Audio Video
Crew Positions
Arts, AV and Technology Communication
Lesson Plan
Performance Objective
 Upon completion of this lesson, students will develop an understanding of basic crew positions
required to create, develop, and complete a media production project.
Specific Objectives
 Students will be able to identify various crew positions.
 Students will be able to explain various crew requirements and responsibilities.
 Students will be able to create a flow chart mapping out various positions and showing how each
positions is dependent on the others.
Terms
Directory of photographer or cinematographer
Producer
Production manager
Key grip
Gaffer
Camera operator
Boom operator
Video editor
Technical director
Time
When taught as written, this lesson should take approximately 3 class periods to complete.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.91. (c) Knowledge and Skills
(14) The student understands the post-production process. The student is expected to:
(G) format digital information for effective communication with a defined audience by:
(i) using appropriate font attributes and color;
(ii) using appropriate white space and graphics;
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(iii) using appropriate camera perspective;
(iv) using appropriate content selection and presentation; and
(v) understanding target audiences and demographics
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Producers and Directors
O*Net Number: 27-2012.00
Reported Job Titles: Producer, Directors, Program Directors
Tasks:
 Produce or direct stage, television, radio, video, or motion picture productions for entertainment,
information, or instruction
 Responsible for creative decisions, such as interpretation of script, choice of actors or guests, set
design, sound, special effects, and choreography
Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology and slide show presentation.
 Have materials, resources, possible websites, TV and commercial clips, and slide presentation ready to
go before lesson begins.
Instructional Aids
 Lesson: Crew Positions
 Crew Positions Slide Presentation
 Crew Positions Grading Rubric
 Instructor computer or projection unit
 Examples of TV or commercial clips to show the class
Introduction
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



Introduce the lesson by showing students a short commercial, film, or television show clip.
Brainstorm, identify, and discuss the various crew positions possibly needed to complete a film clip
such as the one just seen.
Discuss the potential job descriptions and responsibilities for these various crew positions.
Review and discuss some of the terminology that comes up in the conversation.
Explain that over the next three class periods, we will be investigating these and other crew positions that are
key to the production of various media projects.
Outline
MI
Outline
I: General Overview
a. What are crew positions?
b. Various positions to be studied
II: Director of Photography
(Cinematographer)
III: Producer
Instructor Notes
Note: During today and next
class period, go through the
slide presentation with
students to review the major
crew positions. Discuss the
project assignment that
students will begin working on
to complete by the third day of
class.
IV: Production Manager
V: Key Grip
VI: Gaffer
VII: Camera Operator
VIII: Boom Operator
IX: Video Editor
X: Technical Director
XI: Assessment Assignment
XII: Summary
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Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
 Go through the slide presentation and discuss each crew position.
 Go back and review the clip that was shown during the Introduction. Ask if students can more easily
identify the different crew positions necessary for that particular production. (Note: If you have
additional clips available, show them and discuss if time permits.)
 Present a hypothetical production project (i.e. media coverage of the championship play-off game or
some other school event). Select several students to portray the various crew positions that would be
needed, and ask them to either act out or explain what their jobs would be.
Independent Practice
 Students will work in small groups of 4-5 students to create a unique flow chart for a media production
project.
 Students will decide on an imaginary media production, such as a television commercial, a celebrity
interview, coverage of an entertainment or sporting event, etc.
 The groups must work together to sketch out a flow chart that integrates each of the crew positions
into the production.
 Students will brainstorm and collaborate on unique ways to present their flow charts using various
forms of technology, mediums, or presentation skills. (Examples could include using a slide
presentation, poster board, paper banner, creating a skit, video clip, or other presentation using
software programs, etc.)
 The groups’ projects should include a detailed account of each crew member’s responsibilities in the
production and demonstrate how each position is dependent on the other positions for the completion
of the media production.
Summary
Review
Review talking points and key terms from slide presentation.
Review crew positions that were discussed during the lesson.
Review things to keep in mind during the production process.
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Evaluation
Informal Assessment
Students will be informally assessed through the following methods :
 Instructor observation during Guided Practice and Independent Practice
 Question and answer during the Review
Formal Assessment
 Students will present their projects to the class upon completion.
 Assessment will be based on the attached rubric.
Enrichment
Extension
Search online for each of the crew positions to get a more complete picture of the importance of each
position.
Create a slide presentation (or other visual presentation) about a typical “Day in the Life of …” (name one
particular crew position).
Choose a particular movie or television show and examine one crew position that was necessary for that
particular production.
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Crew Positions Grading Rubric
Criteria
Completeness
(10 pts)
Basic
(30 points)
Understanding
(20 pts)
Creativity
(30 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
Work is
complete and
presents a fully
finished flow
chart including
responsibility
details.
27-30 points
5-8 points
1-4 points
0 points
Work is
complete, but
lacks
responsibility
outline for each
crew position.
Flow chart is
incomplete
lacking positions
and
responsibilities.
No attempt was
made to create a
flow chart of
various crew
positions.
15-26 points
1-14 points
0 points
The student
group outlined
crew positions
and each
position’s
responsibilities
from the lesson.
The student
group outlined a
few crew
positions and
only a few of
each position’s
responsibilities
from the lesson.
The student
group barely
outlined crew
positions and
each position’s
responsibilities
from the lesson.
The student
group did not
outline any crew
positions and
each position’s
responsibilities
from the lesson.
17-20 points
The group
demonstrated
an excellent
understanding
of each crew
position needed
in the
production.
27-30 points
Presentation of
flow chart is
original in
thought and
exceptionally
creative.
9 -16 points
1-8 points
The group
identified some,
but not all, of the
crew positions
needed for the
production.
0 points
The group did not
identify the
needed crew
positions for the
production.
15-26 points
Flow chart is
somewhat
original and
creative.
1-14 points
Limited
evidence of
creativity and
originality in flow
chart.
0 points
No evidence of
creativity or
originality in
thought or
execution of flow
chart.
9-10 points
5-8 points
1-4 points
0 points
Excellent flow
chart; neat and
professional in
appearance.
Good project.
Very few
corrections are
needed
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
The group
identified most of
the crew
positions needed
in the production.
TOTAL
POINTS:
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Points