You need to know this! Have a good look at the Statistics about radio consumption patterns from RAJAR (Radio Joint Audience Research Ltd) and see what they can tell you about:
- how consumers are listening to radio
- whether FM radio is still being listened to
- how much mobile phone radio listening is increasing
- how many people own a DAB (digital) radio
- how the BBC compares with commercial radio institution for share of audience
Include these facts in your case study.
Friday, March 27, 2009
What's the difference between distribution and consumption?
Radio distribution and consumption are linked. In fact, they are words for two sides of the same thing:
distribution means the ways a radio institution distributes (puts out) its content to audiences, for example by broadcasting on FM and digital radios, setting up a website and creating podcasts; making its shows available on iPlayer etc
consumption means the ways the audience ('consumers') actually 'consume' (listens to, read, watch, interact with) the content that the radio institution puts out. You need to find out about patterns of consumption and how they are changing. Often radio institutions will change their distribution methods to meet the changing habits of consumers. For example, if a lot of people want to consume radio via their mobile phones, radio institutions will distribute their content via mobile networks. You yourself are a consumer and you should include information about your own consumption habits in your case study of the BBC. For example, how do you prefer to listen to radio and why? (Even if you do not listen to radio, this is still an example of your habits as a consumer - i.e., if you get all your music from iTunes/downloads and your news from the internet, you are an example of the reasons radio institutions are having to change their distribution processes).
distribution means the ways a radio institution distributes (puts out) its content to audiences, for example by broadcasting on FM and digital radios, setting up a website and creating podcasts; making its shows available on iPlayer etc
consumption means the ways the audience ('consumers') actually 'consume' (listens to, read, watch, interact with) the content that the radio institution puts out. You need to find out about patterns of consumption and how they are changing. Often radio institutions will change their distribution methods to meet the changing habits of consumers. For example, if a lot of people want to consume radio via their mobile phones, radio institutions will distribute their content via mobile networks. You yourself are a consumer and you should include information about your own consumption habits in your case study of the BBC. For example, how do you prefer to listen to radio and why? (Even if you do not listen to radio, this is still an example of your habits as a consumer - i.e., if you get all your music from iTunes/downloads and your news from the internet, you are an example of the reasons radio institutions are having to change their distribution processes).
BBC London Radio
BBC LONDON RADIO
BBC London Radio is London's Local BBC Radio Station. The Station was launched on 6th October 1970 and later moved onto BBC Greater London. In the early days, it was a regular phone-in show and its output was provided by Radio 2 but as it progressed, developed a mix of local news, travel bulletins and phone-ins alongside specialist and popular music. It bought World Music to World Attention
Production
Distribution
BBC London Radio can be heard using various types of devices. The main way is through FM Frequency but also can be listened to using car Radios. There also has been an website setup so audiences can go back to it if they want. It also can be listened through digital radio's and podcast. There is also the BBC iplayer setup so people can listen to it through the Internet
Consumption
Marketing
BBC Radio London is mainly targeted to adults over 25's. It does not hold much interesting stuffs for teenager and does not engage its audience in any activities. It has celebrities of older ages, many that teenagers would not recognise. So this radio station is for adults. In my opinion, i would not listen to this station as it does not hold anything interesting for me
Technologies
Throughout the years, new technologies have been introduced boosting up the stations distributions. These days, as a site has been setup for the station, any people who missed any shows can go back to it through the Internet, satisfying its customers.
Convergence
Content
Ownership and Globalisation
BY SAIFUR RAHMAN
BBC London Radio is London's Local BBC Radio Station. The Station was launched on 6th October 1970 and later moved onto BBC Greater London. In the early days, it was a regular phone-in show and its output was provided by Radio 2 but as it progressed, developed a mix of local news, travel bulletins and phone-ins alongside specialist and popular music. It bought World Music to World Attention
Production
There are many different ways BBC London Radio is recorded. It is broad casted through these frequencies 94.9MHz and 95.8MHz. General Radio Broadcasters speak and anyone can phone in to request songs or ask questions. There are also celebrities involved which attract more audiences
Distribution
BBC London Radio can be heard using various types of devices. The main way is through FM Frequency but also can be listened to using car Radios. There also has been an website setup so audiences can go back to it if they want. It also can be listened through digital radio's and podcast. There is also the BBC iplayer setup so people can listen to it through the Internet
Consumption
Statistics show people listening to BBC Radio is on the increase for teenager. As the radio station is targeted to the adults over 25's, the station don't need to be bothered about distribution through mobile phone as the consumers are not consuming
SMarketing
BBC Radio London is mainly targeted to adults over 25's. It does not hold much interesting stuffs for teenager and does not engage its audience in any activities. It has celebrities of older ages, many that teenagers would not recognise. So this radio station is for adults. In my opinion, i would not listen to this station as it does not hold anything interesting for me
Technologies
Throughout the years, new technologies have been introduced boosting up the stations distributions. These days, as a site has been setup for the station, any people who missed any shows can go back to it through the Internet, satisfying its customers.
Convergence
Content
Ownership and Globalisation
BY SAIFUR RAHMAN
Friday, March 20, 2009
Students' experience of convergence
The recent use of convergence has changed the way radio is not only differently listened to but differently viewed.
The way it was viewed in the 1960s would have maybe a family or a group of friends sitting down to listen to someone talk and/or play music. Now I can't imagine myself making time for radio. It's what I listen to when I'm bored, getting ready or doing work.
Also, now it's much more interactive, I feel like I can have an input and an impact on the way it runs. There are so many areas of your life radio can fit into now, in all that you do and everywhere you go. It's now almost impossible to miss your favourite shows. In the 1960s, that wasn't the case.
Furthermore, the fact that you can see what's going on was a revelation to the way radio was viewed - with webcams, videos, Flickr photos and vodcasts.
- Emma
The way it was viewed in the 1960s would have maybe a family or a group of friends sitting down to listen to someone talk and/or play music. Now I can't imagine myself making time for radio. It's what I listen to when I'm bored, getting ready or doing work.
Also, now it's much more interactive, I feel like I can have an input and an impact on the way it runs. There are so many areas of your life radio can fit into now, in all that you do and everywhere you go. It's now almost impossible to miss your favourite shows. In the 1960s, that wasn't the case.
Furthermore, the fact that you can see what's going on was a revelation to the way radio was viewed - with webcams, videos, Flickr photos and vodcasts.
- Emma
Sunday, March 15, 2009
Media Convergence
is a "phenomenon involving the interlocking of computing and information technology companies, telecommunications networks, and content providers from the publishing worlds of newspapers, magazines, music, radio, television, films, and entertainment software. Media convergence brings together the “three Cs”—computing, communications, and content." - read this Encyclopedia Britannica article to learn more.
For starters, go to the post below, What can Red Nose Day tell us about media convergence at the BBC:
1. Explore the website and list as many examples of media convergence as you can. Discuss them with a friend.
2. How new is convergence? To really understand convergence, you have to know when these changes to the media have happened. This will help you understand how convergence has affected your case study radio institution, the BBC. Watch the powerpoint presentation on media convergence and take notes.
3. Look back at the BBC Radio One website. Using your notes on recent changes in the media, identify how media convergence is used by Radio One. (Hint - start by looking at the stripey black topbar menu).
4. For each example you have found, figure out with your partner why you think these media are being used together and what the effect is:
a. How does it help the BBC to target its Radio One listeners?
b. How does it affect the experience of listeners (how are they accessing Radio One content? are they interacting with it? when, where and how are they listening?) (Hint: have a look at Radio One's how to listen page)
Homework - next step in your research project: Create a slide or section on convergence in your presentation about your chosen radio station. Compare how your station and radio one are affected by convergence: Is there any difference? Does your station make any interesting uses of convergence to reach its audience?
For starters, go to the post below, What can Red Nose Day tell us about media convergence at the BBC:
1. Explore the website and list as many examples of media convergence as you can. Discuss them with a friend.
2. How new is convergence? To really understand convergence, you have to know when these changes to the media have happened. This will help you understand how convergence has affected your case study radio institution, the BBC. Watch the powerpoint presentation on media convergence and take notes.
3. Look back at the BBC Radio One website. Using your notes on recent changes in the media, identify how media convergence is used by Radio One. (Hint - start by looking at the stripey black topbar menu).
4. For each example you have found, figure out with your partner why you think these media are being used together and what the effect is:
a. How does it help the BBC to target its Radio One listeners?
b. How does it affect the experience of listeners (how are they accessing Radio One content? are they interacting with it? when, where and how are they listening?) (Hint: have a look at Radio One's how to listen page)
Homework - next step in your research project: Create a slide or section on convergence in your presentation about your chosen radio station. Compare how your station and radio one are affected by convergence: Is there any difference? Does your station make any interesting uses of convergence to reach its audience?
What should I have learnt and have in my notes by the end of this lesson?Key terms: convergence, technology, consumption
- A definition of convergence that I can use myself
- Notes on the history of convergence
- A study of how convergence is affecting the BBC
- How convergence is affecting Radio One
- How convergence is affecting Radio One audiences
- A comparison of how convergence is affecting the radio station in my independent study
Friday, March 13, 2009
BBC Radio Stations: Independent Research
You are building up a detailed picture of your chosen station, covering the points that you need to know in the exam.
To start with .... make a list of 20 questions that are a basis for your research - what you need to know. Use the exam requirements description (below) to help you.
Product: you need to produce a detailed post for the blog to teach everyone else in the class about your station. The post may include: a powerpoint; a series of links; a recorded talk show about the station.
Deadline: Friday 27th March
Groups:
BBC 1xtra: Cordell and Emma
BBC Asian Network: Helena, Masuma, Taslima
BBC London: Salma and Shajida
BBC Radio 2: Mikaela and Riaj
To start with .... make a list of 20 questions that are a basis for your research - what you need to know. Use the exam requirements description (below) to help you.
Product: you need to produce a detailed post for the blog to teach everyone else in the class about your station. The post may include: a powerpoint; a series of links; a recorded talk show about the station.
Deadline: Friday 27th March
Groups:
BBC 1xtra: Cordell and Emma
BBC Asian Network: Helena, Masuma, Taslima
BBC London: Salma and Shajida
BBC Radio 2: Mikaela and Riaj
What should I have learnt and recorded in my notes from this lesson?Definitions of key words: convergence, production, distribution, marketing, consumption, content
- A table recording how different Radio One shows target their audiences
- Notes on Radio One's target audience and mission statement
- A questionnaire to distribute to friends and family about their radio habits
- A list of research questions to start off your independent study of a BBC station
Radio Audiences Questionnaire
How will you target a range of audiences?
Distribute to friends; parents and relatives; teachers
Minimum of 10 people must fill in your questionnaire by Thursday 19th March.
Suggested questions:
What age range are you in: 11 - 15; 16 - 19; 20 - 30; 30 -40; 40 - 50; 50+
Are you male or female: m/f
Do you listen to the radio? yes /no
If no, why not?
If yes:
What radio station do you listen to most?
What is your favourite show, DJ or programme?
What technologies do you use to listen to radio?
- internet
- tv
- phone
- car radio
- digital radio
- portable radio
What do you like about radio?
How often do you listen to radio?
Which ways of finding about a new radio show would appeal to you:
- friends
- internet
- posters
- cinema adverts before the film
- tv
- magazines
Distribute to friends; parents and relatives; teachers
Minimum of 10 people must fill in your questionnaire by Thursday 19th March.
Suggested questions:
What age range are you in: 11 - 15; 16 - 19; 20 - 30; 30 -40; 40 - 50; 50+
Are you male or female: m/f
Do you listen to the radio? yes /no
If no, why not?
If yes:
What radio station do you listen to most?
What is your favourite show, DJ or programme?
What technologies do you use to listen to radio?
- internet
- tv
- phone
- car radio
- digital radio
- portable radio
What do you like about radio?
How often do you listen to radio?
Which ways of finding about a new radio show would appeal to you:
- friends
- internet
- posters
- cinema adverts before the film
- tv
- magazines
What can RED NOSE DAY tell us about MEDIA CONVERGENCE?
Have a good look at the BBC red nose day site: Who do you think is the target audience?
How many media are involved?
How many technologies are the BBC's audience using to consume this content?
What can it tell you about media convergence (the way different media are coming together)?
Examples of convergence: from the BBC Red Nose Day website you can:
- Follow links to news reports: local BBC channels
- Links to TV - BBC channels
- Images from TV shows
- Live blogs - including video posts (vodcasts); pictures of guests; donate links
- Links to Twitter - constant posting about which guests were coming up on TV and facts about Red Nose Day
- MySpace: BBC RND website provides an html link to post into your MySpace about you section to show support for RND; you can get a digital red nose for your picture on MySpace
- Link to get an iNose for your iPhone
- Download RND songs and podcasts onto your iPod from Apple iTunes
- Link to Flickr to look at RND photos
- SMS donations
- Online donations page
- Online shop
You can post comments on the page itself or on the blog
Thursday, March 12, 2009
Lesson One: Intro to Radio
If you missed the lesson or want to revise (of course you do! :-), here is the powerpoint:
You should also have a go at the BBC Radio Quiz. Answers are almost all there for the finding at the BBC's own great history-of-itself site.
The BBC Radio Quiz
1. Who invented radio and when?
2. When was the BBC formed?
3. What was the vision of the first general manager for the BBC's purpose - and what was his name?
4. What does it mean that the BBC is 'independent' or 'impartial' and why is this important?
5. In what decade was TV invented?
6. How did the BBC change during World War II?
7. People were generally very poor after World War II. How did the BBC try to appeal to this audience?
8. How did the BBC appeal to young people in the
9. VHF was introduced in 1955. What does it stand for, and how did it improve radio audience's experience?
10. What new radio stations started up on the BBC in the 1960s?
11. What pressures did the BBC come under in the 1980s?
12. What major technological development affected the BBC in the 1990s?
13. What other changes took place in its radio scheduling?
14. What was the major technological change since 2000?
15.
How did it affect BBC radio (name some of the new stations that were created)?
You should also have a go at the BBC Radio Quiz. Answers are almost all there for the finding at the BBC's own great history-of-itself site.
The BBC Radio Quiz
1. Who invented radio and when?
2. When was the BBC formed?
3. What was the vision of the first general manager for the BBC's purpose - and what was his name?
4. What does it mean that the BBC is 'independent' or 'impartial' and why is this important?
5. In what decade was TV invented?
6. How did the BBC change during World War II?
7. People were generally very poor after World War II. How did the BBC try to appeal to this audience?
8. How did the BBC appeal to young people in the
9. VHF was introduced in 1955. What does it stand for, and how did it improve radio audience's experience?
10. What new radio stations started up on the BBC in the 1960s?
11. What pressures did the BBC come under in the 1980s?
12. What major technological development affected the BBC in the 1990s?
13. What other changes took place in its radio scheduling?
14. What was the major technological change since 2000?
15.
How did it affect BBC radio (name some of the new stations that were created)?
What should I have learnt, and recorded in my notes?Key word definitions: institution, impartial, digital
- A brief history of the BBC as a radio institution
- A list of the different technologies used to listen to radio
- A list of the kinds of radio station (public, commercial, pirate...)
- A note about my own radio listening habits
Section B: Institutions and Audiences (Radio)
Section B of your exam is about Radio Institutions and Audiences
This section of the Key Media Concepts exam is great because you simply have to get to know one UK radio institution really well by doing a 'case study' of it: we have chosen the BBC.
Institutions and Audiences is about how a media institution like the BBC and its audiences are adapting to the big changes that are happening in technology and the media.
In your institution case study you need to find out about these things:
This section of the Key Media Concepts exam is great because you simply have to get to know one UK radio institution really well by doing a 'case study' of it: we have chosen the BBC.
Institutions and Audiences is about how a media institution like the BBC and its audiences are adapting to the big changes that are happening in technology and the media.
In your institution case study you need to find out about these things:
- Production: how radio is recorded and broadcasted by the BBC
- Distribution: the different ways BBC radio content reaches audiences (through FM, digitally, via TV, the internet and podcasts).
- Marketing: how BBC radio content is marketed to and targeted at specific audiences and
- Consumption: how audiences listen to BBC radio; how your own habits as a radio listener compare or contrast with what you find out about the patterns of behaviour in BBC radio audiences
- Technologies: what new technologies have been introduced in recent years and how these have affected production, distribution and marketing.
- Convergence: how the ways different media are coming together affects the production, distribution and marketing of BBC radio and its audiences' experience (e.g. radio on TV; radio and the internet; mobile phone radio)
- Content: the way the amount of content available is increasing, and what it means for the BBC radio institution and its audiences
- Ownership and globalisation: why does it matter who owns radio institutions and what issues are raised when international institutions target UK audiences
Section A: What do I need to know?
You will be expected to link textual analysis (using technical terms from the four areas) of the TV Drama extract to analysis of how a particular social group is represented.
Technical terms you need to use
Camera Shots, Angle, Movement and Composition:
• Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
• Angle: high angle, low angle, canted angle.
• Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
• Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Editing
Includes transition of image and sound – continuity and non-continuity systems.
• Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
• Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.
Sound
• Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.
• Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-Scene
• Production design: location, studio, set design, costume and make-up, properties.
• Lighting; colour design.
You will be asked to analyse how this technical stuff is used to represent a particular social group - or, as the specification puts it; Candidates should be prepared to discuss, in response to the question, how these technical elements create specific representations of individuals, groups, events or places and help to articulate specific messages and values that have social significance. Particular areas of representation that may be chosen are:
• Gender • Age • Ethnicity • Sexuality • Class and status • Physical ability/disability • Regional identity
And that's it! If you know all the above technical terms and you are confident at linking them to how a social group is represented, you will ace section A.
Technical terms you need to use
Camera Shots, Angle, Movement and Composition:
• Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
• Angle: high angle, low angle, canted angle.
• Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
• Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Editing
Includes transition of image and sound – continuity and non-continuity systems.
• Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
• Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.
Sound
• Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.
• Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-Scene
• Production design: location, studio, set design, costume and make-up, properties.
• Lighting; colour design.
You will be asked to analyse how this technical stuff is used to represent a particular social group - or, as the specification puts it; Candidates should be prepared to discuss, in response to the question, how these technical elements create specific representations of individuals, groups, events or places and help to articulate specific messages and values that have social significance. Particular areas of representation that may be chosen are:
• Gender • Age • Ethnicity • Sexuality • Class and status • Physical ability/disability • Regional identity
And that's it! If you know all the above technical terms and you are confident at linking them to how a social group is represented, you will ace section A.
Section A: Textual Analysis and Representation
Section A of your exam is on British TV Drama: Textual Analysis and Representation
For this section you need to: analyse how a specific social group is represented in a TV drama through the four technical areas, camerawork, editing, sound and mise-en-scene.
The exam will involve: viewing a clip of a TV drama you haven't seen before. You will take notes during the screenings of the clip (it will be shown to you 4 times) and then answer a question that will say something like 'How is gender represented in this clip, through camerawork, editing, sound and mise-en-scene').
For this section you need to: analyse how a specific social group is represented in a TV drama through the four technical areas, camerawork, editing, sound and mise-en-scene.
The exam will involve: viewing a clip of a TV drama you haven't seen before. You will take notes during the screenings of the clip (it will be shown to you 4 times) and then answer a question that will say something like 'How is gender represented in this clip, through camerawork, editing, sound and mise-en-scene').
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