D
`was I
`IN THE UNITED STATES PATENT AND TRADEMARK OFFICE .
`
`4?/Q M
`
`Lfi
`
`MARK
`
`: KWN Logo
`
`REGISTRATION NO.
`
`: 1,894,370
`
`OWNER
`
`ISSUED
`
`CLASS
`
`: Matsushita Electric Corporation of America_ _
`
`: May 16, 1995
`
`: 41
`
`|||||||||l||||||||||||l||||||||||||l|||l||Il||||||
`
`1
`
`05-07-2001
`U.S. Pawn: & TMOMTM Mail Rep! DI. #01
`
`COMBINED DECLARATION OF USE 8: INCONTESTABILITY
`UNDER SECTIONS 8 8: 15 (15 U.S.C. §§1058 8: 1065)
`
`TO THE COMMISSIONER FOR TRADEMARKS:
`
`Stephen C. Weingarten declares that he is Assistant Secretary of Matsushita
`
`V
`
`Electric Corporation of America, a corporation existing under the laws of the State of /
`
`Delaware, located and having a place of business at One Panasonic Way, Secaucus, New /
`Jersey 07094. The above—identified owner has used the mark in commerce for five (5)
`consecutive years after the date of registration, namely, May 16, 1995, and is still using/
`
`the mark in commerce on or in connection with the services listed in the existing
`
`registration, and evidenced by the attached specimen showing the mark as currently//
`used in commerce. There has been no final decision adverse to theowneris claim of
`
`ownership of such mark for such services, or to the owner’s right to register the same 0//
`to keep the same on the register; and there is no proceeding involving said rights
`JV
`pending andhnot disposed of either in the Patent and Trademark Office or in the courts.
`
`Ofififl/2061 ISHITH
`
`0900fifl4E §E9éE?fi
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`Oi FC:3?£’
`GE FC:3?3
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`room up
`éamo at/
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`I. l
`
`‘
`
`The undersigned, being hereby warned that willful false statements and the /
`like are punishable by fine or imprisonment, or both, under 18 USC § 1001, and that/
`such willful false statementsand the like may jeopardize the Validity of this document,
`
`declares that he is properly authorized to execute this document on behalf of the owner,/
`/
`
`and all statements made of his own knowledge are true and that all statements made on
`
`information and belief are believed to be true. I A
`
`MATSUSHITA ELECTRIC CORPORATION
`OF AMERICA
`
`/
`
`Assistant Secretary
`
`158459.1
`
`

`
`V.
`
`*
`
`.
`
`POWER OF ATTORNEY
`
`The undersigned owner hereby revokes any prior powers of attorney made
`
`with respect to this registration and, hereby appoints Morton Amster, Daniel Ebenstein,
`Philip H. Gottfried, Michael J. Berger, Neil
`Zipkin, Anthony F. Lo Cicero, Kenneth P.
`
`George, Abraham Kasdan, Neal L. Rosenberg, Ira E. Silfin, Chester Rothstein, Denise A.
`
`Lindenauer, Craig J. Arnold, Nancy M. Dodderidge, Charles_R. Macedo, Trebor ‘Lloyd,
`
`Joseph Casino, Mark Rosenberg, Holly Pekowsky, Michael Kenney, Kenneth Bernstein,
`
`Monique L. Ribando, Jan Tamulewicz, Dana Metes, Catherine Reynolds, Max Vern, John
`
`S. Economou, Kevin Stein, Scott W. McClave, Nathalie Bogdanos, Brian A. Comack, Karl
`
`J. Kolbinger, Richard S. Mandaro, Lisa Melanson, and Robert Bernstein, all members of
`
`the Bar of the State of New York, and its "attorneys to prosecute this application with full
`
`power of substitution and revocation, to transact all business in the Patent and
`
`Trademark Office connected therewith, and requests that all correspondence regarding
`
`this application be directed to Amster, Rothstein & Ebenstein, 90 Park Avenue, New
`
`York, New York 10016.
`
`MATSUSHITA ELECTRIC CORPORATION OF
`AMERICA
`
`Dated:
`
`2 27,2» ’
`
`Assistant Secretary T
`
`157369.1
`
`

`
`SPECIMEN
`
`MARK
`
`: KWN LOGO
`
`REGISTRATION NO.
`
`: 1,894,370
`
`OWNER
`
`ISSUED
`
`: Matsushita Electric Corporation of America
`
`: May 16, 1995
`
`INT. CLASS
`
`: 41
`
`161589.1
`
`

`
`

`
`A Hands-on Video
`Education Program
`
`

`
`Matsushita Electric Corporation of America (Panasonic), recognizes that equity
`in quality public education has become a national focus. Kid Witness News was
`created as one of our multi—focused contributions in the area of education — so vital
`to all our lives.
`
`Many students depend on their schools for experiences that build self-esteem,
`socialization skills and guidance to nurture their dreams and aspirations.
`The primary goal of the Kid Witness News program is to stimulate learning
`through the utilization of state—of-the-art video technology. Our program
`encourages students to seek new opportunities to examine themselves in different
`roles as they prepare for their own futures.
`
`By encouraging strategic thinking and strong communication skills, our program
`aims to inspire selficonfidence, unleash creativity and generate excitement in the
`learning process among our future leaders.
`
`

`
`Introduction ..................................................................................................................................... 1
`
`Program Overview ............................................................................................................... 2-4
`
`Producing Videos ................................................................................................................ .. 5-7
`
`Video Activities .................................................................................................................... 8-10
`
`Roles and Responsibilities ..................................................................................... 11-18
`
`Community Relations Tip Sheet ...................................................................... 19-23
`
`"New Vision" Awards .................................................................................................. 24-25
`
`

`
`Video has become an increasingly significant form of communication in our
`society today. Kid Witness News (KWN) was created as a vehicle to encourage
`students to build valuable communication skills by incorporating state—of-the—art
`video and electronic technology into the learning process.
`By equipping schools with complete video studios, this unique program provides
`students with hands-on experience and gives them the opportunity to exhibit their
`interests, abilities and creativity through the production of videos.
`We hope participation in Kid Witness News will help your students to develop
`various interests, skills and personal capabilities. As an educator, you know such
`skills are essential to the successful completion of any project, be it a homework
`assignment, term paper or video production.
`As the teacher, coordinator and ultimate director, you can structure the program as
`you choose — by incorporating it into your academic curriculum, or organizing it as
`an extracurricular club or activity.
`
`Either way, Kid Witness News will be a fun, exciting adventure for you and
`your students!
`
`

`
`Program Materials
`Participating schools are outfitted
`with a complete state-of-the—art
`video studio and provided with
`educational and technical instruc-
`tional material.
`
`KWN Equipment
`
`0 Two Color Television
`Monitors
`
`0 Two S—VI-IS Editing Decks
`
`0 One Full-Size S—VHS
`Camcorder
`
`0 One Palmcorder Compact
`S—VI-is Camcorder
`
`0 One Microphone and Mic Tag
`
`' One TTiP0d
`
`° HEadPh011€S
`
`0 S—VI-IS Blank Video Tapes
`
`0 KWN T—Shirts
`
`0 S—VHS—C Blank Video Tapes
`
`0 KWN Backdrops
`
`0 Teacher Guidebook
`
`I Student Guidebook
`
`0 Technical Manual
`
`0 Technical "How-To"
`Video Tape
`
`0 Technical Telephone 1-Iotline
`
`

`
`Program Management
`
`Kid Witness News was developed by Matsushita Electric Corporation of America (Panasonic).
`Company volunteers will work with Kid Witness News schools located in their area,
`where available.
`
`Program Criteria and Guidelines
`
`'”
`
`3
`KID WITNESS New
`
`Schools
`
`Participating cities and districts
`are determined by Matsushita
`Electric Corporation of America
`and Panasonic. Individual schools
`are selected in conjunction with
`district Superintendents.
`
`All Kid Witness News schools
`must submit a minimum of one
`(1) video tape and a maximum of
`three (3) video tapes per phase for
`the Kid Witness News "New
`Vision" Awards. Schools must
`adhere to submission dates as
`designated per program phase.
`
`

`
`Students
`
`Each year, Kid Witness News schools
`are provided with program materials for
`the student participants.
`
`There are two program phases per
`academic year, enabling a number of
`students from each school to participate
`as PRIMARY Kid Witness News team
`members each year.
`
`In order to maximize student participa-
`tion within your school, we recommend
`you to encourage students from other
`grades and disciplines to participate in
`the program.
`
`These students can help your PRIMARY team members as "PRODUCTION Ass1srANrs,"
`contributing ideas and assisting with set design, costumes and community relations. Their
`involvement will provide you with additional support for Kid Witness News and
`generate enthusiasm and interest in these students as future Kid Witness News PRIMARY
`team members.
`
`Teacher Coordinators
`
`Principals of participating schools select a teacher/staff member to coordinate Kid Witness
`News within their school. In order to most effectively oversee the program, the
`coordinator should:
`
`0 Communicate with KWN National
`
`Managers regarding program logistics.
`
`0 Evaluate student's participatory and
`behavioral progress during each
`program phase.
`
`0 Provide school Principal with periodic
`updates on the progress of KPVN.
`I Work with Matsushita/Panasonic
`volunteers, as available in school area.
`
`I Encourage the involvement of com-
`munity volunteers to help expand and
`fortify KWN within the school
`and community (see "Community
`Relations" page 19).
`
`

`
`Skill Development
`Kid Witness News was created as
`a means of enhancing students‘
`learning by incorporating various
`educational and extra-curricular
`objectives into the production of
`videos. Listed below are different
`ways video can help students
`build essential skills.
`
`Video productions created
`by students not only rein-
`force the speaking, writing
`and organizational skills
`needed to communicate
`effectively, but also encour-
`age students to maintain a
`high level of interest in their
`projects since they selected
`the topics themselves.
`
`The oftenuneglected area of public speaking becomes a focal point as the students develop
`their own unique styles of organizing and communicating their thoughts in order to
`effectively present them on tape.
`
`Communications skills are important behind the camcorder, as well as in front of it.
`Responsibilities such as producer, camera operator and sound technician are integral to the
`successful production of the video.
`
`Video becomes an excellent learning tool, particularly for students having difficulty with
`English. Correct pronunciation, phrasing, spelling, vocabulary and articulation are all part of
`video presentations.
`
`Producing videos requires cooperation and teamwork. Throughout the process, students
`will begin to see themselves as integral and contributing members of a team.
`Video can also be used as a creative vehicle to enhance school/community relations. Using
`video this way can help promote good citizenship in students by encouraging interest and
`excitement about their community.
`
`

`
`Getting Started
`
`Following are some ideas to help
`you and your students familiarize
`yourselves with the equipment
`after setting up your Kid Witness
`News video studio.
`
`a Without discussing specific
`topics, present your team with
`the idea of putting together
`their own video productions.
`
`As a fun homework assign-
`ment, encourage students
`to observe, take notes, and
`discuss different types of
`television programs: national
`and local news reports,
`situation—comedies, docu-
`mentaries, music videos,
`dramas, commercials, public
`service announcements, etc.
`
`Encourage students to be on the lookout for the many on and off-camera production roles
`listed in the credits following television programs. This will give them a better sense of
`the many important roles each of them will eventually perform when producing their
`own videos.
`
`Ask students to perform in front of the camcorder for a short monologue or quick interview
`individually and in small groups. Encourage them to talk about whatever they choose.
`
`As the students perform in front of the camcorder, have others take turns operating the
`equipment. This is the first step in identifying the students’ talents.
`
`Videotaping students in such an informal way will most likely produce a variety of
`reactions. Let the joking, posing and face-making happen. They're natural!
`
`Playing the videotape back is essential to the class. Some students become very concerned
`about their self-image and physical appearance on video. Offering them observations on
`voice tone, audibility and eye contact will help them focus on specific areas that need work.
`
`Students will begin to notice their presentation styles, voice quality, best side, clothing and
`body language during playback. Encourage discussion about differences in style.
`
`

`
`Creating Videos
`
`Now that the class has been
`
`exposed to the general idea of Kid
`Witness News, it is up to you as
`the coordinator to begin to direct
`and guide the students in
`starting to put together videos
`that are creative, interesting and
`educational.
`
`Encourage professional-
`ism by taping several televi-
`sion personalities to play
`back in class. What are
`their techniques, qualities,
`strong points; which are
`class favorites, and why?
`Encourage discussion.
`
`Brainstorm about current school, community and world events. Which issues seem to
`generate the most enthusiasm?
`
`Ask students to come up with questions which will generate opinions on world events,
`happenings at school, etc. Encourage discussion as this will lead to interesting and exciting
`topics for your videos.
`
`Videotape school activities such as sports events and assemblies which will give
`your students the opportunity to familiarize themselves with the video equipment in a
`comfortable setting. They will also be able to practice interviewing techniques with
`classmates participating in the activities.
`
`Begin to expand these interviews to individuals outside the class and outside the school —
`a school athlete, even a professional athlete from your area, another teacher, a parent, a local
`politician, the lunch person — but make sure students prepare their questions ahead of time,
`so they will feel more prepared and comfortable in front of the camcorder.
`
`Write or call community members — politicians, civic leaders, celebrities — and tell them
`about your Kid Witness News program. Request short interviews about issues which
`are relevant to the particular individuals.
`
`

`
`Kid Witness News students and teachers demonstrate resourcefulness and ingenuity in the wide
`variety of topics they address in their videos.
`
`Listed below and on the following
`pages are recommendations for
`using Kid Witness News as a
`method of enhancing students‘
`learning by incorporating various
`educational and extracurricular
`activities into the production
`of videos.
`
`These video activities can help
`students visually enhance their
`understanding of the different
`academic and social disciplines
`important to their development.
`
`You and your students will un-
`doubtedly think of many other
`ideas which you can creatively
`address through the art of video.
`
`Writing/Spellingflleading
`Phonetics, book reports,
`fictional, essay or poetic
`writing, learning to read
`
`Language Arts
`Mysteries, adventures,
`science fiction, fairy
`tales, mythology, fables
`
`Arts/Social Studies
`
`Music, arts, dance, drama
`of U.S. and other countries
`
`Academic Videos
`
`Geography
`Countries, capitals,
`cultures and languages
`
`Mathematics
`
`Fractions, angles,
`percentages, decimals
`
`Current Events
`
`Topical, local and
`national issues
`
`Government
`
`Executive, legislative
`and judicial branches,
`political campaigns,
`voting processes
`
`History
`
`Specific historical
`periods, individuals,
`cycles, eras
`
`Scientific Projects
`Food chain, human
`body, chemistry
`
`

`
`"How To" Videos
`
`Recommendations for
`successfully organizing
`and participating in
`a wide variety of
`projects related to
`school, career, sports,
`social activities
`
`Consumer Trends
`Current fads
`and trends
`
`Fine Arts
`
`Music, musical
`instruments, theater, art
`
`Extracurricular Videos
`
`Video Exploration Series
`Aspects of nature which
`might not be readily
`observed in students‘
`respective environments
`
`Student/Adult Role Models
`
`Local heroes or individuals
`with unique skills, jobs
`or interests
`
`Technical Video Series
`"How to" functions and
`mechanics of various technical
`products found around school
`or home
`
`Career Opportunities
`Profiles of interesting
`occupational trades
`and professions
`
`Hobbies
`
`Encouraging students
`to share their special
`talents and interests
`
`Health/Social Issues
`
`Drugs, crime, teenage
`pregnancy prevention,
`fitness, nutrition
`
`

`
`School and Community Relations Videos
`
`School Resource Videos
`
`0 Video Yearbook (Students, teachers, sports teams, clubs, etc.)
`
`0 Extracurricular Video Directory (School clubs and activities)
`0 Introductory School Video (Information for incoming students and teachers)
`0 "How To" Videos (Organizing successful school functions)
`
`Community Relations Videos
`
`0 Highlights (School, community, state activities)
`0 Special Events Calendar (Upcoming community, city and state events)
`0 Public Service Communication (Communication tool between school and community)
`
`0 Cultural Awareness (Cultural festivals, holidays, customs within community,
`cultural similarities and differences)
`
`

`
`There are so many exciting roles your students can choose from, the choice may at
`first seem overwhelming! To help them narrow their choices, have your students list
`their top four or five talents and interests, and then compare them with the roles
`described in their guidebooks.
`
`For example, some students are natural performers who love the spotlight.
`Depending on their particular interests, these students will most likely be interested
`in on—camera roles. Others who are more artistically and technically-oriented will
`probably choose creative or production responsibilities. Some students are particularly
`good at organizing projects and can put their skills to use in coordinator positions.
`
`On-Camera Positions
`
`Listed on the following pages is a summary of key on-camera roles and the
`responsibilities these positions generally include. The division of duties
`among these is not set in stone, however, and there is often some overlap.
`
`

`
`Anchorperson
`The anchorperson (often simply called the "anchor," or
`"co-anchor" if there are two) serves several purposes.
`As the host of a newscast, this person appears at the
`beginning, middle and end of a newscast.
`Anchors typically begin by summarizing the day's top
`news. They narrate all stories and interview correspon-
`dents who are reporting on-location.
`
`Correspondent
`Television correspondents are reporters who generally
`travel to the scene of a news, sports or feature event.
`Typically, correspondents deliver their report and conduct
`interviews from the scene of the story they are covering.
`
`Commentator
`
`Unlike correspondents or anchors, who generally avoid
`inserting opinions into news reports, commentators
`purposely share their personal views (preferably backed
`up with facts) on news events. Commentators may appear
`on—camera either from the newscast set or on-location.
`
`

`
`Host
`
`The host serves a role on talk or entertainment shows
`similar to the anchor's job on a newscast. The host
`generally announces guests, performers, and special
`events scheduled to come up in a given program, and later
`introduces them as they appear.
`
`Overall, a host is a much broader role than the correspon-
`dent, anchor or commentator, because the job includes
`elements of all three positions. The host may even perform
`music or comedy routines on his or her own show. As a
`result, television show hosts often have more freedom
`than most other on-camera roles.
`
`Announcer
`
`An announcer generally does not appear
`on-camera, but his or her voice is heard
`during programs such as game shows,
`talk shows, or variety shows. Announcers
`typically introduce program hosts, announce
`commercial breaks, and sometimes even read
`the commercials over the air.
`
`

`
`Behind-the-Scenes Roles
`
`Kid Witness News team members who don't appear on camera are equally
`as important as those who do. It's impossible for on—camera team members
`to look and sound good without the support of a skilled production team.
`In some off-camera roles, students handle video equipment directly. In
`other roles, students coordinate the actions of on-camera and off—camera
`team members, but do not actually operate the video equipment.
`The following pages list off-camera positions your Kid Witness News team
`is likely to include. It's up to you and your students to decide exactly how
`your team will divide these duties.
`
`

`
`Producer
`
`Except for the Kid Witness News program coordinator,
`the producer is more involved in all the different phases
`of creating a video than any other team member. This
`student is responsible for encouraging the team to think
`of interesting video subjects, lining up shooting locations,
`making sure equipment is working, and overseeing final
`editing of the video.
`
`He or she also coordinates schedules so that video equip
`ment, technical crews, and on-camera team members are
`available for taping sessions.
`
`Because the producer is involved in so many different
`phases of creating the video, he or she must be available
`for most planning, shooting, and editing sessions.
`
`Assistant Producer(s)
`
`Assistant producers serve the same role as producers, but
`are assigned to oversee specific areas such as equipment,
`editing, shooting, and scripting.
`
`Director
`
`The director is responsible for running a shooting session.
`He or she gives the order to begin ("Action!") and the
`order to stop shooting ("Cut!"), and maintains order and
`quiet on the set or (to the degree possible at a live event)
`on-location.
`
`Different directors may be assigned to oversee different types of segments. For example, one
`director may be assigned to supervise all taping sessions on your Kid Witness News set, while
`another may be responsible for overseeing on—1ocation shooting sessions.
`
`

`
`Editor
`
`The editor is responsible for assembling the various
`segments of video footage into a finished Video. The
`student in this position works closely with producers,
`recorders, music coordinators, and the Kid Witness News
`coordinator.
`
`With practice, an editor can transform very rough—1ool<ing
`footage into a smooth, professional—1ooking video. This is a
`demanding role, because much of the work involved
`cannot begin until other team members have completed their jobs. Nevertheless, it is very reward-
`ing because the editor exercises a lot of control over how the finished video looks and sounds.
`
`Camera Person
`
`The camera person operates the camcorder during video
`shooting sessions. Many Kid Witness News teams
`include several camera persons, each assigned to
`shooting video segments.
`
`The camera person is responsible for making sure the
`camcorder is properly attached to the video monitor
`and sound recording equipment, and for keeping track of
`how much videotape remains on a given cassette during
`a taping session.
`
`Much of the camera person's work will take place before any Kid Witness News taping begins.
`The camera person should practice shooting video footage, such as zooming in and out, and
`following moving subjects toward and away from the camcorder.
`
`Production Coordinator
`
`The production coordinator keeps records of all the roles
`assigned to Kid Witness News team members. He or she
`also helps on-camera team members practice their lines
`and produces cue cards to prompt them if they are
`having difficulty remembering lines.
`
`

`
`Scriptwriter
`The scriptwriter transforms the ideas and topics of
`your videos into scripts as needed by the on~camera
`team members. Many Kid Witness News teams include
`several scriptwriters, each assigned to different
`video segments.
`
`Sketch Artist/Set Designer
`The sketch artist/set designer provides artwork and
`photographs to illustrate stories when it is not possible
`to shoot video footage for a story or event. This team
`member helps to design the credits for the opening
`and closing sequences of your video and also designs
`your team's own Kid Witness News backdrop.
`
`Edit Sheet Recorder
`
`The recorder compiles a list of all segments taped for
`your Kid Witness News video, the number of takes in
`each segment, names of people who appear on-camera
`and a lineup of the order of appearance of these segments
`in the finished video.
`
`The recorder's edit sheets should contain notes on which
`videos contain the best footage and the fewest errors. This
`will help to avoid losing valuable time viewing unsuitable
`footage when editing your final video.
`
`

`
`Music Coordinator
`
`This team member helps choose music for various Kid
`Witness News segments, and gathers records, tapes or
`compact discs that contain these musical selections. He
`or she might also work with your school band in
`creating music for use in your videos.
`
`

`
`Following is a list of ideas which can help you to highlight your school's involvement with
`Kid Witness News and inform members of your community about some of the exciting
`projects you are working on. Depending on the topic of your videos, you may think of
`other ways of spreading the word as well.
`The most important points to remember when publicizing your program in the community are:
`
`0 Thoroughness/Accuracy
`It is very important that you spell people's names correctly. Take the time to gather
`this information when you are sending or delivering material. The added effort indicates
`your interest in the particular person and their organization. Addressing your material to
`a specific person will also make follow-up easier.
`
`Follow-Up
`
`Always contact the person to whom you sent your material to make sure they received it.
`Even if they tell you they haven't yet had time to review it, they will be more likely to look
`out for your material after you've identified yourself.
`
`Enthusiasm
`
`Show the energy and enthusiasm you feel about your project anytime you write or speak to
`media contacts. Their audiences (readers, viewers, listeners) are interested in learning about
`community activities that are fun, adventurous, exciting and informative!
`
`Story Angle
`
`What are your students learning from their experience in the Kid Witness News program?
`Technical expertise, cooperation, communication skills, teamwork? You and your students
`know the best! This is perhaps the theme or angle the media might use to further describe
`the specifics of your activities or video. It's always helpful to provide details about what
`students are learning.
`
`Remember, the more avenues you explore to promote your projects, the more exposure you will
`receive! This, in turn, may generate more ideas, interest and enthusiasm in both your Kid
`Witness News team and your community for future projects.
`
`

`
`Press Release
`Local newspapers and television and radio stations can help you spread the word about your
`Kid Witness News program, an interesting video you are working on, or list the time and
`date of its cablecast, if it has community interest. All it takes to inform local media of your
`activities is a letter describing the details - who, what, when, why, how and where. This is called
`a press release.
`
`When writing a press release, be sure to include:
`0 Your school name, address and the name of contact person who the reporter can call for
`additional information or clarification.
`
`0 Any community members or organizations that are featured in the project, or helped with
`the production.
`
`0 Information] quotes from the students responsible for organizing the project.
`Try to keep the release under three (3) pages in length, typewritten and double-spaced. Underline
`facts and important points to call them to the attention of the editor.
`Include the words For Immediate Release on the top left hand side of the first page of the release
`if you want the story to be used immediately. Again, always include the name and phone number
`of a contact person (either yourself or someone else familiar with the program).
`
`Newspapers
`Local daily and weekly newspapers may print articles about your projects.
`Address your material to both the features editor and the education editor, (TV editor if you
`would like the time and date of your program's cablecast publicized). To find out the names of
`these editors, call the editorial department of the newspapers.
`
`

`
`Photos
`
`Most newspapers will run a photo with a caption (a short description of your news or event) or a
`"still" shot of your video if submitted in the proper format. Have someone photograph your
`Kid Witness News team in action with a 35mm camera using black-and—white film.
`The photo should be in a glossy finish and not smaller than 5" x 7" or larger than 8" x 10" in size. Take an
`action shot rather than a posed group portrait. For example, shoot from behind the camera person so
`that the finished photo will show a portion of the camera person and camcorder as well as the action.
`The caption consists of one or two paragraphs typed near the bottom of a piece of plain 8 ‘/2" x 11"
`paper. It explains the scene, and names the people shown in the photo, from left to right. Tape the
`sheet to the back of the picture so that only the caption is exposed at the bottom of the photo when
`looking at them both from the front.
`
`A photo and caption can be sent in conjunction with a press release or on its own as a "tease" to
`generate interest for your upcoming events or to give reporters a sense of the production you are
`currently working on.
`
`Local Television Stations
`
`Local television stations may air segments of your videos or action footage taken while working
`on your productions. Call the station to get the name of the news editor and send footage you
`would like publicized to his or her attention along with a written description of the video in the
`form of a press release.
`
`Local Radio Stations
`
`Local radio stations may air news of your project or events in the following ways:
`0 As a Community Interest Story aired during their feature news segment. Call the station
`to find out the name of the news director.
`
`0 As a Public Service Announcement (PSA) which is generally a 15 — 30 second spot which
`informs listeners about community affairs. Call the station to find out the name of the
`public afiairs director.
`
`Whichever way you would like your activities publicized, use the press release format in order to
`provide complete details to the news director or public affairs director.
`
`

`
`Press Conference
`If this is a very special event or interview, invite the press to come and cover the story. But, before
`calling them, ask yourself a few questions about the program, such as: l/Vhy is our school's program
`different from others? Why might reporters want to do a story on your team covering a story?
`Maybe the topic is a hot issue in your area and timely to the press. Maybe you are getting a
`"scoop" on a community or local happening. Maybe the project addresses an issue of social
`significance in the community. Maybe it brings the latest information on a new product.
`I/Vho would be interested in reading about this project? These are questions the press will ask. '
`Organize a press conference only when the program is a truly unique event with a broad base of
`community interest.
`Often, more than one reporter and photographer will attend your event. Introduce them to
`students on the crew and explain to them what you are trying to accomplish through Kid
`Witness News.
`
`Community Announcements
`Use the yellow pages in the telephone directory to find the names and addresses of
`associations and organizations that might be interested in knowing about your Kid Witness
`News program, the topics of your videos and/or when they will be cablecast. These include
`local affiliates of: United Way, National Urban League, Iunior League, and many other
`associations and organizations that are active in your community.
`Send them information about the program and current activities or videos you are working on.
`Many of these organizations have newsletters in which they describe community programs.
`Request that they include news of your Kid Witness News team in their newsletter, if they are
`able to, so that others in the community can learn about your program. If not, maybe they
`could announce the program at their next meeting.
`Informational flyers describing your events, projects or program airtime can be posted in local
`shops and schools.
`
`Cable Access
`Most cable systems will broadcast community interest videos on their public access
`channel. Additionally, most cable systems have televised community bulletin boards for
`charactengenerated messages. Contact the public access coordinator at your local cable company,
`who can provide you with the specific procedure for submitting and publicizing your videos.
`Organize a group of friends, family and volunteers to help spread the word. Ask each crew
`member to call several friends with the times and dates of your event or cablecast.
`Another av