| We can see regional demographic variations in part by differences in local programming in various areas of the country — and sometimes by the films and network programming that local stations decide not to air.
Knowing your audience, of course, is crucial to success — and not understanding it is at the base of many failures.
3) Check out Similar Productions– If you’re going to make mistakes, at least make new ones. Ask yourself some questions:
How will your proposed production differ from previous successful and unsuccessful efforts by others?
Why did they work; or, maybe more importantly, why didn’t they?
4) Determine the overall value of the production to a sponsor or underwriter.
Obviously, underwriters and advertisers want something in return for their investment
For this, you’ll need to ask yourself some questions. First, what is the probable size of the audience? In determining this, you must know if your show will be a one-shot presentation or if you can recoup production expenses over time by presenting the show to other audiences.
5) Develop a Treatment Or Production Proposal- put it down on paper.
You’ll recall that earlier we talked about treatments and program proposals (written summaries of what you propose to do).
After the program proposal or treatment is approved, the next step is to write and submit a full script.
It will be at this point that any remaining research on the content will be commissioned.
Oct 5th-Oct 30th– Script and Storyboarding-
a script version emerges that is (we can hope) more or less acceptable to everyone. Even this version, however, will probably not be final. In many instances, scene revisions continue right up to the time the scenes are shot.
A storyboard consists of drawings of key scenes with corresponding notes on elements such as dialogue, sound effects, and music
Nov 2nd-Nov 20th– Production Schedule Planning
1) Draw up a tentative schedule. Generally, broadcast or distribution deadlines will dictate the production schedule (the written timetable listing the time allotted for each production step)
Not planning things out carefully might cause you to miss a critical deadline, rendering the production useless.
2.) Select Key Production Personnel– Bring on board the remaining above-the-line production personnel.
In addition to the producer and writer, above-the-line personnel include the production manager,
director and, in general, key creative team members. Below-the-line personnel, generally assigned later, include the technical staff.
3) Decide On Talent, Wardrobe and Sets-
Next, you’ll want to make some decisions on talent, wardrobe (costuming) and sets.
Depending on the type of production, auditions may take place at this point as part of the casting process (selecting people for the various roles).
Once completed, you’ll negotiate and sign contracts.
If you’re lucky enough to afford well-known actors, you’ll probably have decided on them early in the preproduction process.
Once you decide on the talent, you can begin wardrobe selection. These are suggested by the script, coordinated with the look of the sets and locations, and ultimately approved by the director.
After a set designer is hired, he or she will review the script, possibly do ▲research, and then discuss initial ideas with the director.
4) Decide on the Remaining Production Personal– Make decisions on the remaining staff and production needs.
At this point you can arrange for key technical personnel, equipment, and facilities.
This includes the rental of both equipment and production facilities.
5) Obtain Clearances-
We also include in this category a wide variety of clearances ranging from permission to use prerecorded music to reserving satellite time to transmit the production back to a studio. If you can’t obtain clearance, you need time to explore alternatives.
Are you beginning to see why list of credits in films and TV programs is so long?
Dec 2nd-to-Dec 21st– Select Video Inserts, Still Photos, Graphics and Music
| Arrange to shoot or acquire video and film inserts, still photos, and graphics.
To reduce production costs you will want to check out existing stock footage in film and video libraries around the country.
This is generally background footage, such as general exterior scenes of an area that can be edited into the production.
One example of a stock footage source is Film & Video Stock Shots in North Hollywood, California.
If suitable footage is not available or does not meet the needs of the production,
you may need to hire a second unit to produce needed segments.
Second unit work is production done away from the main location by a separate production crew
and generally does not involve the principal talent.
If part of a dramatic production calls for shots of a specific building in Cleveland, for example,
a second unit can shoot the necessary exteriors in Cleveland while the primary unit works on interior shots
in Southern California where the actors live.
When the shots are edited together it will appear that the interior shots belong to the building in Cleveland.
You will want to begin to make decisions on music at this point, including
working out copyright clearances and royalties for music and visual inserts. We’ll discuss these in more detail later. |
Jan 4th-to-May 13th– Begin Rehearsals and Shooting and Editing Phase
1) Start rehearsing and shooting. Depending on the type of production, rehearsals may take place either minutes
or days before the actual shooting.
Productions shot live-on-tape (without stopping, except for major problems –
whether recorded on videotape or another medium) will need to be completely rehearsed before recording starts.
This includes early walk-through rehearsals, camera rehearsals, and one or more dress rehearsals.
2) Editing Phase-
| After shooting is completed, the producer, director, and video recording editor review the footage and start to make editing decisions.
This ▲has typically been done in two phases: online and offline.
Briefly, in offline editing copies of the original taped footage that contains time-code number references
are used to develop a kind of blueprint for final editing. In online editing the original footage is used in editing.
During the final editing phase, sound sweetening (enhancing), color balancing, and visual effects are added.
Because editing is so important to the creative process, we’re going to devote several later chapters to the subject.
If all these terms and procedures sound a bit intimidating right now, don’t worry; we’ll explain them in more detail later.
3) Postproduction Follow-Up-
|
Although most of the production crew will conclude their work by the time production wraps (finishes), some follow-up work generally needs to be completed.
Included is totaling up financial statements, paying the final bills, and determining the production’s success (or failure).
Ratings indicate success levels in broadcast television.
In institutional television success may be determined by testing, program evaluations, and viewer feedback.
Speaking of ratings — those numbers often spell the life and death of TV programs.
You can check your understanding of these things here.
This Project Based Learning Project Competencies from the Course Task List:
| 200 |
LEADERSHIP AND ACCOUNTABILITY SKILLS IN COMMUNICATION TECHNOLOGY. |
|
| 201 |
Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (i.e., presentations, Podcasts, Blogs, Wikis, and Forums). |
|
| 202 |
Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources collaboratively. |
|
| 203 |
Demonstrate an understanding of human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
|
| 204 |
Produce media for an intended target audience, including those with disabilities. |
|
| 205 |
Identify multimedia communications in the areas of education, business, health care, general information, leisure and recreation. |
|
| 206 |
Demonstrate an understanding of, and observe copyright laws when producing media. |
|
|
1300 |
PHOTOGRAPHY, CINEMATOGRAPHY, AND IMAGE CAPTURE. |
|
|
|
1301 |
Demonstrate proper operation of the digital still and video cameras. |
|
|
|
1302 |
Import, capture, and/or transfer image/video from camera. |
|
|
|
1303 |
Identify the parts of a digital camera. |
|
|
|
1304 |
Apply basic principles of exposure. |
|
|
|
1305 |
Apply basic principles of focus. |
|
|
|
1306 |
Apply white balance procedures to the production environment. |
|
|
|
1307 |
Apply basic principles of composition/field of view. |
|
|
|
1308 |
Demonstrate the proper use of support systems (i.e., monopod, tripods, etc.). |
|
|
|
1309 |
Monitor and record proper audio levels. |
|
|
|
1310 |
Identify types of recording codes and formats. |
|
|
|
1311 |
Identify various video recording media. |
|
|
| 1700 |
VIDEO AND AUDIO PRODUCTION. |
|
|
| 1701 |
Identify appropriate target audience. |
|
|
| 1702 |
Identify and use various script formats (i.e., radio, TV, 2 column, and screen play). |
|
|
| 1703 |
Develop a storyboard. |
|
|
| 1704 |
Import, Capture, and/or Transfer media into non-linear editor. |
|
|
| 1705 |
Demonstrate use of video and audio effects and transitions. |
|
|
| 1706 |
Add titles to a video production. |
|
|
| 1707 |
Export finished project for distribution. |
|
|
| 1708 |
Identify types of microphones and pickup patterns. |
|
|
|
|
|
|
| 1800 |
PROJECT MANAGEMENT. |
|
|
| 1801 |
Create and manage a production schedule. |
|
|
| 1802 |
Create a project budget using spreadsheet software. |
|
|
| 1803 |
Given a budget, design a workstation for a specific multimedia application. |
|
|
|
|
|
|
|
|
|
|
|
Video Project Rubric
| ACTIVITY |
Exemplary
|
Proficient
|
Partially Proficient
|
Unsatisfactory
|
POINTS |
| Use of Resources and Citations During Research and Note Taking |
12 points
Note cards indicate research questions, sources of information and graphics, and identify relevant pro and con arguments (if appropriate to the topic).
Sources of information and graphics are properly cited using citations. |
8 points
Note cards show research questions, relevant information from multiple sources of information and evaluate alternative points of view (if appropriate for the topic).
All sources of information are clearly identified and credited using citations.. |
4 points
Note cards show a few research questions from a few sources of information and fail to identify relevant counter-arguments ( if appropriate for the topic)..
Most sources of information are identified using proper citation. |
0 points
Note cards do not include research questions, sources of information and ignore alternative points of view.
No citations are included. |
___/12 |
| Storyboard |
6 points
The storyboard illustrates the video presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks include: text, background color, placement & size of graphic, fonts – color, size, type for text and headings. Notes about proposed dialogue/narration text are included.
All sketches are numbered, and there is a logical sequence to the presentation. |
4 points
The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue.
All sketches are organized and numbered in a logical sequence. |
2 points
The thumbnail sketches on the storyboard are not in a logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue. |
0 points
There is no evidence of a storyboard. |
___/6 |
| Content/Organization |
18 points
The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project’s main idea. The project includes motivating questions and advanced organizers that provide the audience with a sense of the presentation’s main idea. Events and messages are presented in a logical order. |
12 points
Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project’s main idea. |
6 points
The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. |
0 points
The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. |
___/18 |
| Introduction |
6 points
The introduction is compelling and provides motivating content that hooks the viewer from the beginning of the video and keeps the audience’s attention. |
4 points
The introduction is clear and coherent and evokes interest in the topic. |
2 points
The introduction does not create a strong sense of what is to follow. |
0 points
The introduction does not orient the audience to what will follow. |
___/6 |
| Production Quality |
| Video Continuity/ Editing |
12 points
The tape is edited with only high quality shots remaining. Video moves smoothly from shot to shot. A variety of transitions are used to assist in communicating the main idea and smooth the flow from one scene to the next. Shots and scenes flow seamlessly. Digital effects are used appropriately for emphasis. |
8 points
The tape is edited throughout with only quality shots remaining. A variety of transitions are used. Good pacing and timing. |
4 points
The tape is edited in few spots. Several poor shots remain. Transitions from shot to shot are choppy, and the types of wipes and fades selected are not always appropriate for the scene. There are many unnatural breaks and/or early cuts. |
0 points
The tape is unedited and many poor shots remain. No transitions between clips are used. Raw clips run back to back in the final video. |
___/12 |
| Audio Editing |
12 points
The audio is clear and effectively assists in communicating the main idea. Background audio is kept in balance. |
8 points
The audio is clear and assists in communicating the main idea. |
4 points
The audio is inconsistent in clarity (too loud/too soft/garbled) at times and/or the background audio overpowers the primary audio. |
0 points
The audio is cut-off and inconsistent or overpowering. |
___/12 |
| Lighting |
3 points
Additional lighting is used to eliminate shadows and glares. All scenes have sufficient lighting for viewer to easily see action. |
2 points
Additional lighting is used. Few shadows or glares are apparent. |
1 points
Some scenes are too dark or too light to determine what is happening. |
0 points
Only ambient (available) light is used. Most scenes are too dark or too light to determine what is happening. |
___/3 |
| Camera Techniques (Exposure/Focus) |
12 points
All shots are clearly focused and well framed. The camera is held steady with few pans and zooms. Close-ups are used to focus attention. |
8 points
Most shots are clearly focused and well framed. |
4 points
Some shots are unfocused or poorly framed. |
0 points
Many shots are unfocused and poorly framed. Excessive panning and zooming distracts the viewer. |
___/12 |
| Graphics |
6 points
The graphics and/or animation assist in presenting an overall theme that appeals to the audience and enhances concepts with a high impact message. Graphics explain and reinforce key points during the presentation. |
4 points
The graphics or animation visually depict material and assist the audience in understanding the flow of information or content. |
2 points
Some of the graphics and/or animations seem unrelated to the topic/theme and do not enhance concepts. |
0 points
The graphics and/or animations are unrelated to the content. Graphics do not enhance understanding the content, or are distracting decorations that detract from the content. |
___/6 |
| Copyright |
6 points
Copyrighted information for photos, graphics and music is clearly identified by source and nature of permission to reproduce. |
4 points
Every photo, graphic or music is either original or permission for its use is documented. |
2 points
Some sources of photos, graphics, and music are not clearly identified with references, and permission to reproduce is missing. |
0 points
There is no reference to copyright information for photos, graphics, and music. |
___/6 |
| Moving Images |
3 points
Motion scenes are planned and purposeful, adding impact to the story line. “Talking heads” scenes are used when crucial to telling the story. |
2 points
The video includes some “talking heads,” and backgrounds and video effects add interest. Most motion scenes make the story clearer or give it more impact. |
1 points
The video includes “talking heads” and a few motion scenes are added but do not improve understanding of the story line. |
0 points
The video features “talking heads” with little or no action to add interest or the video uses action excessively. |
___/3 |
| Timing |
3 points
Video clips show no slack time. “Three beat” timing (three actions per clip or three clips per event) is evident. |
2 points
Most video clips are edited to remove slack time and to emphasize action. |
1 points
Some video clips need to be edited to remove slack time and increase action. |
0 points
Video clips begin and end with slack time or no action. |
___/3 |
| TOTAL POINTS |
___/99 |
A – Exemplary: 86-99 points
B – Proficient: 76-85 points
Partially Proficient or Unsatisfactory: Needs to be resubmitted – fewer than 75 points |
|
|
