The video technology teacher has the knowledge and skills needed to teach the Foundations, Information Acquisition, Work in Solving Problems, Communication strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in video technology, in addition to the content described in Technology Applications Standards I-V.

I knew little about video technology when we started this course. In addition to learning a tremendous amount, I had a great deal of fun with it. I knew something about camera angles, composition, etc., from several years spent as a newspaper photographer, but the amount of planning that is involved in shooting a good video was far more than I expected. The importance of that planning, however, cannot be underestimated. Moving the project from planning to the finished stage, however, took far more time and effort than I expected, and greatly enhanced my respect for those who work with video every day. I, perhaps, made the assignments a little more difficult than necessary, forcing myself to use Adobe Premiere rather than MGI Videowave, but I felt that (since I was starting from square one anyway) I would be better off learning a high-end program. In the process, I learned a tremendous amount -- including a myriad of "things" not to do. I was stunned by the sheer size of video files. Still, I found the video course was probably the most personally rewarding.

I feel video technology is an area that will change explosively over the next few years, so getting in on the "ground floor" is an excellent place for me to begin instructing students. To them, it is an enchanting medium that they have known all their lives, but have had little experience manipulating. As a result, they have enjoyed every piece of my projects they have seen, and want to know, "How'd you do that," to the extent that I believe (when my school has the resources to offer the course) they will flock to it.

Artifact #15 / Artifact #16

Caption 15

Indicators: Standard I, Standard II, 7.11s, 7.15s, 7.16s, 7.41s, 8.33s, 8.34s, 8.35s, 8.38s, 8.40s, 9.4s, 9.34, 9.43s, 10.4s, 10.13s, 10.16s, 10.19s, 10.33s, 10.37s, 10.38s, 10.39s, 10.40s, 10.42s, 10.43s, 11.7s, 11.13s, 11.17s, 11.21s, 11.29s, 11.32s, 11.35s, 11.39s

Artifact #15

Descriptors: Video Technology, Web Authoring

Title: Scene Analysis

Course: Video Technology

Date Created: March 30, 2003

Source: Rented copy of Signs, readings from TATC curriculum

Media: Television, video cassette recorder, Dreamweaver web software

Description: As a discussion in the Video Technology course, we were to analyze a scene from a movie or television program for the techniques that were discussed in the readings provided. Some of the techniques we were to look for included the following:

• Example of matching action
• Example of screen direction matching from shot to shot
• Where screen direction changes in the scene
• Examples of clean exits
• How many times the camera angle was changed

I chose the movie Signs and the scene at the very beginning of the movie where Mel Gibson first suspects something is different.

Rationale: This artifact is included here because it was interesting to view a film in a much different way than normal. Having read about different camera techniques and angles, I focused more on the mechanics rather than the story, but it was very interesting to see how much the techniques used advanced the story and drew the viewer into events. There were no complicated techniques in this scene, but the viewer was drawn into the story and informed.

Implications for future: This is an excellent activity for use early in the video technology course. A basic understanding of the many techniques and angles must be discussed. The class could view a scene together to begin a group discussion and then move to an individual assignment as the artifact illustrates.

Reviewer's Comments: Good job. I bought the movie about a month or so back and now I want to go look at it again for that scene. I seem to remember feeling that something was wrong with the kids at the begining of the film and now I know why. You really explained the cuts and shots very well!

Reviewer's Name: Sheryl Lamb

Date Reviewed: March 30, 2003

Title: TATC Student

Top of Page

Indicators: Standard I, 7.6s, 7.7s, 7.9s, 7.10s, 7.15s, 7.26s, 7.36s, 7.41s, 7.46s, 7.47s, 8.1s, 8.2s, 8.3s, 8.5s, 8.6s, 8.7s, 8.11s, 8.15s, 8.16s, 8.18s, 8.19s, 8.21s, 8.22s, 8.23s, 8.29s, 8.32s, 8.33s, 8.34s, 8.35s, 8.37s, 8.38s, 8.40s, 8.42s, 8.44s, 8.46s, 8.47s, 9.1s, 9.2s, 9.3s, 9.4s, 9.5s, 9.7s, 9.8s, 9.10s, 9.11s, 9.12s, 9.13s, 9.15s, 9.16s, 9.18s, 9.19s, 9.24s, 9.29s, 9.30s, 9.33s, 9.34s, 9.35s, 9.39s, 9.40s, 9.42s, 9.43s, 10.1s, 10.2s, 10.3s, 10.4s, 10.5s, 10.6s, 10.7s, 10.10s, 10.11s, 10.12s, 10.13s,10.14s, 10.15s, 10.16s, 10.17s, 10.18s, 10.19s, 10.20s, 10.21s, 10.22s, 10.23s, 10.24s, 10.25s, 10.26s, 10.28s, 10.29s, 10.30s, 10.32s, 10.33s, 10.35s. 10.37s, 10.39s, 10.40s, 10.42s, 10.43s, 10.44s, 11.13s, 11.17s, 11.29s, 11.32s, 11.35s, 11.39s

Artifact #16

Descriptors: Video Technology, Web Authoring

Title: Music Video

Course: Video Technology

Date Created: April 12, 2003

Source: Recorded audio, digitally captured film footage, still photographs.

Media: Digital video camera, CoolEdit Pro, Adobe Premiere, Dreamweaver, Adobe Live Motion.

Description: We were to create a music video featuring the music of an individual or group to highlight the music for promotion. A storyboard or script for the video was first created to include details for filming and editing such as setting, lighting, angle, sounds, etc. The video itself was expected to:

• Demonstrate knowledge in composition such as ratio of image to frame, position in frame, line of gaze, pans/tilts, movement, and perspective
• Demonstrate proficiency in basic camera techniques such as zoom, focus, iris control, white balance, and filters.
• Utilize lighting techniques such as key, fill, and backlight, using incandescent/reflected light, color temperatures, and filter use
• Include control and/or time coded tracks, transitions, audio levels, and background music
• Use audio and editing techniques to transition the scenes
• Use character generators, fonts, colors, and principles of composition to create graphic images
• Include captions and/or titles for video and graphics
• Be produced as a compressed Windows Media streaming file to be accessed from the TATC Windows Media streaming server
• Hold to two minutes maximum time

We were also to create a project management plan in order to promote the individual or group on the web with a website. Following the project management plan we created, we were to produce the video and develop a web page for promotion. The web page requirements included:

• Must be designed to publicize the music group or individual and feature the music video as the center of interest
• Design of the web page should be in keeping with the message of the video
• Discreetly included links to the storyboard and project management plan for project documentation

Rationale: I included this artifact as a personal selection. The site and video were a labor of love. As a member of the Breath of Life praise team at my church, I've become very close to the members of the group. This particular song grabbed us from the first time we played it, but became even more meaningful when one of the members of our group died suddenly and unexpectedly. This is a tribute to the talented individuals I perform with every Sunday morning, and to the talented individual who now has his own special seat in heaven to watch the show.

Implications for future: This would be a great activity for the video technology student. It is a project that could also be done as a group activity and have students take on specific roles such as producer, script editor, or sound editor to introduce students to production teamwork.

Reviewer's Comments: Your web site was very attractive with nice colors and I enjoyed your splash. Excellent video, beautiful music, TALENTED INDIVIDUALS, and a joyous message of praise. I could not have asked for anything more. Congratulations on the assignment and on the powerful message the group shares through music. Thanks for sharing through this project!

Reviewer's Name: Kathleen Markwardt

Date Reviewed: April 16, 2003

Title: TATC Student

Top of Page