Feature Story Experience
Experience
When I was creating the feature story video I wanted it to show what marching band students do during a morning practice everyday. Th concept for my written version was I wanted the reader to feel the emotion of being in marching band.
Differences
The differences between the two pieces is the emotion each piece used. The video made the audience feel the desire to understand what the marchers go through. The written version made the audience feel the passion that Piper has for being in the marching band.
Process
For the narrative I described what some students do when they walk off the field after the last football game of the year. For the nut graph I described Piper's description in the band. For the paragraph I used quotes to describe what Piper said and used the beginning of the paragraph to lead into the quote. For the quotes I used pieces from the both of the interviews to describe the main focus of the video. For the narrative ending I described what Piper did throughout the season.
When I was creating the feature story video I wanted it to show what marching band students do during a morning practice everyday. Th concept for my written version was I wanted the reader to feel the emotion of being in marching band.
Differences
The differences between the two pieces is the emotion each piece used. The video made the audience feel the desire to understand what the marchers go through. The written version made the audience feel the passion that Piper has for being in the marching band.
Process
For the narrative I described what some students do when they walk off the field after the last football game of the year. For the nut graph I described Piper's description in the band. For the paragraph I used quotes to describe what Piper said and used the beginning of the paragraph to lead into the quote. For the quotes I used pieces from the both of the interviews to describe the main focus of the video. For the narrative ending I described what Piper did throughout the season.
Video
Written
Marching Band
As the students walk off the field exhausted from their halftime performance, they look back and remember their hard work throughout the season.
Piper Cumley, trombone player in the Raven Pride Marching Band, is one of 200 students in the band. “I went to the Old Settlers Day Parade for years and I always saw the marching bands and then I started playing an instrument and it just really appealed to me,” Cumley said. She explains how going to the Old Settlers Day Parade lead her to becoming a trombone player in the marching band.
“She tries really hard all the time; she’s always super focused and working really hard to make her section better” Evan Svetlak, junior drum major, explained how even though Piper is only a sophomore she still tries to make sure her section is the best it can be.
As the season comes to an end Piper looks back at all of her accomplishments with her section and the entire band. Their hard work and dedication has paid off and Piper was a big part of the bands success. The only sophomore trombone player held her own with the upperclassmen and is now ready to help the underclassmen next year.
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