May/June 2009 - International Technology and Engineering ...

production, students learn that design is a creative process,
and that there is no perfect design, but rather that design
is a compromise of several attributes. Throughout the
preproduction process, students begin to understand
that the planning of their television production needs
to be continually checked and critiqued, with proactive
refinements to their original plan. An example of refinement
would be time constraints to a production. College
students on their campus CCTV network plan to produce
a quick-meals cooking show for other college students.
Unfortunately, during the actual video production, the
meal takes too long to prepare. In order for the meal to be
completed during the show, students in postproduction
decide to delete the part of the video that lists the
ingredients for the meal. Viewers are directed to a website
where they can print the ingredients instead of taking
precious show time to list and explain the ingredients.
This scenario is an appropriate example of how design
can be compromised and in this case, the change works
for the best.
This article is designed to introduce the twelve steps
of preproduction that film, television, and advertising
producers use. The twelve steps of production is an
authentic design tool in television production technology
that does not hinder student creativity, but rather logically
sequences their ideas into a purposeful and working form.
Formative rubrics may be used to assess each of the twelve
steps. All twelve steps can be linked to specific benchmarks
in Standards for Technological Literacy: Content for the
Study of Technology (ITEA, 2000/2002/2007). Figure 1
highlights those benchmark connections.
Step Description Standards for Technological Literacy Benchmarks
1 Problem Analysis STL 8-I: Design problems are seldom presented in a clearly defined form.
2 Audience Analysis STL 17-J: The design of a message is influenced by such factors as the
intended audience, medium, purpose, and nature of the message.
3 Setting Objectives STL 13-F: Design and use instruments to gather data.
4 Basic Research STL 10-J: Technological problems must be researched before they can be
solved.
5 Treatment STL 12-L: Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
6 Content Outline STL 12-L: Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
7 Script STL 12-L: Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
8 Storyboards STL 9-J: Engineering design is influenced by personal characteristics,
such as creativity, resourcefulness, and the ability to visualize and think
abstractly.
9 Camera and Lighting Blocking STL 17-K: The use of symbols, measurements, and drawings promotes clear
communication by providing a common language to express ideas.
10 Budget Development STL 12-P: Use computers and calculators to access, retrieve, organize,
process, maintain, interpret, and evaluate data and information in order to
communicate.
11 Crew Size STL 11-I: Specify criteria and constraints for the design.
12 Production Schedule STL 12-L: Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
Figure 1. Twelve Steps of Preproduction matched to Standards for Technological Literacy Benchmarks.
18 • The Technology Teacher • May/June 2009