Behind BuffTV: Closeup of Mr. Burns’ wide influence at Manteca High
Manteca High multimedia teacher James Burns posts student work to The Tower. (Johnie Vaughn/The Tower)
By ADDISON JACKSON
The Tower
Inside Room 60, students walk in and are greeted with a whiteboard filled with a rainbow of different-colored writing. James Burns files the latest assignments for his multimedia class. On the right side resides the layout for the weekly BuffTV, multimedia’s pride and joy.
The left side beholds the marketing assignments of multimedia students, where they are given the opportunity to intern with local companies and curate their social media platforms.
This whiteboard alone shows the myriad of ideas and projects constantly circulating in the mind of James Burns.
Room 60 is open from 8:36 in the morning to the dismissal bell at 3:36 in the afternoon.
All day long.
Burns’ classroom is a multifaceted space that can take the form of a newsroom, a sanctuary for students and players to eat lunch and relax, or a bustling classroom.
During first, second, or third period students filter in and out. Kids from different classrooms walk in to say what’s up, as others suit up in an orange vest to carry out their assignments. As the classroom bellows with questions and conversation, it feels like a tornado with Burns in the center and students spinning and pulling him around the room.
The presence of Manteca High media extends across the city and is absorbed and appreciated by many.
Multimedia student and host of the Ride Along podcast Levi Perez describes Manteca High media’s impact on his life and its growing influence.
“I think it extends across the city in a positive way. For example, I could be at work or in line at a store and I’ve had people come up to me and ask if I’m the person who does the Ride Along podcast. It’s a great feeling because it shows how many people really view it. There’s even been people who live outside of Manteca, who don’t even have kids in the city, that have recognized me. Manteca media is, in my opinion, the best media production in the area. I’ve seen other media classes and worked with them, and they don’t even scale close to the amount of work we do here, along with the equipment and the resources that we have at MHS, all because of Burns.”
Burns reflects, “With every new class and every new roster, there's a substantial improvement in the quality and quantity of our media production. Looking back on our first episodes or stories, I'm amazed at the amount of people we're able to affect. Our quality has improved so dramatically that we're now seeing our work published in the city newspaper, shared on social media by global companies, and used by organizations in three cities to boost their profiles.”
Manteca High multimedia teacher James Burns (left) speaks with Journalism student Gael Salgado while posting student work to The Tower. (Johnie Vaughn/The Tower)
Every Friday, teachers dim classroom lights and play the weekly BuffTV, where Burns’ multimedia students collaborate to create a funny and creative short video about the current events at Manteca High. Students capture and publish the many details and special moments that are a part of the environment at this school and are essential in fostering the American high school experience.
With the channel’s impressive 1,020 subscribers and 573 published videos, BuffTV has a fair shot at winning a high school Emmy; an award by The National Academy of Television Arts & Sciences which showcases work created by high school students in news, craft and programming categories.
The presence of BuffTV and not only multimedia, but journalism and sports media is so valuable because their projects ultimately preserve the Manteca High legacy and the feeling of pride in what it means to be a buffalo.
Manteca High principal Megan Peterson comments on the prominence of the media program.
“So many wonderful things are going on at Manteca High, and this program is a wonderful vehicle that shows the community what we are all about. I love watching the content created by this program – and I am very proud of the spotlight that the curriculum is shining on our amazing scholars, faculty, programs, and athletics.”
With assignments ranging from interviews and articles about students and teachers, to football hype videos, many students across campus are impacted by Manteca High media. Beyond just the Instagram posts and the YouTube videos, multimedia students are presented with amazing opportunities such as camps at UCLA, a chance to participate in the Media-X program at the University of the Pacific and awards for students like Raclif Figueroa, a junior editor in multimedia.
Resources like this help support life after high school, offering kids a boost into the real world. Journalism and multimedia student Leonardo Munguia describes multimedia’s marketing operation, where they work with various businesses to help manage their social media platforms.
“My group is Second Harvest, so I’ve met with the Second Harvest CEO, and I’ve talked with their social media teams. So, I feel like I’ve already had a little bit of after high school experiences and I feel like it will set me up for further experience in the career path, if I choose to go into a media of some sort.”
These hands-on classes give kids the freedom to express themselves and grow their creative skills while also being recognized and appreciated by the school.
Munguia quotes, “My favorite part about multimedia is being able to express myself. I feel like Burns really hears us and he lets us have creative freedom over most projects. Having the ability to use what I know in everyday projects for the school, it definitely feels good having my voice being heard.”
The classroom atmosphere inside room 60 exudes an excitable energy, arranged with built in computer stations in the back, and high tables aligned in rows where student conversations skip across the classroom. Its unique learning environment is cherished and has a refreshing impact on a student’s average school day.
Burns explains, “I never want my classroom to be quiet and sterile and kids stuck with their nose in a book. I want to have conversations, and I want to have arguments, and debates. I want collaboration to be taking place in the space, and so for me the classroom has to feel alive.”