This sub-organizer contains the following sections:

It is expected that students will:

• describe various types of video, film, and television production
• describe a variety of roles and responsibilities involved in production
• demonstrate an understanding of on-set etiquette in production settings
• demonstrate a willingness to delegate and accept responsibility in a group
• demonstrate an understanding of various careers related to film and television
  

• Suggest that students watch and make notes on various types of film, video, and television production. For each production, have them note its purpose, production methods, personnel requirements, and cost-effectiveness. Discuss the data in class, comparing and contrasting production types.
• Challenge students to work collaboratively to produce a weekly TV school news magazine program. Encourage them to assume responsibility for specific roles in the production of the show and to follow standard etiquette and safety procedures.
• Visit a local cable company to watch the filming of a TV production. Have students observe how production members conduct themselves, the on-set protocol, and the types of tasks people perform.
• As a class, list as many production jobs as possible, including crew members, production staff, and performers. Ask students to research the roles, responsibilities, and hierarchical relationships among crew, production staff, and performers.
• Invite guest speakers from the film and television industry (e.g., professional actor, production manager, camera operator) to describe to the class their roles and responsibilities.
• Encourage students to interview people from the arts community (e.g., local newscaster or camera operator, director of a community theatre group, production assistant, key grip). Work with students to develop interview questions such as: What training did you need for the job? How would you describe a day in your job? What are the three best things about your job? What are the three worst things? What do you believe is your contribution to the arts community? How does being male or female affect your career choices?
  

• When students visit a local cable company, ask each student to track a particular production member. Have students summarize their observations as lists of tasks performed (in the order they are observed) and confirm their records by means of brief interviews with their subjects. Ask each student to develop three overall observations about the nature of the person's work (e.g., key attributes or qualifications, most challenging features). Look for evidence that students:
  • create comprehensive and detailed lists
  • describe each task clearly
  • sequence the tasks accurately
  • develop logical generalizations from their observations
  • confirm the accuracy of their observations with the production members
• Have students work in pairs to create checklists or posters representing specific on-set etiquette rules or safety procedures. Look for evidence that the information is clear, detailed, and accurate.
• Ask students to present the results of their arts community interviews orally, on videotape, or using multimedia. Work with students to develop criteria such as:
  • focusses presentation on relevant information
  • provides thorough, accurate information
  • features insights and details that show careful research and interviewing
  • includes analysis and commentary
• Provide prompts to encourage students to reflect on and assess their participation as members of a team. For example:
  • Some of my most important contributions were ________.
  • I had some problems with ________.
      I dealt with these by ________.
  • Other people helped me by ________.
  • Overall, our unit showed that we were ________ by the way we ________.
  • Something I want to remember is ________.

Print Materials

• The Actor's Audition
• Audition
• Elegantly Frugal Costumes
• Screenplay
• Successful Scriptwriting
• Understanding Movies, Seventh Edition
  

Video

• Against the Grain
• And Nothing But the Truth
• Animated Audio
• Behind the Front Door
• Changing Voices
• Constructing Reality
• The Danger Zone (Aerial Effects)
• Donald Brittain, Filmmaker
• Editing Techniques
• Ever-Changing Effects (Interactive Effects)
• Falling Stars (Falling Effects)
• Fooling Mother Nature (Animatronic Animals)
• Fright Factories (Horror Make-Up)
• Heck With Hollywood
• How Are Movies Made?
• How to Start a Career in Television, Movies & Commercials
• In Her Own Image
• Inside the Television Set
• Lighting "Dead Poets' Society" with John Searle
• Making Grimm Movies
• Michael Caine
• Multicamera Directional Planning
• No Strings Attached (Puppeteering)
• Unforgettable Shots (Motion Control)
• Universal Studios Tour
• The Video Tool Box

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