YEAR 12 LESSON ELEVEN [Tue 30th NOV 10]: Homework.

Students were introduced to the theories of John Berger, Marxism and Chomsky, Liberal Pluralism and Feminism. Reference was made to Laura Mulvey and the idea of 'The Male Gaze'.

Students were offered a series of advertisements from American magazines published in the 1970s that included incredibly crude representations of women. Contemporary representations of women were offered via Pixie Lott's alarming FHM front cover, a section of the film Ocean's Eleven, and recent Daily Mail and Guardian articles relating to the student demonstrations in London.

Homework: Find a media text that offers a representation of women that would make Laura Mulvey smile. She fell from her chair this afternoon such was the crude, simplistic and offensive nature of the sexualised representations being offered by the various media texts. Yes folks, it's the positive female representation challenge! The text can be print media, e-media or broadcast media. Happy hunting media freaks.

Students must also consider the question: ' Has the development of new technology changed the relationship between audience and producer? '

Possible approaches to this question could include a consideration of how digital technology has influenced the marketing of film.For example, most films now have e-media that helps promote the film. Who benefits most: Audience or Producer? Specific examples? Has You Tube blurred the distinction between audience and producer? MySpace? The BBC homepage? The world of advertising? Arrive next week with specific textual examples to support your opinion.

This is not a written task. I would like you to consider the question and bring some thoughts to the class next week to stimulate/provoke class discussion.

There will also be a THEORY AND LANGUAGE test next week. Students should revise the terminology and concepts relating to Audience Theory, Genre, Narrative Theory, and basic media terminology.

Now let's go and throw some snowballs!

ESSENTIAL RESOURCE FOR A2 STUDENTS: UNTANGLING THE WEB. More Aleks Krotoski.

Not content with providing AQA media students with the essential 'impact of digital media' resource that is the four part BBC documentary 'The Virtual Revolution', Aleks Krotoski has a new fortnightly series published in the Online Guardian. Every other Sunday a new topic will be discussed that will relate directly to the impact of digital media.Here is the initial link:
http://www.guardian.co.uk/technology/series/untangling-the-web-with-aleks-krotoski

Students should visit her Tumblr and watch the video resources and generally navigate through the many relevant links that AK is sharing with the digital world.

ALEKS KROTOSKI ARTICLE IN THE OBSERVER: How the web has encouraged free speech and free thought.

Superb article published in the 28th November 10 edition of The Observer. This article links directly to any discussion of Media and Democracy and the impact of digital media. Perfect for MEST3. Aleks Krotoski is the narrative voice and media brain responsible for the production of the BBC's 'The Virtual Revolution'.Our essential text.
Click on link below to access article:
http://www.guardian.co.uk/technology/2010/nov/28/internet-radicals-world-wide-web

YEAR 13 LESSON TEN [Wed 24th Nov 10]: Homework.

After coming to terms with the disappointment of students failing to organise some form of direct action to demonstrate their anger at the coalition hypocrites decision to raise University tuition fees and cut the EMA....the magic began....

Coming at you like a buzzard....ice flow nowhere to go...Click on link for a sip of The Mighty Boosh:
http://www.youtube.com/watch?v=9IjGNJPNyzU
Eels. PH..now this is genius:
http://www.youtube.com/watch?v=0AckvdGbk4w&feature=channel
The Legend of Old Greg. Postmodern Intertextuality?
http://www.youtube.com/watch?v=7hT-lqeZNoI&feature=related

Students were introduced to the idea of genre, intertextuality, and postmodernism.The lesson considered the Audience/Producer debate and students were informed that this topic will be explored in detail over the next couple of lessons.

Students considered the issue of teenage representation and notes were gathered to help students create a sophisticated written response. Reference was made to the films Blackboard Jungle,Rebel without a Cause, If, Quadrophenia and Juno and students were encouraged to watch all these films and consider issues of teenage representation. Students watched a documentary constructed by last year's Year 13 relating to teenage representation.Click on link below to access this documentary:

http://vimeo.com/13264330

The lesson died at 3.32 with the human landscape attempting to balance pens on the front of their teenage faces. ZQ was particularly expert at balancing her pen between nose and top lip.

Homework: Create a written response to the MEST3 question:

'Compare and contrast the two texts [Juno and Skins], with particular reference to the representation of teenagers'.

Click on link to access guidance notes for this written task.I advise all students to follow this guidance. This is a tough essay:

http://www.docstoc.com/docs/63611285/GUIDANCE-FOR-YEAR-13-MEDIA-TASK-24TH-NOV-10

Read the notes I gave you during the lesson relating to 'The Cost of Free'.

YEAR 12 LESSON TEN [Tue 23rd NOV 10]: Homework.

Students were introduced to the concept of genre, intertextuality and postmodernism. The Mighty Boosh was presented as an example of a postmodern text that defies genre categorisation and may be considered a hybrid-genre due to its mix of the codes and conventions associated with a range of genre such as situation comedy, animation and music video.

Students analysed the trailer to Juno with the aim of identifying the nature of the teenage representation.

The main task of the lesson was group work that considered the following questions in relation to the trailer for the first series of Skins and the Skins trailer used to market the second season of Channel Four's popular 'teen' drama.

Homework: Consider which brief you might use to create your AS coursework and provide a written response to the Skins' media:

a.Compare and contrast the two texts with particular reference to the representation of teenagers.

b.Who is the target audience?

c.Which is the most successful trailer and why?

Links to both trailers can be accessed in the blog entry overview of Lesson Nine.

Click on link below to access guidance notes. You must use these notes.This is a difficult task:
http://www.docstoc.com/docs/63887087/skins-guidance-year-12-nov-10

CONTROVERSIAL SPANISH ADVERT.

BBC article relating to Spanish political campaign advertisement:
http://www.bbc.co.uk/news/world-europe-11795407

The same election campaign contains an incredibly offensive advertisement that involves a video game that destroys illegal immigrants:
http://www.guardian.co.uk/world/2010/nov/17/peoples-party-catalonia-video
BBC article relating to this 'campaign' video:
http://www.bbc.co.uk/news/world-europe-11785863

This election is interesting as it is inspiring some interesting, offensive and ridiculous examples of representation. These campaign videos could be compared with the examples from our general election in May [see earlier fishymedia entries] or the videos created during the last US election urging young people to vote.

DON McCULLIN: REPRESENTATIONS OF WAR.

DON McCULLIN is a legendary War photographer. His representations of War are haunting. Here is a BBC slideshow accompanied by McCullin's thoughts. Click on link below:

http://news.bbc.co.uk/today/hi/today/newsid_8492000/8492777.stm

YEAR 13 LESSON NINE [Wed 17TH NOV 10]: Homework.

Students were introduced to the idea that the explosion of digital media has challenged the authority of mainstream media news. The class were offered the front page of The Daily Mail and The Independent as an example of mainstream representations of the student demonstration in London last week. Students were also introduced to personal mobile phone footage uploaded to You Tube, the representation of the protest offered by Russia Today, and the personal view of an American bloke sporting a fine beard, sat in his bedroom comparing the protest to the poetry of WB Yeats! The aim of this section of the lesson was to illustrate how digital media sites such as Vimeo and You Tube have allowed the audience to challenge the representations offered by mainstream media producers. News is now available from a range of perspectives, both professional and amateur, and the impact of digital media has been to make information available/accessible to a global audience. This links to the impact of digital media audience/producer debate and also the representation section of MEST3.

Click on link below to access an example of alternative news media. This was filmed using a mobile phone and challenges the idea that the students were 'BRAINLESS', as reported by the front page headline of The Sun newspaper, as the mass of students are clearly heard being critical of the moment when a fire extinguisher was thrown from the roof, narrowly missing the police.

http://www.youtube.com/watch?v=qAGNJMQD1rA

Below is a link to 'cveitch' who is a member of the 'LOVE POLICE' and provides his own film that captures a version of the protest that could not be considered 'mainstream'. This is an example of how You Tube has become an outlet for the reporting of news that is not mainstream and is unlikely to be broadcast by mainstream news agencies due to challenging content that fails to reflect the value system offered by mainstream media institutions. It is still a deeply subjective representation but it offers a different perspective to the representations offered by the mainstream.

http://www.youtube.com/user/cveitch

The second section of the lesson involved an analysis of the trailer to Juno and the trailer to the first series of Skins. The question the class were asked to consider was related to the MEST3 exam: ' Compare and contrast the two texts with particular reference to the representation of teenagers'.

Click on link below to access the trailer to Juno:

http://www.youtube.com/watch?v=K0SKf0K3bxg

Click on link below to access the trailer for the first series of Skins:

http://www.youtube.com/watch?v=Nm0onseM1Mw&feature=related

The lesson eventually died at 3.30.RIP.

Homework: Continue to analyse the two trailers as a written response will be expected next week. Revisit Narrative Theory and apply these theories to the trailers.

YEAR 12 LESSON NINE [Tue 16TH NOV 10]: Homework.

Students were asked to analyse the trailers for the first and second series of Channel Four's Skins. The level of analysis was outstanding. This analysis is the framework for a written response that will be offered next week.

The second lesson consisted of group work that explored the representation of Hull offered via two very contrasting postcards.

Homework: Continue to analyse the two trailers connected to Skins.Research is required relating to the remit of Channel Four.Why is it that Channel Four seem to be successfully engaging with the older teenage market? Significance of E4? Furthermore, students should explore the e-media used to market Skins and consider how this relates to audience. Quality research is essential as this needs to be a very detailed written response.

Click on link below to access Skins Trailer Series One:

http://www.youtube.com/watch?v=VVposoBeOmk&feature=related

Click on link to access Skins trailer SeriesTwo:

http://www.youtube.com/watch?v=QbnXnvHsOdg

YEAR 13 LESSON EIGHT [10th NOV 10]: Homework.

The main focus of the lesson was preparation for the essay: ' THE INTERNET/ WEB HAS CREATED A MORE DEMOCRATIC WORLD.' TO WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?

This essay is an attempt to assess student understanding of Media and Democracy for the MEST3 section of the course. This essay will allow me to gauge student engagement with the last three or four lessons. Below is a link to a document that provides a potential essay structure. Click on link below:
http://www.docstoc.com/docs/60791072/media-and-democracy-essay-A2-MEST3

The final section of the lesson involved attempting to create a multiple image via photoshop and some Boyes' soft furnishings. The results can be perused at the top of this blog. Feeling angry? You know who to call!

Homework: Complete essay and revisit basic Audience and Narrative theory.

YEAR 12 LESSON EIGHT [9th Nov 10]: Homework.

Students were provided with exemplar print media resources suitable for Brief One of the MEST 2 Coursework and also shown examples of last year's broadcast media constructed for the same brief. Students were also introduced to basic Narrative Theory and asked to apply these theories to a series of film trailers. The class were asked to consider the codes and conventions of the film trailer form and how the trailers we examined attempted to persuade an audience to visit the film. Finally students were introduced to a photography task aimed at allowing them to illustrate their understanding of how institution, representation, media forms and audience combine to create an appropriate media text.

At the end of the lesson I placed a crude backdrop at the back of the classroom and illustrated how easy it is to use photoshop to construct a multiple image. The results of this experiment have become the new album/CD cover for the famous Latin Jazz musician JUAN GONZALEZ SMITH. His new album is titled 'Me, Myself and I.' I wanted to illustrate how easy it is to produce a creative image. I think my partner's soft furnishings make quite a psychedelic and effective backdrop suitable for the Latin Jazz legend that is JUAN GONZALEZ SMITH. 

Homework: Complete the photography task. I expect a word document to be constructed and handed to me next lesson. Read the Audience Theory and Narrative Theory notes.

Good luck folks. I am looking forward to the results of your photography.

BBC WORLD SERVICE DOCUMENTARY: An isolated Nigerian village is placed online and two South Korean families agree to give up internet access.

Click on link to access a BBC World Service documentary that explores the impact on a rural village community in Nigeria when members of the village were given mobile phones that allowed them to access the internet:
http://www.bbc.co.uk/worldservice/news/2010/01/100120_gitata_internet_wt_sl.shtml

Furthermore, two South Korean families agree to stay offline for one week. South Korea has the fastest broadband in the world and over 90% of the country is online. Click on link to access the outcome:
http://www.bbc.co.uk/worldservice/specialreports/2010/01/100129_on_off_south_korea.shtml

ANDREW KEEN/CLAY SHIRKY INTERVIEWS.

Below is a link to an extended version of the Clay Shirky interview included in the BBC documentary The Virtual Revolution. There is a transcript of the interview beneath the video.

Click on link:

http://www.bbc.co.uk/blogs/digitalrevolution/2009/10/rushes-sequences-clay-shirky-i.shtml

Below is the extended interview with Andrew Keen from the same series. Click on link:

http://www.bbc.co.uk/blogs/digitalrevolution/2009/10/rushes-sequences-andrew-keen-i.shtml

This link to The Virtual Revolution site is a superb resource. There are a number of extended interviews here with a host of individuals who have many interesting views that relate to the digital revolution. All relevant for A2 MEST 3.

YEAR 12 PODCAST: Review of first half-term. The Spurn Point Podcast.

Click on link below to hear my podcast that reviews the first-half term of the course. You can create your own podcasts as part of your coursework.
http://soundcloud.com/fishymedia/podcast

YEAR 13 LESSON SEVEN [3rd Nov 10]: Homework.

Students received feedback to the MEST 3 essays. The essays were excellent.Big hand to all. Students were shown the broadcast media constructed in the final week of last term. The final section of the lesson involved a consideration of Media and Democracy.Students were shown the section of the BBC's Virtual Revolution that examines how the Chinese government attempts to control and patrol the internet and the moment when Estonia's banking system was the victim of a cyber attack.

Homework: IT IS ESSENTIAL THAT STUDENTS NAVIGATE FISHYMEDIA TO ACCESS THE RESOURCES THAT RELATE TO IRAN, WIKILEAKS, CHINA AND THE VIEWS OF ANDREW KEEN AND CLAY SHIRKY. Your next essay will be an exploration of media and democracy and your homework will be the catalyst for class discussion. Furthermore your research this week will inform the media and democracy written response that I will be cursing you with next week.

BRING A CAMERA [a device capable of capturing a still image] NEXT WEEK BECAUSE I THINK WE SHOULD ATTEMPT SOME PHOTOGRAPHY.

The resources that relate to China on the previous post are essential resources.

BF...e-mail me if you have problems with the essay. Below is the link to the essay structure that I posted last month. Click on link:

http://fishymediaresources.blogspot.com/2010/10/year-13-lesson-four-wed-6th-oct-10.html

MLR.

BBC INTERNET SEASON: Exploring the power of the internet.

Below is a link to a BBC site titled ' SUPERPOWER: Exploring the extraordinary power of the internet'. If you access this site it is possible to peruse a whole series of resources that relate to the impact of digital media. Click on link and navigate through the various resources:

http://www.bbc.co.uk/worldservice/specialreports/superpower.shtml

CHINA AND THE KINDLE + BBC AUDIO DOCUMENTARY: MEDIA CENSORSHIP.

Click on link to access BBC article that explores how Amazon's Kindle is being used to avoid internet censorship in China:

http://www.bbc.co.uk/news/technology-11673116

Click on link to access another BBC article relating to how China's web users are attempting to leap over the great firewall. This is an excellent article:

http://news.bbc.co.uk/1/hi/technology/8575476.stm

Click on link below to access a BBC World Service audio documentary: 'THE OTHER INTERNET: BEYOND CHINA'S GREAT FIREWALL' :

http://www.bbc.co.uk/worldservice/documentaries/2010/03/100316_chinas_firewall.shtml

Click on link to access New York Times article relating to internet censorship in China:

http://www.nytimes.com/2009/03/12/world/asia/12beast.html?_r=2

I will be using these resources in today's Y13 lesson.

YEAR 12 LESSON SEVEN [Tue 2nd Nov 10]: Homework.

Students were asked to produce an analysis of the front page of The Daily Mirror and the front page of The Sun.Both media texts were published on Thursday October 21st 2010 and relate to Gideon Osborne's spending cuts. Students were asked to consider the question: 'Why might the front page of these newspapers be of interest to a media student?'

Students were encouraged to consider institutional ideology and how this ideology shapes content, issues relating to representation, use of photography, and the significance of language and audience.

Students were also asked to offer ideas that may anchor meaning to the creative broadcast media produced before half-term.

Homework: Produce an essay in response to the question: 'Why might the front page of these newspapers be of interest to a media student?'

This question is deliberately broad as my aim is to gauge the level of media understanding that students have acquired thus far on the course. Click on link below to access a document designed to assist students with this task. This document is available to download:
http://www.docstoc.com/docs/59235890/MEDIA-STUDIES-TASK-NOV-10

Click on link below to access and download the Audience Theory document that I gave to students today. Read for homework:
http://www.docstoc.com/docs/59238243/AUDIENCE-THEORY