LIGHTS, CAMERA, CAREER
Lesson 4: Post-Production

GUIDING QUESTION

What decisions must be made when a news team is creating a recorded segment?

LESSON PLAN AT-A-GLANCE

Even when the on-air light goes off and everyone breathes a sigh of relief for another successful TV news production, there is still work to be done. This lesson introduces students to the process of post-production, including editing and graphics elements. As a part of this lesson, students will watch clips created in post-production and then use their own footage to practice the art of this part of TV news. Career highlights: Field Producer, Editor.

Objectives


1. Students will be able to explain the post-production elements of a news show.
2. Students will work with the Rundown to coordinate the necessary elements of a show.
3. Students will edit footage to create news show segments.

4. Students will demonstrate an awareness of the ability to alter footage and graphics to create a different message or story.

5. Students will understand the roles of Field Producer and Editor on a news show.

Resources

• CLIPS:  CLIP 7: Best of Black Entertainment, CLIP 8: Congressional Black Caucus Awards Dinner,

• CAREER VIDEOS:  FIELD PRODUCER, EDITOR,

• Team footage

• Post-Production Equipment: computers, editing software (including audio and graphics elements)

• Final Show Rubric

Introduction

Have each team screen one piece of footage they collected in Lesson 3. Discuss the pieces, if your class is interested in feedback at this stage but with the understanding that the footage they have at this point is the footage they have to work with in post-production. Helpful feedback might include suggestions of how to use or edit the footage (i.e., discussion of strongest points, best quotes, dull moments, etc.)

Manipulating the Message

Decisions made during the production process affect the message that reaches the audience. Choices about what footage to use, which video to show, how to describe a segment through a headline, and how to label guests in the lower thirds all create a particular message or perspective.

Tough Question:

What elements could you change to completely flip the message and/or perspective of one of your segments? Provide examples of potential changes.

LESSON STEPS

Play CLIP 7: Best of Black Entertainment and
CLIP 8: Congressional Black Caucus Awards Dinner.
Explain to students that both of these clips are special segments, created through post-production of previously recorded footage. Post-production staff made decisions about what to include and how much, how to stitch clips of footage together, and how to package it so that context was clear and the storylines made sense within the special.

Have teams review their Rundowns. This will require discussion of the footage they have created and whether they want to make changes to how it is presented.

Play the CAREER VIDEOS: FIELD PRODUCER and EDITOR.

Provide time for the Producer to lead a discussion about post-production decisions, including what stories the team wants to tell, what perspective they are taking, how the headlines will influence the show, and how much time to give to each segment.

5. Have teams begin post-production. The process should be driven by students in post-production roles, but all team members should participate. (Teacher: Part of post-production is also closing down production equipment, cleaning up, following up with guests, and documenting the production experience. If teams have more members than are needed for technical post-production work, students could contribute in those areas.)

Provide enough time for post-production. This stage includes a lot of on-computer work and this can be shared. Students will be manipulating clips (selecting, trimming, cutting); adding graphics, video, audio; and finalizing elements. Some of the work of post-production may be completed as homework, depending on hardware and software availability. (Teacher: Establish a deadline for final production completion and consider moving onto other lessons while teams are finishing up their projects, because timing may vary.)

Assessment

Final Show, edited and packaged news show including a minimum of two distinct segments and all standard intro, outro, and graphics elements

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