Use recordings of actuality sound, 'wild sound' and scripted voice/voice-over to make a short (4-5 minute max) audio 'postcard' or reportage of a place, a place/moment (events at a location) in time. Script can involve on location voicing/narration and/or voice-over recorded separately. Your place/topic should ideally relate to your class's theme, although it is possible to make these without such limitations.  Exact Subject: the only limit is your imagination. In all cases, you shoud start with a real place, although it is possible to speak of a fictional or more laterally connected topic, but still using recorded sound from this place.

Choose one radio program, or 1 hour segment of time from a flow radio program, and analyze (1500 - 2000 words), paying attention to the following: its format/context of the station where it can be heard; the content, style, genre of program; the kinds of voices heard, the arguments and how they are expressed; the way a story might be told through placement/types of sound, music, voice, other elements used including talkback or stings and promos heard in the program. You should aim to contextualize the show (ie, American NPR specialist podcast, 2005- ; ABC RN Breakfast show or other regular show; UK podcast show sourced from....2Ser magazine or Breakfast show; Sydney/national commercial or other show, with talkback and guests.) Discuss, if relevant, its history, possible target audience, ways it engages with its audience and outline any ‘value adding’ it achieves through its online presence. Comment on any other features that are important. Then discuss in your view, how the program succeeds (or not) in engaging its listeners, or speaking to its imagined audience(s) or communities. What have you learnt from listening to this program in your role as a radio producer?

A list of programs as good examples to analyze will be distributed on iLearn by Week 6. References to assist will be provided where requested, or check with Lecturer, Tutor or in Course outline. Alternately, you can also analyse one episode of ABC TV's Q & A or a similar program on radio or TV (containing a forum or live debate). How is the topic/s managed? Comment on role of compere, kinds of questions asked, the balance (or not) of perspectives aired, the guests answers in relation to the line of questioning – is there usage of 'Devil's advocate' questioning by the compere for example. See iLearn Discussions or Announcements for more detail and your tutor's suggestions.

This entails you producing audio content (usually in pairs) for the themed* live two hour broadcast, in the form of, either: a short feature or a current affairs styled feature package; or audio collage exploration of the theme; or, a series of short pieces around the theme to be spaced through the program; or the production of the live discussion forum with organization of ‘talent’, research, proposed questions, securing live audience and contribution to specific content for web pages (first discuss with tutor); or the production of the overall show's web presence with podcast audio elements and any additional audio as agreed to by tutor; or a radio drama, sketch or comedic presentation/piece.

Criteria for assessment of content: all radio content (features, packages and other) will be judged on their: 1) impact/construction and ability to communicate with, engage or move an audience; 2) quality of the content and research leading to the finished work including its scope, rigour, originality and/or suitability to the theme; 3) aesthetic, entertainment or innovative qualities, and or quality/sophistication of the argument of the piece - taking into consideration its intended audience; and 4) overall technical quality. Student aims, and any problems encountered, or lessons learnt should be outlined in an accompanying Rationale to assist in the marking process.

Include approx 2 pages (1.5 spaced, 12 pt font) for this Rationale.

* Themes will be discussed in Tutes and decided on before Week 4.

Your mark is based on individual performance in your role for the live production and written documentation supporting your contribution to the class/team broadcast. In this last respect, you will need to regularly update others of progress in your role either on iLearn, facebook group page or via email, and keep a diary with regular comments and reflections on your role and content produced for the show. This 'production diary' – with final comments on the success of your program and some of the key things you have learnt – should be kept from Week 6 and be submitted to your Tutor at the end of Week 13 as supporting evidence of your participation. The diary can be hand written in a journal/notebook with Computer/Online entries enclosed, or entirely digitally sourced, but still submission should be of a printed version. (Check with tutor for any variation to this).

A further note on Roles: Before Week 6, you will be elected to a role or will have the chance to volunteer for a specific task. These tasks include: Producers (A) live show, to create running sheet, direct presenters, check overall technical quality, take responsibility for content, deadlines etc (2); Producer Q & A Forum Segment (B) (1); Compere Q & A segment (1) who will work with Producer B in smooth running of Forum and scripting/questions; panel operator (2), one in radio studio, the other operating desk for live broadcast - both under the direction of Peter Ring (radio facilities manager); producer-assistants for the day, to run boom mics, act as messengers/liaison, assist guests, follow up guests with thankyous etc (2-3); presenters (up to 4, for 2 sessions); publicist (1); online content producers (1-2) depending on experience and if this output is also contributing to another Unit (as agreed by both Convenors); a roving reporter/reporter at large (optional) who will deliver 2-3 voice pieces on-location via phone, 'filing' these reports live on the day, or possibly these can be preproduced but be programmed as if live; and finally entertainment content producers (1-2) who will organise, rehearse and be responsible for musical artists or other performers featured in the individual class shows, and performing live for radio audiences and before the live audience gathered in the Drama Studio in Week 13 or 14.

*This unit's Tute classes will each create a live show with multiple features and content. A Theme may be suggested for each class or cover the three 2Ser shows, with each class selecting a sub theme if they wish.