cnn camp news network unit
DESCRIPTION
ECU 2015TRANSCRIPT
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CNN:CampNewsNetwork
cnncampnewsnet.weebly.com
Lesson#1WritingandReportingtheNewsLesson#2PracticeMakesPerfectLesson#3Lights,Camera,Action
Lesson#4ThatsaWrap
What does it take to be a reporter and editor? Join the CNN: Camp News Network to find out! Prepare to learn all about broadcasting through creating short news clips, interviewing campers, and broadcasting the 2015 AIG Summer Camp video! Together we will capture the weeks highlights and explore the PERSPECTIVE of camp life.
UNITESSENTIALQUESTIONHowdoesbroadcastingimpactapersonsperspective?Howcanbroadcastingattractthe
interestofallaudiences?
LisaBurke,DanielleFaircloth,andMaryGraceGuthrieSPED6402Spring2015EastCarolinaUniversity
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CONTENTRESEARCHPAPER
HistoryofBroadcastJournalism
Livinginthetwentyfirstcentury,wehaveaccesstonewsatourfingertips.Wecan
quicklyfindoutwhatisgoingoninourstate,country,andaroundtheworldwithafewclickson
ourphones,aclickofabuttonontheTVremote,orbyturningontheradio.Withmanynews
stationsfillingtheairways,wehaveoptions,manyoptions.Thenewsbroadcastingindustry,as
weknowittoday,hasbeenbirthedandexpandedwithinthelastcentury,makingnewsreadily
availableandhelpingtofulfillthenaturalcuriosityofhumansabouttheeventsoccurringaround
us.However,theseoptionshaventbeenaroundbutforacoupledecades.Itshardtoimaginea
worldwithoutinstantnotificationsoftheeventsoccurring.Whatdidpeopledobeforethe
takeoffofthebroadcastingindustry?Howdidtheygettheirinformation?
FirstMethodsofTransmittingInformation
TheneedanddesireforcommunicatingnewscanbetracedbacktotheAncientGreeksin
theArchaicperiod.Longbeforethebroadcastingindustryasweknowitbegan,Greekswere
findingalternativemethodsoftransmittingmessagesoverlongdistances.Ancientcivilizations
reliedondrums,fire,andsmoketohelprelaymessageswithintheircities.
Aftercenturiesoffindinguniquewaystocommunicate,liketheGreeks,avarietyof
theoristsandinventorsbegantolaythefoundationforthebroadcastindustryasweknowit
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today.JamesMaxwell,aScottishmathematicalphysicist,theorizedtheexistenceof
electromagneticwavesasluminousether.In1877,AlexanderGrahamBell,aneminent
Scottishbornscientist,conductedavarietyofexperimentsusingelectricalclicksonwireswhich
transmittingsoundsbytelegraph.Later,HeinrichRudolfHertz,aGermanphysicist,invented
thesparkgapdetectorwhichverifiedtheexistenceofelectromagneticwaves.Thispavedthe
wayforthefoundationforthebroadcastofthehumanvoiceandtheradio.
Radio,theBeginningsofModernMedia
ItwasnotuntilafterWorldWarIthatthefirstmassradiobroadcastsbegan.Thefirst
broadcastoccurredin1919whenaDutchconcertwasbroadcastedataprearrangedtime.Afew
monthslaterthefirstcommercialradiostationopenedinPittsburgh,PennsylvaniainJuly1920.
KDKA,thevoiceofPittsburgh,wasnottheonlyoperatingcommercialstation,butithelped
kickofftheeraofmasscommunicationsinAmerica.
Radiohadaverylargeimpactonthe20thCentury.Itwasthefirstmodernmediaform.
Bytheendofthedecade,theperiodofawe,itwascleartoallthatradiowaschangingthe
interiorlifeofthecountryinwaythatfewcouldhaveenvisioned(Lewis,1992,p.28).This
newmediaimpactedthewayAmericanstalkedandthoughtbyprovidingpeopleofallclasses
andethnicbackgroundswithnews,politicalinformation,andentertainment.By1930aradioset
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providedthemainsourceofentertainmentinhomesandanestimated60percentofAmerican
familieshadpurchasedradios.Thiswastheeraofmasscommunications.
TheEarlyStagesofTelevision
Theideaoftelevisionwasdiscussedasearlyasthe1870s,butdidnotbegintoplaya
majorroleinthemediarealmuntilmuchlater.In1921,PhiloFarnsworth,anAmerican
inventor,cameupwiththeconceptofbroadcasttelevision.Hedevelopedanimagedissector
cameratubewhichtransmitteditsfirstimage,asimplestraightline.Thisdemonstrationwas
showntothepressandin1928knownasthefirstelectronictelevisiondemonstration.Buteven
beforethispublicviewoftelevision,theBBCandCBSwereformedin1927.
OnApril26th1931,NewYorkCityunveiledaradio(WGBS)andtelevision(W2XCR)
stationthatofferedafourhourdailybroadcastingschedulefeaturingfilmsandliveentertainers.
ThreemonthslaterinJuly,CBSsNewYorkCitystationW2XABbeganbroadcastingtheir
sevendayaweektelevisionschedule.In1936NBCbeganbroadcasting,withonethirdoftheir
programmingdevotedtonews.Thepublicbegantogetmoreexcitedaboutthenewformof
mediathatwasslowlyrising.In1939,Publicdemonstrationsoftelevisionscapturetheattention
ofpeoplearoundtheworld,culminatinginthefamousdemonstrationoftelevisionbyRCAatthe
1939WorldsFair(Media,Technology,andCommunication).TheTVindustrywasgetting
readytotakeovermassmediacommunication.
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Scientists,inventors,andbroadcastingstationsallsawthepotentialformotionpictures.
Astheindustrywasabouttotakeoff,theprogressoftelevisedbroadcastingcametoahalt
duringWorldWarII.Peoplereliedontheirradiostolistentospeechesfrompoliticiansandto
gainnewsonthewar.Theyalsousedthemediatodistractthemfromthefearofwhatthewar
couldbring.Televisionwasreadyforitsfullscalelaunch,butthedemandsofthewarkeptthe
newmediumatparaderestuntil1945(Kierstead).Afterthewarwasover,studioswere
reopenedandthisnewmediumquicklybegantobethemostpopularformofmediainthe20th
Century.
WellKnownAmericanNewscastersandTheirRolesinNewscasting
Thefirstnewsbroadcastontelevisionoccurredin1930andwashostedbyLowell
Thomas.Hisnewscastswerethefirstregularlynightlyschedulednewsbroadcasts.Theideaof
newsbroadcastingcontinuedtogrowasCBSbeganbroadcastingtwodailynewsshows.These
newsbroadcastingsdifferedfromtodaysnewsshowsbyusingstillimagesandmapswhilethe
anchorreadascript.
EdwardMurrowwasanotherwellknownAmericanbroadcastjournalist.Hebeganhis
careerwithCBSbycompletingaseriesofradionewsbroadcastsduringWorldWarIIfrom
overseas.HewasoneofthefirstAlliedcorrespondentstoreportthetragediesoftheNazi
concentrationcamps.CBSrealizedtheadvantagestohavingpersonalreportsandeyewitnesses
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tocommentontheeventstakingplace.Hisreportssetatrendforthefutureofbroadcasting
journalism(RadioDays).
CBSbegancompetingagainsttheNBCnewsstreetprogramsin1948.AstheTVnews
industrygrew,networkswereexpandingtheirnewscoveragetoattractalargeraudience.In
termsofinformation,thethreebignetworksviewedtheirnightlynewsprogramsasflagships
thathelpedestablishtheircredibilityasanetworkandhelpedattractaloyalviewerbase
(Media,Technology,andCommunication).ItwasduringthistimethatWalterCronkitetook
overtheanchorslotofCBSseveningnews.Asnotedinhisbook,Cronkitebecamewellknown
astheanchorfrom1962until1981anditwasunderhisleadershipthatthenewsshowexpanded
from15to30minutesin1963(2006).
LocalNewsShows
Localtelevisionnewsstationsproducetheirownnewscasts.Theygeartheirstories
towardsviewersinspecificareas.Manylocalnewsshowsarepreferredduetothecontentbeing
directlyrelatedtotheaudienceandrelevanttothelivesoftheareainwhichtheviewerslive.
Weatherandsportsreportsalsoplayanimportantroleinlocalnews.
Althoughlocalnewsservesthecommunity,broadcastingstationsdonotairthemfor
publicserviceonly.LocalnewsisthetopmoneymakerforaTVstation,generatingupto60%
ofoverallrevenues(Block,2002).Localstationspridethemselvesonahighvolumeofviewers
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andcompetitiveratings.Inordertokeepthemoneycominginandtheiraudiencehappy,alotof
hardworkgoesonbehindthescenesinthenewsroom.
HowaNewsroomWorks
The newsroom is where the stories are collected, written, grouped, edited and pulled
together for the news broadcast. The number of jobs and people working in the newsroom vary
depending on the specific news broadcasting station, stated Jim DeLuca, editor of ABC 11
WTVD.Eachnewsroomhasdifferenceswhichcanbeslightorsignificant.
Stories come into the newsroom through tipoffs, press releases, or from local, state,
country or world issues. Editors, producers, or chiefofstaff themselves may want certain
stories covered as well if they think they will appeal to their viewing audience. As this group of
stories develops, journalists or reporters may attend an event, do independent research, and have
phone or facetoface interviews with the person or persons involved in the news story. At
times,theymayusearchivedmaterial,photographs,orfootageorsound.
Photographs, sound and light technicians and camera operators are often assigned to the
stories by editors after they have looked at the number of stories for the day or specific
newscast. Sometimes cameramen and / or photographers are sent out to do the job on site, and
journalistsstayintheofficetothefollowupstoryorconducttheinterviews.
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Photographers or camera operators return with their visuals to the newsroom. The
newsroom can become a frantic place during this time. As ABC 11 WTVD Editor, Jim DeLuca
explained, news items are put together and completed before the broadcast and then facilitated
through the news anchor. This includes raw visual footage or audio being edited and reviewed
by the editor and sometimes, rerecording occurs during this time. In some newsrooms, editors
and producers meet again to review the story list and to be sure they have the materials
necessary to convey the appropriate news of an event. The stories are doubled or even tripled
checked to ensure they are correct and factual. Once the stories are completed and ready for
viewing, producers may reorder news stories in priority for presentation. Preparing a news
story for broadcasting is like a puzzle, it takes many people putting small pieces together to get
theendresultofasuccessfulnewsbroadcast.
Conclusion
The news broadcasting industry has grown to become the number one method of mass
media used to convey messages to an audience. It has taken a different form and purpose
throughout the decades in the past 100 years. At some points in history, the main goal of
television was entertainment and at other times it served to inform viewers. Today news
broadcasting still plays a major role in our society. It serves a purpose of informing and
entertaining, and attracts the attention of viewers by appealing to local needs and news. It takes
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a lot of people and hard work to make these broadcast happen, but the service it provides to the
individualcommunitiesispriceless.
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References
Block,V.(2002).Newsisthenewsatlocaltvstations.CrainsNewYorkBusiness18(40).
Retrievedfrom
http://search.proquest.com.jproxy.lib.ecu.edu/docview/219176236?pqorigsite=summon
Cronkite,W.(2006).AReportersLife.NewYork,NY:RandomHouse.
Evans,B.G.,Thompson,P.T.,Corazza,G.E.,VanelliCoralli,A,&Candreva,E.A.(2011).
19452010:65yearsofsatellitehistoryfromearlyvisionstolatestmissions.
Proceedings
oftheIEEE,99(11).Retrievedfrom
http://ieeexplore.ieee.org.jproxy.lib.ecu.edu/stamp/stamp.jsp?tp=&arnumber=5985458
Kierstead,P.News,Network.MuseumofBroadcastCommunications.Retrievedfrom
http://www.museum.tv/eotv/newsnetwork.htm
Lewis,Tom.(1992).Agodlikepresence:animpactofradioonthe1920sand1930s.
OAHMagazineofHistory,6(4).Retrievedfrom
http://www.jstor.org.jproxy.lib.ecu.edu/stable/25154082?seq=3#page_scan_tab_contents
Lombardi,M.,&Nelson,G.(2014).WWVB:Ahalfcenturyofdeliveringaccuratefrequency
andtimebyradio.JournalofResearchoftheNationalInstituteofStandardsand
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Technology,119.Retrievedfrom
http://search.proquest.com.jproxy.lib.ecu.edu/docview/1518256160?pqorigsite=summon
Media,Technology,andCommunication.InAPrimeronCommunicationStudies(Vol.1).
Retrievedfrom
http://2012books.lardbucket.org/books/aprimeroncommunicationstudies/
RadioDaysEdwardR.Murrow.(n.d.).RetrievedFebruary1,2015,from
http://www.otr.com/murrow.html
Scherer,C.(2013).ThehistoryofW9BSP.RadioMagazine19(11).Retrievedfrom
http://search.proquest.com.jproxy.lib.ecu.edu/docview/1458738510?pqorigsite=summon
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ConsultwithanExpert
InterviewwithaMediaCoordinatorandEditoratABC11WTVD
ProfessionalExperienceandEducation
JimDeLucaisaNewsMediaCoordinatorandEditoratABC11WTVD,Durham,NC.
Hehasbeenchosenasanexpertwithinthispaperbecausehasbeensuccessfullyemployedwith
thistelevisionstationfor31years.JimDeLucawascontactedviaemailandtext.Priorto
workingatWTVD,JimwasalsoemployedatatelevisionstationinFloridaasaMedia
CoordinatorandEditorforthreeyears.JimcompletedacertificateinTelevisionProduction
fromatechnicalschoolinFlorida.Atthistime,acollegedegreeinjournalismisneededto
acquireaneditorpositionatmostbroadcastingcompanies.
DailyResponsibilitiesandTechnology
JimDeLucaisinchargeofcleaningoutthenewscomputereditingsystemsofold
mediaonadailyschedule.Healsoeditsvideoinallofthenewsshows.GrassvalleyEdius7
editingsoftwareisusedtoeditoldmedia.OneHPi7computerandanotherHPcomputerare
usedforsoftwarerunsorNewsRundowns.Threemonitorsareusedforthisprocess.Editors
keepmediaonlargestoragecomputers.Alargearchivesystemsavesallofthestoriesthat
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WTVDairssotheymaybeusedatalaterdate.Inaddition,theWTVDMediaCoordinatorand
Editorguaranteesthatvariousroutersandsatellitefeedsarebroughttoreportingsitesinvans.
CommunicationandRelationshipswithCoworkers
TheEditorofABC11WTVDbelievesthatitisveryimportanttodiscussthestoryline
withthereporterorthenewscaster.Aseverynewscasterandreporterhavedeadlines,timelimits
onthestory,andaspecificfocus,itisimperativethateditorsknowexactlywhattheaudience
expectstoseeduringtheairingofthestoryline.
SuggestionsforEditingNewscasts
JimDeLucafeelsthatitisimportantforanEditororMediaCoordinatortostaycalm
duringhighpressuretimes.Thereshouldbestrongcommunicationbetweenfelloweditorsand
producers.Thiscanbedifficulttododuringtimesduetothedemandingonthespotworkload
thatiscarriedoutonadailybasis.
AMediaCoordinatororEditorjobcanbefunandcreative.JimDeLucafeelsthatthere
aremanyinterestingspecialeffectsthatcanbecarriedoutwhenusingeditingsoftware.He
suggestsusingeverytoolthatispossibletousewhenneeded,butremembernottousetoo
manyeffectsthatcouldtakeawayfromthestoryandvideoyouareworkingwith.
ContactInformation
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JimDeLucamaybereachedatABC11WTVDinDurham,NC.Theaddressis411
LibertyStreetDurham,NC27701.Jimsemailaddressis:[email protected]
telephonenumberis:9197302179.
ConnectionstotheTheme
Perspectives:TheEyeoftheBeholder
Everyonehasideas,factsknowntoourselves,thathavemeaningfulinterrelationships
withothertopics.Thishelpstocreateourperspective.However,oftenaperceptionofatopicor
picturedependsonhowyoulookatit.WhenyoulookatoneparticularfamouspictureYoung
Woman/OlderWoman,youcanexperiencetheshiftinperspectivethatpsychologistscall
figuregroundeffect.Justasapicturecanlookverydifferentfromanotherviewpoint,a
broadcastcanseemverydifferentwhenonelooksatdifferentviewpoints.Weoftenhavetolook
atmultiplepointsofviewtounderstandinterdependenciesfromonetopictoanothertopic.
Multipleperspectivesareessentialwhenreportinganewscast.Becauseofstakeholders
likereporters,interviewees,programdevelopers,familiesandcommunity,andthegeneral
public,itisveryimportantthatreportingisseenfromtheperspectivesofthesestakeholders.
Theseperspectivesgivenfromavarietyofpeoplefitintothelargercommunitysystemand
demonstrateoutcomesandimpactthestakeholders.Ifthenewsaudiencebeginstoviewevents
throughtheeyesofthosewhoparticipatein/viewtheevent,theyarelikelytounderstandthe
perspectiveoftheparticipants.Perspectivesareoftenrelatedtoemotionsandactions.They
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oftenhelptheaudiencetoformstrongopinionsandevenhavebeenknowntoencourage
lawmakersandotherstakeholderstomakedecisionsregardingbudgeting.
Multipleperspectivesareveryimportantforunderstandingthecontentandmeaningof
newsprograms.Thereporterinterviewsaparticularintervieweewhosharestheirviewswiththe
audience.Theaudiencecreatesaperceptionfromtheinterviewsofthesepeople.Whenpeople
sharetheirperspectivesonaparticulartopictheycanuncovermanydifferencesandlearn
informationonacertaintopicandformtheirownopinions.
CNNCampNewsReporterswillbegiventheopportunitytohelpdisplaystudentcamp
participantsperspectivesabouttheECUAIGCamp.Becausereportersoftenbringtheirown
perspectivestotheinterview,theirownviewsandcommentsmaybecomeapartofthe
broadcast.ThesummariesoftheeventswillincludeavarietyofopinionsanddetailsaboutECU
AIGCampexperiences.
ECUCampparticipantswillhelptocreateanaudienceperspectiveofECUAIGCamp
happenings.Theywillincorporatetheirexperiencesatcampintoemotionsandrecollectionsof
importanteventswithintheweeklongcampexperiences.Theseparticipantswillhavean
influenceontheaudienceandtheirknowledgeofAIGCampatECU.Thecommentsand
emotionsofthecamperswillaffecttheCNNCampReporterswhoaskquestionsandtheCNN
CampEditorswhodecidewhichclipsaretobeusedwithinthebroadcast.
TheCNNStudentEditorswilladjustandrefinethephysicalimagesandaudiostatements
ofthestudentintervieweesinordertocreateanaudienceperspective.Theywillmakeeditsto
filmingandaudioinordertomanipulatethemoodandflowofthestorieswhichwilldisplaythe
campparticipantsperspectives.ThefinalCNN:CampNewsNetworkpresentationwillbe
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shownattheendofthecamptocampparticipantsandhopefullyshownonthelocalGreenville,
NCNewsStation,WITN.
Outsiderswatchingthetelevisionbroadcastwilldevelopanawarenessandunderstanding
ofhowgiftedstudentsviewtheirweeklongcampexperiences.Thiswillinduceemotionswithin
thecommunityandpossiblychangetheperspectivesoftheviewersownpersonalunderstandings
ofcampevents.ThelocalGreenvillenewsstation,WITNmaywanttocontributemedia
donationswhichwouldenhancethegiftedstudentsunderstandingofbroadcastingforthe
followingAIGECUCamp.Also,thisbroadcastmayinvokeanemotionaboutthetechnology
needswithinclassrooms.Thiscouldhelpstakeholderssuchaslawmakersunderstandthe
importanceoftheuseoftechnologywithintheschoolsandmakepolicydecisionsonthe
distributionoftechnologymonies.
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TechnologyIntegration
Intodayssociety,technologyiseverywhere.Itaffectsalmosteveryaspectofourday.It
influenceshowwesocialize,connect,communication,butmostimportantlyhowwelearn.With
itssteadilyincreasingpresenceinourlivesitonlymakessensetohavemobiletechnologyinthe
classroom.WithourcamptopicbeingCNN:CampNewsNetwork,thestudentswhowillbe
participatinginourprogramhavegrownupinatimewheretechnologyisintertwinedwith
everythingwedo.Withthisbeinganincreasingdistraction,inordertomakesureourunitis
engagingandapplicable,wehavedecidedtoheavilyincorporatetheuseoftechnology,starting
fromdayone.
ThefirstandmostcriticalintegrationoftechnologyistheuseofiPads.Themain
decisionbehindchoosingiPadsistheaccesstotheappiMovie.Sincestudentswillbeworking
withiMovieinordertoeditandfinalizetheirvideo,andtheiPadisoneofthefewhandheld
devicesthatallowsaccesstothisappandisstilllargeenoughformultiplestudentstoviewthe
screen.Althoughthereareotherrecordingdevicessuchassmartphones,flipcams,orhandheld
recorders,havingstudentsuseiPadswillbeamorestudentfriendlywaytohavethemfilming
theinterviewsandactivitiestakingplacethroughouttheentiredurationofthecamp.Thereare
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norestrictionsastowhereyoucantakethedeviceduetoitbeinglightweightandeasilycarried.
Otherthanthepossibilityofthebatteryrunningout,studentshavenolimitationsforhowlong
theycanexploreotherstudentsperspectivesduringinterviews.Forstudentswhohavenothad
experiencewithiPadsorMacproducts,itisafairlysimpledevicetouse,allowingeveryoneto
beonthesameplayinglevelwithonly4daystoworkwiththedevice.
Asmentionedpreviouslystudentswillalsobeheavilyrelyingontheapplicationknown
asiMovie,createdbyApple.iMovieisoneofthesimplestandmosttimeefficienteditingapps
thatallowsstudentstopiecetogethervideoclipsandadddramaticeffects,graphics,andsound.
StudentswillnothavetotransfermediarecordedfromtheiPadtoanothersource.Theycan
simplyuseonedevicetocreatetheentireproductfromstarttofinish.Althoughtherearemore
complexeditingappsthatourstudentswouldbecapableofusing,iMovieisthebasicsallowing
themajorityofthetimetobespentontheotherprocessesrequiredtocreateanewscast.
Otherformsoftechnologythatwillbeutilizedduringthecampbutnotdirectlyusedby
thestudentsareprojectors,laptops,skype,andwebstreamingofvideos.Inordertodisplay
informationtostudentstheeasiestwaytoaccomplishthisistoprojectit.Withthepossibilityof
nothavingourpresenterbeabletomakeainpersonappearance,wehavethebackupplanof
Skypingwiththemsostudentscanstillaskquestionsinrealtime.Lastly,withthisbeinganews
basedcampprogram,studentswillneedtoseeexamplestogainabetterunderstandingofwhats
expected.Byshowingvideosofsimilarstudentcreatednewsprograms(goodandbad)theywill
gainabetterunderstandingofwhatafinishedproductshouldlooklike.
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CONTENTOUTLINE
I.ProsandConsofTraditionalMediaTypes
A. NewsBroadcasting1. Motionpicture2. AppealstomoresensesCombinesight,sound,andmotion.3. Typicallymoreentertainingforchildren4. Largeaudiencepotential5. Productioncost
B.PrintedNews1. Stillpicture2. Visualonly3. Allowsindepthproductexplanation4. Canbemorespecializedforlocalizedcommunities
II.PublicSpeakingEtiquette
A. BodyLanguage1. Maintainagoodposture2. Beanactivelistener3. FacialExpressions
a. Smileb. Benaturalc. Avoidinappropriatereactions
B.Voice1. Projectyourvoiceandspeakup
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2. Useaconversationaltone3. Usefamiliarwords4. Properpace
a. Allowseveryonetohearb. Allowseveryonetounderstand
5.PrepareforspeakingbyrehearsingC.EyeContact
1. Maintaineyecontactwiththecamera/audienceorwiththeinterviewee.2. Memorizetheintroductionandfirstquestionyouwanttoaskan
intervieweetohelpmaintaineyecontactIII.InterviewQuestions
A. Preplan1. Thinkaboutthegoalsoftheinterview.Whatisthepurposeofthe
interview?Whatdoyouwanttoknow?2. Writequestions
a. Askopenendedquestionsb. Askclearquestionsc. Donotuseloadedquestions
3.PlananintroductionB.DuringInterview
1. Askonequestionatatime2. Askfollowupquestion,ifneeded3. Thankinterviewee
IV.Broadcastjournalism
A. Journalist/Interviewer/Reporter1. Investigatesanddeliversstories2. Providesfinalapprovalofinterviewquestions3. Takesadditionalphotos
B.Anchor1. Introducesnewssegment2. Helpsnewswriterwritecommentaries3. Helpsselectmaterialstopresent
C.FilmCrew1. Recordstheinterview2. Recordsthenewsroomfootage3. Operates/Decidessoundeffects
D.NewsWriter
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1. Helpstocreatescriptsforanchors2. Playsavitalroleinthedevelopmentofinterviewquestions
E.ProductionEditor1. Coordinatestheactivitiesofwriters,filmcrew,anchors,andjournalists2. Conductsmeetingstoplannewssegment3. Makesfinalrevisionsofnewsbroadcast
V.IpodCameraBasics
A. PoweronandoffB. ZoominandoutC. RecordStartandstopD. GalleryPreviewingfilmE. MicrophonelocationF. Tripoduse
VI.ThePerfectShot
A. PickagoodlocationB. Appropriatecameraangle
1. EyeLevel2. Capturesubjectsheadandshoulders3. ThreeQuarterangleshotAnalternativetoadirectstraightshot.4. RuleofThirdsaguidelinethatproposesanimageshouldbedividedinto
9equalsectionsby2horizontaland2verticallines.Importantelementsoftheimageorframeshouldbeononeoftheseimaginarylines.
C.Extrafootageincludeextrafootageatthebeginningandendofeachcliptoensurethatallnecessaryfootageisbeingrecorded.
D.Noise1. Besurethesceneisgenerallyquietbeforeshooting.2. Considerthebackgroundnoiseofthescenebeforeshootingfilm.
Backgroundnoiseshouldnotbethemainfocusofthefilmunlessyouarefilmingthecliptohighlighttheemotionofthescene.(Example:Ifyouarefilmingarelayrace,backgroundnoisewouldbeappropriate.)
3. Considerifanexternalmicrophoneisnecessary(forvolumeorprops).4. Considerifavoiceovernarrationwouldbemostappropriateforthe
scene.E.PreviewfootagebeforeleavingsceneAfterrecordingthenewsclip,watchthe
cliptoensurevolumeandlightingisappropriate.Ifreshootingisnecessary,refilmtheclipbeforeleavingthescene.Besurenottorecordoveranyfootage.
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F.SpeakthesamelanguageEditorcallstheshots1. RollCameraInformsfilmcrewwhentostartrecording.2. ActionTellsjournalistswhentobeginspeaking/moving3. CutTellsfilmcrewwhentostoprecording.4. ThatsaWrapInformseveryoneonscenethattherecordingprocessis
over.
VII.PostProduction/FinalBroadcast
A. Originalfootageshouldnotbealtered.Wheneditingusedacopiedfile.B. UsingiMovieImportingVideo
1. OpeniMovie2. GotofileNewMovie3. Savemoviebeforebeginning.4. PluginiPodusingUSBcable.5. Clickimportbutton.6. Importthevideobyselectingspecificvideofootageorbyselecting
importall.7. Oncefootagehasuploaded,editingcanbegin.
C. UsingiMovieArrangevideoclipsusingstoryboard.(IncludeAnchorclip)1. Arrangeclipintimelinebyselectingclipanddraggingittothenew
location2. Abluelinewillappearwheretheclipisgoingtomove.
D. UsingiMovieIncludespecialeffectsandtransitions.1. AddingTransitions
a. Clickthehourglassbuttonlocatedonthetoolbarinthemiddleofthescreen.
b. Choosethetransitionyouwouldliketousec. Dragintoclipd. Savemovie
2. AddingTitleSlidea. Clickonthetextbuttonlocatedonthetoolbarinthemiddleofthe
screen.b. Choosethetitlescreenc. Dragintoclipd. Edittextonscreene. Savemovie
3. AddingVoiceovernarrationa. Useexternalmicrophone
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b. Placeplayhead,whitelinethatindicateswherethevoiceoverwilloccurinthefootage,inthecorrectlocationinthetimeline.
c. Clickvoiceoverbutton.d. Clickrecordfrompopupmenuandselectinputdevice.e. Dragtheinputvolumeslideratacomfortableandappropriatelevelf. Dragthenoisereductionbartohelpblockbackgroundnoise.g. Clickwherethenarrationshouldbegin.h. BeginspeakingwheniMoviepromptsforrecordingtobegin.i. Watchthevideowhileyourecordthenarrationtobesurethatthe
narrationwillmatchthefilm.j. Clickstoprecording.k. Save
E. UsingiMovieEnhancingclips1. StabilizeClip
a. Clickthestabilizationbuttononthetoolbarinthemiddleofthescreen.(Lookslikeavideocamerawithlinesaboveandunder)
b. ClickStabilizeShakyVideoboxc. AllowiMovietimetocompletethestabilizationprocess.d. Dragthestabilizationbartoadjusttheamountofstabilizatione. Savefile.
2. EnhanceColora. Clicktheenhancebuttononthetoolbarinthemiddleofthescreen.b. Enhancementsareautomaticallycompletedatthepoint.c. Savefile.
F. CreatingthefinalproductProductionEditorspiecetogetherfinalnewsclip1. Importalleditednewsclips2. Placeclipsinappropriateorderusingstoryboards3. Includetransitions4. Includeslidetitlewhereappropriateinthenewsclip. 5. Createintroductiontonewsclipbyusingacollectionofsoundclipsand
titleslides.G. SharingandFinalizingMovie
1. FInalizevideoiniMoviebyexportingmovieasanquicktimevideofile.a. Namefinalvideo.b. Savewithappropriatefilesize.c. Exportvideoandaudio.d. ExporttoUSBdriveforviewingatCampOpenHouse
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LESSON#1WritingandReportingtheNews
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE StudentswillbeabletoformulatethestepsforwritinginterviewquestionsandwillgenerateinterviewquestionsforCNN:CampNewsNetwork.
POINTTOPONDER Visuallyseeingthenewsismoreinformativethanreadingthenews.
ESSENTIALQUESTION Howcanoneformulateappropriateinterviewquestions,whilekeepingmultipleperspectivesinmind?
CONTENTOutlinethecontentyouwillteachinthislesson.
I. ProsandConsofTraditionalMediaTypes
A. NewsBroadcasting1. Motionpicture2. Appealstomoresenses
Combinesight,sound,andmotion.
3. Largeaudiencepotential
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4. ProductioncostB.PrintedNews
1. Stillpicture2. Visualonly3. Allowsindepthproduct
explanation4. Canbemorespecializedfor
localizedcommunities
II.PublicSpeakingEtiquetteA. BodyLanguage
1. Maintainagoodposture2. Beanactivelistener3. FacialExpressions
a. Smileb. Benaturalc. Avoidinappropriate
reactionsB.Voice
1. Projectyourvoiceandspeakup
2. Useaconversationaltone3. Usefamiliarwords4. Properpace
a. Allowseveryonetohear
b. Allowseveryonetounderstand
5. Prepareforspeakingbyrehearsing
C.EyeContact1. Maintaineyecontactwiththe
camera/audienceorwiththeinterviewee.
2. Memorizetheintroductionandfirstquestionyouwanttoaskanintervieweetohelpmaintaineyecontact
III.InterviewQuestionsA. Preplan
1.Thinkaboutthegoalsofthe
-
interview.Whatisthepurposeoftheinterview?Whatdoyouwanttoknow?
2.Writequestionsa. Askopenended
questionsb. Askclearquestionsc. Donotuseloaded
questions
II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandthedifferencesbetweenvisualandwrittennewsmedia.
Studentswillunderstandbasicetiquetteforpublicspeakingandfilming.
Studentswillunderstandthedosanddontsofwritinginterviewquestions.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillbeabletodistinguishbetweenproperandimproperspeakingetiquette.
Studentswillbeabletoformulateinterviewquestions.
III.PLANNING
HOOKShowanewsintroductioncliptostudents.(ThisclipwillbecreatedbyCourse4students,intheNewsroom,thedaypriortocampbeginning).TheclipwillintroducestudentstoCNN:CampNewsNetwork.Aftertheintroduction,studentswillintroducethemselvesinthesamemanner
TIME:6Minutes
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anchormenintroducethemselvesonthenews.https://www.youtube.com/watch?v=BYDW30yQzYMaterialsneeded:SpeakersandMicrophones
INSTRUCTIONPartI:ComponentsofBroadcastClip
Viewnewscasthighlightingeventsthatattracttheinterestofmiddle/elementaryschoolstudents(Popculture,sports,breakingsciencediscoveries,etc.).Askstudentstorecallwhatisbeingsaid.Whatdotheyrememberseeing?Whatdotheyrememberhearing?(Thisclipwillbechosenclosertocamptimesotheeventisrelevantandmeaningfultostudents.)
Havestudentsreadanarticlealoudfromnewspaper(onlinenewsresource)aboutthesameeventsfromthevideoclip.Havestudentscomparereadinganewsarticletowatchinganewsclip.
Standup,Handup,Putup(SUHUPU)Studentswillsharewiththeirclassmateswhichtypeofmediatheybelieveisthebestformofcommunication.Whatdotheylikethebest?Howaretheperspectivesofeachtypeofmediadifferent?(ConnectiontoTheme.)Whatarethestrengthsandweaknessesofeachform?(ConnectiontoPointtoPonder.)
Materials:NewsclipandarticlePart2:FilmingEtiquetteStudentswilllearnthebasicrulesofpublicspeakingandfilming.
NumberedHeadsStudentswillworkinagroupof2forthefollowingactivity
Wewillteachstudentsbasicrulesbygivingeachgroupatopic(ex.favoritehobby),speechetiquettetopic(ex.handgestures),andabriefexplanationontheetiquettetopic.
TIME:3Minutes5Minutes5Minutes2Minutes2025Minutes
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Studentswillpreparea30secondspeech/interviewontheirtopicbreakingasmanyetiquetterulesaspossible.Theclasswillworktogethertoidentifythemistakes.
Studentscancommentonspeechetiquetteruleusingpadletduringclassmatesspeech.Anchorchartswillbecreatedtoremainintheclassroomfortheremainderoftheweek.
Materials:Handoutsfortopics,padletsetup,anchorchart,andmarkersPart3:WritingInterviewQuestions
Studentswillwatchashortvideoclipofinterviewquestions.Thegoalwillbeforstudentstodeterminethedosanddontsofwritinginterviewquestions.Havestudentsworkingroupsof5tolistthedosanddonts.
Shareout. Sharewithstudentsahandoutonwriting
interviewquestions. Havestudentspracticewritinginterview
questionsbyplayingvideoclipsofinterviewee'sresponseandhavestudentswritethequestion(4examples)
Materials:Videoclipofquestions,chartpaper,markers,handouts,videoclipsofresponses
TIME:6Minutes5Minutes10Minutes
ASSESSMENTDiscusswithstudentsthegoaloftheCNN:CampNewsNetwork.Askstudentstothinkaboutwhatquestionstheycouldaskotherstudentstofindthestoryofcamp.
Studentswillusepadlettoshare2possibleinterviewquestionstheycouldaskfellowcampersonasegmentofCNN:CampNewsNetwork.
Studentsshouldkeepinmindmultipleperspectives(Campers,CampTeachers,MasterTeachers,ECUstudents/Buddies)
TIME:5Minutes
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DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSEtiquetteCardsActivity:https://docs.google.com/a/harnettstudents.org/document/d/14Chuw27LFCO4JP7UgdKRKjXPSm3GsryRCilCNmzs/edit?usp=sharingStudentHandout:http://wwwcache.pbs.org/newshour/spc/thenews/foreducators/productiontips/Writing%20to%20Video%20Creating%20a%20News%20Segment.pdfAssessmentRubric:https://docs.google.com/a/harnettstudents.org/document/d/1bXhcQX66XT7HhPiD2H3E8fuY8QdRIct2se5xLDHPn2w/edit?usp=sharingDay1Presentation:https://docs.google.com/a/harnettstudents.org/presentation/d/1cZhl4SKY4s4ySN5buvpkFQUYhXw_KPojmwycesXMXGg/edit?usp=sharingLESSON#2PracticeMakesPerfect
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE Studentswillbeabletousetheirknowledgeofbroadcastingrolesandcreativitytocreateastoryboardforanewssegment.
POINTTOPONDER Eachroleofthebroadcastingteamisequallyimportant.
ESSENTIALQUESTION Howdoeseachbroadcastingteammemberplayaroleinthedesignandfilmingprocessofanewscast?
CONTENTOutlinethecontentyouwillteachinthislesson.
III.InterviewQuestions
B.DuringInterview1. Askonequestionatatime2. Askfollowupquestion,if
needed3. Thankinterviewee
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IV. BroadcastjournalismA. Journalist/Interviewer/Reporter
1. Investigatesanddeliversstories
2. Providesfinalapprovalofinterviewquestions
3. TakesadditionalphotosB.Anchor
1. Introducesnewssegment2. Helpsnewswriterwrite
commentaries3. Helpsselectmaterialsto
presentC.FilmCrew
1. Recordstheinterview2. Recordsthenewsroom
footage3. Operates/Decidessound
effectsD.NewsWriter
1. Helpstocreatescriptsforanchors
2. Playsavitalroleinthedevelopmentofinterviewquestions
E.ProductionEditor1. Coordinatestheactivitiesof
writers,filmcrew,anchors,andjournalists
2. Conductsmeetingstoplannewssegment
3. Makesfinalrevisionsofnewsbroadcast
V.IpodCameraBasicsA. PoweronandoffB.ZoominandoutC.RecordStartandstopD.GalleryPreviewingfilmE.MicrophonelocationF.Tripoduse
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II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandtheroleofeachbroadcastingteammember.
Studentswillunderstandthateachroleofthebroadcastingteamisequallyasimportant.
StudentswillunderstandhowtofilmclipsandCNN:CampNewsNetworkfilmexpectations.
Studentswillunderstandtheimportanceofpreplanning.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillbeabletoidentifytherolesofeachbroadcastingteammemberandidentifywhichroletheybestembody.
Studentswillbeabletofilmshortclips,followingtheCNN:CampNewsNetworkfilmexpectations.
Studentswillbeabletoworkcollaborativewithotherteammemberstocreativelypreplananewssegment.
III.PLANNING
HOOKStudentswillplayagameofCharadeswheretheywillactoutoneofthe5roleswearestudyinginbroadcastjournalism.
Studentswillbegivenaroleandthejobsofthatrole.Theywillneedtoactouttherole.Otherstudentswillguesstheroletheyareactingoutfromawordlist.
TIME:8Minutes
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Wewillbrieflygoovereachofthe5rolesaswemovethroughthegameofCharades.
ConnecttoPointtoPonderTheendresultofanewsbroadcastwouldnotbethesamewithoutoneofthesejobs.
Materialsneeded:Charadescardsandprops
INSTRUCTIONPartI:GuestSpeakerVideoChatGainingtheperspectiveofanexpert
RolesofBroadcastingandhowitallcomestogether
Q&AMaterialsneeded:ComputerwithspeakersforvideochatPart2:Discoveringtheroleswithinbroadcastjournalism
Usingtheguidancefromourguestspeakeraswellastheinformationprovidedondayoneanddaytwoshookstudentswillpracticedifferentroleswithinbroadcasting.
Journalist/Interviewer/Reporter Anchor FilmCrew Interviewee
Usingagivenprompt(Questionsfromdayonesassessment),studentswillmakea2030secondvideoclip.Usingthesamepromptstudentswillrotaterolesuntileveryonehasperformedeachtask.
Studentswillanalyzeeachcliptodecidewhatroletheyexcelat.
ConnectiontoPointtoPonderEveryroleisimportant.
TIME:10Minutes12Minutes
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Materialsneeded:propsandipadsforvideoingandviewingPart3:FilmingforPractice
AllstudentswillparticipateintheWhatsyourfavoritepartofcamp?segment.Studentswillgothroughcampandinterview4peoplepergroup,askingeachintervieweeWhatsyourfavoritepartofcamp?Allclipsshouldnotbethesameperspective.
Asagroup,wewillwatchthesegmentsstudentsfilmed.WewilldiscusswhatmakesagoodvideoshotandcreateCNN:CampNewsNetworkfilmexpectations.
Materialsneeded:ipads,permissionforstudentstotravelthroughcamp,anchorchart,markers,andprojectorforviewingvideos
Part4:PreProduction Thegroupwilldiscussbroadcastsegments.
Eachsegmentwillhighlightaperspectiveofcamp.(Whatsyourfavoritepartofcamp,Shoutouts!,YouretheExpertSummarizingunits)
Studentswillchoosewhichsegmenttheywanttoparticipatein.Oncegroupsareformed,groupswillassignbroadcastingroles.
10Minutes10Minutes5Minutes
ASSESSMENT Groupswillworkonstoryboardsfortheir
segmentonly.Segmentstoryboardswillincludeanchorscript,interviewquestions,thenumberofinterviewees,andpossibletransitions/soundeffectsneededfortheir
TIME:15Minutes
-
segment.Materialsneeded:StoryboardAnalysisworksheet,storyboardsheet,andrubric
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOASSESSMENTANDINSTRUCTIONALMATERIALSRoleofJournalismCards(forCharades)https://docs.google.com/a/harnettstudents.org/document/d/1v4qDpP63WM63Fs2aXDBBESzf0ctV1oNYrI1K7tTl0Mo/edit?usp=sharingStoryBoardhttps://docs.google.com/a/harnettstudents.org/document/d/18lzkGah8rlQ9QP9k1L0qqmpBuUa4ZMDmMg6Zxwe7_i4/edit?usp=sharinghttps://drive.google.com/a/harnettstudents.org/file/d/0BkVu06GFBJNNEo2RUd0QmdUTG8/view?usp=sharingStoryBoardAssessmentRubrichttps://docs.google.com/a/harnettstudents.org/document/d/1Z10zGA8oi51EDfVsRcSh3LHZFjnizPMmtNzRQN3cQ1k/edit?usp=sharingDay2Presentationhttps://docs.google.com/a/harnettstudents.org/presentation/d/1h0sDKB2tAUe72Y9oSSSP3274EXFYTGZuy0lCCbei81Y/edit?usp=sharingLESSON#3Lights,Camera,Action!
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE Studentswillbeabletousetheresourcesprovidedinordertoeffectivelycreateabroadcastencompassingtheviewsandperspectivesoftheirpeersthroughoutthedurationofthecamp.
-
POINTTOPONDER Postfilmingworkisthemostcriticaltoanewsbroadcastsuccess.
ESSENTIALQUESTION Whatconsiderationsshouldyoumakewhenchoosingfootageforthefinalbroadcast?
CONTENTOutlinethecontentyouwillteachinthislesson.
VI.ThePerfectShotA.PickagoodlocationB.Appropriatecameraangle
1. EyeLevel2. Capturesubjectsheadand
shoulders3. ThreeQuarterangleshot
Analternativetoadirectstraightshot.
4. RuleofThirdsaguidelinethatproposesanimageshouldbedividedinto9equalsectionsby2horizontaland2verticallines.Importantelementsoftheimageorframeshouldbeononeoftheseimaginarylines.
C.Extrafootageincludeextrafootageatthebeginningandendofeachcliptoensurethatallnecessaryfootageisbeingrecorded.D.Noise
1. Besurethesceneisgenerallyquietbeforeshooting.
2. Considerthebackgroundnoiseofthescenebeforeshootingfilm.Backgroundnoiseshouldnotbethemainfocusofthefilmunlessyouarefilmingthecliptohighlighttheemotionofthescene.(Example:Ifyouarefilmingarelayrace,backgroundnoisewouldbeappropriate.)
-
3. Considerifanexternalmicrophoneisnecessary(forvolumeorprops).
4. Considerifavoiceovernarrationwouldbemostappropriateforthescene.
E.PreviewfootagebeforeleavingsceneAfterrecordingthenewsclip,watchthecliptoensurevolumeandlightingisappropriate.Ifreshootingisnecessary,refilmtheclipbeforeleavingthescene.Besurenottorecordoveranyfootage.F.SpeakthesamelanguageEditorcallstheshots
1. RollCameraInformsfilmcrewwhentostartrecording.
2. ActionTellsjournalistswhentobeginspeaking/moving
3. CutTellsfilmcrewwhentostoprecording.
4. ThatsaWrapInformseveryoneonscenethattherecordingprocessisover.
VII.PostProduction/FinalBroadcastA.Originalfootageshouldnotbealtered.Wheneditingusedacopiedfile.B.UsingiMovieImportingVideo
1. OpeniMovie2. GotofileNewMovie3. Savemoviebeforebeginning.4. PluginiPodusingUSBcable.5. Clickimportbutton.6. Importthevideobyselecting
specificvideofootageorbyselectingimportall.
7. Oncefootagehasuploaded,editingcanbegin.
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C.UsingiMovieArrangevideoclipsusingstoryboard.(IncludeAnchorclip)
1. Arrangeclipintimelinebyselectingclipanddraggingittothenewlocation
2. Abluelinewillappearwheretheclipisgoingtomove.
II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandthateachroleofthebroadcastingteamisequallyasimportant.
Studentswillunderstandtheimportanceofreviewing/analyzingfootage.
Studentswillunderstandtheimportanceofediting.
Studentswillunderstandwhattoconsiderwhenmakingfinalfootageselections.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillcollectenoughhighqualityfootagetobeusedtowardsafinalbroadcast.
Studentswillreviewfootagetodetermineifrefilmingisnecessary.
Studentswillselectvideofootagefortheirselection.
StudentswillbegintheeditingprocessbyuploadingfootagetoiMovieandbyplacingclipsinappropriateorderusingtheirstoryboards.
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III.PLANNING
HOOKBlooperVideohttps://www.youtube.com/watch?v=s9HMCg1OK3E
Onlyshowthefirst3:00minutesStudentswillviewashortvideohighlightingmistakesmadebybroadcastjournalists.
Theywillshareoutwayssomeofthemistakescouldhavebeenprevented
Theywillthenquicklyreviewthemainideastheyhavelearnedsofaraboutinterviewingandfilming
Communicatetheimportanceofrefilming
TIME:8minutes
INSTRUCTIONPart1:VideoOutline
Studentswillhavestartedtheirstoryboardworksheet/outlinethepreviousday.
Studentswillreviewandfinalizetheirplanfortheday
Studentswillagreeontheinterviewquestionstheywillaskorthenarrationtheywilluse.
Studentswillhavealistofmusthaveshotstheyintendtocapturewithinthe30minutesoffilmingtime.
StudentswillbrieflyberemindedofthekeythingstorememberwhilefilmingwiththeDay3Lesson
RemindstudentstheywanttocaptureALLperspectivesof
TIME:10minutes
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camplife.Materials:Ipod/Ipad,storyboardPart2:Filming
Studentswillspendthemajorityofthedayfilmingsegmentsforthefinalproduct.
Whilestudentsareoutfilming,productioneditorsfromeachfilminggroupwillworktogethertoproducetheWhatsyourfavoritepartofcamp?Segment(previouslyrecorded)
ConnectiontoPointtoPonderMaterialsneeded:ipadsandmacbooksforeditingPart3:PostProductionPart1
Whenstudentsreturnfromfilming,theywillreviewallrecordedfootagefromtheday.
Studentswilluploadvideofootageandplaceclipsintheappropriateorder,usingthestoryboard.
Theywillstartingbrainstormingfordayfourastowhatneedstobeedited,removedoraddedforthepotentialfinalproduct.(ConnectiontoPointtoPonder)
Thegroupswillbegintheeditingprocessbyplacingclipsintheappropriateorderusingtheirstoryboards.
Materialsneeded:ipadsandmacbooksforviewing
3035minutes12minutes
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ASSESSMENT ViewWhatsyourFavoritePartofCamp?
Segment.Discussday13lessonspointstoponder.Connectthesegmenttoperspectivesandunitgoal.
(Thissegmentwillbeputtogetherbyunitteachersforviewing.StudentsviewedonlyfootageofthesegmentonDay2.)Anadditionalsegmentcanbecreatedbyplacinganabundanceoftransitionsandeditstoshowstudentsthattoomanyeditscanbedistracting.Thissegmentisforteachingpurposesonly.
Classdiscussiononediting. Padlet:WrapUp.Studentswillgeneratea
summary,explaininghowtheeditingprocesshashelpedenhancedthevideofootageandconnecttheirsummarytotheirgroupsvisionoftheirfinalnewsclip.
(Otherwaystocompletethisassessment:exitticket,graffitiwallorroundrobinsummary)
Studentswillreferencethevideosegment,thedayspointtoponder,alongwithpreviouspointstoponder,thecamptheme,andtheunitessentialquestion.
TIME:10minutes
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOMATERIALS:Day3Presentationhttps://docs.google.com/presentation/d/1LIXNW56BLA3NYGcnf7wKwKuc4pwzcZOs7QG3SUVsg/edit?usp=sharingAssessmentRubric
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https://docs.google.com/document/d/1rfeipmjv32mnUxsM7B5e_Xon1cOdSq4ZjHRkvrORuJw/edit?usp=sharingLESSON#4ThatsaWrap
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE Studentswillworkcooperativelytotocondensetheirinterviewsintoonefinalbroadcast.
POINTTOPONDER Newsiscreatedandtakenfromavarietyofperspectives.
ESSENTIALQUESTION Whateditingtechniquescreatethemostimpactforyourfinalproduct?
CONTENTOutlinethecontentyouwillteachinthislesson.
VII.PostProduction/FinalBroadcast(SectionsAClocatedonDay3)D.UsingiMovieIncludespecialeffectsandtransitions.
1. AddingTransitionsa. Clickthehourglass
buttonlocatedonthetoolbarinthemiddleofthescreen.
b. Choosethetransitionyouwouldliketouse
c. Dragintoclipd. Savemovie
2.AddingTitleSlidea. Clickonthetextbutton
locatedonthetoolbarinthemiddleofthescreen.
b. Choosethetitlescreenc. Dragintoclipd. Edittextonscreen
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e. Savemovie3.AddingVoiceovernarration
a. Useexternalmicrophone
b. Placeplayhead,whitelinethatindicateswherethevoiceoverwilloccurinthefootage,inthecorrectlocationinthetimeline.
c. Clickvoiceoverbutton.d. Clickrecordfrom
popupmenuandselectinputdevice.
e. Dragtheinputvolumeslideratacomfortableandappropriatelevel
f. Dragthenoisereductionbartohelpblockbackgroundnoise.
g. Clickwherethenarrationshouldbegin.
h. BeginspeakingwheniMoviepromptsforrecordingtobegin.
i. Watchthevideowhileyourecordthenarrationtobesurethatthenarrationwillmatchthefilm.
j. Clickstoprecording.k. Savefile.
E.UsingiMovieEnhancingclips1. StabilizeClip
a. Clickthestabilizationbuttononthetoolbarinthemiddleofthescreen.(Lookslikeavideocamerawithlinesaboveandunder)
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b. ClickStabilizeShakyVideobox
c. AllowiMovietimetocompletethestabilizationprocess.
d. Dragthestabilizationbartoadjusttheamountofstabilization
e. Savefile.2.EnhanceColor
a. Clicktheenhancebuttononthetoolbarinthemiddleofthescreen.
b. Enhancementsareautomaticallycompletedatthepoint.
c. Savefile.F.CreatingthefinalproductProductionEditorspiecetogetherfinalnewsclip
1. Importalleditednewsclips2. Placeclipsinappropriate
orderusingstoryboards3. Includetransitions4. Includeslidetitlewhere
appropriateinthenewsclip.5. Createintroductiontonews
clipbyusingacollectionofsoundclipsandtitleslides.
G.SharingandFinalizingMovie1. FinalizevideoiniMovieby
exportingmovieasanquicktimevideofile.
a. Namefinalvideo.b. Savewithappropriate
filesize.c. Exportvideoandaudio.d. ExporttoUSBdrivefor
viewingatCampOpenHouse
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II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthislesson?HowdoesthisconnecttotheEssentialQuestion?
Studentswillunderstandhoweditingcanenhancetheirnewsbroadcast.
Studentswillunderstandhowpeerreviewcanhelpachievetheirgoalofcompletingaprofessionalnewsbroadcast.
Studentswillunderstandtheimportanceofworkingtowardonevisionwhenworkingwithagroup.
WhatwillstudentsbeabletoDOasaresultofthislesson?
Studentswillbeabletofinalizebroadcastwithaudiovisualsandtransitions.
Studentswillworktogethertohelpallgroupmemberscreateafinalbroadcast.
Studentswillbeabletoworktowardthegroupsvisionandgoalofthebroadcast.
III.PLANNING
HOOKStudentBroadcastingNewsClip(providedbyDanielleFairclothPCN:PantherCrewNewsOverhillsMiddleSchool)
TIME:10minutes
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Allstudentswillbegiven2stickynotes.Afterthevideotheywillcomeuptothefrontandplaceoneconstructivecommentandonepositiveontheplusdeltachart.(Studentswillbeencouragedtorefertocontenttheylearnedearlierintheweek).Wewillthendiscusstheanonymouscomments.Materialsneeded:projector,video,plusdeltachart,andpostits
INSTRUCTIONPart1:PostProductionPart2
PostProductiondiscussionswillbesetupasaboardroom.
Afterviewingfinalproductsfrompreviouscamps,studentswillanalyzethecontenttheyhaverecordedsofarandworktowardscreatingafinalproduct.Decisionswillbemadewithinthegroupaboutwhatshoulddefinitelybeused,whatshouldnotbeused,andwhatneedstoberefilmed.
refilmingisonlyintendedforunexpectedcircumstances(accidentallydeleted,nosound,etc.)
Part2:FinalProduction
Eachfilming/productiongroupwillproducethefinalversionoftheirsegment,
Studentswillanalyzethefinalrecordingstodecidedtheorderofclipstocreatethebestproduct.
Ashortdemowillbeperformedinfrontoftheclassshowinghowtoperformthebasictasksnecessarytoproperlyutilizetheprogram(iMovie)foritseditingpurpose.
TIME:20minutes40minutes
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Wewillcontinuetocirculatearoundtheroomansweringanyeditingquestions,assistingstudentswithanyissuestheymayhave.
StudentswillalsobedirectedtotheiMoviehelppageforanytroubleshootingissues
http://help.apple.com/imovie/mac/10.0.8/
Materials:projector,AVCord,&macbookPart3:
Groupswillpiecetogetherthesegments,formingonefinalbroadcast.
Individualproductioneditorswillassisttheirfilminggroupwithaddinganintroduction,soundeffects,audiovisuals,credits,etc.tocompletethevideo(iMovie).
30minutes
ASSESSMENTWrapup:Withtheresourcesusedthroughouttheday(ipad,ipod,macbook,cellphone,etc.)studentswillcompleteaGoogleSurveyhonestlycommunicatingtheirperspectiveaboutthecampexperience,inparticularbeingapartofCNN.
TIME:5minutes/Anyadditionaltime
TobecompletedduringextratimeonThursday:VideoPremiereStudentswillpresenttheirfinalproductforviewing20minutesGroupDiscussionCampTheme:Doesthecampvideohighlighteveryperspectiveofcamp?DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHESTUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?YESORNOMaterialsFinalRubric
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https://docs.google.com/document/d/1iHbbZE4g8sWXrH967TaMecrzkUTsBDGV4NmHEjL6xm8/edit?usp=sharingGoogleSurveyhttp://goo.gl/forms/KeF6zmCO81