The document provides an assignment brief for a student to create two music-based radio program demos targeted at different audiences. It outlines three main tasks: 1) developing program ideas and evaluating them, 2) completing pre-production of music and speech content, and 3) recording and evaluating the program demos. The student must submit context reports, pre-production paperwork, radio jingles, and the two program demos. For each demo, the student must write a blog post discussing the content, target audience, context, and purpose of the show. The brief also specifies grading criteria addressing the student's ability to produce sequences, incorporate speech, and evaluate their own work.

1. Assignment brief
Qualification Level 3 Extended Diploma in Creative Media Production
Unit number and title L3 Unit 44 Music Based Programming - Partial
Start date 19/01/2015
Deadline 13/02/2015
Assessor name Damen BRAMWELL
Assignment title DB4 Radio Program Demos
The purpose of this assignment is for you to:
Be able to create music sequences for different audiences
Be able to incorporate added speech and feature content into music sequences
Scenario
E6 Radio has requested show ideas and sampler demos for a range of radio programmes for specific audiences and different
contexts. You have been asked to produce 2 sampler demos for a new music-based programme intended for particular target
audiences.
Stage 1:
develop ideas for programmes in relation to specified audiences to evaluate ideas
Stage 2:
complete pre-production for your intended music content
Stage 3:
complete pre-production for speech content
Stage 4:
• record programmes
• evaluate recording process.
Work to be submitted
Blog including:
• Context reports
• Pre-production paperwork
• Radio Jingles
• 2 Radio programme Demos
Tasks Grading
Criteria
Mapping
There is additional guidance that you will need to follow posted to Unit 18’s Moodle course and all evidence produced by you must be posted to
your blog. Where you use the web to carry out your research make sure that you have cited all sources.
Task 1
You will write a short blog post about each of your demos that discusses the following;
1. What is the Content of your show: What specific format will it be, eg CHR, AC, gold, recurrent, easy
listening; What time period your show will be airing? (breakfast, daytime, drive-time, evening); How long
your show will go for?
2. Who is the intended target audience?: eg age group, social class, gender, lifestyle, sexual orientation,
geodemographics, local, regional, national
3. What is the context of your show: Will your show be for a broadcast, internet, or in-store radio)
4. What is the purpose of your show:, eg ratings, entertainment, promotional
Unit 44
P2, M2, D2
P3, M3, D3

2. Task 2 – Pre-production
Complete pre-production for your radio demo that includes the following;
1. The content of your show: What is your playlist? What will your speech content include? (live reads, eg dry,
over beds; links into pre-recorded material; any feature items, traffic bulletins, competitions; any sales and
promotion or commercial messages or any radio jingles)
2. You must have one 10 minute pre-recorded speech and feature content
3. An E6 Radio running and production sheet
Unit 44
P2, M2, D2
P3, M3, D3
Task 3 – Production and final products
Record your shows and upload them to either Soundcloud or AudioBoo then post them on your blog (You demo show
should not have complete songs only intros and then transitions between songs/talk/live reads etc)
Unit 44
P2, M2, D2
P3, M3, D3
This brief has been verified as being fit for purpose
Assessor Damen Bramwell
Signature Date 12/01/2015
Internal verifier Harry Arnold
Signature Date
Unit 44 Music Based Programming (Level 3)
P1: describe different types and
styles of music-based
programming with some
appropriate use of subject
terminology
To achieve a merit grade, learners
must achieve the entire pass and all
the merit grade criteria. For each of
the criteria learners must present
evidence that addresses each
italicised sub-heading of the content
for the learning outcome.
M1explain different types and
styles of music-based
programming with reference to
detailed illustrative
examples and with generally
correct use of subject
terminology
To achieve a distinction grade,
learners must achieve the entire pass,
all the merit and all the distinction
grade criteria. For each of the criteria
learners must present evidence that
addresses each italicised sub-heading
of the content for the learning
outcome.
D1 critically evaluate different
types and styles of music based
programming with supporting
arguments and elucidated
examples, consistently using
subject terminology correctly
P2
produce music sequences for
different audiences working
within appropriate
conventions and with some
assistance
M2
produce music sequences for
different audiences to a good
technical standard showing
some imagination and with
only occasional assistance
D2
produce music sequences of a
technical quality that reflects
near-professional standards,
showing creativity and flair
and working independently to
professional expectations
P3
incorporate added speech
and feature content into
music sequences working
within appropriate
conventions and with some
assistance
M3
incorporate added speech and
feature content into music
sequences to a good technical
standard showing some
imagination and with only
occasional assistance
D3
incorporate added speech and
feature content into music
sequences to a
technical quality that reflects
near-professional standards,
showing creativity and flair
and working independently to
professional expectations
P44.4
identify strengths and
weaknesses of own music based
M44.4
discuss strengths and
weaknesses of own music based
D44.4
critically evaluate strengths and
weaknesses of own music-based

3. programmes with reference to
purpose and audience, with some
appropriate use of subject
terminology.
programmes with reference to
purpose and audience, with
reference to detailed illustrative
examples and generally correct
use of subject terminology.
programmes with
reference to
purpose and audience, with
supporting arguments and
elucidated examples,
consistently using subject
terminology correctly.
PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the
pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.