J463/563 Top Audio Storytelling

School of Journalism and Communication, University of Oregon

Spring Term 2019

Instructor: Damian Radcliffe, Carolyn S. Chambers Professor in Journalism, Professor of Practice

Office: 201 Allen Hall
Office hours: 4pm-5pm Monday, 12pm-1pm on Wednesday.
Email: damianr@uoregon.edu
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe
Materials Please bring lots of enthusiasm, headphones and your mobile phone to class.
Credits 4
Timing 2pm – 3.50pm, Monday and Wednesday, 303 Allen Hall

Course Background
Podcasting and audio is enjoying a global renaissance. Driven by new digital technologies, it’s never been so
easy to create, distribute and consume high quality audio content.

New players, legacy media operators and non-media brands, are all moving into this space, creating content
across a wide variety of genres. This offers exciting opportunities for graduates – from a variety of backgrounds /
specialisms, including Journalism, Advertising and PR - with strong audio, storytelling and critical thinking skills.

The course aims to provide a strong foundation – in terms of skills and knowledge - which will enable students to
benefit from some of these emerging opportunities.

Learning outcomes
Through lessons, group and individual assignments, by the end of this term you will be able to:

1. Understand and describe the current audio and podcasting market (players, drivers for growth etc.)
2. Critically evaluate a wide range of audio content.
3. Generate your own audio content and ideas.
4. Confidently pitch your creative ideas and respond to feedback from your peers.
5. Create your own content – in a number of different formats - using a number of industry standard tools.

Approach
Learning methods will include:

 Class lectures and guest speakers

 Listening to – and critically evaluating – audio content
 In-class assignments and tasks (listening, pitching etc.)
 Out of class assignments (content creation, content review and online learning modules)
 Quizzes

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Estimated student workload
The course features two classes a week (Monday and Wednesday) as well as a range of home assignments.

Assignments to be completed outside of class will include: listening to audio and podcasts (lots of it!) reading,
identification of questions for guest speakers, preparation of in-class presentation materials and creative audio-
making assignments.

In a typical week, non-class work may include:

 A listening task (usually two podcasts)

 Online learning modules / Reading
 Preparing for class and/or work on your core (graded) assignments

Some of this work will run concurrent with other tasks, so you will need to manage your time accordingly to
balance competing workloads from this class and others.

Listening tasks
This will typically involve listening to a podcast, or radio program, in your own time. Some weeks there will be a
short quiz to test that you’ve listened to this content, as well as a class discussion about the audio.
Class discussions will typically focus on: format, content, style, likes/dislikes and lessons learned/takeaways.

Before hearing from guest speakers, students will also be encouraged to listen to content related to our guest’s
areas of expertise/experience. This will provide useful context and enable students to ask informed questions.

This is an audio class, so you can expect to do a fair amount of listening – and critiquing – of audio!
Listening homework will be assigned each week; and discussed in class the following week.

Undergraduate Courses
Under the UO quarter system, each undergraduate credit reflects approximately thirty hours of student
engagement. Therefore, this 4-credit course is akin to approximately 120 hours total of student time.

With 40 hours of class time (10 weeks at 4 hours per week), listening, readings and creative audio assignments
will account for another c. 80 hours of your time this term.

Graduate Courses
Graduate students are expected to perform work of higher quality and quantity than undergraduates, typically
with forty hours of student engagement for each student credit hour. Therefore, a 4-credit graduate course
would typically engage students c. 160 hours.

For graduate students, with 40 hours of class time (10 weeks at 4 hours per week), readings’/listening and
assignments account for another c.120 hours of your time this term.

An important note on technical proficiency

J463 is not a specialist technical class, in that we won’t spend much of the class covering how to edit audio and
how to use different audio software.

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This is due to a combination of factors, including time, the focus of the course (which is on storytelling
techniques) and the widely varying audio and editing skill levels – and comfort with different software - that
students will bring to the group.

But, having strong technical skills will – of course - enable you to produce higher quality / more ambitious work.
And bad audio will negatively impact your grade.

Students are therefore encouraged to expand their technical skills, but not to be too ambitious.

I’ll show you how you can produce great audio storytelling without any bells and whistles; just a great script and
a good voice recording. That said, you’re welcome to go full-on RadioLab if you want!

I encourage you to use the editing tool you’re most familiar with. That could be various Adobe programs,
Audacity, Garage Band, ProTools or others. The functionality of each of these tools is different, but the general
principles of audio editing are the same. It is these principles that we will focus on.

In class, we will cover do’s and don’ts of good audio. You will also be encouraged to take equipment home and
experiment with it, to ensure that you master the kit. This will enable you to develop your technical skills.

For students who need it, in this syllabus – and on Canvas - you will also find extensive links to additional
resources and recommendations for reading related to audio editing, mic technique etc. as well as online
modules which you can undertake in your own time. You will find them really useful.

You will be assigned tasks during the term where you will be paired with other students, this will enable you to
learn from one another, developing and honing your technical and creative skills in the process.

Online learning modules

Organizations such as Poynter have produced a wide range of online learning materials, many of which are
relevant to this class.

Students will be encouraged to complete a number of these optional modules, in their own time, to further
deepen their understanding of the subjects being explored in class. These modules are not especially time-
consuming, but they will be invaluable for students with more limited audio experience.

How this class works

Attendance
Attendance of classes, and completion of assignments - on time - is essential. Miss the first and/or second class
of the term, and you will be asked to withdraw.

Non-attendance and/or failure to complete work on time, will result in an F for that task.

Please notify me, in writing and with as much prior notice as possible, if you must miss a class or if work will be
delivered late. If you miss a class and you haven’t notified me beforehand, then I expect you to get in contact
with me as soon as possible, to explain your absence and to agree the best way to catch-up on what you missed.

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You should treat attendance in class like you would a job – you wouldn’t miss a shift without telling your
supervisor. Please treat this class – and your classmates – with the same level of respect.

Office Hours
4pm-5pm Monday, 12pm-1pm on Wednesday. Other times by appointment.

Do use those times to drop by to talk to me about assignments, ideas for improving the class, feedback on the
things you like, or anything else you want to discuss. Outside of my regular office hours, I’m always happy to
schedule additional meetings with students. Email me, or pop by my office, so that we can arrange time to talk.

Participation
Classes will include a mixture of informal lectures (mostly we showcasing audio case studies, which we will
discuss), in-class creative assignments, discussions with industry professionals, sharing lessons and learning from
your own listening and reading, collective feedback on assignments, reflections on previous talks etc.

We are a small – but full – class of 18 students, which is a perfect size for meaningful, valuable, discussion with
your peers. Our classroom is an active learning space. It is an arena for the exchange of ideas and knowledge.

You should treat it like a newsroom and a production office. This means that you need to be comfortable
pitching ideas, receiving – and giving – feedback, and treating everyone in the room with due respect.

It also means doing your prep. For example, researching guest speakers in advance of us talking to them. These
people are giving up their valuable time to talk to us, we want to make it worth their while.

There are no wrong answers and bad ideas, only answers and ideas which could be developed better. It’s our job
to work together to enable everyone to deliver the best possible outputs from the course.

Your active participation is vital. And this is reflected in the grade structure for the term.

Assignments
These will require original research, analysis, reporting and writing. This may involve additional reading,
conversations/interviews, and information-gathering that takes place off campus and a different days and times.

Like all media professionals, you’ll find some tasks easier – and more enjoyable – than others. This will ebb and
flow throughout the term. That’s normal! Sometimes, ideas and concepts might take some getting used to.
Other times, they won’t. Plan your time, energies and resources accordingly.

Major Assignments
You will be given more detailed assignment notes ahead of each task. But, broadly speaking, this term you will
produce five pieces of graded creative work, quizzes and one essay/audio reflection.

New for this term, there will be opportunities to redo most creative assignments. Time has been set aside in class
to either critique your work as a group (a recommendation from the Winter class, who asked – in their end of
term feedback – for more opportunities to hear one another’s work), or for you to meet 1-1 with me.

1. One Minute opinion/passion piece (Due Friday Week 3, 11.59PM)

(Redo due Monday Week 5, 11.59pm)

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Students will produce a 60 second “op-ed” on a topic of your choosing. This will be a clean piece of audio – just
you and your voice. No effects, no music. You can be five seconds over or under, but no more.

(You’ll be docked a grade for every five seconds over/under outside of this.) The aim of this piece is to focus on
your scripting and vocal delivery (keep it natural!). You’ll submit a copy of your script along with your audio.

I have set aside time to meet with me in class, Monday Week 4, for 1-1 critique of your piece. After the meeting,
you can redo the piece, if you would like. As this is your first piece of the term, it is likely that you will be able to
improve on it. Your final submission is the one which will be graded.

2. Historical / Contemporary news piece (Due Wednesday Week 5, 9am. To play in class that day)
Students will produce a 75-90 second audio report covering an historical or contemporary news event of their
choosing. The account can be contemporaneous or reflective, with plenty of scope for different styles to be
deployed, depending on your subject, technical skills and preferred approach.

You must include 1-2 sound clips as part of your submission. This builds on your scripting and vocal delivery skills
(shown in the One Minute opinion piece) and starts to incorporate sound/interview clips into your work.

We will play your submission in class on Wednesday of Week 5.

Following feedback from me and the group, the final piece is due on Monday Week 6, 6th May, at 11.59pm.

3. Chumcast (in groups) (Due Sunday, Week 7 19th May, 11.59PM).)

Working in groups of three, you’ll produce a 10 minute “pilot” podcast, exploring a single theme, story or event.
This will involve two – or more of you on mic– exploring a key theme or idea.

The format of your Chumcast should “have legs” and the potential to become a regular series. Shows like How
Stuff Works or In Our Time on the BBC, as well as political shows like Slate’s Political Gabfest show how topics
can be explored in depth with expert commentary and analysis. Your job is to produce something in this style.

We will showcase your work in class on Monday of Week 7. There is no “redo” on this assignment.

4. Field reporting exercise (in pairs) (Due Fri Week 9, 31st May, 11.59PM)
We will go off-site to a venue somewhere (probably the JSMA on campus) where you will produce a 90-120
second report which focuses heavily on your descriptive abilities.

You will work in pairs on this assignment; final submission due Weds Week 9 (11.59pm).

5. Profile piece (Due Week 10 – Monday 3rd June at 11.59PM)

Eugene and Springfield have a population of over 200,000 people. These inhabitants cover a multitude of ages,
backgrounds and jobs. Each student will pitch – and produce – a 2-3 minute vignette telling the story of a
person, or place, within the area. These will then be designed to tell the story of the city over a 24-hour period.

We will play your pieces in the final student showcase, in the final class of term.

Other assessment criteria

1. Attendance is compulsory and reflected in the grading structure for the term.
2. You’re expected to be active in class

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This means commenting on content we have listened to, asking questions of me and our guest speakers, giving
feedback on ideas pitched by other students and developing your skills at pitching ideas too.

3. Quizzes
There will be a three quizzes / time in-class assignments to test your critical thinking skills as we go along.

4. Personal Blog / Journal

Every two weeks you will write a short reflection on what you have learned over the past two weeks. To do this,
you will need to set up a blog on WordPress, Tumblr, Medium or another publishing platform of your choosing.

Entries will be submitted by 11.59PM on Sunday in Weeks 2, 4, 6 and 8 + 10 via Canvas (you just need to provide
the URL. Reflections should be 400-600 words, touching on takeaways from conversations in class, lessons from
the assignments you have done and the listening homework over the past two weeks.

This semi-private journal is primarily for your benefit. It will help you to keep track of your learning throughout
the term, and will really help you with your final assignment. I’ll also be able to use it to see – as we go along –
what you’re picking up, where you might need more help/time, and I may ask you to reiterate some of the
observations featured in your journal in our class discussions.

To do this, you will need to set up a blog on WordPress, Tumblr, Medium or another publishing platform of your
choosing. You will produce your journal entries on these platforms and submit the URL (which can be password
protected, if you do not want your entries to be made public) to Canvas.

If you wish to publish these reflections, so that they are available to a wider audience, you’ll need to sign a social
media release form, which can be found on Canvas. I will also bring physical copies of these for you to the first
class of term.

If you’d rather not publish them, aside from making your entries password protected (you submit the password
and URL in Canvas each week) you can submit them directly to Canvas as an MS Word or a Google Doc (you will
need to hyperlink to content, so text-only entries will not be sufficient).

Here are some tips for these publishing platforms:

https://www.wikihow.com/Use-WordPress
https://www.wikihow.com/Create-a-Tumblr-Account
https://blog.hubspot.com/marketing/how-to-use-medium
https://www.techradar.com/news/the-best-free-blogging-sites
https://makeawebsitehub.com/choose-right-blogging-platform/

Journal Tips
• Make your online journal engaging to look at. I’m going to read 18 of these. Every two week. So, use
images, sub-headings and other visual cues to break up the text and make it interesting to read/look at. If
you wouldn’t want to read it, why would I?

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 • Always hyperlink to the research, developments and articles you are sharing. In the digital age, hyperlinking
should be standard. If you’ve shared – or summarized – something interesting, make it easy for the reader
to go to the original source. The best way to do that is by linking to it.

• Make sure your blog has a title. Even if it’s just your name and this class.

• Note your journal does not need to be public. (See above, reprinted below.)

If you wish to publish these reflections, so that they are available to a wider audience, you’ll need to sign
a social media release form, which can be found on Canvas. I will also bring physical copies of these for
you to the first class of term.

If you’d rather not publish them, aside from making your entries password protected (you submit the
password and URL in Canvas each week) you can submit them directly to Canvas as an MS Word or a
Google Doc (you will need to hyperlink to content, so text-only entries will not be sufficient).

Grading/Weighting (subject to revision/changes)

Activity Points % of total grade

1. Class attendance 100 10%
2. Class participation 125 12.5%
3. Journal (complete/incomplete x 5, Wks 2,4,6,8 + 10) 100 10%
4. Quizzes (there will be 3, worth 3.33% each) 100 10%
5. One Minute opinion piece 100 10%
6. “Chumcast” (group exercise) 100 10%
7. Historical / Contemporary news piece 100 10%
8. Field reporting exercise (in pairs) 125 12.5%
9. A Day in the Life 150 15%
TOTAL 1,000 100%

Grading criteria
Your work will be judged in the same way as any Editor would review the content submitted to them. I will be
looking for good writing, strong imagery, interesting stories, clarity of message and good use of sound formats.

Broadly speaking for written and audio assignments:

 A is reserved for professional quality work where all the elements successfully come together.
 B is excellent work that nears professional quality with a few flaws.
 C is average. Your work fulfills the requirements of the assignment.
 D is sub-standard work with multiple flaws that prevent it from being average quality.
 F is unacceptable quality with fatal flaws in either audio or writing. Also non-delivery.

This means that a piece of audio should be of broadcast quality to score an “A.”

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How will technical competence be graded?
In the same way that a writing class would expect you to use good grammar, punctuation, use of sources,
formats and styles etc. this class also requires you to develop – and deploy - some technical skills.

These elements have to be well executed for top marks. You can’t be graded just on a good idea, but also on
execution (same as a great idea for a photograph, can’t garner top marks if the actual picture is not taken well
IMHO).

You should tailor your approach to making stories based on your technical skills and confidence.

Yes, push yourself, but don’t try and produce something so ambitious that it is unlistenable.

Areas to focus on are:

1) Using microphones;
2) Background noise/atmosphere
3) Sound editing

Shows like RadioLab use lots of layers (background music, actuality etc.) to tell stories.

But, as we will hear in class, great audio storytelling doesn’t always need this.

Try the BBC’s From Our Own Correspondent or Great Lives are examples of shows which are (usually) just voice.
Closer to home, try the NPR hourly news summary or the Stuff You Missed in History Class podcast.

Each of these is technically “simple” but effective in terms of format and storytelling.

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Grading criteria is consistent with any reporting assignment/class, but with an added audio dimension.

Category A B C D F

Strong lead: Vivid, telling Provides essential Essential Not a direct lead Factual error(s).
Informative detail. information. information but and/or
hard lacking clarity, important Sounds error(s).
(summary) conciseness context and
news lead or and/or detail. information
compelling missing.
anecdotal
opening.

Essential Who, what, 5 Ws covered but Essential Essential Does not tell a
information where, when and story not information information story.
covered. why (and the how organized clearly provided but missing and/or
if appropriate) with most disorganized. disorganized.
Story / answered. important
Analysis information at the
logically top.
organized.

Appropriate Strong use of Appropriate use Quotes and Quotes or Quotes and
use of quotes, quotes and/or of quotes and attribution attribution attribution
actuality and actuality, with attribution, provided. missing. missing.
attribution. best high in story. including
Attribution actuality.
provided when
needed.

Clear and Clear and concise Basically clear and Thorough editing Writing style is Unintelligible.
concise writing (for the concise. needed to meet inappropriate for
writing. ear or an essay). standards. a news story.
Appropriate Appropriate style
style. deployed.

Factually Mechanically 1-2 minor errors. 1 major error such 2 major errors Fatal flaws:
accurate. sound, no errors. Style inconsistent. as a poor sound and multiple Factual errors,
Correct edit, or more than minor issues. misspelling of
grammar, two minor errors. proper names,
spelling and multiple
punctuation. grammar,
spelling errors.

Appropriate Uses the Solid, but with Listenable. But Hard to listen to Unlistenable.
use of sound best/effective some scope for not ground- e.g. off mic,
and sound format to tell a improvement in breaking. echo, atmos too
formats. story. tech/format. loud etc.

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Course policies
Attendance
All journalism courses are covered by the university’s mandatory attendance policy:

“Academic departments may require students to attend the first and/or second meetings of designated classes.
… Students who do not attend the first two sessions of these classes may be directed by the academic
department to drop the course so that the seat may be given to another student. Students are responsible for
dropping the class; there is no automatic drop. The university refund schedule applies.”

As outlined above, this is mandatory for this class. I don’t expect to have to chase you up about any absences. Be
proactive. Treat me, and this class, as you would do a job.

Accessibility
The University of Oregon is working to create inclusive learning environments. For more information or
assistance, you are also encouraged to contact the Accessible Education Center, 346-1155; website:
http://aec.uoregon.edu/

Basic needs
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a
safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the
Dean of Students Office (346-3216, 164 Oregon Hall) for support. Furthermore, if you are comfortable doing so,
please let me know about your situation so I can help point you in the right direction for assistance.

Crisis Center
The University of Oregon Counseling Center provides students with confidential telephone crisis intervention
24/7. The number is 541-346-3227.

Diversity and Inclusion

Diversity is supported and valued at the University of Oregon. We respect the dignity and essential worth of all
individuals; reject bigotry, discrimination, violence, and intimidation; practice personal and academic integrity
and expect it of others; and promote a diversity of ideas, opinions, and backgrounds.

Open inquiry, freedom of expression, and respect for differences are fundamental to a comprehensive and
dynamic education. SOJC is committed to upholding these ideals by encouraging the exploration, engagement,
and expression of divergent perspectives and diverse identities.

Discrimination of any kind, disrespect for others, and inequity in educational opportunity are not acceptable.
Students, faculty, and staff are expected at all times to maintain the School of Journalism and Communication’s
high standards of ethical and compassionate conduct. Please see me if you need help or have any questions.

Academic integrity
The University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct.
Students are prohibited from committing or attempting to commit any act that constitutes academic
misconduct. By way of example, students should not give or receive (or attempt to give or receive) unauthorized
help on assignments or examinations without express permission from the instructor.

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 Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases,
ideas) and use only the sources and resources authorized by the instructor. If there is any question about
whether an act constitutes academic misconduct, it is the students’ obligation to clarify the question with the
instructor before committing or attempting to commit the act.

The U of O policy on academic dishonesty will be observed throughout this course. Plagiarizing and/or cheating
will result in an automatic failure of the course. To avoid this, you should read:
http://researchguides.uoregon.edu/citing-plagiarism

We will also talk about the importance of proper attribution of your sources and providing credit where it is due.
In the digital arena, this is more important than ever, as the lifting of quotes or the creation of false content,
nevermind plagiarism can all be easily identified. Careers can – and have been – destroyed as a result of
breaking these rules. Don’t be foolish and make the same mistakes!

Technology
Audio assignments should be submitted as downloadable files in Canvas in MP3 or MP4 format.

The only written assignments for this class will be done in-class (Quizzes) and in self-reflections submitted with
your audio file (in the comments section in Canvas).

Mobile phones should be turned off in class, unless we’re using them for a task.

If I find you’re using your phone for something else, I will pick you up on it.
I encourage you to take notes by hand, as retention – multiple studies have shown - is better this way.

Writing Central
I encourage you take advantage of of the opportunities provided by Writing Central:
http://journalism.uoregon.edu/sojc-writing-central/

Writing coaches can help you to think through your blog entries/reflections, as well as your end of term
reflection, if you decide to submit this in written form.

Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then please
do not hesitate to email me! damianr@uoregon.edu (or pop by Allen Hall 201) at any time.

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Instructor bio http://journalism.uoregon.edu/member/radcliffe-damian/

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism at the University of Oregon, a fellow of the
Tow Center for Digital Journalism at Columbia University, an honorary research fellow at Cardiff University’s
School of Journalism, Media and Culture Studies, and a fellow of the Royal Society for the Encouragement of
Arts, Manufactures and Commerce (RSA).

He is an experienced digital analyst, consultant, journalist, and researcher who has worked in editorial, research,
teaching, and policy positions for the past two decades in the UK, Middle East, and USA. His experience
encompasses roles at the BBC, the NGO Volunteering Matters, Ofcom (the UK communications regulator), and
Qatar’s Ministry of Information and Communications Technology (ictQATAR). He works across all media sectors
(commercial, public, government, regulatory, academic, and nonprofit/civil society) and platforms, from print
and digital to TV and radio broadcasting.

Damian is a regular contributor to the BBC Academy, CBS Interactive (ZDNet), Huffington Post, MediaShift, and
IJNet, where he writes about digital trends, social media, technology, the business of media, and the evolution
of journalism.

Radcliffe has written, spoken to, or provided consulting services for a wide range of industry and academic
organizations, including Abramis Academic Publishing, ASDA’A Burson-Marsteller, BBC Academy, BBC Media
Action, BBC Monitoring, BBC World Service, Carnegie UK Trust, Cass Business School, Centre for Research on
Communities and Culture, City University London, Cognizant, Columbia Journalism Review (CJR), The
Conversation, Digital Content Next, Eyewitness Media Hub, FJUM (forum journalism and media, Vienna), The
Guardian, The Huffington Post, IBC Content Everywhere, IJNET, journalism.co.uk, JustHere, Media Development
Investment Fund, MediaShift, Middle East Broadcast Network, NESTA, Nieman Lab, Northwestern University in
Qatar, nuviun, Online Journalism Blog, Qatar Today, Street Fight, TEDx Reset (Turkey), TheMediaBriefing, The
Reuters Institute for the Study of Journalism at Oxford University, Routledge and Your Middle East.

He has chaired sessions, provided training and spoken, at events around the world including: in the USA (New
York, Portland, Philadelphia, Colorado Springs, Chicago and Washington D.C.), the UK (London, Edinburgh,
Oxford, Cardiff, Belfast, Bristol), Europe (Paris, Strasbourg, Vienna, Barcelona, Istanbul, Amsterdam, multiple
cities in Germany) and the Middle East (Doha and Dubai).

Find out more about him on his website. Follow him on Twitter @damianradcliffe

Key audio experience

 10+ years in radio for the BBC and UK commercial radio.

 UK’s youngest ever Program Controller for a full-time FM radio station.
 Led a multi-award winning radio-led partnership between BBC and a UK NGO.
o 70 staff (6 direct reports) and 300 volunteers, across 40 project locations.
o 33,285 broadcasts, worked with 3,672 partners to engage 165,190 citizens
 Member: World College Radio Day Advisory Board.

For more information, please contact Damian Radcliffe, 201 Allen Hall. Email: damianr@uoregon.edu

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Course Schedule
This schedule is a draft and is subject to change, depending on student interests, inclement weather and other
unplanned – and currently unknown - factors. You will be made aware of any major changes if/when they arise.

Part I: Purpose and Context

Week 1 (1st and 3rd April 2019)

Mon  Introduction: Overview of the course, your listening habits, getting to know each other.

 Walk through major audio projects for term.

 Differences between print and audio (discussion and Mark Kermode examples).

Weds
 Presentation and Discussion: key moments in the evolution of radio/audio/podcasting.

 If time: in-class exercise

Home
work 1. Listening task (1): New York Times, The Daily (27th December 2017 episode)
https://www.nytimes.com/2017/12/27/podcasts/the-daily/former-white-nationalist-derek-
(c. 3 black.html?_r=0
hours)
Listen and from your mobile device: Via Apple Podcasts | Via RadioPublic | Via Stitcher

Guest: Derek Black, who had been poised to lead the white nationalist movement but then left,
betraying his father, a former grand master of the Ku Klux Klan. (Duration 36:35)

Transcript: https://www.nytimes.com/2017/08/22/podcasts/the-daily-transcript-derek-black.html

2. Listening task (2): The Living Room, Diane Weipert – Voyeur (from 03/03/2015).
Listen: Online (23 mins)

Diane’s new neighbors across the way never shut their curtains, and that was the beginning of an
intimate, but very one-sided relationship.

3. Listening task (3): Reveal podcast, Heroin diaries (26th October 2017)
https://www.revealnews.org/episodes/heroin-diaries/ available on iTunes and
https://play.radiopublic.com/reveal-j8gK18/ep/s1!ea978f840a50c6907b2c2f7ee09aa75f91d45541
(15 mins)

4. Listening task (4): The Bright Sessions, Season 1, Episode 1. 01 - Patient #12-D-10 (Sam)
https://soundcloud.com/thebrightsessions, iTunes: https://itunes.apple.com/us/podcast/the-
bright-sessions/id1053268058?mt=2# (listed as episode 78). From 2015. (13 mins)

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 After you’ve listened to the Bright Sessions read: https://ninertimes.com/2018/09/the-bright-
sessions-a-podcast-review/ and https://www.vox.com/culture/2016/12/9/13842378/bright-
sessions-podcast-season-3-audio-drama and https://discoverpods.com/the-bright-sessions-finale-
books-tv-adaptation-spinoff/ for more context. Spoilers if you read before you listen!

5. Set up your Personal Blog / Journal for the class.

Use WordPress, Tumblr, Medium or another publishing platform of your choosing.
Reflections – from homework and class in Week 1 to be submitted by 11.59PM on Wednesday each
week (starting Week 2-9) via Canvas (just provide the URL.)

Reflections should be 400-600 words touching on takeaways from conversations in class, lessons
from the assignments you have done and the listening homework the past two weeks.

For Grads this should be 600-800 words.

2. Optional (all): Online learning: Writing for the Ear, Part 1: Introduction to audio stories
http://www.newsu.org/courses/writing-ear

Week 2 (8th and 10th April 2019)

Mon  Guest speaker: Tricia Rodley, PhD, MA, Instructor, Department of Theatre Arts

 Presentation and Discussion: The Building Blocks of Audio Storytelling (Part One)

 Assignment of One Minute opinion piece. (Due Friday Week 3, 11.59PM.)

 Assignment of Week 2 listening homework (as selected by two of you).

Weds  Guest speaker 1: Samantha Matsumoto, Producer for Think Out Loud, OPB.

 Student feedback on homework reading + listening (Week 1).

 Presentation and Discussion: The Building Blocks of Audio Storytelling (Part Two)

 In-class exercise – Creative Hooks and Description. (If time)

Homework 1. Journal entry (by Sunday 11.59PM) on learning from Week 1 + 2. 400-600 words.

(2.5-3.5 2. Work on your One Minute opinion piece. (Due Friday Week 3, 11.59PM.)
hours)
3. Listening task: To be confirmed selected by two of you, for Wednesday next week.

4. Reading: Transom articles on Podcasting Basics, Part 1: Voice Recording Gear, Part 2:
Software, Part 3: Audio Levels and Processing

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 5. Review the KLCC website and listen to some of their on-demand content (for next Mon).

6. Optional: Online learning: Writing for the Ear, Part 2: Picking and pitching stories
http://www.newsu.org/courses/writing-ear

Week 3 (15th and 17th April 2019)

Mon  Guest Speaker 2 - KLCC visit. 2.30pm – 3.30pm.

KLCC is the primary NPR member station in the Eugene/Springfield area.

It is at 136 W 8th Ave, Eugene OR 97401. It is 1.2 miles from Allen Hall if you want to walk.
Or it’s three blocks (0.3m) from Eugene Station if you take the EmX. Please don’t be late!
NB: You will have enough time to get there from an earlier class, and to get to any 12pm class
you may have.

Weds  Assignment of Week 3 listening homework (as selected by two of you).

 Assignment of 75-90 second Historical / Contemporary news task.

(Due Wednesday Week 5 class. Submit by 9am that day.)

 Case studies to inform your 75-90 second Historical / Contemporary news task.

 Student feedback on homework listening (Week 2) and visit to KLCC.

Homework 1. Listening task: To be confirmed selected by two of you, for Wednesday next week

(2.5 hours + 2. Work on your One Minute opinion piece. (Due Friday Week 3, 11.59PM.)
creative
work) 3. Optional: Online learning: Writing for the Ear, Part 3: Writing the story
http://www.newsu.org/courses/writing-ear

Part II: Developing your technical skills and critical thinking

Week 4 (22nd and 24th April 2019)

Mon  Guest Speaker 3: Nathan Stevens.

 Pitches – two per student – historical/contemporary news feature.

 Assignment of Week 4 listening homework (as selected by two of you).

 Editing discussion/presentation: The good, the bad and the ugly (Part One)

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Weds  1-1 review your One Minute opinion piece. (6 mins per student)

In your own time:

 Complete online modules on sound editing by Sung Park.

Zoom H4n Orientation

https://www.youtube.com/watch?v=Am7f_9sSWlw&list=PLe39P7-
F_QXZrnuLjiWKyqnKrro-4_MAC&index=23&t=3s

Editing Audio in Premiere Videos 1-11 deal with using Premiere for Audio. These are new
tutorials that are used for Gateway to Media, but highly relevant to you (and you won’t
have seen them before!)
https://www.youtube.com/playlist?list=PLoqXTlv_f5zFBDGRrA_a1pcWuSlD-Z831

 Online learning: Poynter, NewsU Telling Stories with Sound (1 hour):

http://www.newsu.org/courses/telling-stories-sound

Homework 1. Re-do One Minute opinion piece. (Due Monday Week 5, 11.59PM.)

(2.5-3 2. Journal entry (by Sun 11.59PM) on learning from Weeks 3 and 4.
hours) Undergrads: 400-600 words.

Plus: 3. Listening task: To be confirmed selected by two of you.

Production:
historical 4. Reading: “Pitching Story Ideas” - http://transom.org/2015/pitching-story-ideas/ - also
news report. listen to the three NPR pieces featured in this article. They total less than 15 mins.

5. Optional: Online learning: Writing for the Ear, Part 4: Revising the story
http://www.newsu.org/courses/writing-ear

6. Production: 75-90 second Historical / Contemporary news task.

(Draft due 11.59pm 5 May to play in class next day day.)

Week 5 (29th April and 1st May 2019)

Mon  Assignment of Week 5 listening homework (as selected by two of you).

 Assignment of Profile rubric + case studies.

 “Editing discussion/presentation: The good, the bad and the ugly (Part Two).

If time: group editing exercise.

Weds  In-class group editing exercise. (Part Two)



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  Student feedback on homework listening (Week 3 +4)

 Guest Speaker 4: Marc Grandi, KLGA/KLGZ Radio Sports Director in Algona, Iowa

Homework
1. Listening task: To be confirmed selected by four of you, for Monday Week 7.

2. Reading: “How To Start A Great Podcast: Top Tips”

http://www.wannabehacks.co.uk/2014/02/12/how-to-start-a-great-podcast-top-tips/

3. Optional: Online learning: Writing for the Ear, Part 5: Voicing and special topics > handy
for the Quiz in Week 7! http://www.newsu.org/courses/writing-ear

4. Quiz 1: TBD. Critical listening exercise ahead of conversation with Austin Jenkins on
Monday 6th May.

5. Work on your Historical / Contemporary news assignment.

(Draft due Sunday 5th May 11.59PM).

Week 6 (6th and 8th May 2019)

Mon  Student showcase/feedback: Historical / Contemporary news task. (Initial edit)

 Guest Speaker 5: Austin Jenkins, Olympia Correspondent @nwnewsnetwork. Host

“Inside Olympia” @tvwnews.

Weds  “Profile assignment” pitches. (2 ideas per student)

 Discussion/Feedback on recent listening homework.

 Recap: what have you learned so far?

 Assignment of pairs for Field Reporting exercise (Weds, Week 7)

 If time Exercise: describing a space on campus (in pairs)

Homework 1 Journal entry (by Sun 11.59PM) on learning from Weeks 5 and 6.

2 Listening task: To be confirmed selected by two of you.

3 Optional: Online learning: Complete the “Writing for the Ear” program. Email your course
completion certificate when done to damianr@uoregon.edu

4 Re-do Historical / Contemporary news assignment. (Due Friday, 17th May 11.59PM).

5 “Profile assignment.” (Due Week 9 Tuesday 28th May at 11.59PM)

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Part III: Taking your creative work to the next level

Week 7 (13th and 15th May 2019)

Mon Damian in Bend, will Skype in for the first hour of class. Peter Laufer will be with you on
campus for the whole session.

 Guest Speaker 6: Meerah Powell, General Assignment/Breaking News Reporter, OPB

 Quiz 2, Tackling Big Issues: Euthanasia (Better Off Dead) > 60 mins. (Due by end of class).

 Discussion of Quiz listening.

NB: Damian in Bend today, but will Skype in for the start of class. Another SOJC member will
cover the remainder of the class.

Weds  Assignment of “Chumcast” groups + rubric

 Taste exercise.

 In class prep/brainstorming of story angles for JSMA assignment.

 Field Reporting assignment: we will go off-site to the JSMA where – in the space of the class
- you will be produce a 90-120 second report.
(Due date Fri Week 8, 24th May, 11.59pm)

***Bring headphones, memory card, batteries and recording equipment!***

 Student feedback on homework listening (Week 5 +6)

 Assignment of Week 7 listening homework.

Homework
1. Listening task: To be confirmed selected by two of you.

2. Student Prep: focus on the two major assignments you now have in play; “Profile
assignment” and your Chumcast assignment.

Week 8 (20th and 22nd May 2019)

Mon  Guest Speaker 8: Ashley Alvarado, KPCC.

 “Chumcast” pitches (2 ideas per group)

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  Discussion/Feedback on recent listening homework.

Part IV: Audio markets and wider impact

Weds  Listening: Historical/News pieces (18 x 1.5 = 27 mins)

 Assignment of Week 8, 9 + 10 listening homework.

 Quiz 2.

Homework 1. Journal entry (by Sun 11.59PM, Week 9) on learning from Weeks 7 and 8.
Undergrads: 400-600 words. Grads 500-800 words.

2. Listening task: To be confirmed selected by two of you.

3. Student Production: Fieldtrip final submission due Fri Week 8, 24th May 11.59pm)

4. “Profile assignment.” (Due Week 9 – Tuesday 28th May at 11.59PM)

5. Work on your “Chumcast” assignment. (Due Sunday Week 10, 9th June 11.59PM).

Week 9 (27th and 29th May 2019)

Mon
NO CLASS = MEMORIAL DAY

Weds  In class listening – your “Profile” mini documentary.

 Recap – what did we learn this term? Key takeaways.

Homework 1. Complete and submit creative assignment in play; “Profile assignment.”

(Due Week 10 – Monday 3rd June at 11.59PM) – please come and visit me in my Office
Hours if you want me to review – and comment on a rough cut.

2. Listening task: as selected by you.

3. Work on your “Chumcast” assignment. (Due Sunday Week 10, 9th June 11.59PM).

Part III: Final Projects and Close

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Week 10 (3rd and 5th June 2019)
Mon  No class. Use this time to work on Chumcast production

Weds  No class. Use this time to work on Chumcast production

Homework 1. Journal entry (by Sun 11.59PM, Week 10) on learning from Weeks 9 and 10.
Undergrads: 400-600 words. Grads 500-800 words.

2. Work on your “Chumcast” assignment. (Due Sunday Week 10, 9th June 11.59PM).

To schedule

 Presentation and Discussion: The Audio Market in 2018. (If time)

 Quiz 3: Timed listening and Critical Appreciation assignment (45 mins).

Non-media companies moving into audio/podcasts: e.g. Red Bull, Slack.
Why and how are they doing this? And are they any good? (In class)

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Annex: further resources

Origins of Podcasting – the first ten years. Part One: http://www.bbc.co.uk/programmes/b03zdkk5 and Part
Two: http://www.bbc.co.uk/programmes/b0400l5q (60 mins in total)

Online Learning
o Writing for the Ear, Part 1: Introduction to audio stories http://www.newsu.org/courses/writing-ear
o Writing for the Ear, Part 2: Picking and pitching stories http://www.newsu.org/courses/writing-ear
o Writing for the Ear, Part 3: Writing the story http://www.newsu.org/courses/writing-ear
o Writing for the Ear, Part 4: Revising the story http://www.newsu.org/courses/writing-ear
o Writing for the Ear, Part 5: Voicing and special topics http://www.newsu.org/courses/writing-ear
o Telling Stories with Sound: http://www.newsu.org/courses/telling-stories-sound

Technical Skills - Transom articles on Podcasting Basics:

o Voice Recording Gear: http://transom.org/2015/podcasting-basics-part-1-voice-recording-gear/
o Software: http://transom.org/2015/podcast-basics-part-2-software/,
o Levels and Processing: http://transom.org/2015/podcasting-basics-part-3-audio-levels-and-processing/
o User guide to Anchor FM: https://medium.com/social-media-for-journalists/anchor-fm-how-to-use-it-and-
the-basics-of-what-you-need-to-know-1768033baf60#.i9n5jla9y

Inspiration and ideas (pick something from here for your listening homework if you get stuck!)
1. https://www.podcastchart.com/categories/top-200-podcasts
2. http://earbud.fm/ - listener recommended episodes (with great synopsis) hosted by NPR
3. http://www.slate.com/articles/arts/ten_years_in_your_ears/2014/12/best_podcast_episodes_ever_the
_25_best_from_serial_to_the_ricky_gervais.html
4. https://bellocollective.com/100-best-podcasts-2018-3984b5e9e3a9
5. https://www.esquire.com/entertainment/g19408625/best-podcasts-2018/
6. https://amp.theatlantic.com/amp/article/578899/
7. https://www.newyorker.com/culture/2018-in-review/the-best-podcasts-of-2018
8. https://discoverpods.com/best-podcasts-2018/

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