Podcasting Set-Up

Podcasting gives students a platform to share their voices, engage their interests, build communication and technological skills, and integrate subjects from their other classes and interests such as journalism, history, art, sports, etc. Podcast rigs are also simple to set up, usually consisting of a microphone, headphones, an interface, and a device with a digital audio workstation (DAW).

⭕ Check it out! Podcast Rig Set-Up Guide

Choosing Microphones

The main considerations in podcasting for students are which microphones and headphones to use. The good news is – pretty much any! Your decisions may be based on the context of the podcast and the budget for equipment. Most podcasts are recorded on either condenser or dynamic microphones into an audio interface. See more information below.

Some podcasts are recorded on USB microphones which can plug directly into a computer and eliminate the need for an audio interface. USB microphones can be a great, affordable, and simple option for podcasting, but the audio may be lower quality.

COST PROS CHALLENGES
Condenser Mic Medium – High

– Best audio quality

– minimal bleed

– professional choice for recording audio

– very delicate build (students should be supervised and taught proper care)

– not appropriate to be used outside the studio or classroom

Dynamic Mic Low – Medium

– Heavy-duty build and resilient

– Versatile for studio and live performance

– ok audio quality
USB Mic Low – Medium

– easy to use

– plug and play (does not need an audio interface)

– ok audio quality

– limited functionality

Choosing Headphones

You want to select headphones that are comfortable and adjustable. This will likely mean a pair of over-ear, closed-back, lightweight, cushioned headphones. Closed-back headphones are the best choice for podcasting and recording since they minimize audio bleed. You’ll also want something light enough that it can be worn for long periods of time. There are a variety of good quality affordable closed-back headphones available.

 

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