Morris School District
31 Hazel Street
Morristown, NJ 07960
Morris School District
Broadcasting 2 “Colonial Corner”: The Making of a TV Program
Grades 10 through 12
Dr. Thomas Ficarra, Superintendent
Submitted by: Michael I. Butler
Date: June 10, 2012
Course Rationale:
The course focuses on the production of the long running Morristown High School television program, Colonial Corner. Students enrolled in the course will assume ownership over managing the station. In fostering a shared sense of responsibility, students actively participate in enhancing the quality of programming shown on Colonial Corner. The course will mirror in purpose and action the authentic experience of running a television show.
Structuring the course to mirror the operations of a television studio promotes a set of core skills valued by the high school’s professional staff. To successfully support quality programming students need to collaborate with each other, establish transparent lines of communication and think critically about current and potential programming. Additionally, infusing Colonial Corner into the classroom will allow for cross-curricular projects involving graphic arts, photography, computer animation, music, and other MHS offerings.
Philosophical Tenets:
Technology Education is defined as: “The application of knowledge to satisfy human wants and needs, and to extend human capabilities.” To study Technology Education, therefore, is to analyze available resources, how these resources are interrelated, and what can be expected as a result. The main purpose of Technology Education is to provide students with experiences that teach students to apply process thinking and problem solving skills so that they may become technologically literate citizens.
Students enrolled in “Colonial Corner”: The Making of a TV Program will be introduced to skills and knowledgethat emphasize design and problem solving processes and a systems approach to understand technology. Students will participate in hands-on creative design activities that will introduce them to technological systems such as camera-work, audio production, and digital editing. Students will utilize skills learned in Introduction to Broadcasting to create a bi-weekly television program. These activities will build skills necessary for college and career readiness. The act of running a television studio / production company leverages contemporary literacy skills such as information, media and visual literacy and also privileges the “four C’s”’ of communication, collaboration, creativity and critical thinking. The structure further allows students to explore careers and personal interests in the field of broadcasting. Learners will gain a sense of accomplishment by creating a final product which can be seen by family, friends, fellow students, and MHS administration and teachers.
Course Description:
Students enrolled in “Colonial Corner”: The Making of a TV Program will discover a world of emerging technologies, as well as time tested storytelling and script writing assignments.
By creating a bi-weekly television program, students will learn detailed television production skills, script writing technique, interview technique, involvement with school activities, meeting deadlines, and the importance of teamwork. Students will have ownership of an amazing video portfolio containing shows produced throughout the year.
This is a full-year, 5 credit course. COURSE PREREQUISITE: Introduction to Broadcasting
COURSE: Broadcasting II Colonial Corner: The Making of a Television Program GRADE LEVES: 9-12
MSD CURRICULUM MAP
Time Frame:/ Content/Topic / Observable Proficiencies/Skills / NJCCS / Performance Benchmarks/Assessments / Materials Used
2 weeks
Ongoing throughout school year, September-
June / Producing a television show.
-What can be improved from last year’s show?
-Will we stay with the same format?
-How many shows do we want to produce?
-What is the hierarchy of production staff?
-Where will we show the program?
Actual Shows begin
Students will produce a new show every two weeks.
-Who will be the hosts for this show?
-What events are going on in school?
-Do any of Mr. Butler’s students have segments for show?
-Who is the show producer?
-Who will be responsible for posting the show online?
-Who will edit the show?
-In what order do we want segments to air?
-What is going on in school for the next show?
Production skills acquired in prerequisite; Introduction to Broadcastingare utilized. / Students will watch episodes from previous year to look for ways to improve show.
Students will brainstorm various ideas before going into production mode.
Students will debate ideas and plans for upcoming season.
Students will create YouTube, Facebook, and twitter channels for program.
Students will determine hierarchy of staff.
Students will collaborate to determine the layout of the show.
Students will plan host segments, including communicating with hosts, scheduling segment, and editing stand-ups.
Students will examine Google calendar for upcoming school events. Students will contact the SGO for information on upcoming school events.
Students will discuss amount of segments available for each specific episode.
Communication skills, ability to communicate, and delegate.
Students will confer on the best possible order for the layout of the show. They will learn show pacing skills.
Pre-planning skills will be emphasized. The concept of how a story can become “dated” is learned.
Planning, Producing, Shooting, Editing, and exporting skills are used. / 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 to acquire an understanding of the entire production process.
Content Area: 21st-Century Life and Careers
Standard: 9.4 Career and Technical Education
Strand: C. Arts, A/V Technology, & Communications Career Cluster
Pathway: (2) Journalism & Broadcasting
●9.4.12.C.(2).2_Demonstrate writing processes used for broadcast media to build a base of skills for careers in the field.
●9.4.12.C.(2).7_Demonstrate the ability to plan and deliver a broadcast production to exhibit readiness for completing key functions in the fieldbroadcasting, and performing / Students will be assessed on ability to work as a production team.
On Google Drive provide a rundown of show; including segments, producers, locations and approximate length.
Observation
Students will create online pages. Sites will be used for playback of episodes, class communication, show promotion, and event planning.
Students will learn communication skills.
Students will understand the importance of details, and deadlines.
Observation
Students ability to create an episode of Colonial Corner will be assessed.
Did the show meet its intended deadline?
Were host segments produced professionally with good video, audio, and host performance.
Was the show watchable? Did it flow from segment to segment? Did the order of segments make sense?
Was the overall quality of segments up to our production standards?
Was there a balance of segments?
Did the show export correctly?
Was the show uploaded correctly to its intended online site? / Television Studio
Mac Computers
Final Cut Pro Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD TV production facility
Guest Speakers
Television Studio
Mac Computers
Final Cut Pro Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD TV production facility
Guest Speakers
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
Television Studio
Mac Computers
Final Cut Pro Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD TV production facility
Guest Speakers
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
Television Studio
Mac Computers
Final Cut Pro Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD TV production facility
Guest Speakers
Text: Teaching TV Production in a Digital World, Robert F. Kenny, Ph.D., Libraries Unlimited, Westport Connecticut.
Michael Butler, June 2013
NJCCS
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, broadcasting, and performing 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 to acquire an understanding of the entire production process.
Content Area: 21st-Century Life and Careers
Standard: 9.4 Career and Technical Education
Strand: C. Arts, A/V Technology, & Communications Career Cluster
Pathway: (2) Journalism & Broadcasting
●9.4.12.C.(2).2_Demonstrate writing processes used for broadcast media to build a base of skills for careers in the field.
●9.4.12.C.(2).7_Demonstrate the ability to plan and deliver a broadcast production to exhibit readiness for completing key functions in the field