MEDIA ARTS CAREERS: Radio Host & Producer/ Podcast Producer: Enjoy researching, writing, creating, & speaking!
In this lesson, you will be introduced to a complete description of the "duties" of radio hosts who produce shows for public radio & other entities. What may SURPRISE you are the list of talents & interests that CONTRIBUTE to each producer/host's success and creativity in this field. ALSO, learn the history of podcasts, their amazing variety, and the LOW-TECH requirements for producing one. Lots of great ideas in just a few websites and videos.
Essential Question
Do you have questions about producing & hosting a radio show or creating a podcast? This may be an excellent hobby for you, or maybe even a CAREER. Find out through your reseach in this lesson.
Grade(s):
- 7
- 8
- 9
- 10
Subject(s):
Recommended Technology:
cell phone/ voice recording capabilities/computer + microphone
Other Instructional Materials or Notes:
Notebook/pen for ideas:
-contacts
-topics
-equipment [podcasts]
-notes@ particular broadcasts/podcasts to study for their appeal & effectiveness
Lesson Progression
- Make a VOCABULARY page in the front of your notebook. Write the words & definitions heard in any video that you think are essential vocabulary for radio broadcasting or pod casting.
- Watch the 1st video in the RESOURCES section of the lesson. As you watch, PAUSE the video to make notes [in your notebook] listing… a) the NAME OF THE VIDEO, 2) good quotes from the speaker 3) helpful advice from the speaker.
- Write 5 complete sentences summarizing the video.
- REPEAT THIS PROCESS WITH EACH VIDEO. Whether you are interested in radio hosting OR podcasting, you must watch all videos and complete the 5 sentence summary of each.
- Research why the audio programs online are named “podcast” and explain the reason on your VOCABULARY page.
Radio Host & Producer/GREAT JOB!
Tony Ganza describes himself as a lifelong "curious person ." Interested in different cultures, languages, writing, traveling, & financial matters, he always follows his curiosity to learn something new. All his interests and ability to FOCUS & LEARN new things have enabled the opportunity to have an exciting career. His best advice when interviewing: " Be a good listener!"
View ResourceJab Abumrad, Radio Host and Producer/ MacArthur Fellows Program
As a radio host in New York City, Abumrad takes a close look at various topics. His focus is to look CLOSELY at BIG QUESTIONS, having discussions that are unusual for radio interviews. He began his career as a musician, and then turned to storytelling...and discusses how these interests have blended. [He was chosen as a 2011 MacArthur Fellow.]
View ResourceOVERVIEW: MacArthur Fellows Program
Since the previous interview featured a "MacArthur Fellows Program" recipient, it is worth noting what this incredible foundation does to encourage great work in dozens fields of study and research. Wow!
View ResourcePodcasting with Youth Radio/KQED
Podcasts have become one of the most popular forms of storytelling, and HIGH QUALITY podcasts don't require a lot of expensive "tech" !
View ResourceYOUTH RADIO Collection
YOUTH RADIO "is an award winning media production company that trains diverse young people in digital media and technology." This collection of videos covers an amazing variety of strategies and topics that can help future writers and podcasters.
View ResourceHow to Start a Podcast: 7 steps for beginners!
Roberto Blake goes to "start-up" mode, when a podcaster needs to decide:
1. What will I podcast about?
2. How long will my podcast be? In segments? How can I create a structure for my podcast
3. Podcast gear
4. How to produce and go online
How To Podcast: 5 Tips to Make Guests and Fans Love You
This veteran podcaster focuses on doing INTERVIEWS, and gives tips on how to conduct a successful interview. He lists his "strategies," some of which were learned from doing it the wrong way! Learning from his mistakes during his career, and also noticing his own strengths, he shares excellent ideas for this particular type of podcast.
View ResourceHow to Launch a Podcast in 11 steps
Good tips for the nuts and bolts of setting up a podcast, and getting it OUT THERE to the world.
View ResourceCreating Podcasts/ Media Arts Toolkits
A teacher uses PODCASTING skills to reinforce learning of many writing, speaking, and other communications skills....and it's REALLY FUN!
View ResourceBradley Fuller: SC Public Radio Classical Music Host/knowitall.org
Bradley Fuller describes how he "found" his calling as a classical music radio host, and also the many things he enjoys about his career.
View ResourceVincent Kolb-Lugo: Radio Producer, SC Public Radio/ knowitall.org 2:11
Mr. Kolb-Lugo discusses the different duties of his radio production career for SC Public Radio, and also the education and daily preparation required to execute his job well.
View ResourceStandards
- Internet Safety
- MA.C.5 I can examine the role of media arts through history and cultures.
- MA.CR Creating - I can conceive and develop new design ideas and work.
- MA.CR.1 I can use past, current, and emerging technology tools, procedures, and processes to create a variety of media artworks in a safe and responsible manner.
- MA.CR AH.1 I can use and justify the most effective technology tools, procedures, and processes to make a variety of still, moving, and/or digital audio images to convey meaning using personal voice.
- MA.CR AH.1.1 I can justify the most effective technology tools to make a variety of media artworks that convey meaning using personal voice in a safe and responsible manner.
- MA.CR AH.1.2 I can justify the most effective technology procedures and processes to make a variety of media artworks that convey meaning using personal voice.
- MA.CR AH.1 I can use and justify the most effective technology tools, procedures, and processes to make a variety of still, moving, and/or digital audio images to convey meaning using personal voice.
- MA.CR.2 I can organize, improve, and complete artistic work using media arts elements and principles.
- MA.CR.1 I can use past, current, and emerging technology tools, procedures, and processes to create a variety of media artworks in a safe and responsible manner.
- Grade 6: Analyze the impact of selected media and formats on meaning.
- C Communication
- C.LCS Language, Craft, and Structure
- C.LCS.4 Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Gather relevant information from diverse print and multimedia sources to articulate claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions facts and details.
- C.MC.2.2 Analyze and evaluate the credibility of information and accuracy of findings.
- C.MC.2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- C.LCS Language, Craft, and Structure
- C Communication
- C.LCS Language, Craft, and Structure
- C.LCS.4 Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
- C.LCS.5 Incorporate craft techniques to engage and impact audience and convey messages.
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.LCS Language, Craft, and Structure
- W.MCC Meaning, Context, and Craft
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC.1.1 Write arguments that:
- W.MCC.1.1.a introduce a precise claim and differentiate between the claim and counterclaims;
- W.MCC.1.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.1.1.c assess the credibility and accuracy of each source;
- W.MCC.1.1.d use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;
- W.MCC.1.1.e develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;
- W.MCC.1.1.f develop and strengthen writing as needed by planning, revising, editing, rewriting;
- W.MCC.1.1.g quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;
- W.MCC.1.1.h avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
- W.MCC.1.1 Write arguments that:
- W.MCC.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- W.MCC.2.1 Write informative/explanatory texts that:
- W.MCC.2.1.a introduce a topic;
- W.MCC.2.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.2.1.c organize complex ideas, concepts, and information to make connections and distinctions;
- W.MCC.2.1.d assess the credibility and accuracy of each source;
- W.MCC.2.1.k establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline; and
- W.MCC.2.1 Write informative/explanatory texts that:
- W.MCC.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
- W.MCC.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
- W.MCC.3.1.c use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;
- W.MCC.3.1.d use a variety of techniques to sequence events so that they build on one another to create a coherent whole;
- W.MCC.3.1.e develop and strengthen writing as needed by planning, revising, editing, rewriting;
- W.MCC.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- C Communication
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; and develop logical interpretations of new findings.
- C.MC.1.2 Initiate and participate effectively in a range of collaborative discussions with diverse partners; build on the ideas of others and express own ideas clearly and persuasively.
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Present information and findings from multiple authoritative sources; assess the usefulness of each source in answering the research question, citing supporting evidence clearly, concisely, and logically such that listeners can follow the line...
- C.MC.2.2 Distinguish between credible and non-credible sources of information.
- C.MC.2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- C.MC.3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
Assessments
CHOOSE ONE PROJECT TO CREATE:
a) one radio broadcast... "educational/special interest" report for National Public Radio [featuring 2 guest interviews]
OR
b) two podcasts from a podcast “series” that you design
[SINCE THESE PROJECTS MAY INVOLVE INTERVIEWS WITH SOMEONE YOU DON’T KNOW…
A PARENT OR GUARDIAN MUST ACCOMPANY YOU FOR EACH INTERVIEW ... unless you are interviewing someone IN YOUR SCHOOL during SCHOOL HOURS!]
a) RADIO BROADCAST PROJECT:
1.Think of a topic of interest that YOU would really like to know more about. Through research, find 2 “experts” in one area of expertise that might be “within your reach” [local people...artists, firefighters, state park rangers, musicians…. someone whose career /hobby/outreach YOU are really interested in!]
2. Before you contact the 2 experts, first RESEARCH that particular “interest area” , acquiring some basic knowledge by reading online, talking to personal contacts you may have, visiting the library, etc. MAKE NOTES about anything you learn from your research, as it will help you later in your radio interview.
3. Make a list of QUESTIONS that both you AND your listeners would want to hear discussed about the topic.
4. Again, review the video “HOW TO PODCAST: How to make guests and fans love you!”, by Clark Kegley. Even though this speaks about podcast-interviewing, his suggestions apply to ANY KIND of interviewing. Make sure you have noted his “tips” of the trade, to help insure a good or great interview.
5. EQUIPMENT: If you do not have a "real" mic & recorder, remember that you can do a "beginner's" type recording using a smart phone and earbuds. MAKE SURE TO place the mic of phone close to the guest AND yourself, so that both voices will be heard on recording. Also, rest the phone on a surface that is flat and will not slide/vibrate during recording [this will add weird sounds to your interview].
6. SCHEDULE THE INTERVIEWS with each of your guests, different times for each guest, so that it will be two separate interviews.
7. RECORD YOUR INTRODUCTION TO THE SHOW by yourself so that you get a "good take." STOP .
8. RECORD YOUR 1st guest.
9. RECORD your TRANSITION REMARKS between your 1st & 2nd guests by yourself.
10. RECORD YOUR 2nd guest.
11. RECORD YOUR "WRAP UP" remarks & the ending of your show. Remember to identify yourself & your "program title" during your wrap-up, so that listeners who tuned in late can hear who you are, & this helps build a listening audience.
12. SCHEDULE AN APPOINTMENT with your teacher for listening to your project together, then afterward discuss strengths, possible improvements needed, & the evaluation of your work on the radio broadcast assignment.
b.) PODCAST PROJECT
1.Go to RESOURCES: Again, watch Roberto Blake: 7 steps to making a podcast. Make notes on the comments at the VERY BEGINNING...What will your show be about? What will the podcast title be? How long will each show last? Just you? or you and a co-host, or guests to interview?
2. After listening, make your podcast decisions, and write all information in your notebook. Include definite answers about: SHOW TITLE / LENGTH / STRUCTURE & FORMAT OF PODCAST, etc.
3. Decide what type of equipment you will use; you will ONLY BE RECORDING YOUR PODCAST! You are not expected to buy any kind of software to actually launch your podcast online. That can happen later if/when you're ready...but the most important factor is DESIGNING & RECORDING AN INTERESTING SHOW!
4. Set up your recording equipment [whether it is a smartphone or actual recording device w/ separate mic] and record your 2 different segments.
5. CREATE GRAPHICS that will represent the NAME of your show and what it's about; decide if it will contain a drawing/ photo of you /both/ cool fonts, etc. Take the time to make it interesting and creative!
6. SCHEDULE AN APPOINTMENT with your teacher to share your podcast [listening together], and afterward discuss strengths, improvements needed, & the evaluation of your work on the podcast assignment.
ASSESSMENT CHALLENGE FOR STUDENTS:
1. Before you share your work with your teacher, get your notebook and pen, & listen to your broadcast or podcast BY YOURSELF in a quiet place.
2. Make notes on the things you noticed/heard in your project that you DID WELL & make you proud.
3. Make notes on the parts that COULD BE IMPROVED if you did a similar project.
4. Later, COMPARE the evaluation you gave yourself to the evaluation your teacher gave you.
5. EVALUATING YOUR OWN WORK in a real job situation is the way to continuously improve and grow in your career!