SECTION 110.64. Advanced Broadcast Journalism I, II, III (One-Half Credit to One Credit)

(a) Introduction.

(1) Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and produce communication in a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.

(2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) The essential knowledge and skills as well as the student expectations for Advanced Broadcast Journalism I, II, III, elective courses, are described in subsection (b) of this section.

(b) Knowledge and skills.

(1) The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. The student is expected to:

(A) identify the historical development of broadcasting from early radio to present-day formats, including radio, television, and online media;

(B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts;

(C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property;

(D) understand and apply ethical considerations affecting broadcast journalism;

(E) understand the consequences of plagiarism;

(F) explore the impact of broadcast formats on society;

(G) seek viewer opinions on the broadcast to determine its impact on future programming; and

(H) identify the strategies of broadcasting to reach certain audiences, including programming decisions.

(2) The student understands how broadcast productions are created and disseminated. The student is expected to:

(A) understand the role of various personnel, including producers, station managers, technical directors, camera operators, webmasters, and news anchors, in broadcast journalism;

(B) understand the economics of broadcasting such as advertising and public funds;

(C) consider finances in making decisions, including air time, length of program, and content;

(D) create and execute a financial plan for programming; and

(E) identify technical elements of broadcast production used to create and deliver broadcast programming such as school cable systems and live web streaming.

(3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to:

(A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content;

(B) select the most appropriate journalistic format to present content such as school cable systems and websites;

(C) apply pre-production skills such as storyboarding, scriptwriting, and scheduling;

(D) apply skills in reporting and writing to produce programs required to meet entry-level professional expectations;

(E) create programs that involve skills such as camera angles and movements, audio, lighting, and incorporation of graphics;

(F) deliver content that addresses tone, facial expressions, appearance, emphasis on key ideas, fluency, and rate;

(G) deliver content that demonstrates the development of a professional identity in the community;

(H) apply post-production skills such as editing, voice-overs, and transitions;

(I) demonstrate knowledge of new and emerging technologies that may affect the field; and

(J) critique the broadcast to find its strengths and weaknesses to improve products based on those critiques.

(4) The student demonstrates leadership and teamwork abilities. The student is expected to:

(A) determine roles for which different team members will assume responsibility;

(B) work cooperatively and collaboratively through a variety of staff assignments;

(C) listen actively and critically and then respond appropriately to team members;

(D) develop a deadline schedule and a regular means of monitoring progress;

(E) submit work for editing and critiquing and make appropriate revisions; and

(F) edit and critique work of others.

Source Note: The provisions of this §110.64 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261