Grandville High School
Technology Education
Video Production Curriculum
(additional program procedures & information)
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Grandville High School
August 2002COURSE TITLE
Video Production (180 hours)RATIONAL and NEED
Video production has a tremendous influence on our attitudes and perceptions of the world around us. In fact, the media may be one of the most powerful tools in modern culture for shaping values and conveying information. We depend heavily on video technology for:Information - news and educational programming
Entertainment - movies, cartoons, prime-time television
Persuasion - advertisements
Personal - home videoWhat are the techniques of video taping, and how are they applied to achieve the end effect? Everything that goes into a video must be very carefully planned ahead of time in order to convey a message as effectively as possible. This includes lighting, camera angle, background music, and transitions between scenes. The instructional units included are designed to give the participants awareness of these aspects of video, through hands-on experiences.
Current trends and new technology are finding this communication medium in a variety of businesses and industry today. The need for training and advertising alone are creating many career opportunities for skilled individuals. Local industry such as Hewlett Packard, Sharp, and James River, are supporting video production departments. Smaller businesses and community groups have approached our technology program for assistance with training and advertising videos, further identifing need.
STUDENT CHACTERISTICS
Enrollment will be geared to 24 students per class with one section offered
Students will be grades 10 through 12.
There will be no discrimination as to sex, race, or handicapped individuals.
COURSE OBJECTIVES
See attached "Video Production" syllabus.Sections to be offered 3-AV1, 1-AV2, and 1-AVB
Class hours per section 180
Students per section 24
TYPE OF INSTRUCTION
* The course will consist of short teacher lecture and demonstration preparation sessions
followed
by students performing a variety of video production skills.
* Hands on activity based units will drive most of the curriculum and reinforce major
learning areas.
* Small cooperative group teams
* An emphasis on applied problem solving and creative thinking will be present in most
units of instruction.
* Guest speakers and field visitations will support units of study and career awareness.
FACILITIES AND EQUIPMENT
Instruction and student application will take place in our high school where a variety of resources are available for our production needs. The following facility resources are available in our immediate classroom area; Video Production Studio with engineering room and related equipment, Video Edit Suiteswith a variety of computers and multi-media tools, classroom, equipment check out room, audio production suite with equipment.Equipment will be broad based to include; 1 Panasonic Linear Editing Stations, 8 SVHS Camcorders, 2 Mini-DV Camcorders, 2 VHS Camcorders, Audio Microphones and Lighting Equipment, 3 MacIntosh Powere PC Computers, 2 Mac G3's, 1 Mac G4, 2 Video Viewing Stations, Computer Software to include Media100i, Final Cut Pro 3, Adobe Premier 6, Adobe PhotoShop 5.0, SaDie Audio Software 3.8, Final Draft AV.
STUDENT LEADERSHIP DEVELOPMENT
Student leadership will be reinforced in the classroom through a structured management system and specific lessons which reinforce it. The Technology Student Association (TSA) will be used to culture and reinforce leadership beyond the classroom.
ADVISORY COMMITTEE
The advisory committees will continue to be used as a tool to provide us with direction and guidance. Assistance with program planning, equipment purchases, funding, curriculum and classroom reinforcement are areas we will continue to focus on.
PROGRAM PHILOSOPHY
The Grandville High School Audio/Video Program recognizes that citizens of the 21st Century will need to possess a variety of diverse skills. Therefore, we feel that all students should be exposed to and develop skills in the areas of Communication, Informational Processing and Computer Applications, Keyboarding, the Free Enterprise System, Career Opportunities, and Leadership.The knowledge needed to apply, adapt, and utilize future technology requires life-long learning skills. To achieve this, students will need to possess critical thinking, problem solving, informational gathering, and cooperative learning skills, as well as, become technically and computer literate.
COURSE DESCRIPTION
The Video Production course will provide students with a basic understanding of the technology behind video as an information medium, and some of the ways in which it is created to achieve its desired effect on an audience. Upon completion, students should be able to demonstrate production skills and techniques as it relates to producing a variety of video formats. Example formats include producing a school news program, video annual, team sports highlights, community documentaries, and promotional advertising commercials.Course Goals and Performance Standards
* Comprehend the need for a mood/atmosphere in film and video and analyze the
atmosphere created by each, including lighting, special effects, and music/sound track.* Speculate the future of various areas of video and electronic communications, including
telecommunications, video, and Superhighways.* Analyze the various steps/sequences of a video production from conceptualization
through the final product.* Discuss the ethical implications of the present and future states of video and electronic
communications, including media, social, cultural, and political topics.
* Comprehend how video technology operates as a social force affecting our everyday
lives.* Demonstrate the ability to read and comprehend the types of technical manuals
included with high technology consumer items.* Demonstrate the ability to work with highly specialized video equipment, including
cameras, playback equipment, monitors, wiring, and electronic editors.* Define those practices and terms used in video production, including basic shooting,
editing and dubbing.* Use video to communicate with superiors, peers, and society.
* Demonstrate all safety and proper operating procedures when interacting with video
technologies and when using the tools/equipment associated with video technologies.* Identify the various foundation skills for different career options in video productions.
Objective Statement
The instructional units described in the following pages represent curriculum which will be used to deliver and achieve the Course Goals and Performance Standards. Unit activities are designed for a minimum of two students, or as many as six.
Unit 1
"Getting To Know The Equipment"
One of the first criteria for working with video production is learning to work with the equipment involved. In this activity, students will use the manual for the video camcorder to learn its functions.
Procedure
Note: This is an expensive piece of equipment. Handle it carefully and hold it securely. Do not force any switch.Step 1 - Describe the Camcorder
What format tape does it use (VHS, S-VHS, Beta, Hi 8, or 8 mm)?
right bottomWhat brand of camcorder is it?
Step 2 - Power up the Camcorder
Using the manual:
Read the section on connecting the battery
Read the section on operating the camcorder on AC
Read the section on charging batteries
- How long does it take to charge them?
- What is the voltage output?
- How long can you shoot on a single charge?
Set up the camera to operate on a battery
Set up the camera to operate on ACStep 3 - Loading the Tape
Read the section in the instruction manual on loading and ejecting tapes. When you understand how to do this,
1. Eject the tape if there is one in the camcorder;
2. Put in a tape, and close the door.Focus: Depending on how far an object is from the camera, the lens needs to adjust focus, just as your eyes, a telescope, a microscope, or any other optical device must adjust or be adjusted.
Your camcorder probably has two options for focusing: auto focus and manual focus. The auto focus has a distance sensor that determines the distance from the camcorder to the subject, and a microchip that controls a motor to focus the lens. That way, if you are shooting an action scene, you can concentrate on the subject, and not worry about focus. In some cases you may need to override the auto focus: For example you can start shooting a subject out of focus so that it is a blur, and then focus in on it as a special effect. In this case, you would use the manual focus option.
In the next step, you will explore ways to use the focus controls of your camcorder.
Step 4 - Explore the Focus Controls of Your Camcorder
Read the section on focusing in the camcorder owners manual.
1. Be sure the power to the camcorder is turned on.
2. Make sure a blank videotape is loaded.
3. Set the camcorder to record, but do not press the button to start shooting.
4. Set the camcorder to auto focus, and point it to different places in the classroom. Notice that as you do so, the lens turns as the camera automatically focuses it.
5. While the camcorder is set to auto focus, look through the viewfinder, and watch
through the viewfinder. Notice the effect on the focus as you look at different parts of
the room through the viewfinder.
6. Set the focus to manual focus.
7. Look through the viewfinder at different parts of the classroom. Notice that only
objects a certain distance from you are in focus. The rest are out of focus. What
determines which objects are in sharp focus, and which are blurry?
8. Point the camcorder to an object that is out of focus, and focus the camera manually to
bring it into focus.Time & Date: Have you noticed that on some of the videos shown on Americas Funniest Home Videos have the date and time shown at the bottom of the screen? Your camcorder has the ability to stamp the time and date onto the videotape. This is useful if the user wants to show when a particular video was shot, but you wont want it to show throughout the video sequence. It will be handy to know how to turn it on and off for your actual shooting.
Step 5 - View the Time and Date.
1. Read the section in the owners manual on how to display the time and date.
2. Make sure there is a tape in the camcorder, and that it is set to record (but dont press
the record button).
3. Set the camcorder to display time and date.
4. Set the camcorder so that it displays only the picture (it may show battery charge, but
that does not show up on the videotape).Zooming: Most camcorders have a zoom lens. This allows you to see a large area (wide angle lens), or a small area like a telescope (telephoto lens). For example, if you wanted to show a shot of the general scene in a technology room, you would set the lens to wide angle. To zoom in on one particular student across the room, you would press the telephoto button. That way you can get a close-up shot without actually getting close to the subject.
Using the Zoom Lens
1. Read the section in the owners manual on how to zoom in and out.
2. Locate the manual zoom lever.
3. Locate the power zoom buttons.
4. Make sure there is a tape in the camcorder, and that it is set to record (but dont press
the record button).
5. While looking through the viewfinder, use the manual zoom lever to zoom the lens out
all the way out (wide angle shot). Note that the focus automatically changes to
compensate.
6. While looking through the viewfinder, zoom the lens in all the way (close-up shot).
7. Try zoom in and out using the power zoom buttons.
8. Think about how you could use this effect. Discuss it with your lab partner.Special effects: Your video camcorder may not have all the special effects listed below. Depending on the model, you may have fade in and fade out buttons, single frame button, and titling buttons.
Fade: This is used to make transitions between scenes in a videotape. Fade in starts with a completely black screen and the image fades onto the viewer. Fade out starts with the image, and fades to a black screen. For example, when making a transition from one scene to another, an editor would hold the last frame of a scene, fade it to black then fade in the next scene.
1. Read the instruction manual to see whether the camcorder you are using has a fade
feature.
2. Can you fade to black and/or fade to white? Think of ways you can use this feature.
3. Practice fading to and from white, or fading to and from black.Single frame: allows you to use the camcorder to do animation. By shooting one frame, moving the characters slightly, then shooting another frame, you will be able to easily do claymation.
Titling: allows you to put titles onto a video, using the camcorder. Usually, this is a little difficult, but most camcorders have a way to do this.
1. Read the owners manual to find out how to set up titles.
2. Set up a title with your name on the camcorder.
Materials Needed
Camcorder
Manual for camcorder
Notebook
Unit 2
"Analyzing Commercials"
Before actually shooting a commercial, it would be useful to see how the professionals do it. Advertising executives are highly paid to determine how to reach the audience who will buy their clients products. They need to know what kinds of television the customers watch and what kind of advertisements would appeal to them. For example, an advertisement for jeans would probably appeal to a younger set of viewers. The music would be upbeat and the scenes would be full of action. An advertisement for expensive jewelry would be geared toward individuals with a great deal of money and would probably be more dignified in its approach. The advertiser uses a number of tools in conveying information to potential buyers of a product. For example, zooming in on a face to show a persons response to a situation, using high or low camera angles, making cuts from one subject to another, and the use of music.
In this unit, you will analyze a number of television commercials to decide what the intended audience is and how effective the advertisers are in reaching that audience. Your instructor has videotaped commercials from different types of television shows. In the space provided below, answer the questions and evaluate the effectiveness of the commercial. There is a lot of information that you will need to record for each commercial, so it is possible that you will need to pause the VCR from time to time while you are writing.
Product Advertised:
Age of people in the commercial:
What age audience do you think was targeted?
Type of music used:
Length of commercial:
How many different camera angles were used?
What special effects were used?
Was there any animation in the commercial?
How long was each individual shot in the commercial?
What kind of TV show do you think this commercial was used with?
Does the advertisement mention competing products?
When going from one shot to another, did the camera make a sudden change, or was there a transition (such as a fade)?
Did the advertisement make the product appealing to you?
Did the commercial make you feel like you need to have the product?
Were you surprised to find what was being advertised by the approach the advertiser took to present his product or service?
Was the advertiser trying to sell you on the product or tell you what the product could do for you?
How do you think the commercial could have been made more effective?
If you were making a commercial, did you get any ideas from watching this one?
Unit 3
"Commercials and Advertising"
Commercials involve much more than just shooting a video of someone telling the viewing audience how great a product is. The video must show the audience the product in its best light. It must make that product as desirable as possible.
Safety Considerations
While video production is generally a safe process, there are several things to watch for:When using any electrical equipment, such as lights, place the cords so that people are not likely to trip over them.
Lights get HOT very quickly. Use caution when handling them.
If using ladders, place them where people will not bump them.
Procedure
This unit and set of procedures is designed to guide you in making a video commercial. It is important to remember that making a video is just like everything else that is make in technology education. The first step must always be to plan and design.1. Select one commercial style you would like to use. It does not need to be for the same product, but just look at the overall way the product is presented.
2. Design your commercial. This is a good time for a brainstorming session with your production crew. When brainstorming, write down all ideas, no matter how silly. Here are a few things to discuss:
What are you going to make an ad for?
What is unique about it?
What could you say or do to make people want to buy it?
Who will be watching the ad?
Who would be buying the product?
Where could it be bought?
How long will the ad run?3. Develop a storyboard. This is a series of rough sketches that give an idea of what the advertisement will look like. While some members of the crew work on the storyboard, the others should be working out a script so that the two go together. Here are a few suggestions:
Keep it simple. It is easy to get carried away with fancy ideas.
Keep in mind the kinds of material and space you have to work with.
For example, you might have a great idea about shooting footage of a 4 x 4 pickup truck slinging mud, but will you be able to actually shoot the footage?Think about product endorsements by a celebrity (such as an athlete, scholar, teacher, principal, or someone from the community).
Advertising time on television is extremely expensive. Most ads run for only thirty seconds. How can you get your message across in that length of time?
Are you going to add music? If so, be thinking about what you want to use, as well as how you will sequence and match it to the video images.
Remember: The pre-planning phase is where most of the creative work is done!
Show the story board and preliminary script to your instructor for approval. InstructorÕs Initials
4. Develop the final script. Include the following:
Description of the set
list of props needed
location of props
Camera placement
Light angles
Location of the actors
Script for the actors to read
Blocking (directions for the actors movement)
Movement of the camera (zoom in, zoom out, etc.)
Titles to be used.5. Have your instructor OK the final script. Instructors Initials
6. Assign jobs. You should have the following:
Director- makes sure everyone is in the right place, tells the cameras when to roll and when to stop (cut).
Cameramen- one for each camera to make sure the cameras are in position and to move the cameras during shooting.
Actors
Optional: props directors and lighting directorsIf you are going to use cue cards, make sure they are ready to go and in order. It is a good idea to number them to make sure they are in the right sequence.
7. Do a dress rehearsal. That is, go through the entire commercial without the cameras rolling, to make sure everyone knows their parts, locations, and that the props work properly. Spend some time discussing with your actors and crew what could have been done to make the commercial go more smoothly. Write down your ideas, so you can use them when you start shooting.
8. Shooting the video: This is where all the pre-planning comes together.
Make sure you have the following ready before shooting:
All props
Lights set up and ready to go
Cameras on tripods in position
Actors know their lines, if they are not reading from cue cardsWhen you are ready to shoot the commercial, make sure everyone is in place and all the props are ready. This is where the director says Òroll cameraÓ, then ÒactionÓ. You will want to start recording before the action starts. Later, you will be able to edit out the parts you donÕt use. Go through the commercial the way you went through the dress rehearsal, using any changes you decided to make.
If you only are using one camera, you should shoot several takes of the same commercial, using different camera angles each time. That way, you can use the best shots from each take. Even if some mistakes are made in the commercial, go ahead and keep shooting and finish up the commercial. There may be parts that you can use. Later, when you edit the commercial, you will put it all together.9. When you have at least three takes of the commercial, strike the set. That is, take down the lights and camera and put the props away. Make sure you eject the videotape from the camera, label it and write the date down so you can identify it later. For example, you might call it ÒChoco-bomb Cereal commercial 9/18/95Ó. Your videotape is now ready for editing. Procedures for editing will be described in the next activity.
Materials Needed
Camcorder (2 preferred)
Tripods
Lights and extension cords
Notebook
Set materials
Unit 4
"Basic Editing"
Once the videotape has been shot, it goes through a process of editing. That is, decisions must be made about which video segments should be used and how they should be arranged. Since you have shot the video from several different angles, you have the opportunity to combine shots from each take to come up with the most effective way of conveying your message. While computerized editing systems are available, in this activity, you will be selecting segments and manually copying them from the camcorder to videotape.
Viewing the Raw Footage
If you have two TV/VCRs available, it will be helpful to view both takes at the same time. This will help you decide which shots you want to use by comparing them to each other. Otherwise, you can play the tape from the camcorder through the VCR and view the footage that way.Step 1 - Prepare the Videotape for Viewing on VCR(s)
If you have two TV/VCR units and the camcorder records VHS format, set up the two TV/VCR units side by side and put one tape in each unit.
If you have two TV/VCR units, and the camcorder records a format different than VHS (such as 8 mm) follow the instructions below to copy the video onto VHS format video tape.1. Read the instruction manual for the camcorder that explains how to connect the
camcorder to the VCR. Usually, there is a cable that came with the camcorder. One
end plugs into a special socket in the camcorder. The other end has two cables: one
white and one yellow.
2. Connect the cables from the camcorder to one of the VCRs, as shown in the
instruction manual.
3. Put a blank tape in the VCR.
4. Set the VCR to RECORD.
5. Set the camcorder to PLAY. You should be able to see tape in the camcorder play on
the TV connected to the VCR.
6. Repeat the above steps to copy the second tape onto another VHS tape, to give you
two tapes that you can watch side by side. You are now ready to start deciding what
parts of which tapes you wish to use in your commercial. If you only have one
TV/VCR, follow the steps above to copy the tape onto VHS, if the camcorder uses a
format other than VHS. If the camcorder uses VHS format, just put the tape in the
VCR.Step 2 - Making Editing Decisions
Rewind the tape and set the counter to 0. You will use the counter numbers to designate parts of the tape.Which camera angles were best for different parts of the commercial?
How long will the commercial last? If it is too long, how will you decide how to make it shorter? If it is too short, how could you lengthen it?
Step 3 - Review the Storyboard
Which takes come closest to your original idea? Remember, you do not need to follow the storyboard exactly. It is possible that you have come up with something you like even better than the original idea.Step 4 - View the 2 Videotapes
You may need to go through them several times. Note the numbers on the counter as you do so. This is how you will identify which segments you will use in the final product. Fill out the form for this activity. Below is an example of what it might look like.Scene 1: Scene 2:
Description________________ Description________________
Time:_______ Tape A or B (circle one) Time:_______ Tape A or B (circle one)Figure 3 - Sample Form
Which camera angles were best for different parts of the commercial? How long will the commercial last? If it is too long, how will you decide how to make it shorter? If it is too short, how could you lengthen it?
Step 5
Make a final decision on which takes you will use. Remember your audience, and how you want them to perceive your product. For example, a younger audience will probably expect a lot of changes in camera angle, and changes between close-up shots and wide angle shots. An older audience would probably require a more dignified commercial. Remember, this is a group project. Everyone should have a chance to provide input in making the decisions, but should be able to justify their viewpoints.
When deciding, try to match the audio (spoken) part of the video. A visual change (for example, camera angles or zoom) is an example, but the sound track should be smooth. For example, changing cameras in the middle of a sentence will break up the sound portion of the commercial momentarily. Look for logical
NOTE: If using two VCRs, it will be helpful to watch both takes at the same time so you can make a direct comparison.Step 6
Once you have decided what shots you want to use, it is time to put it all together.If you have two TV/VCRs, connect them so that you can play one and record with the other. Figure 4 shows the normal way of doing this (it may vary from one model to another).
Figure 4 - Connections Between 2 VCRs
If you have only one TV/VCR, you will need to set the system up so that you can play the tapes with the video camera and record onto the VCR.
a. Put a blank tape into the VCR that you will be recording to.
b. Put the tape that has the first shot you wish to use into the VCR
(or camcorder) that you will be recording from.
c. Press the RECORD button on the VCR your will record to.
d. Press PLAY on the unit you are recording from.
e. When you get to the end of the part of your commercial that is on
the first tape
PAUSE the tape that you are recording onto.
Remove the tape that you were recording from.
Insert and PLAY the second tape.
When the second tape gets to the part you want to use, press PAUSE on the tape that you are recording to, to start it recording again. (It may take you a couple of tries to get it to work right, but remember, you can always start over, if you need to.)
f. Continue working back and forth between the two tapes, until you
have the full one-minute commercial recorded.Step 7
You may wish to make a copy of the tape for each member of the team to take home.
Materials Needed
Camcorder
VCR (two preferred)
Videotape of the commercial shot in the previous activity.
Unit 5
"Animation"
Animation is the process of bringing to life objects that normally do not move by themselves. Saturday morning cartoons are one example of animation. In this case, each frame is individually drawn and photographed. A second type of animation is computer-generated. This is used for simulations and often seen in commercials. The third type of animation involves filming actual objects one frame at a time, moving them slightly, then filming another frame and so on. An example of this is claymation, so called because objects are made from clay and can be easily moved. The Coca Cola bear and California Raisin commercials are examples of this process. In this activity, you will be using claymation to create a video.
1. Discuss animation you have seen on television and movies. If possible, view a Gumby
animation.
2. Plan out your animation. Discuss as many ideas as you can with the others you are
working with. What props do you have available? What sort of story line can you
come up with using the props? What can you add to the set? Do you need some sort
of background? How long will the animation be?
3. Develop a storyboard. This is a dozen or so sketches of the main scenes of the
animation. Try to keep things as simple as possible. At this point, you just want a
general idea of what the animated videotape to be about. Remember: The
pre-planning phase is where most of the creative work is done!
4. Develop a preliminary script, with a list of props. This should be as complete as
possible, but you can still be open to new ideas as you go along. Show the story board
and preliminary script to your instructor for approval. Instructors Initials
5. Develop the final script. Include the following:
Description of the set
List of props needed
Location of props
Camera placement
Light angles
Location of the characters to animate
Script: This needs to include directions for the movement of the characters. Since you will be adding the sound (dialog, music, sound effects) AFTER the animation, be sure to include these so that the animation will match the sound. Movement of the camera (zoom in, zoom out, etc.) Titles to be used.
6. Have your instructor OK the final script. Instructors Initials
7. Assign jobs. You should have the following:
Animator - moves the characters between frames.
Cameraman - is responsible for operating the camera: moving it, and shooting individual frames. Lighting Director - makes sure lights are in the right places, and watches for glare, shadows, and any other problems associated with lighting.
8. Shooting the video: Animation requires special techniques. You need to set everything
in place, put the camera on a tripod, and set the lights in place. If your camera has
single frame capability, shoot one frame. Normal video shoots 30 frames per second.
At this rate, how many frames do you need to shoot for a one-minute animation? If it
takes you fifteen seconds to set up a frame and shoot it, how long would it take to do
the entire shooting for a one-minute video animation? Instead of shooting at this rate,
which would give a smooth animation (but take too long to shoot), you will shoot five
frames per second. This will give a somewhat jerky animation, but will not take as
long to set up and shoot. In fact, this will give the appearance of an old time movie.
To do this, shoot six frames between each time you move the pieces. You already shot
one frame, so shoot five more. Move the pieces a little bit. then shoot another six
frames. At the rate of five frames per second how many times will you need to move
your pieces?Figure 5 - Animation Set
If your camera does not have a single-frame feature, you can still achieve the effect by putting the camera on RECORD, and using the PAUSE button every time you need to move the pieces. This will take practice, and you will find that some shots may be longer or shorter, but the effect can still be quite interesting.Either way, try a variety of camera angles. The most effective way to do this is to put the camera on a tripod and have the lights fixed in place. When you change the camera angle, it will appear as a sudden change, unless you move the camera a little bit between shots. The same is true of zooming in or out. If you want a slow zoom in for a close up, for example, you need to zoom in a little, shoot the six frames, then zoom in a little more, and so on.
9. Editing will be different in this type of animation. Because of the amount of time
required to set up and shoot each shot, there will not be time for you to shoot through
the entire sequence twice. This is why pre-planning is especially important.Adding sound to the animation can be the most fun and creative part. This can take the form of dialog or music, or both. View the videotape. If you have recorded on to VHS format, you can simply put the tape in the VCR. Otherwise, you will need to connect the camcorder to the VCR, as shown in the operating instructions for the camcorder. PLAY the tape. You may wish to watch it several times while practicing the dialog and sound effects. Once you have it rehearsed so that it works, record the sound track onto a cassette tape, while watching the video portion. Try to keep it as well synchronized as possible. Some possible sound effects: dropping metal plates on the floor, dropping a book, squeezing the neck of a balloon as it deflates, striking notes on different musical instruments, shooting a cap gun, bursting a balloon, breaking a pencil, tapping on wood blocks (to simulate horses), or even tearing a piece of paper can make interesting additions to the animation video.
It may take several tries to get it right, but the hard part has already been done. Keep playing the video and taping the sound portion on cassette tape until you have it the way you want it.
10. Once the sound has been recorded, play back both the video and the audio clear through to make sure everything matches. To combine the video and audio together, connect the camcorder to the VCR video only. Do not connect the audio of the camcorder. For the audio portion, attach the RCA adapter to the EXT SPEAKER port of the cassette tape recorder, and the other end of the cable to the AUDIO IN of the VCR. This way, the VCR will record the video portion from the camcorder, and the audio portion from the cassette tape recorder. When everything is set up, set the VCR to RECORD, set the camcorder to PLAY, and set the cassette tape recorder to PLAY.
11. Finally, PLAY back the finished tape! This is the animation. If you wish to make additional copies, there are two ways to do this, depending on the type of equipment you have. If you are using a camcorder that uses VHS format, put the final video (called the MASTER) into the camcorder. Put a blank tape into the VCR. Connect the cable from the camcorder to the VCR, as recommended in the operatorÕs manual (this time, connect both the audio and video) ends. Set the VCR to RECORD and the camcorder to PLAY. If you have two VCRs available, you can connect them together with a coaxial cable. Put the master tape in one and a blank tape in the other. Set the VCR with the blank tape to RECORD and the VCR with the master tape to PLAY.
Materials Needed
Camcorder
Tripod
Videotape
Cassette tape recorder
Cable from earphones of tape recorder to audio in of VCR
Plasticine clay (an oil base clay that does not dry out)
Movable figures (such as Gumby figures, etc.)
Props (these could be model scenery, Legos, model cars, moveable action figures, etc.).
Optional: A Gumby videotape. These are available at many discount stores (such as Walmart) or video rental stores.
Unit 6
"Computer Editing System"
The video editing described in Unit 4 provides you with a means of putting scenes together from two tapes, or Òcleaning upÓ a tape for broadcasting. But it is time consuming. And what about special effects, such as fades? In order to do this, you need special video editing equipment.
Professionals usually use a computer to help them edit videotapes. This activity describes the use of the VideoDirector video editing system. Because the manual is well-illustrated and easy to read, the student is referred to the manual for most of the steps.
Procedure
1. Connect the computer, camcorder (or second VCR), VCR, and television, as shown in the instruction manual.2. Make sure the transmitter end of the infrared cable is pointed at the infrared receiver on the VCR.
3. Connect the audio out and video out of the camcorder to the audio in and video in of the VCR (the audio is usually the cable with the white connector, and video is usually the cable with the yellow connector).
4. Test your connections. Read and follow the directions in that section of the manual.
NOTE: There are three ways to locate information in a manual.
Thumb through the manual until you find it (not recommended)
Look in the table of contents
Look in the index at the back of the book5. Start up the computer, and follow the instructions provided by your teacher to boot up
the software.6. Test the configuration of your system. If everything checks out, you are ready to
begin editing your tapes!7. Review the storyboard (again, if you are using one) to refresh your memory of what
the tape is for.8. Read the section in the manual on building and editing an event list. It explains what an
event list is and how to use it. Become familiar with the following terms:
Event marker
Clips
Scenes9. Read the section on managing events. Be sure you understand how to:
move events
copy events
save an event list10. Read the section When to use calibration events. When you edit your tape, you will need to know how to do this to make sure the tape is in the right place.
11. Make a tape assembly printout so that you have a hard copy to refer to. This will show what events you are using.12. View the events one by one, so that you know what they look like.
13. Using the CUT, COPY, and PASTE commands, construct a sequence of events that
follows your storyboard.14. View your sequence of events. This is covered in the section titled A HomeMatinee.
15. Output your tape to VHS. This is covered in the section on assembling your output
tape.16. Show your finished video to your instructor. Be able to answer the following
questions:What are some of the advantages of using the computer to edit videotapes?
How did you build and edit your event list? What commands did you use?
How could you edit your events to tell a different type of story?
Materials Needed
One or more videotapes to edit IBM/compatible computer
VideoDirector editing system TV/VCR with infrared remote
Operating manual for VideoDirector editing system
Camcorder with LINC remote input or second VCR and adaptor
Raw videotape - indexed (event list has been created and stored in the computer)
Unit 7
"Promotional Videotape"
A promotional videotape is one designed to provide a positive message about something to promote it. In this unit, you will create a videotape promoting your technology lab. This videotape could be used to make others aware of the technology lab, and what it involves.
This could involve several techniques, including:
Action shots of the lab
Interviews with students
Interviews with the instructor
Personal commentary about what you think of the lab
Special effects1. Decide what kind of message you would like to broadcast about the lab. Brainstorm
ideas with others working on the project:
What do you like best about Technology Education?
What equipment would be impressive to show in action?
What do you learn in class?
What is unique about your technology lab?
Who will be viewing the videotape and why?
Students who are thinking about taking Tech Ed
Your parents
Other teachers, counselors, and administrators
Judges in a videotape competition2. Develop a storyboard. This is a series of rough sketches that give an idea of what the promotional video will look like. When planning out your video, keep these suggestions in mind:
Is it something you can really do? It is easy to get carried away with fancy ideas, but you may not have time or materials to do it all.
Keep in mind the kinds of material and space you have to work with. You will probably do most of your shooting in the technology lab. If you are planning to do any shooting outside the lab, will you need your instructors permission?
Think about getting comments by students who have already been through the program.Who else could you talk to about the program?
What else could you use? For example, you might want to make a point about the technological world in which we live by editing in clips from television shows.
A typical video would last about five minutes. Can you get the message across in that amount of time?
Be creative in your planning of the videotape.
Show the story board and preliminary script to your instructor for approval.
3. Develop the final script. Include the following:
Props needed
People you will interview
Areas of the lab you will videotape
Light angles
Special effects, such as fades in and out.
Script to be read
Description of any footage from other video (such as video recorded from television).
Blocking (directions for the actors movement)
Movement of the camera (zoom in, zoom out, etc.)
Titles to be used.4. Have your instructor OK the final script.
5. Shooting the video: This is where all the pre-planning comes together. Make sure you
have the following ready before shooting:
All props
Lights set up and ready to go
Cameras on tripods in position
Everyone knows their lines, if they are not being interviewed.Tips for Interviews
Talk with your subjects ahead of time. Let them know what you are doing and why. Try to make them feel comfortable with the idea of being interviewed and taped. Let them know ahead of time what questions you will ask them, so that they will know what to expect.Zoom in tight on the person talking during an interview.
If there is a dialog between two people, such as one person asking questions, you may want to shoot the person asking the question; put the camera on PAUSE while you focus it on the second person, and then RECORD the response. This will give the effect of switching between two different cameras.
Think about possible transitions.
For example, rather than making a straight cut from a robot to a model rocket, you might want to fade the robot to white, then fade into the model rocket. The advantage to this is that it gives you a transition to and from any shot but you can always edit the fade out, if you decide not to use it. Because of this, you may want to fade into and out of each scene. When fading, hold the camera as still as possible (or have it on a tripod). Do not have any action taking place while you are fading into or out of a scene.Use a variety of camera angles. For example, you might start with a close-up of a student using a computer, with the camera far away, but on maximum telephoto. Then you can go to wide angle, and show a large portion of the lab, and zoom in on another student in another area. This helps the viewer get an overall idea of what the lab looks like.
Be sure to shoot more footage than you think you will be able to use. It will probably take three minutes of raw footage for every minute of video that you can actually use. Remember, it is always easier to edit parts out than it is to go back and shoot more footage once you have started the editing process.
Interviews might suggest new ideas to you. Be open for changes. For example, a student might mention that a hydraulics activity helped in understanding pressure and force in Physics class. You might want to talk to the physics teacher and shoot students working with experiments that use principles similar to those applied in the Technology Education class.
6. When you have all the footage needed, it is time to assemble the tape into the final product. Editing requires several steps. Before you begin, take a look at the storyboard to refresh you memory. It is easy to loose sight of the original idea. If you make changes to the storyboard, it should be because it makes your promotional videotape better than the original.
7. The basic editing technique is covered in another TAM. Below are some of the main points:
If you did not use VHS format, copy your raw footage onto VHS by 1) connecting the camcorder to the VCR, and 2) setting the VCR to RECORD and the camcorder to PLAY.
Insert the VHS cassette into a VCR, and rewind it all the way.Set the counter of the VCR to 0
View the videotape, taking notes on which segments to use. The segment information should include the starting number, ending number, time (including any fades, zooms, etc.), and a brief description of the scene.
When editing an interview, be careful not to edit out any parts that would change the original message. In the real world, not only is this illegal, but it can also result in lawsuits.
Add up the times. If it is over five minutes, you will need to look for ways to shorten it. If it is under five minutes, you will need to include some additional material. By using a sheet for reference, you should be able to tell which shots to include or cut.
Remember, this is a group effort. Everyone involved should have some input.
Once you have on paper all scenes to be used, you are ready to edit the tape.
If you have two VCRs, put the master tape in one, and a blank tape in the other. Connect them as shown in the instruction manual.
If you have one VCR, connect the camcorder to it, and use the PLAY function on the camcorder.
When stopping the tape you are editing to, use the PAUSE button when you stop it. That way it will not have such noticeable breaks between shots.
If you make additional copies of the finished product, you should remove the copy protect tab from the master tape first. That will keep you from accidentally taping to the wrong tape and ruining the master.
Materials Needed
Camcorder
Manual for camcorder
Notebook
TV/VCR
Unit 8
"Action Videotape"
Hollywood movies rely heavily on illusions to make the impossible seem real. With skillful editing, they cut from scenes of people to anything from space ships to covered wagons. Even though you dont actually see anyone on a space ship, you just know theyre in there! Establishing this effect takes some simple scenery for the people shots, and elaborate models and special effects. Even when you see people, stunt doubles usually do the dangerous parts. Fortunately, the hard part has already been done! In this activity, you will use videotape footage from television to come up with a plot and script that takes advantage of the special effects, and edits people shots with the video from television. This will give you tremendous possibilities to use your imagination! It can be as simple or as elaborate as you have time for. For this Unit, Star Trek will be used as an example. Feel free to use any other videotape that has special effects that interest you.
Safety Considerations
While video production is generally a safe process, there are several things to watch for.When using any electrical equipment, such as lights, place the cords so that people are not likely to trip over them.
Lights get HOT very quickly. Use caution when handling them.
If using ladders, place them where people will not bump them.
Procedure
1. View the videotape provided:
Rewind it and set the tape counter to 0.
As you view the tape, note time of sequences, and counter numbers that you think you can use.
What would be impressive to show in action?
How can you write a script around it?
Can you cobreaks for changing camera angles?
Come up with costumes that match the actors in the videotape?
If so, you can use clips from the videotape that dont show the actors close-up. This will also allowyou to use stunts that you couldnt possibly do in the technology lab!2. Develop a storyboard. This is a series of rough sketches that give an idea of what the video will look like. When planning out your video, keep these suggestions in mind:
Is it feasible? You probably have limited time and materials to work with. It is better to keep it simple and be able to get through the entire video than to do something that you cant finish!
Keep in mind the kinds of material and space you have to work with. You will probably do most of your shooting in the technology lab. If you are planning to do any shooting outside the lab, will you need your instructorÕs permission?
Are you going to need any extras for group scenes? If so, how will you get them to work with you?
What sort of scenery will you need? For example, can you arrange computers and furniture to make a convincing control room for a Galaxy Class starship?
Develop a theme for your video. Can you make it convey a message, as well as be entertaining?
Develop a conflict: for example, a battle between good and evil. This is a classic trait of the original Star Trek series.
Come up with an appropriate resolution to the conflict.
See if you can end the video on a humorous note.
Be creative in your planning of the videotape.
It may take you three or four class periods before you have a story worked out, and storyboards made.
Show the story board and preliminary script to your instructor for approval.
3. Develop the final script. Include the following:
Props needed
Lines for the actors
Segments of video from television (with description, counter numbers, and times)
Light angles
Special effects, such as fades in and out.
Blocking (directions for the actors movement)
Movement of the camera (zoom in, zoom out, etc.)
Titles to be used.4. Have your instructor OK the final script. Instructors Initials
5. Shooting the video:
This will be the tricky part, because you will be taping all the scenes by location. For example, if some of the scenes are in the control room, shoot them all in one session, then edit them into their places in the videotape later. Then shoot all the scenes that take place on the next location (such as the planets surface) in one session. This will save time, because you will only need to set up the scenery for each location one time. This will take careful pre-planning. Make sure you have the following ready before shooting:
All props
Lights set up and ready to go
Cameras on tripods in position
Everyone knows their lines (or cue cards ready).Tips for Shooting
Rehearse all parts ahead of time.Dont plan on everything going right the first time!
If you have time, you will want to make several takes of each scene that you shoot, using different camera angles.
Remember to close in tight on faces.
You may want to PAUSE the video camera when you change views from one person to another while they are talking. This will save editing time later.
Do you have props you can use, such as a model rocket?
Think about possible transitions, such as fading in or out. Most camcorders have this capability.
Use a variety of camera angles. For example, you might start with a close-up of the captain, with the camera far away, but on maximum telephoto. Then you can go to wide angle, and show a large portion of the control room, and zoom in on another officer on the deck.
Below are some of the main points:If you did not use VHS format, copy your raw footage onto VHS by 1) connecting the camcorder to the VCR, and 2) setting the VCR to RECORD and the camcorder to PLAY.
Insert the VHS cassette into a VCR, and rewind it all the way.
Set the counter of the VCR to 0
View the videotape, taking notes on which segments to use. The segment information should include the starting number, ending number, time (including any fades, zooms, etc.), and a brief description of the scene.
Add up the times. Try to keep the entire video around 15 minutes.
Remember, this is a group effort. Everyone involved should have input.
If you have two VCRs, put the master tape in one, and a blank tape in the other. Connect them as shown in the instruction manual.
If you have one VCR, connect the camcorder to it, and use the PLAY function on the camcorder.
Because parts of your video are on two different tapes (the part from television with the special effects, and the part you shot), you will need to be careful in switching tapes back and forth. This will make it important to keep track exactly where you are on each tape.
When stopping the tape you are editing to, use the PAUSE button when you stop it. That way it will not have such noticeable breaks between shots.
If you make additional copies of the finished product, you should remove the copy protect tab first. That will keep you from accidentally taping to the wrong tape and ruining the master.
Materials Needed
Camcorder
Manual for camcorder
TV/ VCR
Action videotape (such as from a Star Trek episode)
Notebook
Assessment
Scoring Rubric for Unit 5 - Animation
Short Answer Essay Questions
Unit 1: Getting to know the equipment
1. Sketch the video camera, showing the location of the various controls.
2. How long can you use the camcorder on one set of batteries?
3. Why might you want to use the manual focus instead of the automatic focus?
4. How could you make the camera seem to move away from the subject without moving it?Unit 2: "Commercials"
1. How do advertisers decide which TV shows to put their commercials in?
2. What are some techniques advertisers use in keeping the viewersÕ interest?
3. What are some of the emotions the advertiser tries to bring out to sell a product (such
as fear, pride, humor, etc.)?
4. Why do television shows have commercials in them in the first place?
5. Why do advertisers put commercials on television?
6. How would television be different without commercials (besides the obvious, how
would television stations pay for their operations)?Unit 3: "Making a Commercial"
1. How did you decide what product to advertise?
2. If you could choose any television show to advertise your product on, which show
would it be?
Why?
3. Who would watch the commercial? What emotional appeal did you make to your
audience?
4. Does your audience have all the information it needs to purchase your product (what is
the product, where is it sold, why should they buy it, why is it better than the
competition, how much does it cost, etc.)?Unit 3 Checklist
Yes No
storyboard complete
scripts ready
scenes have been rehearsed
everyone has been briefed on their jobsUnit 4: "Basic Editing"
1. Make a sketch of your editing system.
2. How did you decide what scenes to use, and what order to use them in? 3. What are
some of the limitations of editing videotapes this way?
Unit 4 Checklist
Yes No
storyboard complete
editing equipment properly connected
instructions for editing read ahead of time
master and copy tape readyUnit 5: "Animation"
1. What is animation?
2. What are three different ways of making animation?
3. What are some of the same things you do for an animation that you would do for a
non-animated videotape?
4. How is animation used in commercials? What is the advantage of animation over using
actual characters playing parts?
5. Describe the process of shooting a claymation video.Unit 6: "Computer Editing"
1. How does using a computer make the job of editing simpler?
2. What special equipment is required for editing in this activity?
3. What are events and how are they used in editing?
4. If you needed to use the manual to see how to use the event marker, how could you
find this information quickly?
5. How could editing out parts of a video be used to slant the viewerÕs opinion?
TechFolio
1. Develop a video techfolio which includes the following items:
2. Documentation about your camcorder (features, operating procedures, etc.)
3. Sample storyboards for specific purposes
4. Commercial analysis sheet
5. Scripts for video (action, commercial, etc.)
6. Lighting requirement tables
7. List of equipment and vendors
8. Documentation of the video editing process
9. A finished promotional video for your Technology Education program
10. A short report on the basics of editing, lighting, framing, etc., when making videos
11. An edited video of peers on a current issue affecting teenagers.
12. Other
Instructor Resources
Content Outline
1. Principles of Video Production
2. Hardware
Video Recorders and Players
Audio Recorders and Players
Mixing Equipment
3. Production Planning
Topic Identification
Story Boarding
Writing a Script
4. Composition
5. Editing
6. Special Effects
Transisiont
Wipe
Spin and Revolve
Animation
7. Careers in Video ProductionInstructional Resources
Bond, A (1974). The Video Handbook. Media Horizons Publishing Co. New York, NY.Gradus, B. (1981). Directing the TV Commercial Hastings House Publishing Company. New York, NY.
Johnson, C. D. (1992) Communiction Systems. Goodheart-Wilcox.
Sanders, M. (1991). Communication Technology: Today and Tomorrow. Mission Hills CA: Glencoe-McGraw-Hill.
Video
Performing on TV (1986). Media, VHS. Magnetic Media Division/3M, St. Paul, MN.
Glossary of Terms
Advertisement - Use of any media to promote a product or idea.Animation - Creation of the appearance of motion by displaying a sequence of still graphics in rapid sequence.
Back light - Light that goes behind the subject to give the subject a fuller appearance.
Butt edit - (Also known as a jump cut) when one scene sharply ends and the next scene begins with no intermission time between them.
Camcorder - Device for recording video information onto tape.
Claymation - Use of movable material (such as clay) to create the illusion of motion by shooting a series of shots in which the material is moved slightly each time.
Close-up - A shot in which the camera appears to be close to the subject.
Dissolve - When one scene appears to Òfade intoÓ the next scene.
Dolly - Moving the camera toward or away from the subject.
Dress rehearsal - Final rehearsal before the actual performance, in which lights, costumes, and cameras are in place, but not used.
Editing - Removing or rearranging segments of a videotape.Emotional appeal - Technique in which emotions of the viewer (fear, greed, anger, humor, etc.) are used to promote a product.
Extreme close-up - Shot in which the camera appears to be very close to the subject - the subject fills the screen.
Fade - Special effect in which the video appears to go from a normal shot to white or black over a period of several seconds.
Fill light - Light used to get rid of unwanted shadows in the background.
Focus - Adjustment of the lens to provide the sharpest image.
Frames per second - Speed with which individual frames are shown.
Standard for television is 30 frames per second.Key light - the main light used to illuminate the subject.
Lens - Curved, transparent device used to bend light. In the camcorder, it focuses the light.
Pan - Pivoting the camera left or right.
Rack focus - Intentionally taking the subject completely out of focus (this is a type of transition technique).
Scene - Portion of a video which occurs at a given place or time, or conveys a single idea.
Script - Written dialog and actions for actors to follow. Special effects: Unusual effects that give visual or audio impact to a message.
Storyboard - A series of sketches that show what the main scenes in a video will look like.
Tilt - Slanting the camera in an upward or downward position.
Transitions - Time between scenes that leads the viewer from one scene to another.
Truck - Moving the camera to the left or right.
VCR - Device used for playing videotapes.
Wide angle - Shot in which the camera appears to be far from the subject - shows the background and area around the subject.
Wipe - A transition that appears as though the next scene is being unrolled or overlapped onto the current one.
Zoom - A camera operation that allows the field of view to move closer to or farther away from the subject without physically moving the camera.
Safety Factors
Students using any electrical device (such as lights) should be aware of safety concerns involving the use of electricity.On a set, it is easy to have extension cords strung across the floor. They should be placed so that no one will trip over them.
Extension cords are designed to carry a certain maximum of electricity. Avoid exceeding this limit. For example, four 500 Watt lights may cause a light-duty extension cord to overheat and short out.
Do not string extension cords together, especially when heavy current draw is involved. Have appropriate length and capacity cords available for students.
If ladders are used for building sets, hanging lights, or shooting scenes, use extra care: Have someone hold the ladder any time it is being used.
Additional Instructional Suggestions
Motivation
Show students some of the best tapes other students have doneArrange for an exchange of tapes with other schools
Discuss the Video competition sponsored by MITEA
Arrange for the local cable company to air finished videos made by students
Arrange a field trip to a local television studio
Set up a TV/VCR in the student cafeteria to play student videos
Give students an opportunity to make a copy of their video to take home
Show videos at PTO meetings, school board, and vocational advisory meetings, etc.
Prerequisite Information
None necessary.Demonstrations
Proper handling of video equipmentHookup connections between camcorder and VCR
Make an instructional videotape showing how to use equipment
Show and discuss videotapes made by other students
Show effects of light, camera placement, and zoom.
Academic Enrichment
Arrange for interested students to work part-time at a local TV studioHave students videotape other classes: for example, chemistry or physics experiments, speech class, drivers ed.
Have students produce a weekly school news program.
Have students produce a video annual of the school year.
Videotape the debate team so that members can view their performance
Videotape athletic practices & games to help the team view their strengths and weaknesses as well as editing season highlight footage.
Produce commuity related documentaries, historical, etc..
Create an animation on the computer and edit it into a videotape
Make a documentary on some issue at school (for example an investigative report on what REALLY goes into cafeteria food)
Assessment/Evaluation of Students
Finished videos show continuityStudents effectively used lights and camera angles to convey message
Editing shows an understanding of the process and purpose
Finished video meets original objectives
Students can point out advertising techniques used in commercials
Students demonstrate an understanding of the importance of audience analysis
Students solve problems involved in developing creative video effects
Cooperation among students in developing a finished product
Assessing Videotapes
In assessing the actual videotapes, it should be noted that since this is a learning experience, professional quality is not to be expected. Rather, the videotapes should serve as indicators that the students have done their homework in pre-planning, and have made appropriate use of the technology for their purposes. The videotapes provide an excellent opportunity for the students to take home the finished product to show their parents, which is excellent for public relations. In viewing the videotapes, it should be apparent that the students involved have:Identified the audience they wish to reach
Had a clearly defined message to convey
Demonstrated familiarity with the equipment (special effects, such as fades, smooth transitions).
Shown a variety of camera angles and attention to lighting.
Finished product consistent with storyboard
Shown teamwork and cooperation.
Produced events that follow a logical sequence.
Journal
The instructor will have the students keep journals of their experiences. This is an excellent way to encourage the students to reflect on what they have done and what they have learned from the experience. Some of the components in the journal will include:What did the student do in the activity?
What was the most important thing the student learned?
How could the activity be improved?
What advice would the student give other students about this activity?
How could the student use what they have learned in the future?
Would the student be interested in seeking career information in this area?
Portfolio
The portfolio should contain major milestones in the students participation in these activities. Some of the documented milestones include:Journal entries
Storyboards
Documentation that shows planning of the videos
Actual videotape footageSummary
As a communications media, video has a tremendous power to inform, entertain and persuade. An awareness of the techniques used to achieve these goals should make the student a more critical consumer of video. The basic methods of video production are much the same as they were fifty years ago. What has changed are the tools used, and the amount of exposure we have to video in our daily lives. With the basic understanding gained in this course, it is hoped that some students will be motivated to explore other areas of video production, and learn to use new tools as they are developed, either professionally, or for recreation.
Note: Some of this document was adopted from an unknown source and I would like to acknowledge this source please contact me to provide me with needed documentation and references.
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Terry Blevins
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