Writing to Video

Objectives
(This plan assumes either one long class period (approx. 2 or 2-1/2 hours) in which both the discussion and exercise could be done – or instructors with shorter class periods could do the lecture and discussion portion in class and assign the exercise outside of class. Either way, there is an additional "show and tell" and discussion follow-up for the next class.)

1. To get students to think about their stories and the video they’ll need to tell them before they go out in the field.
2. To get students to take the time to review their video before they start writing their stories.
3. To help students recognize when the "eyes and ears" are competing in stories.

Teaching Materials

• A handout describing why writing to video is so important.
• A fact sheet for students to write a VO using the video and information provided.
• Raw video of samples being taken at a lake. (right click and save video file)

You will need to tape a local or national newscast.
Instructor’s Guide In television, we obviously have the advantage of telling our stories with video and sound as well as words. But the best video in the world won’t have much impact if the words don’t match or the two don’t complement each other. Why is that? (Elicit responses from students.)
In fact, researchers have found that "when the eyes and the ears compete, the eyes win." That means even the best writing in the world won’t work if the video doesn’t support what was written. A great story that has video that doesn’t make sense – and doesn’t match – won’t be a great story after all.
(Using the newscast you taped, watch several stories and discuss whether or not the video and script match. If they don’t match elicit ways the story could have been improved.)
What can we do to help ensure we’re gathering the right video in the field and that we use it in the best way possible when we’re editing? (The following is included as a handout to help guide the discussion.)

• Know Your Story Before You Go. Do as much research as possible about your story before you go out into the field. With that research you can start to sketch out your story before you leave the newsroom. If you have a good idea of how you’re going to tell the story, you know what video to get.
• Communicate with Your Photographer. If you’re working with a photojournalist, he or she should know everything you know about the story. That means sharing your research and your preliminary thoughts about how you’ll tell the story.
• Be Open to Input from the Photojournalist. The best stories are told by reporters and photojournalists who work together as a team. The photojournalists may capture some compelling footage or sound and suggest that’s a strong way to open your story. For example, if you’re doing a story about new recruiting restrictions for college sports teams, your photographer may suggest using a shot of the coach packing team t-shirts while saying "Everyone loves a t-shirt, I always take lots to give away."
• Watch and Log Your Video. It’s impossible to write to video if you don’t know what the video is! Even if you’re on a tight deadline, you should be able to take a quick look at the video to get a sense of what you have. Or, if you did work with a photojournalist, ask what video he or she shot before you begin writing.
• Test Your Script. You should show your script not only to your producer but also to your photographer to make certain he or she has all the necessary video. If not, you need to adjust your script!

Let’s try this out with an assignment. You (and a classmate) should use the attached fact sheet and the raw video being provided to write a :30 voiceover about a fish kill and potential pollution problem in a local lake.
Before you begin, let’s look at the fact sheet and figure out what video we would like to shoot for this story. (Elicit list from students.)
But sometimes, you don’t get all the video you’d like for one reason or another, so be sure to write to what you have instead of what you’d like to have. And remember, you should watch and log the video first, then write your script. Edit the voiceover video only after you’ve printed a script out.
Follow-up Discussion
In the following class period you should have each student or team play the voiceover, while reading the script to accompany it. Classmates should answer the following questions:

• Does the video match the script in all instances?
• Are there facts used in voiceover script for which there isn’t appropriate video?
• How can you avoid that problem?
• If you simply don’t have the video and have an important fact you need to include?

© RTNDF Educator in the Newsroom Lesson Plans

TV Broadcast

TV broadcast scripts

Check out these websites for scripts:

http://www.wchstv.com/newsroom/showscripts/6fri.shtml#1

CNN:


http://www.cnn.com/2011/US/studentnews/05/23/transcript.tue/index.html

High School Broadcast Journalism

What should your broadcast look and sound like?

Visit hsbj.org to see examples of television broadcasts by high school students.

www.hsbj.org




Script Writing guidelines


http://www.cybercollege.com/tvp006.htm

More about Podcasting and GarageBand

  http://www.peachpit.com/articles/article.aspx?p=462522&seqNum=3

Here is a great article on using GarageBand for your podcast!

Podcast scripts

Creating a Podcast Script

There are three basic parts to a successful podcast: opening, content and closing.
Opening
The opening bumper should state the title, give a brief overview, and include background music. Recording the bumpers in a voice opposite the gender of the content offers a professional touch. If the podcast will include images or video, be sure that it has a branded appearance. For official templates, visit NMSU's Branding site.
Content
It is smart to always write a script before trying to record your audio. Have the script proofread and practice it at least once. Another helpful hint is to add cues to remind you where to pause, add emphasis, etc. Don't be afraid to make mistakes in your recording, just say "cut" and try again, the file can always be edited later. Be sure to save your Audacity project file as well as the MP3 export.
Closing
As with the opening, the closing bumper should be recorded in a gender opposite that of the content and should include background music. It should also point the audience to a source for more information related to the podcast. A podcast must use references, funding information, and copyrights where necessary.

Editing Bumpers

Writing Your Podcast Script

1. Provide an overview, then give specifics
In your Podcast, give a short overview on what your listeners can expect. This is especially important if you will be covering a couple different topics, as it allows your users to scroll forward and skip anything that doesn't interest them.
Sample overview: "In the first half of today's Podcast, we'll talk about the important roles parents play in building their child's vocabulary. Then, we'll talk with a child nutritionist on simple changes you can make to your child's snacks."
2. Write tight
In audio, you need to get to the point. Read and re-read your copy, eliminating redundancy. Find shorter ways to say just about anything. Readers can skim the written article, but must listen to the entire Podcast. Write succinctly to keep their attention. Write your script, then read it out loud to yourself and time it. Imagine you have to trim 10 seconds off the final narration. Keep editing, trimming 10 seconds, repeatedly, until you can't possibly trim any more without losing important content.
3. Write for the ear and your tongue
The ear is much less forgiving of extra-long sentences and sentences that don't flow well. When writing, read it out loud; if it isn't easy to say, re-write it. You'll want to use shorter sentences and conversational vocabulary. Remember that you'll be reading this, possibly when you are a bit nervous about your voice. Write out numbers and addresses. Be especially careful with dollar amounts. Avoid numbers and dollar signs: "$4,567,555" Write out numbers: "over four and half million dollars."
4. Be active, positive and present-tense
Avoid passive voice descriptions in which the action is done unto something, instead of something doing the action. Avoid negative words such as "not", "no", "don't", "doesn't", "won't", etc. Phrase things in the present tense as much as possible.
Avoid passive voice: "The charge was denied by the President" Use active voice: "The President denies the charges." Avoid the negative: "The dairy producers don't believe the rates will increase before next year. Re-write in the positive: "Dairy producers believe rates will stay low throughout the rest of the fiscal year." Use present tense: "The University supports the initiative." It is easier for the listener to understand than other tenses: Avoid: "The University is supporting the initiative." And "The University has supported the initiative."
5. Make it personal
Imagine you are writing for one person, a friend who trusts your information and opinions. How would you make your topic of interest to them? How would you make sure you would keep their attention during the 5 minutes you have with them at a dinner party? Ultimately, a Podcast is a one-to-one relationship between the listener and you. Make a connection with them by making them feel you have them in mind.

Writing Checklist

1. Is there a short overview?
2. Have you removed as much text as possible?
3. Have long or awkward sentences been removed?
4. Are numbers re-written as words?
5. Have passive verbs been replaced with active tense?
6. Have negative words like "don't", "can't" and "won't" been removed?
7. Is present tense used throughout?
8. Would a listener feel you are talking directly to them?