This is a Project-Based course focusing on the use of current industry software [ex. Final Cut Pro] in digital video editing and production. Units will be designed around the creation of projects for students to design, build, create, or perform. Video Production is one of two capstone courses in a high school course series (Media Design 2, Media Design 3) to complete an introduction to a comprehensive multimedia design training.
About the Team: This structure of this course and the materials contained within it were created by a team of educators from across the state with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Gregg Witkin.
From CALPADS: Advanced Film/Video Production (Capstone)
This course will examine specific uses of film and video technology in various entertainment and industry sectors. Students receive advanced training in pre and post production jobs and competencies, current and emerging technologies, and the collaborative nature of the creative process involved in video production.
|Occupation Name||Occupation Code|
|Multimedia Artists and Animators||27-1014.00|
Unit 1: Writing for Video Production
This module focuses on developing a clear proficiency of the pre-production stages from initial idea development through final storyboarding. Students will develop a strong skill set in message crafting and identification of audience. Students will also utilize the latest technology to research and create easily sharable documents.
Possible 2-4 Week Projects:
Unit 2: Critical Thinking about Visual Culture
This module will focus on how we interact with visual culture and the impact it has upon us. Students will be able to identify areas of growth in the use of video and its short and long term impact on local and global culture.
Possible 2-4 Week Projects:
Unit 3: Camera Usage
This module will focus on developing a student's ability to use a camera as a tool to collect a variety of video images. Students will focus on developing techniques to tell stories and craft messages with the use of one or more cameras.
Possible 2-4 week projects:
Unit 4: The Editing Process
This module will focus on the post production process students will encounter while completing their video coursework. Students will be able to import video, audio and other assets with the express purpose of creating a final video product that is clear in message and purpose. The goal of this module is to help students create a portfolio of professional work for the next stage in their visual career.
Possible 2-4 week projects:
Video Production is one of two capstone courses in a high school course series (Media Design 2, Media Design 3) to complete an introduction to a comprehensive multimedia design training.
Students will develop and write a screenplay for a 4-5 minute short film using screenplay writing software. Resulting screenplays will be developed for production as small group projects.
Students will use industry standard screenplay formatting using screenplay software.
Note: This unit is not intended to be a "day-to-day" unit project. The project can take place over a course of weeks giving students days between each lesson to write and rewrite various drafts. Other production projects can take place throughout the unit.
Short, Fast, Creative, & informative-Film Trailers!
Most students love to watch films and love to go to the movies. So they are already somewhat familiar with trailers, whose purpose is to promote or market upcoming releases. Today, teachers and students can watch trailers via websites, so they are more accessible than ever.
The overall goal of this project is to give students the opportunity to get hands-on experience while making their own 30 second trailer for one of the "short videos" they have previously (or simultaneously) made in your class.
Since this project is for an advanced video production course, the emphasis is "Advanced Editing" and the final trailers should reflect this idea. You will not be "teaching" editing in this project, but rather guiding your students and helping them become better editors through technique and story development. They should also have produced at least one short genre type film for your class. If they have not produced any short films they can also edit footage that you provide them or even make a trailer out of a full length Hollywood production!
Students create a narrative story from first person point-of-view, focusing on camera work to define perspective and experience.
Students make a 2 - 5 minute video based on common story prompts that tells a story from a specific vantage point. The finished video will include demonstration of advanced camera work, including consideration of composition, perspectives, various shots and angles, and point-of-view.
They should keep in mind their peer population as the target audience.
The true power of the creation of video is the ability to deliver a message to a large audience that can have an effect on how an individual thinks and behaves, and what they believe. Even the most earnest of messages can fall short on an audience if not delivered in a convincing manner. As an advanced student who has gained the skills and experience to create and deliver a convincing video message, you are now capable of testing the ability for a video to convince an audience of something that is completely untrue, and perhaps downright ludicrous.
Students will create a 3 minute documentary hoax that tests the gullibility of their audience. Choosing a probable subject that can be highlighted in a 3 minute "interstitial," students will use voice-over narration and credible visuals to attempt to convince a specific audience of a "fact" that is absolutely untrue.
Students will define a target audience and tailor a school promotional video to meet the needs of that audience. Students will shoot, write, edit and export a video for a school website and DVD presenation. The finished product will be used at incoming student orientation meetings, community events and school website.
Professional organizations, such as corporations, hospitals and municipalities, promote their companies, products and industries with these types of videos. Students who master this unit will understand how video and message are developed to meet the needs of the organization.
Students will create an advanced level 60 promo video for your program or another CTE program that exists on your campus. Students will work in small groups and will plan, write, shoot, edit, and produce their 60 second promo video with an emphasis on advanced camera work and a professional and well-polished final product.
After finishing the promo videos students will showcase their videos to the class, post the videos online, and deliver the final videos to their "clients" if they made a video for another CTE program.
In the end, the promo videos should help bring attention to the various CTE programs on your campus. Through proper marketing and promotion these videos will give students the opportunity to ensure the success of their own, as well as other CTE programs that exist in your community.
Students will incorporate a number of editing and camera techniques, including parallel editing, montage, extreme closeups, canted angles to compete a suspense film.
Students will develop a sense of storytelling through the use of camera and editing techniques. Completion of this unit will allow students to experience various positions on a creative film team, including editing, sound designer, cinematographer and screenwriter.
Students create a Public Service Announcement (PSA) video as if it is a "Message to the President," addressing an issue that they want to receive attention.
In doing so students research the necessary information for their script, including online and library resources, interviews with appropriate persons, and local connections. They create a detailed script and storyboard before shooting the video, and edit to add music, voiceover, images, and titles. Finished videos may be submitted for possible airing to local community broadcast channels, or to any online video competition.
Skills inherent in this project build competencies in occupations related to film and video production, a rapidly growing sector in the job market. A wide range of occupations require knowledge of video scripting, shooting, and editing. Simple online searches reveal the possibilities, such as: http://www.indeed.com/q-Video-Production-jobs.html
This project should be the final component for students in your video production and film classes. As students prepare for the next step after high school, the most critical piece for a portfolio in the Media, Arts, and Entertainment industry is a "media reel" or promo reel which showcases clips of their absolute best work from the year.
For this project students will plan, organize, design, and edit a short "media reel" for their personal portfolio and/or webpage. The student media reel will contain video clips, still images, audio, and any other relevant media they have worked on this year. The final piece will be a compilation video that helps promote their strengths and skills in video production.
This "media reel" should be uploaded to the Internet and added to the student's personal webpage if they have one. Also, burning the files to a DVD to be kept with the rest of their portfolio items including but not limited to their resume and references page is a good idea. Hopefully they will be able to show their media reel to prospective employers, film schools, colleges, and universities to help further their career in film, photography, or video production.
In addition, students will learn about job applications, resumes, references, and how to promote themselves for potential jobs and careers. In the end all students will have the necessary items for a media type portfolio to take with them as they transition from high school into the "real world."
Students create videos that employ the contemporary documentary technique of montage, using footage from two different groups, highlighting responses to given prompts. Montage technique emphasizes careful editing to construct a narrative out of related but discontinuous video interviews.
Students will be introduced to advance audio production techniques, including foley, ADR and ambience.
Students will develop and design a 3-5 minute film in which all audio will be produced after the production has been filmed.
Students who excel in this project will be exposed to careers in the industry such as foley artist, ADR editor/mixer and sound designers.
This unit will help students use filming constraints to develop
better storytelling, cinematography and editing skills.
By placing constraints on the students when creating videos, the educator will enable the student to think creatively about the solutions to the problem of reaching the audience in creative ways.
The culmination will be a student film that has several constraints placed upon it by both the educator and the students themselves.
Students build on their learning of basic visual narrative techniques, by incorporating dialogue recording and advanced camera operation and talent blocking to create an original short narrative project.
Students expand on their learning of basic picture and sound editing by learning concepts such as advanced file management (transcoding), compositing, keying, filtering, primary and secondary color correction, audio EQ, audio sweetening, and changing motion parameters of clips and graphics. Students are trained in how to stay up-to-date with changing innovations in media delivery, from tape, to streaming. They receive hands-on experience exporting and compressing their projects for various professional and consumer formats.
In this project, students learn about documentary filmmaking while independently producing a documentary film. Each student will create a 3 to 6-minute informational documentary that offers a perspective on real world events while possibly prompting a call to action.
Students begin by identifying a subject and creating a thesis. Students then conduct academic research, collect data, create a preproduction plan including documentary script, storyboard, and shot list. Lastly, students produce their project using professional camera techniques and a small camera crew.
The final product is a documentary that presents an argument, with minimal persuasion. This PBL is best done in the second semester of a Film/Video Production course or the 2nd year of a Film/Video Production program.
Lessons 1-3 do not require much technical work however, lesson 4 does require video production technical skills. If completing this lesson with students who have no video production background, scaffold as needed using the suggested or other resources.
This lesson integrates ELA Common Core Standards and CTE AME Standards.