My target audience is young people. This challenges conventions of a typical radio show as most broadcasts are aimed at a middle-aged audience. I decided to challenge this convention because, like Newsround, there are no other news bulletins particularly aimed at a younger audience. I persued this convention by involoving children in my vox pop, using less formal language, and choosing headlines which might be of interest to a younger audience.
- Radio show name - Forever 104
The style of my radio show name is similar to existing radio stations that already exist, for example 'Key 103', 'Galaxy 102' etc. The alliteration on 'forever' and 'four' (from 104) engages the listeners and makes the radio show name catchy and memorable. This is a good tactic when deciding a radio show name as the name will then become popular and well known, enabling the radio show to get more listeners. This technique is more commonly known as the 'Uses and Gratifications' theory as we are more aware of the consumers, than the name itself. The theory also suggests the audience are responsible for choosing media to suit their needs. This applies when choosing a radio show name as the audience are ultimately the most important convention of any media institution.
Although I don't follow the typical convention of regular radio shows by introducing the radio show name in the opening jingle, I open the show by introducing myself (mentioning the name of the radio in the opening sequence) and establishing what will be coming up this evening.
I followed the typical structure of a radio show for my broadcast. I introduced the show by stating what would be coming up later on the show, and then transferred the news reporter role to Charlotte. My script began by announcing the main headlines, focussing on a particular story to use as an outside broadcast. This was followed by the local headlines in which I included a vox pop and studio interview. Towards the end of my broadcast, I had an informal, non-scripted conversation with Charlotte about the evenings show, as this is typical of normal radio stations. Then I introduced a song to end the 5 minute news bulletin.
I was careful in writing my script as I had to consider suitability to my particular audience. I had to ensure the language was simple but still quite formal, whilst ensuring the headlines were approached. In writing my script, I became aware that during recording, the reporters and presenters were just reading the script, which didn't sound like a regular radio show. To overcome this problem, I asked the reporters to briefly learn the script, so that I could take it away while they recorded so that it sounded continuous. A form of continuity is a typical convention of a regular radio show.
Originally, I was the presenter of the show. As a response to the feedback I received, I changed the presenter to the outside broadcast reporter, Charlotte, as her voice sounded significantly more formal than my own. This was developing a convention as when I heard my own voice back, it didn't sound typical of a radio show, so I progressed from this by changing the presenter of the show. As a result of this change, I had to re-record my entire radio show, using different reporters too.
My vox pop was based on a headline about children. I chose this headline because, as my show is targetted at a younger audience, I thought it would be appropriate to involve children in the reporting. The vox pop was set at a local school where I got permission off a teacher to record several children. The vox pop was very successful and I managed to get a selection of responses for which I could organise onto my broadcast.
I attempted my outside broadcast several times as I got many different responses and mainly negative feedback as the reporters didn't fit the broadcast. This was one of my attempts...
My outside broadcast was regarding a weather headline, concerning floods in Cumbria. I used an interview with a couple of newlyweds for my outside broadcast as they were young adults which teenagers wuld usually look up to and see as positive role models. This influences the audience to stay tuned and listen to what they have to say. This is challenging the convention that younger people look at older people for influence.
The studio interview involved the main presenter of the headlines, interviewing a teenager about obesity problems. As this is a sensitive topic, I couldn't add any background sound effects or anything because it may cause offence. The interviewee sounded vulnerable and had a negative view on obesity which is influential and encouraging to young people who might have the same problems. In my opinion, this develops from typical conventions of existing media institutions as they often challenge stereotypes on particular problems, but don't usually face the problem and ask how others cope with the struggles.
How does your media product represent particular social groups?
My product represents teenagers, as a social group, by suggesting they are of lower intelligence and can't interpret regular news bulletins. I didn't intend for this representation but every product has a flaw and it should hopefully recover itself and allow teenagers to identify with its benefits. I think that my radio show also represents teenagers as vibrant, energetic people as the background rhythm and the fast-pace suggests.
What kind of media institution might distribute your media product and why?
In terms of distribution, I would advertise my radio show in several media institutions. Firstly, I would concentrate on advertising through the internet as many teenagers excessively browse the web. Then, I would advertise via magazines as these are also increasingly popular with a younger audience. I feel this would be beneficial to the radio station as I realise that the most persuasive form of advertising is that of 'word-of-mouth' from friends. I think that teenagers would discuss something if they see it in a magazine or on the internet. The internet would be the focus in my advertising campaign as I feel it would have the most effect.
Who would be the audience for your media product?
In involving teenagers in the production of my media product, I address my audience directly and discuss topics which may be of interest to them (for example; the Oscars, sleep deprivation and obesity). The informality of the language represents younger people as many teenagers tend to avoid the news as they don't understand it or it isn't seemed 'cool' to watch/listen to the news, and although it may help with projects that teenagers get involved in at school, they often look to newspapers for news instead. I tried to come away from the formality and from the typical convention that news is for older people,in the hope that it would be beneficial to young people.
I attract my audience by playing upbeat background music throughout the broadcast. I break the tedious headlines up by adding an outside broadcast in the middle, and a vox pop towards the end to ensure teenagers don't get distracted.
What have you learnt about technologies from the process of constructing this product?
In constructing my media product, I learnt skills in using the appropriate radio equipment in college, including the Zoom recorder and the Solid State recorder for outside use, and computer programs such as Audacity and Adobe Premiere.
In using the equipment in college, I learnt techniques to make my broadcast more professional. For example, during the recording for my studio interview, I used a mono setting to make the voices come from different angles. This is effective because it helps the audience follow the interview and avoids the boring stereo tone throughout the whole broadcast.
In my first outside recording, I used the Zoom recorder as it's easier to handle. This broadcast wasn't successful as it didn't sound genuine enough and so I recorded it a second time, using the Solid State recorder instead. I chose to use this equipment as it's more professional and if I go on to study media at University, this is the equipment they would use.
I used Audacity when recording my show, then to edit the clips and put them all together, I used Adobe Premiere. I learnt techniques such as how to cut, dip and add background music etc.
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
Looking back at my preliminary task, I feel I have developed a lot of techniques and understanding of the conventions of existing radio shows so that my radio show fits the existing genre. My preliminary task doesn't show any variation in sound or voice and sounds a bit boring whereas my main task develops from this as it shows an understanding in holding audience attention. My main task included 8 different voices which ensures the audience don't get bored and so the show doesn't sound too monotone.
How has feedback helped?
During production, I got several comments off my teacher and off my friends for feedback. I took these comments on board to improve the overall effect of my media product. I think these comments helped because my first attempt at the main task didn't really fit the genre of existing radio shows. Feedback included to change the presenter to my friend Charlotte as she had a much more appropriate sounding voice. I took this advice on board and am pleased with the improved show. When my product was finished and I had already got advice off my teacher and class mates, I added my radio show onto the social networking site, Facebook, to see how other people responded. The comments I got were positive.
