VO 8688: Television Communications and Production I

Download as PDF
Subject Area
Technical and Career Education Center
Credits 3
Years
1
Level
High School
Grades
11,
12

This is a two-year course for individuals interested in the television industry. In the first year of this program, students operate as an actual production team in a TV studio. Students are introduced to video production with an emphasis on studio production as students create and design many different programs. Students function as directors, audio operators, camera operators, technical directors and on-screen performers. This class emphasizes live, in-studio production. The second year introduces students to field production and editing. Students will produce documentaries, commercials, dramatic programs, newscasts and fictional pieces. Students have the opportunity to go on location throughout Virginia Beach and to work at VBTV Channel 48 and other internship experiences.

Virginia Beach City Public Schools ensures equal access to all CTE courses. Accessibility accommodations will be provided as needed.

Certification
National Occupational Competency Testing Institute (NOCTI) Assessment-Television Broadcasting
Parent Docs
Television Communications and Production I Parent Doc 2021-2022
Storyboard

Unit








 

The Nature of Technology 

e

Television Production and Society

 f

Design and Engineering in Television Production

 d

Applying Design Processes in Television Production

 r

Select and Apply  Technology in Television Production

 e

Focus

Technology is a varied field of study. Students will examine the definition and applications of digital media production

Technology is strong influence on society. Students will understand and describe the impacts of hands-on digital media production.

Resources are the raw materials of a technological system. Selecting and applying them toward a television production solution is essential.

Technology is a tool to assist in solving complex television production problems. A systems approach is a framework to design solutions.

The role of technology is diverse. Identifying the role of technology in television production is essential to an improved understanding.

Transfer Goals
  • Bridge academic, employability, and technical skills to prepare students for emerging occupations.
  • Empower students to   be successful citizens, employees, and leaders in society. 
  • Foster student involvement in professional organizations, which strengthens collaboration and community.
  • Bridge academic,  employability, and technical skills to prepare students  for emerging occupations. 
  • Empower students to be successful citizens, employees, and leaders in society. 
  • Foster student involvement in professional organizations, which strengthens collaboration and community.
  • Bridge academic,  employability, and technical skills to prepare students for emerging occupations. 
  • Empower students to be successful citizens, employees, and leaders in society. 
  • Foster student involvement in professional organizations, which strengthens collaboration and community.
  • Bridge academic,  
  • employability, and technical skills to prepare students for emerging occupations. 
  • Empower students to be successful citizens,  employees, and leaders in society. 
  • Foster student involvement in professional organizations, which strengthens collaboration and community.
  • Bridge academic,  
  • employability, and technical skills to prepare students for emerging occupations. 
  • Empower students to be successful citizens, employees, and leaders in society. 
  • Explore and pursue industry credentials through the integration of content and work-based learning (WBL).

Unit Learning Targets
  • Develop an understanding of digital media production throughout history. 
  • Identify the purpose and function of SkillsUSA. 
  • Describe the importance and contribution of  construction to society. 
  • Gain a historical perspective of digital media production and its implications. 
  • Appreciate the value of career and technical student organizations through participation.
  • Identify impacts of  digital media production. 
  • Use the systems model approach to identify the processes of digital media production. 
  • Appreciate the role of digital media production in improving the quality of life. 
  • Describe the multiple  pathways in the field of  digital media production. 
  • Categorize various types of digital media production occupations.
  • Design and build a solution to a digital media problem using video editing software. 
  • Understand and demonstrate safety in the television production lab. 
  • Describe resources and their applications in digital media production. 
  • Evaluate and determine the appropriate resources for a digital-media production-related application. 
  • Explore trends in various types of digital-media production. 
  • Utilize a systems approach to solve pre-production problems.
  • Brainstorm program ideas and production methods.
  • Research a production topic.
  • Draft a treatment, proposal, and script.
  • Revise a treatment, proposal, and script.
  • Define tasks/roles of personnel.
  • Scout potential locations (e.g., planning for camera placement, power sources, lighting, and sound issues).
  • Create a storyboard and/or a two-story script.
  • Demonstrate knowledge of digital media production by earning an industry credential. 
  • Prepare graphics for production.
  • Interpret Society of Motion Picture and Television Engineers (SMPTE) time code.
  • Combine elements into a program, using non-linear editing systems.
  • Control audio mix and effects.
  • Edit a shot sequence or story for continuity.
  • Research an evolving  technology in digital media. 
  • Research a digital media production.