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Virginia Bicknell

EDU PAES 668.01

Instructional Packet #3


Date: 8/10/01

Program: Broadcast Video

Lesson Title: Framing images for control of visual impact and ease in editing


Student Performance Objective: After reviewing the close up, medium and wide shot framing options as a class, each student will create a script and accompanying shot list incorporating all three framing options.  This assignment is worth a possible 200 points out of the 1000 points possible the first semester.


Learning Center: Video lab / classroom


Strategies for Related Class or Laboratory Activities:


  1. Discussion Groups – will be used if students struggle with the concepts in class
  2. Lecture – to present some of the basic uses and formats
  3. Demonstration – An in class demo of the 3 shot options at a students direction
  4. Individual Research/problem solving in creating their own unique shot list
  5. Case Problem / Role Play – Using the provided scripts the student will act as producer/directors in choosing the type length and look of shots
  6. AV Presentation – using power point to illustrate main points and a live camera to facilitate student shot directions
  7. Computer Aided Instruction – students will submit completed shot lists in the AV format created on their own or downloaded from the class web page
  8. Resource Person(s) to run camera so the student can focus on framing shots to audio cues


Integrated Academic Competencies


Language Arts: The use of images to compliment written scripts


Math: Consideration for the time/ length of the footage and the ability to shorten sequences without losing continuity


Social Studies: Some discussion of the integration of images and their impact on the public


Computer Applications: Using a two-column format to coordinate the audio and visual portion.  This will be available for downloading via the video production class web site or the student will work from the template created to complete previous assignments.


Safety: Notation will be made that to acquire the images for use in the exercise the shooter may have been in a less than safe setting, offering ideas for how to avoid those situations and to be aware of the concentration required to focus on image gathering over environmental/external conditions


Equipment, Materials, Resources:

Power point slides, projector/screen for slides and video, video camera to allow for live image framing in class, videographer, visual props, shoes with laces.


Evaluation/Performance Assessment:

Instructor Observation –class participation and attentiveness

Completed Project criterion for a possible 200 point total:

Ø      Topic making of either coffee or tea

Ø      One week to complete

Ø      Typed script must be in a two-column Video/Audio format

Ø      Minimum one page maximum 2 page double spaced script

Ø      Shot list either written or storyboard style

Ø      Incorporating all three framing options



Bring class to attention with live framing sample:

Standing behind desk ask about what they perceive from the med image

Move from behind to reveal silly slippers in the live wide shot


The framing of the scene is one of the most basic ways to control the amount of information revealed at one time


Power point

Use Blondie, Hagar the Horrible

Comic examples to illustrate that selective framing offers a way to control the amount and nature of information for the viewer


Old powerful and simple technique, images carry information that should be

Controlled, manipulated and used 


What does this have to do with shooting video?

You are sent out to shoot an assignment.  How will you know what to shoot?  In many cases you will follow the action.  Problems may arise when you have to edit the footage only then may you realize that you neglected to capture on tape a variety of images.


Shot list or storyboarding are a great way to sketch out either on paper or in your mind what shots you think will convey the information or cover the audio that will be part of the program.

Shot list is a great way to create visual shorthand notes before shooting

Doesn’t’ have to be ‘artistic’ or even legible by anyone other than the shooter/director in most instances




Review overall shot options as practiced in previous assignement

CU Shoulder chin to head

Med Waist tie tack to head with room

Wide – whatever would give the shot some local environment a position in space

a location


Recent visual settings – need for specie shot examples

            Blood Pressure what would be an important CU

Waxing, what would be an important CU & Wide


Student Practice


If you are in a situation where you have the assignement to shoot a traffic jam what possible ways could you frame images of rows of cars


CU hubcaps

CU tire meets the road

CU driver

CU any of the cars parts – lights, mirrors, emblems


MED driver and windshield/door frame

MED cars traveling left and right through screen

MED versions of any of the close ups


WIDE 2 to 20 to 200 cars lined up in traffic

WIDE the surroundings – billboards, buildings, traffic lights, highway signs

WIDE the environment, sun, clouds, puddles


This type of list is a great way to remind yourself or you shooter to get a variety of shot options


Advanced eager students

Once these are mastered then you can move on to pan/tilt/rack focus techniques to open up creative options


Don’t always get to shoot

            Travel- too far to get too in time – traffic jam presents own problem

Weather – condition was a result of one time event,  tree blocking moved…

Conditions - French truckers on strike


Stock footage has been provided/purchased all you as an editor will do is determine shot order.


So if you often shoot footage for other to edit / purchase which of the list of options will not be needed for the edit?  Never know – always provide maximum options

Keep the discussion in the ENG realm

Treatments will be incorporated in the 2nd semester


Use traffic examples for both shot list exercises

            Let a student offer an alternate edit sequence for each both #1 & 2


Review overall shot options

CU Shoulder chin to head

Med Waist tie tack to head with room

Wide – whatever would give the shot some local environment a position in space

A location


            Blood Pressure what would be an important CU

Waxing, what would be an important CU & Wide


Live Director example Shot List #3


Show the tie shoe example as a static wide shot


Shots would be needed to show the process of tying your shoes?


Capture the steps in a sequence of shots


Remember you may want to plan for editing.























Performance assessment for ___________________________________


Homework: Shot List and Script of Coffee or Tea Script


Student Performance Objective: Each student will create a minimum one page maximum 2 page script and accompanying shot list for a video depicting the making of either coffee or tea incorporating all three framing options.  The typed script must be in a two-column Video/Audio format. The student will be given one week to complete the project. The assessment will measure a score of a possible 200 points out of the 1000 points possible the first semester.


Process Rating on scale of 1 1owest to - 5 highest


1= No participation timeliness

2= minimal/ tardy/reluctant/sloppy

3=Average within guidelines

4=Active participation and all requirements met

5= Exceeded expectations


4 x_____ 1) Assignment completed on time

4 x _____ 2) Type written and organized in two columns

4 x _____ 3) wide shot

4 x _____ 4) MED

4 x _____ 5) CU

4 x _____ 6) logical or creative shot sequencing

4 x _____ 7 logical or creative scripting

4 x _____ 8) Good integration of scripting and shot list

4 x _____ 9) Creative solutions concepts

4 x _____ 10) Class participation


Total ______ out of a possible 200 for a grade of ___________________




Comments on student team work, participation, creativity and enthusiasm. …