MM #2: Some Examples From The Past

Below are links to the second video assignment from some JRN 200 classes in the past few years. Now, in looking at these don't focus too much on technical quality. Like you, they were taking their first real journalism class, and like you they were using basic equipment of varying quality.

Instead, look at the principles they're trying to establish: thorough interviews of a broad variety of sources -- everyone from direct participants to neutral experts. Good B-roll that shows what is being talked about. Frequent use of captions and attribution.

Let's take a peek, shall we? 

Here we go:

* Smoking ban video

Simple yet strong B-roll here. It's a story about a smoking ban; we show people smoking in different environments. That's all it has to be.

* Road work video

The video style here is what we call a "stand-up," which is literally that: a reporter stands in front of the camera and narrates the report. But notice the extensive use of B-roll throughout, especially within interview segments where we start with the talking head, then while the head continues to talk we switch the visual to B-roll that shows what the person is talking about, and then we return and finish with the talking head shot. Good story structure here. It's the video equivalent of pairing telling facts and quotes in print.

* City market video

LOTS of B-roll SHOWING what sources are talking about. Plus, four sources! Two is just the minimum; the necessary amount is however many you need to get a broad sense of things. 

* Golf course flooding video

OUTSTANDING B-roll here! What makes it outstanding? While a golf course official talks about a flooded course, we play B-roll showing the flooding from the perspective of a motorboat trekking across the flooded course! We show (via video) AND tell (via interview) at the same time. That's what we're aiming for; telling a story in two dimensions simultaneously.

Do these give you any new ideas on how you'd like to do YOUR video, or the best ways to do it?

JRN 200: A Message From Professor Dickerson

Dear JRN 200 students -

I will be the JRN 200 editor-in-chief on election night. If you would like to participate simply come to the newsroom on the first floor. Ask for Professor Dickerson and we will send you out on assignment. We do have press passes and business cards.

So you have it, my cell is 248-894-5518. I will be there at 10 a.m. and will stay until the end. I helped cover three Presidential elections at the Detroit Free Press. Had the opportunity to cover President Clinton and President Bush several times....so it will be just like old times. SHOULD BE A VERY FUN NIGHT.

Text me if you have questions rather than email me. If you want to come and see me in person before the election, just text me. My best days are Mondays and Tuesdays/Thursdays after 3 p.m.

I look forward to seeing you. And am excited that you will be able to put this on your resume.

Prof. Dickerson aka LA

-- 

L.A. Dickerson
Continuing Specialist
School of Journalism
Michigan State University

Out-of-Class #2: A Strong Example

October 31, 2016

Technology and Theatre

            In the age of ever-changing technology, theatre departments, schools and groups have been forced to adapt. Without adaptation, theatres can lose precious audience members, revenue and attention.

            These changes are especially prominent in the minds of local theatre heads – including professors, directors, founders, actors and stagehands. For these individuals, the task of bringing in audience members and (more importantly) impressing them has become a unique challenge.

            In addition, changes to the marketing and behind-the-scenes aspects of traditional theatre have had dramatic effects on the overall theatre-going experience.

            “I’ve found there are certain things that are so much more digital now,” said Kristin Danko, co-founder of Ypsilanti’s Neighborhood Theatre Group (NTG). “We are really unique in the sense that we have a really young audience base. So, we want to make it younger, fresher, and hipper. That means online and social media.”

            According to Danko, old methods of attracting audience members are becoming obsolete.

            “A lot of these companies are sending out postcards. Every time I get one, I just cringe. Like, don’t waste your money on these,” Danko said. “They don’t really work. They don’t bring people in. There are certain things you can’t change, like putting up posters. But now, it’s getting bloggers to write about you – plus getting pictures and promos shots for Facebook and Instagram.”

            Since Danko’s theatre group has a tendency to utilize social media to promote its shows, Danko has plenty of experience marketing unique, but unknown, productions.

            “With social media, you’re able to show people pictures of the process,” Danko said. “So, we show rehearsal photos and rehearsal shots. When they get to the show, they know a little bit about it. You can also make trailers and videos.”

            Briana Beeman, a theatre major at Michigan State University, agrees.

            “I think, if I compare it to the beginning of my experience in community theatre until now, it’s definitely different,” Beeman said. “There was a lot of time spent hanging up posters all around town, and people still do that. But I think, with social media, that’s where theatres will turn to actually ensure that people see their advertisements.”

            This is true for both professional and community theatres. Stephanie Heslip, a director at both Pinckney Players and Howell High School, enjoys using Facebook for advertisements.

            “It just takes one event, and it explodes,” Heslip said. “Facebook is a boom for marketing.”

            Members of the public often hear about productions from social media and websites. However, audience members recognize the technological advancements that have been made backstage less often  – specifically when it comes to lighting.

            “When I graduate with my undergrad in 2005,” Danko said. “It was really old school. In order to make one color or one look, you would need a gel. You would have to have three or four lights to make one color combination. It would take hours upon hours and days to focus lights, and you’d have to have a grid.”

            This complex technique has changed in recent years, even on a local scale. In its latest production, Danko’s theatre group was able to utilize an LED lighting system.

            “It was amazing,” Danko said. “We had two lights and we were able to do everything with them. You can focus in, you can do a spot. There are hundreds of color combinations, so you can do something with one or two lights that, before, would have required twenty or thirty lights. It’s incredible.”

            According to Heslip, the changes in community theatre are just as significant.

            “Everything is going to digital, especially with lights and sound,” Heslip said. “Everything used to be knobs and levels. Now it’s keypads and I-Pads.”

            As technology progresses, the evolution of local theatre continues. For some, onstage effects aren’t nearly as impressive as great scripts, talented performers and live music.

            “I think the greatest impact that I’ve seen in terms of local theatre is they have to up their technology game,” said Amanda Malo, the drama teacher and co-director at Howell High School. “In doing so, they have to up ticket prices. I guess I feel it’s not as creative, because technology can do a lot of problem solving for you. It doesn’t feel as live when there’s a lot of technology.”

            Malo brings up a point that concerns a number of audience members. If the show doesn’t feel as impressive or creative, will productions face a decline in ticket sales?

            Danko thinks changing technology has affected theatre positively in most areas, but worries when it comes to comparisons between live productions and movies.

            “I think technology is really helpful because it allows theatre to be more accessible to a younger audience,” Danko said. “But people are getting really used to going to the big multiplex theatres and watching CGI effects. I feel like the norm of entertainment is becoming so big and grand that it often times beats out small, local theatre. As movies and entertainment get so much more high tech, there’s a lack of imagination.”

            But according to Alison Dobbins, an associate professor in the theatre department at Michigan State University, changing technology has always been an aspect of the arts.

            “The inclusion of media is actually not that new,” Dobbins said. “Media has been a part of theatre since film, and has been a big deal since the early 1900s through the 1950s.”

            For this reason, Dobbins believes there will always be a place for traditional theatre.

            Malo agrees.

            “It stays alive,” Malo said. “I don’t think a movie can compete with an amazing live performance. Look at the popularity of Hamilton. People pay thousands of dollars to see the musical. I don’t think technology will ever erase it.”

            For Heslip, technology presents a more fun way to experience the dramatic arts.

            “There’s so much you can do,” Heslip said. “We’re using projections for more intricate backdrops now, instead of moving pieces. It’s so much more fun.”

            Perhaps Beeman put it best, when she explained her motivation for carrying on the legacy of traditional, local theatre.

            “You can silence your phone for two hours and play a part in the human experience,” Beeman said. “As humans, we still want to be able to connect to each other, despite the technology we have.”

Word Count: 1,039

Source Sheet

Alison Dobbins

Associate Professor

dobbinsa@msu.edu

(617)-230-2947

Amanda Malo

Teacher and Director

maloa@howellschools.com

(734)-347-7177

Briana Beeman

Student

(810)-923-2270

Stephanie Heslip

Director

(810)-599-4624

Kristin Danko

Director and Founder

kristindanko@gmail.com

(704)-491-4631

Out-of-Class #2: Typical Strengths, Typical Problems

Oct. 31, 2016

OUTOFCLASS#2

BICYCLES ON CAMPUS

The bicycle has expedited transportation since its birth. Many college students choose to ride a bicycle to class instead of walking.

The same goes for students at Michigan State University, an institution with a 5,200-acre campus, according to MSU FACTS. Because of the large campus, students will ride a bike to save time on getting to class. A 30-minute walk to class can turn into a five-minute bike ride.

But, MSU FACTS also informs us that Michigan State has over 50,000 students. And the amount of people walking or biking to class creates a dangerous situation sometimes.

THIS WOULD HAVE BEEN A GOOD PLACE TO PUT IN STATISTICS TO BACK UP YOURCLAIM: THE NUMBER OF SUCH ACCIDENTS ON CAMPUS, WHETHER THAT NUMBER IS UP OR DOWN FROM PREVIOUS YEARS, ETC. CAMPUS POLICE COULD HAVE PROVIDED THAT NUMBER TO US.

“It can get scary out there,” Tyler Vanschoik said.

Vanschoik is a sophomore at Michigan State University, and has been riding his bike around campus since the beginning of freshman year.

“It definitely has its perks,” Vanschoik said. “It’s nice being able to get places quickly and everything”. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

Vanschoik recognizes the benefits of riding a bike to class, but he also knows accidents can happen.

“It’s just people not paying attention, I’m sure it goes both ways,” Vanschoik said. “What usually happens is someone walking will make a sudden movement one way or another and I’ll run into them. They need to understand we don’t have a lot of reaction time”. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

Not every bicycle rider feels scared on campus. Stephen Ivkovich is an older gentleman who bikes around Michigan State about twice a week.

Ivkovich also claims he is collision free.

“I haven’t been in any accidents because I ride my bike defensively,” Ivkovich said. “But I do see cars not really looking both ways for pedestrians or bicycle riders”. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

That is exactly how Michigan State student Mitchell Tengel feels.

Tengel switches on and off between riding his bicycle or his moped, and he says they’re equally dangerous. It doesn’t matter what he rides, the people driving don’t respect his right of way the way they respect people in other cars.

“A lot of the times on the moped cars pull out in front of me because they don’t look or they don’t notice because it’s too small,” Tengel said. “It definitely makes getting to class faster but can be dangerous”. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

Like Ivkovich, Tengel is learning to ride more defensively overtime.

“I use to ride crazy offensively and expect cars to correctly stop for me, but it’s too dangerous to ride like that now,” Tengel said.

Size and speed are instigators when it comes to accidents between cars and bikes. The students who walk to class are going slowly enough for the people driving cars to notice them, but people on bikes are riding much faster. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

A car stopped at a red light trying to make a right turn is usually looking for traffic coming from the left, not paying attention to the cross-walk at the intersection, which seems to be a common recipe for accidents. HOW DO YOU KNOW THIS? THIS WOULD HAVE BEEN A GOOD SUBPOINT TO INTERVIEW MSU POLICE ABOUT

But, the blame should not always be put on the people or things surrounding the bicycle rider. Sometimes, the blame deserves to be put on the rider. HOW DO YOU KNOW THIS? THIS WOULD HAVE BEEN A GOOD SUBPOINT TO INTERVIEW MSU POLICE ABOUT. WITHOUT THAT, WE’RE JUST ASSUMING/GUESSING, WHICH WE DON’T WANT TO DO. WE WANT TO GET ANSWERS FROM KNOWLEDGABLE INTERVIEW SUBJECTS

Mike Guel is a sophomore who walks to class everyday and gets bumped into by bicycle riders on a weekly basis.

“They act like they own the sidewalk,” sophomore Mike Guel said. “Most of them don’t even try to use the bike path on the road”. PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

Michigan State University: Bike Safety Tips say their biggest piece of advice is to stay off the sidewalks when biking over 10 mph. “Over 90% of all reported bike accidents are the result of sidewalk bicycling on the MSU campus”. THIS WOULD HAVE BEEN A GOOD BIT OF INFO TO OFFER MUCH HIGHER, AROUND THE AREA WHERE I SUGGESTED PUTTING IN STATISTICAL BACKUP FOR YOUR PRIMARY CLAIMS. PLUS, PUNCTUATION GOES INSIDE OF QUOTE MARKS, LIKE THIS.”

Even when there is no bike lane in the road, bicycle riders still have a legal right to the road, according to the Michigan State University: Bike Safety Tips.

Ordinance 33.071 from the Board of Trustees also requires riders to have lights and reflectors if biking after sunset. But, of course like any rule, not everyone follows it.

Most of Guel’s problems with bicycle riders have resulted from them not having lights at night.

“They fly by you at night,” he said. “They can get going pretty fast. And, most of the time I’m walking with my headphones in and I don’t hear them approaching me. They need to have lights or horns to see them better”.

703

SOURCES

Tyler Vanschoik: Student

(810)-360-8210

Mitch Tengel: Student

(517)-304-6837

Stephen Ivkovich: Rides his bike through campus for exercise

Stephen_ivkovich@yahoo.com

Mike Guel: Student

(734)-776-2694

ASSIGNMENT GRADE: (REDACTED)

INSTRUCTOR COMMENTS: A VERY NICE JOB WITH INFORMATION ORGANIZATION, BUT A HUGE PROBLEM WITH A NARROW RANGE OF SOURCES. WE TALK TO PEOPLE IMPACTED BY THE ISSUE (RIDERS AND WALKERS), BUT NOT THE PEOPLE IN CHARGE OF THE ISSUE HERE (MSU POLICE) AND WE DON’T HAVE A NEUTRAL EXPERT (LIKE A TRANSPORTATION PROFESSOR; THERE ARE SUCH PEOPLE OUT THERE!) WHO COULD CONTEXTUALIZE BIKE/PEDESTRIAN CONFLICTS AND SEE WHETHER SUCH PROBLEMS HERE ARE TYPICAL OR UNIQUE AND WHAT IS HAPPENING ELSWEHERE IN TERMS OF PROBLEMS OR SOLUTIONS. PLUS, WE ARE LACKING DATA LIKE, HOW MANY SUCH ACCIDENTS HAPPEN HERE ANNUALLY? IS THE PROBLEM GETTING BETTER OR WORSE? THAT IS DATA WE COULD HAVE GOTTEN FROM PEOPLE IN CHARGE OF THE ISSUE. AGAIN, THERE’S A LOT TO IKEHERE, BUT WE NEED TO EXPLORE THE ISSUE MORE BROADLY AND DEEPLY, WITH A WIDER RANGE OF PEOPLE AND DATA.

Out-of-Class Rewrites: A Reminder

As noted in the syllabus, you only get ONE rewrite opportunity among the three out-of-class stories. If you did a rewrite for the first story, then you don't have that option for your second or third stories. 

And you only have the rewrite option for the story in question until the rewrite deadline for that assignment. For example, now that the first rewrite deadline has passed no one can go back and say they want to do a rewrite on the first story.

By the way, the rewrite of the second out-of-class story (if you are eligible to do a rewrite and choose to pursue one) will be due no later than 9 a.m. Monday, Nov. 14 via email to omars@msu.edu.

So, what to do if you burn your rewrite on one story, and then mess up on the next? There is an option left to you: if you do an optional fourth out-of-class story, then the grade for your fourth story replaces the worst grade you had on your first three out-of-class stories. 

The deadline for story pitches for both your required third out-of-class story AND the optional fourth out-of-class story will be no later than 9 a.m. Monday, Nov. 7 by email to omars@msu.edu. Same formats as the earlier ones, and the same need for a trend or issue that you can report first-hand.

Blog/Tweets #1: Some Good Examples

First, regarding your grade on this assignment if you did not receive an email back from me with a grade, that means you got a 4.0 on each segment of the assignment, with the tweet stream, the preview post and the recap post each counting as a practice story grade toward your final grade.

Some general observations, first for tweets:

• Don't forget a lede tweet! People need to know what you are about to start streaming, right?
• It's good to use pics and hyperlinks in your tweet stream.
• It's also good to have some quote tweets embedded in your stream.

Now, for blog posts:

• Be sure to lede each post like we would a story, with end result and ultimate outcome.
• Remember blog posts are intended to be read in a stream, so make it complementary to the previous post or posts.
• Then again, remember that when blog readers start reading a blog, they don't go all the way back to the first post ever and then work their way back; they start where they start. So each post has to have just enough background to get people up to speed.
• Don't forget hyperlinks!

Now, some examples of the work that you guys did. Do take a look to see how it compares to what you did:

Cassie B.: Making brunch tweets and blog preview and blog recap #brunchtime

Casey H.: baseball game tweets and blog preview and blog recap #wsforjrn200

Cassi W: costume decisions tweets and blog preview and blog recap #costumedilemma

Whitney A.-P.: student-athelete life tweets and blog preview and blog recap #msustudentathlete

Covering The Elections; An Extra Credit Opportunity Reminder

For the upcoming presidential election, the MSU School of Journalism is going all-out!

All JRN clases are offering some sort of opportunities to get involved in election coverage (with some classes making it the focal point of what they will be doing in and out of class o0ver the next few weeks).

You can see some of that work on a special public Web site that has been set up to post the classwork by clicking right here.

For our class, we will have an extra credit opportunity on Election Day, which is on Tuesday,  Nov. 8. Students may sign up to work four-hour blocks starting between 10 a.m. and 10 p.m. and help report the elections from the new multimedia newsroom that's on the first floor of the Communications Sciences & Arts (CAS) building.

Students are needed to both help write stories on deadline that night, and to go out and do interviews around town with students on their voting choices. You can do whatever you feel most comfortable doing on that night.

This is a great opportunity for you to build work samples that will be available publicly online that you can use to help support applications for internships and work in both student and professional media. 

And that's no small thing; journalism and media are very much fields of demonstrated ability, which means future employers want to see not just your grades, but what you actually have produced in terms of content.

To participate, you must sign up ahead of Election Day! To do so, please email Professor L.A. Dickerson at dicker22@msu.edu or call her on her cell at 248-894-5518. 

To get extra credit, you must provide me proof of your work that night! If you write a story, I need to get a link to your bylined story from the MSU election site. If you contributed to a story, I must get a link to the same.

If you have any questions about what you'd do that night, please contact L.A. If you have any questions about extra credit, please contact me ASAP. And if this is something you would like to do, please sign up sooner rather than later via L.A.

Good luck, everyone!