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Career and Technical Education Course Title: Radio Broadcasting TechnologyModel Curriculum Framework Program: Radio Broadcasting Technology

Career Cluster: Audio-Visual Technology & CommunicationsExploratory Preparatory CIP Code: 090701

Hours: 180

Standards and competencies used in this curriculum framework: States’ Career Cluster ATVC StandardsOccupational Skills Network Skills StandardsRadio Broadcasting Standards (developed by industry advisory committees from central and southeast regions of Washington State)

Performance Task/Assessments

Standards & Competencies

(Exploratory = pre-industry content standard

Preparatory = industry standard)

EssentialAcademicLearning

RequirementsBenchmark 3

Washington StateGoals 1 & 2

IntegratingAnalytical,Logical, &

Creative ThinkingWashington State

Goal 3

Leadership Skills and

Corresponding Activity

Employability Skills

Local District Goals

Estimated hours of student learning

time

Relevance to Work

Washington State Goal 4

News Story: Students will write news copy for a variety of audiences, including: technology, world events, entertainment, legislative and sports. These will be researched, drafted, revised, edited and recorded. The writer will not be the reader, and prior to recording the reader and writer will evaluate the writing for readability and completeness.

FOUNDATION STANDARDS

Standard 1: Academic Foundations

F1.01 Apply Language Arts knowledge and skills to this career pathway.

F1.02 Apply Science knowledge and skills to this career pathway.

NOTE: the following EALR’s are taught and assessed.

Reading Components (at GLE 8-10)1.2 Use vocabulary (word

meaning) strategies to comprehend text.1.2.2 Apply strategies to

comprehend words and ideas.

1.3 Build vocabulary through wide reading.1.3.2 Understand and

apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.

1.4 Apply word recognition skills and strategies to read fluently.1.4.2 Apply fluency to

enhance comprehension.

1.4.3Apply different

NOTE: Whereas all Thinking Skills are reinforced by the curriculum, the following are taught and assessed at the Foundation Level:

CRITICAL THINKINGObserveFact/OpinionMain IdeaSummaryFinding Evidence

NOTE: the following leadership skills are taught and assessed.

TSA standard will apply to this document and section.

1.2 The student will demonstrate the ability to acquire and use information in a family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communication, and use computers to process information.

A. Understands Systems – knows how social, organizational, and technological systems work and operates effectively with them.

Student will create and produce a news story consistent with KMIH Radio standards for air

(as part of a team newscast presentation)

Foundation Level – up to 180

Copy Writer

In a work setting, the student will be able to read and write a variety of documents.

Technician

In the workplace setting, the student will use scientific knowledge to solve technological problems.

Washington State Career and Technical Education Model Curriculum Framework Draft, October 2001 1

X

reading rates to match text.

3.1 Read to learn new information.3.1.1 Analyze web-based

and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.

3.2 Read to perform a task.3.2.2Apply understanding

of complex information, including functional documents, to perform a task.

4.1 Assess reading strengths and need for improvement.4.1.2 Evaluate reading

progress and apply goal setting strategies and monitor progress toward meeting reading goals.

The following EALR’s are reinforced by the curriculum:

Writing Components1.2. Use style appropriate to

the audience and purpose. Use voice, word choice, and sentence fluency for intended style and audience.

1.3 Apply writing conventions. Know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization.

2.1. Write for different audiences.

2.3. Write in a variety of forms, including narratives, journals, poems, essays, stories, research reports, and technical writing.

3.1. Pre-write—generate ideas and gather information.

3.2. Draft—elaborate on a


topic and supporting ideas.

3.3. Revise—collect input and enhance text and style.

3.4. Edit—use resources to correct spelling, punctuation, grammar, and usage.

3.5. Publish—select a publishing form and produce a completed writing project to share with chosen audience.

Science Components2.2. Apply science knowledge

and skills to solve problems or meet challenges.

History Components1.2. Understand current

events, trends, individuals, and movements shaping the United States, world, and Washington State history.

2.1. Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict.

2.2. Understand how ideas and technological developments influence people, culture, and environment.

Arts Components4.1 Demonstrate and analyze

the connections among the arts disciplines.

4.2 Demonstrate and analyze the connections among the arts and other content areas.

Point/Counterpoint: Students will be assigned a topic and a position to be debated. They will write a position statement and

Standard 2: Communications

F2.01 Apply listening skills to identify, clarify and incorporate new knowledge into communication skills.


Reading Components (at GLE 8-10)2.1 Demonstrate evidence of

reading comprehension.

CRITICAL THINKINGSequencePoint of ViewEvaluationConclusion

Leadership: Individual Skills

1.3 The student will demonstrate oral, interpersonal,

1.2 The student will demonstrate the ability to acquire and use information in a family, community, business and industry settings. This means

Local:Production Assistant

In a work setting, the student will be able to communicate effectively (speak and listen) with clients and fellow


debate another student on-mic before the class audience.

Target Market: In small groups, students will listen to 5 radio stations to which they do not normally listen. They then estimate who they believe the target audience to be. The R&R quarterly report, Arbitron/RRC or another like publication should be used to confirm accuracy.

F2.02 Communicate ideas to a range of audiences for

different purposes. F2.03 Construct meaning

from reading for information, new knowledge, technical concepts, vocabulary, and instructions.

F2.04 Demonstrate writing skills necessary to convey messages through specific audio and visual media, e.g., scriptwriting, adaptations, journalism, reporting, etc.

F2.05 Identify verbal, non-verbal and visual communication processes to convey messages using effective delivery styles.

F2.06 Research ideas using a range of modalities to express and clarify ideas.

2.1.4 Apply comprehension-monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.

2.1.5 Apply comprehension-monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer/synthesize ideas from selections to make predictions and inferences.

2.1.6 Apply comprehension-monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.

2.1.7 Apply comprehension-monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text.

CREATIVE THINKINGFluencyElaborationFlexibilityOriginality

written, and electronic communication and presentation skills and understands how to apply those skills.

Activity: Listen, discern, evaluate and identify

that the student can acquire and evaluate data, organize and maintain files, interpret and communication, and use computers to process information.

C. Interpret and Communicate Information

workers.

In a work setting, the student will be able to perform the job of production assistant, doing such tasks necessary to support the production (phone calls, location scouting, dubbing, marketing assistance).



Communication Components1.1 Focus attention.1.2 Listen and observe to

gain and interpret information.

1.3 Check for understanding by asking questions and paraphrasing.

2.1. Communicate clearly to a range of audiences for different purposes.

2.2. Develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

2.3. Use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying tone, pitch, and pace of speech to create effect and aid communication.

2.4. Use effective language and style. Use language that is grammatically correct, precise, engaging and well suited to topic, audience, and purpose.

2.5. Effectively use action, sound, and/or images to support presentations.

3.1. Use language to interact effectively and responsibly with others.

3.2. Work cooperatively as a member of a group.

3.3. Seek agreement and solutions through discussion.

4.1. Assess strengths and need for improvement. Assess own and others' communication strengths and needs and set goals for improvement.


4.2. Seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to

others.4.3 Analyze mass

communication.4.4. Analyze how

communication is used in career settings.

ARTS Components1.4 Apply audience skills

in a variety of arts settings and performances.

2.3 Apply a responding process to an arts presentation.

Engage actively and purposefully.

Describe what is seen and/or heard.

Analyze how the elements are arranged and organized.

Interpret based on descriptive properties.

Evaluate using supportive evidence and criteria.

4.4 Understand that the arts shape and reflect culture and history.

Five Corners: The class observes as one student, acting as reporter, interviews five individual witnesses about a staged accident. The 5 individuals all play various roles: police, homeless person, lawyer, etc. and all have varying perspectives. Observing students must write a news story based on the reporter’s questions and subsequent answers.

Media Literature Article: Students will write a response to a media literacy article. The response will include a brief summary of the author’s opinion and the

Standard 3: Problem-solving and Critical Thinking

F3.01 Apply decision-making and problem-solving techniques to develop potential solutions to work place problems.


Reading Components (at GLE 8-10)2.4 Think critically and

analyze author’s use of language, style, purpose, and perspective in literary and informational text.2.4.2 Analyze author’s

purpose and evaluate an author’s style of writing to influence different audiences.

2.4.3 Analyze and evaluate text for validity and accuracy.

2.4.4 Analyze and evaluate the

CRITICAL THINKINGPatternsCause/EffectFinding EvidenceInference

METACOGNITIONReasoning

APPLIED THINKINGProblem SolvingDecision MakingGoal Setting


1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions.

Activity:

Leadership: Group Skills

2.6 The student will

1.1 The student will demonstrate the ability to identify, organize, plan and allocate resources. This means that the student is able to demonstrate allocating time, money, materials space and staff.

A. Time – selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.

B. Money – uses or prepares budgets, makes forecasts, keeps records, and

Technician

In a work setting, the student will be able to operate systems and troubleshoot problems.


student’s reflection on the subject.

effectiveness of the author’s use of persuasive devices to influence an audience.

2.4.5 (GLE8) Analyze text to generalize, express insight, or respond by connecting to other texts or situations.

2.4.5 (GLE9) Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts.


2.4.7 Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts.

Mathematics Components (at GLE 8-10)2.3 Construct solutions

2.3.1 Apply a variety of strategies and approaches to problem situations from number sense, measurement, geometric sense, and statistics to construct a solution.


Writing Components1.1. Develop concept and

design. Develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to

use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed.

Activity:

2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.

Activity:

makes adjustments to meet objectives.

1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems.

C. Improves or Designs Systems – suggests modifications to existing systems and develops new or alternative systems to improve performance.

2.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with basic equipment, including computers and other technologies. This means that the student can select basic equipment and tools, apply technology to specific tasks, and maintain and troubleshoot basic equipment.

C. Maintains and Troubleshoots Equipment – prevents, identifies, or solves problems with basic


connect related ideas; write coherently and effectively.

Communications Component2.1. Communicate clearly to a

range of audiences for different purposes.

2.2. Develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

2.3. Use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying tone, pitch, and pace of speech to create effect and aid communication.

2.4. Use effective language and style. Use language that is grammatically correct, precise, engaging and well suited to topic, audience, and purpose.

2.5. Effectively use action, sound, and/or images to support presentations.

Science Components1.2. Recognize the

components, structure, and organization of systems and the interconnections within and among them.

Arts Components2.1 Apply a creative process

in the arts: Conceptualize the context

or purpose. Gather information from

diverse sources. Develop ideas and

techniques. Organize arts elements,

forms, and/or principles into a creative work.

Reflect for the purpose of elaboration and self-

equipment, including computers and other technologies.


evaluation. Refine work based on

feedback. Present work to others.3.1 Use the arts to express

and present ideas and feelings.

3.2 Use the arts to communicate for a specific purpose.

3.3 Develop personal aesthetic criteria to communicate artistic choices.

Visit: Students will physically visit or virtually visit a website of a broadcast support organization. They will then submit a request for information and/or join the professional organization if they have student membership. They will maintain a file continually updating this information.

Standard 4: Information Technology Applications

F4.02 Use Electronic Mail applications.

F4.03 Use Internet applications.

F4.04 Use Writing/Publishing applications.

F4.05 Use Presentation applications.

F4.06 Use Computer Operations applications.

F4.07 Use basic computer-equipment

CRITICAL THINKINGClassify

CREATIVE THINKINGFluency


B. Organize and Maintain Information

D. Use Computers to Process Information

Copy Intern

In a work setting, the student will be able to use a variety of hardware and operate software applications.

Student Survey: Upon completion of a context lecture, students will research (e.g., Arbitron, Neilsens, Media audit) and design a survey, paying special attention to developing a valid weighted sample reflecting the population to be surveyed. Students will design demographic (e.g., gender, age, ethnicity), listenership, (stations, times, duration) and qualitative lifestyle questions (e.g., purchasing decisions). They decide on

Standard 5: Systems

F5.01 Analyze the history and evolution of the arts, audio-video technology, and communications to their current place in society and the economy.

F5.03 Analyze industry economics and how this impacts business practices as relates to ratings, research surveys and demographics.

F5.04 Explore evidence of interdependence of the technical and the

The following EALR’s are taught and assessed:

Math Components (at GLE 8-10)1.4: Understand and apply

concepts and procedures from probability and statistics.

1.4.4 (GLE8) Understand how different samples of a population affect the data.

1.4.7 (GLE8-10) Analyze data and evaluate the inferences that can be drawn from bivariate data; evaluate a statistical

CRITICAL THINKINGObserveCompare/ContrastAnalysis



A. Understands Systems – knows how social, organizational, and technological

The student will understand the system processes necessary to freelance and market their individual skills to the workplace.


the sample to be surveyed, conduct the survey, collect and collate the data and make tentative conclusions based on the data.

artistic sides of this career cluster.

F5.05 Analyze the factors that influence the communications field and the resultant business practices.

argument and its relevancy to support a point of view.


Writing Components2.2. Write for different

purposes, such as telling stories, presenting analytical responses to literature, persuading, conveying technical information, completing a team project, and explaining concepts and procedures.

Science Components3.2 Know that science and

technology are human endeavors, interrelated to each other, to society, and to the workplace.

Economics Components1.1. Understand that the

condition of scarcity requires people to choose among alternatives and bear the consequences of that choice.

2.2. Explain how different economic systems produce, distribute, and exchange goods and services.

2.3. Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers.

systems work and operates effectively with them.

B. Monitors and Corrects Performance – distinguishes trends, predicts impacts on system operations, diagnose deviations in systems’ performance and corrects malfunctions

Instructor Observation: Using a rubric, the instructor shall do day to day observations of student in regards to maintaining a safe and orderly work area and timely cleanup.

Student Ovservation: Individually or in groups,

Standard 6: Safety, Health, and Environmental

F6.01 Analyze areas of responsibility in maintaining a safe and healthy work environment related to the arts, audio-video technology, and


Health & Fitness Components4.1. Analyze health and safety

information.

Assistant Engineer

In a work setting, the student will have a clear understanding of safety practices related to the broadcast or production industry to insure a safe environment for clients and fellow workers.


students will create a list of potential safety hazards and below standard work environments. They will report how/why high voltage safety accidents occur and why workers in the industry need to be free of activities and substances that could cause erratic safety procedures. Students will be evaluated on how well they perform as safety-conscious professionals in the field.

communications.F6.02 Analyze safety

related problems that may result from working with electrical current.

F6.03 Apply safety procedures in operating basic equipment commonly used within the career pathways of this cluster.

F6.04 Analyze life style choices and

preparation for physically demanding work activities related to pathways in this career cluster.

F6.05 Demonstrate personal safety while on work-related assignments in various locations beyond the business site.

Debate Exercise: Students are divided into two groups – one pro, one con on a topic of interest (e.g., school filters on Internet access). Each of the two teams will select a leader, gatekeeper, timekeeper and recorder. Each team then discusses elements of their argument, each person contributing. The recordkeeper will keep notes. Each leader then presents their argument (pro propositions, con proposition; con rebuttal, pro rebuttal: con summary statement, pro summary statement).

Standard 7: Leadership and Teamwork

F7.01 Apply leadership knowledge and skills to achieve group goals.

F7.02 Apply teamwork knowledge and skills to group situations to achieve collective goals.


Communications Component3.1. Use language to interact

effectively and responsibly with others.

3.2. Work cooperatively as a member of a group.

3.3. Seek agreement and solutions through discussion.

ENHANCING BEHAVIORSRiskingInquisitivenessAttendingPersistencePrecision


1.1 The student will analyze, refine, and apply decision-making skills through classroom, family, community, and business and industry (work-related) experiences.

Activity:

1.2 The student will identify and analyze the characteristics of family, community, business, and industry leaders.

In a work setting, the student will understand the various production/broadcast roles and will be able to take direction, as well as be a team player.


Activity:


2.2 The student will demonstrate knowledge of conflict resolution and challenge management.

Activity:

2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.

Activity: 2.4 The student will

demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.

Activity:

2.5 The student will demonstrate a working knowledge of parliamentary procedure.

Activity:

2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.

Activity


Leadership: Community and Career Skills

3.3 The student will understand their role, participate in and evaluate community service and service learning activities.

Activity:

Website Research:Students will use the <RTNDA.org> or <respectcopyright.org> website to conduct research about the ethical standards of the industry. Students will pass at 100% a written test on these values. Re-taking the test to achieve 100% level of success will be required.

Observation: Using a rubric/FCC checklist, the instructor shall do day to day observations/evaluations of students in regards to ethical and legal conduct.

Standard 8: Ethics and Legal Responsibilities

F8.01 Exhibit ethical conduct in writing,

creating, printing, broadcasting, and performing.

F8.02 Apply knowledge of laws affecting this career cluster.


Civics Components2.2. Understand the function

and effect of law.

CRITICAL THINKINGDetect Bias, separate opinion from fact.


1.7 The student will conduct self in a professional manner in practical career applications, organizational forums, and decision-making bodies.

Activity:


3.1 The student will analyze the roles and responsibilities of citizenship.

Activity:

3.2 The student will demonstrate social responsibility in family, community, and business and industry.

Activity:

The student will understand copyright law, libel and plagiarism, relative to the production/broadcast workplace environment.

Promotion: Students will promote a community cultural event by selecting

Standard 9: Employability and Career Development

F9.01 Demonstrate


Reading Components (at GLE

, CRITICAL THINKINGPredict


1.4 The student will

1.1 The student will demonstrate the ability to identify, organize, plan and

The student will carry technical expertise and professional attributes necessary to performing


the event and establishing relations with a contact person, interviewing the contact person, developing the activity of promotion (e.g., PSA, magazine, etc.), assigning/delegating tasks accordingly and aligning the production space, equipment and time.

Observation: Using a rubric, the instructor shall do day to day observations/evaluations of students in regards to their showing up prepared to work and participate with the team in the day’s event, able to use whatever equipment is needed to complete the activity.

Research: Students will research three employment opportunities from media groups via the Internet. They will identify the minimum requirements, then evaluate their own qualifications for these positions. They will then prepare a cover letter and resume for one of the positions.

employability skills needed for successful job performance and satisfaction.

F9.02 Analyze career opportunities, skills required for various careers in this cluster, work securing processes, and continued career development.

8-10)3.3 Read for Career

applications.3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.


Writing Components2.3 Write for career

applications.



Arts Components1.1 Understand how the arts

impact lifelong choices.4.5 Demonstrate the

knowledge of arts careers and the knowledge of arts skills in the world of work.

apply leadership skills in real-world, family, community, and business and industry applications.

Activity:

1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals.


3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practices those skills in real-life.

Activity:

allocate resources. This means that the student is able to demonstrate allocating time, money, materials space and staff.


C. Material and Facilities – acquires, stores, allocates, and uses materials or space efficiently.

D. Human Resources – assesses skills and distributes work accordingly, evaluates performance and provides feedback.

successfully in a work setting.

Observation: Using a rubric, the instructor shall do day to day observations or evaluations of students on how well they are reading and understanding technical manuals, computer software, and using tech support via telephone, email and websites.

Using a rubric, the instructor shall do day to day observations/evaluations of students in their use of all studio and broadcast industry standard equipment and systems.

Standard 10: Technical Skills

F10.01 Demonstrate the use of technical knowledge and skills that relate to pathways in this cluster.

F10.02 Demonstrate knowledge of the systems within various pathways in this cluster.


Writing Components4.1. Assess own strengths and

needs for improvement. Analyze effectiveness of own writing and set goals for improvement.

4.2 Seek and offer feedback

Arts Components1.1. Understan

d arts concepts and vocabulary.

1.2. Develop arts skills and techniques.

1.3 Understand and apply arts styles from various

CRITICAL THINKINGObserveClassify Evaluation

METACOGNITIONMetacognition

CREATIVE THINKINGFluencyElaborationFlexibilityOriginality

ENHANCING BEHAVIORSPrecision

1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with basic equipment, including computers and other technologies. This means that the student can select basic equipment and tools, apply technology to specific tasks, and maintain and troubleshoot basic equipment.

A. Selects Technology – chooses procedures,

The student will carry to the workplace a basic understanding of the production/broadcast industry relative to technical skills and systems.


artist, cultures, and times.2.2. Apply a

performance process in the arts:

Identify audience and purpose.

Select artistic work (repertoire) to perform.

Analyze structure and background of work.

Interpret by developing a personal interpretation of the work.

Rehearse, adjust, and refine through evaluation and problem solving.

Present work for others.

Reflect and evaluate.

tools or basic equipment including computers and related technologies.

B. Applies Technology to Task – understands overall intent and proper procedures for setup and operation of basic equipment

C. Maintains and Troubleshoots Equipment – prevents, identifies, or solves problems with basic equipment, including computers and other technologies.

Audio Interview: The student will select appropriate equipment and prepare interview environment, will research subject matter, prepare interview questions and schedule the interview. The student then will conduct and record the interview.

CAREER STRAND STANDARDS

Audio Technologies

Standard 1: Apply knowledge of basic equipment and skills related to video and/or audio production.

CS1.01 Exhibit knowledge of the types of microphones, pick up patterns, and techniques required for a variety of audio productions

CS1.02 Apply knowledge of basic audio equipment for productions, including basic recording equipment, equalizers, mixing consoles, and quality monitoring equipment.

CS1.03 Exhibit knowledge of analog and digital formats.

CS1.04 Exhibit how to write








The following Thinking Skills are reinforced by the Career Strand curriculum:


APPLIED THINKINGDecision Making

ENHANCING BEHAVIORSPersistence


2.1 The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.

Activity:

Career Strand Level – up to 180 Technician

In a work setting the student will independently operate intricate systems and trouble shoot problems.


scripts for various types of programs.

CS1.05 Apply knowledge of running a board shift

CS1.06 Demonstrate operation of audio production systems.

CS1.07 Demonstrate the use of basic computer-based audio production equipment.

CS1.08 Demonstrate how to troubleshoot audio system operations

CS1.09 Demonstrate the creation of scripts

CS1.10 Exhibit the ability to organize complex systems and resources, such as personnel, basic equipment, finances, locations and time; for the creation of successful productions.


Audio Interview: The student will digitally edit the field or studio recording by capture audio into a software program, identify those regions to be edited, sequence the desired audio to successfully deliver the content at exact time limit.

Standard 2: Exhibit knowledge of digital audio workstation (DAW) editing.

CS2.01 Identify the basic functions of basic editing equipment.

CS2.02 Apply knowledge of digital audio editing hardware.

CS2.03 Apply knowledge of digital audio editing software.


APPLIED THINKINGDecision Making

CREATIVE THINKINGFluency

Digital AV Editor

In a work setting the student will be able to record, select and sequence audio elements.

Radio Drama: As a group, students will prepare and produce a radio drama with each student having an active role in the group.

As a team, students will decide on a leader with

Standard 3: Exhibit the knowledge and skills required to design an audio production.

CS3.01 Exhibit knowledge of the critical elements in designing and preparing an audio production.

CS3.02 Analyze the objectives of an


Science Components1.2. Recognize the

components, structure, and organization of systems and the interconnections within and among them.

2.2. Apply science knowledge and skills to solve

APPLIED THINKINGProblem solving

CREATIVE THINKINGOriginality




Activity:


Assistant Producer

In a work setting the student will understand the editing process in order to write copy and produce it for a specific audience.


others put in supporting roles. The team will decide the nature/topic of production; when, where, why, how of the project; and what target audience is to be listening/receiving the production.

audio production. problems or meet challenges.

2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.

Activity:

2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed.

Activity:


B. Money – uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.

Analysis: The student will explore career pathways through market/industry analysis, job shadow, resume writing, guest speakers, and field trips.

History of Broadcasting:Students will prepare written and oral presentations regarding the history and responsibilities of broadcasting, the media in America and the kinds of technologies involved.

Guest Speakers & Visits: Students will invite radio news people as guest speakers and follow up with a tour of their news operation. They will also visit local newspaper and TV stations and, if possible,

CAREER STRAND STANDARDS

Journalism & Broadcasting

Standard 4: Explore career opportunities in Broadcasting.

CS4.01 Analyze various careers and their job descriptions in media companies, including radio and television stations, video production houses, and Internet news outlets.

CS4.02 Exhibit knowledge of the history of broadcast journalism and broadcasting, and its role in society.

CS4.03 Distinguish between different forms of media and their specific applications.


Reading Components (at GLE 8-10)1.2 Use vocabulary (word

meaning) strategies to comprehend text.1.2.2 Apply strategies to

comprehend words and ideas.

1.3 Build vocabulary through wide reading.1.3.2 Understand and


1.4 Apply word recognition

APPLIED THINKINGGoal Setting

ENHANCING BEHAVIORSInquisitiveness


3.7 The student will participate in the development of a program of work or strategic plan and will work to implement the organization’s goals.

Activity:

In a work setting, the student will be aware of the industry resources (e.g., trade publications) available to explore career options.


news organizations such as Associated Press.

CS4.04 Recognize the value of a broad general knowledge base for broadcast journalism.

skills and strategies to read fluently.1.4.2 Apply fluency to

enhance comprehension.

1.4.3 Apply differentreading rates to match text.


and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.

3.2 Read to perform a task.3.2.2Apply understanding

of complex information, including functional documents, to perform a task.

3.3 Read for career applications.

3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings


Writing Components2.4 Write for career

applications.

History Components1.2. Understand events,

trends, individuals, and movements shaping the United States, world, and Washington State history.

Public Affairs Program: The student will research an issue of public importance

Standard 5: Demonstrate writing processes used for broadcast journalism.

CS5.01 Demonstrate knowledge of terminology


Reading Components (at GLE 8-10)1.3 Build vocabulary through

wide reading.1.3.2 Understand and



ENHANCING BEHAVIORS

JournalistCopy Editor

In a work setting the student will research, write and produce unbiased stories for broadcast.


as ascertained from the community. Research will be conducted online, via press releases, soliciting brochures and other print materials. The student will conduct interviews and synthesize this information into a finished script; and will collect audio, both as audio interviews and natural sound elements. They will then edit this material into the final story. The student will write a promotional announcement to forward promote the program.

associated with broadcast journalism.

CS5.02 Examine/cultivate sources for stories.

CS5.03 Conduct research to gain information to use in writing a story.

CS5.04 Write stories for broadcast.

CS5.05 Demonstrate how natural audio supports the story.


2.2 Understand and apply knowledge of text components to comprehend text.2.2.1 Analyze an author’s

use of time, order (in informational/expository text), and/or sequence (in literary/narrative text) to extend comprehension.

2.2.2 Apply understanding of complex organizational features of printed text and electronic sources.

2.2.3 Understand and analyze story elements.

2.2.4Apply understanding of text organizational structures.

2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.2.3.1 Analyze

informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

2.3.2 Analyze and evaluate informational materials for relevance in meeting a specific purpose; including electronic sources, for effectiveness.

Inquisitiveness


2.3.4Synthesize information from a variety of sources.

2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.2.4.2 Analyze author’s

purpose and evaluate an author’s style of writing to influence different audiences.

2.4.3 Analyze and evaluate text for validity and accuracy.

2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience.


2.4.5 (GLE9) Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts.


2.4.7Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts.


and other resource materials (including primary sources and


secondary sources) for relevance in answering research questions.

4.1 Assess reading strengths and need for improvement.

4.1.2 Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.




3.1. Pre-write—generate ideas and gather information.

3.2. Draft—elaborate on a topic and supporting ideas.

3.3. Revise—collect input and enhance text and style.

3.4. Edit—use resources to correct spelling, punctuation, grammar, and usage.

3.5. Publish—select a publishing form and produce a completed writing project to share with chosen audience.

Audio Magazine Production: The student will solicit, organize and write a script for an element of a story to fit into a larger, multi-element magazine format production (e.g., concert review, sports editorial, or recipe-of-the-week). A promotional announcement will be written to forward promote the program.

Standard 6: Demonstrate writing processes for broadcast media.

CS6.01 Demonstrate writing products consistent with current journalistic practice.

CS6.02 Exhibit an understanding of how to develop a complete media project.

CS6.03 Understand the use




2.2. Write for different purposes, such as telling stories, presenting analytical responses to literature, persuading,

APPLIED THINKINGGoal Setting




3.4 The student will understand and utilize organizational systems to advocate for issues at the local, state, and international level.

Activity:

Promotional Copywriter

In a work setting the student will write copy for station promotions and public relations.

Sales Account Rep In a work setting the student will write advertising and/or underwriting announcements for


of promotional materials, standard public service announcements underwriting, commercials/

ads, press kits, and advertising tags.

conveying technical information, completing a team project, and explaining concepts and procedures.

2.3. Write in a variety of forms, including narratives, journals, poems, essays, stories, research reports, and technical writing.

broadcast.

Production Director

In a work setting the student will edit and create copy for sales and promotions.

Public Service Announcement (PSA): The student chooses information on a non-profit agency from a series of press releases. The student will then determine that their choice is in need of exposure due to some critical need (e.g., economic, social or safety criterion). Student will design, write and edit the announcement taking into consideration the 4 W’s of journalism (who, what, when, where), and the 4 C’s (complete, correct, concise, and clear). He/she then records the voice and music elements and edits the piece to appropriate time (either :20, :30, :45, :60). The student then develops a brochure, poster and press release along with the PSA for dissemination to other media.

Standard 7: Demonstrate the ability to plan and deliver a broadcast production.

CS7.01 Write a plan based on format and production assignment.

CS7.02 Demonstrate announcing competence.

CS7.03 Exhibit awareness of production functions.

CS7.04 Demonstrate promoting productions.

CS7.05 Exhibit awareness of how image capturing and graphics design support the development of electronic presentations.

CS7.06 Understand the distinctions between various musical forms.

CS7.07 Demonstrate understanding of the business and economic factors that influence programming, content, sales, distribution and promotion.





Writing Components1.1. Develop concept and

design. Develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively.

APPLIED THINKINGProblem SolvingGoal Setting

CREATIVE THINKINGElaboration



3.5 The student will understand the importance and utilize the components and structure of community-based organizations.

Activity:

Promotion Manager/Director

In a work setting the student will evaluate, plan and produce station promotions.

Teacher of Electronic Media

Students will visit the RTNDA website (www.rtnda) and view the

Standard 8: Exhibit knowledge of ethics and legal issues related to broadcast journalism and broadcasting.

CS8.01 Identify ethical responsibilities and


History Components 2.1. Compare and contrast

ideas in different places, time periods, and cultures, and examine the

CRITICAL THINKINGCause/EffectFact/OpinionDetect BiasInference

ENHANCING BEHAVIORS

Journalist

Editor


http://www.rtnda/

fundamental journalism ethics of public trust, truth, integrity, fairness and accountability. They will also visit the website of a major metropolitan newspaper or radio/TV group (e.g., Entercom) and research their values/mission. They then select a story written or broadcast by that entity and compare and contrast the theory from the implementation.

how they relate to the degree of influence the media has on individuals.

CS8.02 Demonstrate professional conduct and a professional code of ethics.

CS8.03 Investigate how the First Amendment, Freedom of Information Act, libel, slander, and copyright laws affect journalism and broadcasting.

CS8.04 Comprehend legal responsibilities associated with the use of public airwaves and station operation as required by federal governmental agencies.

interrelationships between ideas, change, and conflict.

2.2. Understand how ideas and technological developments influence people, culture, and environment.

RiskingInquisitivenessAttending

Student LogBook: The student will log notes and take quizzes on didactic content delivery on various elements of mass media. Students will watch videos and complete “directed viewing sheets” on the videos which discuss these media elements. Video examples: Advertising and the End of the World, Killing Us Softly, Empire of the Air, Merchants of Cool, AFI “Best of Series”.

CAREER SPECIALTY STANDARDS

Standard 1:Demonstrate knowledge of Mass Communications

SP1.01 Demonstrate an understanding of a model for communication.

SP1.02 Demonstrate an understanding of the role of technology in a communication model.

SP1.03 Demonstrate an understanding of a model for mass communication.

SP1.04 Research mass media for communications models.

SP1.05 Demonstrate understanding of the concept of “global village.”

NOTE: EALRs addressed in the Foundation and Career Strand levels are reinforced across all Specialty Level Standards.

Career Specialty Level – up to 540

Mass CMV teacher/professor

Journalist


SP1.06 Develop an analytical framework for the mass media of:

Magazines Newspapers Film TV Music Advertising

Oral Presentation: Students will research a particular job aspect of the radio station organizational chart and research that job both historically and current practice. They will prepare a presentation both for depth (analyzing the job technically) and breadth (synthesizing the job with other jobs in the station). They then prepare audio-visual support for the presentation (e.g., PowerPoint, poster, handout) and deliver the presentation to class peers.

Standard 2:Demonstrate knowledge of the radio industry and station organization SP2.01 Research and

integrate into working knowledge, the history of radio/TV

SP2.02 Research and integrate into working knowledge, current and future radio trends

SP2.03 Develop working knowledge of radio industry terminology

SP2.04 Define/describe radio frequencies and frequency assignment

SP2.05 Demonstrate knowledge of market profiles in radio station programming and advertising.

SP2.06 Describe organizational structure of commercial/non-commercial radio stations:

Management Programming / air

talent Production Promotions News / sports Traffic / logs/ office

management Engineering Research Public affairs



1.1 The student will analyze, refine, and apply decision-making skills through classroom, family, community, and business and industry (work-related) experiences.

Activity:


A. Understands Systems – knows how social, organizational, and technological systems work and operates effectively with them.

Journalist

Broadcast Board Operator

Radio Announcer

Radio Account Rep

Standard 3:Demonstrate knowledge of


Test: Students will pass at 100% a written test (based on the SBE Standards model) on FCC Rules & Regulations. Exam shall cover such topics as administrative, antenna, technical, EAS, attended and unattended operation rules, along with the various programming laws and policies (e.g., ID/indecency, hoax and fraud). Re-taking the test is allowable to reach the 100% standard.

FCC rules, regulations, and policies SP3.01 Describe the

purpose and role of the FCC

SP3.02 Describe how to use FCC rules and regulations in the operation of a radio station.

SP3.03 Describe the role of EAS

SP3.04 Demonstrate FCC self inspection for operators

CRITICAL THINKINGPredictCause/EffectAnalysis

Radio Producer

Announcer

Engineering Diagram: Following instruction in component functions, the student will arrange a series of cardboard pieces representing each engineering component in the air-chain (much like pieces of a puzzle). The components will range from a particular audio source all the way to the home radio receiver. The student will explain why the sequence must be in that particular order and the function of each component.

Standard 4:Demonstrate knowledge of the elements of engineering

SP4.01 Describe the elements of flow diagrams; perform the creation of a flow diagram

SP4.02 Define audio/ broadcast engineering terms

SP4.03 Demonstrate understanding of basic transmitter operation

SP4.04 Describe safety issues related to engineering practices and procedures

SP4.05 Demonstrate knowledge of commonly used electronic and electricity formulas

CRITICAL THINKINGSequenceCause/EffectAnalysis

APPLIED THINKINGProblem Solving


B. Monitors and Corrects Performance – distinguishes trends, predicts impacts on system operations, diagnose deviations in systems’ performance and corrects malfunctions

C. Improves or Designs Systems – suggests modifications to existing systems and develops new or alternative systems to improve performance.

Station Engineer

Station Operator

Remote Broadcast Engineer

Multi-track Audio Engineer

RF Engineer


1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.

C. Maintains and Troubleshoots Equipment – prevents, identifies, or solves problems with equipment, including computers and other technologies.

Demonstration Mics, Cables and Connectors: From a collection of broadcast, telephony, and audio cables, connectors and microphones, students will assemble the appropriate series of components for each particular radio production task (e.g., remote music broadcast, field interview, studio board shift, etc.).

Standard 5:Demonstrate knowledge about and operation of professional broadcast equipment

SP5.01 Apply knowledge of the parts, properties and functions of:

Plugs / connections / cables

Boards / mixers Mic's Speakers Digital storage /

delivery systems / automation

360 systemsSP5.02 Demonstrate working

knowledge of analog audio production equipment techniques.

SP5.03 Demonstrate a working knowledge of digital audio production

ENAHANCING BEHAVIORSInquisitivenessAttendingPersistence

1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.

A. Selects Technology – chooses procedures, tools or equipment including computers and related technologies.

Announcer

Producer

Production Director

Remote Technician


equipment and techniques.

Digital recording / computer / Mini Disc

Digital production work stations

Recording software Recording techniques

B. Applies Technology to Task – understands overall intent and proper procedures for setup and operation of equipment

C. Maintains and Troubleshoots Equipment – prevents, identifies, or solves problems with equipment, including computers and other technologies.

PSA: The student chooses information on a non-profit agency from a series of press releases. The student will then determine that their choice is in need of imminent exposure due to some critical need (e.g., economic, social or safety criterion). Student will design, write and edit the announcement taking into consideration the 4 W’s of journalism (who, what, when, where), being complete, correct, concise, and clear. He/she then records the voice and music elements and edits the piece to appropriate time (either :20, :30, :45, :60). The student then develops a brochure, poster and press release along with the PSA for dissemination to other media.

Standard 6:Demonstrate a working knowledge of broadcast copy writing

SP6.01 Research copy writing as a career

SP6.02 Utilize elements of broadcast style in writing

SP6.03 Demonstrate a working knowledge of the role of commercials / PSA's / underwriting in radio and audio broadcast production

CRITICAL THINKINGObserveFact/OpinionSummaryAnalysisDetect Bias

Broadcast Journalist

The Interview: The student will select appropriate equipment and prepare interview environment, will research subject matter, prepare questions and set

Standard 7: Demonstrate Interview Skills and Techniques

SP7.01 Develop interview skills and techniques; apply skill to develop and conduct interviews

SP7.02 Develop interview skills and

Critical ThinkingCause/EffectMain Idea

Creative ThinkingFluencyFlexibility

Journalist

Newscaster


up interview. The student then conducts and records the interview. The student will digitally edit the field or studio recording by capture audio into a software program, identify those regions to be edited, and sequencing the desired audio to successfully deliver the content at exact time limit.

techniques; apply skill to develop news / feature stories

Enhancing BehaviorsAttending

Radio Announcer Shift: The student will demonstrate the ability to operate the remote transmitter control functions, band operation and back timing. He/she will also demonstrate (initially by means of an audition recording) all announcing techniques, paying attention to established standards of vocal production. Station management will critique recorded air checks.

Standard 8:Demonstrate Broadcast Announcer Voice and Speech

SP8.01 Develop and display speech skills required for success in a radio/audio-announcing career:

Diaphragmatic breathing / articulation

Pronunciation / phonics

Inflection Projection and pacing

SP8.02 Expand vocabulary SP8.03 Expand/develop ad

lib skills SP8.04 Employ strategies for

effective public speaking in broadcast announcing

Speech delivery Speech types

SP8.05 Read for broadcast

CRITICAL THINKINGPatterns

CREATIVE THINKINGFluencyOriginality

ENHANCING BEHAVIORSPersistencePrecision

Announcer

Show Host

Radio Announcer Shift: The student will demonstrate ability to operate the remote transmitter control functions, band operation and back timing. He/she will also demonstrate (initially by means of an audition recording) all announcing techniques, paying attention to established standards of vocal production. Station management will critique

Standard 9:Demonstrate On-air presentation and Control Room Operation

SP9.01 Demonstrate working knowledge and application of appropriate techniques and relative to on-air presentation and control room operation

Mic technique Board technique/

digital assist /

CRITICAL THINKINGCause/Effect


CREATIVE THINKINGFlexibility

ENHANCING BEHAVIORSAttendingPrecision


1.3 The student will demonstrate oral, interpersonal, written, and electronic communication and presentation skills and understands how to apply those skills.

Activity:

1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and

Board Operator

Announcer


recorded air checks. automation Show planning, logs,

duties Show prep /

entertainment elements

Telephone Music Liners

SP9.02 Examine development of personality as a key element of on-air presentation

SP9.03 Record air checksSP9.04 Expand on-air

presentation technique – live remotes, phone bits

troubleshoot equipment.


Newscasting: The student will access a news service (e.g., Internet, proprietary, AP Newsdesk) and gather appropriate stories. The student will then edit individual stories for time and type (news, sports, entertainment) and assembles newscast, writing bridges.

Standard 10:Demonstrate knowledge of news, sports and documentary audio production

SP10.01 Incorporate use of the Internet in audio production

SP10.02 Edit storiesSP10.03 Examine stories for

ethical content, libel and slander

SP10.04 Demonstrate working knowledge of various news formats

SP10.05 Demonstrate ability to use actualities in news stories

SP10.06 Demonstrate working knowledge of structure / preparation / delivery of a radio newscast

CRITICAL THINKINGClassifyAnalysisEvaluation


Newscaster

Sportscaster

News Cut-away: Students will research a particular news story, collecting audio, natural sound, interviews or narrated content. They will then produce the piece using postproduction software and appropriate digital editing techniques.

Standard 11:Demonstrate knowledge of audio production technique

SP11.01 Demonstrate practical application of production technique

SP11.02 Demonstrate working knowledge of all elements of production technique:


1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools,

Announcer

Production Assistant

Producer


Mic-ing Music beds Sound effects Special effects Editing / dubbing

apply technology to specific tasks, and maintain and troubleshoot equipment.


The student will perform specified duties of a Program Director.

Analysis: Students will analyze and report on local station activity, formats and what formats match up to local demographics. They will explain why radio programming plays a critical role in deciding ratings or how many listeners are listening to a specific station.

Programming: Students will simulate the actual acquisition of a fictitious radio station and prepare a presentation on how they will program it, using recent local market data.

Compliance: Students will assist with the radio station FCC public inspection file, community surveys, public affairs, programming and writing/producing public service announcements.

Research: Students will use the Internet to research stations across the country involved with webcasting; and DXing stations (AM) at night. They will develop a presentation based on this research and give the presentation to their peers.

Standard 12:Demonstrate knowledge of the key elements of programming

SP12.01 Describe the role and responsibilities of the program director

SP12.02 Describe programming formats

SP12.03 Describe the critical nature and role of ratings / arbritron

SP12.04 Describe the importance of research and study relative to programming

SP12.05 Describe the critical role of the station as a public trustee / public service

SP12.06 Identify new trends in programming

CRITICAL THINKING

PatternsSequenceClassifyPredictCause/EffectAnalysisConclusion


1.2 The student will identify and analyze the characteristics of family, community, business, and industry leaders.

Activity:

1.4 The student will apply leadership skills in real-world, family, community, and business and industry applications.

Activity:

1.7 The student will conduct self in a professional manner in practical career applications, organizational forums, and decision-making bodies.

Activity:


3.4 The student will understand the



B. Money – uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.

C. Material and Facilities – acquires, stores, allocates, and uses materials or space efficiently.

D. Human Resources – assesses skills and distributes work accordingly, evaluates performance and provides feedback.

Assistant Program Director

Assistant Music Director


organizational skills necessary to be a successful leader and citizen and practices those skills in real-life.

Activity:

3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, and international level.

Activity:


Activity:

Observation: Using a rubric, the instructor shall do day to day observations/evaluations of students in regards to the students’ involvement with the business side of radio – sales (underwriting), marketing and promotion, hands-on experience through duties at the radio station in the classroom.

Ad/UC: Students will demonstrate knowledge of advertising and underwriting production and copywriting by recording a :30 second commercial or underwriting announcement using an

Standard 13:Demonstrate knowledge of the role marketing plays in the radio and audio production industry.

SP13.01 Develop working knowledge of advertising, sales, marketing, and promotions terminology relative to the radio industry

SP13.02 Develop working knowledge of the basics of advertising

SP13.03 Develop working knowledge of the role and elements of sales

SP13.04 Develop working knowledge of the

CRITICAL THINKINGObserveSequencePoint of ViewAnalysis


3.3 The student will understand their role, participate in and evaluate community service and service learning activities.

Activity:

3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, and

Marketing Assistant

Copy Writer


actual local business.

Sales: Students will develop a working knowledge of sales by performing an actual sales pitch in class.

Ratings & Research: Students will assume the role of a radio station employee being interviewed by an account rep. Through a series of questions, the instructor will ascertain the students knowledge of such concepts as buying habits and lifestyle of various radio target audiences and related formats, the effect of Arbitron ratings on the cost of spots on a rate card, and how customers and clients will buy.

role and elements of psychographics / demographics

SP13.05 Develop working knowledge of the role and elements of ARB / ratings in terms of sales / Rate cards

SP13.06 Demonstrate knowledge of selling technique, including the role of ethics

international level.

Activity:


Activity:

Leadership: As a group, students will create a set of worksite (classroom) rules and policies and devise an agreement for all “employees” to sign. Leadership and employability skills will be tracked and recorded on a Record of Training.

Training: Students will perform in an actual job setting within the classroom. Using the Record of Training, they will evaluate themselves, as will the instructor.

Meetings: Students will organize regular staff meetings and events to draw students closer together, create leadership skills and award peers for outstanding achievement.

Application: Students will apply and audition for a position on the radio station staff. If accepted, the students will read the station handbook, pass a written

Standard 14:Demonstrate knowledge of human relations skills necessary to radio and audio production workplace success

SP14.01 Exhibit work ethicSP14.02 Recognize,

appreciate and support positive, productive, group work / dynamics that provide for an equitable and diverse work environment

SP14.03 Exhibit desirable leadership and employability skills:

Positive attitude and team work

Professional etiquette: behavior and language

Appearance and hygiene

Attendance and punctuality

Self and resource management: appropriate use of materials, resources,


ENHANCING BEHAVIORSRiskingPersistence


2.1 The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.

Activity:


Activity:

2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the


A. Acquire and Evaluate Information

B. Organize and Maintain Information

C. Interpret and Communicate Information

D. Use Computers to Process Information

Assistant – Human Resources Dept.

Receptionist

Remote Assistant

Announcer


test on operational procedures at 100%, and sign a contract. Re-taking the test is allowable to reach the 100% standard.

and time Equipment safety /

maintenanceSP14.04 Explain and utilize

an employee handbook

ability to both lead and follow.

Activity:

2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry.

Activity:

2.5 The student will demonstrate a working knowledge of parliamentary procedure.

Activity:

2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts, and involve members of a group to assure that a pre-planned group activity is completed.

Activity:

2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale, and consequences and to follow those rules and expectations.

Activity:


2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.

Activity:

Organizational Chart: Students are given the responsibility of management positions within the infrastructure of an actual or simulated radio station. Each position will be given a job description and duties to be performed.

Contacts: Students will use necessary resources to create a list of potential employers, names and methods of contact – phone, fax, email, etc. They will follow-up with contact on station websites to confirm the information.

Portfolio: Students will create job search portfolios complete with a sample cover letter, resume, job application, samples or work, awards and certificates, letters of recommendation, etc. Portfolios will be computer generated and on file for future use.

Internship: Students will apply for an internship at an industry-related business, and if accepted by the employer will demonstrate proper work ethic on a daily basis and be evaluated by the employer on a regular basis.

Interview: The student will complete a simulated job interview complete with

Standard 15:Demonstrate knowledge and skills in the job search and employment process

SP15.01 Demonstrate knowledge of the types and characteristics of radio and audio production and associated jobs

SP15.02 Develop job contacts strategies

SP15.03 Develop a set of employment resources:

Cover letter / job applications

Resume CD or best work Record of

competencies Portfolio

SP15.04 Explore fields related to radio and audio production:

Mobile sound / karaoke / party planning

Professional speaker / host / MC work / motivational speaker

Public relations Sound engineer /

recording TV Freelance voice work

SP15.05 Job interview

APPLIED THINKINGDecision MakingGoal Setting


ENHANCING BEHAVIORSRiskingPersistence

All broadcast jobs


finalized copy of their portfolio.


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