Module UXC-3052:
Ymarfer Radio Pellach

Module Facts

Run by School of Languages, Literatures, Linguistics and Media

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Geraint Ellis

Overall aims and purpose

Mewn cyfres o ddarlithoedd awr o hyd a gweithdai dwy awr wythnosol, bydd y myfyrwyr yn astudio enghreifftiau o bodlediadau, comediau radio a dramau radio, ac yn datblygu eu syniadau a'u cynyrchiadau eu hunain yn y meysydd hyn. Trafodir amryw o ffurfiau a genres o fewn y tri phrif maes ac archwilir amryw o ystyriaethau golygyddol. Bydd y myfyrwyr yn datblygu syniadau unigol o fewn y tri maes cyn canolbwyntio ar un o'r syniadau hyn a chreu eu cynhyrchiad eu hunain. Bydd disgwyl i bawb wneud cyflwyniad llafar am eu prif brosiect cynhyrchu i weddill y grwp o flaen llaw.

Course content

Mewn cyfres o weithdai dwy awr o hyd, yn ogystal ag amser stiwdio ychwanegol a fydd wedi ei amserlennu, bydd y myfyrwyr yn astudio enghreifftiau o bodlediadau, comedi radio a drama radio, gan ddatblygu eu syniadau a'u cynyrchiadau eu hunain yn y meysydd hyn. Bydd y pwyslais ar gynhyrchu stiwdio, gyda'r myfyrwyr yn ymestyn ac yn ehangu ar eu sgiliau presennol yn y cyd-destun hwn. Bydd pawb yn cyflwyno gwaith unigol, gan gyflwyno eu syniadau o flaen llaw i weddill y dosbarth.

Assessment Criteria

threshold

D • Gwybodaeth am brif feysydd / egwyddorion yn unig • Gwendidau o ran dealltwriaeth o brif feysydd • Tystiolaeth gyfyngedig o astudio cefndirol • Nid yw’r ateb yn canolbwyntio’n ddigonol ar y cwestiwn ac mae peth deunydd amherthnasol a strwythur gwael • Cyflwynir y dadleuon ond nid ydynt yn gydlynol • Nifer o wallau ffeithiol / cyfrifiadurol • Dim dehongli gwreiddiol • Disgrifir dim ond y prif gysylltiadau rhwng testunau • Peth datrys problemau • Nifer fawr o wendidau mewn cyflwyno a chywirdeb

good

C • Gwybodaeth am feysydd/egwyddorion allweddol • Yn deall y prif feysydd • Tystiolaeth gyfyngedig o astudio cefndirol • Ateb yn canolbwyntio ar y cwestiwn ond hefyd mae peth deunydd amherthnasol a gwendidau yn y fframwaith • Cyflwynir y dadleuon ond nid ydynt yn gydlynol • Nifer o wallau ffeithiol/ cyfrifiadurol • Dim dehongli gwreiddiol • Disgrifir dim ond y prif gysylltiadau rhwng testunau • Peth datrys problemau • Rhywfaint o wendid o ran cyflwyniad a chywirdeb

B • Gwybodaeth gref • Deall y rhan fwyaf ond nid y cyfan • Tystiolaeth o astudio cefndirol • Ateb pwrpasol gyda strwythur da • Dadleuon wedi’u cyflwyno’n gydlynol • Dim gwallau ffeithiol / cyfrifiadurol ar y cyfan • Rhywfaint o ddehongliad gwreiddiol cyfyngedig • Disgrifir cysylltiadau adnabyddus rhwng testunau • Ymdrinnir â phroblemau drwy ddulliau presennol • Cyflwyniad da, gyda chyfathrebu cywir

excellent

A • Gwybodaeth gynhwysfawr • Dealltwriaeth fanwl • Astudio cefndirol helaeth • Ateb â chanolbwynt clir iawn, ac wedi’i strwythuro’n dda • Dadleuon wedi eu cyflwyno a’u hamddiffyn yn rhesymegol • Dim gwallau ffeithiol / cyfrifiadurol • Dehongliad gwreiddiol • Datblygu cysylltiadau newydd rhwng testunau • Dull newydd o ymdrin â phroblem • Cyflwyniad rhagorol gyda chyfathrebu cywir iawn

Learning outcomes

  1. Cynhyrchu gwaith unigol sydd yn dangos eu bod yn gallu trin sain yn effeithiol a gyda hyder;

  2. Dangos y gallu i ddadansoddi prosesau creadigol ac ymarfer drwy ymgymeryd ag o leiaf un dull cynhyrchu.

  3. Arbrofi, fel sydd yn addas, gyda ffurfiau, confensiynau, ieithoedd, technegau ac ymarferion o fewn cyd-destun darlledu radio a phodledu;

  4. Cychwyn, datblygu a chyflawni gwaith gwreiddiol a chreadigol o fewn maes cynhyrchu radio a phodledu;

Assessment Methods

Type Name Description Weight
DEMONSTRATION/PRACTICE Syniadau cynhyrchu 40.00
DEMONSTRATION/PRACTICE Cynhyrchu podlediad, drama radio neu gomedi radio 60.00

Teaching and Learning Strategy

Hours
Practical classes and workshops 22
Lecture 8
Individual Project 170

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • An understanding of creative and critical processes, and of the wide range of skills inherent in creative writing. (NAWE Creative Writing Benchmark Statement 3.1).
  • Reflective practitioner skills, including awareness of the practice of others in collaborative learning (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • Ability to engage in processes of drafting and redrafting texts to achieve clarity of expression and an appropriate style. (English Benchmark Statement 3.3; NAWE Creative Writing Benchmark Statement 3.2).
  • Ability to gather information, analyse, interpret and discuss different viewpoints (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).

Resources

Resource implications for students

Dim

Reading list

Albarran, A. & Pitts, G. 2001. The Radio Broadcasting Industry. Boston: Allyn & Bacon. Beaman, J., 2000. Interviewing for Radio. London: Routledge. Boardman-Jacobs, S., 2004. Radio Scriptwriting. Penybont: Seren. Chapman, J., (2006) Documentary in Practice. London: Polity. Chantler, P., & Stewart, P., 2003. Basic Radio Journalism. Oxford: Focal Press. Chignell, H., 2009. Key Concepts in Radio Studies. London: Sage. Crisell, A., 2006. Understanding Radio. London: Taylor & Francis. E Crisell, A., 2006. More than a music box. New York: Berghahn Books. Crook, T., 1999. Radio Drama. London: Routledge. Dimbleby, N., (1994) Practical Media: a guide to production techniques. London: Hodder & Stoughton. Emm, A., 2001. Researching for Television and Radio. London: Routledge. E Fleming, C., (2010) The Radio Handbook. London: Routledge. E Gazi, A. et al, (2011) Radio Content in the Digital Age. Bristol: Intellect. E Hand, R., & Traynor, M., (2012) Radio in Small Nations. Cardiff: UWP. Hartley, J. (ed.), 2005. Creative Industries. Oxford: Blackwell. E Hausman, C., 2003 Modern Radio Production. Belmont, CA: Wadsworth. Hendy, D., 2000. Radio in the Global Age. Cambridge: Blackwell. E Hesmondhalgh, D., 2002, The Cultural Industries. London: Sage Press. Hilliard, R., 2011. Writing for Television, Radio and New Media. Boston: Wadsworth. Hilmes, M. (gol), 1994. The Television Handbook. LlundaIn: BFI. McInerney, V., 2001. Writing for Radio. Manchester: MUP McLeish, R., 2005. Radio Production. Oxford: Focal Press. McLuhan, M., Understanding Media. London: Routledge. Shingler, M. & Wieringa, C., 1998. On Air. London. Arnold. Siegel, B., 1992. Creative Radio Production. Oxford: Focal Press. Starkey, G., Radio in Context, 2004. Basingstoke: Palgrave Macmillan. Starkey, G., Balance and Bias in Journalism, 2007. Basingstoke: Palgrave Macmillan. Starkey, G. & Crisell, A., 2009. Radio Journalism. Los Angeles: Sage. Stewart, P., (2010) Essential Radio Skills. London: Methuen Drama. E Street, S., 2002. A Concise History of British Radio. Tiverton: Kelly. Wilby, P. & Conroy, A., 1994. The Radio Handbook. London: Routledge.

Pre- and Co-requisite Modules

Courses including this module

Optional in courses: