ADVANCED EDITING OPERATIONS

ACCT-BVP2-5. Students will perform advanced editing operations. a. Calculate back-time and running time and apply the calculations to the editing of a program. b. Use appropriate transitions and effects (video/audio) for production. c. Execute split audio/video edits. d. Produce multi-track audio for audio/video recording. e. Maintain proper continuity throughout production. CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM

• CONTROLLING CLOCK TIME

• In commercial television, time is indeed money: each second of broadcast time has a monetary value. Sales people sell time to their clients as though it were a tangible commodity. One second of airtime may cost much more than another, depending on the potential audience an event may command. Clock Time, also known as schedule time, is defined as the time at which a program starts and ends. Because television operations are scheduled second-by-second, clock time is a critical element in television production.

• SCHEDULE TIME AND RUNNING TIME

• When videotaping a show, you don’t have to worry about its schedule time-the start time of the program when it’s aired. But you are responsible for the accurate running time-the length of a program or program segment-so that it can fit the prescribed time slot in the day’s programming. When directing a live show such as a newscast, you use the control room clock for meeting the schedule times (the switch to network news) and the stopwatch for measuring the running times of the program inserts (the individual videotaped stories). CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • CLOCK BACK-TIMING AND FRONT-TIMING • Although the master control computer calculates almost all the start and end times of programs and program inserts, and a variety of pocket calculators help you add and subtract clock times, you should nevertheless know how to do time calculations even in the absence of electronic devices. For example, a performer may request at the last minute specific time cues, which you then have to figure by hand. • Back-timing • One of the most common time controls involves cues to the talent so that he or she can end the program as indicated by the schedule time. In a 30-minute program, the talent normally expects a 5-minute cue and subsequent cues with 3 minutes, 2 minutes, 1 minute, 30 seconds, and 15 seconds remaining in the show. To figure out such time cues quickly, you simply back-time from the scheduled end time or the start time of the new program segment (which is the same thing). For example, if the log shows that our live What’s Your Opinion? Show is followed by a salvation Army public service announcement (PSA) at 4:29:30, at what clock times do you give the talent the standard time cues, assuming that the standard videotaped close takes 30 seconds? • You should start with the end time of the panel discussion, which is 4:29:30 and subtract the various time segments. (You do not back-time from the end of the program at 4:29:30 because the standard videotaped close will take up 30 seconds.) When, for example, should the moderator get her 3 minute cue or the 15 second wind up cue? CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • CLOCK BACK-TIMING AND FRONT-TIMING • Although the master control computer calculates almost all the start and end times of programs and program inserts, and a variety of pocket calculators help you add and subtract clock times, you should nevertheless know how to do time calculations even in the absence of electronic devices. For example, a performer may request at the last minute specific time cues, which you then have to figure by hand. • Back-timing • One of the most common time controls involves cues to the talent so that he or she can end the program as indicated by the schedule time. In a 30-minute program, the talent normally expects a 5-minute cue and subsequent cues with 3 minutes, 2 minutes, 1 minute, 30 seconds, and 15 seconds remaining in the show. To figure out such time cues quickly, you simply back-time from the scheduled end time or the start time of the new program segment (which is the same thing). For example, if the log shows that our live What’s Your Opinion? Show is followed by a salvation Army public service announcement (PSA) at 4:29:30, at what clock times do you give the talent the standard time cues, assuming that the standard videotaped close takes 30 seconds? • You should start with the end time of the panel discussion, which is 4:29:30 and subtract the various time segments. (You do not back-time from the end of the program at 4:29:30 because the standard videotaped close will take up 30 seconds.) When, for example, should the moderator get her 3 minute cue or the 15 second wind up cue? CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • Let’s proceed with back-timing this particular program: – 4:24:00 5 minutes to VTR Back-time to here – 4:26:00 3 minutes – 4:27:00 2 minutes – 4:28:00 1 minute – 4:28:30 30 seconds – 4:28:45 15 seconds – 4:29:00 moderator for VTR close – 4:29:30 PSA (Salvation Army) Start here CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • When subtracting time, you may find it convenient to take a minute from the minute column and convert it into seconds, especially if you have to subtract a large number of seconds from a small number. Similarly, you can take an hour from the hour column and convert it into minutes.

5:15:22 5:14:82 - 14:27 - 14:27 5:00:55

OR:

5:02:43 4:62:43 - 55:30 - 55:30 4:07:13 CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • Front-timing • To keep a show-such as a live newscast with many recorded inserts– on time, you need to know more than the start and end times of the program and the running times for the various inserts. You also need to know when (using clock time) the inserts are to be run; otherwise you cannot figure whether you are ahead or behind with the total show. • To figure out the additional clock times for t break or , simply add the running times to the initial clock time as shown on the log or the show format. As with back- timing, you need to convert the seconds and the minutes on a scale of 60 rather than 100. Computer the seconds, minutes, and hours individually, then convert the minutes and seconds to the 60 scale.

6:33: 42 + 0: 58 6:33:100 ------Æ 6:34:40 CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • CONTROLLING SUBJECTIVE TIME • The control of subjective time – the duration you feel – is much more subtle and difficult than the control of objective time. Even the most sophisticated computer cannot tell you whether a newscaster races through her copy too fast or whether a dramatic scene is paced too slowly and drags for the viewer In determining subjective time, you must rely on your own judgment and sensitivity to the relation of one movement or rhythm to another Although two persons move with the same speed, one may seem to move much more slowly than the other What makes the movements of one person appear faster or slower? • Watch how rush-hour traffic reflects nervous energy and impatience while actually the vehicles move more slowly than when traveling on an open freeway. Good comedians and musicians are said to have “a good sense of timing,” which means that they have excellent control of subjective time-the pace and the rhythm of the performance the audience perceives. • There are many terms to express the relative duration of subjective time. You hear of speed, tempo, pace, hurrying, dragging, and other similar expressions. To simplify the subjective-time control, you may want touse only two basic concepts; pace and rhythm. The pace of a show or show segment is how fast or slow it feels Rhythm supplies the beat. CALCULATING BACK-TIME AND RUNNING TIME & APPLYING CALCULATIONS TO THE EDITING OF A PROGRAM • There are many ways to increase or decrease the pace of a scene, a segment, or an overall show. One is to speed up the action or the delivery of the dialogue, very much like picking up the tempo of a musical number. Another is to increase the intensity- the relative excitement-of a scene. Usually, this is done by introduction or sharpening some conflict, such as raising the voices of people arguing, having one car briefly lose control while being pursued by another, or shooting the scene in tighter close-up. A third possibility is to increase the density of the event by having more things happen within a specific block of running time. If you want to slow down a scene, you do just the opposite. • Whatever you change, you must always perceive the pace in relation to the other parts of the show and to the show as a whole. Fast, after all, is fast only if we can relate the movement to something slower. Finally, as you may have guess, a precise process message should suggest the overall pace and rhythm of a show. Non Linear (Digital) Editing

• This tutorial provides an introduction to the world of computer-based digital , known as non- linear editing. You will learn how to set up a computer editing system, record from a camera or VCR onto your hard drive, edit the footage and record it back to tape or disk. • Editing with a computer can be a complex process. This tutorial provides an overview and general instructions — you may need to consult your manuals or support forums for some specific tasks related to your software and hardware. • Note: Before attempting this type of editing, it pays to have an understanding of how linear editing works. Setting Up a Non Linear Edit Suite

• To edit video on a computer you will need: • A source device to play the original tape or disk. Typically a VCR or camera. • A computer with at least these specs: 200 MHz processor / 64 MB RAM / Fast hard drive with 1 GB or more free space. Note: If you want decent results, you'll need much higher specs. Some editing software requires a high-performance computer to even work properly. • A video capture device. To capture video from an analogue source (such as VHS or Video8) you need a device to convert the video into a digital format. This can be a standalone device which plugs into the computer or a video capture card which becomes part of the computer. If you are using a source device which outputs a digital signal (such as Firewire or USB) you don't need a capture device, but you do need to make sure your computer has the appropriate input available. • Connecting leads to plug the source device into the capture device or computer. • Software to control the capturing, editing and outputting. • A video monitor (or television). • We'll come back to the software on the next page. First, let's have a look at the hardware and physical connections. There are various options depending on your equipment. Camera and Computer

• The most common system in non-professional situations is to plug your video camera directly into your computer via a Firewire or USB connection. These are digital connections and allow you to "dump" footage straight from the camera to the hard drive. This is a convenient and inexpensive way to operate. Consult your camera manual for details. • If your camera doesn't have a digital output, but does have analogue AV outputs, you can use a capture device. Follow the next example, using your camera in place of the VCR. • If your camera doesn't have any video outputs at all, you will need to use a VCR as the source device. Computer and VCR • The example below shows a VCR used as the source device, connected to a computer with capture card. A video monitor (or television) is used to monitor the pictures. Audio can be monitored with the TV speakers, a separate sound system or headphones. •

• (1) If the VCR has two or more AV outputs, use one of them to plug into the AV input of the monitor. If you have only one AV output, use the RF (aerial) output instead, and use the AV output for the next step. (2) The second AV output of the VCR plugs into the AV input of the computer's capture card. (3) The AV output of the capture card plugs into the AV input of the VCR. • In this system, footage is played from the VCR to the computer, edited, then played back from the computer to the VCR (for recording). Computer and Two VCRs

• This system is slightly more elaborate, and has advantages such as the ability to record directly from one VCR to the other (linear editing). Also, if the computer has the appropriate hardware, you can use it to overlay graphics in real time as you record from one VCR to the other.

• The top VCR is the source device; the bottom VCR is the recorder. • (1) The AV output of the record VCR plugs into the AV input of the monitor. (2) The AV output of the source VCR plugs into the AV input of the computer's capture card. (3) The AV output of the capture card plugs into the AV input of the record VCR. (4) The second AV (or RF) output of the source VCR plugs into the second AV (or RF) input of the record VCR. • On the record VCR, select the appropriate input to record from either the computer or the source VCR. • Note: You could also use the second (or third) AV output of the source deck to feed another video monitor. Example of a home-based edit suite • If you want to be adventurous, the possibilities are endless. The edit suite below incorporates both consumer-level and professional equipment. It can be used for editing home movies, DVDs, television-quality productions, and authoring internet material (more info).

• Deciding which video editing software to use is not easy. There is a huge range available, from very basic applications such as Windows Movie Maker to professional packages such as Final Cut Pro, ULead MediaStudio and Adobe Premiere. • For most people, the main constraint is money. Good editing software is expensive and often requires a high-priced computer to run effectively. Obviously the more money you can spend the better, but you can achieve reasonable results with software costing less than $US500. • Very cheap or free software (e.g. Windows Movie Maker) tends to be very limited and somewhat impractical. If you are at all serious you will need to spend some money. • Note that many capture devices and cameras come with their own editing software, or perhaps a limited version of a professional package. This can be a cost-effective way to get started. How Editing Software Works

• Most general-purpose editing software does three things: • Capture •Edit • Output • This means the software controls the capturing (recording) of the footage, provides a way to edit the footage, and allows the finished product to be output to a recording device such as a VCR or DVD. • If you like, you can use separate software for capture or output, but initially you will probably find it more convenient to use the same program for all tasks.

• Projects

• Although the terminology may vary, non- is founded on the concept of a project. An editing project is a collection of elements which are used to create the finished product. Elements can include video clips, audio clips, titles, graphics, etc. • The project also includes information about how these elements are arranged in the edit. In effect, a project consists of all the individual elements and instructions on how they are put together. When you create a video project, you import or capture the elements you need, then arrange them in the order you want (adding effects and other goodies if you like). What to Look For in Editing Software • Make sure it is compatible with your hardware and operating system. • Check the capture, import and export options. Make sure it can handle the formats and resolution you want to use. • Does the software allow for layering and effects? What other advanced features does it have? • Is there any other software bundled with the package (e.g. audio editing)? • Is it compatible with other common software (e.g. Adobe Photoshop)? Capturing Video for Non Linear Editing • Once your edit system is set up correctly, you need to record (capture) the footage from the source machine (e.g. camera or VCR) onto the computer's hard drive. The capture process goes like this: • Turn everything on and launch the video capture software. Exactly how this works will depend on your software, but in most cases you will have a menu option to open a capture window. • For example, in Adobe Premiere Pro, select File > Capture (F5) to open a window like the one pictured here. • Press "play" on the source machine. If luck is on your side the capture window will show the picture coming from the source. If not, consult your software help file to see what you need to do. • Look for a record or capture button in the capture window. Simply click this button to record (just as you would press the record button on a VCR). Keep recording until you have all the footage you want. In most cases you will want to capture only the footage you are likely to need, but it is better to capture more footage than less — you can discard unwanted clips later. • When you have captured all the footage, save the video file(s) to your hard drive. Using Edit Software

• Once you have captured your footage to your hard drive you are ready to start a new project and begin editing. The Editing Workspace • The screenshot below is from Adobe Premiere Pro. This shows the three basic work areas which are common to most editing software packages (although the exact terminology may vary): • The Project Window In the top left of the screenshot, this window contains all of the elements used in the current project (video clips, audio, graphics, etc). • The Monitor Window Top centre and right, the monitors show the video you are editing. In this case, there is one monitor for the source and one for the master edit. • The Timeline Along the bottom, the timeline represents the flow of the video project. This is where you insert video and other elements and arrange them as desired. When you output the video, it will play from the left to right and include everything on the timeline. The Editing Workspace

• The simplest way to arrange elements on the timeline is to drag and drop them from the project window. You can then adjust the elements, for example, trim video clips to make them shorter or reduce the volume of audio clips. You can rearrange elements as much as you like and preview the results before finalizing them. • Any good software package will also allow you to add multiple layers of video, audio and graphics which can be mixed and superimposed to create various effects. • Remember, different software packages will look different to the example above. You really need to read your software manual to learn how to use it properly. Outputting Video

• Now that you have finished editing your masterpiece and you have your timeline all finalized, you are ready to output the video file. The two most common ways to do this are: • Encode the video to a digital format such as MPEG- 2 and record it directly to DVD or other optical disk. • Output the video through your computer's video card to a recording device such as a VCR. • Again, you will need to consult your software/hardware manual for specific instructions. The example below is Adobe Premiere's Export menu. Select the best option for your needs — each option will open a window which allows you to define various settings before exporting. Video Editing Tutorials

• Depending on the type of software you have, are using, or want to use, a simple internet search for free online tutorials for that specific software will probably give you plenty of information. • Experiment with free online video editing tutorials or for specific tutorials that your teacher has available for more advanced video editing operations. STUDY QUESTIONS Directions: On your own paper DON NOT WRITE the questions. You only have write the answers. 1. In what year was the Zoetrope introduced and who introduced it? 2. Who patented the name Cinematographe and when did they do it? 3. The simplest form of linear editing is called assemble editing or ______. 4. How has digital nonlinear editing impacted or changed analog nonlinear editing? 5. Approximately how many motion pictures and television shows contains a Foley track? 6. Describe what happens with a “cut” 7. Describe what happens in a transition. 8. When the Zoetrope was invented, what was it used for and considered to be? 9. Where do you trim if you trim at the "in" point? 10. What does a Foley artist "recreate"? STUDY QUESTIONS Directions: On your own paper DON NOT WRITE the questions. You only have write the answers. 11. What did the mutoscope do? 12. In what year were digital nonlinear editing systems introduced? 13. What are the two types of compression in digital video editing? 14. How many transitions can you use in a video? 15. How should transitions move from one clip to another? 16. Why should a transition be used carefully? 17. Who was responsible for the creation of the Kinetoscope? 18. What are the two main types of digital video editing? 19. What type of things do Film editors, editors, directors, and other technicians work with in video editing? 20. Where do you trim if you are trimming at the "out" point? VOCABULARY/TERMINOLOGY Directions: On your own paper WRITE the Terms and their definitions as they apply to this section. 1. Transcode 11. Rough cut 2. Codec 12. Scrub 3. Audio Video Interlace (AVI) 13. Track 4. Windows Media Video 14. Edit line (WMV) 15. Jog 5. Quicktime 16. Shuttle 6. MPEG 17. Render 7. MPEG1 8. MPEG2 18. Log 9. MPEG3 19. Single track edit 10. MPEG4 20. A/B editing VOCABULARY/TERMINOLOGY Directions: On your own paper WRITE the Terms and their definitions as they apply to this section. 21. Duration 31. Import 22. Trim 32. Capture 23. Marker 33. Batch List 24. In Point 34. Batch Capture 25. Out Point 35. Ripple Edit 26. Split Edit 36. Rolling Edit 27. J-Cut 37. Slide Edit 28. L-Cut 38. Slip Edit 29. Four Point Edit 39. Title 30. Three Point Edit 40. Subtitle VOCABULARY/TERMINOLOGY Directions: On your own paper WRITE the Terms and their definitions as they apply to this section. 41. Caption 51. Animate 42. Credit 52. Key frame 43. Roll 53. Scale 44. Kerning 54. Filter 45. Transition 55. Gamma 46. Cut 56. Gradient 47. Fade 57. Interpolate 48. Dissolve 58. Antialias 49. Wipe 59. Motion blur 50. effect 60. Composite Superimpose VOCABULARY/TERMINOLOGY Directions: On your own paper WRITE the Terms and their definitions as they apply to this section. 61. Superimpose Track 71. Rip 62. Opaque 72. Sweeten 63. Transparent 73. Gang 64. Key 74. Gain 65. Mask 75. Amplify 66. Matte 76. Attenuate 67. Alpha channel 77. VU meter 68. Blue screen 78. Balance 69. Garbage matte 79. Equalize 70. watermark 80. reverb PROJECTS

In this class you are expected to complete 3 major categories of projects. 1. The school news show (1 show is due every 2 weeks) 2. Adobe Premiere Tutorials (1st 9 weeks) 3. Adobe After Effects Tutorials (2nd 9 weeks)

*Students will work on tutorials with a partner and they will work at their own pace, but all tutorials are expected to be completed. PROJECT CREATING SEHS NEWS SHOW

In this project you will have 9 school days (unless we have a holiday) to produce a completed SEHS Southside News Show. You will present your show in class on Friday Every 2 weeks. Each news show will be uploaded to the school website by midnight on the Thursday that the news show is due and the show must be viewable on the school website for everyone to see on Friday. NO EXCEPTIONS!

You will work with a partner to create a piece of the news show. Each piece of the news show will be assembled into a complete show.

You completed show must be between 10 and 15 minutes in length.

When leaving the classroom, you must tell Mr. Keith exactly where you will be and you may only be gone for a maximum of 20 minutes.

When you finish your piece, you should help any other group that is not yet finished. This is a TEAM project and the entire class will receive the same grade. If the news show is not finished and posted to the school website by the deadline everyone in the class will receive a grade of 50 for that particular news show.

GOOD LUCK AND HAVE FUN! PROJECT SEHS NEWS SHOW SPOT ASSIGNMENTS

Group 1: Anchors (2) Responsible for anchoring the news show, writing scripts, creating cue cards if needed, acting as producers for entire show.

Group 2: Editing (2) Responsible for editing the entire news show together, exporting it to tape, DVD, and/or internet. You must also act as camera men for other groups when they need someone to film their spots. (Must create intro & closing for 1ST News show and it will be used for all future shows)

Group 3: Commercial (2) create a commercial for something in the school.

Group 4: PSA (Public Service Announcement) (2) Create a public service announcement dealing with something important to the students, faculty and staff at the school.

Group 5: Feature Story (2) Create a news story dealing with the most important thing going on at school this week.

Group 6: News Story 2 (2) Create a news story dealing with the second most important thing going on at school this week or that will be coming up soon. PROJECT Group 7: Sports (2) Create a highlight spot of all of the sporting events from the previous week and upcoming week.

Group 8: Entertainment & Fashion “STANGTAINMENT” (2) Story dealing with Music, Movies, and Fashion

Group 9: Team of the week (2) Choose a team or club to highlight for the weeks show present them with a certificate & interview them.

Group 10: Faculty Staff Member of the week (2) – Take a vote within your classroom on who should be the faculty/staff member of the week present them with a certificate & interview them.

Group 11: World, National, & State Headlines (2)- Find out what is important to you as students and give a brief update.

Group 12: Producer & Director (2)- Mr. Keith is the executive producer and director, but these two students run the show and are responsible for everyone else’s action during the production of the show. These two students are responsible for creating the script and storyboard and making sure that everyone follow the script and storyboard. These two students are the only ones that can ask Mr. Keith questions about how something should be done. PROJECT

Group 13: Set design, wardrobe, and make-up (2)- These two students are responsible for creating the backdrop for the set, staging materials coordinating wardrobe for the talent, and applying make-up as needed.

Group 14: Camera and Lighting crew (2) These two students are responsible for all camera and lighting needs.

**Keep in mind that most of these groups may choose to use animation in the production of their pieces. PROJECT SAMPLE SCRIPT If you put this into a PowerPoint, you can use the computer like a teleprompter and you won’t have to use these papers. You may still want to have the papers lying on your desk just in case there is a computer glitch and your computer/teleprompter doesn’t work. IT IS VERY IMPORTANT THAT YOU TALK TO EACH ONE OF THE GROUPS THAT ARE CREATING THE STORIES FOR THE SHOW. YOU NEED TO FIND OUT WHAT THEY WILL BE PRESENTING AND HOW THEY WILL BE PRESENTING IT SO THAT YOU CAN MAKE YOUR SCRIPT WORK WITH THE STORIES THAT WILL BE SHOWN. Remember how you word things. If you are taping part of a show that will air the next day, make sure that you say today instead of tomorrow. It wouldn’t make any sense to people if they were watching a news show on the day of Friday the 13th and you said “tomorrow is going to be Friday the 13th” because you taped the spot on Thursday the 12th. SOUTHSIDE NEWS 6TH EDITION ROLL INTRODUCTION FOOTAGE Anchor 1: Hello and welcome to this 6th edition of the Southside news my name is ______Anchor 2: and my name is ______and we are your hosts for this weeks show. PROJECT (Story #1 – Feature Story) I know that everyone loves wearing their uniforms, but lets take a look at the upcoming fashion show where some of our very own students are designing and modeling their own unique styles. ROLL FASHION SHOW FOOTAGE Anchor 1: It looks like this year’s fashion show is going to be fabulous! Everyone should really try to get to the fashion show and support such a good cause. (Story #2 Faculty/Staff Member of the Week) We really do have some hard working teachers at our school. Lets see who our Faculty/Staff Member of the week is this week. ROLL FACULTY/STAFF MEMBER OF THE WEEK FOOTAGE Anchor 2: Coach Onarato is really great teacher on and off the field. It is easy to see why he was this week’s choice. (Commercial) The SEHS school store is one of Southside News’ biggest sponsors. Lets see what they have to offer. ROLL SCHOOL STORE COMMERCIAL FOOTAGE Anchor 1: I really need to get into the school store. I didn’t know they had so much to offer! (Story #3 SEHS Team/Club spotlight) This week we are going to take an inside look at our AFJROTC program. The AFJROTC is this week's SEHS Team of the Week. PROJECT ROLL SEHS TEAM/CLUB SPOTLIGHT FOOTAGE Anchor 2: I’m not sure that the Air Force is for me, but it sounds like those classes are really preparing our students for the armed services. (Public Service Announcement (PSA)) Did you know that April is Alcohol awareness month? Alcohol and drug related deaths are one of the top killers of high school students. This Public Service Announcement will give us some valuable information to keep us alive and healthy. ROLL PSA FOOTAGE Anchor 1: That will definitely make me think twice about messing around with drugs and alcohol. (Story #4 This week in Sports) We have had some action packed sporting events over the last week or two, lets take a look at some of the highlights and see what’s coming up in SEHS Sports. ROLL THIS WEEK IN SEHS SPORTS FOOTAGE Anchor 2: Man, can you believe those scores! Looks like we are really dominating! ------Announcements------Check with Mr. Keith or Mrs. Cyndy Hendricks for current announcements------And now, we will turn to the announcements. Any student that parks in a space that was not assigned to them by SEHS or have not purchased a parking pass will be fined $20.00 each day they are parked illegal. NO EXCEPTIONS WILL BE MADE! PROJECT

Anchor 1: Junior dues are now $75. Please see Mrs. Blanks in the front office. Anchor 2: The competition is on …ECHS verses SEHS. Which school is the biggest Subway lover? Bring in your lunch card or student ID to any Effingham Subway any day from 2PM to 6PM and receive a 6” Sub for 99 cent. The school that purchases the most will receive a Grand Prize. Anchor 1: Jean Day Friday, April 25th. All faculty and students, who purchase a Relay for Life T-shirt, will be allowed to wear jeans with their purchased t-shirt on Friday, April 25th. T-shirts are in honor of Mrs. Cathy Leaf. The cost is $15.00. All proceeds go to the American Cancer Society. Friday will be the last day for faculty and students to purchase a t-shirt. Anchor 2: FFA Members If you would like to fill out the Green Hand, your 1st year award, or chapter farmer or proficiency award, they will be due by March 28th. If you would like to be considered for star green hand or star chapter farmer, see Mr. Mock or Mr. Montford. (Announce until March 28th) Anchor 1: There will be an FBLA meeting in Mrs. Ross’ room today (3/25/08) at 3:30. All members need to attend. PROJECT

Anchor 2: “Any rising junior or senior interested in signing up for the work-based learning program for the 2008-2009 school year needs to see Ms. Truluck inside room 300 BEFORE school, AFTER school or in-between classes to pick up an application. Please do not come during class, as applications will not be given out during class. All applications will need to be returned no later than Friday, April 18.” Would you please announce beginning tomorrow and run through Friday, April 11. Thanks. Anchor 1: Chick-fil-A Biscuits are being sold today for the Relay for Life. All monies raised from this and next week will go to our team for the walk. Anchor 2: The final deadline for Grad Bash payments is March 30. Anchor 1: Congratulations to Isaiah Broomfield. He placed 1st in the State Literary Competition in the Boy's Essay. Anchor 2: Would you like to be part of the Southside News crew, but can’t get into Mr. Keith’s classes due to a schedule conflict? Mr. Keith is looking for creative students who would like to do humorous skits about the school or student life, cartoons, anime, and other stuff as part of our new show called “Southside Stories”. ‘Southside Stories” will be a Saturday Night Live type show. Students will be asked to meet after school on Mondays and Thursdays from 3:30-5:00pm. See Mr. Keith in Room 615 or drop him an email if you are interested. PROJECT Anchor 1: This concludes this week’s announcements. If you have an announcement, a good idea for a story that you think should be featured on our show, or if you would like to join TSA or the Video club and help make shows like this one or the new Southside Stories show that will be similar to Saturday Night live, please see or email Mr. Keith in room 615. Anchor 2: This has been the 6th edition of the Southside news my name is ______Anchor 1: and my name is ______, thanks for watching. Anchor 2: See you next time! ROLL CLOSING