Download - BROADCASTVIDEO PRODUCTION COURSE SYLLABUS A … · 2019-11-19 · CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting ... Water bottles

BBROADCAST ROADCAST VV IDEO IDEO PPRODUCTIONRODUCTION CCOURSE OURSE SSYLLABUSYLLABUS

AALPHARETTA LPHARETTA HHIGH IGH SSCHOOL CHOOL 20102010-‐-‐20112011 MMRR.. MMISNERISNER ,, INSTRUCTOR INSTRUCTOR

RROOM OOM 11401140 EE -‐-‐MMAIL AIL MMISNERISNER@F@FULTONSCHOOLSULTONSCHOOLS .. ORGORG

Learn Different ahsvideo.com

Purpose of Course: Students will learn the fundamentals of video production including writing, shooting, directing and editing. All subject matter shall be taught as per specifications of The Georgia Performance Standards posted in the studio. You may visit the Standards by visiting GeorgiaStandards.org PROGRAM CONCENTRATION: Architecture, Construction, Communications & Transportation CAREER PATHWAY: Broadcasting/Video Production COURSE TITLE: Broadcasting/Video Production 3 Course Description: This one credit transition course is designed to facilitate student-led broadcasts/videos under the guidance of the instructor. Students work cooperatively and independently in all phases of broadcast/video production. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA), and Student Television Network are examples of, but not limited to, appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program. All material covered in BVP1, BVP2 and BVP3 will be utilized in subsequent courses. INDEPENDENT PRODUCTION ACCT-BVP3-1. Students will demonstrate independent technical skills and techniques in broadcasting and video production. Demonstrate effective control and utilize design elements to match a target audience. Demonstrate advanced editing techniques. Demonstrate advanced special effects for video and audio. (e.g. compose and render advanced computer graphics and animation). Export final product (e.g. multimedia formatting). Academic Standards: SCSh4 Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. MM3P1 Students will solve problems (using appropriate technology). COLLABORATIVE PRODUCTION ACCT-BVP3-2. Students will collaborate effectively in group media production. Exercise leadership on behalf of the common good over a collaborative experience by utilizing the strengths of each individual in a group production. Work collaboratively to produce and direct location and/or studio segments. Collaborate to complete post-production tasks (e.g. graphics, audio sweetening and editing). Academic Standards: ELA9W2 The student produces technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience. SCSh3 Students will identify and investigate problems scientifically.





Reading Across the Curriculum Reading Standard Comment After the elementary years, students engage in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects. Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning.





CTAE-RC-1 Students will enhance reading in all curriculum areas by: Reading in All Curriculum Areas

-Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. -Read both informational and fictional texts in a variety of genres and modes of discourse.

-Read technical texts related to various subject areas. Discussing Books -Discuss messages and themes from books in all subject areas. -Respond to a variety of texts in multiple modes of discourse.

-Relate messages and themes from one subject area to messages and themes in another area. -Evaluate the merit of texts in every subject discipline. -Examine author’s purpose in writing. -Recognize the features of disciplinary texts. Building Vocabulary Knowledge -Demonstrate an understanding of contextual vocabulary in various subjects. -Use content vocabulary in writing and speaking. -Explore understanding of new words found in subject area texts. Establishing Context -Explore life experiences related to subject area content.

-Discuss in both writing and speaking how certain words are subject area related. -Determine strategies for finding content and contextual meaning for unknown words.

CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions.





CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. Prerequisite(s): Students should have an open mind for creativity. Students taking the upper level video production class will be required to successfully complete basic video production classes. A student failing any part of the class shall NOT be permitted to advance to higher level courses in video production. Extra Materials by Student:

1. Students will need a basic 1 ½ inch binder for notes. 2. Students should have a CD holder(sleeves) to hold their video work. 3. Students will need a flash drive (USB) of not less than 8 gigabytes. 4. Lab fee of $10.00 covers DVD and tape costs for the student.

Class Rules and Studio Rules: 1. Students shall respect each other and self at all times. 2. All Safety All the Time! 3. Report all accidents no matter how minor 4. Food and drinks are not permitted in the studio. Water bottles should stay in your book bags, and should

never be near the computers or any video equipment. 5. This is a professional studio; students shall act professionally at all times. 6. Students shall respect and care for all equipment and report any damage to equipment immediately. 7. All videos created must adhere to the guidelines of Alpharetta High School Policies. 8. Any acts of vandalism or theft will result in immediate dismissal from class. 9. MacBook Pro may only be used with written permission 10. Treat all guests with professionalism, courtesy and respect

Major Projects: All video broadcast students will produce a complete business plan with not less than the following items: All equipment and their costs, a viable location and all costs associated with having an office at home, retail, warehouse, or office building, a list of real competitors, all fixed and variable costs, income pro forma, budgets for advertising and marketing, and a general outline of how to achieve your income. All students will keep a portfolio of their video productions in their binder on DVD or on our video host site www.vimeo.com Upper Level students will produce an informational/promotional video for a school sponsored team or organization. Course Objectives: Upon successful completion of this course students will be able to understand:

1. Basic understanding of the entire video production process. 2. How to shoot video properly and effectively.





3. How to write a script 4. How to set up lighting. 5. How to set up a proper audio feed. 6. How to properly edit a video for a target audience. 7. How to set up, shoot and tear down a field production including camera, tripod, lights, wireless

microphones. 8. How to interview video subjects. 9. How to work as a team on a complex video production. 10. How to develop an effective portfolio.

~Video Production Career Pathways~ The students will be directed to learn the fundamentals of video production so that they may continue their experiences in a secondary school or professional workforce. ● Videographer ● Editor ● Writer ● Set Designer ● Recording Engineer ● Producer ● Lighting Specialist ●

Business Owner ● Field Producer ● Audio Specialist ● Filmmaker ● Director ● Producer ● On Screen Talent

Evaluation/Assessment: Fulton County Grading Scale: Daily Work, Homework & Quizzes 20% Projects 30% Tests 15% Work Ethic, Participation and Employability Skills 15% Final Exam 20%

Letter Grade Numeric Scale A 90-100 B 80-89 C 70-79 F Below 70

Work Ethic: points are earned each grading period. Points will be deducted for violations of the class rules, poor attendance, excessive tardiness, or behavior problems. Students may earn extra credit by volunteering to mentor, assist, shoot(video), or otherwise seek to promote the entire class professionally. Parent/Teacher/Student Communication: Please monitor your student’s progress (both attendance and grades) with ParentConnect. The most efficient way to communicate with me is by e-mail to the address – ([email protected]). Also, the student and parent will access the website www.ahsvideo.com to enhance the lines of class communication. Each student will provide a valid internet e mail address for various communications and projects. The student will be required to fill out an information form so that clear lines of communication can be established. The student is instructed to make communication within 3 days of start of class. Attendance & Make Up/Late Work:

1. Make-up work and tests are the student's responsibility. 2. Schedule an appointment to makeup a test or quiz within the required time period as outlined in the

Handbook. 3. Students with excused absences may make up work at 100% credit within the same amount of time as the

duration of the absence. Students with unexcused absences may make up work at 90% credit within the same amount of time as the duration of the absence.

4. Students absent only the day before an announced test will be expected to take the test with the class.





5. Make up work must be completed outside of class time—either before or after school—within a week of the absence.

6. Late work and projects will be given 50% and will not be accepted after the following unit or after the next progress report. If you are in school on the day a project is due, you must turn in the project or receive a reduced grade.

7. Attendance is important. “I did not know” is not an acceptable excuse. Provision for Improving Grades:

1. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed after all work required to date has been completed, and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.

2. Teachers will determine when and how students with extenuating circumstances may improve their grades. Lost/damaged book policy Students are financially responsible for all books issued by AHS. Textbooks may not be left in classrooms and teachers are not responsible for the whereabouts of your book. The copy which was issued to the student must be turned in at the end of the course. Students will not receive credit for turning in another student’s book and may not turn in replacement books. The cost of replacement will be assessed to any student that fails to turn in the book they were issued or turns in a damaged book. If the student is issued a damaged book such as a broken binding, torn pages, water damage, writing, etc., then the book should be brought to Mr. Barnett in 1220 for a replacement or document the damage. There is a two week grace period for students to document damage before they will be held accountable. When a student turns in a book they may do so in person at any time to Mr. Barnett or on exam day at the end of the course to their teacher. RISE: Re-teaching Instructional Support Experience RISE is an opportunity for students to relearn concepts from their teachers with individualized instruction. Sessions are held before or after school in the teacher’s classroom. My sessions are Tuesday and Thursday morning from 8:00 to 8:30. All teachers are available for extra help, should a student want or need it. However, once a student’s average drops below a 75 in a course RISE become mandatory at least one hour a week for that course until the next grading period. Once a student’s average rises above a 75 at the conclusion of a grading period, RISE is no longer mandatory. RISE lunch sessions are available for students unable to attend either morning or afternoon sessions. RISE lunch sessions are held during 4th period lunch in room 1140. Internet and Network Usage:

1. Alpharetta High School and Fulton County School System rules apply. 2. Internet use is a privilege and must support academic projects (it must pertain to a class assignment). 3. Logging in as someone else and/or sharing login and password information will be grounds for a discipline

referral. 4. Misuse of the server, visits to inappropriate web sites, sending personal e-mails, instant messaging, or

other unauthorized use of the Internet will be grounds for a discipline referral. Academic Honesty Expectations: It is the sincere hope of the AHS administration and faculty that all students will demonstrate the highest level of academic honesty. The following information is designed to encourage this desire.





Violations of the AHS Academic Honesty Expectations include but are not limited to the following:

1. Using words or ideas from a published source without proper documentation;* 2. Using the work of another student (e.g. copying another student’s homework, composition, or project); 3. Using excessive editing suggestions of another student, teacher, parent, or paid editor; 4. Using any electronic device for sharing information prior to, during, or after a graded experience.

*Plagiarism-the use of another’s words or ideas and the presentation of them as though they are entirely one’s own. Failure to meet these expectations on any graded experience, project, or paper will result in a zero on the assignment, an honor code violation, and two days of Saturday School. Parent/Student notification and administering of the consequences will be done by the teacher and grade-level administrator. Unless stipulated by the teacher, collaboration on graded experiences is not acceptable. Students who willingly provide other students with access to their work are in violation of the Alpharetta High School Honor Code. Policies: All rules, regulations and policies are in accordance with Fulton County, Alpharetta High School Student Handbook.

Philosophy of the Alpharetta High School & Broadcast Video Production Department: We believe all students should have access to quality education that prepares them for a rewarding career. Students should be provided educational experiences to help them become effective problem-solvers with an emphasis on life-long learning in an increasingly interdependent world. We believe that students should be provided with programs of study for viable careers currently in demand using advanced technology to learn the technical expertise needed to become part of a skilled workforce. As educators, we must continue to be diligent in providing opportunities for all students to adapt to technological and social changes in order to meet the expanding needs of industry and business.





Signature Page

By signing below, the student and parent acknowledge that they have read this syllabus and agree to follow the policies herein. Release: I give permission for my child to view curriculum related PG-13 films during class. I give permission for my child to be photographed and/or videotaped during class activities. Date __________________________________ Date ____________________________________ Parent/Guardian Name Please Print Student Name Please Print _______________________________________ ________________________________________ Parent/Guardian Signature Student Signature Parent Email Address

Please include your check for lab fee of $10.00 payable to AHS

Download - BROADCASTVIDEO PRODUCTION COURSE SYLLABUS A … · 2019-11-19 · CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting ... Water bottles

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