A graduate Research Project Updating Course Outlines in Technology Education

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Oswego Update Project

A Graduate Research Project

Updating Course Outlines in Technology Education

June 2004

“Electronic Media Production”

(formerly “Media Production”)

In collaboration with:


Ms. Erin Stanton, Graduate Research, SUNY – Oswego, estanton21@yahoo.com
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu

Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:
Mr. Mike Dionne, Sidney High School

Mr. Bill Reese, Oswego High School

Digitally available at


The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

  • provide a solid graduate research project for the developers involved (learning by doing)

  • involve known, successful teachers as consultants to the process through a common interview template

  • honor the work and dedication of the original writing teams

  • refresh course objectives and teaching strategies

  • forge a more uniform format between and among course outlines

  • update the bibliography of each course to reflect the last ten years of literature review

  • include Internet resources both useful as general professional tools, and as specific content enhancement

  • develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, Professor

SUNY Oswego, Dept. of Technology

School of Education

Overview of the Course

Course Goals

Students will be able to:

  • Demonstrate the ability to communicate effectively through oral, written, and visual expression

  • Analyze how funding affects the media industry

  • Interpret and evaluate various media presentations within their context

  • Demonstrate leadership, citizenship, and teamwork skills required for success in the school, community, and workplace

  • Demonstrate an understanding of ethics in the industry

  • Analyze how electronic media production principles are applied through a specific work-based learning experience

  • Use the right terminology when working with specific media

Course Description

Course content focuses on electronic media production (EMP) technologies utilizing simulated and/or real-life projects. This course centers on production of various EMP products, including, commercials, news, music, interactive, and industrial programming.

The student will gain valuable insight into the many facets of EMP production, including, but not limited to concept creation, scripting, sound design, visual design, editing, budgeting, and producing, as well as exploring some of the latest advances in industry technology. Upon completion of this course, students will be prepared to pursue advanced coursework.
Course Skills, Knowledge, and Behaviors to be Developed

Students will gain the ability to work as a team in organizing and producing their own TV show. They will be able to analyze what good footage is and how apply it to their show. They will be able to operate all production equipment.

While working in the electronic media production class the student will be very professional as far as appearance and using the proper terminology. They will gain the confidence in public speaking that will help them in the future. Student will not only gain the skills, knowledge, and behaviors needed for this course but also the positive experience of producing their own work and having a number of citizens watch the progress they have made..

Content Outline
Module 1 – Media Production Overview

  1. Media Systems History

    1. Audio

    2. Visual

    3. Multi-media

  2. Forms of production

    1. Analog

    2. Digital

Module 2 – Stages of Production

  1. Pre-Production

    1. Preparation for scriptwriting

      1. Project proposal

      2. Premises

      3. Synopses

      4. Treatments

1.2 Production management

      1. Scripts

      2. Script breakdowns

      3. Production Schedules

      4. Budget

    1. Storyboards

  1. Production

    1. Getting the story

    2. Recording the footage

  1. Post-Production

    1. Editing Process

      1. Video editing

      2. Audio editing

      3. Editing Stages

      4. Editing systems

      5. Editing modes

    2. Distribution and Exhibition

      1. Distribution technologies

      2. Economics of distribution

    3. Animation and Special effects

      1. Animation

        1. Types of animation

        2. Computer animation

      2. Special Effects

        1. Camera

        2. Optical

        3. Digital
        4. Models and miniatures

        5. Physical

Module 3 – Media Production Careers

  1. Selling Yourself

    1. Resume

    2. Cover Letter

    3. Interviews

  1. Jobs

    1. Producer

    2. Director

    3. Editing Team

    4. News Reporter

    5. Technical Staff

    6. On-air staff

    7. Sales/marketing

  2. Ethics & Law
Module 4 – Production Equipment

  1. Audio/Sound

    1. Types of microphones

    2. Microphone placement and selection

    3. Sound single control

    4. Sound perspectives

  2. Lighting

    1. Lighting design

    2. Lighting Quality

    3. Light characteristics

    4. Lighting Tools

  3. Camera

    1. Camera placement

    2. Lens control

    3. Video cameras

  4. Recording

    1. Analog Audio

    2. Digital Audio

    3. Analog Video

    4. Digital video

Module 5 –Professional Production Development and Evaluation

  1. Developing the message

    1. Client data and information gathering

      1. Client interview

      2. Message identification

      3. Market identification

    2. Identifying the approach

      1. Brainstorming communication solutions

      2. Identify appropriate media

    3. Client confirmation

      1. Presentation of proposal

      2. Customer modification
    4. Organizing production

      1. Scheduling and contrasting

      2. Identifying and selecting resources

  2. Evaluation critiques

    1. Developing a Rubric

    2. Determine between a good show and bad show

    3. How to evaluate each part of the show

General Instructional Strategies
The general way the course is going to be run is by lessons, and real world hands-on activities. There will be approximately 20-25 students in a class and depending on the school. This course may be team-taught with the English department. This will help out with the number of activities that will reflect the English aspect of learning.

In order to run this class here is the kind of room and equipment that needs to be supplied. The laboratory needs to have the following media equipment; mixing board, console, microphone, cart machine, tape recorder, camcorder, CD player, turntable and amplifier, and the editing equipment. They need to have accuses to personal computers capable of integrating text, graphics, sound, video, and communication interfaces. For the hands-on activities, workstations representing up-to-date processes and methods should be available in sufficient numbers.

With the available equipment and facilities the students will be directed through the production stages of media in order for them to run a successful show on their own. After students learn everything there is to know about media production they will be let go on their own to run a their own show. The job of the teacher is to prepare students in develop and running alive show, after that their job is to only be there to supervise, evaluate, and to give advice if asked.

Module 1
Media Production Overview

1.0. Media Systems History

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Describe types of media

  2. Identify developments for each type throughout history

  3. Develop a list of the changes of media throughout history

Suggested Specific Instructional Strategies

  1. Have students research and present evidence on the changes of media

  2. Have old and new objects that have been developed through out history and have them arrange them from past to present

  3. Have students watch a video on the way media as changed throughout history

2.0. Forms of Production

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Distinguishes the differences between analog and digital media

  2. Explains the change from analog to digital

  3. Analyze what they notice as the differences between analog and digital

Suggested Specific Instructional Strategies

  1. Have students review several different clips to see if they can distinguish which one is analog and which one is digital

  2. Have students record and evaluate both analog and digital

Module 2
Stages of Production
1.0. Pre-Production
Performance Indicators/Supporting Competencies

After studying this topic, the student will be able to:

  1. Describe what happens in the pre-production stage

  2. Develop and understand the preparations for scripting

  3. Construct their on script

  4. Diagram a storyboard

Suggested Specific Instructional Strategies

  1. After giving a reading assignment have students discus the different stages of production

  2. Have students prepare their own script and storyboards for a video or news show that you have chosen them to watch.

  3. Have students take a field trip to a local studio to evaluate the production process

2.0. Production

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Anticipate were to find the best stories

  2. Provide well thought out and organized stories

  3. Demonstrate the proper procedures in interviewing

Suggested Specific Instructional Strategies

  1. Have students watch the news and to list things that caught their eye of interest.

  2. Have students go around the school to see if they can come up with ideas and events that they think will make a great story.

  3. Have students make up interview questions and record the interview

3.0. Post-Production

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Identify the procedures in the editing process

  2. Compile footage and use the editing stations to create final project

  3. Describes the different distribution methods

  4. Perform the necessary skills in order to distribute their stories

  5. Generate a layout sheet for their animation and special affects

  6. Creates animation and special effects to their own footage

Suggested Specific Instructional Strategies
  1. Have the students distinguish the distribution technique for witch they will be using in the class.

  2. Have students edit their own recorded scene or sequence. After editing review both copies to see the differences between the two.

  3. Have the students take the same video recording and have them add animation and special effects.

  4. Have students construct a storyboard for their animation project

Module 3
Media Production Jobs
1.0 Producer
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Develop an understanding of good ethics in production

  2. Write up a proposal for their production class

  3. Provide a schedule for each show that they do

  4. Construct a budget for their production class

  5. Manage and understand the responsibilities of a production

Suggested Specific Instructional Strategies

  1. Have students apply for the producer position

2.0 Director

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Manage and understand the responsibilities for broadcasting a show

  2. Operate all equipment properly

Suggested Specific Instructional Strategies

  1. Have students apply for the director position

3.0 Editing Team

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Manage and understand the responsibilities for operate all equipment properly

Suggested Specific Instructional Strategies
  1. Give lesson on the roles and responsibilities of a director

  2. Have every student have the same chance to opportunity the production equipment

Module 4
Production Equipment
1.0 Audio/Sound
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Use audio equipment properly

  2. Recognize the different types of microphones

  3. Chose the right microphone for the right accession

  4. Position the microphone in the right location in order to get the best quality

  5. Demonstrate proper sound signals used for production and recording footage

Suggested Specific Instructional Strategies

  1. Lead a class review of textbook reading on the equipment used in production.

  2. Have students practice the signals that they will be given when they are producing their show or interview.

  3. Give a lesson and a tour of the sound equipment and their proper usage

2.0 lighting

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Explain the basic procedures of video lighting

  2. Describe the principal styles of lighting

  3. Selecting and use common lighting tools appropriately

Suggested Specific Instructional Strategies

  1. Lead a class review of a textbook reading on the equipment used in production

  2. Have students set up lighting equipment that will light up the character the best

3.0 Camera

Performance Indicators/Supporting Competencies

After studying this topic, the student will be able to:

  1. Explain the functions of a major camcorder control

  2. Prepare camera equipment for shooting

  3. Operating all camcorder systems

Suggested Specific Instructional Strategies

  1. Lead a class review or a textbook reading on the equipment used in production

  2. Give lesson and tour on the camera equipment and there proper usage.

  3. Give lesson on framing and focusing.

  4. Have students in groups of two and have them go around shooting footage

4.0 Recording

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Distinguish the different types and purposes of recording.

  2. Understand audio and video equipment and selecting it appropriately

  3. Record quality stuff using technological recording equipment

Suggested Specific Instructional Strategies

  1. Lead a class review or a textbook reading on the equipment used in production

  2. Have students record in both and then review to see and evaluate the differences

Module 5
Professional Production Development and Evaluation
1.0 Professional Media Show
Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Produce a professional TV program that will be recorded and distributed through out the school or community

  2. Produce a radio program that will be recorded and distributed

Suggested Specific Instructional Strategies
  1. Have students work as a team in developing a TV show. Student will have to go through the complete procedures in producing a show on their own.

  2. Have student individually produce a radio show to be recorded and distributed.

2.0 Evaluation critiques

Performance Indicators/Supporting Competencies
After studying this topic, the student will be able to:

  1. Design a form that they can distribute the audience to evaluate the production

  2. Break down the show and evaluate the good and bad that went on

  3. Critique the effectiveness of the developed show

  4. Adopt new and approved methods from evaluating the show.

Suggested Specific Instructional Strategies

  1. Lead the class in a final review of the production and ask students to discuss aspects of the production that might have been accomplished differently

  2. Have students design a evaluation sheet to take home to their parents to evaluate their recorded show. Have them discuss them in their next class.

Bertrand, C. (2000). Media ethics and accountability systems. New

Brunswick, NJ: Transaction Publishers.

Burrows, T. (1995). Television production: disciplines and techniques.

Madison, Wisconsin: Brown and Benchmark.

Compesi, R; Sherriffs, R. (1997). Video field production and editing. MA: Viacom Company.
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video

production and social change. New York: Teaching College Press.

Grossberg, L. (1998). Media making: mass media in a popular culture.

Thousand Oak, California: Sage Publication.

Kenny, Robert. (2001). Teaching TV Production in a Digital World. Libraries Unlimited.

Kindem, G. (1997). Introduction to media production: From analog to

digital. Boston: Focal Press.
Kipphan, H. (2001). Handbook of print media: Technologies and production methods. New York:


Kurland, D; Messere, F; Palombo, P. (1997). Introduction to the internet for electronic media:

research and application. Belmont, CA: Wadsworth Publishing.
Kyker, Keith and Christopher Curchy (1994). Television Production: A Classroom Approach. Libraries Unlimited, Inc.
McConnell, Terry and Harry W. Sprouse (2002). Video Production for School Library Media Specialists. Linworth, Inc.
Mirabito, M. (1997). The new communication technologies. Boston: Focal Press.
Ohio, D. (2002). Five essential steps in digital video. Indianapolis, Indian: Que.
Pogue, David. (2001). Imovie 2: The Missing Manual. O'Reilly & Assoc.
Reimers, U. (2001). Digital video broadcasting. New York: Spring.
Ritchie, M. (1994). Please stand by: A prehistory of television. Woodstock: The Overlook Press.
Stinson, J.(2002). Video: Communication & production. Tinlwy Park, Illinois: Goodheart-Willcox.
Utz, P. (1999). Studio and camcorder television production. NJ: Prentice-Hall.
Zetti, H. (1997). Television production handbook. Belmont, CA: Wadsworth Pub.


General Web Resources

Academy of Applied Science (AAS)

American Association for the Advancement of Science

American Chemical Society (ACS)

American Society of Mechanical Engineers (ASME) 

ASEE EngineeringK12 Center

Association for Career and Technical Education (ACTE)

Council on Technology Teacher Education (CTTE)

Dr. Waite's SUNY Oswego Academic Web Site

Einstein Project

Electronic Industries Foundation

Epsilon Pi Tau Honorary Fraternity in Technology

Florida Technology Education Association

For Inspiration and Recognition of Science and Technology (FIRST)

Four County Technology Association (Rochester Area)

Future Scientists and Engineers of America (FSEA)

History of Education - Selected Moments of 20th Century

History of Science Society

Inner Auto

Innovation Curriculum Online Network

Institute for Electrical and Electronic Engineers (IEEE)

International Society for Technology in Education

International Technology Education Association


Journal of Technology Education

Journal of Technology Education

KISS Institute for Practical Robotics (KIPR)

Microsoft Educator Resources

Mohawk Valley Technology Education Association

Montgomery Public Schools

NASA - Education Program

Nassau Technology Educators Association

National Academy of Engineering

National Academy of Engineering: TECHNICALLY SPEAKING

National Aeronautics and Space Administration (NASA)

National Renewable Energy Laboratory (NREL)

National Research Council

National Science Foundation

National Society of Professional Engineers

New York State Technology Education Association

Niagara County & Western New York TEA

Ohio State University

Oswego Technology Education Association

Project Lead The Way

Sills USA

Society for Philosophy and Technology

Society for the History of Technology

Suffolk Technology Education Association

SUNY Oswego Dept of Technology

Teacher Certification Office NYS


Tech Learning

Techne Journal

Technology for All Americans Project (standards)

Technology Student Association

Technology Student Association (TSA)

The Learning Institute of Technology Education (LITE)

TIES Magazine

U.S. Department of Education

Specific Web Resources

















Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at: www.emsc.nysed.gov
Go to MST icon)

Content Standards
Performance Standards
Modules Within This Course
Standard 1

“Analysis, Inquiry, and Design”

Mathematical analysis

Scientific inquiry

Engineering design
Mod 2, 5
Standard 2

“Information Systems”

Mod 1,2,5

Mod 1,2,5

Mod 1, 5

Mod 1

Mod 1,3

Mod 3
Standard 3


Mathematical reasoning
Mod 2,4,5

Number and numeration
Mod 2,4,5

Mod 2,4,5

Mod 2,5

Mod 2,4,5


Mod 2,3,5
Standard 4


Physical setting

Living environment

Standard 5


Engineering design
Mod 2,5

Tools, resources, and technological processes
Mod 1,2,3,4,5

Computer technology
Mod 1,2,3,4,5

Technological systems
Mod 1,2,4,5

History of technology
Mod 1

Mod 1

Mod 2,2,5

Standard 6 – “Interconnectiveness: Common Themes”

Systems thinking
Mod 2,4,5


Magnitude and scale
Mod 2,4,5

Equilibrium and stability
Mod 1

Patterns of change
Mod 1,2,4

Mod 2,4

Standard 7 -

“Interdisciplinary Problem Solving”

Mod 1,3,5

Work habits
Mod 3,5

Skills and strategies
Mod 2,3,4,5

Appendix B - Examples of Instructional Materials

Production Procedures

These are the production procedures for all HKIS Video Technology classes. Students will follow these steps for videotaped news stories, feature stories, CNN SB stories, dramatizations, class exercises, and individual projects. As video production is integrated with other courses, teachers will also be encouraged to follow and implement these procedures.

  1. Prepare a proposal - following the CNN SB form for story proposals or an adaptation of this form. The proposal is designed to help identify a target audience, a clear purpose and elements to include.

  2. Get approval to proceed with story (project) from instructor (or CNN SB Program Director).

  3. Prepare detailed shot list, location maps, props list, and a sketched storyboard.

  4. List interviewees, get their permission and prepare them by providing a list of your questions in writing, then schedule the interviews.

  5. Fill out the camera/equipment checkout form.

  6. Get approval to proceed with the Production phase from instructor (usually a signature on the equipment checkout form).


  1. Check out appropriate camera and equipment. (Equipment may be kept overnight for only one night. All equipment must be checked in the following day before school starts.)

  2. Review tapes. Reshoot if necessary.

  3. Log all tapes - record in and out time code of all useable shots noting best shots.

  4. Transcribe all interviews and spoken lines. Record all time codes and prepare an EDL (edit decision list) to identify specific parts of the tape you will use. This will help you transfer only the footage you need to the hard drive.

  5. Write script based on your transcribed text and shots using the three column format (Shot# | Picture | Sound);

  6. Show instructor your EDL and script. Get approval on script (signature) to proceed to the Post-Production phase.


  1. Transfer videotape to your hard drive according to your EDL.

  2. Edit according to the approved script.

  3. Prepare music, narration, other sounds.

  4. Prepare graphics, titles, select fonts.

  5. Get instructor approval to record to Master DV Tape for class and VHS for personal copy (student supplies VHS tape).
  6. Deliver for broadcast at HKIS if requested (or transfer to NTSC for shipment to CNN SB in Atlanta).

  7. Capture to computer file and encode for video streaming on DragonNet.

Video Technology Skills Building

1. Story Proposal - write a story proposal using the CNN Student Bureau format; see the. (10 pts.)

2. First Production - using the DV camera and Casablanca editing system to learn how to use both. Put together a short video to music or narration. (30 pts. Individual grade. 10 pts - use of camera, 10 pts- editing technique, 10 pts - communication)

3. Action Shot/Editing exercise - 3 shots of a single action with WS, MS and/or CU with editing so that action flows through each shot without unpleasant or noticeable effect. (20 pts. Individual grade. 10 pts - use of camera, 10pts - editing technique)

4. SSA (School Service Announcement) or PSA (Public SA) - make a TV 'spot' for a club, a sports team, the environment, Amnesty International, or some other organization to advertise an event or service. 30 to 60 seconds maximum. Make it for "News & Views". (30pts; 10pts - story proposal & interview questions, 10pts - shots & audio, 10pts - edited project; can do multiple times. Everyone must Produce/Direct one; individual grade.)

Video Technology as Communication

5. Interviewing exercise - Set your goal; write a set of interview questions to ask a friend, a teacher, an adult, a parent about some issue or life story. Videotape the exchange, edit if necessary. Placement of camera and microphone(s) will determine effectiveness of interview. Use interesting locations, angles, or include action - like walking. Try to tell a story through the interview. Prepare the interviewee in advance. (20 pts, individual grade; 10pts - production, 10 pts - transcribed interview.)

6. Select one of the following:

Promotional /Documentary/PSA - Document or promote the activities of an HKIS service organization. Select one from SOS or from a list of clubs, visit and find out what they do from members. Then write a script to present to the group for approval. If approved set up a time to videotape and interview members. 5-15 minutes.

CNN SB 2 minute story - according to CNN SB guidelines on current issue or human interest story for a global student audience. Student will actually 'pitch' story to a program director in Atlanta or to an HKIS 'News & Views' producer.

Music Video - Select a piece of music and record images that illustrate the theme. Edit images to the beat of the music, add special effects, graphics, text, etc. This is an editing challenge for the creative filmmaker.

These must be thoroughly researched, all written work (story proposal, shooting list or story, interview questions, tape logs, transcribed interviews and narratives, editing script) to be turned in, and project worked on throughout the semester. (100 pts. individual grade.)

10 pts each for following items:
     1) story proposal,
    2) list of shots, locations, interviewees,
    3) list of interview questions,
    4) record of time spent on project,
    5) list of student participants;
    6) log of footage;
10 pts - transcribed interviews or narrative;
20 pts - formal script with transcription/narration;
10 pts - completed project.

Extra Projects

(More experience leads to better results)

1. Tape a School Event - choose a sport event, music or drama performance, club activity, guest speaker (interview required), then write proposal, check out equipment, record and edit program. (20 pts. each; 10pts - shot list, 10pts - edited project; can do this multiple times; individual grade.) Contact "News & Views" to provide footage, stories for broadcast.

2. Commercial - produce a 30 to 60 second TV ad for a real product (can be a real or fictional client). Use voice, music, effects, titling - everything like a real commercial. (30 pts. each; 10pts - storyboard, 10pts - narrative script, 10pts - editing, effects & text; can do multiple times, individual grade.)

3. Webstream - 30 seconds maximum on a topic of interest to the DragonNet. Use voice, music, effects, titles, action in a tightly edited video to be put on the website for streaming. Users of DragonNet will be able to view the work by activating the video stream.

All assignments for 40 points and above will be turned in to the teacher in a large envelop (provided):

  • Original Story Proposal

  • List of shots, locations, interviewees, etc.

  • Interview questions (if used)

  • Time spent on project for writing, shooting and editing

  • List of other student participants in project

  • Script for editing including transcribed interviews and narration

  • The final edited videotape (mini-DV) complete with title and credits listing all production assistants and talent.

Students will be able to make VHS copies of their productions. Written materials will be returned once grading is completed. Completed projects will be saved on mini-DV tapes but camera recordings will be reused.

Video Lab Rules

These are rules for all HKIS Video Technology classes.

1. Cameras and related equipment must be signed out. Students are responsible for all equipment in their possession once signed out. Signing out applies to all uses - on campus or off-campus.

2. Cameras and related equipment may be taken off-campus for a 24 hour period ONLY. Failure to return equipment before school starts the day after being signed out will result in a possible deduction of points from grade for project.

3. When using a used DV tape, always check to see that you are NOT recording over someone else's footage. Go to the end of the tape, but cue it over the last shot so that there is no "raw" footage. This will keep the time code from resetting to 0:00.

4. Always use a tripod.

5. Use a microphone unless audio is not crucial to your shots. Use a handheld or a wireless microphone for interviews; don't rely on the built-in mic.

6. Avoid using the ZOOM feature. Set up your shot with the ZOOM before recording, but do not ZOOM during a shot.

7. Recharge camera batteries ONLY after they have been completely discharged.

8. No eating or drinking in the Video Lab or TV Studio Control Room.

9. Use headphones while editing so that others are not disturbed by your audio.

10. Turn off Casablancas when a) changing hard drives, and b) whenever you leave your machine. Return your hard drive to the cabinet at the end of each editing session.


Introduction to Editing and Segment Production

This exercise will give you experience with a camcorder, microphone, tripod, storyboard and editing. You will tape other people in class answering the question, “What do you think is the value of a good education?” You will edit the classroom footage together with footage supplied to you by your instructor. You are to follow the storyboard below in assembling your edited piece. This exercise will be graded as follows:
Camera work -5 points

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