Lesson Plan
Course Title:
Audio/Video Production
Session Title:
Your Portfolio – Demo Reels
Lesson Duration: Five 90-minute class periods
Proposed Schedule:
Day 1:
Cover portfolio concepts and how a portfolio can benefit students
(Outline 1-5; Slides 1 – 13)
Day 2:
Create portfolio structure
(Outline 6-8; Slides 14 - 25 )
Days 3-5:
Portfolio Documentation and Assembly
(Outline 9; Slides 26 – 29; Guided Practice/Independent Practice)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a portfolio for a specific
goal/purpose, complete with documentation and support documents.
Specific Objectives:
1. Define the term portfolio.
2. Identify uses for a portfolio.
3. Identify the benefits of creating and maintaining a portfolio.
4. Identify a personal goal/purpose for a portfolio.
5. Determine various types of content elements based upon portfolio purpose.
6. Create appropriate organizational filing structure.
7. Identify appropriate supporting documents - class assignment sheet, proposal request,
course syllabus – and select an appropriate file format.
8. Identify other important documents such as resume, transcripts, and test results.
9. Propose a process for maintaining and adding content to portfolio.
Preparation
TEKS Correlations:
§130.85(C)
(1) The student applies academic knowledge and skills in audio and video projects. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as scripts, captions, schedules, reports, and
manuals.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio/video production projects.
(8) The student applies ethical decision making and complies with laws regarding use of
technology in audio and video production. The student is expected to:
(A) exhibit ethical conduct related to interacting with others and providing proper credit
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
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1
(9)
for ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect of intellectual property.
The student develops employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification required for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable;
(C) demonstrate skills related to seeking and applying for employment;
(D) develop a resumé and letter of application;
(E) create a career portfolio to document work experiences, licenses, certifications, and
work samples.
(F) demonstrate skills in evaluating and comparing employment opportunities; and
(G) examine employment opportunities in entrepreneurship.
Instructor/Trainer
References/Resources:
Reese, Luke. Digital Portfolio.
https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf
Fontenot, Renee J. Tips on Creating a Career Portfolio.
http://hercules.gcsu.edu/~rfonteno/Career%20Development/CareerPortfolio.pdf
Simmons, Angela & Lumsden, Jill. Preparing a Portfolio.
http://www.career.fsu.edu/experience/document/portfolio-guide.html
Instructional Aids:
1. Slide presentation for classroom display – Your Portfolio
2. Project Documentation Worksheet
3. Portfolio Organization Worksheet (Pre-Numbered and Blank)
4. Portfolio Checklist
5. Portfolio Rubric
6. File Log Template
Materials Needed:
1. Copies of Worksheet
2. Sample portfolios (teacher, former students, professionals)
3. Sample documents
4. Sample projects
5. Storage media
Equipment Needed:
1. Projection system to display slide presentation
2. Digital camera
3. Computers with word processing, spreadsheet, presentation, and graphics applications
4. Printer
5. Scanner
6. Electronic media storage device (harddrive, flash drive, server-based folder, etc.)
Learner
None.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Introduction
MI
Introduction (LSI Quadrant I):
ASK: What is a portfolio? Have you ever created or seen a portfolio? What did you
think about the portfolio you created or saw?
[Allow students to share experiences, observations, etc.]
SHOW: Examples of exemplar portfolios (digital and hard copy).
SAY: A portfolio is collection of your best or most memorable pieces of work,
projects, or record of important events. It is used in many fields in support of
professional and personal activities. You might say it is a professional scrapbook or
view book. In today’s competitive school and job market, a well-designed portfolio
can set your work experience and skills apart from others applying for the same
program or position.
With a little preparation, you can create a portfolio that can help you achieve your
goals!
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define the term portfolio.
A. Synonyms include scrapbook, view book,
log book, professional diary, pitch book
B. Way to showcase talent
C. Training/professional development tool
D. Organizational tool
E. Industry-specific nomenclature
F. Collection of very best work
(Slides 1 – 4)
Discuss industry-specific uses
and requirements for a portfolio.
Note: Refer to the Teaching Vocabulary Terms
and Phrases best practice:
http://cte.unt.edu/content/files/_A%26C/A%26C_
BestPractices/Terms_Phrases/Terms_Phrases_L
esson_all.pdf
II. Identify uses for a portfolio.
A. School admissions
B. Job applications
C. Record of work
D. Resource/reference for future work
E. Supports development of organizational
skills
F. Additional uses of portfolio will be
identified (extra-curricular activities and
leadership position in organizations,
marketing tool, historical record, etc.)
For a more personal example,
share your own portfolio from
school or discuss the current
philosophy for teachers to have
portfolios that contain lessons,
grading rubrics, examples of
work, supporting documents,
and TEKS information. Be
prepared to share your own
portfolio, as well as other
portfolios as examples.
(Slides 5 – 8)
Use links in slide presentation to
illustrate schools, employers,
and organizations that
encourage or require creation
and use of portfolios.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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III. Identify the benefits of creating and
maintaining a portfolio.
A. Structure and organization for filing
projects and supporting documents
B. Track work
C. Track skill development
D. Identify areas for personal/profession
improvement to support goals
E. Other benefits?
(Slides 9-10)
Instructor will lead discussion
with questions regarding benefits
to student for creating and
maintaining portfolio. Sample
questions:
• How can a great portfolio
help you in the job market?
• How can an average portfolio
be a barrier to your success?
IV. Identify a personal goal/purpose for creating a
portfolio.
A. Documenting work
B. Resources for future work
C. Tools for assisting others
D. Examples to use for future projects
E. History of skill/knowledge progression
F. Acceptance into post-secondary program
G. Getting a job
(Slide 11)
Have students select a purpose
for the portfolio from the list
provided in the slide or identify
another purpose of their own
choosing.
NOTE: Students should record
this goal at the top of the
portfolio worksheet.
POINT FOR DISCUSSION:
Even though students may
change their minds during the
process of creating the portfolio
or later on in life, it is important
to establish a goal/purpose now
as this goal will direct
subsequent decisions in the
creation process. Sometimes
students may be reluctant to
commit to an overarching
purpose, but this is a necessary
“1st step”.
V. Determine various types of content elements
based upon portfolio purpose.
A. Graphics, word processing documents,
and other appropriate files
B. Appropriate support documents such as
course syllabus, awards, assignment
sheet, work order, grading rubric, etc.
C. Appropriate file types based on use
D. Appropriate filing structure for portfolio
content
E. Technology considerations
1. Computer capabilities
2. Software capabilities
3. Print capabilities
4. Access to camera/scanner
(Slides 12 – 13)
Discuss with students
differences between source
documents (word processing)
and display only (pdf) for sharing
digital portfolio with customers,
schools, employers.
Discuss organization of the
portfolio based upon purpose.
Since files are maintained
electronically, you can
reorganize easily based upon
audience and need.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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5. Storage media
6. Existing format of previous work
samples
VI. Create appropriate organizational filing
structure.
A. Alphabetical, chronological, purpose, or
other defining characteristic
B. Flow chart
C. Electronic spreadsheet/tracking document
(Slides 14 – 18)
Instructor will assist students in
identifying the most appropriate
organizational structure based
upon planned purpose of their
portfolio. Instructor will provide
basic format for electronic
spreadsheet to be used to
document portfolio organization.
Allow students time to review
portfolio examples online to help
determine structure and
organization based upon best
practices.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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VII. Identify appropriate supporting documents for
each item - class assignment sheet, proposal
request, course syllabus – and select an
appropriate file format
A. Assignment sheets, syllabus, work orders,
awards, rubrics, test scores, etc.
B. Appropriate file format for each
document/file type to be contained in the
portfolio
C. Converting objects/items to digital format
as necessary to include them in the
portfolio
1. Considerations:
• Original project/assignment
• Graphics software
• Digital camera
• Storage media
• High-quality print
• Type of work
• Lighting
• Size/shape of work
• Color
• Materials
• Resolution/quality of image
• Background
2. Process:
• Take practice shots
• Upload/transfer for review
• Select best shots or reshoot
• Save images to storage media
• Rename images based on filing
structure and established file
naming convention
(Slide 19 - 24)
Instructor will discuss
appropriate file types with
students to ensure portfolio
contents are appropriate for their
purpose.
VIII. Student will identify other important and
appropriate documents such as resume,
transcripts, and test results.
A. Scan and create digital copies of
certificates and awards
B. Documentation of certifications achieved
C. Scan standardized test scores
D. Request copy of transcript from Registrar
E. Scan and create a digital copy of diploma
F. Create basic resume
(Slide 25)
Instructor will discuss with
students the appropriateness of
including various other
documents. Key questions to
address include: When should
they be included and/or deleted
from portfolio based upon
recipients/viewers?
NOTE: Make sure students
understand that original
documents should not be
included in the portfolio.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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IX. Student will propose process for maintenance
and adding content to portfolio.
A. Portfolio assembly
B. Benefits of regular maintenance
C. Consequences of irregular maintenance
D. Timeline considerations for maintenance
E. Recommendations for maintenance
(Slide 26 - 29)
Students work to assemble the
portfolio and then move on to
next steps for maintenance.
Instructor will provide calendar
with dates for ongoing evaluation
of maintained portfolio (for
instance, check portfolio updates
at the end of every month or
grading period).
Students should also be asked
to describe how failure to
maintain the portfolio could
impact their future goals.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the slide presentation with the class. Teacher may have a
personal portfolio or examples of exemplary portfolios to share with the class.
Discuss the many different uses for portfolios and the different materials that could
go in a student’s portfolio, such as examples of best work, class projects, leadership
activities, etc.
NOTE: examples of various types of portfolios are available online. URLs provided
in reference section can be used as a resource for helping students prepare their
portfolios.
MI
Independent Practice (LSI Quadrant III):
Students will select a minimum of three items to be used to create the base portfolio.
Worksheet and content description file should be used to help document portfolio
contents. If students do not have a resume′, this might be the perfect opportunity to
create one. View some sample resumes′ and discuss the information that should be
included in a resume′.
Ongoing practice-Students will maintain the portfolio throughout the
semester/course. Regular inspection of portfolio should be done to ensure students
add/update their portfolio throughout the remainder of the course.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Summary
MI
Review (LSI Quadrants I and IV):
Discuss and review with the class the purposes/goals of a portfolio:
A portfolio may be used for documenting work, resources for future work, tools for
assisting others, examples to use for future projects, history of skill/knowledge
progression, document leadership roles, acceptance into post-secondary program,
getting a job, etc.
What about entrepreneurship? Should a student still have a portfolio? How could a
portfolio help a student who is interested in becoming an entrepreneur?
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Have students share their portfolios with the class. Students should be encouraged
to maintain portfolios and provide constructive input to peers.
MI
Formal Assessment (LSI Quadrant III, IV):
Teacher will assess each portfolio for content and professional appearance using
the portfolio rubric. Assessment should be conducted during various grading periods
as well as at the end of the course to ensure portfolios are used throughout the
course as a way of documenting work that can be presented to potential schools and
employers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students can submit portfolios with school and/or job applications.
Students can begin the process of converting traditional portfolios to digital portfolios
using industry-standard software.
Discuss the job interview process and have students “role play” interviews, where
one student is employer and the other is the prospective employee.
Research entrepreneurship in the field of graphic design and illustration. Learn about
some successful entrepreneurs in the field.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Project Documentation Worksheet
Name
Work to be documented
Date work created
Client/course
Collaborators
Work details
Finished Length
Total time to create
Overall cost of materials
Special processes used
Lessons learned
Final location
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme1:1:
Topic/Theme
Topic/Theme 2:
2:
Topic/Theme
Topic/Theme 3:
3:
Project 1.1:
Project 2.1:
Project 3.1:
Project 1.2:
Project 2.2:
Project 3.2:
Project 1.3:
Project 2.3:
Project 3.3:
Project 1.4:
Project 2.4:
Project 3.4:
Project 1.5:
Project 2.5:
Project 3.5:
Project 1.6:
Project 2.6:
Project 3.6:
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme 1: :
Topic/Theme 2::
Topic/Theme
Topic/Theme 3: :
Topic/Theme
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Producing A Digital Portfolio:
Audio Video Production Demo Reel
Every aspiring videographer, director, editor, and producer wants something that will give him/her an edge
over the competition. Whether it’s getting into a good school, getting that awesome internship, or landing
that big job, the key is having a solid and professional demo reel. The digital portfolio or demo reel is how
you prove you can do the things you say you can do. It’s also how you make a positive impression with
the reviewer (remember, your reel isn’t the only reel that will be viewed).
Below are some strategies that should be used when building a demo reel that will grab the reviewers’
attention and make it memorable. Students should consider these guidelines as they construct their reels.
The guidelines are followed by a list of production examples that should be included in the reel.
The objective of the demo reel is for all levels of AV Production students to produce a quality and
comprehensive audio/video reel for the purposes of advancing within the high school AV Production
program, gaining acceptance into a college or university program, or obtaining a job or internship in AV
production. Depending on the skill level of the student, this reel may or may not be suited for professional
opportunities.
Just like a résumé, the demo reel is a “living” project that should be updated and adjusted as the student
progresses through the different levels of AV Production.
Guidelines for developing the portfolio
• Consider your format for delivery: One option is to create an authored DVD with an interactive menu.
This option allows the viewer to view parts of your reel or the whole of your work. Another option is to
upload your reel to a website or video-sharing site. Avoid producing Blu-Ray discs, as this format may
not be as widely accessible or convenient.
•
Know your audience and tailor your reel as best you can. For instance, if you’re applying for a job at a
news station, focus more on interview/documentary-style footage and less on film-style work. It’s not
a bad idea to have several reels, each with a different focus or a different style of production
highlighted.
•
While most demo reels will showcase video productions, you may also want to include audio
productions, especially if audio might be an integral part of the position you seek (such as working in
a production house that produces audio and video). In the event that you want to include an audio
project in your portfolio, just edit the audio with a still image (or images) that corresponds to or
explains the audio project. For example, you might include photos taken of you “in action.” Make sure
you own the rights to any photos you use.
•
Keep your reel short; three minutes is a good length. Those responsible for viewing demo reels get a
lot of reels on a daily basis and they usually have other duties that are equally, if not more, pressing.
•
Show your best work first. You want to grab the reviewers’ attention from the start, as they will make a
judgment very quickly. Expect only the first 30 seconds of your video to be viewed, so make it count.
•
Use music, but be very careful with your music choice. First and foremost, make sure the music is
royalty free or that you have the rights to use it. Secondly, be very selective of the style of music.
While you want the music to represent your personality, remember your audience; no rap or heavy
metal. In fact, steer away from music with lyrics, as words can be a distraction. Besides, chances are
really good the reel may be viewed with the audio off.
•
Although it is obvious, it can't hurt to mention: wherever possible, show only your best work.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Concentrate on your composition, exposure, and nice, steady movements. Do not include shaky
footage. Keep handheld video at a minimum.
•
Be careful with motion graphics tutorials. That super-cool special effects tutorial you found online and
recreated has been viewed by a lot of people, including the ones assessing your demo reel. Make
sure you are including original work that doesn’t scream “motion effects tutorial”!
•
Make sure your reel includes correct contact information and a professional email address (nothing
cute, weird or offensive).
Content for the portfolio
• Title slate with your contact information. This should appear at the beginning of the reel and at the
end (hold it for about 15 seconds in the closing). You may also have the contact information displayed
throughout the reel as a lower third graphic.
•
Create a slick introduction that identifies you and your production skills while teasing your work. This
introduction may be as far as some viewers get, so make it great and make it quick. If you are
authoring a DVD, this would be a great “first play” video before the menu.
•
For authored DVDs, have chapters for the areas you want to promote. For example, “Director,”
“Director of Photography,” “Editor,” etc. Each chapter can include 30 seconds to one minute of your
sample work...again, make sure it’s your BEST work! You may also want to include a submenu
entitled “Complete Works” that would allow the reviewer to see some of the included productions in
their entirety, such as a music video or commercial.
•
Examples of video work that should be included (make sure you identify your role in each production
either by context or with a lower third):
• News Package – great for demonstrating basic audio/video skills, storytelling, interview
techniques, newswriting, or on-camera talent skills.
• Music Video – excellent for demonstrating production value, directing, lighting, or postproduction.
• PSA/Commercial – demonstrates understanding of demographics, communication of a
product or message, film-style production, and post-production.
• Live Production – great for highlighting studio/field production experience, live directing,
on-camera work, and graphics production.
• Short Film – promotes production planning, storytelling, cinematography, film-style
production, and post-production.
• Editing Projects (i.e. highlight videos).
• Any other video project that exemplifies your skills and experiences in Audio Video
Production.
•
Examples of audio work that might be included (make sure you identify your role in each production
either by context or with a lower third):
• Radio Commercial – good for promoting audio post-production, timing, and on-air skills.
• Radio Air Check – segment of a live radio broadcast that shows the student’s live
production and on-air skills.
• Sound FX Project/Automated Dialogue Replacement Project (both with video) –
demonstrates student’s post-production skills and understanding of sound acoustics.
• Live Audio Production (music or vocal recording) – great for highlighting the student’s
ability to master audio, work with microphones, and produce sound in a recording studio.
• Any other audio project that exemplifies your skills and experiences in Audio Video
Production.
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
Copyright © Texas Education Agency, 2012. All rights reserved.
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Portfolio File Log
Title
Media
Year
created/ Length
finished
Brief description or purpose of work/project
File name
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
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14
Collaborators
Your Portfolio Rubric
Date:
Student Name:
2
1
4
3
The portfol i o i s a n
a ccura te a nd
comprehens i ve
repres enta ti on of the
s tudent's body of work.
The portfol i o i s a n
a ccepta bl e refl ecti on
of the s tudent's body
of work but needs
devel opment.
The portfol i o i s a
The student's
poor refl ecti on of
portfolio is
the s tudent's body of incomplete.
work i n the progra m.
Creativity
The student's portfolio
design reflects an
exceptional degree of
student creativity in
organization and/or
final product.
The student's
portfolio design
reflects an acceptable
degree of creativity in
organization and/or
final product.
The student's
portfolio design
lacks creativity in
organization and/or
final product.
The student's
portfolio design
does not meet
expectations.
Appeal
The portfolio is
exceptionally
appealing in terms of
design, layout, and
neatness.
The portfolio is
appealing in terms of
design, layout, and
neatness.
The portfolio is
acceptably
appealing though it
may be a bit choppy.
The portfolio is
distractingly messy
or very poorly
designed. It is not
appealing.
Graphic Images
(if appropriate)
Graphic images of
The quality of graphic
work are of exceptional images is acceptable.
quality throughout the
portfolio.
More than half of
the graphic images
of work are
unacceptable.
The quality of
graphic images is
unacceptable.
File Types
The file types used are Most of the file types
appropriate for the
used are appropriate
portfolio content.
for the portfolio
content.
More than half of
the file types used
are inappropriate
for the content.
The file types used
are inappropriate
for the portfolio
content.
CATEGORY
Body of Work
Portfolio Planning Student fully
Student participated
in the portfolio
planning process.
One or two of the
planning
elements/documents
were not created.
Student minimally
participated in the
portfolio planning
process. Three or
more of the planning
elements/documents
were not created.
Student did not
participate in the
portfolio planning
process.
Grammar and
Mechanics
There is one
grammatical mistake.
There is one error in
capitalization or
punctuation.
There are two
grammatical
mistakes. There are
two errors in
capitalization or
punctuation.
There are three or
more grammatical
mistakes. There are
three or more errors
in capitalization or
punctuation.
participated in the
- Portfolio Goal
- Portfolio Worksheet
portfolio planning
- Organizational Structure process. All
- Supporting Documents elements/documents
- Tracking Spreadsheet
are of exceptional
quality.
Comments:
There are no
grammatical mistakes.
Capitalization and
punctuation are
correct throughout the
portfolio.
TOTAL POINTS:
Point to grade 25-28 = A
conversion: 22-24 = B
19-21 = C
17-18 = D
16 and below = F
AAVTC: Audio/Video Production: Your Portfolio – Demo Reels
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