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Television Broadcasting/Video Production CPU Objectives Broadcasting Activity 1 1-1. Identify the inventors of television. 1-2. Discover the history of television networks. 1-3. Review the segments of the news program you will write and shoot. 1-4. Begin coming up with stories for the news program. Activity 2 2-1. Define broadcast style. 2-2. Recognize some of the traits used when writing stories for broadcast. 2-3. Identify the four main components of a video camera and recognize their functions. 2-4. Explore the careers of journalists and camera operators. 2-5. Begin developing story ideas and experimenting with the camera. Activity 3 3-1. Explore interview techniques. 3-2. Discover various camera shots used in television programs. 3-3. Explore the careers of writers and authors. 3-4. Continue writing and, if necessary, filming some of your news program. Activity 4 4-1. Identify ways to link video and commentary in a news program. 4-2. Discover ways to support and move the camera. 4-3. Define attribution and use it in your writing. 4-4. Continue writing and filming your news program. Activity 5 5-1. Discover how sound and microphones are used in television broadcasting. 5-2. Explore the career of TV and radio announcers. 5-3. Continue writing and filming your news program. Activity 6 6-1. Recognize that while television journalists enjoy freedom of the press, they cannot write anything about anybody for any reason. 6-2. Consider that the content of broadcast stories should be fair and balanced. 6-3. Continue writing and filming your news program. Activity 7 7-1. Continue writing and filming your news program. Activity 8 8-1. Continue writing and filming your news program. Activity 9 9-1. Continue writing and filming your news program. Activity 10 10-1. Continue writing and filming your news program. In Activity 15, students will take the Vocabulary Test and the Post-test. Activity 11 through Activity 15 require students to continue writing and filming their news program and/or begin challenges to meet several high-level problem-solving objectives. The objectives for the challenges in this CPU include: Challenge 1 You will conduct research on a career of your choice in the television broadcasting field. Share your findings in a presentation. Challenge 2 You will write and film a fifth segment for your news program. Challenge 3 You will compare and contrast how a political news story is reported on both Fox News and CNN. Challenge 4 You will develop a presentation outlining the history of the television, how it works, and the devices’ future. Challenge 5 You will write and film a commercial that takes advantage of lighting effects to help sell the product or service you’re advertising. Video ProductionActivity 1 1-1. Test your pre-existing knowledge of the course material. 1-2. Review an outline of the procedures you will be using throughout this CPU. 1-3. Capture the video you shot during the TV Broadcasting CPU. 1-4. Complete a preliminary shot log during the video capture process. 1-5. Describe some of the things you feel might need the most editing in the raw video shot in the TV Broadcasting CPU. Activity 2 2-1. Describe the post-production phase of video production. 2-2. Differentiate between analog video and digital video. 2-3. Compare and contrast linear and nonlinear video editing. 2-4. Define compression and distinguish its types. 2-5. Determine how analog and digital video, as well as linear and nonlinear video editing, are used in today’s television news industry. 2-6. Outline methods for preparing to edit digital video. 2-7. Discover some techniques used in assembling an effective television news story. 2-8. Discuss what kind of editing will be needed to alter your broadcasting footage to your liking. Activity 3 3-1. Identify Pinnacle Studio’s Timeline view and Video track. 3-2. Use the timescale and Timeline scrubber to locate certain points in a video clip. 3-3. Split the video clip to facilitate trimming undesired portions. 3-4. Trim the video to remove unwanted footage from the news broadcast. 3-5. Reference the shot log to create separate video clips for each scene in the news broadcast. 3-6. Arrange each scene in the news broadcast in an order determined by a rough outline. 3-7. Discuss the usefulness of the shot log in finding and arranging the scenes in the news broadcast. Activity 4 4-1. Discover overlay images and titles. 4-2. Explore the use of full screen images in video editing. 4-3. Define and work with frame grabs. 4-4. Manipulate overlay images, still images, and frame grabs. 4-5. Apply titles, full screen images, and frame grabs in your news broadcast. 4-6. Discuss some very effective or clever uses of titles or overlay images you have seen in films and television programs and how you might use these in your project. Activity 5 5-1. Discover rolling overlay titles and credits. 5-2. Create end credits using a full screen image and rolling overlay titles. 5-3. Examine transitions. 5-4. Define different types of transitions. 5-5. Add transitions to the timeline. 5-6. Recognize the differences in transitions and cuts. 5-7. Describe memorable cuts and transitions you have seen in film and television. Activity 6 6-1. Discover how to place video in Pinnacle Studio’s Overlay track. 6-2. Identify the video and audio portions of clips in the Video and Overlay tracks. 6-3. Examine A/B editing. 6-4. Define insert editing. 6-5. Create an insert edit in Pinnacle Studio. 6-6. Outline the uses of Studio’s Hide, Mute, and Lock functions. 6-7. Determine the attributes of split editing, L-cuts, and J-cuts. 6-8. Create L-cuts and J-cuts in Pinnacle Studio. 6-9. Analyze the career of film and video editors. 6-10. Discuss applications of split editing and how their use enhances the effectiveness of a video. Activity 7 7-1. Define picture-in-picture, or PIP. 7-2. Create PIP effects in Studio. 7-3. Alter the dimensions of a PIP window. 7-4. Explore various effects that can be applied to a PIP window. 7-5. Summarize the uses of music and other audio in news broadcasts. 7-6. Discuss the use of picture-in-picture in your project. Activity 8 8-1. Create and manipulate sound effects in Pinnacle Studio. 8-2. Add music clips to the Pinnacle Studio project. 8-3. Work on the news broadcast project. 8-4. Examine the career of sound engineering technicians. 8-5. Consider the ways in which news agencies use music during broadcasts. Activity 9 9-1. Continue working on the news broadcast project. 9-2. Examine the career of broadcast technicians. 9-3. Discuss which video editing techniques have been most useful to you as you complete your news broadcast. Activity 10 10-1. Continue working on the news broadcast project. 10-2. Consider video editing techniques that have not been useful while working with your broadcast and how it might be changed to give these approaches greater importance. Activity 11 11-1. Complete the news broadcast to meet all required criteria. 11-2. Burn your DVD. 11-3. Present the news broadcast to the instructor. 11-4. Discuss some video editing projects you would like to pursue using videos you own. Activity 11 through Activity 15 require students to complete challenges to meet numerous high level problem-solving objectives. Activity 15 15-1. Select appropriate vocabulary terms based on the definitions provided. 15-2.Test your comprehension of concepts gained during this course. 15-3.State and explain your opinion of the Video Production CPU. The objectives for the challenges in Activity 12 through Activity 15 of this CPU include: Challenge 1 You will conduct research on a career of your choice that utilizes video production. Share your findings in a presentation. Challenge 2 You will shoot and edit a short segment utilizing a green screen. Challenge 3 You will shoot and edit a split-screen video segment using Studio’s picture-in-picture technology. Challenge 4 You will either use an existing movie file to produce a 30 second commercial. Challenge 5 You will edit a raw video segment filmed during one of the challenges you completed in the TV Broadcasting course. Challenge 6 You will use Studio to create and edit background music to accompany existing video. |
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