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Project:
School to Career Pathway Video
Kate Linso
Klinso@brighton.boston.k12.ma.us
Linda Mason
lmason@brighton.boston.k12.ma.us
Kate Linso has been a teacher in the BPS and Brighton High School for four years. She currently teaches the Media, Arts & Communication competency courses at BHS as well as a senior Writing for College course. Kate holds a Masters of Education from UMass Boston.
Linda Mason has been a School to Career Coordinator in the Boston Public Schools and a member of the Brighton High community for 5 years. Her professional affiliations include Center for Collaborative Education, Coalition for Essential Schools, Massachusetts Teachers Association, and Association for Supervisors and Curriculum Development.
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Project Information |
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School: | Brighton High School |
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Pathway: | Media, Arts & Communications |
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Course: | Video Production I |
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Grade: | Grade 11 |
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Authenticity
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Key Questions:
| How can students use their knowledge of the media, arts and communication skills to create a video which reflects the important components of a STC pathway? |
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Overview: |
Video Production I students participate in the design and development of a year-long interdisciplinary unit on video production and career competencies. In collaboration with Mass Interaction, they followed a Brighton High pathway student at school, work, and home. Participants are responsible for contributing to the project's needs assessment, developing the action plan, designing the storyboard, script writing, taping, editing and performing. The project integrates studio taping and editing techniques, auditioning and selecting talent, the application of the school to career competencies and the implementation of a standards based learning model. Participation requires students to synthesize their knowledge of multimedia production and problem solve their skills development challenges. Classroom activities include assignments to:
- Explore project feasibility
- Conduct talent auditions and rehearsals
- Assess student knowledge of the industry and stimulating integration
- Chart production time
- Understand studio protocol
- Determine project needs and cost
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Academic Rigor
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What Learning Standards and School to Career Competencies are used in this project? |
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English Language Arts
and
Career Competency |
- Construct graphic organizers
- Identify and employ references, including primary documents, secondary sources and information technologies
- Make connections between reading and personal experiences.Understand the writing process and employ structures of language effectively
- Communicate results obtained by observation, questioning, and interviewing through oral presentation
- Understand, analyze, evaluate and respond to oral presentations
- Make effective presentations
- Employ effective research and study skills
- Conduct effective discussions
- Analyze, interpret and evaluate data
- Employ a variety of writing formats and utilize technology to complete and enhance work
- Understand and use the writing process effectively. Understand and express different points of view
- Employ arts to communicate thoughts and beliefs
- Explore career options in new media, science and technology
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Media Technology Career Competency |
Use video and computer technology to problem solve production challenges. Employ various formats and technologies to complete an assignment. |
School to Career Competencies |
 Communicate and understand ideas and information
Collect, analyze and organize information
Identify and solve problems
Use technology
Initiate and complete entire activities
Act professionally
Interact with others
Understand all aspects of an industry
Career and life choices
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Applied Learning |
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How do students apply what they have learned and researched to a complex problem (e.g.: designing a product, improving a system, creating an exhibit, organizing an event)? |
- The key question challenges students to synthesize their knowledge and skills of video production by using video and computer equipment to solve a real multimedia production problem.
- Students need fundamental knowledge about video production, script writing, camera operation and editing.
- Students write, perform, tape and edit vignettes for product.
- Students develop skills in teamwork, critical thinking and multimedia production.
- Students use a variety of video production tools: editing, camcorders, digital cameras, scanners and studio equipment.
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Active Exploration |
Classroom Activities |
- Explore project feasibility
- Determine project needs and cost
- Establish project time line, form teams, assign timeline tasks
- Write scripts
- Use video camcorders, editing equipment and digital cameras
- Research project related issues
- Create production storyboard
- Determine production details: video and audio track, special effects and production roles
- Participate in set design: identify sound effects/music
- Conduct rehearsal, reassess production plans
- Develop production checklist: set design sketch, sound on tape, production role sign-in and timetable
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Community Activities |
- Select student subject
- Create content for student profiles
- Visit student at home
- Tape students with family and friends
- Tape students at internship placement sites
- Interview internship supervisor
- Share, distribute and present video
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Career Activities |
- Identify, plan and discuss parameters of the Brighton High School to Career Pathway Video Project with Mass Interaction, project sponsors
- Students audition/interview for roles
- Attend presentations by industry experts
- Participate in studio protocol orientation
- Shadow professional technicians
- Share work assignments with professionals
- Receive expert feedback and troubleshooting ideas
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Adult Connections |
Who from the community, workplace or postsecondary or industry partnership do students work with on the project? |
Mass Interaction staff schedule regular skills training and support - technical, set design and talent development. Students shadow professional technicians on shoots and in the studio and interview school administrators and internship supervisors.
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Assessment |
How do you and the students know the project is a success?
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- Students and experts collaborate in developing the project rubric.
- Participants establish and evaluate production benchmarks.
- Students use a task description with a rubric to assess project progress.
- Teachers, students, and industry representatives performeregular progress reviews.
- Project completion.
- Students present video to various audiences.
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Recommended Resources / Sample Products - EXAMPLES |
Software or Materials Needed |
MS Word, Clip Art, Freehand and other graphics tools
Digital cameras
Camcorders
Avid technology
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Websites Used |
http://boston.k12.ma.us/stc
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Student
Developed |
Interview sheets
Timeline
Progress report
VIDEO
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Sample Materials |
Viewing Guide and Activities
Description of Video Segments
Suggested Classroom Activities
(Examples Below)
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Profile of Leslie, Intern with the School Yard Initiative
Viewing Time: 4:45
Summary:
Leslie is enrolled in the Business and Technology Pathway at Brighton High School where she is acquiring experience with technology in her schoolwork and through her internship with an architectural firm. Leslie discusses the challenges of meeting deadlines, interacting positively with colleagues, and utilizing sophisticated design and web site development software. One of her teachers says that she is qualified for this internship and for her chosen career as an architect because she demonstrates many positive qualities: reliability, consistent attendance, people skills, patience, professionalism, and the desire and the aptitude to learn and apply the required technical vocabulary and computer skills. Leslie's main ambition is to go to college and she is assisted in this endeavor and others, by her mother. Leslie emphasizes the importance of reading, saying, "it's all I do."
School to Career Competencies Highlighted:
Reading
Reads written directions and workplace documents independently:
Reads and understands written materials including tech documents independently; asks questions where appropriate
Reads complex written materials and executes related tasks independently
Problem-Solving
Explores cause of problems and evaluates impact on various stakeholders
Explores options and considers several alternative solutions when solving problems
Solves problems independently; proposes creative solutions.
Understands Industry - Structure and Dynamics
Demonstrates working knowledge of the department's role in the organization and how it relates to other departments
Understands and negotiates the communication and workflow between departments
Understands the role of the organization in the industry and the economy
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Reading in the Workplace: Interpreting Graphs and Charts
Students interpret graphical data and create a presentation using charts and graphs.
Industry Journals or Trade Journals are publications that are written for people in a particular field. They contain articles, editorials, advertisements, and information that are very specific to an industry and every industry imaginable has them. Many are even available on the Internet. For this activity, the teacher can either bring a selection of Industry Journals to the class (available at most public or university libraries) or just photocopy some articles for classroom use. Ideally, students can locate their own journals, perhaps for a field they are interested in, and bring them to class. Some examples include:
Advertising Age - the ad industry
Home Builders - the construction industry
Supply House Times - plumbing wholesale industry
New England Journal of Medicine - medical field
Nurse Practitioners Clinical Review - nursing industry
Congressional Quarterly - U.S. Congress and politics
Women's Wear Daily - fashion industry
Discuss with the students the reading material Leslie uses in her chosen technical career field. What are some of the reading skills she needs to be able to do her job effectively? What types of charts and graphs may Leslie have to use to do her job effectively. What other jobs require one to use graphs and charts.
Provide students with the Interpreting Data hand out, read, and assign the accompanying activity.
Have students locate share the graphic information in the journals, and have them analyze their selections using this rubric:
How is data presented? Provide examples of clear and unclear data presentation.
Are there instances of the chart skewing the data or making the data unclear, rather that clear? What may be a better way of presenting a certain type of data?
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