This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 27/04/2022 13:14:15
|
Title of Module: Radio Production B |
|---|
|
Code: BROA09003 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Geoff
McQueen |
|---|
| Summary of Module |
|---|
In this module students learn about the particular editorial and production requirements of radio feature making and of radio drama production. Students use this knowledge to produce examples of both these types of programming which they can add to their portfolio of work.
Students will:
- develop a range of production skills in programme-making including specific skills associated with radio feature making and radio drama production:
- research, develop, record, mix and master a radio feature/documentary suitable for submission to the Charles Parker Prize for student radio featuremaking.
- work with Performance students to direct, record, sound design, mix and master a radio drama.
- be able to show competence in the use of the technology of radio production, including the use of portable recording equipment, use of a radio studio and associated equipment, and the use of non-linear editing equipment.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a range of skills in a defined range of radio production processes, and an ability to design and construct a defined range of radio programmes and programme elements
L2.
Demonstrate research skills appropriate to radio production
L3.
Operate recording and editing equipment |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
A broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/discipline a critical understanding of a selection of the principal theories, principles, concepts and terminology knowledge that is detailed in some areas and/or knowledge of one or more specialisms that are informed by forefront developments |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of the principal skills, techniques, practices and/or materials associated with a subject/discipline Use a few skills, techniques, practices and/or materials that are specialised or advanced Practice routines methods of enquiry and/or research Practice in a range of professional level contexts which include a degree of unpredictability |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues Identify and analyse routine professional problems and issues Draw on a range of sources in making judgements |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level Take some responsibility for the work of others and for a range of resources Practice in ways which take account of own and others’ roles and responsibilities Work under guidance with qualified practitioners Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
BROA09002
| Module Title:
Radio Production A
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 40 |
| Asynchronous Class Activity | 40 |
| Independent Study | 120 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Beaman, J. (2006) Programme Making for Radio. Abingdon, Routledge
McLeish, R. & Link, J. (2015, 6th Edition) Radio Production. Oxford, Focal Press
Sound recording studios, portable recording equipment, and digital editing equipment
Crook, T. (1999) Radio drama : theory and practice. London, Routledge
Cox, P. (2008) Set Into Song. Cambridge, Labatie. (available via https://cpatrust.org.uk/setintosong/)
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Arts & Media |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Arts & Media |
|---|
| Moderator | Chris Gilgallon |
|---|
| External Examiner | Neil Hollins |
|---|
| Accreditation Details | Screenskills |
|---|
| Version Number | 2.07 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Radio Feature and Production Paperwork (50%) - A radio feature suitable for submission to the Charles Parker Prize for Student feature making. This feature will be made to broadcast standard and appropriate permissions and paperwork completed.
|
| Radio Drama Production (50%) - Working in conjunction with Performance students who will provide the script and the acting talent, students will direct and record the radio drama. Once recorded, students will edit and sound design the drama for broadcast on UWS Radio. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|