Post – Production
A post-production requirement on the supplementary video for the job placement
program of Resources for the Blind
An informational video
Presented to the
Department of Communication
College of Liberal Arts
De La Salle University – Manila
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Arts
Major in Organizational Communication
By
Bianca Francesca Figueroa
Cynthia Helenna Matias
Julie Ann Yap
December 2004
1
Post – Production
2
Abstract
It is a five minute video in DVD format that will serve as a supplementary video
for the Job Placement program of Resources for the Blind. It will be used to inform
possible employers about the different skills and capabilities of blind and visually
impaired persons.
The video will show the actual pre-employment training program that the
organization conducts for the blind and visually impaired employee candidates of
Resources for the Blind. Examples of the trainings are orientation and mobility,
interpersonal development and computer training.
The video seeks to offer a new perspective that blind and visually impaired
persons have the potential to become fit and competent workers in any organization.
Post – Production
3
Introduction
The Organization
Resources for the Blind or RBI is a charitable Christian organization in the
Philippines that provides a wide range of services to blind and visually impaired persons
nationwide. It has been serving them for 23 years since 1980. As an organization, RBI is
composed of about 30 fulltime employees, ten temporary employees, two fulltime
volunteers and a number of temporary volunteers led by Mr. Randy Weisser, the
President (A. Ooms, personal communication, November 11, 2003).
Its vision is “to be a dynamic and responsive charitable organization, providing
programs and services, inspiring individuals with visual impairments and other
challenges to achieve their hugest potential” (A light to those who are in darkness, 2002).
With regard to this, its mission is “to develop and deliver services through rehabilitation,
education, medical, social, and spiritual care that enhances the options available for
persons with visual impairments so that they may have the greatest opportunity to
experience active and fulfilling lives” (A light to those who are in darkness, 2002). To
fulfill its vision and mission, Resources for the Blind provides the following programs:
eye screening, blindness prevention through treatment or surgery, counseling,
rehabilitation, livelihood training, preschool program, training for parents and school
teachers, summer camps, computer training using the Jaws Software and Word
Magnifier, college scholarships, radio show for the blind, and production of Braille
textbooks and Bibles (in English and ten Filipino dialects).
Other than these, Resources for the Blind also has a job placement program,
which includes pr-employment training and company visits, which is personally
Post – Production
4
performed by Mr. Marlo Lucas, the Job Placement and Training Director of Resources
for the Blind, to gain employment for blind and visually impaired applicants. The premployment training contains teaching aspiring blind and visually impaired workers the
basic social skills expected from an ordinary employee, such as proper ways of preparing
for an interview, dealing with employers and co-workers, enhancing of their orientation
and mobilization activities, proper practice of Braille competency, interaction with other
members of the company, and other potential training opportunities (Pre-employment
Training Manual, 2003). This program seeks to help blind and visually impaired persons
get jobs that are not limited to their usual work of giving body massage, a kind of work,
which is stereotyped to blind persons in the country (PC, 2003). The purpose of this
training program is to provide “the knowledge necessary to vision impaired adults that
will assist them in obtaining mainstream work in a business, non-profit organization or
government agency” (Pre-employment Training Manual, 2003). The organization would
like to broaden the opportunities for the blind not only by enhancing their people skills
but also technical skills that can be used in actual workplaces. Therefore, Resources for
the Blind works together with other organizations such as ATRIEV and NVRC to
provide more extensive training opportunities for aspiring blind and visually impaired
workers. Blind and visually impaired trainees of Resources for the Blind are usually
referred to those organizations for further specialized training. Those who desire to gain
more computer skills are being taught by ATRIEV, while those who want further
livelihood training skills are being trained by NVRC. In the process of producing capable
and willing workers, Resources for the Blind is also finding ways to reach out to other
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5
organizations, particularly profit organizations, to hire their skilled and well-trained blind
and visually impaired students.
Unfortunately, Resources for the Blind is having trouble with unresponsive
organizations. Most companies politely accommodate Resources for the Blind but turn
their proposal down after several meetings and consultations. Some businesses
completely ignore them and do not call back. Others say that they are interested but needs
more time to consult with their employers. Only ten percent of the companies contacted
have responded. Furthermore, only two out of 50 blind and visually impaired employee
candidates were able to get jobs as of May 2003 (A. Ooms, personal communication,
November 11, 2003).
Resources for the Blind is fully aware that companies refuse to hire a blind or
visually impaired person due to the misconception that having a blind or visually
impaired employee will be a big inconvenience for the company. Corporations,
institutions, and other employers think that blind and visually impaired persons would
still require intensive and longer training than those who are not visually impaired to
perform well in their jobs. Employers also believe that most blind and visually impaired
persons are inefficient and that certain changes in company policies and work design
would still be necessary in order to accommodate them.
These misconceptions that led to consistent refusals from companies are one of
the greatest concerns of Resources for the Blind. There is then a need to change these
misconceptions by offering a new perspective to employers that blind and visually
impaired individuals have the potential to become competent workers in any workplace.
The group resolved this by producing a supplementary video for the job placement
Post – Production
6
program that will showcase the skills and abilities of the blind and visually impaired
persons.
Statement of the Problem
The project was to produce a supplementary video for the job placement program
of Resources for the Blind, which aims to find possible jobs for blind and visually
impaired individuals in the country. It answered the question: How to present a new
perspective to employers that blind and visually impaired persons have the potential to
become skilled and competent workers. The subject of this video was the preemployment training program of the organization which is vital in equipping blind and
visually impaired individuals appropriate skills they need to be competent workers or
employees in the future. In addition, the video will feature the various skills and working
capabilities of the blind and visually impaired persons who have undergone training in
the organization.
The project was produced to serve as a medium of communication between the
organization that teaches and trains these blind and visually impaired persons and the
companies or other organizations, which can offer respectable jobs for them. Mr. Marlo
Lucas, a volunteer job specialist from Resources for the Blind used the video project as
part of the procedure in seeking employment for the members or the blind and visually
impaired persons trained by the organization. Mr. Lucas will scout for various companies
and institutions whose lines of business are appropriate for the skills of the members. He
or a representative will then schedule an appointment with the Human Resource Director
of the chosen company and inquire if the director has the time and the device for the
viewing of the video.
Post – Production
7
The sources of the message to be delivered through the video came from Mr.
Randy Weisser, Resources for the Blind’s President, and Mr. Marlo Lucas, the
organization’s Job Placement and Training Director who personally trains the blind and
visually impaired aspiring workers. Information was also be obtained from blind and
visually impaired individuals who are currently being trained by the organization in order
to show how they are being trained and what useful skills they are being taught.
Information also came from the past trainees who have undergone previous trainings of
Resources for the Blind. It was used to inform the employers of the actual skills they
have learned and how the pre-employment program helped and enriched them.
Through all of these, the organization expects an increase in the employment level
of blind and visually impaired persons in the country.
General Objective
The general objective of this video project was to provide a new perspective to
employers that blind and visually impaired persons have the potential to become
competent workers in any organization. The video was made a supplementary to what an
RBI representative will say to the employer. By showing the trainings that blind and
visually impaired individuals undergo and the skills they are able to learn, employers are
persuaded into giving their support to the job placement program of the organization.
Specific Objectives
The video project has two specific objectives. First is to be able to effectively
show the different trainings that visually impaired persons undergo. Second is to show
the various skills of the blind and visually impaired employee candidates of Resources
for the Blind.
Post – Production
8
Review of Related Literature
Albright & Neufedt (1998) defined blindness as the “inability to see that is to
perceive visual stimuli because of disease or disorder of the eye, optic nerve or brain”
(p.256). “It is determined by loss of light projection or form perception” or total sight loss
(Faye, 1970, p.5). It is different from subnormal vision or low vision, which is “a
reduction of central acuity or a subtotal field loss due to eye or brain pathology” (Faye,
1970, p.3). Faye (1970) explained this further by saying that “if a person sees only 20/100
his vision is five times worse than the standard” 20/20 vision (p.4). Though blindness and
low vision are different, both are still considered as a disability, which restricts a person
“to perform an activity in the manner or within the ranged considered normal for a human
being” (Albright & Neufedt, 1998, p.9). Several causes of blindness are “cataract, which
is responsible for almost half of the world’s blindness, trachoma, malnutrition with
xeropthalmia, onchocercisis in tropical areas, aging-related macular degeneration,
glaucoma, optic nerve atrophy, diabetic retinography and retinitis pigmentosa” (SanfordSmith, 1990, p.2).
Blindness affects the life of a person in so many ways. It limits the things that he
or she can do socially, politically and economically (Vien, 1981). As the blind person is
condemned to eternal darkness, he or she is also denied of all opportunities that other
people enjoyed as a matter of right (Albright & Neufedt, 1998). This is not only due to
his physical disability but also because of discrimination he or she receives from society
(Ginzberg, 1980). This is mostly evident in the issue of employment.
Albright & Neufedt (1998) cited three levels of discrimination. First is direct
discrimination, which means, “treating people less favorably than others because of their
Post – Production
9
disability” (p.12). According to Vien (1998), there have been blind and visually impaired
persons who “did all in its power to find work… to reintegrate themselves into society.
Some followed general and professional courses of study in order to become qualified
workers” (p.61). Unfortunately, their disability caused them problems in joining the work
force (Vien, 1981). Sighted applicants were preferred. Managers considered blind and
visually impaired applicants as an unsuitably qualified worker (Vien, 1981). Certainly,
blind and visually impaired persons were “…at a disadvantage in competition with
normally sighted people” (Faye, 1970, p.3).
Second level is the indirect discrimination that is “imposing a requirement or
condition on a job, facility or service, which makes it harder for disabled people
participating equally” (Albright & Neufedt, 1998, p. 12). Most employers equate
disability with absolute incapacity to work. (Vien, 1981).
Braverman and Chevigny (1950) supported this by saying that there is a strong and
“unremitting refusal of mankind to make the blind and visually impaired individuals to
work” (p.77). Blind and visually impaired persons, being disabled are then at a
“…serious disadvantage in the job market” (Ginzberg, 1980, p.118).
Third level is unequal burdens which is “failing to take unreasonable steps to
remove barriers in the social environment that prevent disabled people participating
equally” (Albright & Neufedt, 1998, p. 12). This kind of discrimination continues
because “…disabled people historically have been victimized by beliefs, which have
severely limited their ability to participate as equal members of society” (Albright &
Neufedt, 1998, p.17).
Albright & Neufedt (1998) also presented a number of reasons, which might
Post – Production 10
explain why disabled people are less likely to be in the labor force than others are. First is
the problem of “transportation to and from places of work” (p. 13). Since blind and
visually impaired persons cannot see, or have low vision, employers assume that coming
to work of blind employees would be impossible. Blind persons then “…experience
stereotypic assumptions about their inability” to go to places due to their visual
impairment (Albright & Neufedt, 1998, p. 17).
Second, “disabled people often have had much less opportunity to learn
appropriate skills than their non-disabled peers. Such lack of learning opportunity
severely limits the kinds of employment options they can pursue” (p.13). Most blind and
visually impaired persons “hardly had the opportunity to go to school especially those
blind from birth. Because of this, their knowledge is very limited while some even
become illiterate” (Vien, 1981, p. 64). Josephson (1969) also added that “blind persons
who are most deprived educationally are also most likely to be disadvantaged with regard
to employment opportunities” (p.24). Since “…they have lesser degree of education…
they are not as likely to be hired” (Albright & Neufedt, 1998, p.12).
But even if blind and visually impaired individuals have earned a degree,
“enterprises are still reluctant to employ blind people” (Vien, 1981, p. 65). Albright &
Neufedt (1998) agreed to this by saying that:
Generally speaking, anyone with an elementary education was at a disadvantage
when seeking employment as compared to university degree holders. However,
disabled people were at a much greater disadvantage. Even with university
degree, there continues to be a large discrepancy in employment rates between
disabled and non-disabled persons (p.12)
These problems can be attributed to the “attitudes of people in the market place,
in neighborhoods and amongst family members that disabled people are not capable of
Post – Production 11
making a livelihood” (Albright & Neufedt, 1998, p. 13). Vien (1981) said that “many
think that there’s no point in blind people studying” (p. 83). He added that people usually
think that “when you’re blind, your place is in the home helping your mother” (p. 80).
Albright & Neufeldt (1998) supported this by saying that people have been led to believe
that people with disabilities live a“…dependent life as a burden on the charity of parents
or relatives” (Albright & Neufedt, 1998, p.11). There is then a need to “address matters
of belief and practice” (Albright & Neufedt, 1998, p. 18).
Given this problem, the government has created financial incentives for
employers to hire disabled persons. “Such incentive may be in a form of subsidies paid to
employers directly or through tax relief” (Albright & Neufedt, 1998, p. 46). For example,
the Magna Carta of the Philippines for Disabled Persons and its Implementing Rules and
Regulations in Republic Act 7277, Chapter 1, section 8, cites the different incentives
employers can get. First, “private entities that employ disabled persons who meet the
required skills or qualifications either as a regular employee, apprentice or learner shall
be entitled to an additional deduction from their gross income equivalent to twenty-five
percent” (NCWDP, 2003, p.10) Second, “private entities that improve or modify their
physical facilities in order to provide reasonable accommodation for disabled person shall
also be entitled to a deduction of …fifty percent of the direct costs” (p.11). But then,
although
“a
number
of
laws
benefiting
disabled
persons
have
been
enacted…implementation is not uniformly effective” (Albright & Neufedt, 1998, p. 55).
Due to these, many blind and visually impaired persons still remain unemployed.
This deprives them from “defining one’s social role… ” since working means being able
Post – Production 12
to “…contribute towards the well-being of society” (Albright & Neufedt, 1998, pp. 1415). Because of this, Vien (1981) said that the blind and visually impaired:
All voiced one desire: not to be burden on their families and society; not to attract
contempt or pity. Life isn’t just eating and getting dressed. We wanted to live
fully and above all communicate with others and become useful (p. 64)
For them, “only work could bring equality and the love of a creative life to the
blind” (Vien, 1981, p. 64).
Technical/Production Framework
The proposed video project was made to serve as a supplementary material for the
job placement program performed by Resources for the Blind. Based on the need of the
organization, this supplementary material is a necessary instrument in its task of
encouraging companies to support the Job Placement program of Resources for the Blind.
This is for the reason that the “combination of moving pictures and sound can present the
intended information more comprehensively than any other medium,” (Stempleski &
Tomalin, 1990, p. 3). The things that the proposed video project must contain, such as the
showcasing of the applicant’s trainings and skills, and other benefits that willing
employers can receive are most appropriately seen in their actual live state, which can be
more closely achieved using the VHS format than print or cyber medium (A. Ooms,
personal communication, November 11, 2003). In addition, because the Human Resource
director of the target companies may not have enough time to accommodate a long
appointment with the organization , the proposed video project contained compressed
information through its fast-moving elements would then be appropriate.
The video as a medium also offers “aspects of non-verbal communication”
(Stempleski & Tomalin, 1990, p.4). According to Stempleski & Tomalin (1990).
Post – Production 13
“people’s gestured, expression, posture, dress and surroundings are as eloquent as what
we actually say. It allows viewers to see this (non-verbal) in action and to freeze any
moment to study the non-verbal communication in detail” (p. 4).
The operation of video equipment and reproduction of the output is generally
much cheaper in terms of long-term, costs (Berger, 1970). The organization can make use
of only a single videotape for the entire job placement program and can simply reproduce
another for safekeeping. Because “a video tape can be re-used several times so long as it
is not damaged or destroyed” there is no burden of reproduction that is administered to
the organization (Berger, 1970. p. 236).
Also, “any intelligent staff person who is not hostile to the video equipment or its
purposes can learn to playback videotapes, thus, a special operator is not necessary”
(Berger, 1970, p. 237). The Human Resource director can view a specific sequence all
over again whenever he or she desires to.
The video that was produced was in DVD format. DVD stands for digital versatile
disc, which has better features than the VHS format (Taylor, 1998). These features
include “instant rewind, high-speed scan, instant search, video, menus, interactivity, etc,”
(Taylor, 1998; p. 209). In addition, “discs can be more compactly stored, can be sent
through the mail, and can be carried more easily. They are cheaper than tapes and can be
mass-produced faster and more easily,” (Taylor, 1998; p. 209). Also unlike VHS tapes,
“DVD discs never wear out, are not vulnerable to ‘tape-eating’ VCR equipment, and are
less susceptible to heat damage,” (Taylor, 1998; p. 210).
In terms of the technical aspects of the video production, video as a medium is
appropriate for the project because it can capture audio and visual elements of an
Post – Production 14
environment simultaneously (Berger, 1970). “Video recordings are also available for
instant playback. In the production of the video, the recorder can be stopped or rewound
for reviewing” (Berger, 1970, p. 237). This was an advantage because the production
team can easily know if the footage taken is sufficient and good enough or not during the
ongoing production itself. In addition, Berger (1970) said that:
Video cameras operate at low light intensities. Normal room lighting is sufficient
in most types and some can operate in nearly dark areas. Thus, the room or the
environment does not have to be made uncomfortable with floodlights and almost
any activity can be recorded (p. 237)
Scope and Limitations
The researchers' knowledge on the levels of discrimination and the attitudes of
people in the market place will be useful in making this video project. The levels of
discrimination enabled the researchers to know the ways in which blind and visually
impaired persons are denied of their rights and opportunities. The attitudes of people in
the market place or people in the business arena enabled the proponents of this project to
have a clearer understanding of why corporations refuse to employ the blind and visually
impaired individuals. In this way, the researchers were able to identify the different
aspects of the problem and think of remedies that can be included in the video.
The proponents of the video only focused on the trainings of the blind and
visually impaired individuals in order to present a new perspective that blind and visually
impaired individuals can become competent workers. The video showed their preemployment training to prove that the employee candidates of Resources for the Blind
are skilled and competent. The proponents of the video also featured the computer
Post – Production 15
training that is made possible through the use of the Jaws software that lets a “blinds or
visually impaired computer user to access a whole world of information…and job-related
applications for browsing the web, recalculating spreadsheets or accessing information in
a database” (Jaws for windows 3.7: Quick start guide, 2001, p.1).
Furthermore, the researchers focused on profit organizations only. The reason for
this is that blind and visually impaired employees look for jobs not only to prove that
they can be productive or can contribute to society but also to earn a living for themselves
(Carroll, 1961). This is also to escape from the notion that blind and visually impaired
persons are “…not capable of making a livelihood” for themselves (Albright & Neufedt,
1998, p. 13). Also, Resources for the Blind's employee candidates are well trained to use
the computers through the jaws software. They are also trained on how to deal with the
expectations of employers and co-workers to in a workplace. (A. Ooms, personal
communication, November 11, 2003). It is then only proper to aim for jobs that are
appropriate and suitable to the skills of the employee candidates of Resources for the
Blind.
Methodology
Pre-Production
Gathering data from different sources proved to be useful to the group especially
during the process of formulating the foundation of the supplementary video. The group
consulted a lot of books, had a number of interviews and went through the files
Resources for the Blind.
The group’s primary source of data is Resources for the Blind especially the
members of the organization’s Job Placement Program. Mr. Andy Ooms, one of the
Post – Production 16
founders of the Job Placement Program and retiring volunteer Job Specialist of RBI, was
the one who familiarized the group with the organization’s basics. He explained to the
group in detail what RBI is all about. He introduced to us the different programs and gave
emphasis on the Job Placement Program. The second source of data is Mr. Marlo Lucas,
the present Job Placement Coordinator. He further familiarized us with the program by
allowing us to access company documents and y allowing us to observe the training of
the program.
The next source of data is the actual training wherein the group was able to single
out blind and visually students in order to find out things regarding the program. The
three students that we focused on were Edwin Manglallan, Criselda Bisda and Roden
Zalameda. The three students shared to us the story behind their impairment, their
opinion about the program and their job application experiences.
Statistics were the group’s secondary source of data. The President of Resources
of the Blind, Mr. Randy Weisser, gave the statistics to us. Books were another source of
data that gave that group general knowledge about the blind. It also introduced us to new
ideas regarding the blind and visually impaired.
All of the information that was gathered was used to make the concept, script and
storyboard of the video.
Production
The production process was divided into three. First was the documentation of the
actual pre-employment training program of Resources for the Blind. The proponents
covered two batches of the said training. The first one or batch 9 was conducted last
February 2004 with only 8 participants. Batch 10 on the other hand happened last August
Post – Production 17
2004 with 9 blind and visually impaired participants. Mr. Andy Ooms and Mr. Marlo
Lucas were the facilitators of the training. The proponents documented the 5-day training
which includes Orientation and Mobility, personal and inter-personal development
workshops and the computer training.
After covering the actual pre-employment training program, the proponents of the
video staged some of the scenes for the project. There was a need to stage some of the
scenes to effectively present the idea that blind and visually impaired persons can be
competent workers in any organization. Two Saturdays were allotted for the staging of
the conclusion part of the video. Actual workplace was used as its venue. Real blind and
visually impaired persons were also the talents in the video.
The last part of the production process was documenting the common jobs of
blind and visually impaired persons in the Philippines. The proponents of the video went
to Harrison plaza, Greenhills and Market Market to video the blind masseurs in these
malls. Blind singers in streets like those in Lawton and Greenhills were also documented.
Aside from these, the makers of the video also videoed blind and visually impaired
persons who are teachers, receptionists and computer programmers. These were also
taken to show that blind and visually impaired people can be more than masseurs or
entertainers.
The proponents of the video also looked for an effective voice over for the video.
Ariel Lopez, who is also a Lasallian did the voice over for the project.
Post-Production
After every shoot, the proponents of this video logged each miniDV and V8 tapes
that were used in the shoot. Shots were classified as either usable or unusable. Those that
Post – Production 18
were usable were transferred to the computer and were given file names according to shot
number. This made it easier for the editors to do the assembly cut of the video.
The voice over was placed first then the images. This was done because the
pacing of the video depended on the voice over. After this, the graphics were placed to
relay the information better.
Evaluation and Recommendation
Evaluation
The video was made to be informative, mainly showing the different skills and
working potentials of blind and visually impaired persons (subjects). Since the primary
objective was simply to offer a new perspective to possible employers (target audience),
the language and tone used in the video were impartial and very prudent. A voice over
was used which supplied all the information throughout the duration of the video.
Corresponding images appeared as the voice over was being heard, which materialized
and strengthened its message. A male talent was used for the voice over to exude a sense
of credibility and authority.
The project was intended to serve as an introduction to the meeting of the
organization’s representative with the HR directors or managers; therefore, the video was
made to last for only five minutes with fast pacing and upbeat scoring. The proponents
also used text to introduce the training programs and words that were unfamiliar to the
audience.
The video became the best medium for the chosen topic, because it was able to
show an actual proof of the skills and working potentials of blind and visually impaired
trainees through the moving images. Because the images, sound, and text were
Post – Production 19
simultaneously presented through this particular medium, all the necessary information
was compressed within a short period of time.
The original proposal to create a supplementary video was fulfilled, but a few of
the original concepts previously proposed were changed. Instead of showing interviews
of blind and visually impaired trainees who were talking about their personal experience,
the proponents used the actual training footage along with the voice over to represent a
more impersonal and general message.
The initial objective of persuading employers hire blind and visually impaired job
candidates was changed into simply offering them a new concept, which was that blind
and visually impaired persons have the potential to be competent workers. Because the
video only acted as an informational medium that would supplement the Job Placement
Program of Resources for the Blind, the change was necessary. Also, because there was
an insufficient number of blind and visually impaired job candidates who actually got
employed, the video was directed to inform and not to persuade.
The changes did not affect the production drastically. More focus was placed on
the actual training and individual tasks of blind and visually impaired persons connected
to the organization. There were challenges encountered during production, because there
was a need to be careful in moving around the subjects in order to avoid disrupting their
working environment. When changing shot sizes and shifting angles or lighting setup,
most of the subjects’ natural actions were not captured completely. There was difficulty
encountered whenever there was an effort to be creative in shooting the subjects. At this
point, staging became the best solution. Through staging, only the desired actions or
Post – Production 20
sequences were captured, the possibility of obstructing the subjects’ movements was
avoided, and those actions were easily repeated whenever the need arose.
Results of Evaluation
The project was consistent with the content and technical framework. Its
objectives were fulfilled, and the video was justified as the best medium to use for the
project. Only minimal changes to the original proposal were done and appropriate
adjustments were made in fulfillment of the primary objectives.
Recommendations
The technical aspect of the video can be improved with proper lighting techniques
and the use of a better camera. Because of the constraints of location or environment of
the subjects, proper use of the right equipment is very important. Also, the ambient sound
of the video must be kept at the very least volume among the background music and
voice over.
The proponents agreed with the panelists when they suggested that the video be
presented to one or two HR managers to get their opinion and feedback about the video.
This would improve and make the video more audience-centered.
To other students who would be doing similar projects, the proponents suggest
that they start with intensive research work. The gathered data with relevant statistics
should be made as the foundation of the project which would also strengthen the message
contents of the video.
Post – Production 21
Appendix A
Production Details
Title: Supplementary video for the Job Placement Program of Resources for the Blind
Producer: Julie Ann Yap
Director: Bianca Francesca Figueroa
Scriptwriter: Cynthia Helenna Matias
Voice Over: Ariel Lopez
Talents:

Edwin Manglallan

Francis Ching

Ma. Katrina Pacayra

Criselda Bisda

Joselito Matias

Francis de Guzman

Jeffrey Bernardo
Editors: Antonio Mercado and Ignacio Bilbao from DV Post Production
Graphic Artist: Ignacio Bilbao
Post – Production 22
Appendix B
Proposed Production Budget
TITLE: Supplementary Video for Job Placement Program of RBI
DATE: Dec. 1, 2003
TEAM: FYM Production
DIRECTOR: Jules Yap
CLIENT: Resources for the Blind
PHONE: 02-7263021
ADDRESS: Cubao, QC
MEDIUM: video
CONTACT: Randy Weisser
PHONE: 09196722935
ALTERNATE: Andy Ooms
PHONE: 09164052685
1
2
3
4
5
6
7
8
9
10
11
SCRIPT (Rights, research, writing, duplication)
STAGING (Sets, costumes, location fees, props)
EQUIPMENT (Rental, lease, use fees)
SPECIAL EQUIPMENT (Mounts, aerials, submarine)
RAWSTOCK
FOOD
AUDIO (Effects, fees, rights, sweetening, looping, etc.)
MUSIC (Fees, rights, performance)
GRAPHICS (Titles, animation, art)
EDITING (Package)
PERSONNEL
Staff
Crew
NonTalent Speaking
5,000.00
Speaking
12
13
14
15
TRAVEL (Transportation, lodging, per diem)
DISTRIBUTION (Dubs, promotion)
POSTAGE/INSURANCE
OTHER
FORMAT: DVD
SUB-TOTAL
OVERHEAD
CONTINGENCY
300.00
1000.00
525.00
5000.00
15,000.00
4,500.00
2,000.00
33,325.00
15,000.00
GRAND TOTAL
P48,325.00
Post – Production 23
Appendix C
Actual Expenditures
TITLE: Supplementary Video for Job Placement Program of RBI
DATE: Dec. 14, 2004
TEAM: FYM Production
DIRECTOR: Bianca Figueroa
CLIENT: Resources for the Blind
PHONE: 02-7263021
ADDRESS: Cubao, QC
MEDIUM: video
CONTACT: Randy Weisser
PHONE: 09196722935
ALTERNATE: Marlo Lucas
PHONE: 09164052685
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
FORMAT: DVD
SCRIPT (Rights, research, writing, duplication)
STAGING (Sets, costumes, location fees, props)
EQUIPMENT (Rental, lease, use fees)
SPECIAL EQUIPMENT (Mounts, aerials, submarine)
RAWSTOCK
FOOD
AUDIO (Effects, fees, rights, sweetening, looping, etc.)
MUSIC (Fees, rights, performance)
GRAPHICS (Titles, animation, art)
EDITING (Package)
PERSONNEL
Staff
Crew
NonTalent Speaking
Speaking
TRAVEL (Transportation, lodging, per diem)
DISTRIBUTION (Dubs, promotion)
POSTAGE/INSURANCE
OTHER
1600.00
2500.00
900.00
5000.00
22,000.00
4000.00
4,000.00
SUB-TOTAL
OVERHEAD
CONTINGENCY
2,000.00
GRAND TOTAL
P42,
000.00
Post – Production 24
Appendix D
Actual Working Schedule
SEPTEMBER
Weeks 3-4
 Consulted with mentor
OCTOBER
Week 1
 Created the concept proposal for video
 Consulted with mentor
Week 2
 Submitted the final concept proposal for video
 Consulted with mentor
Week 3
 Submitted the 1st, 2nd and 3rd draft of script
 Consulted with mentor
Week 4
 Submitted the final script
 Consulted with mentor
NOVEMBER
Week 1
 Submitted the 1st and 2nd draft of storyboard
 Consulted with mentor
Week 2
 Submitted the final storyboard
 Consulted with mentor
Week 3
 Production Process
 Consulted with mentor
Week 4
 Production Process
 Consulted with mentor
DECEMBER
Week 1
 Postproduction process
 Consulted with mentor
Week 2
Post – Production 25
 Postproduction process
 Submitted the Letter of Intent to defend and Abstract
 Consulted with mentor
Week 3
 Presented and defended the Thesis
Post – Production 26
Appendix E
Pre-production Package
WORKONE | Thesis/Practicum for OrgCom Majors
Topic Proposal
Department of Communication, De La Salle University
Term
SY
Proponents:
Proposed client organization:
1. Bianca Francesca Figueroa
Resources for the Blind, Inc.
2. Cynthia Helenna Matias
3. Julie Ann Yap
Grades:
COMTHEO
ORGAVID
ETHICOM
OCMFOTO
GRAPHIC
ORGTHEO
RESERCH
MANACOM
COMTECH
PUBLIRE
DESKTOP
ORGADEV
1
2
3
2.0
2.5
2.5
2.5
3.5
2.0
1.5
3.0
2.0
4.0
2.0
3.0
2.0
2.5
3.0
2.0
3.5
2.5
1.5
4.0
3.0
4.0
2.5
4.0
2.0
2.0
2.0
2.0
3.5
2.5
2.0
3.5
2.5
3.5
2.0
3.5
 1
 2
 3
2003-2004
Description:
Resources for the Blind is a non-profit
organization that provides a wide range of
services to blind and visually impaired persons
nationwide. The organization gives medical and
academic assistance to those who are blind and
visually impaired. It also focuses on the
production of Braille textbooks and other reading
materials to aid blind and visually impaired
individuals in their education.
Resources for the Blind also has a Job Placement
program that started last May 2003. It aims to
find jobs for its blind and visually impaired
employee candidates. This program includes a
pre-employment training that aims to develop
the social skills of blind and visually impaired
individuals by teaching them how to deal with
employers, co-workers and different work
situations in a normal working environment.
Resources for the Blind works hand in hand with
other organizations such as Adaptive Technology
for Rehabilitation, Integration and Empowerment
of Visually Impaired (ATRIEV) to further equip
the blind and visually impaired employee
candidates with technical skills needed in a
workplace.
Description of proposed project (include reasons for undertaking project):
The project we propose for Resources for the Blind is a supplementary video for its Job Placement
program that will be shown to companies and employers in the Philippines. It will be used during meetings of
Resources for the Blind's Job Consultant Head with the HR director of a company. Its purpose is to encourage
employers to hire skilled and well-trained blind and visually impaired persons who usually have difficulties in
finding a decent job. The video will also be made to persuade employers to work with Resources for the Blind in
assessing the specific skills that they look for in an employee to enable the organization to design trainings that
will satisfy the needs of employers. The video will show the actual pre-employment training program that the
organization conducts for the visually impaired job employee candidates of Resources for the Blind. This preemployment training includes learning how to deal with the expectations of employers, coworkers, learning the
appropriate attitudes, habits in the workplace… just to name a few. It will also show ATRIEV, one of the
Post – Production 27
reduction in their income taxes and the privilege to loan the Jaws Software at a lower rate. Resources for the
Blind will also shoulder the first month salary of the blind or visually impaired employee to spare the company
from any burden she or he may cause.
The video will also serve as an eye-opener to those who are unaware of the blind and visually impaired
persons’ situation in the Philippines. A short part of the video will be devoted to explaining their situation. This
part will serve as an indirect appeal to the employers, to take part in improving the blind and visually impaired
persons’ situation here in the Philippines.
The video will be made to remove the misconception that blind or visually impaired persons are
incompetent to work in a normal working environment because of their disability. The proponents of this video
would like to prove that blind and visually impaired persons are also can be potential assets of a company, that
they too can contribute in an organization’s productivity. Hopefully this video will be a tool to help Resources
for the Blind gain support from employers to make its Job Placement program successful.
________________________________
Ms. Judy Sibayan
Thesis Mentor
Recommendation:
 Approved
 Disapproved
 For defense
Faculty
Post – Production 28
Primary Message:
Blind people can be a competent worker just like sighted persons because they are equipped
with skills and are provided with tools and training by Resources for the Blind.
Objectives:
1. To offer a new perspective about what blind and visually impaired persons can do
2. To suggest the possibility of the blind and visually impaired persons contributing to
company operations
3. To inform private companies about Resources for the Blind’s role in supporting
aspiring blind and visually impaired employees
Outline:
I.
Attention Getter:
We will show a worker in an office setting doing his/her task, such as
filing reports and using the computer. To create an element of surprise,
the worker will be revealed that he/she is actually a visually impaired
person.
II.
Statement of the Problem
A. Number of blind (working age in the Philippines)
B. Statistics of employment rate among the blind and visually impaired
C. Common sources of living of blind and visually impaired
1. Blind as singers /beggars
2. Blind as masseurs
III.
Working Capabilities of Blind and Visually Impaired Persons
Blind people are trainable.
1. Resources for the Blind ‘s Pre Employment Training
Program that teaches blind people mobilization and
interpersonal skills
a. Mobilization techniques
b. How to deal with employers and colleagues
c. Company policies
2. Adaptive Technology for Rehabilitation, Integration and
Empowerment of Visually Impaired (ATRIEV) that
provides computer training
a. Basic programs
b. Medical transcription
IV.
Conclusion:
Blind and visually impaired persons have the capacity to work and
contribute to the development of an organization.
Post – Production 29
Script
Primary Message:
Blind people can be a competent worker just like sighted persons because they are
equipped with skills and are provided with tools and training by Resources for the Blind.
AUDIO
A: “Sir, oil po ba o lotion massage?”
A: “Oil na lang”
VIDEO
Shot of a blind masseur attending to a
customer. Cut
VO: Masseurs,
A: “I write the songs that make the whole
world sing..”
Shot of blind people singing in the streets
while being watched by a crowd. Cut.
VO: Musicians
VO: or entertainers who depend on other
people’s donations…
These are the most common jobs of blind and
visually impaired people in the Philippines.
Shot of a passer by dropping coins into the
band’s donation box. Cut.
Shots of blind people doing massage. Cut.
Shots of blind person singing in the street.
VO: Most of us do not know that only 10% out Shot of a blind and visually impaired person
of 90, 000 blind and visually impaired people
working as teacher, receptionist and
are actually teachers, receptionists and
computer programmer. Cut.
computer programmers.
VO: The need to improve their condition
inspired Resources for the Blind to create
different services for them.
Shots of different blind and visually
impaired persons. Cut.
VO: Resources for the Blind or RBI is an
organization that aims to help blind and
visually impaired persons reach their
potentials by offering them different programs
and services
Shots of staff of RBI at work. Cut.
Shots of the different services- Braille
transcription, medical missions, nursery
education. Cut.
Post – Production 30
VO: One of its programs is the Job Placement
Program that prepares blind and visually
impaired persons to become fit and competent
workers in any workplace.
Shots of the pre-employment trainingFacilitator discussing with the trainees. Cut.
VO: RBI provides this training to help them
overcome the perceived limitations of their
disability thus enabling them to reach the
expectations of their future employers.
Montage of the different trainings. Cut.
VO: The training starts with Orientation and
Mobility Training. Blind and visually impaired
trainees are taught proper cane handling and
protective hand techniques
Shots of a trainer instructing a blind trainee
the right way to move her cane zooms in.
Cut. Shot of the trainer directing a blind
person to walk with her cane. Cut
VO: So they can walk in public places and
perform tasks independently.
Shots of blind trainees walking toward each
other. Cut.
VO: Bumping into another person or into
things, falling, and other possible accidents are
also avoided through this training.
Shots of blind trainees walking around an
office using their canes. Cut.
VO: Appropriate ways of reacting to
criticisms, interacting with customers, coworkers, and supervisors are taught to them
through role-playing.
Shots of the facilitator discussing with the
trainees zooms in. Cut. Shots of roleplaying. Cut.
A: “…don’t ever think that they are picking on
you just because you are blind.”
Shot of facilitator talking to trainees. Cut.
VO: This part of the training focuses on
improving their interpersonal skills that can
help them work and relate well with others.
Shot of the faces of the trainees listening to
the lecture. Cut
Ambient sound
VO: The trainees are also taught the
importance of rules and policies of certain
companies. This allows them to know what
they need to expect and what is expected of
them as workers.
Shots of the actual role-play.
Shot of trainees listening the facilitator
zooms in. Cut.
Shot of the facilitator/trainer asking a blind
trainee about company rules. Cut
Post – Production 31
Ambient sound
Shots of actual lecture
VO: Blind and visually impaired persons are
also given computer training that allows them
to use different Microsoft programs.
Shots of blind and visually impaired trainees
typing while listening to the trainer’s
lecture. Cut
VO: A software called Job Access with
Speech translates whatever is on the monitor
into a voice output that guides blind users.
A: “File, open, filename transcription…”
Shots of a blind person doing a business
letter using Microsoft Word. Cut
Over-the-shoulder shot of a blind person
sitting in front of a computer monitor. Cut
VO: The ability to use computers increases
their competency to do different office work.
Shots of blind persons using the computer.
Cut.
VO: The trainings that blind and visually
impaired persons undergo help them become
capable of doing what people with vision can
do.
VO: Given the right opportunities they will be
able to prove that the loss of vision is not a
Different shots of the training. Cut. Shot of
blind person fixing files. Cut.
Shots of blind people talking with sighted
persons in a conference room. CU of blind
person’s face. Tilting down to hands typing.
Cut.
hindrance to becoming competent workers.
VO: Their abilities, which surpass their
impairment, help blind and visually impaired
persons gain the potential to contribute to the
growth of any organization.
Shot of a sighted employee handing out files
to a co-worker who is in front of the
computer. The co-worker accepts the files
and continues to work. The co-worker will
be revealed that he is actually blind.
A: Welcome to the company
Fade to black
Music…
Fade out.
Post – Production 32
Log Sheet (see E4.xls)
Post – Production 33
Storyboard
Post – Production 34
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