1. 201051 DELAWARE TECHNICAL & COMMUNITY COLLEGE CAMPUS COURSE SYLLABUSCampus: OwensDepartment: CommunicationsCourse Number and Title: COM 110 Introduction to Video ProductionInstructor Name: Jessica FarleyTelephone: (302) 855-5960E-mail: email@example.comPrerequisites: ENG 051 and RDG 051 or ESL 100 or appropriate scores on college placement tests.Co-requisites:Course Hours and Credits: 2:3:3Course Description: An exploration of the principles, mechanics, techniques, and aesthetics ofvideo production. This course is designed to help you learn to use video as an effective form ofcommunication. Students will learn how to obtain video using digital video cameras and willlearn to digitally edit using industry standard software. Students will practice pre-productionplanning and writing, production procedures, and post-production editing.Required Text(s):Osgood, R., & Hinshaw, M. (2009). Visual storytelling: Videography and postproduction in the digital age. Boston: Wadsworth Cengage Learning.Materials: 8 GB external drive(provided)Disclaimer
2. 201051CORE COURSE PERFORMANCE OBJECTIVESThe student will be able to: 1. Illustrate competency in pre-production planning. (PGC 2, PGC 3, PGC 4, CCC1, CCC 2) 2. Operate a video camera and microphones to obtain footage and sound. (PGC 2, PGC 3, PGC 4, CCC 1, CCC 2, CCC 6) 3. Capture and edit video using non-linear editing software. (PGC 2, PGC 3,CCC 2, CCC 6, CCC 7)MEASUREABLE PERFORMANCE OBJECTIVES1. Illustrate competency in pre-production planning. (PGC 2, PGC 3, PGC 4, CCC1, CCC 2) 1.1. Identify and appraise target audience. 1.2. Examine site environment for lighting, sound, and surroundings to assess technical qualities and production treatment. 1.3. Formulate a production plan with contingency options 1.4. Create a production time budget. 1.5. Identify images and sounds that create impact, emotion, and meaning.2. Operate a video camera and microphones to obtain footage and sound. (PGC 2, PGC 3, PGC 4, CCC 1, CCC 2,CCC 6) 2.1. Identify the purpose of the video controls and setting functions of a video camera 2.2. Manipulate white balance, aperture, and focus in a video camera to optimize the picture quality in video images 2.3. Record video that demonstrates correct composition, screen direction, and framing. 2.4. Record cutaways and overlapping action. 2.5. Use appropriate camera movements to direct the audience’s attention. 2.6. Demonstrate understanding of the audio controls on a video camera. 2.7. Record and edit correct audio levels.3. Capture and edit video using non-linear editing software. (PGC 2, PGC 3, CCC2, CCC 6, CCC 7) 3.1. Apply knowledge of non-linear editing software. 3.2. Capture and import digitally recorded footage and graphics. 3.3. Apply appropriate video transitions 3.4. Demonstrate effective pacing of audio and video.
3. 201051 3.5. Integrate readable text with video to communicate essential information to an audience. 3.6. Produce video and audio with matched sequences to compress time and advance the action. 3.7. Determine the proper order of shots to create continuity. 3.8. Select proper digital editing functions.EVALUATION CRITERIAStudents will demonstrate proficiency on all measurable performance objectives at least to the75 percent level. The instructor may refuse to accept any assignment that fails to meet thestated deadline.College Grading System92-100 A83-91 B75-82 C0-74 RStudents should refer to the Student Handbook for information on Academic Standing Policy,Academic Honest Policy, Student Rights and Responsibilities and other policies relevant to theiracademic process.Course RequirementsCourse EvaluationLab Attendance 10%Class Activities 10%Video Postcard 15%Continuity Exercise 20%Instructional Video 30%Exams 15%Production Studio LabsBy September the class will typically only meet one day a week to allow students the opportunity to completeAdobe training in the Radio Station. Check Announcements regularly to keep up with the schedule for that week.
4. 201051Students will be awarded five points for every five minutes of attendance in the radio station or in the field doingindependent production work. It is expected that students stay for the full 90 minute lab. Arriving on time willearn an additional 10 points. Each lab will earn a maximum of 100 points.The educational specialist will keep track of these points and enter them into Gradebook. Schedules will bedetermined the first week of class. The educational specialist can be contacted at Ext. 2110 or by e-mail firstname.lastname@example.org. All scheduling conflicts must be coordinated with him, not the instructor.Production Studio Policies/ Points Students must call the lab specialist ahead of time if they plan to be late or miss their lab time or not pick up or return equipment at the scheduled time If a student calls 24 hours prior to the start of his or her lab time, there will be no deduction of points and a make-up time will be scheduled as soon as possible. If a student calls the day of the lab time to cancel, a deduction of 25 points will be taken off when the student makes up the time (total possible pts for make-up day is 75). Students who are more than five minutes late may have their time or equipment given away to another student. We make an assumption that you’re not coming after five minutes. You will only be rescheduled that week if time allows. If the time is made up that week or the following, the maximum points earned will be 75, regardless of whether or not your time is given away. Any student who doesn’t return equipment on the scheduled day and time without communication with the lab specialist will be deducted 50 points for their lab “attendance” for the week. If a student misses the lab and doesn’t call, he or she will be given a zero for the lab time. If the schedule allows for a make-up that week, students will receive a maximum of 50 points for that make up lab. Students who miss two consecutive lab times without notification will be taken off the schedule and will not be put back on until they have talked with the instructor.ActivitiesA variety of in-class activities involving training on the camera, setting up a shoot, creating a sequence,framing shots, viewing projects, etc., will occur during the class meeting time. Absences will not onlyaffect your Activity points but will severely hinder your understanding of video production, causing youto also lose points on projects. Individual training with the instructor will not occur due to unexcusedabsences.Video PostcardThis is a 60-second piece in which you combine effective visuals with appropriate music as you present apictorial essay on a subject of your choice. This is principally a shooting exercise and only a secondaryediting exercise. Use music from the production library or a royalty-free music source that utilizes a fadein/fade out if edited down to meet the time requirement. Natural sound underscores may also be used
5. 201051mixed with the music. Transitions should not be overdone. Use dissolves and/or cuts as the primarytransition of choice.Subject: Choose an exterior subject that you can shoot in existing exterior light. For example, you maywish to explore a geographic locations (your town’s downtown area, a local park, a cemetery, the beach,etc.); a prominent architectural feature of your area (The Circle, WW2 towers, a museum, a firehouse,etc.); or a group of things that are thematically or geographically related (barns, sculptures, high-rises,rural routes, etc.). Keep in mind that you may need to get permission to shoot if it is not a public arena.Structure: Plan to include approximately 10 to 15 individual shots in the postcard. It should includeappropriate music and may include natural sound as well. The postcard will begin with a :05countdown, a :05 opening title slide and appropriate music, dissolve to the first shot and end with a fadeto black. The video must meet the :60 time limit.Editing Principles: Continuity and dynamicsProduction Plan: A production plan will be required before beginning the project. The plan will include:a title, a program objective, a description of the postcard including types of images and shot plans,description of music choice, identification of a target audience, a site environment evaluation withcontingency plans (including release forms if needed), and a time budget.Continuity Exercise(2-3 minutes)The continuity exercise is a two- to three-minute (maximum) project in which you shootan action for pictorial continuity and edit your footage to music. Natural (environmental sound) can alsobe used in conjunction or in lieu of music but there may be no dialogue. Your principal task in thisexercise is to apply the principles of visual continuity as you tell a story with pictures, music, and naturalsound.Subject: The subject should be an action or event with a beginning, middle and end and should involvesome motion on the part of the principal character(s), for example getting ready for a date, havingguests for dinner, delivering an item, etc.Structure: This project will need to be fully scripted. While recording your project you should recordnatural sound incidental to the action you have selected and you should plan to include it along withappropriate music during post-production. However you should not script or record dialogue.Editing Principles: Continuity, visual storytellingProduction Plan: A production plan will be required before beginning the project. The plan will include:a title, a program objective, a description of the story and shot plans, description of music choice,identification of a target audience, a site environment evaluation with contingency plans (includingrelease forms if needed), and a time budget. This project will also include a detailed storyboard.
6. 201051Instructional Video for Web(2-3 minutes)An instructional program is designed to teach someone something. In order to provide apractical use for this project and potentially have it posted on the college Web site, the topics have beenprovided below.Students will work directly with a client, conduct interviews with him or her, and write a script of “howto” do something that students want or need help with. The program will begin with a graphic slateexplaining a simple purpose to the program. Students will write a script that will be approved by theclient. The client will review the facts of your script, not the creative, unless it would have an adverseaffect on the message. Students may not begin production until client approval of the final script hasbeen submitted to the instructor, so plan accordingly.Once the script with corresponding shots and graphic elements and a detailed storyboard is submittedto the instructor, then production and post-production may begin.Students will also design a basic idea of what the graphics will look like using PowerPoint slides. Thesegraphics will be reviewed in class and a critique will follow. Use the colors, logos, fonts, and fonttreatments that you intend to use in the production. Although it may not be an exact replica, it shouldnot vary too much either. Keep in mind that the college may change all graphic elements to create auniform look to these videos if used on the site.Once the video is produced, it will be posted on the DTCC channel on YouTube and the client canapprove or disapprove its availability on the site. Students must obtain release forms for all whoappear in the video other than crowded shots where people cannot be identified. SELECT ONE OF THE FOLLOWING IDEAS (ONE STUDENT PER IDEA) How to decide if an online course is right for you How to get involved How to maintain F1 Visa status (foreign students) How to use Blackboard How to choose a major How to register online How to apply for a scholarship How to apply for financial aid How to maintain SEED scholarship eligibility How to use BannerWeb How to purchase textbooks with Financial Aid How to purchase textbooks online How to drop a class How to complete online AdmissionsSubject: An instructional program segment that will teach the audience something newStructure: The program will utilize a voice-over with graphics and images and appropriate music.
7. 201051Audience: Identify a target audience for your tape. This is important because you structure your program to appeal to your audienceLength: 2-3 minutesEditing: Continuity and dynamicProduction Plan: A production plan will be required before beginning the project. The plan will include: a title, a program objective, identification of the client including contact information, a description of the shots, identification of a target audience, a site environment evaluation with contingency plans (release forms are necessary!), and a time budget. This project will also include a detailed storyboard.Format of productions: 5 seconds black/ white sans-serif writing: name/ title of the assignment followed by length in parentheses and production date There should be no sound over this title slate 5 seconds of black at the end – music and voices must conclude prior to the screen becoming black. The first full frame of black will Be the “time” your video is considered Video Postcard – Lewes, DE (:60) concluded Producer: Jessica Farley Oct. 10, 2010ExamsStudents are responsible for the material in the required chapters and reading assignments though itmay not be covered in lecture.Missed tests with bona fide documentation accepted by the instructor can be made up within one weekof the test date with no penalty. Missed tests without documentation must be made up within one weekof the test date for a maximum grade of 75%.
8. 201051Course Schedule (Tentative**)Week 1 Course introduction/ Lab Scheduling Chapter 5: Composition Lab: Introduction to the camera (set up/ break down)Week 2 Continue Chapter 5: Composition Introduction to the Camera Lab: set up (white balance/ focus) and shooting and recordingWeek 3 Chapter 8: Aesthetics of EditingBEGIN LABS Writing a production proposal Field shoot / Basic shot composition Lab: Adobe Training (Chapters 1 thru 4)Week 4 Chapter 9: Post Production Field shoot critique Video Postcard Preproduction Plan Due Lab: Adobe Training (Chapters 5 thru 8)Week5 Unit Exam One (Chapters 5, 8, 9) Lab: Begin shooting Video PostcardWeek 6 Chapter 11: Graphics and Effects Select topic for Instructional Lab: Video PostcardWeek 7 Chapter 7: Lighting in the Field Contact Instructional Client Continuity Exercise Preproduction Plan Due Lab: Video PostcardWeek 8 Video Postcard Due Ch. 6 Audio in the Field Interview Instructional Client Lab: Continuity ExerciseWeek 9 Unit Exam Two (Chapters 11, 7, 6) Submit Instructional Script to Client Lab: Continuity ExerciseWeek 10 Review Changes to Instructional Script from Client Lab: Continuity ExerciseWeek 11 Instructional Storyboard and Script Due to Instructor Lab: Continuity ExerciseWeek 12 Continuity Exercise Due Lab: InstructionalWeek 13 Lab: InstructionalWeek 14 Lab: InstructionalWeek 15 Lab: InstructionalWeek 16 Instructional Due** Because of weather, technical, and other issues beyond ourcontrol, this schedule is subject to change frequently. Always checkBlackboard or with the instructor for the current week’s activities**