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BSTRACT This Curriculum Guide Is Designed to Trainstudents Who Will Assist in Planning, Designing, Producing,And Using Media and Multiowdia Materials

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BSTRACT This Curriculum Guide Is Designed to Trainstudents Who Will Assist in Planning, Designing, Producing,And Using Media and Multiowdia Materials DOCUMENT RESUME ED 129 991 CE 007 933 TITLE A Media Technology Curriculum. INSTITUTION Rutgers, The State Univ., New Brunswick, N.J. Curriculum Lab. SPONS AGENCY New Jersey-State Dept. of Education, Trenton. Div.of Vocational Education. REPORT NO VT-103-010 PUB DATE May 76 NOTE 285p. AVAILABLE FROMNew Jersey Vocational-Technical Curriculum Laboratory, Bldg. 4103--Kilmer Campus, Rutgers University, New Brunswick, N. J. 08903 ($4.00plus postage) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS Curriculum; *Curriculum Guides; Instructional Programs; *Instructional Technology; Interdisciplinary Approach; *Learning Activities; Lesson Plans; *Media Technology; PerformanceBased Education; Post Secondary Education; *Teaching Guides BSTRACT This curriculum guide is designed to trainstudents who will assist in planning, designing, producing,and using media and multiowdia materials. It offersa 2-year, competency-based, post-secondary program of studies in media technology,and uses an interdisciplinary approach drawn from the broadareas of art, business management, drafting, library science,photography, printing, television, and typing. Two levels ofattainment are provided: The media equipment technician level,reached after completion of the first year, and the multimediatechnician level, reached upon completion of the totalprogram. The units of study (drawn from significant features of each disciplineabove) are organized into 10 components. Firstyear components are media equipment, drafting, and circulation; secondyear components include commercial art, typing, planning and presentation,and management. Units in printing and software productionare offered for both years. In addition, hours are allotted eachyear for the 10th component--(Prescriptive), which allows for individualizedstudies according to student needs. Presented in eachunit are the number of hours required, specific objectives, list of basiccontent, suggested learning activities for classroom and laboratory,and a list of equipment or supplies needed. The introductory sectionincludes a student progress chart.-(RG) Documents acquired by ERIC include many informal unpublished materials not available from othersources. ERIC makes every effort ,to obtain the best copy available. Nevertheless,items of marginal reproducibility quality of the microfiche and hardcopy reproductions are often encountered and this affects the ERIC makes available via the ERIC Document ReproductionService (EDRS). EDRS is not responsible for the quality of the originaldocument. Reproductions supplied by EDRS the original. are the best that can be made from State of New Jersey Department of Educathn Division of Vocational Education A MEDIA TECHNOLOGY CURRICULUM VT--/0.3-00 Claude S. Di Genova, Project Coordinator Coordinator, Curriculum and Instruction Camden County Vocational and Technical Schools Donald C. Spring le, Superintendent Camden County Vocational and Technical Schools Sicklerville, New Jersey Benjamin Shapiro, Director New Jersey Vocational-Technical Curriculum Laboratory Rutgers University New Brunswick, New Jersey Vocational-Technical Curriculum Laboratory Rutgers The State University Building 4103 Kilmer Campus New Brunswick, New Jersey Nhy 1976 2 NEW JERSEY DEPARTMENT OF EDUCATION FRED G. BURKE, COMMISSIONER RALPH H. LATAILLE, DEPUTY COMMISSIONER DIVISION OF VOCATIONAVEDUCATION WILLIAM WENZEL, ASSISTANT COMMISSIONER(Acting ) JOHN E. RADVANY, DEPUTY ASSISTANTCOMMISSIONER This project was made possible by a grant from the Vocational Division of theNew Jersey State Department of Education. It was prepared in the Camden County Vocational andTechnical High Schools in cooperation with the New Jeriey Vocational-TechnicalCurriculum Laboratory. CURRICULUM LABORATORY RUTGERS THE STATE UNIVERSITY BUILDING 4103 KILMER CAMPUS NEW BRUNSWICK, NEW JERSEY PREFACE AN INTERDISCIPLINARY CURRICULUM FOR APOST-SECONDARY MEDIA TECHNOLOGY PROGRAM There is general agreement that audio-visual mediaare increasingly important education, industry, and government.Because of this, it behooves vocational educatorsto consider the development ofa career program to train capable practitioners in theart of developing materials for audio-visualpresentations of various types, While there are vocationalprograms in New Jersey that teach certain skills that can be adapted for thc above purpose, there is at presentno instance where an organized effort is being made to train broadlyeompetent, versatile media technicians.In some schoolsa student can get some drafting skill's, but onlyif he/she studies to bea draftsman; in some schoolsa student can get some commercial art skills, but only if he/she majors in..commercialart. this proposal looks toa new curriculum.Itwould be an interdisciplinary curriculum which could be implemented inmost cases without adding new facilities. Letusassumea post-secondary,two-year program whereinthe . following disciplines merge to becomeone new curriculum The Media Technology Curriculum. Drafting Commercial Art Graphics Photography (Still) Photography (Moving) Electronics (Audio and Visual) Television Cataloging Materials Itisnotfor one minute suggestedthatallthesedisciplinesbetreated exhaustively, but that there be excerpted ,from eachthose skills and theories applicable to our proposal. Let us look in a general way at what the student couldlearn . From Drafting Technical illustration for printed materials Lettering for printed materials Drafting for overhead transparencies Drafting for color slides Lettering for movie captions,etc. Charts and graphs for live and media presentations From Commercial Art Art for printed materials Cartoons for printed materials Art for overhead transparencies Art for posters Art for movies and television Layout work 4 From Graphics Reproduction of materials by various duplicatinginachtnes Graphics photography From Photography (Still) Photo composition Camera work lighting filters Dark-room operations development enlarging and reducing From Photography (Movies) Script development Staging Camera work Editing Splicing Captions Projecting From Television Script development Staging Camera work Monitoring From Electronics Audio recording Sound track on movies TV taping And Care and routine maintenancc of cquipment Principles of effective media With stich a curriculum,we can reasonably expect to develop a well-rounded,versatile technician who can fill a growing need inmany areas. Benjamin Shapiro, Director New Jersey Vocational-Technical Curriculum Laboratory 5 ACKNOWL EDG MENTS Developing this program of studies in Media Technology required the efforts and assistance of many individuals. Theconcept, the need for, the nature, and the scope of thisprogram originated withBenjamin Shapiro, Director of the New Jersey Vocational-Technical Curriculum Laboratory at Rutgers. We are grateful.to him andto Thomas W. Byrd for assisting with hefundingproposal, and to Donald C.Springle, Superintendent of the Camden County Vocational Schools, forpresenting itto the Vocational Division of the New Jersey State Department of Education. We appreciate the trust and confidence of the VocationalDivision, New JerseyState Department of Education, specificallyDr. William Wenzel, Assistant Commissioner (Acting) and Dr. Joseph Kelly. Gratitude is also extended to the Board of Education, Camden County Vocational-Technical Schools,forassuming the"inkind" contribution to the project. Most important were the advice and actual- curricula provided by the task force of instructors and media personnel,as follows: William Auge Media Equipment Component Nicholas Calvelli Printing Component Charles Ebbecke Drafting Component Pamela Henderek Commercial Art Component J. Evans Jennings Software Production. Component Mary O'Hara Circulation Component Donald C. Proebstle Drafting Component Marion Shapiro Editorial Work Thanks is extended to Evelyn M. Collins andTheresa R. Schock, who typed the initial manuscripts, providing amp!e time forconstructive second thoughts and needed revisions. Claude S. DiGenova April 1976 Project Coordinator TABLE OF CONTENTS PAGE Preface Acknowledgments iii Need for Trained Perconnel 1 The Media Technology Program 2 Levels of Service the Program Can Offer 3 Rationale of the Program 5 The Components Defined 6 The Media Equipment Component 6 The Drafting Component 6 The Printing Components 7 The Software Production Components 7 The Circulation Component 8 The Commercial Art Component 8 The Typing Component 8 The Planning-Presentation Component 8 The Management Component 9 The Prescriptive Component 9 The Cooperative Education Aspect 10 Student Progress Chart ... 11 Proposed Scheduling Plan for the Program 14 FIRST YEAR Media Equipment Component 17 Unit IMotion Picture Film and Sound Projectors 18 Unit IISlide Projectors 22 Unit IIIFilmstrip Projectors 24 Unit IVBasic Electricity Theory and Practice 26 Unit VBasic Electronic Theory and Practice 31 Unit VIPublic-Address Amplifiers and Systems 34 Unit VIIReel-to-Reel Type Audio Tape Recorders 38 Unit VIIIBlack-and-White Video Cameras 41 Unit IXBlack-and-White Television Receivers and Monitors . 45 Unit XBlack-and-White Videotape Recorders 49 Unit XIColor Video Cameras 55 Unit XIIColor Television Receivers and Monitors 60 Unit XIII TV Studio Equipment and Operations 66 Unit XIVTelevision Film Projectors 68 Unit XVClosed-Circuit Television Systems 70 Unit XVIColor Video-tape Recorders 75 Unit XVIITelevision Projectors 80 Drafting Component 82 Unit IBasic Drafting 83 Unit IILettering and Types 88 Unit IIICharts and Graphs 95 Unit IVTechnical
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