Radio, TV Broadcasting, Telecommunications
SYLLABUS
SOUTH RIPLEY JR. SR. HIGH SCHOOL
RTVB TELCOM (used to be Media Tech)
Brenda Strimple
bstrimple@sripley.k12.in.us Twitter @brendastrimple
812-689-5303 ext. 211
Contact from 8:00 to 3:20
.JPG "Media Tech")  |
Students taking RTVB TELCOM are members of the CNN/SR News Team.
No text is required for RTVB TELCOM, we are hands-on media production.
Course Description
The RTVB TELCOM and CNN/SR students are responsible for collecting, reporting, producing news segments, and creating openings that are entertaining and important to the students and staff of South Ripley Junior Senior High School. RTVB TELCOM and CNN/SR students may be asked to host special events, videotape school programs, and demonstrate editing equipment to visitors. RTVB TELCOM and CNN/SR students will assist other students in the production of class projects.
RTVB TELCOM provides instruction to develop and enhance competencies in various communication, marketing, media, production, and technical functions and tasks performed by employees, including management personnel, in radio/TV broadcasting and telecommunications occupations. Emphasis is placed on career opportunities, production, programming, promotion, sales, announcing, broadcast equipment operation, news and sports casting, broadcast regulations and laws, station organization, technical oral/written communication, and listening skills. Instructional strategies may include a hands-on school-based enterprise, real and/or simulated occupational experiences, such as the operation of an in-school radio, television, telecommunications, or distance learning studio, job shadowing, field trips, and interships.
Course Outline
Our plan for the first nine weeks of school will be:
- Learn how to use the editing equipment
- Second year students will review the editing process
- Learn how to load videotape from camera
- Learn the importance of using a tripod
- Will edit any footage needed for airing
- Videotape Open House activities/interview 7th graders & seniors
- Develop computer powerpoint screens for the green screen
- Create openings - general
- Create openings - sports
- Learn how to run equipment to air
- Learn how to use the green screen
- Will practice using equipment to get ready to air
- Will check mic levels
- Gather sports information/report
- Gather news announcements
- Videotape Pumpkin Show Kings & Queens at school
- Videotape Pumpkin Show activities
- Create a Pumpkin Show opening
- Videotape Farmers Fair King & Queen contest
- Videotape sporting events
- Videotape any activities important to the students and staff
- Produce at least 6 episodes/airing at activity period
- Assist any corporation teacher when possible
Our plan for the second nine weeks will be to:
- Videotape Student Council Halloween dance
- Create a Halloween opening
- Edit any and all footage needed to air
- Work on any project needed for Veterans Day
- Practice & check equipment to get ready to air
- Continue to use tripods
- Develop computer powerpoint screens for the green screen
- Create openings - general
- Create openings - sports
- Continue working with green screen
- Continue checking mic levels
- Gather sports information/reports
- Gather news announcements
- Videotape sporting events-jr. high and high school
- Videotape Veterans Day program
- Videotape Pep Club/Spirit activities
- Videotape Christmas events
- Videotape any activities important to the students and staff
- Produce at least 5 episodes/airing at activity period
- Assist any corporation teacher when possible
Our plan for the third nine weeks will be to:
- Edit any and all footage needed to air
- Practice & check equipment to get ready to air
- Continue to use tripods
- Develop computer powerpoint screens for the green screen
- Create openings - general
- Create openings - sports
- Continue working with the green screen
- Continue checking mic levels
- Gather sports scores/reports
- Videotape sporting events -jr. high and high school
- Videotape Homecoming
- Videotape band related activities
- Work on any special projects
- Videotape any classroom related projects
- Videotape any activities important to the students and staff
- Produce at least 5 episodes/airing at activity period
- Assist any corporation teacher when possible
Our plan for the fourth nine weeks will be to:
- Edit any and all footage needed to air
- Practice & check equipment to get ready to air
- Continue to use tripods
- Develop computer powerpoint screens for the green screen
- Create openings - general
- Create openings - sports
- Continue working with the green screen
- Continue checking mic levels
- Gather sports informqtion/reports
- Videotape sporting events-jr. high and high school
- Help with senior video for graduation
- Videotape Raider Follies
- Show edited senior videos
- Videotape Prom walk thru
- Organize old footage of this year's senior class as 7th & 8th graders
- Create senior memories segments
- Videotape any activities important to the students and staff
- Produce as least 6 episodes/airing at activity period
- Assist any corporation teacher when possible
Goals/Objectives/Outcomes
1. RTVB TELCOM and CNN/SR students will learn to use our broadcast equipment: Macs, video cameras, tripod, Digital Video Switcher, microphones, power point, stereo mixer, and microphones.
2. RTVB TELCOM and CNN/SR students will practice oral communication skills by anchoring the news broadcast and by delivering special reports to the students and staff of South Ripley Junior Senior High School.
3. RTVB TELCOM and CNN/SR students will participate in video contests assigned by Mrs. Strimple.
4. RTVB TELCOM and CNN/SR students will practice written communication skills by writing news announcements and upcoming events of interest to the students and staff of South Ripley Junior Senior High School.
5. RTVB TELCOM and CNN/SR students will produce openings for CNN/SR. Students will use a tripod, video camera, Macs for editing, and music (option) to create entertaining openings/segments/commericals to be shown to students and staff.
6. RTVB TELCOM and CNN/SR students maybe asked to videotape in teachers' classrooms for various reasons/projects. Students may also help the teachers at the elementary in the creation of classroom instructional videos.
Evaluation will be based on the following:
- use of tripod, video camera, Mac(s), Mac (s) (if adding music)
- videotaping
- adding video to the Mac(s) & naming project
- editing of project
- design of beginning & ending screens
- adding music if & where needed in project
- time of project should be more than 30 seconds and less than 3 minutes
- created opening will air on CNN/SR
| 3 pts. | 2 pts. | 1 pts. | 0 pts. |
Video Quality | Picture quality is excellent; use of tripod is evident; panning was smooth; lighting enhances project | Picture quality is clear; tripod was used but had problems adjusting; panning was shaky; lighting could have been better | Picture quality needs work; tripod was used but had major proplems adjusting; panning was to quick; lighting was needed | Picture is difficult to see;tripod was not used; audience might experience motion sickness; project was to dark |
Audio Quality | Audio quality is excellent; music enhances project | Audio quality is clear for most of project; some dialoque was hard to understand; music was suitable | Audio quality was lacking; a large amount of dialogue was hard to understand; music levels were to high | Audio quality was horrible; the dialogue was missing; music did not enhance project |
Creativity | Project is well thought out; different angles are used & enhanced project; project holds audience attention | Project was limited in thought and angles used; project does not hold audience attention | Project lacking thought and angles used; loses audience attention | Project had no thought; no angles were used; project lost audience quickly |
Classroom Rules
Media Technology and CNN/SR students are expected to
- learn how to use all equipment
- work on openings, editing, powerpoints
- write up news and sports announcements
- help teachers and students with projects
- check with classroom teacher when needing extras for openings or when involving a class in an opening (ie. gym class)
- check with administrators when needing to videotape in other parts of the building
- check with Mrs. Strimple on the location of videotaping
- make sure all jobs/assignments/openings are completed before air day
- to help out in the library media center when needed
The Nine Information Literacy Standards For Student Learning
Information Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.
Indicator 1: Recognizes the need for information
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making
Indicator 3: Formulates questions based on information needs
Indicator 4: Identifies a variety of potential sources of information
Indicator 5: Develops and uses successful strategies for locating information
Standard 2: The student who is information literate evaluates information critically and competently.
Indicator 1: Determines accuracy, relevance, and comprehensiveness
Indicator 2: Distinguishes among fact, point of view, and opinion
Indicator 3: Indentifies inaccurate and misleading information
Indicatior 4: Selects information appropriate to the problem or question at hand
Standard 3: The student who is information literate uses information accurately and creatively.
Indicator 1: Organizes information for practical application
Indicator 2: Integrates new information into one's own knowledge
Indicator 3: Applies information in critical thinking and problem solving
Indicator 4: Produces and communicates information and ideas in appropriate formats
Independent Learning
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Indicator 1: Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.
Indicator 2: Designs, develops, and evaluates information products and solutions related to personal interests
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Indicator 1: Is a competent and self-motivated reader
Indicator 2: Derives meaning from information presented creatively in a variety of formats
Indicator 3: Develops creative products in a variety of formats
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Indicator 1: Assesses the quality of the process and products of personal information seeking
Indicator 2: Devises strategies for revising, improving, and updating self-generated knowledge
Social Responsibility
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Indicator 1: Seeks information from diverse sources, contexts, disciplines, and cultures
Indicator 2: Respects the principle of equitable access to information
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Indicator 1: Respects the principles of intellectual freedom
Indicator 2: Respects intellectual property rights
Indicator 3: Uses information technology responsibly
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
Indicator 1: Shares knowledge and information with others
Indicator 2: Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
