COMMUNICATION 260
Introduction to Broadcasting
Winter 2006
Instructor: Ron Weekes
Text: Broadcasting, Cable,
Office: 251 Spori (Daily 10-11) The Internet, and
Beyond (5?th? Ed.)
Phone: 496-2933
Author: Dominick, et.al.
E-mail: weekesr@byui.edu Other required course readings
on Reserve at the
McKay Library
Instructor web site: http://emp.byui.edu/weekesr
Text web site:
www.mhhe.com/beyond5
Class Overview:
This
class is a broadcasting majors and minors only course. Non-broadcasting students are allowed in the
class, but preference to available seats in the class will be given to
broadcasting majors and minors. This
class is the foundation course for all other broadcasting classes. This
course should not be taken concurrently with Communication 265.
The
basic premise of this class is to help you understand the possibilities of a
career in radio or television broadcasting and their allied fields. This goal will be achieved in two ways. First, through readings and
class discussions about broadcasting as both an industry and a career
opportunity. You will also have
an opportunity to evaluate radio and television broadcasts in order to understand how the industry works. Secondly, you will learn the basics of audio
production techniques as it is practiced in broadcasting today. This will be accomplished through hands-on
lab experiences. Video hands-on lab
experiences will be done in the Beginning TV Production class.
Please
read the remainder of this syllabus and refer to it often. It will provide you with vital information
that will help you in the class throughout the semester. If you have any questions about what we are
discussing throughout the semester, please talk to me after class or make an
appointment to meet with me in my office.
Broadcasting
as a career can be rewarding! Through
this class I hope to help you determine early in your collegiate studies if you
are willing to make the sacrifices necessary to work in broadcasting. The more you put into this class, the more
you will get out of it and the better your chances will be of working in the
extremely competitive field of broadcasting.
The Honor Code:
I
am a supporter of all aspects of the BYU-Idaho Honor Code. Please review it regularly to make sure you
are in compliance with the classroom integrity and appropriate dress aspects of
our campus standards. If I notice that
you are not dressed appropriately for the classroom, I will not be shy about
mentioning it to you. A reminder that
caps, capris, shorts, and flip-flops are not classroom appropriate.
Disability Statement:
In
compliance with applicable disability law, qualified students with a disability
may be entitled to “reasonable accommodation.”
It is the student’s responsibility to disclose to the teacher any
special need she/he may have before the end of the first week of class.
Materials Needed:
* You will need two
audiocassettes for this class. You will
use these cassettes to turn in your audio lab assignments. Purchase only High Bias (also known as Type
II or CrO2) tapes that are at least 60 minutes in length. DO NOT purchase Type I (normal bias)
audiocassettes! I will not accept projects on normal bias tape.
Grading: Labs (6 @ 100 points each) 600
Exams (3 @ 100 points each) 300
Career Exploration
Paper 100
Total possible
points 1,000
94
- 100 = A 74
- 76 = C
90
- 93 = A- 70 - 73 = C-
87
- 89 = B+ 67 - 69 = D+
84
- 86 = B 64 - 66 = D
80
- 83 = B- 60 - 63 = D-
77
- 79 = C+ 59 and below is
failing
DEADLINES!!! (Extremely
important information):
Broadcasting
is a deadline driven industry. If your
producer tells you your package needs to be ready at
The
material on the exams will be taken from our lecture discussions as well as
course readings. Class attendance is
required. Be sure to phone or e-mail the
instructor if you are going to be absent.
Using the Lab:
Lab hours vary from semester to semester. The lab is generally available when the Spori
building is open (Monday through Friday,
Lab Projects: Each audio lab assignment
should begin with the standard pre open (10 sec. of silence, 10 sec. of test
tone @ 100 % [0 dB] modulation, voice slate, 10 sec. of silence).
(1) During the first lab session, we will go into
the lab. There you will be introduced to
the various pieces of audio production equipment and how they operate. You will need to write a three page
double-spaced typed summary of this equipment and what it does. Both content,
spelling and grammar will be considered in your grade.
(2) On
your cassette you will record three musical selections. The end of the first will cross fade (blend)
into the beginning of the second. The
end of the second will cross fade into the beginning of the third. The final selection should fade out at the appropriate
time. You will need to provide your own
musical selections. Pick whatever type
of music you want to play. All
selections should come from compact discs.
You will have to use the stand-alone compact disc player as well as the
CD-ROM drive in the computer to play back these discs. This project (and all lab projects) should be done in
the lab in the Spori. The recorded
volume of all three selections should be similar. You will be graded on how smooth your cross
fades are and if you have an audio level consistent between the three audio
selections and the 100% tone at the beginning of your project. Each song should be played from 60 to 90
seconds each.
(3) You and your lab partner will listen to an
hour of a local market radio broadcast.
Using the Radio Format Report guidelines, you both will answer the
questions and then turn in a typed double-spaced three- to four-page paper of
what you determined. Also include a hot
clock (an additional page) for each hour that you listened. Only one paper is required between the both
of you. This is a group project.
(4) You will produce (using your own voice) one
30-second Public Service Announcement.
It shouldn't be shorter than 28 seconds or longer than 30 seconds. There should be narration with an appropriate
music bed. The script for your
narration will be assigned to you. One of the purposes of this project is for
you to work on varying the four elements of your voice as discussed in
class. Additionally, you will need to
create an appropriate audio mix between your voice and the music selected. The music should have a clean start and a
clean or smooth ending. You will be
graded on the length of your spot, your vocal quality, and appropriate audio
levels.
(5) This lab will be very similar to Lab 3 in
that you and two partners will watch the three local (Idaho Falls-Pocatello)
newscasts. Each of you will watch one
specific channel, all on the same day and at the same time. For this assignment to be meaningful, you can
only watch the
(6)
For this lab you will use the computer to edit a 30 second travel video. You will be assigned a specific tape to use
for this video. Your video should
include appropriate music and graphics to enhance your video. Keep in mind that the video you select to use
in your project should entice a person to want to travel there.
Required Course
(All readings MUST be
completed prior to the day the unit is discussed in class)
Broadcasting, Cable, The Internet, and Beyond; Dominick, Sherman &
Messere.
(You must purchase this text
in the bookstore)
Creative
Radio Production; Siegel.
(A photocopy of this is on
Reserve in the
Reserve reading is called
“Using Your Voice”.
Unit 1 - History of Radio Broadcast Media – Dominick,
Chapter 1: pp. 6-15, 17-19, 24-27.
Unit 2 - How Audio Works - Dominick, Chapter 3: pp.
47-57, 62-64, 65-68, 69-71, 73-74,76,78-9.
Unit 3 - Using Your Voice - Siegel, Chapter 8:
pp. 102-110.
Unit 4 - Radio Today - Dominick, Chapter 4: pp. 83-102.
Unit 5 - Radio Programming - Dominick, Chapter 8:
pp. 175-197.
Unit 6 - History of Television Broadcast Media –
Dominick, Chapter 1: pp. 15-17, 19-23.
Unit 7 - How Video Works - Dominick, Chapter 3:
pp. 57-62, 64-65, 68-69, 74-79.
Unit 8 - Broadcasting & Cable TV Today -
Dominick, Chapter 5: pp. 103-128.
Unit 9 - Television Programming - Dominick, Chapter
9: pp. 198-226.
Unit 10 - The Business of
Broadcasting - Dominick, Chapter 7: pp. 153-174.
Unit 11 - Ratings &
Audience Feedback - Dominick, Chapter 12: pp.
273-286.
Unit 12 -
Rules and Regulations - Dominick, Chapter 10, pp. 229-255.
Unit 13 -
Self-Regulation and Ethics - Dominick, Chapter 11, pp. 256-271
Unit 14 -
The Internet and New Media Today – Dominick, Chapter 6, pp. 129-150.
Unit 15 -
Effects – Dominick, Chapter 13, pp. 287-309.
Unit 16 -
The International Scene – Dominick, Chapter 14, pp. 310-335.
Unit 17
-The Future of Broadcasting – TBA.
Test Schedule:
Test One (Units One through
Five) - February
13-17
Test Two (Units Six through
Ten) - March
20-24
Test Three (Units Eleven
through Seventeen) – April 24
Note: Tests One and Two will be administered in the
If you miss a test, you will not be allowed to make
the test up. There are no retakes on the
tests. You will be provided with a study
guide for each of the tests.
Schedule: The following represents a tentative schedule for this course. The instructor reserves the right to make changes. Changes will be announced in class or via e-mail.
1/9 Class introduction
1/11 Unit 1: History of Radio Broadcast Media
1/13 Unit 1: History of Radio Broadcast Media
1/16 Martin
Luther King, Jr. Day - No Classes
1/18 Lab 1: Audio Lab Introduction
1/20 Unit 2: How Audio Works
1/23 Lab 2 Demo (3 songs) Group A
1/25 Lab 2 Demo (3 songs) Group B
1/27 Lab 2 Demo (3 songs) Group C LAB 1 DUE
1/30 Unit 3: Using Your Voice - AWe Interrupt This Broadcast@ Survey
2/1 Unit 4: Radio Today
2/3 Lab 2 Lab Q&A
2/6 AWe Interrupt This Broadcast@
2/8 Unit 5: Radio Programming
2/10 Award Winning Radio Spots LAB 2 DUE
2/13 Lab 3 Discussion (Radio Format)
TEST
ONE (2/13-17)
2/15 Careers In Radio
2/17 Unit 6: History of Television Broadcast Media
2/20 Presidents’
Day – No Classes
2/22 Unit 6: History of Television Broadcast Media
2/24 Lab 4 Demo (PSA)
2/27 Lab 3 In‑Class Presentations LAB 3 DUE
3/1 Career Exploration Paper Discussion
3/3 Unit 7: How Video Works
3/6 Unit 8: Broadcasting & Cable TV Today
3/8 AHistorical Moments in Television"
3/10 Unit 9: Television Programming LAB 4 DUE
3/13 Lab
5 Discussion (Television Newscast Format)
3/15 Unit 10: The Business of Broadcasting
3/17 Careers In Television, Part 1
3/20 Careers In Television, Part 2 TEST TWO (3/20-24)
3/22 Lab
6 Demo (Travel Video), Part 1
3/24 Lab 6 Demo (Travel Video), Part 2
3/27 Unit 11: Ratings & Audience Feedback
3/29 Unit 12: Rules and Regulations
3/31 Spring
Break – No Classes
4/3 Unit 13: Self‑Regulation and Ethics
4/5 Unit 13: Self‑Regulation and Ethics B Part Two
4/7 Lab 5 In‑Class Presentations LAB 5 DUE
4/10 Unit 14: The Internet and New Media Today
4/12 Unit 14: The Internet and New Media Today B Part Two
4/14 Unit 15: Effects LAB 6 DUE
4/17 Unit 16: Effects - Part Two
4/19 Unit 16: The International Scene
4/21 Unit 17: The Future of Broadcasting
4/24 Career Exploration Paper Due TEST THREE
LAB 2 INSTRUCTIONS
1. You will use the stand-alone compact disk player and the CD-ROM drive in the computer for this project.
2. Use the stand-alone CD player for your first and third songs and the CD-ROM drive on the G5 for your second song.
3. Put the audio board sliders that adjust the CD player volume in the middle to begin with. Make sure the “Master” slider is also set in the middle. The “Master” slider should always stay in the same position.
4. Play your first CD from the CD player.
5. As the CD plays, watch the VU (Volume Units) meter on the audio board. At the loudest points in the song, such as drum beats, bass, etc., make sure the peaks hit “0 dB” but not higher on the scale. To adjust peaks, move sliders up or down, depending on your current peak level.
6. Once your peaks are set for this particular song, remember where your sliders were set at. An easy way to do this is mark it with a little piece of masking tape, but never draw on the audio board with a pen or pencil.
7. Repeat this procedure for your other song playing from the CD player, as well as the song set to play in the computer, remembering to mark the sliders for each individual song.
8. Make sure noise reduction is turned off and the pitch is set to “0".
9. Insert your cassette tape and start a test recording.
10. Now, play one of your songs again, this time paying special attention to the VU meter on the cassette deck. (The VU meter should be the same for each song you’re playing, if your peaks are correct on the audio board.) If the VU meter is peaking in the red area you must adjust your volume levels. Peaks should be between negative two and zero, once again.
11. Stop your test recording and rewind your cassette.
12. Now you’re ready to record!
13. After the usual preopen, start song one. Each song should play for roughly sixty to ninety seconds.
14. When an appropriate point in the song comes to fade it out within this time frame, start playing the song from the computer.
15. Gradually begin fading in the second song. When you hear it in the mix, start fading out the first song at the appropriate rate. Crossfades should not be a direct and equal cross of the sliders. There should be no silence or “dead air” between your songs.
17. Another helpful suggestion when doing cross fades, is to fade the song in or out with respect to its tempo.
18. Follow the same procedure for songs two and three that you did for songs one and two.
19. After sixty to ninety seconds of song three, fade this song out as well.
20. You’re done! Listen to your tape before you turn it in. If you aren’t satisfied with your quality, do the project again.
LAB 3 GUIDELINES
1. Select a specific hour of a local radio station to listen to. Your project will be better served if you select a time when live personalities are on-air.
2. This assignment will consist of three parts: a report on the program’s format/structure, an evaluation of the program’s strengths and weaknesses, and a hot wheel depicting the structure of the hour you listened. As stated earlier, parts one and two should comprise three to four pages, typed, double-spaced. The hot clock will be an additional page.
3. This is to be a well-written paper. Describe your findings and evaluations in well-constructed paragraphs. I also expect to see well-constructed introductions, transitional statements, and conclusions. Those papers that just answer the questions in a listing format will receive a “C” grade regardless of the quality of your content.
Items to be considered:
Format/structure:
When did you listen?
How many announcers did the show use? What are their names?
Describe the voice quality of the announcers. Did they utilize the four variables? How?
Who do you think is the intended audience for this program?
How many segments were incorporated into the program?
Was a standard time used for each segment or did the time differ from segment to segment?
Did the focus of the show vary from segment to segment or was the format consistent?
Ho
Did the show sound as though it was a seamless program or that it was pieced together?
Did the show use music as theme, stingers, and bumpers between segments?
Evaluation of strengths/weaknesses:
Pick out two weaknesses that you found in the program. Discuss how you would improve these two weaknesses if you were hosting this show.
Pick out two strengths that you found in the program. Discuss why you thought they were strengths.
In determining the strengths/weaknesses of the program, consider if you thought the program was interesting. If so, why? If not, why not? Would you listen to the show again? Would you listen regularly.
Be objective in your evaluation. Consider that the music you are listening to might not be the type of music you prefer to listen to.
Hot Clock:
As you listen to the program, please keep a log of things
that you hear. Note when the occur and how long they last. This information is vital in creating your
Hot Clock. A computer generated Hot
clock is preferred although a neatly hand drawn one is acceptable. It might be a good idea to record the program
onto an audiocassette for later reference.