Unit of Instruction

Exposure and Composition

1. Unit Goals
Students that complete this unit will have the ability to create videos that
are properly exposed and composed in a way that is aesthetically
pleasing. They will also know how to alter the F-Stop, Shutter Speed, and
ISO of the camera to obtain proper exposure. The students will identify
common composition techniques and apply those techniques to their
videos. The students will learn how to use different techniques to tell their
story. In future classes, the students will use the skills learned in this unit
to create their own complete narrative video.
a) Students will identify the key components of a video camera that
control exposure and how they relate to one another.
b) Students will recognize common composition techniques used in
video production.
c) Students will evaluate a scene and apply the appropriate camera
settings for correct exposure.
d) Students will produce short video clips that demonstrate creative
composition techniques.

2. Specific ways to relate goal(s) to curriculum

The goals listed above align with the following Multimedia Technology
Programs (MTP) learning goals.
MTP Goal 1: Students will be prepared for the profession of multimedia
that is embedded in artistic expression and creativity that connects the
environment of communication and business.
- In order for the students to be marketable in the video production
industry, they must demonstrate the ability to produce video that is
exposed correctly and is composed in an aesthetically pleasing way.
Goals A, B, C, and D all deal with setting proper exposure and
understanding ways to compose images.
MTP Goal 2: Students will possess problem-solving skills, especially the
ability to analyze, design and implement solutions in multimedia.
- Goal B specifically focuses on the students ability to create a
solution (problem solve) for a given scene. The solution will involve
the altering of a cameras F-Stop, Shutter Speed, and ISO setting to
produce a properly exposed image.
MTP Goal 3: Students will possess the technical skills for to be employed
in a competitive position in the multimedia field or be well prepared to
continue on for specialized study at a four-year college.
- Goal B involves the students using their technical skills to change
the setting on a video camera for proper exposure.

Goal D requires the students to use their technical skills to create

video clips that show good composition and exposure.

3. Characteristics of the students for whom this unit is

intended
This unit is designed for students enrolled in MMTC102: Intro to Video
Production. This class is designed for second semester students who have
taken Intro to Media and Intro to Photography. The students have some
knowledge of the technical and creative aspects of image creation from
their prior MMTC courses. There are various production paths in the
Multimedia Technology program (photography, graphic design, audio
production), so it is inferred that the students who have signed up for
video production have some interest in the field.
The instructor is notified prior to the semester of any student with
documented learning or physical disabilities. This semesters students
have no known physical disabilities, but there are two students that have
documented learning disabilities (will affect test-taking). Observational
data suggests that the students enjoy working in groups and offer help to
others in need. Most of the students are from surrounding counties in
Pennsylvania and Maryland. A few students live in the D.C. and Baltimore
area.

4. Students Present Level of Performance and Knowledge

The learners will have completed Intro to Media and Intro to Photography
before taking this course. In those classes, the students were introduced
to the basic components of a photography camera and characteristics of
digital media. These skills will support further learning of exposure and
composition that will take place in this unit. The students will also have
knowledge of white-balance and different shot types (establishing,
medium, close-up, extreme close-up). In prior semesters, the students
have worked on MAC computers - the same computers that will be used in
this unit. This unit will take place after the students have learned Adobe
Premiere Pro and the camera/tripod system. The students are proficient at
using the MAC computers and have limited experience with using digital
video cameras. The students have also been taught how to assemble and
dissemble a camera and tri-pod and how to use light reflectors/bounces.

5. Classroom Layout and grouping of students

During the initial lessons, where the students will learn about exposure
and composition, learning will take place in a MAC computer lab. After the
students learn about exposure and composition, they will move to the
lower campus where they will create video clips. The students will work in
small groups (two to three students per group), altering specific settings
on the camera and observing the results. The same small groups will have
freedom to move wherever they like to obtain their video clips. This
learning context mirrors the performance context of real-world video
production.

6. Introductory procedures
In order to capture the attention of the students and to introduce them to
exposure in video, the instructor will prompt a discussion on some of the
students favorite movies. The instructor will select a few of the movies
and show the trailers on the projector. The instructor will then ask the
students if they think exposure or composition had anything to do with
how the story is presented.

7. Materials and media

HD projector and audio system. This will be used to present the

students with videos and images as they learn about exposure and
composition.
Visuals that demonstrate the aperture, shutter-speed, ISO, and
various compositions.
MAC computers. The MACs will be used to edit the students final
project.
Adobe Creative Suite CC. The students will use Premiere Pro CC as
their non-linear editing system. This is installed on each MAC
computer.
Video cameras. Eight Nikon 3300 DSLR cameras equipped with a
standard kit lens (18-55mm) and a 35mm lens. All cameras are
paired with a standard tripod.
The students will be given a rubric that will be used to grade their
final video submissions.

8. Visuals
1. Luminosity histogram visual. This image will use reprehensive
visuals. A dark or light image will be adjacent to its corresponding
histogram. This will help students understand how shadows, graytones, and highlights can be measured with the histogram.
2. F-stop graphic. This graphic will show the students the inverse
relationship between the F-stop and the cameras aperture size. A
hole will represent the aperture and its corresponding F-stop will be
listed below.
3. Exposure Graphic. This graphic will feature the three main
components that affect exposure aperture, shutter-speed, and ISO.
Each of these components also affect other image attributes
besides exposure. Each components attribute will be in close
proximity so students can make the connection.
4. Image process graphic. This graphic will outline the unit that the
students will be learning. It will feature three main points of the unit
image creation and storytelling, composition techniques, and
exposure techniques. This image will model an old-style video
game. Each point or goal will be an enemy wave, while the player
will be a spaceship encountering the waves.

5. Composition Graphic. This graphic will feature the three main

composition techniques the students will learn about in this unit
leading lines, framing, and rule of thirds. A gray scale picture will
feature each technique, but the main part of the image that
demonstrate the technique will be in color. This will help the
important elements of the image standout.
6. Power-Point graphic: This graphic will show students how the rule of
thirds creates power points over intersecting lines. A blank frame
will be shown with the power points beside an image with the same
power power points.
7. Ground graphic. This graphic will show an image with a clearly
distinguishable foreground, middle-ground, and background. Words
will be superimposed on each ground object. This will allow students
to visualize a three dimensional image, even though its on two
dimensional media.
8. Subject-to-camera graphic. This graphic will highlight how the
camera to subject distance affects the depth-of-field in an image.
Icons of a person and camera will be shown at varying distances. At
each distance, a frame of video will be shown representing the
depth of field.

9. Assessment and evaluation of learner understanding

At the beginning of the first lesson, the instructor will show students how
to access a pre-assessment survey. This will gauge the learners level of
knowledge on aspects of video production and composition. Based on the
results, the instructor can modify his/her lessons. A similar assessment
can be given after the last lesson to measure the students gained
knowledge. The students will take a quiz on Blackboard after the first
lesson to measure their understanding of exposure. The instructor will
also use a rubric (shared with the students) to grade their video clips at
the end of the appropriate lesson.

10. Relate assessment instruments to the outcomes stated in

the goals.
The video clips that the students create will reflect their knowledge of
exposure and composition. This will be measured by the rubric that the
instructor uses and shares with the students. The main goal of this unit is
for students to alter the settings of a camera to obtain proper exposure
and for the students to creatively compose an image/video. The final
assessment of the students video directly reflects the main goals of the
unit.
* Adapted from Unit Plan at
http://edtech.tennessee.edu/~bobannon/unit_plans.html