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About This PDF This PDF file is a compilation of all of the Lesson Plan, Teacher Resource, and Student Resource Word documents that make up this NAF course. Please note that there are some course files that are not included here (such as Excel files). This “desk reference” enables you to easily browse these main course materials, as well as search for key terms. For teaching purposes, however, we recommend that you use the actual Word files. Unlike PDF files they are easy to edit, customize, and print selectively. Like all NAF curriculum materials, this PDF is for use only by NAF member academies. Please do not distribute it beyond your academy. AOIT Digital Video Production Lesson 1 Course Introduction This introductory lesson exposes students to some of the key terms and areas of knowledge that they will be studying throughout this course. They also learn about the skills they will develop that are crucial to the field of digital video production. Students probe their personal conceptions about digital video production by judging the accuracy of a variety of statements. They acquire a sense of the course objectives by looking at examples of culminating projects created by previous students who produced videos. Students also set up two course tools: a general taxonomy of key terms in digital video production, and a notebook that they will use throughout the course. Advance Preparation Prior to the first class period, make sure you have an up-to-date video player such as Windows Media Player or Apple’s QuickTime Player to show the culminating project video to the class. These players are included free with the system software and can also be downloaded for free. If you have difficulty using the video player, contact your site administrator. Determine how you would like students to set up notebooks for this course. We recommend you have them keep their notes and course materials in a computer-based folder, a three-ring binder, or a spiral-bound notebook. Use the Semester Planning Table for planning purposes throughout the course. This document is included in the Course Planning Tools section of the course. All course materials can be downloaded from the NAF Online Curriculum Library. This course requires a specific set of computer-related equipment, listed in Required Equipment for this Course, which is included in the Course Planning Tools section of the course. Review this list and make sure that you will have the necessary equipment for each lesson. Review the Summary of Annual Course Updates (also included in the Course Planning Tools section of the course), which describes significant changes to the course since the previous year. Note that guidance for NAFTrack Certification procedures is not included within the lesson plans for this course. Be sure to review the course’s NAFTrack Certification Course Guide, available in the NAFTrack Certification section of the course materials. * This lesson is expected to take 2 class periods. * There are several introductory activities you may want to add before the first set of course activities, depending upon your own needs and preferences. Such activities will extend the length of this lesson and may include conducting a favorite icebreaker, setting course and grading expectations, teaching classroom procedures, and having students learn each other’s names. (An appropriate icebreaker would be to have each student name a favorite movie, TV show, or director.) Copyright © 2007–2016 NAF. All rights reserved. AOIT Digital Video Production Lesson 1 Course Introduction Teacher Resources Resource Description Teacher Resource 1.1 Example: Culminating Project Presentation (separate video file) Teacher Resource 1.2 Answer Key: Digital Video Production Anticipation Guide Teacher Resource 1.3 Notebook: Table of Contents (separate Word file) Teacher Resource 1.4 Key Vocabulary: Course Introduction Teacher Resource 1.5 Bibliography: Course Introduction Copyright © 2007–2015 NAF. All rights reserved. AOIT Digital Video Production Lesson 1 Course Introduction Teacher Resource 1.2 Answer Key: Digital Video Production Anticipation Guide People need to know about digital media because soon all media will be digital rather than analog. My guess: I agree I disagree My reason: People should know about digital media, but not because all media will be I learned: digital. While TV was mandated by the federal government to go digital by 2010, analog radio is not on a similar schedule. It takes a large group of people (20+) to make a quality movie or video. My guess: I agree I disagree My reason: Depending on the particular project, professional-quality production can be I learned: done with crews as small as two or three people. But it may require additional time to accomplish and multiple skills from each crew member. Just about anyone can be a good subject for an interview, so long as the interviewer is prepared. My guess: I agree I disagree My reason: Not everyone makes a good interviewee. Some people get nervous no matter what the interviewer does, and others don’t speak in a way that’s conducive to I learned: editing. Casting ideal interviewees is an important skill to develop. It helps immensely to find people who are willing and able to talk openly and clearly on camera. Both casting and rapport-building are key. Copyright © 2007–2015 NAF. All rights reserved. AOIT Digital Video Production Lesson 1 Course Introduction The best way to begin a video project is through very careful planning of each shot— “jumping in with both feet” can be a bad idea. My guess: I agree I disagree My reason: It depends on the project, but usually planning is very valuable and helpful. Anything a director can do to prepare for a shoot helps the production go smoothly and puts the crew in the best position to capitalize on any serendipity that may arise. I learned: You may want to also note that improvisation does have a role in filmmaking. Frederick Wiseman, one of the truly great documentary filmmakers, makes a point of not planning his shots in advance. Take a look at La Danse to see how he does it. We won’t need to create new images or audio files for our projects; we can use things we find on the web. My guess: I agree I disagree My reason: You will definitely need to create some of your own visual and audio assets for I learned: your projects, in addition to some helpful pieces you find on the web. My project won’t need much editing—I’ll just shoot all of my footage in order and do it right the first time. My guess: I agree I disagree My reason: You must film according to your subjects’ availability and follow events as they unfold in real life. However, the way you choose to present the material in I learned: your film will likely not be chronological, so it’s best not to impose your preconceived editing structure on the production. Copyright © 2007–2015 NAF. All rights reserved. AOIT Digital Video Production Lesson 1 Course Introduction High resolution is more important for digital video than small file sizes. My guess: I agree I disagree My reason: It depends on the use. High resolution is more important for such end uses as broadcast, projection, and Blu-ray DVD. Small file size is more important for the web and other uses that depend on small images and small file sizes, such as handheld devices. But YouTube and Vimeo now have an HD option and many people watch these on their HD TVs. Also note that smaller file I learned: sizes are compressed from larger files sizes, so often you want to start with a high-resolution file, such as an uncompressed QuickTime, and then compress your lower resolution files from it. It’s ideal to create the highest resolution file allowed by the venue, whether broadcast or web. Nearly everyone is shooting in HD now. An entry-level job in the film industry is a great way for me to use the skills I will obtain in this class. My guess: I agree I disagree My reason: The media industry has many more applicants than jobs available, so producers hire the most experienced, talented, and prepared candidates to occupy critical production roles. When first beginning, it makes sense to take a lower level job and develop experience to make yourself more attractive and I learned: competitive for the more advanced positions. However, it’s also good to hone your skills on your own projects at school, with friends, or in afterschool programs. If you want to be an independent filmmaker, you may learn more by making your own films than by being a PA on some large project. Copyright © 2007–2015 NAF. All rights reserved. AOIT Digital Video Production Lesson 1 Course Introduction Teacher Resource 1.4 Key Vocabulary: Course Introduction Term Definition digital media Computer-processed and -produced video, still images, sound, text, graphics, and animations. (Note: This term is also used to refer to digital information storage media such as hard disks, CDs, and DVDs.) digital video Moving images captured by a digital video camera or camcorder and processed and edited using a computer. Note that digital video is actually file-based, meaning it is literally “0s and 1s” reproduced from sensors on the cameras and stored on digital media. graphics Visual elements (photos, artwork, letters, text, logos, or animations) that form part of a digital presentation such as a web page, a game, or a finished video. Also called assets. multimedia Web pages or other presentations that combine several kinds of digital media such as video, graphics, and sound.
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