With today's final compete, I hope to get it — and any other outstanding assignments — graded and back to you as soon as possible. Expect e-mails with grading updates. The final will not be until after Thursday afternoon. This is because I plan to include the answers with your grade and one student who couldn't take the test today is taking the final that day.
My deadline for grades is 10 a.m. Monday, so if you have any questions about any grades as I start to send them — on the final or whatever — please don't be shy. Contact me either via e-mail or telephone (My numbers are on the syllabus).
And, as I said before the final today, it was an honor to teach everyone this semester, and I hope that everyone now knows a heck of a lot more about news editing.
One more thing: As I announced during the final, John McKay has won the extra credit contest, and in a late charge, Jessica M. took second place with Michael S. finishing third. A post explaining the final fixes will follow, but it will be prioritized behind other grading. Everyone should note that I say "nearly final" because there are some possible extra credit points that still could be awarded that I haven't investigated yet, but even if they are granted, it wouldn't change the top 3.
Tuesday, April 28, 2009
Sunday, April 26, 2009
John McKay opens up large lead in extra credit contest
April 27, 2009, update: This post has been updated to reflect more points for John McKay.
John McKay. scored 17 points during the past few days in the race for extra credit while Jessica M. also has picked up three points to gain on Michael S., who is in second place. Note, John McKay found 11 errors in one story, so even though the contest ends midnight Monday, someone still could make a big move.
Here's a breakdown of McKay's scoring:
+1 – He caught a typo in the study guide for the final.
+1 – He was the first in class to complete the "Cleaning Your Copy" exercise.
+2 – In an April 13 Andy Heller column, he caught the wrong style for the Masters golf tournament and C-SPAN (It was The Master's and C-Span).
+1 – In an April 15 sports story, he found an inconsitency on All-Region (It was all-region in one case).
+1 – In an April 15 celebrity news item, he pointed out that we should have included "the" as part of the name in bolding "the Decemberists." He is correct, but our style is to not bold "the" when it is not capitialized. Still, for pointing it out, he grabs a point.
+11 – In an April 15, he found multiple errors in a story about high school musicals. Here is what he said in his e-mail:
"A movie classic, the tale of 'Grease is a 1950s rock 'n' roll musical. Rydell High's spirited class of '59 -- gum chewing, hubcap stealing, hot rod loving boys with D.A.'s and their wise cracking girls in bobby sox and pedal pushers -- capture the look and sound of the 1950s in a rollicking musical.
'Grease' should have an end-quote.
I think it should say 'gum-chewing, hubcab-stealing, hot rod-loving boys' (modifiers) and there shouldn't be an apostrophe for D.A.'s, though I do not know what 'D.A.' refers to. Should also say 'bobby socks' and 'wise-cracking girls.'
'...the prom, the burger palace, and the drive in movie.'
I believe this should say drive-in movie, as that is a modifier.
'Songs recall the Buddy Holly hiccups, the Little Richard yodels and the Elvis Presley wiggles that made the music of the 50s a gas.'
Should be '50s.
'Grease's eight-year run made Broadway history and its recent long running revival put it among today's most popular musicals.'
Should say 'long-running revival.'
'The Holly High School spring musical 'Hello Dolly' will be performed April 23, 24, 25, with evening performances starting at 7:30 pm.'
Should say '7:30 p.m.' …"
Here's a breakdown of Jessica M.'s scoring:
+1: In an April 1 story, she pointed out the misspelling of reportedly.
+2: In an April 16 editorial, she pointed out the misspelling of "The" (It was "he"), and she found some goofy characters at the end of a sentence that should not have been there.
John McKay. scored 17 points during the past few days in the race for extra credit while Jessica M. also has picked up three points to gain on Michael S., who is in second place. Note, John McKay found 11 errors in one story, so even though the contest ends midnight Monday, someone still could make a big move.
Here's a breakdown of McKay's scoring:
+1 – He caught a typo in the study guide for the final.
+1 – He was the first in class to complete the "Cleaning Your Copy" exercise.
+2 – In an April 13 Andy Heller column, he caught the wrong style for the Masters golf tournament and C-SPAN (It was The Master's and C-Span).
+1 – In an April 15 sports story, he found an inconsitency on All-Region (It was all-region in one case).
+1 – In an April 15 celebrity news item, he pointed out that we should have included "the" as part of the name in bolding "the Decemberists." He is correct, but our style is to not bold "the" when it is not capitialized. Still, for pointing it out, he grabs a point.
+11 – In an April 15, he found multiple errors in a story about high school musicals. Here is what he said in his e-mail:
"A movie classic, the tale of 'Grease is a 1950s rock 'n' roll musical. Rydell High's spirited class of '59 -- gum chewing, hubcap stealing, hot rod loving boys with D.A.'s and their wise cracking girls in bobby sox and pedal pushers -- capture the look and sound of the 1950s in a rollicking musical.
'Grease' should have an end-quote.
I think it should say 'gum-chewing, hubcab-stealing, hot rod-loving boys' (modifiers) and there shouldn't be an apostrophe for D.A.'s, though I do not know what 'D.A.' refers to. Should also say 'bobby socks' and 'wise-cracking girls.'
'...the prom, the burger palace, and the drive in movie.'
I believe this should say drive-in movie, as that is a modifier.
'Songs recall the Buddy Holly hiccups, the Little Richard yodels and the Elvis Presley wiggles that made the music of the 50s a gas.'
Should be '50s.
'Grease's eight-year run made Broadway history and its recent long running revival put it among today's most popular musicals.'
Should say 'long-running revival.'
'The Holly High School spring musical 'Hello Dolly' will be performed April 23, 24, 25, with evening performances starting at 7:30 pm.'
Should say '7:30 p.m.' …"
Here's a breakdown of Jessica M.'s scoring:
+1: In an April 1 story, she pointed out the misspelling of reportedly.
+2: In an April 16 editorial, she pointed out the misspelling of "The" (It was "he"), and she found some goofy characters at the end of a sentence that should not have been there.
Some upcoming journalism courses
For those looking for some upcoming journalism classes. Here are some provided in a recent flier from Journalism Director Michael Lewis:
Spring:
Broadcast Scripting — JRN 353
Tuesdays, Thursdays from 1:30-4 p.m.
News Writing — JRN 225
Mondays, Wednesdays from 4:30-7 p.m.
Summer:
News Blogging — JRN 351
Mondays, Wednesdays from 4:30-7 p.m.
Fall:
Sports Reporting and Editing — JRN 399
Media Law and Ethics — JRN 399
Online
Note: Flint Journal Columnist Andy Heller is teaching the News Blogging course, and both fall courses are special topic courses that are new.
Spring:
Broadcast Scripting — JRN 353
Tuesdays, Thursdays from 1:30-4 p.m.
News Writing — JRN 225
Mondays, Wednesdays from 4:30-7 p.m.
Summer:
News Blogging — JRN 351
Mondays, Wednesdays from 4:30-7 p.m.
Fall:
Sports Reporting and Editing — JRN 399
Media Law and Ethics — JRN 399
Online
Note: Flint Journal Columnist Andy Heller is teaching the News Blogging course, and both fall courses are special topic courses that are new.
Thursday, April 16, 2009
Study guide for final is now on Blackboard
For those who missed today's class or who later misplace the printed copy I circulated today, the study guide for the final exam is now on Blackboard under course documents.
If you have any questions, please contact me.
If you have any questions, please contact me.
Online discussion for chapters 15 and 16 of ‘The Art of Editing’: Editor as coach and/or manager
April 17, 2009, update: Students are permitted to also discuss Chapter 16, which focuses on editors as managers.
This is one part of the text — which gives basic but valuable information about the different roles of editors — should have been put much earlier in the book, in my opinion. Building effective relationships between reporters and editors, I believe, is the core of producing good journalism. This is why I have tried to stress that in lectures and give you opportunities to work together in those roles.
The chapter, while relatively brief, provides helpful insight, especially for beginners. I like the advice the authors give to conclude. It is:
"• Embrace the editing process. Understand that editing almost invariably makes the product better
• Embrace the coaching process. Take criticism of your work not as something personal but as an opportunity to improve.
• Find peers to respect and emulate. Almost every newsroom has role models for you to follow. What what the pros do and how they do it. Similarly, avoid the bad habits of the worst.
• Seek advice. Don't come across as know-it-all. Show your editors that you are willing to grow professionally and improve your skills.
• Don't be seen as a complainer. Remember that no workplace is perfect. Keep your complaints to yourself or complain directly to your supervisor, not the entire newsroom.
• Work hard. People advance to higher positions in the news business when they outwork and outperform their peers.
• Adhere to the highest standard of ethics. It you see a co-worker take ethical shortcuts, quietly report it to your boss. Never, ever take an ethical shortcut yourself.
• Adhere to the highest standards of excellence. Practice good journalism in every story, no matter how long or how short. There is no such thing as an unimportant news story.
• Never be satisfied with your work. You can always get better."
Some of this is just advice on how to be a professional. Now, I do not agree with some of what the authors assert. For example, while I agree those who work hard can get ahead, it is also true in some organizations that other human factors based on friendships and other connections also play a role. That's just newsroom politics. I also disagree with the bluntness about a being a complainer. To be a good journalist, you have to question authority all the time and that switch does not turn off in a newsroom. I do agree there is a professional way to bring that criticism and it can be bad if it goes too far, but for them to say it should be limited to yourself or your supervisor is simply unrealistic. Everyone sometimes need to complain to co-workers to deal with stress and commiserate - it's healthy and only human.
Of course, there also is plenty I do agree with, especially what they say about upholding ethics and high standards. In our new media world those skills, I believe, will increase in value as the public hungers for reliable information.
Another aspect the chapter I wanted to briefly comment on is the role of coaching. Personally, I have benefited from several mentors throughout my journalism career. On numerous occasions, whether it was an individual story or something about my career path, they have helped guide me in a business where everything keeps changing and no two stories are ever exactly like. So I would encourage everyone to seek out others to help you, especially those who know what they are doing.
Those are my thoughts. What are yours about this list about? How have editors or mentors shaped your journalistic career? What else did you find interesting in this chapter?
The deadline for this online discussion is midnight April 27 (a week from Monday). Remember, this is the final one for the semester and if you have not participated in at least one online discussion, your participation grade will be adversely affected. Conversely, if you participate in more than one, it will enhance that grade.
Lastly, you need to produce at least 300 words in one or multiple posts.
This is one part of the text — which gives basic but valuable information about the different roles of editors — should have been put much earlier in the book, in my opinion. Building effective relationships between reporters and editors, I believe, is the core of producing good journalism. This is why I have tried to stress that in lectures and give you opportunities to work together in those roles.
The chapter, while relatively brief, provides helpful insight, especially for beginners. I like the advice the authors give to conclude. It is:
"• Embrace the editing process. Understand that editing almost invariably makes the product better
• Embrace the coaching process. Take criticism of your work not as something personal but as an opportunity to improve.
• Find peers to respect and emulate. Almost every newsroom has role models for you to follow. What what the pros do and how they do it. Similarly, avoid the bad habits of the worst.
• Seek advice. Don't come across as know-it-all. Show your editors that you are willing to grow professionally and improve your skills.
• Don't be seen as a complainer. Remember that no workplace is perfect. Keep your complaints to yourself or complain directly to your supervisor, not the entire newsroom.
• Work hard. People advance to higher positions in the news business when they outwork and outperform their peers.
• Adhere to the highest standard of ethics. It you see a co-worker take ethical shortcuts, quietly report it to your boss. Never, ever take an ethical shortcut yourself.
• Adhere to the highest standards of excellence. Practice good journalism in every story, no matter how long or how short. There is no such thing as an unimportant news story.
• Never be satisfied with your work. You can always get better."
Some of this is just advice on how to be a professional. Now, I do not agree with some of what the authors assert. For example, while I agree those who work hard can get ahead, it is also true in some organizations that other human factors based on friendships and other connections also play a role. That's just newsroom politics. I also disagree with the bluntness about a being a complainer. To be a good journalist, you have to question authority all the time and that switch does not turn off in a newsroom. I do agree there is a professional way to bring that criticism and it can be bad if it goes too far, but for them to say it should be limited to yourself or your supervisor is simply unrealistic. Everyone sometimes need to complain to co-workers to deal with stress and commiserate - it's healthy and only human.
Of course, there also is plenty I do agree with, especially what they say about upholding ethics and high standards. In our new media world those skills, I believe, will increase in value as the public hungers for reliable information.
Another aspect the chapter I wanted to briefly comment on is the role of coaching. Personally, I have benefited from several mentors throughout my journalism career. On numerous occasions, whether it was an individual story or something about my career path, they have helped guide me in a business where everything keeps changing and no two stories are ever exactly like. So I would encourage everyone to seek out others to help you, especially those who know what they are doing.
Those are my thoughts. What are yours about this list about? How have editors or mentors shaped your journalistic career? What else did you find interesting in this chapter?
The deadline for this online discussion is midnight April 27 (a week from Monday). Remember, this is the final one for the semester and if you have not participated in at least one online discussion, your participation grade will be adversely affected. Conversely, if you participate in more than one, it will enhance that grade.
Lastly, you need to produce at least 300 words in one or multiple posts.
John McKay takes lead in race for extra credit
John McKay has found multiple errors in print and online to move past Michael S. for the moment to move into first place. He has submitted so many I am still verifying some, so the details and his exact total will be updated later. What is clear though is that there are plenty of mistakes to be found if people take the time.
Tuesday, April 14, 2009
Deadlines in detail listed with final exam time, date, place
Midnight Monday (April 20):
• Audio-based assignment
• Video-based assignment
Midnight (Monday) April 27:
• Video-based extra credit opportunity
• Extra credit contest concludes
• Cleaning Your Copy style and grammar exercise
4:15 p.m. to 6:45 p.m. (Tuesday) April 28:
• Final exam in Room 4159 of the White Building (where we normally meet).
Additional reminder: Please bring any class-issued audio recorder used for the audio-based assignment to the final if you still have one at that time.
• Audio-based assignment
• Video-based assignment
Midnight (Monday) April 27:
• Video-based extra credit opportunity
• Extra credit contest concludes
• Cleaning Your Copy style and grammar exercise
4:15 p.m. to 6:45 p.m. (Tuesday) April 28:
• Final exam in Room 4159 of the White Building (where we normally meet).
Additional reminder: Please bring any class-issued audio recorder used for the audio-based assignment to the final if you still have one at that time.
Jennifer Profitt tallies point in finding incorrect final exam start time in syllabus
Jennifer Profitt earned a point in the extra credit contest this afternoon in class for correcting the final exam start time. In the syllabus, it says 4 p.m., but it's actually 4:15 p.m., according to the University of Michigan-Flint calendar. If I recall, my source for the 4 p.m. time was a printed copy of the winter class schedule, so I am not sure if I was just wrong or if the time was subsequently updated. No matter, Profitt has put us on the right track.
Monday, April 13, 2009
John McKay nets another point
John McKay found a typographical error in a mass e-mail I sent to the class, earning him another point in the extra credit contest (I misspelled the word promise in a message about the video-based assignment). He rightly reminded me that I said any mistakes I make in assignment sheets or e-mail is fair game. So, good hunting!
Wednesday, April 8, 2009
'Cleaning Your Copy' deadline
I have sent this out in a classwide e-mail, but I'm posting it here as another reminder:
“Hi all, Way back on Jan. 13, I assigned the free "Cleaning Your Copy" course at News University, and I gave no firm deadline for completion. Well, today is the day I'm setting one. This exercise should help everyone prepare for the final by getting you back in text-editing mode, so I'd like everyone to finish this as soon as possible but no later than midnight April 27. After you complete the course, you have an option of having NewsU sending me an e-mail of a course report. But there’s no need to wait that long (I also plan to provide time in class to work on this). Also remember, there's a reward in the extra credit contest to the first person to complete the course. Please let me know if you have any questions.
- Chris”
P.S. This assignment is the last in-class exercise for the semester. Like several other in-class exercises, it's worth 100 points, but unlike the others half will be considered extra credit. I have decided to do this to give people a last-chance opportunity to improve their in-class exercise grade. But remember, if you don’t complete this assignment, it will be zero points. If you're wondering how your in-class exercise grade currently stacks up, I will be sending everyone an e-mail update very soon (It's 20 percent of the class grade).
Online discussion for Chapter 14 of 'The Art of Editing': Editing in other fields
This week’s chapter focuses toward other fields editing skills prove valuable, including public relations, book publishing and advertising. Just like newspapers these fields are struggling in the current economy as they evolve in our current digital age.
Of the these three, previously I would have only considered book publishing as a primary alternative field to journalism. I have never really been interested in public relations, although I would consider it if it were an organization or cause that I personally believe in. Although I was the business manager for my high school newspaper, I really have no desire to create ads.
That was my feeling, of course, before the current turmoil in the newspaper industry and before I learned I would be out of a job at age 34 in the prime of my career over economic reasons. It is in these times that preferences face their true tests.
Despite my personal tastes, I believe these fields can provide rewarding careers. They all deal with communication and crafting a message. They just have different priorities than journalism that emphasize other truths.
Here are some questions that hopefully kick off the discussion: Have any of you considered these other careers? If so, explain why or why not? If you have already worked in any of these fields, please share your experience. Lastly, how do think editing would be different in these fields as opposed to journalism? Does that matter to you? Why?
As usual, the deadline to participate in this discussion and receive credit is midnight Monday.
P.S. This is the second to the last online discussion for the semester, so if you already have not participated, I would strongly urge you to do so. If you do not, it will adversely affect your participation grade. The minimum requirement is 300 words, and you do not have to spew all those words in a single post. Additionally, if you participate in more than one discussion, it will benefit your participation grade. Please e-mail me if you have any additional questions. I also will e-mail those who have yet to participate.
John McKay surges toward first with fixes in video lecture post
John McKay broke out of a tie for second in the extra credit contest and closed in on leader Michael S. by catching three errors in the post “Notes from video lecture.”
McKay caught two errors associated with software titles. Windows was not capitalized while I had misspelled Adobe Premiere.
As an aside, here is the entry on software titles from the Associated Press Stylebook:
“Software titles: Capitalize but do not use quotation marks around such titles as WordPerfect or Windows, but use quotation marks for computer games: ‘Where in the World is Carmen Sandiego?'”
McKay also caught a typographical error:
“‘• It’s good to engage the subject in conversation beforehand to make the comfortable before shooting.’ Should say ‘make THEM comfortable … ’”
Good job, John, especially with the assertive message. Editors need to clearly state what is wrong. Maybe your catches will inspire a final flurry of competition for extra credit. Remember, I am giving a 5 percent boost for first place and something lower for other top places. So, even if you are not on the scoreboard, it would be worth your while to make a late-semester run. You can earn one point for every fact, style or grammar error that you correct on this blog or on The Flint Journal’s Web site. To score a point, be the first person to e-mail me at cmachnia@umflint.edu.
Tuesday, April 7, 2009
Notes from video lecture
Hello all,
Here are the notes I used for my lecture today about tips for video, which I put together from a webinar from News University. Speaking of which, the webinar's host gave approval for me to show some highlights in class. I plan to do that on Thursday.
I paid about $25 to be able to watch the podcast that was recorded on Sept. 25. Howard Finberg, NewsU’s director of interactive learning, hosted. Regina McCombs, a Poynter faculty member who has worked as a senior producer for multimedia at startribune.com and a producer and photographer from KARE-TV, served as the presenter.
Here are my notes (I’m more detailed than usual because I’m new to all of this):
I. The Basics of Video:
A) Simple video techniques
“Find, develop and deliver stories that speak clearly to the viewer’s mind while connecting with viewer’s mind while connecting with the viewer’s emotions. [Video] teachers principally through emotions.”
-- Al Thompkins, TV and video instructor at The Poynter Institute
• Telling a complete story needs an emotional component, it could be humor or pathos.
1) Sequences: the story’s visual building blocks. There are 3 types.
• Wide, medium, tight (and cutaway)
a) Online videos especially don’t get tight enough. Beginners need to be able to get close enough to show sweat.
b) Cutaways are transitions between thoughts. They let you avoid jump cuts, which is when the same person appears in two adjacent shots in different positions. For example, they show a woman playing a piano, cut to a man listening in the audience and then a woman standing up talking to the audience.
i) You always have to think about shots and how the story works. Always know where you’re headed.
ii) McCombs says text slides, in most cases, don’t work because they stop the action. The right story or transition is necessary.
iii) Some general tips:
• Keep shots steady.
• Use a tripod if possible
• Avoid pans and zooms (looks like home video)
• Get a camera close to a subject
• Think about your opening and closing.
iv) When using a Flip Video — never zoom — walk closer. Zooming degrades the image.
• Matched action
a) Movement feels seamless, compresses time. Basically, these are short snippets of people doing the same thing or different doing aspects of a something. Within the story, it allows your subject to leave or enter the frame. It’s helpful to find someone who is repeating himself or herself and who is excited, such as a mom cheering for her child during a high school sporting event.
i) An example given for how this could be used was discussing someone who makes coffee. You could boil down that several-minute process in seconds by shooting the various aspects.
• Action/reaction
a) Best for news. The reaction often tells the story. For example, a crashed car showing victims tells something different than a crash test dummy. It can work for features too, such as an example of people who attended a wrestling match on Xmas.
• Importance of sound, some tips
a) It’s just as important as video. Get close to the sound
b) Use a wireless mic, if possible.
c) Monitor audio, if possible. (Using an earpiece or headphones)
d) If on-camera mic, find a quiet place for interview.
2) Organizing the story
• Always think about your story structure. It’s important to be able to go from one scene to the next.
a) Opening
b) Closing
c) Themes (no more than 3) You should be able to say the story in one sentence. Like a nut graf in a news article.
3) Editing concepts
• Here’s where transitions start to become important, such as dissolves and straight cuts (“We dream in dissolves and think in cuts.”) There’s also a fade to black (rarely used because it’s so jarring unless at the end of a story).
• Don’t be afraid to write scripts. When you add, it’s important to include what’s not in the footage. Also the scripts should be conversational, like you are talking to a friend.
• A rule of thumb is 20 minutes of video can produce 1 minute of edited coverage.
4) Growing your skills
• Have someone look at it. (pro or average person can help).
• Give it time, go back and look at it.
• Critique sessions with others
5) Misc questions/points
• TV reports typically 1:10-1:30
• Web site can be longer, but only if the subject matter warrants. A good length tends to be about 2 minutes.
• Video with stills can be jarring. It can work with good transitions.
• iMovie and its Windows counterpart aren’t good for editing, such as laying in voiceovers. Programs such as Avid, Final Cut and Adobe Premiere are better.
• It’s good to engage the subject in conversation beforehand to make them comfortable before shooting.
• Other free seminars available
a) 5 steps to multimedia story-telling
b) Reporting across platforms
c) Covering breaking news
d) Introduction to ethical decision-making
I. The Basics of Video:
A) Simple video techniques
“Find, develop and deliver stories that speak clearly to the viewer’s mind while connecting with viewer’s mind while connecting with the viewer’s emotions. [Video] teachers principally through emotions.”
-- Al Thompkins, TV and video instructor at The Poynter Institute
• Telling a complete story needs an emotional component, it could be humor or pathos.
1) Sequences: the story’s visual building blocks. There are 3 types.
• Wide, medium, tight (and cutaway)
a) Online videos especially don’t get tight enough. Beginners need to be able to get close enough to show sweat.
b) Cutaways are transitions between thoughts. They let you avoid jump cuts, which is when the same person appears in two adjacent shots in different positions. For example, they show a woman playing a piano, cut to a man listening in the audience and then a woman standing up talking to the audience.
i) You always have to think about shots and how the story works. Always know where you’re headed.
ii) McCombs says text slides, in most cases, don’t work because they stop the action. The right story or transition is necessary.
iii) Some general tips:
• Keep shots steady.
• Use a tripod if possible
• Avoid pans and zooms (looks like home video)
• Get a camera close to a subject
• Think about your opening and closing.
iv) When using a Flip Video — never zoom — walk closer. Zooming degrades the image.
• Matched action
a) Movement feels seamless, compresses time. Basically, these are short snippets of people doing the same thing or different doing aspects of a something. Within the story, it allows your subject to leave or enter the frame. It’s helpful to find someone who is repeating himself or herself and who is excited, such as a mom cheering for her child during a high school sporting event.
i) An example given for how this could be used was discussing someone who makes coffee. You could boil down that several-minute process in seconds by shooting the various aspects.
• Action/reaction
a) Best for news. The reaction often tells the story. For example, a crashed car showing victims tells something different than a crash test dummy. It can work for features too, such as an example of people who attended a wrestling match on Xmas.
• Importance of sound, some tips
a) It’s just as important as video. Get close to the sound
b) Use a wireless mic, if possible.
c) Monitor audio, if possible. (Using an earpiece or headphones)
d) If on-camera mic, find a quiet place for interview.
2) Organizing the story
• Always think about your story structure. It’s important to be able to go from one scene to the next.
a) Opening
b) Closing
c) Themes (no more than 3) You should be able to say the story in one sentence. Like a nut graf in a news article.
3) Editing concepts
• Here’s where transitions start to become important, such as dissolves and straight cuts (“We dream in dissolves and think in cuts.”) There’s also a fade to black (rarely used because it’s so jarring unless at the end of a story).
• Don’t be afraid to write scripts. When you add, it’s important to include what’s not in the footage. Also the scripts should be conversational, like you are talking to a friend.
• A rule of thumb is 20 minutes of video can produce 1 minute of edited coverage.
4) Growing your skills
• Have someone look at it. (pro or average person can help).
• Give it time, go back and look at it.
• Critique sessions with others
5) Misc questions/points
• TV reports typically 1:10-1:30
• Web site can be longer, but only if the subject matter warrants. A good length tends to be about 2 minutes.
• Video with stills can be jarring. It can work with good transitions.
• iMovie and its Windows counterpart aren’t good for editing, such as laying in voiceovers. Programs such as Avid, Final Cut and Adobe Premiere are better.
• It’s good to engage the subject in conversation beforehand to make them comfortable before shooting.
• Other free seminars available
a) 5 steps to multimedia story-telling
b) Reporting across platforms
c) Covering breaking news
d) Introduction to ethical decision-making
Wednesday, April 1, 2009
Online discussion for Chapter 13 of 'The Art of Editing': Editing for broadcast
While I have been interviewed on television and participated in broadcast forensics in high school, the core of my media background is in newspapers. That said, can anyone in class provide some more firsthand experience from a different course or internship on broadcast editing? What makes broadcast different from other media? Is it more difficult to write a script than a story for either newspapers or the Internet? Are there types of stories more suited to television and radio?
Also, how will convergence factor in? Do you think those working in print need to learn broadcast styles as companies consolidate, especially after the Federal Communication Commission eased rules in 2008 to permit a company to own a newspaper and television station in the same market?
As usual, the deadline for this discussion and receive credit is midnight Monday.
Take advantage InDesign free trial
Right at the end of Tuesday's class that focused on newspaper design, John McKay offered a good suggestion when he noted that Adobe offers a 30-day free trial for its latest version of InDesign (as well as its other software). So, if design is something you're interested, it might be worth your while. Learning desktop publishing is a skill that is useful not only in journalism, but many other careers.
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