Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
3.1 To understand the reasons for copyright law as it applies to production technology.	Students should be well-informed about copyright as it applies to a number of situations including: music video productions print materials Internet resources group and individual projects.
3.2 To understand how public policy shapes technology. (TL)	Federal law prohibits the unauthorized and uncredited use of published works including written materials, multimedia presentations, songs, print materials, and video productions. Students should become aware and diligently practise crediting sources or seeking authorization to use copyrighted materials.
3.3 To develop an understanding of ethical behaviour in communication production technology.	Have students reflect on the difference between legal and ethical behaviour. Case studies, such as the death of the Princess of Wales, may be helpful to show students the difference between legal and ethical behaviour. Have students prepare personal standards of ethical behaviour related to their own projects. Consider such things as acquiring permission to tape interviews, respecting a person's right to privacy, using others' ideas, and so on.
3.4 To become familiar with copyright laws and related ethical issues.	Using case studies, initiate a class discussion on legal and ethical issues relating to communication production. Suggestions include copyright infringement, public domain, right to privacy versus the public's right to know, intellectual property issues, illegal duplication of music and videos, distribution and marketing of creative works on the Internet, and sampling and re-mixing of previously recorded music by DJs and rap artists. Have students research court cases and discuss examples of copyright infringement. Discuss issues such as the downloading of music from Internet sites that do not pay royalty fees to artists. Discuss some pros of the practice, such as allowing new artists an affordable way to become well known; and cons of the practice, such as depriving creators of fees for their work. Set up a debate on one such issue. Set up a class panel discussion to present various perspectives on copyright issues from the points of view of the consumer, producer, artist, promoter, and distributor. Invite an expert on copyright to discuss laws and their application to students. Industry experts could also serve as resource persons.
3.5 To research organizations associated with copyright, censorship, privacy, and ethics in the communication industry.	Familiarize students with organizations that are concerned with censorship, privacy, pirating, consent, public properties, and codes of ethics. Research the jurisdiction and influence of various groups such as the CRTC and industry associations. Students should be able to identify the major legal and ethical controls of production technology as well as copyright laws. Students should become aware of the existence of various copyright collectives and their role in providing public access to products and compensation to creators. They might also research the function of radio broadcast agreements. Invite industry representatives to provide relevant information and examples.
3.6 To plan strategies to prevent copyright problems.	Familiarize students with school board policy regarding copyright and citation of sources. Students should plan strategies to prevent copyright problems with their own productions. Emphasize and reinforce whenever possible that when students are producing their own video, audio, and multimedia projects they must always obtain copyright permission to use images, sounds, and ideas that were originally produced by others. Discuss with the class specific procedures for using and crediting sources. Have students develop their own copyright checklists, or provide them with a template to help them keep track of their requests for copyright permission.

Module 4: Career Opportunities (Core)

Module Overview
This module provides students with the opportunity to learn about careers in the field of communication production. Students may observe professionals working in the industry, or may research educational and employment opportunities. They will examine roles and responsibilities of various personnel and will develop an understanding of the need for teamwork, good planning, specialized knowledge, technical skills, and communication. This module may be integrated into other modules .

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
4.1 To observe, when possible, industry professionals using production technologies.	Throughout the course, arrange for visits to film and recording studios, radio and television stations, multimedia production houses, and film production sites. Develop a reference guide of cooperating sites for students to visit.
4.2 To understand how technology influences occupational roles. (TL)	Have students write in their notebooks a description of the visit to the site, including technical vocabulary where possible. The site visitations should ensure that key audio, visual, multimedia and other production equipment is identified. Advise students that while they may be overwhelmed by the complexity of the equipment, they need to understand the processes and skills required for production. Have students note and describe the type, function, and role of the various technologies they encounter at the sites. Do they notice similarities and differences in production facilities and processes? Have students add to their descriptions a list of some of the key equipment and software programs used in audio, video, and multimedia production. Encourage students to consider the careers or employment situations that appealed to them. Start an e-mail exchange or discussion area on the school website. Students may document their experiences and share them with others electronically. Use this experience to explore jobs and career opportunities in the local area, as well as to identify possible work study opportunities.
4.3 To use the Internet to research career opportunities in audio, video, and multimedia production.     4.4 To interpret and report results of learning experiences. (IL)	Career Research: Audio, Video, and Multimedia Assignment Note: This research activity could be a long-term project carried out by different students at different times as a way of dealing with limited access to CPT equipment during the production modules. Have students use the Internet to conduct a career research assignment. Have students consult experts in the industry by e-mail to interview them about their work, to obtain specific information, or to carry out mentor discussions. Have students visit career websites such as: www.mediacareers.com www.careers.com www.jobs.com www.about.com www.yahoo.com.
4.5 To understand the roles and responsibilities of personnel involved in video production.	Careers in Video Production Have students report on the various career possibilities they have researched in video production.
4.6 To understand how technology influences occupational roles. (TL)	Discuss the roles and responsibilities of some of the key personnel.
4.7 To understand the role and responsibilities of writers working in video production.	The Writer The writer is responsible for the script for a project with text or dialogue. Some directors write their own scripts; others collaborate with writers.
4.8 To understand the role and responsibilities of directors working in video production.	The Director The director is in charge of determining the look and feel of the production. This means working with both cast and crew on planning and implementing every phase of the project. In the production modules that follow, the individuals whose projects were chosen from the treatment activity in Module 2 may retain the right to become the director or to appoint another director. The director determines the look and feel of the production by: interpreting the writer's script, if there is one planning each scene of the production shot by shot, and storyboarding the sequences working with cast on developing characters working with various departments to develop the look of the production.
4.9 To understand the role and responsibilities of production managers working in video production.	The Production Manager The production manager is responsible for scheduling the shooting days and watching over production-related costs. His or her responsibilities include: deciding how many shooting days are required deciding what crew is required determining and booking required equipment the characters needed for each scene bit players or "extras" needed for each scene props, wardrobe, or costume requirements location arrangements getting signed releases or permission from all participants.
4.10 To understand the role and responsibilities of the camera person working in video production.	The Camera Person The camera person is responsible for all camera-related activities. The three most important functions of the camera are to: frame the action follow the action emphasize a part of a scene by showing a selected view.
4.11 To understand the role and responsibilities of the audio person working in video production.	The Audio Person The audio person is responsible for the location recording of all audio elements. Because audio is as critical as the visuals, good audio technique is essential to a successful production. Audio components include: location audio (recording the on-camera voices and associated ambient sounds and effects) background sounds and foreground sound effects.
4.12 To understand the role and responsibilities of video editors working in video production.	The Video Editor After shooting is finished, the video editor assembles the different video segments into a continuous piece. In consultation with the director, the editor will decide what to include and what to leave out of the final cut. In this process the video editor contributes to the clarity, audience involvement, tone, and rhythm of the story. The video editor: assembles the images tells the story in a way that makes sense creates rhythm in the story telling.
4.13 To understand the roles and responsibilities of personnel in the art department, including set decoration and properties.	Art Department Personnel in this department: work under the direction of a production designer create the visual style construct sets do the interior decoration create customized artwork or "properties" as required by the production. Set Decoration Personnel in this department: create the artificial yet believable environments do the interior decoration. Properties Personnel in this department: assume responsibility for any movable items in a production (e.g., books, baseballs, etc.) supply everyday sorts of props build customized props as required.
4.14 To understand the roles and responsibilities of personnel working in the wardrobe department (hair, make-up, and costuming).	Hair and Make-up Personnel in this area: work with the director to create a character's look make a subject look completely natural in unnatural lighting conditions work along with costuming to create complex images (e.g., a Geisha girl). Costuming Personnel in this area: work with the director to establish the look of the characters create or purchase both contemporary and historical costumes are concerned with continuity issues (e.g., no zippers or velcro in the 14th century).
	Careers in Audio Production
4.15 To understand the role and responsibilities of personnel involved in audio production.	Have students report on the various career possibilities they have researched in audio production.
4.16 To understand how technology influences occupational roles. (TL)	Discuss the roles and responsibilities of some of the key personnel. Have the students obtain an introduction to this career by visiting any facilities in the area. The students should be able to articulate what they perceive to be the various audio positions at that facility. Perhaps the students will be able to sit down with one of the technicians and initiate a discussion on the merits of a career in this field. Ideally, the students will observe one or more of the following: a voice-over person a music tracking and/or mixing person a live mixer for a music act the assembly of a TV or radio ad the daily activities of an audio post facility. Arrange for students to attend the sound check that is done prior to a music performance in order to observe the following: how the equipment is moved into place and assembled the audio signal path (if the engineer has time to explain this) the importance of the monitor board and its operator how the mixer chooses his or her mix position and why how the engineer interacts to meet the requirements of the artists. Encourage the students to volunteer with a sound company on one or more assignments, or become involved in a work study opportunity at the more advanced levels. This experience can often lead to "hands on" training in the field.
4.17 To understand the role and responsibilities of the live sound mixer.	The Live Sound Mixer These audio specialists usually work for a sound company that provides a Public Address (P.A.) system and an operator for various customers. Each assignment may be quite different from the last. The kinds of performances might include: a live play or reading a presentation or lecture a live musical act
4.18 To understand the role and responsibilities of the broadcast engineer.	The Broadcast Engineer This person makes sure that dialogue, effects, and music are recorded and transmitted to the listener with clarity. He or she could work for a radio or television station. Broadcast engineers are sometimes asked to record a live play or reading, a presentation or lecture, or a live musical act for broadcasting at a future date, perhaps after some editing.
4.19 To understand the role and responsibilities of the recording studio engineer.	The Recording Studio Engineer This person may be required to do a host of duties, some of which are listed in the broadcast engineer and the audio post sections. In addition, the recording studio engineer records music performances, or "studio sessions," for release as a compact disc, record, or tape. This involves multi-tracking various instruments and then mixing them to the artist's liking. Even though the music producer is the ultimate decision-maker, he or she will rely on the engineer for the technical skills required throughout the process.
4.20 To understand the role and responsibilities of the audio post sound engineer/editor.	The Audio Post Sound Engineer/Editor These people are highly trained to work with sound layering and editing in the following commercial endeavours: informational or training videos radio and television advertisements the recording of narration (or voice-over) and its sync to video theatrical film releases made for TV movies series TV (live action and animation). These people do the hands-on editing of all the various sound elements: dialogue, backgrounds, effects, and music (to be covered in depth in later modules). Even though they or others may have initially recorded these sounds, their job is to edit them. Today, this is usually done by importing the elements into a computer so that they can be "cut and pasted" in the digital domain. Once all the elements have been tweaked to perfection, they are converted back into analog sounds.
	Careers in Multimedia
4.21 To become familiar with various departments and personnel within a multimedia production company.     4.22 To understand how technology influences occupational roles. (TL)	Have students report on the various career possibilities they have researched in multimedia production. Multimedia production areas include: writing (text and audio narration) digital graphics digital audio/video authoring/programming animation/virtual reality modelling project management.
4.23 To understand the roles and responsibilities of multimedia production team members.	Discuss the roles and responsibilities of some of the key personnel working in the multimedia industry. Research the roles of various personnel such as the following: web page designer webmaster graphic designer authoring/programmer animator writer project manager.