Standard 1

Use Principles of planning, management and organization.
1.1	Practice time management and follow a work schedule.

Standard 2

Demonstrate knowledge of leadership.
2.1	Demonstrate individual leadership skills.
2.2	Practice awareness and skills to be an effective team member.
2.3	Participate in the business student organization.

Standard 3

Identify, plan, and prepare for a future career.
3.1	Explore careers in graphic and video production.

Standard 4

Demonstrate knowledge of finance and commerce in global economy.
4.1	Create a financial plan to purchase video equipment.
4.2	Create a financial plan to produce a media production.

Standard 5

Apply professional customer service and communication skills.
5.1	Demonstrate the fundamentals of graphic and video production terminology.
5.2	Demonstrate the ability to write storyboards, timelines and scripts to facilitate media productions.

Standard 6

Demonstrate proficiency in the use of technology.
6.1	Maintain student portfolio of completed work.
6.2	Demonstrate the ability to setup and utilize various video and audio production equipment and software.
6.3	Create a media production.

Content Outline

Unit Title:	Suggested Length:
Careers in Communication	3 Hours
Standard & Benchmarks:
Video Production 1.1, 2.1, 3.1, 5.1, and 6.1
Content:
Student will be introduced to a variety of career opportunities that are available in the communications area. Students will develop a better understanding of the different roles (producer, director, editor, videographer, etc.) that individuals play in producing video footage.
Suggested Student Performance/Product:
· Based on assignments sheet, student will be required to search the web for career opportunities within the communications field. Based on the student’s individual research, they will be required to present their findings to the class in either a class presentation or research paper. · Students will be given the opportunity to job shadow an individual within this career cluster. · There will be guest speaker and fieldtrip opportunities.
Suggested Resources:
www.casablanca.tv www.trackstar.4teachers.org www.cybercollege.com Guest Speakers – TBA Corporate Tours - TBA
Pre-AP Extensions:

Unit Title:	Suggested Length:
Pre-Production, Production & Post Production	15 Hours
Standard & Benchmarks:
Video Production 1.1, 2.1, 2.2, 5.1, 5.2, 6.1, 6.2, and 6.3
Content:
Student will be introduced to the three phases of producing video. They will develop a better understanding of how the three phases work together by becoming familiar with scripting, sequencing, and storyboarding. They will be required to film video footage that demonstrates their knowledge of scripting, sequencing and storyboarding, and how these elements/procedures relate to the three production phases.
Suggested Student Performance/Product:
· Students will be required to work with team members and then write a script based on a topic that’s provided to them. · Students will be required to work with team members and storyboard their topic. · Students will then be required to film footage based on their scripts and storyboards by using sequencing techniques and then edit their footage on the editing equipment.
Suggested Resources:
www.casablanca.tv www.trackstar.4teachers.org www.cybercollege.com
Pre-AP Extensions:

Unit Title:	Suggested Length:
Student Projects	4-12.5 Hours
Standard & Benchmarks:
Video Production 1.1, 2.1, 2.2, 5.1, 5.2, 6.1, 6.2, and 6.3
Content:
Students will be required to develop a variety of videos: Montage: A short (1 minute) video where the student group will experience the planning and basic aspects of video production. Visuals are selected by the student group and the content focus is to explore the appropriate selection of visuals, along with appreciating the skills necessary to produce a short video. Instructional Video: A 2-5 minute video to allow the student groups to gain additional hands-on experience with video technology while exploring the challenge of developing an instructional tool. Planning, Taping, Editing and computer graphics will be executed by the student teams. Documentary: a 3-5 minute video presenting factual and anecdotal information about a specific person, presented through a variety of media. The teams will execute the positions. PSA: This project will challenge the students groups I their use of both communication techniques and technological skills, meeting an “industry” deadline of 58 to 60 seconds. The teams will execute the positions. Entertainment Video: This video is open in length and subject as long as the objective of entertainment is met. Student groups will choose the settings, effects to complete their projects. The teams will execute the positions.
Suggested Student Performance/Product:
· Student will be provided with a rubric with video requirements · Students will be required to work with team members and then write a script based on a topic that’s provided to them. · Students will be required to work with team members and storyboard their topic. · Students will then be required to film footage based on their scripts and storyboards by using sequencing techniques and then edit their footage on the editing equipment. · Students will evaluate team member participation and cooperation.
Suggested Resources:
www.casablanca.tv www.trackstar.4teachers.org www.cybercollege.com
Pre-AP Extensions:

Unit Title:	Suggested Length:
Video Technology: Systems, Cameras, and Video Recording Devices	8.5 hours
Standard & Benchmarks:
Video Production 1.1, 2.1, 2.2, 5.1, and 6.2
Content:
Students will be introduced to video terminology, editing systems (AVIO Casablanca) and their use (including connection to the various video and camera equipment that will be used class), and the proper use of camera equipment. Student will also review the legal issues in regards to copyright guidelines.
Suggested Student Performance/Product:
· Students will be given terms to define and then tested over their comprehension of those terms. · Teacher will demonstrate the proper connection techniques in order for video and camera equipment to communicate with each other. · Students will be tested over their knowledge of equipment connection by obtaining different connection scenarios where they will demonstrate their knowledge to the teacher. · Students will be introduced to the various cameras that are available in the program and then allowed to become familiar with the different features by going out and filming a variety of elements. · Students will be tested over their comprehension of copyright guidelines.
Suggested Resources:
www.musiclibraryassoc.org/copyright/guidemed.htm www.casablanca.tv www.trackstar.4teachers.org www.cybercollege.com
Pre-AP Extensions:

Unit Title:	Suggested Length:
Worksite Safety	3.5 hours
Standard & Benchmarks:
Video Production 1.1 and 2.2
Content:
Students will review and become familiar with common office practices and procedures related to working in a business office along with the proper procedures in operating video and computer equipment.
Suggested Student Performance/Product:
Students will be tested on line after completing the assignments on the provided assignment sheet.
Suggested Resources:
www.cybercollege.com http://trackstar.4teachers.org/trackstar
Pre-AP Extensions:

Course Syllabus

Video Production 11-12 Grades

Rationale and Course Description

Careers in Interactive Media involve creating, designing, and producing interactive media products and services; including development of digitally-generated or computer enhanced media used in business, training, entertainment, communications, and marketing.

Organizations of all types and sizes use digital media (the World Wide Web, CD-ROM, and DVD) to communicate with existing and potential customers, to track transactions, and to collaborate with colleagues. Interactive media experts can find employment opportunities in organizations of all sizes and types, doing work such as creating e-business action web sites that allow people around the world to buy and sell items in real-time.

How will students learn?

Students will:

Use input devices (trackball and keyboard) efficiently and effectively.
Use video technology tools for individual and collaborative activities to create knowledge products for audiences inside and outside the classroom.
Exhibit the use of applied communication skills in the design and development of video project storyboards.
Use video technology tools in support of direct and independent learning, as well as to pursue personal interests.
Evaluate the accuracy, relevance, appropriate, and comprehensiveness of electronic information sources.
Demonstrate successful written communication skills in the design and development of video project scripts.
Use video technology tools to support personal growth, group collaboration, and learning throughout the curriculum.
Exhibit legal and ethical behaviors when using technology, and discuss consequences of misuse (particularly when coupled with education on use of copyright materials).
Exhibit knowledge in the use of photo editing software (Macromedia/Adobe Photoshop)

Content Outline

Students will learn about:

Worksite Safety
Video Technology: Systems, Cameras, and Video Recording Devices
Pre-Production (Planning & Scripting), Post Production
Careers in communication
Student Projects

How will students be assessed?

Students will be assessed through:

Student/Peer Evaluation
Teacher developed on-line testing
Teacher developed comprehension testing
State department on-line testing
Project Rubrics

Major Projects

Students will complete projects in:

Group Montage
Instructional Video
Documentary
PSA
Entertainment Video

Learning Resources (e.g. textbook, other publications, community resources, etc.)

Textbooks from various Video & Graphic Publishers
Teacher developed projects
Various Internet sites
Tours to broadcasting stations
Tours to local businesses that focus on video communication
Guest speakers with video communication expertise.

Grading Policy

Make-up Policy

Pacing Calendar

1^st Quarter

Standard 1: Use principles of planning, management, and organization.
1.1	Practice time management and follow a work schedule.
Standard 2: Demonstrate knowledge of leadership.
2.1	Demonstrate individual leadership skills.
2.2	Practice awareness and skills to be an effective team member.
2.3	Participate in the business student organization.
Standard 3: Identify, plan, and prepare for a future career.
3.1	Explore careers in graphic and video production.

2nd Quarter

Standard 4: Demonstrate knowledge of finance and commerce in global economy.
4.1	Create a financial plan to purchase video equipment.
Standard 5: Apply professional customer service and communication skills.
5.1	Demonstrate the fundamentals of graphic and video production terminology.
5.2	Demonstrate the ability to write storyboards, timelines and scripts to facilitate media productions.
Standard 6: Demonstrate proficiency in the use of technology.
6.2	Demonstrate the ability to setup and utilize various video and audio production equipment and software.
6.3	Create a media production.

3rd Quarter

Standard 4: Demonstrate knowledge of finance and commerce in global economy.
4.2	Create a financial plan to produce a media production.
Standard 5: Apply professional customer service and communication skills.
5.1	Demonstrate the fundamentals of graphic and video production terminology.

4th Quarter

Standard 5: Apply professional customer service and communication skills.
5.2	Demonstrate the ability to write storyboards, timelines and scripts to facilitate media productions.
Standard 6: Demonstrate proficiency in the use of technology.
6.1	Maintain student portfolio of completed work.