Digital Video Production Workshop: 2-day

Welcome! This training course is intended to be used to train others who will teach students through hands-on activities, digital video production, and the use of their skills to create works that demonstrate mastery of subject matter across the curriculum.

This curriculum is designed as a guide for a 2-day intensive hands-on workshop. This can be re-structured to occur over multiple sessions over a number of days, depending on your participants time constraints. We also offer an intensive 1-day version of this workshop.

The curriculum outline integrates Nortel LearniT videos, real assignments and actual examples from students.  It represents a merger of the Nortel LearniT online resources, coupled with the Nortel LearniT Center at the Arlington (VA) Career Center's proven skill-based, project-driven approach to digital media instruction. A special thanks to David Welsh, Instructor of Multi-Media for his work to develop and refine this curriculum.

Download this 2-day workshop in MS Word here.

Sequences of project-driven assignments in each area build student skills and help them to generate media of increasing complexity.

The training is packaged with an Introduction that helps students understand the incredible power of digital video production, as well as a Wrap-Up that helps students understand the unique way that professional media producers think about content and distribution.

The approach and essential outline of this curriculum already has been taught in other locations with very positive results.  Our goal is to benefit your efforts to empower trainers and teachers who can serve as an ongoing resource within your community.

We appreciate and respect your feedback and suggestions, as well as your sharing with us the results of your digital video production training so that we can continue to encourage more people to implement their own programs. Please contact us at staff@NortelLearniT.org with your comments.

Introductions and review the Instructor aids!

Have each of the teachers introduce themselves, what school they are from, how much video production experience they have, and what they want to get out of this training course

Talk about goals of course:

•  
  • At the end of the course, trainers/teachers will be able to:
    • Use Nortel LearniT as an instructional resource to teach their students how to plan, produce, and edit digital video
    • Use editing tools such as Windows MovieMaker or iMovie
    • Have an awareness of production tools such as Visual Communicator
    • Use video production accessories such as lighting and microphones
    • Produce a variety of different types of videos such as interview and newscast
    • Use on-line lesson plans and other teaching resources to assist you in your classroom integration
    • Walk away with many suggestions on how to incorporate video-based projects into your current curriculum!
    • Become an ambassador for digital video production in the classroom and the Nortel LearniT website
      

Housekeeping rules

There are NO silly questions

Point out the location of washrooms and refreshment areas

Permission forms need to be signed and returned before beginning

Have fun, ask lots of questions, please provide feedback for future courses

Note:  Continually charge camera batteries when not using them!!!

1) INTRODUCTION TO DIGITAL VIDEO PRODUCTION – 2 hours

(a) Intro to Video Camera

            1) Show LearniT video – Go to NortelLearniT website - Cameras

            2) Hand out camcorders, batteries, tapes and tape labeling supplies

            3) Have students break into groups of 3 – 4 (count them off into groups) and take turns taping, interviewing and being interviewed, using the questions above

            4) Show Kindergarten Video from Chapleau

            5) Watch some class tape and evaluate for shot composition, camera steadiness, audio, etc.     

Put Team name, date, name of Video on label

Use White Art tape, marker – make sure you don't cover door of tape

Send them out of room, distribute groups but stay in Classroom training area

Technology Skill –> Video Production – Production – Cameras

Skills:             Get video tape in camera; camera modes; start/stop record; flip-out screen,

                        Connect camera to computer (software, cables)              

Assign:             Welcome Video -- students introduce themselves to the camera                                   

Questions:        What do you do at Nortel?

Questions:        Where do you teach?

What are you doing with video in the classroom now?

Example           What is your name and what grade are you in?

Student             What is a little-known thing about you?

Questions:        What is a movie you would like to make?

Example:          Kindergarten welcome video on Chapleau website

Teacher Notes: 

Watch the videos

Look at how they labeled their tapes – make sure they are labeled properly

Things to look for, talk about:

Talk about lighting – mention Sony Light Model #, going outside or another place where the lighting is better

Talk about holding the camera steady

Talk about rule of thirds – notice how most video clips have the faces in the middle – too much space above the head is not good, too much headroom

You want to see both eyes – shot over their shoulder – not important to see interviewer

Talk about background noise, what to do if it is noisy in the area, etc

(b) Intro to Digital Video Media and Nortel LearniT

1) Show Rule of Thirds Instructional video – pause throughout the video to discuss key points
2) Explain rule of thirds
3) Explain basic use of tripod, lighting and microphone
4) Show sample clips
5) Discuss course goals

Show sample clips, asking class to watch for Rule of Thirds, and illustrating the range and power of digital production:

--ACC Music Video       

Ask students how long they think it took to produce the SkillsUSA news clip; they typically guess from several days to several weeks; explain that it only took two students 4 hrs., such is the power of the digital video tools they have, coupled with knowledge of how to use them.

Intro to Nortel LearniT

2. PRE-PRODUCTION OVERVIEW – 30 MIN

1)       Overview the three phases of production

2)       Show the Skills Appendix (II) and discuss skills/tutorials

3)       Show the Assignments Appendix (III) and discuss lesson plans

4)       Show LearniT videos

5)       Talk about importance of Pre-Production

Explain concept of skills (tutorials) and assignments (lesson plans)

            --show the Skills Appendix (Appendix II)

            --show the Assignment Appendix (Appendix III)

Technology Skill –> Video Production – Introduction - Overview

Technology Skill –> Video Production – Pre-Production

Planning the shoot, surveying the site

3. PRODUCTION – 7 HOURS

(a) Interview – 1.5 hours

1)       Distribute the Career Byte Lesson Plan

2)       Distribute Interview Question worksheet

3)       Ask students to write interview questions

4)       Ask students to shoot interview

5)       Ask students to edit interview

6)       Show and tell interviews

7)       Show the Lauren Flahrtey Nortel CMO Career Bytes interview

                                    (Worksheet will be available on Teacher PC hard drive)

                                       plus an introduction and close to the interview itself

Talk about difference between closed and open questions

Closed questions easy to answer, establish facts, etc

Open questions are more interesting, you can learn more about a person (if you had a million dollars what would you do?)

ii. Interview Production

Technology Skill –> Video Production – Production – Production Sound

Assign:             Shoot interview using a tripod, mic and lights

                        (lefty loosey, righty tighty)

Notes:               Set up video cameras on tripods

                        Make sure cameras are securely fastened -

                        External mics – camera must have a mic plug to accept mic,

                                    Wrap mic cable around camera handle

                        Connect the On camera light

                        Instructor can act as Director

                        Ensure you have an intro and close to interview, do a recap, etc

                        Show difference between using light and no light.

                        Zoom in for focus and then zoom out

                        Practice zooming in and out – nice and slow

                        Ensure mic is on, below chin, make sure interviewer puts mic in

                                    front of interviewee

                        Discuss other mic types – clip on, boom, etc (advantages)

                                    - boom – no cables, hidden, keeps kids busy, etc

Interviewee

Interviewer

Camera person

Director

Nortel LearniT:   Show Career Bytes video clip of Lauren Flahrtery

LUNCH – escort Teachers to cafeteria

(b) Skit – Shot Variety, B-ROLL, Shooting & Simple Sequence – 3 hours

Finished Assignment:  A Simple Scene

1)       Show LearniT videos – show the first videos (I, ii, iii, iv)

2)       Distribute the Break-up worksheet

3)       Ask students to storyboard (emphasize shot variety – close up, medium, wide, etc)

4)       Ask students to write script (or just adapt breakup script)

5)       Ask students to shoot skit

6)       Show LearniT videos – show the editing videos ( as a minimum show Imovie: Capturing, IMovie: Basic Editing, and IMovie:  Titles and Effects and show Windows MovieMaker Tuturial)

7)       Ask students to edit skit

8)       Show and tell skit – you might save this for first thing on Morning of second day

LearniT: Project: Introduction (Helicopter Daze) – 7:08

Technology Skill –> Video Production – Introduction – Project: Introduction

Show additional 3 video clips shot by students

Breakup Bart Ryan

Breakup Dentist

Breakup Jessi AJ

Skills:               wide, medium, close, xcu; hold shots 20-secs; hold camera steady

Rules of how to shoot B-roll assignment (action footage) - practice by shooting an action from the various angles - must hold each shot for 20 seconds.

Technology Skill –> Video Production – Pre-Production – Shotlists & Storyboard

All Support Materials –> Teacher Resources – Reference Documents – Storyboard Template

Technology Skill –> Video Production – Pre-Production – Scripts

Skills:               Writing the lines for each character           

Technology Skill –> Video Production – Production – Get What you Want From a Shoot

            Skills:               successfully execute a scripted skit

            Assign:             Shoot your video skit from various angles

Use Breakup script

Take 45-60 minutes to shoot script over and over from different angles – try to keep them on schedule

Some groups will finish earlier than others – let them start capturing video onto IMovie while they wait for the others

Then show some, or all, of the following videos depending on time remaining in afternoon

LearniT:             Editing Basics – 5:16 (optional – recommend teachers watch on their own time)

Technology Skill –> Video Production – Post Production – Editing Basics

Technology Skill –> Video Production – iMovie – iMovie Capturing

Technology Skill –> Video Production – iMovie – iMovie Basic Editing

Technology Skill –> Video Production – iMovie – iMovie Titles and Effects

                                    Moviemaker Tutorial link to LearniT

            Assign:           Edit together simple sequence

                                    Add music, titles, credits

                                    Try a split edit keeping audio from one clip using video from another (not easy in
                                    MovieMaker, but doable)

(c) Multi-Media – 2.5 hours

Finished Production:  Photo Montage

1)       Ask students to shoot pictures

2)       Ask students to make song

3)       Ask students to add titles

4)       Ask students to edit photo montage

5)       Show and tell photo montage

            - Career Center Promo video – Got Skills

            - Chapleau – Cory Slide Show

            - Brian Self Portrait

            - Song 07_Imdone_Salinas

            - Chapleau radio spot

i.  Intro to Digital Still Camera and Shooting

Technology Skill –> Imaging – Creating Digital Images – Digital Cameras

Skills:               Shooting a digital camera; rule of thirds; transfer images to computer

                        Objects of interest related to partner (i.e. shoes, jewelry, clothes)

Assignment:      Create original 30 or 60 second song using Sony Acid 

iii.  Editing Photo Montage in MovieMaker

Technology Skill –> Video Production – iMovie – iMovie Basic Editing

                          Creating titles and/or importing titles; exporting video

Assignment:      Edit and export photo montage

Watch all slideshows

(d) Newscast - Visual Communicator Demo, Studio Tour – 3 hours

Finished Production:  Simple News Show

INSTRUCTOR NOTE:  Poll teachers as to what they are doing with morning announcements, school news and the like.  Key questions:

a.       There is freeware to prompt, like "Prompt" at download.com

4)       Do they own or could they buy "Visual Communicator"

b.      Visual Communicator Studio $480 / $360

1)       Take the class for a tour of Nortel Studio in Lab 6

2)       Show Chapleau Video Program

3)       Show LearniT videos on lighting and editing

4)       Ask students to write news stories

5)       Ask students to shoot newscast footage

6)       Ask students to edit newscast footage using Movie Maker

7)       Each class group will take turns at the instructors computer seeing the  Visual Communicator demo and shooting a news story using the teleprompter

8)       Show and tell newscasts
          i.  Lighting for News Shoot

Technology Skill –> Video Production – Production – Lighting

            Skills:               Light a subject using 3-point lighting

ii.  Sounds and Microphone for a News Shoot

             LearniT:            Video Production – Sounds and Microphones – 5:38 
(already shown on first day)

Technology Skill –> Video Production – Production – Production Sound

Technology Skill –> Video Production – Post Production – Sounds Editing

            Skills:               Two subjects on set using lavalier (clip-on) microphones 
  

ii.  Single Camera Newscast

Example:          Chapleau News March 2006 – 2:22

LearniT: Reference Scripts video from Day 1

                          Support with detail; put least important details last

Assign:             Write a short lead and a few short news stories.

iv.    Shoot and Edit Newscast using MovieMaker

                          Practice until show runs smoothly; troubleshoot problems

            Assign:                         Read news into camera using lights and microphones.

v.    Visual Communicator Demo of Newscast using Visual Communicator

INSTRUCTOR NOTE: Give every group a chance to use the instructor PC to use Visual Communicator for their news story.

            Demo:             Set-up Visual Communicator Script for newscast

                                     Set Visual Communicator Chroma Key for green screen video

Camera using the teleprompter. Add in effects with the green screen and audio.

Programs for video production:

Microsoft Movie Maker – free

Apple IMovie – free

Premiere Elements and Photoshop Elements– approx $200

Premiere Pro – approx $400

Apple Final Cut Pro - $5000 plus

Sony 

4) POST-PRODUCTION OVERVIEW – 30 min

Technology Skill –> Video Production – Conclusion – Project: That's a Wrap

Project Post-Production – 4:57 – OPTIONAL

Technology Skill –> Video Production – Conclusion – Project Post-Production

                          Media is about getting a message TO an audience

                          What will be the avenues of distribution?

                          What media formats will be needed to traverse these avenues?

                                                Nortel LearniT

                                                School website

                                                CD / DVD

                                                Google video (it's free)

                                                Focus groups

                                                Audience feedback questionnaires / surveys

5) WRAP-UP – 30 min

(a) Academic applications of digital media:

Bill of Rights (flash animation) – example of a US classroom

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Tutorials and lesson plans

Email: hvlastak@nortel.com and robertcasey@nortel.com

APPENDIX I

Potential  Agenda

8:00 AM                        Class Begins

10:15 – 10:30                Morning Recess

8:00 AM                        Class Begins

8:15 – 9:45                    3. PRODUCTION (c) MULTI-MEDIA

10:00-11:30                   Completion of 3(c) Multi-Media

2:00 – 2:45                    Completion of 3(d) Newscast

2:45 – 3:00                    Afternoon Recess

3:00 – 3:30                    4. POST-PRODUCTION

3:30 – 4:00                    5. WRAP-UP-Integration of Skills Via Nortel LearniT Lesson Plans

APPENDIX II

SKILLS

                        wide, medium, close, extreme close-up

                        audience, message, technique

APPENDIX III

PROJECTS

                        class video, family video, historical video

                        interview community member about historical event

                        interview professional about a job in which you're interested

                        promote a product or service

                        promote a community service or issue

            Controversial Topic

                        show both sides of a controversial topic

                        i.e. should professional athletes be allowed to compete in the Olympics???

                        what techniques does it use and why

                        compare two different commercial about similar products

                                    and/or two different movie treatments of same subject

                        get others to see your side of an issue

                        cover an important community activity or event

                        Interviews intercut w/b-roll footage

                        Go around community and document energy saving measures

                        re-enact scenes from a person's life

                        intermix with photos and archival audio/video if possible

            Instructional Video

                        use video to teach a really cool hands-on skill

                        Put together a news story of a famous historical event

                        Make your school's morning announcements

                        make a movie about a fairy tale or parable