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.
2.) Overview of Digital Video Production
(a) Interviews
(b) Skits
(c) Multi-Media
(d) Newscasts
6.) Project and Training Wrap-Up: Next Steps
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--Will Boisture Graphic reel
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
3. Post-production (editing) and distribution (export, copies, publishing)
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
Project: Pre-Production - 4:39
Technology Skill –> Video Production – Pre-Production
Planning the shoot, surveying the site
3. PRODUCTION – 7 HOURS
(a) Interview – 1.5 hours
INSTRUCTOR NOTE: If the class is moving quickly (i.e. interview shot before lunch), it is probably best to focus the afternoon on storyboarding, shooting the skit and editing the skit. But if the class is not done with interview before lunch, maybe it’s best to edit interview in the afternoon. Any time left over could be used in planning, but not editing the skit.
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
Nortel LearniT: Career Bytes lesson plan – hand out printout to teachers
(Worksheet will be available on Teacher PC hard drive)
Assign: Write 7 interview questions (three closed, four open)
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 ProductionTechnology 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
Have second and third teams do the interview again.
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.
ii. Storyboard
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)
Skills: Use loop-based music editing program to create royalty-free music
Demo: Acid program ($100) or Audacity freeware
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 MovieMakerSkills: Rehearse news show; direct talent
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
Assign: Select a few news stories and read them in front of the
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 classroomNASA – LearniT “Ancient Observatories” – Lesson Plan <!--[endif]-->
Tutorials and lesson plans
Become an ambassador for digital video production in the classroom, the Nortel LearniT website, teach your own introductory sessions to other teachers
Discuss support going forward for teachers who have taken this training
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
Compose the four main shots
wide, medium, close, extreme close-up
Shoot an in-camera edit
Shoot and edit a simple sequence
Brainstorm a video topic
audience, message, technique
Create titles -- lower third, full frame, credit
APPENDIX III
PROJECTS
Still images to sound (called Photo Montage or Photo Show)
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