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.

The final assignment for the Intro to PJ class: The Sunshine Magazine

   This 24-page magazine showcases the photography, writing and newfound layout and design skills by the spring 2016 Owens Community College Intro to Photojournalism course students.
   With my guidance, each student was responsible for their own work, including the layout and design of their assigned pages, using only Photoshop and Word.
   These commercial photography majors were certainly out of their comfort zones when they were tasked with writing and editing duties, but isn't that why they were in that classroom for the past four months... to be challenged with building new skills?
   The explanation of the successes and pitfalls of the overall project, which took a month to shoot and produce, is in the previous blog post. This is a Steller iPhone slideshow of our visit to Sunshine: Click here for Steller slideshow
   Thank you, Sunshine, for inviting us in, and thank YOU for viewing!

Page 1

Page 2
(The Play button on Page 2 indicates a video shot by Caleb, which is not linked on this blog post.)

Page 3

Page 4-5
(Note: The trapped white spacing at the end of the third column occurred during the transition from Word to PDF)

Page 7

Page 8

Page 9

Page 10

Page 11

Pages 12-13

Pages 14-15

Page 16

Page 17

Page 18

Page 19

Pages 20-21

Pages 22-23

Page 24
(This last page is a sponsorship ad submitted by Sunshine)

How we built an online photo magazine from scratch using PS, Word

A rough draft of page designation on the white board during early stages of our planning.

   Sometimes you just have to work with the tools you’ve got, and make what’s old new again.

   That’s what my Introduction to Photojournalism students at Owens Community College did when we created a 24-page magazine from scratch.

   It was seriously daunting for all of us. I haven’t designed a publication since I was the editor of the 180th Fighter Wing’s newspaper, The Stinger, and I did that using Adobe Pagemaker. Who uses that anymore? InDesign would have been preferable, but it wasn’t available, and it’s too big of a learning curve to teach the students at the tail end of the semester, anyway. I was actually trained on InDesign by one of the best in the business, the great Jon Wile, the senior news designer for the Washington Post when I took his class at Kent State University. He was responsible for designing the A1 page.

   All we had in the classroom was Photoshop and Word. The students had limited Photoshop skills, and didn’t know a thing about magazine layout and design, but we needed a change, and they needed a challenge.

   Traditionally, this class used Soundslides to showcase their final team photo project, but the audio slideshow software is outdated. I wanted a modern publishing platform that would showcase a good body of work, and require critical thinking and teamwork.

    As the adviser to the Owens Outlook online student newspaper, the staff and I have been toying with the idea of creating an online magazine. So, why not make an assignment out of it?
   I have fond memories of my days when I was as a military newspaper editor of several publications, both tabloid and broadsheet. There is nothing more satisfying and thrilling than filling empty pages with content.  Since we would make the content, I figured we’d build the magazine as we went, considering a magazine has lots of pieces and parts.

   The students, mostly commercial photography majors, thought I was nuts. And maybe I was, but they needed a challenge that was completely different than what they were used to, which was primarily blogging and sharing their photography via social media. I wanted them to boldly showcase their work in a way that would make them feel accomplished, proud and shareable.

   I confess that I tried the online magazine format in the previous class three semesters ago, but I made a few tactical mistakes that prevented the publication from getting completed and published.

1.     Last time, we shot the community story on Bittersweet Farms too late. We didn’t have enough time to complete the magazine. It was about 95 percent done, then the semester ended. 

- This time, we shot the project a month before the semester was over.

2.     Last time, only one student was tasked to design the entire publication using InDesign on his personal computer. That meant the others were sitting around watching. I tried to emulate a real newsroom, but it didn’t work. This prevented the others from designing their own pages and being ultimately responsible for their own design.

- This time, they were all responsible for their own assigned pages.

   In this blog post I’m going to share how they successfully accomplished their 24-page creation.

STEP 1:  Choose a subject that would lend itself to magazine-type coverage.

In the past, this class has covered Bittersweet Farms, Cherry Street Mission, Wood Lane School in Bowling Green, and even the problem of arson in urban Toledo.

   This semester we visited Sunshine Communities, a residential home and outreach center for people with developmental disabilities.

   We only spend 90 minutes there, but each of the six students had their jobs to do:

•       Nate wrote the main story and a sidebar, and shot the art studio in Maumee, Ohio
•     Caleb shot and produced the video
•     Kyle covered the barn
•     Chris shot the greenhouse, and Georgette’s in Downtown Maumee
•     Courtney and Jackie documented the vocational services and art room                   

STEP 2:  Choose a magazine format.

I chose Issuu, a free electronic publishing platform. The key word here is publishing, meaning that the magazine has to first be designed and saved in PDF format before uploading it to Issuu.

   Then we had to select a design software. Since all we had was Photoshop and Word, that made the decision easy. We also had a video we wanted to embed in the publication, and Word allows you to do that.
   The problem using this platform is that we exceeded, by A LOT, the size of the issue. The free basic package only allows you 100MB. We were over 500! So, I have to find another way to get this magazine published. However, all 24 pages on now posted on this blog.    

STEP 3: Iron out the small details:

·      Size and page count of the publication

·      Front cover photo and flag

·      Font and font sizes for stories, captions and headlines

·      What’s on each page, and who has what pages

·      Page numbers

·      How to do double-trucks, since Issuu only accepts two-page spreads as a single PDF. Alas, we did it wrong. I'll update this post when I get it right...

STEP 4:  Get the final product into Issuu:

This was a little tricky, considering there aren’t quality instructional videos or guides for the entire process. We had to learn as we went. When we got to a roadblock, we Googled how to get over it.

   One of the big hurdles was how Issuu accepts the PDF files. We had to merge the PDF pages into one using Acrobat. At first I was a little concerned about the PDF conversion, but that made it easier when using more than one design software.

   Once the students were done with their pages, we saved them as PDFs, collected them into a single folder, merged them, and attempted to upload it to Issuu. But, as you now know, our file size was too big.

   We studied quite a few Issuu magazines to get ideas, and I think the overall design worked! 

   Yes, there are mistakes. Yes, there will be people who will point out those mistakes.  But a great benefit of this project is that students need to learn you don’t have to really know what you’re doing to try it. If you have an idea, take a risk and just do it! Fear shouldn't stop the learning process or the attempt! I hope this is one of the lessons learned.

NPR's Ira Glass: Good, creative work takes good taste and many years...

   This video offers great words of inspiration and wisdom for every journalism student out there who is struggling to find their place in this crazy world of storytelling.
    This is a stressful time for students, who are working hard to make creative work, earn good final grades, find jobs and internships, and discover their voices. So, when I first saw this video, posted on Facebook by Owens Community College photography professor Ruth Foote, I thought that this would be a perfect time to share it, as well. Yes, I used the word 'perfect,' which I've pretty much banned from my classroom, but in this case it's fitting, because students need this kind of inspiration to keep them going.
   Like Glass admitted, it took him a long time to find his place. Can you imagine if he gave up when things got tough? We wouldn't have This American Life! And that would be a damn shame.
   So, students, watch this video, and never give up!

Three classes prepare for the end, and the building tension is all around us

Screen grab from blog of WSU Digital PJ student Brice Bossavie. Feature assignment.

Photo by Intro to PJ student Kyle Brown. Sports assignment.

    The end is near.

  This means less laughs and more stress. A few students dropped out, while others are stepping up. Final projects and exams loom. Deadlines are finite. It is a tense time for the students, and for us instructors, as well.

   But it’s also an exciting time because the end produces results. Most of the students began the semester with a blank social media slate, but will leave with active blogs, Twitter and Instagram accounts. Their blogs will showcase everything they have learned for the past three months.

   In this blog post I’ll recap how the semester went:

Intro to Photojournalism | Owens Community College

     This is a small but mighty class.

  Not only are they doing their regular homework assignments, they are also student staffers on the Owens Outlook online student newspaper.

   All of them are required to provide photos with captions for the newspaper. And, for the first time since I’ve been teaching this course, they are also tasked with shooting video for the weekly Campus Pulse.  A few of the students even write stories.

   But it’s the final project that will test their mettle. We, as a team, are collectively producing a 32-page magazine on a single issue: a photo story on the residents and staff of Sunshine Communities in Maumee, Ohio. Because most of the students are mostly commercial photography majors, shooting the project was the easy part.

   The hard part will be designing the magazine in the next three weeks, and it’s daunting. They will design the pages using Photoshop, and upload the PDF files to Issuu. Each student has three pages to fill.

   Considering this is the first time to try this, we have to start from scratch. No templates. But I’ve always loved a challenge!

   Here a few of the issues we are tackling:

·      Choose a front page photo, and design the flag

·      Choose font types, sizes and colors

·      Design the index and masthead page

·   Determine who has what pages. Each student is responsible for designing their own pages, which will include an essay on their experience. 

   We’ll publish the inaugural issue on their blogs in three weeks, so stay tuned.

   Now is a good time to reveal that this is the last Intro to Photojournalism class. Beginning in the fall, the class will be called Visual Storytelling, and it’ll run every spring and fall, instead of just once a year. It’ll be a required course for the new broadcast technology major.

   The premise will remain the same, with journalism as a primary component, but I’ll add podcasting and video storytelling to the curriculum.

Digital Photojournalism | Wayne State University

Photo by WSU Digital PJ student Rob Streit. Features assignment.

   This class is triple the size of Owens, so it’s not realistic to do a team final photo project like Owens did.

    Instead, they are responsible for shooting their own photo story. The students are also required to record an interview and capture live ambient sound as an added storytelling element.

   They are currently learning Audacity to edit their audio, and will produce their final project in Adobe Premiere Pro CC 2014.  The projects will be uploaded onto the course’s YouTube account, and on their individual blogs.

   Most of the students are print journalism and broadcast majors, so this is a course that could, and probably will, be beneficial to them someday. These days it’s not a matter of if, but when, they will be taking their own images.

Teaching Multimedia | Kent State University

   This is a distance-learning course for high school journalism teachers and advisers from around the country. Most of the students are English teachers with no background or experience in journalism.

   Can you imagine? One day they’re teaching To Kill a Mockingbird, and then all of a sudden they are advisers to the yearbook, the student newspaper, and teaching journalism courses. It happens all the time, and as long as schools do not commit to journalism programs, it'll continue happening.

   Fortunately, these grad students have the Journalism Education program at Kent State (which I’m a graduate of), and are simultaneously learning about the journalism field, as well as how to teach it.

   In this course they are learning about multimedia, which includes photography, infographics (maps, surveys, polls and timelines) and video storytelling.
   And this semester I’ve added two new lessons: podcasting and creating a Camtasia Studio tutorial. Judging from their essays, I'm confident they liked podcasting, especially if they regularly listen to NPR.
   As far as the Camtasia Studio tutorial goes, I'm also confident they'll value that, too. In fact, I plan on spending many summer mornings creating Camtasia Studio tutorials on moderately difficult tasks, like Audacity and Premiere. It'll save time in the classroom, in the end, and who doesn't value that?

Screen grab of podcast produced by Teaching MM student Mark Davidson. Interview podcast assignment.

   ----------------------

   So, this sums up the spring 2016 semester, so far. I told every student on Day One that my classes are designed to prepare them for ‘the real world,’ and to have a tangible portfolio of work in the end. Mission almost accomplished.

(To view the blogs of students in any of the three classes, go to the designated blog list pages at the top of this blog.)

Intro 2 PJ class goes on field trip for their final project: Team Photo Story

   Documenting the student team! My photos of a great bunch of students who were up for the challenge.
   After you open the story, click on the arrow to the right of the image to advance the story.
Thank you for viewing!
(Photos by Lori King)

On cell phone photography: Post your event pics instantly, responsibly

   This is a busy time for news.
   Political rallies are at the top of the list. I know many of you Wayne State students are attending candidate rallies this week, but I've yet to see a single Instagram or Twitter post of your photographic coverage.
   Why not?
   One student lamented he couldn't take a camera because it wasn't allowed. I responded with this: Cover the event with your cell phone!

On Deadlines

   The power of cell phone photography is the ability to post instantly.  Even if you have two expensive DSLR cameras hanging off of your shoulders, you can still snap a quick photo, write a concise caption, and hit send within minutes. This is preferred for spot news, particularly.

   If you're at the event, why wait to post it when you get home, or never? Shoot and send immediately! Think like a journalist. Don't you want to inform your readers in that moment? That's the power of a cell phone, which is an additional tool in your journalism toolbox. You can post a single image, a photo slideshow or videos fast and easy. 

   In fact, I recently did a blog post on Steller, an iPhone photo slideshow app. The piece was on people writing messages on ice at a hockey rink for cancer survivors and those who died. Within 30 minutes of shooting about 15 images and a couple of 15-second videos, I posted the photo story on Twitter, and it had nearly 2,000 views by the next day! 

   Political rallies, spot news, sporting events (see Steller story below) and even news conferences are great places to capture mini feature picture stories with your cell phone.  

   Don’t forget about Instagram! Instagram allows you to be more creative in your event coverage. Shoot short video clips, and capture moments that you typically wouldn’t take with your DSLRs. Use extreme perspective. Get close. Shoot wide. However, don’t use filters if you’re covering the event as a journalist. Keep it real.

   But there is a danger when posting instantly. The ability to make errors, particularly in your captions, is high. So, triple-check your spelling, verify your facts, and double check your venue spelling before you post mistakes. 

   With Instagram, you can edit your mistakes, but not with Twitter. You’ll have to delete your original post and repost. This means your mistake will be up for a long time, and for many eyes to see, before you discover the error.

And here's a Steller feature picture story from a sporting event:

SELECT & COPY YOUR EMBED CODE close instagrampinteresttwitterfacebooksteller

Enterprise feature pictures are the bright, happy, candid moments of life

This photo is an enterprise feature I took with my new Fujifilm X-E2 mirrorless camera. I was on the hunt for a feature photo for the paper, as well as practice with my new camera. I initially stopped by the museum to document the grounds crew clearing off the steps, but then a school bus pulled up and I got this instead! (Screen grab from Toledo Blade)

Typical umbrella on the street shot. Couldn't find him to get his name, so he's nameless. It happens. Shot Feb. 25.

Northwood resident Daniel Diaz flies his self-constructed model plane at the Lark Elementary soccer field in Northwood, Ohio. Diaz has been building his own model plans for nearly two years, and has about 12 in his collection.   

Photos by Lori King  ©Toledo Blade

   Feature pictures.

   They are the bright to the dark. Happy to the sad. Feature pictures are the behind-the-scenes to the main action.

   The feature picture category is so broad that you can’t contain the definition into a single category. Features are everywhere!

   This week began our lesson into feature photography. I’ve provided lots of links to view on Blackboard. You have your textbook chapter to read. So, on this blog post I’m demonstrating feature photos I’ve taken in just the past few weeks.

                 On Enterprise Features

   Enterprise features are unplanned, candid moments. We Blade photographers call them rovers, because we rove around and search for anybody doing anything even remotely interesting. I enjoy rovers because we are on our own, with no direction from editors or reporters (no offense!)

   Basically, roving is driving around and finding something that will fit a hole in the paper or, say, go with a weather story.

   The key to successful enterprise features is capturing the spontaneous moment. Camera controls and composition are certainly important, of course, but it’s the moment that counts. To get moment, you need patience, perceptiveness and a curious nature to what just might happen in front of your lens!

     I’m writing about enterprise features because today, Feb. 25, is a snow day for most schools in Metro Detroit and Toledo. It’s a perfect day to capture one!

   

Clarice Nelson loses control of her umbrella as daughter Tamaro Jones watches. 

Take this photo of an umbrella gone wild, shot yesterday as I was trolling through Downtown Toledo searching for a weather rover. To make a long story short, I was actually shooting the girl on the right (because the mother didn’t want to be photographed), when all of a sudden the mom’s umbrella succumbed to the wind. There was no way I wasn’t going to shoot that! Once the mom saw the photo on the back of my camera, she graciously gave me

permission, and her name.

   The next example is another weather rover from last week.  Again, I was instructed to get a photo that demonstrated weather, this time for unseasonably warm weather. So, where to go? An ice cream stand, of course! I sat in my car and waited for customers who would fit the bill. These two teens walked up to the window, so I got out of my car, approached them, told them who I was, and to just ignore me. Using a long lens, I backed off and just let them do their thing. The rest, they say, is published!

   The final example (above) is a feature I just shot a few days ago. I like to drive through neighborhoods, looking for people out and about. I spotted this guy flying his model airplane in a soccer field. I turned around and approached him. I got a shot of him getting his plane ready - a nice reflection off of his car. Then I shot him launching his plan, but moments later the plan crashed to the ground. Moment over. But I shot everything I could. Even though I wanted the plane in the air, you have to shoot everything leading up to the moment you anticipated. In this case, I'm glad I did because when his plane crashed, my hopes of what I first envisioned was dashed. But at least I had something.

   I hope this is enough inspiration to get out there and shoot something! 

• Charge your camera batteries
• Put on your snowsuit
• Pack your pencil (best in wet weather) and notebook. 
• Go! 
• Then post it on Twitter, and please don’t forget about your AP style caption information.

   How enterprising can you be?

Springfield High School students Mallory Phillips keeps her hair from blowing around
while her friend Trey Pontious samples her ice cream cone after school at Mr G's Barn. in
Holland, Ohio. This enterprise feature made the front page of the Toledo Blade, below the fold.

Lesson: Prezi tutorial on feature hunting in your community

This Prezi tutorial goes with a lecture. It creates discussion. If we don't have class due to weather, this will get you kick-started:

Lesson: Caption writing is the journalism part of photojournalism

Still frame grab exports from video clips add duplicity to storytelling

Screen grab from the eBlade. The image is also a frame grab from video. Published Feb. 14, 2016 in the Toledo Blade.   

   Multimedia = multiple types of media.
   This is the entire focus of Kent State's Teaching Multimedia grad students, who are currently learning the multitude ways of storytelling using still photos, video, audio, infographics and timelines (just to name a few) on various web publishing platforms.
   It can be pretty daunting when you're just realizing how much is available out there. But fear not. You don't have to use all of the tools every time. This blog post will highlight a simple example of using audio and video, and exports of frame stills from those videos.
   Because video was requested for a story of a man preparing to take his dog to Westminster, I had the added responsibility of capturing audio and moving images.

Top four are still images. The last two are video frame grabs used in the story.

   Taking both stills and video is always difficult because the quality of either the stills or video suffer.
   In my case, it's almost always the stills that suffer because I get so wrapped up in the video, which is captured with a Canon 5D Mark III DSLR camera and a Sennheiser MKE 400 shotgun mic. The quality from both is superb, but that's only if you use a tripod in a quiet place with minimal background noise. Autofocus is also an issue with the DSLR. The concerns add up rather quickly.
   There's also the added concern of trying not to duplicate the moments. The stills shouldn't be exactly the same as the video. For this reason, I selected and transmitted four still images that were completely different than the video.
   But alas, I was asked this question from my boss: "Where are the shots of the man training the dog?" My answer: "In the videos." His response in a nutshell: "Give us stills of the man training the dog." My reply: "I"ll select frame grabs from the video." Problem solved.
   The photo in the screen grab at top is one of those frame grabs. And here is how I did it:

1. I drug the folder with all of the video files into Photo Mechanic and watched them one by one. 
2. When I found the ones I wanted, I took those videos and opened them up in Quicktime. (Do not do a screen grab because the quality is poor.)
3. Once I found the exact frames I wanted, I exported those frames onto the desktop. This process depends on which version you have, so Google it.
4. Then I drug those frames into Adobe Elements (or Photoshop), and cropped and saved as a 200 resolution jpg. The difference is hardly noticeable.

   Screen grabs are a good way of solving the 'missing good still moments because you're shooting video' dilemma.' So, if you have to choose one or the other, choose video.

   And wouldn't you know it: None of the still photos were used in the paper. Both stills were out of my frame grabs. Go figure.

Intro to PJ class goes on field trip to news photo exhibit, news station

   The Intro to Photojournalism class at Owens Community College kicked off the month by going on a field trip Feb. 1.
   We first went to the Toledo School for the Arts Gallery to view the Blade Photos By... a month-long photo exhibit, which showcased 40 prints by eight photojournalists.
   Then we toured the newly renovated Channel 13abc news station. Our tour guide was Diane Larson, the evening WTVG news anchor, who is a former student of this class!
   There's nothing better than getting out of the classroom to view the work of employed photojournalists (in full disclosure, I'm one of them), and to get a glimpse of what goes on behind the scenes at a local television station.

Channel 13abc anchor Diane Larson was our tour guide at the station this morning! The @owenscommunitycollege Intro to Photojournalism class stopped by the @ts4arts gallery for the #BladePhoto show, then onto 13abc for an awesome field trip. @dianelarson419

A photo posted by Lori King (@toledophotog) on Feb 1, 2016 at 1:10pm PST

Photojournalism students learn ISOs, shutters speeds and f/stops...oh my!

Wayne State's COM 2280 Digital Photojournalism class pose after practicing with motion. (Photos by Lori King)

    Photography is easy. Just put your camera mode on Auto or Program and shoot. The camera will think for you!

    But we don't do things the easy way. My photojournalism and multimedia students are required to shoot on Manual mode, giving them full control of the camera, and their images. And this ain't easy. It's expected they will make lots of mistakes. After all, isn't that how we learn?

• This is a recap, in a nutshell, of what was learned this past week:                              The camera is an instrument that controls light. It doesn't know what the subject is that it's capturing, whether that be a human, building or pet.
• The camera is built to read light that bounces off of 18% gray tones. White or bright objects will reflect too much light, while black or dark objects will absorb the light; hence light bouncing off of gray is the magic tone for correct exposure.
• The three controls that take away or add light are ISO, shutter speed and aperture (f/stop).
  - ISO is one way to control light, and you should always set that first. It is the camera sensor's sensitivity to light. The higher the ISO, the more light you add to the scene, or the lower the ISO, the less light you add.
  These are the standard ISOs: 200, 400, 800, 1600, 3200, 6400. ISO 400 is a good middle ground, but it is on the slow side. We refer to ISOs as slow or fast speed. A 200 ISO is slow, and a 1600 ISO is fast. Because 1600 adds more light to the sensor, you can set a fast shutter speed, which takes away light. Simple formula: The faster the ISO, the faster the shutter speed.
  - Shutter speed is when you trigger the shutter button and a mirror (for cameras with mirrors) opens and closes. All you need to know is that the longer the mirror stays open, the more light hits the sensor. The faster the mirror opens and closes, the less light hits the sensor.
  The shutter speed has another job, as well: motion. The three types of motion are blur, panned and stopped. Blur and panned are best accomplished at around 1/30^th of a second. While stopped action is best shot at 1/500^th of a second and faster.
  These are the standard shutter speeds: 1/30, 1/60, 1/125, 1/250, 1/500, 1/1000, 1/2000, 1/4000.
  - Apertures, also called f/stops, are controlled through the lens.
  These are the standard f/stops: f2.8, f4, f5.6, f8, f11, f16, f22, f32.
  When you set your aperture, you're opening or closing a hole in the lens. F2.8 is the biggest hole, allowing in more light, while f32 is the smallest, allowing in very little light. This concept can be confusing because the smaller number is the bigger hole. Just remember that these numbers are actually fractions that measure the diameter of the hole. So, f/4 is actually 1/4th, and F/8 is actually 1/8th: 1/4th is twice as big as 1/8th. Yes, there's math involved!

         Aperture also has another job. It controls depth of field. A shallow depth of field (subject in focus while foreground and background is out of focus) is at the f2.8 range, while a wide depth of field (subject and fore/background is in focus) is around f/16 and smaller.

Reciprocity

    These three controls work together to add or take away light. This is called reciprocity, as they are reciprocal to one another.

    Photographically, we measure light in stops. The setting between ISO 400 and 800 is one stop, which is the exact same amount of light as between f/4 and f5.6, which is the same amount as between 1/125^th of a second and 1/250^th.
   So, to meter properly, set the ISO first; then set your either your aperture or shutter speed, depending on the depth of field or motion you want to achieve; meter on a gray tone; and then set the third control accordingly. It's very important you pay attention to your inside camera meter, because it is your measuring cup, so to speak. Once you meter on the gray tone, then you can shoot your subject (and ignore the meter). 

    See how easy this is? Actually, it's not that easy. But once you comprehend the numbers game, it actually makes sense.
    Keep in mind that this might all sound very confusing, but we talked about this lesson during class. So, I hope it makes sense to them.
    I could go on and on, but after a while the numbers get all jumbled, so I'll stop here and let it all soak in. 

    (Sometime soon: lenses and white balance, and whatever else we talked about.)

Students prepare to capture me running back and forth for a panning exercise, and doing jump jacks to stop and blur motion.

Welcome to the world of scholastic photojournalism! Your first lesson...

Welcome to a new semester! This is a Storify lesson I put together for our first day of class.

Steller offers visual storytelling app (outdated)

   There's a cool app in Apple town, and I like it.
   As a photojournalism and multimedia instructor, I'm always searching for different ways to present and share visual storytelling content. It is certainly a challenge keeping up with the multitude of new multimedia tools constantly being developed. 

   This blog post is about just one of those tools, the Steller app for the iPhone and iPod Touch, released in 2014, and now it's available for the Android.

   This mobile-first digital storytelling app combines text, photos and videos in a clean, visually-appealing format. The story includes a title page, and up to a total of 20 pages that are taken directly from your iPhone photo collection. 

   Once you download the free app, you hit the + button in the bottom middle of the page, choose your first image or text page, select your design your story, and continue selecting each page one at a time. You can design the page as you go, or go back to it later to delete or add pages. Once you are finished, Preview and the Publish. You can then share to Twitter, Facebook or your blog. It is that simple.

   The beauty of this app is that you view the story like you're reading a book. The pages turn!
There are a few drawbacks, though:

• Viewers not familiar with the app don't know that the story needs to be manually opened, and the pages turned by swiping the page or hitting the right or left computer arrows. 
• You can't share the complete story on Instagram (at least that's how it used to be); only a single page selected from the story.
• The videos loop, and viewers might not know to swipe out of them.
• Shooting vertical video makes more sense here because you can fill the entire screen. If you shoot horizontal, there's too much white space top and bottom.
• The archiving of these stories is worrisome. How long will this app survive? But this isn't a big problem because this app was chosen as one of the Best Apps of 2014 by Apple, and you still have the original images in your phone's photo gallery. 
• Elements in stories published back in 2014 to at least 2016 are now outdated, thus you really shouldn't try editing them. You'll get this message: "You are editing an old story with outdated themes and features. Some functionality will be restricted.
• And in 2019, your free themes are limited to two: classico and Noir.

   Photojournalists don't have a lot of input over how our photos are published on the web and in the newspaper. But this app gives us back a little power. 

   Consider the many ways visual stories can be told. Take, for example, at this high school basketball game I shot, there were four ways my photos were published:

Screen grab from Toledo Blade newspaper's front sports page.

1. Instagram. I decided to start out by shooting from a high angle, so I went to the top of the bleachers, in a corner facing the basket. I took a panoramic photo with my cell and posted it on Instagram.
2. Steller. Then I remembered the Steller app. To tell a different story, I avoided being redundant with images, shooting photos and videos with my phone that I wouldn't have shot with my two DSLRs. 
3. Toledo Blade newspaper. Because we have an early deadline for the print version of the newspaper, I transmitted my best 12 photos from the first two periods via Photo Mechanic FTP using an air card. This caused me to miss the entire third period.
4. Toledo Blade website. I continued shooting in the fourth period, and sent the rest of the images for a photo gallery on the website.

   This app can be a powerful way to get our social media savvy youth, who often turn to YouTube and Snapchat for their 'news,' to view real stories about real people, places and things. And it's a fun way for us veteran shooters to have fun, too!

   For these reasons, I'm think this storytelling app is worth using and teaching.
Here are a few links to stories and reviews on Steller (though these links are dated, as well):
JEA Digital Media article on Steller
Storybench story on Steller and mobile reporting
Tutorials on the VSCO Cam app