Morris School District
31 Hazel Street
Morristown, NJ 07960
Morris School District
Introduction to Broadcasting
Grades 9 through 12
Dr. Thomas Ficarra, Superintendent
Date: June 10, 2012
Course Rationale:
Introduction to Broadcasting is an introductory course for the sequence of Broadcasting courses offered at Morristown High School. The course serves as a prerequisite for “Colonial Corner” The Making of a TV Program, and Filmmaking. The course presents a stark contrast from a previous Broadcast I curriculum that focused heavily on radio production and history. Students enrolled in Introduction to Broadcasting will experience both television and radio production. The shift will leverage in the curriculum important visual media literacy skills. Through a strategic approach which promotes “hands-on” experimentation the course will prepare students for advanced offerings within the broadcasting umbrella and also imbue within students a core set of transferable skills.
Philosophical Tenets:
Technology education is defined as: “The application of knowledge to satisfy human wants and needs, and to extend human capabilities.” Bringing fidelity to technology education requires presenting experiences which teach students to apply process thinking and problem solving skills. As such the course is also anchored the design thinking process. Design thinking is a methodology/process for investigating ill-defined problems, acquiring information, analyzing knowledge, prototyping ideas and positing solutions. Students enrolled in Introduction to Broadcasting will be presented with production challenges. Through visual mediums students will be compelled to demonstrate their knowledge of the design process. Additionally production challenges will introduce students to technological systems such as camera-work, audio production, and digital editing.
Students will assume ownership over individual and group audio/video projects. While digital courses help students master important content, MHS broadcasting students will participate in both individual and group projects. These activities will build skills necessary for success in college and careers. Projects will develop higher order thinking skills, 21st century skills, and process skills. They allow students to explore careers and personal interests, to work on communication and writing skills, and to strengthen their creativity and problem solving abilities. As students gain experience, they have more opportunities to work on their own. MHS’s approach to core academics enables students to succeed in self-directed academic environments such as college. The project process, in addition, deepens their understanding of academic material and prepares them to succeed at non-academic tasks they will find at work and elsewhere.
Course Description:
Students enrolled in Introduction to Broadcasting will discover a world of emerging technologies, as well as time tested storytelling and scriptwriting assignments. The ability to create video based projects will allow students to enter the world of visual media which is so prevalent in society today. This creativity will hopefully spark an interest in video journalism, comedy, public service, school initiatives, community activities, and much more. In addition, the mastery of skills used in this class will be used in other courses throughout Morristown High School.
Students will create a video portfolio containing projects produced throughout the year. Students will also be given the choice of entering a video in the year end Morristown High School Film Festival.
This is a full-year, 5 credit course. COURSE PREREQUISITES: None
COURSE: Introduction to Broadcasting MSD CURRICULUM MAP GRADE LEVELS: 9-12
Time Frame:/ Content/Topic / Observable Proficiencies/Skills / NJCCS / Performance Benchmarks/Assessments / Materials Used
-20 Days / Fundamentals of Television: An Overview
What is television? radio?
What is the responsibility of the media today?
What impact has the Internet had on traditional radio and TV?
What is the FCC and what is it’s mission?
Define factual. / (1)Define terms, relevant details, facts and specifications; use industry terms appropriately in context.
(2)Discuss ethical approaches in television; analyze codes of ethics of national and international media associations; use industry terms appropriately in context.
(3)Identify the governing body of television broadcasting in the United States; discuss the role and purpose of the FCC. / Standards spiral throughout the curriculum
Standard: 9.1 21st-Century Life & Career Skills
Strand: A. Critical Thinking and Problem Solving
9.1.12.A.1_Apply critical
● thinking and problem-solving strategies during structured learning experiences.
● 9.1.12.A.2_Participate in online strategy and planning sessions for course-based, school based, or outside projects.
Standard: 9.1 21st-Century Life & Career Skills
Strand: C. Collaboration, Teamwork, and Leadership
● 9.1.12.C.4_Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences.
● 9.1.12.C.5_Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.
Standard: 9.3 Career Awareness, Exploration, and Preparation
Strand: C. Career Preparation
● 9.3.12.C.1_Assess and modify Personalized Student Learning Plans to support declared career goals.
● 9.3.12.C.2_Characterize education and skills needed to achieve career goals, and take steps to prepare for post-secondary options, including making course selections, preparing for and talking assessments, and participating in extra-curricular activities.
● 9.3.12.C.3_Develop personal interests and activities that support declared career goals and plans.
Content Area: Technology
Standard: 8.1 Educational Technology
Strand: A. Technology Operations and Concepts
● 8.1.12.A.4_Create a personalized digital portfolio that contains a resume, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations.
Content Area: 21st-Century Life and Careers
Standard: 9.4 Career and Technical Education
Strand: C. Arts, A/V Technology, & Communications Career Cluster
● 9.4.12.C.49_Employ leadership skills to accomplish goals and objectives.
● 9.4.12.C.51_Employ teamwork skills to achieve collective goals and use team members’ talent effectively.
● 9.4.12.C.53_Conduct and participate in meetings to accomplish tasks.
● 9.4.12.C.54_Employ mentoring skills to assist others.
● 9.4.12.C.57_Exhibit ethical conduct in writing, creating, printing, in order to uphold high standards for professional behavior in the cluster.
Content Area: 21st-Century Life and Careers
Standard: 9.4 Career and Technical Education
Strand: C. Arts, A/V Technology, & Communications Career Cluster
Pathway: (1) Audio & Video Technology and Film
● 9.4.12.C.(1).1_Demonstrate knowledge and understanding of how technical production support can enhance audio, video, and film production systems.
● 9.4.12.C.(1).2_Examine and summarize careers in this pathway to build an understanding of available opportunities.
● 9.4.12.C.(1).3_Employ knowledge and skills related to audio production equipment to demonstrate an understanding of basic tools used in this pathway.
● 9.4.12.C.(1).4_ Employ knowledge and skills related to video production equipment to demonstrate an understanding of basic tools used in this pathway.
● 9.4.12.C.(1).5_Edit audio and video productions to demonstrate basic production system skills.
● 9.4.12.C.(1).6_Design an audio-video production / Students knowledge of television and radio terms,
identifies relevant details, facts, and
specifications.
Communicate a thought, idea, or fact in spoken form.
Students will identify relevant details, facts, and
specifications. / Television terminology printout.
www.mediacollege.com
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
www.fcc.gov
Long-term Individual Project
Ongoing
(timeline provided by instructor after initial project choices have been made) / Pre-Production,
What and how do you prepare for a radio or television production?
What are the advantages of brainstorming (pre-planning) before a project?
How does writing a script for television differ from other writing?
What are the challenges of working in a group?
How will using a storyboard improve my production? / (1)Define terms; use industry terms appropriately in context.
(2)Identify organizational skills necessary for pre-production; apply proper brainstorming techniques; apply proper research techniques; prepare a storyboard; prepare a script; contributes to group with ideas, suggestions, and effort; converts quantities and measurements from one form to another; prepares a complex document in a concise manner. / Students knowledge of pre-production television and radio terms,
identifies relevant details, facts, and
specifications.
Applicable pre-production techniques. Brainstorming, script writing, factual research, and working in a group environment.
Writing checks and revises document
for correct information, appropriate emphasis, form, grammar, spelling, and punctuation.
CONCEPTUALIZATION Create a story line and a vision.
SCREEN WRITING Write a script that unfolds the story line over time and from the point of view of a camera.
Create dialogue between characters.
Break down the story into scenes.
Describe settings.
Use screenplay format. / Television terminology printout.
www.mediacollege.com
Television Production Handbook. 6th Edition, Zettl, Herbert. Wadsworth Publishing Company.
http://www.bbc.co.uk/academy/collegeofjournalism
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
Storyboard handout
Ongoing
(timeline provided by instructor after initial project choices have been made) / Production
What constitutes a field production?
What constitutes a studio production?
What is the “rule of thirds?”
What is the meaning of “production values” and explain examples.
How will we distribute media in the future? What avenues for distribution will be available?
Are my shots framed correctly? Did I use a tripod when necessary?
What are cutaways?
Are the audio levels good? Did I select the correct microphone for the situation? / (1)Define production terms; use industry terms appropriately in context.
(2)Understand the different types of production; describe a field production; communicates a thought, idea, or fact in spoken form; identify roles and responsibilities of field
production personnel; comprehends ideas and concepts related to TV personnel; describe a studio production; imagines the flow of work activities from
narrative descriptions; identify roles and responsibilities of studio production personnel; comprehends ideas and concepts related to TV personnel.
(3)Demonstrate basic camera setup and operation; perform white balance function in appropriate settings; uses equipment and techniques to white
balance a camera; apply appropriate focusing techniques; applies knowledge to complete a practical task; apply appropriate iris control; applies a scientific principle to solve a problem; demonstrate appropriate audio control usage; reads measurements from audio measuring devices; demonstrate appropriate use of tripod; uses equipment and techniques to properly
mount cameras.
(4)Discuss proper camera framing techniques; apply basic camera shots (wide, medium, tight, etc.); uses equipment and techniques to acquire basic camera shots; apply the rule of thirds; Solves practical problems using scientific methods; apply proper spacing in camera shots (head room, nose room, etc); uses equipment and techniques to acquire
correct camera shots; identify the different types of camera movement (pan, zoom, etc.); listens to follow directions.
(5)Discuss proper camera composition techniques; demonstrate basic composition rules.
Discuss rule of thirds.
(6)Explain proper audio techniques; demonstrate the proper use of microphones; applies scientific principles related to audio pickup; identify pick up patterns; comprehends written information and applies it to a task; demonstrate the proper use of natural sound (nats); monitors variables in different audio situations.
(7)Explain proper lighting; Identify different types of lights (flood, spot, keys, back lights, etc.); listens for long-term content; identify different types of lighting equipment; listens for content;
demonstrate the proper use of artificial lighting; follows safety guidelines for lighting; Demonstrate the proper use of natural lighting; applies scientific principles related to natural light. / Uses technical terms as appropriate to audience.
Student will correctly identify the needs of the field production or the studio production.
In preparing for production, student will decide amount of personnel needed as well as equipment necessary for completion of project.
A rigorous training in camera set-up and operation. Students will be able to set-up a tripod, turn camera on, check white balance levels, control zoom and focus.
Student will produce a simple video which will be assessed for color correctness, level of video, and zoom and focus.
Student will record natural sound from camera microphone and be able to monitor levels.
Assessment will be on sound level, and ability to distinguish between camera microphone and external microphones.
A rigorous training in camera set-up and operation. Students will be able to set-up a tripod, turn camera on, check white balance levels, control zoom and focus.
Student will produce a simple video which will be assessed for color correctness, level of video, and zoom and focus.
Explains scientific principles related to camera composition.
Students to demonstrate understanding of rule of thirds. Assessed on videotaping simple two person interview.
Students will record different audio scenarios (nat sound, interview set-up, group set-up). Student will produce a video project demonstrating use of different microphones and will be assessed on quality of sound.
Students will record outdoor video in different light conditions. They will also record in studio to learn basic three point lighting.
Assessed on video recording of various light conditions. / Television Production Handbook. 6th Edition, Zettl, Herbert. Wadsworth Publishing Company.
http://www.bbc.co.uk/academy/collegeofjournalism
www.mediacollege.com
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
Hand held microphones
Shotgun microphones
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
Hand held microphones
Shotgun microphones
www.mediacollege.com
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
Hand held microphones
Shotgun microphones
www.mediacollege.com
Lapel microphones
Hand held microphones
Shotgun microphones
Camera for recording purposes.
Natural outdoor light
Portable light kit
Studio lights and board
http://www.lowel.com/edu/
Ongoing
(timeline provided by instructor after initial project choices have been made) / Post-Production
Can you ever have enough b-roll?
How can the addition of production values help my project?
Have I given proper credit to sourced materials?
Before I sit down to edit, do I have the majority of my media gathered?
Who is my audience and what message am I sending? / (1)Define terms; use industry terms appropriately in context.
(2)Explain proper editing
technique; demonstrate the proper use of an editing system; comprehends ideas and concepts related to television editing; acquire and log raw footage; compile and arrange selected footage; creates new design by applying specific criteria; add additional audio to selected footage; uses senses to perceive the over-all effect of combining elements; add additional video elements to selected footage; Organizes and processes images-video, special effects, graphics, characters, etc. / Uses technical terms as appropriate to audience.
COLLECTING Collect additional materials to support the story line.
Students to learn basic editing skills concentrating on media gathering, organization, and keyboard commands.
Students will utilize video they filmed as source material.
Visual assessment of computer to ensure proper uploading of source material as well as the ability to close and open individual project. / www.apple.com
Various YouTube Final Cut Pro 7 tutorials
Overhead projector hooked up to teacher computer for demonstration of Final Cut Pro software.
-15 Days / Workplace Skills
How hard is it to get a job in television/broadcasting?
What is the latest equipment being used in the industry?
Do I need to attend college to work in the industry?
What jobs are available?
Is my personality suited for working in this business?
. / (1)Define terms; spell, define and pronounce terminology correctly.
(2)Identify interpersonal skills essential to workplace success; discuss how timeliness and attendance relate to workplace success; describes desirable worker characteristics; demonstrate timeliness and regular attendance; displays high standards of attendance; discuss appropriate work ethics; describes/Explains significance of integrity,
honesty, and work ethics; discuss communication, leadership, and teamwork skills essential to workplace success; describes desirable worker characteristics; demonstrate effective basic oral
communication; speaks effectively, using appropriate eye contact, gestures, and posture; demonstrate effective basic written communication; communicates thoughts, ideas, or facts in
written form in a clear, concise manner; demonstrate the ability to make basic decisions regarding production responsibility; evaluates information/data to make best decision.
(3)Identify basic resources commonly used in the television industry; Use brainstorming techniques to identify resources used in the production and
delivery of a particular product; contributes to group with ideas, suggestions, and effort; discuss how individual resources affect
the production and delivery of a particular product; sees the relationship between two or more ideas, objects, or situations.
(4)Explore career opportunities in the television industry; use brainstorming techniques to identify careers associated with the television
industry; contributes to group with ideas, suggestions, and effort; discuss the knowledge, skills, and abilities needed to be successful in at least
three careers in the television industry; develops skills to locate, evaluate, and interpret career information; discuss the expected growth and potential
income of at least three careers in the television industry; develops skills to locate, evaluate, and interpret career information; discuss the process of establishing short
and long-term career goals; explores career opportunities; discuss a career path related to the television industry. / Applies and understands technical terms that pertain to television.
Students will be assigned groups. Discussion on industry roles and responsibilities.
Demonstrate the ability to work effectively as a part of a team; works effectively with others to reach a common goal.
Demonstrates logical reasoning in reaching a conclusion.
Discuss how timeliness of resource
acquisition affects the production and delivery of a particular product;
Explores career opportunities.
Discussions on different career paths and opportunities.
Students to site and explain the myriad of opportunities in TV/Communication field.
Students will identify technological improvements/changes in industry. Students will be assessed on knowledge of equipment and their uses. Are there other ways to get the job done? Evaluate. / www.mediacollege.com
Guest speakers-TV/Radio professionals
Field Trips
Television Production Handbook. 6th Edition, Zettl, Herbert. Wadsworth Publishing Company.
Guest speakers-TV/Radio professionals
Field Trips
www.mediacollege.com
Internet sources
www.mediacollege.com
www.mediacollege.com
www.mediacollege.com
Guest speakers-TV/Radio professionals
Unit Plans