This outcome chart features links to MediaSmarts lessons and activities that support media-related learning objectives for Communication Production Technology 10, 20, 30.
The goal of Communication Production Technology 10, 20, 30 is to develop knowledge, skills, and abilities in audio, video, and multimedia production technologies. Throughout the course, students will participate in hands-on production-oriented activities, labs, and projects. Students will also engage in research and use industry specific terminology. Wherever possible, students will be learning concepts, vocabulary, and skills within the context of an actual production experience. The course will encourage students to work as a contributing member of a production team, engaged in processes commonly used within the communication production industry.
Communication Production Technology 10 introduces students to the course expectations and provides them with experiences that develop basic knowledge, skills, and abilities in all three of audio, video and multimedia production. Students will be introduced to the three stages of production including pre-production, production, and post-production. They will be involved in basic audio, video, and multimedia production activities, and will participate in one or more production projects. Post-production activities will be minimal at this level.
Communication Production Technology 20 increases students' understanding of important knowledge, skills, and abilities required in the creation of audio, video, and multimedia products. Students will be engaged in more complex processes than they experienced at Level 10, and will participate in one or more production projects. Post-production activities may be minimal at this level. Students will be expected to increase their understanding of all three of audio, video, and multimedia production.
Communication Production Technology 30 engages students in one or more major projects that may focus on either audio, video, or multimedia production or a combination of these. For example, one class or group of students may focus on audio production and may record and produce a music CD or develop and broadcast a radio drama. Another class or group of students may focus on video production and may develop a video to be showcased at a school or community film and video festival. Another class or group of students may focus on multimedia production and may develop an interactive Web site, or present an advanced level multimedia presentation to members of the community. It is expected that students will engage in more sophisticated post-production activities at Level 30.
The Communication Production Technology course consists of core and optional modules. To receive credit, students must complete a total of 100 hours at each level. It is recommended that Module 1 (overview of communication production technology); Module 2 (introduction to production stages); and Module 4 (career opportunities) be taught at Level 10. Module 3 (Legal and Ethical Issues) may be taught at any one level or integrated into all three levels, as appropriate.
The optional modules allow classes, groups, or individual students to increase their experience in one or more areas of production. Students may study a specific area of interest such as animation or special effects, or they may research and explore new software and technology. Some students may make use of Work Study opportunities with communication production companies in their communities. At Level 30, individual students may be allowed to undertake independent study projects in specific areas of interest.
Saskatchewan Education. (2000).
Communication Production Technology 10, 20, 30 Curriculum Guide
In order to accommodate the structure of this course, objectives and resources will be listed by module.
The resources that are listed below can be used for all levels.
Module 1: Overview of Communication Production Technology (Core) |
- speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain
- to being to understand the significance of mass communication in their daily lives
| Lessons Bias Challenging Hate Online Comparing Crime Dramas Cinema Cops Crime in the News Crime Perceptions Quiz Creating a Marketing Frenzy Create a Youth Consumer Magazine Deconstructing Web Pages Defining Pop Culture Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Exposing Gender Stereotypes Free Speech and the Internet Learning Gender Stereotypes The Impact of Gender Role Stereotypes Gender and Tobacco Gender Messages in Alcohol Advertising Hate 2.0 Alcohol on the Web Hoax? Scholarly Research? Personal Opinion? You Decide! Hype! ICYou See: A Lesson in Critical Thinking Images of Learning: Secondary Individuality vs. Conformity Kellogg Special K Ads Violence and Video Games Marketing to Teens: Alternate Ads Marketing to Teens: Introduction Marketing to Teens: Marketing Tactics Marketing to Teens: Talking Back Marketing to Teens: Parody Ads Marketing to Teens: Gender Roles in Advertising Marketing to Teens: Gotta Have It! Designer & Brand Names Media Literacy for Development & Children's Rights Popular Music and Music Videos News Journalism Across the Media: Introduction Online Propaganda and the Proliferation of Hate Definitions and Comments about the News The Newspaper Front Page Radio News News Journalism Across the Media: Summative Activities Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Perceptions of Youth and Crime Scientific Detectives Scripting a Crime Drama Selling Obesity Selling Tobacco Sex in Advertising Sports Personalities in Magazine Advertising Television Broadcast Ratings Television Newscasts The Broadcast Project The Price of Happiness: On Advertising, Image, and Self Esteem The Privacy Dilemma The True Story Thinking About Hate Thinking Like a Citizen Tobacco Labels Video Production of a Newscast Video Games Viewing a Crime Drama Violence in Sports Writing a Newspaper Article You Be the Editor Student Tutorial (Licensed Resource) MyWorld: A digital literacy tutorial for secondary students |
Module 2: Introduction to Production Stages (Core) |
- To explore the role and influence of technology in gathering, processing, and disseminating information.
- To develop an understanding of pre-production activities and their relationship to communications theories.
- To explore the role and influence of technology in gathering, processing, and disseminating information.
- To develop a treatment for a video.
| Lessons Comparing Crime Dramas Cinema Cops Crime in the News Defining Pop Culture Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Exposing Gender Stereotypes Learning Gender Stereotypes The Impact of Gender Role Stereotypes Gender and Tobacco Gender Messages in Alcohol Advertising Alcohol on the Web Images of Learning: Secondary Individuality vs. Conformity Kellogg Special K Ads Popular Music and Music Videos Perceptions of Youth and Crime Scripting a Crime Drama Television Broadcast Ratings The Broadcast Project The Price of Happiness: On Advertising, Image, and Self Esteem The Privacy Dilemma The True Story Thinking Like a Citizen Video Production of a Newscast Video Games Viewing a Crime Drama |
Module 3: Legal and Ethical Issues (Core) |
- To develop an understanding of ethical behaviour in communication production technology.
- To research organizations associated with copyright, censorship, privacy, and ethics in the communication industry.
| Lessons Bias Challenging Hate Online Comparing Crime Dramas Cinema Cops Crime in the News Creating a Marketing Frenzy Create a Youth Consumer Magazine Deconstructing Web Pages Fact Versus Opinion Free Speech and the Internet Hate 2.0 How to Analyze the News Violence and Video Games Magazine Production Marketing to Teens: Marketing Tactics Marketing to Teens: Talking Back Marketing to Teens: Parody Ads Marketing to Teens: Gender Roles in Advertising Media Literacy for Development & Children's Rights News Journalism Across the Media: Summative Activities Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Online Propaganda and the Proliferation of Hate Privacy in the Information Age Scientific Detectives Scripting a Crime Drama The Broadcast Project The Privacy Dilemma The True Story Thinking About Hate Video Production of a Newscast Video Games Viewing a Crime Drama Violence in Sports Writing a Newspaper Article You Be the Editor Student Tutorial (Licensed Resource) MyWorld: A digital literacy tutorial for secondary students |
Module 10: Effective Communication (Optional) |
- To understand that all communication productions are created for an audience.
- To discover patterns and relationships.
- To understand the interrelationship between message, audience, and medium.
- To discuss the meaning of a message and the appropriateness of the medium used.
- To critique sources of information
| Lessons Bias Challenging Hate Online Exposing Gender Stereotypes Free Speech and the Internet Learning Gender Stereotypes The Impact of Gender Role Stereotypes Gender and Tobacco Gender Messages in Alcohol Advertising Hate 2.0 Images of Learning: Secondary Online Propaganda and the Proliferation of Hate Thinking About Hate Perceptions of Youth and Crime Advertising and Male Violence Sex in Advertising The Pornography Debate: Controversy in Advertising The Blockbuster Movie Violence on Film: The Ratings Game Popular Music and Music Videos Student Tutorial (Licensed Resource) MyWorld: A digital literacy tutorial for secondary students |
