Journalism III is a television broadcast course that focuses on the planning and implementation of the daily production of BASH TV (Berwick Area Senior High Television).
Opening Activity:
In your journalism notebook, please comment on the following article:
Think fast! Crazy job interview questions
Now answer several crazy interview questions in your notebook. Please note that you will be writing as if you are giving a video response. Do NOT go overboard or have long answers.
I will state the questions orally.
Overview:
During the year, students will study many angles and techniques of broadcast journalism.
Students will discuss show elements and format
SYLLABUS
Television Production / Advanced Video Editing 080
Contact Information
Instructor: Mrs. Christian
Email Address: tchristian@berwucjsd.org
Web Address: http://www.mycooljournalism3.blogspot.com/
Planning Period: Third Period
Text and Resource Materials
Required Text: Media, W. Richard Whitaker (Longman, 2000)
Course Description
Journalism III is a television broadcast course that focuses on the planning and implementation of the daily production of BASH TV (Berwick Area Senior High Television).During the year, students will study many angles and techniques of broadcast journalism. Students will also incorporate advanced video editing techniques into their productions.
Prerequisites As stated in the Enrollment Book
PA Academic Standards
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Learning Objectives Upon completion of the course, the student will be able to:
· Students will demonstrate an understanding of pre-production activities such as storyboarding, scripting, light charting and equipment setup.
· Students will gain a basic understanding of television as a medium of influence and
expression.
· Students will demonstrate a knowledge the production activites, such as studio procedure and shoot on location
· Students will demonstrate an understanding of pest-production activities, such as basic video editing
· Students will then apply these professional procedures and equipment knowledge in the production of television programs.
· Students will demonstrate knowledge of equipment used in television production
· Students will demonstrate an understanding of studio personnel
· Students will learn the differences between regular writing and broadcast writing
· Students will write television copy and create orginal scripts
Discuss and apply advanced concepts in non-linear video modification, film direction, and digital sound editing.
· Identify elements of multiple media used in journalistic storytelling.
· Critically evaluate professional journalistic multimedia packages
· Produce video story packages.
· Shoot, capture, edit, and output short video projects, organizing the material and modifying it into a coherent sequence.
· Set up, organize and schedule video projects and shoot them using a variety of appropriate camera angles, shots, and framing.
· Students will learn to work as individuals as well as in groups
· Students will learn how to create a college-level presentations
· By the end of the course, each participate will understand the impact visual literacy has on the learning process and will be able to produce, instruct, and integrate digital media into their curriculum and share via computer programs, DVD’s, and the Internet.
Course Outline
**Throughout the year, student will continually participate in daily productions to be aired each morning. Also, student will continually develop original content for the broadcast. Individual packages will reflect advanced video editing techniques and lessons.
Marking Period One: Students will be introduced to the basic elements of television production
§ Introduction to studio equipment
§ Students will research materials necessary for the creation of a tv production
§ Networks & How They Work
§ How to plan a production
§ Studio Cameras
§ Lighting Techniques
§ Composition/Framing
§ Audio
§ Script writing
§ Control room operations
Marking Period Two: Students will organize morning broadcasts and develop video segments and news packages for the show
• Each student will rotate throughout each studio position
· Demonstrate the operational knowledge of the television camera.(Application)
· Identify the functions of the digital video recorder.
· Demonstrate the ability to perform assemble and insert edits on a non-linear editing
system.
· Demonstrate the ability to perform various transitions on the switcher and special effects
generator.
· Operate the audio console and set up various audio sources for studio
operation
· Demonstrate the ability to compose graphics on the computer graphics
generator.
· Study the basic concepts of a news package
· Create news packages
Marking Period Three: Students will explore various types of productions. Utilize timing techniques. Students will step away from studio production and study movie / film elements.
· Students will develop a plan for a final production (a short film)
· Advanced camera angles/ movements
· Incorporate natural elements into their compositions
· Utilize and incorporate video manipulation
· Explore and incorporate various types of programming
Marking Period Four: Students will combine all of their skills and create and develop a full length feature production to be used as the final exam
· Incorporate various mediums
· Students will participate in a community film festival
Assessments: Several forms of assessment will be utilized throughout the year:
· Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.
Grading Policy and Procedures:
Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.
Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.
Class Expectations:
-All assignments must be turned in on time
-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependent on your contributions.
-All assignments will be graded.
(Partial homework or class work assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)
-The final exam will be weighted.
Student expectations
1. Arrive on time.
2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.
3. Be respectful of others.
4. Follow directions the first time they are given.
Closing Activity:
What do you hope to accomplish this year.
Use the comment section
Include your name, period and date
11 comments:
Madison Steward
I would feel nervous if they asked me questions like that. If i really wanted the job, id be nervous enough, not to mention all these crazy questions. i wouldnt want to say anything they didnt like.
Jennifer Adams
If I was to be asked an interview question like this, I would probably feel pressured and backed into a corner. I would try to move past this feeling and think about the answer.
Alexandra Walton:
If I were asked a bizarre question I would feel nervous and confused. Before answering I would have to pause and think about what was being asked. Then I would give the best answer I possibly could.
Beth
If I was asked these types of questions I would get very nervous and probably take a long time to answer. This is because I would not know what to say, so I would have to stop and think about it.
Kel+Tay
If we were asked these kind of questions we would feel awkward and nervous. We would try our best to keep our poise and present our question professionally.
If I was asked questions like this, I would probably feel awkward. I don't really like being put on the spot and I get very nervous. If I had any clue that they would ask me questions like that, I would probably practice some weird questions on my own so if I really want the job, I can answer them all okay.
I think being asked some of these questions would make for an uncomfortable situation but it would show that the job would offer more interesting and fun qualities. The questions would catch you off guard and they would be a little harder than answering normal interview questions. Kaitlin Harmon
Ashton Mensinger
If asked one of the questions from the article, I would probably not be as quick thinking as some others asked similar questions. I might also be nervous. I do believe that these questions are a good way to experiece ones ability to think and speak under pressure.
I would be very caught off guard if I was asked a bizarre interview question. I would just try to think on my feet and stay calm in order to answer the question professionally. Even if I didnt know the answer to the question, I would try to come across like I knew the answer or try to make myself look good in some way. Margaret Bridge.
Kenzie Goulstone
I feel like if I was being asked those questions I feel nervous that I might answer the question wrong.
If I was asked questions like this, I would probably feel awkward. I don't really like being put on the spot and I get very nervous. If I had any clue that they would ask me questions like that, I would probably practice some weird questions on my own so if I really want the job, I can answer them all okay.
Kaylee Kachurka
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