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
Michael Butler, June 2013
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 selfdirected 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
Michael Butler, June 2013
COURSE:
Introduction to Broadcasting
Time Frame:
-20 Days
Content/Topic
Fundamentals of Television: An
Overview
MSD CURRICULUM MAP
Observable Proficiencies/Skills
(1)Define terms, relevant details,
facts and specifications; use industry
terms appropriately in context.
What impact has the Internet had on
traditional radio and TV?
What is the FCC and what is it’s
mission?
Define factual.
Standards spiral throughout the
curriculum
Standard: 9.1 21st-Century Life &
What is television? radio?
What is the responsibility of the media
today?
NJCCS
(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.
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
Michael Butler, June 2013
GRADE LEVELS: 9-12
Performance
Benchmarks/Assessments
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.
Materials Used
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
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 postsecondary options, including
making course selections,
preparing for and talking
assessments, and participating
in extra-curricular activities.
●
Michael Butler, June 2013
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.
●
Michael Butler, June 2013
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
Michael Butler, June 2013
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
Michael Butler, June 2013
Long-term
Individual
Project
Ongoing
(timeline
provided by
instructor after
initial project
choices have
been made)
Pre-Production,
(1)Define terms; use industry terms
appropriately in context.
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?
(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 preproduction television and radio
terms,
identifies relevant details, facts,
and
specifications.
Television terminology
printout.
www.mediacollege.com
Applicable pre-production
techniques. Brainstorming, script
writing, factual research, and
working in a group environment.
Television Production
Handbook. 6th Edition,
Zettl, Herbert. Wadsworth
Publishing Company.
Writing checks and revises
http://www.bbc.co.uk/acade
document
my/collegeofjournalism
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.
Michael Butler, June 2013
Text: Teaching TV
Production in a Digital
World, Robert F. Kenny,
Ph.D., Libraries Unlimited,
Westport Connecticut.
Storyboard handout
Production
Ongoing
(timeline
provided by
instructor after
initial project
choices have
been made)
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?
(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
Michael Butler, June 2013
Uses technical terms as appropriate Television Production
to audience.
Handbook. 6th Edition,
Zettl, Herbert. Wadsworth
Publishing Company.
Student will correctly identify the
needs of the field production or the http://www.bbc.co.uk/acade
my/collegeofjournalism
studio production.
www.mediacollege.com
In preparing for production,
student will decide amount of
personnel needed as well as
Text: Teaching TV
equipment necessary for
Production in a Digital
completion of project.
World, Robert F. Kenny,
Ph.D., Libraries Unlimited,
Westport Connecticut.
A rigorous training in camera setup 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,
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
Hand held microphones
Shotgun microphones
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
Are the audio levels good? Did I select
types of lighting equipment; listens
the correct microphone for the
for content;
situation?
demonstrate the proper use of
artificial lighting; follows safety
guidelines for lighting; Demonstrate
the proper use of natural lighting;
Michael Butler, June 2013
and ability to distinguish between
camera microphone and external
microphones.
A rigorous training in camera setup 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.
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
Hand held microphones
Shotgun microphones
www.mediacollege.com
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 setup, group set-up). Student will
produce a video project
demonstrating use of different
microphones and will be assessed
on quality of sound.
Video Cameras
Panasonic AVC HD
Canon Camcorder
Panasonic Camcorder
Various tripods
Lapel microphones
applies scientific principles related to
natural light.
Hand held microphones
Shotgun microphones
www.mediacollege.com
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.
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
(1)Define terms; use industry terms
appropriately in context.
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?
Michael Butler, June 2013
(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
Uses technical terms as appropriate www.apple.com
to audience.
Various YouTube Final Cut
Pro 7 tutorials
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
Overhead projector hooked
up to teacher computer for
demonstration of Final Cut
Pro software.
-15 Days
Who is my audience and what
message am I sending?
footage; uses senses to perceive the
over-all effect of combining
elements; add additional video
elements to selected footage;
Organizes and processes imagesvideo, special effects, graphics,
characters, etc.
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.
Workplace Skills
(1)Define terms; spell, define and
pronounce terminology correctly.
Applies and understands technical
terms that pertain to television.
How hard is it to get a job in
television/broadcasting?
(2)Identify interpersonal skills
essential to workplace success;
discuss how timeliness and
What is the latest equipment being
attendance relate to workplace
used in the industry?
success; describes desirable worker
Do I need to attend college to work in characteristics; demonstrate
timeliness and regular attendance;
the industry?
displays high standards of
attendance; discuss appropriate work
What jobs are available?
ethics; describes/Explains
Is my personality suited for working in significance of integrity,
honesty, and work ethics; discuss
this business?
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
Michael Butler, June 2013
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.
www.mediacollege.com
Guest speakers-TV/Radio
professionals
Field Trips
Television Production
Handbook. 6th Edition,
Zettl, Herbert. Wadsworth
Publishing Company.
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.
Michael Butler, June 2013
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.
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
Unit 1: Fundamentals of Television: An Overview, 20 days
(1)Define terms, relevant details, facts and specifications; use industry terms appropriately in context; identifies relevant details, facts, and
specifications.
(2)Discuss ethical approaches in television; analyze codes of ethics of national and international media associations; use industry terms appropriately in context; communicates a thought, idea,
or fact in spoken form.
(3)Identify the governing body of television broadcasting in the United States; discuss the role and purpose of the FCC; identifies relevant details, facts, and
specifications.
Unit 2: Pre-Production, Ongoing all year
(1)Define terms; use industry terms appropriately in context; identifies relevant details, facts, and specifications.
(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; writing checks and revises
document for
for correct information, appropriate emphasis, form, grammar, spelling, and punctuation.
Unit 3: Production, Ongoing all year
(1)Define production terms; use industry terms appropriately in context; uses technical terms as appropriate to audience.
(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); us es 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; explains scientific principles related to camera composition.
(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.
Michael Butler, June 2013
Unit 4: Post Production, Ongoing all year
(1)Define terms; use industry terms appropriately in context; uses technical terms as appropriate to audience.
(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.
(3)Discuss proper distribution of final product; demonstrate the proper technique of exporting the final product; comprehends ideas and concepts related to
distribution of final product.
Unit 5: Workplace Skills Development, 15 days
(1)Define terms; spell, define and pronounce terminology correctly; applies and understands technical terms that pertain to television.
(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; demonstrate the
ability to work effectively as a part of a team; works effectively with others to reach a common goal;
(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; discuss how timeliness of resource
acquisition affects the production and delivery of a particular product; demonstrates logical reasoning in reaching a conclusion.
(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; explores career opportunities.
(5)Identify workplace technology; Draws conclusions, evaluates conditions, and gives possible solutions.
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.
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.
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.
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.
Michael Butler, June 2013
●
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.
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
Michael Butler, June 2013