Search
Search Menu

Login

This site is available only to JEA members. Please log in below.


Lesson: The Broadcast Studio

Title

The Broadcast Studio

Description

A lesson about creating a studio show inside the classroom

Summary

Students will learn how to structure two-column script writing and the abbreviations for the elements that appear in the average script. Students will also be exposed to different camera angles while putting script writing to practice. Students will also learn about how to listen and tell a story through narrative storytelling while also putting the method into practice.

The Leadership & Team Building module has examples of staff manuals you can ask your students to review to look for common, additional or missing elements.

Objectives

  • Students will identify components of a broadcast studio.
  • Students will analyze studio environments you currently have.
  • Students will illustrate your studio environment.
  • Students will analyze and compare studio sketches.
  • Students will summarize professional studio environments.
  • Students will identify common television crew positions.
  • Students will evaluate their current television crew positions.
  • Students will list dangerous elements inside of their studio.
  • Students will formulate a studio safety checklist
  • Students will identify show genres.
  • Students will explain and justify a potential show.
  • Students will assess different situations for their staff manual.

Common Core Standards

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Partnership for 21st Century Skills — Student Outcomes

Skills P21 outcomes
Life and Career Skills Know when it is appropriate to listen and when to speak
Conduct themselves in a respectable, professional manner
Critical Thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Communication Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
Collaboration Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Creativity Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Technological Skills Use technology as a tool to research, organize, evaluate and communicate information

Length

Four weeks or 20 50-minute classes

Materials

Slideshow: Broadcast Studio Techniques

Broadcast Studio Techniques Quiz and Key

Computers with word processing software

Rubric: Show outline development

Lesson step-by-step

Day 1

1. Building background — 10 minutes

Introduce students to the studio environments and how they are all different as illustrated in the slideshow.

2. Present — 20 minutes

Present and discuss the information in the slideshow that covers common studio areas. You may administer the broadcast studio techniques quiz anytime following discussion.

3. In-class exercise — 20 minutes

Complete the “Analyze your studio” exercise in the slideshow. Students will likely only have time to complete the drawing portion on this day.

Day 2

1. Review, think-pair-share — 30 minutes

Students will review their own drawings and then compare and contrast with classmates. Students will then create a master group drawing that best represents their combined efforts.

2. Review presentation — 20 minutes

Student groups will take turns presenting their final drawings and inventory lists that they have created together to compare and contrast any missing elements.

Day 3

1. Building background — 10 minutes

Introduce students to the studio research activity in the slideshow.

2. Follow-up exercise — 40 minutes

Students conduct research and create a wish-list of things you think you could add to your studio. They will itemize and organize groups by importance and price.

Day 4

1. Background review — 10 minutes

Do a general review of the idea of researching equipment for your classroom. Then pair students into small groups so they can do an item analysis of their findings.

2. Group work — 40 minutes

Groups compare and contrast the equipment and prices they have gathered on their own to the members of their group. Then they will conduct basic searches that determine if one student has found a better priced retailer than another.

Day 5

1. Background review — 10 minutes

Ask students to participate in a conversation about the television crew positions they know of and what they do as an introduction.

2. Present — 40 minutes

Review the listed positions that are listed in the slideshow. Discuss the positions you can think of that are not listed.

Day 6

1. Building background — 10 minutes

Introduce students to the idea that there are a number of safety issues in each and every studio. Ask students to identify safety issues they think are obvious before you actually present them.

2. Present — 40 minutes

Present the provided safety issues provided in the slideshow. You may even take the time to walk over and point out the issues as you go through them.

Day 7

1. Background reviews — 10 minutes

Conduct a very quick review of the safety issue to make sure student still have the appropriate ideas in mind.

2. Group discussion and presentation — 40 minutes

As a class, create a studio safety checklist you and the students are both satisfied with. Strongly consider having students sign off that they have read the checklist or even create a short quiz students need to pass in order to work in the studio.

Day 8

1. Building background — 10 minutes

Ask students to explain if they know about what a genre is. Assuming they do, ask students to identify a few of their favorite shows and what genres they are.

2. Present and discuss — 40 minutes

One-by-one, go through all of the show genres listed on the slideshow. Try to have students identify a popular show for each genre.

Days 9-10

1. Building background — 10 minutes

Introduce show development outlines as illustrated in the slideshow. Then assign each student the task to of creating a show development of their own.

2. Student work time — 40 minutes

Days 11-15

1. Student work time — 50 minutes

Spend a few minutes each day working around the room to check in with each individual student to make sure they are not stuck on any hold ups.

Days 16-18

1. Student presentations — 50 minutes

Students each have a set amount of time to pitch their show. Set this time depending on the amount of students/time you have in your class. Consider letting each student having a print out of each others show outlines.

Day 19

1. Building background — 10 minutes

Introduce students to a staff manual. Reiterate how the manual itself eliminates uncertainty in your show.

2. Class discussion/participation — 40 minutes

Take time to go through each item to make sure each student is clear on the rule of your show.

Day 20

1. Building background review — 10 minutes

Quickly review the progress you have currently made with your staff manual.

2. Discussion — 40 minutes

Continue working through the creation of your staff manual.