Sharing the pros, cons, photo stories of the hybrid Wayne State PJ course

  Another semester has ended at Wayne State University, and it was one of the best classes I’ve had the honor of leading.

   As I do for most semester endings, I’ll highlight a few positives and negatives. This is a good way for me to collect my thoughts so I can improve next semester.

   This particular Digital Photojournalism class earned a collective A. Rarely did a student miss any of the three quizzes, attendance was very strong, and though they had a tendency to turn in assignments late, they eventually turned them in.

   On the negative side:

• We, meaning university, experimented with a hybrid course format. The course typically meets once a week (on Thursdays) for 2.5 hours. But this semester we only met for 1.15 hours, cutting class time in half.

   This didn’t work for me, or the students. I found that I couldn’t fit in important lecture time, particularly on teaching technical issues on software like Audacity or Premiere Pro CC.

•    I also didn’t have time to critique their homework assignments, which are posted on their blogs each week. Homework involves shooting real photojournalism assignments: features, portraits, sports and a photo story.

   This class definitely goes beyond theory, thus they practice what is preached. For example, after a lecture on shooting sports, they’re required to attend a sporting event and shoot it. This entails them to get rosters for athlete identifications, and shoot action, reaction, fans and coaches.

   When I critique their work in class, they are collectively learning from one another what to do and what not to do on assignments. So not to critique their work in class is a missed learning opportunity.

   However, because I use Blackboard, a lot, and my own course blog (which you are reading now), they still had all of the lectures available to them.  I also created a few how-to YouTube videos as supplements. But, bottom line, I don’t like the hybrid approach for this course, so it’s back to full classes next semester.

   On the positive side:

•     From the negative came to the positive. I began creating instructional YouTube videos using Camtasia Studio, which records my computer screen, allowing me to show them how to use Audacity and Premiere Pro CC. 

   The videos allow them to view the content at their own pace, and soak it in. They can follow along with the videos while doing their own projects.

•    I am also convinced that allowing them to turn in late assignments is a good thing. I’m more concerned that each student learns the content at their own pace, rather not doing it at all. Yes, deadlines are critical in the journalism field, but they’ll learn that soon enough. At this point in their scholastic environment, they need to learn before they do.

   Now is the time I'm proud to present three of the photo stories they shot and produced. They are all different, and showcase how talented Wayne State students are.
   I present to you final projects by Taylor Lutz, Lucas Bell and Janika Green:

Wayne State Digital Photojournalism final projects showcase multiple skills

“This assignment was truly a culmination of skills, and I exercised them all to the best of my ability. After this assignment I’ve realized just how artful photojournalism is and the work people put in to doing it. For me the hardest part was still the photos, the technique. I now know that as a photojournalist you also have to create your style, your ‘way of doing,’ to create this common thread in your images and that thread is you. What you’re looking at through your lenses, what composition you’re using, how you’re using light, what moments you capture. You’re given the tools and the skills but once you’re out shooting it all comes down to you.” – Pulled quote from blog post of Kayla Cockrel, fall semester 2016 Wayne State Digital Photojournalism student.

   What a succinct way of describing what photojournalists do!

   It is certainly true that once you’re out there with camera in hand, whatever and wherever it is, it all comes down to you, the shooter: What lens you choose. What composition you see. How you evaluate light. What moment you capture.

   Kayla learned this through experiencing those important choices via the assignments given in the Digital Photojournalism class at Wayne State University in Detroit.

   I’ve heard grumblings from former students complaining that the course is too advanced. Too difficult. They come in on that first day thinking it’s basically a camera class, but find out as the course progresses that it’s much more than learning apertures and shutter speeds.

   Lessons include:

• What news and photojournalism is. This includes identifying all parts of a print newspaper, learning the history of journalism, and identifying eight news values
• The camera: Learning ISO, shutter speed, aperture; composition; reading light; capturing the moment
• Setting up and maintaining social media sites: Wordpress blogs, Twitter and Instagram
• Writing AP style captions
• Law & Ethics
• Collecting and editing audio
• Shooting feature, portrait, sports and photo story assignments
• Using industry standard software: Photo Mechanic; Photoshop; Adobe Premiere Pro CC; Audacity

  

Screen grab: Blog post by Morgan Kollen

Yes, it’s progressive. But because this is the only photojournalism course available in the journalism program, I stand by the curriculum. Because I understand this is a difficult course for the novice photographer, which most of them are, I allow them to turn in assignments late. This gives them time to soak in the information; reshoot weak assignments; give them confidence and time to get out of their comfort zones.

   Even if they will never use a camera again, they, as journalism and PR majors, will undoubtedly work with photojournalists, or manage them. Now they will have an appreciation of what photojournalists do, and what they need to get the job done.
    The final project is a culmination of all of the aforementioned lessons. I’m proud to say most of the students did amazingly well. Rather than have a strict rule on how it should be presented, they were encouraged to follow their guts, and hearts. Considering most of these students knew absolutely nothing about cameras and storytelling four months ago, I think they did a great job putting their stories together.

   This proves to me that I am on the right track in keeping the curriculum challenging, but giving them time and room to grow. Most students walk into class with a minimal digital footprint, and depart with a Wordpress blog showcasing a variety of photojournalism content. 

   Now, I present to you three wonderful, very different examples of their work. These are their final projects: 

Ryan Miller – a conversation interview format, shot in a difficult lighting situation:

Morgan Kollen – a poetic tribute to the City of Detroit:

Chris Ehrmann – a video story on his trip with fellow WSU classmates to Ghana in October:

My justification as to why audio lesson is a vital part of photoj curriculum

This is the very first audio story recorded and produced by Owens Visual Storytelling student Suzanne Caris, published on the Owens Outlook online student newspaper Nov. 28. 

WGTE's Haley Taylor explains her strategy for producing her Rough Draft Diaries series at the Toledo station.

   I received a negative comment on an instructor evaluation last semester from a Wayne State Digital Photojournalism student.

   That student wrote, and I quote: “Why in the f--- are we editing sound?”

   A few years ago I would have asked that same question, but not now. Gone are the days when photojournalists simply take still photos and write captions.   

   I try to make it pretty clear throughout each semester that photojournalism is rapidly evolving, expanding, transforming, and yes, getting harder. We are multitasking; being spread too thin; and doing more for less. Photojournalists now shoot video (and some even fly drones and do VR and 3D work), while journalists can be expected to shoot their own still photos and videos, as well.

   All three of my classes (Wayne State, Kent State and Owens) are either creating audio slideshows or podcasting. So, as a photojournalism instructor, it's my job to expose students to basic audio capture and production.

   That’s why they are editing sound.

   The WSU Digital Photojournalism course is an intense introduction class that is filled with journalism, broadcasting and public relation majors. They learn the basics of the DSLR camera, how to write captions, and their First Amendment rights. They also shoot feature, portrait and sports assignments for practical experience.

   For their final project, they shoot and produce an audio slideshow, which requires an audio track. They shoot the story, and also record interviews and capture ambient sound, if appropriate. The students can add royalty-free music if it benefits the story.

   The audio is recorded with their cell phones, a recording device or their cameras, and then edited using Audacity, a free multi-track audio editor and recorder that is installed on all of the MAC computers in the classroom. Adobe Premiere Pro CCis used for the audio slideshow production.

Haley Taylor's strategy for a Rough Draft Diaries show.

   For the Visual Storytelling course at Owens, I added podcasting to the curriculum this semester. 

    According to Dictionary.com, a podcast is a digital audio or video file or recording, usually part of a themed series, that can be downloaded from a website to a media player or computer.

   To kick off the audio lesson we took a field trip to WGTE Public Radio in Toledo in October. We were given a tour by Cathy Kamenca, and podcaster Haley Taylor was gracious enough to show us how she produces her Rough Draft Diaries series.   

   Then the students hit the ground running. They used either the Zoom H2 recorder or their cell phones to capture the audio; edited their files using Audacity, and uploaded their stories on either audioBoom or SoundCloud.

   Their audio stories are currently airing weekly on the Owens Outlook student newspaper.

   This new audio lesson, which is pretty basic, is appropriate for this course, considering the Visual Storytelling class is now a requirement course in the new broadcasting major.

   The Owens Outlook staff is pondering a name and branding image for the podcasts. It’s unclear at the time the direction we’ll go with them.

   After all, this class, like photojournalism, is still evolving, transforming and expanding.

   To listen to my first effort at podcasting for the Toledo Blade, go here.

WGTE's Cathy Kamenca, second from right, gives the Owens' Visual Storytelling students a tour of the Toledo studio.

KSU Teaching Multimedia students post final assignment: A lesson plan

   The semester is now over, but before I put this blog to bed for the summer, I want to share the final projects for my Kent State Teaching Multimedia grad students.

   But first, I want to say that the Teaching MM course impacted me a great deal when I was a grad student in the KSU Journalism Education program. Under the tutelage of Sue Zake in 2009, a KSU adjunct and instructor for that course back then, I created my first blog, and have been blogging ever since. Now, Zake is a KSU assistant professor, and I am honored to have inherited that course from her in 2013.

   Blogs are now required in all of my photojournalism courses because, it most cases, it’s the first visual portfolio for the students. Blogs are a powerful way of documenting what they’ve learned throughout the semester, and passing that knowledge forward.

   The final and most significant posting is their final project, which is developing a lesson plan, homework sheet, rubric and Camtasia Studio tutorial on a topic of their choice. It was based on their newfound expertise in creating multimedia journalism. The students were instructed to select a subject they wanted to teach and/or use with their own students, and upload all of the required elements to their blogs. 

   Not only do I grade from the blogs, but by posting to their blogs, other teachers and students can share it, as well.

   Of course, all of the teachers have developed lesson plans and rubrics throughout their career. But what was new was developing a lesson using Camtasia, a screen recording and video editing software that is perfect for creating how-to tutorials. Since this was a multimedia course, why not introduce them to a program that enhances their lesson plans?

    I loved the wide range of subjects chosen for this assignment: Videolicious, Twitter, video sequencing and editing, creating infographics, Picasa and editing podcasts using Audacity.

   So, it is with immense pride that I present to you the blogs of the spring semester 2016 class, who are mostly high school teachers advising or teaching student media (broadcasting, newspapers, yearbook).

    Click Here for the Page link to their blogs.

Adding a poll to your content from Mark Davidson on Vimeo.

How to use Twitter to promote a news story from Teaching Multimedia on Vimeo.

  (This video is a demonstration for students posting their live broadcasts to Todd's school website on his class page, by Todd Hatfield)

Editing Video to Tell a Story from Stephen Milligan on Vimeo.

(Introducing students to ThingLink, a website that allows users to create interactive graphics, by Michael Gluskin)


AIR Exam Video from Robin Lester on Vimeo.

Students turn their cameras to homes destroyed by arson

   When students signed up for the Intro to Photojournalism course this semester, they had no idea they would be shooting Toledo-area homes destroyed by fire, but that's what they'll be doing Wednesday morning.

    The class is going on a field trip to document houses targeted by arsonists. Arson is a big problem in the downtown area, and the students are doing a photo story on the problem for rustwire.com, a website dedicated to urban blight and beauty.

    The students will not only shoot photos of the destroyed houses, they will also interview neighbors of a few of those houses. Because this is an introduction class, the students won't be 'investigating' the why of the arson problem ... just the what and where.  The intent is to get their feet wet in the photojournalism biz, and to generate discussion on documenting life around them.

    Next week, back in the classroom, they will collectively produce a photo story that will be published on Rust Wire. This team project is a great way for students to learn how to work with other people, and then work together. It's practical experience they couldn't possibly get by reading a textbook.

    They prepared for the project by learning how to:

• shoot a photo story;
• select and edit photos using Photoshop;
• collect and edit sound using Audacity:
• marry the photos and sound together using Soundslides, an audio/slideshow software.

    The students work in teams throughout the process. All of them will shoot, but then they are divided into teams. One team will capture and edit the audio; a team will write the captions and design the title and end slides; and another team will put the show together using Soundslides.

    The team project began two years ago, and it's so beneficial to the students that it's a mainstay of the course. It's also a great way for Owens to contribute to the local community. So far, former students have covered the Sunshine Home, Cherry St. Mission and Bittersweet Farms.

    The URL link to the arson story will be posted on this blog when it's published on Rust Wire.