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Virginia Bicknell - EDU PAES 668.01 - Instructional Packet #3

                 INSTRUCTIONAL SCHEDULE FOR RELATED CLASS AND LABORATORY      

(Source: Hedges, L.E.  OSU, Columbus)

PROGRAM:

Broadcast Video Production

UNIT:

Lighting

SUBUNIT:

3 Point Field Lighting

Competency/Terminal Performance Objective

 

Using the 3 light Lowell kit configure 3 dramatic lighting effects working in teams of 3 in the video studio.  Record: 30 seconds of each effect, harsh, soft and silhouette to tape rotating team members from shoot to light to talent positions.  Tape will be completed within a week of being assigned and graded with the performance checklist included.

Learning Center

Video studio/classroom

Number/ Name

Dublin Coffman

Date

 

Strategies for Related Class and/or Laboratory (Activities, Rotation)

1)

Live in studio Demonstration with results seen by class on video monitor

3)

Tape recorded samples of their work for critiquing after completion

2)

Individual research -each student will have hands on time, unique approaches

4)

Teamwork as each of the 3 member teams rotate through the assignment

 

 

 

 

Competency Builders/Pupil Performance Objectives

 

Using a simple light kit to achieve dramatic lighting effects and enhance the student ability to control light in a video production setting.  The three extremes assigned require that the student understand the basics of diffusion, distance position and wattage in creating these light effects commonly seen in standard video productions.  This technique is the basic of most all lighting and will lead to the incorporation of natural light and stage lights.

Integrating Academic Competencies

 Commun-

ications

1.0.4:   Determine solutions to problems (working in teams of 3 to set the lights)

1.0.6:   Make predictions about information (knowing what lights and setting will result in desired effect)

3.0.3:   Communicate appropriately with coworkers, (as team they will work together to shoot 3 sets of examples, each serving as the talent for the other)

 

 Math

2.6.1:   Convert, compare, and compute with common units of measurement within and/or across measurement systems (using the wattage and comparisons to find a light setting that achieves the desired effect)

5.6.3:   Recognize, classify, and use properties of lines and angles (the patter of light is a angular and linear function)

3.6.6:   Use problem-solving techniques (this entire project is a matter of reducing one factor or increasing another

 

Science

Basic principles of how both magnetic tape and camera lenses perceive light to create images.

 

 Safety

12.  Prevent damage to tools, equipment, building facilities, etc. (all the equipment and lab setting must be returned in same condition it was originally)

13.  Prevent bodily injury from the lifting and moving of objects, and from falls. (Always applies when moving video production gear)

14.  Prevent burns and electrical shock. (Especially when adjusting lights)

9.

 

Equipment, Supplies, and Other Resources

Textbook, field cameras, tripods, power supplies and 3 light Lowell kit with screens, gels and extension cords.  A video monitor will be available in the room for previewing the shots.

 

Evaluation/Performance Assessment

 

3. Instructor observation

 

6. Completed project to tape as specified

 

2. Discussion during critique

 

8. Instructor lab supervision evaluation

 

 

 

 

 

Assignment will be written on the board and available on line.

After determining the shoot setting, set camera and tripod, start tape with bars/black, record a full: 30 of each light effect with talent sitting quietly and floor director team member watching for any hazards to team members and others.  Use extreme caution in moving/handling hot lights, wait till cool or use gloves in light kit.  Each team members segment on tape is separated by a full: 30 of bars/black. The cameras and lights are to be returned to their cases in the condition they were found.  Once all the student have rotated through the position label the tape in the order it was shot and turn in to instructor.

 

After seeing an in class demonstration and reading chapter 8.1 “Lighting in the Studio “ from the Television production textbook the student will recreate the lighting samples seen in photos 8.2, for the harsh key only light and in 8.15 an extreme silhouette (no facial features visible) and 8.4 for the soft even light.

 

The class will begin with a demonstration of each of these techniques using the same light kit given the students.  Using a mannequin with a wig as the on ‘talent’ to avoid any uncomfortable feelings in the discussion of the light effects on facial features. During the class demo the following will be reviewed:

 

Student will be asked to take notes during the demo the triangle light technique will be sketched on the board as well as referenced from the book images

1)       The harsh effect is easily achieved with one light at an extreme side angle

2)       Room lights will detract from the effect

3)       One harsh light is usually unflattering

a.       Used to create an eerie effect

b.       Often adds a sinister tone to the image

c.       Used to give an ‘urban’ in the headlights look to the individual being lit

 

4)       The 3 light triangle method is the standard for even average lighting

a.       Comes form photography principles

b.       Explanation of, key back and fill light and their positions

c.       By either moving a greater distance away or adding diffusion to soften the key light affect from the previous sample

d.       Checking the wattage of the lights can help you choose placement

e.       Showing the difficulty of eyeglasses in this setting and some tips for avoiding glare

f.         Stressing the importance of lamp height to achieve desirable effects

g.       Allowing for natural light effects

 

5)       Using the news set as the light backdrop to create a facial silhouette

a.       How a back light can achieve a hairline light effect

b.       Light the background with just one light to show the unevenness of this approach

c.       Use a minimum of two to even out the shioilloute effect.

d.       Discuss the use in obscuring the identity and creating an effect

 

 

 

 

 

 

 

 

Student Name/Date

 

 

3 Light Homework Assessments:

Record : 30 each of: harsh, soft and silhouette light effects

 

Scoring is as follows:

 

_____Timely submission

_____Tape labeled properly

_____Each shot 30 seconds in length

_____Each affect recognizable on tape

_____All three effects achieved

_____Creativity in approach

_____Teamwork score 

_____ Participation in class discussion

_____ Participation with respect for others

 

 

Scoring Key Homework

0=None

1= Late

2=Less than full assignment but submitted on time

3=Less than required but effort apparent

4=required submitted in the proper format

5=Exceeded expectations