Journalism Studies 20 Header

Indepth in Radio
Module 2, Activity 2.4 - Radio Features
Teacher Page
(student page for this lesson)

Introduction: While radio feature and print features give the listeners similar information, but they do it in a very different way. In this lesson, students will look at information on Canadian journalist Barbara Frum, and compare radio features to print features, and create their own radio feature.
Resources: - internet access - series of radio features (CBC Archives) - access to recording equipment - radio feature handout (.doc) or (.rtf) - radio feature evaluation (.doc) or (.rtf)
Activities: Task One - In the Field Students must begin by understanding the benefits and the challenges of radio broadcasting. An introduction to Canadian broadcaster, Barbara Frum, will allow the students to see how exciting and challenging radio can be. Give students a chance to read a few articles and make some jot notes on Barbara Frum. From these they can get a sense of her impact on journalism before listening to her audio clips. The following are links that give an overview of her rich radio and television experience: Barbara Frum - The Museum of Broadcast Communications The Life and Times of Barbara Frum - CBC Barbara Frum: Pioneering Broadcasting - CBC Task Two - Featuring Barbara Frum Once the students have some background on Barbara Frum, you will be able to use her archived radio clips to give students examples of a radio feature.
	Before moving to radio features, it is necessary to review the characteristics of writing print features.
Possible Lesson to Review: Reading for Meaning: Feature Articles
Choose three of the following feature stories from CBC's As It Happens. At the time of these features, Frum was co-host of this current events show (1971-1982). While students listen to the three excerpts, ask them to write down how a radio feature is different from a written feature. As It Happens - Feature Stories 1. India's 'peaceful' bomb - May 20, 1974 2. Eaton's uncrates the sun - Jan. 18, 1978 3. Where are the Canadian stars - Jan. 19, 1976 4. UFOs and earthquakes - June 4, 1975 5. Boat People: A Refugee Crisis - Oct. 8, 1979 After the students have listened to three of the features, discuss the differences they noticed between a written and a radio feature. Focus on: 1. Format - background information, interview, wrap-up. 2. Interview - heavy focus of feature 3. Open-ended questions- Frum starts with 4. Direct/Specific questions - as follow-ups

Objectives: Students will be able to - develop feature writing skills - recognize what is news - identify conventions of feature stories - write effective interview stories - quote accurately, paraphrase where appropriate, and use appropriate attribution methods - demonstrate fact-gathering, research, and writing skills necessary for in-depth reporting
	View other lessons for the main objective.
Instructional Strategies: Task 1 - Assigned Questions (Independent) Task 2 - Compare and Contrast (Direct), Discussion (Interactive) Task 3 - Research Project (Independent)
Task Two - Continued . . . This type of live interview can be very exciting, but it can also create challenges for the journalist. You may want to have students listen to a few of Frum's most famous, problematic interviews. 'I am a man' - Sept. 10, 1975 Canada's favourite BROAD-caster - March 5, 1979 These illustrate that even a seasoned journalist can come up against a difficult interview.
Interested in hearing how Frum replied to Ballard's comments? Here are the two letters to Ballard she read on her show. Barbara strikes back - March 6, 1979 Barbara strikes again - March 7, 1979
Task Three - Tell Me a Story Students will follow the steps on the radio feature handout to create their own radio feature on a member of their family or someone important in their lives.
Students having trouble finding someone to interview for their feature? Try giving them a list of suggestions! 1. Teacher 2. Coach 3. Leader to their church 4. Local business owner 5. RCMP officer 6. Grandparent 7. Community Elder 8. Veteran 9. Local reporter 10. Successful school alumnus
Assessment and Evaluation: Task One and Two are preparation for the completion of Task Three. You will assess the students understanding of the difference between radio and written features through discussion and directed questioning. In Task Three, students can be evaluated in a more formal manner. Having listened to several radio features, they are ready to prepare their own feature. They will be graded on their application of the format for radio as well as their presentation of the feature.

Last Updated
May 30, 2005

This page best viewed in IE 6.0 or later, and 800x600 screen resolution.