Principles of AAVTC
AV Production-Video Journalist: Visual Storyteller
Arts, AV Technology & Communication
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will develop an understanding of what a Video Journalist is
and how they do what they do.
Specific Objective
 Students will learn about the similarities between a Photojournalist and a Video Journalist (VJ).
 Students will learn how to tell a compelling story using video.
 Students will create a 60-90 second video on a given topic.
Terms
FPS = Frames Per Second
VJ = Video Journalist
Time
When taught as written, this lesson should take approximately 3-4 class periods to teach.
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.
130.82. (c) Knowledge and Skills
(10) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to complete work tasks.
(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and Communications
cluster. The student is expected to:
(A) research the scope of career opportunities;
(B) develop an understanding of the elements and principles of art;
(C) develop an understanding of the industry by explaining the history and evolution of cluster career
fields and defining and using related terminology;
(H) make and evaluate formal and informal professional presentations by:
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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(ii) determining specific topics and purposes for presentations;
(vii) preparing and using visual or auditory aids, including technology, to enhance
presentations;
(ix) using effective verbal and nonverbal strategies in presentations;
(xi) making individual presentations to inform, persuade, or motivate an audience.
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
 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: Video Journalist
O*Net Number: 27-4031.00
Reported Job Titles: Camera Operator, Photojournalist, Television News Photographer, Production Assistant,
Videographer, Cameraman, Master Control Operator (MCO), Production Technician, Studio Camera Operator,
Floor Director
Tasks:
Operate television or motion picture cameras to record scenes for television broadcasts, advertising, or
motion pictures.
Compose and frame each shot, applying the technical aspects of light, lenses, film, filters, and camera settings
to achieve the effects sought by directors.
Edit video for broadcast productions, including non-linear editing.
Adjust positions and controls of cameras, printers, and related equipment to change focus, exposure, and
lighting.
Confer with directors, sound and lighting technicians, electricians, and other crew members to discuss
assignments and determine filming sequences, desired effects, camera movements, and lighting
requirements.
Set up and perform live shots for broadcast.
Set up cameras, optical printers, and related equipment to produce photographs and special effects.
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Assemble studio sets, and select and arrange cameras, film stock, audio, or lighting equipment to be used
during filming.
Test, clean, maintain, and repair broadcast equipment, including testing microphones, to ensure proper
working condition.
Use cameras in any of several different camera mounts such as stationary, track-mounted, or crane-mounted.
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 industry standard video editing software.
 Print enough copies of the Through the Camera’s Eye Storyboard Template to hand out to students.
 Find video footage of the Hindenburg disaster or President Reagan’s assassination attempt to show a
couple of examples of video journalism.
 Have materials, video clips and websites ready to go prior to the start of the lesson.
References
Kobre, K. (2012). Videojournalism: Multimedia storytelling (12th ed.). Burlington, MA: Focal Press.
Instructional Aids
 Lesson Plan: Video Journalist: Visual Storyteller
 Slide Presentation: Video Journalist: Visual Storyteller
 Through the Camera’s Eye Grading Rubric
 Through the Camera’s Eye Storyboard Template
 Instructor computer and projection unit with audio equipment
 Online websites (teacher directed)
 Digital or Video cameras for students (or they can use cell phones)
 Industry standard video editing software for students
 Pencils
Introduction
1.
2.
3.
4.
Ask students, “What is the fastest way to tell a story?”
Ask students if they have heard the saying, “A picture is worth a thousand words.”
Ask students what they think that saying means.
Tell students that they will be telling stories visually with a video camera just like a Video Journalist.
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Outline
MI
Outline
Go through the slide presentation with
students. Discuss the following:
I: Starting with Photojournalists
a. Telling stories with pictures
b. Paintings do this, but…
c. Photo captures the moment.
d. Photographer must be there to
capture the moment: war,
championship, wedding,
celebration, winning catch, etc…
II: Along Came the Video Camera
a. 30 frames per second (fps)
b. Witnessing history
III: Video Journalism
a. VJ can also document concepts.
b. Different forms of video journalism
IV: Modern Video Journalists
a. Anyone, anywhere
b. Cell phones have video capabilities.
V: Tell a Compelling Story
a. Plan with storyboards.
b. Be creative and show action.
c. Stay on topic.
d. Use good visual design.
e. Use consistent lighting.
f. Film more than you need.
g. Don’t be afraid to edit. Be concise.
VI: Through the Camera’s Eye Video
Journalist Project:
a. 60-90 second video
b. Storyboard
c. At least three different pieces of
video
d. Do not use sound.
Instructor Notes
Ask: How else do paintings differ
from photos?
Can you think of another place a
photographer might need to be
to capture the moment?
Note: Be sure to reinforce that
30 fps is like 30 photos per
second. If a picture is worth
1,000 words, video must be
worth...
Ask: Can you think of some
historic moments captured on
video? (Hindenburg disaster,
President Reagan’s assassination
attempt, etc…)
Can you think of other forms of
video journalism?
Note: Video editing software
and video cameras may need to
be provided. The project
requires a video that can be
projected for the class to view.
Topics for project:
Trust, Loneliness, Joy, Pain, Time,
Style, Grace, Fear, Boundaries, or
teacher approved. (Limiting
options will help students get
started with the project quicker.)
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Musical/ Naturalist
Rhythmic
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
The teacher will go through the lesson plan and slide presentation. After reviewing the topics for the project,
the teacher will hand out copies of the Through the Camera’s Eye Storyboard Template for the students to
start storyboarding their videos. The teacher may help the students get their footage into the computer so it
can be edited. The teacher may provide the students with help using the industry standard video editing
software.
Independent Practice
The teacher will review the requirements for the Through the Camera’s Eye Video Journalist project. The
required elements for the project are as follows:





Create a 60-90 second video to be viewed by the entire class.
Use the Through the Camera’s Eye Storyboard Template to plan the video. The storyboard will be
turned in as part of the project.
Use at least three different pieces of video footage for the project.
Do not use sound in the video. Any storytelling or emotional element needs to come solely from the
video footage.
Topics for the project:
o Trust
o Loneliness
o Joy
o Pain
o Time
o Style
o Grace
o Fear
o Boundaries
Must be teacher approved!
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Summary
Review
Review talking points and key terms from slide presentation.
Review the required elements for the Through the Camera’s Eye Video Journalist project.
Evaluation
Informal Assessment
Students may be informally assessed through the following methods :
 Instructor observation during Guided Practice and Independent Practice
 Question and Answer during the Review
Formal Assessment
 Students should use the storyboard template to plan their project video. The storyboard will be turned
in as part of the project’s completed work.
 Students will create a 60-90 second video to be viewed in class as part of the project’s completed work.
 Students’ completed work may be assessed using the Through the Camera’s Eye Grading Rubric.
Enrichment
Extension
Students may also write an essay about how technology has affected Video Journalism or how Video
Journalism has affected modern society and culture. The essay should also include information about career
opportunities for Video Journalists.
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Name: ___________________________
Through the Camera’s Eye Storyboard Template
DIRECTIONS: Turn paper sideways and use the squares to plan the different shots for the video.
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
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Through the Camera’s Eye Grading Rubric
Criteria
Completeness
(30 points)
Basic
(30 points)
Creativity
(30 points)
Professional
Appearance
(10 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
27-30 points
15-26 points
1-14 points
0 points
Work is complete
and presents a
unified whole.
Work is complete
but lacks unity.
Work is
incomplete.
No attempt was
made to create the
storyboard or
video.
27-30 points
15-26 points
1-14 points
0 points
Storyboard and
video have all the
required
elements.
Storyboard and
video have most of
the required
elements.
Storyboard and
video have some
of the elements
but are really
incomplete.
Storyboard and
video have none of
the required
elements.
27-30 points
15-26 points
1-14 points
0 points
Storyboard and
video ideas are
original in
thought and
exceptionally
creative.
Storyboard and
video ideas are
somewhat original
and creative.
Limited evidence
of creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent project.
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.
TOTAL
POINTS:
AAVTC: Principles of AAVTC: AV Production-Video Journalism: Visual Storyteller
Copyright © Texas Education Agency, 2015. All rights reserved.
8
Points