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.
Monday, February 22, 2010
Monday, February 8, 2010
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.
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.
Wednesday, February 3, 2010
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.
:)
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.
:)
Tuesday, February 2, 2010
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!
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!
Monday, February 1, 2010
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?
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.
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.
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