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In-Depth Photojournalism Projects As Teaching Tools in Journalism Schools: an Analysis of the Philipsburg Montana Project

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In-Depth Photojournalism Projects As Teaching Tools in Journalism Schools: an Analysis of the Philipsburg Montana Project University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1990 In-depth photojournalism projects as teaching tools in journalism schools: An analysis of the Philipsburg Montana project Patricia J. Reksten The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Reksten, Patricia J., "In-depth photojournalism projects as teaching tools in journalism schools: An analysis of the Philipsburg Montana project" (1990). Graduate Student Theses, Dissertations, & Professional Papers. 5062. https://scholarworks.umt.edu/etd/5062 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY Copying allowed as provided under provisions of the Fair Use Section of the U.S. COPYRIGHT LAW, 1976. Any copying for commercial purposes or financial gain may be undertaken only with the author’s written consent. MontanaUniversity of IN-DEPTH PHOTOJOURNALISM PROJECTS AS TEACHING TOOLS IN JOURNALISM SCHOOLS: AN ANALYSIS OF THE PHILIPSBURG, MONTANA PROJECT By Patricia J. Reksten B.J. University of Missouri, 1978 Presented in partial fulfillment of the requirements for the degree of Master of Arts University of Montana 1990 Approved by Chairman, Board of Examiners) Bean, Graduate SchooP ' UMI Number: EP40526 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ♦ Df^erMbn PyblisMftf UMI EP40526 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest* ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT Reksten, Patrida, J., M.A., June 1990 Journalism In-depth Photojournalism Projects as Teaching Tools in Journalism Schools: An Analysis of the Philipsburg, Montana Project (148 pp.) Director: Joseph P. Durso, Ji This thesis examines the role that in-depth photojournalism projects play as teaching tools in journalism programs. Specifically it is an analysis of the in- depth photojournalism project conducted at the University of Montana's School of Journalism. In May 1987 photojournalism students went to the small town of Philipsburg, Montana, to document the people of a town that had about the same population in 1987 as it had in 1887. After the students had finished taking pictures and interviewing the townspeople, the photographs were edited for a traveling exhibit. The copy and photographs were then edited for a book on the small Montana mining town. In-depth copy that reinforced and extended the information in the photographs was written. Extensive captions were written for the photographs. The book was then designed and laid out on a computer. Research was conducted through personal interviews with those involved in similar in-depth projects. Numerous student-produced photography books were studied in the course of this thesis. Other sources of information included documentary photography, design and typography books and sociological studies of small towns. Professors of sociology, history and photojournalism were consulted as well. This thesis concludes that there is much evidence that in-depth photojournalism projects are beneficial to the students, the professors, the schools and the communities and states in which they are conducted. It also concludes that before undertaking in-depth photojournalism projects, one should take steps to ensure there is solid administrative and financial support to complete it. PREFACE This thesis has been written to help those who are thinking about incorporating in-depth photojournalism projects into their teaching curriculum. It is an analysis of the procedures used in documenting and implementing an in-depth project conducted at the University of Montana School of Journalism. During six days in May 1987,15 students and professors and lecturers from the School of Journalism focused their attention (their cameras and their note pads) on the people of Philipsburg, Montana. The aim of this thesis is to enumerate steps taken to complete such an in-depth project so teachers contemplating such an endeavor will be able to learn from those who have already finished extensive photojournalism projects. Included in this thesis is advice from noted photojournalism professors. The author hopes that this thesis and the attached appendix will be helpful to others. The author is especially grateful to Angus McDougall, professor emeritus at the University of Missouri School of Journalism, for his support and advice, and to my husband, James Dopp and children, Joel and Devin, for their encouragement. This thesis is dedicated to Warren Brier, a University of Montana journalism professor, who always encouraged his students. iii TABLE OF CONTENTS ABSTRACT........................................................................................................................... ii PREFACE.............................................................. iii INTRODUCTION ............................................................................................................ 1 CHAPTER ONE HOW THE PHILIPSBURG PROJECT WAS SET U P .............................................. 5 CHAPTER TWO WHAT WAS TAUGHT TO STUDENTS...................................................................12 CHAPTER THREE FINISHING THE IN-DEPTH PROECT.................................................................. 24 CHAPTER FOUR HOW OTHER SCHOOLS HANDLED SIMILAR PROJECTS..............................33 CHAPTER FIVE FEEDBACK ON THE PHILIPSBURG PROJECT.....................................................45 CHAPTER SIX CONCLUSIONS..............................................................................................................51 APPENDIX...........................................................................................................................57 BIBLIOGRAPHY.......................................................................................................... 146 INTRODUCTION Trying to teach photojournalism so students are really prepared to be professionals when they leave school is a challenge. There is so much to learn. Students not only must feel comfortable in the college setting, they must learn to communicate in the "real world." They must be able to meet a variety of people, make those people feel at ease in front of a camera and then get story-telling photographs of them. They must be able to tell other people's stories without biasing the reading and viewing audience. It was with this belief in mind that I attempted an in- depth photojournalism project as a teaching method. In May 1987, 15 photojournalists from the University of Montana's School of Journalism spent a week focusing their attention on the small town of Philipsburg. Philipsburg is one of the oldest towns in Montana and a good deal of the town is already a part of the National Register of Historic Places.1 The purpose of the project was to document, through photographs and words, the people of Philipsburg: their lifestyles; relationships to each other and to the community in which they live; their lives in the 20th century as shaped by more than a century of boom-and-bust economics, and their roles iJames R. McDonald, Philipsburg Historic Resource Survey. (James R. McDonald Architects P.C., 1984), p. 3. 1 2 in a rural community. Philipsburg is an ideal setting in many ways. The town is similar to other small towns in Montana. Its fortunes have swung wildly since 1864, driven by the ups and downs of mining, logging and agriculture. Despite its economic roller-coaster ride, Philipsburg has remained curiously stable. It still has about the same population as in the 1890s.2 Because much of the town was already on the National Register of Historic Places, it seemed appropriate to launch our maiden documentary photography project in a town that was one of Montana's maiden settlements. Another major factor in the project's success was that it was about 80 miles from Missoula. The students documenting the town stayed there for six nights. Because students couldn't readily travel back and forth they were immersed in the town, its people and its culture. The goals of the Philipsburg project were multiple. Photographing the people of a small town would require students to interact and establish rapport with them. Students would learn about the townspeople's lifestyles and their value systems. Students would be taking individual pictures, photo stories and writing about the people they photographed. So they were required to use a variety of communication and journalism skills. 2U.S. Department of Commerce, Bureau of the Census, 1980 Census of the Population. (Vol. 1, Characteristics of the Population, Montana), pt. 28. 3 Another goal was to show rural Montana as it is today.
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