A&M Texas University
Department of Agricultural Education
AGJR 307: Electronic Media Production in Agricultural Communications Fall 2004
Constructivists believe that learning is not a unidirectional technical procedure of teachers injecting knowledge into passive learners (Somekh and Davis, 1997). One interpretation of the constructivist model ascertains that: 1) Humans create or construct knowledge as they bring meaning to their experiences; 2) Some individuals have different meanings attached to the same experiences as others; 3) Knowledge is always tentative and incomplete because it is a construct of humans and humans are constantly undergoing new experiences; and, 4) Knowledge grows through exposure. Understanding becomes deeper and stronger if one tests it against new encounters and finds agreement between the previous and current knowledge.
Instructor:
Gary J. Wingenbach, Associate Professor 2116 TAMU, 218 Scoates Voice Mail: 862-1507 Email: [e-mail]
T.A.:
Jennifer Norwood, Graduate Student 2116 TAMU, 212 Scoates Voice Mail: 458-3388 Email: [e-mail]
Web Site:
http://www.aged.tamu.edu/agjour/307/index.html
Office Hours: By appointment (Ms. Charlene Boggus, 862-3001). Schedule: T-R, 2:15-4:30 p.m., SCC 114
Purpose Electronic Media Production in Agricultural Communications focuses on the principles, concepts, and practices of electronic media production (television, computer, and Internet) for advertising, informational, computermediated instruction, and distance education in the agriculture industry. Students will be introduced to videotape shooting and editing, and World Wide Web design through hands-on experiences. The course is designed to expose students to a variety of electronic media communication skills that they will encounter as communicators in agriculture. Students will acquire skills and knowledge in the production of video, visual graphics, and basic Web site development. Course Outcomes
Students will be able to:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Understand the uses of various electronic media in the agricultural industry. Plan and perform the electronic media production process. Create an informational/educational or sales brochure for an agricultural product or service. Capture and modify digital images for use in traditional and print communications. Write and produce videos and multimedia productions for Internet use. Access and use agricultural data and information from the Internet. Create a promotional Web site for an agricultural product or service. Use presentation software in the instructional process for distance education audiences. Contribute to the development of a course Web site portfolio. Promote the agricultural industry through effective electronic agricultural communications.
Aggie Code: An Aggie does not lie, cheat or steal, or tolerate those who do. The Code is explained as: The Aggie Code of Honor is an effort to unify the aims of all Texas A&M men and women toward a high code of ethics and personal dignity. For most, living under this code will be no problem, as it asks nothing of a person that is beyond reason. It only calls for honesty and integrity, characteristics that Aggies have always exemplified. The Aggie Code of Honor functions as a symbol to all Aggies, promoting understanding and loyalty to truth and confidence in each other. http://student-rules.tamu.edu/
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AGJR 307
Electronic Media in Agricultural Communications
Projects Due
TAMU
Projected Course Schedule1 Date Tentative Topics
8-31 9-2 9-7 9-9 9-14 9-16 9-21 9-23 9-28 9-30 10-5 10-7 10-12 10-14 10-19 10-21 10-26 10-28 11-2 11-4 11-9 11-11 11-16 11-18 11-23 11-25 11-30 12-2 12-7 12-15 Topic: Course Introduction, Exploring the Web Web: Course Files Topic: Primer to Visual Print Media Web: Brochure Construction Topic: Digital Photography Web: KODAK Taking Great Pictures, Digital Photography Gratification Topic: Lab and Assignment Work in Class Web: The Top 10 Digital Photography Mistakes Topic: Putting It All Together Web: How Good Are Your Company's Brochures? Topic: Composition and TV Field Production Web: Producing an Educational Video, Your Own Video Program Topic: Audio and Lighting Basics Web: Production Process Topic: Media Characteristics Web: Video and Multimedia Production Topic: Videotape Editing Web: Aesthetics of Editing Topic: Video for the Web Web: Shooting Video for the Web Midterm Exam Topic: Video News Release Web: Video and Multimedia Production Topic: Writing for Broadcast Web: Writing for Broadcast Storyboard, Site for Two-Column Script! Topic: Program Content and Advertisements Web: Corporate & Educational Programs, Broadcast Advertising Topic: Lab and Assignment Work in Class Web: TAMU Agricultural Communications Topic: Computer Communications Web: Embedding Video for the Web Topic: Navigating The Internet Web: Barebones Guide to HTML Topic: Web Site Design (HTML Codes) Web: Designing Effective Web Sites Topic: Web Site Design (HTML with FrontPage) Web: Designing for Your Audience Topic: Web Site Design (HTML with FrontPage) Web: Organizing Your Information Effectively, Graphics Formats Topic: Web Site Production Web: Using Color, Graphics and Text Effectively Writing for the Web Topic: Graphics in Electronic Media Web: Getting the Most Out of PowerPoint Topic: Electronic Media History Web: Short History of TV/Radio, Farm Broadcasting History Topic: Bonfire Dedication No Class Topic: Issues in Electronic Media Web: TV News Programming No Class: THANKSGIVING HOLIDAY Topic: Team Presentations Topic: Team Presentations Topic: Team Presentations FINAL EXAM, 1:00-3:00 p.m.
Brochure Layout
Graphics Plan Final Brochure/Graphics Brochure/Graphics Eval. Create Video Teams
Evaluations Video Script/Plan
Final Video/Critique
Web Site Design
Final Web Site Project
Presentations Presentations Presentations Evaluations
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Topics may change due to availability of resources.
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AGJR 307
Electronic Media in Agricultural Communications
TAMU
Course Text, Resources, and Policies Required Texts: Web-based resources will be utilized in the delivery of this course. E-Mail Software: Students are required to maintain a NEO e-mail account for all electronic communications in this course. Only NEO can guarantee students and instructors alike that malicious viruses, worms, etc. are not spread in the administration of this course. No other e-mail program will be supported. Supplies: Students must purchase mini-videotapes (digital) for shooting and editing (copies can be made after project completion), plus two ZIP (250 Mb) disks; you may purchase a CD-R/DVD-R for archival purposes. Equipment: Digital cameras and camcorders will be available for checkout. You MUST reserve this equipment. A sign-out sheet will be posted in 112 Scoates Hall for all equipment. You are responsible for maintaining the equipment in proper working order. Check off equipment that is brought back. If equipment malfunctions, contact the instructor immediately; students can be held accountable for equipment costs if malicious use is detected. Attendance: Two unexcused absences will result in one letter grade deduction (each occurrence) for the final grade. Projects All projects will be completed individually and in small teams. Teamwork is an essential element in electronic media production. All projects will be combined to develop an electronic class portfolio. 1. Brochures: Create a persuasive brochure, including graphics, which informs and sells an agricultural product or service to a targeted audience (individual). 2. Electronic Graphics: Complete graphic elements to support your Web site Project; select between traditional/digital photography, scanned images, video, or computer generated graphics (individual). 3. Video: Complete at least one digital video project (team/individual). 4. Web Site Project: Create a promotional agricultural product/service Web site (individual). 5. Presentation: Create and deliver a professional presentation by combining agricultural products or services; include targeted audience, and additional marketing strategies for promotion (team/individual). 6. Self Evaluation: Evaluate his/her performance at the midterm and end of the semester (individual). Student Evaluation2 All projects are due at the beginning of class on deadline days. Late assignments (turned in after class or the next day) receive a 25% reduction in point total, and an additional 25% reduction for each 24-hour period the assignment is late. Projects Grading Scale Projects Points Grade Range Graphics Plan 25 A = 900 - 1000 Final Graphics & Evaluation 75 B = 800 - 899 Brochure Layout 25 C = 700 - 799 Brochure & Evaluation 75 D = 600 - 699 Video Script 50 F = <599 Video 200 Video Critique 50 Web Site Design 100 Web Site Project 200 Presentation 100 Evaluations 100 Total 1000
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Graduate students must consult with the instructor for additional course requirements.
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AGJR 307
Electronic Media in Agricultural Communications
TAMU
Academics ADA Policy Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room 126 of the Koldus Building. The phone number is 845-1637. Scholastic Dishonesty: All class members are expected to comply with TAMU policies regarding scholastic dishonesty and other issues outlined in the official student rules. As a professional in any communications field, plagiarism harms the credibility of the profession as a whole. As commonly defined, plagiarism consists of passing off as ones own ideas, work, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. If you have questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules, under the section Scholastic Dishonesty. Copyrights: Please note that all handouts and supplements used in this course are copyrighted. This includes all materials generated for this class, including but not limited to syllabi, exams, in-class materials, review sheets, and lecture outlines. Materials may be downloaded or photocopied for personal use only, and may not be given or sold to other individuals. References: Boone, K., Meisenbach, T., & Tucker, M. (2000). Agricultural communications: Changes and challenges. Ames, Iowa: Iowa State University Press. Emery, M. (1999). Whos out there? Strengthening Internet communication for agriculture through consideration of audience dimensions and user needs. Journal of Applied Communications, 83(1), 27-41. Irani, T. (2000). Prior experience, perceived usefulness and the Web: Factors influencing agricultural audiences adoption of internet communication tools. Journal of Applied Communications, 84(2), 49-63. Somekh, B., & Davis, N. (Eds.). (1997). Using Information Technology Effectively in Teaching and Learning: Studies in Pre-Service and In-Service Teacher Education. London; New York: Routledge. Suvedi, M., Campo, S., & Lapinski, M. K. (1999). Trends in Michigan farmers information seeking behaviors and perspectives on the delivery of information. Journal of Applied Communications, 83(3), 33-50. Vestal, T. A., & Briers, G. E. (1999). Metro news journalists critique food biotechnology. Journal of Applied Communications, 83(2), 23-34. Wingenbach, G., Rutherford, T., & Dunsford, D. (2003). Agricultural communications students awareness of and perceptions toward biotechnology issues. Journal of Agricultural Education, (in press). Wingenbach, G., Rutherford, T., & Dunsford, D. (2003). Selected college students knowledge and perceptions of biotechnology issues reported in mass media. Journal of Applied Communications, 86(3), 7-23. Internet Sources: TAMU Student Resources. (2004). Available at http://www.tamu.edu/aggiehonor/studentresources.php AGJR Tutorial. (2003). Available at http://www.aged.tamu.edu/agjour/howto/tutorial.html Agricultural TAMU Communications. (2002). Video and Multimedia Production. Available at http://agcomwww.tamu.edu/video/video.html TAMU Agricultural Communications. (2002). Electronic Media. Available at http://agvideo.tamu.edu/ Web Authoring that Works. (2002). Designing Effective Web Sites and Web Pages. Available at http://www.umext.maine.edu/webauthor/intro.htm
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Electronic Media in Agricultural Communications
TAMU
Assignment Details and Directions Graphics Project You have been asked to develop graphical elements to include in the promotional brochure for an agricultural product or service. In preparing your graphics, you include the basic elements discussed in class and you must address the following points during the graphics development and evaluation stages. What is the purpose for including the graphics in the brochure? Who is the intended (targeted) audience? Did I violate any of the photography principles? If so, why? How do the graphics enhance the brochure and/or the future Web site? Your products for this project will be a graphics plan (25 pts), specifically addressing several of the photography principles discussed in class; the actual graphics, (50 pts); and, a one-page (single-spaced) evaluation explaining how the graphics you chose will enhance the brochure in current development, and/or how the graphics will enhance your future Web site project (25 pts). Brochure Project You have been asked to develop and produce an informational, educational, or sales brochure for an agricultural product or service. In preparing your brochure, you must remember the basic elements discussed in class and you must address the following points during the development and evaluation stages of your brochure. What is the purpose for creating this brochure? Who is the intended (targeted) audience? How will the brochure be promoted? Where will this brochure be placed for public access? Your products for this project will be a brochure layout (25 pts), according to the layout guidelines discussed in class; the actual brochure, with graphics, (50 pts); and, a one-page (single-spaced) brochure evaluation (25 pts) using the guidelines discussed in class and the questions listed above. Video Project Video Script (50 pts). Your team realizes that your agricultural product or service would be easier to promote on a future Web site if you could demonstrate a personal touch in your promotional campaign. You need video to support your site. You will develop a video, from pre-shot video and interviews with a noted expert (can be someone from your team) on your product or service, to the final product ready for Web streaming. You will turn in a video script, including a rough sketch (storyboard) with this assignment. While preparing the script and video plan, keep in mind the following points. What is the purpose of the video shots? What were you trying to explain with each different type/setting of shots? What approach (informational, educational, humor, etc.) works best for your video? Final Video (200 pts). Shoot a variety of shots to promote your product or service. Try different angles. Try different perspectives. Be creative, but informational and educational too; use various effects and transitions (dissolves, wipes, cuts), but please keep in mind the need to have a motivation for using transitions and effects. Your finished video will be run NO LONGER THAN 60 SECONDS, which means you have to capture several minutes of video so you have plenty of material to edit for the final product. Your team will turn in the finished, edited version of your video for a grade. Keep these points in mind while shooting the video. Why did your team choose the types of shots you chose? o Why did you choose a long shot? o Why did you use a low-angle shot? What was the usability of your shots? o Were they shaky, out of focus? o Could they be used in a real situation? How could your team improve upon the video? o What WILL you do differently with video you shoot in the future? Video Critique (50 pts). After you shoot and edit the video, watch it and critique it. You do not have to comment on EVERY shot, but you do need to provide an overall impression of what you accomplished. You will submit the videotape with the written critique. Grading for this portion of the project is based primarily on the
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AGJR 307
Electronic Media in Agricultural Communications
TAMU
written critique. However, I will look at the videotape and comment on the shot choices. The critique must be at least one page in length (single-spaced) and include a discussion of the components of a quality videotape product. Web Site Project Web Site Design (100 pts). Your team did such a fantastic job with the video, that the same company that hired your team wants you to design a World Wide Web site to promote their agricultural product or service. To increase the companys chance of getting a creative product, they request each team member to develop his/her own Web site, which will be in competition for the eventual contract. The company specifically wants to see lots of graphics, but also want the site to load quickly because most agriculturists still do not have high-speed Internet access. How will you solve this dilemma? The company wants your video to be a major feature on the entry page for this site. How will you address this request in the design stage of creating this Web site? While designing the site, address these points. Who is the targeted audience for this site? What content (critical, complimentary, and supplementary) is needed in this site? How will you make the Web site design effective (loads quickly, attractive, stickiness)? What color, graphics, and text work best to attract unique visits and retain repeat visits? How does writing for the Web site differ from traditional print materials? What type of Web technologies will be needed to complete this project? How will you promote the site worldwide? What types of interaction/communication formats are necessary for the site to be successful? What is your timeline for achieving the desired finished Web site? You will turn in a rough sketch (storyboard) for this assignment. The Web site design must include 1) Five individual pages, 2) links on every page (preferably to other pages in the site), 3) one link to another site (i.e., a site that you did not develop), 4) one clip art, picture or graphic per page, 5) bulleted and/or numbered lists on one of the pages, 6) one table on one of the pages, 7) your video or part of the video you created in the previous assignment, and 8) communications links (e-mail contact) on every page. Final Web Site (200 pts). You will develop the agricultural product or service Web site according to the design you submitted for review. You may use any of the Web-editing software programs (FrontPage, Netscape Composer, HTML coding) to produce this site. Some things to keep in mind are: Visual appeal Functionality Usability Original creativity Promotional code Presentation Project The company requests a team presentation (using PowerPoint) of the best Web site created from your individual efforts (100 pts). Your groups presentation should be from 10-12 minutes in duration and all team members must participate in the presentation. Follow the format in your Web site design proposal, and your presentation should go well. As you prepare the presentation, remember to include: Title slide with all group members names. Major sections (introduction...