i.e. camera, tripod, poster, cassette, microphone, set, background.
• 2. Students will brainstorm to figure out what they will need to do to produce the video, then select a partner and choose jobs.
• 3. Students make a storyboard and turn it in for grade.
• 4. Students will research and write a script and type it, create storyboard of shot composition, and turn both in for grade.
• 5. Students rehearse without camera.

PARTICIPATION

• 1. All Students will be able to demonstrate how to operate a camera.
• 2. All Students will be able to demonstrate at least three types of floor language and use them during production.
• 3. Each student will have a planning and production job.
• 4. Each student will assess themselves and the completed video.

PRODUCTION

• 1. Students use knowledge of set design, shot composition, and audience in their video.
• 2. Students use iMovie to edit clips, add titles and credits, add transitions, and sounds.
• 3. Students complete a video without evidence of technical problems.
• 4. Students' speech and dialogue are easy to understand.
• 5. Students copy clip to personal VHS tape.

CONTENT

• 1. The information in the video clip is clear, interesting, and accurate.
• 2. The visual portion of the video gives the primary source of information.
• 3. The audio portion enhances the video and does not take precedence.

ASSESSMENT

• Students use video assessment rubric to evaluate themselves, their group, and the other groups in the class.

Process:

Days one and two

• Students write the following quotation and analyze it:

All media are constructions. They are carefully manufactured constructs with nothing left to chance. They are not, by definition, "real," although they attempt to imitate reality. The success of these manufactured constructs lies in their apparent naturalness

• Introduce project, brainstorm process, watch video samples and discuss setting, shot composition, and audience.
• Form groups, research and write script.

Day three

• Make storyboard for shot compositions.
• Explain how to operate camera, where to shoot for best lighting and audio.
• Students will begin to video tape

Day four

• Explain Assessment Rubric.
• Students continue to video tape
  
• Students begin to import video into iMovie

Day five and six

• Video import must be completed
• Students begin to edit in iMovie

Day seven to ten

• Finish editing iMovies
• Teacher copies all videos to eMac external hard drive for day eleven.

Day eleven

• Discuss evaluation procedure
• Review assessment rubric
• Teacher and students view videos, critique verbally, and score

| Video Production | Video Evaluation Rubric |

| multimedia class | clay animation | computer graphics | web page design |

updated by Leslie Goldman 1-18-2007 email:lgoldman@pausd.org