Seven steps to the audio slideshow

Getting prepared for the upcoming semester, I took a shot at codifying the procedures for creating an audio slideshow. If any journalism instructors out there want to use this, they're welcome to it (credit JPROF.com).

Seven steps to the audio slideshow

JEM 200 and 230 students (and beyond)

An audio slideshow is a journalistic form that combines sound and still pictures to tell a story.

1. FORM THE IDEA

-- what’s the slideshow about; what story is being told

2. DRAFT THE SCRIPT

• two to three minutes (or as long as necessary)
• time the script (remember: 10-15 pictures per minute

3. SHOOT THE PHOTOS

• Rule No. 1: Take lots of pictures
• Long-range, midrange, close-ups
• Control the background, fill the frame, wait for moments
• Rule of thirds
• Last rule: Take lots of pictures

4. REVISE AND EDIT THE SCRIPT

(and shoot more photos)

5. Record and edit the audio (Audacity)

• narrator
• interviews
• ambient sound
• music and sound effects

6. SELECT, EDIT AND SEQUENCE THE PICTURES

• software: Picasa, iMovie, Soundslides, Animoto
• create title, credit and date slides

7. COMBINE SOUND AND PICTURES

• convert to video file
• upload (YouTube, Vimeo, etc.)
• breathe a sigh of relief
• tell your friends

University of Tennessee proposes new curriculum for journalism students

UPDATE: The college faculty just voted to approve, with minor changes, the proposed changes in the journalism curriculum and requirements. (Nov. 20, 2009, 10 a.m.)

The faculty of the School of Journalism and Electronic Media at the University of Tennnesse has proposed a number of changes to our curriculum. These changes are based on the following goals:

• To create an innovative curriculum designed to address the changes occurring in all media.
  
  
• To create a more flexible curriculum in the wake of economic realities at UT and in media industries.
  
  
• To prepare graduates who are capable of working in all media.
  
  
• To eliminate current bottlenecks in the curriculum preventing some students from graduating in 4 years.
  
  
• To simplify the curriculum by eliminating tracks and by reducing the total number of courses.
  
  
• To create a curriculum we can deliver with 17 faculty members, some lecturers, and GTAs.
  
  
• To integrate new media in as many courses as possible.

The proposed curriculum includes a core and upper division electives. The proposed core is designed to ensure that all students should have the following knowledge and skills:

• An understanding of the principles and history of all media.
• An understanding of media law, diversity, and ethics.
• The ability to write, report, and present news and other content in all platforms.
• An understanding of the business of journalism and media and the issues affecting the business.
• Professional experience

CHANGES TO COURSES OF INSTRUCTION

The new curriculum eliminates the "tracks" (magazine, sports, broadcasting, etc.) Instead, all journalism students will be required to complete the following core (22 hours).

JEM 200—Media Writing (3)
JEM 250—Visual Communication (3)
JEM 275—Principles and History of Journalism and Media (3)
JEM 300—Media Reporting (3)
JEM 400--Mass Communication Law and Ethics (3)
JEM 465—Media, Diversity, and Society (3)
JEM 492—Practicum 1-2
JEM 499—The Media Business and Future of Journalism (3)

This is a huge and important change. The faculty of the entire College of Communication and Information is set to vote on this change this morning.

The entire proposal can be found in this Word document (auto download).

Audio journalism III: Teaching j-students about recording, editing and distribution

• Beginning journalism students, in their first news writing classes, should be taught the basics of audio journalism and should put those basics into practice.

The concept of audio journalism takes us beyond the medium of radio and requires that we think about sound itself as an increasingly available and important tool of the journalist (as we argued in the first two essays in this series -- see Audio journalism I and Audio journalism II).

How then do we as journalism educators train our students to use this tool?

At the University of Tennessee, we are trying to turn our curriculum more toward the web and away from the traditional media forms of print and broadcasting. This is a systemic change that will not be accomplished by simply adding one or two courses on web journalism to the curriculum or even by creating a sequence of courses. Instead, it involves changing our approach in our most basic courses.

One of those basic courses is JEM 200 Introduction to news writing. This course is required of all journalism majors as the gateway course to the journalism curriculum, and it has traditionally introduced students to the concepts of good writing, AP style, attribution, the inverted pyramid and other skills necessary for a start in journalism. We are now putting more emphasis on developing skills for writing for the web -- conciseness, headlines, summaries, lists, linking, etc. -- and in the section that was once "writing for broadcast," we are now teaching the concepts of audio journalism.

Here's what we are including:

• Audio journalism
  The importance of sound. Sound can be an excellent way to go beyond the pictures and text a reporter produces in covering a story. Sound gives voice to sources in a way that text cannot.
  Formats. We reviewed some of the formats available to audio journalists in the second post of this series. Sound can be a complement to the other reporting or it can be the dominent form of the report. The web is allowing us to develop new formats, such as the audio slide show.
  
  
• Writing for audio
  Traditional radio formats. These forms of presentation of news and information including the drama unity broadcast story structure are still important for students to learn and use.
  New forms of writing for audio that web journalism offers. We have already referred to audio slide shows, but we also must give some attention to writing introductions that alert readers as to what they are about to hear and to describe links included with the sound stories.
  Writing scripts, questions and outlines. Most of what is broadcast in traditional media begins with and follows a script. Good scripts promote the efficient presentation of news and information, and they are likely to continue to be necessary on the web.
  
  
• Speaking clearly
  Enunciation and beyond. In previous times, training in this area could generally be ignored by most journalists, particularly those going into print. No longer. Journalists now need to use their own voices. Their accent, grammar and pronunciation skills must be developed beyond the normal level of speaking. Their speaking habits must exclude the use of the word "like" after every third word, and they must speak with the confidence that allows them to drop the hesitant pauses, the "uhs" and the "you knows."
  Developing habits and practices that enhance the clarity of sound and the quality of reporting. We might jokingly call this our "radio voice," but it is no longer a joke. Journalists -- all journalists -- must be heard and understood.
  Acquiring the skill of the short, concise question. Asking well-formed, concise questions -- and then shutting up -- is a rare skill, but it is one that should be developed by all of our students.
  
  
• Recording
  Tools and equipment. Basic recording equipment is inexpensive and simple to use. Every journalism student must have some kind of ditigal recorder and must be aware of its capacity.
  The importance of sound quality. Sound quality does not have to be an obsession because of the good equipment that is available. Still, journalism students must learn to make their equipment produce clear, understandable sound on all occasions.
  Ambient sound and music. The qualities of ambient sound and music can enhance the reporting. They are special products of audio journalism that cannot be duplicated by any other medium.
  
  
• Editing
  Putting audio files together for presentation. Editing audio can be as simple or as complex as the reporter and editor choose to make it. Some audio reporters, such as NPR's science reporter Robert Krulwich, develop their stories through complex and highly sophisticated editing techniques (see Darwin's Very Bad Day, for example). Our goals for beginning journalism students are more modest. Simply producing a clear, coherent recording would be enough.
  Multiple tracks. Student should have some basic understanding of mixing sound tracks.
  Importance of beginning and ending. Writing good introductions and planning the sound story from beginning to end is basic to good audio journalism.
  Standard constructions and techniques. Students should learn the standard techniques of audio editing as the well as the terms, such as fades, cross-fading, establish music, segue, transition, voice out, music up, and voice wrap.
  

Covering these areas in just a few weeks of a writing course is ambitious. Not all of these subject will be areas in which the students can acquire any mastery, but their introduction and practice can show students their importance.

Note: I post the lecture notes for the lecture section of JEM 200, and at this writing I have posted the notes for the first of three lectures based on these essays about audio journalism. Two more sets of lecture notes are planned.

Audacity

The one piece of software that students should learn for audio journalism is Audacity.

While editing sound has a wide array of possibilities, it has been rendered simple and easy by Audacity, a free and downloadable piece of software from SourceForge.net. Audacity comes with a set of tutorials, the basics of Audacity can be grasped in just a few minutes by those who simply use the software. Audacity allows users to add and delete portions of a soundtrack and to place new soundtracks into a file. Its visual dashboard (below) includes all of the tools for basic sound editing, and it is likely that student will be able to learn the program to create audio files very quickly.



Podcasting

Podcasting is a term sometimes used for the general idea of audio journalism, but in reality it has a much more specific meaning. Podcasting is a means of distributing audio files through RSS (really simple syndication) feeds. Students should be taught the basics of using this system for distributing the audio files they produce, but we will refrain from going into details about it until a later post.

Read the two previous essays in this series on audio journalism:

Audio journalism I: Defining the field - the power and importance of sound

• A clarion call for journalism instructors to think beyond the strictures of radio and to teach audio journalism -- using sound as a reporting tool -- to all of their students.

Audio journalism II: Forms and formats

• Creative journalists can use the tool of sound as an effective in their reporting. They can start with traditional formats, but the web will allow them to develop their own.

What's right with J-education at Tennessee

The call has gone out from Innovation in College Media for journalism profs to come together on Sunday for a chat on journalism education. It begins with a blog post, and one of the suggested topics is "What's going right at your school."

Here's what's going right at Tennessee:

The Tennessee Journalist (TNJN.com)

TNJN.com is the student-operated news web site of the School of Journalism and Electronic Media at UT. It is operated by a student staff and is independent of any particular course. It is part of the curriculum of the School, and there are too many good things about it to list in the short amount of time I have to post this blog entry.

But here's one: We have a weekly staff meeting, and every week -- EVERY week -- at least 35 to 45 students show up. Their enthusiasm is palpable.

Check out the site. I am privileged to be the faculty adviser.

Intercollegiate Online News Network (ICONN)

We have formed an organization of campus news web sites, journalism students and educators, and professional affiliates. Any individual, program or professional organization can join. Our first meeting was in Knoxville in January, and there will be more soon.

The web site is http://intercollegiatenews.com.

And join the Facebook group.

I am looking forward to the chat.