DEPARTMENT OF BROADCAST COMMUNICATION

College of Mass Communication

University of the Philippines Diliman
COURSE GUIDE
First Semester 2023-2024

BMAS 126
Programming for Broadcast Media

Identifying and Descriptive Information

This cornerstone course discusses the processes, principles, and practices in
programming for broadcast, digital, and emerging media. It contextualizes
broadcast programming in Philippine history and allows students to apply and
shape programming strategies in a simulated environment.

Course
Course Number: BMAS 126
Course Title: Programming for Broadcast Media
Course Description: Principles, practices, and strategies in programming for
broadcast media
Prerequisite: BMAS 100 Introduction to Broadcast Media Studies
Course Credit: 3 u

Course Goal
Apply programming principles in a constantly changing Philippine media
landscape

Course Outcomes
Upon completion of the course, the student must be able to:
1. Assess the media programming landscapes in the Philippines
2. Identify historical gaps in Philippine broadcast programming through
research
3. Explain the themes, principles, practices, trends and developments of
media programming
4. Create own programming strategies in a simulated environment

INSTRUCTOR
Annicalou Tanaquin
actanaquin@up.edu.ph

Consultation Hours
Office: Thursday PM, Online: Friday
 COURSE TOPICS AND SCHEDULE

WK TOPIC KEY QUESTIONS ACTIVITIES ASSIGNMENT

Sep 12 Introduction Introduction Watch the TV Set
In-person
Programming Read Chapter 1 and 2 of
activity Eastman, Susan Tyler and
Douglas A. Ferguson.
(2013). Media programming:
Strategies and practices.
Ninth edition. Belmont CA:
Wadsworth Publishing
Company.
Sep 19 Programming for What is programming? Lecture and Programming Survey
Asynch broadcast, digital, Discussion • Local
and emerging What are the elements of • Foreign
Sep 26 media programming? Programming
In-person 1. Themes Survey Read: Eastman, Susan
2. Concepts What are the different Assignment Tyler
3. Trends influences that affect and Douglas A.
programmers? Ferguson. (2013).
Media programming:
Strategies and
practices.

Chapter 7:
Non-Prime-
Time Network

Programming
Part 5: Audio
Programming Practices
Oct 3 Survey of the What does Philippine Class
Asynch current Philippine programming look like? Preparation
broadcast
programming What is the current situation
landscape of the Philippine
1. Radio programming landscape?
2. Television
Oct 10 3. Digital and What is the current form of Class
In-person Emerging programming for radio, presentation
Media television, and digital and
emerging media in the Participation in
Survey of country? class
International discussion
Programming What does broadcast
programming look like in Programming
other countries? acquisition and
building
How do you differentiate simulation
Philippine programming instructions
from that of other
countries?
 COURSE TOPICS AND SCHEDULE

WK TOPIC KEY QUESTIONS ACTIVITIES REFERENCES

Oct 17 READING BREAK

Oct 24- Programming and How is programming affected Lecture by Prof. Programming
In-person history by history? Jane Vinculado acquisition and
1. Programming in building
history How does programming reflect Discussion of simulation
2. Programming as history? Final Project preparation
history (Rated PG)
What are the vital events that
Pivotal points in helped pivot broadcast
broadcast programming in the country?
programming history
Oct 31 Programming acquisition How do you apply different Preparation for
Asynch and building simulation programming strategies in a Acquisition
simulated environment?
Nov 7 Live acquisition
In-person exercise
Nov 14 Presentation of Submission of
In-person Programming Programming
Presentation
through Google
Classroom
Nov 21 Online Programming What are the different types of Lecture
In-person programming for online?

What are the differences and

similarities of online
programming from broadcast
programming?

How did online programming

develop through the years?
Nov 28 Final Project Rated PG Script Outline
Asynch

Dec 5 Script First Draft

Asynch Deadline: Dec 8

Dec 12 Required in-

person
consultation
Dec 19 Production Break
and Jan 2

Jan 9 Viewing Submission of

Final Production
COURSE REQUIREMENTS

Class Participation
10% 15
Class Participation -10 points % Programming Survey
Programming Survey – 15 points 40
% Programming Simula-
Programming Simulation – 35 points tion
Rated PG – 40 points
35 Finals
%

ACTIVITY GUIDES

Class Participation
Number of points for activity: 15 points
Class participation is in the form of active participation in class discussions.

Programming Survey
Number of points for activity: 15 points

Local
Choose two channels / stations that can be classified under the topic you will be assigned. Choose 1 radio station and 1
television station to discuss.
- Non-commercial
- Niche
Describe the branding of the stations, their content, and the station/channel’s programming. Identify the strategies used
and compare them to each other.

Foreign
Choose a country (except USA) that you want to survey. Identify the broadcast system in that country. Choose two
channels / stations from that country. Describe the branding of the stations you chose, their content, and the
station/channel’s programming. Identify the strategies used and compare them to those used in the Philippines.

Programming Simulation
Number of points for assessment: 35 points
Develop a programming strategy for a new terrestrial television station from a selection of programs that will be
provided. During the acquisition simulation, your task is to acquire the programs that your television station needs.
Create a programming based on the strategy you came up with and the programs you were able to acquire. Present
your programming to the class.

A programming acquisition document will be provided to the class during the discussion of the activity

Finals
Number of points for assessment: 40 points
Short video project on selected genres

Instructions will be provided separately.

RUBRIC OF ASSESSMENT

PROGRAMMING SURVEY RUBRIC

13-15 Very organized discussion of the assigned topic. Provided all the required information for the
points presentation. Very insightful observations of the channel’s/platform’s strategies and was able to explain
them very well. Was able to make complex ideas comprehensible and applicable. Cohesive and tight.
Used the time allotted very well with very little down time.
10-12 Organized discussion of the assigned topic. Delivered most of the information required for the
points presentation. Provided insightful observations of the channel’s/platform’s strategies making them
understandable. Was able to make complex ideas comprehensible and applicable. Used the time
allotted well with little down time.
6-9 points Satisfactory discussion of the assigned topic. Some of the required information for the presentation
were not provided. Provided satisfactory observations of the channel’s/platform’s strategies, making
them understandable. Time could have been used better as the discussion dragged at certain times.
0-5 points Poor discussion of the assigned channel/platform. Provided poor observations of the
channel’s/platform’s strategies. Poor use of time and very dragging discussion.

PROGRAMMING SIMULATION - CHANNEL CONCEPT

4-5 points Provided a clear and strong description of the channel concept- branding, background, target audience
and type of programs with consistent elements that will support the station’s programming.
2-3 points Provided general description of the channel concept-branding, background, target audience and type of
programs with some inconsistency of the elements of programming.
0-1 point Provided very little direction and consistency as to the channel concept- branding, background, target
audience and type of programs.

PROGRAMMING SIMULATION - ACTUAL SIMULATION PERFORMANCE

9-10 points Very wise use of appropriate strategies aligned with the channel concept/branding. Was able to present
themselves very well in terms of appearance and bearing. Able to immediately adjust to the challenges
in the actual simulation. Has very strong negotiating skills appropriate for the exercise.
7-8 points Good use of strategies aligned to the channel concept/branding. Good presentation of themselves in
terms of appearance and bearing. Able to adjust to the challenges but may need to have quicker
response. Good negotiating skills appropriate to the exercise.
4-6 points Satisfactory use of strategies based in the channel concept/branding. Satisfactory appearance and
bearing. Needs to be able to adjust to the challenges better and have a quicker response to the
challenges. Satisfactory negotiating skills for the exercise.
0-3 points Poor use of the strategies with very little connection to the channel concept/branding. Poor appearance
and bearing. Not able to adjust to the challenges in the exercise. Poor negotiating skills.

PROGRAMMING SIMULATION - PROGRAMMING PRESENTATION

13-15 Very organized, cohesive and complete presentation with all the required elements and information.
points Provided strong basis for the programming strategies and programs chosen. Programs and
programming strongly support the channel concept and elaborated the channel’s branding and
objectives. Provided new and fresh ways of choosing and putting these programs together towards a
synergistic whole. New programs are vibrant and exciting and tie the concept together very well. The
presentation itself supported the branding of the channel and elaborated on the ideas, strategies and
execution further.
10-12 Good organization of the presentation with all of the required elements and information. Provided a solid
points basis for the programming strategies and programs chosen. Programs and programming are able
support the channel concept and elaborated the channel’s branding and objective but may still be
threshed out further. Provided familiar ways of choosing and putting these programs together towards a
synergistic whole. The presentation itself supported the branding of the channel and presented the
ideas, strategies and execution further.
RUBRIC OF ASSESSMENT

PROGRAMMING SIMULATION - PROGRAMMING PRESENTATION

6-9 points Satisfactory organization of the presentation with most of the required elements and information.
Provided some basis for the programming strategies and programs chosen but could still be
strengthened. Programs and programming are able support the channel concept and elaborated the
channel’s branding and objective but may still be threshed out further. Provided familiar ways of
choosing and putting these programs together towards a synergistic whole. The presentation
provided basic information on the branding of the channel but could provide more information.
0-5 points Poor organization of the presentation with most of the required elements and information missing.
Provided very little basis for the programming strategies and programs chosen. Programs and
programming were not able to support the channel concept. Provided poor ways of choosing and
putting these programs together. The presentation provided very little information on the branding of
the channel.

RATED PG - SCRIPT
9-10 points Script has a solid grounding based on programming principles and theoretical lenses. Creative and
logical flow of the information needed for the program concept. Provides critical, rich, and vital
information in content as well as descriptive execution of production elements. Has an insightful take on
the chosen genre.
6-8 points Script is grounded on programming principles and theoretical lenses. Good structure and flow of
information on the program. Good discussion of information and provides good description of the
production elements required.

3-5 points Script needs to be grounded more on programming principles and theories. Structure and flow need
major work as elements are confusing. Needs work in terms of information provided and description of
production elements required.
0-2 point Not grounded on programming principles or theories with flow and elements that need major work. Poor
information and production elements provided.

RATED PG – FINAL PRODUCTION OUTPUT

13-15 Narrative flow of the production is very cohesive and consistent. Very good structure and organization. Very
creative and logical flow using appropriate shots, transitions, inserts and other strategies. The choice and use
of B-rolls or inserts are also appropriate at specific sections of the production. Audio elements like VO
narration, music, SFX and other audio elements are clear and appropriate and gives another layer in the
narrative. The message is clear and understandable.
10-12 points Narrative flow of the production is cohesive and consistent. Good structure and organization. Flow is creative
but still logical using appropriate shots, transitions, inserts and other strategies. The choice and use of B-rolls
or inserts are also appropriate at specific sections of the production. Audio elements like VO narration, music,
SFX and other audio elements are clear and appropriate and gives another layer in the narrative. The
message is clear and understandable.
6-9 points Narrative flow of the production is satisfactory but needs a bit of work in terms of consistency and cohesion.
Some organizational and structure concerns. Flow is creative but still logical using appropriate shots,
transitions, inserts and other strategies. The B-rolls or inserts used needs improvement. Use of Audio
elements like VO narration, music, SFX and other audio elements also need improvement.
0-5 points Narrative flow of the production needs a lot of work in terms of consistency and cohesion. Major
organizational and structure concerns. Flow needs to be more creative and logical and use more appropriate
shots, transitions, inserts and other strategies. The B-rolls or inserts used needs major improvement. Use of
Audio elements like VO narration, music, SFX and other audio elements also need major improvement.
RUBRIC OF ASSESSMENT
5 points
The team member has
attended all, if not most
meetings, the team
member submitted all
requirements on time and
with the specifications
required, the team member
has coordinated well with
her team and the entire
group, the team member
was always willing to do
duties beyond what is
expected of him/her, the
team member was always
willing to go beyond his/her
own duties to make the
presentation better, the
team member’s output is of
excellent quality and needs
very little work, the team
member works well with the
rest of the team.
PEER EVALUATION RUBRIC
3-4 points 2 points 0-1 point
The team member has The team member has The team member has
attended most meetings, attended some meetings, attended only one or less
the team member the team member meetings, the team
submitted all requirements submitted all requirements member was unable to
a little beyond the deadline beyond the deadline with submit all requirements
with some specifications most specifications with most specifications
required lacking, the team required lacking, the team required lacking, the team
member has sometimes member has sometimes member has not
coordinated well with her coordinated well with her coordinated well with
team and the entire group, team and the entire group, his/her team and the entire
but is sometimes not as but is mostly not available, group and is mostly not
available, the team the team member was not available, the team
member was not willing to willing to do duties beyond member was not willing to
do duties beyond what is what is expected of him/her do duties beyond what is
expected of him/her but and was unable to finish expected of him/her and
was able to finish his/her his/her own duties, the was unable to finish his/her
own duties, the team team member was own duties, the team
member was sometimes sometimes was almost member was almost never
willing to go beyond his/her never willing to go beyond willing to go beyond his/her
own duties to make the his/her own duties to make own duties to make the
presentation better, the the presentation better, the presentation better, the
team member’s output is of team member’s output is of team member’s output is of
good quality and needs average quality and needs poor quality and needs
little work, the team major work, the team major work, the team
member sometimes works member sometimes works member never works well
well with the rest of the well with the rest of the with the rest of the team.
team. team.
OTHER RECOMMENDED READINGS

Aseron, Marinela. (2012). From less talk to all talk: an analysis of the
development of FM programming in the Philippines. Unpublished Masteral
Thesis, College of Mass Communication, University of the Philippines
Diliman.
Banal-Formoso, Chelo. (2001). GMA gold: Fifty years of broadcast history .
Manila: GMA Network, Inc.
Eastman Susan Tyler, Sydney W. Head, and Lewis Klein. (Eds.). (1993).
Broadcast/cable programming: Strategies and practices . Fourth edition.
Belmont CA: Wadsworth Publishing Company.
Eastman, Susan Tyler and Douglas A. Ferguson. (2013). Media programming:
Strategies and practices. Ninth edition. Belmont CA: Wadsworth Publishing
Company.
Estonilo, Melba. (2005). Sa detalye ng mga balita: The development of news
as programming content in Philippine radio from 1960s to the present: A
case study of DZRH and DZBB . Unpublished Masteral Thesis, College of
Mass Communication, University of the Philippines Diliman.
Hartley, John.(2012). Digital futures for cultural and media studies . Malden MA
and Oxford UK: Wiley-Blackwell.
Helmond, A. (2015). The Platformization of the Web: Making Web Data
Platform Ready. Social Media + Society, 1(2), 1 – 11.
Holland, M. (2016). How YouTube Developed into a Successful Platform for
User Generated Content. Elon Journal of Undergraduate Research in
Communications, 7 (1), 52 – 59.
Kellison, Catherine. (2006). Producing for TV and video: A real-world
approach. Burlington MA and Oxford UK: Focal Press.
Mantes, D. (2011). Philippine television programming . Paper presented at the
London Film and Media Congress.
Morley, David. (1992). Television, audiences and cultural studies . London and
New York: Routledge.

Nguyen, Nicole. (2018). Netflix Wants To Change The Way You Chill in
Buzzfeed. Retrieved from
https://www.buzzfeednews.com/article/nicolenguyen/netflix-recommendation
-algorithm-explained-bingewatching?utm_source=dynamic&utm_campaign=
bffbbuzzfeed&ref=bffbbuzzfeed&fbclid=IwAR12ZP3Eb1P2xkY2rGQgFs2A6
Sf-332A5X3TfZmTRd98yF_AA1MlRbQA8Hc
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Rodrigo, Raul. (2006). Kapitan: Geny Lopez and the making of ABS-CBN .
Quezon City: ABS-CBN Publishing.
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Clara to Mara Clara: The “evolution” of dramatic genres in the Philippines.
Paper presented at the London Film and Media Congress.
Vinculado, Jane O. (2009). Television programming analysis. Paper presented
at the College of Mass Communication Colloquium.
Vinculado, Jane O. (2017). Programming. In Elizabeth L. Enriquez and Eulalio
R. Guieb III (area editors), CCP Encyclopedia of Philippine art, Volume 10:
Broadcast arts (pp. 327-329). Nicanor G. Tiongson (editor-in-chief). Manila:
Cultural Center of the Philippines.