J495BJ BACKPACK JOURNALISM Fall 2013 Prof. David Blumenkrantz Monday 7-9:50, MZ 211 Office hours: MZ326 T10-2 F 10-12 Tel: 818 6772855 david.blumenkrantz@csun.edu

Course Description This course introduces students to the basics of Backpack Journalism, an area of increasing importance. Backpack journalists are trained and equipped to perform all of the functions involved in the construction of coherent, incisive multimedia journalistic narratives. Students will learn how to use digital audio and visual tools in reporting for Internet news sites and other online media. This includes still photography, video and audio. Details on the assignments, grading criteria, and other information such as the attendance policy can be found on the syllabus. Why “Backpack” Journalism? Throughout its history, photojournalism has always managed to adapt to changing modes of recording and dissemination. The proliferation of new digital technology has presented the traditional news photographer with many challenges. The field of

photojournalism has evolved such that it is often referred to by other names, including Visual Journalism and Convergence Media. Today’s convergence media incorporates the corroborative reporting tools of audio and video, along with the power to produce and disseminate information at previously unimaginable speed and scale, as provided by the Internet. The visual journalist performs all of these duties, including editing and producing-- it is becoming increasingly rare to find photographers performing only the duties ascribed to them in a pre-digital economy. Convergence media has taken photojournalism to new heights and also shaken it to its core, specifically in terms of the business model under which traditional media outlets are potentially adaptive. Mobile journalism and its offspring, citizen journalism, are also playing a significant role in the changing visual media landscape. Course Objectives By the end of this course, students will know how to:

• Generate story ideas, using storyboarding to assist with the pre-visualization of narratives • Create journalistic still photographs using a DSLR camera • Edit, crop, resize and generally enhance the Image quality of photographs using Photoshop • Shoot video of a quality suitable for online distribution • Record and edit audio • Use external microphones when needed to enhance audio quality during interviews • Edit to facilitate inclusion of “B-roll” material • Edit video, audio and stills together into finished products ready for online distribution • Publish work online through both student media and other platforms

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Required equipment Video camera, still camera, audio recorder. The Journalism Department has some of these, as well as microphones and backpacks, to lend out to students, but it is preferred that you have your own equipment. Video cameras: should be digital (no tapes), preferably HD quality. Still cameras: preferably DSLR, but lesser-quality models are acceptable. DSLRs that also produce HD-quality video are highly recommended. Audio recorders: any hand-held device capable of recording in MP3 format is acceptable, though better quality models such as the Zoom H2 are preferred. Those who check equipment out from the department are expected to provide their own memory cards and when necessary, batteries. Required readings The textbook for this course is “The Multimedia Journalist,” by Jennifer George-Palilonis. Students may also be required to read PDF documents, online articles, tutorials and blogs as assigned and posted on Moodle. Student Media Much of the work created in the class is intended for online publication. Students are expected to submit their finished presentations to our class Facebook page, and also to the online versions of The Daily Sundial and El Nuevo Sol, as deemed appropriate. A minimum of two presentations must be published in the student media. Extra credit will be granted for all additional projects published in student media outlets. Guidelines for submissions will be provided, and in order to receive the extra credit these guidelines must be followed Software programs The computers in MZ211 are equipped with Adobe Premier Elements 9 for video editing, and Photoshop CS5 for editing photographs. Tutorials will be presented during class time. Students with prior experience editing video and photographs who prefer to use other software programs are welcome to do so. Audio editing will be done in MZ211 on Audacity or Garage Band. Deadlines Late submissions are worth half-credit; if an illness or personal emergency prevents you from meeting the deadline, advance notice or written documentation are required. No assignments accepted via email unless requested by the instructor. Attendance Attendance is graded. 3 pts will be deducted for each unexcused absence or tardy. Students who leave for long unexcused periods in the middle of class will be counted as absent. Cell phone and laptop policy Smart phones or other cell phones are not allowed in the classroom. Laptops and tablets can only be used to follow along with the same material being projected, or when the instructor requests that someone do an online search during class.

Assignments Along with one writing assignment and a presentation on advocacy journalism, four field assignments will be submitted for grading. The deadlines and more detailed instructions for these are posted on Moodle:

1) Backpack #1: CSUN Personality profile (Soundslides, 2-3 minutes) 2) Backpack #2: Collaborative team project (2-4 minutes) 3) Backpack #3: On-campus human interest story (3-4 minutes) 4) Backpack #4: Off-campus feature: People or organizations making a difference. (5-7

minutes) Everything produced by students must appear as a post on the personal blog, using WordPress or Tumblr. At least two of these assignments must be published on either the Daily Sundial or El Nuevo Sol websites. The others must all be published on either our class Facebook page, or a website designed by our class. Grading

Backpack essay 20 points Backpack 1 20 points Backpack 2 40 points Backpack 3 30 points Backpack 4 40 points Advocacy activity 10 points Student Media 20 points Attendance 20 points

Total 200 points

Course schedule Please note that many important details (such as reading amd homework assignments) are posted on the Moodle site and may not appear here. This outline is subject to change due to unforeseen circumstances. Please refer to Moodle syllabus. Otherwise you may miss a change in the schedule or requirements. Aug. 26 Introduction to the course: objectives, expectations;

History of backpack journalism; basics of photojournalism ESSAY WRITING ASSIGNMENT: Analyzing multimedia work

Sept. 2 Labor Day Holiday Sept. 9 Lecture: Photojournalism basics (continued)

Demonstrations: Soundslides, Photoshop Sept. 16 GUEST SPEAKER: Mel Melcon, Los Angeles Times

Demonstration: Audio editing BACKPACK ASSIGNMENT #1: CSUN Personality Profile Sept. 23 WORKSHOP: Students bring audio and still images to class to work on audio editing,

slideshow &Photoshop skills.

Sept. 30 Backpack #1 CSUN Personality Profiles due today: class critque GUEST SPEAKER: Los Angeles Daily News photojournalist Oct. 7 Tutorial: Video editing on Adobe Premier Elements 9 Introduction to videography, storyboarding BACKPACK ASSIGNMENT #2: Collaborative Team Project Oct. 14 Backpack #2 assignment written components and storyboards due

Review of Chapter 9 (Video); mandatory video editing workshop exercise Oct. 21 In class time for collaborative teamwork Oct. 28 Backpack #2 Collaborative team projects due for class critique Nov. 4 BACKPACK ASSIGNMENT #3: On-campus human interest story Nov. 11 VETERAN’S DAY HOLIDAY

Backpack Assignment #3 due online today Nov. 18 Student presentations: “Advocacy Multimedia Work: Alternative outlets for publishing work

online.” (details on Moodle)

BACKPACK ASSIGNMENT #4: “People and organizations that make a difference.” Nov. 25 Backpack #4 storyboards due; in-class time for editing Dec. 2 Backpack #4 assignments due: class critique Dec. 9 Final submission of re-edited Backpack Assignment #4 work. (Students are allowed to re-

submit work for improved grade after the class critique).

FIELD ASSIGNMENTS Backpack 1: Personality Profile This assignment requires you to put together a multi-media presentation using Soundslides or another editing program, on an individual you consider fascinating. Use a combination of still photographs and audio recordings. Include interviews and ambient sound to edit a final presentation between 2-3 minutes in length. Final presentation due (posted on Internet): Sept. 30 This assignment will be graded on the following criteria: Photography: Quality of still photography, including: elements of photography (timing, lighting, composition, proximity); Digital Darkroom work (image resolution, sharpness, color balance, cropping, other allowable enhancements). /5 Audio: General sound quality, recorded either directly in camera or with a handheld recording device. Includes both interviews and ambient noise. Emphasis is placed on consistent level of sound, and control over unwanted wind or other distracting noise. /5 Editing: How well are all the audio and visual elements blended together to create the most effective narrative? Includes the smoothness of transitions (including any fades) and the incorporation of interviews and B-roll material. /5 Editorial Value: Ultimately, all of the above categories represent the technical means employed in the telling of an effective story. How interesting and original is the final product? /5 Total /20

Backpack 2: Collaborative Team Project This assignment is a variation of the exercise on page 39 of the textbook. Put together a team of four students, each with differing skill sets. Make sure your team has one person each to specialize in photography, video, audio and writing. Identify a multimedia story and conduct an initial brainstorming meeting. As outlined in chapter 2, make sure to address the following: 1. Clearly define the story 2. Appoint a project manager. This person should run the meeting and take notes. 3. Develop a storytelling strategy and delgate responsibilities 4. Set realistic deadlines for all parts of the project 5. Determine how you will manage the files as they are submitted.

After your initial brainstorming session, write a project outline that includes a one-paragraph summary description of the story, a concrete plan for storytelling that includes the specific role each team member will perform, a clear deadline summary, a summary of where files will be saved when they are complete, and a storyboard. Post the outline on your blog site by Oct. 14, with the names of all of your team members included. The same will go for the finished presentation.

Use a combination of video, still photographs, and audio recordings. Include interviews (at least three sources), ambient sound, and B-roll video to edit a final presentation between 2-4 minutes in length.

Storyboards/outline due: Oct. 14 Final presentation due (posted online): Oct 28.

This assignment will be graded based on the following criteria:

Video production values: Quality of videography, including: steadiness (camera movement); variety of wide, medium and close-up shots; composition and lighting; audio recording while using video camera. Use of B-roll video is emphasized. /5

Photography: Quality of still photography, including: elements of photography (timing, lighting, composition, proximity); Digital Darkroom work (image resolution, sharpness, color balance, cropping, other allowable enhancements). /5 Audio: General sound quality, recorded either directly on video camera or with a handheld recording device. Includes both interviews and ambient noise. Emphasis is placed on consistent level of sound, and control over unwanted wind or other distracting noise. /5 Editing: How well are all the audio and visual elements blended together to create the most interesting and effective narrative? Includes the smoothness of transitions (including any fades) and the incorporation of interviews and B-roll material. /5 Written component and storyboard: /10 Editorial Value (quality of pure storytelling/reportage): Ultimately, all of the above categories represent the technical means employed in the telling of an effective story. How interesting and original is the final product? /10

Total /40 Backpack 3: On-campus human interest story Identify a human interest story on campus Use a combination of video, still photographs, and audio recordings. Include interviews (at least three sources), ambient sound, and B-roll video to edit a final presentation between 3-4 minutes in length.

Final presentation due (posted online) by 7pm, Nov. 11. This assignment will be graded based on the following criteria: Video production values: Quality of videography, including: steadiness (camera movement); variety of wide, medium and close-up shots; composition and lighting; audio recording while using video camera. Use of B-roll video is emphasized. /5

Photography: Quality of still photography, including: elements of photography (timing, lighting, composition, proximity); Digital Darkroom work (image resolution, sharpness, color balance, cropping, other allowable enhancements). /5

Audio: General sound quality, recorded either directly on video camera or with a handheld recording device. Includes both interviews and ambient noise. Emphasis is placed on consistent level of sound, and control over unwanted wind or other distracting noise. /5 Editing: How well are all the audio and visual elements blended together to create the most interesting and effective narrative? Includes the smoothness of transitions (including any fades) and the incorporation of interviews and B-roll material. /5 Editorial Value (quality of pure storytelling/reportage): Ultimately, all of the above categories represent the technical means employed in the telling of an effective story. How interesting and original is the final product? /10 Total /30

Backpack 4: People and Organizations That Make a Difference This assignment requires you to self-produce a multi-media presentation on a person, a group, or an organization committed to helping others. Use a combination of video, still photographs, and audio recordings. Include interviews, ambient sound, and B-roll video to edit a final presentation between 5-7 minutes in length. Storyboards due: Nov. 25. Presentation due for class critique (posted on Internet): Dec. 2. Final version (post-critique): Dec. 9

This assignment will be graded on the following criteria: Conceptualization/Storyboarding: Presented an articulate idea of narrative direction, including ideas for video, still photography and audio, and was able to present this visually to the class in advance of production. /10 Video production values: Quality of videography, including: steadiness (camera movement); variety of wide, medium and close-up shots; composition and lighting; audio recording while using video camera. Use of B-roll video is emphasized. /5 Photography: Quality of still photography, including: elements of photography (timing, lighting, composition, proximity); Digital Darkroom work (image resolution, sharpness, color balance, cropping, other allowable enhancements). /5 Audio: General sound quality, recorded either directly on video camera or with a handheld recording device. Includes both interviews and ambient noise. Emphasis is placed on consistent level of sound, and control over unwanted wind or other distracting noise. /5 Editing: How well are all the audio and visual elements blended together to create the most effective narrative? Includes the smoothness of transitions (including any fades) and the incorporation of interviews and B-roll material. /5 Editorial Value: Ultimately, all of the above categories represent the technical means employed in the telling of an effective story. How interesting and original is the final product? /10 Total /40

Student Learning Outcomes of the Undergraduate and Graduate Programs The Department of Journalism strives to prepare its students to become well-educated, principled citizens who are capable of initiating careers as skilled journalists, public relations practitioners and other related communication professionals. The department will help students to achieve the following objectives by the end of their program of study:

1. Students will be able to write for a diverse audience, using proper grammar and punctuation, word usage and spelling, sentence and storytelling structures across multiple journalistic formats.

2. Students will be able to gather and analyze information, including basic numerical concepts, using journalistic storytelling techniques, such as interviewing, observation, and researching primary and secondary sources.

3. Students will be able to think critically, creatively and independently.

4. Students will demonstrate an understanding of professional ethical principles and work ethically in

pursuit of truth, accuracy, fairness, and diversity.

5. Students will apply tools and technologies appropriate for the news media professions in which they work to communicate for and with diverse audiences.

6. Students will be able to understand and apply the historical, theoretical, legal and societal contexts for

producing news media for consumers, ranging from local to global. PLAGIARISM: DEPT. OF JOURNALISM STATEMENT Plagiarism and other forms of cheating will not be tolerated, and anyone caught cheating will be reported to the dean of students and will receive a failing grade in the course. For a further explanation of disciplinary procedures, consult pages 613-615 of the 2010-2012 CSUN catalog. Please also remember that much of the information posted on the Internet is protected by U.S. copyright laws. Passing this information off as your own is a violation of CSUN’s plagiarism policy, and carries the penalties outlined above. JOURNALISM DEPT. POLICY STATEMENT ON CULTURAL DIVERSITY Students in this course are strongly encouraged to broaden their journalistic experiences, with the instructor’s help, by including in their work people and subjects such as ethnic, racial and religious minorities; the elderly, disabled and poor; gay men and lesbians; and other similar groups. The intent is to ensure that student work reflects the diversity of the community.