| Course Name | Radio Programming |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| MCS 413 | Fall/Spring | 3 | 0 | 3 | 4 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | To engage students in the principles and techniques of live and recorded radio production by exploring, creating and analysing various genres of radio programming. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Radio practice is at the heart of this course. Students will have many hours of handson practice. This practice will be informed by weekly discussions of principles essential to making good radio productions. ACADEMIC CAUTION Academic honesty: Plagiarism, copying, cheating, purchasing essays/projects, presenting some one else’s work as your own and all sorts of literary theft is considered academic dishonesty. Under the rubric of İzmir University of Economics Faculty of Communication, all forms of academic dishonesty are considered as crime and end in disciplinary interrogation. According to YÖK’s Student Discipline Regulation, the consequence of cheating or attempting to cheat is 6 to 12 months expulsion. Having been done intentionally or accidentally does not change the punitive consequences of academic dishonesty. Academic honesty is each student’s own responsibility. Plagiarism is the most common form of academic dishonesty. According to the MerriamWebster Online Dictionary, to plagiarize means to steal and pass off (the ideas or words of another) as one’s own. The easiest and most effective way to prevent plagiarism is to give reference when using someone else’s ideas, and to use quotation marks when using someone else’s exact words. A detailed informative guideline regarding plagiarism can be found here. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | X | |
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction, assign programmes. Introduce the radio studio. | |
| 2 | Analyse news stories. Assign project one “wrap around”. Introduce sound editing programme. Students decide when and what and sign up for weekly programmes | Do first live radio programme on university radio station and critique. Listen to radio news. |
| 3 | Characteristics of radio. Project one is due: wrap around (% 10). Listen and critique projects. Play stories in a news “special programme”. | Do weekly radio programme and assess how it has improved (this is to be repeated every week). Listen to radio critically. |
| 4 | Advertisements. Assign project two “programme promo and introduction”. Record voice and mix with music. Live radio practice. | McLeish, R. (2005), Radio Production, London: Alsevier: 188/203. |
| 5 | Analyse programme introductions and jingles. Read scripts. Introduce multitrack recording techniques. Live radio practice. | Listen to radio critically for programme promos. |
| 6 | Radio models and financing. With laptops, mix projects. Live radio practice: fon music and your voice. | McLeish, R. (2005), Radio Production, London: Alsevier: 10/16. |
| 7 | Interviewing. Project two is due: “programme promo and introduction” (% 15). Listen and critique projects. Practice interviewing techniques on air. | Wilby, P. and Conroy, A. (1996), the Wilby, P. and Conroy, A. (1996), the Radio handbook, London: Routledge: : 153/165. |
| 8 | Radio identities. Interview considering the audience of EKO radio. Live radio practice: mic position. | Wilby, P. and Conroy, A. (1996), the Radio handbook, London: Routledge: 25/65. |
| 9 | Writing for the ear. Assign project three “live feature programme”. Work on elocution, mic positioning, clarity, three times, stories, emphasis, silence. | McLeish, R. (2005), Radio Production, London: Alsevier: 46/52. |
| 10 | Bulletins. Present scenario for final project. Give out project paper. Prepare and read bulletin on air. | McLeish, R. (2005), Radio Production, London: Alsevier: 264/274. |
| 11 | Vox pops and competitions. Present interview questions. Critique old projects. Present scenario for final project. Live radio practice: record vox pops | McLeish, R. (2005), Radio Production, London: Alsevier: 242/264. |
| 12 | Discussion programmes. Present rough time line for final project. Practice live interview programmes. Review for quiz. | Fleming, C. (2006), The Radio Handbook (second edition), London: Routledge: 109. |
| 13 | Do quiz (%15). Present good time line for final project. Discuss final folder. Each student does a 10 minute practice programme. | Fleming, C. (2006), The Radio Handbook (second edition), London: Routledge:136/153 |
| 14 | Final projects of live programme are performed (%30). Listen and critique. Final exam in class. | |
| 15 | Review of the Semester | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | The suggested readings mentioned in this information sheet |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | 1 | 20 |
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | 3 | 55 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 15 |
| Total |
| Weighting of Semester Activities on the Final Grade | 75 | |
| Weighting of End-of-Semester Activities on the Final Grade | 25 | |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 1 | 16 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | 3 | 10 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 26 | |
| Total | 120 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to critically discuss and interpret the theories, concepts and ideas that form the basis of the discipline of new media and communication. | |||||
| 2 | To be able to critically interpret theoretical debates concerning the relations between the forms, agents, and factors that play a role in the field of new media and communication. | |||||
| 3 | To have the fundamental knowledge and ability to use the technical equipment and software programs required by the new media production processes. | X | ||||
| 4 | To be able to gather, scrutinize and scientifically investigate data in the processes of production and distribution. | X | ||||
| 5 | To be able to use the acquired theoretical knowledge in practice. | X | ||||
| 6 | To be able to take responsibility both individually and as a member of a group to develop solutions to problems encountered in the field of new media and communication. | |||||
| 7 | To be informed about national, regional, and global issues and problems; to be able to generate problem-solving methods depending on the quality of evidence and research, and to acquire the ability to report the conclusions of those methods to the public. | |||||
| 8 | To be able to critically discuss and draw on theories, concepts and ideas that form the basis of other disciplines complementing the field of new media and communication studies. | X | ||||
| 9 | To be able to develop and use knowledge and skills towards personal and social goals in a lifelong process. | X | ||||
| 10 | To be able to apply social, scientific and professional ethical values in the field of new media and communication. | X | ||||
| 11 | To be able to collect datain the areas of new media and communication and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). | X | ||||
| 12 | To be able to speak a second foreign language at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
