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Department of Media and Communication

EXTENDED PROJECT PORTFOLIO

Academic Year 2016/2017

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Holly BirkettYear 2 – Level 3 Print &

Journalism Unit 13/14 – Extended Project

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CONTENTS

CONTENTS.........................................................................................................................................2

LIST OF FIGURES.............................................................................................................................4

LIST OF TABLES...............................................................................................................................4

DEFINITION OF TERMS...................................................................................................................4

Unit 13/14 - Project Proposal...............................................................................................................5

.......................................................................................................5

Project Action Plan and Timetable.......................................................................................................8

...............................................................................................................................8

CHAPTER 1.............................................................................................................................................9

Introduction..........................................................................................................................................9

..........................................................................................................9

The Background of my Project........................................................................................................10

Who am I?...................................................................................................................................10

What did I learn on my course?..................................................................................................10

What is my project about?.............................................................................................................10

Why my project is important?........................................................................................................11

My Research Plan............................................................................................................................11

.................................................................................................................11

CHAPTER 2...........................................................................................................................................13

Literature/Resources Review.............................................................................................................13

.........................................................................................13

Introduction....................................................................................................................................13

Practitioners Report........................................................................................................................13

CONCLUSION - Who/what was my inspiration? /Contextualisation of my study.....................14

CHAPTER 3...........................................................................................................................................14

Research Design..................................................................................................................................14

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....................................................................14

Introduction....................................................................................................................................14

Research Questions........................................................................................................................15

Research Design Evolution..............................................................................................................17

CHAPTER 4...........................................................................................................................................18

Research Findings...............................................................................................................................18

..................................................................................................18

Data analysis...................................................................................................................................19

Conclusion - How did the research help me with my project?......................................................19

CHAPTER 5...........................................................................................................................................19

My Project...........................................................................................................................................19

.................................................................................19

Introduction....................................................................................................................................19

Pre-Production................................................................................................................................19

Production.......................................................................................................................................20

Post-production..............................................................................................................................20

Presentation....................................................................................................................................20

CHAPTER 6...........................................................................................................................................20

MY FMP – FINAL PRODUCT.................................................................................................................20

..............................................................................................................20

CHAPTER 7...........................................................................................................................................20

Project Evaluation...............................................................................................................................20

..........................................................................................................20

APPENDICES........................................................................................................................................21

Extended project in creative media production Learning Outcomes and Assessment.................21

1. Be able to initiate and develop a creative media production project proposal.......................21

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.......................................................................................................................22

3. Be able to solve practical, theoretical and technical problems in a creative media production project.........................................................................................................................................22

4. Be able to plan, organise and produce a creative media production project..........................22

5. Be able to use practical methods and skills in a creative media production project................22

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6. Be able to use evaluative and reflective skills in the production of a creative media product.22

7. Be able to present a creative media production project..........................................................22

REFERENCES........................................................................................................................................22

LIST OF FIGURES

Figure 1- What is research...................................................................................................................15Figure 2- How to ask good questions...................................................................................................16Figure 3 - My exercise 1.......................................................................................................................16

LIST OF TABLES

Table 1 - Project Proposal......................................................................................................................6Table 2 - Project Action Plan and Timetable..........................................................................................9Table 3- My research Plan...................................................................................................................11

DEFINITION OF TERMS

FMP – Final Major ProjectUAL – University of the Arts London

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Unit 13/14 - Project Proposal

CandidateName

Holly Birkett

Candidate NumberPathway Level 3 Extended Diploma Print & Journalism

Project Title The Widowed Writer – radio piece

Section 1: Rationale (approx. 150 words)To carry out this project well I need to have a great understanding on the time in which I’m setting the story and after conducting thorough research for Unit 12, I feel that I have a lot of knowledge about the era. In addition to this, I need to be able to skilfully include all the necessary information in my story, while also ensuring it is factually correct. Additionally, I will be using the skills of storytelling and characterisation which will be derived from my choice of plot. When recording and editing, I will need to make sure that I use effective equipment and give myself time to experiment with different voices, software etc.

Having researched the time period and the medium I’m using I now know how to create an effective radio piece and also the key events that would have been relevant to the time of the story. Before researching, I had a brief understanding of the time in that I knew a little bit about the Wars that had taken place and the kind of issues that were effecting society, but not to the extent that I now do. Also, I knew a little bit about radio as far as the basic equipment that could be used and the kind of sources radio pieces were available on, however I wasn’t aware of the marketing and distribution knowledge needed to create a good piece of radio.

In previous projects I have explored script writing and due to it being something I enjoy and am eager to develop my ability in, I decided to use it for my FMP. Presenting my script in the form of a radio piece seemed fitting after looking at the power a voice has compared to body language and facial expressions for Unit 9. Also, I haven’t yet done a radio piece but it is something that I would like to attempt.

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My overall area of concern is not being able to include everything I feel I need and want to in the length of time that I have allocated the radio piece to be. In order to ensure I do, I have created a brief scene-by-scene table to help me see where I want to include certain things by a specific time mark. I am interested in creating this project because I am interested in the fashion of the 1940s/1950s and want to encapsulate that passion in the form of a radio piece. Also, the era perfectly contains what I want to get across to the audience, which is that a woman would have struggled to become a writer at that time. The information that’s essential for this project is being well researched on my subject and medium, but also being able to experiment as far as working with different people to get the best impact possible.

My project is about the issues that women would have faced in the late 1940s/early 1950s, but more specifically it focuses on a woman in her early 40s who dreams of becoming a writer, but struggles to do so due to facing the many challenges of living in London at this time. Her husband passed away while fighting in the War and this loss inspired her to start writing. Her daughter becomes aware of her writing over time and this accompanied with the expectations that were had of women leads to the work getting/not getting published.

The historical context of my project is vital, as I need to demonstrate that I am well researched and thoroughly accurate. Exploring the time period that I am will capture the interest of the older audience as it will hopefully bring back memories for them, but also inspire and educate the younger audience about a time they didn’t experience in the form of issues that women faced and opportunities.

Section 2: Project Concept (approx. 200 words)I am writing a script to be presented in the form of a radio piece. My aim is to discuss why a woman living in the late 1940s/early 1950s would have struggled to become a writer.

For my FMP last year I wrote a script and developed this by doing something similar for Unit 9 so that progression in itself influenced my choosing of a script for my FMP this year. I haven’t carried out a radio project on its own before and I wanted to try something new so that’s why I’ve chosen to do a radio piece.

My grandparents have always listened to BBC Radio 4’s The Archers and knowing that they have a love for radio, but in particular this series, inspired me. Creating greatly loved characters in a setting that causes its listeners to shut their eyes and imagine is really powerful and to think that I could create something as equally as effective could be really powerful.

I have researched the late 1940s, early 1950s, radio techniques and the different types of radio available to the public. Storytelling and use of narrative has been researched too. Also, I have conducted interviews and created a survey to gather a general consensus on what people think of my idea and why, if at all, they would listen to the product when it’s finished.

I would say that my FMP appeals to a large audience, but if I had to give an age I would say 16+. I think this because the older generation would be intrigued as it is a time in which they lived and therefore know a fair bit about, but after speaking to friends and friends of friends about my idea, it seemed that the younger generation would also be keen to listen to it as it would educate them on a time that they don’t really know a lot about. Due to it being presented in the form of a story I think that anyone with imagination and creativity would enjoy listening to it.

My role has included and will include conducting research, carrying out any pre-production paperwork, writing the script, recording the script being read and editing the final product. I will also play the role of Producer and Director.

The technical requirements of this project include the writing of the script, the format of the script and the structure of the narrative, but also the recording and editing process too. To record, I will most likely use a zoom mic and to edit I will use Adobe Audition. When recording, I will need to consider the location due to background noise and general sound.

Section 3: Evaluation (approx. 150 words)I will reflect on and evaluate my work throughout and at the end of the project on my blog by listing my strengths and weaknesses, but also comparing and contrasting my piece to other radio plays.

I will record my decision-making and any changes I make to my ideas as my work progresses via my blog. This will include several drafts

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of my script, different recordings of my script and reflections of these. Different groups of people reading my script may impact on its development, but most definitely its delivery.

Working with others will impact my piece hugely as I want to record different groups of people reading my script to see which is the most effective. To minimise disruption, I plan on powering through the writing of the script and then going out and carrying out the recording process.

Proposed Research Sources and Bibliography (Harvard Format)

BBC Radio 4 . (1951). The Archers . Helen is concerned for Henry . [ONLINE]. 5 February 2017. Available from: http://www.bbc.co.uk/programmes/b006qpgr [Accessed: 5 February 2017].

Wikipedia . 2017. The Archers . [ONLINE] Available at: https://en.wikipedia.org/wiki/The_Archers. [Accessed 6 February 2017].

IMDb. Julie Beckett . [ONLINE] Available at: http://www.imdb.com/name/nm2806889/. [Accessed 14 February 2017].

BBC Academy . 2017. I made...The Archers . [ONLINE] Available at: http://www.bbc.co.uk/academy/production/article/art20130702112135286. [Accessed 10 February 2017].

Wikipedia . 2017. Podcast . [ONLINE] Available at: https://en.wikipedia.org/wiki/Podcast. [Accessed 10 February 2017].

Creativeskillset . 2017. Podcast Producer . [ONLINE] Available at: http://creativeskillset.org/job_roles/4269_podcast_producer[Accessed 11 February 2017].

Digital trends . 2016. How to make a successful podcast . [ONLINE] Available at: http://www.digitaltrends.com/how-to/how-to-make-a-podcast/4/. [Accessed 11 February 2017].

The Telegraph. Village that inspired The Archers in danger of becoming 'sprawling town' after developers get permission to expand. [Online].1. Available at: http://www.telegraph.co.uk/news/2016/12/18/village-inspired-archers-ambridge-could-reclassified-small-town/ [Accessed 14 February 2017].

Life of Wylie . 2009. Desert Island Morrissey: The Transcript . [ONLINE] Available at: https://lifeofwylie.com/2009/11/29/desert-island-morrissey-the-transcript/. [Accessed 5 February 2017].

The Telegraph. Gillian Hush. [Online].1. Available at: http://www.telegraph.co.uk/news/obituaries/9390413/Gillian-Hush.html[Accessed 6 February 2017].

Linkedln. Olivia Seligman. [ONLINE] Available at: https://uk.linkedin.com/in/olivia-seligman-0a387113. [Accessed 6 February 2017].

Linkedln. Angie Nehring. [ONLINE] Available at: https://www.linkedin.com/in/angie-nehring-b736b814/. [Accessed 6 February 2017].

Linkedln. Leanne Buckle . [ONLINE] Available at: https://www.linkedin.com/in/leanne-buckle-3948903a/. [Accessed 14 February 2017].

Live Career. Icelandic broadcasting Service (RUV) - Producer, broadcaster CV Example. [ONLINE] Available at: https://cvs.livecareer.co.uk/r/television-and-radio-48645087. [Accessed 10 February 2017].

In. Example of a radio script . [ONLINE] Available at: http://www.slideshare.net/andym1982/example-radio-script?next_slideshow=1[Accessed 11 February 2017].

Media Helping Media. Tips for writing radio news scripts . [ONLINE] Available at: http://www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-radio-news-scripts. [Accessed 11 February 2017].

BBC Radio 4. The History of Desert Island Discs . [ONLINE] Available at: http://www.bbc.co.uk/programmes/articles/59YrnYM0Tw8J7WJ0MGKVfh7/the-history-of-desert-island-discs. [Accessed 13 February 2017].

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BBC Academy. Writintg comedy & drama . [ONLINE] Available at: http://www.bbc.co.uk/academy/production/radio/scripting/article/art20130702112136453. [Accessed 10 February 2017].

The Writers' Union . 2013. Radio drama script commissioning agreement . [ONLINE] Available at: https://writersguild.org.uk/wp-content/uploads/2015/02/RDAFinalchangesacceptedOctober2013docx.pdf. [Accessed 13 February 2017].

Hulton Archive/Getty Images , (1925), circa 1925: Women of Achille Serre Ltd’s Private Fire Brigade setting off on their motorcycle and sidecar to compete in the London Private Fire Brigades’ Tournament. They are defending champions in the women’s events.Available at: http://flashbak.com/cool-girls-riding-their-motorbikes-vintage-pre-war-photos-of-women-and-their-rides-43802/[Accessed 9 February 2017].

Getty Images. Hulton Archive . [ONLINE] Available at: http://www.gettyimages.co.uk/collections/hulton-archive#. [Accessed 10 February 2017].

Archives Hub. Firefighters . [ONLINE] Available at: https://archiveshub.jisc.ac.uk/features/firefighters.shtml. [Accessed 11 February 2017].

LFB - London Fire Brigade. The Second World War . [ONLINE] Available at: http://www.london-fire.gov.uk/fire-brigade-during-the-second-world-war.asp. [Accessed 11 February 2017].

Encyclopaedia Britannica. Perfecting The Medium, C. 1900-c. 1945. [ONLINE] Available at: https://www.britannica.com/technology/photography/Perfecting-the-medium-c-1900-c-1945. [Accessed 11 February 2017].

envatotuts+. 2011. A Brief History of Photographic Flash. [ONLINE] Available at: https://photography.tutsplus.com/articles/a-brief-history-of-photographic-flash--photo-4249. [Accessed 12 February 2017].

Fstoppers . 2013. The Old Way Of Photo Retouching From The 1940's. [ONLINE] Available at: https://fstoppers.com/post-production/old-way-photo-retouching-1940s-3327. [Accessed 12 February 2017].

Ted's Photographics. Photographs in Print . [ONLINE] Available at: http://www.ted.photographer.org.uk/photohistory_inprint.htm[Accessed 12 February 2017].

cycleback . 1800. A Brief Historical Overview . [ONLINE] Available at: http://www.cycleback.com/pressphotos/three.htmFebruary 2017].

Contrastly . 2015. The Evolution of Photography . [ONLINE] Available at: https://contrastly.com/the-evolution-of-photography/[Accessed 13 February 2017].

Geared up and ready to go. [ONLINE]. Available at: https://uk.pinterest.com/explore/women-firefighters/ [Accessed 14 February 2017].

BBC - History. 2014. World Wars. [ONLINE] Available at: http://www.bbc.co.uk/history/british/timeline/worldwars_timeline_noflash.shtml. [Accessed 2 March 2017].

Exploring 20th Century London. 1950-1959. [ONLINE] Available at: http://www.20thcenturylondon.org.uk/timeline/1950-1959[Accessed 2 March 2017].

HISTORIC UK. The 1950s Housewife . [ONLINE] Available at: http://www.historic-uk.com/CultureUK/The-1950s-Housewife/2 March 2017].

Caler's blog. 2015. The UK in the late 1940s . [ONLINE] Available at: https://gcalers.wordpress.com/2015/09/16/the-uk-in-the-late-1940s/. [Accessed 3 March 2017].

The Telegraph. 2011. Facts about Britain at work in the Fifties . [ONLINE] Available at: http://www.telegraph.co.uk/culture/tvandradio/8374130/Facts-about-Britain-at-work-in-the-Fifties.html. [Accessed 3 March 2017].

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Mandy Barrow. 2013. Britain in the 1950s . [ONLINE] Available at: http://www.primaryhomeworkhelp.co.uk/war/1950s.html[Accessed 3 March 2017].

Project Gutenberg Self-Publishing Press. 2017. FEMINISM IN 1950S BRITAIN . [ONLINE] Available at: http://self.gutenberg.org/articles/feminism_in_1950s_britain. [Accessed 4 March 2017].

STRIKING WOMEN . 1802. Post World War II: 1946-1970. [ONLINE] Available at: http://www.striking-women.org/module/women-and-work/post-world-war-ii-1946-1970. [Accessed 4 March 2017].

BBC - GCSE Bitesize. 2014. English Literature. [ONLINE] Available at: http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramainspectorcalls/0drama_inspector_contrev3.shtmlMarch 2017].

Designing Britain 1945-1975. 1800. CONTEXT - SOCIAL REFORM 1930-1950. [ONLINE] Available at: https://vads.ac.uk/learning/designingbritain/html/crd_socreform.html. [Accessed 4 March 2017].

Britian at Work 1945-1995. 2012. Women at Work. [ONLINE] Available at: http://www.unionhistory.info/britainatwork/narrativedisplay.php?type=womenatwork. [Accessed 4 March 2017].

Brown and Harris, M.B and C.H, 2001. THE WARTIME HOUSE HOME LIFE IN WARTIME BRITAIN 1939-1945. 1ST ed. Gloucestershire: The History Press

Havers, R.H, 2009. When Britain went to WAR – The Real Story of Life on the Home Front. 1st ed. Somerset: Haynes publishing

tunein . (2013). Old Time Dragnet . The Big Close . [ONLINE]. 2 March 2013. Available from: http://tunein.com/radio/Old-Time-Dragnet-p329373/ [Accessed: 20 March 2017].

BBC iplayer radio . (2016). Carrie's War . 1. [ONLINE]. 20 September 2016. Available from: http://www.bbc.co.uk/programmes/p041yhx3 [Accessed: 20 March 2017].

BBC Radio 4. (2017). A Change . 1. [ONLINE]. 12 March 2017. Available from: http://www.bbc.co.uk/programmes/b08hl723#play [Accessed: 22 March 2017].

Lumley, J.L, 1993. Forces Sweethearts. 1st ed. London: Bloomsbury Publishing Limited.

BBC. 2017. writers room. [ONLINE] Available at: http://www.bbc.co.uk/writersroom/scripts/my-mother-taught-me-how-to-sing[Accessed 1 May 2017].

Nick Mackay. (2011). Guns, Fighting & War | Free Sound Effects HD (with download link). [Online Video]. 7 April 2011. Available from: https://www.youtube.com/watch?v=fwAkkIbRbRE. [Accessed: 25 May 2017].

British Movietone. (2015). V E Day in London - 1945. [Online Video]. 29 June 2015. Available from: https://www.youtube.com/watch?v=NEavcsrMoMw. [Accessed: 25 May 2017].

SoundEffectsFactory. (2014). Woman Crying and Sobbing Sound Effect. [Online Video]. 3 January 2014. Available from: https://www.youtube.com/watch?v=ONb28aPRmBI. [Accessed: 25 May 2017].

BFI. (2008). One Potato, Two Potato (1957) - extract | BFI National Archive. [Online Video]. 13 February 2008. Available from: https://www.youtube.com/watch?v=9DrGijdmBqU&t=33s. [Accessed: 25 May 2017].

Audio Library. (2014). Bottles clanking / Sound Effect. [Online Video]. 13 December 2014. Available from: https://www.youtube.com/watch?v=bcqDVYsWIr0. [Accessed: 25 May 2017].

Roman Styran. (2016). PM Rt Hon Clement Attlee - Greetings to Olympians of London 1948. [Online Video]. 30 January 2016. Available from: https://www.youtube.com/watch?v=eZw--B31YIs. [Accessed: 25 May 2017].

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ScrambledEggs1969. (2012). The Andrews Sisters - I'll Be With You In Apple Blossom Time 1941. [Online Video]. 11 October 2012. Available from: https://www.youtube.com/watch?v=c4gyB-IWU00. [Accessed: 25 May 2017].

<blockquote>Freeify Music. (2014). <em>Industrial Sewing Machine [SOUND EFFECT]</em>. [Online Video]. 20 September 2014. Available from: <a href="https://www.youtube.com/watch?v=EKEGrEJtBxA" target="_blank">https://www.youtube.com/watch?v=EKEGrEJtBxA</a>. [Accessed: 25 May 2017].</blockquote>

Clip and dog. (2015). Clock ticking - sound effect. [Online Video]. 14 October 2015. Available from: https://www.youtube.com/watch?v=KKBGhgCUau8. [Accessed: 25 May 2017].

Cosy Clothes. (2016). Teapot Whistling Sound Effect Tea Kettle Boiling Steam Whistle 10Min SFX Steaming Water Noise4 May 2016. Available from: https://www.youtube.com/watch?v=gNoEumqV4cQ. [Accessed: 25 May 2017].

warholsoup100. (2011). Vera Lynn - A Nightingale Sang In Berkeley Square 1940. [Online Video]. 22 May 2011. Available from: https://www.youtube.com/watch?v=xTeiYN_Vq6E. [Accessed: 25 May 2017].

Commode's Son. (2016). 1940's "Standard" Compton toilet!. [Online Video]. 21 July 2016. Available from: https://www.youtube.com/watch?v=q-kTeajYur4. [Accessed: 25 May 2017].

Sound Effects & More. (2016). Making toast - Sound effects. [Online Video]. 11 February 2016. Available from: https://www.youtube.com/watch?v=vCstPI-IzsE. [Accessed: 25 May 2017].

CMIUC100. (2013). Busy Street Sound Effect. [Online Video]. 27 March 2013. Available from: https://www.youtube.com/watch?v=QnRbZ57wYfw. [Accessed: 25 May 2017].

Red Hill General Store. (2015). Shopkeepers Bell. [Online Video]. 12 October 2015. Available from: https://www.youtube.com/watch?v=ZT5K7IlaRo4. [Accessed: 25 May 2017].

Scott Paterson. (2013). Cash Register Sound Effect. [Online Video]. 23 July 2013. Available from: https://www.youtube.com/watch?v=ZeET7Z1ZGlw. [Accessed: 25 May 2017].

Cosy Clothes. (2016). Typewriter Sound Effect Fast Typing Noise 15min Loop with Type & Ding Sound. [Online Video]. 3 May 2016. Available from: https://www.youtube.com/watch?v=5Y9lkdjwtic. [Accessed: 25 May 2017].

krc Sound Effects. (2016). TRAIN Sound Effects - Steam Train Start and Whistle. [Online Video]. 10 June 2016. Available from: https://www.youtube.com/watch?v=1oJAVJPX0YY. [Accessed: 25 May 2017].

Movieclips. (2011). The Polar Express (1/5) Movie CLIP - All Aboard (2004) HD. [Online Video]. 26 May 2011. Available from: https://www.youtube.com/watch?v=ib3Hn188Jwc. [Accessed: 25 May 2017].

Sounds Majestic. (2013). Nature Sounds | Sunny Day Birdsong | Birds singing. [Online Video]. 3 October 2013. Available from: https://www.youtube.com/watch?v=sAKNbvJNjjc. [Accessed: 25 May 2017].

Better Clocks. (2015). Kienzle Germany Alarm Clock 1940's Vintage Desk Mantel METAL time-wised Ebay Bell. [Online Video]. 28 January 2015. Available from: https://www.youtube.com/watch?v=LdawWbI2C0o. [Accessed: 25 May 2017].

DrTypewriter. (2012). Speed typing. [Online Video]. 31 March 2012. Available from: https://www.youtube.com/watch?v=8VZec3ttAks[Accessed: 25 May 2017].

gschultz9. (2011). Using A Vintage Rotary Dial Telephone. [Online Video]. 22 November 2011. Available from: https://www.youtube.com/watch?v=11KBCEHAdrU. [Accessed: 25 May 2017].

Work With Sounds. (2014). Electric printing press. [Online Video]. 29 December 2014. Available from: https://www.youtube.com/watch?v=fDr2ZzPxbUU. [Accessed: 25 May 2017].

MusicProf78. (2013). 1949 HITS ARCHIVE: I've Got My Love To Keep Me Warm - Les Brown (his original #1 version)

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[Online Video]. 31 December 2013. Available from: https://www.youtube.com/watch?v=P3Fw06jQ-7I. [Accessed: 15 June 2017].

SOUND FX. (2015). Page flipping sound effect. [Online Video]. 19 October 2015. Available from: https://www.youtube.com/watch?v=6ILAMR1h5rM. [Accessed: 11 June 2017].

johnnyboy3217. (2016). Changing Radio Station Sound Effect Static Tuning Turning Frequency. [Online Video]. 30 January 2016. Available from: https://www.youtube.com/watch?v=u1nvmiUrA_g. [Accessed: 11 June 2017].

Table 1 - Project Proposal

Project Action Plan and Timetable

Project Action Plan and Timetable

Week Date WeekBeginning

Activity / What you are intending to do - including independent study

Resources / What you will need to do it - including access to workshops

110/04

Re-write synopsis, complete portfolio pages 6, 7 and

8 Start first draft of script.

Microsoft Word

2 17/04 Make changes to portfolio pages 6, 7 and 8

Edit first draft of script.

Microsoft Word

324/04

Continue editing second draft of script

Compose a list of sound effects that I need to find

Continue filling out FMP Portfolio

Microsoft Word

401/05

Edit script again, stretching out the scenes and adding in research

Continue with FMP Portfolio Contact actors/actresses that I

want to read my script Start looking for sound effects

Microsoft Word

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5 08/05 Same as above

615/05

Record

7 22/05 Record

8 29/05 Edit Adobe Audition

9

10

05/06

12/06

Edit

Edit Finish off Portfolio Check everything is done and

uploaded

Adobe Audition

Adobe AuditionMicrosoft Word

Table 2 - Project Action Plan and Timetable

CHAPTER 1

Introduction

This report is on my final major project (FMP) for my second-year UAL Extended Diploma in Print and

Journalism, presented in the form of a project portfolio. My project is a script written about a female

and her family living in the late 1940s/early 1950s. She is an ambitious writer, however her dreams

have had to be put on the back burner since the loss of her husband during the War and also due to

the views that society have on a woman’s place in the world. This first chapter of my portfolio

highlights the background of my project; what made me do it, personal experiences that influenced

my choices, what I seek to achieve and how it relates to my target audience, my aims and ideas,

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what I’ve learnt on this course, what my project is about and why it’s important. The chapter

concludes with my research plan.

The Background of my Project What is it that makes me do my project?My passion for the era was what initially made me choose the subject. I am thoroughly interested in the fashion and décor of the time and so I chose to pick a topic that would provide me with a lot of refreshing ideas. Having explored script writing in previous projects and also having learnt from mistakes that I had previously made, I decided to tackle this medium again because it is not only something that I get a great deal of enjoyment out of, but is also something that I am keen to develop my skills in.

My personal experiences that influence my choices (idea for the project, my role in the project, how it relates to my future career) For unit 9, I explored the effects that the spoken word have compared to the effects of facial expressions and body language. This was incredibly insightful and having not yet done a project based on radio, I thought I would challenge myself. Additionally, the course I have opted to study at University covers writing your own script, getting actors together, directing and so on. Therefore, I thought it would be practice to try and sum up what I have learnt from my previous attempts and develop my skills and knowledge base.

What is the basic premise of my project?The basic premise of my project was to write a script and then record it as a radio drama.

What do I seek to achieve and how it relates to my target audience? I hope to create an effective piece of radio that will encourage my audience to shut their eyes and get the lost in the world that I have created using both my imagination and my research.

W hat are my aims and ideas based on my personal interests? My main aim is to create a script for radio that will impact my audience emotionally. I want the audience to feel something when they hear the story. This idea was strongly influenced by my love for theatre and due to having written scripts in previous projects, I thought it would be a good idea to develop my skills further.

What did I learn on my course? From the initial idea of my project to sharing it with others I learnt how to develop my idea. Through using the skill of teamwork, I was able to adapt my idea, making it stronger and more effective. This encouraged me to feel set on my thoughts and choice of medium.

Throughout the duration of the last two years, I have been taught a wide variety of new skills and writing techniques. My original thoughts on studying Print and Journalism were that virtually every lesson would be spent with a pen and notepad in hand. From the minute I stepped in to the classroom, I was proved wrong. The massive influence that technology has had on the world of journalism today is unthinkable. The software skills that I have learnt from this course have been really useful in helping me think about different mediums I can use and then making that project

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look professional by utilising Adobe Photoshop, InDesign, Audition, Illustrator or Premiere Pro. I have really honed in on my writing technique, particularly this year. I have been able to explore my creative writing side through the use of narrative, plot, and dramatization.

When I enrolled on this course, my knowledge of the Journalism industry was very little. In my interview I was asked about stories that were in the News at the time and I remember struggling to form an answer. I mentioned stories that had popped in to my head and used my initiative to carry me through the discussion. However, since then, I have been so much more inclined to watch and read the News as regularly as possible. This has not only helped me grow throughout the course, but has also made me realise the importance of knowing what is going on in the world in which I live.

What is my project about?Nowadays, women are able to act so freely compared to how they were able to act back in the

1940s/1950s. Granted, there are still issues when it comes to equality, but it is nowhere near as

drastic as it used to be.

It’s mid July 1948 and widowed 42-year-old Jennifer Davis is still grieving from the death of her beloved husband, Edward. Their 17-year-old daughter Patricia is juggling her job at the local green grocers, her new boyfriend (who is yet to meet her Mother) and life without her dear Father. Having to conform to the slowly changing society, working class Jennifer is struggling to get by on what remains of her husband’s war pension and a measly paid job at the local factory where she has mastered the art of using a needle and thread.

However, she is hiding a secret. Her passion and talent for writing is something that she had been forced to long forget due to her supposed place in society, but the death of the love of her life triggered a reason to pick up a pencil. When Patricia finds out that her partner Thomas is due to leave to join the National Service, she fears the worst, but then discovers her Mothers secret and thinks that her writing might be what will seem them through this tough time.

I will be playing the role of producer, director, writer and editor for this project.

Why is my project important? I chose to do this project because I wanted to improve my scrip writing skills. I also wanted to educate young people on a time that they didn’t experience first-hand, but also allow the older generation to re-live a time that I’m sure they cherish.

My Research Plan

Table 3- My Research Plan

FMP - RESEARCH PLAN No of Words

Interest/Topic/Theme 150

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The reasons for my interest in this topic and theme are that I am incredibly passionate about the era as I love vintage fashion and décor. Also, I enjoy learning about history and so in choosing this project, I have become well researched on both the 1940s and 1950s. Radio is something that I hadn’t yet explored in great detail and in using it as my form, I have been able to challenge myself and re-visit some skills learnt throughout the duration of my course.

I researched existing similar media products in the form of radio plays to broaden my knowledge base. I used both the Internet and books to consolidate my research. Once I had found information online, I then double-checked it using the books I had. I looked closely at World War Two and the aftermath of it, letters sent at the time and the era in general.

Why is it important? 100 I chose to do this project because I wanted to improve my scrip writing skills. I also wanted to educate young people on a time that they didn’t experience first-hand, but also allow the older generation to re-live a time that I’m sure they cherish.

I am incredibly passionate about the era, but in particular vintage fashion and décor. Therefore, in choosing this topic/theme I knew that I would find it enjoyable, but it has also been a massive learning curve as far as adapting my script and understanding the history of the time.My interest in this topic has been really important because otherwise my lack of passion for writing about it would be shown throughout my work.My research question(s) 100The main question that I have been exploring throughout this project is “Why would a woman living in the 1940s struggle to become a writer?”Following on from this, the questions that I asked when conducting my interviews and survey were:

Interview questions:

Do you regularly listen to the radio?If no, why? If yes, what is it about radio that gages your interest?Do you have a favourite radio show or programme? If so, what is it?What is it about this show or programme that you like so much?Would a radio piece on a woman living in the late 1940s/early 1950s who want to be a writer interest you, why?

Survey questions:

Would listening to a podcast interest you?How eager would you be to listen to a podcast if it were a period drama?How long would you be willing to listen for?If the podcast focussed on a female living in the late 1940s/early 1950s, would that interest you?If you answered yes or sometimes, why do you enjoy listening to the radio?

Asking these questions gave me a good insight in to how to create the radio piece so that it appeals to a wide audience.

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Research Design 100Subject researched:

The subject I have researched is the era of the 1940s and 1950s.

Target audience:

My target audience are aged 16 and over as I think that the topic appeals to a range of people.

Skills and techniques used:

I used a variety of skills and techniques to create my Final Major Project. Organisation has definitely been key in keeping me on track. I have posted blogs throughout the project to highlight my progress and made weekly to-do lists. When it came to recording, I created three group chats; one for each group to keep everyone posted on what was going on. Teamwork was something that came in to play during the recording process as I needed to be the one keeping the balance of having enough control to ensure the recording took place in the time frame I had allocated it, but also keeping a level of fun and enjoyment for both the actors and myself. Experimentation was used by me to keep my peace of my mind and make me comfortable with what I was doing. I practiced with the zoom mic, using no additional microphones and using additional microphones prior to the recording to see which gave the better sound. Additionally, I recorded the script three times, mainly to ensure that I was happy with at least one recording to go forward with, but also to give me the opportunity to grow as a Director by leading different groups.

Production research:

I gathered a variety of secondary research with regards to the era and the issues that occurred at the time. This research helped me to develop my idea as it gave me the chance to explore the narrative of my piece. Additionally, it informed me about the time in which I have set my radio drama and so made me more aware of what seemed important to include.For primary research, I +created a survey asking 6 questions regarding the topic of radio. It was my aim to find out what kind of radio people listen to, if they indeed listen to it at all and what it was that they liked about radio. From this, I was able to see the elements that I thought were key to include or not include in my radio piece e.g. music or interviews. I wanted to create something appealing and I considered that if my end product didn’t have some form of positive effect on those who listen to radio then I won’t have really accomplished making a good radio play.Throughout my research, I have included a wide range of qualitative and quantitative research in the form of information and statistics.I created a survey, which I posted on social media as I wanted to understand the kind of audience I would be dealing with and I wanted to see where I could go with the project.I have conducted an online search, which I have then narrowed and extended. I have identified, selected and recorded information. I have evaluated the information I have found by checking the date, source, for bias and

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representativeness. Additionally, I have evaluated the language used and writers (producer(s) of information. Harvard referencing has been used consistently throughout my work.I have used mind maps, paragraphs, lists, Harvard referencing, critical instead of descriptive writing and have focussed on my written presentation.I have presented and analysed data using tables, graphs and other visual representations of data, appendices, and references.Literature (Proposed Sources – Harvard Format)BBC Radio 4 . (1951). The Archers . Helen is concerned for Henry . [ONLINE]. 5 February 2017. Available from: http://www.bbc.co.uk/programmes/b006qpgr [Accessed: 5 February 2017].

Wikipedia . 2017. The Archers . [ONLINE] Available at: https://en.wikipedia.org/wiki/The_Archers. [Accessed 6 February 2017].

IMDb. Julie Beckett . [ONLINE] Available at: http://www.imdb.com/name/nm2806889/. [Accessed 14 February 2017].

BBC Academy . 2017. I made...The Archers . [ONLINE] Available at: http://www.bbc.co.uk/academy/production/article/art20130702112135286. [Accessed 10 February 2017].

Wikipedia . 2017. Podcast . [ONLINE] Available at: https://en.wikipedia.org/wiki/Podcast. [Accessed 10 February 2017].

Creativeskillset . 2017. Podcast Producer . [ONLINE] Available at: http://creativeskillset.org/job_roles/4269_podcast_producer. [Accessed 11 February 2017].

Digital trends . 2016. How to make a successful podcast . [ONLINE] Available at: http://www.digitaltrends.com/how-to/how-to-make-a-podcast/4/. [Accessed 11 February 2017].

The Telegraph. Village that inspired The Archers in danger of becoming 'sprawling town' after developers get permission to expand. [Online].1. Available at: http://www.telegraph.co.uk/news/2016/12/18/village-inspired-archers-ambridge-could-reclassified-small-town/ [Accessed 14 February 2017].

Life of Wylie . 2009. Desert Island Morrissey: The Transcript . [ONLINE] Available at: https://lifeofwylie.com/2009/11/29/desert-island-morrissey-the-transcript/. [Accessed 5 February 2017].

The Telegraph. Gillian Hush. [Online].1. Available at: http://www.telegraph.co.uk/news/obituaries/9390413/Gillian-Hush.html [Accessed 6 February 2017].

Linkedln. Olivia Seligman. [ONLINE] Available at: https://uk.linkedin.com/in/olivia-seligman-0a387113. [Accessed 6 February 2017].

Linkedln. Angie Nehring. [ONLINE] Available at: https://www.linkedin.com/in/angie-nehring-b736b814/. [Accessed 6 February 2017].

Linkedln. Leanne Buckle . [ONLINE] Available at: https://www.linkedin.com/in/leanne-buckle-

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3948903a/. [Accessed 14 February 2017].

Live Career. Icelandic broadcasting Service (RUV) - Producer, broadcaster CV Example. [ONLINE] Available at: https://cvs.livecareer.co.uk/r/television-and-radio-48645087. [Accessed 10 February 2017].

In. Example of a radio script . [ONLINE] Available at: http://www.slideshare.net/andym1982/example-radio-script?next_slideshow=1. [Accessed 11 February 2017].

Media Helping Media. Tips for writing radio news scripts . [ONLINE] Available at: http://www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-radio-news-scripts. [Accessed 11 February 2017].

BBC Radio 4. The History of Desert Island Discs . [ONLINE] Available at: http://www.bbc.co.uk/programmes/articles/59YrnYM0Tw8J7WJ0MGKVfh7/the-history-of-desert-island-discs. [Accessed 13 February 2017].

BBC Academy. Writintg comedy & drama . [ONLINE] Available at: http://www.bbc.co.uk/academy/production/radio/scripting/article/art20130702112136453. [Accessed 10 February 2017].

The Writers' Union . 2013. Radio drama script commissioning agreement . [ONLINE] Available at: https://writersguild.org.uk/wp-content/uploads/2015/02/RDAFinalchangesacceptedOctober2013docx.pdf. [Accessed 13 February 2017].

Hulton Archive/Getty Images , (1925), circa 1925: Women of Achille Serre Ltd’s Private Fire Brigade setting off on their motorcycle and sidecar to compete in the London Private Fire Brigades’ Tournament. They are defending champions in the women’s events. [ONLINE]. Available at: http://flashbak.com/cool-girls-riding-their-motorbikes-vintage-pre-war-photos-of-women-and-their-rides-43802/ [Accessed 9 February 2017].

Getty Images. Hulton Archive . [ONLINE] Available at: http://www.gettyimages.co.uk/collections/hulton-archive#. [Accessed 10 February 2017].Archives Hub. Firefighters . [ONLINE] Available at: https://archiveshub.jisc.ac.uk/features/firefighters.shtml. [Accessed 11 February 2017].

LFB - London Fire Brigade. The Second World War . [ONLINE] Available at: http://www.london-fire.gov.uk/fire-brigade-during-the-second-world-war.asp. [Accessed 11 February 2017].Encyclopaedia Britannica. Perfecting The Medium, C. 1900-c. 1945. [ONLINE] Available at: https://www.britannica.com/technology/photography/Perfecting-the-medium-c-1900-c-1945. [Accessed 11 February 2017].

envatotuts+. 2011. A Brief History of Photographic Flash. [ONLINE] Available at: https://photography.tutsplus.com/articles/a-brief-history-of-photographic-flash--photo-4249. [Accessed 12 February 2017].

Fstoppers . 2013. The Old Way Of Photo Retouching From The 1940's. [ONLINE] Available at: https://fstoppers.com/post-production/old-way-photo-retouching-1940s-3327. [Accessed 12 February 2017].

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Ted's Photographics. Photographs in Print . [ONLINE] Available at: http://www.ted.photographer.org.uk/photohistory_inprint.htm. [Accessed 12 February 2017].

cycleback . 1800. A Brief Historical Overview . [ONLINE] Available at: http://www.cycleback.com/pressphotos/three.htm. [Accessed 12 February 2017].

Contrastly . 2015. The Evolution of Photography . [ONLINE] Available at: https://contrastly.com/the-evolution-of-photography/. [Accessed 13 February 2017].

Geared up and ready to go. [ONLINE]. Available at: https://uk.pinterest.com/explore/women-firefighters/ [Accessed 14 February 2017].BBC - History. 2014. World Wars. [ONLINE] Available at: http://www.bbc.co.uk/history/british/timeline/worldwars_timeline_noflash.shtml. [Accessed 2 March 2017].

Exploring 20th Century London. 1950-1959. [ONLINE] Available at: http://www.20thcenturylondon.org.uk/timeline/1950-1959. [Accessed 2 March 2017].

HISTORIC UK. The 1950s Housewife . [ONLINE] Available at: http://www.historic-uk.com/CultureUK/The-1950s-Housewife/. [Accessed 2 March 2017].

Caler's blog. 2015. The UK in the late 1940s . [ONLINE] Available at: https://gcalers.wordpress.com/2015/09/16/the-uk-in-the-late-1940s/. [Accessed 3 March 2017].

The Telegraph. 2011. Facts about Britain at work in the Fifties . [ONLINE] Available at: http://www.telegraph.co.uk/culture/tvandradio/8374130/Facts-about-Britain-at-work-in-the-Fifties.html. [Accessed 3 March 2017].

Mandy Barrow. 2013. Britain in the 1950s . [ONLINE] Available at: http://www.primaryhomeworkhelp.co.uk/war/1950s.html. [Accessed 3 March 2017].

Project Gutenberg Self-Publishing Press. 2017. FEMINISM IN 1950S BRITAIN . [ONLINE] Available at: http://self.gutenberg.org/articles/feminism_in_1950s_britain. [Accessed 4 March 2017].

STRIKING WOMEN . 1802. Post World War II: 1946-1970. [ONLINE] Available at: http://www.striking-women.org/module/women-and-work/post-world-war-ii-1946-1970. [Accessed 4 March 2017].

BBC - GCSE Bitesize. 2014. English Literature. [ONLINE] Available at: http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramainspectorcalls/0drama_inspector_contrev3.shtml. [Accessed 4 March 2017].

Designing Britain 1945-1975. 1800. CONTEXT - SOCIAL REFORM 1930-1950. [ONLINE] Available at: https://vads.ac.uk/learning/designingbritain/html/crd_socreform.html. [Accessed 4 March 2017].

Britian at Work 1945-1995. 2012. Women at Work. [ONLINE] Available at: http://www.unionhistory.info/britainatwork/narrativedisplay.php?type=womenatwork. [Accessed 4 March 2017].

Brown and Harris, M.B and C.H, 2001. THE WARTIME HOUSE HOME LIFE IN WARTIME BRITAIN 1939-1945. 1ST ed. Gloucestershire: The History Press

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Havers, R.H, 2009. When Britain went to WAR – The Real Story of Life on the Home Front. 1st ed. Somerset: Haynes publishing

tunein . (2013). Old Time Dragnet . The Big Close . [ONLINE]. 2 March 2013. Available from: http://tunein.com/radio/Old-Time-Dragnet-p329373/ [Accessed: 20 March 2017].

BBC iplayer radio . (2016). Carrie's War . 1. [ONLINE]. 20 September 2016. Available from: http://www.bbc.co.uk/programmes/p041yhx3 [Accessed: 20 March 2017].

BBC Radio 4. (2017). A Change . 1. [ONLINE]. 12 March 2017. Available from: http://www.bbc.co.uk/programmes/b08hl723#play [Accessed: 22 March 2017].

Lumley, J.L, 1993. Forces Sweethearts. 1st ed. London: Bloomsbury Publishing Limited.BBC. 2017. writers room. [ONLINE] Available at: http://www.bbc.co.uk/writersroom/scripts/my-mother-taught-me-how-to-sing. [Accessed 1 May 2017].

Nick Mackay. (2011). Guns, Fighting & War | Free Sound Effects HD (with download link). [Online Video]. 7 April 2011. Available from: https://www.youtube.com/watch?v=fwAkkIbRbRE. [Accessed: 25 May 2017].

British Movietone. (2015). V E Day in London - 1945. [Online Video]. 29 June 2015. Available from: https://www.youtube.com/watch?v=NEavcsrMoMw. [Accessed: 25 May 2017].

SoundEffectsFactory. (2014). Woman Crying and Sobbing Sound Effect. [Online Video]. 3 January 2014. Available from: https://www.youtube.com/watch?v=ONb28aPRmBI. [Accessed: 25 May 2017].

BFI. (2008). One Potato, Two Potato (1957) - extract | BFI National Archive. [Online Video]. 13 February 2008. Available from: https://www.youtube.com/watch?v=9DrGijdmBqU&t=33s. [Accessed: 25 May 2017].

Audio Library. (2014). Bottles clanking / Sound Effect. [Online Video]. 13 December 2014. Available from: https://www.youtube.com/watch?v=bcqDVYsWIr0. [Accessed: 25 May 2017].

Roman Styran. (2016). PM Rt Hon Clement Attlee - Greetings to Olympians of London 1948. [Online Video]. 30 January 2016. Available from: https://www.youtube.com/watch?v=eZw--B31YIs. [Accessed: 25 May 2017].

ScrambledEggs1969. (2012). The Andrews Sisters - I'll Be With You In Apple Blossom Time 1941. [Online Video]. 11 October 2012. Available from: https://www.youtube.com/watch?v=c4gyB-IWU00. [Accessed: 25 May 2017].

<blockquote>Freeify Music. (2014). <em>Industrial Sewing Machine [SOUND EFFECT]</em>. [Online Video]. 20 September 2014. Available from: <a href="https://www.youtube.com/watch?v=EKEGrEJtBxA" target="_blank">https://www.youtube.com/watch?v=EKEGrEJtBxA</a>. [Accessed: 25 May 2017].</blockquote>

Clip and dog. (2015). Clock ticking - sound effect. [Online Video]. 14 October 2015. Available from: https://www.youtube.com/watch?v=KKBGhgCUau8. [Accessed: 25 May 2017].

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Cosy Clothes. (2016). Teapot Whistling Sound Effect Tea Kettle Boiling Steam Whistle 10Min SFX Steaming Water Noise. [Online Video]. 4 May 2016. Available from: https://www.youtube.com/watch?v=gNoEumqV4cQ. [Accessed: 25 May 2017].

warholsoup100. (2011). Vera Lynn - A Nightingale Sang In Berkeley Square 1940. [Online Video]. 22 May 2011. Available from: https://www.youtube.com/watch?v=xTeiYN_Vq6E. [Accessed: 25 May 2017].

Commode's Son. (2016). 1940's "Standard" Compton toilet!. [Online Video]. 21 July 2016. Available from: https://www.youtube.com/watch?v=q-kTeajYur4. [Accessed: 25 May 2017].

Sound Effects & More. (2016). Making toast - Sound effects. [Online Video]. 11 February 2016. Available from: https://www.youtube.com/watch?v=vCstPI-IzsE. [Accessed: 25 May 2017].

CMIUC100. (2013). Busy Street Sound Effect. [Online Video]. 27 March 2013. Available from: https://www.youtube.com/watch?v=QnRbZ57wYfw. [Accessed: 25 May 2017].

Red Hill General Store. (2015). Shopkeepers Bell. [Online Video]. 12 October 2015. Available from: https://www.youtube.com/watch?v=ZT5K7IlaRo4. [Accessed: 25 May 2017].

Scott Paterson. (2013). Cash Register Sound Effect. [Online Video]. 23 July 2013. Available from: https://www.youtube.com/watch?v=ZeET7Z1ZGlw. [Accessed: 25 May 2017].

Cosy Clothes. (2016). Typewriter Sound Effect Fast Typing Noise 15min Loop with Type & Ding Sound. [Online Video]. 3 May 2016. Available from: https://www.youtube.com/watch?v=5Y9lkdjwtic. [Accessed: 25 May 2017].

krc Sound Effects. (2016). TRAIN Sound Effects - Steam Train Start and Whistle. [Online Video]. 10 June 2016. Available from: https://www.youtube.com/watch?v=1oJAVJPX0YY. [Accessed: 25 May 2017].

Movieclips. (2011). The Polar Express (1/5) Movie CLIP - All Aboard (2004) HD. [Online Video]. 26 May 2011. Available from: https://www.youtube.com/watch?v=ib3Hn188Jwc. [Accessed: 25 May 2017].

Sounds Majestic. (2013). Nature Sounds | Sunny Day Birdsong | Birds singing. [Online Video]. 3 October 2013. Available from: https://www.youtube.com/watch?v=sAKNbvJNjjc. [Accessed: 25 May 2017].

Better Clocks. (2015). Kienzle Germany Alarm Clock 1940's Vintage Desk Mantel METAL time-wised Ebay Bell. [Online Video]. 28 January 2015. Available from: https://www.youtube.com/watch?v=LdawWbI2C0o. [Accessed: 25 May 2017].

DrTypewriter. (2012). Speed typing. [Online Video]. 31 March 2012. Available from: https://www.youtube.com/watch?v=8VZec3ttAks. [Accessed: 25 May 2017].

gschultz9. (2011). Using A Vintage Rotary Dial Telephone. [Online Video]. 22 November 2011. Available from: https://www.youtube.com/watch?v=11KBCEHAdrU. [Accessed: 25 May 2017].

Work With Sounds. (2014). Electric printing press. [Online Video]. 29 December 2014. Available from: https://www.youtube.com/watch?v=fDr2ZzPxbUU. [Accessed: 25 May 2017].

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MusicProf78. (2013). 1949 HITS ARCHIVE: I've Got My Love To Keep Me Warm - Les Brown (his original #1 version). [Online Video]. 31 December 2013. Available from: https://www.youtube.com/watch?v=P3Fw06jQ-7I. [Accessed: 15 June 2017].

SOUND FX. (2015). Page flipping sound effect. [Online Video]. 19 October 2015. Available from: https://www.youtube.com/watch?v=6ILAMR1h5rM. [Accessed: 11 June 2017].

johnnyboy3217. (2016). Changing Radio Station Sound Effect Static Tuning Turning Frequency. [Online Video]. 30 January 2016. Available from: https://www.youtube.com/watch?v=u1nvmiUrA_g. [Accessed: 11 June 2017

CHAPTER 2

Literature/Resources Review

Introduction The footing of my FMP and final radio drama was provided by an assortment of resources such as, online news articles, literature, web pages and so on. I closely examined radio plays, the techniques and skills needed to write a script and create a piece of radio, the various roles played throughout this project (editor, writer, director and producer) and the topic itself by researching the 1940s and 1950s.

This chapter is a review of various resources used throughout my project and how they have developed my research and further thinking about the project.

Practitioners Report Every 4 weeks scriptwriters attend script meetings and 4 writers are then commissioned `to write a week’s worth of episodes` (BBC Academy, 2017)- this is `75 minutes of radio drama from each writer`. (BBC Academy, 2017) The storylines are emailed to those who have been commissioned and they have 5-6 `days to structure and write up a scene by scene synopsis`. (BBC Academy, 2017) The episodes are discussed with the script editor and notes are given on the synopsis. The next 11 days are focused on the scripts being written. Long-term story ideas are submitted by the writers and these are `discussed and accepted or rejected at the twice-yearly story conference`. (BBC Academy, 2017)The Producer puts `together the script pack ready for the script meeting`. (BBC Academy, 2017)This involves `attending the pick-ups meeting, writing up the storylines from that meeting` (BBC Academy, 2017) and from the long-term story pack, and roughly setting them in to weeks`. (BBC Academy, 2017) In addition to this, the Producer contacts the experts and helps the scriptwriters by `researching material for the storylines`. (BBC Academy, 2017) The scriptwriters `working on the block of scripts` (BBC Academy, 2017) keep in contact `to ensure continuity`. (BBC Academy, 2017) Big hooks/cliff-hangers are written to occur in each episode `every 12 ½ minutes` (BBC Academy, 2017) and multiple storylines are always weaved.

The files of a radio show are usually distributed in either an audio or video format. `The distributer of a podcast maintains a central list of the files on a server as a web feed that can be accessed through the Internet`.

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CONCLUSION - Who/what was my inspiration? /Contextualisation of my study

“The Archers” is a similar media product to mine and I drew inspiration from it when I first started developing my ideas. It’s similar to my piece in the sense that it’s a radio drama that has a strong narrative and multiple characters. “My Mother Taught Me How To Sing” is a source that I used to help me write my script. My work relates to it as it is set out in a similar fashion.

Similar media products have influenced my project because they have shown me how to create a radio piece that will impact my audience. They have also illustrated how to lay out a script and make great use of a narrative. In doing this, they have shaped my project because I was clueless at the very beginning of this unit and I used similar media products that are on the market to guide me through.

From similar media products, I learnt the techniques and skills required to make an effective script and piece of radio. I was unsure of how to continue writing after starting my first draft and after reading some scripts from the Internet such as “My Mother taught me how to sing” and also getting some feedback, I knew what I needed to do to continue. This influenced my perspective and my ideas as it gave me a fresh starting point which enabled me to scrap the first draft and start again.

Listening to a mixture of radio dramas such as “Carrie’s War” and “A Change” (both from Radio 4) highlighted the type of radio available to a wide audience. I found researching radio plays quite valuable as it demonstrated that different pieces of radio aimed at different audiences have totally different effects. I knew that this was the case, but I had never really listened and got that opinion myself. This influenced my perspective and ideas because I was able to understand the effect that I was aiming for my radio piece to have.

The requirements needed for my media project were:

Equipment Location Actors Script writing workshops

In order to get the best sound I needed to use professional equipment. I used an H4n zoom mic from College and this picked up the sound perfectly. The location was so important due to needing to control the level of noise. Using the premises at the Performing Arts School I attend was ideal because I was able to use it when the facilities weren’t in use, meaning there was little to no background noise. For my radio piece to create the right effect on my audience I needed to use actors to read in as the characters. In doing this, my characters were brought to life and I was able to control the dynamics of the recording. Script writing workshops were crucial in me producing the best possible version of my script. Throughout the duration of the project, I had many one-on-one talks with my Tutor which benefited me hugely as it helped me to develop my script. When it came to the directing/recording stage of my project, I spoke with other Tutors in my department to help me feel confident and able to create something of a high standard.

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CHAPTER 3

Research Design

IntroductionThis chapter discusses the research designs I used to construct my FMP. It begins with research questions and continues with the research design and methods that I used in my project.

Research QuestionsThe intent of my FMP was to create a script for radio and record it to produce a radio drama.

The key aims and objectives of my project were to write a script and go on to record and edit that script.

The key characteristics of my project were

I wanted to explore the era to give myself a better understanding of the time, which made my writing better as I felt comfortbale writing about the ear as I had the knowledge to do so. The last thing I wanted was to create something and for there to be gaps in histroy or my facts to be wrong. Therefore, I needed to be sure that everything was precise.

Research Design Evolution I conducted several research activities for my Final Major Project using both primary and secondary research.

PRIMARY:

Online questionnaire – I did this at the very start of unit 12 to gage whether or not people would be interested in listening to a radio piece, but specifically a radio piece about my chosen theme. I posted this on Facebook.

Interviews – I conducted these with a few family members and friends of varying ages to find out whether or not they listened to radio, what kind of radio programmes they like etc.

SECONDARY:

Online research – the majority of my secondary research was conducted online as I had such a huge area of time to cover and there were a wide variety of resources available.

Books – to back up my online research, but also add to it, I used books from the local library. These were incredibly insightful as they gave me a real taste of the era and helped me to fact check and cross reference.

TARGET AUDIENCE:

My target audience ranges from 16 to any age as I feel that radio effects different people in different ways and this therefore, opens up my project to a wide audience. On the other hand, my choice of subject educates the younger generation, but also allows the older generation to re-live their past life.

Due to the advance in technology, I feel that a video piece would perhaps be more entertaining for the younger generation. However, I don’t think that a video piece would truly replicate the era that I have written about because back in the 1940s, the radio was the technology that was available to many. Therefore, in presenting my piece in the form of radio I feel as though I am sticking true to the

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time. In addition to this, I think it’s important that radio is something that the younger people are aware of and should listen to because it’s much more effective than a visual medium due to individuals being able to use their creativity and imagination.

SKILLS AND TECHNIQUES:

The skills required in the production of a radio show include the ability to edit sound, transmitting the podcast to a wider audience, understanding the audience and knowing how best to reach them, knowing how to source and operate sound equipment and being able to keep up-to-date with developments in web and audio technology. When creating a successful radio show, there are a number of production techniques that need to be considered. First of all, the show needs a theme. This needs to be something that the creator is passionate about and must suit the goals of the show. The episode length shouldn’t really exceed 60 minutes as the audience need to be kept interested, the length of any media aired such as songs needs to be considered and a timer should be run for èach segment to ensure utmost accuracy`. (Digital trends, 2017) A script is key if the show consists of multiple segments and having one makes the `transitions more natural and elegant`. (Digital trends, 2017) How often new episodes will be aired is something that needs to be decided. There is an extensive list of equipment that is needed in order to have the podcast at a high standard. In terms of recording software, `high-end recording` (Digital trends, 2017) programmes are available such as Pro Tools, however there are free options out there too. For `superior sound and greater flexibility` (Digital trends, 2017) an external mic that plugs `directly into the computer and interface` (Digital trends, 2017) is useful and for `greater control and effects`, (Digital trends, 2017) it’s ideal if music and/or movie clips are included in the podcast or if multiple microphones are being used. It’s beneficial to have a good pair of headphones so that the host can hear themself and any guests. If a mixer is being used then headphones are needed `to correctly adjust audio channels`. (Digital trends, 2017) When editing, `the vocal levels need to be the same for each speaker` (Digital trends, 2017) and the dead space in between phrases needs to be made tighter. The levels of the sound effects, music etc. `need to be low enough so that the speakers are still heard` (Digital trends, 2017) and files need to be trimmed `to a specified length`. (Digital trends, 2017) After the editing stage, the file needs to be uploaded to a host site. It should be hosted somewhere online `prior to linking to the file from elsewhere`. (Digital trends, 2017) Distributing the podcast comes last and this means posting online and èxpanding content with additional links and updates`. (Digital trends, 2016) Finally, having a website provides the podcast with à home beyond its social media presence`. (Digital trends, 2016)

The files of a radio show are usually distributed in either an audio or video format. `The distributer of a podcast maintains a central list of the files on a server as a web feed that can be accessed through the Internet`.

The technologies used in the production stage influence the final product because the content of each episode needs to be of a high standard to ensure that the show has an audience. In order for the audience to be able to successfully listen to the podcast, the distribution process is equally important as the product needs to be easily accessible.

To write a radio script there a few skills that are required. The ability to `pick the best, most newsworthy clips` (Media Helping Media, 2011) and to write in a clear and informative manner is crucial. The script should be used as a tool to introduce the audio that’s included to the audience. `The language should be in the active tense` (Media Helping Media, 2011) and the most important information should be mentioned in the first few sentences. Keeping an open-mind and not

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including personal feelings or thoughts allows `the audience to make their own decisions`. (Media Helping Media, 2011) Each piece of information researched and to be included in the story is equally important. The information mustn’t be presented in a way that is lead or misleading. Fact check to ensure that everything said is true. `Do not give undue weight to one point of view` (Media Helping Media, 2011) - the script needs to be fair and appeal to the audience. The introduction must be short, sweet and highlight the main points and end the script with a summary. Check the script and choice of audio to see if any alterations are needed.

When writing for radio, there are a lot of production techniques that need to be considered. Wording is crucial and the text needs to be kept short and simple. Everyday language should be used as the audience need to understand what is said. The script shouldn’t `contain any complicated concepts` (Media Helping Media, 2011) that will confuse or distract the audience. An introduction helps the audience to know `what’s coming up without repeating the words they are about to hear`. (Media Helping Media, 2011) The language used `should be in the active tense` (Media Helping Media, 2011) and the `quality should be consistent throughout; the script must not tail off at the end`. (Media Helping Media, 2011) The `script should be factual` (Media Helping Media, 2011) and not include comment or descriptive words. The `elements gathered for a story` (Media Helping Media, 2011) should be weaved together in the script. If scripting before an interview, an open mind must be kept and orchestrating or stage managing interviews `to fit in to a planned structure` (Media Helping Media, 2011) isn’t the way to go. If scripting after an interview it’s important to listen back to the material before scripting. This can make the piece `fresher sounding`(Media Helping Media, 2011), but `could lead to confusion` (Media Helping Media, 2011) if there’s `too much material`(Media Helping Media, 2011) and this may lead to having no idea how to edit or script the piece together. Each piece of information included in the script and what’s said by the interviewees should be fact checked. Checking the `script against the editorial ethics of objectivity, impartiality and fairness` (Media Helping Media, 2011) is important and there must be a balanced weight to the points of views given.

The production process of a script is really important as it hugely effects the end result of a radio recording. Writing to a specific brief, modifying storylines, scenes and characters is key. These of course have to factor in with the` budgetary and filming restrictions. ` (Media Helping Media, 2011)

When distributing a script, it’s really important to ensure that the script is watermarked for security. This protects the script if it’s leaked and makes the user aware of who to contact. Usually a commissioning agreement is signed between the writer(s) and the company/person(s) who want to use the script. This means that they `acquire the right to transmit and otherwise exploit an un-commissioned script`. (The Writers’ Union, 2013)

Both the technologies used for the production and the distribution of a script influence the final product. Without the production, the script wouldn’t be of a high standard, therefore preventing from potential interest in commission. However, the distribution of the product enables the script to look professional and effectively gain commission.

PRODUCTION RESEARCH:

During the production of my project, a few pieces of information have cropped up that I’ve felt have needed more research. These have been simple facts, but if presented wrongly my script won’t be factually correct and will therefore not give the full effect that I am hoping for. I have found this information on the Internet and have been relaying my script content between the additional research and my research pack for unit 12.

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I have the played the roles of Writer, Producer, Director and Editor for this project. However, I utilized actors to read my script out during the recording stage. I used three groups of five people; a person for each role and enough groups so that I could explore the different effects the different voices had. I contacted the individuals I wanted to read in as the roles via Facebook as it was a convenient means of access.

As the Writer, I ensured that I had thoroughly researched my topic as this gave me a good starting point for formulating some ideas. In total, I wrote five drafts of my script and after writing each draft I asked my tutor for feedback to see if I was heading in the right direction. In the professional world, I would have sent my drafts to my team. Playing the role of Producer meant that I oversaw the whole project. This wasn’t difficult as I was completing the whole project on my own, but in the professional world, working with a team would mean negotiating and everyone sharing their ideas. In addition to this, the Producer often carries out the financial aspects of the project. For example, if I were to have conducted this project with a budget in mind, I would have needed to pay my actors, pay for the hire of the equipment, consider the pay of each team member, the cost of the distribution etc. As the Director of my radio play, I had to know my script incredibly well in order to share it with my actors. After recording the first group, it was clear that I needed a confidence boost as when it came down to it, I wasn’t overly confident with my delivery. After a chat with a couple of my Tutors, I looked at the task afresh and went about it in a completely different way. In the professional world, I wouldn’t have played as many roles as I did and admittedly, juggling a few, although fun, did prove difficult at times. Playing the role of Editor meant that I, in essence, needed to create the final product. It was my job to add all the sound effects to the recording and also adjust the dialogue if needed. This was a struggle because I hadn’t used the software in a while, however once I had practiced, everything was fine. I needed to keep my audience in mind and listen to it as though I was a general audience member in order to gage how my audience would take it, in terms of the impact it might have on them. In doing this, I think I have created a really effective piece of radio.

BUDGET:

I didn’t really have a budget to work to for this project as I used equipment from College and used the studio that I recorded in for free. However, if I were to have completed this project outside of College, I would have had to consider the cost of either hiring or buying the equipment. Additionally, if I hadn’t of had access to the studio I used, I would have needed to pay a fee to cover recording space. I would have also more than likely needed to have paid the actors.

LOCATION:

I asked the Principal of my Performing Arts School to use one of the studios in which to record on a couple of evenings when it was quiet as it was an ideal venue as far as space, location and volume control.

I recorded one group on one evening and the other two on a different evening due to that being the most suitable time for the actors. I got each group to read the script through so they had a chance to understand the story and the role they were playing, then I recorded it.

RESEARCH ACTIVITIES:

Observations:

I researched radio plays on the Internet.

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BBC Radio 4 had Carrie’s War by Nina Bawden listed as a radio play to listen to. I briefly listened to the first episode, but it was quite boring in terms of how it was delivered and so I don’t think I would have been able to listen to the full 15 minute episode. The piece was narrated in third person and the narrator also did the voices of each character. The voice was fairly engaging, however as far as keeping an audience entertained for a long duration of time, I don’t think that this kind of approach will work for my piece. I do think that this kind of delivery can be effective though, particularly with children.

I discovered tune in radio while researching and a show called Old Time Dragnet caught my eye. The show was broadcasted during the 1950s and was about 2 detectives and the cases that they solved. The episode that I had a brief listen to was from 1955 and although I only listened for a few minutes I got a good feel for the type of radio that it was. It started off with a musical introduction and then an old fashioned announcement stating that the story was true but that the names had been changed etc. The source that I found this programme on had a recording whereby a radio show were playing the show for their listeners to hear. This was quite interesting and it made the authenticity of the show more realistic.

I wanted to find a radio play that was presented in a single episode just so I could see how it flowed to give me the chance to draw some ideas from it. BBC radio 4 was the source that I referred back to and I came across a short story called A Change. It is about a man who `faces an uncertain future as his son leaves for University` (BBC Radio 4, 2017). The piece was narrated by the Father which added emphasis on how the experience affected him. The relationship that was portrayed between the son and the Father was similar to the relationship that I would like the Mother and daughter in my piece to have. They were shown as having a close bond and in a sense the son leaving for University caused a risk of jeopardising that. Due to the time in which I’m setting my piece I think the Mother and daughter would naturally have a close bond but because the daughter is in her mid-late teens, the Mother may fear the same as the Father in A Change. The short story had the Father explaining the sons’ actions and saying what he says which I thought enhanced the Fathers’ thought process as it showed that what was verbalised by the son was either what he wanted or didn’t want to hear and then the Father had to respond either way. The pauses were in the perfect place to allow the Father to think. The synopsis of the story is something that every parent can relate to if they have a child leaving for University or leaving home and this is significant when the Father reflects on the memories that he shares with his son. Nearer the end of the piece it is revealed that the son is adopted, however I think directions pointing towards this were given nearer the beginning due to the close detail and attention that the Father paid to his every movement, look etc. This indicated how precious he was to him. Two things that were said in the story had great effect I think and the first was `”Afterwards, the inevitable selfie”` (BBC Radio 4, 2017). I thought that this documented the change in the son, but allowed the listener to understand it in greater detail. The second was `”Now, if I walked past him, a stranger in the street, there’s a chance I wouldn’t see him”` (BBC Radio 4, 2017). This highlights how much the son has grown up and suggests that the Father feels like the attachment they once had to each other is slowly dispersing. Finally, the short piece of music played at the beginning and at the end of the piece was quite emotive, but also had a transportation feel to in that the listener could be transported in to his mind and this was extremely effective.

Documents analysis (written, but also video and audio documents)

Interviews

I conducted interviews to gather more information on people’s thoughts about radio and whether they thought the synopsis of my piece sounded appealing or not.

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Question

Interviewees gender + age

Do you regularly listen to the radio?

If no, why? If yes, what is it about radio that gages your interest?

Do you have a favourite radio show or programme? If so, what is it?

What is it about this show or programme that you like so much?

Would a radio piece on a woman living in the late 1940s/early 1950s who wants to become a writer interest you? Why?

Female, 71 Yes I can imagine what’s going on. I have to use my own imagination and it can be different to anyone else’s.

I do, The Archers.

It is so now. Whatever’s going on in the world now is going on there. You can leave your armchair and go up there and be in amongst it.

Yes because it was around about the time I was born. It would be interesting to see what she had to say and what she would have to write.

Male, 74 Yes. You can actually be there, you can create your own scene, you can set your own scene. Whether the action is a thriller or domestic play, you can actually be there. I rather like that.

I do listen to the Today Programme. One of my favourites and has been ever since I was a very young lad is the Archers.

I just love the country feel to it all. I suppose because I was a country lad it does appeal to me and they do keep up to date with all matters country.

Most certainly, yes it would. That’s a huge field you’re covering, there’s a lot of scope, a lot of story.

Female, 42 In very short bursts, usually when I am in the car.

I don’t listen for prolonged periods as I am not normally in a situation where I can listen. But when I do – it’s my way of catching up with news and listening to music.

I don’t listen often enough to have one.

N/A I think if it was marketed in the corrected manner, with a gripping storyline and was available as a podcast so I could download and listen at my leisure, then yes.

Female, 17 Yes I do. The ease of it, how you can turn it on and just let it play. Also the variety of music that is played.

The top 40 if I had to pick a favourite.

The new music that is showcased and how it’s an easy way to keep up with the music charts. I also like interviews

Yes I would be very interested because it sounds different and new, unlike anything I have heard about before on the radio.

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Focus groups

I had a discussion with my class with regards to my choice of subject for my Final Major Project to see what they thought about it and also to see if they had any advice on how to portray it.

The discussion provided me with the opinions of my class on my topic and urged me to put together an incredibly detailed research report for Unit 12.

Surveys (visual, audio, etc.)

I created a survey, which I posted on social media as I wanted to understand the kind of audience I would be dealing with and I wanted to see where I could go with the project.

The questions I asked were:

Would listening to a podcast interest you? How eager would you be to listen to a podcast if it were a period drama? How long would you be willing to listen for? If the podcast focussed on a female living in the late 1940s/early 1950s, would that interest

you? If you answered yes or sometimes, why do you enjoy listening to the radio?

I received roughly 40 responses and from these it was apparent that podcasts are something that most people deem as interesting as over half of the people that responded said this. The majority said that they would be a little eager to listen to a podcast if it were a period drama, whereas 20.59% said they would be very eager. 20 minutes seem to be the most popular length of the piece, but 26.47% said they would be happy to listen for 40 minutes. Due to this, I am going to aim to produce a podcast that is between 20 and 40 minutes. Having a lead character who is female and lives in the 1940s/50s seems to be a successful idea as almost 75% of the respondents said that the topic interests them. I wanted to find out whether people actually enjoy listening to radio and if so, why. Nowadays, due to the advance in technology the majority of younger people tend to pick watching a TV Programme over listening to a piece of radio that isn’t music based. Therefore, I wanted to see the different opinions that people had on the medium. 32.35% said that they did enjoy listening to radio, however 8.82% said that they didn’t know. Music seemed to be the main reason of as to why people enjoy listening to the radio, but it was also said that radio allows an individual to create their own images to accompany a story and that the images are often more immersive than anything that TV or film can provide.

Experiments

I experimented with my project by writing several drafts of my script and getting feedback on each to know how to improve it. I recorded my script with three groups of people as I wanted to see if one group had a different impact on the audience, compared to the others. This also gave me the opportunity to pick the best one to go forward with and edit to create my final piece.

Tests and measurements

I practiced with the equipment to ensure I was comfortable using it and also to see whether the sound quality was better with or without microphones.

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In addition to this, I recorded my script being read out by three different groups as a means of me being able to definitely record at least one recording that I was happy with, but also giving me the opportunity to grow as a Director. I was successful in doing this as when I recorded the first group I felt quite timid and therefore wasn’t particularly confident to lead them, but this helped me improve for when I came to record the second and third group. I was able to provide more of an insight in to the individual roles and I also felt much more comfortable taking charge and stopping the recording when needed.

CHAPTER 4

Research Findings

This chapter will summarise the data that I collected, strategies used and how the research helped me with my project.

Data analysis To analyse my research, I ensured my fact checking was thorough. Information that I gathered from the Internet, I then checked in library books. This credited or discredited facts found online, but also helped me to develop my research and open me up to using various sources.

Conclusion - How did the research help me with my project? My research educated me on the era of the 1940s and 1950s. This informed my project because it provided me with a lot of ideas as the more I learnt about the era, the more my ideas progressed. I was able to envision my characters in their surroundings for the first time. I knew I wanted to create a piece about a female writer, but I wasn’t completely set on the exact year or what it was that was causing her to write. I felt that she had to have a purpose for writing, something that was pushing her to do it and aside from the era doing that, I also thought that the loss of her husband was providing her with drive. After some deliberation, I decided that it was best for whenever she writes to write about her husband. This made him a very relevant and crucial character without actually existing.

CHAPTER 5

My Project

Introduction This chapter highlights my level of self-direction and initiative. Also, it shows my commitment to progressing my ideas and finding solutions, which has helped me to achieve my identified goals. My ability to plan and organise a project within a specified timeframe is also included.

Pre-Production

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I used my College blog and Unit 12 research pack to discuss my ideas and my research. My planning process and evidence of my work has been documented via these two sources.

Production

Project management techniques

I created three group chats on social media so that each group due to record was able to see any additional information, who they were working with etc. In doing this, I was able to arrange a date and time that each individual was happy with. I practiced with the equipment to check I was comfortable and knew how to use it. I didn’t want to leave room for any error as the recording process doesn’t just involve me, but actors too so in being confident in my execution, they should feel at ease too.

Team and individual performance monitoring

Each week throughout the project I created to do lists with the intention of completing them each week. These kept me on track.

Development – Photos/Screen grabs

I have documented my production process thoroughly, using my blog to discuss the work completed each week. I wrote five drafts of my script and each draft has been uploaded to my blog along with an account of the changes made. In addition to this, I have documented the recording and editing process on my blog too.

I took photographs during the recordings as evidence.

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Post-production

During the production process, I encountered a few problems. The first was that when recording the first group I wasn’t feeling particularly confident about leading them and providing direction and this lead to the recording being unsuccessful, compared to the other two recordings. The first group spoke as though they were working class, which went against the context of the script as I had stated that the family were working class. This was my fault and I should have given the actors less freedom with how to read it, but I was awe of how good it sounded and thought that the characters were played really well. However, when listening back I decided that Patricia (the daughter) wasn’t optimistic and didn’t sound overly happy. The dialogue allocated to this character reads as though she is full of positivity and this wasn’t how she sounded in the recording. Secondly, about half an

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hour before the third and final recording was due to take place, one of the actors pulled out and so I had no option but to get one of the actors to read in as two parts. Fortunately, he sounded like two different people when recording so this was a successful solution. Finally, the actress that I had allocated the part of Jennifer (the Mother) sounded too similar to the actress playing Patricia (the daughter) which obviously didn’t work as there needed to be a clear difference in age. I solved this problem by switching the actress playing the Mother with the actress playing the Publisher as she had a much more mature voice.

The editing process was something that I found challenging as I lacked experience in that field, but it was a good experience and I have created an effective piece of radio. Due to there being a week between recording the first group and recording the second and third groups, I decided to start editing the first group just so I could have a practice and brush up on my editing skills. I edited the first ten minutes, exported the file and then got my Grandparent to listen and provide me with some feedback. They had the same thoughts on it as me, which were that it was too quiet, there were too long a pause in certain places and that the music I had used to play it out didn’t really fit the theme of the play. This was beneficial because then when it came to editing the group that I had chosen, which was the second group, I knew what I needed to do to make the quality of it a decent standard. I adjusted the sound so that all the audio could be heard clearly and loudly and some pauses still occurred in places so I tried my best to remove them, unless they seemed necessary. I asked one of my Tutors to listen to the first couple of minutes that I had edited and she suggested that it needed more ambiance sound. I took this feedback on board and noticed that there were a couple of sound effects that didn’t really make much sense. For example, children sing and play outside. This makes sense when reading the script, however for the listener it doesn’t. Therefore, I have added sound effects such as windows opening, the radio tuning in etc. which has made the script much more realistic.

Presentation

The presentation of my work has been of an exceptionally high standard. I have ensured that I have been thoroughly researched throughout my project and have used my Unit 12 research pack, this project portfolio and my College blog to evidence all my work.

During this project, I have been well organised by making note each week of what I plan to get done.

I have written my script to meet professional standards and it is clear how much time and effort has gone in to the work that I have produced.

CHAPTER 6

MY FMP – FINAL PRODUCT

My script and radio play have been uploaded on to my College blog, under the title “My Final Major Project”.

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CHAPTER 7

Project Evaluation

This chapter will discuss the evaluation of my project. It will explore the strengths and weaknesses of my project, references, similar design publications, feedback and what I could potentially improve on.

Five strengths and five weaknesses in my final design:

STRENGTHS:

There are several strengths in my final design. Firstly, my script went on a long journey and after five drafts I finally created something that I was happy with and proud of. The way in which I presented my story changed, as did the scenes and a couple of characters. Secondly, the sound effects used in my radio piece are ones that I either recorded myself or took from the Internet. Those from the Internet have been referenced in my bibliography. I think that the sound effects are incredibly effective and really help to set the scene and bring the radio play to life. Thirdly, my choice of location benefited the sound quality of the recording hugely as there was very little background noise and the room in which I chose to record was small and compacted, adding to the sound quality. Fourthly, leaving time to experiment by recording the play three times proved a great use of my time. In doing this, I was able to develop my ability as a Director and push the script further along in its journey, culminating in the best end product possible made in the given time frame. Lastly, I would not have been able to complete this project in the time allocated if I hadn’t of been organised. My organised manner is evident in the work I have produced.

WEAKNESSES:

There are several weaknesses in my final design. Firstly, the voices used are ones that I am fairly happy with but not completely. This is possibly because I didn’t receive responses from all the people that I would have liked to have recorded with, I may have put people in the wrong groups etc. However, this is something that with more time could have been corrected as I would have liked to have made a fourth group consisting of those who read the parts the best. It has been a learning curve nonetheless. Secondly, I don’t have much experience in the editing field and so I found this stage quite challenging. The positive about me using my own script meant that I had control over where the audio recordings and sound effects went in relation to the recording and if needed, I was then able to adjust the script to match the version of the radio piece I had completed. Thirdly, my lack of confidence when directing the first group caused me to end up with a recording that I wasn’t very happy with. Although this was a good thing as far as highlighting why I recorded the script three times and that it gave me a good chance to experiment, it was disappointing as I feel that in a sense I wasted the opportunity to record the piece to a high standard first time round. Fourthly, due to the length of the audio file, I struggled to find a source to display it on as the file type was too big. Therefore, I had no choice but to upload the file to PowerPoint. Lastly, if I had been more aware of the world of radio, I think that it would have been far easier to complete my final piece as I would have been more knowledgeable about the plays currently on the market, the effects that radio provides an audience with and so on.

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Was there a theme for the design ideas?

I would say that the themes for my design ideas were the 1940s and radio. In relating all the work I was gathering back to my time period and form I knew that I was keeping on task.

Can you reference any influences here?

Listening to radio plays helped as far as giving me an insight in to what I could create and the potential effect that it could have on its listeners. I listened to several plays on Radio 4, of varying genre and aimed at different audiences. This helped me to see how tone of voice, dialogue etc. can attract a specific audience. I used “My Mother Taught Me How To Sing” as a template for writing my script after writing the first draft because I had hit a barrier and was unsure how to continue and looking at a script layout helped me to see what I could have done differently. Feedback from my tutors, Grandparents and Mum definitely helped me to develop my play. Due to my Grandparents listening to the radio regularly, I thought that they would be the perfect audience to get some feedback from as they are used to the ability of being able to shut their eyes and immerse themselves in a world that they aren’t in at that moment in time. My actors influenced my end product because they brought the script to life through the use of their voices.

What experiments and exploration did you do (what happens if). How did it affect your development?

I practiced with the zoom mic that I used when recording prior to conducting the recordings to ensure I was happy with the sound quality. I used it on its own and with additional microphones, but the sound quality was a lot clearer without extra microphones. In addition to this, I recorded my play three times. This enabled me to develop my ability as a Director, but it also gave me more of a chance to conduct a recording that I was happy with. In practicing with the equipment and recording the play a few times with different groups of actors, my piece was able to progress as I was able to create the best end product possible in the time frame given.

Find a similar type of design publication - place it next to your own - what comparisons/difference can you identify?

“The Archers” is similar to my radio piece in the sense that it is a radio drama. However, it is a series, whereas mine is a play and so mine is presented in one single episode. Due to the Archers being a series, the plot of each episode can and does change regularly. However, my play has a clear narrative that is carried out in one sitting. I think that this makes the piece harder to create in the sense that it is vital everything that needs to be included gets included while the listeners are still engaged. Also, I think that it makes the piece a little harder to listen to as it is quite long. An episode of “The Archers” is roughly 15 minutes long which is a good length of time that people are willing to sit down and listen for. On the other hand, my piece is almost 34 minutes long which is possibly a time that an audience would need to consider whether they’d be happy to sit and listen for. The time periods of both my piece and “The Archers” are different as my play is set in the 1940s, whereas “The Archers” is set in present day. Being able to discuss present day issues probably makes the series quite appealing and means that personal experience and opinion can, to some extent,

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contribute to the content of each episode. However, my play has involved a lot of research due to the historical content of the time.

What were the key areas of development in this project? - use your daily reflections to help you with this.

The main key area of development in this project was most definitely my script. It took me exactly five drafts to create something that I was not only proud of, but matched the context of the time and gave off the impact that I was aiming for. When looking through my script, I have considered the journey that I have been on between now and this time last year. The script that I wrote in addition to my stop motion video for my Final Major Project last year was of a very low standard and I truly believe that was because I had not only set out on achieving an unrealistic goal in the given time frame, but also because I had little knowledge on the world of script writing. The change between that and the monologue that I filmed for Unit 9 this academic year was drastic, however I don’t feel that it comes close to what I created last year due to having gone from many characters to only using one. However, this time round I have created a narrative involving five characters and I therefore feel that I can compare that to last year’s script because using more than one character is when I think it can get a little more complicated. Due to the Print and Journalism Course this year having altered slightly and creative writing having an impact on it, I honestly feel that is to blame for my growth in my writing ability. Personally, this has been incredibly useful, not just with this project, but also because I am going to study English and Creative Writing at University this September. I have been able to focus on the use of plot, narrative, characterisation and so on. I do feel that the most important thing I have learnt from completing this project is to always consider whether or not the use of dialogue is moving my story along. This has contributed hugely to my decision making as far as including/removing characters, scenes and information.

Review your proposal - what changed, what developments did you make, did you manage to complete everything you set out to achieve?

I managed to complete everything that I set out to achieve. Originally, I was worried about not being able to include everything necessary in a thirty to forty minute recording. However, I have successfully done this and have therefore exceeded my expectations. I was not expecting to have to write as many drafts as I did for my script. I really underestimated the amount of time and effort that would need to go in to it, simply because I was set on my idea and so thought that it would be easy to go from there.

What could you do to adapt the work produced to improve and develop it?

If I were given the opportunity to improve and develop my project, I would create a fourth group of actors made up of those who read the script the best from the three recordings that took place. This way, I would have been able to demonstrate further the importance of experimenting, but also end up with a recording that I was 100% happy with.

Is the final work appropriate for the needs of the project? Does it sufficiently answer your brief?

The final piece is more than appropriate for the needs of the project as it covers everything that I mentioned in my proposal. I have successfully answered my brief.

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Did it go better or worse than you expected?

I went in to this project with my eyes open, not really knowing what to expect. However, I did think it was going to be slightly less challenging than it actually was. The process of writing a decent script has been incredibly difficult, but so worthwhile.

What was the feedback from your Tutor?

Throughout the whole process of writing my script, my Tutor has been there every step of the way. Each draft that I wrote, I then asked for his feedback and his writing skills and techniques have strongly influenced my end product. When he read the final draft, he was incredibly passionate about what I had written which provided me with the confidence that before even recording the play, the story was already giving off the impact that I had hoped for.

What do you think you could improve next time?

To improve next time, provided I had a little more time I think I would create a fourth group made up of the people who played the roles the best from the three groups as this would then provide me with a recording that I would be more than pleased with. Also, I would make sure that I could find a way of uploading my work online somehow, regardless of the length of it.

APPENDICES

Extended project in creative media production Learning Outcomes and Assessment

1. Be able to initiate and develop a creative media production project proposal.

1.1. Use critical and contextual perspectives to initiate a creative media production project proposal.

1.2. Use analysis and evaluation to clarify and develop ideas for a creative media production project proposal.

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.

2.1. Use research to support the development of a creative media production project.

2.2. Use analytical and evaluative skills to develop creative solutions to realise a media production project.

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3. Be able to solve practical, theoretical and technical problems in a creative media production project.

3.1. Solve practical and technical problems within a creative media production project. 3.2. Solve theoretical problems within a creative media production project.

4. Be able to plan, organise and produce a creative media production project.

4.1. Demonstrate the ability to plan, organise and produce a creative media production project within an agreed timeframe.

5. Be able to use practical methods and skills in a creative media production project.

5.1. Demonstrate the exploration, adaptation and application of practical methods and skills in the realisation of a creative media production project.

6. Be able to use evaluative and reflective skills in the production of a creative media product.

6.1. Maintain evaluative and reflective records of the development and production of a creative media project.

6.2. Use evaluative and reflective skills to make decisions for a creative media production project.

7. Be able to present a creative media production project. 7.1. Explore strategies to present a creative media production project.

7.2. Present a creative media production project to a specified audience.

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