“Listen to a Radio Play”
Phase 1 of the Program
The right to be heard
The right to participate
The right to make decisions about their own lives
The right to express their opinion
The right to express their talent
The right to lead…
The State of Israel
Ministry of Education
The right to be heard
and to participate Listen to a radio play
State of Israel
Ministry of Education
Pedagogic Secretariat
Inspectorate for Media
Pedagogic Administration
Schools Division A
Special Education Division
Inspectorate for Blind and
Visually-impaired pupils
Youth and Society
Inspectorate for Pupils’ Rights
Project coordinator:
Tova Ben-Ari – in charge of implementing the Pupils’ Rights Law
Mr. Noah Shalev – Director, Youth and Society Administration
Dr. Bracha Bracha – National Inspector of Education for Blind and Visually
Impaired Pupils, Special Education Division
Tova Ben-Ari – National Inspector for Pupils’ Rights
Ms. Dorit Balin – Supervisor, Center for Media and Film
Mr. Yossi Ben David – National Inspector for Media and Film, Technology
Anda Lorber – National Facilitator for the Pupils’ Rights Unit, Project Director
The Right to be Heard and to Participate:
Listen to a Radio Play
From the place where children see a play…
From the place where children “go” to a movie…
Where children “channel surf” and can control the remote control…
Blind and visually-impaired children learn and create – a radio play
Learning about musical styles
Learning about the special messages we get from different sounds
Learning to combine music with dialogue
“Processing” school material into radio broadcast
Taking content from their own world and putting it on the air
Forging a link between young listeners in Israel and around the world
Building worlds of dialogue based on the issues that concern them
Blind and visually-impaired pupils are given
The right to be heard
The right to participate
The right to make decisions about their own lives
The right to express their opinion
The right to make use of their talent
The right to lead…
Ethical-Educational Process
A. Making the media accessible – radio, adjusting it to suit various
target audiences, broadcasting from regional radio stations and
an Internet site.
B. Writing and broadcasting radio plays, performing and editing
them via computer.
C. The right to be exposed, “to see” (to feel) and to learn about
radio stations up close: Who makes things happen? What does
it look like? How does it work? What is a program schedule? To
whom do they broadcast (audience/s)? What do they
broadcast? What things are emphasized? And so on.
D. Developing the pupils’ ability to have an impact on adults and
youngsters – reaching a wide range of audiences, through radio
E. The right to lead – developing mentoring programs among blind
pupils with other pupils.
F. Giving an opportunity for a matriculation grade to pupils who
specialize in this area.
G. Looking into the possibility of a vocational-specialization
certificate in a variety of fields relating to radio:
What is a radio play?
A radio play is like a theatrical play or a movie
Except that we cannot see
what’s going on (it’s radio!);
Rather, we listen and we discuss.
Writing a radio play is like writing a theatrical play
Except that instead of designing scenery,
Costumes and body language
It requires verbal descriptions, sounds and
music that suits and supports the messages we
wish to convey.
Goals of the Program – Phase 1
 Developing and enhancing verbal skills among blind and visuallyimpaired children.
 Developing the ability to write radio plays of recognized literary
works, in a variety of languages.
 Developing creative writing skills of original works in all languages.
 Instilling pupils with tools that will help them to read aloud clearly and
strongly, with self-confidence, correct diction and intonation.
 Allowing for self-expression by dealing with events and people from
different perspectives.
 Developing empathy by identifying with a person or an event.
 Developing the ability for teamwork.
 Maximizing pupils’ personal skills – writing, music, radiophonic voice,
producing, operating equipment, etc.
 Developing learning material using advanced technology that is
accessible to the pupils.
Operative goals
 Pupils will become familiar with different types of radio plays
 Pupils will write a page in their personal diary about a character, as
well as a list of different characters
 Pupils will find music to suit the text.
 Pupils will produce sound effects (rain, leaves rustling, door
squeaking, telephone ringing, etc.).
 Pupils will practice (through reading + recording) reading aloud,
diction and intonation.
 Pupils will cooperate with their classmates in writing a play that
involves several characters.
 Pupils will prepare a short story for the radio play.
 Pupils will use the computer to edit the play.
Special emphasis for Phase 1:
• Personal writing
• Cooperation in small groups
• Use of humor and critical
• Authentic writing
Personal writing:
The event described in the radio play may include only a
single character who talks about himself (monodrama), or it
may involve several characters who interact among
themselves. Either way, the basis for presenting believable
and convincing characters is the pupil’s ability to express his
own feelings and desires in writing.
Without a basic sense of self-awareness, the pupil will find it
difficult to understand the emotions and motives of the
character he is portraying in the play.
Therefore, pupils will gain practice in personal writing before
they begin the task of writing the radio play.
Cooperation in small groups:
Once each pupil has worked on a character and studied it
carefully several pupils get together, and through a process of
role playing and discussion, they create a plot featuring the
characters they will portray.
Teamwork provides participants with feedback concerning the
believability of the character they are portraying, enables them
to examine how the character they chose relates to the other
characters, and provides ideas for developing the plot in
different - and surprising - directions.
Use of humor and critical thinking:
Special emphasis is placed on including humor in the writing.
This does not mean humor merely for the sake of a joke, but
rather critical humor, perhaps even satire, that allows us to look
at the character or the situation from new and surprising
perspectives. For example, in a radio play writing by fourthgraders, Shimshon, the hero, is brought before the Animal
Supreme Court. The indictment involves several acts of cruelty
performed by Shimshon against various animals (a lion that was
ripped in half, wolves with burned tails, a donkey’s jaw that was
used as a weapon, etc.). Beyond the humor and amusement
from this point of view, this play is an example of the options
available to the pupils when writing radio plays, in order to
highlight additional sides of events and characters, both historic
and contemporary.
Authentic writing:
At times, when studying a particular subject such as history,
pupils will be asked to write a more realistic play where the
character’s authenticity must be maintained.
By role playing, the pupils can “unfreeze” an event that has
been documented in writing or a photograph.
However, even in “serious” writing, there is plenty of room for
the pupil’s creativity to shine through, especially when it
becomes necessary to fill in the blanks left by the original
story (for example, when interpreting the actions of
Work method:
During their activities, pupils work individually, in pairs and in groups.
Each group selects a topic for their radio play.
At first, each one chooses a character and works on it individually, and
afterwards they decide together how to create conversations between
the different characters. Then they write the play and perform it
There are also shorter plays that are done by pairs of pupils.
First semester
Listening to well-known radio plays, writing short plays, practicing
reading aloud + recording, producing sound effects, preparing a “music
Second semester
Preparing longer radio plays based on familiar and original stories, and
establishing a site where the plays will be broadcast.
Instruction: Academic and production
• Formulating a plot (story line) for the radio play: Use of dramatic devices such
as suspense, fear, surprise and humor – lots of humor!
• Including musical sections in the play.
• Recording or searching CDs and the Internet for sound effects (for example, a
door creaking) and using them in the play.
• Building believable characters: Understanding the character’s motivation (why
does he behave this way?) and “getting into their head.”
• Casting: Learning how to suit a character with a voice that sounds genuine and
• Turning an event that happened to us, a newspaper article or a photograph into
a radio play.
• Writing commedia dell’arte: This is a type of comedy in which each character
has a prominent quality (for example, a coward, a braggart, a miser, and so on),
which overshadows him and makes him behave very oddly!
• Turning a short children’s story into a radio play, dealing with an authentic
problem from the children’s own world.
• Editing radio plays using computers.
• Setting up a joint Internet site for course participants where the plays they wrote
can be presented. The site will also include a databank of music and sounds that
may be used by pupils who wish to write radio plays at home.
Why is it important to teach
the writing of radio plays
in elementary school?
Based on the language-teaching
curriculum for elementary school
Goal #1 – Listening and speaking
Goal #2 – Writing texts for various goals and audiences
Goal #3 – Producing written texts that are linguistically correct
Goal #4 – Reading aloud
Goal #5 – Producing information from a text
Goal #6 – Reading a variety of literary works from different periods
Goal #7 – Reading texts from sources that are an integral part of our culture and
Goal #8 – Recognizing and understanding the linguistic system – the structure,
phenomena and processes of language
The Radio Play in
Various Disciplines
Literature –
folktales, fables,
legends, poetry,
History – General and
Jewish history, stories of
historic events and heroes
Computers –
producing radio
plays and setting
up an Internet site
Bible – Biblical
stories, Rabbinic
Radio Play – Cain and Abell
Radio Play – The Pit
Radio Play – IDF Radio
Radio Play – Oath of Allegiance
by Agnon
The Six Commandments of Amateur Radio
These commandments are accepted by amateur radio enthusiasts around the world, and are the
essence of their belief and purpose.
An Amateur Radio Enthusiast is considerate of others – he will never operate his equipment in a
manner that could harm others.
An Amateur Radio Enthusiast is loyal – this loyalty extends to helping his fellow enthusiasts, the
amateur radio club to which he belongs, and the society in which he lives.
An Amateur Radio Enthusiast is progressive – he tries to upgrade his equipment, to maintain an
efficient and organized station, and to operate it fairly and in accordance with all written and unwritten
An Amateur Radio Enthusiast is friendly – he is prepared to help beginners and any friend in need of
assistance. He is patient, cooperative and ready to donate his time and knowledge to others.
An Amateur Radio Enthusiast is responsible and balanced – he knows that radio is a hobby, and
therefore will not allow his hobby to interfere with his rights and obligations towards his family, school,
work or community.
An Amateur Radio Enthusiast is imbued with national pride – all of his knowledge and equipment is
always available to serve his country and to protect its security.
From: The newsletter of the Israel Amateur Radio Club, the official publication of the IARC
“Listen to a Radio Play” – District Responsibility
In each district, a radio instructor was selected to guide the teachers
supporting the blind and visually-impaired pupils
These supporting teachers have undergone in-service training, and
continue to train in the area of using radio to realize the pupils’ rights.
During the production process, the pupils record the radio plays they
have prepared, after which the outcome is edited using computer
technology. For examples, go to:
Site of the Southern District:
Site of the Northern District:
Site of the Haifa District:
Ministry of Education
Inspectorate for Pupils’ Rights
© The program and slide presentation were designed and prepared by:
Anda Lorber – National Facilitator for the Unit of Pupils’ Rights law
[email protected]

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