The editing assignment sequence
DuMont, Desmond M.
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The technology of the 1970s brought about a revolution in the way broadcast journalists gathered and edited news packages. The broadcast journalists' cry was threefold: the need for immediacy, the need for portability, and the need for an inexpensive method of covering fast breaking news; film could not meet these needs. As a result, broadcast journalists had their cries answered with the development of lightweight portable 3/4- inch video cassette recorders and cameras. Electronic News Gathering became a reality. At about the same time that ENG technology had been developed, electronic editing systems were developed to edit the new videotape format. Out of this new editing technology came a need to instruct students how to edit videotape packages. This study developed a step-by-step method of how to edit videotape packages. The statement of the problem was: How to teach broadcast journalism students to edit videotape. The answer: Develop a step-by-step individualized instructional method for teaching broadcast journalism students engaged in an Electronic News Gathering operation how to edit 3/4-inch videotape news packages. Such a systematic step-by-step method did not exist in the news setting until the spring semester of 1983. The Editing Assignment Sequence was based on research gathered from operating instructions for the editing system, observation of a professional videotape editor at work editing news packages, observation of students editing news packages, and professional hands-on editing experience. Also, the theory of the Editing Assignment Sequence was based on research gathered from miscellaneous articles and books The student completion rate of the lessons within the Editing Assignment Sequence proved that the Editing Assignment Sequence was an essential part of learning how to edit videotape.