Universitat Internacional de Catalunya

Radio Production

Radio Production
3
12023
3
First semester
OB
Main language of instruction: Spanish

Teaching staff


Mrs. FITÓ CARRERAS, Maria - mfito@uic.es

Introduction

Radio Creation is the continuation of the compulsory Radio course taught in the first year of the Communication degree. In this course, students will practice advanced sound production techniques through the creation and production of various sound formats

Pre-course requirements

This subject has no prerequisites.

Objectives

 

  • Deepening the creation of sound scripts:
    Students will learn to develop and refine sound scripts, focusing on narrative structure and technical scriptwriting.

  • Sound planes and techniques to represent movement (Stereo Blocking):
    The course will cover advanced stereo blocking techniques to create the illusion of movement and spatial awareness in audio productions.

  • Direction of recordings (Acting):
    Emphasis will be placed on directing voice actors, understanding vocal performance, emotions, and authenticity.

  • Soundscape: creation of sound effects:
    Students will explore the creation of sound effects and how they can be used narratively to enhance storytelling and evoke emotions.

  • Narrative uses of music:
    The ways in which music can be employed to reinforce the narrative, create atmospheres, and convey specific feelings will be studied.

  • Audio branding:
    This module will cover the principles of creating distinctive audio logos and sound identities for brands.

  • Microphones and recording spaces:
    The course will teach the selection and placement of microphones, as well as the optimization of recording environments to achieve the best sound quality.

Competences/Learning outcomes of the degree programme

  • 01 - The ability to adapt to varying circumstances
  • 02 - The ability to understand, accept criticism and correct errors
  • 03 - The ability to administer and manage human and technical resources
  • 04 - The ability to work in a team and autonomously
  • 05 - The ability to organise time and workspace
  • 06 - The ability to develop academic rigour, responsibility, ethics and professionalism
  • 07 - The ability to apply the deontology and respect for the audiovisual sector
  • 08 - The ability of critical analysis, synthesis, concretion and abstraction
  • 09 - The ability to objectify, quantify and interpret (data, statistics, empirical evidence…)
  • 10 - The ability to confront difficulties and resolve problems
  • 11 - The ability to generate debate and reflection
  • 12 - The ability to meet deadlines, develop the ability to be punctual and respect for human, technical and material resources
  • 13 - The ability to create spoken and written communication
  • 15 - Knowledge and mastery of body language and techniques for public speaking
  • 16 - The ability to manage, analysis and reflect on content
  • 18 - The capacity and development of general culture and interest in social events
  • 19 - The ability of informative documentation
  • 20 - Knowledge and mastery of bibliographic media
  • 21 - Knowledge and mastery of the digital culture
  • 24 - The ability to plan and organize both short term and long term projects
  • 25 - The ability to maximize creative development
  • 26 - The ability to develop a sense of taste and perfection in the aesthetics and finalization of projects
  • 27 - The ability to adapt to distinct audio visual publics and markets.
  • 28 - Knowledge and mastery of principle economic concepts.
  • 35 - The ability to contextualize and critically analyze the products of the audiovisual industry
  • 37 - The ability to contextualize and critically analyze the organizational structure of global communication
  • 38 - The ability to understand and apply the structure of the audiovisual system
  • 41 - The ability to know how the distinct elemental agencies of the audio visual sector function
  • 44 - The ability to adapt to new audiovisual formats
  • 50 - The ability to adapt, understand and apply the expressive possibilities of new technologies and future changes
  • 53 - Lingustic ability in Catalan, Spanish and English
  • 54 - The ability to skillfully manage the literature, terminology and linguistic structures of the English language related to the field of communication.

Learning outcomes of the subject

Students:

1. Express themselves correctly and clearly

2. Produce scripts for different media.

3. Argue intelligibly and convincingly.

4. write fluent pieces of news reporting

5. Master written and spoken language

6. Be able to create radio content

Syllabus

 

  • Creation of sound scripts.
  • Sound planes and techniques for representing movement (Stereo Blocking).
  • Direction of recordings (Acting).
  • Soundscape: creation of sound effects.
  • Narrative uses of music.
  • Adaptations.
  • Audio branding.
  • Microphones and recording spaces.

Teaching and learning activities

In person



TRAINING ACTIVITY ECTS CREDITS
Coaching. Monitoring how students learn the content of the subject, either individually or in groups. In the coaching sessions, mistakes will be corrected, queries answered, and exercises and activities to achieve the established objectives will be suggested. 0,5
Focused Praxis. Handing in occasional exercises to learn theory through practice. 0,3
Meeting Point. Meetings will be organised with notable people from the professional and scientific fields or the international field, and students. These sessions will take the form of conferences, work sessions, discussions, or interviews, etc. 0,4
E-learning. Virtual learning based on ICT. 0,4
Lectures. In lectures, lecturers/professors not only transmit content or knowledge, but also, and above all else, attitudes, motivation, skills and values, etc. They also ensure that participants can express their opinions and arguments to the other students. 0,6
Peer learning. The aim of this activity is to ensure that students gain the ability to analyse and be critical. One way of achieving this is by correcting their peers' exercises and results, etc. Each student will be evaluated twice: as both a recipient and a transmitter of critical knowledge. 0,8

Evaluation systems and criteria

In person



  • The evaluation of the course is continuous, with the submission of individual and group assignments throughout the term.
  • 2nd and subsequent calls: 100% Final project

 

 

Bibliography and resources

  • Abad, Federico. (2012). ¿DO RE QUÉ? Guía práctica de iniciación al lenguaje musical. Berenice Manuales. 
  • Alonso González, Carmen María. (2004). El canto de las sirenas: comunicación y persuasión en la publicidad radiofónica. Salamanca: Publicaciones Universidad Pontificia.
  • Balsebre, Armand. (2004). El lenguaje radiofónico. Madrid: Cátedra.
  • Betés Rodríguez, Kety. (2002). El sonido de la persuasión. Relatos publicitarios en la radio. Valencia: Universidad Cardenal Herrera-CEU.
  • Blanch, Margarita; Lázaro, Patrícia (2010). Aula de locución. Madrid: Cátedra.
  • Blanco, I., Fernández Martínez, P. (coordinadores) (2004). El lenguaje radiofónico: la comunicación oral. Madrid: Fragua.
  • Gallego, J. Ignacio. (2010). Podcasting. Nuevos modelos de distribución para los contenidos sonoros. Barcelona: UOC.
  • Gutiérrez García, María; Perona Páez, Juan José (2002). Teoría y técnica del lenguaje radiofónico. Barcelona: Bosch.
  • Labrada, Jerónimo. (2009). El sentido del sonido: la expresión sonora en el medio audiovisual. Barcelona: Alba.
  • Martí Martí, Josep M. (2016). 51 ideas para hacer buena radio. Barcelona: UOC.
  • Ortiz Sobrino, Miguel Ángel y López Vidales, Nereida  (editores). (2011). Radio 3.0: una nueva radio para una nueva era: la democratización de los contenidos. Madrid: Fragua.
  • Rodero, Emma. (2011). Creación de programas de radio. Madrid: Síntesis.
  • Rodero, Emma. (2005). Producción radiofónica. Madrid: Cátedra.
  • Rodero, Emma. (2003). Locución radiofónica, Madrid: Instituto Oficial de Radio y Televisión.
  • Soengas, X. y Rodero, E. (2010). Ficción radiofónica: cómo contar una historia en la radio, Madrid: Instituto Oficial de Radio y Televisión.
  • Vidal Mestre, Montse. (2018). Branding sonoro: Sonokey: el método de impulso emocional y mnemotécnico para las marcas. Barcelona: UOC. 
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