Basketball, unlike traditional school instruction, is focused on learning “how to” rather than “knowing that.” The goal-based scenario (GBS) model articulated by Schank et al. (1999) provides a structure for learning by doing that we believe is more engaging and authentic, particularly for urban youth. The essential components of a GBS are learning goals, a mission for students to complete, a cover story that frames the mission and motivates students, roles within the cover story, operations or activities involved in completing the mission, resources needed to complete the mission, and situated feedback. DYN has elaborated on this structure to create a three-tiered curriculum model that combines the GBS with our pathways to new media literacies.
In the first tier, students are oriented into a culture of critical thinking about new media messages. In the second tier, students move through a common rotation to learn basic techniques involved in the production of different types of media. In the third tier, students apply what they have learned in a GBS that is designed to be as authentic and engaging as possible. For example, the cover story for sixth grade New Media Arts is that students are employed by record label called Remix Records. Students apply for specific positions within the label, such as songwriter, singer, rapper, graphic artist, recording engineer, and producer.