Getting Started: Prior Knowledge

 

GS1: Choose to work through the class preliminaries and housekeeping

 

GS1a: basic overview of website

 

GS1b: choose to take pre-course survey

 

GS1c: choose to take the pre-test

 

GS1d: learner power agreement

 

GS1e: syllabus

 

GS2: Choose to understand and follow class commitments

 

GS2a: being there

 

GS2b: teamwork

 

GS2c: planning in advance

 

GS2d: being responsible for own learning

 

GS2e: representing self, program, school

 

GS2f: taking care of equipment

 

GS2g: making good decisions without direct supervision

 

GS3: Demonstrate basic computer skills

 

GS3a: understand home folder

 

GS3b: create a folder for this class

 

GS3c: launch MS Word

 

GS3d: create a garbage doc with it

 

GS3e: save that in the class folder

 

GS3f: create folders within the home folder

 

GS3g: get first informal feedback

 

GS3h: rename a folder

 

GS3i: copy and paste a folder

 

GS3j: cut and paste a folder

 

GS3k: diff between copy and cut

 

GS3l: rename the garbage doc

 

GS3m: learn about external hard drive

 

GS3n: create a folder there

 

GS3o: understand file structure

 

GS3p: copy doc to external

 

GS3q: delete folder from external

 

GS3r: delete folder from class

 

GS3s: create class folders

 

GS3t: Get feedback

 

GS4: Demonstrate basic online skills for modern communication

 

GS4a: launch a web browser

 

GS4b: create a Google account

 

GS4c: install Google Chrome

 

GS4d: sign in to Google Drive on Chrome

 

GS4e: Google Apps overview

 

GS4f: done with getting started, move on to course setup

 

Course Setup: Preparing Course Documents

 

CS1: Google Apps in this class

 

CS1a: modern computer communication and collaboration tools

 

CS1b: About Google Docs - note how to create and rename

 

CS1c: edit a google doc - note editing tools, how to rename, and how to return to drive to see it there and re-open it

 

CS1d: get project manager from teacher

 

CS1e: quick overview of spreadsheet

 

CS1f: return to Google Drive and see project manager - note shared with me

 

CS1g: learn to copy a Google template, edit it, and then turn it in to your teacher

 

CS1h: about sharing Google apps

 

CS2: Set up project manager

 

CS2a: Open project manager

 

CS2b: check that you are signed in and note that it might have changed

 

CS2c: create row

 

CS2d: change name

 

CS2e: optional: add email address

 

CS2f: choose your class

 

CS2g: don't touch level or progress so far

 

CS2h: about starting goals and ending wrapups

 

CS2i: set first daily goal

 

CS2j: create sheet

 

CS2k: rename sheet

 

CS2l: overview of sheet

 

CS2m: check off all boxes for getting started

 

CS2n: notice that counter is keeping track of milestones

 

CS2o: counter should have turned green for getting started

 

CS2p: check off everything complete for course setup, too

 

CS2q: about keeping track of your progress

 

CS2r: Identify Google Spreadsheets as saving automatically

 

CS2s: notice milestone counter

 

CS2t: program your milestone counter on the main page

 

CS2u: Teacher feedback

 

CS2v: Peer feedback

 

CS2w: Share the spreadsheet with someone who cares about your progress

 

CS2x: put your name and class on your sheet

 

CS2y: about levels

 

CS3: Choose to get started on Video 1a

 

CS3a: check out Student Work at any time to start thinking about your project

 

CS3b: self pacing; units are in order, but you don't have to follow them in order

 

CS3c: start with unit 1, and follow directions carefully

 

Unit 1: Employability Skills: Communication, Professionalism, Safety

 

U1a: Demonstrate understanding of modern workplace communication skills by practicing appropriate oral, written, and online communications with the teacher and peers

 

U1a1: Choose to practice writing skills to improve workplace communication

 

U1a2: Choose to practice  speaking skills to improve workplace communication

 

U1a3: Choose to practice listening skills to improve workplace communication

 

U1a4: Choose to practice reading skills to improve workplace communication

 

U1a5: Choose to  balance teamwork and independence to practice a variety of modern workplace environment scenarios

 

U1a6: Choose to take personal responsibility for lifelong learning by developing the habit of setting a goal and then listing an accomplishment every day

 

U1a7: Choose to maintain a professional approach in the classroom, the studio, online, and at remote locations, regardless of the presence of the teacher

 

U1b: Participate in a classroom environment that simulates a production company where students practice and model Interpersonal skills that will prepare them for the professional video production world

 

U1b1: Choose to practice community building skills such as teamwork, collaboration, flexibility, and adaptability

 

U1b2: Choose to practice self discipline skills such as independence, initiative, and internal motivation

 

U1b3: Choose to convey honesty and integrity to gain the trust of your teacher and team members

 

U1b4: Choose to use an attitude and demeanor appropriate for creating a reputation as a video production professional

 

U1b5: Choose to recognize that video production students must maintain the trust of their teacher and each other in order to maintain special privileges such as checking out equipment and attending remote shoots

 

U1c: Demonstrate understanding of safety rules in a professional video production environment

 

U1c1: Identify safety concerns relating to cords in a video production environment

 

U1c2: Identify safety issues relating to cameras and tripods

 

U1c3: Identify safety issues relating to sets, props, and gear found on a video production set

 

U1c4: Identify safety concerns relating to professional lights, including heat, electricity, unstable tripods, overhead mounts, and eye proximity

 

U1c5: Identify safety concerns of computers, including external hard drives, food or drink, and computer security

 

U1c6: Identify security concerns in protecting costly video production equipment

 

U1c7: Identify safety concerns in transportation of people and equipment to remote locations

 

U1c8: Choose to use common sense when deciding what's acceptable behavior on camera

 

U1d: Choose to take unit 1 skills check and objective test

 

U1d1: Choose to work through the skills check until mastery is achieved

 

U1d2: Choose to take the unit test in class under teacher supervision

 

u1e: Choose to learn the best strategies for success in this course

 

u1e1: Choose to look at other students as potential peers, collaborators, partners, consultants, and target audience

 

u1e2: Choose to look at teacher as coach, mentor, expert, advocate, personal trainter, problem solver, project manager, and potential writer of a reference letter

 

u1e3: choose whether to begin the class by learning video production, doing the professionalism section, doing the skills tests, or starting the video project

 

Unit 2: SkillsUSA

 

U2a: Demonstrate knowledge of SkillsUSA as it applies to learning video production

 

U2a1: Identify student organizations for providing leadership training and /or for reinforcing career and technical skills

 

U2a2: Identify aspects of SkiilsUSA that apply to learning video production

 

U2a3: summarize the benefits of participation in SkillsUSA

 

U2a4: Choose to turn in your SkillsUSA research doc

 

U2b: OPTIONAL - choose to participate in SkillsUSA club at the school

 

U2b1: choose to participate in a professional development program (PDP)

 

U2b2: choose to participate in enrichment activities that involve video professionals

 

U2b3: choose to participate at SkillsUSA competitions

 

U2b4: choose to participate in field trips

 

Unit 3: Professionalism Discussion

 

U3a: Demonstrate understanding of skillsUSA by participating in a whole class discussion of student organizations

 

U3a1: State aspects of SkillsUSA learned in unit2a1

 

U3a2: State benefits of participation in SkillsUSA learned in unit 2a2

 

U3a3: Demonstrate communication skills from unit unit 1a and unit 1b by participating in a whole class discussion about student professional organizations and their relationship to careers in video production

 

U3b: Demonstrate understanding of professionalism by participating in a whole class discussion

 

U3b1: Demonstrate communication skills from unit unit 1a and unit 1b by participating in a whole class discussion about the nature of professional conduct and it's relationship to careers in video production

 

U3b2: Choose to build on others' ideas while expressing your own clearly and persuasively

 

Unit 4: Careers Project

 

U4a: Demonstrate individual research skills by creating a document that describes two people's real world career experience

 

U4a1: Choose to approach the individual component of the careers research project using critical thinking, problem solving, and online tactfulness

 

U4a2: Demonstrate research skills to learn more about how professionals feel about their careers

 

U4a3: Identify typical qualifications, responsibilities, and degrees for a given video production career

 

U4a4: Choose to turn in your finished "Individual Careers Research Report" to the teacher

 

U4b: Demonstrate understanding of professional group dynamics skills

 

U4b1: Identify professional group participation skills, such as dividing tasks fairly, ensuring that everyone has a role, performing your task as expected, and keeping focus on improving the group's overall project quality

 

U4b2: Identify professional group communication skills, such as giving feedback respectfully, accepting feedback without taking it personally, listening well, and taking turns

 

U4c: Demonstrate understanding of group dynamics by participating effectively in a small group planning meeting

 

U4c1: Choose to apply group dynamics skills by presenting your individual findings to your small group

 

U4c2: Choose to open the template for the group careers research presentation, duplicate it, and share it with all group members

 

U4c3: State the name of a career the whole group agrees to research collaboratively

 

U4c4: Choose to apply group dynamics skills by dividing responsibilities for this presentation

 

U4c5: Demonstrate understanding of video careers and group communication skills by completing your part of the small group video careers presentation

 

U4d: Demonstrate understanding of group dynamics by participating effectively in a small group video careers discussion

 

U4d1: Choose to use group communication skills to listen and give feedback while other group members share their findings

 

U4d2: Demonstrate understanding of your chosen video career by sharing what you have learned with the rest of the group

 

U4d3: Demonstrate understanding of video careers by making sure to include all of the following in the discussion: fields of specialization, career opportunities, education requirements, location of programs of study, and sample job titles with qualifications and responsibilities

 

U4e: Demonstrate understanding of group dynamics by participating effectively in a small group collaborative project

 

U4e1: Demonstrate communication skills by collaborating to complete the presentation and negotiating who will present which parts

 

U4e2: Demonstrate presentation skills by rehearsing the presentation with the group

 

U4e3: Demonstrate communication skills by requesting feedback from the teacher on your group's presentation

 

U4e4: Execute signing up for a slot on the class presentation sign up form

 

Unit 5: Careers Discussion and Presentation

 

U5a: Demonstrate understanding of careers in video production by participating in group presentation

 

U5a1: Choose to apply group dynamics skills by presenting with group

 

U5a2: Demonstrate understanding of video careers by explaining your group's new understanding to the entire class

 

U5a3: choose to listen when other groups present their careers

 

U5b: Demonstrate understanding of group dynamics by participating in whole class careers discussion

 

U5b1: choose to participate in a class discussion of careers in video production

 

U5b2: choose to listen and/or participate as the teacher leads a discussion about careers in video production and the related soft skills necessary in the professional world

 

Unit 6: Intro to Video Production: Careers, Copyright, Stages

 

U6a: demonstrate understanding of training and skills required for a career in video production

 

U6a1: explore a career within video production that is compatible with your interests, abilities, and financial means

 

U6a2: classify how personal academic progress compares with entry requirements of postsecondary institution

 

U6a3: identify possible sources of financial aid or other means of meeting financial requirements of postsecondary institution

 

U6a4: Identify mathematical operations such as time conversion that video professionals need to understand, and perform calculations necessary to answer video production word problems

 

U6b: Demonstrate basic understanding of copyright as it applies to professional video production

 

U6b1: identify foundation of US copyright law in the US Constitution

 

U6b2: Identify duration of coverage and media categories included under US Copyright Law

 

U6b3: Identify basic tenets of US Copyright Law as it applies to video production, including licensing, stock media, determining ownership of media, and analyzing online media for copyright information

 

U6b4: Classify uses of copyrighted media as streaming, storing, and/or rebroadcast

 

U6b5: optional: Choose to learn about US Copyright Law as it applies to personal use of electronic media

 

U6b6: Identify Fair Use guidelines for including copyrighted media in student video projects

 

U6b7: Identify issues relating to use of Creative Commons licenses by video professionals

 

U6b8: Identify issues relating to finding Creative Commons licensed work online

 

U6b9: Identify cases where permission for rebroadcast would be required and appropriate language a student could use when requesting permission to use copyrighted media

 

U6b10: Identify proper language a student could use when citing copyrighted media used following fair use or with permission

 

U6b11: Identify proper language a student could use when citing copyrighted media used following Creative Commons licensing

 

U6b12: Identify proper language a student could use when citing public domain or original media in a student production

 

U6b13: Identify proper language a student could use when citing media licensed by a school for student projects

 

U6b14: Classify examples of media usage as probably legal or probably illegal

 

U6b15: Identify relationship between US Copyright law and the reputation of video professionals

 

U6b16: identify sources of legal media to use in student projects

 

U6b17: Identify examples of copyright stories that explore the tension between Copyright Law and the Age of the Internet

 

U6c: Demonstrate understanding of the basic stages of video production

 

U6c1: Identify the correct order of development, pitching, scripting, and storyboarding within the Pre-production stage

 

U6c2: Identify basic qualities of the Production stage

 

U6c3: Identify editing, adding titles, adding effects, and exporting as components of the Post-production stage

 

U6d: Choose to take unit 6 knowledge check and objective test

 

U6d1: Choose to work through the knowledge check until mastery is achieved

 

U6d2: Choose to take the unit test in class under teacher supervision

 

Unit 7: Shots I: The Language of Motion Picture Storytelling

 

U7a: Demonstrate knowledge of the basic components of a shot

 

U7a1: Identify a shot as a continous video recording

 

U7a2: Identify the subject as the primary visual element of a shot

 

U7a3: Identify examples of shot subjects

 

U7a4: State that shot names and definitions are ultimately up to the director and may change from job to job

 

U7b: Demonstrate understanding of the 8 basic shots

 

U7b1: Identify purpose of and examples of a wide shot AKA long shot (WS, LS)

 

U7b2: Identify purpose of and examples of a mid shot (MS)

 

U7b3: Identify purpose of and examples of a medium close-up shot (MCU)

 

U7b4: Identify purpose of and examples of a close-up shot (CU)

 

U7b5: Identify purpose of and examples of an extreme close-up shot (XCU or ECU)

 

U7b6: Identify purpose of and examples of a point-of-view shot (POV)

 

U7b7: Identify purpose of and examples of a two-shot (2-shot, 2-S)

 

U7b8: Identify purpose of and examples of an over-the-shoulder shot (OTS, OSS, O/S)

 

U7c: Demonstrate understanding of the 6 basic camera motions

 

U7c1: Identify purpose of and examples of a dolly shot motion

 

U7c2: Identify purpose of and examples of a trucking shot motion

 

U7c3: Identify purpose of and examples of a camera zooming shot motion

 

U7c4: Identify purpose of and examples of a camera tilting shot motion

 

U7c5: Identify purpose of and examples of a panning shot motion

 

U7c6: Identify purpose of and examples of a pedestal shot motion

 

U7d: Demonstrate knowledge of the 3 basic rules of shooting video

 

U7d1: identify purpose of and examples of the rule of thirds as applied to video production

 

U7d2: identify purpose of and examples of the rule of leading looks AKA nose room, leading room

 

U7d3: identify purpose of and examples of the rule of height balancing for video production

 

U7e: Demonstrate knowledge of shots as the language of motion picture storytelling

 

U7e1: Identify a storyboard as a sketch of a single shot within a video project

 

U7e2: Identify shots as the basic building blocks of video projects

 

U7e3: Classify a sequence as a series of shots that follow a logical order

 

U7e4: Identify sequences that use shots to move the story forward or help the viewer understand a series of events

 

U7e5: State that video production is shot production

 

U7e6: State that shots are the language of video and film

 

U7f: Choose to take unit 7 skills check and objective test

 

U7f1: Choose to work through the skills check until mastery is achieved

 

U7f2: Choose to take the unit test in class under teacher supervision

 

Unit 8: About Pre-production: Formats, Scripts I

 

U8a: Identify key technologies and standards associated with video production and distribution

 

U8a1: Classify video technologies as analog or digital

 

U8a2: Identify characteristics of interlaced video

 

U8a3: Identify characteristics of non-interlaced or progressive scan video

 

U8a4: Identify aspect ratio as as it applies to video and film

 

U8a5: Identify the difference between NTSC and PAL video formats

 

U8a6: Identify pixels as the individual dots of color on a display monitor

 

U8a7: Identify differences between various progressive scan video technologies

 

U8a8: Identify typical consumer video services

 

U8a9: Identify examples of typical consumer video cable connections

 

U8a10: Identify qualities of typical consumer video camera formats

 

U8a11: Identify qualities of typical professonal video camera formats

 

U8a12: Identify qualities of typical professional video transmission formats

 

U8a13: Identify impact of transition from analog to digital video

 

U8b: Demonstrate understanding of basic video script formats

 

U8b1: Demonstrate understanding of news script format by writing a brief two column script with video on one side and audio on the other

 

U8b2: Classify scripts as news scripts or narrative video scripts

 

U8b3: Identify examples of storyboards

 

U8b4: State that all professional video projects are scripted in advance, including the projects we will create in this class

 

U8c: Choose to take unit 8 skills check and objective test

 

U8c1: Choose to work through the skills check until mastery is achieved

 

U8c2: Choose to take the unit test in class under teacher supervision

 

Unit 9: About Production: Tools, Lighting, Cameras

 

U9a: Identify hardware tools of video production

 

U9a1: identify essential computer hardware for video production

 

U9a2: identify essential non-computer hardware for video production

 

U9a3: identify essential sound equipment for video recording

 

U9a4: identify essential video studio equipment

 

U9b: Identify basic attributes of professional video lights

 

U9b1: Identify typical kinds of lights found in a video studio

 

U9b2: Identify ways to control light for video production and the effect of diffused light

 

U9b3: Identify the names and purposes of the lights in a standard 3 point light setup

 

U9b4: Demonstrate understanding of mathematics necessary for calculating voltage as applied to video lights

 

U9b5: Identify the components of a field light kit

 

U9b6: Identify techniques for setting up a remote field light kit

 

U9b7: Identify ways professional lights are used in various industries

 

U9b8: Identify the proper method for using diffusion and reflectors in a remote (or field) production

 

U9b9: Identify degrees kelvin as an industry standard scale for measuring the color temperature of light

 

U9b10: Identify white balancing as a camera feature for identifying the color white within a given lighting situation

 

U9b11: Identify special safety procedures when working with professional lights

 

U9c: Identify basic components of professional video cameras

 

U9c1: Identify camera mode and play mode on a professional video camera

 

U9c2: Identify the zoom toggle and record button on a professional video camera

 

U9c3: Identify the viewfinder on a professional video camera

 

U9c4: Identify the lens on a professional video camera

 

U9c5: identify the purpose of the CCD in a professional video camera

 

U9c6: Identify the microphone on a professional video camera

 

U9c7: Identify a shoe on a professional video camera

 

U9d: Choose to take unit 9 skills check and objective test

 

U9d1: Choose to work through the skills check until mastery is achieved

 

U9d2: Choose to take the unit test in class under teacher supervision

 

Unit 10: Studio Skills Test and Editing Skills Test

 

U10a: Identify basic setup of a television studio for a single camera, single subject shoot

 

U10a1: Identify equipment needed to set up a studio for a video shoot

 

U10a2: identify the grading criteria on the studio skills checklist

 

U10a3: Identify proper setup of a video camera

 

U10a4: insert memory card in camera and format card

 

U10a5: Identify proper setup of recording equipment

 

U10a6: identify proper setup of a video monitor

 

U10a7: Identify proper setup of a 3 point light system

 

U10a8: choose to turn off non-professional light source(s)

 

U10a9: choose to check lights and backdrop on the camera's viewfinder

 

U10a10: choose to connect microphone and place in proper position

 

U10a11: choose to place microphone in a safe place

 

U10a12: identify proper placement of a lavaliere microphone

 

U10a13: choose to test whether audio system is working

 

U10a14: Identify proper setup of a backdrop

 

U10a15: choose to make sure background edges are clear of camera's recording zone

 

U10a16: Identify proper business handshake for the USA

 

U10a17: identify proper way to greet talent on a video set

 

U10a18: identify proper place for talent to stand on a video set

 

U10a19: identify proper way to prepare a microphone for video recording

 

U10a20: identify proper way to place microphone for talent

 

U10a21: Identify proper way to insure that talent is comfortable

 

U10a22: Identify proper way to connect mic to recording system

 

U10a23: Identify proper way to perform a a sound check with the talent

 

U10a24: identify basics of light design for on-screen talent

 

U10a25: choose to adjust the lights for your talent

 

U10a26: identify communication skills for technical professionals to use while directing talent on a video set

 

U10a27: identify key parts of the rubric and storyboard we will follow in this clas

 

U10a28: identify proper way to compose for a mid shot (MS)

 

U10a29: identify proper way to compose for a medium close-up shot (MCU)

 

U10a30: identify proper way to compose for a close-up shot (CU)

 

U10a31: identify proper way to compose for an extreme close-up shot (ECU)

 

U10a32: choose to put away microphone and turn on regular lights

 

U10a33: identify proper way to compose a shot that demonstrates the rule of leading room

 

U10a34: identify proper way to compose for a wide shot (WS)

 

U10a35: identify proper way to compose for a two shot (2-S)

 

U10a36: identify proper way to compose for an over-the-shoulder shot (OTS)

 

U10a37: identify proper way to thank talent for time

 

U10a38: identify proper way to shoot following the rule of thirds

 

U10a39: identify proper way to shoot a point-of-view shot (POV)

 

U10a40: identify proper way to dolly a camera

 

U10a41: identify proper way to pan a camera

 

U10a42: identify proper way to pedastal a camera

 

U10a43: identify proper way to tilt a camera

 

U10a44: identify proper way to truck a camera

 

U10a45: identify proper way to zoom a camera

 

U10a46: identify proper way to shut down a video studio

 

U10a47: identify proper way to remove a memory card from a video camera

 

U10a48: identify the proper way to coil XLR and microphone cables

 

U10a49: identify the proper way to secure a studio after production

 

U10a50: choose to practice studio skills until you are ready for the studio skills test

 

U10b: Demonstrate all necessary steps for using a television studio to record a basic, single camera, single subject shoot

 

U10b1: Demonstrate proper preparation of the studio for a single camera shoot

 

U10b2: Demonstrate proper setup of a video camera

 

U10b3: Demonstrate proper setup of recording equipment

 

U10b4: Demonstrate proper setup of a 3 point light system

 

U10b5: Demonstrate proper setup for sound recording

 

U10b6: Demonstrate proper setup of a backdrop

 

U10b7: Demonstrate proper direction for the talent

 

U10b8: Demonstrate proper following of a storyboard to record the 8 basic shots, 6 basic camera moves, and 3 basic camera rules

 

U10b9: Demonstrate proper studio teardown and clean-up procedures

 

U10b10: Demonstrate that you are studio certified

 

U10c: Identify key steps in editing a video project

 

U10c1: Choose to ask the teacher to start the editing skills test for you

 

U10c2: Demonstrate the proper way to set up an Adobe Premiere project in a projecct folder

 

U10c3: Demonstrate the proper way to copy video files to project folder

 

U10c4: Demonstrate the proper way to import video into a project

 

U10c5: Demonstrate the proper way to perform basic video edits using Adobe Premiere

 

U10c6: Identify file saving conventions as they apply to Adobe Premiere

 

U10c7: Demonstrate the proper way to import and edit 5 shots

 

U10c8: Demonstrate the proper way to import audio

 

U10c9: Demonstrate the proper way to add a title

 

U10c10: Demonstrate the proper way to add transitions

 

U10c11: Demonstrate the proper way to finish a movie

 

U10c12: Demonstrate the proper way to export a finished movie

 

U10c13: Choose to ask the teacher to finish your editing skills check

 

Unit 11: Project: Pre-production Stage

 

U11a: execute the steps necessary to begin a video project

 

U11a1: Choose to decide on a solo or team project

 

U11a2: choose to brainstorm project ideas as individuals, with small groups, and with a teacher playing the parts of coach, mentor, or executive producer

 

U11a3: choose to apply  teamwork and collaboration skills while working with others

 

U11a4: choose to name your production company

 

U11a5: choose to create your project calendar and share it with the teacher

 

U11a6: Execute the creation of a physical project folder

 

U11b: Demonstrate understanding of planning for a video project by selecting an appropriate project idea and pitching it to a teacher acting as an executive producer

 

11b1: Choose the appropriate pitch form for your project: narrative or journalism

 

U11b2: Choose to write the project name, project members, production company name, and working title

 

11b3: Choose a category that most closely matches your project idea

 

11b4: Choose a model video project that has a mood and/or style you are inspired by

 

11b5: Choose a tone for your proposed project

 

11b6: Choose to briefly outline the story of your project

 

11b7: Choose to briefly list the main characters for a narrative project or to describe background info for a journalistic project

 

11b8: Choose to describe the central conflict for narrative projects or the five Ws for journalistic projects

 

11b9: Choose to predict the final project length

 

11b10: Choose the most likely target audience for this project

 

11b11: Choose a process goal for this project

 

11b12: Choose an outcome goal for this project

 

11b13: Choose to pitch the project to a teacher acting as an executive producer

 

11b14: Choose to revise the pitch as necessary until the teacher green lights this proposed video project

 

U11c: Demonstrate knowledge of video project planning by filling out a story planning sheet for this project

 

u11c1: choose the appropriate story planning sheet for your project

 

U11c2: For narrative projects provide basic descriptions of the conflict, characters, setting, and a list of scenes

 

U11c3: For journalistic projects provide a topic, research, story outline, host, host background, interviewee list, interviewee background, and question list

 

U11d: Demonstrate knowledge of video project planning by filling out scene maps as necessary for this project

 

u11d1: choose the appropriate scene map for your project

 

u11d2: choose to describe the colors, cleanliness, colors, and major features of how this location looks

 

U11d3: Choose to describe light challenges at each location

 

U11d4: Choose to describe sound challenges at each location

 

U11d5: Choose to describe props needed at each location

 

U11d6: Choose to provide a sketch of each location where you will shoot for this project

 

U11e: Demonstrate knowledge of video  script writing conventions

 

U11e1: State that professional television, video game, and movie scripts each have many specific conventions

 

U11e2: Choose to write the dialogue for your project directly on the storyboard as a two column script

 

U11f: Demonstrate knowledge of video project planning by storyboarding for this project

 

U11f1: Choose the appropriate storyboard form for your project

 

U11f2: Choose to get peer and teacher feedback frequently while storyboarding your project

 

U11f3: Identify the rule of suspension of disbelief as it applies to video production

 

U11f4: Identify the basic character shapes for storyboarding various shots

 

U11f5: Identify the basic conventions for set drawing while storyboarding

 

U11f6: Identify the basic conventions for drawing motion while storyboarding

 

U11f7: Demonstrate knowledge of engaging the audience by including character movement in your storyboards

 

U11f8: Demonstrate knowledge of engaging the audience by including camera movement in your storyboards

 

U11f9: Demonstrate knowledge of engaging the audience with proper use of synchronous sound in your storyboards

 

U11f10: Demonstrate knowledge of engaging the audience by including asynchronous sound in your storyboards

 

U11f11: Demonstrate knowledge of maintaining willing suspension of disbelief by following the 180 degree rule in your storyboards

 

U11f12: Demonstrate knowledge of engaging the audience by drawing the viewer's eye toward the subject within a frame

 

U11f13: Demonstrate knowledge of engaging the audience by establishing a purpose for each shot in your storyboard

 

U11f14: Demonstrate knowledge of engaging the audience by describing the action for each shot in your storybaord

 

U11f15: Demonstrate knowledge of engaging the audience by learning how to "show" and not "tell" in a storyboard

 

U11f16: Demonstrate knowledge of engaging the audience by sequencing shots to acheive smooth transitions in a storyboard

 

U11f17: Demonstrate knowledge of engaging the audience by creating an illusion of depth in storyboards

 

U11f18: Demonstrate knowledge of engaging the audience by using point of view in storyboards

 

U11f19: Demonstrate knowledge of the audience's relationship to the subject by using low, straight, and high angles as appropriate in storyboards

 

U11f20: Demonstrate knowledge of storyboarding conventions by using shot variety to hold the audience's interest while storyboarding

 

U11f21: Demonstrate knowledge of time in video production by picking an appropriate duration for each shot

 

U11f22: Demonstrate knowledge of storyboarding conventions by filling out the scene name, shot number, and production notes for each storyboard

 

U11f23: Choose to number all storyboard pages and clip them together in the project folder

 

U11g: Demonstrate knowledge of planning a video project by completing the project folder and assessing it

 

U11g1: Choose to grade yourself on the project planning folder with the rubric

 

U11g2: Choose to request a grading conference with the teacher to earn a grade for the pre-production stage

 

Unit 12: Project: Production Stage

 

U12a: Choose to apply teamwork, collaboration, professionalism, and safety skills from prior lessons in video production

 

U12a1: Demonstrate understanding of teamwork skills while working on a video production project

 

U12a2: Demonstrate understanding of collaboration skills while working on a video production project

 

U12a3: Demonstrate understanding of professionalism skills while working on a video production project

 

U12a4: Demonstrate understanding of safety guidelines in video production

 

U12b: Demonstrate understanding of various roles in video production

 

U12b1: Demonstrate knowledge of video production by participating in a project that requires camera operation

 

U12b2:  Demonstrate knowledge of video production by participating in a  project that requires a director

 

U12b3:  Demonstrate knowledge of video production by participating in a project that requires sound recording

 

U12b4:  Demonstrate knowledge of video production by participating in a project that requires light design

 

Unit 13: Project: Post-production Stage

 

U13a: Demonstrate knowledge of video post-production by setting up an editing project on a computer

 

U13a1: Demonstrate knowledge of formats by setting up a video project where the video files and project setings match an intended output format

 

U13a2: Execute the creation of a project with the chosen settings

 

U13b: Demonstrate understanding of the art of video editing

 

U13b1: Identify purposes of editing video, including compressing for time, drawing the viewer's eye toward the subject, creating associations between clips, and holding the viewer's attention

 

U13b2: Identify the importance of continuity when editing video

 

U13b3: Identify the rule of leading looks as it applies to video editing

 

U13b4: Identify the rule of thirds as it applies to video editing

 

U13b5: Identify the rule of motion along lines as it applies to video editing

 

U13b6: Identify the rule of balance as it applies to video editing

 

U13b7: Identify the rule of contrast as it applies to video editing

 

U13b8: Identify the rule of positive and negative space as it applies to video editing

 

U13b9: Identify the rule of depth as it applies to video editing

 

U13b10: Identify the definition of composition as it applies to video editing

 

U13c: Choose to apply professional communication skills during the video editing process

 

U13c1: Choose to ask for regular informal feedback from peers and the teacher while editing

 

U13c2: Choose to ask for regular formal feedback from peers and the teacher while editing

 

U13c3: Choose to re-record any video and/or sound that is not professional quality, thereby cycling between the post-production and production stages until both are complete

 

U13d: Demonstrate knowledge of the rules of video editing by creating a rough cut of the video project

 

U13d1: Choose to edit a rough cut of one segment and then get formal feedback from a peer and the teacher

 

U13d2: Choose to edit a rough cut of the video, getting informal feedback along the way

 

U13d3: Choose to get peer and teacher feedback on your rough cut

 

U13d4: optional: Choose to re-edit your rough cut based on the peer and teacher feedback

 

U13d5: Demonstrate knowledge of titling by adding titles and credits as appropriate throughout the video

 

U13d6: Choose to obtain the teacher's final sign-off that this project is complete

 

U13d7: Choose to create a reflection based on your experience creating this project

 

U13d8: Choose to give yourself an appropriate grade using the project rubric

 

UU13d9 Choose to ask for a grading conference with the teacher confirming your project grade

 

U13e: Demonstrate knowledge of video formats by exporting a finished project in the correct format for it's intended use

 

U13e1: Choose to export the finished project appropriately for each intended use

 

U13e2: Choose to create a project archive folder according to your teacher's guidelines

 

U13e3: Choose to export a turn in version of the project into the archive folder according to your teacher's guidelines

 

U13e4: Choose to turn in the archived project folder to your teacher

 

U13e5: Choose to finalize the paper project folder and turn it it

 

Unit 14: Finish the Course

 

U14a: Demonstrate presentation skills by presenting the finished project to the class

 

U14a1: Choose to download the presentation rubric

 

U14a2: Generate an appropriate class presentation incorporating elements of your reflection from the grading rubric

 

U14a3: Choose to rehearse the presentation

 

U14a4: Demonstrate understanding of video production by presenting the project to the class

 

U14b: Choose to take the objective final exam

 

U14b1: Choose to obtain a study guide and use it to prepare for the test

 

U14b2: Choose to notify the teacher that you are ready for the final exam

 

U14c: Execute all of the steps in the end-of-course procedure

 

U14c1: Choose to finish all milestones and daily goals

 

U14c2: Choose to document all feedback, hands off help, and collaboration

 

U14c3: Choose to take the end-of-course survey

 

U14c4: Choose to obtain the final sign-off from the teacher

VID1a is the first semester of a year-long class called "Video 1." This website includes all the tutorials, knowledge checks, tests, handouts, and rubrics you will need. Thousands of students use this site every day to learn video production. Teachers should sign up with the form above for more information.

 

This learner Power Video Production curriculum is tightly aligned to national standards such as the SkiillsUSA Blueprint, ISTE NETS, NOCTI Television Production, and the Adobe Digital Video Curriculum. It is also aligned with Georgia's High School Audio & Video Technology and Film Pathway Curriculum and Gwinnett County's AKS for video production. The video tutorials in this website are copyright Pasha Souvorin 2016.