Broadcast Technology II Student Manual Ladue School District
Preface Show-Me Standards Broadcast Technology II Objectives This Broadcast Technology curriculum project corresponds nicely with the Missouri Show-Me Standards. All four goals are addressed within the advanced curriculum, as a journalism and technology course by its very nature involves research, synthesis, and technology competency, oral, visual and written communication. In addition, many of the activities rely heavily on shared task completion, gaining professional experience, and building a portfolio of completed work. The nature of the topics chosen by the students will also determine other cross-curricular applications of the Show-Me goals. Specific standards within the Communications Arts subset include activities for presenting knowledge and proficiency in the following Show-Me Standards:
1. Broadcast technology students will be called upon to speak and write in Standard English, recognizing the difference between oral and written language usage. 2. Journalistic research necessitates constant reading and evaluation of nonfiction works and materials, especially those found in current periodicals or the Internet. 3. Broadcast students must write formally through project scripts and evaluative criticism and informally through preplanning, rough scripts, logs and notes. 4. Story building requires that a student be able to comprehend, synthesize and evaluate the objective and subjective aspects of a variety of resources. 5. Participation in formal and informal presentations and discussion of
issues and ideas abound in this course. 6. Use of current broadcast technology enhances the student’s opportunity to maintain proficiency in mainstream technology as well as offers the student’s opportunities to stay ahead of the curve. 7. Frequent discussion of current events and subsequent story ideas as well as voice and audience exercises force students to identify and evaluate relationships between language and culture.
Introduction Welcome to Broadcast Technology II! We’re very glad you chose to continue with the broadcast program at Ladue. This is a repeatable course, as many times as you want! If you are interested in having broadcasting be a part of your future endeavors, we highly encourage you to register for this course as many times as possible. In this class, you will learn all of the different aspects of television media, with a central focus the creation of “Ladue View.” "Ladue View" is a 30 to 40-minute, high school produced television news magazine show. Students enrolled in the Broadcast Technology program at Ladue Horton Watkins High School, write, direct, film, edit and produce news features, entertainment stories, and sports highlights on a monthly basis. Our target
audience is the greater Ladue Community, and our goal is to inform and entertain our viewers. The production of this show is an excellent opportunity for students to experience a professional format and atmosphere by creating a publicly viewed television program. "Ladue View" airs on SchoolTube.com at http://www.schooltube.com/user/dgoble, during AC LAB 2 times per month, and on Cooperating School District channel 981. Mrs. Marteana Davidson, the Video Technology Center Coordinator, and I will help you gain knowledge and learn the proper procedures to become proficient in creating a highly visible television program. Thanks for being a part of this class! The best way to learn is to keep an open mind, ask questions, ask for help, and to respect your classmates and their work. Regards, Don Goble LHS-TV Broadcast Technology Instructor firstname.lastname@example.org http://www.schooltube.com/user/dgoble http://www.ladue.k12.mo.us/lhwhs/teacher_websites/dgoble/don_iweb/Site/Home.ht ml
Mr . Goble 's EXPECTATIONS AND SURVIVAL TIPS
BROADCAST TECHNOLOGY Room 251 & VTC dgoble @ladue .k 12.mo .us http://www.ladue.k12.mo.us/lhwhs/teacher_websites/dgoble/don_iweb/Site/Home.html
GOAL: In this INDEPENDENT course, you will have the opportunity to further develop your skills with broadcast technology, journalism and video production. I will structure the course requirements to meet with individual class preferences whenever possible. THE COURSE: You will work both individually and as a team to produce a variety of projects. Pre-Production work will be HEAVILY emphasized! Projects include: National SchoolTube.com videos, Public Service Announcements, various Ladue School District projects, short film and feature stories for the monthly cable news magazine show, “Ladue View.” The Seniors in this class will produce the Senior Video that has become a tradition of the graduation party. This year we will continue to commit to producing one cable show each month. You will also be asked to assist with live shoots in the VTC or other possible professional shoots with Mr. Goble. Here is a list of class expectations that you need to learn, remember, and practice. Keep this sheet in your notebook until the end of the semester. 1.
WHAT'S MOST IMPORTANT? Succeeding in this class is not difficult if you are able to do THESE KEY THINGS: •
Be here....be on time....be prepared for class....be nice while you're here!
Since this is a laboratory class that gives access to expensive video equipment, you must assume a professional attitude and demeanor when you enter the Video Technology Center and when you are using the school’s equipmment.
Broadcast students must keep a positive attitude, respect other people, the equipment and furnishings.
Listen carefully to other students, potential or actual subjects, teachers, etc.
Know and follow all school procedures and rules.
Use all equipment check out and check in procedures properly.
Use fieldwork time appropriately. WHAT IF I'M ABSENT? On the day you arrive back to class, YOU SHOULD:
Review your Student Manual to check for missed work.
ASK A TRUSTED CLASSMATE FOR NOTES YOU MIGHT HAVE MISSED.
MAKE SURE A PARENT HAS CALLED TO EXCUSE YOUR ABSENCE.
Remember, if you are absent, it is YOUR responsibility to secure any notes, handouts, or assignments you may have missed. NO ONE WILL DO THIS FOR YOU.
***Any work missed during an UNEXCUSED ABSENCE CANNOT be made up for credit.
WHAT IF I'M LATE TO CLASS? Hand me your pass and get to work. 3 or more tardies will result in a negative consequence. See PUNTUALITY below.
WHAT ABOUT THINGS LIKE GUM AND HATS? In my class, wearing a hat is okay. So is chewing gum. When you are finished with your gum, we'll all appreciate it if you throw it away in a trashcan. However, NO hats are allowed when you are ON CAMERA.
SUPPLIES NEEDED: •
Broadcast Technology II Binder EVERY CLASS!
A steno pad for note taking
Pen or pencil
A teamwork attitude
WHAT IS EXPECTED OF YOU... ME...
WHAT YOU CAN EXPECT OF
1. Come to class and BE ON TIME.
1. An atmosphere that is fun, yet conducive to everyone's learning.
2. Be PREPARED for class EVERYDAY. 3. Turn in and perform work that you have put effort into and are PROUD of. 4. Respect the space and opinions of others. 5. Participate appropriately in all class activities.
2. Consideration of your individual learning needs. 3. Respect for your opinions. 4. Fairness.
5. Lessons applicable to society and your future success. Other EXTREMELY important notes: Punctuality: Punctuality is very important. Every three tardies equals an unexcused absence as well as a detention, WITH ME AFTER SCHOOL, with another detention for each successive tardy. Administrative action will be taken for excessive tardiness. Deadlines: Assignments will be given deadlines. Assignments/Projects handed in late will be
penalized 10 points per day and will not be accepted after five days late. **This classroom will be open lab to come in and work several periods during the school day (this is if you have gain time or written consent from your regular classroom teacher). These periods will be posted under the clock as well as outside the classroom. This room will also be open most days after school until 3:15 pm. (Check with me ahead of time if you will be coming in after school). Equipment and Handling: The production equipment (cameras, microphones, computers, etc.) receive a pretty heavy workload throughout the year and can be expected to receive some standard wear and tear along the way. However, please be mindful and respectful of the value of these professional tools. We’re lucky to have the facility we’re afforded, so treat it accordingly. When just one piece of equipment is damaged, the entire program suffers.
The following guidelines will occur as a consequence for mishandling equipment: •
You leave ANY equipment out when you’re finished with it
You don’t RECHARGE camera batteries
You forget to sign out equipment completely or partially
You don’t return equipment from overnight use prior to 7:40 am the next school day
Anything else I deem inappropriate or misuse of your class time or equipment usage
Equipment Checkout: You must follow the proper protocol for checking out equipment or you will lose privileges Filming Privileges: The privilege of being able to film outside of the classroom is an opportunity you will all be given. If I receive ANY negative feedback from other staff while you are out working on a class project, this privilege will immediately be taken away for the remainder of the semester. •
Be respectful of others in the halls/classrooms
All school rules apply to you while you are working outside this room
Return to this room immediately after filming and before the bell rings, you are responsible for keeping track of time (I do not give late passes to class)
Absolutely no filming: 1. In bathrooms/locker rooms 2. Outside the building without permission 3. In empty classrooms/rooms without permission
Remember, when you leave this classroom with a video camera, you are representing the entire Video Department. GRADES: Evaluation will cover class work, pre, actual, and post production activities, critiques, field work and team work, critical evaluations and reviews and class particpation/attendance. I am VERY excited to be your Broadcast Technology teacher at Ladue High School and I’m looking foward to a fun and productive semester!
Permission Form for use of Video Production Equipment To enhance student-learning opportunities and to provide hands on experience for students interested in video production, the Video Technology Center provides access to video production equipment for video production students only.
I give permission for my student to use video production equipment outside of school grounds.
I deny permission for my student to use video production equipment outside of school grounds.
I understand I am responsible if this video production equipment is damaged or stolen, while off school property, and will need to claim this damage or theft on my homeowners insurance. PLEASE RETURN THIS FORM TO THE VIDEO TECHNOLOGY CENTER, LADUE HORTON WATKINS HIGH SCHOOL 1201 S. Warson Rd, MO, 63124. This form will be maintained during your child’s enrollment in Broadcast Journalism,
Advanced Video, and Independent Study Video Assistant class. If you decide at any point to change your decision, send a letter to the Video Technology Center, Ladue Horton Watkins High School 1201 S. Warson Rd, Mo, 63124.
Studentâ€™s First and Last name (Printed) ______________________________________
Parent or Guardian Name (Printed) __________________________________________
Address: __________________________________ Zip: ________________
Parent or Guardian Signature ________________________________ date__________
Video Equipment: Mishandling Consequences If :
• You leave ANY equipment out when you’re finished with it • You don’t RECHARGE camera batteries • You forget to sign out equipment completely or partially • You don’t return equipment from overnight use prior to 7:40 am the next school day • Anything else I deem inappropriate or misuse of your class time or equipment usage
You will receive: 1. A warning 2. A ZERO on the current assignment 3. Three Strikes = A ZERO on the current assignment and you lose ALL equipment privileges for the remainder of the school year!
Assignments Since this is a repeatable course, multi-semester Broadcast Technology II experienced students will earn the right to work on more ADVANCED projects, aside from their “Ladue View” responsibilities. The instructor will decide whether or not a particular student is prepared and ready for more advanced work. Projects will vary to meet the necessary development of the Broadcast Technology II students. The following is a list (may include, but not limited to) of projected/possible projects to complete throughout the semester.
1. Public Service Announcements 2. Digital Storytelling 3. Book trailers 4. Music Videos 5. “Everybody Has A Story” 6. Short films 7. News Features 8. Promotional Videos 9. Entertainment stories 10. Video Essay’s 11. Documentaries 12. Commercials 13. Senior Video 14. Core subject assignment video 15. SchoolTube videos
16. Professional shoots with instructor Mr. Goble 17. Lead roles for “Ladue View” production: First time Broadcast Technology students will work on 5 projects for the semester: (Students will also assist in the production of the STUDIO taping for “Ladue View”, with the possibility of assisting Mr. Goble on professional shoots.) st
1 project - Public Service Announcement or Digital Story nd
2 project - “Ladue View” feature story rd
3 project - “Ladue View” feature story or video of choice per instructor approval th
4 project - “Ladue View” feature story or video of choice per Mr. Goble approval
PUBLIC SERVICE ANNOUNCEMENT (P.S.A.) A public service announcement is like an advertisement that informs us about something important. The only thing being "sold" is information. You've probably seen PSAs on drunk driving, smoking, AIDS, cancer, child abuse, etc. Directions: 1.
Your approach must be serious and legitimate--no comedy or satire please.
Your topic is ___________.
Gather information on your topic to use in your PSA. You don't need much, but you should have a few facts or statistics. Places to get information--web sites (like "madd.org"), pamphlets in the nurse's office, your notes from health class, the library, etc. You may use the VTC Editing Lab computers . Prepare a VIDEO TREATMENT PLAN and STORYBOARD for your PSA---to the best of your ability. You must turn in your video treatment plan (preproduction), storyboard AND your copy, written in "proper copy format" (wide left margin, all capital letters, and double-spaced) before you may take a camera to record. 2.
Produce a 30 second Public Service Announcement using the information you have found. THE PURPOSE OF A P.S.A. IS TO MAKE THE PUBLIC AWARE OF A PROBLEM OR A SAFETY ISSUE. Be sure to time it out--you will have only a three second grace period.
Think of a LOCATION on campus to film your P.S.A, tell Mr. Goble where you are going and BEGIN FILIMING! Remember: • Be Respectful to other classes going on • Be Respectful to any and ALL teachers school staff and other students • Film where you are supposed to be. • If you are found to be in an area that is not approved to film, you will receive a ZERO – 0 on this assignment and you will lose
future privelages to film around school. Please do not test on me on this issue! 4.
Before filming, review the PSA’s that students have created in the past. Don’t almost give PSA’s - http://www.dontalmostgive.org/
“LADUE VIEW” The Feature Story Directions: Plan, research, write, shoot and edit a 2:00 – 4:30 minute feature story suitable for inclusion in Ladue View. Essential Qualities -- Fully scripted story, which includes the following: •
Variety of research – Interview, Online, Library, etc.
B Roll (cutaway shots) for each sequence
3 or more sources: ALL information attributed correctly
Tone appropriate to subject
B Roll is appropriate (audio over video makes sense)
Uses correct grammar
Write for the EAR
Technical Qualities -•
Follows shoot to edit protocol (each shot should contain an extra 3-5 seconds on the front and end of footage you expect to use)
Appropriate microphone technique
Appropriate framing rules of thirds, centering, etc.)
Appropriate voice over technique
Effective editing protocol followed.
Evaluation Criteria: Content, quality, style, deadline (See Scoring Guide)
“LADUE VIEW” -- Feature Story RUBRIC Name Category Objective
10 pts Exemplary
8 pts Proficient
6 pts Partially Proficient
4 pts Incomplete
The video expressed
the goal or objective
clearly at the
of the report, but it
was not clearly
stated but inferred.
the report, but
the report and
it was not
lack a specific
Content, Facts, & Information
Videoography Techniques, Clarity & Interest
All facts and
Most facts and
Some facts and
Few facts and
accurate & complete
Video did not
Video was unstable
or the focus was
and the focus
Few different "takes",
the focus was
the focus was
sound effects, and/or
careful use of zoom
provided variety in
the video. Had
sameness to it.
the zoom was
use of zoom
careful use of
variety in the
variety in the
not well used.
The video's sound
was poor and not
clear at all times.
faded out and
clear at all
was clear part
of the time.
Style & Organization
The video was not
The video did
well conceived or
does not follow
required sequence. Knowledge
knowledge of the
The video shows
shows the use
very little variety in
looks as if
the sources of
used for information.
The student had
notes about less
about all of
then 3/4 of the
events and facts
and facts s/he
s/he wished to
include in the video
to include in
include in the
video or notes
= 20 pts.
TOTAL POINTS = _________________/100
Storyboard Project: _________________________ Page: ____
VIDEO TREATMENT PLAN ORGANIZATION PHONE
CONTACT PERSON FAX
AUDIENCE- identify the primary viewers of the proposed video:
ACTION- specify the results you expect from viewers after seeing the video:
PRIOR KNOWLEDGE- indicate how much your audience already knows about the subject:
CONTENT- identify the critical information to be presented:
How long will the content be current? ______________________________
Program completion date: _____________________________________ Public viewing date: _____________ Estimated length of program: _________ No. of copies__________ tape format____________ Estimated locations____________ Estimated taping days_____________
PRODUCTION ASPECTS: What visual elements will appear in the program (describe as necessary)?
What sound elements will appear in the program (describe as necessary)?
SOUND EFFECTS SYNOPSIS- indicate your creative concept and outline of the approach and shots. (Ex: 1. Open animation, 2. Narration under cutaways w. music, 3. Role play #1). Also include the estimated length of each segment.
MUSIC VIDEO Working independently, you will produce a MUSIC VIDEO. The length of your videos will vary, depending upon the song you select, but they should run between 3-4 minutes (minimum). 1.
Select a song for your video.
Type out or photocopy the lyrics to the song.
Decide upon a concept for your video. Will you simply â€œtell the storyâ€? of the song? Will your video send a meaningful message? What can you do DIFFERENTLY than the original video--what other message can you send with this song?
Complete the Music Video Project Planning Sheet. You will not be allowed
to begin filming until this sheet has been submitted and approved. 4.
Film your scenes.
Lay down your music track first.
Edit your video footage.
*** Pay careful attention to the pacing and impact of the visuals in this video. Edits should occur every 1-2 seconds and include every camera angle you can imagine. The delivery of a good concept, presentation of a strong theme, and use of effects, photographic and electronic), will all be factors. You may each choose a copy-written song, but it will we will not be able to show it (UNLESS it is a song by The Fray). If you choose to select a student song or any other royalty-free song, we WOULD be able to air it on “Ladue View” in the future. *** EVALUATION CRITERIA: 20 pts.
Interest and Purpose Music video has a clear and interesting purpose.
Videography--clarity Video did not shake/rock and the focus was excellent
throughout. 40 pts.
Videography--interest Many different “takes,” camera angles, and use of effects.
Titles and Credits All titles and credits are accurate, legible, and draw viewer’s
attention. 10 pts.
Length of video Music video was of an appropriate length, and between 3-5
MUSIC VIDEO PROJECT PLANNING SHEET Name:
What is your concept for this video? What message are you trying to send? _______________________________________________________ _ _______________________________________________________ _ _______________________________________________________ _ _______________________________________________________ _ _______________________________________________________ _ _______________________________________________________ _ BRIEF ACTION SUMMARY: In the space below, give a step-by-step summary of the action of your video.
ACTION SEQUENCE SHEET You need to type out (or print) the lyrics of your song. Use the lyric sheet to guide your action sequencing. Mark on the lyric sheet where each scene number begins and ends and turn these two sheets in together Scene #
Video Essay Directions Each student must select a general topic and will be given 4 full classes to shoot raw footage and log their tapes. Each student will have 3 full classes to edit a :90 second package which may NOT include sound bites, narration, or added music. The emphasis is on visuals and natural sound gathered in the field and edited in a manner that tells a story on its own. This is an activity to improve your ability to tell a story with BROLL, or simply with just IMAGES.
Criteria for Video Essay • The overall quality (color and focus, steady shots) of the video. • The variety in framing and angles. Shots must enhance the story, not get in the way of it. • Natural sound, use of lighting (natural or artificial) and sequences will be weighted heavily. • Video effects and digital transitions may be used, but will
not necessarily improve the quality of the video. â€˘ The final edit of the piece should be creative but also tell the story using only natural sound and visuals. â€˘
The breakdown for grading will be 50% videography, 50% editing/final presentation.
Video documentary Assignment Create a 4-8 minute video documentary that tells a story about an event/phenomena/trend of larger cultural significance, import, and interest to a broad audience that is appropriate for submitting to Current TV. http://www.current.tv Because you will be submitting your video documentary to CurrentTV, you must use
only music, images, video footage for which you can clear permissions. You can create your own materials (e.g., music you create, pictures you take), use materials for which you have written permission (e.g., snapshots that interviewees give you, music that your friends make), or music from the Current TV site. http://www.current.tv To create your video, identify an event/phenomena/trend in or around Ladue High School or the Ladue community that is of larger cultural significance, import--and of interest to you, Choose an event/phenomena/trend that you know something about, and to which you have considerable access (e.g., interviews with individuals, attendance at events, access to advertisements and/or documents). Start by finding 3-4 print sources (preferably newspaper articles) about the community you have chosen. Search the campus newspaper like The Panorama, the Post-Dispatch, alternative newspapers, or Lexis-Nexis. These sources should provide you with a general public characterization of an event/phenomena/trend or identify some pertinent issue associated with the event/phenomena/trend. Your purpose in creating a video is to document a story about an event/phenomena/trend of larger cultural significance, import, and interest to a broad audience. Your audience for this video is the general public. You can use either of the following two choices for focusing your documentary: * CHOICE #1:
Confront the existing public understanding of the event/phenomena/trend you have chosen. What are the public's beliefs about the event/phenomena/trend? Their understanding of the people involved in the event/phenomena/trend? Their perception of the beliefs associated with the event/phenomena/trend? The challenges/problems/opportunities they think the
event/phenomena/trend poses? Create a documentary that tells an story of a person or people involved in the event/phenomena/trend and that, in doing so, argues persuasively for a point of view that runs counter to the public perception. * CHOICE #2:
Explore a community issue. Using 3-4 print sources that you have researched, identify an issue/problem/tension that characterizes/faces this event/phenomena/trend. How does the general public/outsiders characterize/understand this event/phenomena/trend? How do community insiderâ€™s characterize/understand the event/phenomena/trend?
Create a documentary that tells a story of this event/phenomena/trend and, in doing so makes a persuasive argument about it.
Goals 1. To provide you some writing practice as you compose your video proposal. 2. To provide you practice in documenting a persuasive and compelling story that extends/expands the public's understanding of an event/phenomena/trend around Ladue High School or in the Ladue community that has larger cultural significance or importance. Your video should extend/expand the public's understanding of this event/phenomena/trend. 3. To provide you practice in using a range of resourcesâ€”alphabetic, video, audio, and still photographyâ€”to make a persuasive argument about community.
Remember, before you interview anyone, he or she will need to sign an Informed Consent/Release Form that clearly lays out such matters. Keep this signed form and hand it in when you hand in your final project. Do not interview or record anyone who has not signed such a form. If the person you want to interview is younger than 18 years of age, their parents need to sign the Informed Consent/Release form. Please be sensitive about people's privacy and do not intrude on them for an interview if they are reluctant about any aspect of this project. See me if you encounter any situations on which you need advice in this regard. If you are video recording in a public place, you must contact the person/authority responsible for that location and receive their permission to do so. You must also post visible notices about the recording so that anyone who enters the public place is notified of what is going on. How to Get Started 1. Read the Interviewing Tips handout. 2. View (and re-view) the video documentaries produced by professional. 3. Brainstorm about possible people to interview. Think about your friends, people you have met, your parents, your grandparents, your teachers. What event/phenomena/trend do they attend? Why? What controversial issues are associated with they event/phenomena/trend? 4. Write a list of questions for your interview. 5. Storyboard your video. 6. Tell a story about a person, a place, or an eventâ€”the story must be placed within a larger social context to make it compelling to a broader audience. It has to have a beginning, a middle, and an end.
Grading I will use the following criteria to grade your video documentary: •
Is the documentary intellectually engaging? Does it have import for a broader audience? Does it help the audience extend/expand their understanding of a particular event/phenomena/trend or a particular issue associated with an event/phenomena/trend?
Does the video project help the audience relate to the people involved in the event/phenomena/trend in a respectful and positive way?
Does it reveal careful thinking and preparation on the part of the author/videographer?
Does the documentary tell a good story? Is the story richly textured with both A-roll and B-roll material?
Are the production criteria high? (images, shots, sound quality, editing)?
Has the student followed directions in submitting the essay to Current TV and to the instructor, clearing all permissions for materials not your own, attaching signed Informed Consent/Release forms, including citation of all work that is not your own on the credit screens.
Everybody Has A Story "I like to say that tears make for good television, but only if they're yours." -- Steve Hartman, CBS News The story starts with a dart and a map. Over a shoulder, the dart is thrown, and where it stops no one knows. Once the dart lands on a town, Steve Hartman goes there and calls someone up on the phone and interviews them. Admittedly, it's a unique way of getting a story, but his "Everybody Has a Story" segments on CBS's The Early Show are being emulated on local newscasts and in newspapers across the country. Now, it’s YOUR turn to “Tell the Story!”
Assignment Students will randomly select a student or faculty member in the Ladue School District, or the Ladue Community, to interview. The only rule is that whomever the student chooses, that person can DENY to be interviewed. Subjects’ names and phone numbers will be randomly placed in a way that the student will have NO IDEA who they are selecting. The student then must FIND a story within that person.
1. Select a person (under Mr. Goble’s supervision) 2. Contact that person for an interview 3. Tell their story 4. Create a 2-3 minute feature 5. All “Ladue View” guidelines apply to interviewing and editing
Goal This activity will allow students to step “Out of their Box” and learn how to interview, edit and tell a story of someone they may know NOTHING about, just like a true journalist.
Grading “Ladue View” grading rubric applies
Television Commercial TV commercials have become an incredible source of information and entertainment. When you consider that a :30 commercial for the 2007 Superbowl cost $2.7 million for the air time, not to mention the average $5 million for the production costs of each commercial. There is more money spent in 1 minute
around the world on adverting than there is on guns and weapons in an hour.
Assignment Your task is to generate a TV commercial that is exactly :30 seconds long. It must be exactly :30 seconds. The commercial can be about any club, organization or event involved with the Ladue School District.
Criteria 1. Time: 30 seconds exactly, not including count down and credits 2. Identify the target audience 3. All commercials have a beginning, middle and a conclusion. 4. The product that you are marketing must be appropriate for school. 5. Must have a complete storyboard, approved by the instructor, before you can begin. The storyboard must be extremely detailed.
Grading â€œLadue Viewâ€? grading rubric applies
Permission to Photograph, Videotape, and Record I, __________________________, give __________________________ permission to photograph me/videotape me/to record my voice in connection with the instructional activities associated with Ladue School District. I understand that my image and voice may be used in instructional materials, including (but not limited to) materials published on the World Wide Web and shared with other teachers and students for instructional purposes. I understand that I can request that Ladue Broadcast Technology Instructor Don Goble remove my image or the recording of my voice from the Web at any time. I also understand that by giving my permission I release Ladue School District and ___________________________________________from any liability. Yes
I give permission to use my first and last name in connection with
(circle one) the publication of the composition. Signature: __________________________________________________ Print Name: _________________________________________________ Date: ______________________ Telephone: ______________________ Permanent Address:
Email Address: ________________________________________________ Note: individuals under 18 years of age must have the permission of a parent: Parental signature (if applicable): ________________________________ Print Name: _________________________________________________ Date: ______________________ Telephone: ______________________ Permanent Address:
Plan ahead and present your project to possible interview subjects as early as possible. Agree to a specific
Email Address: interview date________________________________________________ and stick to it. Alternatively, you can plan to interview on site at an event//situation/experience (attendees, operators, spectators, speakers, etc). Your questions may be carefully planned ahead and go in-
Facultydepth Contact: Doninterviews, Gobleor be more spontaneous for interviews on site, where you might speak to for more formal several people rather than going in-depth with one. Fine Arts Department
Ladue School District • Be clear about what your project entails, what kinds of questions you’ll be asking, and what will happen to the finished product (e.g. “I’ll be asking you questions about your role as a slam poet as part of a video project
1201 S. Warson Road
for my Broadcast Technology II course for the Ladue School District. I will record the interview with a video
St. Louis, MOOur 63124 camera. interview will last approximately an hour.
My work will initially be seen by my instructor and
classmates, but I would also like to ask your permission to post the final version online. Here’s how you
contact me and my teacher…”)
Make sure to have all subjects sign an Informed Consent/Release form prior to their interview. To record individuals who are under 18 years of age, you will need parental permission.
Remember interview subjects are putting their stories in your hands, so you want to establish a level of trust and assert your own intentions to represent them fairly and accurately.
Be sensitive about people's privacy and do not intrude on them if they are reluctant about any aspect of this project. See me if you encounter any situations on which you need advice in this regard.
Invite interview subjects to become active participants in the project. Offer to show them your project in process, rather than ask them to wait for the final version. Along with making them feel more involved in production, you may find their feedback on your project very valuable.
Ask your subjects to tell stories.
Consult the following sources for hints on interviewing: Ivideotape: Camera Techniques for Interviewing <http://www.nextexit.com/production/ivideo.html> General Guidelines for Conducting Interviews <http://www.mapnp.org/library/evaluatn/intrview.htm>
From Mickey Hess’s “Chapter 3: Composing Multimodal Assignments.” In C. Selfe (Ed.) Multimodal Composition: Resources for Teachers. Forthcoming. Creskill, NJ: Hampton Press.