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Kennedy interview

JACK KENNEDY, ROCK CANYON HIGH SCHOOL

Jack Kennedy, Carl Towley award recipient at the JEA/NSPA convention in Atlanta, has had many years of journalism teaching experience. Formerly a newspaper and yearbook adviser at City High School, Iowa City, Iowa, and Heritage High School, Littleton, Colo., he is now the first newspaper adviser at Rock Canyon High School in Highlands Ranch, Colo. Kennedy is committed to expand the journalism department at the new school.

Why is scholastic journalism important to you?

Well, I suppose in a nutshell it's about teaching and thinking skills. It allows students not only to practice First Amendment rights, but also to practice their thinking skills. [As journalists, we often say,] "We don't have any content; we teach skills." I teach a perspective on things, and our readers desperately need this. High school journalism is not as wide spread or as excelled as I wish it were. I mean, who needs more education than students? I'm always pushing students to make a better sense of the world. Scholastic journalism is more teaching how to think than publishing a newspaper.

What are your thoughts on the First Amendment?

A newspaper's job is to teach an entire community school about the First Amendment and how to act upon it. The First Amendment is a very complex little document, and it takes a lot of studying to understand. The First Amendment is not simple; rights have to be fought for every day. There are six states that have freedom of expression statues in which newspapers belong to students [without censorship], but even then cases exist and keep things down. It's inconsistent; we live in times where the First Amendment is in siege from all directions. The newspaper's job is to remind people and not let people forget what the First Amendment guarantees. All newspapers should be teaching and [be a] practice medium. Some think, "We've got to do something controversial," and they overreach when there's not really any news. I don't think [the First Amendment] should be thought of protection to get away with something.

Why do you think journalism and student media are left out of some schools' curricula?

There's always something negative you could say. If something bad happens, we hear a lot about it. When student press come along, adults think, "Why do I need the hassle?" Then some think, "No, we need a newspaper because we need a laboratory of the First Amendment." [Administrators opt for] the easy way out, but democracy is not easy. If you haven't been having a good season, is the solution to drop the football team? No, you find some new way to be successful. If there are problems, I don't think you should get rid of the newspaper; instead, you should think, "How can we do it better next time?" There's a lot of pressure in schools that wasn't there 10 years ago, and journalism programs get pushed off. There are a lot of parents wanting journalism programs, but there are lots and lots of parents wanting advanced placement programs. If people aren't willing to fight the fight of trenches, it can get lost pretty quickly.

What are some of the biggest obstacles you've faced as a scholastic journalism adviser?

A huge obstacle is an untrained adviser. Schools will go to almost any length to bring in a trained [sports] coach, but go to almost no length to bring in a trained adviser. It's a bizarre thing, and it shows community values. We've got to continue to show the positive benefits of a newspaper.

How can students get involved in student media?

Examine what is offered in the curriculum. See if there is a course that gives basic background in First Amendment writing and ethics. The kids who are really interested get involved in local papers, online journals, and they find ways to get their talent. [You can begin] your own newspaper, write online in blogs or Web sites, even in underground work.

How can teachers, administrators or students start up a newspaper or other form of student media in high schools?

It takes time to develop programs and commitment to excellence. Kids love to be a part of something successful. Make room for it in the curriculum and pull some resources together. You have to have a dedicated space to journalism; you can't just put it in any classroom. You'll need computers and other equipment. But it all starts with the adviser. [In high schools with successful student media,] there's one thing that is always the same: there's always a well-informed, great teacher who is setting expectations and raising money. The details may change, but the teacher is key.

You sang during your acceptance speech in Atlanta. Would you like to share a few lines with us?

Here's the thing I discovered early on about teaching: Instead of fitting some model teacher, I learned to be comfortable with myself. It makes it more fun for students and myself. I like to sing, and there's a lot of singing in scholastic journalism. Group singing is used as a team-building thing, and I was looking for something nontraditional in my speech, something not too heavy. Journalists are to inform, to persuade, to entertain, and I do it through humor sometimes. It's silly, but we have to remind ourselves if it's not fun, there's something wrong with us.

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