COMM 452/ IS 305 International Multimedia Journalism: Jacksonville University Communication, Culture, and the Amalfi Coast Sorrento, 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 , the Region, and the Amalfi Coast.

Students will examine, explore, and experience art, architecture, philosophy, literature, and 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 . 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

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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 • • 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

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• 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

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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.

Twitter will be used throughout the trip to generate interest in upcoming activities and excursions. Students will write tweets that will be linked to destinations of the day providing clues to the next stop while using 6

interesting facts. Tweets will incorporate online links and digital photographs along with hash tags as designated by the professor.

Instagram will be used to catalogue, collect, and share the best photos of the trip. Each student will be required to contribute their two best photos every day and incorporate links and hashtags.

Youtube will be used throughout the trip. Students will need to create a Youtube channel prior to leaving for the trip. Video and Videos Journals must be uploaded to the student’s individual channel.

Wordpress each student will be required to create and maintain a wordpress webpage. Students will begin the process in class under with direction from the professor.

V/O (Voice Over) 10% Exactly :30 seconds in length. Voice narration. No music. Factual, without opinion or commentary. Interesting video, properly framed, shot using a tripod, with clear composition. Will include a formal script.

V/O SOT News (Voice Over Sound on Tape) 15% :45 seconds- 1:00 minute in length. Must include expert interview sound on tape, voice-over, sequence shot, and natural sound. Audio must be clear and easy to understand using professional microphone. This story must be visual, accurate, and relevant. Will include a formal script.

Multimedia Article 10% Students will write one 1000-1600 word article on their assigned and approved topic. This begins with the prepared background report (the powerpoint pre- departure assignment with bibliography and recorded audio) researched and composed prior to leaving for the trip. After studying, touring, and collecting multimedia at the assigned location, the student will write a multimedia article incorporating video and photography into the piece. Examples: Sylvia Dean and the Lion of Lucerne Teresa Richard and the Dancing White Horses

CRITERIA FOR EVALUATION The average multimedia project receiving a C should meet the following criteria: 1. Meet the specific assigned requirement 2. Be completed and turned in by the due date 3. Adhere to the time limit 4. Contain clean, white balanced, properly lit video 5. Contain clean edits 6. Contain clear audio 7. Be free of serious errors in grammar, pronunciation, and word usage 7

8. Fulfill any special requirements of the assignment-such as preparing an shot sequence

The above average multimedia project receiving a B should meet the above criteria and additionally; 1. Feature a unique and interesting topic 2. Display clear organization 3. Exhibit proficient use of video and editing equipment 4. Be delivered skillfully

The superior multimedia project receiving an A should meet the criteria stated in both C and the B project as well as: 1. Constitute a genuine contribution by the student to the knowledge or understanding of the audience 2. Sustain positive interest among the audience 3. Contain elements of vividness and special interest in the use of language 4. Be delivered in a fluent, polished manner that strengthens the impact of the student’s message 5. Re-tell a compelling story provoking an emotional response from the audience

ABOUT YOUR PROFESSOR

This semester marks seventeen years for me here at JU. I serve a dual appointment as a Professor of Communications and the Director of the Center for Teaching and Learning. Prior to this, I had the honor of serving as an appointed official, representing JU as an Executive on Loan to the City of Jacksonville, where I worked as the Education Commissioner. Before arriving at JU, I worked in broadcast journalism as a reporter and anchor. During my time in the broadcast field, I was honored with several media awards, including a regional Emmy nomination. I earned a doctorate in Educational Leadership and a B.A. and M.A. in Communications. My scholarship and research focuses on higher education and student’s understanding of media.

Here at JU, I have developed the Dolphin Channel News into an award winning student media program. For more than fourteen years, JU students have been recognized as the best in the state of Florida from the Florida Associated Press Broadcast Association. I look forward to continuing that tradition with you and welcome your involvement in student media.

I have been leading students abroad since 2002. My students and I have travelled to England, Scotland, Wales, Germany, Italy, Greece, and Turkey. The travels are well 8 documented and result in the production of multimedia projects that can be viewed on YouTube . Many of these student projects have gone on to win awards. One student, who had never been on a plane prior to study abroad, produced a piece that lead to a scholarship and an invitation to travel to the Philippines to produce another multimedia project. That project was then selected as the best student project in the state of Florida by the Associated Press. As you work on your projects during this journey, I encourage you to do your best work. There is an audience for these extraordinary projects and the possibilities are limitless.

GRADING SCALE 95-100% A Exceptional Work 4.00 94-90% A- Excellent Work 3.67 89-87% B+ Good Work 3.33 86-84% B Good Work 3.00 83-80% B- Good Work 2.67 79-77% C+ Satisfactory Work 2.33 76-74% C Satisfactory Work 2.00 73-70% C- Passing Work 1.67 69-67% D+ Passing Work 1.33 66-64% D Passing Work 1.00 63-60% D- Passing Work 0.67 Below 60% F Unsatisfactory Work; Failure 0.00

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