Students will explore the different setups, procedures and possible outcomes for live event and broadcast productions.
- Students will distinguish between streaming, live-to-tape, event production and pre-produced shows.
- Students will create equipment and general checklists for live production.
- Students will analyze and determine the optimal production setup in a simulated experience.
Common Core State Standards
|CCSS.ELA-Literacy.SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
- Building background — 10 minutes
Select a show that is appropriate for your class and ask the students to watch approximately 5-10 minutes of the show from a technical perspective. That is, they should not be watching for entertainment. Instead, they should be watching to analyze the professional planning and production.
- Group discussion — 10 minutes
Ask students to share what they noticed about your selected clip. Topics to consider: How many cameras did they use, what was planned, how did they gather their audio, what elements were pre-produced, how did they create/ use graphics?
- Direct instruction — 20 minutes
Using the slideshow provided, review each live production type and explain why you would choose to use one method over the other. Review the suggested equipment checklist and then ask students to suggest other elements your class might use.
- Think-pair-share — 30 minutes
Guide students through the live production simulation in small groups. After student groups have presented their setup/crew, compare and contrast the different methods students used and how that impacted the size of the crew.
Students who have difficulty presenting or speaking in front of groups may draw their ideas onto separate paper.