Creating an audio play: an ESP experience   John Allan Christina Stechishin  Abu Dhabi Men’s College
Demonstration Goals   <ul><li>To examine the process of creating an audio play with </li></ul><ul><li>Communication Techno...
Our Goal <ul><li>Students: Course requirement in Media Planning, Media Production  </li></ul><ul><li>Teachers: Collaborati...
Process <ul><li>Lecture </li></ul><ul><li>Brainstorm </li></ul><ul><li>Treatment (rough) </li></ul><ul><li>Treatment (poli...
Lecture--Familiarization with Audio Plays <ul><li>Basic Vocabulary </li></ul><ul><li>Two samples of audio plays with scrip...
Brainstorm Audio Play Topics   <ul><li>Students invited to propose possible topics </li></ul><ul><li>narrow range of topic...
Rough Treatment   <ul><li>Rough Treatment created in Media Planning class </li></ul><ul><li>In hand writing </li></ul><ul>...
Treatment Polished <ul><li>In English class students peer edited their treatments </li></ul>
First Draft <ul><li>In Media Planning class students write first draft by hand in class time </li></ul><ul><li>sound effec...
Peer Editing <ul><li>In English class </li></ul>
Digital Sound FX <ul><li>Locate sound effects on computer or generate them in the audio studio   </li></ul>
Second Draft <ul><li>Assignment of talent, engineers—sound effects, mixer, recorder, director, actors, microphones </li></...
Teacher Correction <ul><li>English Teacher takes the second draft </li></ul><ul><li>Corrects obvious errors </li></ul>
Final Script   <ul><li>Printed </li></ul><ul><li>Duplicated for members of crew, English, Media Planning, Media Production...
Recording <ul><li>Media Production Class </li></ul><ul><li>Students setup the studio   </li></ul><ul><li>Students normaliz...
Replication <ul><li>Replicate to audio mechanism </li></ul><ul><li>CD, computer file,Cassette tape or Mini Disk </li></ul>
Media Label <ul><li>In Graphics Class </li></ul><ul><li>Concept sketch  </li></ul><ul><li>Approval of Sketch </li></ul><ul...
Final Products   <ul><li>Samples </li></ul><ul><li>Wonderful Day </li></ul><ul><li>Superman to the Rescue </li></ul><ul><l...
Assessment <ul><li>English Class </li></ul><ul><li>Media Production </li></ul><ul><li>Media Planning </li></ul><ul><li>Por...
Portfolio oral presentation   <ul><li>Responsible to cueing media  </li></ul><ul><li>Describe the process of creating medi...
Conclusions <ul><li>Students focused on a narrow range of subjects possibly influenced by the sample we played for them </...
Questions?
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Creating An Audio Play

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This presentation was given at the Baltimore TESOL conference. It outlines the events and strategies of creating audio plays with EFL students.

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  • Student background Describe what English level 3 in terms of IELTS and or TOEFL Describe their technical abilities
  • We would now like to follow the process we experienced in creating this projects
  • John—copy sample scripts Have an MP# of Bushra’s audio play Have an mp3 of an internet audio play
  • John Describe treatment as a structured overview of a media based project
  • Sound effect wish list at this point
  • Using an extensive audio library our students located or in some cases had to create their sound effects
  • A discussion on team work happened at this point
  • Students were given a wide choice but most followed the lead of the first group and chose mini-disk
  • In hindsight should have involved English teacher
  • Sheesha house Car accidents Assad’s cable guy-audio levels, no final take, just a disaster
  • Media Production -professional conduct -Execute technical role (mixer for example) -Quality of output (sound levels) -Final product delivered to deadline Media Planning -Meeting deadlines -complete paper trail -percentage of match of the planning documents in relation to Cooperation Portfolio -organization -thought process English -
  • Creating An Audio Play

    1. 1. Creating an audio play: an ESP experience John Allan Christina Stechishin Abu Dhabi Men’s College
    2. 2. Demonstration Goals <ul><li>To examine the process of creating an audio play with </li></ul><ul><li>Communication Technology students at level 3 </li></ul><ul><li>Sharing: </li></ul><ul><ul><li>some of the problems we encountered </li></ul></ul><ul><ul><li>things we learned </li></ul></ul><ul><ul><li>the products </li></ul></ul>
    3. 3. Our Goal <ul><li>Students: Course requirement in Media Planning, Media Production </li></ul><ul><li>Teachers: Collaboration in an integrated matrix </li></ul><ul><li>Teachers: Integrate media project with English language class </li></ul>
    4. 4. Process <ul><li>Lecture </li></ul><ul><li>Brainstorm </li></ul><ul><li>Treatment (rough) </li></ul><ul><li>Treatment (polished) </li></ul><ul><li>First draft </li></ul><ul><li>Peer editing </li></ul><ul><li>Audio SFX selection </li></ul><ul><li>Second draft </li></ul><ul><li>Teacher correction </li></ul><ul><li>Final script </li></ul><ul><li>Recording </li></ul><ul><li>Mastering and replication </li></ul><ul><li>Label </li></ul><ul><li>Final Product </li></ul>
    5. 5. Lecture--Familiarization with Audio Plays <ul><li>Basic Vocabulary </li></ul><ul><li>Two samples of audio plays with scripts </li></ul><ul><li>Listened to previous student audio play Wonderful Day </li></ul><ul><li>Structure </li></ul><ul><li>Key elements of audio script </li></ul><ul><li>Telling a story without visuals </li></ul><ul><ul><li>Ian Hunter guest speaker (BBC) </li></ul></ul>
    6. 6. Brainstorm Audio Play Topics <ul><li>Students invited to propose possible topics </li></ul><ul><li>narrow range of topics </li></ul><ul><ul><li>Cars, car crashes, sheesha, mobile phones </li></ul></ul>
    7. 7. Rough Treatment <ul><li>Rough Treatment created in Media Planning class </li></ul><ul><li>In hand writing </li></ul><ul><li>In class time </li></ul><ul><li>Treatment Approved or Denied </li></ul>
    8. 8. Treatment Polished <ul><li>In English class students peer edited their treatments </li></ul>
    9. 9. First Draft <ul><li>In Media Planning class students write first draft by hand in class time </li></ul><ul><li>sound effect included in this draft </li></ul>
    10. 10. Peer Editing <ul><li>In English class </li></ul>
    11. 11. Digital Sound FX <ul><li>Locate sound effects on computer or generate them in the audio studio </li></ul>
    12. 12. Second Draft <ul><li>Assignment of talent, engineers—sound effects, mixer, recorder, director, actors, microphones </li></ul><ul><li>Incorporate suggested corrections </li></ul>
    13. 13. Teacher Correction <ul><li>English Teacher takes the second draft </li></ul><ul><li>Corrects obvious errors </li></ul>
    14. 14. Final Script <ul><li>Printed </li></ul><ul><li>Duplicated for members of crew, English, Media Planning, Media Production teachers </li></ul><ul><li>Assessed in Media Planning and English </li></ul>
    15. 15. Recording <ul><li>Media Production Class </li></ul><ul><li>Students setup the studio </li></ul><ul><li>Students normalize the audio equipment </li></ul><ul><li>Students run through several takes </li></ul><ul><li>A take is selected </li></ul><ul><li>No Post Production </li></ul>
    16. 16. Replication <ul><li>Replicate to audio mechanism </li></ul><ul><li>CD, computer file,Cassette tape or Mini Disk </li></ul>
    17. 17. Media Label <ul><li>In Graphics Class </li></ul><ul><li>Concept sketch </li></ul><ul><li>Approval of Sketch </li></ul><ul><li>Create Label in Adobe Illustrator, Photoshop </li></ul><ul><li>Instructor checks language </li></ul><ul><li>Approval, of label </li></ul><ul><li>Print Label </li></ul><ul><li>Adhere label </li></ul>
    18. 18. Final Products <ul><li>Samples </li></ul><ul><li>Wonderful Day </li></ul><ul><li>Superman to the Rescue </li></ul><ul><li>Cable Installation (errors) </li></ul><ul><li>Lost in the Desert </li></ul><ul><li>Sheesha house </li></ul><ul><li>Car accidents </li></ul>
    19. 19. Assessment <ul><li>English Class </li></ul><ul><li>Media Production </li></ul><ul><li>Media Planning </li></ul><ul><li>Portfolio Presentation </li></ul>
    20. 20. Portfolio oral presentation <ul><li>Responsible to cueing media </li></ul><ul><li>Describe the process of creating media </li></ul>
    21. 21. Conclusions <ul><li>Students focused on a narrow range of subjects possibly influenced by the sample we played for them </li></ul><ul><li>Students tired of the project due to the length of production </li></ul><ul><li>Students wanted to try again </li></ul><ul><li>Some students have made their own independent projects </li></ul><ul><li>Reinforced process in completing any project </li></ul><ul><li>Some students did not utilize peer correction suggestions </li></ul>
    22. 22. Questions?

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