CMA Storify lesson on cell phone cameras and the media

   My Storify #CMA14 lecture on Smartphones and photojournalism:

Owens photojournalism students visit Blade, 13 ABC News studio

  There was no school at Owens today due to teacher training, so a small group of the Intro to PJ class/Owens Outlook student staffers took advantage of the free time and went on a field trip.
   We piled into an Owens van and first headed to the Toledo Blade. I gave a tour of the historic building, including the photo department and the newsroom, where they met Dave Zapotosky, the photography supervisor (and my boss).
   Zap briefly outlined how we transitioned from B&W film to digital, and explained the pros and cons of photojournalism in the digital age.
   We also bumped into Blade sports reporter Rachel Lenzi. Rachel, who covers UM football and was on her way to Ann Arbor, offered this great advice, which I paraphrased:

Don't forget to photograph the emotions of sporting events. After all, your not just shooting action, you're covering people.

   Next, we toured the 13abc newsroom. The tour, led by 13abc news anchor Diane Larson (who is also a student in the Intro to PJ class), included watching a live noon newscast from within the studio and control rooms.
   They met many of the morning news crew, including anchor Jeff Smith and Blizzard Bill, who sported a suit/tie and wore tennis shoes. In fact, we stood less than 10 feet from Blizzard Bill as he pointed to a blank blue screen and warned us that rain was coming. It was pretty surreal.
   I'm glad I took them to the Blade first. I have to admit that a messy newspaper newsroom, with desks piled high with aging newspapers and news releases, doesn't even slightly compare to the bells and whistles of a modern TV news studio! Even the TV cameras were automated!
   But nobody was more excited than starstruck Katie Buzdor, the editor of the Outlook, who actually had tears in her eyes when she was handed an autographed photo of Chief Meteorologist Jay Berschback! I wish all students were that enthusiastic over news!
   It was a great morning, and bonus points were had by all! 
   Here is a Tweet posted by Diane after the tour:

Owens Outlook editor Katie Buzdor w/ PHO 245 class touring 13abc during the noon news w/ Jeff Smith… http://t.co/QpdKFbSaxs
— Diane Larson (@DianeLarson) October 20, 2014

13abc reporter Kelly Heidbreder, left, talks to the Intro to PJ class during a tour of the newsroom. (Cell Photo by Lori King)

Teaching Multimedia class photo critique a teachable moment

   These photos, shot by the Kent State Teaching Multimedia students for an assignment, were chosen not because they are great, but because they aren't.

   One of their first assignments was to shoot at least 100 frames, and then select their 40 best frames from the 100. For some of the students, it was the first time they used a DSLR on manual mode. 

   I definitely expected problems because they aren't experienced photographers. But rather than simply grade their assignments and move on,  I am taking advantage of the opportunity to let them learn from each other's mistakes.
   I chose one photo from each of the students to critique. I also picked the worst photos for examples of what not to do. The following photos deal with bad focusing, wrong ISO choices, backlighting, centered subjects, and distracting elements; all issues that are typical for beginning photographers.
   The critique might seem a bit harsh, but there is no better way to teach than to point out the problems in a direct way.  So, here goes:

Meta Data: ISO 3200 /fstop 2.8 /ss 1/60. The camera settings are near where they should be... for the back wall. So the main lesson here is to properly expose off the subject, which wasn't accomplished because the subject is too dark. To properly expose the girl, the photographer needed to either increase the ISO or slow down the shutter speed even more. Increasing the ISO is the better option, because a slower shutter speed would have made this out-of-focus photo even more blurry. You really don't want to shoot slower than 1/60th when subjects are moving.  Bottom line: Sometimes you just need a flash.

Meta Data: ISO 400 /fstop 5.6 /ss 1/200. This photo is overexposed (too much light). The ISO and f/stop are fine, but the shutter speed should have been made faster, to around 1/1000. By increasing the shutter speed you are taking away the access light. The key to properly metering is expose on an area that's not white or not black, which is referred to as 18% gray. The camera meter exposes light that reflects off your subjects. In this case you want to do an exposure reading off of the area where the people are walking. The green plants could be a good thing to expose off of, or gray tree bark, or preferably a gray card. Gray cards are perfect for beginning photographers who want to expose correctly, and to also compare the gray card metering results with other subjects in the frame. Another problem with this photo: the photographer cut off the feet of the people, which probably happened because the heads were put in the center of the frame. Try not to cut off body parts (feet) or put your subjects in the center of the frame. Employ the Rule of Thirds.

Meta Data: ISO 800 /fstop 5.6 /ss 1/200. Again, this photo is overexposed. When you have bright daylight you don't need a fast ISO. A slower ISO at 200 or 400 is better. Take the comments from the above photo and apply them here: faster shutter speed, slower ISO, etc. Meter off the shaded part of the tree if you primary subject is the scooter, which is in the shade. Again, the main subject is smack in the center. Rule of Thirds! One more thing: This photo is back focused, meaning the main subject, which is in the forefront and center, of out of focus. Make sure you focus on your main subject! Focus manually (except when shooting most sports).

Meta Data: ISO 100 /fstop 5 /ss 1/1000 / lens 135mm. This photo employed the Rule of Thirds correctly, but the main subject (the woman) is out of focus. What's in focus is the water in the background. When shooting with a telephoto lens and a rather wide aperture, focusing is critical. Lenses will auto focus in the center, unless the shooter moves the focusing point in the camera, which I often do when I'm having a hard time focusing manually.

Meta Data: ISO 200 /fstop 5.6 /ss 1/2000 / lens 75mm. The settings are correct for the light source; low ISO, fast shutter speed to stop the action. However, this photo certainly lacks composition and substance. The subjects are in the center of the frame, and they were shot in the shadows. This is when noticing where the light hits the subjects really matters. Beginning photographers don't really SEE where the shadows fall.  It's also common for new photographers to shoot the back of people; there's a comfort zone they have a hard time stepping out of. The background is also distracting. If you are going to shoot a photo, make sure you understand why you shot it; preconceive what the photo will look like once you hit that shutter. Is it a photo you would be proud of, or would you rather drag it into the trash bin? That sounds a little harsh, but now is the time to understand what makes a good photo, and what doesn't.

Meta Data: ISO 1000 /fstop 5.6 /ss 1/2000 / lens 205mm. These settings were very common amongst most of the students for this assignment. For some reason, the average settings were f5.6 @ 1/2000.  In this case the photographer was close to being right, accept the ISO was way too high. But because the camera mode was set on Action and not manually, this could have been fixed by metering off the gray bricks in the background. As you can see, the photo was overexposed. The camera auto metered for the dark dugout and automatically overexposed the photo. A calculated guess for a correct setting would be  ISO 400/ f/4 @ 1/8000.  Another problem is too much space in front of the batter, and not enough space behind him ... the end of the back was cut off. Also, the focusing was on the dugout and not the boy. I'm assuming the photographer auto focused, and let the camera do the thinking. Remember, the camera is pretty good, but not as good as a photographer who knows how to properly meter and focus.

Meta Data: ISO 3200 /fstop 5.6 /ss 1/4000 /Lens 60 mm. The first problem I see in this photo is the tree in the background. It's very distracting, which takes away from the bowling pins. Simply move to the right to get the tree out of the frame. Another problem is the high ISO. Remember, you don't want to shoot above ISO 400 during a bright day. You have too much light. The background is completely blown out, although the subject, which is in the shade, is probably exposed, so this was metered correctly. 

Kent State graduate students brush up on their multimedia skills

    To teach is to know, and to know is to teach.
    But what if you're expected to teach and you don't know?

    Short answer: go back to school!

    You might find it unbelievable that some teachers, particularly high school journalism teachers, know less than their students, but in this 21^st Century high-tech, do-more-for-less, save-a-penny world, that's what's happening in too many of our American journalism classrooms today.

    It is becoming commonplace that teachers, particularly English teachers, are being tapped to instruct journalism and yearbook courses despite having little or no journalism experience. Unfortunately, schools aren't willing to hire specialty teachers for specialty skills, like photography, news writing, broadcasting and newspaper/website layout and design.

    It isn't fair to the teachers, and it's a huge disservice to our students. Journalism is a multifaceted niche subject that covers a lot of ground: First Amendment issues; interviewing people, reading and writing; photography; print and web layout & design; yearbook; broadcasting, etc.
   Journalism also takes a healthy dose of skepticism. But how do you teach students to question the government, and even their own administrators, if you're not trained to do so or believe in it yourself?

    I don't expect English teachers, or other non-journalism teachers, to be effective in passing on  journalism skills to their students if they've never been taught those skills. There's Shakespeare and the MLA; and then there's Bob Woodward and the AP Stylebook. Apples and oranges.

    To counter this national trend, Kent State University created an accredited, online Master's  Journalism Education (JE) program. The program is geared for high school teachers, or any teacher for that matter, who are tasked with teaching journalism or advising student media and want to learn how to teach those skills. It is also available for people like me, a professional in the journalism field, who want to learn how to teach it.

    As a 2012 graduate of the JE program myself, I was thankful for the opportunity to learn. The JE program made me a much better instructor. The classes are two prong: 1) teach the skill, and then 2) instruct how to teach it.

    I am currently teaching a course in the JE program called Teaching Multimedia. This semester I have seven students from seven different states. They are a mixed bag of experience, but all want to learn more about multimedia, and how to use it in their classrooms.

Let me introduce you to the teachers:

• Mary: I am a journalism and debate teacher at Alta High School in Sandy, Utah and I am also an adjunct public speaking teacher at Utah Valley University. I have 4 classes and one project left between me and graduation in this master's program, and I hope to finish all of that by summer. I have been teaching journalism for 7 years, and find technology and therefore a lot of multimedia challenging. I look forward to conquering a few of those issues here in class.
• Peter: I teach English, advise the yearbook, and coach the speech team at Bosse High School in Evansville, Indiana. I'm 24, and this is my third year of teaching. This semester, I'm taking classes six and seven of the master's program. This class should be a lot of fun.
• Jennifer: I teach English and advise both the yearbook and journalism at Arroyo High School in El Monte, California. This is my eighteenth year teaching, which I cannot believe. I am in the last year of the master's program. Every class I have taken has been valuable.
• Nate: I teach Interactive Multimedia at a public high school in NE Ohio. I am beginning my 3rd year teaching. I am taking this class on my way to obtaining my Master's in Career Tech Education. I have worked in the television/media industry for the past 13 years. I have traveled all over the country shooting live sports for ESPN, ABC, CBS, Golf Channel, HBO and many others. I have since cut way back on the traveling but do still shoot Indians, Cavs and Browns in the Cleveland market. I have also worked as a news videographer, news reporter, and commercial producer/editor in the Youngstown, OHIO market for 8+ years.
• Katie: I teach Journalism at Phoenix Military Academy in Chicago, IL. I graduated from Saint Mary's College in 2009 with the intention of teaching History, but after an interesting few years with CPS I found myself starting the Journalism program at our school. Our school is 10 years old and has sporadically had yearbooks. Four years ago I started the yearbook program and last year added an online newspaper. I wanted to get my master'ss in Journalism because I feel like I've taught my students everything I know and need to learn more to improve our program. Before starting the program, I had only been the editor of my high school yearbook. Luckily I was an ASNE fellow at the University of Nevada, Reno a few summers ago, which helped me kick off the newspaper program at our school.
• Aimée: I teach English, journalism and, new this year, speech at Holy Rosary High School in New Orleans. I also advise the newspaper and yearbook. We handle students with learning differences. We aren't special ed, but we aren't regular ed, either. Our kids all have ADHD, dyslexia, Asperger's, or some combination of the above, plus other high-functioning learning disabilities. As you can imagine, it makes journalism a challenge to teach, but it helps the kids in so many different ways, from written communication skills to interpersonal communication skills.
• Jenn: This is year 19 for me, 16 at the same school of approximately 1300 students in Missoula, Montana. I teach yearbook, newspaper, beginning broadcast, Spartan TV (our weekly show), and three semester-long dual credit classes--Writ 101, Lit 110 (full classes), and Intro to Audio/Radio Storytelling (independent study without an actual section). I also have a masters in English. I won't receive any monetary gain with this degree, but what I have learned the past couple years has improved my teaching immensely. I would do it again in a heartbeat. I look forward to this class. I dabble at all of this, but I'm not proficient by any means. I'm hopeful this class will force me to RTFM--as I tend not to do that--and it usually bites me in the you-know-where!
  

   I applaud these teachers for going back to school to become the best they can be. They are proof positive that you never know too much and always need to learn more, no matter how seasoned or experienced you are!

Q&A #6: BGSU adds Quadcopter to its storytelling toolbox

 The Doyt Perry Stadium taken with a GoPro Hero camera mounted on a DJI Phantom 1 Quadcopter. (Photo by Craig Bell)

Craig Bell

   I was standing in the balcony at BGSU's Sebo Athletic Center on Saturday, ready to shoot the BGSU football players as they entered the field from the tunnel, when I spotted a peculiar white object hovering over the band.

   Attached to the flying contraption was a GoPro Hero camera, and it was recording images from the sky. It wasn’t the first time I’d seen drones flying over an event or subject, and it definitely won’t be the last. But I was nonetheless intrigued.

    At the time I didn't know who was controlling the flying camera, but I was delighted to find out at halftime that it was Craig Bell, a BGSU photographer. I had found my next Q&A subject!

    This new vantage point of aerial photography is the next biggest thing, or is it?

    Craig, a Van Buren resident who has been shooting for BGSU since 1998, said that when he told the BGSU athletics department about the drone, he was actually surprised how enthusiastic they were about adding the flying toy to their storytelling toolbox.

    Though he's only flown it twice, he is already realizing a few pros and cons of using the Phantom flying saucer.

    I appreciate Craig's willingness to share his experience in this Q&A forum for the benefit of other photographers who might consider buying one:

Q: First of all, why did you think the drone would make a good addition to your camera collection? Who actually owns it?

A: The first time we considered using this type of technology for photography came at the request to get aerial photos of Bowling Green State University for an article in the BGSU Magazine. I knew it was not possible to get the specific desired angle and low altitude with an airplane, helicopter or hot air balloon. Plus, factor in the FAA restrictions of flying over campus, and the logistics and cost associated with renting a plane, and it was evident that we needed to look at other options. That was when I started researching the DJI Phantom 1 Quadcopter. The University had purchased the remote control unit back in the summer of 2013. We already had a GoPro camera, so it was a sensible and cost-effective step toward getting aerial photography and video.

Q: Is there a big learning curve to using it?

The flying Phantom (Photo by Lori King)

A: The Phantom Copter is a relatively easy craft to pilot. There's always a learning curve with any new technology, and since I had no experience flying RC aircrafts, I spent time in my backyard in the country flying and practicing. The copter uses GPS, and connects with satellites during the pre-flight setup and compass calibration. You go through this process each time you fly or insert a new battery into the unit. As a safety precaution, if you were to lose connection with the remote control, you can enable the“Go Home” function on the remote and the Phantom will return to its point of origin and land itself. Although I'm no expert, and my flying is far from fancy with no extreme maneuvers, I have never lost connection or had what others refer to as a “fly away.” Of course, it can be tricky when flying around groups of people or when it's windy, and I am very cautious not to fly very low or directly over people during campus events. I always make sure I have a relatively large area to land the copter in case a situation were to occur.

    The unit is very light, and is pretty easy to use with the small GoPro camera. There are a lot of blogs concerning interference from cell phones and other transmissions, like the Bluetooth signal from the GoPro camera. Although I've experienced some minor GPS interference when flying too close to large structures, I have yet to experience any major loss of transmission or connection that affected the copter's flying or my ability to land.

Q: Where have you used it so far? What are some of its benefits?

A: I've used the Phantom to photograph a campus image of University Hall for the BGSU Magazine, and a few others stills around campus. Recently, I used the copter to photograph during the BGSU football game against Indiana. I was able to capture some really nice shots of the team running onto the field, as well as an aerial photo of the stadium. These are angles I would not be able get from a conventional hand-held DSLR.

Q: What are a few of the major drawbacks?

A: The stigma associated with the copter being called a “drone.” Also, at its highest setting the GoPro camera shoots a 12-megapixel file, and a more fish eye focal length. The file size is even smaller when trying to take video and stills at the same time from the GoPro. It would be nice to have a larger copter that would actually hold a Canon DSLR and shoot RAW files.

Q: You mentioned you don't like the term drone. What else would you call it, and why?

A: Yes … you may have noticed I use the term RC, or remote control/radio-controlled aircraft. I personally dislike using the word drone and believe it misrepresents how we use the technology as photographers. When I think of a drone I have in mind images of warfare or high-tech surveillance aircrafts. This is far from how I use the new technology for photography, and the university is in NO WAY engaging in surveillance photography when we use the copter. Rather, we're looking to capturing aerials and interesting angles of the campus that are not possible with a conventional photography/video.

Q: What advice would you give photographers who want to use it for their photography business?

• Be honest about your budget and the practical use of the copter. The Phantom and the GoPro camera are inexpensive ways to get started.
• Practice, practice, practice before attempting to fly it around crowds.
• Do your homework on the newer Phantom copters and upgrades available before purchasing.
• If you plan to do video, then a Gimbal/stabilizer is a must. We recently purchased a Zenmuse H3-2D Gimbal System for the Phantom 1 and are excited to get it installed and start using for seamless, 'shaky free' video.
• Most important, let everyone around you know that you plan to fly and record stills/video. Before I flew the copter at the BGSU football game I first contacted the Athletics Department at BGSU for approval, and then understood the NCAA rules for operating the device at athletic events.
  I was not allowed to fly during actual game play. I also contacted the BGSU Campus Police, Student Affairs, and even the Wood County Airport to inform them of my intentions, and to explain that I would be flying the RC copter/drone during the game.

   Inside the stadium, I chose to fly during pre-game and when the band was on the field. Outside the stadium I was permitted to fly during the game, and made sure I did not enter the stadium and any FAA airspace restrictions. And, yes, the Phantom will fly pretty high!

   And lastly … this is not a toy. Having a definite respect for the technology and understanding my limitations is vital!

View of the BGSU campus. (Photos by Craig Bell)

The Doyt Perry stadium during the Indiana Hoosier's game.

Owens Outlook student newspaper staff launches website

Most of the Outlook student staff.

   What makes a small team of Owens students work hard without pay and produce without grades?    
   For the past two weeks 14 students, mostly commercial photography majors, have been plotting, interviewing, writing, shooting and redesigning for the Owens Outlook online student newspaper.    
   Their immediate goal was to launch the website with a new look and totally fresh content. I’m proud to announce that they have accomplished that goal! The newspaper launched Sept. 2!
    But their work has only begun. They must sustain their busy pace to keep the Outlook up and running for the rest of the semester. That means providing updated stories, photos, videos and ads every week for the next 14 weeks. 
    I’m amazed at their dedication, and their ability to work as a team to get the job done. What inspires already busy students, who have jobs, families and classes, to give up their free time to work for free? 
    I could take a calculated guess, but since this is journalism and accuracy is our objective, I went directly to the source and asked them. 
   Here are a few of their responses: 

• Kyle Brown, sports photographer: “I have put my free time to the Outlook to learn as much as I can about doing sports photography before I go for a real job in a newspaper or company. It will greatly enhance my skills as I learn what to look for in an action shot.” 
• Katie Buzdor, Editor-in-Chief: “I have devoted myself to the outlook because I want to pursue a career in photojournalism and I have a lot of fun interacting with everyone. You get addicted to wanting our school's students to get the news from us and not from someone else.” 
• Amanda Leigh, sports editor: “I have put so much into the Outlook because first hand experience is the best kind. I love photojournalism, and being able to work on my skills while doing what I love is amazing. It also helps to have a great staff, great adviser, and you get to meet new people daily.” 

   Most of the students are in the Intro to Photojournalism course, so they will eventually receive grades for the work they do for the Outlook. But for now they are working for the sole benefit of education and experience. 
   By the time they graduate, and either transfer or work,  they all will definitely have a stronger portfolio than their peers, and way more confidence. 
   This amazing group of Owens students understand that experience is sometimes more powerful than money.

The First Amendment: The power of freedom of the press

   The First Amendment.
   It's the most powerful collection of 45 words on the planet, and we, as Americans, are lucky to be protected by its five freedoms.
   Today's lesson is all about the First Amendment, and it protects photojournalists.  The following Storify lesson on the First Amendment kicks off our block of instruction on press rights, ethics and copyright laws.

Before you work in the news biz, you must first...understand it

   This is a Storify tutorial for the Intro to PJ class. It's an introduction to what news is.
   Before you, as photojournalism students, can represent this class and the Owens Outlook student online newspaper, you must first understand the role you will play as news gatherers.
   As with all of the Storify lessons, this tutorial is supplemental to other materials and presentations viewed in class.

One blog, two schools: Welcome Owens and Kent students!

Welcome to a new semester!

   This blog is dedicated to you, students in both the Intro to Photojournalism and Teaching Multimedia courses.

   I hope you all benefit from the posts in this blog throughout the semester, especially since both courses are so different, yet many of the skills you will learn are the same.

·      The Intro to PJ course is geared for Owens Community College (OCC) photography and PR majors who want to learn more about the journalism field. Lessons include law and ethics, caption writing and camera operations.
     Every student in this course will also be a staff member on the Owens Outlook student online newspaper. This allows them to learn photojournalism in a real-world environment.

·      The Teaching Multimedia course is a distance-learning course
     for Kent State graduate students that begins Aug. 25. 

     These students are mostly high school teachers from across the country who want to learn multimedia skills. Most of these teachers are advisers for their school’s student newspaper or yearbook. Lessons include how to operate a DSLR camera; how to shoot video; how to edit still photos and video with industry standard software (Final Cut Pro, Adobe Elements, Photoshop); and how to capture and edit audio using Audacity.

   The common element with both of these classes is storytelling. That’s why it makes perfect sense to offer tutorials for both classes on this single blog. This way all students will learn something different and unique from their own course.

   I am so excited to hit the Publish button to let the semester commence!

The back story of a visual storyteller: All about...me

This slideshow about me is a school class project done by my daughter Quinn in May 2014. We collaborated on this slideshow for her photography class at the Toledo School for the Arts. You know you've made it when you become a subject for a history homework assignment... LOL. I figured I'd share it now, since it's the beginning of the Fall semester and an easy way for me to introduce myself to new students: 

Lori kingpowerpoint from Lori King
(PS - No offense to wedding photographers! There is a real need for them, and they capture moments, too! Remember, this was put together by a 14-year-old) 

College graduation: A right of passage, academic closure

A BGSU graduate celebrates the end of commencement May 10. (Photo by Lori King/© Toledo Blade)

    College graduation.

    It's a right of passage I wish everyone in the world could experience!

    There's nothing like renting or buying that symbolic black gown, and wearing it down the aisle and across the stage to accept a diploma. Some wear formal wear under it. Others wear flip flops and shorts. One guy during the Bowling Green State University commencement walked across the stage bare foot!

    There's also nothing like securing that tassel to the right side of your head before the ceremony, and then flipping it to the other side near the end of it. Such a small thing really, but that little gesture for so many of the graduates means the end of adolescence, and the beginning of adulthood.

    There's no doubt a college graduation ceremony is a well-earned, shared experience of tears and cheers. It's also bittersweet because graduates are leaving a special place they loved for years, and sometimes hated. They are bidding farewell to friends they've made, and will inevitably lose.

    I was fortunate enough to have graduated from college twice. I received my Bachelor of Science degree in photojournalism from Kent State in 1991, and my Master's of Arts in journalism education, also from Kent, in 2012. Though quite a few people I know chose to not walk, I wouldn't have missed those moments of academic closure for the world!

    As I recently shot yet another graduation ceremony at BGSU for the Toledo Blade, I couldn't help but get teary-eyed and emotional myself as I witnessed the tears and grins on the faces of graduates and their families and friends. It was my pleasure to document that special moment in their lives.

    So, it's in this spirit that I congratulation all of the college graduates who just earned their degrees this weekend. I am proud of you all!

   To view the photo gallery from the BGSU graduation morning ceremony May 10 (and to see the barefoot dude), click here. 

Q&A #5: Tips from ONPA Photographer of the Year Katie Rausch: Edit tight, have clarity of purpose, get feedback

Vandercook Lake's senior Chad Marriott, is congratulated after his team's win of Thursday night's home game against East Jackson. The Jayhawks were able to overcome an early deficit to pull ahead and win a share of the Cascades Conference championship for the first time since their 1969-70 season. (Photos by Katie Rausch)

Surfers take advantage of high waves generated by a storm over Lake Michigan at Grand Haven State Park. Surfers who brave the Great Lakes often take to the water when the waves are higher during the winter months.  

   

Katie Rausch (Photo by Nick Dentamaro)

She has only been at the Toledo Blade since 2012, but already the Michigan State grad has made a name for herself.

   The Ohio News Photographers Association (ONPA) recently named Katie Rausch the Ohio News Photographer of the Year (POY) for 2013.

   This is a remarkable win, considering Katie, only 26, was up against powerhouses like The Plain Dealer and The Columbus Dispatch.

   Though Katie didn't place but once in the single categories, her well-rounded POY package showed she could shoot it all: sports, news, features and photo stories. As one of her prizes, Katie won a Canon 5D Mark III body, which retails around $3,000.

   It was rather fitting that she learned of her victory while attending The Image, Deconstructed workshop April 12 at the campus of The University of North Carolina, Chapel Hill. Katie is always learning and striving to improve, which is why she is so deserving of this title.

   I can’t tell you how thrilled I am to share Katie’s inspirational words of advice and youthful wisdom. So, without further delay, meet Katie Rausch:

Q: How did you end up at the Toledo Blade?

A: First of all, I’d like to say thank you for your kind words and introduction.

I came to The Blade in July 2012 after spending six months living in my parents’ basement, trying to freelance locally. I was laid off from my full-time staff position with The Jackson Citizen-Patriot in Jackson, Mich. at the beginning of January 2012.

   In 2009 I graduated from Michigan State University and started my third and final internship in Jackson. I’d been interning with the paper for a semester when two positions opened up within the same month. They hired me just before New Years and I continued with the Cit Pat for the next two years. The paper was open to a lot of visual storytelling ideas, and the staff, my editor J. Scott Park and fellow photojournalist Nick Dentamaro, were fantastic to work with. Unfortunately, in the fall of 2012 we were told 71 out of the 100 people working in my building would be laid off together.

   It was a tough transition, and a great lesson about the importance of having a plan B. I will say, though, that in my six months away from full-time employment I was able to do a lot of soul searching. Having that time to really reflect on my life gave me a measure of clarity about the choices I had made. Specifically, my desire to work for newspapers was really solidified. In a way, I’m grateful I was able to get something productive out of such a difficult experience. I’ve always loved documenting the lives of the people around me visually, and I’ve loved working for newspapers from day one. My path here wasn’t exactly planned, but I am so thankful The Blade took a chance on me. It’s amazing to get up every day and go to a job I love.

Gale Hammett meets with her son at the Jackson County Jail.

Q: When you were putting your portfolio together for the ONPA, what was your thought processes on the images you selected?

A: Well, they always say, “Edit tight.” I felt that though I’d shot more than one longer piece over the course of 2013, I didn’t really have enough to put together two strong stories. It seems like every time I watched photo contest judging live, the weakest photograph or element of a portfolio pulls it down, so I made my selections with that in mind. I attempted to make each frame worthy of the one before and after. Apparently, the judges liked that approach to editing.

Q: As we all know, photography is so subjective. Winners and losers depend on the judges for any particular contest. What do you think the ONPA judges saw in your winning portfolio, which included a photo story of medical marijuana usage, and a portrait of a mother with her quadruplets?

A: Again, I think consistency is key. I really tried to make each picture count, and to exclude anything that didn’t fit or wasn’t as strong. There were single frames I really loved that I cut because they didn’t fit the flow or visual feel of the portfolio overall. My portfolio isn’t perfect by any means, but I do think it’s a good representation of where I am in my development as a shooter and what my abilities are now.

   I think it’s also noteworthy that with the exception of one single image, nothing else from my portfolio was recognized by the judges. In this case, I think that’s an endorsement of cohesion of style, purpose and content in a portfolio.  

Q: When you were attending the Image, Deconstructed workshop, what's the one thing that has stuck with you, even now?

A: The Image, Deconstructed was a really wonderful experience overall, so it’s difficult to choose one element that stood out. If I had to pick, I suppose I was really struck by the fact each one of the presenters emphasized clarity of purpose in one way or another. They each had a good gasp of their personal vision and went for it, even when doing that was hard or they were discouraged by outside forces. That common thread seemed present in the success of every one of the presenters, and it’s something I’ve given a lot of thought to since leaving the workshop.

   What is it that I’m trying to say with my work? What is it that I’m trying to accomplish? I imagine if I could answer those questions more fully I’d have a better path forward.

Q: Do you have any advice for photojournalists when it comes to submitting to contests?

A: First of all, I think it’s immensely important to remember that contests aren’t everything. So many wonderful photographers do work that goes unrecognized by contests every day and it doesn’t make any of it less significant or well done. I have had years where the work I was most proud of didn’t even get a second glance from judges and years where I’ve been astounded by what won. So, as you mentioned before Lori, it is really subjective.

   I’d definitely encourage anyone looking to apply to a contest or job to seek extensive feedback from editors and peers. Often times a fresh set of eyes can really help reshape work for the better. I’ve found criticism, while sometimes painful, to be the one of my best teachers. While not all criticism is constructive, being open to seeing something differently can really help you grow. I know that’s been the case for me. 

   But I think the most important thing to remember in any situation is that you need to try. Contests aren’t everything, but they can help your career and it is, of course, lovely to receive acknowledgment. This year I felt like my tight edit would either be very well or very negatively received. I tend to apply rather ambitiously for contests, and would encourage any photographer to do so. That’s the point: you never know until you try. I think that’s a philosophy that’s applicable whether that’s taking on a daunting personal project, tackling a challenging assignment, or applying for a grant.

   On a final note, I want to say thank you again for your time and consideration, Lori. It’s been a pleasure working with you, and the rest of my fellow staffers at The Blade.

Katie in Bogota, Columbia. (Photo by Monica Weeks)

To view her website, go to katierausch.com.

B&W students collaborate on history of photography Ppt

This is the history of photography Powerpoint my B&W students collectively put together for their class project. Each student was required to submit at least two slides on their chosen topic, complete with source information, and then present their topic in front of the class. With 14 students, they were able to cram in a lot of topics!