Topic: The Local Entertainment and Leisure Industry

Prescribed Learning Outcomes:

Business Communication

It is expected that students will:

• use appropriate communication tools and skills needed for business and the workplace
• outline ways that businesses communicate information regarding copyright, potential risks, and products or services

Economics

It is expected that students will:

• outline the effects on a local economy of changes both in consumer needs and wants and in the supply and demand of resources

Marketing

It is expected that students will:

• explain how marketing practices within the marketing mix affect consumers
• describe the channels of distribution involved in the flow of products and services from producer to consumer

Entrepreneurship

It is expected that students will:

• explain the role of entrepreneurs in economies
• describe entrepreneurial skills and attributes applicable to a variety of work environments

OVERVIEW

The teacher developed a unit that allowed students to explore the marketing strategies used by individuals, groups, and businesses in the arts, entertainment, and leisure (sports, fashion) industries. The unit provided opportunities for students to develop business communication skills, explore marketing practices, and examine entrepreneurial activities. Evaluation was based on:

• interview questions
• letters requesting interviews
• class presentations

PLANNING FOR ASSESSMENT AND EVALUATION

• Each student selected an area of interest in the arts, entertainment, or leisure industry and conducted preliminary research about the business field, including jobs available, products or services provided, customers, and the needs or wants they fulfil. Students used this information to identify roles to study and to find out how they would market themselves in-role (e.g., sailboarding instructor, rock climber, art gallery curator, rock band member, casting director, hockey player, photographer, graphic artist, computer game designer).

• The teacher then worked with students to develop a framework for interview questions. Students used the framework to design their own interview questions.

• Students arranged interviews with other students (who role-played sailboarding instructors, casting directors, and so on). Each contacted the interviewee to set up an interview and followed up with a letter of introduction that explained the purpose of the interview, the type of information he or she hoped to gather, and a copy of the interview questions.

• Before students conducted the interviews, the teacher reviewed basic interviewing techniques with the class. When students conducted their interviews, they recorded the information and later transcribed the important points.

• Students used their research and interview findings to develop class presentations. Each presentation included an overview of the industry, the role the person plays in the industry, and how the individual markets her- or himself within the industry and for the public. The teacher also asked students to include examples of the marketing materials used by the individual and information about the educational requirements for the occupation. The teacher encouraged students to use various audio-visual aids to enhance their presentations.

DEFINING THE CRITERIA

The teacher reviewed the prescribed learning outcomes, explained the requirements of each task, and discussed key criteria with students.

Interview Questions

To what extent does the student:

• ask questions that are clear and progress logically
• follow the framework for interviews
• develop questions that reflect an understanding of the purpose of the interview, which is to gather information about:
  • the industry
  • the type of work the person does
  • the education and skills that are required
  • how the individual or business is promoted within the industry
  • consumer wants or needs related to the products or services the person or business offers

Letter Requesting an Interview

To what extent does the student:

• communicate information in a businesslike manner
• follow an appropriate business-letter format
• use correct spelling, grammar, and punctuation

Class Presentation

To what extent does the student:

• use appropriate communication tools to present information in an organized, visually appealing, and enticing manner
• understand the industry
• understand the role the person interviewed plays in the industry
• understand marketing, economics, and entrepreneurship concepts
• identify consumer wants and needs related to the products or services the individual or business provides
• include examples of marketing material and discuss how they relate to the promotion and distribution of products and services
• describe educational and skill requirements

ASSESSING AND EVALUATING STUDENT PERFORMANCE

The teacher evaluated students' work using checklists and rating scales. Students had copies of the checklists and rating scales as they worked.

Interview Questions

Criteria	Rating
questions progress logically from one idea to the next	4 3 2 1 0
questions reflect an understanding of the industry and the type of work the person does	4 3 2 1 0
questions are open-ended (e.g., elicit more than just yes or no responses)	4 3 2 1 0
interview schedule follows framework for interviews and includes questions to: gather background information about the person, his or her job, the skills required for the job, and educational requirements gather details about the business or industry gather examples of the various ways the person promotes him-or herself (if applicable) or the way the business is promoted within the industry find out about obstacles to finding work in the business and how they are overcome find out consumer wants or needs related to the products or services the person or business offers	4 3 2 1 0   4 3 2 1 0 4 3 2 1 0   4 3 2 1 0 4 3 2 1 0
Comments:

Key:

4-Strong
3-Competent
2-Satisfactory
1-Minimal
0-Insufficient

Letter Requesting an Interview

Rating	Criteria
Outstanding	The letter is well organized, polite, direct, and purposeful student introduces self at the outset purpose of the letter is clearly stated early in the first paragraph clearly describes the type of information the student hopes to gain from the interview follows appropriate business-letter format uses correct spelling, grammar, punctuation, and sentence structure written in a manner that will elicit response from recipient
Good	The letter is clearly organized and polite, and the intent is obvious student introduces self and purpose for writing the letter generally reflects business-letter format, but may have some errors spelling, grammar, punctuation, and sentence structure errors do not obscure the letter's intent written in a manner that will likely elicit response from recipient
Satisfactory	The letter is polite and the intent is obvious, although it may be clouded by poor organization student introduces self, but this may not occur at the outset purpose may be unclear or merely implied may be unbusinesslike, informal, or casual may have some technical errors, but is generally readable; reader may have to reread sections to understand meaning lack of clarity may confuse recipient about expected response
Needs Improvement	The student has not completed requirements of the assignment.

Class Presentation

Criteria	Rating	Comment
Presentation: well organized and logically presented
visually appealing (uses a variety of visual aids and technologies)
interesting and engaging (flows smoothly, uses a variety of ways to convey information)
Content: provides an overview of the industry, including its role in the economy
describes the role the person (or business) plays in the industry
discusses how the person (or business) is marketed within the industry and to the public
includes examples of the types of resources the individual uses to market the services or products
relates marketing efforts to the promotion and distribution of products and services
identifies consumer wants and needs related to the products or services the person or business provides
uses economic, marketing, and entrepreneurship vocabulary and concepts accurately
identifies educational and skill requirements

Key:

4-Outstanding
3-Good
2-Satisfactory
1-Needs Improvement

Previous Page Next Page

  BC Ministry of Education Home Page