Part of Unit: Multicamera Studio & Live Production
Lesson Plan Overview / Details
This lesson will introduce students to the uses of multicamera production in a studio setting and the differences from single camera production.
California Career and Technical Education Standards
- AME.A.A2.2 Know the component steps and skills required to design, edit, and produce a prod...
- AME.A.A2.3 Use technology to create a variety of audio, visual, written, and electronic pro...
- AME.FS.4.6 Know how technology and the arts are interrelated in the development of presenta...
- AME.FS.4.7 Understand how technology can reinforce, enhance, or alter products and performa...
California Academic Content Standards (Reinforced)
- ELA.11-12.LS.AEOMC.1.14 Analyze the techniques used in media messages for a particular audience and eval...
- ELA.11-12.LS.ODOC.1.10 Evaluate when to use different kinds of effects (e.g., visual, music, sound, gra...
Objectives and Goals
- Student will understand the differences and advantages of single camera and multicamera production.
- Students will understand how the choice of shots and camera will influence the message.
Activities in this Lesson
- Father of Multicamera - Hooks / Set
Show the I Love Lucy clip and ask student to write down why they think this particular clip is important in the history of television.
Ask students to give their thoughts on why this is important.
Let them know I Love Lucy was the first show to shoot a multicamera setup in front of a live audience.
- Uses and misuses - Lecture
Ask students to give a list of some of the shows they might have seen that are shot with multiple cameras: Newscasts, American Idol and other "live" shows, talk shows, sports, soap operas, sitcoms,etc
Ask students what are the advantages of shooting with multiple cameras? (Answers can include but not limited to: various angles to cover same action, faster than single camera, less expensive than single camera, more control over elements, cutting while "live")
Many films and television shows will run multiple cameras at one time but this is not a true multicamera production. Single camera productions are shot in takes and various setups with components of the action repeated several times and out of sequence; the action is not enacted chronologically so is unsuitable for viewing by a live audience. When shooting stunts or other action with multiple cameras it is then edited and manipulated in post production for maximum effect.
Show two clips - Giada DeLaurentiis and Bourne Identity. Ask students if they can identify which uses multiple cameras and which is single camera. (Trick question: Bourne uses multiple cameras for some of the action and Giada is single camera with insert shots completed after main action.)
- review - Check Understanding
Ask students: What are the advantages and disadvantages of Single Camera vs. Multicamera production. List on board. Fill in where needed and prompt for discussion.
When list is complete or somewhat exhausted, ask students what method would they choose if they had to demonstrate how to complete a something in 1 class period? Hopefully they all choose multicamera.
Handout Multicamera basic set. Have students put the paper on their desks and arrange so they are "behind" the cameras and facing the talent. Ask them to label the camera on the left of the page, facing the male talent, Cam. #1, the middle camera is Cam #2, and camera on right is Cam #3.
Describe how the camera opposite the talent shoots across the get their close up. (See the arrows) The middle camera is used for a two shot.
Remind them that this is a basic setup and this is not written in stone.
- You're the director - Independent Practice
Ask each student to come up with something they can demonstrate on camera - preferably on a table or desktop - if they need ideas give them a few hints, making a sandwich, drawing a picture, tying a tie, etc. Have them write out the title of the demonstration across the sheet of a piece of paper.
When they have an idea and/or title ask them to list the steps needed to complete the demonstration.
When they have a list of steps ask them to turn to another student and share their ideas and list. Have one student read the list to the other student. If the student listening doesn't get the idea they need to ask for clarification or fill in any missing steps. Have the other student then share out and repeat the clarification process. When both have shared they should revise based on the other students notes and questions.
Walk around to check in on the students as needed, sometimes another pair of ears will help clarify further.
When satisfied with the results hand out the storyboard sheet. Using the storyboard sheet and basic 3 camera setup handout ask students to storyboard the demonstration. Ask them to include a host who will introduce the segment as well as a demonstrator who will demonstrate. Label each storyboard frame with the camera that will capture the shot.
- Storyboard [ Download ] Blank Storyboard Template
- Assessment Types:
- Writing Samples, Demonstrations, Observations,
Class discussion after the viewing of videos.
Students brainstorm and pitch ideas to group.
Students will ask peers for clarification and revision.
Students create storyboards that show their understanding of the lesson.
Students understand the concepts presented in lecture through production of storyboard.
Students will discuss their ideas on what production technique works best based on situation.