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A/V Production IA/V Production I is a foundational course in the Arts, A/V Technology, & Communications cluster for students interested in A/V (audio/visual) production occupations.
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Course Standards
Safety
1) Accurately read, interpret, and demonstrate adherence to safety rules, including but not limited
to rules published by the Occupational Safety and Health Administration (OSHA), and state and
national code requirements. Be able to distinguish between the rules and explain why certain
rules apply in a written, oral, or digital presentation using domain-specific terminology.
2) Explain the intended use of equipment available in the classroom. Demonstrate how to properly
inspect, use, and maintain safe operating procedures with equipment. Incorporate safety
procedures and complete a safety test with 100 percent accuracy.
3) Determine the safety considerations for working both in the studio and in the field. Create a
hazard assessment checklist and perform safety inspections for various environments, including
a classroom studio.
History and Evolution of A/V Production
4) Research the development of A/V production throughout history, analyzing how advances in
technology have impacted the industry. Create an annotated timeline or visual graphic
illustrating the significant people, time periods, and technological advances affecting A/V
production. Citing resources from informational texts, include justification for why each
identified item is significant.
5) Analyze the impact A/V productions have on society. Investigate the role of media in
communicating ideas in society, emphasizing how social, cultural, economic, and political
developments are reflected in and influenced by media, including the impact of social media on
A/V production. For example, compose a persuasive essay describing how a given social media
application has positively or negatively impacted society, such as the rise of cyberbullying on
social networks or how non-profit organizations use social media to fundraise.
Career Exploration
6) Research A/V production occupations, such as film and video editor, A/V equipment technician,
broadcast engineering technician, multimedia animator, camera operator, announcer, producer,
director, or reporter. Interpret labor market data, such as information from the Bureau of Labor
Statistics and O*Net OnLine, to identify the industries in which A/V production professionals
work, including but not limited to the motion picture industry, radio and television broadcasting,
advertising, and more. Determine areas of largest growth and discuss emerging trends and
careers in A/V production-related industries.
Ethical and Legal Issues
7) Investigate the laws impacting the work of A/V production professionals. Accurately describe
the First Amendment to the U.S. Constitution and make a claim about its impact on the media
industry, citing specific textual evidence from landmark legal cases.
8) Drawing evidence from a variety of resources, conduct a short research project to evaluate the
proper procedures for legally obtaining and using content for production purposes, including
attribution procedures. Examine copyright laws and fair use. In a written, oral, or video
presentation, summarize and explain the legal concerns for creating, obtaining, or sharing a
production as though leading a training or tutorial for fellow employees. Include the use of
property and talent releases.
Introduction to the Production Process
9) Explain the production process as described in textbooks, professional websites, and by industry
professionals. Describe the components of each phase of production, including pre-production,
production, and post-production. Exhibit findings in a written, oral, or digital presentation, citing
resources used.
Production Equipment
10) Examine the features and functions of various types of video cameras. Explain the
interrelationship between f-stops, the iris, and aperture in controlling light, and relate concepts
to the physical laws that govern light and other optical phenomena. Differentiate between the
focal length and the focal point related to a zoom lens. Describe how to focus a camera and
explain the depth of field. Describe the importance and procedures for setting white balance.
Summarize the purpose and steps of camera settings in a checklist that a camera operator could
use to prepare a camera for capturing video in various environments.
11) Analyze the rules of composition and elements of design as related to composing camera shots
(i.e. the rule of thirds, field of view, lead room, color, lines, etc.). Examine videos, artwork, and
photographs to identify examples of the rules of composition in use and evaluate the impact on
the scene. Create a visual presentation to describe the rules of composition, citing examples and
counterexamples from various resources.
12) Distinguish among different types of tri-pods and other camera mounting devices. Demonstrate
the proper procedures for setting up a camera on a tripod. Analyze and describe the various
types of camera angles, shots, and movements in an infographic or demonstration. Correctly use
the proper equipment and procedures to capture video footage.
13) Select the appropriate camera and basic accessories for a given production location. Properly
set up the camera including positioning and mounting the camera and connecting the necessary
cables. Demonstrate proper procedures to clean and store cameras and equipment.
14) Examine the basic types and applications of various lighting equipment. Compare and contrast
studio and field lighting equipment and techniques. Evaluate light quality in terms of intensity,
color, direction, and other characteristics. Describe a variety of lighting techniques, including
one, two, and three point lighting techniques; demonstrate the ability to provide written
specifications for required lighting setups, as a set designer would instruct a gaffer. Employ
proper lighting equipment according to industry safety standards.
15) Examine the scientific properties and principles of sound, including how sound travels and how
digital audio is created. Citing textbooks and online resources, create an informational text with
supporting graphics illustrating the principles.
16) Utilize the knowledge of microphones and scientific principles of sound to appropriately select
and place microphones for a given production. Connect microphones to camera equipment and
other audio equipment using the proper cables. Compare and contrast the types, uses, and pickup
patterns of various microphones. Create a visual display illustrating pick-up patterns of
microphones and listing example scenarios when each is commonly used. Experiment with
different microphones and predict the pick-up pattern of each. Consult instructional manuals
and manufacturer online resources to evaluate if the conclusions are correct.
Planning a Production
17) Describe the elements of a story, such as characters, setting, conflict, and resolution. Distinguish
among the script styles and writing techniques for different types of productions, including but
not limited to news broadcast, documentary, fictional narrative, and advertising. Select at least
one example of a fact-based script, an entertainment-based script, and an advertising-based
script. Investigate the scripts to compare and contrast the elements of each type. Summarize
findings in an informational text, citing evidence from research.
18) Utilize the steps of the pre-production phase to create a written plan for a simple production.
Conduct a pre-production meeting to develop a production plan. The plan should include but
would not be limited to:
a. Justifying the purpose of the production
b. Determining the target audience
c. Writing a script for the production
d. Creating a project budget
e. Outlining a production schedule
f. Choosing a method of content delivery (i.e., online, on radio, on television, live
production, etc.)
Justify all recommendations for the budget, production schedule, and method of delivery, then
prepare a brief written pitch to a mock funder or studio. Argue for the merits of the project
using persuasive language and supporting evidence.
Capturing a Production
19) Select and set up the most appropriate production equipment for a chosen production location.
Properly use the appropriate equipment, camera and/or microphone techniques, and
composition principles to capture video and/or audio according to a pre-production plan.
Post-Production
20) Demonstrate common procedures to manage digital files and distinguish between the various
types of digital video, image, and audio files. Describe file storage in cameras and calculate the
amount of recording time a device can hold based on the settings. Log, upload, and organize
video and/or audio resources in preparation for editing, converting file formats as necessary.
Utilize online file management services to backup files.
21) Perform basic software operations to edit videos and/or audio, including assembling clips for
proper sequencing, applying transition effects, and inserting basic text to enhance video (i.e.
captions and credits). Utilize digital video and/or audio editing software to individually perform
post-production procedures to create a short production, such as a three-minute film, news
report, or radio broadcast.
Projects
22) Apply the production process to independently complete video and/or audio projects for a
public audience. Demonstrate the ability to set goals according to the project plan, and select
and use the appropriate equipment and procedures to achieve goals. Prepare an informative
narrative to explain the final product to a peer, emphasizing how the production process,
composition rules, and scientific principles were applied.
23) Create a rubric to evaluate the effectiveness of a production based on the rules of composition
and project goals. Use the rubric to reflect upon project outcomes and gather feedback from
peers. Note constructive feedback received, and use it to improve the outcomes of future
projects. Similarly, evaluate the work of others, drawing on composition rules and project goals
to provide clear, specific, and constructive feedback.
Portfolio
24) Gather examples of professional portfolios from contemporary videographers and journalists.
List the items that are often included in a professional portfolio. In a written, visual, or oral
presentation, describe the components of a professional portfolio and the benefits of
maintaining one.
25) Compile relevant artifacts to create a student portfolio connecting personal career preparation
to concepts learned in this course, including written descriptions of project processes and
reflections on learning outcomes.
Safety
1) Accurately read, interpret, and demonstrate adherence to safety rules, including but not limited
to rules published by the Occupational Safety and Health Administration (OSHA), and state and
national code requirements. Be able to distinguish between the rules and explain why certain
rules apply in a written, oral, or digital presentation using domain-specific terminology.
2) Explain the intended use of equipment available in the classroom. Demonstrate how to properly
inspect, use, and maintain safe operating procedures with equipment. Incorporate safety
procedures and complete a safety test with 100 percent accuracy.
3) Determine the safety considerations for working both in the studio and in the field. Create a
hazard assessment checklist and perform safety inspections for various environments, including
a classroom studio.
History and Evolution of A/V Production
4) Research the development of A/V production throughout history, analyzing how advances in
technology have impacted the industry. Create an annotated timeline or visual graphic
illustrating the significant people, time periods, and technological advances affecting A/V
production. Citing resources from informational texts, include justification for why each
identified item is significant.
5) Analyze the impact A/V productions have on society. Investigate the role of media in
communicating ideas in society, emphasizing how social, cultural, economic, and political
developments are reflected in and influenced by media, including the impact of social media on
A/V production. For example, compose a persuasive essay describing how a given social media
application has positively or negatively impacted society, such as the rise of cyberbullying on
social networks or how non-profit organizations use social media to fundraise.
Career Exploration
6) Research A/V production occupations, such as film and video editor, A/V equipment technician,
broadcast engineering technician, multimedia animator, camera operator, announcer, producer,
director, or reporter. Interpret labor market data, such as information from the Bureau of Labor
Statistics and O*Net OnLine, to identify the industries in which A/V production professionals
work, including but not limited to the motion picture industry, radio and television broadcasting,
advertising, and more. Determine areas of largest growth and discuss emerging trends and
careers in A/V production-related industries.
Ethical and Legal Issues
7) Investigate the laws impacting the work of A/V production professionals. Accurately describe
the First Amendment to the U.S. Constitution and make a claim about its impact on the media
industry, citing specific textual evidence from landmark legal cases.
8) Drawing evidence from a variety of resources, conduct a short research project to evaluate the
proper procedures for legally obtaining and using content for production purposes, including
attribution procedures. Examine copyright laws and fair use. In a written, oral, or video
presentation, summarize and explain the legal concerns for creating, obtaining, or sharing a
production as though leading a training or tutorial for fellow employees. Include the use of
property and talent releases.
Introduction to the Production Process
9) Explain the production process as described in textbooks, professional websites, and by industry
professionals. Describe the components of each phase of production, including pre-production,
production, and post-production. Exhibit findings in a written, oral, or digital presentation, citing
resources used.
Production Equipment
10) Examine the features and functions of various types of video cameras. Explain the
interrelationship between f-stops, the iris, and aperture in controlling light, and relate concepts
to the physical laws that govern light and other optical phenomena. Differentiate between the
focal length and the focal point related to a zoom lens. Describe how to focus a camera and
explain the depth of field. Describe the importance and procedures for setting white balance.
Summarize the purpose and steps of camera settings in a checklist that a camera operator could
use to prepare a camera for capturing video in various environments.
11) Analyze the rules of composition and elements of design as related to composing camera shots
(i.e. the rule of thirds, field of view, lead room, color, lines, etc.). Examine videos, artwork, and
photographs to identify examples of the rules of composition in use and evaluate the impact on
the scene. Create a visual presentation to describe the rules of composition, citing examples and
counterexamples from various resources.
12) Distinguish among different types of tri-pods and other camera mounting devices. Demonstrate
the proper procedures for setting up a camera on a tripod. Analyze and describe the various
types of camera angles, shots, and movements in an infographic or demonstration. Correctly use
the proper equipment and procedures to capture video footage.
13) Select the appropriate camera and basic accessories for a given production location. Properly
set up the camera including positioning and mounting the camera and connecting the necessary
cables. Demonstrate proper procedures to clean and store cameras and equipment.
14) Examine the basic types and applications of various lighting equipment. Compare and contrast
studio and field lighting equipment and techniques. Evaluate light quality in terms of intensity,
color, direction, and other characteristics. Describe a variety of lighting techniques, including
one, two, and three point lighting techniques; demonstrate the ability to provide written
specifications for required lighting setups, as a set designer would instruct a gaffer. Employ
proper lighting equipment according to industry safety standards.
15) Examine the scientific properties and principles of sound, including how sound travels and how
digital audio is created. Citing textbooks and online resources, create an informational text with
supporting graphics illustrating the principles.
16) Utilize the knowledge of microphones and scientific principles of sound to appropriately select
and place microphones for a given production. Connect microphones to camera equipment and
other audio equipment using the proper cables. Compare and contrast the types, uses, and pickup
patterns of various microphones. Create a visual display illustrating pick-up patterns of
microphones and listing example scenarios when each is commonly used. Experiment with
different microphones and predict the pick-up pattern of each. Consult instructional manuals
and manufacturer online resources to evaluate if the conclusions are correct.
Planning a Production
17) Describe the elements of a story, such as characters, setting, conflict, and resolution. Distinguish
among the script styles and writing techniques for different types of productions, including but
not limited to news broadcast, documentary, fictional narrative, and advertising. Select at least
one example of a fact-based script, an entertainment-based script, and an advertising-based
script. Investigate the scripts to compare and contrast the elements of each type. Summarize
findings in an informational text, citing evidence from research.
18) Utilize the steps of the pre-production phase to create a written plan for a simple production.
Conduct a pre-production meeting to develop a production plan. The plan should include but
would not be limited to:
a. Justifying the purpose of the production
b. Determining the target audience
c. Writing a script for the production
d. Creating a project budget
e. Outlining a production schedule
f. Choosing a method of content delivery (i.e., online, on radio, on television, live
production, etc.)
Justify all recommendations for the budget, production schedule, and method of delivery, then
prepare a brief written pitch to a mock funder or studio. Argue for the merits of the project
using persuasive language and supporting evidence.
Capturing a Production
19) Select and set up the most appropriate production equipment for a chosen production location.
Properly use the appropriate equipment, camera and/or microphone techniques, and
composition principles to capture video and/or audio according to a pre-production plan.
Post-Production
20) Demonstrate common procedures to manage digital files and distinguish between the various
types of digital video, image, and audio files. Describe file storage in cameras and calculate the
amount of recording time a device can hold based on the settings. Log, upload, and organize
video and/or audio resources in preparation for editing, converting file formats as necessary.
Utilize online file management services to backup files.
21) Perform basic software operations to edit videos and/or audio, including assembling clips for
proper sequencing, applying transition effects, and inserting basic text to enhance video (i.e.
captions and credits). Utilize digital video and/or audio editing software to individually perform
post-production procedures to create a short production, such as a three-minute film, news
report, or radio broadcast.
Projects
22) Apply the production process to independently complete video and/or audio projects for a
public audience. Demonstrate the ability to set goals according to the project plan, and select
and use the appropriate equipment and procedures to achieve goals. Prepare an informative
narrative to explain the final product to a peer, emphasizing how the production process,
composition rules, and scientific principles were applied.
23) Create a rubric to evaluate the effectiveness of a production based on the rules of composition
and project goals. Use the rubric to reflect upon project outcomes and gather feedback from
peers. Note constructive feedback received, and use it to improve the outcomes of future
projects. Similarly, evaluate the work of others, drawing on composition rules and project goals
to provide clear, specific, and constructive feedback.
Portfolio
24) Gather examples of professional portfolios from contemporary videographers and journalists.
List the items that are often included in a professional portfolio. In a written, visual, or oral
presentation, describe the components of a professional portfolio and the benefits of
maintaining one.
25) Compile relevant artifacts to create a student portfolio connecting personal career preparation
to concepts learned in this course, including written descriptions of project processes and
reflections on learning outcomes.
