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2009 instituteweddingplanners
- 1. 2009 Institute for Staff Development Students Today, Leaders Tomorrow The Wedding Planners
- 3. Welcome Please visit www.capemaycountytech.net/ettc/weddingplanners/home.htm for updated versions of the presentation and more information as well as videos shown during the presentation. 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 7. Phase One – The Mock Wedding 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 8. The MockWedding Friday February 8 th , 2008 12:00 PM 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 11. 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 12. 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 13. 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 14. Phase Two – The Real Deal 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 15. The Real Deal The Roach Wedding Spring 2009 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 23. Connections NAF Curriculum and The Wedding Planners 2009 Institute for Staff Development Students Today, Leaders Tomorrow
- 27. Specific Examples of Links Students interacted with advisory board members and community members in designing, researching and developing the event. They toured facilities as well as having guest lecturers. Hospitality Marketing – Unit 8: Lesson 22 & 23 – Working in Industry/Learning from Industry Experts The products needed for the wedding reception were introduced here. Students toured several facilities and guest lectures provided information on assorted materials and considerations Hospitality Marketing – Unit 2: Lesson 5: The Product Students reviewed lesson materials and used to develop checklists and procedures for working with the project client. Students also use data to determine how clients in their county would differ from clients in other parts of the country. Hospitality Marketing – Unit 2: Lesson 4: The Customer Students used the event planning services as a product and developed pricing and promotional materials for their services and the event. They used data from actual businesses in the county to help set realistic numbers. Hospitality Marketing – Unit 5: Lesson 13: Pricing and Promotions Students produced all of the marketing and promotional materials for the event and related activities using the units concepts and lessons to guide discussions and developments Hospitality Marketing – Unit 6: Marketing Channels The Wedding Planner projects used many of the portfolio requirements for the final project as activity guiding points thus students had built much of the portfolio for their county and plans by the end of the project. Hospitality Marketing – Culminating Project Students developed their own surveys for the event attendees as well as the participating businesses, advisory board members and the students and staff who prepared the event. Hospitality Marketing – Unit 7: Lesson 19 – Customer Feedback Students toured several facilities and guest lectures provided information on what goes into planning weddings and events. They discussed how to develop effective pricing and service offerings based on research Hospitality Marketing – Unit 2: Lesson 6: Sizing up the competition Wedding Planners Activity NAF Curriculum
- 28. Specific Examples of Links Students interacted with advisory board members and community members in designing, researching and developing the event. They toured facilities as well as having guest lecturers. Customer Service – Unit 7: Lesson 17 & 18: Working in Industry/Learning from Industry Experts Students interacted with guest lectures who shared stories of customer service ups and downs as well as guiding students in determining what to look for. Students also reviewed the surveys at the end and reflected on ways to improve customer service next time Customer Service – Unit 2: Lesson 5: Analyzing Bad Customer Service Students reviewed the lesson materials, discussing what considerations should be taking into account when planning the event and how important client and customer interaction is to a successful event. Customer Service – Unit 1: Lesson 2: Our Experiences with Customer Service A number of these lessons were integrated through out the project as developing effective communication skills was a key concept and objective for the project. Students role-played, worked with advisory board and business members and used the curriculum activities to develop communication techniques. All students had to write and create all materials, brochures, programs and needed written materials as well as journaling/reporting key points in the project Customer Service – Unit 4 – Communications Customer Service – Unit 4: Lesson 10: effective Writing Students had to keep the client’s wishes and event attendees in mind as they designed the project Customer Service – Unit 5 – Addressing the needs of a specific group The event was designed to have actual guests and the guests all played roles to simulate assorted customer service possibilities. Students worked with event planners including interviews, touring businesses Customer Service - Culminating Project The event was designed to have actual guests and the guests all played roles to simulate assorted customer service possibilities. Students were assigned roles/jobs including management positions. Students explored options that could be used to “keep tabs” on customer satisfaction Customer Service – Unit 6: Lesson 14 & 16 – Managing Excellent Customer Service/Improving Customer Service This lesson was used by the teachers to develop a client profile to be used for student interaction. Students then developed methods for communicating with the client as well as setting business offerings based on these profiles. Customer Service – Unit 3: Lesson 6: Profile of a customer Wedding Planners Activity NAF Curriculum
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- Authenticity Students worked with a client to plan a Wedding Reception. They had to produce a reception that fit the client’s needs and wishes while working within the limitations the client brought to the project. Such as the budget, timing, communication skills needed to interact with the vendors and the client. Students then worked with Advisory Board Members, vendors, and others to host the actual reception for a bride, a groom, and the wedding guests. Academic Rigor “ How do you plan a wedding reception?” That was the question that the students faced. Students had to plan the event from start to finish including hosting the event and follow up evaluation and thank you notes. Students had to use communication skills in dealing with the client vendors and teachers. Students had to write proposals, budgets, invitations, press releases, directions, and instructions, and multiple other forms of writing materials. Students had to make decisions based on gathered data. They had to create the final event in all aspects. Applied Learning Multiple teachers introduced lessons in their individual classrooms that linked back to the event project. Students were placed into teams each responsible for a different aspect of the event such as food production, music, invitations, and programs. Students produced everything used in the final event using technology and skills learned in their other tech classes. Active Exploration Students worked with clients requests as a base start. They took field trips to preview actual venues where receptions are held. These trips included tours of food production facilities, ballrooms, and other meeting rooms and design facilities. Experts and advisory board members gave guest lectures covering the different pieces of the event. Students also used other methods such as videos internet classroom materials and other teachers in the school to gather information to aid in the planning. Adult Relationships Advisory Board members such as a representative from the Wildwoods Convention Center interacted with students at all levels. This includes: providing field trips, coming in to speak with the students, brainstorming with the students, reviewing student proposals, providing real data for use in budgets and other planning activities, providing additional materials, attending the actual event, and offering constructive criticism at the end of the event. Assessment Practices A variety of assessments methods were used. The client, advisory board members and other event attendees offered assessment and constructive criticism at the end of the event. The clients initial proposal was used to determine the success of the event (a rubric style). Individual pieces of the event were assessed using the following: teacher evaluation, students peer review, NAF provided rubric and assessment tools.
- On Friday, February 8, 2008, Interdisciplinary group consisting of 10 teachers and 40 students, “The Wedding Planners”, presented a mock wedding event in the auxiliary gymnasium at the Cape May County Technical High School. The group worked on the project since September 2007 and the planning included the following tips for planning every aspect of a wedding event, from invitations, menus, decorations, budget, photography and music. The idea of the mock wedding came in to view in September 2007. The ten teachers (wedding planners) came together in a multi-disciplinary group. After much discussion and many meetings, the idea of the mock wedding was created. This multi-disciplinary project would be used to get the students involved a real life experience, in this real-life scenario of planning and staging a real wedding. The event required a lot of planning, organizing, and help. Project based learning activities, such as these, motivate students to achieve learning objectives through fun, “real life” activities. They are designed to engage students in learning and help them to better understand the practical relevance of academics. The culminating event, such as the “wedding”, is the end result of a great deal of study and preparation, and really helps students celebrate and reap the benefits of all the hard work they have put into the project. Cape May County Technical High School provides various project based learning experiences for students, in an effort to make learning real and enjoy their academic experiences.
- These were the main guidelines for planning this event. -Everything was timed around the day of the event – February 8 th , 2008 -$560.00 (food, flowers, cake, etc.) Of teachers and students Decide what media to use, write press releases, and contact media of photo opportunities. Local media is usually willing to cover the event if you give them enough lead time. Recruit volunteers if necessary What worked and what needed to be improved on.
- This trip started with an interdisciplinary project Mrs. Siciliano was in charge of that began on September 21 st, 2008 and lasted until February 8, 2008. The Hospitality students, with the help of other classes, planned and coordinated a mock wedding at the Cape May County Technical High School. The wedding reception the students helped set up for on March 20 th from 9 am to 2 pm at the Convention Center was an extension of the mock wedding. The reception took place at the Convention Center on March 21st at 4 pm to 11:30 pm. The students worked on: Covering chairs with white chair covers Tying Wedge Wood Blue bows on each chair Steaming the bride and groom’s table cloth to get rid of wrinkles Shining drinking glasses Polishing silverware And setting up tables with utensils following a place settings worksheet the students practiced in class
- I enjoyed getting an experience of what it is like set up for a wedding reception. I like to physically work with my hands and see the way jobs are done. I didn’t like how sometimes there were so many jobs that needed to be done and so little time to do it in. My favorite job was shining drinking glasses. The easiest job was covering the chairs. And the least exciting job was tying the bows on the chairs. It took a lot of patience to give every bow a look of good quality. I learned many useful tips on this trip. Such as patience is very important. When a person gets impatient, things could and will start to go wrong. Organization is key to having a successful event. If there is no organization there will be disaster. And communication between the boss and the work crew is essential. I will take use the lessons I learned that day when I plan my own wedding or somebody else’s wedding in the future. I can also use lessons I learned now, by keeping organized in school, being patient with people, and communicating clearly with people so there are no misunderstandings.
- I enjoyed getting an experience of what it is like set up for a wedding reception. I like to physically work with my hands and see the way jobs are done. I didn’t like how sometimes there were so many jobs that needed to be done and so little time to do it in. My favorite job was shining drinking glasses. The easiest job was covering the chairs. And the least exciting job was tying the bows on the chairs. It took a lot of patience to give every bow a look of good quality. I learned many useful tips on this trip. Such as patience is very important. When a person gets impatient, things could and will start to go wrong. Organization is key to having a successful event. If there is no organization there will be disaster. And communication between the boss and the work crew is essential. I will take use the lessons I learned that day when I plan my own wedding or somebody else’s wedding in the future. I can also use lessons I learned now, by keeping organized in school, being patient with people, and communicating clearly with people so there are no misunderstandings.
- Every wedding is different Some take years to plan and some take months, even weeks Here is a short timeline of how Helen Kane planned the wedding taking place on March 21 st , 2009 Ms. Kane began meeting with the couple, Lori and Dave in November of 2008. They discussed booking the date and provided the couple with sample menus for their wedding day The client is sent a contract from the convention center to book the room The couple and their families went back home to discuss budgets and details of what they wanted for their reception After the holidays, Ms. Kane and the couple began working on the finer details for the event. The bride and her mother sat down with the catering manager and the event manager to discuss linen choices and colors for the room décor. The bride chose her favorite linen and samples were delivered to the Convention Center in the beginning of February. Ms. Kane set a full table, inviting the bride to see what the table would look like once dressed. Some small adjustments were made and the final order of linens was placed.
- The order for the ceiling décor was also placed. All décor was received by the end of February. Menus were chosen and food contract was sent to the couple to be signed. The in House Coordinator then gathered all of the details from the meetings, emails and phone calls that she received from the bride, groom and their families. An event resume was then completed and distributed to all employees of the Convention Center so they were aware of what they needed them to do. The crew meticulously began cleaning the room the Monday before the wedding. The decorative lighting over the dance floor was installed, walls were painted, and rugs were shampooed.
- The room was set with the dance floor, tables, chairs and staging by the end of the day of Wednesday. On Thursday the catering department began dressing the tables. And on Friday the Hospitality Class arrived to assist in the final tasks.
- Competency/Proficiency: The 8 Algebra 1honors students will be paired in groups of two. The four groups will discuss and plan the wedding project. Measure the auxiliary gym, tables, and chairs. Collect data pertaining to the budget of the wedding. Calculate and analyze measures of central tendencies (mean, median, and mode). Create and interpret a stem-and-leaf plot. Use Excel to create graphs (pie, bar, and line). Determine the area of the gym that will be used. Calculate the area of the tables and chairs. Determine the free space that will be available. Construct a drawing of the floor layout. The students and teacher will vote on the best project from our four groups, then practice the presentation. Method of Delivery: Lecture with discussion and guided discovery learning, cooperative group work. Student Activities: Wedding planning, students will take notes, cooperative group work, students will interact and participate in class discussions, students will work on problems in class and/or homework, create graphs. Retrieved statistical data on the median age for first time brides and grooms from the years 1991-2001, using this data the age for the year 2008 will be determined.
- Bake a three tier chocolate cake, finish off with fresh flowers. Class Lesson: Wedding Cake Objective: The learner will bake a three tier chocolate cake, make a chocolate raspberry ganache filling and an all butter cream frosting, and then assemble, decorate and finish off with fresh flowers from our famous green house. Teacher Methods: The professor will lecture on various styles of wedding cakes from various countries then demo the one of choice. Student Activities: The students will know how to bake a sponge cake as well as make ganache and butter cream. Then practice creaming in a cake and using a verity of pastry tips and classic borders decorate the dummy wedding cake. Materials: Cake pans, mixer, measuring cups and scale, oven, timers, flour, eggs, sugar, baking powder, salt, milk, oil, butter. Budget - Ingredients cake - $50.00 cake stand - $10.00, also supplies were needed for the entire menu.
- The students will explain in detail the religious and cultural aspects of Italian weddings in Italy and the US. Four students will present a PowerPoint presentation at the Mock wedding. Lesson Title: Italian Weddings of “Yesteryear” and Today in Europe, the United States, and New Jersey Objective: The learner will be able to explain in detail the religious and cultural aspects of Italian weddings in Italy and the United States. Teacher Methods: Facilitate-introduce project, assign groups for Ancient Italy, current day Italy, religion in weddings, and a group to do oral interviews with Roman Catholic Priests and those getting married. Student Activities: Students will do research through books, magazines, internet, and do oral histories in preparation for an oral presentation with the use of technology to describe and explain Italian Wedding rituals. Materials: Books, magazines, computer technology, proxima, pen, paper, tape recorder, VCR, video camera, and poster board. Research Topics – Present Day Italy, Ancient Italy, Colonial Times in the US, Present Day NJ, The Roman-Catholic Religion Wedding in Ancient Rome, The Roman-Catholic Wedding in Modern Times
- Supplies needed: several examples of thank you cards, theme or colors of wedding Hard mark card maker – card stock, 4 digital camera, 4 wedding invitations, 4 small bouquets of flowers, 4 sets of wedding rings, 4 bride shoes, 4 cloth napkins, computer with photo shop program and printing ability. Objective: The learner will create a unique wedding photo using various items and lighting. Teacher Methods: Teacher will provide students with a video discussing Italian heritage and traditions of Italian weddings. Following the video the teacher will provide the students with several examples of wedding pictures. Class will discuss the pros and cons of each picture. Discussion will include; lighting and shadowing, position of items and aesthetics. Student Activities: Students will view and discuss video on Italian heritage. Following the video students will critique several wedding pictures. After critiquing, students will work in small groups to create a wedding photo. Students will use a digital camera to take pictures of the following items; wedding invitation, small bouquet of wedding flowers, set of wedding rings, one of the bride’s shoes, and a cloth napkin (wedding color). Each student will pick their best shot to present to the class. All students will vote to choose the best arrangement and lighting. The winning shot will be recreated on the wedding day using the items from the actual bride and groom. This picture can be used as part of the thank you cards.
- Table Setting Station Directions: 1. Read the handout on “Setting The Table” from the Table Setting Guide . 2. Complete Activity #1, “Table Setting Terms” 3. Using the guide provided and the table items, practice setting the table. 4. Demonstrate the procedure for evaluation by the teacher. Table Service Station Directions: 1. Watch the video entitled, Quality Service Skills Part I , and complete the corresponding worksheet. 2. Read the handouts on Table Service Rules and General Rule of Table Service and complete the corresponding worksheet. 3. Practice the proper procedures for table service using the dishware, glassware, and flatware provided. 4. Demonstrate the procedure for evaluation by the teacher. Napkin Folding Station Directions: 1. Watch the video entitled Fold – Along Napkin Art 2. As you watch the video, practice the napkin folds demonstrated 3. Using handouts and books provided, practice folding napkins 3 different ways. 4. Demonstrate 3 different napkin folds for evaluation by teacher.
- Wedding; writing thank you cards. Objective: The learner will work alone or with another student to successfully produce either announcements/invitations, thank you cards, or a wedding poem. Teacher methods: The teacher will explain the assignments, lead a discussion, show examples, and direct the production of these three writing projects. Student Activities: Alone of with another student, each student will complete one of the wedding writing projects. Materials: Students will use paper, pencils, pens, magic markers, scissors, and computers.
- Getting in shape for a wedding. Students will be presented with the correct workout to get proper results through weight lifting. The workout is a one minute circuit. Objective: The learner will participate in weight lifting activities that will help the student be physically fit, and will cut down the stress that is brought on when planning a wedding. Teacher Methods/Student Activities: The instructor will have worksheets for the students, that will have the students imagining they are getting married. The instructor will give them the right work out to get results through weight lifting. The workout is a one minute circuit. Students will be in partners switching every minute. Materials: paper, weight room, pencil Budget: A three month gym membership would cost $130. This segment of planning has no cost.
- Lesson Title: Planning the musical selection at a wedding. Objective: Students will be able to: identify and select appropriate music for wedding ceremonies, both modern and traditional. Teacher Methods: Lecture on the history of wedding ceremonies/ceremonial wedding songs/music. Internet search of most popular wedding music. Handouts on best research (internet) sites. Student Activities: Students will create / pick music selections containing traditional and modern wedding music. As a team, students will collaborate with each other’s findings (songs), and create two master lists of music: traditional music selections, and modern music selections. Entertainment production Tech Students can also aid in the sound reinforcement requirements of a wedding ceremony and reception. The students also found archived Master-of-Ceremony dialog for wedding events. Students from both periods will be responsible for setting up the PA system for the wedding an reception. They will be the audio technicians/engineers responsible for the mixing/quality of sound during this event. They will also handle all EM-C/DJ responsibilities for this event, utilizing all of their skills learned so far, as well as their keen sense of quality sound (audio) and lessons learned about volume (loudness). Providing all sound systems: P.A. (for ceremony), live DJ music, live entertainment (guitarist / vocalist), DJ (for reception), Emcee responsibilities Providing all running and set-up for all PA equipment Providing engineering for live entertainment Research for popular wedding music programs and play lists Sound system decided on: size of hall, approximate amount of people attending, nationality of immediate family,