CNN Camp News Network Unit

CNN:CampNewsNetwork

cnncampnewsnet.weebly.com

Lesson#1WritingandReportingtheNewsLesson#2PracticeMakesPerfectLesson#3Lights,Camera,Action

Lesson#4ThatsaWrap

What does it take to be a reporter and editor? Join the CNN: Camp News Network to find out! Prepare to learn all about broadcasting through creating short news clips, interviewing campers, and broadcasting the 2015 AIG Summer Camp video! Together we will capture the weeks highlights and explore the PERSPECTIVE of camp life.

UNITESSENTIALQUESTIONHowdoesbroadcastingimpactapersonsperspective?Howcanbroadcastingattractthe

interestofallaudiences?

LisaBurke,DanielleFaircloth,andMaryGraceGuthrieSPED6402Spring2015EastCarolinaUniversity

CONTENTRESEARCHPAPER

HistoryofBroadcastJournalism

Livinginthetwentyfirstcentury,wehaveaccesstonewsatourfingertips.Wecan

quicklyfindoutwhatisgoingoninourstate,country,andaroundtheworldwithafewclickson

ourphones,aclickofabuttonontheTVremote,orbyturningontheradio.Withmanynews

stationsfillingtheairways,wehaveoptions,manyoptions.Thenewsbroadcastingindustry,as

weknowittoday,hasbeenbirthedandexpandedwithinthelastcentury,makingnewsreadily

availableandhelpingtofulfillthenaturalcuriosityofhumansabouttheeventsoccurringaround

us.However,theseoptionshaventbeenaroundbutforacoupledecades.Itshardtoimaginea

worldwithoutinstantnotificationsoftheeventsoccurring.Whatdidpeopledobeforethe

takeoffofthebroadcastingindustry?Howdidtheygettheirinformation?

FirstMethodsofTransmittingInformation

TheneedanddesireforcommunicatingnewscanbetracedbacktotheAncientGreeksin

theArchaicperiod.Longbeforethebroadcastingindustryasweknowitbegan,Greekswere

findingalternativemethodsoftransmittingmessagesoverlongdistances.Ancientcivilizations

reliedondrums,fire,andsmoketohelprelaymessageswithintheircities.

Aftercenturiesoffindinguniquewaystocommunicate,liketheGreeks,avarietyof

theoristsandinventorsbegantolaythefoundationforthebroadcastindustryasweknowit

today.JamesMaxwell,aScottishmathematicalphysicist,theorizedtheexistenceof

electromagneticwavesasluminousether.In1877,AlexanderGrahamBell,aneminent

Scottishbornscientist,conductedavarietyofexperimentsusingelectricalclicksonwireswhich

transmittingsoundsbytelegraph.Later,HeinrichRudolfHertz,aGermanphysicist,invented

thesparkgapdetectorwhichverifiedtheexistenceofelectromagneticwaves.Thispavedthe

wayforthefoundationforthebroadcastofthehumanvoiceandtheradio.

Radio,theBeginningsofModernMedia

ItwasnotuntilafterWorldWarIthatthefirstmassradiobroadcastsbegan.Thefirst

broadcastoccurredin1919whenaDutchconcertwasbroadcastedataprearrangedtime.Afew

monthslaterthefirstcommercialradiostationopenedinPittsburgh,PennsylvaniainJuly1920.

KDKA,thevoiceofPittsburgh,wasnottheonlyoperatingcommercialstation,butithelped

kickofftheeraofmasscommunicationsinAmerica.

Radiohadaverylargeimpactonthe20thCentury.Itwasthefirstmodernmediaform.

Bytheendofthedecade,theperiodofawe,itwascleartoallthatradiowaschangingthe

interiorlifeofthecountryinwaythatfewcouldhaveenvisioned(Lewis,1992,p.28).This

newmediaimpactedthewayAmericanstalkedandthoughtbyprovidingpeopleofallclasses

andethnicbackgroundswithnews,politicalinformation,andentertainment.By1930aradioset

providedthemainsourceofentertainmentinhomesandanestimated60percentofAmerican

familieshadpurchasedradios.Thiswastheeraofmasscommunications.

TheEarlyStagesofTelevision

Theideaoftelevisionwasdiscussedasearlyasthe1870s,butdidnotbegintoplaya

majorroleinthemediarealmuntilmuchlater.In1921,PhiloFarnsworth,anAmerican

inventor,cameupwiththeconceptofbroadcasttelevision.Hedevelopedanimagedissector

cameratubewhichtransmitteditsfirstimage,asimplestraightline.Thisdemonstrationwas

showntothepressandin1928knownasthefirstelectronictelevisiondemonstration.Buteven

beforethispublicviewoftelevision,theBBCandCBSwereformedin1927.

OnApril26th1931,NewYorkCityunveiledaradio(WGBS)andtelevision(W2XCR)

stationthatofferedafourhourdailybroadcastingschedulefeaturingfilmsandliveentertainers.

ThreemonthslaterinJuly,CBSsNewYorkCitystationW2XABbeganbroadcastingtheir

sevendayaweektelevisionschedule.In1936NBCbeganbroadcasting,withonethirdoftheir

programmingdevotedtonews.Thepublicbegantogetmoreexcitedaboutthenewformof

mediathatwasslowlyrising.In1939,Publicdemonstrationsoftelevisionscapturetheattention

ofpeoplearoundtheworld,culminatinginthefamousdemonstrationoftelevisionbyRCAatthe

1939WorldsFair(Media,Technology,andCommunication).TheTVindustrywasgetting

readytotakeovermassmediacommunication.

Scientists,inventors,andbroadcastingstationsallsawthepotentialformotionpictures.

Astheindustrywasabouttotakeoff,theprogressoftelevisedbroadcastingcametoahalt

duringWorldWarII.Peoplereliedontheirradiostolistentospeechesfrompoliticiansandto

gainnewsonthewar.Theyalsousedthemediatodistractthemfromthefearofwhatthewar

couldbring.Televisionwasreadyforitsfullscalelaunch,butthedemandsofthewarkeptthe

newmediumatparaderestuntil1945(Kierstead).Afterthewarwasover,studioswere

reopenedandthisnewmediumquicklybegantobethemostpopularformofmediainthe20th

Century.

WellKnownAmericanNewscastersandTheirRolesinNewscasting

Thefirstnewsbroadcastontelevisionoccurredin1930andwashostedbyLowell

Thomas.Hisnewscastswerethefirstregularlynightlyschedulednewsbroadcasts.Theideaof

newsbroadcastingcontinuedtogrowasCBSbeganbroadcastingtwodailynewsshows.These

newsbroadcastingsdifferedfromtodaysnewsshowsbyusingstillimagesandmapswhilethe

anchorreadascript.

EdwardMurrowwasanotherwellknownAmericanbroadcastjournalist.Hebeganhis

careerwithCBSbycompletingaseriesofradionewsbroadcastsduringWorldWarIIfrom

overseas.HewasoneofthefirstAlliedcorrespondentstoreportthetragediesoftheNazi

concentrationcamps.CBSrealizedtheadvantagestohavingpersonalreportsandeyewitnesses

tocommentontheeventstakingplace.Hisreportssetatrendforthefutureofbroadcasting

journalism(RadioDays).

CBSbegancompetingagainsttheNBCnewsstreetprogramsin1948.AstheTVnews

industrygrew,networkswereexpandingtheirnewscoveragetoattractalargeraudience.In

termsofinformation,thethreebignetworksviewedtheirnightlynewsprogramsasflagships

thathelpedestablishtheircredibilityasanetworkandhelpedattractaloyalviewerbase

(Media,Technology,andCommunication).ItwasduringthistimethatWalterCronkitetook

overtheanchorslotofCBSseveningnews.Asnotedinhisbook,Cronkitebecamewellknown

astheanchorfrom1962until1981anditwasunderhisleadershipthatthenewsshowexpanded

from15to30minutesin1963(2006).

LocalNewsShows

Localtelevisionnewsstationsproducetheirownnewscasts.Theygeartheirstories

towardsviewersinspecificareas.Manylocalnewsshowsarepreferredduetothecontentbeing

directlyrelatedtotheaudienceandrelevanttothelivesoftheareainwhichtheviewerslive.

Weatherandsportsreportsalsoplayanimportantroleinlocalnews.

Althoughlocalnewsservesthecommunity,broadcastingstationsdonotairthemfor

publicserviceonly.LocalnewsisthetopmoneymakerforaTVstation,generatingupto60%

ofoverallrevenues(Block,2002).Localstationspridethemselvesonahighvolumeofviewers

andcompetitiveratings.Inordertokeepthemoneycominginandtheiraudiencehappy,alotof

hardworkgoesonbehindthescenesinthenewsroom.

HowaNewsroomWorks

The newsroom is where the stories are collected, written, grouped, edited and pulled

together for the news broadcast. The number of jobs and people working in the newsroom vary

depending on the specific news broadcasting station, stated Jim DeLuca, editor of ABC 11

WTVD.Eachnewsroomhasdifferenceswhichcanbeslightorsignificant.

Stories come into the newsroom through tipoffs, press releases, or from local, state,

country or world issues. Editors, producers, or chiefofstaff themselves may want certain

stories covered as well if they think they will appeal to their viewing audience. As this group of

stories develops, journalists or reporters may attend an event, do independent research, and have

phone or facetoface interviews with the person or persons involved in the news story. At

times,theymayusearchivedmaterial,photographs,orfootageorsound.

Photographs, sound and light technicians and camera operators are often assigned to the

stories by editors after they have looked at the number of stories for the day or specific

newscast. Sometimes cameramen and / or photographers are sent out to do the job on site, and

journalistsstayintheofficetothefollowupstoryorconducttheinterviews.

Photographers or camera operators return with their visuals to the newsroom. The

newsroom can become a frantic place during this time. As ABC 11 WTVD Editor, Jim DeLuca

explained, news items are put together and completed before the broadcast and then facilitated

through the news anchor. This includes raw visual footage or audio being edited and reviewed

by the editor and sometimes, rerecording occurs during this time. In some newsrooms, editors

and producers meet again to review the story list and to be sure they have the materials

necessary to convey the appropriate news of an event. The stories are doubled or even tripled

checked to ensure they are correct and factual. Once the stories are completed and ready for

viewing, producers may reorder news stories in priority for presentation. Preparing a news

story for broadcasting is like a puzzle, it takes many people putting small pieces together to get

theendresultofasuccessfulnewsbroadcast.

Conclusion

The news broadcasting industry has grown to become the number one method of mass

media used to convey messages to an audience. It has taken a different form and purpose

throughout the decades in the past 100 years. At some points in history, the main goal of

television was entertainment and at other times it served to inform viewers. Today news

broadcasting still plays a major role in our society. It serves a purpose of informing and

entertaining, and attracts the attention of viewers by appealing to local needs and news. It takes

a lot of people and hard work to make these broadcast happen, but the service it provides to the

individualcommunitiesispriceless.

References

Block,V.(2002).Newsisthenewsatlocaltvstations.CrainsNewYorkBusiness18(40).

Retrievedfrom

http://search.proquest.com.jproxy.lib.ecu.edu/docview/219176236?pqorigsite=summon

Cronkite,W.(2006).AReportersLife.NewYork,NY:RandomHouse.

Evans,B.G.,Thompson,P.T.,Corazza,G.E.,VanelliCoralli,A,&Candreva,E.A.(2011).

19452010:65yearsofsatellitehistoryfromearlyvisionstolatestmissions.

Proceedings

oftheIEEE,99(11).Retrievedfrom

http://ieeexplore.ieee.org.jproxy.lib.ecu.edu/stamp/stamp.jsp?tp=&arnumber=5985458

Kierstead,P.News,Network.MuseumofBroadcastCommunications.Retrievedfrom

http://www.museum.tv/eotv/newsnetwork.htm

Lewis,Tom.(1992).Agodlikepresence:animpactofradioonthe1920sand1930s.

OAHMagazineofHistory,6(4).Retrievedfrom

http://www.jstor.org.jproxy.lib.ecu.edu/stable/25154082?seq=3#page_scan_tab_contents

Lombardi,M.,&Nelson,G.(2014).WWVB:Ahalfcenturyofdeliveringaccuratefrequency

andtimebyradio.JournalofResearchoftheNationalInstituteofStandardsand

Technology,119.Retrievedfrom


Media,Technology,andCommunication.InAPrimeronCommunicationStudies(Vol.1).

Retrievedfrom

http://2012books.lardbucket.org/books/aprimeroncommunicationstudies/

RadioDaysEdwardR.Murrow.(n.d.).RetrievedFebruary1,2015,from

http://www.otr.com/murrow.html

Scherer,C.(2013).ThehistoryofW9BSP.RadioMagazine19(11).Retrievedfrom


ConsultwithanExpert

InterviewwithaMediaCoordinatorandEditoratABC11WTVD

ProfessionalExperienceandEducation

JimDeLucaisaNewsMediaCoordinatorandEditoratABC11WTVD,Durham,NC.

Hehasbeenchosenasanexpertwithinthispaperbecausehasbeensuccessfullyemployedwith

thistelevisionstationfor31years.JimDeLucawascontactedviaemailandtext.Priorto

workingatWTVD,JimwasalsoemployedatatelevisionstationinFloridaasaMedia

CoordinatorandEditorforthreeyears.JimcompletedacertificateinTelevisionProduction

fromatechnicalschoolinFlorida.Atthistime,acollegedegreeinjournalismisneededto

acquireaneditorpositionatmostbroadcastingcompanies.

DailyResponsibilitiesandTechnology

JimDeLucaisinchargeofcleaningoutthenewscomputereditingsystemsofold

mediaonadailyschedule.Healsoeditsvideoinallofthenewsshows.GrassvalleyEdius7

editingsoftwareisusedtoeditoldmedia.OneHPi7computerandanotherHPcomputerare

usedforsoftwarerunsorNewsRundowns.Threemonitorsareusedforthisprocess.Editors

keepmediaonlargestoragecomputers.Alargearchivesystemsavesallofthestoriesthat

WTVDairssotheymaybeusedatalaterdate.Inaddition,theWTVDMediaCoordinatorand

Editorguaranteesthatvariousroutersandsatellitefeedsarebroughttoreportingsitesinvans.

CommunicationandRelationshipswithCoworkers

TheEditorofABC11WTVDbelievesthatitisveryimportanttodiscussthestoryline

withthereporterorthenewscaster.Aseverynewscasterandreporterhavedeadlines,timelimits

onthestory,andaspecificfocus,itisimperativethateditorsknowexactlywhattheaudience

expectstoseeduringtheairingofthestoryline.

SuggestionsforEditingNewscasts

JimDeLucafeelsthatitisimportantforanEditororMediaCoordinatortostaycalm

duringhighpressuretimes.Thereshouldbestrongcommunicationbetweenfelloweditorsand

producers.Thiscanbedifficulttododuringtimesduetothedemandingonthespotworkload

thatiscarriedoutonadailybasis.

AMediaCoordinatororEditorjobcanbefunandcreative.JimDeLucafeelsthatthere

aremanyinterestingspecialeffectsthatcanbecarriedoutwhenusingeditingsoftware.He

suggestsusingeverytoolthatispossibletousewhenneeded,butremembernottousetoo

manyeffectsthatcouldtakeawayfromthestoryandvideoyouareworkingwith.

ContactInformation

JimDeLucamaybereachedatABC11WTVDinDurham,NC.Theaddressis411

LibertyStreetDurham,NC27701.Jimsemailaddressis:[email protected]

telephonenumberis:9197302179.

ConnectionstotheTheme

Perspectives:TheEyeoftheBeholder

Everyonehasideas,factsknowntoourselves,thathavemeaningfulinterrelationships

withothertopics.Thishelpstocreateourperspective.However,oftenaperceptionofatopicor

picturedependsonhowyoulookatit.WhenyoulookatoneparticularfamouspictureYoung

Woman/OlderWoman,youcanexperiencetheshiftinperspectivethatpsychologistscall

figuregroundeffect.Justasapicturecanlookverydifferentfromanotherviewpoint,a

broadcastcanseemverydifferentwhenonelooksatdifferentviewpoints.Weoftenhavetolook

atmultiplepointsofviewtounderstandinterdependenciesfromonetopictoanothertopic.

Multipleperspectivesareessentialwhenreportinganewscast.Becauseofstakeholders

likereporters,interviewees,programdevelopers,familiesandcommunity,andthegeneral

public,itisveryimportantthatreportingisseenfromtheperspectivesofthesestakeholders.

Theseperspectivesgivenfromavarietyofpeoplefitintothelargercommunitysystemand

demonstrateoutcomesandimpactthestakeholders.Ifthenewsaudiencebeginstoviewevents

throughtheeyesofthosewhoparticipatein/viewtheevent,theyarelikelytounderstandthe

perspectiveoftheparticipants.Perspectivesareoftenrelatedtoemotionsandactions.They

oftenhelptheaudiencetoformstrongopinionsandevenhavebeenknowntoencourage

lawmakersandotherstakeholderstomakedecisionsregardingbudgeting.

Multipleperspectivesareveryimportantforunderstandingthecontentandmeaningof

newsprograms.Thereporterinterviewsaparticularintervieweewhosharestheirviewswiththe

audience.Theaudiencecreatesaperceptionfromtheinterviewsofthesepeople.Whenpeople

sharetheirperspectivesonaparticulartopictheycanuncovermanydifferencesandlearn

informationonacertaintopicandformtheirownopinions.

CNNCampNewsReporterswillbegiventheopportunitytohelpdisplaystudentcamp

participantsperspectivesabouttheECUAIGCamp.Becausereportersoftenbringtheirown

perspectivestotheinterview,theirownviewsandcommentsmaybecomeapartofthe

broadcast.ThesummariesoftheeventswillincludeavarietyofopinionsanddetailsaboutECU

AIGCampexperiences.

ECUCampparticipantswillhelptocreateanaudienceperspectiveofECUAIGCamp

happenings.Theywillincorporatetheirexperiencesatcampintoemotionsandrecollectionsof

importanteventswithintheweeklongcampexperiences.Theseparticipantswillhavean

influenceontheaudienceandtheirknowledgeofAIGCampatECU.Thecommentsand

emotionsofthecamperswillaffecttheCNNCampReporterswhoaskquestionsandtheCNN

CampEditorswhodecidewhichclipsaretobeusedwithinthebroadcast.

TheCNNStudentEditorswilladjustandrefinethephysicalimagesandaudiostatements

ofthestudentintervieweesinordertocreateanaudienceperspective.Theywillmakeeditsto

filmingandaudioinordertomanipulatethemoodandflowofthestorieswhichwilldisplaythe

campparticipantsperspectives.ThefinalCNN:CampNewsNetworkpresentationwillbe

shownattheendofthecamptocampparticipantsandhopefullyshownonthelocalGreenville,

NCNewsStation,WITN.

Outsiderswatchingthetelevisionbroadcastwilldevelopanawarenessandunderstanding

ofhowgiftedstudentsviewtheirweeklongcampexperiences.Thiswillinduceemotionswithin

thecommunityandpossiblychangetheperspectivesoftheviewersownpersonalunderstandings

ofcampevents.ThelocalGreenvillenewsstation,WITNmaywanttocontributemedia

donationswhichwouldenhancethegiftedstudentsunderstandingofbroadcastingforthe

followingAIGECUCamp.Also,thisbroadcastmayinvokeanemotionaboutthetechnology

needswithinclassrooms.Thiscouldhelpstakeholderssuchaslawmakersunderstandthe

importanceoftheuseoftechnologywithintheschoolsandmakepolicydecisionsonthe

distributionoftechnologymonies.

.

TechnologyIntegration

Intodayssociety,technologyiseverywhere.Itaffectsalmosteveryaspectofourday.It

influenceshowwesocialize,connect,communication,butmostimportantlyhowwelearn.With

itssteadilyincreasingpresenceinourlivesitonlymakessensetohavemobiletechnologyinthe

classroom.WithourcamptopicbeingCNN:CampNewsNetwork,thestudentswhowillbe

participatinginourprogramhavegrownupinatimewheretechnologyisintertwinedwith

everythingwedo.Withthisbeinganincreasingdistraction,inordertomakesureourunitis

engagingandapplicable,wehavedecidedtoheavilyincorporatetheuseoftechnology,starting

fromdayone.

ThefirstandmostcriticalintegrationoftechnologyistheuseofiPads.Themain

decisionbehindchoosingiPadsistheaccesstotheappiMovie.Sincestudentswillbeworking

withiMovieinordertoeditandfinalizetheirvideo,andtheiPadisoneofthefewhandheld

devicesthatallowsaccesstothisappandisstilllargeenoughformultiplestudentstoviewthe

screen.Althoughthereareotherrecordingdevicessuchassmartphones,flipcams,orhandheld

recorders,havingstudentsuseiPadswillbeamorestudentfriendlywaytohavethemfilming

theinterviewsandactivitiestakingplacethroughouttheentiredurationofthecamp.Thereare

norestrictionsastowhereyoucantakethedeviceduetoitbeinglightweightandeasilycarried.

Otherthanthepossibilityofthebatteryrunningout,studentshavenolimitationsforhowlong

theycanexploreotherstudentsperspectivesduringinterviews.Forstudentswhohavenothad

experiencewithiPadsorMacproducts,itisafairlysimpledevicetouse,allowingeveryoneto

beonthesameplayinglevelwithonly4daystoworkwiththedevice.

Asmentionedpreviouslystudentswillalsobeheavilyrelyingontheapplicationknown

asiMovie,createdbyApple.iMovieisoneofthesimplestandmosttimeefficienteditingapps

thatallowsstudentstopiecetogethervideoclipsandadddramaticeffects,graphics,andsound.

StudentswillnothavetotransfermediarecordedfromtheiPadtoanothersource.Theycan

simplyuseonedevicetocreatetheentireproductfromstarttofinish.Althoughtherearemore

complexeditingappsthatourstudentswouldbecapableofusing,iMovieisthebasicsallowing

themajorityofthetimetobespentontheotherprocessesrequiredtocreateanewscast.

Otherformsoftechnologythatwillbeutilizedduringthecampbutnotdirectlyusedby

thestudentsareprojectors,laptops,skype,andwebstreamingofvideos.Inordertodisplay

informationtostudentstheeasiestwaytoaccomplishthisistoprojectit.Withthepossibilityof

nothavingourpresenterbeabletomakeainpersonappearance,wehavethebackupplanof

Skypingwiththemsostudentscanstillaskquestionsinrealtime.Lastly,withthisbeinganews

basedcampprogram,studentswillneedtoseeexamplestogainabetterunderstandingofwhats

expected.Byshowingvideosofsimilarstudentcreatednewsprograms(goodandbad)theywill

gainabetterunderstandingofwhatafinishedproductshouldlooklike.

CONTENTOUTLINE

I.ProsandConsofTraditionalMediaTypes

A. NewsBroadcasting1. Motionpicture2. AppealstomoresensesCombinesight,sound,andmotion.3. Typicallymoreentertainingforchildren4. Largeaudiencepotential5. Productioncost

B.PrintedNews1. Stillpicture2. Visualonly3. Allowsindepthproductexplanation4. Canbemorespecializedforlocalizedcommunities

II.PublicSpeakingEtiquette

A. BodyLanguage1. Maintainagoodposture2. Beanactivelistener3. FacialExpressions

a. Smileb. Benaturalc. Avoidinappropriatereactions

B.Voice1. Projectyourvoiceandspeakup

2. Useaconversationaltone3. Usefamiliarwords4. Properpace

a. Allowseveryonetohearb. Allowseveryonetounderstand

5.PrepareforspeakingbyrehearsingC.EyeContact

1. Maintaineyecontactwiththecamera/audienceorwiththeinterviewee.2. Memorizetheintroductionandfirstquestionyouwanttoaskan

intervieweetohelpmaintaineyecontactIII.InterviewQuestions

A. Preplan1. Thinkaboutthegoalsoftheinterview.Whatisthepurposeofthe

interview?Whatdoyouwanttoknow?2. Writequestions

a. Askopenendedquestionsb. Askclearquestionsc. Donotuseloadedquestions

3.PlananintroductionB.DuringInterview

1. Askonequestionatatime2. Askfollowupquestion,ifneeded3. Thankinterviewee

IV.Broadcastjournalism

A. Journalist/Interviewer/Reporter1. Investigatesanddeliversstories2. Providesfinalapprovalofinterviewquestions3. Takesadditionalphotos

B.Anchor1. Introducesnewssegment2. Helpsnewswriterwritecommentaries3. Helpsselectmaterialstopresent

C.FilmCrew1. Recordstheinterview2. Recordsthenewsroomfootage3. Operates/Decidessoundeffects

D.NewsWriter

1. Helpstocreatescriptsforanchors2. Playsavitalroleinthedevelopmentofinterviewquestions

E.ProductionEditor1. Coordinatestheactivitiesofwriters,filmcrew,anchors,andjournalists2. Conductsmeetingstoplannewssegment3. Makesfinalrevisionsofnewsbroadcast

V.IpodCameraBasics

A. PoweronandoffB. ZoominandoutC. RecordStartandstopD. GalleryPreviewingfilmE. MicrophonelocationF. Tripoduse

VI.ThePerfectShot

A. PickagoodlocationB. Appropriatecameraangle

1. EyeLevel2. Capturesubjectsheadandshoulders3. ThreeQuarterangleshotAnalternativetoadirectstraightshot.4. RuleofThirdsaguidelinethatproposesanimageshouldbedividedinto

9equalsectionsby2horizontaland2verticallines.Importantelementsoftheimageorframeshouldbeononeoftheseimaginarylines.

C.Extrafootageincludeextrafootageatthebeginningandendofeachcliptoensurethatallnecessaryfootageisbeingrecorded.

D.Noise1. Besurethesceneisgenerallyquietbeforeshooting.2. Considerthebackgroundnoiseofthescenebeforeshootingfilm.

Backgroundnoiseshouldnotbethemainfocusofthefilmunlessyouarefilmingthecliptohighlighttheemotionofthescene.(Example:Ifyouarefilmingarelayrace,backgroundnoisewouldbeappropriate.)

3. Considerifanexternalmicrophoneisnecessary(forvolumeorprops).4. Considerifavoiceovernarrationwouldbemostappropriateforthe

scene.E.PreviewfootagebeforeleavingsceneAfterrecordingthenewsclip,watchthe

cliptoensurevolumeandlightingisappropriate.Ifreshootingisnecessary,refilmtheclipbeforeleavingthescene.Besurenottorecordoveranyfootage.

F.SpeakthesamelanguageEditorcallstheshots1. RollCameraInformsfilmcrewwhentostartrecording.2. ActionTellsjournalistswhentobeginspeaking/moving3. CutTellsfilmcrewwhentostoprecording.4. ThatsaWrapInformseveryoneonscenethattherecordingprocessis

over.

VII.PostProduction/FinalBroadcast

A. Originalfootageshouldnotbealtered.Wheneditingusedacopiedfile.B. UsingiMovieImportingVideo

1. OpeniMovie2. GotofileNewMovie3. Savemoviebeforebeginning.4. PluginiPodusingUSBcable.5. Clickimportbutton.6. Importthevideobyselectingspecificvideofootageorbyselecting

importall.7. Oncefootagehasuploaded,editingcanbegin.

C. UsingiMovieArrangevideoclipsusingstoryboard.(IncludeAnchorclip)1. Arrangeclipintimelinebyselectingclipanddraggingittothenew

location2. Abluelinewillappearwheretheclipisgoingtomove.

D. UsingiMovieIncludespecialeffectsandtransitions.1. AddingTransitions

a. Clickthehourglassbuttonlocatedonthetoolbarinthemiddleofthescreen.

b. Choosethetransitionyouwouldliketousec. Dragintoclipd. Savemovie

2. AddingTitleSlidea. Clickonthetextbuttonlocatedonthetoolbarinthemiddleofthe

screen.b. Choosethetitlescreenc. Dragintoclipd. Edittextonscreene. Savemovie

3. AddingVoiceovernarrationa. Useexternalmicrophone

b. Placeplayhead,whitelinethatindicateswherethevoiceoverwilloccurinthefootage,inthecorrectlocationinthetimeline.

c. Clickvoiceoverbutton.d. Clickrecordfrompopupmenuandselectinputdevice.e. Dragtheinputvolumeslideratacomfortableandappropriatelevelf. Dragthenoisereductionbartohelpblockbackgroundnoise.g. Clickwherethenarrationshouldbegin.h. BeginspeakingwheniMoviepromptsforrecordingtobegin.i. Watchthevideowhileyourecordthenarrationtobesurethatthe

narrationwillmatchthefilm.j. Clickstoprecording.k. Save

E. UsingiMovieEnhancingclips1. StabilizeClip

a. Clickthestabilizationbuttononthetoolbarinthemiddleofthescreen.(Lookslikeavideocamerawithlinesaboveandunder)

b. ClickStabilizeShakyVideoboxc. AllowiMovietimetocompletethestabilizationprocess.d. Dragthestabilizationbartoadjusttheamountofstabilizatione. Savefile.

2. EnhanceColora. Clicktheenhancebuttononthetoolbarinthemiddleofthescreen.b. Enhancementsareautomaticallycompletedatthepoint.c. Savefile.

F. CreatingthefinalproductProductionEditorspiecetogetherfinalnewsclip1. Importalleditednewsclips2. Placeclipsinappropriateorderusingstoryboards3. Includetransitions4. Includeslidetitlewhereappropriateinthenewsclip. 5. Createintroductiontonewsclipbyusingacollectionofsoundclipsand

titleslides.G. SharingandFinalizingMovie

1. FInalizevideoiniMoviebyexportingmovieasanquicktimevideofile.a. Namefinalvideo.b. Savewithappropriatefilesize.c. Exportvideoandaudio.d. ExporttoUSBdriveforviewingatCampOpenHouse

LESSON#1WritingandReportingtheNews

I.DEFINEOBJECTIVESANDCONTENT

LESSONOBJECTIVE StudentswillbeabletoformulatethestepsforwritinginterviewquestionsandwillgenerateinterviewquestionsforCNN:CampNewsNetwork.

POINTTOPONDER Visuallyseeingthenewsismoreinformativethanreadingthenews.

ESSENTIALQUESTION Howcanoneformulateappropriateinterviewquestions,whilekeepingmultipleperspectivesinmind?

CONTENTOutlinethecontentyouwillteachinthislesson.

I. ProsandConsofTraditionalMediaTypes

A. NewsBroadcasting1. Motionpicture2. Appealstomoresenses

Combinesight,sound,andmotion.

3. Largeaudiencepotential

4. ProductioncostB.PrintedNews

1. Stillpicture2. Visualonly3. Allowsindepthproduct

explanation4. Canbemorespecializedfor

localizedcommunities

II.PublicSpeakingEtiquetteA. BodyLanguage

1. Maintainagoodposture2. Beanactivelistener3. FacialExpressions

a. Smileb. Benaturalc. Avoidinappropriate

reactionsB.Voice

1. Projectyourvoiceandspeakup

2. Useaconversationaltone3. Usefamiliarwords4. Properpace

a. Allowseveryonetohear

b. Allowseveryonetounderstand

5. Prepareforspeakingbyrehearsing

C.EyeContact1. Maintaineyecontactwiththe

camera/audienceorwiththeinterviewee.

2. Memorizetheintroductionandfirstquestionyouwanttoaskanintervieweetohelpmaintaineyecontact

III.InterviewQuestionsA. Preplan

1.Thinkaboutthegoalsofthe

interview.Whatisthepurposeoftheinterview?Whatdoyouwanttoknow?

2.Writequestionsa. Askopenended

questionsb. Askclearquestionsc. Donotuseloaded

questions

II.PREPLANNING

WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?

Studentswillunderstandthedifferencesbetweenvisualandwrittennewsmedia.

Studentswillunderstandbasicetiquetteforpublicspeakingandfilming.

Studentswillunderstandthedosanddontsofwritinginterviewquestions.

WhatwillstudentsbeabletoDOasaresultofthislesson?

Studentswillbeabletodistinguishbetweenproperandimproperspeakingetiquette.

Studentswillbeabletoformulateinterviewquestions.

III.PLANNING

HOOKShowanewsintroductioncliptostudents.(ThisclipwillbecreatedbyCourse4students,intheNewsroom,thedaypriortocampbeginning).TheclipwillintroducestudentstoCNN:CampNewsNetwork.Aftertheintroduction,studentswillintroducethemselvesinthesamemanner

TIME:6Minutes

anchormenintroducethemselvesonthenews.https://www.youtube.com/watch?v=BYDW30yQzYMaterialsneeded:SpeakersandMicrophones

INSTRUCTIONPartI:ComponentsofBroadcastClip

Viewnewscasthighlightingeventsthatattracttheinterestofmiddle/elementaryschoolstudents(Popculture,sports,breakingsciencediscoveries,etc.).Askstudentstorecallwhatisbeingsaid.Whatdotheyrememberseeing?Whatdotheyrememberhearing?(Thisclipwillbechosenclosertocamptimesotheeventisrelevantandmeaningfultostudents.)

Havestudentsreadanarticlealoudfromnewspaper(onlinenewsresource)aboutthesameeventsfromthevideoclip.Havestudentscomparereadinganewsarticletowatchinganewsclip.

Standup,Handup,Putup(SUHUPU)Studentswillsharewiththeirclassmateswhichtypeofmediatheybelieveisthebestformofcommunication.Whatdotheylikethebest?Howaretheperspectivesofeachtypeofmediadifferent?(ConnectiontoTheme.)Whatarethestrengthsandweaknessesofeachform?(ConnectiontoPointtoPonder.)

Materials:NewsclipandarticlePart2:FilmingEtiquetteStudentswilllearnthebasicrulesofpublicspeakingandfilming.

NumberedHeadsStudentswillworkinagroupof2forthefollowingactivity

Wewillteachstudentsbasicrulesbygivingeachgroupatopic(ex.favoritehobby),speechetiquettetopic(ex.handgestures),andabriefexplanationontheetiquettetopic.

TIME:3Minutes5Minutes5Minutes2Minutes2025Minutes

Studentswillpreparea30secondspeech/interviewontheirtopicbreakingasmanyetiquetterulesaspossible.Theclasswillworktogethertoidentifythemistakes.

Studentscancommentonspeechetiquetteruleusingpadletduringclassmatesspeech.Anchorchartswillbecreatedtoremainintheclassroomfortheremainderoftheweek.

Materials:Handoutsfortopics,padletsetup,anchorchart,andmarkersPart3:WritingInterviewQuestions

Studentswillwatchashortvideoclipofinterviewquestions.Thegoalwillbeforstudentstodeterminethedosanddontsofwritinginterviewquestions.Havestudentsworkingroupsof5tolistthedosanddonts.

Shareout. Sharewithstudentsahandoutonwriting

interviewquestions. Havestudentspracticewritinginterview

questionsbyplayingvideoclipsofinterviewee'sresponseandhavestudentswritethequestion(4examples)

Materials:Videoclipofquestions,chartpaper,markers,handouts,videoclipsofresponses

TIME:6Minutes5Minutes10Minutes

ASSESSMENTDiscusswithstudentsthegoaloftheCNN:CampNewsNetwork.Askstudentstothinkaboutwhatquestionstheycouldaskotherstudentstofindthestoryofcamp.

Studentswillusepadlettoshare2possibleinterviewquestionstheycouldaskfellowcampersonasegmentofCNN:CampNewsNetwork.

Studentsshouldkeepinmindmultipleperspectives(Campers,CampTeachers,MasterTeachers,ECUstudents/Buddies)

TIME:5Minutes

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSEtiquetteCardsActivity:https://docs.google.com/a/harnettstudents.org/document/d/14Chuw27LFCO4JP7UgdKRKjXPSm3GsryRCilCNmzs/edit?usp=sharingStudentHandout:http://wwwcache.pbs.org/newshour/spc/thenews/foreducators/productiontips/Writing%20to%20Video%20Creating%20a%20News%20Segment.pdfAssessmentRubric:https://docs.google.com/a/harnettstudents.org/document/d/1bXhcQX66XT7HhPiD2H3E8fuY8QdRIct2se5xLDHPn2w/edit?usp=sharingDay1Presentation:https://docs.google.com/a/harnettstudents.org/presentation/d/1cZhl4SKY4s4ySN5buvpkFQUYhXw_KPojmwycesXMXGg/edit?usp=sharingLESSON#2PracticeMakesPerfect


LESSONOBJECTIVE Studentswillbeabletousetheirknowledgeofbroadcastingrolesandcreativitytocreateastoryboardforanewssegment.

POINTTOPONDER Eachroleofthebroadcastingteamisequallyimportant.

ESSENTIALQUESTION Howdoeseachbroadcastingteammemberplayaroleinthedesignandfilmingprocessofanewscast?


III.InterviewQuestions

B.DuringInterview1. Askonequestionatatime2. Askfollowupquestion,if

needed3. Thankinterviewee

IV. BroadcastjournalismA. Journalist/Interviewer/Reporter

1. Investigatesanddeliversstories

2. Providesfinalapprovalofinterviewquestions

3. TakesadditionalphotosB.Anchor

1. Introducesnewssegment2. Helpsnewswriterwrite

commentaries3. Helpsselectmaterialsto

presentC.FilmCrew

1. Recordstheinterview2. Recordsthenewsroom

footage3. Operates/Decidessound

effectsD.NewsWriter

1. Helpstocreatescriptsforanchors

2. Playsavitalroleinthedevelopmentofinterviewquestions

E.ProductionEditor1. Coordinatestheactivitiesof

writers,filmcrew,anchors,andjournalists

2. Conductsmeetingstoplannewssegment

3. Makesfinalrevisionsofnewsbroadcast

V.IpodCameraBasicsA. PoweronandoffB.ZoominandoutC.RecordStartandstopD.GalleryPreviewingfilmE.MicrophonelocationF.Tripoduse

II.PREPLANNING


Studentswillunderstandtheroleofeachbroadcastingteammember.

Studentswillunderstandthateachroleofthebroadcastingteamisequallyasimportant.

StudentswillunderstandhowtofilmclipsandCNN:CampNewsNetworkfilmexpectations.

Studentswillunderstandtheimportanceofpreplanning.


Studentswillbeabletoidentifytherolesofeachbroadcastingteammemberandidentifywhichroletheybestembody.

Studentswillbeabletofilmshortclips,followingtheCNN:CampNewsNetworkfilmexpectations.

Studentswillbeabletoworkcollaborativewithotherteammemberstocreativelypreplananewssegment.

III.PLANNING

HOOKStudentswillplayagameofCharadeswheretheywillactoutoneofthe5roleswearestudyinginbroadcastjournalism.

Studentswillbegivenaroleandthejobsofthatrole.Theywillneedtoactouttherole.Otherstudentswillguesstheroletheyareactingoutfromawordlist.

TIME:8Minutes

Wewillbrieflygoovereachofthe5rolesaswemovethroughthegameofCharades.

ConnecttoPointtoPonderTheendresultofanewsbroadcastwouldnotbethesamewithoutoneofthesejobs.

Materialsneeded:Charadescardsandprops

INSTRUCTIONPartI:GuestSpeakerVideoChatGainingtheperspectiveofanexpert

RolesofBroadcastingandhowitallcomestogether

Q&AMaterialsneeded:ComputerwithspeakersforvideochatPart2:Discoveringtheroleswithinbroadcastjournalism

Usingtheguidancefromourguestspeakeraswellastheinformationprovidedondayoneanddaytwoshookstudentswillpracticedifferentroleswithinbroadcasting.

Journalist/Interviewer/Reporter Anchor FilmCrew Interviewee

Usingagivenprompt(Questionsfromdayonesassessment),studentswillmakea2030secondvideoclip.Usingthesamepromptstudentswillrotaterolesuntileveryonehasperformedeachtask.

Studentswillanalyzeeachcliptodecidewhatroletheyexcelat.

ConnectiontoPointtoPonderEveryroleisimportant.

TIME:10Minutes12Minutes

Materialsneeded:propsandipadsforvideoingandviewingPart3:FilmingforPractice

AllstudentswillparticipateintheWhatsyourfavoritepartofcamp?segment.Studentswillgothroughcampandinterview4peoplepergroup,askingeachintervieweeWhatsyourfavoritepartofcamp?Allclipsshouldnotbethesameperspective.

Asagroup,wewillwatchthesegmentsstudentsfilmed.WewilldiscusswhatmakesagoodvideoshotandcreateCNN:CampNewsNetworkfilmexpectations.

Materialsneeded:ipads,permissionforstudentstotravelthroughcamp,anchorchart,markers,andprojectorforviewingvideos

Part4:PreProduction Thegroupwilldiscussbroadcastsegments.

Eachsegmentwillhighlightaperspectiveofcamp.(Whatsyourfavoritepartofcamp,Shoutouts!,YouretheExpertSummarizingunits)

Studentswillchoosewhichsegmenttheywanttoparticipatein.Oncegroupsareformed,groupswillassignbroadcastingroles.

10Minutes10Minutes5Minutes

ASSESSMENT Groupswillworkonstoryboardsfortheir

segmentonly.Segmentstoryboardswillincludeanchorscript,interviewquestions,thenumberofinterviewees,andpossibletransitions/soundeffectsneededfortheir

TIME:15Minutes

segment.Materialsneeded:StoryboardAnalysisworksheet,storyboardsheet,andrubric

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSRoleofJournalismCards(forCharades)https://docs.google.com/a/harnettstudents.org/document/d/1v4qDpP63WM63Fs2aXDBBESzf0ctV1oNYrI1K7tTl0Mo/edit?usp=sharingStoryBoardhttps://docs.google.com/a/harnettstudents.org/document/d/18lzkGah8rlQ9QP9k1L0qqmpBuUa4ZMDmMg6Zxwe7_i4/edit?usp=sharinghttps://drive.google.com/a/harnettstudents.org/file/d/0BkVu06GFBJNNEo2RUd0QmdUTG8/view?usp=sharingStoryBoardAssessmentRubrichttps://docs.google.com/a/harnettstudents.org/document/d/1Z10zGA8oi51EDfVsRcSh3LHZFjnizPMmtNzRQN3cQ1k/edit?usp=sharingDay2Presentationhttps://docs.google.com/a/harnettstudents.org/presentation/d/1h0sDKB2tAUe72Y9oSSSP3274EXFYTGZuy0lCCbei81Y/edit?usp=sharingLESSON#3Lights,Camera,Action!


LESSONOBJECTIVE Studentswillbeabletousetheresourcesprovidedinordertoeffectivelycreateabroadcastencompassingtheviewsandperspectivesoftheirpeersthroughoutthedurationofthecamp.

POINTTOPONDER Postfilmingworkisthemostcriticaltoanewsbroadcastsuccess.

ESSENTIALQUESTION Whatconsiderationsshouldyoumakewhenchoosingfootageforthefinalbroadcast?


VI.ThePerfectShotA.PickagoodlocationB.Appropriatecameraangle

1. EyeLevel2. Capturesubjectsheadand

shoulders3. ThreeQuarterangleshot

Analternativetoadirectstraightshot.

4. RuleofThirdsaguidelinethatproposesanimageshouldbedividedinto9equalsectionsby2horizontaland2verticallines.Importantelementsoftheimageorframeshouldbeononeoftheseimaginarylines.

C.Extrafootageincludeextrafootageatthebeginningandendofeachcliptoensurethatallnecessaryfootageisbeingrecorded.D.Noise

1. Besurethesceneisgenerallyquietbeforeshooting.

2. Considerthebackgroundnoiseofthescenebeforeshootingfilm.Backgroundnoiseshouldnotbethemainfocusofthefilmunlessyouarefilmingthecliptohighlighttheemotionofthescene.(Example:Ifyouarefilmingarelayrace,backgroundnoisewouldbeappropriate.)

3. Considerifanexternalmicrophoneisnecessary(forvolumeorprops).

4. Considerifavoiceovernarrationwouldbemostappropriateforthescene.

E.PreviewfootagebeforeleavingsceneAfterrecordingthenewsclip,watchthecliptoensurevolumeandlightingisappropriate.Ifreshootingisnecessary,refilmtheclipbeforeleavingthescene.Besurenottorecordoveranyfootage.F.SpeakthesamelanguageEditorcallstheshots

1. RollCameraInformsfilmcrewwhentostartrecording.

2. ActionTellsjournalistswhentobeginspeaking/moving

3. CutTellsfilmcrewwhentostoprecording.

4. ThatsaWrapInformseveryoneonscenethattherecordingprocessisover.

VII.PostProduction/FinalBroadcastA.Originalfootageshouldnotbealtered.Wheneditingusedacopiedfile.B.UsingiMovieImportingVideo

1. OpeniMovie2. GotofileNewMovie3. Savemoviebeforebeginning.4. PluginiPodusingUSBcable.5. Clickimportbutton.6. Importthevideobyselecting

specificvideofootageorbyselectingimportall.

7. Oncefootagehasuploaded,editingcanbegin.

C.UsingiMovieArrangevideoclipsusingstoryboard.(IncludeAnchorclip)

1. Arrangeclipintimelinebyselectingclipanddraggingittothenewlocation

2. Abluelinewillappearwheretheclipisgoingtomove.

II.PREPLANNING


Studentswillunderstandthateachroleofthebroadcastingteamisequallyasimportant.

Studentswillunderstandtheimportanceofreviewing/analyzingfootage.

Studentswillunderstandtheimportanceofediting.

Studentswillunderstandwhattoconsiderwhenmakingfinalfootageselections.


Studentswillcollectenoughhighqualityfootagetobeusedtowardsafinalbroadcast.

Studentswillreviewfootagetodetermineifrefilmingisnecessary.

Studentswillselectvideofootagefortheirselection.

StudentswillbegintheeditingprocessbyuploadingfootagetoiMovieandbyplacingclipsinappropriateorderusingtheirstoryboards.

III.PLANNING

HOOKBlooperVideohttps://www.youtube.com/watch?v=s9HMCg1OK3E

Onlyshowthefirst3:00minutesStudentswillviewashortvideohighlightingmistakesmadebybroadcastjournalists.

Theywillshareoutwayssomeofthemistakescouldhavebeenprevented

Theywillthenquicklyreviewthemainideastheyhavelearnedsofaraboutinterviewingandfilming

Communicatetheimportanceofrefilming

TIME:8minutes

INSTRUCTIONPart1:VideoOutline

Studentswillhavestartedtheirstoryboardworksheet/outlinethepreviousday.

Studentswillreviewandfinalizetheirplanfortheday

Studentswillagreeontheinterviewquestionstheywillaskorthenarrationtheywilluse.

Studentswillhavealistofmusthaveshotstheyintendtocapturewithinthe30minutesoffilmingtime.

StudentswillbrieflyberemindedofthekeythingstorememberwhilefilmingwiththeDay3Lesson

RemindstudentstheywanttocaptureALLperspectivesof

TIME:10minutes

camplife.Materials:Ipod/Ipad,storyboardPart2:Filming

Studentswillspendthemajorityofthedayfilmingsegmentsforthefinalproduct.

Whilestudentsareoutfilming,productioneditorsfromeachfilminggroupwillworktogethertoproducetheWhatsyourfavoritepartofcamp?Segment(previouslyrecorded)

ConnectiontoPointtoPonderMaterialsneeded:ipadsandmacbooksforeditingPart3:PostProductionPart1

Whenstudentsreturnfromfilming,theywillreviewallrecordedfootagefromtheday.

Studentswilluploadvideofootageandplaceclipsintheappropriateorder,usingthestoryboard.

Theywillstartingbrainstormingfordayfourastowhatneedstobeedited,removedoraddedforthepotentialfinalproduct.(ConnectiontoPointtoPonder)

Thegroupswillbegintheeditingprocessbyplacingclipsintheappropriateorderusingtheirstoryboards.

Materialsneeded:ipadsandmacbooksforviewing

3035minutes12minutes

ASSESSMENT ViewWhatsyourFavoritePartofCamp?

Segment.Discussday13lessonspointstoponder.Connectthesegmenttoperspectivesandunitgoal.

(Thissegmentwillbeputtogetherbyunitteachersforviewing.StudentsviewedonlyfootageofthesegmentonDay2.)Anadditionalsegmentcanbecreatedbyplacinganabundanceoftransitionsandeditstoshowstudentsthattoomanyeditscanbedistracting.Thissegmentisforteachingpurposesonly.

Classdiscussiononediting. Padlet:WrapUp.Studentswillgeneratea

summary,explaininghowtheeditingprocesshashelpedenhancedthevideofootageandconnecttheirsummarytotheirgroupsvisionoftheirfinalnewsclip.

(Otherwaystocompletethisassessment:exitticket,graffitiwallorroundrobinsummary)

Studentswillreferencethevideosegment,thedayspointtoponder,alongwithpreviouspointstoponder,thecamptheme,andtheunitessentialquestion.

TIME:10minutes

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOMATERIALS:Day3Presentationhttps://docs.google.com/presentation/d/1LIXNW56BLA3NYGcnf7wKwKuc4pwzcZOs7QG3SUVsg/edit?usp=sharingAssessmentRubric

https://docs.google.com/document/d/1rfeipmjv32mnUxsM7B5e_Xon1cOdSq4ZjHRkvrORuJw/edit?usp=sharingLESSON#4ThatsaWrap


LESSONOBJECTIVE Studentswillworkcooperativelytotocondensetheirinterviewsintoonefinalbroadcast.

POINTTOPONDER Newsiscreatedandtakenfromavarietyofperspectives.

ESSENTIALQUESTION Whateditingtechniquescreatethemostimpactforyourfinalproduct?


VII.PostProduction/FinalBroadcast(SectionsAClocatedonDay3)D.UsingiMovieIncludespecialeffectsandtransitions.

1. AddingTransitionsa. Clickthehourglass

buttonlocatedonthetoolbarinthemiddleofthescreen.

b. Choosethetransitionyouwouldliketouse

c. Dragintoclipd. Savemovie

2.AddingTitleSlidea. Clickonthetextbutton

locatedonthetoolbarinthemiddleofthescreen.

b. Choosethetitlescreenc. Dragintoclipd. Edittextonscreen

e. Savemovie3.AddingVoiceovernarration

a. Useexternalmicrophone

b. Placeplayhead,whitelinethatindicateswherethevoiceoverwilloccurinthefootage,inthecorrectlocationinthetimeline.

c. Clickvoiceoverbutton.d. Clickrecordfrom

popupmenuandselectinputdevice.

e. Dragtheinputvolumeslideratacomfortableandappropriatelevel

f. Dragthenoisereductionbartohelpblockbackgroundnoise.

g. Clickwherethenarrationshouldbegin.

h. BeginspeakingwheniMoviepromptsforrecordingtobegin.

i. Watchthevideowhileyourecordthenarrationtobesurethatthenarrationwillmatchthefilm.

j. Clickstoprecording.k. Savefile.

E.UsingiMovieEnhancingclips1. StabilizeClip

a. Clickthestabilizationbuttononthetoolbarinthemiddleofthescreen.(Lookslikeavideocamerawithlinesaboveandunder)

b. ClickStabilizeShakyVideobox

c. AllowiMovietimetocompletethestabilizationprocess.

d. Dragthestabilizationbartoadjusttheamountofstabilization

e. Savefile.2.EnhanceColor

a. Clicktheenhancebuttononthetoolbarinthemiddleofthescreen.

b. Enhancementsareautomaticallycompletedatthepoint.

c. Savefile.F.CreatingthefinalproductProductionEditorspiecetogetherfinalnewsclip

1. Importalleditednewsclips2. Placeclipsinappropriate

orderusingstoryboards3. Includetransitions4. Includeslidetitlewhere

appropriateinthenewsclip.5. Createintroductiontonews

clipbyusingacollectionofsoundclipsandtitleslides.

G.SharingandFinalizingMovie1. FinalizevideoiniMovieby

exportingmovieasanquicktimevideofile.

a. Namefinalvideo.b. Savewithappropriate

filesize.c. Exportvideoandaudio.d. ExporttoUSBdrivefor

viewingatCampOpenHouse

II.PREPLANNING


Studentswillunderstandhoweditingcanenhancetheirnewsbroadcast.

Studentswillunderstandhowpeerreviewcanhelpachievetheirgoalofcompletingaprofessionalnewsbroadcast.

Studentswillunderstandtheimportanceofworkingtowardonevisionwhenworkingwithagroup.


Studentswillbeabletofinalizebroadcastwithaudiovisualsandtransitions.

Studentswillworktogethertohelpallgroupmemberscreateafinalbroadcast.

Studentswillbeabletoworktowardthegroupsvisionandgoalofthebroadcast.

III.PLANNING

HOOKStudentBroadcastingNewsClip(providedbyDanielleFairclothPCN:PantherCrewNewsOverhillsMiddleSchool)

TIME:10minutes

Allstudentswillbegiven2stickynotes.Afterthevideotheywillcomeuptothefrontandplaceoneconstructivecommentandonepositiveontheplusdeltachart.(Studentswillbeencouragedtorefertocontenttheylearnedearlierintheweek).Wewillthendiscusstheanonymouscomments.Materialsneeded:projector,video,plusdeltachart,andpostits

INSTRUCTIONPart1:PostProductionPart2

PostProductiondiscussionswillbesetupasaboardroom.

Afterviewingfinalproductsfrompreviouscamps,studentswillanalyzethecontenttheyhaverecordedsofarandworktowardscreatingafinalproduct.Decisionswillbemadewithinthegroupaboutwhatshoulddefinitelybeused,whatshouldnotbeused,andwhatneedstoberefilmed.

refilmingisonlyintendedforunexpectedcircumstances(accidentallydeleted,nosound,etc.)

Part2:FinalProduction

Eachfilming/productiongroupwillproducethefinalversionoftheirsegment,

Studentswillanalyzethefinalrecordingstodecidedtheorderofclipstocreatethebestproduct.

Ashortdemowillbeperformedinfrontoftheclassshowinghowtoperformthebasictasksnecessarytoproperlyutilizetheprogram(iMovie)foritseditingpurpose.

TIME:20minutes40minutes

Wewillcontinuetocirculatearoundtheroomansweringanyeditingquestions,assistingstudentswithanyissuestheymayhave.

StudentswillalsobedirectedtotheiMoviehelppageforanytroubleshootingissues

http://help.apple.com/imovie/mac/10.0.8/

Materials:projector,AVCord,&macbookPart3:

Groupswillpiecetogetherthesegments,formingonefinalbroadcast.

Individualproductioneditorswillassisttheirfilminggroupwithaddinganintroduction,soundeffects,audiovisuals,credits,etc.tocompletethevideo(iMovie).

30minutes

ASSESSMENTWrapup:Withtheresourcesusedthroughouttheday(ipad,ipod,macbook,cellphone,etc.)studentswillcompleteaGoogleSurveyhonestlycommunicatingtheirperspectiveaboutthecampexperience,inparticularbeingapartofCNN.

TIME:5minutes/Anyadditionaltime

TobecompletedduringextratimeonThursday:VideoPremiereStudentswillpresenttheirfinalproductforviewing20minutesGroupDiscussionCampTheme:Doesthecampvideohighlighteveryperspectiveofcamp?DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOMaterialsFinalRubric

https://docs.google.com/document/d/1iHbbZE4g8sWXrH967TaMecrzkUTsBDGV4NmHEjL6xm8/edit?usp=sharingGoogleSurveyhttp://goo.gl/forms/KeF6zmCO81

CNN Camp News Network Unit

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Transcript of CNN Camp News Network Unit