A.) For the most part, I think I expected to be doing a lot of video-based work. The reason for this is because in middle school I took a media production class and we did more videos and things like that than news stories and journalistic projects. Given the class is called “multimedia” production, I don’t know why I didn’t expect to do web stories and things like that.

B.) Since I expected to learn about video production more than anything else, within that area of production, I learned a lot of tips for making any sort of video. I learned tips anywhere from turning your phone on airplane mode to preparation for the video to tips on interviewing like don’t verbally respond during an interview. Preview an example of this post:

C.) I would say a good example of developing soft skills in this class was doing the raw and edited audio file on a subject. My project was about a UW college student who is very interested in politics, more so than your typical 20-year-old college student. Listen to his story here:

This project helped develop most of those soft skills. Listening and showing my listening with my eyes and expressions rather than my voice was something I really had to focus on. Empathy and perspective-talking were some other big ones as well; interviewing different people is difficult in that you need to be empathetic and understanding towards their opinions and personal perspectives and even their privacy. Other examples of this can be found in these posts:

Tweet, Tweet:

Reading into It:

Featuring… :

D.) The production and soft skills development will help me in every way in a future career. I think if I want to pursue a career in advertising, PR, or reporting, I need to be efficient in all of these skills, which this class was really effective in teaching me how to approach different forms of journalism. Journalists need to know exactly how to approach certain situations. There was a guest speaker from the Denver Post a couple months back who visited our class, and he said that it’s really important that you respect people’s privacy. He was on some extremely delicate scenes, shooting photos of reactions of devastated people, and he said it was hard for him to take the photos because he felt like he was being disrespectful, but he had to complete the assignment. So, being able to become strong in having soft skills and knowing when the right place and the right time to photograph people is very essential.

E.) The assignment that I found most meaningful was the audio profile assignment. The student I interviewed, Anthony Schaff, is my friend, and I know him well enough to know that he likes to talk and is really passionate about certain things that most people wouldn’t be. When I asked him if he’d be interested in doing an audio profile and speaking about something that interests him, his face lit up and he immediately started brainstorming things to talk about. Then, when I sat down to record him talking, I could see in his expression that he was happy that someone was sitting there and listening to him talk about something he loved. Completing this assignment meant a lot to me because I felt like I made him happy.

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F.) Definitely the most challenging assignment was the portrait assignment. There’s not much to say about this one; solely that it was difficult to go up to some stranger after taking their photo and telling them that you just photographed them, and “can I get your name and maybe where you go to school or what you do?” That was awkward for me, but it helped me grow in that for a future career, that’s really what reporters have to do sometimes.

View this post here:

G.) I think the most important piece of advice I would give myself if I could go back to the beginning would be to not be afraid to put myself out there. Great news, video and audio stories all come from fearlessness and creativity. You need to have the confidence to photograph the most important things, talk to the most interesting people, and choose the best topics to cover, and that is how you become a great journalist or reporter.

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