Lesson 13 (Six Class Periods)

“What is the difference between unethical and ethical advertising? Unethical advertising uses falsehoods to deceive the public; ethical advertising uses truth to deceive the public.” Vilhjalmur Stefansson

Focusing on the Story – Using Storyboards

Although this class focuses on broadcast journalism, there are many parts besides journalism that play a part in the process. One of these aspects is advertising. Stations depend on advertising dollars to fund the programs.

When creating a commercial or even a movie concept, storyboarding is the beginning of your story process. Even today with all of the advances in non-linear editing, the beginnings of storyboarding always occur with drawing or sketching out ideas on a “board” in sequence. This lesson will focus on building a 30-second tourism commercial using TriCaster’s storyboard and TriCaster footage.

Wikipedia has a good summary of the origins of storyboarding and how it’s used. The link is below:

http://en.wikipedia.org/wiki/Storyboard


TriCaster has the ability to perform traditional storyboarding in a faster, more efficient way. Students will be able to organize their ideas and story the way it relates to the traditional storyboarding process.

Objectives/Knowledge Retained

An understanding of traditional storyboarding versus TriCaster storyboarding
An understanding of how to develop a 30-second commercial by using storyboarding
An understanding of how to use and develop persuasive media (as opposed to news reporting)

Materials/Resources Needed

One to three cameras
TriCaster
TriCaster China footage (and other media located on TriCaster – this could be still shots, transitions, other footage, etc.)

Activity (Day 1, 2, 3 and 4)

Students will divide into groups of three to four and develop a 30-second commercial focusing on tourism in China. The goal will be to create a commercial that entices people to come to China for vacation. (NOTE: If only one TriCaster is available, student groups should be assigned specific times to use TriCaster) Student groups can designate a spokesperson to film or use only the footage located in TriCaster (depending on time and how advanced the group is). Remember, the goal is to produce a persuasive commercial that encourages tourism.

Anticipatory Set (Day 1)

Using the Wikipedia resource as a guide, show a portion of Walt Disney’s Three Little Pigs or Gone with the Wind. Ask students if they can visualize the storyboarding process. Using the chalk or white board (or actual storyboards), as a class have students recreate the storyboarding process imitating the portion of the film just shown. Ask students why they think it is important to use storyboarding in this process.

Objective/Purpose

An understanding of traditional storyboarding versus TriCaster storyboarding
An understanding of how to develop a 30-second commercial by using storyboarding
An understanding of how to use and develop persuasive media (as opposed to news reporting)

Input (Day 1, 2 and 3)

Show examples of short tourism videos (you can get these off of the Internet – below is a good link)

http://www.searchforvideo.com/business/tourism/

Show students TriCaster footage of China and other clips. Let students get a “hands-on” feel by letting them take turns playing the footage on TriCaster, as well as using the storyboard feature. Have students divide into groups of three to four and begin their concept. Students will begin with the traditional storyboarding method, sketching out their ideas on a piece of paper or storyboards. By Day 3, each group should have a solid concept of what their commercial will be.

Model (Day 1, 2 and 3)

The teacher will provide examples of storyboarding and concept development by showing different tourism videos and how to build a storyboard (see Input).

Check for Understanding (Day 2 and 3)

By Day 2, the teacher should be able to distinguish whether or not the students understand the storyboarding process by the progress of their work. Students should be able to tell why the storyboarding process is so important to the creation process, as well as show their storyboarding process.

Guided Practice (Day 1, 2 and 3)

See Input

Closure (Day 5 and 6)

Student groups will present their completed videos to the class. After each group shows their video, they will present their storyboarding process to the class and explain what they were trying to achieve with the commercial. Students will individually write a short paper on their favorite commercial (it can be their own) and why.

Independent Practice/Enrichment

Student groups can tweak their commercials and send them to a China tourism organization for a critique and pointers. Below is the link:
http://www.cnto.org/aboutchina.asp


Integration into live broadcast

As the broadcast department develops, a class may be developed focusing solely on developing commercials and PSA’s (Public Service Announcements).


National Educational Standards Met

Language Arts, Standard 1: Read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the United States and the world; to acquire new information, to respond to the needs and demands of society and the workplace, and for personal fulfillment.
Language Arts, Standard 4: Adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences and for different purposes.
Language Arts, Standard 7: Conducts research on issues and interests by generating ideas and questions, and by posing problems. Gather, evaluate and synthesize data from a variety of sources to communicate discoveries in ways that suit purpose and audience.
Language Arts, Standard 8: Use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Civics, Standard 5: Citizen responsibilities, citizen rights
Technology, Standard 4: Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Technology, Standard 5: Uses technology to locate, evaluate and collect information from a variety of sources.
Technology, Standard 6: Uses technology resources for solving problems and making informed decisions; employs technology in the development of strategies for solving problems in the real world.


 

 

Additional MaterialResources and suggested reading

 

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