Production Roles Assignment

Film and Video Production 12

Ms. MacGibbon

Sackville High School

Production Roles 101

  • Actor
  • Camera operator
  • Director
  • Editor
  • Producer
  • Production designer
  • Screenwriter
  • Sound/Music technician

Since this is a practical, production-based course, it is important to know the main production roles before we take those roles on ourselves. As a group of three, you will teach others in the class about the production role you are given.  Film and video is a group effort, so yes, you will be researching this information as a group and presenting it to the class.  You will be permitted to choose the members of your group.  Remember though that this is also a type of test to see who you work best with in class. 

The presentation will take two forms:

  1. A short (~10 min), information-packed presentation to the class.  You may do a MS PowerPoint presentation, poster or another type of presentation. 
  2. A 'one-pager', due the day before the presentations begin, which includes as much information as possible on one side of a single, letter-sized piece of paper. This will be handed to the class as a study reference after your presentation. It must be word processed. 

Criteria

1. Career information:

  • salary
  • education paths in Nova Scotia and Canada
  • education requirements (length and cost of study)
  • common career paths

2. Describe this person's duties during:

  • pre-production
  • production
  • post-production

3. What kind of person is best suited to this job? How do you know somebody is doing their job exceptionally?

4. Give examples of films in which this role was done particularly well.

5. Give examples of what tends to go wrong, and how to avoid or fix these difficulties.

6. What kind of equipment or technology is associated with this job? What exactly does each kind of gear do?

7. Three related vocabulary words/terms for this role (include only the most important in the oral presentation)

*Remember to site all of the sites you use in your ‘one-pager’. 

Evaluation

  • Quality/quantity of information (based mostly on the 'one-pager')
  • Presentation skills

Content Rubric

Criteria

0-1

1-2

2-3

Total

Career Information

Students have not informed class of important post secondary information for this production role. 

For the most part students have included relevant post secondary information.  Some details absent. 

Students have included all necessary information to guide classmates in post secondary education including salary, education paths in Nova Scotia and Canada education requirements (length and cost of study) and common career paths

 

 

Duties

Not enough information on pre production, production and post production roles. 

Most roles of pre production, production and post production are evident.  Few details left out. 

All pre production, production and post production roles are explained in depth and in a manner that is easy for the class to understand. 

 

Personality

Group has omitted or has a very brief description. 

More emphasis on personality necessary. 

Characteristics are explained in an easy to follow format for this production role. 

 

Film Examples

Examples are not the best ones and class cannot relate. 

For the most part examples are of films classmates have viewed. 

Great examples of good films that audience has viewed or heard of before. 

 

Obstacles

This section omitted or needs more clarification. 

Description is evident. 

Good description of possible problems and solutions.  

 

Equipment

More detail necessary. 

Good detail and explanation of equipment and its functions

Great detail and explanation of equipment and its functions. 

 

Vocabulary

One or no definitions present. 

 2 definitions present. 

All 3 definitions are present and relevant to the production role. 

 

Presentation Rubric

Criteria

1( not at all)

2 (sometimes)

3(mostly)

Total

Students provided an in-depth account of the production role

 

 

 

 

The presentation was well planned. 

 

 

 

 

Students spoke clearly, pronounced all terms correctly, and did not mumble.

 

 

 

 

Students made eye contact with their audience. 

 

 

 

 

 

This assignment was based on information from Mr. Dave Drapak and the FVP 12 curriculum guide.