Learning Skills for the Future

Yesterday we learned about shooting video footage. Today we learned how to take that raw footage and mold it into the story we want to tell.  But before we could create something new, it was time for our toughest critics, our classmates, to give feedback on our audio slideshows. It was hard to hear some of the comments, but rather than nursing my bruised ego, I will take those critiques with me next time, and hopefully create something better.

Rob Roberts, USA Today’s senior video editor, returned to give us a crash-course in using Final Cut Pro. (He admitted that he normally dedicates days to teaching the program to his students; we had an hour.) I felt as if Roberts was bombarding me with information, but once I sat down and began editing the footage my partner and I captured yesterday, I realized that quite a bit of what he said had sunk in.

AU journalism students learn the first step of video editing - putting the footage onto a computer.

After Professor Carolyn Brown showed us how to transfer the video from the camera to an external hard drive, we were free to create. I’ve learned through this course that learning new programs and unfamiliar technology is a process of trial and error. There’s only so much we can learn in the classroom.

Today was overwhelming and exhilerating. I have never considered myself to be a technology-friendly person, but this course has challenged me and forced me to realize that I am capable of doing more than just print stories. I need a lot more work before I will be capable of producing professional pieces, but I am confident that I will not always feel out of my element when I am introduced to new technology.

All the equipment needed to get started in the editing process.

Out in the Field

“Video isn’t that hard,” proclaimed Rob Roberts, senior video editor at USA Today. After toiling in the DC heat, trying to get tourists to talk in front of a camera, I’m not so sure I believe him. In addition to getting compelling quotes, my partner and I had to be aware of how the shot was composed and that we were capturing quality audio.

Before sending us out to create our own stories, Roberts, with input from professors Josh Hatch and Jill Olmsted, explained how to create a video story that will compel people to  watch. His rules about shooting video include:

• It’s time-consuming.
• We have to know our audience and the medium.
• It’s all about the story.

Roberts explains his rules when creating an online story.

Video stories can provide viewers with a more engaging product because they can see and hear the story. At the same time, unless a reporter is willing to actively market the content, posting a well-made video online does not mean people will watch it. In order to build an audience, Roberts said, “In Web video, being fast is more important than being good.”

What it takes to be a videogropher

Roberts emphasized the fact that, in order to create good video, we have to be “pushy.”  Unlike in other forms of media, there is more gray area in what we can ask our interviewee to do. While we cannot tell them to do anything they wouldn’t do normally, we also have to keep in mind lighting and audio. The question, “Am I changing the situation; am I creating something that isn’t real?” should always be on our minds.

Putting Advice into Practice

After a quick camera tutorial, our professors assigned us stories and sent us out into the summer heat.  I was surprised by how willing people were to talk, but then clam up at the sight of the camera. I definitely need to work on my interviewing skills and discover ways to put my subjects at ease.

I appreciate the advice of professionals who have worked in the field, but these real-world experiences are even more valuable. What is said in the classroom remains an abstract idea until I am able to put it into practice.