DOCUMENT RESUME CE 073 767 ED 406 541 Communication, Arts, and Media Cluster. Task Analyses. TITLE Henrico County Public Schools, Glen Allen, VA. Virginia INSTITUTION Vocational Curriculum and Resource Center. Virginia State Dept. of Education, Richmond. Office of SPONS AGENCY Vocational, Adult, and Employment Training Services.; Virginia State Dept. of Community Colleges, Richmond. PUB DATE 96 84p.; Developed by Roanoke Area Tech Prep Consortium. NOTE Virginia Vocational Curriculum and Resource Center, 2200 AVAILABLE FROM Mountain Road, Glen Allen, VA 23060-2208 ($10). Classroom - Teacher (052) Guides PUB TYPE MF01/PC04 Plus Postage. EDRS PRICE Behavioral Objectives; Community Colleges; *Competence; DESCRIPTORS Competency Based Education; Evaluation Methods; High Schools; Learning Activities; Occupational Clusters; *Occupational Information; Postsecondary Education; Production Techniques; Programming (Broadcast); *Radio; Student Evaluation; *Task Analysis; Tech Prep; Technical Occupations; *Television; Two Year Colleges; Video Equipment; Vocational Education Virginia IDENTIFIERS ABSTRACT Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in radio and television production. This guide contains the (1) a collection of secondary and postsecondary following elements: instructional objectives and performance measures that reflect the (2) a list of courses and programs that make up the occupational analysis; tech prep program; and (3) a list of 35 resources that can be used to support instruction. The task lists are comprised of a duty area, a task or competency, a performance objective, a performance measure, and enabling objectives and activities. (KC) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. * * ******************************************************************************** TASK ANALYSES COMMUNICATION, ARTS, AND MEDIA CLUSTER Radio/Television Production REPRODUCE AND U.S. DEPARTMENT OF EDUCATION PERMISSION TO Ott ice of Educational Research and Improvement MATERIAL EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS GRANTED BY CENTER (ERIC) HAS BEEN his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. RESOURCES Points of view or opinions stated in this EDUCATIONAL TO THE document do not necessarily represent CENTER (ERIC) official OERI position or policy. INFORMATION BEST COPY AVAILABLE Commonwealth of Virginia Virginia Community College System Richmond, Virginia 23219 2 TASK ANALYSES COMMUNICATION, ARTS, AND MEDIA CLUSTER DEVELOPED BY Roanoke Area Tech Prep Consortium Virginia Western Community College, Roanoke, Va. William Fleming High School, Roanoke, Va. Franklin County High School, Rocky Mount, Va. Dr. C. Ben Helmandollar, Project Director EDITED AND PRODUCED BY Virginia Vocational Curriculum and Resource Center 2200 Mountain Road Glen Allen, Virginia 23060 .Margaret L. Watson, Director Karen T. Westermann, Editor FOR Virginia Community College System 101 North 14th Street Richmond, Virginia 23219 9-96.002 ©Virginia Community College System, 1996 3 ACKNOWLEDGMENTS DACUM Participants Jon Boettcher, Vice President of Production, Blue Ridge Public TV Sam Doyle, Morning Photographer, WDBJ Joe Dupuis, Videographer, Appalachian Power Larry Dyer, General Manager, Blue Ridge Public TV Chris Keaton, President, Keaton Productions Chris Kincaid, General Sales Manager, WJLM Angie Mc Peak, Director, Roanoke Region Access TV Channel 17 Dave Moran, Owner, Moran Broadcasting Jay O'Neal, Assistant Editor/Writer, Anchor, WVTF Writing Team Jimmy Deck, Roanoke City Public Schools Tom E. Finton, Virginia Western Community College Mason Powell, Roanoke City Schools Elizabeth Thompson, Franklin County Public Schools Steering Committee Lloyd Enoch, Director of Vocational Education, Roanoke City Schools Don Ford, Assistant Superintendent, Craig County Schools Robert Harrell, Dean of Academic and Student Affairs, Virginia Western Community College Garland Kidd, Director of Vocational Education and Adult Education, Roanoke County Schools Susan Kidd, Director of Vocational Education, Botetourt County Schools Mary Ligon, Assistant Principal, Franklin County High School Joe Kirby, Director of Instruction, Salem City Schools Pat Sherman, Director of Vocational Education, Bedford County Schools Ben Helmandollar, Director, Roanoke Area Tech Prep Consortium Panel Facilitator Warren Hayman, Virginia Vocational Curriculum and Resource Center Consultants Virginia Vocational Curriculum and Resource Center Margaret L. Watson, Director Suzanne Trewett, Writer/Editor iii Table of Contents Page Task Inventory - Secondary 1 Task Inventory - Postsecondary 2 Related Academic Standards 3 Duty Areas Getting Started in Television Production 1. 9 Operating Studio Equipment 2. 15 Operating Control Room Equipment 3. 27 Scripting, Producing, and Directing Television Programs 4. 39 Broadcast Communications 5. 51 Operating Editing Equipment 6. 57 Operating Electronic Field Production (EFP) Equipment 7. 63 Analyzing Design Values 8. 69 Managing Computer Technology 73 9. Understanding the Nature of Transmission Systems 10. 79 Analyzing Production Values 83 11. Program Design 87 Secondary Course Offerings 88 Postsecondary Course Requirements 88 Resources 89 5 INTRODUCTION This publication contains a task analysis guide to support selected Tech Prep programs that prepare students for careers in Radio/Television Production. Tech Prep Curriculum guides are essentially local products, developed to support programs offered by a community college and the school divisions in its consortium. Each guide is intended to serve as a model for other sites that wish to establish a similar program, and for this reason, all deliverables as they are received are placed in the library of the Virginia Vocational Curriculum and Resource Center (VVCRC), available on loan. A few have been selected for publication and broader distribution by the Virginia Community College System, based on their potential for widespread use. This task analysis guide has the following essential elements: A collection of secondary and postsecondary instructional objectives and performance measures that reflect the occupational analysis A list of courses and programs that make up the Tech Prep program A list of resources that can be used to support instruction. Certain other elements, such as related academic skills and career path information, have been included if developed by the local site. Other information, including learning activities, sample student schedules, course descriptions, and other introductory matter, may be obtained from the complete guide in the VVCRC library or from the project director. This task analysis guide has been reviewed and approved for statewide use in secondary schools by the appropriate content specialist at the Virginia Department of Education. Due to recent restructuring of many secondary program areas, the content of a Tech Prep guide, based on local employment requirements, may differ from the VDOE-recommended course content. Suggestions by the content specialist to reconcile these differences may be noted in the guide. Radio/TV Production 1 6 TASK INVENTORY FOR TELEVISION PRODUCTION DUTY AREAS Getting Started in Television Production 1. Operating Studio Equipment 2. Operating Control Room Equipment 3. 4. Scripting, Producing, and Directing Television Programs Broadcast Communications 5. Operating Editing Equipment 6. 7. Operating Electronic Field Production (EFP) Equipment 8. Analyzing Production and Design Values Managing Computer Technology 9. Understanding the Nature of Transmission Systems 10. Radio/TV Production 2 7 RELATED ACADEMIC COMPETENCIES Radio/ Television Production Local employees are looking for these competencies in the field of Radio/ Television Production. A list of the corresponding 1995 SOL's is attached. COMMUNICATION COMPETENCY RELATED 1995 SOLs Demonstrate accuracy in notetaking skills. 10.2, 10.4, 10.7, 10.10 10.1, 10.9, Practice good listening skills. 10.2 10.1, 11.9 Execute proficiency in following directions. 10.10 10.1, 12.2 Use acceptable grammar in speech and in writing. 10.7, 10.8, 10.9, 10.2, 10.10 11.7, 11.8, 11.9 11.1, 12.7 12.1, Demonstrate the writing process. 10.9, 10.10 10.7, 11.8, 11.9 11.7, 12.7 Demonstrate proficiency in verbal and written 10.2, 10.4, 10.7, 10.10 10.8, 10.1, 10.9, communication skills. 11.7, 11.8, 11.9 11.1, 12.2, 12.7 12.1, Explain and use critical thinking skills. 10.4, 10.8, 10.9, 10.10 10.2, 11.8, 11.9 11.1, 12.2 Describe and practice the use of constructive criticism. 10.8 10.2, 12.2 Collect, analyze, and interpret information for a research paper. 10.9, 10.10 10.4, 11.9 12.7 Define and provide examples of plagiarism, quotations, 10.10 10.4, and rephrasing. 11.9 Define and explain copyright give examples. 10.10 10.4, 11.9 Demonstrate excellent public speaking skills (i.e., clarity, 11.1 intonation, enunciation, poise). 12.1 Identify and demonstrate effective use of script writing 10.8 techniques. *Based on locally derived occupational information Radio/TV Production 3 COMMUNICATION COMPETENCY RELATED 1995 SOLs Explain and demonstrate the mechanics of technical composition. 11.8, 11.9 12.7 Demonstrate clear and precise penmanship. 10.7, 10.9 11.7, 11.8 12.7 Demonstrate mastery of reading skills and comprehension. 10.4, 10.8, 10.10 Explain and demonstrate the use of manuals, textbooks, 10.1, 10.4, 10.8, 10.10 dictionaries, and other resource materials. 11.9 12.1 Explain and demonstrate job skills needed to be successful 10.1, 10.4, 10.7, 10.9, 10.10 in business. 11.1, 11.7, 11.8, 11.9 12.1, 12.2, 12.7 *Based on locally derived occupational information 9 Radio/TV Production 4 1995 STANDARDS OF LEARNING LANGUAGE ARTS COMPETENCY The student will participate in and report small-group learning activities. 10.1 Assume responsibility for specific tasks. Participate in the preparation of an outline or summary of the group activity. Include all group members in oral presentation. The student will critique oral reports of small-group learning activities. 10.2 Evaluate one's own role in preparation and delivery of oral reports. Evaluate effectiveness of group process in preparation and delivery of oral reports. The student will read and interpret printed consumer materials. 10.4 Identify essential information needed to operate specific tools, appliances, technology hardware, or other equipment. Analyze the information contained in warranties, contracts, job descriptions, and technical descrip- tions. Skim manuals or consumer texts to locate information. Compare and contract product information contained in advertisements with instruction manuals and warranties. Apply the information contained in labels, warnings, manuals, directions, applications, and forms to complete simulated or real-world tasks. The student will develop a variety of writings with an emphasis on exposition. 10.7 Plan and organize ideas for writing. Elaborate ideas clearly through word choice and vivid description. Write clear, varied sentences. Organize ideas into a logical sequence. Revise writing for clarity and content of presentation. Edit final copies for correct use of language, spelling, punctuation, and capitalization. Use available technology. . The student will critique professional and peer writing. 10.8 Analyze the writing of others. Describe how writing accomplishes its intended purpose. Suggest how writing might be improved. Apply knowledge of critical analysis to writing. The student will use writing to interpret, analyze, and evaluate ideas. 10.9 Explain concepts contained in literature and other disciplines. Translate concepts into simpler or more easily understood terms. The student will collect, evaluate, and organize information. 10.10 Organize information from a variety of sources. Verify the accuracy and usefulness of information. Use available technology. The student will make persuasive presentations. 11.1 Organize evidence to support a position. Present evidence clearly and convincingly. Support and defend ideas and thoughts in public forums. Radio/TV Production 5