UNIT CHECKLIST
Video Production Unit
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Arts and Communication Core Pathway
Intro
I. GENERAL INFORMATION
- Prepared by Carina Noveloso
- School: Mililani High School
- Curriculum Area: Arts and Communications
- Grades: 9-12
- Duration: 4 weeks
I. SUMMARY OF PROJECT
Students will learn how to plan and produce an original video.
Previous concepts/skills learned:
1. Elements & principles of design
2. Sketching
3. Brainstorming
4. Safety procedures
5. Design process
II. PURPOSE/ESSENTIAL QUESTIONS FOR THE UNIT
6. How to create a video production plan including:
- Topic choice
- Camera shots and angles
- Story boarding
7. How to create an original video that tells a story
8. How to collaborate as a team
III. REAL WORLD APPLICATION
Students can use video production skills both directly and indirectly in the
real world. Video production skills can be used directly for personal and/or
professional reasons. One of the most popular uses of video production skills
is for slideshows such as creating graduation party slideshows that would
otherwise cost students hundreds of dollars to hire a professional. Skills
learned through the video production process can also be applied indirectly
in the real world through learning general planning and collaboration skills.
Students learning to work together and carefully plan out a project can help
them in college and in any job area.
IV. READINGS
None - teacher lecture provided to students
V. RESOURCES
- Teacher gathered: examples of photos and videos
- Student gathered: props
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 1: Building the Background
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 3.2 - Critique how the effective integration of elements and principles
of design within a variety of medium impact target audiences
2. ACO 4.1 - Devise communication strategies to promote individual
accountability and team success
3. ACO 4.2 - Use effective oral, written, and non-verbal communication skills
to facilitate positive interactions
4. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
5. ACO 7.2 - Apply practices to maintain a safe and healthy work
environment in relation to careers in the Arts and Communication Pathway
II. LEARNING EXPERIENCES
1. Driving Questions
a. What are the beginning steps involved in video production
b. What are the different camera shots and angles
c. How to create a storyboard
2. Starter Activity - Brainstorming/Existing Knowledge
a. Describe different camera shots and angles you know of
3. Modifications for ELL and Special Education
a. Students work in pairs to come up with ideas
4. Modifications for Gifted and Talented
a. Sketch examples of each shot and angle
III. ASSESSMENTS
1. Formative Assessments
a. Questioning: checks for understanding
b. Take notes on lecture: Camera Shots and Angles
c. Take notes on lecture: Intro to iMovie
d. Take notes on lecture: Story boarding
2. Summative Assessments
a. Camera Shots and Angles Practice
i. Work in groups
ii. Take photo examples of each of the 13 camera shots and angles
b. Story boarding Practice
i. Work in groups
ii. Students are given a story
iii. Students break down the story into steps
iv. Create a storyboard as a class
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 2: Deepening the Understanding
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 3.2 - Critique how the effective integration of elements and principles
of design within a variety of medium impact target audiences
2. ACO 3.3 - Apply elements and principles of design to clarify, focus, or
enhance a message or concept for a target audience
3. ACO 4.1 - Devise communication strategies to promote individual
accountability and team success
4. ACO 4.2 - Use effective oral, written, and non-verbal communication skills
to facilitate positive interactions
5. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
and communication to facilitate responsible, legal and ethical behavior
6. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
7. ACO 7.2 - Apply practices to maintain a safe and healthy work
environment in relation to careers in the Arts and Communication Pathway
II. LEARNING EXPERIENCES
1. Driving Questions
a. What are examples of successful use of camera shots and angles?
b. How do I start the filming process based on storyboard planning?
2. Starter Activity
a. Pick a movie - create a quick draft storyboard for one scene in the
movie
3. Modifications for ELL and Special Education
a. Students work in small groups to create a storyboard (class period,
assembly, dance, etc.) to help guide them and give more direction
4. Modifications for Gifted and Talented
a. Students list possible shots and angles for movie scene
III. ASSESSMENTS
1. Formative Assessments
a. Observation: Walk around and see what students are discussing, offer
assistance/suggestions for improvement when necessary
2. Summative Assessments
a. Analyze a movie example of shots, angles and story telling (via
storyboard)
i. Watch movie scene
ii. Describe use of camera shots, angles and storytelling
iii. In groups discuss what production efforts made the scene
effective
b. Create a mini-video of camera shots and angles
i. Use photos taken in stage I
ii. Using iMovie, create a video that demonstrates use of each of the
13 camera shots and angles
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 3: Applying the Knowledge
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 3.2 - Critique how the effective integration of elements and principles
of design within a variety of medium impact target audiences
2. ACO 3.3 - Apply elements and principles of design to clarify, focus, or
enhance a message or concept for a target audience
3. ACO 4.1 - Devise communication strategies to promote individual
accountability and team success
4. ACO 4.2 - Use effective oral, written, and non-verbal communication skills
to facilitate positive interactions
5. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
and communication to facilitate responsible, legal and ethical behavior
6. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
7. ACO 7.2 - Apply practices to maintain a safe and healthy work
environment in relation to careers in the Arts and Communication Pathway
II. LEARNING EXPERIENCES
1. Driving Questions
a. How can I used what I learned in stages I and II of this unit to create
and plan my own original video?
b. How can I use what I learned about camera shots and angles and story
boarding to effectively tell an original story in my video?
2. Starter Activity
a. Class review of previous concepts/skills learned that will be applied
during final project
3. Modifications for ELL and Special Education
a. Extra review (one-on-one with teacher or small group with teacher)
4. Modifications for Gifted and Talented
a. Have students lead small group reviews
III. ASSESSMENTS
1. Formative Assessments
a. Observations and questioning:
i. Daily checks of student progress
ii. Students required to get teacher approval for each step in the
project/design process before continuing to the next steps
2. Summative Assessments
a. Beginning steps in project: Video Tutorial
i. Choose group partners
ii. Basic planning: choose a tutorial idea
b. Final video production project:
(Detailed project guidelines to be distributed at later time)
i. Work in groups of 3-4
ii. Original storyboard:
-- Plan out your video tutorial
-- Include plans for camera shots and angles
iii. Filming:
-- Film scenes for video
iv. Editing:
-- Edit together filmed scenes to create cohesive original video