Summary
In this second lesson of a media production unit, students interact with sound equipment, such as an audio mixer, subwoofer, loudspeaker, and a microphone, to determine the purpose of each piece of equipment. Students interact with media equipment, view a video about how to set up a stage and take notes, and create a diagram of a stage properly set up with all necessary equipment.
Essential Question(s)
How does one use audio equipment in a live production?
Snapshot
Engage
Students brainstorm about everything they think is needed to host a live band or guest speaker.
Explore
Students interact with multiple pieces of audio equipment while making observations and thinking of questions about the equipment.
Explain
Students take notes while watching a video about how to set up a stage.
Extend
Students create a diagram of a stage correctly set up with all pieces of necessary equipment.
Evaluate
Students respond to reflection questions using the 3-2-1 strategy.
Materials
Lesson Slides (attached)
I Notice, I Wonder handout (attached, one per student)
How to Set Up a Stage handout (attached, one per student)
Stage Equipment Cutouts handout (attached, one per student)
Stage Equipment Student Example (attached)
Audio mixer
XLR Cables
Active subwoofer (or passive subwoofer with power amp)
Active loudspeaker (or passive subwoofer with power amp)
Microphones
AC cables
¼-inch instrument cable
Pen/pencil
Notebook paper
Copy paper
Scissors
Glue sticks
Colored pencils or markers
Engage
5 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slide 3 and have students take out a piece of notebook paper and a pencil or pen. Using the Bell Ringer strategy, tell students they will have 3 minutes to list all audio equipment that is needed to host a live band or a guest speaker at an event. Start the timer and tell students to begin. When the timer ends, ask for students to share an item they wrote down and compile a class list on the whiteboard. Do this until everything students have included is listed on the board. Move to slides 4–5 and review the essential question and lesson objective with students.
Explore
10 Minute(s)
Move to slide 6. Pass out the I Notice, I Wonder handout to each student. Introduce students to the I Notice, I Wonder strategy and explain that they will examine several pieces of audio equipment. Ask students to take notes on what they observe in the left column and to list any questions they have about the audio equipment in the right column. They should have at least one full sentence in each column after looking at the equipment.
Provide about 10 minutes for students to interact with the equipment. Monitor students as they interact with the equipment to ensure they stay on task.
Explain
15 Minute(s)
Have students return to their desks and pass out the attached How to Set Up a Stage handout to each student. Move to slide 7 and tell students to use the handout to take notes while watching the video.
After the video, provide a few minutes for students to wrap up their notes. Have students compare their notes with a partner.
Ask students to refer back to the notes on the I Notice, I Wonder handout and consider whether any of their questions has been answered after watching the video. Ask for volunteers to share their thoughts about the most important aspects of setting up a stage.
Extend
30 Minute(s)
Pass out the attached Stage Equipment Cutouts handout and provide each student with scissors, a glue stick, and a piece of copy paper. Move to slide 8 and ask students to cut out each image of equipment on the handout. Then, have students arrange the pieces of equipment as they should be set up on a stage and glue the images to the paper. Have students label each piece of equipment after arranging them on the paper. Finally, have students use colored pencils or markers to draw cables connecting the equipment in the proper manner.
After students have created their stage diagrams, have pairs of students compare their diagrams and look for similarities. Ask for volunteers to share where they placed equipment items, such as microphones, speakers, and subwoofers, and why they placed equipment in certain locations. If time allows, display slide 9 and give students an opportunity to plug in the speakers, microphone, and mixer as they would do for a real production. Let students test out the capabilities of the equipment.
Evaluate
5 Minute(s)
Move to slide 10 and have students use a piece of notebook paper to respond to the questions. Using the 3-2-1 strategy, students respond with three things they learned, two questions they still have, and one thing they found interesting.
Collect the 3-2-1 responses as well as the completed stage diagrams to assess for student understanding of the lesson. Review the questions students have from their responses and address those questions when class meets again.
Resources
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). 3-minute timer [Video]. YouTube. https://www.youtube.com/watch?v=iISP02KPau0
K20 Center. (n.d.). Bell ringers and exit tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). I notice, I wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
Sweetwater Sound. (2020, March 13). How to set up a PA system for a band [Video]. YouTube. https://www.youtube.com/watch?v=Shtwr8-P0zs