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Radio Intelligence

Posted by admin On November - 22 - 2011

PRESENTER GUIDELINES

1. Attitude – Always think of the listener. Radio is talking, sharing and speaking person-to person—not just saying what YOU want to say.

 

2. Animation – You are an actor. You need to act in order to compensate for the fact that there are no gestures, facial expressions or motions in the words you are speaking. Project your voice and use appropriate intonation that fits the context of the message.

 

3. Script reading – Speak to the listener, don’t just read information. Speak with authority to enhance credibility. Only sound like you are reading when the text allows reading, as in Scriptures. Otherwise, talk to the listener.

 

4. Listening – Listen to yourself and evaluate yourself. Does your voice sound natural or artificial?

Listen to the program. Does it keep the listener in mind? Compare your program with others. Does it maintain a high quality? Is the technical quality excellent? Analyze your answers to these questions and learn from your errors. Only by the art of critiquing yourself and your programs can you improve your broadcasts.

 

5. Critique from others – Accept all kinds of critiques or criticism from others because you learn even more from others than from self-evaluation. No one is perfect, but the ideal is to assume the role of learner. Some of what you hear will not be positive, but you can always learn something from it. However, remember, you won’t please all the people all the time, so stay balanced when analyzing the critiques.

 

PROGRAM PRODUCTION SUGGESTED STYLES FOR SCRIPTS

 

1. Narrative – Use one voice. Aim for a casual and normal way of speaking rather than pulpit type preaching.

 

2. Dialog – Use a natural setting of two people talking. Lead into a discussion, statement and comment style. This style is credible and natural to the target audience.

 

3. Question and Answer – Use care in choosing your speakers. Special attention should be given to the way questions are asked, for naturalness and progression. It’s a very good way to deal with difficult matters. It can make otherwise heavy information more interesting.

 

4. Modified Drama – Use lots of voices to give more interest and variety. You need to make sure each one has practiced his or her part. It is good to use mixed voices where possible and suitable. Each part should be dramatized rather than read in a stiff manner.

 

5. Ethnic Chants and Music – Use these for storytelling. They have proven to be an effective way to share truth that could not be readily expressed through a sermon format. You need to keep a close check on content to ensure teaching is truth.

 

6. Poetic – Poetry is especially effective with the Muslim community. It is similar to the above chants but in a rhyme form. It has great appeal to the otherwise disinterested audience.

 

7. Testimonies – Carefully select believers who can give concise true life stories. They can have a tremendous impact because of the person’s story of the life-change. In some cultures it is considered inappropriate to identify the person.

 

8. Storytelling with Sound Effects – This is very effective if sound effects are readily understood andsound real. The storyteller keeps the listener in mind and tells rather than reads the story. This is especially good for children’s programs.

 

 

9. Songs – Thematic teaching through the use of songs has proven very helpful. It causes the listener to think on the message rather than dwelling on the music. Be careful when selecting existing songs. Make sure they are biblical in their teaching.

 

10.Read-a-longs – As a motivational tool read-a-longs can increase reading skills. A reader on cassette needs to pause at punctuation marks and use expression. Special attention needs to be given to the pace of the reader. Bear in mind those who will be reading along. Time needs to be allowed for finding pages, turning pages, etc. If drawings or pictures are used in the printed materials, time should be allowed for viewing them. Attention should be drawn to the illustration. This is especially true when introducing new materials and if the users are new readers.

 

Source: www.vernacularmedia.org

 

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