Collins: The transitions between videos were very well done. Pictures added a lot to the story. There was one interview where the picture was quite shaky; could have used a tripod.
Companion: Stand up was very good. B-roll was very relevant to the story. Interviews could have used a more dynamic background.
Fredell: Interesting topic. The beginning had excellent B-roll. There should be more B-roll and more interviews.
Gebert: Good use of a variety of interviews. Very relevant stand up and great B-roll. There was once when the image was shaky.
Goodell: GREAT USE OF B-ROLL! The interviews were used well. Audio is lost in the middle
Grotkin: The B-roll that was there was good. How about using more over the interviews? Dynamic background?
Hagen: Graphics were good; the one with the little girl was especially cute. B-roll was great. There may have been too many graphics that kind of crowd the video, especially at the end.
Harwell: The topic was intriguing. Interviews were good. Could have used a wider variety of B-roll which would help with not spending so much time on one clip.
Heinen: Interviews were good, a wide variety of opinions. The B-roll of the class was great; it added a lot to the story. Stand up?
Johnston: The interviews were cool, it was awesome to hear the experiences of students. It was cool facts, I didn't know before that that was an option. One of the pictures was shaky.
Lawrence: The shot through the window of the class at the very beginning really caught my attention. Cool transitions. Could have used a better background for the interviews.
Lesch: B-roll of the basketball team was cool. What's your angle of the story? Too much of one interview gets disinteresting.
Thursday, January 21, 2010
Self- Assessment of Story
Broadcast Journalism Story Self-Assessment (Copy and paste this to your blog post)
Is the topic relevant and interesting? Does it relate to our audience? 4
Is the story angle clearly defined? Is it unique? 4
Is the stand-up informative and creative? Does it lead into the story? 3
Are the interviews important to the story? Experts? Restate question? 4
Are transitions smooth and informative? Sequence makes sense? 4
Does the story make sense? Does the A-Roll drive the story? 4
Do the camera shots add to the story? B-roll? Correct shots? 4
Is sound used to enhance story? Music? Natural sound? 3
Is the editing clean? Graphics? Sound? Transitions? 2
Is the story the proper time length? 4
Total _36___/40
Comments: (What was done well? What improvements should be made?)
I was having a hard time keeping it under the time limit so a lot of the information had to be cut. This caused some of the story to not make sense (i.e. my stand up). All in all for a first story, it seemed to go pretty well. As soon as I got the idea, the thoughts just kept rolling on how to shoot B-roll and what questions to ask. I had a lot of good information which I suppose is better than not very much bad information.
Is the topic relevant and interesting? Does it relate to our audience? 4
Is the story angle clearly defined? Is it unique? 4
Is the stand-up informative and creative? Does it lead into the story? 3
Are the interviews important to the story? Experts? Restate question? 4
Are transitions smooth and informative? Sequence makes sense? 4
Does the story make sense? Does the A-Roll drive the story? 4
Do the camera shots add to the story? B-roll? Correct shots? 4
Is sound used to enhance story? Music? Natural sound? 3
Is the editing clean? Graphics? Sound? Transitions? 2
Is the story the proper time length? 4
Total _36___/40
Comments: (What was done well? What improvements should be made?)
I was having a hard time keeping it under the time limit so a lot of the information had to be cut. This caused some of the story to not make sense (i.e. my stand up). All in all for a first story, it seemed to go pretty well. As soon as I got the idea, the thoughts just kept rolling on how to shoot B-roll and what questions to ask. I had a lot of good information which I suppose is better than not very much bad information.
Tuesday, December 8, 2009
Interview Answers
From Mr. Berggren:
I was very involved in my hs music program. I went to a small high school and had the opportunity to be widely involved in the band and choir program.
My life was profoundly changed by my hs music experience simply because I am one of the few hs musicians to actually make a career out of music learning and performance.
Music is so important to our lives. Imagine one full day without any music! I believe that everyone who performs music, learns about music in a profound, life-changing way. Performers listen-to and enjoy music more fully because of their performance experience.
From Ms. Egan
- Were you involved in any sort of music program in high school?
I was not involved in music during high school past 9th grade. I stopped choir after my freshman year.
- If so, can you explain what it was and how it affects you now? If not, can you explain why you weren't?
I participated in dance for 9 years and played and competed in piano for 10, and ended up losing interest of music in high school. Looking back, I feel that part of the reason I quit was because if someone was an athlete, they didn't "do" music. This is definitely not the case at Eastview and other surrounding high schools. I love music and dance still to this day and feel that I am a well-rounded person in regards to my athletic & musical background.
- Do you think being involved in the Eastview band program will have a lasting impact on the students?
I think that being involved in any program that requires students to be involved with a group throughout their high school career will definitely have a lasting impact on their lives. Whether that group is under the athletic or fine arts umbrella, it will teach them a sense of commitment, time management, improved character and loyalty.
- It helps a student’s commitment…they don’t have a choice if they attend their practices/classes/concerts or competitions.
- It helps a student’s time management…being busy after school with practices and potentially work, students will be forced to complete their homework and other responsibilities in a timely manner as to not interfere.
- It improves character…these students will constantly have an adult and their peers looking after them to make sure they are making the correct social decisions and choices during school.
- It helps a student’s sense of loyalty due to the fact that being so involved with any group for an extended amount of time will create bonds between participants and leaders that will last years past high school and will actually help in choices made.
From Michaela:
1. Being involved in music has affected me in a very positive way, but also in a negative way. My dad has been singing my entire life, so I've had singing in all of my life. I also started piano in second grade. I will admit that I am fairly good at it and that it has affected me in a positive way in that it has given me skills for band and choir, like reading the music. However, I will also admit that my parents and teacher and a lot of adults I know think I'm a prodigy and always expect so highly of me in piano. Due to this, It has affected me in a negative way. I have always thought that if I don't get a song down perfectly they'll all be extremely disappointed in me. But even this has affected me in a positive way. When I finally didn't get the best score I could get in a piano competition after 8 years, none of those people were disappointed. They know I had tried my hardest, and if my hardest isn't good enough for a perfect score, then who cares? It has taught me so many things so far and it's a way to express my feelings. To me, music is it's own world. It has all the drama of real life and all the amazing points, and along the journey you'll learn lessons in a way that you don't always learn easily in life. I've learned them easier in music, and because of that I've been able to go through some points in life easier.
2. I do see myself being involved in the future. Joining the marching band my freshman year I was scared I wasn't going to like it and that my sisters would hate me because of that, but I ended up loving it. I loved it so much that I have a countdown to band camp each year. I had auditioned for choir, not thinking I would make it, but I made it, and in my making it, I met so many people that I have things in common with that I probably never would have met otherwise. I loved the feeling of meeting those people, and I always want to have that feeling in whatever I do, and every year there will be new people, so I'm going to continue my involvement just to continue meeting so many new people.
3. I think it will affect my future. I know that a lot of people that go through the EVHS band and choir programs have gone on and been in some of the best college choirs. It has motivated me greatly to want to persue music as a career, due to the wonderful teachers and all the mentors from all the other bands. There are just so many people to go to for help, and it is motivating me to want to be as good as them and to be in the best bands and choirs I can be in. Another thing is...a lot of colleges know that if you were in band or choir at EVHS and you're continuing in band, they're going to assume you are good at whatever you're doing because Eastview has produced so many outstanding musicians.
I was very involved in my hs music program. I went to a small high school and had the opportunity to be widely involved in the band and choir program.
My life was profoundly changed by my hs music experience simply because I am one of the few hs musicians to actually make a career out of music learning and performance.
Music is so important to our lives. Imagine one full day without any music! I believe that everyone who performs music, learns about music in a profound, life-changing way. Performers listen-to and enjoy music more fully because of their performance experience.
From Ms. Egan
- Were you involved in any sort of music program in high school?
I was not involved in music during high school past 9th grade. I stopped choir after my freshman year.
- If so, can you explain what it was and how it affects you now? If not, can you explain why you weren't?
I participated in dance for 9 years and played and competed in piano for 10, and ended up losing interest of music in high school. Looking back, I feel that part of the reason I quit was because if someone was an athlete, they didn't "do" music. This is definitely not the case at Eastview and other surrounding high schools. I love music and dance still to this day and feel that I am a well-rounded person in regards to my athletic & musical background.
- Do you think being involved in the Eastview band program will have a lasting impact on the students?
I think that being involved in any program that requires students to be involved with a group throughout their high school career will definitely have a lasting impact on their lives. Whether that group is under the athletic or fine arts umbrella, it will teach them a sense of commitment, time management, improved character and loyalty.
- It helps a student’s commitment…they don’t have a choice if they attend their practices/classes/concerts or competitions.
- It helps a student’s time management…being busy after school with practices and potentially work, students will be forced to complete their homework and other responsibilities in a timely manner as to not interfere.
- It improves character…these students will constantly have an adult and their peers looking after them to make sure they are making the correct social decisions and choices during school.
- It helps a student’s sense of loyalty due to the fact that being so involved with any group for an extended amount of time will create bonds between participants and leaders that will last years past high school and will actually help in choices made.
From Michaela:
1. Being involved in music has affected me in a very positive way, but also in a negative way. My dad has been singing my entire life, so I've had singing in all of my life. I also started piano in second grade. I will admit that I am fairly good at it and that it has affected me in a positive way in that it has given me skills for band and choir, like reading the music. However, I will also admit that my parents and teacher and a lot of adults I know think I'm a prodigy and always expect so highly of me in piano. Due to this, It has affected me in a negative way. I have always thought that if I don't get a song down perfectly they'll all be extremely disappointed in me. But even this has affected me in a positive way. When I finally didn't get the best score I could get in a piano competition after 8 years, none of those people were disappointed. They know I had tried my hardest, and if my hardest isn't good enough for a perfect score, then who cares? It has taught me so many things so far and it's a way to express my feelings. To me, music is it's own world. It has all the drama of real life and all the amazing points, and along the journey you'll learn lessons in a way that you don't always learn easily in life. I've learned them easier in music, and because of that I've been able to go through some points in life easier.
2. I do see myself being involved in the future. Joining the marching band my freshman year I was scared I wasn't going to like it and that my sisters would hate me because of that, but I ended up loving it. I loved it so much that I have a countdown to band camp each year. I had auditioned for choir, not thinking I would make it, but I made it, and in my making it, I met so many people that I have things in common with that I probably never would have met otherwise. I loved the feeling of meeting those people, and I always want to have that feeling in whatever I do, and every year there will be new people, so I'm going to continue my involvement just to continue meeting so many new people.
3. I think it will affect my future. I know that a lot of people that go through the EVHS band and choir programs have gone on and been in some of the best college choirs. It has motivated me greatly to want to persue music as a career, due to the wonderful teachers and all the mentors from all the other bands. There are just so many people to go to for help, and it is motivating me to want to be as good as them and to be in the best bands and choirs I can be in. Another thing is...a lot of colleges know that if you were in band or choir at EVHS and you're continuing in band, they're going to assume you are good at whatever you're doing because Eastview has produced so many outstanding musicians.
Thursday, December 3, 2009
Interviewing!!!!
I will interview...
1. Mr. Pasquerella (or any of the three band directors)
- How involved in music were you as a high schooler?
- Would you say it has affected your life today? Can you explain?
- How will being in the Eastview band program affect the futures of your students?
2. A student in one of the bands (probably symphonic)
- How has being involved in music affected your life so far?
- Do you see yourself being involved in the future?
- Do you feel being in the Eastview band program will affect your future?
3. A sports coach
- Were you involved in any sort of music program in high school?
- If so, can you explain what it was and how it affects you now? If not, can you explain why not?
- Do you think being involved in the Eastview band program will have a lasting impact on the students?
1. Mr. Pasquerella (or any of the three band directors)
- How involved in music were you as a high schooler?
- Would you say it has affected your life today? Can you explain?
- How will being in the Eastview band program affect the futures of your students?
2. A student in one of the bands (probably symphonic)
- How has being involved in music affected your life so far?
- Do you see yourself being involved in the future?
- Do you feel being in the Eastview band program will affect your future?
3. A sports coach
- Were you involved in any sort of music program in high school?
- If so, can you explain what it was and how it affects you now? If not, can you explain why not?
- Do you think being involved in the Eastview band program will have a lasting impact on the students?
Wednesday, December 2, 2009
Story: Step One...
TOPIC: The Eastview band program
ANGLE: How it will affect future of band students
FOCUS STATEMENT: How band affects future
ANGLE: How it will affect future of band students
FOCUS STATEMENT: How band affects future
Monday, November 30, 2009
Steps to Writing a Story
1. Find a Topic
- ex: sports, activities, things that are newsworthy to the audience.
Who, What, Why
2. Find an Angle
- What is your topic about? More specifically, what is important about your topic.
- ex: girls basketball team, recap game, individual players, coach, fans, going to state.
- ex 2: gun control, for, against.
- be able to summarize your angle in three words: Subject, Verb, Object.
- ex: Wife awaits soldier.
3. Collect Information
- Who are the experts for this story?
- Do you need opposing points of view?
- What interview questions should I ask?
- What other research must be done to complete the story?
4. Interview
- Ask open ended questions
- Get good sound bytes. A PIECE OF AUDIO THAT CAN STAND ALONE.
- Have the person restate the question in the interview.
5. Shoot Your Reporter Stand-Up
- Should have a good idea what story is about
- Stand-Up should provide information that audience doesn't know.
- Use Stand-Up for transition from one location to the next
- No first person: I went..
6. Organize Your Sound Bytes
- Which quotes should I use?
- How can I organize the quotes to tell a story?
- What are my gold nuggets?
- Sprinkle the nuggets throughout the story!
- Use best sound byte to grab the audience's attention
7. Write Segues in Your Story
- Use words that tie the interview together
- What other information can I add to the story?
- Can the story stand on its own?
8. Write the Beginning and End of Your Story
- Write body first
- Best sound bytes for beginning and end
- Paraphrase a sound byte at the beginning
- Leave them with strongest sound byte at end
- Leave them with hope
9. Write ins and outs (If necessary)
- What should the anchors say to introduce my story or bring it to a close? No scoop went to find out
- How should the story begin and end?
- Use attention getters at the introduction but avoid rhetorical questions
A-ROLL
- Anything that is said in the story
10. Collect B-Roll- Should match A-Roll
- How can video enhance my story?
- Make a list of items you would like photographed
- How should I edit the audio and video together to enhance my story?
- Should other enhancements like music, graphics, effects be used?
- ex: sports, activities, things that are newsworthy to the audience.
Who, What, Why
2. Find an Angle
- What is your topic about? More specifically, what is important about your topic.
- ex: girls basketball team, recap game, individual players, coach, fans, going to state.
- ex 2: gun control, for, against.
- be able to summarize your angle in three words: Subject, Verb, Object.
- ex: Wife awaits soldier.
3. Collect Information
- Who are the experts for this story?
- Do you need opposing points of view?
- What interview questions should I ask?
- What other research must be done to complete the story?
4. Interview
- Ask open ended questions
- Get good sound bytes. A PIECE OF AUDIO THAT CAN STAND ALONE.
- Have the person restate the question in the interview.
5. Shoot Your Reporter Stand-Up
- Should have a good idea what story is about
- Stand-Up should provide information that audience doesn't know.
- Use Stand-Up for transition from one location to the next
- No first person: I went..
6. Organize Your Sound Bytes
- Which quotes should I use?
- How can I organize the quotes to tell a story?
- What are my gold nuggets?
- Sprinkle the nuggets throughout the story!
- Use best sound byte to grab the audience's attention
7. Write Segues in Your Story
- Use words that tie the interview together
- What other information can I add to the story?
- Can the story stand on its own?
8. Write the Beginning and End of Your Story
- Write body first
- Best sound bytes for beginning and end
- Paraphrase a sound byte at the beginning
- Leave them with strongest sound byte at end
- Leave them with hope
9. Write ins and outs (If necessary)
- What should the anchors say to introduce my story or bring it to a close? No scoop went to find out
- How should the story begin and end?
- Use attention getters at the introduction but avoid rhetorical questions
A-ROLL
- Anything that is said in the story
10. Collect B-Roll- Should match A-Roll
- How can video enhance my story?
- Make a list of items you would like photographed
- How should I edit the audio and video together to enhance my story?
- Should other enhancements like music, graphics, effects be used?
Monday, November 23, 2009
Notes on Broadcast Journalism Law and Ethics
Notes on Broadcast Journalism Law/Ethics
1. What are the 5 freedoms of the 1st amendment?
- Freedom of speech
- Freedom of religion
- Freedom of press
- Freedom of assembly
- Freedom of petition
2. What is the Tinker Standard?
Student speech cannot be censored as long as it does not "materially disrupt the class work or involve substantial disorder or invasion of the rights of others."
The first ruling for the students. They wanted to wear an armband to protest war but principal said no. They did it anyway and got suspended. This was fought all the way up to the Supreme Court.
3. What is the Frasier Standard?
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
Guy running for class president, during his final speech, he spoke in sexual innuendos and got pulled off the stage and suspended. Case went to Supreme Court who ruled for the school.
**This is how Eastview can censor t-shirts or dancing
4. What is the Hazelwood Standard?
Censorhip of school-sponsored student expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical (teaching) concerns."
Stories in school paper kind of promoting teenage pregnancy and the principal goes and throws them away. Students sue saying they have freedom of press and it won't cause disruption and it's not vulgar; it's natural. Goes to Supreme Court and rules for the school. If an article goes against the teachings of the school, it can get taken out.
**Senior pictures at Eastview
5. What is the Frederick Standard?
If you are on a school authorized field trip, the school has the right to suspend.
The Olympic torch is going down the street in Alaska so principal cancels school so students could go see it. Students, who were not on school grounds, unrolled a banner that read "BONG HiTS 4 JESUS". The principal didn't think it was funny and suspended them for 10 days. They sue with the arguement that were not in school session and not on school grounds. School said it was a "school authorized field trip"; their still representing the school. School wins case.
6. What is the definition of libel?
Libel is something in print that defames someone's character. It is published to at least one other person. IT IS FALSE!
1. What are the 5 freedoms of the 1st amendment?
- Freedom of speech
- Freedom of religion
- Freedom of press
- Freedom of assembly
- Freedom of petition
2. What is the Tinker Standard?
Student speech cannot be censored as long as it does not "materially disrupt the class work or involve substantial disorder or invasion of the rights of others."
The first ruling for the students. They wanted to wear an armband to protest war but principal said no. They did it anyway and got suspended. This was fought all the way up to the Supreme Court.
3. What is the Frasier Standard?
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
Guy running for class president, during his final speech, he spoke in sexual innuendos and got pulled off the stage and suspended. Case went to Supreme Court who ruled for the school.
**This is how Eastview can censor t-shirts or dancing
4. What is the Hazelwood Standard?
Censorhip of school-sponsored student expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical (teaching) concerns."
Stories in school paper kind of promoting teenage pregnancy and the principal goes and throws them away. Students sue saying they have freedom of press and it won't cause disruption and it's not vulgar; it's natural. Goes to Supreme Court and rules for the school. If an article goes against the teachings of the school, it can get taken out.
**Senior pictures at Eastview
5. What is the Frederick Standard?
If you are on a school authorized field trip, the school has the right to suspend.
The Olympic torch is going down the street in Alaska so principal cancels school so students could go see it. Students, who were not on school grounds, unrolled a banner that read "BONG HiTS 4 JESUS". The principal didn't think it was funny and suspended them for 10 days. They sue with the arguement that were not in school session and not on school grounds. School said it was a "school authorized field trip"; their still representing the school. School wins case.
6. What is the definition of libel?
Libel is something in print that defames someone's character. It is published to at least one other person. IT IS FALSE!
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