Wednesday June 9

Hey CPT

Sorry I couldn't be there today.  Your final projects are due June 16.  Keeping in mind that you don't have class tomorrow or Friday.... you only have four hours left.  Email me if you need anything... I will be close by my phone.

Thanks guys, see you in the halls, and class on Monday. 

Monday June 7, 2010

Hey guys, continue with final projects.  I want you all working today.  No Facebook, Youtube, NOTHING BUT PROJECTS.  Mrs. Nash, please keep an eye on what sites they are on.  I am going to start docking marks for sites visited that have nothing to do with their projects.... (FYI Haley, Sara and Mandee need Facebook for PICTURES ONLY)

Thanks, and good luck.

Hey CPT

Sorry guys, I missed a few days of blogging..... needed a break I guess.

I am still waiting on a few proposals..... this worries me.  You need to get started!!!  And you ca't get started until I approve!!!

So: Cory, Celeste, Haley, Jasmine, Ian, Brandon, and Mandee; YOU NEED TO EMAIL ME TODAY!

I will not accept anything I haven't approved first!

The rest of you, do not hesitate to email me if you need something.  I can work somewhat from home, and help you get what you need.

Let me know today if you need anything!

Getting Better....

Some more have sent me their first proposals.... thank you to those people.... but LOTS still haven't.  Grr.  I NEED THEM PRONTO!!!  I don't think you understand the severity of this part of your assignment.  If I don't approve what you want to do, I don't mark and you don't pass.  That simple.  That severe. 

Jane, I know you are frustrated.  Hang in there..... Ian, you are a pro at what Jane wants to do.  Please be a very supportive classmate and have a conversation with her, share you infamous knowledge.  ;)

Jinelle, thank you for your input.  I will do what I can.  I am thinking healing thoughts.  :)

The rest of you, I have had some awesome proposals from you.... I need a detailed plan for your "pre-production stage"  make sure you get that done... it is a working document, so it will change many times.  That is very normal.  It is expected. 

Remember, Check this everyday, those who are checking please remind those who are not.  EMAIL ME with proposals questions requests whatever!  I am quick to respond. 

Okay, Seriously....

Seriously?!

I got one proposal.  One.  ONE!!!  Not impressed.  I got bonus thoughts stirring for those who get them in by Wednesday..... what do you want...?  Cookies?  Marks?  Pizza?  Muffins?  Money?  Just kidding, money is not an option. 

I WANT THE PROPOSALS BY WEDNESDAY, MEANING THAT YOU WILL BE GETTING A REPLY BY WEDNESDAY.  I have my email sent to my phone, so I will get them right away and I can reply right away.  WITHIN THE HOUR OF CLASS!!!

You have got to get started, because once they take the computers away, you will not have the chance to work on this and hand it in late.... because I cannot mark it with out a computer. 

SO..... GET TO WORK!!!  If you have an idea, but don't know how to go at it, ASK!!!  I will help you figure that part out.  That is my jump... Making your dreams and ideas a reality.  (Corny sounding I know, very profound)  Seriously, just ask.

Have fun today.... and stay off FACEBOOK..... and don't be a pile of creeps.  ;)

CPT FINAL UPDATE

Okay, CPT, plans have changed a bit.  I won't be in school for a while... I am not to sure yet when I will be back, but that doesn't mean that I am not watching.  EVERYONE has to have their proposals to me by today.... something.... No one will be done today, but you have to have the building blocks to me.  I am going to try to run this through email.... so you email me your plan, I email back suggestions, or anything else you are needing or have maybe forgotten.  Please work with me on this one.... I don't to get to the end of this project and have someone left behind because they didn't play the game.  That also means that you have to be at class everyday, checking the blog and your email.  VERY IMPORTANT to do that DAILY until I get back. 

So I am expecting an email from everyone today:  amanda.burback@gmail.com

More Final Project Stuff!!!

 Some more guidance with your final project...

Criteria:

http://www.saskschools.ca/curr_content/cpt/projects/finalproject/index.html


Marking Guide:
http://www.saskschools.ca/curr_content/cpt/projects/finalproject/rubric.html
 
I won't necessarily assign marks like the marking guide.... but I will be using that to mark your projects.... so make sure you are paying close attention to what is asked for. 

Thanks!

Tuesday April 20, 2010

Sorry I am not here today.... but life goes on...

  

You are finishing your Digital Picture Portfolio and starting your Final Project.  Please remember the Picture Portfolios are due Friday and Final Project Proposals have to be approved before they are started. 

Final Projects are due June 9!  NO LATER.... so get those prtoposals done.

Who -

What -

When -

Where -

Why -

How -

And you will have to go through all three stages of production: Pre Production, Production, and Post Production.

Thursday, April 1, 2010

Hey CPT'ers,

Sorry I can't be there today.... I need to know if I am having twins!  Anyway, continue working on your picture portfolio... I am expecting a variety of pictures... so if you hand me in 20 pictures with the same effects, I will not mark them all.  You can hand in more than 20, I am okay with that.  Ian, Haley and Jasmine, you should be working on getting your commercial in today... I am marking them over the break. 

Mr. Wright, please do attendance on the attendance sheets on my blue binder, and on Maplewood.  These kids can be on facebook if all they are doing is getting pictures.  NOTHING ELSE!!!

Happy Easter and I will see you on the 12th!

Friday March 26, 2010

Hey dudes.  Sorry I can't be there today.... Morning sickness got the better of me.  Anyway, you can finish up your commercials, this is the last class we are going to use for this assignment.  Make sure to save them as a MOVIE not a PROJECT and put them in your member folder.  You can continue with your picture portfolio.    Ask politely if you need to go take some more pictures.  Have a great weekend and I will see you on Monday.

Jinelle, please take the camera you used yesterday and take off the dance pictures. 

Teacher: Please take attendance in the blue binder and on Maplewood.  Please watch out for Youtube and Facebook.... NO ONE should be on youtube, and some may be getting pictures from facebook, but NO SOCIAL NETWORKING OR CHATTING!!  Thanks. :)

Photoshop Assignment

Using a variety of still images, you must create a photoshop portfolio of  20 pictures:

• super imposing
• colour altering
• picture effects - blurring, windswept, pixelizing, etc
• use funny text
• use your imagination

You can use Fireworks, Adobe Photoshop or any online photo program ie Picnik

Ready, Set GO!!!
 

CPT TV Commercial Assignment #2

http://www.saskschools.ca/curr_content/cpt/projects/tvcomm/tvcommercial.html

Follow this link to find your next assignment!

Welcome Back!

 And welcome home Italy people!  I hope that everyone had a wonderful break!

We are continuing on with our "Welcome to my School" commercial.  Everyone should be either in the production stage or beginning post production.  :) 

So get cameras or anything else you need from me. 

Welcome to My School - Groups

Group Muskatears: Craig, Kelby and Dillon
Group 12: Cory, Kendall and Celeste
Group 11: Jinelle, Rhiannon, Ian, Brandon
Group 2: Mandee & Sara
Group US: Jane, Jazmine and Haley

Storyboards and scripts should be done by Wednesday at the latest and everyone should have a camera in their hands by then.

Project #1 Welcome to our School - Feb 4, 2010

You are with a sub today, but you all knew that, right?!?!  Stay on task and get the storyboards done!  The filming is the best part!!!  Use 8 1/2 x 11 white paper from the printer, cut in four, to make your storyboards..... use colour!!! The coloured drawers at the front are full of art supplies!  Have with this!!! 

Dear Teacher - please do attendance in the blue binder on the desk and online. Thanks and have a great hour!

ASSIGNMENT:

http://www.saskschools.ca/curr_content/cpt/projects/welcomeassignment/index.html

Follow this link and you will have your assignment.  This is one of six projects you will be asked to do.  You may work in groups of 2 to 4, NO MORE THAN FOUR! 

Your need to finish your story board before you will be given a camera.

:)

Module #2: Pre Pro Post

Module 2: Introduction to Production Stages (Core)

Three stages of production:
• pre-production: planning
• production: creating the product
• post-production: refining and editing the final product.

Pre-Production Stage
Inform the students that the labs in this module focus on pre-production activities, although they will first be introduced to all three production stages. Production and post-production activities will be encountered in later modules.

In this module, students may choose to work on pre-production activities that will form the basis for production work in Module 8.
Pre-production includes all activities related to planning. The following are examples:

• setting up the production team
• identifying tasks
• establishing timelines
• preparing a treatment and/or script
• storyboarding
• casting
• gathering equipment and props
• finding locations
• scheduling (equipment, shooting, personnel)
• preparing various logs
• establishing timelines.

The pre-production stage of communication production includes the following activities:

• Identifying message, audience, and appropriate medium
• Developing an idea (writer, producer, and director)
• Evaluating resources/making a plan (production manager)
• Getting organized (production coordinator).

Storyboards

Students should learn that storyboards are the director's blueprints for production, and that, among other responsibilities, the director casts the characters and decides on locations.

Production Stage

Remind students that they will be doing only pre-production activities in this module. They will be briefly introduced to the production and post-production stages now, so that they know what they will encounter in the production modules that follow.
When students study the production modules of this course they will encounter the following in each medium:

Video Production

• working in production teams
• following storyboards
• rehearsing
• setting up locations and blocking shots
• camera operation and techniques (shooting)
• recording audio with/without external microphones
• lighting set-ups and techniques
• equipment maintenance

Audio Production

• following a script or outline to produce an audio production
• demonstrating care and maintenance of basic audio equipment
• operating audio equipment including simple microphones recording in a variety of situations

Multimedia Production

• following storyboards
• using two or more media and technologies
• demonstrating set-up and shut down of presentation situations

During post-production the job of editing begins.

Editing is often considered the most challenging, creative, satisfying, and time consuming stage of production. In order to edit audio and video footage, an editing system is required. Nonlinear equipment is preferred, especially at Levels 20 and 30, but if it is not available students at this level can edit with two VCRs or two tape machines.

Post-production includes:

• assembly of the visual images
• addition of audio elements
• addition of graphics, including headings, logos, and credits.

Explain the processes involved in simple video editing. Students at this level will probably use linear editing equipment, i.e., two VCRs.

Explain the processes involved in simple audio editing.

Explain the processes involved in simple multimedia editing.

DAY ONE – View Movie Clips:


PRE-PRODUCTION

Jungle Book - Storyboard

PRODUCTION

Twilight – Directors Commentary, Movie Companion

POST-PRODUCTION

What Dreams May Come – deleted scenes
Shrek – Visual Goofs

DAY TWO – GROUP WORK – Divide and conquer! Divide into 3 groups and research these three ideas – Print off ideas and research for the bulletin board!

Assignment #1 - Explain Your Brain

Explain your Brain:

1. What do you know about digital cameras, video cameras, cell phone media, audio files, "DJ-ing", mixing audio so on and so forth...

2. What can you do? What have you done? What do you want to try?

3. What software have you used? What do you like? What do you not like?

4. Do you have a cell phone with picture/video ability? Do you have a digital camera at you disposal? A video camera? What brands? MP3 player? What brand? Headphones? BRING THEM! EVERYDAY!

5. What is your typing speed? How often are you on the computer (hours/day)? Do you blog? Facebook? Wiki? Twitter?

6. What do you expect? What do you want to do most in this class?

Portfolios

The concept of portfolios will be used in this class. Please read the following to better understand this concept. If you are still having issues with it, please come talk to me!

Portfolios
Portfolios encourage students to collect examples of their work as they progress through the various activities, labs, and production projects. Selecting particular items to include in a portfolio encourages students to reflect on what they have learned or accomplished and what they have yet to learn. Portfolio items may include: journal notes, drafts, photographs, audio or video tapes, computer discs, etc. Portfolios may be used for peer, teacher, and self-assessments, and to showcase selected works for parents, post-secondary institutions, or potential employers.
The development of a portfolio is an important communication tool because it provides information for students, teachers, post-secondary institutions, community organizations and potential employers.
Portfolios can help students:
• reflect on personal growth and accomplishment
• see links between home, school and community education and activities
• collect materials to prepare applications for post-secondary education program entrance and scholarships
• collect materials to prepare for employment applications
• focus on career planning.
Portfolios can help teachers:
• provide a framework for independent learning strategies for the student
• communicate student learning from one school year to another in a specific area of study
• identify career planning needs for students
• assess and evaluate the student's progress and achievement in a course of study
Portfolios can help post-secondary institutions: • determine suitable candidates for awards and scholarships
• evaluate candidates for program entrance
• evaluate prior learning for program placement
Portfolios can help communities: • reflect on the involvement in a student's education, and the support offered to learners
• demonstrate the link between the home, school, and community in education
Portfolios can help potential employers:
• identify employable skills desired in future employees
• provide evidence of knowledge and skill development of potential employees
For the purposes of Communication Production Technology, two kinds of portfolios are used.

Working Portfolio
Students collect work over time in a "working folder". Each student should also keep a notebook of observations, critiques, production ideas, and reflections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of ongoing and summative peer, teacher, and self-evaluations.
Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher, or student and student. When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it contains may become documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student's use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
Presentation Portfolio
To compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students' experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy, especially at Level 30. It is strongly suggested that students at the advanced (30) level of Communications Production Technology prepare a presentation portfolio suitable for presentation to potential employers or post-secondary institutions.
Through reflecting, updating and culling, students are able to compile presentation portfolios that display their best collection of work.

Welcome to Computer Production Technology Semester 2

KCI 2009-2010
Communication Production Technology 20 (CPT20)
Mrs. A. Burback
Business Education Lab
Semester 2

Introduction

Communication Production Technology 10, 20, 30 develops knowledge, skills, and abilities in audio, video, and multimedia production technologies. Throughout the course, students will participate in hands-on production-oriented activities, labs, and projects. Students will also engage in research and use industry specific terminology. Wherever possible, students will be learning concepts, vocabulary, and skills within the context of an actual production experience. The course will encourage students to work as a contributing member of a production team, engaged in processes commonly used within the communication production industry.

The Communication Production Technology course encourages the establishment of close links between schools and industry. For example, students should be exposed to site visits, work study, and job shadowing opportunities whenever possible. In an effort to provide students with employability skills in the industry, student assessment and evaluation should consider established and innovative practices within the industry. At the 30 level, students will be expected to compile a presentation portfolio of their work.

Communication Production Technology 20 increases students' understanding of important knowledge, skills, and abilities required in the creation of audio, video, and multimedia products. Students will be engaged in more complex processes than they experienced at Level 10, and will participate in one or more production projects. Post-production activities may be minimal at this level. Students will be expected to increase their understanding of all three of audio, video, and multimedia production.

Goals

Awareness: To develop knowledge, skills, and abilities used in communication production technologies.
Business Environment: To respond to current and innovative practices of the video, audio, and multimedia industry sector.
Career and Employment: To develop team-building skills, technical skills, and communication skills required for the workplace.
Personal Development: To promote self-esteem, confidence, and a positive attitude to communication production technology and present the results of students' efforts in working and presentation portfolios.
Communications: To develop students' social and communication skills as practitioners, potential employees, and entrepreneurs in the communication production industry sector.
Business and Entrepreneurial Attitudes: To provide a practical approach to developing and using students' skills and abilities in a variety of communication production ventures.

Foundational Objectives

Foundational objectives are the major, general statements that guide what each student is expected to achieve. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a particular course. Both the foundational objectives for Communication Production Technology 10, 20, 30 and the common essential learnings (CELs) foundational objectives to be emphasized are stated in each module of this guide. Some of these statements may be repeated or enhanced in different modules for emphasis. The foundational objectives of the core modules of the Communication Production Technology 10, 20, 30 curriculum are presented below.

• To develop an understanding of the scope and expectations of the Communication Production Technology course.
• To understand the role and influence of communication technology in today's world.
• To develop an awareness of the three stages of communication production.
• To develop an awareness of current industry practice at each of the three production stages.
• To understand legal and ethical issues associated with communication production, and become familiar with the process of obtaining copyright permission.
• To become familiar with the range of career opportunities within the industry, and understand the roles and responsibilities of various personnel.
• To develop knowledge of basic video production concepts, equipment, and processes.
• To develop knowledge of basic audio production concepts, equipment, and processes.
• To develop knowledge of basic multimedia production concepts, equipment, and processes.
• To demonstrate basic understanding of communication production technology through the development of one or more projects.
• To increase and refine knowledge, skills, and abilities in video production.
• To increase and refine knowledge, skills, and abilities in audio production.
• To increase and refine knowledge, skills, and abilities in multimedia production.
• To demonstrate understanding of communication production technology through development of one or more projects.
• To incorporate techniques and practices recommended within the industry into projects.
• To demonstrate understanding of communication production technology through development of one or more projects.
• To demonstrate a high level of critical and creative thinking regarding decision making and the application of techniques and practices recommended within the industry, in projects.

Skills and Processes:

• Effectively plan, organize, direct, and control a variety of communications activities;
• Use current technology and production skills to develop a process or a product in response to a communications challenge or problem;
• Set up, operate, and maintain a communications system and analyse its efficiency;
• Use effective techniques to carry out and document the steps in pre-production, production, and postproduction;
• Use mathematical and language skills effectively and apply scientific principles in the design of electronic, live, recorded, and graphic communications systems.

Evaluation

70% of your learning will be assessed through: Portfolio Assignments
30% of your learning will be assessed through: Final Project Evaluation

Your skills as a learner will be assessed in the way you demonstrate:
• Learning Skill “Look Fors”
• Working Independently Use your time productively.
• Teamwork Contribute to group projects.
• Encourage others in your group to contribute.
• Organization Maintain a useful notebook.
• Have the appropriate texts / materials when needed.
• Work Habits/Homework Work to deadlines
• Prepare for class discussions and activities.
• Initiative Work to revise and improve your work to achieve the best possible result.
• Seek help / clarification / enrichment when you need it.

Unit Outlines

CPTE05B Module 5B: Intermediate Video Production 15
CPTE06B Module 6B: Intermediate Audio Production 15
CPTE07B Module 7B: Intermediate Multimedia Production 20
CPTE08B Module 8B: Intermediate Production Project(s) 30
CPTE11 Module 11: Special Effects 4
CPTE12 Module 12: Animation 0
CPTE14 Module 14: Work Study Prep & Follow-up Activities 0
CPTE15 Module 15: Work Study 0
CPTE99 Module 99: Extended Study 0

*Last 4 units are optional (or extra) and can be used for Final Evaluation.