Television Production
SWEEPS '2000
Teacher Instruction Sheets
(also for Parents who wish to follow along with the program)
For more information, click on
the topic desired in the table:
TABLE OF CONTENTS
ABSTRACT| OBJECTIVES|TEACHING
TIPS|LINKS|SYLLABUS|SCHEDULES
ABSTRACT
In the real world of television, SWEEPS plays a very
large role in determining the content of television schedules, how much
everyone earns, and what viewers discuss "around the water cooler"
at work. The SWEEPS concept also provides a significant culminating learning
activity for students.
The target grade level for this curriculum has been
set for first year students in Grades 9-12. The goals and objectives are
consistent with their timing and content as stated by the FLORIDA SUNSHINE
STATE STANDARDS, as well as those referred to in President Clinton's
GOALS 2000 plan as found in the US Dept.
of Education . Specific standards are listed in detail by subject area
and strand within the departmental areas in the student
instruction sheets.
While the SWEEPS shows are a culminating activity,
they actually represent a full year (or session) of activities and learning
experiences. Each TV class produces a competing TV show that is broadcast
to the entire campus and voted on by students' peers. Students learn about
the real world, where SWEEPS winners are determined solely on how well
their shows are received by their audience, not necessarily by award-winning
technical aspects and script writing. Awards are announced to the student
body during subsequent television broadcasts with tee shirts going to the
SWEEPS winners. GRADES are determined by a combination of audience acceptance
AND technique.
Show topics and learning outcomes are coordinated with
subsidiary school subjects. They include: media history (Global Studies),
debate (Speech), special effects and equipment usage (Technology), script
writing and critical thinking (English), weather and environmental issues
(Earth Science), and life management (Family & Consumer Science).
OBJECTIVES
As a result of completing this course, students will:
- become good media-sensitive citizens who can differentiate
between raw and hyped news coverage.
- understand how to work in teams to produce a product,
- become aware of the impact of oral and written communications,
- plan projects,
- meet state and local standards for writing,
- develop a sense for visual acuity,
- develop good camera and special effects techniques,
- and understand the inter-relationship between quality
production and current business practices in the communications industry.
A detailed SYLLABUS outlines
specific goals and intended outcomes, as well as a grading policy.
TEACHING TIPS
Any highlighted and underlined words are clickable links to additional
reference materials to obtain further information on the topics in question.
IMPLEMENTATION OVERVIEW
There are two options as how to cover the related topics.
- The class may be put into a COHORT group where the
students collectively take the subsidiary courses together.
- Or, the work may be assigned as a part of television
production class and use the technology lab to produce the final products
for each topic.
This program will attain the best results if students
are grouped together in COHORTS, but it is not absolutely necessary.
It is recommended that the subsidiary subject topics
be used as the premise in the SWEEPS broadcasts so as to provide the students
the opportunity to synthesize and analyze the information in addition to
absorbing the lower-level cognitive outcomes.
STUDENT INSTRUCTIONS
Student instruction sheets
contain detailed lists of materials and references, hyper-links to specific
Internet and World-Wide Web locations under each subject areas for students.
If access to the Internet is limited, teachers can run an effective program
by down-loading the links in advance using software such as Web-Wacker
or Web-Buddy.
LEARNING RESOURCE SPECIALIST
All participating teachers should have a working knowledge
of Internet search engines and techniques. The program works best with
a Learning Resource Specialist (LRS) or Tech Coordinator to host
one or two Internet workshops and to coordinate activities among departments.
The LRS can also utilize the first two weeks of the
term to introduce the projects and to develop a rubric to determine the
relative strengths and interests of each teacher to assign topics. It is
also necessary to utilize the first few days to best gauge the amount of
time necessary for each topic.
The first two weeks is the appropriate time to hand
out and discuss your school's ACCEPTABLE USE POLICY. The policy forms are
to be brought home and signed by parents or guardians. If your school doesn't
have one, here is a good
site to help you set one up.
EVALUATION
Final outcomes are a combination of criterion-referenced
tests that are complimented by assessment-based (formal presentations,
discussions, debates, or videos). Emphasis is on synthesis, analysis, and
portfolio development. A SYLLABUS
has been provided that outlines the goals and intended outcomes in greater
detail, along with a grading rubric.
Additionally, the prospect of students having one's
peers voting on their their favorite show during SWEEPS does wonders for
motivation and the promotion of a competitive spirit among the classes.
TOPICS and SCHEDULES
ADDITIONAL REFERENCES
& INTERNET LINKS
In addition to those found in the student
instructions sheets, here are some great references to aid in planning
the lessons and use of technical resources:
A great reference book for television:
MBC Encyclopeadia of Television. Chicago: The Fitzroy Dearborn
Press, 1996.
Some great Internet links:
Curriculum Development
Lesson Plans (General &
TV-related)
Technology Integration
Media Literacy
Television Production
Educators have permission to
download/print the content of these pages for their own future use in their
classroom.
Updated October 11, 1997 by Robert Kenny, University
of Central Florida. I welcome your comments, so, please
