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1. Topic-
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| Audio: how does audio come from inside the studio floor into the
control booth to be mixed into a final video project. |
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2. Content-
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Massachusetts Vocational Education Frameworks for Television Broadcasting.
Describe duties of production personnel.
Identify basic audio/video connectors and cables and their uses.
Illustrate the techniques required to identify and design sets
Identify various types of microphones, pickup patterns, and applications.
Record audio using audio devices, including recorders and mixers.
Record video using a video tape recorder.
Select between different inputs using a production switcher.
Analyze the objective of production activities.
Manage crew and cast required for an audio/video production.
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3. Goals: Aims/Outcomes-
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1. Create a concept map to showcase understanding of how audio is
added to a video project.
2. Be able to trouble shoot audio problems in the head end and the
back end of the studio.
3. Be able to set up audio based on the type and location of the shoot
4. Create a final project with proper audio levels. |
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4. Objectives-
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1.Students will create a concept map for reference during future
shoots.
2. Students will identify mic patterns and how to choose the best
mic for different shoots.
3. Students will connect audio lines into the audio snake.
4. Students will connect audio snake into the control board correctly.
5. Students will be able to fix audio problems when working in the
studio with out teacher instruction.
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5. Materials and Aids-
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digital cameras
paper and pencils
lavaliere mics
Stick Mics
Boom Mics
Mic cords
Audio Snake
Control Board in the studio
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6. Procedures/Methods-
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A. Introduction-
1. Play a video that has excellent camera work but very poor audio.
2. Have students critique the video looking for ways to improve it.
3. Students will recognize that the main problem is the audio and
that they need to know how audio works in the studio.
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B. Development-
1. We will begin understanding the concept of audio using concept
maps.
2. We will create concept maps of Mics.
3. Using Inspiration, we will start with Sound as the center Node.
Then we will identify how the type of shoot will tell us what sound
we need. Students will create nodes from the sound for all the different
types of shoots. Then we will discuss the different types of mics
and their mic patterns and add them to the Shooting Type Nodes that
they would be used in.
Then we would add images of the mics to make the concept map more
useful. |
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C. Practice-
1. Students would take their concept maps and the shooting treatment
for a show and go into the studio and set up the mics and the cords.
2. All of the mic cords would be plugged into the audio snake.
3. Students would draw a map of what audio cords went to which line
in the snake.
4. The students would take a picture of the audio snake to be used
in their independent project.
5. They would then go into the control room and turn on the audio
mixer.
6. Looking at their map of the audio snake they would do a sound test
to make sure the audio sources are correctly connected into the audio
board.
7. Students would then record their shoot and keep all sound at the
correct sound level.
8. Students will take a picture of the sound board.
3. |
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D. Independent Practice-
1. Students will open the inspiration data program and use their
digital pictures as a background image to build the web on.
2. In groups students will create a concept map for how audio in the
studio is set up to get optimum sound.
3. Students will connect all nodes to the audio snake node and show
how the audio snake connects to the audio mixer.
4. Students will create a second web to show how audio levels are
equalized in the audio board based on mic styles and voice levels.
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E. Accommodations (Differentiated Instruction)-
1. Students will work in teams of mixed levels.
2. This project is designed to give students a visual aid for a complex
topic.
3.Students needing assistive devices will have them provided for them. |
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F. Checking for understanding-
1. Students will check their maps against other students maps.
2. Students will take a trouble shooting quiz where audio problems
are occurring in the studio and they have to fix them using only their
maps and common sense.
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G. Closure-
We will watch the same video from the beginning of the class and
identify what audio steps needed to be done to improve the overall
audio of the piece.
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7. Evaluation-
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Future audio of all projects will be graded by a rubric.
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8. Teacher Reflection-
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| Students tend to think that audio is boring and want to avoid this
step, but showing them the audio problems and how they ruin the final
projects will help them to plan for audio better in the future. |
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