tgj20 Course Profile Aj

Technological Education
Course Profile:
Communications Technology, Grade 10
Course Code:
TGJ20
Destination :
Cardinal Leger Secondary School
Developed by:
Andrew Jenicek OCT, C.W.C
June 8, 2016
Course Overview
Communications Technology
Code: TGJ20
Grade: 10
Destination: Cardinal Leger Secondary School
Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 2009.
Prerequisite: None
Course Description
This course introduces students to communications technology from a media perspective.
Students will work in the areas of TV/video and movie production, radio and audio production,
print and graphic communications, photography, and interactive new media and animation.
Student projects may include computer-based activities such as creating videos, editing photos,
working with audio, cartooning, developing animations, and designing web pages. Students will
also develop an awareness of environmental and societal issues related to communications
technology, and will explore secondary and post- secondary education and training pathways
and career opportunities in the various communications technology fields.
Course Notes
This course profile provides a framework for communications technology fundamentals and
skills. This course also addresses technology relating to the environment, society, thus
bolstering professional practice and highlighting career opportunities.
Fostering Inclusiveness
This profile describes activities in which students will gain theoretical and practical knowledge
preparing them for careers in communications technology related industries. Implementing lifelong learning and learners, furthermore, building invaluable skills to be used in the evolving
technologically demanding world.
Learning Skills
In addition to the specific skills that are developed throughout the course, students learn to:
Become self- directed learners
Develop personal traits and mental well-being
Effectively communicate
Work as team
Identify and solve problems
Learn and use emerging technologies
Ask questions, research, implement
How to write effectively
Develop numeracy skills
Benefit from Technology and diversifying skills
Page 1
Communications Technology TGJ20
Safe and Appropriate Use of Equipment and Facilities

Equipment Requirements
The units in this course profile rely upon the availability of a wide range of computers, software
cameras, lighting and recording devices. The chart below provides an overview of the
equipment, resources and facilities required in each unit.
Equipment and Facilities
(Hand Tools)
Screw driver (Flat, Philips, Torx, Hex)
Needle nosed pilers/ tweezers/ part retriever
Wire cutters (if applicable)

Flashlight
Soldering iron and accessories (IA)
(Electro-static discharge ESD Tools)
Wrist Strap anti-static
Mat anti-static
(Cleaning Tools)
Lint free cloth Micro fibre
Compressed Air
Organizer box parts (screws, cables, ties)
(Filming Equipment)
Camera
Lens
Viewfinder
Tripod
Audio recorder
Microphone
Headphones
Lighting
Batteries
Memory Cards
(Editing)
Mac or PC
(Software packages)
I-Life
Photoshop applications
Office applications
Page 2
Unit1
Unit2
Unit3
Unit4
Unit5
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Unit6 Unit7
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Units: Titles and Time

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Introduction to communications Me, Myself & I

Web Design Creation, layout, Functions
Photography capturing the world
Photoshop InDesign / Illustrator/ Lighthouse
Animation Lets get moving
Audio Whos listing
Video Production Lets watch
Unit
#
1
Unit Title or
Theme
Introduction to
Communications
Me, Myself &
Industry
Web Design
Creation, layout,
Functions
Photography
Capturing the
world
Photoshop InDesign/
Illustrator/
Lighthouse
Animation - Lets
get moving
Audio
Whos listening
Page 3
10 hours
8 hours
12 hours
20 hours
20 hours
20 hours
20 hours
List of Activities
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
Ice Breakers A/S/L/H/U

Class expectations Set the Tone
Class Contract
Safety & Etiquette
The process of digital design
Pages Poster creation (all about you)
Unit Quiz
Web page weebly - Layout for online P2P sharing
Blogging
Event Showcase
Group Hangout Forums
E-Portfolio
Unit Test Web Design
Cameras - worksheets fi/label
Lenses - worksheets m/m
Techniques - shots, angles, movement
Image file formats/resolution
IPhoto intro - photography assignment
Unit Quiz - photography fundamentals
Mind-mapping your career
PS layout docs for web or print
Image editing - crop, resize, mask, enhance,
boarders, segments
Typography -adding text and formatting
Colour spectrum
Web poster InDesign
Collage assignment Lighthouse
Layering Animation Illustrator
Adobe flash / After Effects tutorial
Layer, Anchor point, FPS
Moving Text
Greeting Card assignment
Dinosaur animation
Adding Sound into your cartoon
Radio productions, equipment, elements
Garage Band applications - intros, outros
Voice-overs
Script writing
Creating your podcast
YouTube Sensations commentary
Curriculum
Specific Sections
A1.1, A1.4, A1.5,
A3.1, A3.2, A3.2,
B1.2, B2.1, B3.3,
D1.1, D1.2
# of
Hours
10
A1.1, A2.1, B1.2,

B2.2, B2.3, B3.3,
C2.1, C2.2, D2.1,
D2.2
A1.2, A1.3, A2.2

A2.3, B1.2, B2.1,
B2.4, D2.5
12
A2.3, A3, B1.2,

B2.3, B2.5, B3.2,
D2.4, C2.3
20
A1.5, A3, B1.1,

B1.2, B2.6, B3.1,
C2.5
20
A1.5, A1.4, A2.2

A3, B1.1, B1.2,
B2, B3, C2.2,
D2.3
20
Video Production
Lets watch
v Video Hardware - video cameras, lighting, audio,

equipment, props, etc.
v Location, Background, angles, perspective
v Editing software IMovies
v Video file formats, import, export, conversion
v Still image, animated images movies
v Your movie trailer
A1.2, A1.3, A1.4,

A1.5, A2.1, A2.2,
A3, B1.1, B1.2,
B2, B3.2, C1.1,
C2.4
20
Unit Overviews
Unit 1: Introduction to communications Me, Myself & Industry
Time: 10 hours
Unit Description
In this unit students will demonstrate an understanding of and apply safe work practices in
communications technology activities. Students will develop an understanding of technical
terminology, basic scientific concepts, and mathematical concepts used in communications
technology and apply them to the creation of media products.
Unit Overview Chart

Activity
Activity
#
Title/Name
Learning
Expectations
Overall
B1, A3
Assessment
Categories
1.1
v Ice Breakers
A/S/L/H/U
1.2
v Class
expectations Set
the Tone
D1, D2
Knowledge/
Understanding
1.3
v Class Contract
D1, D2
Application
1.4
v Safety &
Etiquette
B2, D1, D2
Knowledge/
Understanding
1.5
v The process of
digital design
A1, A2, A3,

B1, B2, B3
1.6
v Pages Poster
creation (all
about you)
A1, A2, B1,

B2, B3
1.7
v Unit Quiz
A1, A2, B1,

B2, B3, D1
Thinking &
Inquiry
Application
Thinking &
Inquiry
Summative
Application
Page 4
Communication
Tasks
Students will introduce
themselves in-group
discussion.
Students will listen to
classroom expectations
Students will fill the
classroom contract and agree
to the terms
Students will learn about
Safety & etiquette for the
communications industry
Students will learn the design
process and produce digital
images in groups
Student will create a digital
poster about themselves
Student will be tested on the
unit
Unit 2: Web Design Creation, Layout, Functions

Time: 8 hours
Unit Description
In this unit students demonstrate an understanding of and apply the interpersonal and
communication skills necessary to work effectively in a team setting. Applying project
management techniques to the planning and development of communications media products
Unit Overview Chart
Activity
Activity
#
Title/Name
Learning
Expectations
Overall
A1, A2, B1,
B2
Assessment
Categories
2.1
v Web page weebly

- Layout for
online P2P
sharing
2.2
v Blogging
A1, A2, B1,

B2, C1, C2
Communication
2.3
v Program/Event
Showcase
A1, A2, B1,

B2, D2
Application
2.4
v Group Hangout
Forums
A1, A2, B1,

B2, C1, C2
Application
2.5
v E-Portfolio
2.6
v Unit Test Web

Design
A1, A2, B1,

B2, D2
A1, A2, B1,
B2, C1, C2
Thinking &
Inquiry
Summative
Knowledge/
Understanding
Tasks
Students will be introduced to
basic html programming then
produce a website from a
template site
Students will add a blogging
section to their site posting
weekly
Students will develop a
program fundraising event
brochure
community forums and setup
a class hangout
Student will begin to gather
documents for their portfolio
Students will be tested on
web design
Unit 3: Photography Capturing the world

Time: 12 hours
Unit Description
Students apply their understanding of the design process or other problem-solving processes to
meet a range of challenges in communications technology. Students will create products or
productions that demonstrate competence in the application of creative and technical skills.
Unit Overview Chart

Activity
#
Activity
Title/Name
Learning
Expectations
Overall
3.1
Cameras worksheets fi/label
A2, A3, B1,

B2, B3
3.2
Lenses -
A2, A3, B1,
Page 5
Assessment
Categories
Tasks
Knowledge/
Understanding
Communication
Knowledge/

photography equipment then
fill worksheets
worksheets m/m
B2, B3
3.3
v Techniques shots, angles,

movement
A2, A3, B1,

B2, B3
3.4
v Image file
formats/resolutio
n
3.5
3.6
3.7
Understanding
Thinking &
Inquiry
Knowledge &
Understanding,
Application
photography equipment then

fill worksheets
A2, A3, B1,

B2, B3
Knowledge &
Understanding
Application
v IPhoto intro photography

assignment
A2, A3, B1,

B2, B3
Application

image formats, importing and
exporting their images to their
site
Student will be given an
IPhoto introduction and
produce a simple slideshow
v Unit Quiz photography

fundamentals
v Mind-mapping
your career
A2, A3, B1,

B2, B3
Application
Students will be tested on

Photography fundamentals
A2, A3, B1,

B2, B3, D2
Communication
Summative
Students will path their

journey to the
communications field
Students will learn

photography techniques and
practice taking photos
Unit 4: Photoshop InDesign/ Illustrator/ Lighthouse

Time: 20 hours
Unit Description
In this unit, students explore methods demonstrating an understanding of the core concepts,
techniques, and skills required to produce a range of communications media products or
services.
Unit Overview Chart
Activity
Activity
#
Title/Name
Learning
Expectations
Overall
A2, A3, B1,
B2, B3
Assessment
Categories
Tasks
4.1
v PS layout docs
for web or print
4.2
v Image editing crop, resize,

mask, enhance,
boarders,
segments
v Typography adding text and
formatting
A2, A3, B1,

B2, B3
Thinking &
Inquiry
Application
A2, A3, B1,

B2, B3, C2
Communication
Student will practice adding

text and formatting the
images
4.4
v Colour spectrum
A2, A3, B1,

B2, B3, C2
Knowledge/
Understanding
4.5
v Web poster
InDesign
A2, A3, B1,

B2, B3, C2,
D2
Application
Student will have to research

and report on colour
combinations
Students will use In-Design to
create communications tech
posters
4.3
Page 6
Knowledge/
Understanding
Students will get an Intro for

Adobe Photoshop and setup
layouts with the program
Students will practice
manipulating images and
adding effects
4.6
v Collage
assignment
Lighthouse
4.7
v Layering
Animation
Illustrator
A2, A3, B1,

B2, B3, C2,
D2
A2, A3, B1,
B2, B3
Summative
Knowledge/
Understanding
Student will develop a

progress collage with their
work and pictures
Student will get an
introduction to animation
through layering
Unit 5: Animation - Lets get moving

Time: 20 hours
Unit Description
In this unit, students explore methods to demonstrate an understanding of the core concepts,
techniques, and skills required to produce animated communications media products or
services. This unit solidifies imagery skills and techniques used in the communications field.
Unit Overview Chart
Activity
Activity
#
Title/Name
5.1
v Adobe flash /
After Effects
tutorial
5.2
v Layer, Anchor
point, FPS
5.3
v Moving Text
5.4
v Greeting Card
assignment
5.5
v Dinosaur
animation
5.6
v Adding Sound
into your
cartoon
Learning
Expectations
Overall
A1, A3, B1,
B2, B3
A1, A3, B1,
B2, B3
A1, A3, B1,
B2, B3, C2
A1, A3, B1,
B2, B3, C2
A1, A3, B1,
B2, B3, C2
A1, A3, B1,
B2, B3, C2
Assessment
Categories
Tasks
Knowledge/
Understanding
Students will have a

demonstration on Adobe
flash and after effects
Knowledge/
Understanding
Communication
Student will learn about

animation fundamentals
Students will produce five
animated text logos
Student will create an
animated greeting card
Thinking &
Inquiry
Application
Application
Summative
Knowledge &
Understanding
Students will begin work on

their animated image cartoon
Student will learn way to
incorporate sound into their
cartoon
Unit 6: Audio - Whos listening

Time: 20 hours
Unit Description
In this unit, students explore methods demonstrating an understanding of and applying the
interpersonal and communication skills necessary to work effectively in a team setting. This unit
will develop students skills in audio, broadcasting and radio production.
Overview Chart
Activity
Activity
#
Title/Name
6.1
Page 7
v Radio
productions,
equipment,
elements
Learning
Expectations
Overall
A1, A2, A3
Assessment
Categories
Knowledge/
Understanding
Tasks
Students will learn various
sectors, skills, techniques,
equipment within
6.2
v Garage Band
applications intros, outros
A1, A2, A3
Thinking &
Inquiry
6.3
v Voice-overs
6.4
v Script writing
A1, A2, A3,

B1, B2
A1, A2, A3,
B1, B2, B3,
C2
Communications
Application
Communication
6.5
v Creating your
podcast
Application
6.6
v YouTube
Sensations
commentary
A1, A2, A3,

B1, B2, B3,
C2, D2
A1, A2, A3,
B1, B2, B3,
C2, D2
Summative
broadcasting and radio

Student will have an
introduction to garage band
application
Student will record audio for
their cartoon and insert it
Student will develop script
writing skills and begin to
work on dialogue for the
culminating activity
Student will learn podcasting
fundamentals
Students will create a
commentary video of their
choice with picture in picture
Unit 7: Video Production Lets watch

Time: 20 hours
Unit Description
In this unit, students explore methods of applying creative skills, equipment operating skills, and
software skills to create components for a media production into television, film and movies.
This unit incorporates all of the skills gained throughout the course to focus on video production,
which ties the communications course together.
Unit Overview Chart
Activity
Activity
#
Title/Name
7.1
7.2
7.3
7.4
7.5
Page 8
v Video Hardware
- video cameras,
lighting, audio,
equipment,
props, etc.
v Location,
Background,
angles,
perspective
v Editing software
IMovies
v Video file
formats, import,
export,
conversion
v Still image,
animated images
movies
Learning
Expectations
Overall
A1, A2, A3,
B1, B2, B3
Knowledge/
Understanding

filming fundamentals.
A1, A2, A3,

B1, B2, B3
Knowledge/
Understanding
Students will develop

procedural skills relating to
filming
A1, A2, A3,

B1, B2, B3,
C1
A1, A2, A3,
B1, B2, B3,
C1, C2
Thinking &
Inquiry
Students will develop

procedural skills relating to
editing video
Student will gain knowledge
of video formats, importing,
exporting and conversion
A1, A2, A3,

B1, B2, B3,
C1, C2
Communications
Applications
Summative
Assessment
Categories
Knowledge/
Understanding
Tasks
Student will create a short

film, documentary, or
instructional aid
v Your movie
trailer
7.6
A1, A2, A3,

B1, B2, B3,
C1, C2
Culminating
Activity
Students will create a movie

trailer clip for a school event
Sequence of Presentation
Lesson Sequence for the Unit 7 Video Production
1) Video Hardware - video cameras, lighting, audio, equipment, props, etc.
(Theory/Practical)
Students will learn about filming fundamentals.
Lesson time: 2 hour class

2) Location, Background, angles, perspective (Theory/Practical)
Students will develop procedural skills relating to filming

3) Editing software IMovies (Theory/Practical)
Students will develop procedural skills relating to editing video.

4) Video file formats, import, export, conversion (Theory/Practical)
Student will gain knowledge of video formats, importing, exporting and conversion.

5) Still image, animated images movies (Summative)
Student will create a short film, documentary, or instructional aid.
Lesson time: 5 hour classes

6) Your movie trailer (Culminating)
Students will create a movie trailer clip for a school event.
There are a total of 6 lessons, accumulating the 20 hours for the video production Unit.
Page 9
NAME OF COURSE: Communications Technology
CODE: TEJ20
PROCESS AND PRODUCT TOPICS / ACTIVITIES / PROJECTS
TEACHING / LEARNING
CONCEPTUAL
EXPERIENCES
EXPERIMENTAL
Location,
Background,
angles,
perspective
Editing
software
IMovies
Video
Hardware
Unit 7 Video
Production
Lets watch
Video file
formats,
import, export,
conversion
Your movie
trailer
Still image,
animated
images
movies
METHODS OF EVALUATIONS TO BE USED
Culminating Project
E-Portfolio
Practical Evaluation
BREAK DOWN OF EVALUATIONS CRITERIA AND VALUES
Project. 30%
Portfolio.. 15%
Assignments 30%
Practical Evaluation.. 25%
Total
100%
THEORY 30 %, PRACTICAL 70% OF TIME ON THIS UNIT
Page 10
PROBLEM SOLVING
PERCEPTUAL
IMAGINATIVE
INNOVATIVE / CREATIVE
OPEN ENDED / EXPLORATORY
INFORMATION GATHERING
LISTENING / HEARING
DISCUSSING / SPEAKING
WRITING / NOTE TAKING
READING / LOOKING
INTER-DISCIPLINARY
SKILLS PRACTICE
PRODUCTION
APPLICATION
ANALYTICAL
SYNTHESIS / INTEGRATION
EVALUATE / JUDGING
REFLECTIVE APPRECIATION
PROCEDURAL / PROCESSING
DESIGN
INTUITIVE / EXPRESSIVE
LOGICAL / PROGRESSIVE
INDIVIDUALIZED LEARNING
INDEPENDENT LEARNING
GROUP LEARNING
BEHAVIOUR, ATTITUDE CHANGE
SOCIETY / COMMUNITY RESPONSE
EXPERIENCE / CO-OP/ WORK EXP.
OUT OF CLASS WORK / HWK.
CLEAN UP ROUTINES
TYPES OF EVALUATION
TEACHER EVALUATION / GRADES
ANECDOTAL COMMENTS
TCHR. / STDNT. DISCUS. OR
PROJECT
GROUP DISCUSSION / EVALUATION
SELF-EVAL. / VERBAL WRITTEN
PEER EVAL. VERBAL WRITTEN
FORMATIVE / SUMMATIVE
QUALITATIVE / QUANTITATIVE
35% PROCESS VS 65% PRODUCT
Video Production UNIT OUTLINE

CONSIDERATIONS
CONTEXT OF
LEARNING ENVIRONMENT
INTENT OF
LEARNING EXPERIENCE
# PERIODS 16
UNIT / PROJECT TITLE AND DESCRIPTION

In this unit students will demonstrate an understanding of and apply safe work
practices in communications technology activities. Students will develop an
understanding of technical terminology, basic scientific concepts, and
mathematical concepts used in communications technology and apply them to
the creation of video media products.
BASIS OF RATIONALE
RETENTION OF INFORMATION
DEVELOPMENT OF SOCIAL SKILLS
COGNITIVE DEVELOPMENT
AFFECTIVE DEVELOPMENT
PSYCHOMOTOR DEVELOPMENT
PERSONAL GROWTH
CROSS CURRICULAR DIMENSIONS
CAREERS INFORMATION
COMMUNITY AWARENESS
COMPUTER APPLICATIONS
LANGUAGE SKILLS
MULTICULTURALISM
EQUAL OPPORTUNITIES
SAFETY
LIFE SKILLS
ENVIRONMENT AND ECOLOGY
INTER-DISCIPLINARY
SKILL DEVELOPMENT
SPECIAL NEEDS/ EXCEPTIONAL
STUDENTS
COMMUNICATION / BEHAVIORAL
INTELLECTUAL / PHYSICAL
ELL/ESL/ESD
RATIONALE AND GENERAL AIMS
RESOURCES RECOMMENDED
TRANSPARENCIES / PWR POINT
FILM / VIDEO / CD-ROM / INTERNET
VISUAL AIDS / SAMPLES
ARTICLES / CLIPPINGS ETC
REFERENCE BOOKS / MAGS ETC.
SPECIAL RESOURCES, FACILITIES, ETC.
Students in groups of three will create a short film, documentary, or instructional

aid. This activity will Build fundamental knowledge, skills and procedures for
video production.
SPECIFIC EXPECTATIONS
At the end of this unit, student will be able to:
Identify filming equipment components and functions

Identify cinematography and stylistic information (types of camera
shots)
Research editing techniques and apply them
Present research to the public
Work in peer group
Describe important advances in Communications technologies
Produce video media and the ability to present appropriately
SPECIAL CONSIDERATIONS
Wheel chair accessibility and appropriate tables. Hearing impaired students will
have written instructions. Vision impaired students can listen to recorded audio
instructions. ESL students will be allocated extra examination time and
interpretation if required. A glossary of terminology and descriptive language
has been developed.
Power Points: Unit 7.

Course Textbook
Internet sites: www.wiki.com, www.youtube.com (tutorials)
Computer Lab
Activity Planning

Technological Education Discipline: Communications Technology TGJ20

Activity Name: Video Hardware - video cameras, lighting, audio, equipment, props, etc.

Unit #: 7

Page 11
Activity #: 7.1

Description: This activity starts with a class discussion about equipment used in the
filming industry. We will brainstorm all equipment and tools used, and create a chalkboard
mind map. This will lead into the film equipment PowerPoint, and students will fill in
worksheets accordingly. Afterwards filming stations will be setup around the room for
students to practice each component of filming.

Assessment and Evaluation: Students work will be evaluated by For Learning, using a
Checklist the skill areas, which will be assessed Knowledge/Understanding, and Making
Connections.

Overall Curriculum Expectations:
A1. demonstrate an understanding of the core concepts, techniques, and skills required to
produce a range of communications media products or services;
A2. demonstrate an understanding of technical terminology, basic scientific concepts, and
mathematical concepts used in communications technology and apply them to the creation
of media products;
A3. demonstrate an understanding of and apply the interpersonal and communication
skills necessary to work effectively in a team setting.
B1. apply project management techniques to the planning and development of
communications media products;
B2. apply a design process or other problem-solving processes to meet a range of
challenges in communications technology;
B3. create products or productions that demonstrate competence in the application of
creative and technical skills.

Specific Curriculum Expectations:
A1.4 identify different types of communications technology devices and their components (e.g.,
cameras and accessories, lighting equipment, audio and video recorders, audio mixers, scanners,
printing equipment), and explain how they are used to produce communications products and
services;
A2.1 demonstrate an understanding of communications technology terms, and use them correctly
in oral and written communication (e.g., composition, contrast, scene, typography, layout, story-
board, clip, fade, dissolve, levels, layers, SFX, filters, timeline, site map, navigation);
A3.2 describe and use techniques that encourage participation by all members of a team (e.g.,
brainstorming, group discussion, celebration of others thoughts or contributions, acceptance of
cultural differences);
B1.1 use a variety of planning techniques and tools (e.g., research, project proposals, production
schedules, scripts, blocking, storyboards, site maps, design briefs) when creating plans for
communications technology projects;
B2.3 use a variety of information sources and research techniques (e.g., Internet and library
searches, checking manuals and other printed materials, consulting experts) to help identify possible
solutions;
Page 12
B3.1 apply creative skills, equipment operating skills, and software skills to create components for a
media production (e.g., text, video footage, voice-overs, graphics, animations for a video promoting a
school event);

Prior Learning: Units 1-6

Enduring Understandings and Essential Skills:
Foundational Knowledge and skills
Transferable skills
In-depth equipment experience
Safety awareness
Operating methods and procedures

Activity Procedure:
This activity starts with a class discussion about equipment used in the filming industry.
We will brainstorm all equipment and tools used, and create a chalkboard mind map.
This will lead into the film equipment PowerPoint, and students will fill in worksheets
accordingly.
Afterwards filming stations will be setup around the room for students to practice each
component of filming.
Stations settings camera, audio, lighting, accessories
Each station will have all equipment needed per each component
Detailed instruction on usage

Materials:
Pen/pencil, paper, laptop, Internet access, course textbook

Tools and Equipment:
Cameras, Audio recorders, microphones, headphones, Lighting, memory cards, batteries, stands,
tripods, extension cords, accessories

Accommodations and Modifications:
To help students succeed, extra time, scribing, organizational aid, computer or tablets will be
permitted if deemed necessary.

Terminology, Literacy and Numeracy:
the key film theories, movements, and genres
aspects of film history and film criticism
Page 13
various slang, lingo or buzzwords

kinds of film-making equipment
numerous industry-specific, business terms or technical terms
the various movie crafts (screenwriting, directing, special effects, sound, editing, etc.)
the personnel involved (including actors, writers, directors, producers, designers, and behind-the-
scenes technicians)

Additional Resources:
Film Terms Glossary
PowerPoint filming equipment
Worksheets filming equipment
Activity Planning


Activity Name: Location, Background, angles, perspective

Unit #: 7

Activity #: 7.2

Description: This activity starts with a co-operative class discussion about Location,
Background, angles, and camera perspectives used in the filming industry. We will produce
K/W/L charts in groups of 3 or 4 students. This will lead into the film numeracy
PowerPoint, and students will fill in worksheets accordingly. Afterwards Students will be
given a research and report assignment planning their filming Location, Background,
angles, and perspective individually.

Assessment and Evaluation: Students work will be evaluated by As Learning, using a
rubric the skill areas, which will be assessed Knowledge/Understanding, and Making
Connections.

of media products;
Page 14


A1.2 demonstrate an understanding of design elements (e.g., line, form, colour, texture, space) and
principles (e.g., balance, rhythm, proportion, contrast, flow);
A2.3 apply mathematical concepts and formulas as required to complete communications
technology tasks (e.g., calculation of lighting ratios and exposures in photography and videography,
timing of sequences in audio and video editing, calculation of paper and ink requirements in printing,
determination of image resolution requirements for printing versus Internet use, calculation of file
size).
A3.3 describe and use concepts and techniques that facilitate effective collaboration in a team
environment (e.g., cooperative discussion, conflict resolution techniques, motivation techniques,
respect for the ideas of others).
B1.2 use appropriate organizational and time- management tools and software applications (e.g.,
student planners, journals, electronic organizers, organizing software) to ensure that project
deadlines are met.
B2.5 use charts or hand-drawn sketches to organize sequences, clarify relationships, or compare
alternatives;
B3.1 apply creative skills, equipment operating skills, and software skills to create components for
a media production (e.g., text, video footage, voice-overs, graphics, animations for a video promoting a
school event);


Transferable skills
Numeracy relating to filming
In-depth equipment experience
Safety awareness

Activity Procedure:
This activity starts with a co-operative class discussion about Location, Backgrounds,
angles, and camera perspectives used in the filming industry.
We will produce K/W/L charts in groups of 3 or 4 students.
This will lead into the film numeracy PowerPoint, and students will fill in worksheets
accordingly.
Page 15
Afterwards Students will be given a research and report assignment planning their filming
Location, Background, angles, and perspective individually.
Students will then collaborate in groups of 3 and film a minimum of 5 minutes of video
footage to be used in the next activity

Materials:
Pen/pencil, paper, laptop, Internet access, course textbook

Cameras, Audio recorders, microphones, headphones, Lighting, memory cards, batteries, stands,
tripods, extension cords, accessories

To help students succeed, extra time, scribing, organizational aid, computer or tablets will be

the basics of cinematography and stylistic information (types of camera shots)
scenes technicians)

Film Terms Glossary
PowerPoint film numeracy
Worksheets film numeracy
Assignment practice filming
Activity Planning

Page 16
Activity Planning


Activity Name: Editing software IMovies

Unit #: 7

Activity #: 7.3

Description:
This activity starts with a demonstration introduction to the IMovies software. We will
practice editing fundamentals with the footage from the last activity. Students will practice
using the editing program adding backgrounds, tiles, special effects, picture in picture, etc.
This intro and exercise will lead into the units summative activity and the courses
culminating activity.

Assessment and Evaluation:
Students work will be evaluated by for Learning, using a checklist. The skill areas, which
will be assessed, are Thinking & Inquiry, and Making Connections.

of media products;
C1. describe the impact of communications media technologies and activities on the
environment and identify ways of reducing their harmful effects;

Page 17
A1.5 identify different types of communications software used to create communications

technology products and services (e.g., software for photo, audio, and video editing, animation, page
layout, web page creation, and computer graphics) and describe how they are used.
A2.2 demonstrate an understanding of basic scientific concepts that relate to processes and
technologies used in communications technology (e.g., optical principles related to use of cameras
and lighting, electronic concepts related to sound recording, principles of digitization and their
application to digital imaging and recording);
solutions;
B3.2 apply editing skills to integrate the components into a unified and effective production.
C1.2 identify sustainable practices that are currently used or can be used to minimize the impact of
communications technologies on the environment (e.g., recycling of paper, recycling or reuse of
electronic components, use of energy-efficient equipment, use of sleep mode when computers are
temporarily unused).


Transferable skills
Numeracy relating to editing
In-depth software experience
Safety awareness

Activity Procedure:
This activity starts with a demonstration introduction to the IMovies software. We will
practice editing fundamentals with the footage from the last activity. Students will practice
using the editing program adding backgrounds, tiles, special effects, picture in picture, etc.
This intro and exercise will lead into the units summative activity and the courses
culminating activity.

Materials:
Pen/pencil, paper, laptop, Internet access, course textbook, video footage
Page 18

Audio recorders, microphones, headphones, memory cards, batteries, extension cords, accessories,
Computers, keyboard, mouse, monitor, cables, I-life app

To help students succeed, extra time, scribing, organizational aids, computer or tablets will be

Crop
Cut
Clip
Rotate
Video Clip
Adjustments
trim
Add iPhoto Images
Video Effects
How to Speed, Slow, and Reverse iMovie Video Clips
Transitions
Title to an iMovie Video Project
Add Music and Sound Effects to iMovie Video Projects
How to Control Volume and Fading

Film Terms Glossary
Editing handout
YouTube tutorial
Activity Planning


Activity Name: Video file formats, import, export, conversion

Unit #: 7

Activity #: 7.4
Page 19

Description:
This activity starts with a group discussion on video formats. Some of the topics within the
discussion will be types of formats - .avi, .mp4, .mkv and the purposes of the formats web,
dvd, blueray, etc. Students will convert the footage from the last activity into multiple
formats and post on different platforms. Students will then create charts that decipher the
best format for specific functions.

Students work will be evaluated by of Learning, using a checklist. The skill areas, which
will be assessed, are Knowledge/Understanding, and Making Connections.

of media products;
C2. demonstrate an understanding of social effects and issues arising from the use of
communications media technologies and the importance of representing cultural and social
diversity in media productions.

Page 20
solutions;
C2.4 describe legal concepts and issues relating to communications technology and media
production (e.g., copyright, privacy rights, consent);


Transferable skills
Safety awareness

Activity Procedure:
This activity starts with a group discussion on video formats.
Some of the topics within the discussion will be types of formats - .avi, .mp4, .mkv and the
purposes of the formats web, dvd, Blu-ray, etc.
Students will convert the footage from the last activity into multiple formats and post on
different platforms.
Student will need to have their footage in 5 different video formats.
Student will post and or present their formats 5 different ways (E-portfolio, YouTube,
vimeo, prezi, dvd, Blu-ray, etc.)
Students will then create charts that decipher the best format for specific functions.

Materials:

Page 21
Audio recorders, microphones, headphones, memory cards, batteries, extension cords, accessories,
Computers, keyboard, mouse, monitor, cables, I-life app

To help students succeed, extra time, scribing, organizational aids, computer or tablets will be

scenes technicians)

Film Terms Glossary
Video conversions handout
Video quality handout

Activity Planning


Activity Name: Still image, animated images movies

Unit #: 7

Activity #: 7.5

Description:
This activity starts with the summative assignment outline. We will discuss the success
criteria learning goals and specific information or materials that will need to be included.
Students in groups of three will create a short film, documentary, or instructional aid.

Page 22
Students work will be evaluated by of Learning, using a rubric. The skill areas, which will
be assessed, are Communications, Applications and Making Connections. This activity will
be the Summative for unit 7.

of media products;
C2. demonstrate an understanding of social effects and issues arising from the use of
communications media technologies and the importance of representing cultural and social
diversity in media productions.

solutions;
Page 23
C2.1 demonstrate an understanding of social standards and cultural sensitivity and use appropriate
and inclusive content, images, and language in communications media productions (e.g., including
people from different races, cultures, and backgrounds in media productions; portraying minority
groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias)


Knowledge and skills
Transferable skills
Numeracy relating to videography
Software experience
Safety awareness

Activity Procedure:
This activity starts with a group discussion of the summative assignment outline.
We will discuss the success criteria, learning goals and specific information or materials
that will need to be included.
Students in groups of three will create a short film, documentary, or instructional aid.
Groups will be randomly chosen
Video must be a minimum of 5 minutes in length
Must include 3 different angles of footage
Include 10 different visual effects, tiles or transitions
Relevant audio, which compliments the footage
Activity Report
Your Activity Report should include the following, where appropriate:
Name of activity
Expectations addressed
Design process rough work, script, storyboard etc.
Audience intended for
Community or classroom impact
Software and/or technology used
Step-by-step procedure to complete the activity
What you learned while completing the activity
Any details or information you would improve on

Materials:

Page 24
Camera, Audio recorders, microphones, headphones, memory cards, batteries, Tripods/stands,

extension cords, accessories, Computers, keyboard, mouse, monitor, cables, I-life app, office app

To help students succeed, extra time, scribing, organizational aids, computer or tablets or anything
else required will be permitted if deemed necessary.

scenes technicians)

Still image, animated images movies summative assignment
LESSON/LEARNING PLAN
Teachers Name: Mr. Jenicek

Course: TEJ20

Lesson Title: Filming equipment (cameras)

Unit Title & Number: Video production Unit 7.1.1

Specific Curriculum Expectations
A1.4 identify different types of communications technology devices and their components
(e.g., cameras and accessories, lighting equipment, audio and video recorders, audio mixers,
scanners, printing equipment), and explain how they are used to produce communications
products and services;

Page 25

Key Learning Goals:
Video camera key terminology, functions
Types of cameras; industry grade, home cameras
Evolution of cameras
Understanding the basic technical details
Multiple camera recording

Key Learning Question:
What camera can be used for filming?
How do they differentiate?
Which cameras are used for what?
How have they evolved?
When was the latest transition?

Photographic camera takes a rapid sequence of photographs on an image sensor or on a film. In
contrast to a still camera, which captures a single snapshot at a time, the movie camera takes a
series of images; each image constitutes a "frame".
Movie camera, film camera or cine-camera, digital movie camera
Components, functions, types

Materials List: (Socratic)
Computer, projector/screen, internet access

Teaching Aids:
Wiki
Handouts fill in the blanks diagrams

Teaching Strategies
Staring with the diagnostic questions
What camera can be used for filming?
Which cameras are used for what?
Go into how the photographic camera takes a rapid sequence of photographs on an image sensor or
on a film. In contrast to a still camera, which captures a single snapshot at a time, the movie camera
takes a series of images; each image constitutes a "frame". Distinguish between the various camera
types
Types: Movie camera, film camera or cine-camera, digital movie camera
Components - Lens, Viewfinder, Body, Shutter Release, Aperture, Memory Card, Image Sensor, LCD
Screen, Flash, User Controls, Frames per second
General functions, Then leading into the evolution of cameras and film into digital.
Movie cameras were available before World War II often using the 9.5 mm film format. An
extremely compact 35 mm movie camera Kinamo in 1921
Page 26
While a basic model might have a single fixed aperture/focus lens, a better version might have
three or four lenses of differing apertures and focal lengths on a rotating turret. A good quality
camera might come with a variety of interchangeable, focusable lenses or possibly a single zoom
lens. The viewfinder was normally a parallel sight within or on top of the camera body. The
common film used for these cameras was termed Standard 8, which was a strip of 16-millimeter
wide film, which was only exposed down one half during shooting. The film had twice the number
of perforations as film for 16 mm cameras and so the frames were half as high and half as wide as
16 mm frames.
In the 1960s a new film format, Super8, coincided with the advent of battery operated electric
movie cameras. The new film, with a larger frame print on the same width of film stock, came in a
cassette that simplified changeover and developing. As the costs of mass production came down, so
did the price and these cameras became very popular. This type of format and camera was more
quickly superseded for amateurs by the advent of digital video cameras in 2000s. Since 2010s,
amateurs increasingly started preferring smartphone cameras.

Modifications and Accommodations:
Larger text, personal computers/laptop, scribe

Terminology List:
1. Lens
2. Viewfinder
3. Body
4. Shutter Release
5. Aperture
7. Memory Card
6. Image Sensor
8. LCD Screen
9. Flash
10. User Controls
11. Frames per second

Literacy and Numeracy:
Literacy terminology, research, writing, reading
Numeracy relating to camera dimensions, film size etc.

Closing Questions
What cameras are most used today?
Which cameras are used for industry or amateur?
How do they evolve?
What was the biggest evolution?
Page 27

Course: TEJ20

Lesson Title: Filming equipment (camera audio)


A2.1 demonstrate an understanding of communications technology terms, and use them
correctly in oral and written communication (e.g., composition, contrast, scene, typography,
layout, storyboard, clip, fade, dissolve, levels, layers, SFX, filters, timeline, site map,
navigation);

Prior Learning: Units 1-6, 7.1.1

Key Learning Goals:
Audio camera key terminology, functions
Types of audio recorders; industry grade, home cameras
Evolution of audio recoding

What audio recorder can be used for filming?
Are they internal or external?
Which audio recorder is used for what camera?

Most film cameras do not record sound internally; instead the sound is captured separately by a
precision audio device (see double-system recording). The exceptions to this are the single-system
news film cameras, which had either an optical or later, magnetic recording head inside the camera.
For optical recording, the film only had a single perforation and the area where the other set of
perforations would have been was exposed to a controlled bright light that would burn a waveform
image that would later regulate the passage of light and playback the sound.
Page 28
With advent of digital cameras, synchronization became a redundant term, as both visual and audio
is simultaneously captured electronically.
Microphones: The use of microphone in On-location helps you to avoid the studio recording
expenses. Basically there are three kinds of Microphones-
Shotgun Microphone (Attached with a DSLR camera)
Handheld microphones (a usual microphone, which we commonly found in hands of public
speakers)
Lapel Microphones (Used in Television Interviews)
Boom Pole + Head Phone: The Boom Pole sound recording is comparatively costlier, but
professional. Typically by using the boom mike, you can produce great quality sounds than
producing from any other. Audio (XLR) Cables + Usual Mic : In case you dont wish to move with
a Boom Mic Setup, then use this (Audio (XLR) Cables + Usual Mic) Utility.
TASCAM DR-60D Mk II: This equipment is specially made for The DSLR users. You can easily fix
this equipment above the Tripod and then you can fix your DSLR above this TASCAM DR-60D Mk
II recording equipment.

Computer, projector/screen, Internet access

Teaching Aids:
Wiki
Handouts audio add on
http://www.testing1212.co.uk/b
YouTube video
Mics -https://youtu.be/E0RkJuMbhVU
Cables - https://youtu.be/cs384TBt7Os
Recorders - https://youtu.be/TRoIMPHS91U
Tascam- https://youtu.be/TRoIMPHS91U

Teaching Strategies
Starting with the diagnostic questions
What audio recorder can be used for filming?
Which audio recorder is used for what camera?
Going into how Double-system cameras are generally categorized as either "sync" or "non-sync."
Sync cameras use crystal-controlled motors that ensure that film is advanced through the camera at
a precise speed. They're designed to be quiet enough to not hamper sound recording of the scene
being shot. Non-sync or = both visual and audio is simultaneously captured electronically.


Page 29

Terminology List:
Baffles
Balance
Balance Control
Bandwidth
Bi-Amplification
Bi-Directional Pattern
Binary
Bit
Blending
Boom
Boom Stand
Bottom
Boundary Mic
Bridge

Literacy terminology, research, writing, reading.
Numeracy relating to audio frequency, charts and diagrams.

Closing Questions
What audio devices are most used today?
Which audio is used for industry or amateur?
How did they evolve?
Internal or external, multiple recordings?
What was the biggest evolution?

Course: TEJ20

Lesson Title: Filming equipment (accessories)


Page 30

navigation);

Prior Learning: Units 1-6, 7.1.1,7.1.2

Key Learning Goals:
Filming accessories terminology, functions
Tripods/stands, Lighting/lamps, Reflectors, Dolly/crane

What accessories are used for filming?
How are they incorporated?
Which accessory has the biggest role?
How do they all come together?

Tripod: Like Camera, this is essential filmmaking equipment. Shooting a film with a tripod mounted
camera will give you zero-shake videos.
Reflector: Through the use of a reflector, you can avoid the dark shades shown right under the eyes
of the actor and it gives a tinsel glittering appearance.
Lighting: Selection Of set Light is depended on the basis of your budget. The three point lighting
kit (Available on Online stores) is affordable and good for movies producing with a limited budget
or otherwise if you can afford High budget, you can use the advanced set lights like Redhead
Light, incandescent lamp or Arc Lamp
Dolly: Certainly your film must have some track shots, Right? Then, dolly is important
10 Cranes: Cranes are not at all mandatory in every production, but if one such is affordable, then
consider it. Some industry using film cranes are Jimmy Jib Crane, akela crane and 40 Ft crane.
Rent Charges Jimmy Jib Crane: 100 USD /day Akela Crane: 500 USD/day 40 Ft crane: 70 USD/day
Components, functions, types


Teaching Aids:
Wiki
YouTube videos
Tripods/Lighting - https://youtu.be/x3E3ktM0gnI
Crane- https://youtu.be/wMUGKkHFYBc

Teaching Strategies
What accessories are used for filming?
Page 31
How are they incorporated?

Which accessory has the biggest role?
Going into how describing each accessory and playing the videos after each one. Tripod: Like
Camera, this is essential filmmaking equipment. Shooting a film with a tripod mounted camera will
give you zero-shake videos.
Reflector: Through the use of a reflector, you can avoid the dark shades shown right under the eyes
of the actor and it gives a tinsel glittering appearance.
Lighting: Selection Of set Light is depended on the basis of your budget. The three point lighting
kit (Available on Online stores) is affordable and good for movies producing with a limited budget
or otherwise if you can afford High budget, you can use the advanced set lights like Redhead
Light, incandescent lamp or Arc Lamp
Dolly: Certainly your film must have some track shots, Right? Then, dolly is important
10 Cranes: Cranes are not at all mandatory in every production, but if one such is affordable, then
consider it. Some industry using film cranes are Jimmy Jib Crane, akela crane and 40 Ft crane.
Rent Charges Jimmy Jib Crane: 100 USD /day Akela Crane: 500 USD/day 40 Ft crane: 70 USD/day
Components, functions, types.
Then we will proceed with the students moving from each filming station, trying each equipment
piece.


Terminology List:

Literacy - terminology, research, writing, reading.
Numeracy - relating to height, distance, charts and diagrams.

Closing Questions
What accessories are most used today?
Which have evolved?
How did they evolve?
Where can we buy, or rent them?
What do we need most?
When are they needed, which?

Course: TEJ20
Page 32

Lesson Title: Location, Background, Angles, and Perspective


A1.2 demonstrate an understanding of design elements (e.g., line, form, colour, texture,
space) and principles (e.g., balance, rhythm, proportion, contrast, flow);
navigation);
A2.3 apply mathematical concepts and formulas as required to complete communications
technology tasks (e.g., calculation of lighting ratios and exposures in photography and
videography, timing of sequences in audio and video editing, calculation of paper and ink
requirements in printing, determination of image resolution requirements for printing versus
Internet use, calculation of file size).
A3.3 describe and use concepts and techniques that facilitate effective collaboration in a
team environment (e.g., cooperative discussion, conflict resolution techniques, motivation
techniques, respect for the ideas of others).
B1.2 use appropriate organizational and time- management tools and software applications
(e.g., student planners, journals, electronic organizers, organizing software) to ensure that
project deadlines are met.
B2.5 use charts or hand-drawn sketches to organize sequences, clarify relationships, or
compare alternatives;
B3.1 apply creative skills, equipment operating skills, and software skills to create
components for a media production (e.g., text, video footage, voice-overs, graphics,
animations for a video promoting a school event)

Prior Learning: Units 1-6, 7.1.1,7.1.2, 7.1.3

Key Learning Goals:
Location
Backgrounds
Fixed or Variable-Speed Motor
Movement
Advancementmoving the film from one frame to the next
Registrationholding the film rock steady during exposure
Formats: Gate and Movement
Viewing system Parallax or Reflexive
Focal Length and Focus
Focal Length and Angle of View
FOCUS
Three important concepts are used in discussions of lens focus: the Circle of Confusion, Depth of
Field and Hyperfocal Distance.
Page 33

What locations are best for filming? Free? Rights?
How are backgrounds included?
Are angles important?
How can they alter your footage?
Does perspective matter?

Fixed or Variable-Speed Motor
Motors deliver precise frame rates. This drives the sprocketted wheels of the precision movement.
On a more advanced camera the speed is displayed on a tachometer.
Movement
The precision movement is directly linked to the rotation of the shutter, and manages the flow and
timing of the film transport. The film undergoes two exposure cycle phases:
Advancementmoving the film from one frame to the next
Registrationholding the film rock steady during exposure Advancement is controlled by a pull-
down claw, which moves the frame that was just exposed beyond the gate,
and brings the next frame to be exposed into position. Movement occurs when the shutter is closed.
Registration is controlled by the one or more registration pins that engage a perforation and hold
the film steady for exposure. An alternate method uses magnets. Either way, registration is the
opposite of movement. Because any film movement will result in a blurred image, its critical that
the film remain still during exposure.
There are several reasons for changing the shutter angle:
A small shutter angle results in a faster shutter speed. Action is stopped and seen clearly. Motion
blur is avoided. The frequency of some flickering lights, such as older HMIs, require shooting at a
172 degree shutter angle to eliminate flicker. Using an electronically adjustable shutter in a
ramping shot (where the frame rate changes during the shot) the shutter changes as the frame rate
changes in order to compensate for the exposure effect of the speed changes.

THE GATE
The gate is a metal plate that comes in contact with the film. Its rectangular aperture allows the
image to fall only on the picture area of the film. The ratio of the width to the height is called the
shooting aspect ratio.

Formats: Gate and Movement
The gate and the movement of a camera are two of the primary contributors to the films format.
The amount of film that moves through the camera is the same in the 16 mm and Super 16 mm
formats, but the gate sizes are different.
In 35 mm cameras the gate and the movement differ. Most 35 mm format cameras advance the film
4 perfs at a time and expose the width of the film and a height of 4 perfs. The gate matches that size.
Other camera formats move more or less film and have appropriately sized gates. A 3- perf camera
system, for example, advances the film 3 perfs at a time and the gate aperture will only be 3 perfs
high. Its important to note that the same 35 mm film is used in each camera; only the movement
and camera gate aperture differ.

THE VIEWING SYSTEM
A viewing system is required so the camera operator can monitor the area of the scene being
photographed. There are two basic types of viewing systems: parallax and reflexive.
Page 34
Parallax viewing systems consist of a rangefinder that is attached to the side of the camera. These
are most often found on older film cameras. This viewing system does not display the same image
that is being exposed through the lens.
Reflexive viewing systems display the image that is being seen through the lens. Just as in SLR
cameras, the motion picture camera uses a mirror or prism to redirect the light collected by the lens
to the operators viewing system. In this way, the camera person sees the actual image that the film
sees.
Reflexive viewing is accomplished in two ways:
A prism is placed in front of the gate and splits any light coming through the lens; the light
continues toward the film and into the eyepiece. This system, unfortunately, places one more
optical element between light and the film, and this can negatively affect resolution and the amount
of light reaching the film.
Most modern cameras use a shutter mirror. The mirror is placed on the back of the shutter at an
angle that reflects light coming through the lens to the eyepiece. When the shutter is closed the
mirror reflects all light transmitted by the lens upward into the viewfinder. This system has less
negative effect on exposure and image quality.
Footage counter
The footage counter indicates the amount of unexposed film left in the camera. This is usually a dial
that indicates how many feet have been exposed from the start of the roll.
Camera Code
Todays more advanced cameras record time code data directly onto the film. This allows the post
house to synchronize the sound automatically.
Focal Length and Focus
Lenses are identified by their focal length in millimeters and maximum aperture in f-stops (e.g., 50
mm/f1.4 lens). The focal length is defined as the distance from the optical center of the lens to the
film plane. The f-stop is calculated from the dimensions of the lens.
Focal Length and Angle of View
The focal length of a lens determines the angle of view, or perspective, seen through the lens.
Normal lenses provide a perspective that approximates human vision.
Lenses that are shorter than normal provide a wider angle of viewthey are wide-angle lenses.
Lenses that are longer than normal provide a narrower point of view and magnify the subjectthey
are telephoto lenses. Wide- angle lenses make background objects appear further away; telephoto
lenses compress distance and make the background appear closer. Thus, moving the camera
toward a subject (as in a dolly move) results in a look that is very different from a scene captured
by zooming the lens from a stationary camera position. The apparent separation from the
background, making objects relatively smaller, makes camera movement less noticeable. Thus,
using wider lenses for hand.

Three important concepts are used in discussions of lens focus: the Circle of Confusion, Depth of
Field and Hyper-focal Distance.
Circle of Confusion
In its simplest definition, circle of confusion is the measure of a permissible outoffocus quality in
a photograph. For instance, a photographic image of a point source of light is not a true point, but a
small patch of light. Though, to our eye, it appears like a point. If other point sources were
photographed closer or farther away, they might appear as a larger light patch or circle. Circles, that
are smaller than 1/1000 inch confuse our eye and they appear as points in focus.
Which circle of confusion you use depends on the gauge of the film stock and the lens quality. When
using sharper lenses with contrast lighting, you might use a 1/1000 or 1/2000 inch. Lenses of
lower quality or when using effects filters, it is possible to use a larger circle of confusion, such as
1/500 inch.
Depth of field tables use the circle of confusion as part of the calculation.
Page 35
Depth of Field
Depth of field is the area between the closest and farthest points from the camera that are in
acceptable focus. When the focus is set at a given distance, there is a range in front of and behind
that distance which remains in focus. The cinematographer must understand how to calculate the
depth of field for a given shot, and how to expand and shrink that depth of field, as necessary.
Film systems provide control over depth of field. The naturally shallow depth of field can be easily
manipulated to create the look you want. Depth of field is used as a creative tool. In many scenes,
there is so much depth of field for the viewer, that it is sometimes difficult to isolate where the
audience should be looking. By using depth of field to control the image, you can isolate the
character from the background.
There are several ways to determine depth of field:
Depth of field tables.
Manual calculators, which allow the user to approximate a depth of field by lining up the
parameters on a type of slide rule. Computer software can calculate depth of field. Smart lens
devices on some newer cameras show the depth of field directly on a small display mounted next to
the lens.


Teaching Aids:
Wiki
PDF- motion picture camera (handout)

Teaching Strategies
What locations are best for filming? Free? Rights?
How are backgrounds included?
Are angles important?
How can they alter your footage?
Does perspective matter?
Locations & backgrounds that are free, copy righted and how to obtain permission for shooting
Going into a co-operative class discussion about Location, Background, angles, and camera
perspectives used in the filming industry. We will produce K/W/L charts in groups of 3 or 4
students per each of the title topics. This will lead into the film numeracy PowerPoint, and students
will fill in worksheets accordingly. Afterwards Students will be given a research and report
assignment planning their filming Location, Background, angles, and perspective individually.


Terminology List:
In handout Motion picture camera

Page 36

Numeracy - relating to height, distance, charts and diagrams.

Closing Questions
What locations are most used today?
Which background compliments certain footages?
What is the difference between?
How do angles affect your footage?
Where does focal length come into play?
When are they needed, which?

Course: TEJ20

Lesson Title: Location, Background, Angles, and Perspective


solutions;

Page 37

Prior Learning: Units 1-6, 7.1.1,7.1.2, 7.1.3, 7.2.1

Key Learning Goals:

Transferable skills
How to start an iMovie Video Project in iLife '11
How to Crop and Rotate an iMovie Video Clip
Make Audio and Video Adjustments
How to trim iMovie Video Project Clips
Add iPhoto Images to iMovie Video Projects
How to Add Video Effects to iMovie Projects
Add Transitions Between iMovie Video Project Clips
How to Edit iMovie Video Transitions
How to Add a Title to an iMovie Video Project

What types of movies can we make? photo - footage
How are backgrounds are included?
Do we need sound? Music, dialogue or voice over
How can we present all this information?

How to start an iMovie Video Project in iLife '11
In iLife, to edit video scenes into a movie to share with others, you first create a project in the
iMovie Project Library and edit the project in the Project Browser.

The project defines a sequence of How to Crop and Rotate an iMovie Video Clip in iLife '11.
You can crop a photo cut away the outer edges of the image to bring the center of it to the
forefront.

You can do the same with video: Use iMovie in iLife to crop the image in a clip to get rid of
something Make Audio and Video Adjustments to iMovie Video Clips in iLife '11.

In iMovie for iLife, you can adjust the audio in video clips, especially ones that are louder or softer
than others, so that they sound better when included in a project. You can also adjust the video.

How to Trim iMovie Video Project Clips in iLife '11. Most of the work of producing a video consists
of editing the project clips to make them more interesting or more effective at communicating. You
may want to tighten up the project clips in iMovie so Add iPhoto Images to iMovie Video Projects
in iLife 11.
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When you add photos from your iPhoto library to your iLife video project, iMovie automatically
applies the Ken Burns pan and zoom effects, to make it appear that the camera is sweeping across
the image.

How to Add Video Effects to iMovie Projects in iLife '11 Ever since movies such as Star Wars, people
expect to see special effects so much so that it sometimes takes a special effect to get their
attention. Not everyone can be as inventive as George Lucas.

How to Speed, Slow, and Reverse iMovie Video Clips in iLife '11
In iLife, iMovie offers Slow Motion, Fast Forward, and Instant Replay options on its Clip menu. To
use these options, select the video clip in the Project Browser, choose FileOptimize Video, and
then Add Transitions Between iMovie Video Project Clips in iLife '11

A transition provides a seamless way for one clip to end and another to begin. Movies and
professionally produced television shows typically use nothing but a simple cut from one clip to the
next

How to Edit iMovie Video Transitions in iLife '11
In iLife, iMovie offers a few different ways to edit transitions, and the edits available to you may
depend on the transition itself to change the length of a transition or to select a different one.

How to Add a Title to an iMovie Video Project in iLife '11
All movies should have titles. Even Untitled is a good title. Titling gives you the chance to be witty,
even in a vacation video. iMovie simplifies the making of titles and credits. After choosing a theme

Add Music and Sound Effects to iMovie Video Projects in iLife '11
Music and sound effects are useful for triggering excitement, surprise, or humor. iMovie offers a
long list of sound effects organized by folder. Here are a few techniques youll find handy as you
work.

Using iLife '11: How to Control Volume and Fading on iMovie Video Projects With iLife video
projects, you can control the volume and fading for a voice-over, sound effect, or music clip directly
in the iMovie Project Browser. Click the Audio Waveform button in the lower right

Materials List: (Demonstration) Follow-along

Teaching Aids:
IMovie tutorial
https://youtu.be/j9LcLENceNE

Teaching Strategies
What types of movies can we make? photo - footage
How are backgrounds are included?
Do we need sound? Music, dialogue or voice over
How can we present all this information?
Then we will starts with a introduction to the IMovies software. We will practice editing
fundamentals with the footage from the last activity. Students will practice using the editing
Page 39
program adding backgrounds, tiles, special effects, picture in picture, etc. This intro and exercise
will lead into the units summative activity and the courses culminating activity.


Terminology List:
Crop
Cut
Clip
Rotate
Video Clip
Adjustments
trim
Add iPhoto Images
Video Effects
Transitions
Title to an iMovie Video Project

Numeracy - relating to video/audio length, charts and diagrams.

Closing Questions
What clips can be used?
Which special effect can be added?
What transitions should be used for film? Home?
How do tiles work?
Where can we add music or voice?
When do we need to speed, slow or reverse the clip?

Course: TEJ20

Lesson Title: Video file formats, import, export, conversion

Page 40

solutions;
C2.4 describe legal concepts and issues relating to communications technology and media
production (e.g., copyright, privacy rights, consent);

Prior Learning: Units 1-6, 7.1.1,7.1.2, 7.1.3, 7.2.1, 7.3.1

Key Learning Goals:

Transferable skills
Types of formats - .avi, .mp4, .mkv and the purposes of the formats web, dvd, Blu-ray, etc.
Posting/Presenting avenues (E-portfolio, YouTube, vimeo, prezi, dvd, Blu-ray, etc.)

What formats are most commonly used for video?
How many can you name?
Are they all used?
Which are used for what applications?
How do we post our videos?
Are there copyright laws?

Page 41
Some of the most used video file formats today are:

AVI format still represent one of the most common video containers, although it is slowly
surpassed by more modern formats. AVI is an abbreviation for Audio Video Interleave format and
was originally developed by Microsoft based on Resource Interchange File Format (RIFF).
Multimedia content can be compressed in a multitude of supported video or audio formats and
some codecs may be even added to the container, but a few special exceptions. These include (DivX,
XVID, MP3, AAC) codecs that must be installed in the operating system or supported by the used
multimedia device (DVD player, portable player etc.).
MPG (MPEG), a video format developed by Moving Picture Experts Group. MPEG is an ISO standard
used by many multimedia devices (DVD players, Blu-Ray, portable players, computers).
VOB, a DVD Video object file. A .vob file is a container file that contains most of the movie data,
including the video and audio streams, along with subtitles and any other DVD menu features. DVD
uses the MPEG-2 compression.
MP4, a MPEG-4 multimedia file format based on ISO standard as defined by the MPEG-4
specification. It contains MPEG-4 encoded video and advanced audio coding (AAC)-encoded audio
content. It also frequently uses h.264 or lately h.265 encoded videos. Nowadays it is perhaps one of
the most commonly used multimedia format.
M2TS, a Blu-Ray MPEG-2 stream. The M2TS container format is based on the standard MPEG-2.
Blu-ray are using transport streams, instead of DVD's program streams, to store video, audio, and
other data. Used for high definition multimedia content.
MOV, QuickTime multimedia container format that can store one or more tracks of data such as
video, audio, text, and effects. Used and known for ages by Mac users.
3GP, a standard for the creation, delivery and playback of multimedia over 3rd generation, high-
speed wireless networks. You can mostly encounter 3GP multimedia files on mobile platforms.
MKV, a Matroska multimedia container based on an open standard format that can hold an
unlimited number of video, audio, picture or subtitle tracks inside a single file.
Video share websites are changing the way we view media and the media we view. On the Internet,
amateur producers can share their videos with thousands of viewers and average people can steal
the limelight from Hollywood stars.
Advertisement
Whether youre looking for a clip of your favorite movie, an important newscast, a howto video or
just some good entertainment, youll find it on the Internet. Video share sites make it easy to
browse, find and watch your favorite streaming video.
You can become a celebrity or famous producer overnight. Video share sites offer the tools and
resources producers need to create and upload videos. You can access helpful articles and editing
tools. Some sites allow you to post your videos for everyone to view or keep them private.
In this site, youll find articles on video share and production and comprehensive reviews on video
share sites that will help you make an informed decision on which video share site is right for you.
What to Look for in a Video Share Website
There are currently over 50 video share websites on the Internet and the number continues to
grow. Most of these websites offer free memberships.
Audience Features
Video share websites should have features that make searching and viewing videos enjoyable.
These features may include a search box, the ability to search by category, screenshot previews of
the videos, a short description of the content, user submitted video ratings and other items that
enhance the viewing experience.
Producer Features
The best video hosting sites offer resources for those who produce and post videos. The site may
offer video creation tools, educational resources and the ability to add a description and select
whether the video is public or private.
Content
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This is one of the most important aspects of video sharing sites and the reason we visit them. The
best sites have a large library of good content. The content should be regulated, and not include
copyrighted, pornographic, racist or violent movies; or movies that offend human dignity, are
contrary to decency or endanger youth. (Note: Though many movie share sites have strict content
policies, occasionally movies that contain questionable material are posted.
Ease of Use
Video share sites should be easy to navigate and use with organized categories and a search box.
The videos should load and play quickly without buffering delays.
Help/Support
Though video share sites are free, they should still include firstclass help and support through
FAQs, user guides, customer service by email or phone, and ideally, a user forum.

Materials List: (Demonstration) Follow-along

Teaching Aids:
File formatting tutorial
https://youtu.be/51Ji3ndZORA

Teaching Strategies
What formats are most commonly used for video?
How many can you name?
Are they all used?
Which are used for what applications?
How do we post our videos?
Are there copyright laws?
Then we start with a group discussion on video formats.

Some of the topics within the discussion will be types of formats - .avi, .mp4, .mkv and the
purposes of the formats web, dvd, Blu-ray, etc.
Students will convert the footage from the last activity into multiple formats and post on
different platforms.
Student will need to have their footage in 5 different video formats.
Student will post and or present their formats 5 different ways (E-portfolio, YouTube,
vimeo, prezi, dvd, Blu-ray, etc.)
Students will then create charts that decipher the best format for specific functions.


Terminology List:
Ingest: A general term for capturing or transferring video, audio, and metadata from one media
storage system to another. Depending on the context, ingest may mean any of the following:
Page 43
Transferring data between different computer platforms or file systems, such as between a
P2 file system and Mac OS X
Transferring data between different storage media, such as from tape to hard disk (also
known as capturing)
Adding media files from your local scratch disk to a nonlinear editing system to create clips
that point to the media (also called transferring)
Converting media between different container file formats, such as from MXF files to
QuickTime files
Transcoding video and audio data to different formats, such as from AVC-Intra 1080i
footage to Apple ProRes 422 codec 1080i footage
Log and Transfer window plug-in: A software plug-in that extends the capabilities of the Log and
Transfer window to preview and ingest specific media formats. Final Cut Pro includes default plug-
ins for formats such as the Panasonic P2 format, but additional plug-ins can be installed as
manufacturers introduce new formats.
Storage media: File-based media where your footage is recorded. Examples include Panasonic P2
cards, Sony SxS cards, hard disks, Sony Professional Discs, and miniDVDs. A single unit of storage
media (such as a Panasonic P2 card or a Sony Professional Disc) is generically called a storage
media unit.
Media device: A camcorder, deck, card reader, or other device capable of reading and writing to file-
based storage media. These devices can usually be connected to a Mac computer via a USB or
FireWire cable. Note: External hard drives are considered media devices whose storage media is
permanently installed.
Media volume: A media device or an equivalent disk image mounted on the Mac OS X desktop. The
Log and Transfer window displays only media volumes whose file and directory structures are
recognized by the installed Log and Transfer window plug-ins. This may be called a volume for
short.
Disk image: A file that stores a representation of a media volume. You can create a disk image of a
mounted volume using the Log and Transfer window or built-in Mac OS X utilities.
Media volume name: The name of a mounted volume, disk image, or folder. If you have write access
to a media volume, you can change the volume name in the Finder.
Media file: A file containing one or more video or audio tracks of sample data. Media files contain
your actual footage (also called content or essence). Associated video and audio content (for
example, interview footage including both image and sound) may be stored together in a single file
or as separate files. Separated video and audio must be associated together via a metadata file (P2
cards have an XML file for this purpose). Many media files are stored in a general-purpose
container format, such as QuickTime or MXF, which then contains tracks or streams of video, audio,
and metadata content. AIFF, Wave, TIFF, and JPEG are also examples of types of media files.
MXF: A media file standard for wrapping video or audio and associated metadata into a single
container file. An MXF file is similar to a QuickTime file; they are both file formats for storing media
and metadata about the media. For more information, see About MXF-Based Formats.
Still image, animated images movies

Summative Activity
TGJ20 Grade 10 Communications Technology
Description of Activity:
Students will create a short film, documentary, or instructional aid. The Video must be a minimum of 5 minutes in
length. The video must include three different angles of footage and ten different visual effects, tiles or transitions.
The video should have relevant audio, which compliments the footage.
Page 44
Due Date:
Students will be given five periods in class and two weekends to complete the assignment.
Setting:
Students will work in groups of three. Finished product will be viewed by their classmates.
Overall Expectations:
By the end of the course, students will:
A1. demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of
communications media products or services;
A2. demonstrate an understanding of technical terminology, basic scientific concepts, and mathematical concepts
used in communications technology and apply them to the creation of media products;
A3. demonstrate an understanding of and apply the interpersonal and communication skills necessary to work
effectively in a team setting.
B1. apply project management techniques to the planning and development of communications media products;
B2. apply a design process or other problem-solving processes to meet a range of challenges in communications
technology;
B3. create products or productions that demonstrate competence in the application of creative and technical skills.
C1. describe the impact of communications media technologies and activities on the environment and identify ways
of reducing their harmful effects;
Specific Expectations:
A1.5 identify different types of communications software used to create communications technology products and
services (e.g., software for photo, audio, and video editing, animation, page layout, web page creation, and computer
graphics) and describe how they are used.
A2.2 demonstrate an understanding of basic scientific concepts that relate to processes and technologies used in
communications technology (e.g., optical principles related to use of cameras and lighting, electronic concepts
related to sound recording, principles of digitization and their application to digital imaging and recording);
A3.2 describe and use techniques that encourage participation by all members of a team (e.g., brainstorming, group
discussion, celebration of others thoughts or contributions, acceptance of cultural differences);
B1.1 use a variety of planning techniques and tools (e.g., research, project proposals, production schedules, scripts,
blocking, storyboards, site maps, design briefs) when creating plans for communications technology projects;
B2.3 use a variety of information sources and research techniques (e.g., Internet and library searches, checking
manuals and other printed materials, consulting experts) to help identify possible solutions;
C1.2 identify sustainable practices that are currently used or can be used to minimize the impact of communications
technologies on the environment (e.g., recycling of paper, recycling or reuse of electronic components, use of
energy-efficient equipment, use of sleep mode when computers are temporarily unused).
C2.1 demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive
content, images, and language in communications media productions (e.g., including people from different races,
cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding
sexism, homophobia, and cultural or racial bias)
Strategies to Enhance Student Learning:
Use of rubrics for self-assessment
Allowing students choices for the assignment and brainstorming ideas for what short film, documentary, or
instructional aid.
Make the assignments competition based (prizes).
Extend the learning environment beyond the classroom.
KWL Charting
Prior Knowledge
Safe operation of video camera and audio equipment.
Creation of story boards.
Familiarity with terminology.
Use of software (IMovie, Movie Maker).
Ability to edit.
Setting up the production (pre, production, post).
Page 45
Planning and design.
Assessment techniques to be used:

Rubric.
Anecdotal notes to be taken by teacher.
Daily log sheets.
Finished product.
Problem or improvement documentation
Instructional Strategies
Demonstrations of equipment by the teacher (exemplars).
Tutorials on use of video and audio equipment.
Allowing students to practice.
Brain storming and anticipation guide questions.
Ongoing feed-back.
Accommodations/Modifications:
The teacher will follow the students IEP as per instructions (accommodations). Teacher may also make
modifications for students within the classroom as noted in the lesson plan.
Learning Goals:
The student will learn to identify, explain and produce a short film, documentary, or instructional aid.
Success Criteria:
I can explain various technology terms used during video production.
I can identify and explain how to use different software used to create a short film, documentary, or
instructional aid.
I can identify different types of technological devices used during a video production.
I can identify the production process (pre, production, post).
Technological Design
Summative Activity Marking Sheet
Still image, animated images movies
Student:______________________________
Assessment Style: Rubric
Assessment of Learning
All assessments are 50% for completion of assignment 50% for rubric assessment
Knowledge and Understanding
Criteria
Excellent (4)
Good (3)
Satisfactory (2)
Needs
Improvement (1)
Some of the movie

has appropriate
footage. Edited with
tiles, transitions,
special effects and
audio.
Some footage has
appropriate lighting.
Camera is focused,
and still.
Good movie, but
overall missing some
aspects.
Poor Movie doesnt

have appropriate
footage. Improperly
edited missing tiles,
transitions, special
effects and audio.
Poor footage without
Camera is not
focused, and jumpy.
Awful movie, overall
missing key aspects.
Framing is ok for the

production, includes
some different
angles. Needs
Framing is poor for

the production,
doesnt include
different angles.
Understands and
uses IMovies
program
The movie has

appropriate footage.
Edited with tiles,
transitions, special
effects and audio.
Footage clarity
All footage has

Camera is focused,
and still.
Great movie that all
would enjoy.
Most of the movie

has appropriate
footage. Edited with
tiles, transitions,
special effects and
audio.
Most footage has
Camera is focused,
and still.
Great movie that
most would enjoy.
Framing accents the

production, includes
different angles.
Adding to the movie
Framing is decent for

the production,
includes different
angles. Somewhat
Overall
Application
Camera Framing
Page 46
production
Audio levels
attention to details
Appears choppy.
All aspects of the

audio are mixed
pleasantly with
appropriate fades.
adding to the movie

production
Most aspects of the
audio are mixed
pleasantly with
appropriate fades.
A few aspects of the

audio are mixed
pleasantly with
acceptable fading.
Audio is not mixed

pleasantly with
unacceptable levels
and fading.
The dialogue is
effective, adding to
the production with
important points.
Movie reaches the
target audience and
captivates them to
watch.
The dialogue is
effective, adding to
the production with
relevant points.
Movie reaches some
of the target audience
and captivates them
to watch.
The dialogue is
applicable, needs
work to converse
important points.
Movie has problems
reaching the target
audience and
struggle to watch.
The dialogue is poor,

and points are
confusing.
Production planning
was mostly included
with the outline.
Some notes for the
flow of sequence,
delivering scripted
dialogue, and
production.
Formulates questions
from problems with
considerable
effectiveness
Production planning
needs work. Outline
missing few notes for
the flow of sequence,
delivering scripted
dialogue, and
production.
Production planning
needs a lot of work.
Outline is missing
major notes for the
flow of sequence,
delivering scripted
dialogue, and
production.
from problems with
limited effectiveness
Communication
Dialogue
Target Audience
Movie has doesnt

reach the target
audience and
struggle to watch.
Thinking and Inquiry

Production design
Production planning
was included with the
outline. Detailed
notes for the flow of
sequence, delivering
scripted dialogue,
and production.
Problem solving
and asks questions
from problems with a
high degree of
effectiveness
from problems with
moderate
effectiveness
Level________
Course Evaluation
The four achievement categories (Knowledge & Understanding, Thinking & Inquiry, Communication, and
Application) will be covered equally throughout course components:
Knowledge and Understanding
10.0 %
Thinking & Inquiry
10.0 %
Communication
10.0 %
Application
10.0 %
Class Work Throughout the Course Total
30.0 %
Career Development
10.0 %
Culminating Activity
20.0 %
Final Evaluation Total
100.0 %
Course Evaluation Total
100.0 %
Page 47
Teaching/Learning Strategies
Students use and explore communications technologies by means of the following learning
strategies:
Application creation of technological products for identified purposes;
Brainstorming group generation of initial ideas expressed without criticism or analysis;
Collaborative/Cooperative Learning small group learning and decision making providing high
levels of student engagement and interdependence;
Computer-assisted Learning learning of new material through online methods of instruction;
Conferencing/Discussion student-to-student discussion and teacher-to-student conferencing
to encourage confidence and motivation to success in all learners;
Design Process the stages of development of a product or process, including developing a
focus, developing a framework, choosing the best solution, implementing a plan and reflecting
on the process and the product;
Independent Study exploration and research of a topic interesting to students.
Problem Solving identifying and working through a problem;
Report/Presentation oral, visual, written and electronic presentation of researched topic to
class;
Socratic Lesson oral presentation of information by the teacher;
Teacher-directed Class Discussion students actively participate by taking turns discussing
current issues.
Teachers may seek the collaboration of other teachers in interdisciplinary and cross-curricular
projects (for example in the production of multimedia or interactive presentations). Teachers
should seek the collaboration and participation of Guidance personnel during Unit 1.
Assessment & Evaluation of Student Achievement

The assessment techniques described below focus on both the process and product of student
learning.
Assessment/Evaluation Techniques
Paper-and-Pencil
Quizzes and tests
Worksheets
Project proposals
Final written evaluation
Performance Assessment
Skills demonstrations
Presentation
Finished product
Portfolio
Personal Communication
Conferencing
Student-teacher
Teacher-group
Daily activity log or journal
Critique peer conferencing
Assessment Tools
Checklists
Page 48
Marking schemes
Rubrics
Anecdotal comments with suggestions for improvement
Rating scales
Purposes of Assessment
Assessment for Learning This is data assessment in both formative and summative. The idea is to
provide feedback for your students on their next steps for Learning to improve their learning.
Assessment as Learning Assessment as learning is a reflective, metacognition process where the
student engages in self-assessment, thinking about their achievement. Once students begin to think
about the overall learning of skills, they begin to become independent thinkers.
Assessment of Learning In assessment of learning, the teacher gathers evidence of the students
achievement through summative activities. This is always based on the course expectations and forms
the basis for the students overall evaluation.
Evaluation of Student Achievement
Students are formally evaluated on their demonstration of curriculum expectations using the
categories of skills and knowledge set out in the Achievement Chart. Checklists are used to
provide information about the operational steps of the production process (such as the
completion of planning documents) and an ongoing means of monitoring the level of
achievement attained. Rating scales and rubrics describe the look and feel of completed
products. All evaluation tools should be available to students at the beginning of an activity to
provide information about task requirements and the features of exemplars. Teacher/student
discussions during pre-production, production and post-production can clarify standards and
expectations as well as provide a way of monitoring progress. The inclusion of informal
opportunities for peer and self-assessment can promote in students a sense of responsibility,
accountability, and growth. Written tests and question sheets are effective in the evaluation of
required knowledge. The vocabulary used in test questions should reflect that used in the
learning situation. The option for oral testing and student demonstrations of acquired skills
should also be used. Although students are encouraged to write answers in proper sentence
form, diagrammatic answers are effective assessment instruments in technological education. In
their planning and implementation of projects, work assignments, and problem-solving activities,
students demonstrate their ability to combine skills and knowledge successfully in practical
tasks. Seventy per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form
of an examination, performance, essay, and/or other methods of evaluation.
Accommodations
The teacher consults individual student IEPs for specific direction on accommodations for
individuals. The teacher uses a range of teaching/learning strategies to accommodate the
needs of all students. Exceptional students benefit from accommodations in the overall activity
criteria, as well as teacher and peer assistance when appropriate. Written tests are designed to
suit students reading and writing levels. The teacher adapts teaching strategies to
accommodate learning styles. These may include:
verbal instead of written tests;
demonstrations of acquired skills instead of written evaluations;
providing rewrite opportunities when appropriate;
conferencing/discussion student-to-student discussion and teacher-to-student conferencing to
encourage confidence and motivation;
small-group learning;
flexible timelines;
adapting handouts;
Page 49
peer tutoring;
enrichment and extension activities.
Resources
Units in this Course Profile make reference to the use of specific texts, magazines, films and
websites. The teacher must consult board policies regarding the use of any copyrighted
materials. Before reproducing materials for student use from printed publications, the teacher
must ensure that the school board has a Cancopy licence and that this licence covers the
resources to be used. Before screening videos/films with the students, the teacher must ensure
that the board/school has obtained the appropriate public performance videocassette licence
from an authorized distributor, e.g., Audio Cine Films Inc. Note: much of the material on the
Internet is protected by copyright. The person or organization that created the work usually
owns the copyright. Reproduction of any work or substantial part of any work on the Internet is
not allowed without the permission of the owner.
Each activity in this profile lists specific resources that may include textbooks, training manuals,
magazines, websites, multimedia and presentation packages, videos, online tutorials and
career/industry sources. Below is a comprehensive list of resources referenced in the activity
descriptions for each course unit.
Books
Communication Technology
Everett M. Rogers
Digital Photography Simplified, 2nd Edition
Rob Sheppard
Becoming a Graphic and Digital Designer: A Guide to Careers in Design, 5th Edition
Steven Heller, Veronique Vienne
Radio in the Global Age
David Hendy
The DSLR Filmmaker's Handbook: Real-World Production Techniques, 2nd Edition
Barry Andersson
Radio in the Global Age
David Hendy
Journals/Magazines
Canadian Journal of communication
Websites
http://www.cjc-online.ca/index.php/journal/about
http://communicationstechnologies.weebly.com
Page 50

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Technological Education

Communications Technology TGJ20

Safe and Appropriate Use of Equipment and Facilities

Wire cutters (if applicable)

Communications Technology TGJ20

Units: Titles and Time

Introduction to communications Me, Myself & I

Ice Breakers A/S/L/H/U

A1.1, A2.1, B1.2,

A1.2, A1.3, A2.2

A2.3, A3, B1.2,

A1.5, A3, B1.1,

A1.5, A1.4, A2.2

Communications Technology TGJ20

v Video Hardware - video cameras, lighting, audio,

A1.2, A1.3, A1.4,

Unit Overview Chart

A1, A2, A3,

A1, A2, B1,

A1, A2, B1,

Communications Technology TGJ20

Unit 2: Web Design Creation, Layout, Functions

v Web page weebly

A1, A2, B1,

A1, A2, B1,

A1, A2, B1,

v Unit Test Web

A1, A2, B1,

Unit 3: Photography Capturing the world

Unit Overview Chart

Cameras worksheets fi/label

A2, A3, B1,

A2, A3, B1,

Students will learn about

Communications Technology TGJ20

v Techniques shots, angles,

A2, A3, B1,

photography equipment then

A2, A3, B1,

v IPhoto intro photography

A2, A3, B1,

Students will learn about

v Unit Quiz photography

A2, A3, B1,

Students will be tested on

A2, A3, B1,

Students will path their

Students will learn

Unit 4: Photoshop InDesign/ Illustrator/ Lighthouse

v Image editing crop, resize,

A2, A3, B1,

A2, A3, B1,

Student will practice adding

A2, A3, B1,

A2, A3, B1,

Student will have to research

Students will get an Intro for

Communications Technology TGJ20

A2, A3, B1,

Student will develop a

Unit 5: Animation - Lets get moving

Students will have a