Radio Broadcast Assignment Sheet<\/a><\/p>\n <\/p>\n
Teaching Presentation:<\/h4>\n
<\/p>\n
Hook:<\/h5>\n
When students walk in, have the window open to outside and music playing ever so lightly. Have students walk around the classroom for a minute or two in soft focus. Ask \u201cWhat did you notice?\u201d Don\u2019t tell them what they\u2019re doing. (Most likely they will notice visual things.) Next, have them all sit down and close their eyes. Walk around them, make normal but random noises (cough, drink from a water bottle, etc.). Now ask them what types of things they notice, or are aware of. (Mostly sound this time) Ask them what the difference was. \u201cThese sounds were going the entire time yet no one (or hardly anyone) said anything about it at first).\u201d Why was that?<\/p>\n
<\/p>\n
Transition:<\/h5>\n
Have students move into a seated circle on the floor.<\/p>\n
<\/p>\n
Activity:<\/h5>\n
Explain to the students that they are going to create a soundscape. Explain that you will give a location, and as a group, they are going to make sounds like what they might hear at that location. (Give an example: at the beach, what are some different sounds you might hear? Have students give examples, like waves, birds, etc.)<\/p>\n
<\/p>\n
Here are the rules:
\n* I am the conductor, you are the orchestra.
\n* If I do this (gesture upward or downward), and point to you, you should get lou-der\/softer.
\n* If I do this (gesture upward or downward with both hands), then everyone should get louder\/softer.
\n* If I touch the ground, I need everyone to be silent.
\n* Listen to the location I give you and try to create a picture with the sound.
\nLocations: beach, park, restaurant, five year old\u2019s birthday party, spooky graveyard
\nIt is likely that they will need to try the first few locations a few different times, this is okay. Ask them after each what was good and what could be better.<\/p>\n
<\/p>\n
Discussion:<\/h5>\n
After the entire soundscape, create a discussion with the students by asking:
\nWhat did you think of that?
\nWere we able to create the effect we wanted?
\nHow do sounds help to paint a picture of a story in our heads?<\/p>\n
<\/p>\n
Transition:<\/h5>\n
Have students move to their seats and get out their journals.<\/p>\n
<\/p>\n
Activity:<\/h5>\n
Ask students what they know about radio. Do any of them listen to talk radio, or other radio broadcasts? Do their parents? \u201cThere used to be a time when radio was the form of entertainment, not television.\u201d
\nAsk them to listen to the different audio clips. They are just to listen and notice and en-joy, ask them not to write anything down. After each of the clips, ask the following questions and foster a discussion.<\/p>\n
<\/p>\n
War of the Worlds clip:<\/p>\n
\u2022 What did you think? What were your reactions?
\n\u2022 What did you like or dislike?
\n\u2022 Did it seem real?*<\/p>\n
<\/p>\n
* Explain this interesting fact: during its broadcast in 1938 when radio entertainment was relatively new, even though it says at the beginning of the program what it is, people were panicking because they thought what they were hearing was real. They thought aliens were attacking the planet.
\nHave them answer the following in their journals:<\/p>\n
\u2022 What power do our voices have?<\/p>\n
<\/p>\n
Sherlock Holmes clip: (3 mins)<\/p>\n
\u2022 What did you notice about this clip?
\n\u2022 How did they utilize their voices?
\n\u2022 Could you visualize the characters?
\n\u2022 What did you \u201csee\u201d happening?
\nHave them answer the following in their journals:
\n\u2022 What sound effects did you notice? What did it add?<\/p>\n
<\/p>\n
Gunsmoke clip: (3 mins)<\/p>\n
\u2022 What can you tell about the two characters in this clip?
\n\u2022 What can you tell about their relationship?
\n\u2022 What could you visualize as you listened?
\n\u2022 How?
\nHave them answer the following in their journals:
\n\u2022 How were they able to create such clear characters with just their voices?<\/p>\n
<\/p>\n
Villain and Able: (short segment from the middle)<\/p>\n
\u2022 Were you engaged throughout?<\/p>\n
\u2022 What about his voice made him interesting to listen to?
\n\u2022 What were some of the vocal techniques you heard him use?
\n\u2022 Did you find this clip a little more relatable?<\/p>\n
Have them answer the following in their journals:
\n\u2022 What can you take away from this last radio clip?<\/p>\n
<\/p>\n
Wrap-up\/Instruction:<\/h5>\n
Herd students into a circle to have their full attention. Describe the final assessment – the recorded radio broadcasts. Pass out the rubric. Go through this rubric together, fo-cusing on each point.
\nThis project will be done in groups of 3-5, meaning each person will likely be more than one character, and\/or have to implement more than one technique. Everyone must have a speaking role, and must demonstrate at least one vocal technique in the broadcast.<\/p>\n
<\/p>\n
Assessment:<\/h5>\n
Students will be assessed on their participation today. Participation in the classroom walkabout, in the soundscape game, in class discussion following each radio clip, and in their journal entries answering a certain question after each radio clip.<\/p>\n","protected":false},"excerpt":{"rendered":"
Lesson Title: \u00a0Analyzing Radio Broadcasts \u00a0 Daily Objective: Students will demonstrate their knowledge and understanding of the various vocal techniques we have been learning by listening to and analyzing different radio broadcast examples and identifying the techniques used by the voice actors in each. Materials Needed: Clips from War of the Worlds, The New …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/481"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=481"}],"version-history":[{"count":4,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/481\/revisions"}],"predecessor-version":[{"id":6123,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/481\/revisions\/6123"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=481"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=481"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=481"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}