| (B) demonstrate procedures to establish timelines;
(C) develop a budget with considerations for cast,
crew, equipment, and location;
(D) write documents of the scripting process such as
treatments, storyboards, rundowns, and scripts for various types of
programs using proper formatting for the specific type of production
document;
(E) identify specific elements needed for successful
production such as cast, crew, equipment, location, props, and sound
effects;
(F) discuss how various styles of music can create
a specific emotional impact;
(G) examine the end goal of the production to determine
the appropriate format for recording and distributing;
(H) identify several means to work within budget restraints;
(I) conduct auditions for the talent and secure the
crew required for a successful production; and
(J) examine various contracts related to industry tasks,
including talent releases for productions, and key elements for contracts
such as crew, talent, location, and distribution.
(14) The student understands the business aspects of
the industry. The student is expected to:
(A) understand the roles of various industry professionals
by identifying and discussing the responsibilities and relationships
among the production team, including producers, directors, editors,
engineers, talent, additional crew members, and sales team;
(B) understand the opportunities in the industry for
freelance entrepreneurs by identifying standard freelance self-promotion
techniques, proposals, technology applications for freelance entrepreneurs,
best practices for various freelance job responsibilities, and standard
billing practices for freelance labor, including invoices and collections
rates;
(C) understand the unique characteristics of live productions
such as roles, equipment, time accountability, back-timing, time-based
mathematics, and financial support; and
(D) identify roles, costs, equipment, and strategies
for financially supporting studio and field productions.
(15) The student demonstrates an understanding of regulatory
agency guidelines for content appropriateness. The student is expected
to:
(A) identify applicable guidelines based on production
distribution methods; and
(B) distinguish between Federal Communications Commission
(FCC), National Public Radio (NPR), and other regulatory agencies.
(16) The student understands the technical broadcast
standards established by the FCC. The student is expected to:
(A) apply knowledge of broadcast formats by distinguishing
between analog and digital formats;
(B) describe the difference in data signals and equipment
for analog and digital technology;
(C) identify the evolution of the broadcast signal
and standards such as High-Definition (HD), Standard-Definition (SDTV),
National Television System Committee (NTSC), Phase Alternating Line
(PAL), and Sequential Color with Memory (SECAM); and
(D) identify the location of radio and television frequencies
in the electromagnetic spectrum.
(17) The student understands the evolution of various
media formats. The student is expected to:
(A) identify the evolution of various media formats
such as tape, tapeless, film, and electronic; and
(B) identify the evolution and application of digital
media formats and compression standards.
|
