Broadcast Journalism 3

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					                              COLUMBIA AREA CAREER CENTER

                                    Broadcast Journalism 3

                                  Course Syllabus 2012-2013

Instructor: Joe Wittman

Conference Times: Email to schedule a time

Career Center/Office Phone Number: 214-3800, x29711 (Email is more regularly checked)



COURSE DESCRIPTION: Broadcast Journalism 3

Grades: 12     Prerequisites: B or better average in Broadcast Journalism 2       Credits: 1

This class is an extension of Broadcast Journalism 2. Students will take their knowledge and
skills to the next level by learning more advanced production capabilities and assume
leadership roles in class such as special projects/show producer and equipment manager.
Special projects include the senior video yearbook, specialty shows, and reporting on special
events and productions. Students will continue reporting for the school news show and as a
third year student; they will spend much time working outside of class, during lunch, after
school and/or early evenings. Students will have the chance to visit and maybe even intern at
local tv stations, participate in guest speaker workshops and travel to and compete at
conventions (see below for convention information).

Students will be expected to videotape at least one sporting event a quarter (2 per semester) as
a “backpack journalist.” This class prepares students for career as a journalist and therefore
students are expected to operate and function as if this were their job.

As such, they are expected to keep up with current events. There will be a quiz every week on
the past week’s current events.


See above. Curriculum will be determined based on need, desire and focus of each particular
student. For example, if the student wants a career as an editor, curriculum will be closely
aligned to editing.

Traditional school supplies (dedicated class folder, paper, pens, pencil, etc.) and highly
recommend purchasing a flash drive. We will use various texts, videos, handouts, literature
articles, and broadcast/online and newspaper stories. No food, drinks (exception bottled water)
or cell phones.


All Career Center classes strive to prepare students for adult life by teaching skills and behaviors
that will be valued in the workplace. The following expectations are stressed and graded in all
Career Center classes. Your instructor will review these, provide instruction in all areas and
answer any questions.

      Attendance – Be here on time each day, prepared to work, dressed appropriately
      Respect – Use appropriate language, be honest and truthful, be respectful of peers and
      Safety – Follow safety rules and procedures, keep work area orderly
      Responsibility – Complete work on time, follow directions, use resources to answer
       questions, ask for help when needed, contribute to class discussion
      Quality – Show determination to complete tasks, be consistent in quality, focus on the
       task at hand
      Team – Work as a productive team member in a variety of roles, communicate in a
       sensitive way


       65% Projects/ Sports taping Assignments (1 per season, 3 per year!)

       10% Weekly Current Events Quiz

       15% Career Center Expectations (See attached)

       10% Semester Final Exam (Portfolio/Electronic Resume/Individual Video Photo Album)

End-of-Course testing - When a student has taken three (3) credits of a career center program,
they will take an industry-based end-of-course exam, which will account for 10% of the final
exam grade.

Columbia Public Schools grading scale:
       94-100 A         80-82 B-     67-69 D+

       90-93 A-         77-79 C+      63-66 D

       87-89 B+         73-76 C      60-62 D-

       83-86 B          70-72 C-     F < 60


Students are expected to be in class daily and to be engaged in the learning process. Regular
attendance is essential for success in school and in life. Research shows that students with 95%
or above attendance are more successful academically by earning better grades and performing
better on college entrance exams. Our attendance goal for all students is 95% or better.

A portion of the class grade is based on Career Center Expectations, which includes attendance
and participation in class, lab, shop, or worksites. Absences, except those for a school-
sponsored activity, may affect a student’s grade.

Make-up Work

Excused (Parent Excused, Excused, Medical, Field Trips) and Verified Absences

      All missed work may be made up at full credit.
      It is the student’s responsibility to initiate contact with the teacher to get make up work.
      Work must be made up in a timely fashion, generally within the same number of days as
       the absence (e.g. absent 2 days, work made up in 2 days).

Suspension (ISS, OSS)

      Missed work may be made up at full credit.
      It is the student’s responsibility to initiate contact with the teacher to get make up work.
      Work must be made up in a timely fashion, generally within the same number of days as
       the absence (e.g. absent 2 days, work made up in 2 days). Instructors may expect
       students to make up work during suspension and submit upon returning to school.


      District policy states that “students who are truant may have make-up assignment credit
       modified according to the guidelines outlined by the individual school”. See below:
      Students will be subject to loss of participation points.
      Students will be subject to loss of Career Expectations grade.
      Classwork may be made up.
      Students may be permitted to take exams at full credit.

Students who are performing below average, or who are failing the semester are subject to
removal from the program at semester. A student/parent conference will be held prior to the
end of the semester with the appropriate individuals present and alternatives will be discussed

Dual Credit
College credit earned through Dual Credit is possible when the subject matter covered and the
competencies mastered are equivalent to those required in a particular college-level class as
identified by the post-secondary institution. There is a fee for the award of dual credit;
however, dual credit is transcripted for the student whether or not the student attends that
college or university after high school graduation. The transcripted credit is usually transferable
to other post-secondary institutions.
     Eligibility:   Must meet the institution requirements for entrance
     Institutions: University of Missouri – Kansas City (Universities accepting Missouri System


The integrity of the academic program and the evaluation of each student’s achievement are of
primary concern to educational institutions. Cheating on an educational exercise not only
reflects dishonesty on the part of the student, but also diminishes the value of the work done
by his/her classmates. Students who cheat or plagiarize (using another’s words, ideas or
writing as one’s own) shall be subject to the following: referral to the assistant director;
parent/guardian contacted; a zero recorded for the exercise; possible detention and/or
suspension; and/or removal from the course with a grade of “F” recorded on the transcript.


Student services are available to help students succeed in their technical classes. Students in
technical programs are eligible for extra assistance by asking for help or by having their teacher
refer them to the Student Services team. There are literacy specialist, a math specialist,
counselors and resource personnel who will help students in classrooms, by appointment
and/or before and after school with problems they are having in their technical classes. An
employment specialist is available to students who are looking for part-time or full-time jobs.
In addition, persons knowledgeable about financial aid for post high school training/education
are available, as well as persons who can help students assess their vocational strengths and
preferences in order to make more informed career choices.
Joe Wittman earned a Bachelor of Arts Degree in Communication (Radio and TV) from the University of
Missouri in 1999. He started his career as a news videographer and editor for the local ABC station
WOLO, in Columbia, South Carolina. Joe’s next position was at the FOX affiliate WUHF in Rochester, New
York. There he was a sports videographer, editor, and producer. Joe shot and produced sports for
nightly sportscasts and a weekly half hour sports show. He covered everything from the NFL to high
school field hockey. Joe’s work in sports journalism earned him a position at Tulsa University as the
video production manager for the athletic department. Joe was the manager and director of all diamond
vision productions for home basketball games. Joe also shot and produced various feature stories for
Tulsa University coaches’ shows. Columbia, Missouri came calling next and Joe became a senior video
producer at KOMU-TV. For six years Joe worked in commercial production, news promotion, long
format video production, and sports production. He played a large role as a videographer and producer
for Mizzou Athletics, working on coaches’ shows and travelling with the football team. After KOMU, Joe
took his talents to the city of Columbia. As a video producer Joe worked with various departments of
local government to promote new programs and policies. He was awarded a 2011 National Telly Award
for his video feature on the SWAT team. The last position Joe held before the Columbia Area Career
Center was as an instructor of broadcast journalism for Missouri Valley College, in Marshall, Missouri.
While there, he taught students everything from writing a radio news script to directing a live sports
broadcast. In his free time(which is very little) Joe has been a freelance videographer for Metro Sports,
Mizzou Sports Properties, and Leftfield Productions (Producers of Pawn Stars and Truck Stop Mo.)


Students will have an opportunity to attend the Student Television Network (STN) National
Convention in Los Angeles, California, March 7-10, 2013.


As a political subdivision, employer, recipient of federal funds, and an education institution, the
Board of Education is prohibited from, and hereby declares a policy against, engaging in
unlawful discrimination. This includes harassment and creating a hostile environment on the
basis of race, color, religion, sex, national origin, ancestry, disability, age, sexual orientation, or
use of leave protected by the Family and Medical Leave Act, in its programs, activities, and with
regard to employment. The Board of Education is an equal opportunity employer.


The use of any Columbia Public School computer is a privilege, not a right. Users of computers
are obligated to conform to district and individual school policies and directions given by a staff
member. Using the CPS facilities to access information carried by the Internet or other such
information services must be for academic work assigned by a teacher. Depending on the
nature of the situation, students who violate this regulation shall be subject to disciplinary
action, or as the case is with any other property of the CPS, be held responsible for the cost of
repair, replacement or maintenance of any damaged equipment or materials. The school may
have a student assigned to an alternative educational program.


At times, due to the nature of the class, students will sometimes leave the classroom
supervision and sometimes campus to produce assignments (story research and video taping).
Respect, responsibility and general code of conduct (Career Center Expectations) are expected
when “unsupervised”. Misuse of this time or disrupting other students/classes will result in
students losing this privilege. Students will bring home a permission form to get parental
permission regarding the student/s ability to participate in such productions at the beginning of
the year. This includes your permission for the student to leave my class and classroom/adult
supervision and in some cases drive (with or on their own) to another location. This is not a
requirement for my class, but could affect the stories the student gets assigned.
In addition, sometimes assignments (story research and videotaping) are necessary outside of
regularly scheduled broadcast journalism class time. This request will only be made when
absolutely necessary. Students must make every effort to do broadcast journalism work during
broadcast journalism class. If necessary, students may not miss another class without advance
notice and permission from that particular class teacher and parent. Students are responsible
for work missed from the other class. A field trip form will be sent home and to the teacher in
such cases.

                           BROADCAST JOURNALISM CURRICULUM

                                       (Competency List)

(Note: BIG IDEA = I., II., III. What do students need to know? = CONCEPTS (A,B,C..)

What specifics do they need to master, as proof they learned the concept = MLO-1.,2.,3.,…)

   I.      Foundations of Broadcast Journalism

           A. First Amendment

              1. Recite the First Amendment (Level 1)

              2. Apply the First Amendment to role as a student journalist (Level 4)

           B. Society of Professional Journalists Code of Ethics
   1. Summarize the Code of Ethics (Level 2)

   2. Apply adherence to the code of ethics given (Level 4) (scenario and rate sheet.
      Students in team of 2 – one do skit and demonstrate proper way and one
      wrong way)

   3. Modeling adherence to the code of ethics in their role as a student journalist.
      (Level 4)

   4. Connect the role of the media and its responsibility in delivering news to the
      public (Level 4) (essay on Mid term)

C. History of Broadcast Journalism

   1. Identify famous broadcast journalist pioneers (Level 1) (Paper on who they are
      and how they saw their role in delivering news to public)

   2. Graph the timeline of the development of broadcasting (Level 2)

   3. Identify a famous broadcast journalist and summarize their life in an essay and
      present to the class (Level 2)

   4. Support ideas with details and examples to class questions in Q & A (Level 3)

D. Organizational Structure

   1. Identify jobs/careers in industry (Level 1)

   2. Distinguish between local and network news (Level 2)

   3. Distinguish between station identification (Level 2)

   4. Distinguish between broadcast time (Prime time) (Level 2)

E. Components of the news story

   1. Identify what makes a story newsworthy (Level 1)

   2. Identify the type of news story (hard. issue, feature, etc.) (Level 1)
             3. Apply story identification (newsworthy and type) to story development (Level

         F. Critical viewer skills to evaluate mass media messages

             1. Identify key words that affect communication information (Level 1)

             2. Analyze the validity/integrity of the story based on vocabulary and visuals.
                (Level 4)

         G. Industry specific vocabulary

             1. Memorize industry specific vocabulary (Level 1)

             2. Show knowledge of industry specific vocabulary by using terminology when
                reporting production status to teacher. (Level 2)

II.       Processes of Broadcast Journalism
      A. Pre-production: Conduct Research and Interviews (sources)

             1. Identify sources of information (print and people) to gather facts/opinions for
                story ( Level 1)

             2. Investigate story through sources of information (Level 3)

             3. Make observations about story (Level 2)

      B. Planning a story

             1. Determine the who, what, where, why, when and how (Level 1)

             2. Formulate the story using the treatment form (Level 3)

             3. Create and write the script based on research, observations and interviews
                (Level 4)
C. Storytelling

       1. Identify properties of storytelling (Level 1)

       2. Construct a story based on story and properties of storytelling (Level 2)

D. Camera Operation - Video Photography/Camera Picture Composition

       1. Identify camera parts and operations (tripod, mic/nat, record/play, etc. )
          (Level 1)

       2. Recognize and use proper safety techniques (Level 1)

       3. Identify camera framings (wide, medium, tight) (Level 1)

       4. Identify camera moves (pan, tilt, zoom) (Level 1)

       5. Identify camera angles (low, high, eye level) (Level 1)

       6. Use camera applying proper picture composition and camera use to videotape
          footage and interviews (Level 4)

       7. Use concepts to solve non-routine problems (Level 3)

E. Covering an event

       1. Schedule event and interview videotaping and equipment check out (Level 1)

       2. Observe activities (Level 2)

       3. Gather (shoot) video footage and interviews at event (Level 2)

       4. Construct, write and shoot a standup/bridge and videotape the standup at the
          location. (Level 4)

       5. Log (list) the video footage to review footage and interviews (Level 1)

F. Create the script

       1. Transcribe the interviews (Level 1)
        2. Analyze, organize and select sound bites (interview quotes) to use in story
           (Level 4)

        3. Construct the script using information gathered from research, sources and
           observation (Level 3)

        4. Use broadcast script writing guidelines (Level 4)

        5. Revise the script based on teacher feedback (Level 3)

G. Conducting an on-camera interview

        1. Apply proper camera set up and interview/reporter positioning (Level 4)

        2. Use proper interview techniques (state name, record questions and answer,
           ask open-ended questions) (Level 1)

H. Lighting

        1. Recognize proper camera set up techniques and rules (Level 1)

        2. Apply proper camera set up and interview/reporter positioning based on
           lighting source (Level 4)

I. Editing

        1. Name editing software program used (Level 1)

        2. Identify parts/windows of editing software program (Level 1)

        3. Collect and display video footage from tape to computer (Level 2)

        4. Use computer and proper voice-over technique to record voice into computer
           editing program. (Level 2)

        5. Analyze footage and determine what to use or not to use (Level 4)

        6. Synthesis footage and interviews together using editing software to create
           story (Level 4)
       7. Design and create name supers/text/graphics (Level 4)

       8. Analyze, evaluate and revise story before and after teacher review (Level 4)

J. Getting project to final media form (mini dv tape and DVD creation and burning)

       1. Create export/share video story to tape (BroJo 2+, Level 4)

       2. Create export/share video story to Quicktime file (BroJo 2+, Level 4)

       3. Create exported Quicktime file (BroJo Level 2+Level 4)

K. Producing a Show (BroJo 2+)

       1. Identify stories in the show (Level 1)

       2. Recognize typical show story order (Level 1)

       3. Indentify the basic information for each story (Level 1)

       4. Arrange stories in an order according to typical show order (Level 2)

       5. Construct the script for the show, writing intros and outtros for stories (Level

       6. Analyze, evaluate and revise story before and after teacher review (Level 4)

       7. Identify shoot location for anchors (Level 1)

       8. Recognize and use proper on-camera anchor skills (Level 2)

       9. Design and create name supers/text/graphics/credits (Level 4)

       10. Analyze, evaluate and revise story before and after teacher review (Level 4)

L. Investigative Reporting (Higher level/BroJo 2+)

       1. Recognize skills involved in investigative reporting (Level 1)

       2. Apply skills involved and create investigative report (Level 4)
III.   Career Planning

       A. Life skills (organizational, collaboration, leadership, problem solving, critical thinking
          and creative thinking skills)

              1. Recognize life skills used in Broadcast Journalism (Level 1)

              2. Apply life skills when producing stories (Level 4)

              3. Analyze and critique stories through self-analysis, group analysis and peer
                 show analysis and evaluation (Level 4)

       B. Workplace Expectations

              1. Identify workplace expectations (CACC Expectations) (Level 1) (Daily Work/Self

              3. Explain the importance of workplace expectations to career development.
                 (Level 2) (Daily Work/Self Evaluation)

              4. Model Career Center (school) Expectations (Level 2) (CCE’s)

              5. Creates quality work (Level 4)

              6. Collect and submit proper paperwork with projects and assignments (Level 2)

              7. Make observations, reflect and evaluate performance based on given criteria
                 (Level 4) (Daily Work/Self Evaluation)

       C. Resume writing

              1. Identify skill list for resume (Level 1)

              2. Gather information for resume (education and employment history and
                 reference list) (Level 1)

              3. Identify and select resume template and use to create resume (Level 1)
       4. Compose a professional resume (Level 4) (Resume)

D. Job search

       1. Recognize places to search for job (Level 1)

       2. Use Internet to research the job market and specific potential employers post-
          secondary (Level 2)

       3. Develop a portfolio (Level 4) (Video/DVD Portfolio)

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