TEC606 TELEVISION PRODUCTION IIsharepoint.pthsd.k12.nj.us/ci/Approved Curriculum... · 3. R 4....

Parsippany-Troy Hills School District

TEC606 TELEVISION PRODUCTION II Grades 9-12 A Course Outline for Media

Approved by the Board of Education January 24, 2013

Developed: March 2005 February 2012 December 2013

Table of Contents STATEMENT OF PURPOSE .............................................................................................................................................................................. 3 RATIONALE ................................................................................................................................................................................................... 3 THE LIVING CURRICULUM .............................................................................................................................................................................. 4 MODIFICATIONS AND ADAPTATIONS ................................................................................................................................................................................. 4

AFFIRMATIVE ACTION STATEMENT ................................................................................................................................................................. 4 GENERAL GOALS ........................................................................................................................................................................................... 5 COURSE PROFICIENCIES ................................................................................................................................................................................. 6 GRADING PROCEDURES ................................................................................................................................................................................. 8

APPENDIX A APPENDIX B APPENDIX C APPENDIX D

SAMPLE AUTHENTIC ASSESSMENT .................................................................................................................................. 188 AUTHENTIC ASSESSMENT RUBRIC ..................................................................................................................................... 20 NEW JERSEY STUDENT LEARNING STANDARDS ......................................................................................................................... 29 CURRICULUM MODIFICATIONS AND ADAPTATIONS ................................................................................................ 79

TEC606 TELEVISION PRODUCTION II Grades 9-12

STATEMENT OF PURPOSE

Television Production II is a full-year performance-based course which teaches students to construct multi-media presentations for narrative, expository, and persuasive purposes. Television Production 1 is a prerequisite to Television Production II. Students will build on their skills and experiences from Television Production I. They will consider the audience, research topics to develop programming with depth, practice interviewing techniques, and produce authentic programs. Technical skills will be emphasized in digital video, studio camera work, and post-production editing. Television Production will prepare students for a career in television, but also will give them skills they may use in other businesses or in an entrepreneurial context. Teamwork, goal-setting, evaluative research and careful planning are part of Television Production and are all 21st Century skills. Television Production II will focus on several newscasts per week for the high school community. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses. RATIONALE “Technology is evolving at an amazing rate, with both frequent advancements of existing technology and the creation of new technologies. All students must understand and be comfortable with the concepts and application of technology, not only in order to function in today’s complex society, but also to become informed and productive adults of tomorrow.” NJSLS for Technology, Introduction, 2006.

Television Production I is a prerequisite for Television Production II. Television 2 will focus on preparing several newscasts per week, utilizing and refining the skills learned in Television I.

*This course has been developed in response to state standards (8: Technological Literary and 9: 21st-Century Life and Careers) and the national emphasis on 21st Century skills.


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION STATEMENT

During the development of this course of study, particular attention was paid to the material selected in order to avoid discrimination on the basis of sex, race, religion, national origin, or creed. Every effort will be made to uphold the letter and spirit of affirmative action mandates as applied to content, textbooks, and the instruction of this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


GENERAL GOALS

In response to New Jersey’s change of Standard 9 from Career Education and Consumer, Family and Life Skills to 21st Century Life and Careers, the following four broad goals in television production will give students experience aimed at this specific career field but also useful in many other business and personal contexts.

1. 2. 3. 4.

Build upon skills learned in Television Production I, pertaining to equipment, planning, and techniques. Expand knowledge of visual storytelling through use of audio and lighting. Refine post-production skills of editing and finalizing content for DVD, web, or digital videotape. Participate in a project-based approach: planning, execution, analysis, evaluation and distribution.


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES AND GRADING PROCEDURES

COURSE NO.: TEC606 TITLE: TELEVISION PRODUCTION II

IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY CORE CURRICULUM CONTENT STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE.

The student will be able to:

1. 2. 3. 4. 5.

demonstrate knowledge of camera skills. demonstrate knowledge of lighting principles and techniques. demonstrate understanding of audio principles in television production. progress toward mastery of editing concepts within Final Cut editing software. perform the roles and responsibilities of each crew member of a television production: a. b. c. d. e. f. g. h.

Director Floor Manager Camera Operator Switcher Cyron Audio Engineer Lighting Director Producer

6. 7. 8. 9. 10. 11. 12. 13.

recognize variations in lighting, shot composition and script manipulation in daily programming. produce content for broadcast television, cable television, and alternative/Internet television services. apply the techniques used in directing a 3-camera remote shoot/studio production. perform the role of the producer in a production. demonstrate effective writing of a television script, including dialogue, stage direction and timing. understand and apply moral, legal and ethical questions as well as standards to be considered in producing programs for broadcast. understand and apply the copyright laws and how they apply to a student production. execute written and spoken interviews.


COURSE PROFICIENCIES AND GRADING PROCEDURES (continued)

14. 15. 16. 17.

demonstrate the importance of the relationship between audio and video when creating an edited production. demonstrate an understanding of exporting to .mov, DVD and FLV formats. create video programs for original student productions. explore a variety of career specialties within the television and video industry.

TEC606 TELEVISION PRODUCTION II Grades 9-12 GRADING PROCEDURES

QUARTER GRADES 88%

Each quarter:

Audio/Video productions: Planning and execution of video projects of different lengths, genres, and target audiences: Technical skills in individual, partner and group work

60%

Written work: Peer critiques; Research notes, outlines, or graphic organizers; Scripts Tests, Quizzes

20% 8%

Final Exam 12%

Final Grade

Full Year Course • Each marking period shall count as 20% of the final grade

• The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

TEC606 TELEVISION PRODUCTION II Grades 9-12 TELEVISION PRODUCTION II Grades 9-12

PROFICIENCIES/OBJECTIVES

STANDARDS

SUGGESTED ACTIVITY

EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. demonstrate knowledge of camera skills.

9.4.12.C.(1).4 9.4.12.C.74 8.1.12.B.1

• review camera skills by shooting a two-minute topical news piece on a school issue

• serve as camera person

for assigned shoots of school functions.

Peer review Written response in log of different shoots

Television Production Text

www.pbs.org/ americanhigh/ teachers/index. html

A Curriculum for Digital Media Creation Sixteen Lessons from Storyboarding to Producing a Documentary by Marco Antonio Torres and Ross Kallen Sponsored by Apple Inc.

Lesson 6

http://www.pbs.org/



STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES

Students will be able to: Students will:

2. demonstrate knowledge of lighting principles and techniques.

9.3.12.C.6

• use three-point lighting to properly light a news broadcast.

• light an interview

• light a two-person

conversation • light a remote shoot

Peer review Class discussion based on teacher criteria

Written assessment

Self-assessment

A Curriculum for Digital Media Creation, Torres and Kallen. Sponsored by Apple Inc.

Lesson 4

3. recognize variations of lighting, shot composition, script manipulation in every day programming.

1.1.12.C.3 9.4.12.C.74

• develop class rubrics over time for lighting and shot composition

• write a comparison between

two shows of the same genre, based on lighting criteria

• write a lighting critique of

multiple shows

Completed rubrics Journal response on effective techniques

Written critique

Today Show 60 Minutes Others news programs



STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES

Students will be able to: Students will:

4. demonstrate understanding of audio principles in television production.

9.1.12.A.1 8.1.12.B.1

• employ various types of microphones to determine which type works most effectively with a given scenario.

• serve as audio engineer

for multiple assigned shoots/news programs.

• create sound effects

from other sources • create a sound mash-up

from other sounds

Chart for comparison Written assessment

Self- and Peer-evaluations

Recording; Self-assessment

Teacher-designed rubric for mash-up


Lesson 5

5. progress toward mastery of editing concepts within Final Cut editing software.

9.4.12.C.(1).5 8.1.12.B.1

• compile a new and original work from unedited, unrelated footage, effectively utilizing transitions, audio balancing, and color correction.

• create titles

Completed video product Titles compared to teacher- provided criteria

Self-assessment

Peer review based on class- prepared rubric

A Curriculum for Digital Media Creation, Torres and Kalen. Sponsored by Apple Inc.

Lesson 8



STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES

Students will be able to: Student will:

6. perform the roles and responsibilities of each crew member of a Television Production

9.1.12.F.2 9.3.12.C.3 9.3.12.C.6 8.1.12.B.1

• create a flow chart highlighting the responsibilities of each role.

• read real-world

scenarios to determine roles played in production.

• function as a Floor

Manager, Director, Technical Director, Camera Operator, Audio Engineer, Cyron Operator, lighting director, producer during news shows/short news pieces.

Class-derived flow chart

List of roles

Written reflection

Log of entries about each role

Group self-assessment

Self-evaluation

A Curriculum for Digital Media Creation, Torres and Kallne. Sponsored by Apple Inc.

Lesson 3

7. produce content for broadcast television, cable television, and alternative/Internet television services.

1.1.12.D.1 1.3.12.D.1 9.1.12.B.1 9.1.12.B.2 9.1.12.C.5 W.9-10.2 W.9-10.4-6 W.9-10.10 W.11-12.4-8 8.1.12.A.4 8.1.12.F.1

write, shoot and author news shows and news pieces.

Group presentations based on teacher- designed rubrics

Peer review

Group assessment




STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES


8. apply the techniques used in directing a 3-camera remote shoot/studio production.

9.1.12.C.4

• refine the skills needed to direct a 3-camera shoot inside or outside of class.

• create multi-camera

news pieces on a school-related story.

Draft of production, compared to teacher- designed rubric

Peer review


Lesson 15

9. demonstrate effective writing of a television script, including dialogue, stage direction and timing.

1.3.12.C.2 9.3.12.C.6 9.4.12.C.1 9.4.12.C.(2).2 W.9-10.6-8 W.11-12.10

• write a storyboard of a news piece

• write a script for a

news piece. • write a script with

stage directions for a news show.

Logical flow of storyboard

Peer review

Self-assessment, based on class-designed rubric


Lesson 2

10. understand and apply moral, legal and ethical questions as well as standards to be considered in producing programs for broadcast.

W.9-10.8 W.11-12.8

• review standards and practices as well as FCC regulations for broadcast.

• read articles with

different viewpoints in order to develop personal philosophical position.

Written assessment

Panel discussions

Informal debates

Brief written responses to case studies

www.fcc.gov

http://www.nacfam.org/



STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES


11. understand and apply the copyright laws and how they apply to a student production.

W.9-10.8 W.11-12.8 8.1.12.D.2

listen to a guest lecture on copyright law and discuss implications for work in television production.

Researched questions for the Q&A

Do Now pieces about applying copyright law

Lawyers with Intellectual Property expertise

12. execute written and spoken interviews.

9.4.12.C.5 W.9-10.4 W.11-12.4 8.1.12.B.1

conduct interviews throughout the year

Portfolio of interviews Ongoing self- assessment

Peer evaluation

Teacher-designed rubric

Daily Show Piers Morgan Tonight Inside the Actors Studio Local Evening Newscasts

13. demonstrate the importance of the relationship between audio and video when creating an edited production.

9.3.12.C.6 9.4.12.C.(1).1 8.1.12.B.1

edit a 1-minute news piece, employing a balanced audio feed with background music.

Peer review Final product measured against teacher- designed criteria


Multiple lessons



STANDARDS

SUGGESTED ACTIVITY


TEACHER NOTES


14. demonstrate an understanding of exporting to a .mov, DVD and FLV format.

9.3.12.C.5

complete each project by rendering it to a DVD and appropriate files for Web publication.

Peer review

Self-assessment

http://www.apple. com/ilife/tutorials/ #idvd

PTHSD MSG Varsity

15. create video programs for original student productions.

9.1.12.E.1 9.4.12.C.15 W.9-10.2-3 W.9-10.6 W.11-12.2-3 W.11-12.6 8.1.12.A.3 8.1.12.A.4 8.1.12.F.1

work in groups to create an expository piece completely driven by student priorities or municipal interests.

Planning documents, Inspiration webs

Finished product

Peer review

Self-assessment

VOTG library of school functions

16. explore a variety of career specialties within the television and video industry.

9.1.12.F.1 9.3.12.C.1-2 9.3.12.C.4 9.4.12.C.18 9.4.12.C.23 8.1.12.F.2 8.2.12.B.3

• communicate with professionals from the television/film industry.

• participate in a field

trip to a professional television studio.

Written communication Power Point presentation and handout

Journal response


Teacher Tube

TED

http://www.state.nj.us/education/cccs/def/9/ContentAreaTableView_21st.htm


BIBLIOGRAPHY SOURCES Torres, Marco Antonio and Ross Kallen. A Curriculum for Digital Media Creation: Sixteen Lessons from Storyboarding to Producing a

Documentary. Apple, Inc., 2008. Web.

TEXTBOOKS Harris, Phillip L. TELEVISION PRODUCTION. Tinley Park, IL: The Goodheart-Willcox Company, Inc., 2006.

WEBSITES http://www.apple.com/ilife/tutorials/#idvd www.fcc.gov www.pbs.org/americanhigh/teachers/index.html

TELEVISION PROGRAMS

60 Minutes All in the Family Daily Show Days of Our Lives Evening News Inside the Actors Studio Larry King Live Lou Dobbs Show Seinfeld Today Show The Tonight Show Who wants to be a Millionaire?

http://www.apple.com/ilife/tutorials/#idvd

http://www.fcc.gov/

http://www.pbs.org/americanhigh/teachers/index.html


APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


TELEVISION PRODUCTION 2

Your high school is having a Showcase of Best Practices, and is inviting parents and community members to attend. All year long, you have followed an issue, investigating background material on the topic, developing pros and cons, finding out expert opinions, and seeking visuals. You have saved your material in your folder, including periodical articles and excerpts from websites. Now you are to prepare a presentation either in the Mac Lab or using a studio camera. Your aim is to cover the topic in a documentary style slide/video presentation, 8-10 minutes long.

Teacher Notes:

Possible topics can be school- or district- or community-based. For example:

1. 2. 3. 4. 5.

Recycling/green efforts in school and in town A course you want to propose Concussions/helmet protection in football Uniforms/dress codes Community college vs. four year college as the next step in higher education


TEC606 TELEVISION PRODUCTION 2: RUBRIC ON DOCUMENTARY

BEGINNER DEVELOPING EXPERT

EXTENT OF MATERIAL GATHERED

Three to five articles are used Three to five images, charts or diagrams are used

Between five and ten appropriate articles are used, with some repetition of author or periodical Between five and ten appropriate images are used

More than ten appropriate articles from different sources and authors More than ten appropriate illustrations, diagrams and charts

SCOPE OF TOPIC

Vocabulary and background may not be clear; presents a one-sided in point of view

Presents some variety in perspectives, but misses the full scope of the topic

Background, definitions, different perspectives; successful coverage of history and elements of the topic are included

PLAN FOR THE DOCUMENTARY

Rudimentary plan evident, storyboard not detailed enough

Plan is not complete with an outline, web, or a storyboard not included

Outline or web of sequential points included Storyboard to illustrate the topic

VISUAL PRESENTATION

Images not varied, they are repetitive, or do not add to the quality of the presentation

Some visuals, but those were not used to expand or explicate the topic sufficiently

Images, charts, diagrams to explain the topic from a variety of sources

BIBLIOGRAPHY

Minimal bibliographic detail included, inconsistent entries provided

Partial bibliography included, citations may be incomplete

Complete citations and documentation given for print and visual resources, using MLA style

SELF-ASSESSMENT

Partial log of sources gathered and presented Incomplete self-assessment evident

Some record of the research and planning included, but not adequately detailed Limited self-assessment

Log of the project Notes on resources Self-assessment at benchmarks and conclusion

TEC606 TELEVISION PRODUCTION II Grades 9-12 AUTHENTIC ASSESSMENT RUBRIC

CATEGORY EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING

QUALITY OF INFORMATION

Information clearly relates to the possible interview questions. It includes strong supporting details and/or examples.

Information clearly relates to the possible interview questions. It provides supporting details and/or examples.

Information relates to the possible interview questions. No details and/or examples are given.

Information has little to do with the possible interview questions.

ORGANIZATION

Information is very well organized. Topic knowledge is complete and in- depth. Correct verbal responses are immediately forthcoming.

Information is organized, however, student has some difficulty locating material. Topic knowledge is complete, but superficial. Stu- dent must refer to notes before verbally responding.

Information is loosely organized. Student has a great deal difficulty locating material. Topic knowledge is incomplete in one or more areas. Even after referring to notes, responses are sometimes incorrect.

Information is not organized at all. Student is unable to locate many topic items. Topic knowledge is very weak in most areas. Verbal responses are not factually correct.

CONTENT & ACCURACY

Informational data is complete. All content is accurate and there are no factual errors.

Informational data is complete. Most of the content is accurate, but there is one factual error.

Informational data is incomplete. Content is generally accurate, but there are two or more factual errors.

Informational data is incomplete or missing. Content is typically confus- ing or contains several factual errors.

RESEARCH QUALITY

Sources include all product information, the company’s annual report, along with other websites.

Sources include most correct information, the company’s annual report, but no outside websites.

Sources include only some information, the company’s annual report. No websites are listed.

Sources do not include the company’s annual report or outside websites.

PRESENTATION

Information is communi- cated with confidence, clar-ity and enthusiasm. Appro-priate language is used. Notecards are either hardly or never used.

Information is communi- cated clearly. Student occasionally stumbled when responding. Notecards heavily relied on.

Student has difficulty com- municating ideas due to lack of preparation. Note- cards heavily relied on, but to little avail.

Student is unable to coher- ently communicate information. Notecards provided little or no assistance.

Link to Previous

APPENDIX B NJSLS STANDARDS

1 - Visual and Performing Arts 2 - Comprehensive Health and Physical Education 3 - English Language Arts 4 - Mathematics 5 - Science 6 - Social Studies 7 - World Languages 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2014/arts/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/cccs/2014/ss/

http://www.state.nj.us/education/cccs/2014/wl/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

Link to Previous

APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS

Link to Previous

TEC606 TELEVISION PRODUCTION IIsharepoint.pthsd.k12.nj.us/ci/Approved Curriculum... · 3. R 4....

Documents

Transcript of TEC606 TELEVISION PRODUCTION IIsharepoint.pthsd.k12.nj.us/ci/Approved Curriculum... · 3. R 4....