RADIO FREE AMERICA?:
Exploring the Controversy Over Media Consolidation in Radio

Grades:  6-8, 9-12

Subjects:  Civics, Fine Arts, Language Arts, Media Studies

Related New York Times Article
"Musicians Protesting Monopoly in Media, By JENNIFER 8. LEE", December 19, 2003

Overview of Lesson Plan:: In this lesson, students will learn about the controversy over the recent FCC vote to loosen restrictions on media ownership. After researching the background and position of local radio stations, students will evaluate and make recommendations as to how free speech can be maintained or improved through the radio waves.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

1. Reflect on their knowledge of media ownership, with a focus on radio outlets; discuss freedom of speech as it relates to radio.
2. Learn about the controversy over the recent loosening of media ownership caps by the FCC by reading and discussing the article "Musicians Protesting Monopoly in Media."
3. Brainstorm a list of research questions; in groups, research a local radio station to learn its position in the debate over media ownership caps.
4. At home, continue research; write a report on their findings.

RESOURCES / MATERIALS:

• pens/pencils
• paper
• classroom board
• copies of the article "Musicians Protesting Monopoly in Media" (one per student)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Have students respond to the following question (written on the board prior to class): "Who owns radio waves?" After allowing students a few minutes to write, have students share their responses with the class, listing them of the classroom board. After listing student responses, explain that radio waves are considered a "public trust," meaning that they "belong" to the public at large, and not to the government, a company, or an individual. With this in mind, discuss the following questions: How does this information affect your perception of freedom of speech and the radio? Should individual radio stations be allowed to regulate their own programming? How should radio be regulated?
2. As a class, read the rest of the article "Musicians Protesting Monopoly in Media," focusing on the following questions:
   1. What is the premise of the "Tell Us the Truth" tour?
   2. How did Billy Bragg describe Clear Channel at the concert?
   3. Who were the "favorites" of the night and why?
   4. According to many musicians, what are the problems with media consolidation?
   5. What law did the Recording Industry Association of America have passed? How was the law repealed?
   6. What act of censorship after September 11 had musicians riled up?
   7. What was Clear Channel's explanation of the event?
   8. Why were the Dixie Chicks banned from radio stations owned by Cox Radio and Cumulus?
   9. How have musicians impacted this issue?
3. Divide students into groups of three or four, assigning each group to a local radio station (you may choose to assign students to stations popular with their age group, or to a diverse set of stations, including public radio, talk radio, news, and music stations). As a class, brainstorm a list of approximately ten research questions students will use to determine the station's position on the issues raised by the article. Some relevant questions might be:
   • Who owns this station?
   • How large a company is this owner (i.e., what share of the radio market does it have)?
   • Did this station restrict the playing of certain songs after September 11, or any time within the past two years?
   • Have any recording artists come out specifically against this station or its owner for restricting free speech or the like? If so, who and for what reason?
   After compiling the list of questions, groups begin their research. Research may consist of any of the following means:
   • looking on the station's, company's, or other related Web sites (e.g., the Recording Industry of America or the Future of Music Coalition)
   • obtaining interviews with radio executive or programming manager on the topic
   • Conducting an informal survey of the type of music and artists played on this station in a given period of time (e.g., how many songs on a given day have a political message? What are these messages? Does the station air commercials with specific political messages, or are a variety of viewpoints reflected?)
4. WRAP-UP/HOMEWORK: At home, students continue any follow-up on the research begun in class. Then, based on their findings, groups write a report profiling the station and outlining what changes, if any, should be made to better promote free speech and music diversity.

DISCUSSION QUESTIONS:

• Do you think that your taste in music is influenced by what the radio chooses to play?
• Do you think that radio stations have a right not to play songs to which their listeners will respond negatively? Do they have a right not to play songs that are at-odds with the station's own political positions?
• How do you feel about Natalie Maines' comment that she was ashamed to be from the same state as President Bush? Does Ms. Maines have a right to say this? Should she have said it?
• How would you feel if your music was banned from a radio station because of it's political message?
• Do you think that a radio ban should simply be considered a risk that a musician takes for writing controversial lyrics? Why or why not?

EVALUATION / ASSESSMENT:
Students will be evaluated on completion of journal, participation in class discussions, and completion of work of art.

VOCABULARY:
cavernous, perils, consolidation, vehemently, deregulation, obscure, homogenized, perpetuity, conglomerates, riled, lobbying

EXTENSION ACTIVITIES:

1. Write a science fiction short story based on the premise of one company (or person) obtaining a monopoly that allows him or her to control the public's freedom of speech (or even thought). You may want to use a relevant situation in our world today (such as Clear Channel's dominance of radio or Microsoft's near-monopoly of the computer software industry), or explore a less realistic concept, such as a monopoly on air or brain waves.
2. Learn about the history of anti-trust legislation. When did it come into being and why? How has it served to protect the public? What have been some of the important events (trials, investigations) in the history of "trust-busting"? Write a short paper based on your findings.
3. Learn about how satellite radio has changed the ability to exercise freedom of speech. If possible, talk to a representative from XM or another satellite radio owner about how this form of radio stands to challenge the big radio conglomerates. Then, exercise your freedom of speech by creating and airing your own radio show over satellite radio.
4. Read the book "Brave New World" or "1984". Then write an essay comparing the state of government control, freedom of speech, and other issues raised in the novel to the realities of our world today. Are the two worlds vastly different? What do they have in common? Could some of the problems raised in the novel occur in our world, given the current state of affairs?

INTERDISCIPLINARY CONNECTIONS:
Current Events- Explore the link between the radio conglomerate issue and the Internet music downloading controversy. Create a chart in which you compare statements made by various artists, industry professionals, and government officials on each of the topics respectively. Are they any patterns (e.g., are people generally in support of one and opposed to the other? What reasons are given for the various positions?)

American History- Create a timeline of music censorship throughout United States history. Note events such as the banning of music following political events (such as the September 11 ban cited in the article), the advent of the "Parental Advisory" label and other significant events.

Economics- Learn about the three radio conglomerates noted in the article: Clear Channel, Cox Radio, and Cumulus. Create charts illustrating how much of the total radio market they own, what other holdings they have, and other relevant data. For an example of media ownership charts, visit The Nation magazine's "The Big Ten" interactive Web site, which maps the top ten media conglomerates in the United States

Science- What are radio waves and how are they channeled into something that we can hear? Research this topic and give a short presentation to your class on this phenomenon. Include visual aids (posters, models, etc) to aid your fellow students' understanding.

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Copyright 2003
The New York Times Company