Carlee Snell

Ms. Bremner
Video Production Per. 1
March 27th & May 7th
Directors Notebook
Introduction
For this project I used online sources and sources from television and Netflix. Some projects were also used that were
made by myself or my fellow classmates.
STANDARD 1.0: EXAMINE THE VIDEO PRODUCTION INDUSTRY
1.1: RESEARCH EVENTS THAT LED TO CURRENT PRACTICES
Introduction to Standard
1.1.1 Develop a timeline for major technological developments and events in the history of media
Title of Artifact: The American Experience: Technology Timeline
Creator: PBS.org
Date of Entry: 4/18/2015
This timeline is from pbs.org and focuses on the technology advances in American history. It goes through advances
from any area of technology.
1.1.2 Explain the importance of industry pioneers and significant moments in media history
Title of Artifact: Milestones in the History of Media and Politics
Creator: PBS.org
Date of Entry: 4/18/15
This is another timeline from PBS that lists important milestones in media. This website goes through years of history
highlighting important events. This helps knowing some milestones for this standard.
1.1.3 Analyze the influence of mass media on society
Title of Artifact: Mass Media Influence on Society
Creator: Dr. Anthony Curtis, Mass Communication Dept., University of North Carolina at Pembroke
Date of Entry: 4/18/15
This article from a professor goes over how different forms of media has affected society. This goes to all aspects such
as film, tv, and advertisements.
1.2: INVESTIGATE INDUSTRY ETHICS AND LAWS
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Introduction to Standard
1.2.1 Define terms applicable to ethics & laws (e.g., plagiarism, copyright law, libel, slander, etc.)
Title of Artifact: Copyright KWL chart
Creator: 1st period Video Production
Date of Entry: 4/18/15
For a class assignment we went over notes on copyright laws. This assignment covered everything to know about
copyright. It went over the rules and how to know when something is and isnt under copyright.
1.2.2 Discuss how to legally obtain and use source materials for production purposes
Title of Artifact: The Basics of Getting Permission
Creator: standford.edu
Date of Entry:4/18/15
This website goes through every step that you need to know on how to legally use materials for your production that
are copyrighted. This website also goes through what type of protection the material is under.

1.2.3 Explain copyright laws/issues that pertain to video production

Title of Artifact: Copyright notes
Creator: Carlee Snell
Date of Entry: 4/18/15
As a class assignment we went over copyright laws. My notes go over the issues that are faced when trying to film and
how it is difficult to avoid copyright material.
1.2.4 Summarize legal and ethical acquisition and use of digital materials, giving attribution using established methods
Title of Artifact: Best Practices for Attribution
Creator: creativecommons.org
Date of Entry:4/18/15
This website shows how to properly give attribution to those who youve use material from. It lists the different kinds of
attributions.
1.2.5 Research and follow Federal Communications Commission (FCC) regulations
Title of Artifact:FCC Regulations
Creator:FCC
Date of Entry: 5/4/15
The FCC website has multiple pages of regulations on almost an aspect of production and media. This website can
help find any sort of conflict with regulations that you might have.
1.2.6 Discuss video and audio consents for assigned projects
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Title of Artifact: Admin Video for Frosh Video

Creator: Group in 1st period Video Productions
Date of Entry:5/4/15
For filming we had to ask the administrators if we could have their consent to film them and feature them in a video.
Without consent there would have to be censors.
1.2.7 Discuss the First Amendment guarantees relating to video production
Title of Artifact: Teacher Videos for Frosh Video
Creator: 1st period Video Productions
Date of Entry:5/4/15
For interviewing the teachers for the Frosh video the teachers practice their right of being able to say anything they
wanted for the interview.
1.2.8 Explain proper attribution (citing) procedures
Title of Artifact: Citations: The Basics
Creator: Purdue OWL
Date of Entry: 5/5/15
This website explains step by step on how to cite work that is used on a project, either written or filmed.

1.3: EXPLAIN STAGES OF THE VIDEO PRODUCTION PROCESS

Introduction to Standard
1.3.1 List the components of the pre-production phase (e.g., purpose, script writing, target audience, budget, schedule,
script writing, output medium, etc.)
Title of Artifact: 4 Ps Outline for One Scene Play
Creator: Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry: 5/5/15
To start a project we set up a 4 Ps page to plan things out. The Ps include project, prospects, people, and plan. These
help set up to prepare for more preproduction.
1.3.2 Conduct a pre-production meeting to create a production plan
Title of Artifact: Storyboard for one scene play/ 4 ps
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/5/15
The storyboard and 4 Ps documents were used to plan out exactly what we were going to film and when we were going
to film it. The four Ps and storyboard also include who was going to be filmed and who role they played.
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1.3.4 List the components of the production phase (e.g., selecting equipment, operating equipment, interviewing,
directing, lighting, audio, etc.)
Title of Artifact: 4 Ps for Black History Month project
Creator: Carlee Snell
Date of Entry:5/5/15
The four Ps includes a section to list equipment and to plan sound out. In the plan section a list is made to show what
equipment to use and what type of things you are going to use it for.
1.3.4 List the components of the post-production phase (e.g., video and audio editing, graphics, output medium, etc.)
Title of Artifact: Shot list for One Scene play
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/5/15
The shot list includes how the footage is to be shown in post production. The shots and how the film should be cut is
listed in the movements of the camera and the type of shots.
1.3.5 List the steps in conducting a post-production meeting
Title of Artifact: 4 Ps for One Scene
Creator: Carlee Snell,Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry: 5/5/15
Under plans in the 4 Ps is when the events to making the film take place. There is specific date when there are
meetings for post-production.

1.4: INVESTIGATE VARIOUS ROLES IN VIDEO PRODUCTION

Introduction to Standard
1.4.1 Summarize the roles of various personnel for video production projects (e.g., producer, director, editor, camera
operator, etc.)
Title of Artifact: 4 Ps for One Scene
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/5/15
In the 4 Ps under the People section is the list of people who are involved in the project and list their roles. This helps
keep track of who is in charge of what.
1.4.2 Develop appropriate communication skills when working with clients, crew, and talent
Title of Artifact: Communication Skills: The Skills You Need
Creator: theskillsyouneed.com
Date of Entry:5/5/15
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This website contains and explains the skill on how to and how not to communicate when working with people. It goes
over each step to help out on how to use these skills in everyday life.
1.5: EXPLORE CAREERS IN THE VIDEO INDUSTRY
Introduction to Standard
1.5.1 Research occupations found within the video production industry
Title of Artifact: Occupational Outlook Handbook
Creator: bls.gov
Date of Entry:5/5/15
This website goes through everything there is to know about the job of a director. It explains how to successfully
become one and the different jobs that connect to being a director.
1.5.2 Compare major organizations or institutions involved with the video production industry
Title of Artifact:Open Media Foundation
Creator: Open Media Foundation
Date of Entry:5/5/15
This foundation website explains the services it provides to the public. It also goes through the type of education
needed to pursue a career in the field of video productions. You may also rent equipment from the organization.

1.5.3 Create a job description for a video production occupation

Title of Artifact: TV/Film/Video: Producer: Job Description
Creator:prospects.ac.uk
Date of Entry:5/5/15
This website has information on what the role the producer plays in the production of film. The website includes how to
become a producer and the things that a producer is in charge of.

STANDARD 2.0: SAFETY & PERSONAL RESPONSIBILITY IN THE WORK PLACE

2.1: MAINTAIN AN ORDERLY and SAFE WORK ENVIRONMENT
Introduction to Standard
2.1.1 Identify & locate all safety equipment in media labs & on location (e.g., first aid kit, fire extinguisher, etc.)
Title of Artifact: Safety Equipment
Creator: Carlee Snell
Date of Entry:5/5/15
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The first aid kit is located in the back room of Video Productions classroom. The Fire extinguisher is hung on the wall
in the hallway in the video production room.
2.1.2 Discuss safety precautions and practices
Title of Artifact: Linda.com Notes
Creator: Linda.com
Date of Entry:5/5/15
Linda.com has many units on Video Productions. One of the many videos goes over how to properly handle lights
because they pose many safety hazards. It goes over the dangers and how to avoid them.
2.1.3 Demonstrate the safe usage of appropriate tools and the proper operation of equipment
Title of Artifact: Headshots
Creator:Carlee Snell
Date of Entry:5/5/15
When taking headshots for video productions we were able to chose light gels for the photo. We successfully placed
gels on the lighting equipment, practicing safe safe ways to handle a hot light and to practice calling strike to warn
those when the light was going to come one.
2.1.4 Maintain and troubleshoot tools and equipment
Title of Artifact:Headshot
Creator:Carlee Snell
Date of Entry:5/5/15
While taking pictures for headshots we had to place the camera on a tripod and steady the shot to get the perfect shot.
2.2: DEMONSTRATE PERSONAL RESPONSIBILITY & PROFESSIONALISM
2.2.1 Exhibit professional conduct and work ethics in the development of productions
Title of Artifact:One Scene play
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/5/15
While working in a group project a bunch of conflict occurs. I had slight conflict with my team but we talked it through
without getting frustrated and talk things out and planned things to work.
2.2.2 Discuss appropriate responses to criticism
Title of Artifact:Black History Month Project
Creator:Carlee Snell
Date of Entry:5/5/15

After finishing the project and turning in for a grade we sat together as a class and watch each others videos. The class
was able to critique our work and I was able to take their opinions as constructive criticism.
2.2.3 Dress professionally and appropriately as per assignment
Title of Artifact: Headshot
Creator:Carlee Snell
Date of Entry:5/5/15
When taking professional headshots to be hung up in the classroom we dressed nicely to represent ourselves
professionally and in a way to express ourselves.
2.2.4 Exhibit the ability to follow directions
Title of Artifact: Black History Month Project
Creator:Carlee Snell
Date of Entry:5/5/15
Before beginning the project we were given specific directions on how to properly prepare our project and how to cite
things that we use. I was able to follow directions to make this project.
STANDARD 3.0: DEMONSTRATE THE USE OF VIDEO PRODUCTION EQUIPMENT
3.1: DEMONSTRATE CAMERA OPERATION AND TECHNIQUES
Introduction to Standard
3.1.1 Select, operate, and exhibit correct use of video cameras for project specifications
Title of Artifact: Admin Video
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
To film the administrators for a video we chose a DSLR to film to get a clear image to make the project look
professional and we used correct settings to help with white balance and focus.
3.1.2 Demonstrate the functions & uses of camera mounting devices (e.g., tripods, steadicam, monopods, etc.)
Title of Artifact: Orange
Creator:Carlee Snell
Date of Entry:5/6/15
Filming a short film for video I was able to use a tripod to make sure to capture a steady shot and make the image
clear for the film to look professional.
3.1.3 Demonstrate types of camera angles and movements
Title of Artifact: Orange
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Creator:Carlee Snell
Date of Entry:5/6/15
After having storyboard for this film there was a lot of different camera movements. There was a tracking shot to film
the emotion of the scene and there were shots that were composed under the subject to add mood to the shot.
3.1.4 Demonstrate the rule of thirds
Title of Artifact: Orange
Creator:Carlee Snell
Date of Entry:5/6/15
While filming this project there were shots that used the rules of third. The subject was placed in the third to show the
focus of the scene.
3.1.5 Demonstrate different shot compositions (e.g., medium shot, close up, long shot, etc.)
Title of Artifact:Orange
Creator:Carlee Snell
Date of Entry:5/6/15
Still filming the short film there were many different types of shots. There were extreme close-ups of the subjects eyes
and wide shots to establish the shot.
3.1.6 Demonstrate shot flow including sequencing and continuity
Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/6/15
While filming this project there was a scene that we forgot to film before a costume change and makeup so because of
continuity we had the character blocked off from the camera.
3.1.7 Demonstrate effective use of white balance settings
Title of Artifact:Stuck
Creator:Carlee Snell
Date of Entry:5/6/15
Since the short filmed was filmed at multiple time during the day the white balance was adjusted to fit the scene and to
show the scene in the setting.
3.1.8 Connect various pieces of video equipment using the proper cables and/or adapters
Title of Artifact:Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15

While filming the one scene we had to use a camcorder to film and the audio isnt good. So, we used lavaer mics to get
audio the mics were hooked up to the camera via cords.
3.2: DEMONSTRATE THE USE OF AUDIO EQUIPMENT OPERATION
Introduction to Standard
3.2.1 Identify the types, uses, and pick-up patterns of various microphones
Title of Artifact: Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
We had to use a lavaer mic to get audio on the camcorder. The mics work and pick up audio differently from a boom
mic. Lavaer mics are used for interviews.
3.2.2 Compare and contrast the types, uses, and pick-up patterns of various microphones
Title of Artifact:Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
Using a lavaer microphone has different audio waves than a boom mic. The lavaer mics are usually used for interviews
while boom is used for action moving shots.
3.2.3 Demonstrate proper placement of microphones for effective audio
Title of Artifact: Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
Filming with two actresses wasnt easy with one mic. The mic was placed between the actresses out of the shot to film
and caught the audio.
3.2.4 Connect microphone(s) to various audio equipment using the proper cables and/or adapters
Title of Artifact:Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/5/15
Lavaer microphones connect to the camcorder and to the actual box to record. There are multiple cables used to
connect them all together and record the audio.
3.2.5 Record a short audio sequence, properly monitoring the sound level
Title of Artifact:Majors Video for Frosh Video
Creator:Leif Tystad
Date of Entry:5/6/15
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My pupils Leif Tystad had to film a voice over for a video. He use a mic to caught the audio and uploaded it online. The
audio levels werent balanced due to how the speaker was talking so the audio was bad.
3.2.6 Identify and correct sources of interference and poor sound quality
Title of Artifact:Majors Video for Frosh Video
Creator:Leif Tystaf
Date of Entry:5/6/15
During filming for the project the audio levels were uneven. The source of bad audio was because the the speaking
levels of the narrator.
3.2.7 Demonstrate the use of mixing multiple sources in live and post-production settings
Title of Artifact:Black History Month Project
Creator:Carlee Snell
Date of Entry:5/6/15
Making the Black History Month project I used multiple sources to make the video and have different images for the
video and different audio for it too.
3.3: DEMONSTRATE PROPER LIGHTING TECHNIQUES
Introduction to Standard
3.3.1 Identify and explain the use of basic lighting equipment
Title of Artifact:Linda.com
Creator:linda.com
Date of Entry:5/6/15
Linda.com has a whole unit on the basics of lighting. It goes through the type of lights and how to use them and what to
use them for.
3.3.2 Demonstrate one, two and three point lighting techniques
Title of Artifact: Story of All of Us
Creator:Story of all of us
Date of Entry: March 14th, 2015
In this tv show made by the History Channel they have interviews with professionals to backup their information.
When the clips show the interview the little around the professional is dramatic and focuses on the subject instead of
the background.The background is dark and dramatic to match the mood and the subject is lighten so the focus is on
them.

3.3.4 Utilize various light sources (e.g., natural light, reflectors, portable lights, etc.)
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Title of Artifact: Stuck

Creator:Carlee Snell
Date of Entry:5/6/15
One scene of this was filmed at night and we werent not able to get professional lighting equipment, so we used cell
phone lights to film the scene at night.
3.3.5 Explain & demonstrate the use of lighting techniques in creating composition, visual continuity, and mood
Title of Artifact:Orange
Creator:Carlee Snell
Date of Entry:5/6/15
A scene for this film was used to show the night before the next day. There was use of one conventional light and the
room was dark to have the night effect.

3.4: DEMONSTRATE EFFECTIVE USE OF VISUAL EFFECTS AND COMPUTER GRAPHICS

Introduction to Standard
3.4.1 Use Chroma key techniques for compositing (e.g., green screen, virtual sets, weather maps, etc.)
Title of Artifact:Green Screen project
Creator:Leif Tystad and Carlee Snell
Date of Entry:5/6/15
To learn how to use a green screen we were assigned a project to learn. Once we had footage we used Premiere Pro to
set up the background and make a video.
3.4.2 Discuss text, fonts, colors, title safe area, lower thirds, and placement
Title of Artifact:Black History Month Project
Creator:Carlee Snell
Date of Entry:5/6/15
The project required contribution of the images and I included title cards. I had to choose professional looking fonts
and coloring.
3.4.3 Enhance a project using appropriate graphics
Title of Artifact: Teacher Video for Frosh Video
Creator:Spencer Motamedy
Date of Entry:5/6/15
Spencer used graphics and effects to make the video better. He used the green screen and added images onto the
footage to make his point get across.
3.4.4 Enhance a project using appropriate visual effects (e.g., picture-in-picture, motion graphics, etc.)
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Title of Artifact: Deja Vu

Creator:Spencer Motamedi and Tara Whipple
Date of Entry:5/6/15
For a Skillsusa project, my fellow students made a short film. In the film there are special visual effects such as words
appearing across the screen and images popping up to make the film.
STANDARD 4.0: WRITING FOR VIDEO PRODUCTION
4.1: CONDUCT RESEARCH FOR WRITING
Introduction to Standard
4.1.1 Identify potential biases when selecting interviewees
Title of Artifact: SECTA student broadcast
Creator:Video Production junior class
Date of Entry:5/6/15
For the student broadcast there are student spotlights for those students that stand out. The staff of the broadcast only
chose their friends to feature instead of any other kids in the whole school. This is a bias situation.
4.1.2 Identify resources to conduct research
Title of Artifact:Common Resources for conducting research
Creator:University of Washington
Date of Entry:5/6/15
This article put of by University of Washington gives the basics on how to research things for projects, papers, or even
just to know about and how to check to see if sources are trustworthy.
4.1.3 Identify and utilize primary and secondary sources
Title of Artifact: Primary vs Secondary
Creator:Princeton University
Date of Entry:5/6/15
Princeton university has put out an article to describe the differences between primary and secondary. Such as primary
is a first hand artifact of the situation while secondary is retold. The article show how to check to see which one it is.
4.1.4 Apply active research methods (e.g., critical reading, personal interviews, credible sources, surveys, etc.)
Title of Artifact: Anne Frank
Creator:Leif Tystad, Carlee Snell, and Carlos Bazan
Date of Entry:5/6/15
For this short film project for research on a legacy we had to use history facts. In the video is facts about Anne Frank
all found via research.
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4.1.5 Demonstrate effective note-taking skills

Title of Artifact: Linda.com notes
Creator:Carlee Snell
Date of Entry:5/6/15
To learn many aspects of video productions, watching linda.com videos helped out. We took many pages of notes to
help us learn and to review to eventually take a test.
4.1.6 Attribute all sources correctly
Title of Artifact:Black History Month project
Creator:Leif Tystad
Date of Entry:5/6/15
For these projects most of what was being put together was sources from the internet. Leif gave credits and
contribution and properly cited the footage, music, and images and stated what was legal to use under copyright laws.
4.2: CREATE SCRIPTS AND STORYBOARDS
Introduction to Standard
4.2.1 Determine appropriate script writing formats for various production types (e.g., news story, commercial, sports,
PSA, narrative, etc.)
Title of Artifact:Shot List for BHM project
Creator:Carlee Snell
Date of Entry:5/6/15
To began a project is to start with a script and shot lists. I put together a shot list listing what images I was going to use
from a source and what text to be put into it.
4.2.2 Write stories that contain a logical beginning, middle, and end
Title of Artifact: Stuck script
Creator:Carlee Snell and Mya Lofton
Date of Entry:5/6/15
The script to the production of the short film started with a solid storyline. It included a complete start, middle, and
ending.
4.2.3 Write scripts that convey a variety of desired story elements (e.g., leads, VO, SOT, VO/SOT, news package, etc.)
Title of Artifact:Stuck script
Creator:Carlee Snell and Mya Lofton
Date of Entry:5/6/15

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The script for Stuck lists all the characters and actors listed and named for what they will be saying. The whole script
was planned with what elements to film
4.2.4 Describe components of a two-column script
Title of Artifact: Two-column script for BHM project
Creator:Carlee Snell
Date of Entry:5/6/15
The two-column script helps plan the shots and audio for a project. For this on sections the shots in detail was on one
side while the audio such as music and dialogue was on the other and was across from what is was pair up with when
it was to be edited.
4.2.5 Explain components of a storyboard (e.g., camera angles, locations, shots, movements, etc.)
Title of Artifact: Storyboard for Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
The storyboard for this project is drawn out to show exact shots that were suppose to be filmed while there was a
written list to go with the storyboard to explain the drawings.
4.2.6 Translate from written scripts to storyboards
Title of Artifact: Script and Storyboard for Dissecting the Chicken Joke
Creator: Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
The script for the one scene was used to then be translated in the storyboard drawn to fit how the film was going to be
filmed and edited.
4.3: DEVELOP INTERVIEWING SKILLS
Introduction to Standard
4.3.1 Develop open-ended questions to elicit in-depth responses
Title of Artifact:Character Questions
Creator:Carlee Snell
Date of Entry:5/6/15
After making up character for an upcoming project we had to write questions to give our new characters more depth.
The questions included things to explain their personal lives.
4.3.2 Select interviewee(s) appropriate for the topic
Title of Artifact:SECTA broadcast
Creator:Junior Video Production Class
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Date of Entry:5/6/15
For the student broadcast a video to show of the softball team they selected a player to interview to answer questions
all about the team and represent it properly.

4.3.3 Select a location that enhances the interview

Title of Artifact: Major Video for Frosh Video
Creator:Carlee Snell
Date of Entry:5/6/15
For this video my group interviewed the Photography major teacher. We chose one of her backgrounds that said Secta
all over it to take the interview and to represent SECTA
4.3.4 Contact interviewee(s) and schedule interview(s)
Title of Artifact: Teacher Interview
Creator:Sophomore video
Date of Entry:5/6/15
To get video of teachers students had to ask when the teacher is free and schedule when they can come to interview.
4.3.5 Recognize the differences between biased and unbiased questions and answers
Title of Artifact:SECTA broadcast
Creator:Junior Video Productions of 2014
Date of Entry:5/6/15
While filming interviews last year the junior class asked about different events happening at the school, but they only
asked questions that we biased and fit to only them and their friends.

4.3.6 Ask questions coherently and concisely, using proper grammar

Title of Artifact:How to Conduct an Interview
Creator:CBS News
Date of Entry:5/6/15
This article on this website goes through the steps on how to conduct an interview while presenting the questions and
oneself in a good manner.
4.3.7 Demonstrate effective listening skills Improvise questions based on the interviewees response
Title of Artifact:How to Conduct an Interview
Creator:CBS News
Date of Entry:5/6/15
This article also includes how to respond to random questions and how to make up following questions to someone's
response.
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STANDARD 5.0: DEMONSTRATE INDUSTRY STANDARD PRODUCTION PRACTICES

5.1: DEMONSTRATE APPROPRIATE ELECTRONIC FIELD PRODUCTION (EFP) PRACTICES
Introduction to Standard
5.1.1 Evaluate possible shooting locations for a project (e.g., sound, lighting, environment, etc.)
Title of Artifact:Orange
Creator:Carlee Snell
Date of Entry:5/6/15
For this project we had to have different locations for the scenes. We planned to go into multiple locations that
included indoors and outdoors locations.
5.1.2 Perform field production jobs to include camera, lighting, and sound technicians
Title of Artifact:Admin Video
Creator: Sophomore video
Date of Entry:5/6/15
In a group we had to film using different equipment. I set up a tripod to film and had to handle the camera to capture
the footage. We also use a fan to get effects into the video.
5.1.3 Demonstrate basic field camera operations to reflect each location
Title of Artifact:Stuck
Creator:Carlee Snell
Date of Entry:5/6/15
While filming the project to film we used the basic techniques on how to use the camera and how to film it.
5.1.4 Determine camera shooting techniques appropriate for the production, such as shot composition, angle, and use of
mounting devices
Title of Artifact:Freshman Broadcast
Creator:Freshman class of 2017
Date of Entry:5/6/15
For a segment in the freshman broadcast we used camera movements to show the freshman video class come together
as one to meet in the middle. We used tracking shots to film the whole thing.
5.1.5 Create a project outside the studio using field equipment and technique
Title of Artifact:All I Want for Christmas is You Music Video
Creator:Haleigh Hodapp and Carlee Snell
Date of Entry:5/6/15
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For this music video we filmed using outside locations and locations throughout the school away from the studio.
5.2: DEMONSTRATE APPROPRIATE STUDIO OPERATION
Introduction to Standard
5.2.1 Demonstrate the setup and operation of basic studio equipment (e.g., switcher, teleprompter, recording
unit, etc.) for specific project needs
Title of Artifact: All I Want for Christmas is You
Creator:Haleigh Hodapp and Carlee Snell
Date of Entry:5/6/15
For this production we had to use the basics for filming. We set up a tripod and a camera and used the correct settings
to get the footage.
5.2.2 Perform the jobs necessary for a studio production (e.g., director, technical director (TD), audio engineer,
recording/playback engineer, etc.)
Title of Artifact:Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/6/15
For this project we each had an assigned roles in the groups. As the producer I had to plan things out and make sure
that everything was on track.
5.2.3 Demonstrate basic studio camera operation
Title of Artifact: Green Screen Project
Creator:Carlee Snell and Leif Tystad
Date of Entry:5/7/15
While filming on the green screen we set up the camera on a tripod and filmed using the basics studio camera
operations.
5.2.4 Create and incorporate titles and other graphics in a studio production
Title of Artifact: Orange
Creator:Carlee Snell
Date of Entry:5/7/15
In the editing process of making this film there are title cards and cards to change the setting and time.

5.2.5 Use proper studio lighting

Title of Artifact: Headshots
Creator:Carlee Snell
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Date of Entry:5/7/15
To take these images we had to set up multiple lights with gels to make the lighting the way we want to portray it.

5.2.6 Create a project inside the studio environment

Title of Artifact: Freshman Broadcast
Creator:Freshman class 2017
Date of Entry:5/7/15
Filming parts of the project took place in the studio. A few segments were filmed in multiple places in the studio.
5.3: PERFORM ON-CAMERA
Introduction to Standard
5.3.1 Demonstrate appropriate speaking skills for an on-camera performance (e.g., pitch, tone, emphasis, inflection,
enunciation, timing, etc.)
Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/7/17
For this film we had multiple actors and which some have not acted before. They put good emotion into the film and
performed there lines how they were written.
5.3.2 Practice appropriate on-camera performance skills (e.g., appearance, gestures, posture, etc.)
Title of Artifact: Breakfast Club Remake
Creator: Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
Date of Entry:5/7/15
To remake a scene from this movie we had to perform the correct appearance and gestures to capture the same footage
that was in the original movie.
5.3.3 Read for a camera using a teleprompter or cue cards
Title of Artifact: Freshman Broadcast
Creator:Freshman class of 2017
Date of Entry:5/7/15
For this broadcast the news anchors had cue cards to read off of to tell the news in order and get all the information in
it.
5.3.4 Perform as talent in a production
Title of Artifact: Breakfast Club remake
Creator:Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
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Date of Entry:5/7/15
For this remake all of the cast had to perform dances to redo the film. Each of us had to learn the dances and perform
the on camera as a talent.
5.3.5 Deliver material without bias (voice inflection or gesture)
Title of Artifact: Orange
Creator:Carlee Snell
Date of Entry:5/7/15
For this production the main actor was able to perform an intense scene that was improved on the first time without
having any voice inflections or gestures.
5.3.6 Select clothing, makeup, and accessories appropriate for use on-camera in a specific production
Title of Artifact: Breakfast Club Remake
Creator:Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
Date of Entry:5/7/15
Sense this video was a remake the actors had to wear clothing that portrayed the original cast. At the least they could
do was wear similar colors.
STANDARD 6.0: UNDERSTAND THE EDITING PROCESS
6.1: UNDERSTAND FILE FORMATS AND DATA MANAGEMENT
Introduction to Standard
6.1.1 Differentiate between digital video files, still images, and audio files
Title of Artifact: Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/7/15
While trying to download the data from the computers we had to decide which of the data was actual footage or images
taken the day of the shoots.
6.1.2 Create, compress, and convert digital video files, still images, and audio files in various formats (e.g., MPEG,
WMV, MOV, MP4, MPEG, AIFF, MP3, AVCHD, MTS, etc.)
Title of Artifact: Dissecting the Chicken Joke
Creator:Carlee Snell, Kristy Moran, Stephanie San Jorge, Ferelli Yanez, Toni Smith, Rebekah White
Date of Entry:5/7/15
For editing the footage we had to download the files from Dropbox. From there they had to be converted in MP4 to be
able to be edited on Premiere Pro.
6.1.3 Explain the need for data management
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Title of Artifact: BHM project

Creator:Carlee Snell
Date of Entry:5/7/15
Once all files we gathered and collected to be used we had limited space on the servers. All the data, in order to be
managed, was store on Google Docs. It help clear space on the servers.
6.2: OPERATE SOFTWARE FOR DIGITAL EDITING
Introduction to Standard
6.2.1 Organize and evaluate materials for editing
Title of Artifact: Breakfast Club Remake
Creator:Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
Date of Entry:5/7/15
After the footage was uploaded onto the computer and put into Premiere Pro the footage was sorted. There were bins
with footage that was usable and footage that was outtakes.
6.2.2 Capture/import source materials
Title of Artifact: Breakfast Club Remake
Creator:Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
Date of Entry:5/7/15
For this project we used footage that was filmed by us. For audio we imported the original song from the movie via the
internet.
6.2.3 Manipulate video (i.e., color, motion, filters, and transitions)
Title of Artifact:Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
The theme and emotions in this short film needed specific effects. For different scenes there were color correction
effects and changes in transitions.
6.2.4 Utilize visual techniques to enhance the final product (i.e., animation, and graphics)
Title of Artifact: Freshman Broadcast
Creator:Freshman class of 2017
Date of Entry:5/7/15
For the broadcast we used graphic to show the weather and to make the opening to the whole broadcast.
6.2.5 Use multiple audio sources to complete a project (e.g., sound effects, room tone, music, etc.)
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Title of Artifact: Stuck

Creator:Carlee Snell
Date of Entry:5/7/15
For this film we used audio that was captured in the footage and overlaid it with music to add effects to the film.
6.2.6 Adjust audio levels for single or multiple tracks
Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
The music used in the film was louder than the audio in the actual footage so we lowered the music levels and raise
them at the points that we wanted it to change.
6.2.7 Use audio to enhance a final product
Title of Artifact: Orange
Creator:Carlee Snell
Date of Entry:5/7/15
For one transition title screen in this project there was a sound effect to add to the transition. The sound was from Law
and Order and was added over the title.
6.2.8 Export a project to appropriate media
Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
After finishing editing this project the export was put into proper form and exported onto the desktop.
6.3: UNDERSTAND THE PRINCIPLES OF EDITING
Introduction to Standard
6.3.1 Explain the impact of editing on continuity
Title of Artifact: Breakfast Club Remake
Creator:Carlee Snell, Anthony Smith, Andrew Segura, Dan Escobar, Dhaedre-ann James
Date of Entry:5/7/15
When filming over a course of different days we had two different camera. With one camera we had to edit the color to
make it seem that it was all the same and as not to mess with continuity.
6.3.2 Explain the impact of editing on performance
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Title of Artifact:Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
With actors there is always going to be a mistake of them performing the lines. While editing there was cutting to cut
out audio and dialogue that wasnt a part of the film.
6.3.3 Explain the impact of editing on emphasis
Title of Artifact: Freshman Broadcast
Creator:Freshman Class of 2017
Date of Entry:5/7/15
For filming this broadcast there was a lot of editing. For some parts there were cuts to transitions to change subjects
and add into the actual news.
6.3.4 Explain the impact of pacing
Title of Artifact: Freshman Broadcast
Creator:Freshman class of 2017
Date of Entry:5/7/15
In this project we were given limited time to complete a lot of work without time or direction.It is important to pace
things out and take things step by step or the product wont turn out how it should be.
6.3.5 Apply the principles of editing to a production project
Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
When editing this project I used all I knew to edit and create the film. I used basic skills, like cuts, transitions, and
audio. I also used color changing to add effects to the film.
6.4: EVALUATE THE PRODUCT
Introduction to Standard
6.4.1 Evaluate content for message effectiveness and bias (i.e., does it tell the complete story?)
Title of Artifact: Drug PSA
Creator: Spencer Motamdy, Carlee Snell, and Toni Smith
Date of Entry:5/7/15
For this PSA we the message of it was to come across that drugs can turn anyone bad. The finish project was kinda
confusing and didnt give an effective message.
6.4.2 Assess video/audio quality for levels and clarity
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Title of Artifact: Drug PSA

Creator:Spencer Motamdy, Carlee Snell, and Toni Smith
Date of Entry:5/7/15
For the product before after effects some of the image quality was dimmed. The light was tuned up in color correction
and made the video equal and lighting to be normal.

6.4.3 Revise work based on critiques

Title of Artifact: Stuck
Creator:Carlee Snell
Date of Entry:5/7/15
The volume of the first export was far too unleveled. After re editing the audio was fix thanks to being created.
Conclusion
During the whole course of the class Ive learned these standards from my own experience, my pupils projects, and by
being taught them by either a teacher or by online. This standards can be shown in many projects that have already
been made or projects to soon be made.

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