Documentary+Journalism

Documentary Journalism.


[[image:https://pbs.twimg.com/media/CEw2HLgW0AAlo0j.jpg width="376" height="254" align="center" caption="National Geographic photographers. [@ValaAfshar"]]

Welcome to the home page of Ms Ward's Documentary and Journalism class for Semester 2, 2016. On this page you will find:
 * Study Guide and Assessment Outline
 * Readings
 * Links to discussion board
 * Links to interesting websites / articles that may be related to your specific topic.

Notes for submission of Creative Response: = =
 * Journalism strand will need to submit their creative as a web address written on the BSSS Plagiarism Declaration.
 * Documentary strand will need to submit their creative as hard copy.

Please note: many additional resources will be at Ms Mahar's page: [|ttp://docjournalism.weebly.com/]
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 * Class documentaries **
 * ~ ==**Classroom resources** xxxxxxxxxxxxxxxxxxxxxxxxxxxxx == ||~ ==**Extra Readings**==
 * < Storify - Documentary Journalism





||< Twitter - #Ferguson

Shark Week.

Real Journalism - theonion.com

Plagiarism article ||
 * < **Classroom Activities** ||< **Documentary Resources** ||
 * **Week 1:**


 * Using Twitter:**
 * create a Twitter account. You should use your own name on Twitter, not a nom de plume.
 * using hashtags to track tweets
 * favourites - favourite your tweets and send them to an aggregator site such as IFTT to collate and keep
 * make a story of your tweets with a program such as storify or paper.li
 * Join the Twitterati.

1 1
 * Week 2:**

"Bully" - the documentary (full doco at the bottom of this table). 1 1  1  1  1  1  1  1  1  1  11
 * Week 3:**

Feature writing

Journalism and Censorship
Journalists killed in 2016 || First documentary - 1921 - [|Nanook of the North]

Christian the Lion:
Narrated Aerosmith 1 Aerosmith

1

Bully
Tweets on "Bully"

Production notes on the documentary





An update on Alex 1 1  1



Most Hated Family in America
[|Article and documentary] ||
 * ===Life in a Day:===

From midday on Tuesday to midday on Wednesday, each hour, take a photo to represent your life. Upload your photos to a shared slideshow on this google slide show.

I'm tweeting my Life in a Day - #liad15 (l for life, i for in etc). || ===Life in a Day=== A collaboration between Ridley Scott and Youtube

Photo Essays
Forty Portraits in Forty Years

Photo journalism
Enhanced Reality: Exploring the boundaries of photo editing

Read the article above. Examine the images and their manipulations.

1.What has been the effect of these changes on the audience's reading of the image? 2. Is enhancing or photoshopping images acceptable? Why or why not? 3. At what point does photo editing end? 4. How do we, as an audience, know that what we are seeing is truthful? Do we need to know? Explain your answer.

Giles Duley ||
 * ==Journalism task samples:==

Gun Control - Tim Keys

Samples from Mrs Mahar's website

[|Glogster sample - Matt McMahon]

Documentary storyboard sample:


[|ABC Open - Making Documentaries]

Remember, your documentary needs a central focus - one key point that you will be exploring in depth. Your documentary is also a narrative - it needs a beginning, middle and an end. || ==Andrew Probyn:==

Links to his info on Andrew and his journalism:
"Insiders" bio

Andrew Probyn on Twitter: @andrewprobyn

Opinion piece Andrew recently wrote.

[|https://au.news.yahoo.com/thewest/opinion/**andrew**-**probyn**/]

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Andrew is a frequent member of the panellist on the Sunday morning show //Insiders.//

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Recent award Andrew won.

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What would you like to ask a working journalist? Think of questions for Tuesday morning.
|| =Discussion Board information and questions:=

The marks allocation will be as follows:

1. You will need to register to join this discussion board
 * worth 2 marks
 * Click on 'Join' at the top right of this page.
 * Register your first name and surname (just the inital of your surname is ok).
 * Use the code DM33PQ4
 * introduce yourself and state what you hope to learn / achieve from this unit of study.

2. Discussion questions - each worth 3 marks. Your responses should be well-written, carefully considered and at least 100 words per post. You should not only respond to the discussion question but to other posts as well. Participating in each post will be worth 3 marks. To earn 3 marks you will need to do 3 things:
 * Respond to a previous poster
 * Respond to the discussion question demonstrating evidence of further reading and research
 * Add some new, insightful discussion to the discussion board.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Discussion board questions will be open for approximately 2 weeks only. You will be advised for each question what date and time the discussion board will close. If you have not posted by the close-off time, you will not achieve any marks for that discussion question.

Discussion Board questions:

 * Discussion Question 1: Weeks 1+2**

, consider the statement: The newspaper is obsolete; it has no place in the 21st century. Add your comments regarding this statement to the discussion board.


 * Thank you to those people who contributed to the discussion board. Question 1 is now closed. Those students who have joined the wiki and contributed as required (responding to a previous poster, responding to the discussion question and adding new, insightful discussion) will have achieved a mark of 5 out of a possible 5. **


 * Discussion Question 2: Weeks 3+4**

<span style="font-family: Arial,Helvetica,sans-serif;">Read through these quotes on the documentary genre.

<span style="font-family: Arial,Helvetica,sans-serif;">Which of these, do you think, accurately represents the documentary genre? Why? <span style="font-family: Arial,Helvetica,sans-serif;">Add your comments to the discussion board. Please include the quote for ease of reference.


 * Thank you to those people who contributed to the discussion board. Question 2 is now closed. Those students who have joined the wiki and contributed as required (responding to a previous poster, responding to the discussion question and adding new, insightful discussion) will have achieved a mark of 8 out of a possible 8. **

Do you believe that media bias gives readers / viewers / listeners an unrealistic view of news events? Choose an example where bias has been evident and consider its effect.
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 15px;">Discussion question 3 - Weeks 5+6 **

(Ref: http://www.itwire.com/open-sauce/74230-census-2016-no-sign-of-any-ddos-attack.html)
 * Example: ** The Australian Census was a disaster with the ABS Census site offline on the night of the Census, claiming that the site was being attacked by hackers and was therefore shut down. ITWire suggests that the media have perpetuated this myth that there was a foreign attack on the site, " <span style="background-color: #ffffff; color: #666666; font-family: Helvetica,Arial,sans-serif; line-height: 20.8px;">the mainstream media appears to have swallowed the ABS spin hook, line and sinker, with the ABC's Caitlyn Gribbin spouting off on News 24 that foreign hackers had been responsible". Evidence suggests that this was not a hacking attack but instead the inability of the Australian Government to provide a safe and secure site that would accept submissions from VPNs when people wanted to keep their data private.

Alternatively, choose an event which you believe has been reported in an unbiased nature and consider its effect.


 * Discussion question 4 - Weeks 7+8**

<span style="font-family: Calibri,sans-serif; font-size: 15px;">We have just watched the documentary "Genocide" as part of our studies this semester.

<span style="font-family: Calibri,sans-serif; font-size: 15px;">How relevant does a documentary such as this remain 40 years after it was first made and 70 years+ after the events? Does the fact that it has no special effects mean that it loses the interest of a modern audience? Or do its narrative and graphic original images manage to keep the film interesting and relevant?

<span style="font-family: Calibri,sans-serif; font-size: 15px;">What documentaries made today do you believe will still be relevant and interesting to an audience in 20/30 years? Why?


 * <span style="font-family: Calibri,sans-serif; font-size: 15px;">Discussion question 5 - Weeks 9 + 10 **

media type="vimeo" key="89091209" height="480" width="640" align="right" Newsmap
 * Discussion Question 6 - Weeks 11 + 12**

Australian Story - Ben Quilty Australian Story - Nigel Brennan photojournalist Australian Story - Base Jumper

Web page builder eg weebly, wix, jimdo etc. Examples:
 * Gun control
 * Mental health
 * Asylum seekers

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 * Storyboard Generator** - might be helpful for documentary strand creative task:

War of the Worlds: Broadcast News articles Script

//9/11// (2002) Gedeon and Jules Naudet
9/11 - 15 years later Youtube

media type="youtube" key="VEGHTzN9Ocw" width="560" height="315"

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 4142.5px; width: 1px;"> Dear Marie,

How are you? I do hope that all is going well.

We have 2 classes booked in to visit you on 13th October, in Term 4. I’m a little concerned about the visit as the museum will still not be open – I don’t think that happens until November and that is too late for our Seniors as they will be in exams. While the classroom session and the Survivor speech are great, one of the things the boys from last year still talk about is the time they spent in the museum in the small groups, going around with a guide and listening to the stories and seeing the artefacts. While the Signs of Life exhibition will be available, for many boys this will be difficult to access as it is very text heavy. It relies on a lot of reading.

Do you have any suggestions? I wonder if it would be better to postpone our visit until early next year when the whole museum is open.

All the best Julie