You Be The Producer

before the tape rolls: preproduction

Lesson Overview

Students will establish the roles they will play, the production setup (in the classroom or off site), the needed equipment and the skills needed to record their raw video footage. They will then do the actual shoot.

Standards

Technology for Productivity Applications
Grade 7, Benchmark B — Problem-Solving and Productivity Tools

2. Investigate various formats of video content and methods of presentation (e.g., .mpeg, .avi).

Grade 8, Benchmark B — Problem-Solving and Productivity Tools

3. Research educational video clips available online for use in class projects (e.g., consider copyright and fair use issues when selecting video clips).

Grade 9, Benchmark B — Understanding Operations

1. Identify and use input and output devices to operate and interact with computers and multimedia technology resources (e.g., digital video camera, mobile cameras, connecting analog equipment to digital equipment).

Technology and Information Literacy
Grade 6, Benchmark A — Evaluating Sources

2. Determine that information located can be used legally and choose appropriately (e.g., copyright information for print and graphic information, check for copyright restrictions).

3. Check copyright and publication dates to determine currency of information.

Grade 7, Benchmark A — Evaluating Sources

All indicators apply.

Grade 8, Benchmark A — Evaluating Sources

2. Demonstrate how to determine copyright issues when creating new products: a. Ask permission to use articles, quotations and graphics; b. Credit information to be included in the product.

Grade 6, Benchmark B — Decide

1. Generate questions to be answered or a position to be supported when given a topic.

5. Identify relevant facts, check facts for accuracy, record appropriate information and create an information product to share with others.

Grade 7, Benchmark B — Decide

1. Develop open-ended research questions about a defined information need.

Materials

Digital camcorder
Computer
Video editing software
Microphone(s)
Lighting
Data storage devices
Tripod
Props
Makeup
Costumes
Script
Storyboard
Set
Music (legal soundtracks)
Digital camera
Releases
Travel permission slips (if necessary)
Extras (cables, power supplies, headphones, duct tape, etc.)

Procedure

Help the students determine what part each person will play in the production.
The producer and director determine the style and direction of the video. (This could be done with the entire class.)
The storyboard is created to outline the content.
The script writer creates a draft copy of the dialogue for each cast member. The script writer also writes the interview questions and the text for the narrator. These will be reviewed by the class.
Makeup, costumes, sets and props are researched and created.
The producer assures that all persons who appear on camera have signed a release form. If under age 18, a parent or guardian must sign. The narrator must also sign a release.
The producer and director visit on-site and off-site locations to reduce the possibility of problems during shooting. Concerns include permission to tape, lighting and electrical supplies and potential safety hazards.
Following completion of research, the producer, director, videographer, scene logger, cast members, sound crew and narrator will begin videotaping the scenes.

a. Following the storyboard, each scene is set up at the location.

b. A walk-through is set up to show what is going to happen. The director explains what will be videotaped in the scene.

c. The camera crew and sound crew set up the equipment.

d. Actors are positioned, including the interviewer.

e. The videographer records the scenes.

f. The scene logger records the number of takes, the content of the take and what’s going on at the location.

g. The sound crew and video crew record extra footage containing background sounds, shots to be used as cut-ins and cut-aways and any special sounds that may be required in the video.

h. The foley crew creates any unusual special sound effects.

Evaluation

Review Storyboard Rubric.
Check off sheet to show that each task has been completed (Equipment Checklist).

CATEGORY	4	3	2	1	Score
Storyboard	Storyboard is complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the video.	Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for the visuals in the video.	Storyboard has glaring omissions in scene planning. There are sketches for some scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects attempts at planning and organization for the visuals in the video.	Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard reflects very little planning of the visuals.
Lighting Setup	Additional lighting is used to eliminate shadows and glares. Cameras are set to the appropriate light level.	Additional lighting is used, but may not be set up optimally. Cameras are set to the appropriate light level.	Cameras are set to the appropriate light level, but no additional lighting is used when needed.	Cameras are not set to the appropriate light level. Additional lighting may or may not be used.
Sound Setup	Microphones are positioned optimally to ensure that important sounds and dialogue are captured. The team has made every attempt to anticipate and filter out unwanted ambient noise in the recording.	Microphones are positioned optimally to ensure that important sounds and dialogue are captured.	At least one microphone (in addition to that on the camera) is used to ensure that dialogue is captured.	Little attention is paid to ensuring quality sound during the shoot.
Teamwork	Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.	Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.	A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.	Meetings are not held and/or some team members do not contribute a fair share of the work.