Leadership
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and will determine
the characteristics necessary of successful leaders.
Specific Objectives
• Students will demonstrate skills necessary for leadership.
• Students will explain what people look for in a leader.
• Students will evaluate leadership roles.
• Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and
edit documents; and composing and editing copy for a variety of written documents such as
scripts, captions, schedules, reports, and manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
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(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student:
(A) employs leadership skills to accomplish goals and objectives by analyzing the various roles
of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employs teamwork and conflict-management skills to achieve collective goals;
(C) establishes and maintain effective working relationships by providing constructive praise
and criticism, demonstrating sensitivity to and value for diversity, and managing stress and
controlling emotions;
(D) conducts and participates in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; preparing for and conducting meetings to achieve objectives
within scheduled time; producing meeting minutes, including decisions and next steps; and
using parliamentary procedure, as needed, to conduct meetings; and
(E) employs mentoring skills to inspire and teach others.
(8) The student implements ethical decision making and complies with laws regarding use of
technology. The student:
(A) exhibits ethical conduct related to providing proper credit for ideas and privacy of sensitive
content;
(B) discusses and applies copyright laws in relation to fair use and acquisition and use of digital
information by citing sources using established methods;
(C) models respect of intellectual property when manipulating, morphing, and editing graphics,
video, text, and sound;
(D) demonstrates proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyzes the impact of the audio/video production industry on society, including concepts
related to persuasiveness, marketing, and point of view.
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Interdisciplinary Correlations
Tasks
• Students will complete all note sheets per the multimedia presentations.
• Students will complete assigned activities.
• Students will participate in group discussions and class activities.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Secure computer lab if one is not readily available.
• Copy the handout sheets.
• Have materials ready to go prior to the start of the lesson.
• Have incentives ready, if specified in the activity.
• Have a list of leaders handy to refer to during lecture.
• Identify a personality test from the Internet, or another source, for students to take before completing
activities.
Instructional Aids
• Student handouts
• Multi-media presentations
Materials Needed
• Copies of all activities in this unit
• Incentives (individually packaged candies)
Equipment Needed
• Teacher computer
• Projector (for digital presentation)
Introduction
Learner Preparation
• Ask students what they look for in a leader.
• Ask what positive skills and negative skills attract or sway them from others.
• Ask students if they have held leadership positions and if so, which type?
• Hand out Student Notes sheets.
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Lesson Introduction
• Have students write a leader’s name that comes to mind on the top of their handout sheet.
• Present multi-media, “How to be a Team Player “, and lead class in discussion. (Take about 15-20 min.)
• Present multi-media, “Leadership Play Book”, and have students take notes. (About 15 min.)
• Show “Leaders in the World”
• Go around the room and ask students to share the leader’s name they wrote down and tell why they
chose that person. How many students chose the same person?
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Outline
MI
OUTLINE
NOTES TO TEACHER
How to be a Team Player
Are you sensitive when your friend
has personal problems?
III.
Are you on time when you are
supposed to meet friends?
IV.
Do you offer support or offer to find
someone who can help?
V.
Do you accept your friends as they
are?
VI.
Are you excited for your friends
when something good happens to
them?
VII. Do you eagerly lend a helping hand?
VIII. If you answered, “Yes” to the
questions then you are on your way
to being a great teammate!
Leadership Play Book
1.
Together Everyone Achieves More
a. What makes a good team?
Knowledge: Every member of the
group has important information
or skill.
b. Learning is a life-long process.
We grow as we learn
i. Cooperation
All team members must
work together in
harmony. Everyone has a
job to do to keep the
team operating smoothly,
ii. Flexibility
It is important for all
team members to be able
to adjust their ideas and
to be able to set their
opinions aside in order to
achieve the goal the team
is pursuing.
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. Often, students
choose their school or team
leaders by how popular or smart
they are, without considering that
anyone with the qualities in this
presentation would make a good
leader.
I.
II.
This lesson is to give introspective
thought to each student in order
to prepare them for the rest of the
activities in this unit.
This presentation explains
qualities of leaders. Students
should write down the notes from
the slides to keep in their folders
for reference.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multi-media presentations and lead a class discussion during each one. Students
will take the Personality test and will self-grade to get the results. The teacher will lead the class in a
debriefing to talk about what students discovered about themselves.
There are numerous activities in this unit. The order in which the activities are completed is up to the
discretion of the teacher. It is suggested that the activities be broken up so that they are all completed within
the recommended time frame. Note: there are a couple of activities that may be used as sponge activities. It is
suggested these forms and the activities be kept in the students’ folders for later evaluation and to be used in
the event a student should decide to run for club office.
Independent Practice
• Influential Leaders Report
Research a leader in audio and video production and write a 500 word paper. (Alternative: Research
any leader for the report.)
• Character Traits of a Good Graphic Artist Leader
With a partner, list the positive and negative character traits of a person who is a leader in the audio
video production field.
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Summary
Review
• There are different personality categories and everyone fits into at least one of them.
• It is helpful to know what type a personality a person has in order for them to work with others on a
team.
• Personality surveys are helpful for use in clubs and other organizations.
• Leaders play a dual role when faced with responsibility.
• Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
• Teacher monitors during activities to check for understanding.
Formal Assessment
• Daily grades on class participation, completed activities, presentation, and essay.
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Leadership Word Search
Directions: Find all 15 words. The words are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
Control
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DIRECTIONS:
Make as many words as you can from the word, “LEADERSHIP” below.
You may use a letter more than once ONLY IF it appears more than once.
LEADERSHIP
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___________________
____________________
__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by all
means, feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport; played an
individual sport; travelled to another country; planted a tree; rode an elephant; rode on a hot
air balloon; etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have them go about the room, getting
signatures on each activity as it applies to members of the class. Allow about 10 minutes, and
then see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
2. “Marooned” Intended to be used after the Multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have each team member list an item they would bring with them if they knew there was
a chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil and whiteboard or poster board and markers.
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm and identify various
leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will
need. (DO NOT disclose the objective of this lesson yet!) The leaders will need to get
the amount they think they will need and take the candies to their groups. DO NOT LET
THEM EAT THE CANDY! When all teams are ready, decide how much time you want to
allow, then give them the Student directions.
b. MATERIALS NEEDED:
i. Paper/pencil, Internet, assorted candy (miniature bars, individual packages, etc.)
DIRECTIONS TO STUDENTS:
The objective of this lesson is to identify as many leaders in business and industry as possible. Your team
will need to brainstorm and identify one leader in business or industry for each piece of candy at your table.
You will need to list the company and leader associated with it. At the end of the allotted time, your team
will have to forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min) have each team share their
answers with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and/or he or she must still be alive.
(This makes it a little tougher)
ii. Divide the requirements into categories, such as: Retail, Sports, Technology,
Entertainment, Food, and Transportation. (You may want to allow more time, but it is
your option)
NOTES:
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4. “Product in a Bag” This product always allows for an interesting discussion!
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper bag within
the allotted time period. (This may take the better part of a class period, but allow time to
discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. MATERIALS NEEDED: Paper bags (one per team); the following items are suggestions, but are
not limited to: small paper plates, paper cups, balloons, pipe cleaners, Q Tips, paper clips, tape,
sequins, cotton balls, scissors, a couple of markers, string or yarn, drinking straws, construction
paper, paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper bag and will make a product that
could be sold to customers. You will need to use all of the materials in the bag and may not add anything
that is not supplied. Your team is responsible for naming the product and determining how it will be
advertised in the marketplace.
f.
DISCUSSION: Have each team present their “product”. Tell the class its purpose, and explain
how it will be advertised and marketed.
g. ALTERNATIVE DIRECTIONS: Have students create one of the following;
Audio Students - Create a jingle or radio commercial promoting the product.
Video Students – Create a 30 second TV commercial promoting the product, OR
create a HOW TO Video on how to use the product, OR
create a PODCAST talking about and demonstrating how the product
was designed and built.
*Note the number of groups who use the bags as part of their product!
NOTES:
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Influential Leaders Report
ASSIGNMENT:
Research a leader in audio video production who you admire. Type a report with a minimum of 500 words,
and include the following:
• Accomplishments this person has made
• Contributions he or she has made on the local, national or international level
• Background
• Personal triumphs
CHARACTER TRAITS OF A GOOD LEADER
DIRECTIONS:
Brainstorm with your partner and develop a list of traits, then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.
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Organize an alumni chapter
Show movies, films, videos, etc. during lunch
(possible public performance copyright issues)
Present awards to students who deserve
recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge out of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming
freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each
quarter/semester during the year
Host a birthday breakfast for teachers once a
month
Plan an activity to welcome new teachers in the
fall
Plan a Yearbook Signing Party
Host a father and daughter or mother and son
lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
Scavenger hunt; include food for a local pantry
on the list and donate what is collected
Sponsor a Career Day
Invite a guest speaker each month to talk about
careers during lunch
Sponsor tours of local college campuses
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