HS Computer Video Unit Plan Objective:
To have students create their own short film video project
Course Description: “Video/media introduces students to the subject of video production. Over a span of thirty days, they will serve as writers, directors, performers and video editors. They’ll use camcorders and computer editing software– along with their own creative ideas– to produce a short video project.”
Big Idea: Despite the hours of television and movies that our students are exposed to, few of them have a real understanding of how they are created. This course puts HS computer student’s in key roles— writers, actors, directors, camera operators, and editors—and challenges them to put together a 5-10 minute video project over the course of 3 weeks.
The technology that they will learn can be used for future presentations in any subject, while the group skills will aid them in any discipline.
Enduring Understandings: Students will be able to shoot a scene (as a camera operator, director, and performer) Students will be able to edit a 5-10-minute video Students will have at least a basic understanding of supplementary software such as iPhoto, GarageBand, and PhotoBooth
Essential Questions: What are the three basic camera angles and what do they look like?
Explain one of the following persuasive techniques. What are the four statements that the directors say before each scene? Describe the process of cropping a video clip in iMovie. When editing material from two different camera angles, what should you never do?
Students will know the following terminology
Close up/medium shot/wide shot Crop markers “Quiet on the Set” Timeline Knowledge and Skills (what students will know and do): Students will know how to work in groups to create videos. This includes, but is not limited to, the following: • Brainstorming a story and writing a script
• Rehearsing/memorizing dialogue, choosing camera placement.
• Competent use of video cameras (start-up, panning, zooming, recording, shut-down)
• Basic shot composition (correct camera angles and headroom for subjects)
• Use of supporting tools (microphones, tripods, clapboard) • Intermediate video editing (cutting together scenes from two camera angles, adding titles, adding music, importing still photos and using sound effects)
• Use of supplementary software (iMovie, iPhoto, GarageBand, PhotoBooth)
Standards: • Use appropriate technology vocabulary
• Input and access data and text efficiently and accurately through proficient use of other input devices.
• Design and produce a basic multimedia project.
• Demonstrate an understanding of how changes in technology impact the workplace and society.
• Use computer applications to modify information independently and/or collaboratively to solve problems. • Determine when technology tools are appropriate to solve a problem and make a decision
• Create original interpretations of scripted roles demonstrating a range of appropriate acting styles and methods
• Collaborate in the design and production of a theatrical work.
• Plan and rehearse improvised and scripted scenes.
Connections Cross Curricular: Language Arts (Reading, Writing, Public Speaking), Social Studies, Art, Math, Health
Technology: This is a technology-integrated course, and all technology is incorporated within the curriculum.
GRADING / ASSESSMENTS
Participation 5%
Scriptwriting 10%
Storyboard / Planning and development 10%
Short Film 5-10 minutes 20%
Uploaded to ISE YouTube Channel 5%
Total Project Value: 50%
MINIMUM PROFICIENCY Students must have basic proficiency using cameras and video-editing. Students must be able to competently write a script for their projects
Assessment Type Rubric Learning Resources http://www.apple.com/ilife/video-showcase/ http://www.woopid.com/gvideos.php?gid=76
