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COMM452-IS 305 Syllabus

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COMM452-IS 305 Syllabus COMM 452/ IS 305 International Multimedia Journalism: Jacksonville University Communication, Culture, and the Amalfi Coast Sorrento, Italy Summer Study Abroad 2018 Dr. Annmarie Kent-Willette [email protected] Council 114 904-256-7396 WELCOME This course International Multimedia Journalism: Communication, Culture, and the Amalfi Coast will use multimedia journalism and storytelling (including video, online media, social media, traditional articles, blogs and photography) while living in Sorrento, to study experience, and understand the culture, history, and society of southern Italy, the Campania Region, and the Amalfi Coast. Students will examine, explore, and experience art, architecture, philosophy, literature, and music of Italy. Onsite field study includes visits to museums, archeological sites, and area of historical interest. Students will be required to read, research, and report on historical accounts and background material ensuring accurate information is featured in the multimedia production. REQUIREMENTS A minimum 2.5 GPA is required, a clean student discipline record, a faculty letter of recommendation, along with successful completion of a writing course or advanced approval by the professor. Non-JU students, in good standing at accredited degree awarding institutions are welcome to apply to this program. However, these students must meet the stated requirements, enroll as an undergraduate transient 1 student at JU, and consult with their home institution and arrange transfer of credit and permission to enroll prior to the start of the course and trip. REQUIRED MATERIAL Books Hales, D. (2009). La Bella Lingua: My love affair with Italian, the world’s most enchanting language. New York, NY: Broadway Books. Hewitt, J. (2012). Air words: Writing for broadcast news in the internet age. Boston, MA: McGraw Hill. Hooper, J. (2015) The Italians. New York, NY: Penguin Group. Kawasaki, G. and Fitzpatrick, P. (2014). The Art of Social Media: Power Tips for Power Users. New York, NY: Penguin Group. ISBN 978-1-59-184-807-3 Severgnini, B. (2006). La Bella Figura: A field guide to the Italian mind. New York, NY: Broadway Books. Films Hofer G. and Ragazzi, L. (Director). (2011). Italy: Love it or Leave It [Film]. Italy: HIQ Productions. Blackboard Additional readings, audio interviews, and video clips will be provided on Blackboard Equipment and supplies In addition to the required text book, the following materials are required for this course. I've included links to make finding the equipment easy for you. • Notebook for field journal • Stopwatch or digital timer (to time your segments and material...you can use your phone) • Large SD Card (minimum 32) this will serve as your raw data and video for the semester. • External hard drive or very large USB memory stick to use for this class only. Video takes up a tremendous amount of space and must be stored properly. G- drives are considered the best and most reliable for video storage. • Broadcast quality Tripod • Lavalier Microphone for on camera stand-ups and interviews and directional audio 2 RECOMMENDED MATERIAL MacDonald, M. (2014). WordPress: The Missing Manual. Sebastopol, CA: O'Reilly Media. ISBN-13-978-1-449-34190-9 DESCRIPTION This three-credit course documents and archives the culture, history, and society of Sorrento, the Campania Region, and the Amalfi Coast through the use of contemporary communications and multimedia journalism. Students will learn about the culture, history, and society of this region of southern Italy. While studying and living in Sorrento, Italy students will use a variety of multi and social media to illustrate their understanding and explore: • International issues • Monuments • Social and cultural issues • Regional topics • Historic sites In addition to living in Sorrento, Italy students will participate in the following regional field site visits: • Pompeii • Capri • Mt. Vesuvius • Positano • Naples • Paestum COURSE OBJECTIVES In this course you'll gain a greater understanding of the culture, history, and society of Sorrento, the Campania Region, and the Amalfi Coast along with first-hand multimedia experience. You’ll cultivate communication skills through study and application. You’ll produce factual news stories and utilize a strategic media plan including social media platforms to deliver information. During the course of the semester you will learn the following skills: • Videography • On-camera Reporter stand-ups • Digital nonlinear editing • Fundamental interview • Lighting for video techniques • Directional audio for video • Introductory script writing Among the course objectives you will successfully complete the following work including: • Creating factual and accurate short videos • Writing fully edited factual and accurate online articles • Creating a Word Press Website to showcase your work • Develop and deliver a strategic social media campaign designed to drive viewers to your website and the JU’s The Dolphin Channel News At the completion of this course students will • Be able to think critically about the culture, history, and society of the southern Italian culture 3 • Understand the contemporary challenges facing Italy today • Compare and contrast various institutions in the Italian culture • Gain knowledge and appreciation for the Italian culture, history, and society • Apply the course concepts of culture, history, and society to the multimedia projects further demonstrating and sharing their understanding of the culture This upper level, special topics course offers hands on skills focusing on the fundamentals of digital multimedia journalism while incorporating strategic social media skills. The subject matter covered in the media portfolio focuses on the culture, history, and society of the region of the Campania region of Italy. Special emphasis is placed on the basic skills identified by professional in the multimedia industry. This course functions as an advanced special course in Multimedia series (COMM 217, 317, 333W, and 417) 1. To learn basic competencies in multimedia journalism including: a. Videography b. Audio c. Interviewing d. Digital Editing e. Basic Script Writing 2. To develop, manage, and successfully complete a social media plan and calendar 3. To write effective broadcast scripts 4. To write and publish clean blog posts and online articles 5. To develop a deep understanding of the culture and subject matter through effective delivery of a multimedia coordinated campaign 4 COURSE WORK 1. Produce one video v/o (voice over) 2. Produce one video vo/sot (voice over with sound on tape/expert interview) 3. Write a digital and online “About Me” 4. Develop a social media plan during pre-departure 5. Deliver a formal factual powerpoint to support the multimedia project on an assigned topic. Required minimum of 5 sources 6. Write one formal article to be published online with in text citations and sources 7. Write five blog posts 8. Produce a total of five multimedia travel journal entries supported by your field notes. 9. Write and post five facebook entries supported with photos and at least one video clip 10. Post completed video clips/stories on youtube channel 11. Write and post five twitter tweets supported with digital photos or video featuring culture of the region 12. Write and post five instagram images using digital photos showcasing history of the region 13. Develop individual Word Press Webpage to host and publish your multimedia portfolio COURSE ACTIVITIES AND ASSIGNMENTS Each student will produce a variety of factual media projects for the class and showcase their work before, during, and after the trip to the class and the greater public via multimedia. All topics must focus on the history, culture, or society of this region of Italy. After sharing student projects, the student will discuss specific choices made in the editing, shooting, and creative process. Students will have the opportunity to share best practices, challenges, ask questions, make suggestions, and provide general feedback regarding the body of work. Video Travel Journals with Field Notes 15% Throughout the study abroad trip, students will write a minimum of three on-location first personal narrative video travel journals. These thoughts and comments will be paired with audio written in the student’s field notes. Together with the video shot on location, the student will work to create a video travel journal reflecting their personal experiences along with incorporating an accurate accounting of the sites and 5 destinations throughout the journey. The travel journals will be uploaded to the student’s Youtube page. Please note, in your SMP (social media plan) you should identify the specific location and time you will be recording your on camera field notes. (Think about how we have the students in the BBBS https://www.youtube.com/watch?v=uAvx8M-HJVM read and speak to the camera.)This first person narrative is what I am looking for you to do. Get some cut away shots and two shots of yourself for editing. The class can share b-roll for editing purposes and will do so upon our return. Blog Entries 20% Each student will produce five blog entries. Each entry will include a photo or video clip and be a minimum of five paragraphs (intro, three body, and conclusion). Students will upload their clean edited blog entries to their individual web page. Student Examples: Teresa Richardson Callie Johnson Strategic Media 30% Students will manage a series of coordinated messages via social media beginning with a social media plan that includes a strategic coordinated campaign utilizing a variety of social and multimedia platforms. This will include the following: Social Media Plan & Calendar Prior to leaving for the trip, students will complete and submit their social media plan via blackboard to the professor. This plan will include specific daily assignments (managed and selected by the student) in coordination with the travel agenda. This organized social media plan will serve as the student’s guideline for creating social media while abroad. Facebook and online five entries that reflect the experiences of the day while incorporating photographs, hash tags (as designated by the professor), and when possible a video clip.
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