Management and Interpersonal Skills
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to efficient
operation of a business. Students will discuss the relationship of interpersonal and team-building skills and
how effective managers use these skills.
Specific Objectives
• Students will identify the three levels of management.
• Students will theorize how a self-managing team functions.
• Students will evaluate the five functions of management.
• Students will discuss the difference between traditional and horizontal organizations.
• Students will explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
• Students will demonstrate effective interpersonal and team building skills by working together to
complete various audio and video projects.
This unit should take 25 class days to complete, including presentation days.
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.
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(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
(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.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations; and
(B) follow emergency procedures.
(10)The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work
tasks.
(11) The student implements an advanced understanding of a client-based production. The student:
(A) determines client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develops a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
(C) engages in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
(D) conducts a client meeting for presenting production strategies and implement client
feedback;
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(E) applies advanced principles of production by:
(i) implementing a coherent sequence of events;
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to
diversity;
(F) implements advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including digital file
formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) delivers the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student:
(A) implements standard freelance self-promotion techniques;
(B) develops invoices and standard billing practices;
(C) researches small-business start up practices; and
(D) uses information technology applications common to small businesses.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
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Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will take notes, as directed by the teacher.
• Students will complete individual and group assignments.
• Students will present their projects to the class.
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 a computer lab, if none is readily available in the classroom.
• Copy the handouts and assignments.
Instructional Aids
• Student handouts and multi-media presentations
Materials Needed
• Copies of assignments, empty CD cases
Equipment Needed
• Teacher computer and printer
• Projector (for digital presentation)
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Introduction
Learner Preparation
• Ask what makes management effective?
• Ask what character traits are common in “good” managers?
• Explain how interpersonal skills are important in the work place.
Lesson Introduction
• Ask the class if anyone has ever had to “manage” other people.
• Explain how effective interpersonal skills are necessary for managers to function in business.
• Tell students the information they will learn in this lesson will be important to them as they complete
the assigned project.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager…
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multi-media
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually or
in pairs or groups at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and will have the students complete the included assignments. It is up to the teacher’s discretion whether to
assign some of the larger projects to pairs or small groups instead of to individual students.
Independent Practice
• The (Your School) Film and Media Festival”
Students will use management and decision-making skills to complete all the necessary tasks of staging
a film and media festival at their school.
• Your Personal Brand
Students will create a video portfolio DVD with their own personal brand.
• Audio Video Podcast
Students will use management and leadership skills to successfully complete all assigned tasks in this
audio video podcast project.
Summary
Review
• We all possess personal traits that make us unique.
• Everyone has a set of personal ethics; however, the degree to which we use them is an individual
choice.
• Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: The teacher has discretion when grading the daily and desk assignments. The
teacher will monitor the students’ Management:
work to check for
understanding.
Another
Piece of the Puzzle
Formal Evaluation: Students will complete extensive
projects
to demonstrate knowledge of material
Student
Notes
covered in this unit. Rubrics have been provided.
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TERMINOLOGY:
VERTICAL INTEGRATION:
______ to __________ management structure of an organization (consists of ____________, ____________,
and __________________levels).
TOP MANAGEMENT:
Makes _______________ affecting ____________; decisions have _______________ effect on the company.
MIDDLE MANAGEMENT:
_________________ the _________________ of ________ management; plan ways to implement
___________; communicate with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT:
_________________ the activities of employees; _________________the instructions of Middle and Top
management; _____________tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION:
_______________________teams set their own _________ and make their own ______________.
Organized by _____________ instead of ______________.
EMPOWERMENT:
__________________ team members’ _____________________ and willingness to take _________________.
MANAGING:
______________________ the___________ of an organization through its __________ and_______________.
ORGANIZING:
Bringing people, activities, and resources together for the _____________ of the company.
STAFFING:
______________ _______________ with the __________ to be done.
CONTROLLING:
__________________ performance; ___________________performance with company __________________
and goals for effective outcome.
LONG-RANGE PLANNING:
Information is ____________ and _________, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
G. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts
when necessary
Can be slow; ___________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow
process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees
________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince
employees it was good
Spend time getting people to “_______”
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AN EFFECTIVE MANAGER
• Shows a __________ __________
o It’s ok to smile! It’s contagious!
• Cares about ___________
o Encourages and looks for the
_______ in others
o Says “________________”
• Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays,
anniversaries, etc.
• Listens
o _______ questions
o __________ information
• Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
• Handles ______________ quickly and fairly
o Resolves ___________
• Communicates _____________
o ______________
o ______________
•
•
•
Appreciates ___________ at appropriate
times
o _________ alleviates stress
o Timing must be _____________
Is ______________
o Walks in “_____________” easily
Isn’t ___________ and doesn’t __________
o Sets a good ____________
o Isn’t a “________”
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees
adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
Top to bottom management structure of an organization (consists of Top, Middle, and Supervisory levels).
TOP MANAGEMENT:
Makes decisions affecting entire company; decisions have broadest effect on the company.
MIDDLE MANAGEMENT:
Implements the decisions of Top management; plan ways to implement goals; communicate with Supervisory
level management.
SUPERVISORY LEVEL MANAGEMENT:
Supervise the activities of employees; carry out the instructions of Middle and Top management; assign tasks
and evaluate performance of employees.
HORIZONTAL ORGANIZATION:
Self-managing teams set their own goals & make their own decisions. Organized by process instead of
function.
EMPOWERMENT:
Encourages team members’ contributions and willingness to take responsibility.
MANAGING:
Completing the work of an organization through its people and resources.
ORGANIZING:
Bringing people, activities, and resources together for the benefit of the company.
STAFFING:
Matching workers with the tasks to be done.
CONTROLLING:
Measuring performance; comparing performance with company objectives and goals for effective outcome.
LONG-RANGE PLANNING:
Information is gathered and analyzed, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of one year or less. Usually evaluated on quarterly or
semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
G. Recruit and hire; evaluate performance
E. Leading
G. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A.
B. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
C.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
D. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
Allows majority rule; sometimes slow
process, but it’s easier to get employee’s
approval
F.
Laissez-faire:
Manager acts as a mentor; allows employees
some control;
Focus on results, not how work gets done
G. Persuasive:
Makes decision, then takes time to convince
employees it was good. Spend time getting
people to “buy in”
E. Democratic:
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AN EFFECTIVE MANAGER
• Shows a happy face
o It’s ok to smile! It’s contagious!
• Cares about others
o Encourages and looks for the good in others
o Says “thank you”
• Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
• Listens
o Asks questions
o Recalls information
• Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
• Handles disagreements quickly and fairly
o Resolves conflict
• Communicates clearly
o Written
o Oral
• Appreciates humor at appropriate times
o Humor alleviates stress
o Timing must be appropriate
• Is empathetic
o Walks in “others shoes” easily
• Isn’t negative and doesn’t whine
o Sets a good example
o Isn’t a “cry baby”
AN EFFECTIVE MANAGER also
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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The (Your School) Film and Media Festival
OBJECTIVE:
Students will use management decision-making skills to complete all the necessary tasks of
staging a local film and media festival.
MATERIALS NEEDED:
Computers; projector; Internet access; paper and printer for print items
PROCEDURE:
You are the Chairperson of the “(School) Film and Media Festival” Committee. Your goal is to
ensure 100% entry by students located within the school district. You have space for 15
different classes to participate, such as Animation 1- first period, Advanced Theater, 4th period,
etc. The event will take place on PICK A DATE. Your duties are as follows:
1. Determine your Target Market (Who you want to draw to your event)
2. Selecting the classes (such as animation, film and production, theater, etc) which will
participate (Plan for variety).
3. Decide on admission charges
4. Plan the arrangement of the floor plan or viewing rooms for the event.
5. Secure the site (must be in YOUR School). Look up the location on Internet.
6. What type of films and media will be entered? Length? Genre?
7. Decide how you will promote the event to the public. You must include the following:
a. A Logo and a Brand for all marketing.
b. 1 direct mail (postcard or flyer)
c. 1 press release (story that tells who, what, where, when, why) and you must
include at least 2 quotes from someone who has participated in the past;
d. 1 TV commercial (use multimedia software or a video production software)
e. 1 Non-traditional promotion such as a billboard, airplane trailer, a “sandwich
promo” walker, sky diver, etc.
f. A social media campaign utilizing various social media distribution sources.
8. Design a viewing schedule and floor plan and list the classes in their viewing locations.
(Use word processing software.)
9. What considerations did you take in deciding where to locate the participating classes
within your chosen site?
10. Present your plan to the class.
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Group Presentation Rubric
Presentation Title
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
information in logical
understand presentation
Organization
presentation because
logical, interesting
because there is no
sequence which
student jumps
sequence which
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
Content grasp of information;
Knowledge student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Visuals Student used no visuals.
Student occasional
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
Mechanics
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
Student incorrectly
Student's voice is
incorrectly pronounces
pronounces terms.
clear. Student
Delivery terms, and speaks too
Audience members
pronounces most
quietly for students in the have difficulty hearing
words correctly.
back of class to hear.
presentation.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Teacher’s Comments
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Group Progress Rubric
Name: ________________________
Date: ____________
Title of Work: ___________________
Skills
Helping
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Teacher:
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
None of the
Some of the
Most of the
All of the
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
____
____
____
____
____
Total Points ____
Teacher Comments:
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16
Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create the
framework for a video portfolio (DVD) that you will use to market yourself to universities or
prospective employers.
MATERIALS NEEDED:
Computer, Internet access, personal pictures, blank DVD cases; good quality glossy or matte
paper, printer
•
•
•
•
•
•
•
Select a name for your business that represents the “real you”. You may not use the
name of another company or individual.
Create a personal logo & include it on your DVD cover.
You will create the opening framework or title page, which will lead into DVD
"chapters". You might not have work to put in them yet, so plan on making artwork,
audio or films throughout the year to fill up your portfolio. The order of your chapters is
your choice, but you must include the following:
o A chapter called "Video Shorts and Films"
o A chapter called "Audio Productions and Podcasts"
o A chapter called "Treatments, Scripts and Storyboards"
o A chapter called "Graphics and Titles"
o A chapter called "Visual Effects and Animations"
o A chapter called "Resume and Contact Information"
Make sure you acknowledge all contributors and their roles (music, etc) in the closing
credits.
Add a copyright notice.
Design the front & back cover of a DVD.
Make sure to include your artist name, DVD title & logo (size= 4.5”x 4.5”).
Create a professional web page or social media page using your logo and correct
information. Make sure the URL addresses are on your DVD, resume', etc.
Written Report
How will you market your DVD? Type a summary on the following (1 page minimum)
• Product:
Why these artworks, audio and films and are a representation of your professional work
and why have you selected these works. Explain your choices.
• Price:
How much you’d charge (per storyboard, 30 video production, etc.)
• Place:
Where people can see your AV work.
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•
•
Promotion:
How you will promote your original work.
Extra credit: Design the inside of the DVD jacket.
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Teacher’s Comments:
Name: _____________________
Date: ___________________
Your Personal Brand Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Has clear vision of final product
Directions were followed
1, 2, 3
4, 5, 6
7
Properly organized to complete project
1, 2, 3
4, 5, 6
7
Managed time wisely
1, 2, 3
4, 5, 6
7
Acquired needed knowledge base
1, 2, 3
4, 5, 6
7
Communicated efforts with teacher
1, 2, 3
4, 5, 6
7
Below Avg.
Satisfactory
Format (required # of slides present)
1, 2, 3
4, 5, 6
7
Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7
Organization and structure
1, 2, 3
4, 5, 6
7
Creativity
1, 2, 3
4, 5, 6
7
Demonstrates knowledge
1, 2, 3
4, 5, 6
Product (Project)
Ex
Ex
7,
Total Score:____________________
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19
Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
•
•
•
Creativity Initiative and Responsibility
•
•
•
Attitude
•
o
o
Self-Control/Orderliness
•
•
Self-Awareness & Willingness to Change
•
•
•
•
Self-Esteem
•
•
•
o
o
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Empathy
•
•
II.
Personal Skills
Assertiveness:
•
•
•
Time Management:
•
•
•
Goal Setting:
•
•
•
•
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21
Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
• Honesty
• Integrity
• Play Fair
Creativity Initiative and Responsibility
• Find new ways to do your job (cuts boredom)
• Doing what needs to be done without being told
• Be accountable for your actions
Attitude
• Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
• Tactfulness…what does it mean?
• A must when dealing with difficult customers
Self-Awareness & Willingness to Change
• Make a list of strengths & weaknesses
• You may think you know everything!
• The first 100 years are the hardest!
• Adaptable employees are valuable
Self-Esteem
• The way you see yourself---your value
• Demonstrate self-esteem on the job by showing confidence in your work
• Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
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Empathy
II.
• Understand another’s situation or frame of mind
• Putting oneself in another’s place
Personal Skills
Assertiveness:
• Stand up for yourself, but don’t be pushy
• Don’t boss others
• Make sure you know what you’re talking about
Time Management:
• Budget your time
• Don’t over-commit yourself or you will regret it
• Sometimes “NO” is okay!
Goal Setting:
• What do you want out of:
o Life
o Career?
o Personal Relationships?
• Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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Personal Bucket List
50 Things You Want to Do Before Age 65
Think about this carefully before you begin.
In your “50 Things”, you will need use word processing program to devise a list of 50 things to
do before you reach age 65, and include a brief (1 or 2 sentence) explanation why you would do
each task/activity. You may not repeat or combine any! Your list must include:
•
•
•
•
•
•
•
•
•
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each counts as 1 “thing”)
2 career options (each counts as 1 “thing”)
2 personal goals (each counts as 1 “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as 1 “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: __________________
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Audio and Video Podcast Development
OBJECTIVE:
Students will use management and leadership skills learned in order to complete all assigned tasks in
this Audio Video Podcast project successfully.
MATERIALS NEEDED:
Computers; Internet access; projector for presentations; printer and paper for proposal and brochure
Podcasts have become an influential medium in today’s’ well connected society. In this project, your
team, as part of the Department for Product Design and Development for AlphaGenX Broadcasters, is
vying for your idea to develop one or more podcasts channels to increase market share and advertising
options.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1 Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English class. The survey is to find out
what your peers would like to see or hear about on a Podcast channel. The survey must include
at least 10 QUALITY questions. Type the questions and turn them in and include the number of
copies you will need.
C. After your surveys have been completed, you are to write a final analysis of “The Podcast
Evolution: The Future of Marketing and Advertising" based on personal ideas and survey results.
Part 2 Research and Development
1. Research 3 different Podcasts that meet the survey analysis and that will be similar to yours.
(They must be school appropriate.) For each of the Podcasts you will need to find the following
information.
1. Name of the Podcast
2. Location of the Podcast (URL, Social Media, Video Streaming Service,)
3. Does the Podcast have an associated app.
4. Is the Podcast associated with a product, service or company?
5. How much of the Podcast is devoted to advertising?
6. What is the average length of the Podcast?
7. How often are new Podcasts released?
8. Judge the overall production quality of the Podcast?
9. Does the Podcast have one or more personalities or talent?
10. What is your target market.
11. Any other pertinent information you discover (be sure you have some pertinent
information)
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Part 3: Your Audio and Video Podcast Outline
1. This is the section where YOUR design of YOUR Audio Video Podcast comes to life.
Careful not to COPY other Podcast, Copyrights do APPLY to form as well as content!!!
1. Podcast them and / or Topic
2. Principal Sponsor or Advertiser (Product, Service, Company)
3. How do People get to your Podcast?
(Web, Social Media, Video Streaming Service, Media Store)
4. How do you notify people when a new Podcast is available?
5. How do you track views of your podcast?
6. Podcast name, Logo and Brand
7. What is the average length of your Podcast?
8. How will you catch the attention of your target market? (A hook or gimmick)
9. What is the format of your Podcast?
(Example, Intro, Set-up, Commercial, Body or topic, Commercial, Close)
10. Who will be your talent and how will they appeal to your target market?
11. Think of any other things you can do to build viewership.
Considerations
• Define your target market
(age, gender, hobbies, economic status, anything to cause someone to be interested in your
podcast) Be prepared to defend your reasoning.
• What is the name of the Podcast?
• What type of Podcast it will be and what is the overall theme or topic?
• Include a logo design.
o Who is your Podcast sponsor?
• Are there additional advertiser?
o What is the format of the Podcast and does it appeal to your target market?
• How much will it cost you to produce each episode?
o How long will it take you to produce each episode?
o What will be the final production quality of the podcast?
• How will you market the new Podcast to your target market? (Before the first episode is
released)
You must include the following:
• A typed proposal for the Podcast with Logo (limited to 7 pages)
• An example web Splash page. (A digital brochure)
• Create a multimedia presentation with examples of what the Podcast might look like.
Use photos, videos or animations to sell the Podcast to the Board of directors.
The project needs to be neat and look professional.
All written information must be typed or word-processed.
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26
Audio Video Podcast Rubric
Presentation Title
Name: ________________________
Teacher:
Date of Presentation: ____________ Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
2
Points
3
4
Audience has
Student presents
Student presents
Audience cannot
difficulty following
information in
information in
understand presentation
presentation because logical sequence
logical, interesting
because there is no
student jumps
which audience can sequence which
sequence of information.
around.
follow.
audience can follow.
Student is
Student
Student does not have uncomfortable with
demonstrates full
Student is at ease
grasp of information;
information and is
knowledge (more
with content, but
student cannot answer able to answer only
than required) with
fails to elaborate.
questions about subject.
rudimentary
explanations and
questions.
elaboration.
Student occasional
Visuals related to
used visuals that
Student used no visuals.
text and
rarely support text
presentation.
and presentation.
Student's presentation
Presentation had Presentation has no
had four or more spelling three misspellings
more than two
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
errors.
grammatical errors.
Student mumbles,
Student incorrectly
Student's voice is
incorrectly pronounces
pronounces terms.
clear. Student
Delivery terms, and speaks too Audience members pronounces most
quietly for students in the have difficulty hearing
words correctly.
back of class to hear.
presentation.
____
____
Student used visuals
to reinforce screen
text and
presentation.
____
Presentation has no
misspellings or
grammatical errors.
____
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total----> ____
Teacher’s Comments:
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