RTD 360.001 Electronic Media Performance TR RTD 360.001 9:35-10:50 A.M. FALL 2013 COMM 1046

RTD 360.001 Electronic Media Performance TR RTD 360.001 – 9:35-10:50 a.m. FALL 2013 COMM 1046

RTD 360.001ELECTRONIC MEDIA PERFORMANCE

Tuesday/Thursday 9:35 - 10:50 a.m.

Room – COMM 1046 Fall 2013

Instructor: Beverly Love Office: 2225 Communications

Office Hours: MWF -- 9:50 – 10:50 a.m.Phone: 618-536-7555

TR -- 8:30 – 9:30 a.m. and 11:00 a.m. - Noone-mail:

Teaching Assistant: James Johnson Email:

Course Description: Broadcast Performance is designed to help you learn how your voice, body and mind work together to produce effective broadcast vocal delivery. The course should assist you in discovering, developing, and honing your voice into an effective instrument that you can control in the delivery of information to listeners. The course covers production of the breath, production and resonating of sound waves, articulation of sound, and methods of stressing for meaning and sounding conversational. Physical and vocal warm-ups, along with lectures and demonstrations, will be combined with story readings, performances, tests (audio/video and written), and audio/video critiques.

Required Text: Hawes, W., & Olson, Beth M. (2010). The Performer In Mass Media: Connecting With Television and

Online Audiences (2nd Edition). Scottsdale, AZ: Holcomb Hathaway Publishers.

Supplemental Items:

A three-ring binder or pocket folder for handouts and other materials (must bring to class every day).
A journal (to record your broadcast performance improvement activities in and outside of class).
An exercise mat or large bath-size towel.
A working email account (Send a sign-in message, with your name in the body of the text, to my account on or before Thursday, August 22, 2013. You will receive a confirmation email message.) Send updated email address if and when needed.

***Please note: Responses to email, phone and regular mail messages are made during posted office hours (see above)***

Specific Learning Objectives and Outcomes:

To develop a strong foundation for vocal and physical preparedness as an electronic media performer.

Learners will:

become familiar with exercises needed to strengthen on-air performances
apply vocal techniques to improve breathing, resonance, tone, pitch, and overall delivery
gain strength and control of on-camera movement, physical tics, and facial expressions.

To strengthen the learner’s understanding of phonation, resonance, articulation, stress and intonation.

Learners will:

become familiar with abdominal-diaphragmatic breathing through vocal and physical exercises
have an understanding of how air from the lungs must be altered to create sound waves
explain why careful articulation is imperative for the broadcaster
analyze, synthesize, and evaluate techniques for on-air delivery.

To be in command of the art of on-microphone and on-camera reporting.

Learners will:

apply techniques of gathering facts, writing scripts, and presenting reports
analyze different methods of reporting news, sports, weather, business.

To strengthen the learner’s understanding of sounding conversational in live or recorded broadcasts.

Learners will:

have an understanding of the art of interviewing
gain greater ease when speaking
research, create, and write age/gender/audience/topic-appropriate interview questions and programming

To be acquainted with the causes, treatments, and prevention of too much stress.

Learners will:

describe the importance of coping with stress and identifying stress patterns
understand how health, relaxation, exercise, environment, and nutrition affect stress.

Attendance/Class Participation

Class attendance is mandatory. An unexcused absence can result in total loss of credit for performances, examinations and all other assignments. You are expected to: complete the assigned readings, writing and performance projects, be present, on time, and participate in class discussions. If you miss class, or a portion of a class, you should: contact a co-learner for class information and materials, and submit documentation as to the reason(s) for your absence(s). If you must miss class, your assignment is due before the period begins, unless other arrangements have been made. In addition, you are expected to read assigned materials and come to class prepared to discuss/perform assigned readings/projects, assignments, and other pertinent issues/activities. Late performances and assignments will negatively affect your class evaluation.

Important Advice

If you are having problems or have special needs or questions, please make arrangements to meet with me so we can discuss them. It is your responsibility to let me know if you are having problems understanding the assignments and/or questions regarding the material. Do not wait until the end of the semester to address any issues. Please contact me right away, so we can work out any concerns together rather than letting them become major difficulties. Oversleeping, a dentist appointment, a medical check-up, tickets to a concert, plane/train tickets home, etc., are not acceptable. These are controllable and thus inexcusable.

Deadlines

Assignments will be given throughout the semester. You are expected to meet all deadlines. Your performance and grade will be adversely affected if assignment due dates are not satisfactorily met. Prior arrangements must be made for possible due-date conflicts.

***YOU EARN YOUR GRADE. I do not give you a grade nor do you receive the grade you think you deserve***

Course Requirements and Guidelines:

Learners

Attend class on time and be prepared (it is your responsibility to always sign in)
Refrain from engaging in side-bar conversations during class
Refrain from eating or drinking in class
Turn off cell phones, pagers, players and remove personal headphones before entering class

(first offense = -50 points; second offense = -100 points; third offense = -200 points)

Participate in class activities/discussions
Fulfill individual and team project responsibilities

Instructor

Begin class on time with advanced lecture preparation
Return assignments in a timely fashion
Maintain accurate records of all learners’ performances and grades
Keep office hours, return phone calls, and email (during office and class hours)
Assist all learners with questions and concerns

Plagiarizing Could Cost You Your College Career

It is assumed that your personal integrity and ethics should alleviate any potential problems pertaining to academic honesty. However, if the issue does arise, all involved parties will be dealt with accordingly. The University and the College of Mass Communication & Media Arts prohibit the use of someone else’s work without giving appropriate credit. It is not to your advantage to copy another person’s work. If you do, you could be dismissed from the class, fail to meet the class requirements, and even be dismissed from the University. This is very serious and must be treated as such.

You are a PLAGIARIZER when youtake (ideas, writings, photos, animation, prints, etc.) from (another) and pass them off as your own. The act of plagiarizing is PLAGIARISM. You commit PLAGIARY when you copy, borrow without permission or steal another’s ideas, writings, photos, animation, prints, etc. You are a literary thief whether you copy, borrow without permission or steal from your roommate, your classmate, William Shakespeare, James Cameron, Usher, Justin Bieber, your mother/father, or your best friend.

To PARAPHRASE means to say in other words; a rewording of the meaning expressed in something spoken or written. It does not mean to remove quotation marks (or not add them) and not give credit for someone else’s ideas, writings, photos, animation, prints, etc., and use them as your own.

Instructional Modes: A combination of physical and vocal exercises, class discussions, small group interactions, lectures, peer teaching, cooperative learning, and learner demonstrations in video and/or audio formats.

Grading Philosophy & Weighing of Projects/Assignments:

Attendance, participation, professionalism 300 (30%) points (31 days X 9.7 points/day)

Performance Assessment 50 (5%)
Reading – Children’s Books 50 (5%)
News, Weather, Sports 50 (5%)
Talk Shows, Interviews 50 (5%)
Commercials, PSAs 50 (5%)
Participation in Broadcast work at a combination of: 50 (5%)
RREE, WSIU-TV and FM, SIRIS
WIDB
WDBX
WSIL, etc
Midterm Exam (performance=110 pts, written=40 pts)150 (15%)
Final Project (performance=200 pts, written=50 pts)250 (25%)

Total 1000

A (900-1,000)– Outstanding work, an example to othersC (700-799)– Satisfactory work, meets requirements

B (800-899)– Good to excellent work, exceeds requirementsD (600-699)– Satisfies minimum requirements

F (500-599)– Unsatisfactory work, does not meet requirements

RT 360.001 ELECTRONIC MEDIA PERFORMANCE CONTRACT

I,______, understand that I am undertaking an intensive, guided encounter

with my own creativity. I commit myself to the scheduled semester session for the course. I commit to the TR class sessions, weekly reading, daily journal entries, daily physical and vocal exercises, and the fulfillment of each week’s tasks.I commit myself to excellent self-care—adequate sleep, diet, exercise, practice, and pampering—for the duration of the course. I further understand that this course will raise issues and emotions for me to deal with. I am prepared to take positive criticism from my instructor and peers.

Ifully expect to succeed with a final grade of _____.

______

(Signature)(Date)

Selected Bibliography

Aaron, Jane E. (1998). The little, brown compact handbook (3rd ed.). New York: Longman.

Attkisson, S., & Vaughan, D. R. (2003). Writing right for broadcast and internet news. Boston: Allyn & Bacon.

Cameron, J. (1992). The Artist’s Way: A Spiritual Path to Higher Creativity. New York: Tarcher/Putnam.

Hausman, C., Benoit, P., Messere, F., & O’Donnell, L. (2004). Announcing: Broadcast Communicating Today (5th ed). Belmont, CA: Wadsworth/Thompson Learning.

Hutchison, E. R. (1996). Writing for mass communication (2nd ed.). Boston: Allyn & Bacon.

Hyde, S. (2003). Idea to script: Storytelling for today’s media. Boston: Allyn & Bacon.

Mills, Jenni. (2004). The Broadcast Voice, Volume 1, Burlington, MA: Focal Press.

O’Conner, P. T. (1996). Woe is i: The grammarphobe’s guide to better English in plain English. New York:

Grosset/Putnam.

Palmquist, M., & Zimmerman, D. E. (2000). Writing with a computer. Boston: Allyn & Bacon.

Papper, R. A. (2002). Broadcast news writing stylebook (2nd ed.). Boston: Allyn & Bacon.

Rogers, T. (2004). Newswriting on deadline. Boston: Allyn & Bacon.

The Associated Press: Stylebook And Libel Manual, Latest Edition. New York: Addison-Wesley Publishing Company, Inc.

Turow, J. (2003). Media today (2nd ed.). Boston: Houghton Mifflin.

Utterback, Ann S. (2000). Broadcast Voice Handbook: How to Polish Your On-Air Delivery, 3th Edition, Chicago: Bonus

Books, Inc.

Whitaker, W. R., Ramsey, J. E., & Smith, R. D. (2000). Media writing: Print, broadcast, and public relations.

Boston: Allyn & Bacon

Building Emergency Response Protocols: University’s Emergency Procedure Clause:

Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at Department of Public Safety’s website (disaster drop down) and in the Emergency Response Guideline pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.

Students With a Disability: Instructors and students in the class will work together as a team to assist students with a disability safely out of the building. Students with a disability will stay with the instructor and communicate with the instructor what is the safest way to assist them.

Tornado: During the spring semester we have a Storm Drill. Pick up your belongings and your instructor will lead you to a safe area of the basement. No one will be allowed to stay upstairs. Stay away from windows. The drill should not last more than 10 minutes. You must stay with your instructor so he/she can take roll. Students need to bequiet in the basement as the BERT members are listening to emergency instructions on handheld radios and cannot hear well in the basement.

Fire: During the fall semester we have a Fire Drill. Pick up your belongings and your instructor will lead you to either the North or South parking lot depending on what part of the building your class is in. You must stay with your instructor so he/she can take roll. As soon as the building is all clear, you will be allowed to return to class.

These drills are to train instructors and the Building Emergency Response Team to get everyone to a safe place during an emergency.

Bomb Threat: If someone calls in a bomb threat, class will be suspended and students will be asked to pick up their belongings, evacuate the building and leave the premises. Do not leave anything that is yours behind. We will not allow anyone back into the building until the police and bomb squad give us an all clear. DO NOT USE YOUR CELL PHONES. Some bombs are triggered by a cell phone signal.

Shooter in the Building: Ifit is safe to leave,move to a safe area farfrom the building away from where the shooter is located.If anyone has any information about the shooter,pleasecontactthe police afterthey have gone someplace safe.

If it is not safe to leave, go intoaroom, lock the door and turn out the lights. Everyone should spread out and not huddle together as a group. Don't stand in front of the door or in line of fire with the door. Students' chair and desks should be piled in front of the glass and door as a barricade and the teacher's desk, podium and anything movable can be pushed against the door. This is intended to slow down any attempts to enter the classroom. If it looks like the shooter is persistent and able to enter, make a lot of noise and have the students use everything in their backpacks to throw at the shooter to distract him. Silence all cell phones after one person in the room calls the police and informs them of their location and how many people are in the room. Be quiet and wait for the police to arrive.The police are looking for one or more shooters, and theyhave no way of knowingif the shooter is in the room people are hiding in. For this reason, when the police enter theroom,no one should have anything in his/her hands and each person MUST raise his/her hands above his/her head.

Earthquake: In the event of an earthquake, you are advised to take cover quickly under heavy furniture or crouch near an interior wall or corner and cover your head to avoid falling debris. Outside the building are trees and power lines and debris from the building itself that you will need to stay away from. In the building, large open areas like auditoriums are the most dangerous. Do not try to escape on a stairway or elevator. Do not hide under a stairway. We do not recommend that you stand in a doorway because the door could shut from the vibrations and crush your fingers trapping you there.

Women's Self Defense Classes are offered to female students faculty and staff by the Department of SIU Public Safety. For more information, contact Officer Russell Thomas .

Course Content Outline (Tentative and Subject to Change)

*Physical and Vocal Exercises begin each class session* (All written assignments must be typed and grammatically correct)

Week 1Introductions, Syllabus, Performance Assessment 1. Introduction to Physical and Vocal Exercises

Aug 20, 22So, What is a Good Broadcasting Voice?

Watch What You Say, for it is Said for an Eternity!

Sign up for SIRIS/WIDB/WSIU, etc., on your ownRead Chapter 1

Week 2Physical and Vocal Exercises

Aug 27, 29Are You Sitting Comfortably?

Maximizing Your Impact

Week 3Physical and Vocal Exercises

Sept 3, 5Reading Children’s Books

Who Are You Talking To?Read Chapter 3

Week 4Physical and Vocal Exercises

Sept 10, 12In Your Face!

What Are You Wearing?Read Chapter 5

Week 5Physical and Vocal Exercises

Sept 17, 19What Your Viewer/Listener Sees/Hears

Say the Alphabet BackwardsRead Chapter 4

Week 6Physical and Vocal Exercises

Sept 24, 26Where Intonation Can Go Wrong

Physiological and Emotional Components of Your Voice Read Chapter 2