Lesson Plan. Preparation

Transcription

1 Audio Video Production Radio Shows: Then and Now Arts, AV and Technology Communication Lesson Plan Performance Objective Upon completion of this lesson, the student will develop an understanding of Radio as an entertainment broadcasting medium. Specific Objective Students will be able to define Radio terminology. Students will understand Radio as an entertainment broadcasting medium. Students will be able to create a hot clock for a one-hour radio program. Terms Broadcasting, Narrow-casting, FCC, AM, FM, Hot Clock, Legal IDs, Station IDs, Drop-ins, Station Promos, Segue, Call Signs / Letters, PSAs Time When taught as written, this lesson should take approximately 5 class periods to teach. 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 (c) Knowledge and Skills (2) The student understands professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent such as structure and style; (B) organize oral and written information; (C) interpret and communicate information, data, and observations; (D) present formal and informal presentations; (E) apply active listening skills; (11) The student develops a basic understanding of audio and video production. The student is expected to: (A) understand the industry, including history, current practice, and future trends by: (i) explaining the beginnings and evolution of audio, video, and film; (ii) describing how the changing technology is impacting the audio, video, and film industries; and (iii) defining terminology associated with the industry. 1

2 (12) The student understands the pre-production process. The student is expected to: (A) identify critical elements in the pre-production stage; (B) use technology applications to facilitate pre-production by: (i) designing and implementing procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product. (14) The student understands and post-production process. The student is expected to: (D) use a variety of strategies to acquire information from online resources. Interdisciplinary Correlations: English-English I (b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing (b)(11). Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents (b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely Occupational Correlation (O*Net Job Title: Program Director O*Net Number: Reported Job Titles: Director, Newscast Director, Operations Director, Production Director, Program Coordinator, Program Director, Program Manager, Programming Director, Station Manager Tasks: Plan and schedule programming and event coverage, based on broadcast length, time availability, and other factors, such as community needs, ratings data, and viewer demographics. Coordinate activities between departments, such as news and programming. Direct and coordinate activities of personnel engaged in broadcast news, sports, or programming. Monitor and review programming to ensure that schedules are met, guidelines are adhered to, and performances are of adequate quality. Check completed program logs for accuracy and conformance with Federal Communications Commission (FCC) rules and regulations and resolve program log inaccuracies. Monitor network transmissions for advisories concerning daily program schedules, program content, special feeds, or program changes. Prepare copy and edit tape so that material is ready for broadcasting. Confer with directors and production staff to discuss issues such as production and casting problems, budgets, policies, and news coverage. Develop ideas for programs and features that a station could produce. 2

3 Accommodations for Learning Differences It is important that lessons 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. Preparation Review and familiarize yourself with the terminology, website links, and the hot clock project. Download or showcase other examples of hot clocks to show variety. Have materials and websites ready to go prior to the start of the lesson. References Aitkin, Hugh G. J. (1985). The Continuous Wave: Technology and the American Radio, Princeton University Press. Instructional Aids Lesson: Radio Then and Now Slide Presentation: Radio Then and Now Radio Hot Clock Grading Rubric Radio Hot Clock Template (for each student) Instructor Computer/Projection Unit Online Websites (Teacher directed) Rulers and pencils Introduction 1. Ask students about the radio stations they listen to most often. 2. Ask students to describe the formats of their favorite radio stations. 3. Discuss how radio broadcasts have changed over the years. 4. As an introduction to the lesson, Radio: Then and Now, write the words Then and Now as headers on a white board or chart. Ask students to contribute ideas, terminology, or descriptions to each header. Have a brief discussion to compare and contrast the two sides. 5. Explain that it was once thought that there were no such things as radio waves, invisible signals, which travelled through the air. People didn t believe those waves could carry information, but that is exactly what a radio broadcast is. 3

4 MI Outline Outline Instructor Notes Go through the slide presentation with students. Discuss the following: I: First Commercial Radio Station a. KDKA in Pennsylvania b. Narrow-casting vs Broadcasting c. Nov. 2, 1920 was the first public radio broadcast of Henry Davis reading Presidential Election results II: FCC Regulates Radio a. FCC regulates frequencies & power b. Radio stations have call signs i. In US, station call sign letters start with K west of the Mississippi River and with W to the east of the Mississippi ii. There are exceptions III: FCC Licensing a. Radio stations must have an FCC license to operate i. Commercial ii. Non-commercial b. DJs must have a license too i. Restricted Radiotelephone Operator Permit IV: AM & FM Radio a. The first radio stations were AM b. Golden Age of Radio c. Characteristics of AM radio d. Characteristics of FM radio Note: The sinking of the Titanic actually spurred much of the development of radio. Narrow-casting sends a radio signal to one or two receivers as in the case of ship-to-shore radio. Broadcasting sends general signal to many receivers. Radio stations began popping up all over and quickly needed to be regulated to keep frequencies of different stations from drowning out each other. A system of call signs/letters was developed to label the stations. This led to licensing by the FCC. There are different types of licenses. Most people don t know that DJs need to have a license, which is called a Restricted Radiotelephone Operator Permit. AM stands for amplitude modulation. The Golden Age of Radio occurred years before television. FM stands for frequency modulation and is usually a higher quality audio signal than AM, so FM is better for music. 4

5 MI Outline Instructor Notes V: Early Radio Broadcasts a. First electronic mass entertainment b. Not just news and weather i. Radio serials, quiz shows, commercially sponsored variety hours and children s shows c. Can you name some memorable and/or pivotal radio broadcasts? VI: Radio vs Television a. With the advent of television, radio ceased to be the main form of family entertainment b. Radio station Formats: i. News ii. Talk / Sports iii. Music VII: Everybody wants to be a DJ a. DJ is the voice of the radio station b. Other jobs include: i. Station Manager ii. Program Manager iii. Producer iv. Engineer v. Advertising & Sales VIII: Radio Stations Today a. HD Radio (digital signal embedded on the frequency of the radio station) b. Internet Radio i. Podcasts ii. Internet only radio stations iii. Satellite Radio (on internet) iv. Radio on Cell Phones Note: Listening to the radio became a family event. Families would sit in living rooms every evening and listen to their favorite radio programs such as: The Lone Ranger, Laurel and Hardy, and Fireside Chats with FDR. Other memorable broadcasts include War of the Worlds and the Hindenburg Disaster reported live. Even though it started out as black and white, television easily took the place of radio in the home. Radio moved toward being more informational with music as main entertainment. The Station Manager oversees administration of the radio station. The Program Manager is in charge of the content of radio station, and the Producer is responsible for the quality of production of that content. The Engineer keeps the technical aspects operational. How many of you have HD radio in your home or car? Do you listen to radio on the internet or your cell phone? 5

6 Multiple Intelligences Guide Existenti alist Interpers onal Intrapers onal Kinesthe tic/ Bodily Logical/ Mathema tical Musical/Rhyt hmic Natura list Verbal/Ling uistic Visual/Sp atial Guided Practice The teacher will go through the lesson and slide presentation including the example of a Hot Clock. Explain that the elements are on a clock face rotating clock wise. Discuss the elements listed below: The Legal ID (sometimes called the Station ID) is required by the FCC for all commercially licensed radio stations. It includes the frequency, the call sign / letters and the city of the station s operation. A Segue is a break in the normal programming, which the DJ uses to speak to the listening audience. A Drop-In is a production element with the station s name, call sign / letters and/or marketing and positioning statement (tag line). Commercial Breaks may have one or more commercials or sponsors. Each commercial is either produced by the sponsor or the radio station. Commercials help pay for the day-to-day operating expenses of a radio station. Station Promo is a commercial for the radio station and/or one of its special programs. PSA is a Public Service Announcement. It can be produced ahead of time or read live by the DJ. *Note: The Hot Clock example is for a music station, so some of the elements represent the different categories of music that a radio station might play. Independent Practice For independent practice, students will create their own Hot Clock using the Hot Clock Template to first outline their elements and then draw lines to block off the time segments for each element. Students will need to determine the type of station format they will use, and they will also need to find a unique call sign using the FCC FM Broadcast station database located online: Required elements for student-created Hot Clock: Application A Legal ID/Station ID Segues (more than one) Drop-Ins (more than one) 3 different types of information (e.g. Local News, Gold track, Phone Lines for Caller Feedback, etc.) 6

7 Remember each type of radio station will have different kinds of programming; Music, Talk, News, etc A radio station s Hot Clock also varies depending on the hour of the day. For example the Hot Clock for a morning show will be different from the 5pm-6pm drive time hour. Students work will be assessed on creativity and appearance as well as completeness. Hot Clocks must be legible. They must also include an outline and the call sign for the radio station. Summary Review Review talking points and key terms from slide presentation. Review the required elements for the student-created Hot Clocks. Evaluation Informal Assessment Students will be informally assessed through the following methods : Instructor Observation during Guided Practice and Independent Practice Question and Answer during the Review Formal Assessment Students will use the Hot Clock template to create their own Hot Clocks. Students completed work will be assessed using the Hot Clock Grading Rubric. Enrichment Extension Students may listen to an approved one-hour program of a radio station and record the elements of the station s Hot Clock for that hour. 7

8 Hot Clock Grading Rubric Criteria Exceptional Above Average Below Average Unacceptable Points 9-10 points 5-8 points 1-4 points 0 points Completeness (10 pts) Work is complete and presents a unified whole. Work is complete, but lacks unity. Work is incomplete. No attempt was made to produce the document points points 1-14 points 0 points Basic (30 points) Hot Clock has all the required elements properly placed and the programmed elements fill up the hour. Hot Clock has most of the required elements but doesn t fill up the hour. Hot Clock has some of the elements but is really incomplete. Hot Clock has none of the required elements. Understanding (20 pts) points 9-16 points 1-8 points 0 points The student used the appropriate elements for the type of radio station. Student used some appropriate element for the type of radio station. Student used the wrong elements for the type of radio station. Student did not use any elements that represented any type of radio station points points 1-14 points 0 points Creativity (30 points) Ideas are original in thought and exceptionally creative. Ideas are somewhat original and creative. Limited evidence of creativity and originality in thought. No evidence of creativity or originality in thought or execution of project points 5-8 points 1-4 points 0 points Professional Appearance (10 pts) Excellent project; neat and professional in appearance. Good project. Very few corrections are needed Fair project. Several errors are evident. Project is unprofessional and errors distract significantly. Comments: TOTAL POINTS: 8