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A/V Production IIA/V Production II is the second course in the A/V Production program of study intended to prepare students for a careers in audio/visual production.
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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. Review the hazard
assessment checklist from the introductory course and update as needed for various
environments. Incorporate safety procedures and complete a safety test with 100 percent
accuracy.
A/V Production Industries
3) Analyze how A/V professionals interact with others within industry. Conduct a case study of a
company to evaluate the roles and responsibilities of A/V production professionals within the
company. Create an oral, written, or visual presentation to illustrate the similarities and
differences among the various roles. For example, investigate how an audio or video editor
interacts with producers, directors, cinematographers, and assistants in a motion picture
company to create a movie trailer.
4) Develop a research paper, video production, or visual display demonstrating the influence of
technology on the careers of A/V production professionals, including the impact on technical
work and business management. Write persuasively to make a claim about the personal traits
and skills needed for professionals in the field as technology advances, citing an example of an
emerging or future technology.
5) Examine funding methods for various types of productions, including private equity and capital
investment, tax incentives, and grants. Describe the relationship between A/V productions and
advertising. Select a production type and describe how a specific project is funded, including the
role advertising plays in the project, citing examples and identifying key personnel involved in
production finance. Use technology to compile the information as a class and create a library of
production types, with example funding strategies for each.
Career Preparation
6) Research the postsecondary institutions (colleges of applied technology, community colleges,
and four-year universities) in Tennessee and other states that offer A/V production-related
programs. Based on the research, determine how postsecondary study and other advanced
training help facilitate career development. Identify specific occupations of interest, outline
preliminary employment goals, and devise a tentative career plan to reach those goals. Include
in the plan descriptions of admissions criteria, postsecondary programs of study, and the
secondary courses that will prepare a student to be successful in a chosen A/V career.
Ethical and Legal Issues
7) Examine the significance of ethical practices in A/V production occupations, using professional
organizations’ codes of ethics or other industry sources. Evaluate ethical issues affecting the
industry, such as truth telling in broadcast journalism and cultural sensitivity. Compose an
argument with claim(s) and counterclaim(s), debating the sociological and economic impact of a
particular issue facing the industry.
Production Writing
8) Employ research methods when planning a production, including data collection, critical
reading, and analysis of such information as casting tapes or location scouting reports.
Synthesize research to draw conclusions and present a claim, citing resources and articulating
logical rationale for the use of chosen resources. For example, conduct a survey to determine
student body opinions regarding a current news event. (TN Reading 1, 8, 9; TN Writing 1, 4, 8, 9)
9) Utilize research methods to determine the target audience for a given advertising production.
Analyze the wants and needs of the target audience to prepare persuasive writing to
communicate the intended message to the viewer. Create a distribution plan to deliver the
content to the target audience such as through television, radio, email, websites, and/or social
media.
10) Building on the experiences and knowledge from A/V Production I, conduct research and write
scripts for various production types. Analyze and break down the components of each type to
create narratives that communicate the desired message or story with a logical beginning,
middle, and end. Produce, review, and revise a script for each of the following production types,
utilizing the appropriate style and formatting conventions of each:
a. Entertainment-based productions
b. Fact-based productions
c. Market-based productions, such as advertising and proposals
Interviewing
11) Examine interviewing techniques used in A/V production. Create an interviewing plan outlining
the selected topic, interviewees, interview location, and scheduling plan. Include justification for
why the selected interviewees and location are appropriate for the given topic, noting any
potential biases that may exist.
12) Analyze techniques used for writing interview questions. Compare and contrast a variety of
example interview questions to determine the characteristics of quality interview questions,
such as those which evoke detailed responses. Recognize the properties of biased and unbiased
questions. Create a library of example questions a professional could use to prepare for
interviews.
13) Drawing on research, create a list of interview questions for a specified interview with a specific
purpose and audience. Evaluate the questions for bias and quality. Perform interviews using
prepared questions, appropriately improvising based on responses.
Planning a Production
14) Explain the components and function of storyboards for A/V productions. Search for short
scripts or draw excerpts from larger texts in order to analyze and prepare them for conversion
into storyboards. For the identified production, create an original storyboard based on the
written script.
15) Utilize the steps of the pre-production phase to create written plans for productions of
increasing complexity. Conduct a pre-production meeting to develop production plans. The
plans should include but would not be limited to:
a. Justifying the purpose of the production
b. Researching the topic of interest
c. Determining the target audience
d. Writing a script for the production based on research
e. Crafting a storyboard
f. Creating a project budget
g. Outlining a production schedule
h. Choosing a method of content delivery (i.e., online, on radio, on local television, live
production, etc.)
For example, research a popular or controversial topic within A/V production, and create a
production plan for a well-organized, short documentary film or radio news story that explores
expert opinion on both sides of the debate. Sample topics include the portrayal of athletes as
positive role models or the prevalence of violence on television.
Lighting
16) Examine the scientific principles of light, distinguishing among the characteristics of hard light,
diffused light, and incident light. Describe techniques used for manipulating light such as filters,
gels, diffusers, and more. Utilizing these principles and building on techniques learned in A/V
Production I, plan and implement the lighting for a production scene. Steps include planning the
scene and equipment, blocking the scene, setting the lights, and adjusting the white balance of
the camera.
17) Analyze how lighting techniques are used to create composition, visual continuity, and mood by
examining case studies of video productions. Examine a given production and formulate a
hypothesis concerning the types and setup of lighting equipment used for the scenes.
Corroborate the hypothesis where possible and illustrate the conclusions in a written narrative
with supporting graphics (such as a lighting set-up diagram). Formulate a strategy for creating a
given mood by studying and citing examples from textbooks, online resources, and results of the
case study.
Audio
18) Describe the importance and characteristics of quality audio, drawing conclusions about
production results and implications based on audio quality. Explain the proper techniques for
capturing quality audio for productions. Cite sources employing both scientific and industry
perspectives, briefly justifying why each is valid.
19) Properly set up audio recording equipment and perform a pre-production check. Record an
audio sequence and properly monitor the sound level. Troubleshoot poor sound quality and
interferences by identifying the source of the problem and making corrections. Record quality
sound, both in the studio and on location.
Production Equipment
20) Design the staging and layout of a set. Appropriately integrate lighting, audio, scenery,
costumes, and props according to the script and production plan. In teams, demonstrate the
proper setup and operation of a wide array of production equipment, and rotate roles to
complete the various jobs necessary for a studio and/or remote production. (TN Reading 3)
21) Demonstrate camera operations of advancing skill in studio and field environments including:
a. Selecting proper framing
b. Capturing action footage
c. Using appropriate lens focal length, aperture, and exposure
d. Implementing appropriate recording sequence
22) Identify and describe the function of the equipment in a control room. Appropriately use an
audio mixer, switch cameras, and utilize traffic control equipment. Drawing on instructional
manuals and other resources, create a short tutorial video that a beginning A/V production
student could view to understand the basic functions of a control room.
23) Interpret instructional manuals and other resources to determine and demonstrate routine
maintenance and cleaning procedures to protect and prolong the life of A/V production
equipment. Create a maintenance plan for a given piece of equipment that another peer could
use to perform proper cleaning and storing techniques.
24) Perform troubleshooting procedures, including researching solutions used by A/V technicians, to
solve basic technical problems involving production equipment. For example, examine a
malfunctioning piece of equipment or improperly set-up network of equipment and determine
the cause of the malfunction. Apply knowledge gained through experience in the course and
employ research procedures to fix the equipment, adjust the settings, and prepare for
production.
Post-Production
25) Examine the importance of post-production editing to the A/V production process, and
determine the impact of editing on continuity, performance, emphasis, and pacing. Perform
advancing software operations to edit video and/or audio clips. Build on the skills learned in A/V
Production I (assembling clips for proper sequencing, applying transition effects, and inserting
basic text to enhance video) to complete more sophisticated tasks, including:
a. Adjusting audio levels for balance and emphasis
b. Using multiple audio sources
c. Mixing audio for video such as applying sound effects, equalizing, and matching levels
d. Applying visual effects such as filters, keying, and image control
e. Creating graphics for video productions such as titles and still images
f. Exporting and uploading video and/or audio in the appropriate format based on its
planned distribution
Utilize digital editing software to create productions of increasing complexity, such as a
documentary film that incorporates photographs, interviews, narrative voice-over, and other
footage.
Projects
26) Apply the production process to complete video and/or audio projects (independently and in
teams) for a public audience of increasing complexity and of varying type. Demonstrate the
ability to select and use the appropriate equipment and procedures to accomplish project goals.
Create a narrative to promote the production to a targeted audience. For example, write a
synopsis of a short film, as though for a movie listing.
27) Reflect on the outcomes of productions created in the course. Evaluate whether the various
elements of the production meet the goals set in the production plan. Additionally, evaluate the
productions of others, assuming the role of a film critic or analyst to write a critical review of a
production, citing evidence to justify claims made.
Portfolio
28) Update materials from coursework to add to the portfolio started in A/V Production I, including
the career plan generated in this course, and continually reflect on coursework experiences.
Include written descriptions of project types and 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. Review the hazard
assessment checklist from the introductory course and update as needed for various
environments. Incorporate safety procedures and complete a safety test with 100 percent
accuracy.
A/V Production Industries
3) Analyze how A/V professionals interact with others within industry. Conduct a case study of a
company to evaluate the roles and responsibilities of A/V production professionals within the
company. Create an oral, written, or visual presentation to illustrate the similarities and
differences among the various roles. For example, investigate how an audio or video editor
interacts with producers, directors, cinematographers, and assistants in a motion picture
company to create a movie trailer.
4) Develop a research paper, video production, or visual display demonstrating the influence of
technology on the careers of A/V production professionals, including the impact on technical
work and business management. Write persuasively to make a claim about the personal traits
and skills needed for professionals in the field as technology advances, citing an example of an
emerging or future technology.
5) Examine funding methods for various types of productions, including private equity and capital
investment, tax incentives, and grants. Describe the relationship between A/V productions and
advertising. Select a production type and describe how a specific project is funded, including the
role advertising plays in the project, citing examples and identifying key personnel involved in
production finance. Use technology to compile the information as a class and create a library of
production types, with example funding strategies for each.
Career Preparation
6) Research the postsecondary institutions (colleges of applied technology, community colleges,
and four-year universities) in Tennessee and other states that offer A/V production-related
programs. Based on the research, determine how postsecondary study and other advanced
training help facilitate career development. Identify specific occupations of interest, outline
preliminary employment goals, and devise a tentative career plan to reach those goals. Include
in the plan descriptions of admissions criteria, postsecondary programs of study, and the
secondary courses that will prepare a student to be successful in a chosen A/V career.
Ethical and Legal Issues
7) Examine the significance of ethical practices in A/V production occupations, using professional
organizations’ codes of ethics or other industry sources. Evaluate ethical issues affecting the
industry, such as truth telling in broadcast journalism and cultural sensitivity. Compose an
argument with claim(s) and counterclaim(s), debating the sociological and economic impact of a
particular issue facing the industry.
Production Writing
8) Employ research methods when planning a production, including data collection, critical
reading, and analysis of such information as casting tapes or location scouting reports.
Synthesize research to draw conclusions and present a claim, citing resources and articulating
logical rationale for the use of chosen resources. For example, conduct a survey to determine
student body opinions regarding a current news event. (TN Reading 1, 8, 9; TN Writing 1, 4, 8, 9)
9) Utilize research methods to determine the target audience for a given advertising production.
Analyze the wants and needs of the target audience to prepare persuasive writing to
communicate the intended message to the viewer. Create a distribution plan to deliver the
content to the target audience such as through television, radio, email, websites, and/or social
media.
10) Building on the experiences and knowledge from A/V Production I, conduct research and write
scripts for various production types. Analyze and break down the components of each type to
create narratives that communicate the desired message or story with a logical beginning,
middle, and end. Produce, review, and revise a script for each of the following production types,
utilizing the appropriate style and formatting conventions of each:
a. Entertainment-based productions
b. Fact-based productions
c. Market-based productions, such as advertising and proposals
Interviewing
11) Examine interviewing techniques used in A/V production. Create an interviewing plan outlining
the selected topic, interviewees, interview location, and scheduling plan. Include justification for
why the selected interviewees and location are appropriate for the given topic, noting any
potential biases that may exist.
12) Analyze techniques used for writing interview questions. Compare and contrast a variety of
example interview questions to determine the characteristics of quality interview questions,
such as those which evoke detailed responses. Recognize the properties of biased and unbiased
questions. Create a library of example questions a professional could use to prepare for
interviews.
13) Drawing on research, create a list of interview questions for a specified interview with a specific
purpose and audience. Evaluate the questions for bias and quality. Perform interviews using
prepared questions, appropriately improvising based on responses.
Planning a Production
14) Explain the components and function of storyboards for A/V productions. Search for short
scripts or draw excerpts from larger texts in order to analyze and prepare them for conversion
into storyboards. For the identified production, create an original storyboard based on the
written script.
15) Utilize the steps of the pre-production phase to create written plans for productions of
increasing complexity. Conduct a pre-production meeting to develop production plans. The
plans should include but would not be limited to:
a. Justifying the purpose of the production
b. Researching the topic of interest
c. Determining the target audience
d. Writing a script for the production based on research
e. Crafting a storyboard
f. Creating a project budget
g. Outlining a production schedule
h. Choosing a method of content delivery (i.e., online, on radio, on local television, live
production, etc.)
For example, research a popular or controversial topic within A/V production, and create a
production plan for a well-organized, short documentary film or radio news story that explores
expert opinion on both sides of the debate. Sample topics include the portrayal of athletes as
positive role models or the prevalence of violence on television.
Lighting
16) Examine the scientific principles of light, distinguishing among the characteristics of hard light,
diffused light, and incident light. Describe techniques used for manipulating light such as filters,
gels, diffusers, and more. Utilizing these principles and building on techniques learned in A/V
Production I, plan and implement the lighting for a production scene. Steps include planning the
scene and equipment, blocking the scene, setting the lights, and adjusting the white balance of
the camera.
17) Analyze how lighting techniques are used to create composition, visual continuity, and mood by
examining case studies of video productions. Examine a given production and formulate a
hypothesis concerning the types and setup of lighting equipment used for the scenes.
Corroborate the hypothesis where possible and illustrate the conclusions in a written narrative
with supporting graphics (such as a lighting set-up diagram). Formulate a strategy for creating a
given mood by studying and citing examples from textbooks, online resources, and results of the
case study.
Audio
18) Describe the importance and characteristics of quality audio, drawing conclusions about
production results and implications based on audio quality. Explain the proper techniques for
capturing quality audio for productions. Cite sources employing both scientific and industry
perspectives, briefly justifying why each is valid.
19) Properly set up audio recording equipment and perform a pre-production check. Record an
audio sequence and properly monitor the sound level. Troubleshoot poor sound quality and
interferences by identifying the source of the problem and making corrections. Record quality
sound, both in the studio and on location.
Production Equipment
20) Design the staging and layout of a set. Appropriately integrate lighting, audio, scenery,
costumes, and props according to the script and production plan. In teams, demonstrate the
proper setup and operation of a wide array of production equipment, and rotate roles to
complete the various jobs necessary for a studio and/or remote production. (TN Reading 3)
21) Demonstrate camera operations of advancing skill in studio and field environments including:
a. Selecting proper framing
b. Capturing action footage
c. Using appropriate lens focal length, aperture, and exposure
d. Implementing appropriate recording sequence
22) Identify and describe the function of the equipment in a control room. Appropriately use an
audio mixer, switch cameras, and utilize traffic control equipment. Drawing on instructional
manuals and other resources, create a short tutorial video that a beginning A/V production
student could view to understand the basic functions of a control room.
23) Interpret instructional manuals and other resources to determine and demonstrate routine
maintenance and cleaning procedures to protect and prolong the life of A/V production
equipment. Create a maintenance plan for a given piece of equipment that another peer could
use to perform proper cleaning and storing techniques.
24) Perform troubleshooting procedures, including researching solutions used by A/V technicians, to
solve basic technical problems involving production equipment. For example, examine a
malfunctioning piece of equipment or improperly set-up network of equipment and determine
the cause of the malfunction. Apply knowledge gained through experience in the course and
employ research procedures to fix the equipment, adjust the settings, and prepare for
production.
Post-Production
25) Examine the importance of post-production editing to the A/V production process, and
determine the impact of editing on continuity, performance, emphasis, and pacing. Perform
advancing software operations to edit video and/or audio clips. Build on the skills learned in A/V
Production I (assembling clips for proper sequencing, applying transition effects, and inserting
basic text to enhance video) to complete more sophisticated tasks, including:
a. Adjusting audio levels for balance and emphasis
b. Using multiple audio sources
c. Mixing audio for video such as applying sound effects, equalizing, and matching levels
d. Applying visual effects such as filters, keying, and image control
e. Creating graphics for video productions such as titles and still images
f. Exporting and uploading video and/or audio in the appropriate format based on its
planned distribution
Utilize digital editing software to create productions of increasing complexity, such as a
documentary film that incorporates photographs, interviews, narrative voice-over, and other
footage.
Projects
26) Apply the production process to complete video and/or audio projects (independently and in
teams) for a public audience of increasing complexity and of varying type. Demonstrate the
ability to select and use the appropriate equipment and procedures to accomplish project goals.
Create a narrative to promote the production to a targeted audience. For example, write a
synopsis of a short film, as though for a movie listing.
27) Reflect on the outcomes of productions created in the course. Evaluate whether the various
elements of the production meet the goals set in the production plan. Additionally, evaluate the
productions of others, assuming the role of a film critic or analyst to write a critical review of a
production, citing evidence to justify claims made.
Portfolio
28) Update materials from coursework to add to the portfolio started in A/V Production I, including
the career plan generated in this course, and continually reflect on coursework experiences.
Include written descriptions of project types and learning outcomes.
