Broadcast Journalism

Olentangy Education Foundation
Education Grant Application
Executive Summary:
Project Title: Convergence Journalism
Number of students impacted: 1,300+
Primary Grade Level of impacted students: 9-12
Connection to District/Building CIP goals: (see detailed sample yearly assessment plan/sample rubrics)
In the near future, English language arts will include teaching and learning multiple uses of technological and information sources to gather and synthesize information to create and communicate knowledge in multiple genres (stories, reports, etc.) and modalities (print, visual, auditory, color, etc.)
Students enrolled in the Introduction to Broadcast Journalism course will learn in a respectful, caring, and safe environment how to write, interview, and successfully edit and produce a daily morning announcements newsmagazine show.
Second, the entire OLHS student body will benefit from the morning show because the announcements, commercials, and Public Service Announcements that is geared to an authentic audience (the student body). Students from the student body will have an opportunity to comment and/or respond to the daily show in a blog forum that was setup on the student body’s FirstClass email account, which the broadcast students can utilize this information to disseminate information in an entertaining way.
The course is designed to give students hands-on experience writing, editing, and producing and as their skills grow they will also have opportunities to expand their technology and writing skills and also write for an authentic peer and community audience.
Highlights from the 2007-08 School Year
Broadcast students produced Public Service Announcements that were broadcast on SchoolTube.com about the first five freedoms of the First Amendment. One of the groups who submitted to the SchoolTube.com contest was in the top three in the nation for the PSA called “Got Freedom?”
Students also wrote, edited and produced commercials for all of the student clubs and organizations utilizing their skills in movie editing, music composition, filming and writing to increase awareness within the school.
Students utilized their newsworthiness decisions-making skills to write, film and produce news videos, in conjunction with the Superintendent’s office last year to produce four different 2-3 minute videos informing the Olentangy Schools’ community about various positive and negative aspects of the levy and interviewed a variety of people in the community within the school district. These videos utilized some advanced editing software (Final Cut Express) and was also shown on the Olentangy Schools’ website.
Students worked cross-curricular to create a documentary on Abe Weinrib, a Holocaust survivor, who speaks at OLHS for the Interdisciplinary Studies course taught by Peter Krosnosky and Kristy Kill. The students contacted the Jewish Senior Center and prepared questions for students and teachers who were impacted by this man’s life and story. This documentary will be an ongoing and growing video that will continue to expand Mr. Weinrib’s life, as well as track the lasting impact that this historian shares with the OLHS community.
In conjunction with Lyon Video, the Introduction to Broadcast Journalism students wrote, edited, and produced a 2-hour DVD of the 2008 Graduation from OLHS. Lyon Video duplicated this DVD and Mr. Bob Lyons donated some footage from the graduation ceremony, but overall students interviewed seniors, teachers, administration, and also created a chapter as a memorial to the two students who were lost during the 2007-08 school year. The DVDs were distributed to the graduating seniors free of charge. In the future, a club account was setup in order for the students to gain additional business experience by funding the expense of duplication of the DVDs in the future.
Project Dates: August 20th-June 5th (2008-09 school year)
Total Cost of Project: Estimated costs $2,059.75
2 Canon VIXIA HF100 HD videocameras,
500 GB external hard drive to store video
2 microphones for better sound quality (input) into cameras and also computers.
Total Requested OEF funds: : $2,059.75
Overview of Project: (See detailed Syllabus/Year Plan)
Students will gain hands-on experience as they utilize their news judgment to create OLHS’ own morning newsmagazine morning show that will be broadcast via OLHS’ closed circuit television network. Students will be learning by doing, and gaining valuable editing experience in front of an authentic audience of their peers. Students will also enter various feature and news stories to national competitions such as Ohio Scholastic Media Association and Radio Television News Director’s Foundation.
Students will learn how to formulate interesting open-ended questions to create podcasts, PSAs, news and feature stories that will also be published on schooltube.com to be judge their peers on a national website. Utilizing the news industry’s standard software (Final Cut), students will utilize different modes of communication such as auditory, visual, and online blogs to communicate clearly and represent OLHS in an unbiased way.
The video cameras will also be used to teach the Broadcast Unit in Introduction to Journalism and also within the English curriculum to create multi-modal video memoirs.

Proposed Budget:
Supplies/Materials $ Requested from OEF Other Funding
$100 - DVDs $2,059.75 Technology funding - 1 copy of Final Cut Express $149.00
Purchased Services (consultants, speakers, etc) - N/A
Equipment/Tangible Materials
Part Number: TH597LL/A
Product Name: Shure Pro Microphone 8900W
Unit Price: 49.95
Quantity: 2
Net Price: 99.90
Estimated Shipping 3-5 business days

Part Number: TR727ZM/A
Product Name: LaCie 500GB d2 Quadra Hard Disk
Unit Price: 199.95
Quantity: 1
Net Price: 199.95
Estimated Shipping 3-5 business days

Part Number: TR126LL/A
Product Name: Canon VIXIA HF100 High Definition Camcorder
Unit Price: 879.95
Quantity: 2
Net Price: 1,759.90
Estimated Shipping 3-5 business days

SUBTOTAL: 2,059.75
Total Cost of Project $2,059.75
Amount requested from OEF $2,059.75


COORDINATION WITH THE DISTRICT/BUILDING CIP
A respectful, caring, and safe environment for students to learn more about broadcast journalism with hands-on experience or research-based, student focused instruction, since students will be writing, editing and also appearing on television in front of their peers. Students will utilize journalism ethics and newsworthiness decision-making skills (information-driven) to decide what news stories are of value to show for peers. Students will also learn from a focused and challenging curriculum that utilizes Introduction to Journalism benchmarks to create hands-on videos and work with various television and radio stations in an active partnership with parents and the community to promote OLHS within the community.

SPECIFIC AREA NEED ADDRESSED BY GRANT
Last year, the journalism students and also most of the clubs and organizations utilized 2 video cameras to create, produce and film a variety of commercials, news stories, feature stories, and also the graduation school that the whole school benefited from throughout the year. During the course of the school year, one of the cameras had to be sent to Canon to be repaired, and we had to borrow a camera from the library in order to finish the interviews for the graduation video and also for the documentary.
Two HD Canon Cameras to continue to build the journalism program as well as to help facilitate the English department’s use of video cameras to create multi-modal projects in conjunction with their English Language Arts curriculum and will also add additional technology skills within the English Language Curriculum. With the media’s influence on this high school generation, the ability to interpret and also repurpose the written word into a variety of compositions (including podcasts, video, and documentaries) -- students will also negotiate with others in a symbiotic and purposeful manner.
There is a growing trend within journalism programs at most of the top universities, there is a growing trend towards convergence journalism. This is the journalist’s ability to “interchange text, audio, and visual communication over the internet,” according to www.convergencejournalism.com -- (Original Publication Date: April 4, 2003/Updated for presentation at the Association for Education in Journalism and Mass Communication Annual Conference in Kansas City, Missouri on July 30, 2003.) “Convergence journalism is defined as print, broadcast and online news staffs forging partnerships in which journalists often work and distribute content across several news platforms,” which is why it is key to allow all journalism students the opportunity to explore writing for school newsmagazine, The CANNON, Olentangy Valley News’ The Patriot Press, and OLHS’ school yearbook, The Silver Bullet, as well as to rethink that content to reinterpret it for the web, video, podcasts, and commercials.
The cameras will allow all journalism students (approximately 125 students an opportunity to utilize a video camera to hone their skills and also create a portfolio that will help them to advance in the journalism profession in college. The external hard drive will be utilized to backup video files that tend to be a bit large, in order to free up hard drive space that can be used to edit additional video projects in the future. The two microphones are tuned to accentuate the warmth and the clarity of the voices of individuals who will be interviewed for the morning video news magazine that will be aired every day. The microphones are cardioid and dynamic and will filter outside sounds.

PROJECT RESULTS OF THE PROJECT
Journalism students will create and produce a variety of media utilizing technology such as Garageband, iMovie HD, iMovie `08, Final Cut Express, LiveType, Soundtrack, and iPhoto.
Students will produce a morning news magazine show on a daily basis utilizing Interviewing, writing, editing, photography, design, producing -- students to hone skills in ethical decision-making.
Students will continue to write scripts and work in teams to create projects through a symbiotic process of creating, editing, revisiting, reinventing, etc.
Students will submit videos to OSMA contest and also to SchoolTube.com
Students will write, film, produce, and edit a documentary or graduation video.
“Media Communications”
Standards:
Students demonstrate a sound understanding of the nature and operations of technology systems. Students are proficient in the use of technology that will be evident through the progression of skills as students learn more advanced movie and sound editing software throughout the year. (e.g., Garageband, iMovie HD, iMovie `08, Final Cut Express, Text Edit, Soundtrack and Final Cut Pro)
Students understand the ethical, cultural, and societal issues related to technology. Students practice responsible use of technology systems, information, and software.
Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.
Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world.
Assessments:
Video productions: producing a 30-minute variety show (monthly)
Video productions: project based assignments including: PSA's, Commercials, News Stories, Documentaries, Highlight Videos, Music Videos, and Contests.
Live to Tape: producing a daily morning announcement/ Electronic News Gathering.
Media Output: live to tape, DVD authoring using iMovie, Garageband and Final Cut Express.
Reflections: self and group evaluations.
Broadcasts or other formal presentation of video productions: filming of assemblies, OLHS sports events, class/club events, school/administration events, and VIP visits.
Media Communications Issues: short assignments dealing with “real world” video 
production topics and issues.
Team building and collaboration exercises and reflections.
Individual Media Portfolio

Detailed Class Syllabus for Broadcast Journalism
(T.V. Classes will focus on the following categories: Bulletin, Stories, and Events and all students will be expected to complete quarterly individual projects)

Course Structure
This course will equip students with a broad range of technical and research skills needed to prepare them to work in the journalism industry. Students will benefit from a strong practical emphasis on production and writing.
The course blends the creative aspects of the job including subediting, report writing, news and investigative journalism, alongside contextual and cross-media studies such as moving image, photo journalism, radio and TV broadcasting.

A: Productions Portfolio:(Student provides Binder)
Sections:
1: About You:
a. ECOS (Colleges, Careers, Scholarships, Resume, Cover Letter)
b. Student Informational Sheet (ex. Name, phone number, class schedule, etc.)

2: About Class:
Include all hard copies that you turn in (make two copies: one for me and one for your portfolio)
Treatments
Storyboards
Scripts
A/V Log
Self Evaluation or Group Evaluation

DVD Copies of all projects with Hard Copies (Evidence)

Rubric: (Rubrics are available for you to guide your project along. By viewing rubrics periodically, you will be confident to know that you’re meeting your project goals and requirements.)
Treatment Rubric
Storyboard Rubric
Script Rubric
A/V log Rubric
Self Evaluation Rubric

Video Projects: (Student provides Mini DV Tape)-(Students will be individually graded)
Use of Video Rubrics to understand what you will be graded on.

Assessment
Students will practice on skills based on a range of tasks and assessment strategies involving essays, report writing, research, portfolio activities and other work. Students will develop story ideas, shoot and edit sequences, write to video, speed reporting exercises, live shots, produce feature stories and news stories, create news promotions and web copy along with documentaries.
Students will “learn” skills within class and the formative assessment will be the actual projects listed below. The summative assessment will occur at the end of each semester and will be based on the skills that were taught/learned throughout the semester/year. The formative assessment is the final product such as: The morning announcements, podcasts, commercials, news stories, news features, and creative videos that will be shown on the morning news magazine show. Students will also create projects/assignments that will be posted on Schooltube.com, FirstClass, possibly the Olentangy website, on a DVD for future classes (i.e., the holocaust speaker video) or to be given to the student body (i.e., the graduation video).

Shooting Raw Footage: (example of an assessment)
SAMPLE LESSON: Students will learn a variety of camera angles and cover different perspectives of a news story from a wide shot, medium shot and close up (ws/ms/cu). These individual shots are edited together in a manner that the viewer sees the context in the wide shot and the detail of the scene in the closer shots. About half of the shots should be close-ups and extreme close-ups. About 25% of your video should be medium shots and about 25% wide shots. In order to capture the different camera angles, it is essential to have a variety of cameras in order for all students to practice and shoot a variety of shots (at times the same time).
APPLICATION AND ASSESSMENT OF THE LESSON: For example, the documentary of Abe Weinrib that was created by broadcast students utilized three different cameras in hopes to capture Mr. Weinrib. One student shot a wide angle shot of Mr. Weinrib in order to show him talking with the audience and also allowing for the person’s gestures and movements. Another students re-framed the shot as a medium shot, that was then matched to action in the medium shot.

INTRODUCTION TO BROADCAST - YEARLY PLAN
OBJECTIVES, SKILLS AND ASSESSMENT
Technology Skills Benchmarks/
Objectives One Year Plan
Sound plays a vital role in online and broadcast journalism, and good audio results from a deliberate process of planning, working in the field and producing in the studio with the use of microphone, Garageband editing of voice/sounds and adding additional “sounds” to create a clean final product. Basics of audio reporting and editing, with an emphasis on finding stories well-suited for audio, eliciting strong interview clips, and gathering interesting and natural ambient sound that sets the scene for the listener.

Interview skills, ability to ask open-ended questions and build natural transitions, editing, and writing skills. Students will understand some of the basics of journalism writing such as how journalists probe, clarify, verify facts.

Students will write a radio scripts and will understand the basics of grammar, spelling, punctuation and AP style.
Stressing why sound matters and the importance of planning, choosing stories that work well in sound and how to gather audio combined with scriptwriting, recording voiceovers and mixing down the final audio.

Radio Podcasts (1st Quarter)
INTERVIEW SOMEONE: 
Interview a classmate and present/introduce them to the class (ice breaker) (Final project - 2 minute maximum)

COMMERCIAL
Make up a product and sell it to us (persuasion) 
(Final project - 1 minute maximum)

PUBLIC SERVICE ANNOUNCEMENT 
An informative short piece about an issue relative to the youth of today. (30 second maximum)

NEWS Podcast
News type coverage piece of an issue relevant to youth. (2 minute maximum)

Technology Skills Benchmarks/
Objectives One Year Plan
Students will create video using iMovie HD and Garageband to combine sound and video clips in a creative and unique way -- emphasizing creating imagery, symbolism, tone, voice, as they practice on adding transitions, video, still pictures, music, natural sounds, to create a planned and purposeful video.

As the students’ skills advance and they understand the notion of a timeline, audio waves, and splitting clips -- they will advance to learn iMovie `08, which will progress to Final Cut Express by 3rd quarter.

Use of a tripod, microphone, and HD Video Camera to capture a variety of camera angles, while adjusting the zoom/camera angle. Basics of audio reporting and editing, with an emphasis on finding stories well-suited for audio, eliciting strong interview clips, and gathering interesting and natural ambient sound that sets the scene for the listener.

Interview skills, ability to ask open-ended questions and build natural transitions, editing, and writing skills. Students will understand some of the basics of journalism writing such as how journalists probe, clarify, verify facts.

Students will write a television scripts and will understand the basics of grammar, spelling, punctuation and AP style.
Television (1st through 3rd Quarter)

MORNING ANNOUNCEMENTS (All Year)
You will anchor the morning announcements. (daily – 2 students per day/ all year)

NEWS (All Year)
News type coverage of an issue relevant to youth. Maximum video length is 1 minute. Requirements: Include at least one B-roll segment. Include a lower third for anchor identification. Anchor at the beginning or ending.

MUSIC VIDEO (1st Quarter)
Compose an music video (no lip-syncing) that captures the “imagery” or the visual of the lyrics of the song chosen. (4 minute maximum)

PUBLIC SERVICE ANNOUNCEMENT (3rd Quarter)
An informative short piece about an issue relative to the youth of today. Maximum video length is 27 seconds.

DIGITAL STORYTELLING (3rd Quarter)
Three categories to guide your project by.
1/ Teach Me Something      
2/ Tell Me a Story     
3/ Environmental Concerns and Social Issues.

Movies must be no longer than two (2) minutes in length. Title of the film and credits should be included in the two minutes. An additional "out-takes" video segment should be included AFTER the credits at the end of the video. This short, student-produced piece should be no longer than three (3) minutes, and should focus on the standards addressed, how the standards were achieved, as well as a self-reflection. Has the student(s) achieved at least three content standards (two major and one minor standard) that relate to their project? Do students understand how they have met the standards? The reflective piece should help the judges determine if the students understood and met the standards they said they would.

SEMESTER EXAM -SUMMATIVE EXAMINATION
Rewriting print news stories for radio and television - setup in appropriate script format
Editing of raw “footage” and use of news judgment to determine use of interesting and natural ambient sound that sets the scene for the listener. These sounds will be combined to match video images, and facts for voiceovers.
Associated Press style/editing, writing skills such as grammar, spelling, punctuation.
Limited use and knowledge of technology programs such as Garageband, iMovie HD, and iMovie `08
News judgment to revise video to create a :30 second news story



Technology Skills Benchmarks/
Objectives One Year Plan
Interviewing, writing, editing, photography, design, producing -- students to hone skills in ethical decision-making.

Students will continue to write scripts and work in teams to create projects through a symbiotic process of creating, editing, revisiting, reinventing, etc. SHORT (3rd Quarter)
Produce an issue-oriented video that may air on TV. What are some of the issues you face as students and what can be done to address them? Your opinion can make a difference. Share your thoughts with your peers and community.

Requirements: (see SCHOOLTUBE.com) All projects must have 60 seconds of black at the beginning and 60 seconds of black at the end. All projects longer than one minute in length must have credits at the end, (List of production crew, school name, faculty name, and phone number must appear at the end before the fade to black).

SLIDE SHOW/AUTOBIOGRAPHY (3rd Quarter)
A personal piece of yourself depicting all importance of your life. Use pictures of families, friends, loved ones, important people and or events, places in your life. Incorporate music with moving slides.(10 minutes maximum)

Documentary (4th Quarter)

Graduation Video (Final Exam)


(All Year)
TV Committees: Students will be placed in News Coverage Committees-(per quarter and/or per semester). Group Grading and Individual Grading of Student will be done.
Committees May Include: (subject to change)
Sports
Clubs
Academics
Random Riots
Administration / School
Advertisement

OBJECTIVE FOR OUR COMMITTEES IS TO CREATE A MORE INTERESTING DAILY MORNING ANNOUNCEMENT: (Fun Stories with a Point) We will be reporting the news in a timely manner, so that our reports are not outdated. Why show a video for news purposes when the news is too old (story turn over rates should be 3-4 days). Day 1- Get Assignment and make necessary calls to go out and film the news story. Day 2/3- More on the field filming and begin editing news story. Day 4- Play news story. It’s a challenge, but I believe its possible. Deadlines are a key to your grade. (One must think that there is no time to edit film, so your editing should be done while you're filming)

These 30 second to 1 minute stories will be played during our morning announcements. Interviews are interesting but not mandatory. When doing Stand-Up don’t be so boring, look alive and interested in the story. Don’t just look like you’re doing this story because it is an assignment. Captivate your audience with your appeal. B-Roll is great. Interesting shots and angles will intrigue your viewers. Original music is a must. Original footage and original computer graphics are a must as well. Originality is key, get the picture...These committee projects will be almost as close to the real work force. Remember, you could be the most creative, however, if you don't turn it in on time, than no one will see your creativity.

Reminders:
Students will be given rubrics to explain grading procedures for each aspect of a project.
Students will follow all deadlines to ensure proper grading curve. Late projects will suffer a lower grade off the top. (no matter what the reason of lateness is)
A topic for each video project needs instructor o.k.
All necessary documents need to be signed by parents/guardians and returned by deadline before student can check out equipment.

(If equipment is misused in any way will result in no use by student)

(If equipment breaks while in possession of a student, repairs and/or replacement charges will be assessed to student as an obligation)

(If any equipment is returned delinquent, suspension of use will be enforced)

Any inappropriate behavior, gestures, words, song lyrics used within an announcement/news story will result in discipline action.

Sample Rubrics
Assessing the Quality of Video

Name: _________________________________ Story: _____________________________________

1 Unsatisfactory
Does not meet guidelines, poor video quality, poor story telling, contains inaccurate information, or copyrighted materials (that are also not cited). In general, has not followed guidelines.

2 Below Standard
Story has promise but needs work before publishing. Review the tenets of journalism, and brush up on production techniques.

3 Satisfactory for publication
Story is ready for broadcast or publication. However, there is room for improvement. Students should focus on areas of weakness.

4 Accomplished
This is the standard by which you should judge high quality future stories.

Production Element 1 2 3 4
Organization Topic not clear; few events in logical order; much digression and over-elaboration; no sense of beginning and ending; video is confusing. Topic is clear but contains some over-elaboration and digression; organizational flaws. Topic is clear and events are logical; slight digressions but generally organized; transitions are clear. Topic is clear; no digressions or over-elaborations; well organized; clear sense of beginning and end; transitions are clear.
Accuracy Story is filled with mistakes; sources not identified properly. May contain copyrighted materials. Sources not credible. Story has many mistakes; some sources still need identification. Story facts have been double-check but information accuracy may still be questionable. Source documents/data reviewed. Facts verified.
Originality Story is dates, stale. Contains no new approaches or information. Fresh idea; perhaps different angle is necessary. Story is informative, fresh, and uses a compelling approach Story contains new information, has fresh and compelling approach; editing transitions aren’t distracting.
Relevancy Story contains no meaningful information; idea is of little interest to audience or is completed biased. (No Newsworthy Value) Story lacks meaningful information; is of interest only to a limited audience. Story addresses the needs or interests of its audience. Story relays meaningful information. The question of “Why Should I Care About This Story” is very clear.
Continuity (flow) Story is choppy and disjointed; words and pictures do not flow well; illogical video sequences. Story is easy to follow, but has illogical video sequences. Story flows smoothly; the pictures match the words. Story flows smoothly, logically; pictures and words match; distinct story has beginning, middle, and end.

Total Points _____/ 20 pts

Cinematic Video Assessment Rubric
Categories 1 - None 2 - Some 3 - Expands 4- Mastery Total Points
FINAL PRESENTATION: Groups demonstrate a solid understanding of iMovie, use of Final Cut Express and iDVD in creating a 3-4 minute video . All members equally participate, which is clearly evidenced in the video. No understanding of the software for the video project development. All members equally participate, which is clearly evidenced in the video. Some understanding of the basic use of the software for the project. All members equally participate, which is clearly evidenced in the video. Competence in the use of the software for the project development. All members equally participate, which is clearly evidenced in the video. Mastery in the use of software for the project development. All members equally participate, which is clearly evidenced in the video.
_____ x 3 = ____
FILM TECHNIQUES: Your video must include the following at least 8 of the following:
Establishing/extreme long shot
Long-shot
Medium shot
Close-up shot
Telephoto lens
Low angle shot
High-angle shot
Pan shot
Tracking shot
Zoom shot
Point-of-view shot.
Low-key lighting.
High-key lighting.
Backlighting.
Colored lenses.
Sound Use of less than 3 film techniques in a creative, mediocre way to convey selected “complex” emotion. Use of at least 4-5 film techniques in a creative, basic way to convey selected “complex” emotion. Use of at least 6-7 film techniques in a creative, unique way to convey selected “complex” emotion. Use of at least 8 film techniques in a creative, unique way to convey selected “complex” emotion.
_____ x 2 = _____
CREATIVITY: Video must use an alternative video device (something like a cellphone with video capabilities, a web cam and utilize film techniques and also various film editing programs.
No evidence of prior planning; lacking voiceovers on script; setup of script and use of an alternative video device to utilize film techniques and also various film editing programs. Some evidence of planning -- ideas are jotted down on paper; setup of script and use of an alternative video device to utilize film techniques and also various film editing programs. Planning is evident with organized details/facts, setup of script and use of an alternative video device to utilize film techniques and also various film editing programs. Extensive planning and organization; setup of script and use of an alternative video device to utilize film techniques and also various film editing programs.
_____ x 2 = _____
AUDIO AND VISUAL CONTINUITY: Are the transitions smooth throughout the video? No transitions from shot to shot. Effects are missing or excessive. No sound was present. Transitions from shot to shot were choppy. Effects were either missing or excessive. Sound was cut-off and/or inconsistent. Video transitions were smooth most of the time. Some effects were appropriately used. Sound was present, usually appropriate and reasonably consistent. Video transitions were smooth, effects enhanced the presentation, sound was present, appropriate and consistent.
_____ x 3 = _____
COMPLEX EMOTION: Portray one of the following complex emotions: Sympathy, pride, hate, loneliness, jealousy, embarrassment, guilt, distress, depression, anxiety, frustration, sorrow, worry, sadness, joy, anger, or frustration. Video helps others to re-examine their views and values, which will also lead them to understand—or possibly change—what they believe about the complex emotion. Video helps others to re-examine their views and values, which will also lead them to understand—or possibly change—what they believe about the complex emotion. Video helps others to re-examine their views and values, which will also lead them to understand—or possibly change—what they believe about the complex emotion. Video helps others to re-examine their views and values, which will also lead them to understand—or possibly change—what they believe about the complex emotion. Video helps others to re-examine their views and values, which will also lead them to understand—or possibly change—what they believe about the complex emotion.
_____ x 1 = _____
EACH GROUP: Write a brief 1-2 page description and discuss how original and exciting ideas helped open up new vistas of comprehension and inquiry.
Typed, one-page response shows little effort or reflection about video. Typed, one page response shows effort and some reflection, but missing a lot of information. Typed, one page response shows effort and reflection, but does not address some key details. Typed, one page response shows insight and reflection and address all aspects of project.
_____ x 2 = _____
COMMENTS


Total Points: ________ / 40 pts

Graduation Video
Type:____________ Length:___________ Title:______________________________
(Circle One) Rating Scale: 5 Excellent 4 Very Good 3 Good 2 Fair 1 Poor
Content and Organization
1. Shows that the information or story is well paced and developed in such a way that keeps viewers interested. Has beginning, middle, and end.
5 4 3 2 1
2. Shows evidence of planning through all parts of the production.
5 4 3 2 1
3. Provides fresh, interesting insights into the subject of the video. Is creative and original.
5 4 3 2 1
4. Meets objective and/or purpose for intended audience.
5 4 3 2 1
5. Documentation: Complies with requirements. Script and/or storyboard attached; copyright permission credited; black lead at beginning and end.
5 4 3 2 1
Technical Quality
1. Audio: Balanced background music; clarity; appropriateness of silence.
5 4 3 2 1
2. Exposure / Focus / Color. Clear sharp images; good lighting
5 4 3 2 1
3. Camera Technique / Composition. Unique angles; movement
5 4 3 2 1
4. Use of Special Effects; Titles; Credits.
5 4 3 2 1
5. Editing / Clean Transitions; Synchronization.
5 4 3 2 1
General Effectiveness-An overall evaluation of the production, based on the above points, combined with the considered judgment of the evaluator
5 4 3 2 1
TOTAL:
 
I especially like:
You did a great job with:


Next time you may want to:




ADDITIONAL RESEARCH INFORMATION:
According to RTNDA.org – Radio, Television, News Directors Association –http://www.rtnda.org/resources/future/index.shtml)
EXECUTIVE SUMMARY
Overwhelmingly, people say they get most of their news from local TV: 65.5 percent. That’s more than double second-place newspapers (28.4 percent) and almost six times the figure for the Internet (11.2 percent). The Internet came in below national network TV news (28.3 percent) and local radio news (14.7 percent).
When asked if they could get the same news whenever they wanted—on TV, radio, newspaper, online or a handheld electronic device—almost two-thirds (63.3 percent) said TV. Only 17.8 percent chose newspapers and just 11.1 percent chose online.
Where do people get news … and how?
TV news dominates the landscape as people’s major source of news:
Local TV news … 65.5%
Local newspaper … 28.4%
National network TV news … 28.3%
Local radio news programs … 14.7%
On the Internet … 11.2%
National newspaper … 3.8%
Someplace else … 1.3%
Because people could name up to three sources for their news, the percentages add up to more than 100 percent.
At 65.5 percent, local TV news is more than double second-place newspapers and almost six times the figure for the Internet.
Three-quarters of TV news directors (74.9 percent) say people get most of their news from TV, but they award the Internet a distant second at 9.6 percent and local newspapers at half that (4.8 percent), behind national TV networks at 5.6 percent.
It’s important to note that this question asks people their perception of where they get most of their news. That’s important as a guide, but it’s not definitive. Other studies, such as the Middletown Media Studies’ observational research found that people’s perceptions of media use can differ markedly from their actual use. That said, nothing in the Middletown Media Studies data on media use directly contradicts these numbers.
In terms of major source for news, there’s no meaningful difference for local TV between people ages 18-34 and 35+, but local radio is much higher with the older group (19.2 percent versus 10.2 percent). So is local newspaper (32.8 percent versus 24 percent). The younger group scores much higher on the Internet (13.9 percent versus 8.5 percent). By more defined age groupings, local TV news is actually highest for the 18-24 year old group at 74.5 percent, while all other groups range from 62 to 67.4 percent. Local radio news is lowest with the 18-24 year olds at 7.5 percent, and 25-34 year olds are not much higher at 10.9 percent. Older groups range from 15.2 to 24 percent. Local newspapers are lowest for the 18-24 year olds at 15.1 percent, and highest for the 65+ group, at 40.7 percent. In between, the range is 26.3 to 32 percent. National network TV news has a similar pattern, although 35-44 year olds were slightly lower than 18-24 year olds. The Internet generally went steadily down from 13.2 for the 18-24 year olds and 14.1 for 25-34 year olds, to 4 percent for 65+.