Date: Thu, 28 Dec 1995 10:17:22 MST
                                        From: Renee Buchanan [RBUCHAN@ssb1.saff.utah.edu]

University of Utah
Communication 233 "Photojournalism"
Craig Denton
Taught each fall

Course Description: This is a class in documentary photography for print media. Students learn about photographic technique, planning and producing visual documentaries, and picture editing. Service learning students would use a social service agency as the site where they would gather images for visual narration. Service learning students would provide that agency with a library of visual images.

Note: Students in this class mostly come from two communication sequences: news-editorial and public relations, although any university student with a basic photography background can enroll. Consequently, the communication students reflect two different perspectives on the continuum of documentary image-making. News-editorial students usually assume the perspective of being working photojournalists, taking independent, objective stances and not becoming the agents of a particular social service agency or story. Public relations students typically adopt the perspective of being spokespersons for a service or organization, as they likely will be performing that work in their careers.

All students in the class are required to explore and narrate one story with social action at its core. Some may do so as observers, some as agents. The service learning option of working directly for an agency must be exact' that-an option-in order to maintain that continuum of perspectives that make this class work.

REQUIRED TEXT Photojournalism.- The Professionals'Approach , Kobre

SCOPE: The course will explore two schools of thought in the documentary genre: traditional photojournalism and social action photography. Students will have opportunities to find and make images that reflect these different documentary perspectives.

GRADING:

Points will be awarded in six areas:
Street corner photos (3 @ 25 points each) 75 Points Street corner journal 50 Points Traditonal news photos with captions

(3 @ 25 points each) (spot,
general, feature, sports,

     weather or illustration)                         75 points
Exam                                                          75 points
Mounted photo story/essay with 
  captions Slide story/essay with script     100 points
Slide story/essay with script                      100 points

Because photojournalists must be able to work under the pressure of deadlines, late assignments will be penalized. Five points will be subtracted from any assignment that Is late or that Is not complete. All assignments are due on the dates specified by 5:30 p.m. All prints must be spotted. The long photo story/eessay must be mounted on boards. The slide story/essay will consist of mounted transparencies in a Kodak carosel and a written script or adio tape.

Readings should be done before class on the date indicated.

Course Description: This is a class in documentary photography for print media. Students learn about photographic technique, planning and producing visual documentaries, and picture editing. Service learning students would use a social service agency as the site where they would gather images for visual narration. Service learning students would provide that agency with a library of visual images.

Note: Students in this class mostly come from two communication sequences: news-editorial and public relations, although any university student with a basic photography background can enroll. Consequently, the communication students reflect two different perspectives on the continuum of documentary image-making. News-editorial students usually assume the perspective of being working photojournalists, taking independent, objective stances and not becoming the agents of a particular social service agency or story. Public relations students typically adopt the perspective of being spokespersons for a service or organization, as they likely will be performing that work in their careers.

All students in the class are required to explore and narrate one story with social action at its core. Some may do so as observers, some as agents. The service learning option of working directly for an agency must be exactly that-an option-in order to maintain that continuum of perspectives that make this class work.

Criteria for Service-Learning Designation

  1. Needed service: Students selecting the SL option work for a social service agency and develop a library of images that the agency can use to tell its story in a variety of print media. (The agencies and/or the Bennion Center will need to help underwrite the costs of those photographic materials. Students would maintain copyright ownership of the images.)
  2. Service/subject matter relation: Students use the agency's story as a focal point and way of organizing and applying learning experiences in visual narration skills and techniques of photojournalism.
  3. Class contemplates learning through service: SL option students keep an expanded journal that asks them to reflect on personal feelings they feel upon dealing with a social situation, relationships with people and personality types and lighting situations they have to address and employ in order to technically document the story.
  4. Assessing the learning: Assessment comes in two ways. All students present their mounted photo stories and essays and their slide programs to the class. The class critiques those artifacts as documentaries. Also, the instructor provides detailed feedback on the journals, mounted stories and slide programs.
  5. Service recipients evaluate the service: Agency service providers direct the students toward stories that should be told. The providers evaluate the eventual artifacts as to how satisfactorially they meet their needs. Students can give photographic prints to service clients.
  6. Service promotes civic educations SL option students and "independent observer" students both learn about critical social problems, community efforts addressing those problems and areas where current service doesn't meet community needs.
  7. Knowledge enhances service: Ongoing classroom lectures and discussions on narrative structure, ethnographic positioning and ethical stances make students better practitioners for the agency.
  8. Group Learning: All students participate in class discussions, both SL option students and "independent observers." By sharing their views, each perspective necessarily learns about the other, strengthening or challenging their convictions and career perspectives.