LIGHTS, CAMERA, CAREER
Lesson 3: Production

GUIDING QUESTION

How is a TV news show created and coordinated?

LESSON PLAN AT-A-GLANCE

The studio is a unique place during a live TV news show: some aspects remain stable day-to-day but with the news comes the need for fresh content for each show. This lesson sets students on the path to producing their own show after introductions to production equipment, coordination, and timing. As a part of this lesson, students will consider clips that include specific elements that contribute to robust productions. Career highlights: Associate Producer, Studio Cameraman.

Objectives


1. Students will be able to create at least two clips that illustrate different production styles during show segments.

2. Students will be able to analyze the perspective of their own production, providing rationale and evidence.

3. Students will be able to utilize a Studio Cameraman position and Associate Producer position on their news production.

Resources

• CLIPS:  CLIP 5: Audacity of Hope, CLIP 6: Charter Schools & Black Ownership,

• CAREER VIDEOS:  ASSOCIATE PRODUCER, STUDIO CAMERAMAN,

• Production equipment: camera, lighting, audio, recording software, studio set

• Student-created production binder

• Footage Assessment Rubric

Introduction

To inspire students for their production activities, play CLIP 5: The Audacity of Hoop and CLIP 6: Charter Schools & Black Ownership. Discuss the following questions:

  1. What makes these clips engaging? (Teacher: Answers will vary.)
  2. Are there any portions of these clips that have to be done live? (Teacher: No.)
  3. How are video, images, and/or graphics used while people are talking? (Teacher: Video and images are used to illustrate points people are making, bring the content to life, and provide context and examples.)
  4. How do video, images, and/or graphics enhance or detract from the discussion and content? (Teacher: Answers will vary. In cases where video, images, and/or graphics are directly related, enhancement is more likely; in cases where they are unrelated, detraction is more likely.)
  5. What elements would have to be stitched together in post-production if this segment was all pre-recorded? (Teacher: Recorded in-studio anchor and panel, Skype interview, video footage, images, graphics.)

Context & Evidence

Productions can be affected by the context and evidence that is provided within the show. Students can manipulate the messages they are conveying by controlling the narrative (i.e., what information is included and addressed in the discussion) and what information they choose to convey in graphics.

Tough Question:

Is your production entirely neutral? If not, what bias(es) is appearing and what is the perspective you are providing for your audience? Consider, for example, that a piece about school lunches may be different if produced by students than by district nutrition personnel.

LESSON STEPS

Equipment Review: Depending on the equipment you have available, go into the studio and control room or collect the pieces of equipment you have. Discuss each piece of equipment and its use. This is the time to train students on the use of the equipment. The breadth and depth of training at this stage will vary greatly from class to class. For students already familiar with the equipment, the focus should be on review and assessment of comfort for the students in their various roles; for students without experience with the technology, the focus should be on training on the equipment. (Teacher: Decide whether or not to train all students on all equipment or train small groups on specific equipment according to their assigned roles.)

Have students watch CAREER VIDEO: ASSOCIATE PRODUCER and CAREER VIDEO: STUDIO CAMERAMAN and then have teams meet for final review of roles and responsibilities.

Arrange for Producer and Director to be mobile, checking in with team members as they perform their tasks. (Teacher: Because most classes will not be able to produce a live news show, some of the roles may need to be adjusted.)

Disperse teams to begin production activities.

Provide enough time, which may be more than one class period, for students to complete their production tasks. Expect the unexpected and build time in for last minute scheduling conflicts, technological glitches, and mistakes. If teams finish before the allotted time, have them review their footage and begin to conceptualize how it will come together in post-production.

Have teams complete the Footage Analysis Rubric. (Teacher: This is a combined self/team-assessment and teacher assessment.)

Assessment

Sufficient footage to send into the edit process to build a news show with a minimum of two segments and Footage Assessment Rubric

Common Core Standards: W.7.4 | W.8.4 | W.9-10.4 | W.11-12.4 | W.9-10.7 | W.11-12.4 | SL.7.2 | SL.8.2 | SL.9.2 | SL.11-12.2 | SL.7.4 | SL.8.4 | SL.9-10.4 | SL.11-12.4 | SL.7.5 | SL.8.5 | SL.9-10.5 | SL.11-12.5
ISTE Standards: 1.b | 2.d | 3.c | 4.a | 4.b
P21 Framework for 21st Century Learning: 2 | 3 | 4

View the full list of standards here >

STANDARDS

Common Core

WRITING
Production and Distribution of Writing
CCSS.ELA-LITERACY.W.7.4 | W.8.4 | W.9-10.4 | W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
CCSS.ELA-LITERACY.W.9-10.7 | W.11-12.4
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SPEAKING & LISTENING
Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Presentation of Knowledge and Ideas
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.SL.9-10.5 | SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ISTE Standards for Students

1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project

P21 Framework for 21st Century Learning

21st Century Student Outcomes

2. Learning and Innovation Skills

Communication & Collaboration
Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
• Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
• Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
Collaborate with Others
• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

3. Information, Media and Technology Skills

Media Literacy
Analyze Media
• Understand both how and why media messages are constructed, and for what purposes
Create Media Products
• Understand and utilize the most appropriate media creation tools, characteristics and conventions

4. Life and Career Skills

Flexibility and Adaptability
Be Flexible
• Deal positively with praise, setbacks and criticism
• Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

Social and Cross-Cultural Skills
Interact Effectively with Others
• Conduct themselves in a respectable, professional manner
Work Effectively in Diverse Teams
• Respond open-mindedly to different ideas and values

Productivity and Accountability
Manage Projects
• Set and meet goals, even in the face of obstacles and competing pressure
• Prioritize, plan and manage work to achieve the intended result