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Day 1: Arts/AV Cluster + Digital Storytelling

Lesson Overview
Time 50 minutes
Objectives Explore the Arts, A/V Technology & Communications cluster in H&L; identify careers across three pathways; plan a podcast episode using the Digital Storytelling activity
TEKS d(1)(C)
Deliverable Podcast episode outline (group of 3-4 students)
Materials Chromebooks, H&L accounts, H&L Workbook (Ch 4, pp. 55-58 Digital Storytelling), projector

Warm-Up (5 min)

WARM-UP: Open your phone's camera roll (or just think about it). Who took most of the photos and videos on there? You are already creating visual content. Could that become a career?

Take 3-4 student responses. Most students will say "me", and that is the bridge. Bridge to today: every visual thing you see (movies, ads, social media, video games) is created by someone whose job is making visual content.

Activity 1: H&L Arts, A/V Technology, and Communications Cluster Tour (15 min)

Source: H&L Workbook Ch 4: Arts, Audio & Visual Technology, and Communications (pp. 55-57)

Open by framing this as the second-to-last six weeks block, but the FIRST week of intense job-readiness work (resumes start on Day 2). Today is the creative-careers warm-up.

Direct students to open Hats & Ladders and navigate to the Arts, A/V Technology, and Communications cluster.

[H&L PLATFORM] From the workbook (Ch 4, p. 56): "Go to the Hats & Ladders app and click on the 'Arts, Audio & Visual Technology, and Communications Cluster.' Spend 15 minutes exploring the cluster and pathways."

Students should:

  1. Read the Making Connections prompt (Ch 4, p. 56): "If you could design the look and feel of your own TV show, video game, or other media, what would it be like? Discuss and compare ideas with a small group."
  2. Browse the THREE pathways identified in the workbook:
    • Graphic Design and Multimedia Arts: "Design graphics, clothes, accessories; create special effects, animations, and visuals for games, movies, music videos, and ads"
    • Digital Communications: "Use social media, videos, and sound to connect with others"
    • Printing & Imaging: "Run printing presses and digital tools to bring words and images to life"
  3. Use the Hat Finder to browse 2-3 Hats: Graphic Designer, Animator, Video Editor, UX Designer, Photographer, Social Media Manager, Sound Engineer, Art Director.

Students use the Stop and Jot strategy, pause twice to write down one Arts/AV career that surprised them and one question they have.

Facilitation Tip

Students often think "art = poor career." Push back with concrete data: UX Designer median salary is $85K+ in DFW. Animation lead at game studios can clear $100K. Show them the BLS page for Graphic Designers ($57K median nationally, higher in DFW) to anchor expectations.

Activity 2: H&L "Digital Storytelling" Activity (25 min)

Source: H&L Workbook Ch 4, pp. 57-59, "Digital Storytelling" (Career Climb activity)

Introduce the activity using the workbook framing: "Have you ever listened to a podcast? Maybe it was funny, a mystery, or about your favorite sport. Some people make podcasts as their full-time job. Popular podcasts can earn thousands or even millions through ads, sponsorships, and subscriptions."

Today students plan their own podcast in groups of 3-4. They will not record, that is an extension. Today is about the creative planning process that real podcast producers use.

Step 1: Come Up With an Idea (5 min)

In groups of 3-4, students answer the workbook's three questions:

  • What is your podcast going to be about? (Sports, music, gaming, movies, true crime, school life, etc.)
  • Who is your target audience? (Kids, teens, adults, gamers, parents, etc.)
  • What makes your podcast stand out? Why would people want to listen?

Step 2: Plan an Episode (5 min)

Using the workbook space, the group plans ONE specific episode:

  • Podcast Name: A catchy name
  • Episode Title: A descriptive episode title
  • Guest: One guest who would appear on the show (real person or character)
  • Promotion Plan: Where and how will you market the episode?

Step 3: Create an Episode Outline (15 min)

Students use the workbook checklist (Ch 4, p. 58) to draft a complete episode outline. They check each item off as they build it:

  • Introduction: Welcome listeners, introduce host and guest
  • Main Topic: Provide an overview of what this episode is focused on
  • Engaging Materials: Background information so listeners can follow along + interesting details to keep them engaged
  • Interview Questions: At least 3 engaging questions to ask the guest
  • Closing: Tie the episode together, thank listeners + guest, give a sneak peek of the next episode

Students may use Google Docs or paper. The deliverable is the completed outline matching the workbook checklist.

Facilitation Tip

The workbook checklist IS the rubric. Walk around during work time with the checklist visible. Ask each group "Show me your three interview questions." If they only have one, redirect them. The checklist makes accountability visible.

DOK 2: How would you compare the work a podcast host does to the work a graphic designer does? Both are Arts/AV careers, what skills do they share? What skills are different?

DELIVERABLE: Podcast episode outline (one per group of 3-4) submitted to Google Classroom or the class binder.

Exit Ticket (5 min)

EXIT TICKET (Mini-Case / Scenario Application) · Printable PDF:

Scenario: A new DFW middle school wants to launch a podcast for 7th graders to learn about local careers. They have budget for ONE creative hire.

  1. Which Arts/AV career (Podcast Host / Sound Engineer / Social Media Manager / Video Editor / Graphic Designer / Writer) is the MOST CRITICAL first hire, and why?

My pick: _____

Why: ____________

  1. Classify TWO Arts/AV careers I explored today as (circle one per): solo work / team work / client-facing

Career 1: _____. Work style: solo / team / client-facing

Career 2: _____. Work style: solo / team / client-facing

  1. My Wk0 RIASEC type: _____. Which work style above fits my RIASEC best, and why?
  1. My team's podcast TITLE: ___. Target AUDIENCE: ___

(d(1)(C))

Differentiation

  • Support: Provide a podcast outline template with sample interview questions ("What inspired you to _?", "What is your favorite ?", "What advice would you give __?"). Allow students to use a podcast they already love as the basis for their planning rather than inventing from scratch.
  • Extension (from workbook): Students who finish early actually RECORD their podcast episode using a Chromebook microphone and free recording software (Audacity, Vocaroo, or Google Recorder).
  • ELL: Pre-teach: Podcast = Pódcast, Episode = Episodio, Audience = Audiencia, Host = Anfitrión, Interview = Entrevista. The podcast can be planned in Spanish or be a bilingual show. Many real DFW podcasts are bilingual — this is an authentic format choice.