Click on link to access a Clay Shirky lecture that explores the revolutionary nature of social media...it is only 15 minutes!! This is a 2009 lecture but still relevant. Click on link:
Friday 30 December 2011
SIGNIFICANCE OF TWITTER: Documentary and articles.
BBC article that explores how Twitter has transformed how newsrooms gather and publish information:
http://www.bbc.co.uk/blogs/theeditors/2011/09/ibc_in_amsterdam.htmlClick on link to access first segment of a decent Twitter Documentary:
CNN article..5 ways Twitter has changed how we communicate:
Another article that relates to influence of Twitter:
Stephen Fry and the joy of twitter:
Sunday 25 December 2011
HOW FACEBOOK CHANGED THE WORLD:BBC Documentary.
I know that a few of Year 13 will be exploring issues relating to Facebook when producing coursework. Here is a brilliant BBC documentary that deals with the Arab Spring and the use of social media as a tool to access democratic freedom and fight political oppression. THIS IS A 'MUST WATCH' RESOURCE. The two one hour segments of the documentary are available via the links below:
Year 12 should also be aware of the issues that relate to Facebook.
Friday 16 December 2011
YEAR 13 LESSON FOURTEEN [16th Dec 11]: Homework.
Students discussed issues relating to the impact of digital media and launched into a media quiz that ended with MB and PH questioning the nature of student marking. THE GLORIOUS BUN OF WISDOM was thoroughly deserved and I totally understand why the banana received a harsh rejection.
HAVE A FANTASTIC BREAK FOLKS. YOU LOT HAVE BEEN MAGNIFICENT. KEEP IT UP.
KEEP CHECKING FISHYMEDIA....THE BLOG WHERE THE MEDIA FUN NEVER ENDS...possibly.
Tuesday 13 December 2011
YEAR 12 LESSON THIRTEEN [13th Dec 11]: Homework.
Today's session was a creative session. Students were placed into two groups to create material that can be used for a horror film trailer suitable for Brief One. When we return after the Winter Festival we will construct film trailers and students will compose their own original soundtracks.
The aim of today's session was to make students aware of how difficult it is to sit on the 'other side' of the camera and also to develop the creative skills that will be required when constructing coursework. It was also valuable for students to be aware of lighting issues, how to record decent audio, and how to compose a decent frame.
Click on link below to access a trailer constructed using the material from this afternoon's session. This is a 58 second teaser trailer with a soundtrack that was composed after the lesson:
HOMEWORK: All students will be expected to begin constructing coursework when we return in January. The break should be used to storyboard and gather research and pre-production material. This has been a decent term but it is clear that we need to improve the quality of the written work. ALL students need to be aware that the quality of written media analysis needs to improve. This will be our major focus when we return in January.
Students also need to familiarise themselves with the texts that link to the cross-media study.
Have a great break media freaks....but beware isolated country cottages!!
mrR.
Saturday 10 December 2011
YEAR 13 LESSON THIRTEEN [9th Dec 11]: Homework.
Students discussed the nature of their creative work that was completed last week. The class decided that the most effective trailer was the work created by HMc and AD. The editing is dynamic, the use of colour is vibrant, the information offered within the trailer is relevant and appropriate for target audience, and the choice of soundtrack is inspired. All the trailers are impressive but class opinion viewed this text as the most sophisticated, informative and engaging. Click on link below to access this impressive media text:
The session moved on to discuss issues relating to Section B of MEST 3 and the impact of digital media. A question from last year's exam paper was the focus of class discussion:
The world first heard about the death of Michael Jackson from the online gossip website TMZ.
HOW HAS NEW/DIGITAL MEDIA CHANGED THE WAYS IN WHICH INFORMATION REACHES AUDIENCES AND WHAT ARE THE IMPLICATIONS?
This question asks students to offer an understanding of how new technology has created digital platforms for sharing information and examples of how these new platforms have changed the information landscape. A brief essay structure may look like this:
- Refer to You Tube, Twitter, Facebook, Citizen journalism and blog culture and how the digital revolution has provided a whole series of platforms that allow institutions and individuals to offer and receive information.
- The next paragraph could focus upon the implications of these new media platforms. For example students could refer to Facebook/You Tube/Twitter and how these platforms were used in Iran in 2009 and Egypt in 2011. The Egyptian government removed national internet access in an attempt to control information. This illustrates the power of the internet to spread information and how governments are aware of its ability to offer information that challenges their authority. Brief reference could be made here to China and the 50 cent army, the great firewall and the green dam project. The existence of Wikileaks might also be a consideration. Wikileaks has challenged the authority of governments. This could link to Ian Tomlinson and the mobile phone and You Tube being used as a tool to challenge the big institutions that control our society. The individual can now challenge representations offered by mainstream media institutions AND ALSO the most powerful institutions in our society. This whole paragraph could explore the area of MEDIA AND DEMOCRACY and the power of the individual in a digital world.
- The next paragraph could explore how mainstream news is being challenged by digital media and refer to the Audience/Producer debate. Students could make brief reference to the music industry before moving back to media and democracy issues. Fox news? The Love Police? The Young Turks? Students could refer to Liberal Pluralism at this point and the idea that more choice restricts the ability of the media to influence its audience. This could link to how news platforms such as AlJazeera/Russia Today etc are available and accessible via You Tube and Freeview and that digital media has challenged the representations offered by European news media.
- The final paragraph could explore digital issues relating to the London Riots which is a perfect example of how digital media can be used in a negative and positive manner. Students could conclude with the idea that the internet and digital media reflects the duality of human personality. New digital media can be used in both a negative and positive manner depending upon the motivation of the individual/institution/government.
Students might want to consider how the two resources below could be used within this essay. Both relate to the audience/producer debate:
HOMEWORK: Complete the essay.
Students should watch these resources as they will be the focus of our next session.
Click on link to access the rejected WWF advertisement:
Click on link to access the John Lewis Xmas advert:
Click on link to access Creepy John Lewis parody:
Click on link to access Cancer Research advert from 2011:
Here is the viral Volkswagen campaign that refers to FUN THEORY. This is a very clever slice of advertising. This viral campaign was used to introduce the idea that the consumer should change their consumer habits and buy more 'green' Volkswagen cars. Fun Theory is not an academic theory....but perhaps it should be!
DQ...here is the Paxman/Brand interview that deals with celebrity culture:
Next week we will be exploring how media forms are used to create meaning and how the John Lewis/Cancer Awareness advertisements represent The Family.
Tuesday 6 December 2011
YEAR 12 LESSON TWELVE [6th DEC 11]: Homework.
Students suffered tales of loud and frightening African baboons, ravens appearing in bedrooms, knee-jerk mimes, tales of garden-creeping along Hull's Pickering Road and a celebration of fine furry winter hats. Inbetween these tales, an AS Level Media lesson occasionally appeared.
Students were offered exemplar coursework material with the aim of providing an idea of the quality that is expected when constructing the print media and written evaluation. Students should also be examining the fishymedia vimeo site to view previous student work. It is hoped that this year's AS broadcast media will be equally impressive.
Students were shown the films of the Lumiere Brothers, commonly considered to be the first examples of film. A few flippant comments relating to the quality of the images were challenged by ChimpNimsky as students were reminded of how self-conscious they were when filming and that perhaps placing a camera the size of a large horse outside the gates of a factory in 1895 was quite a brave act. I challenge any of you lot to stand in a public place and create a film that will be of historical interest 100 years after you press the record button. GO ON! I DARE YOU!! These films are the beginning of documentary and relate to the cross-media study. Click on link below to access both films:
The lesson moved on to consider the trailer created to market Banksy's documentary EXIT THROUGH THE GIFT SHOP and considered the question: HOW IS THE TRAILER CONSTRUCTED TO ENGAGE THE AUDIENCE? The aim of this task was to inspire students to consider media forms and how media forms are used to construct an engaging trailer. Class discussion was superb. Click on link below to access the trailer:
The final section of the lesson examined the media forms used to construct the film poster for MAN ON WIRE which moved into a consideration of e-media and what e-media offers when advertising a film. Again, class discussion was relevant and intelligent.
Homework: Produce a one page A4 response to the question considered when analysing the Exit Through The Gift Shop trailer: HOW IS THE TRAILER CONSTRUCTED TO ENGAGE THE AUDIENCE?
Students were provided with a media forms guidance sheet that should help in the construction of a clear, precise and detailed media analysis. Students need to use media language appropriately and refer to media forms in a convincing and precise manner. The written work needs to improve and this is a fine opportunity for students to apply their understanding of media forms in a sophisticated and convincing manner.
Students also need to read the documentary notes provided and examine all the material that was handed to them in today's media carnival of horror.
Students are also encouraged to view the e-media that links to Banksy's film.
Click on link below to access e-media:
Click on link below to access Man On Wire e-media:
Click on link below to access Channel Four Documentary e-media:
The Secret Millionaire e-media:
Educating Essex e-media:
Students are advised to peruse these sites to gain an understanding of how e-media can be used to help market a media text. Lots to do kids. You lot were fantastic today. KEEP IT UP.
Sunday 4 December 2011
SLIDE-SHOW FILM TECHNIQUE: Possible approach to coursework.
This film was created using over one thousand still images. It is a technique that students may use within their own broadcast media.
Click on link below to access film:
http://vimeo.com/33103631
YEAR 13 LESSON TWELVE [2nd Dec 11]: Homework.
This was a film editing session. Students completed the task of creating a trailer that advertises 'A Level Media Studies' to a Year 11 audience. The quality of the work is impressive. If students reflect this quality in their individual coursework, students will be very happy when they receive their results in August. Fine work. Well done.
Click on link below to view three of the trailers:
Tuesday 29 November 2011
YEAR 12 LESSON ELEVEN [Tue 29th NOV 11]: Homework.
Students were asked to consider their coursework and begin to develop ideas that relate to a specific brief. Students were offered a couple of examples of previous broadcast media. Click on link below to access work from previous years that was constructed to access the requirements of Brief One:
All AS students are encouraged to explore the Vimeo section of fishymedia to gain an understanding of the quality that is expected when producing broadcast media.
After a consideration of coursework, students were asked to consider the codes and conventions of documentary. Reference was made to the work of the Lumiere Brothers who are commonly thought to have been responsible for producing the first examples of film. Click on link below to access two examples of their work from 1895:
Students were encouraged to watch Banksy's Exit Through The Gift Shop and examples of hybrid-documentary broadcast by Channel Four.
The second section of the lesson was a critical analysis of the MAN ON WIRE trailer. Click on link below to access the resource:
MAN ON WIRE is a film that students need to watch. This film will be a resource when considering issues relating to the cross-media study.
HOMEWORK: Students should provide a written response to the two questions that were the focus of class discussion:
- How are media forms used to change the narrative tone of the trailer?
2. How is Philippe Petit represented in the trailer?
Students need to consider how media forms are used to represent Petit. What is the preferred reading? Oppositional reading? I would like a relatively short but detailed response.
THE WRITTEN WORK NEEDS TO IMPROVE. THIS IS A BIG TASK. I EXPECT STUDENTS TO USE MEDIA LANGUAGE IN AN APPROPRIATE MANNER AND CONSTRUCT PRECISE AND COHERENT CRITICAL ANALYSIS.
I may provide a guidance sheet to accompany this homework. Keep checking the blog.
I thought today's lesson was as flat as the British economy. Hopefully, normal service will be resumed next Tuesday. Next week I will be using the trailer advertising EXIT THROUGH THE GIFT SHOP as a critical resource. Click on link below to access trailer:
Sunday 27 November 2011
BBC CLICK: Internet censorship in Turkey.
Below is a link to a report from BBC Click. This article relates to the impact of digital media and is relevant for A2 students when considering media and democracy. The 'policing' of the internet is a key media issue/debate.
http://news.bbc.co.uk/1/hi/programmes/click_online/9647872.stmClick on link below to hear the Foreign Secretary William Hague discuss internet freedom and security.
Click on link below to access a short video report relating to cyber crime:
Friday 25 November 2011
YEAR 13 LESSON ELEVEN [25th Nov 11]: Homework.
Students began to edit the material that was captured in last week's session. The quality of some of the editing was OUTSTANDING. I was genuinely impressed with how students engaged with this task. Next week we will complete the editing and by the end of the session we will have four media trailers that represent the A Level Media Studies experience! GREAT WORK today folks. Very well done.
HOMEWORK: Students need to be developing ideas for their coursework. Two students have already borrowed equipment to begin filming material that will be used to construct A2 coursework. Also, students need to be aware of contemporary media issues as they unfold. For example The Leveson Inquiry demands your attention as does the conflict in Syria and Egypt. On Wednesday there is a MASSIVE strike that involves many of your teachers. Students should be aware of how the different media institutions represent this day of strike action.
Wednesday 23 November 2011
THE McCANNS and the Leveson inquiry.
All media students should be aware of the Leveson Inquiry but A2 students may want to pay particular attention to the details of the inquiry as it may provide material that can be used for coursework. Hugh Grant and Steve Coogan gave evidence yesterday and today the McCanns gave evidence that amplifies the cruel nature of sections of the British press. Click on link below to access BBC article:
Channel Four News:
When we discussed regulation we explored the moral responsibility of the media and this area of the media may be an issue/debate that can be explored through A2 coursework. There is a vast amount of material that has been generated by the hacking scandal and the closure of The News Of The World.
LYNX ADVERTS BANNED BY ASA. BBC article.
A2 students can add this to their regulation research.
http://www.bbc.co.uk/news/business-15849142Here is one of the Lynx adverts that was not banned due to it being shown after the watershed:
Daily Mirror article with example of the banned print media:
Click on link below to access two of the banned internet advertisements:
Clearly, A2 students can consider these adverts when considering issues relating to Media Regulation, Audience Theory, Sexualisation and Laura Mulvey and the male gaze.
A2 Students need to be considering ideas for coursework. Media regulation and the potential influence of the media could be an area that students may wish to explore.
JOHN LEWIS XMAS ADVERT.
BBC article relating to the new John Lewis advertisement. Remember, a John Lewis advert was last year's exam text. Note how spoof versions have already appeared on various digital media platforms. What does this tell us about the impact of digital media? Note reader comments:
http://www.bbc.co.uk/news/magazine-15825050Here is the advert.Click on link below:
Here is a horror genre spoof version:
Here is a version with the music from THE SHINING:
The selection of THE SMITHS as the choice of soundtrack has clearly been noted. There is a version of 'Shoplifters of the World Unite' used as a soundtrack to one of the online spoof adverts. This version lampoons singer Morrissey's vegetarian philosophy:
http://www.youtube.com/watch?v=5jE0hoBJM8s&feature=related
Charlie Brooker's response to the John Lewis Xmas advert in The Guardian:
Students should be aware of CHARLIE BROOKER. He will make you smile.
Tuesday 22 November 2011
YEAR 12 LESSON TEN [22nd Nov 11]: Homework.
Students were warmly praised for their behaviour last Wednesday when attending the National Museum of Media in Bradford. I hope all students have thanked JT at BHS for organising the trip. MASSIVE thanks to all students for their good humour and creativity throughout the whole of the visit.
The aim of today's session was to provide tasks that will help improve the ability of the class to produce a detailed media analysis that applies media language in an appropriate manner. The questions presented to the students in today's lesson relate to Section A of MEST1 [the exam paper]. Written work is definitely improving but we still need to improve the ability of students to create convincing and precise critical analysis when considering the content of a media text.
The first text offered to the class was the trailer for the 2010 film KICK-ASS. Click on link below to access the trailer used in today's lesson:
http://www.youtube.com/watch?v=O5mxBaXHcFw
The class were asked to consider three questions that relate to this text:
1.What clues are offered as to the genre of this film?
2.What pleasure does the trailer offer its audience?
3.How is violence represented in this trailer?
The second text offered to the class was the Google Chrome advertisement released earlier this year. Click on link below to access media text:
http://www.youtube.com/watch?v=0cKpvwlSGOI
The class were asked to consider three questions that relate to this text:
4.How are media forms used to create an engaging advertisement?
5.How does the advert communicate brand values for Google Chrome?
6.How might this advertisement relate to the Audience/Producer debate?
These six questions were the focus of the lesson and were the stimulus for class discussion. The quality of the oral response was excellent and we now need to reflect this quality through the written work.
HOMEWORK: Complete the six questions. Click on link below to download guidance notes. ALL STUDENTS SHOULD DOWNLOAD THESE NOTES...EVEN EVIE!
The first text offered to the class was the trailer for the 2010 film KICK-ASS. Click on link below to access the trailer used in today's lesson:
http://www.youtube.com/watch?v=O5mxBaXHcFw
The class were asked to consider three questions that relate to this text:
1.What clues are offered as to the genre of this film?
2.What pleasure does the trailer offer its audience?
3.How is violence represented in this trailer?
The second text offered to the class was the Google Chrome advertisement released earlier this year. Click on link below to access media text:
http://www.youtube.com/watch?v=0cKpvwlSGOI
The class were asked to consider three questions that relate to this text:
4.How are media forms used to create an engaging advertisement?
5.How does the advert communicate brand values for Google Chrome?
6.How might this advertisement relate to the Audience/Producer debate?
These six questions were the focus of the lesson and were the stimulus for class discussion. The quality of the oral response was excellent and we now need to reflect this quality through the written work.
HOMEWORK: Complete the six questions. Click on link below to download guidance notes. ALL STUDENTS SHOULD DOWNLOAD THESE NOTES...EVEN EVIE!
http://minus.com/mboKmEQer0#1
Students have exemplar material and my detailed assessment of recent written work thus I expect all students to create a written response that shows definite signs of improvement. I do not want to write 'For example' or 'Be specific' or 'Too vague' or 'media language?' on any work.
Go on...I dare you!
Students have exemplar material and my detailed assessment of recent written work thus I expect all students to create a written response that shows definite signs of improvement. I do not want to write 'For example' or 'Be specific' or 'Too vague' or 'media language?' on any work.
Go on...I dare you!
Sunday 20 November 2011
YEAR 13 LESSON TEN [18th Nov 11]: Homework.
This was a creative lesson within which students gathered film-footage with the aim of constructing a film trailer that can be used to advertise the course. This film will be aimed at a Year 11 audience. Next week students will edit the material that was captured in today's session.
On Wednesday students attended a workshop at the National Media Museum in Bradford. Massive thanks to JT at BHS for organising the trip and MASSIVE thanks to ALL students for the positive attitude, creativity, and good humour that was evident throughout the day.
Homework: Any outstanding written work needs to be completed.
YEAR 12 LESSON NINE [15th Nov 11]: Homework.
Students were asked to consider media theory and apply this media theory to the texts that were offered in the last session. Particular focus was placed upon the application of Marxist Theory and the views of Liberal Pluralism.
The class were also shown a section of Channel Four's The Secret Millionaire and asked to apply media theory to this text. The two main theories considered were Dyer's theory and the Uses and Gratifications theory.
Students were also asked to consider the nature of the Audience/Producer debate. This issue will be a consideration within the Cross-Media Study. The mobile phone footage of the Ian Tomlinson incident was used as a resource to stimulate class discussion when considering if or how digital technology has changed the relationship between the Producer and the Audience.
Homework: Students need to produce a written response to two questions:
- How can Marxist/Pluralist theory be applied to these texts? The texts are the Fox News segments offered in the last lesson. Click on link below to last lesson to access the texts:http://fishymediaresources.blogspot.com/2011/11/year-12-lesson-eight-8th-nov-homework.html
- What do the Ian Tomlinson video and the Jesse LaGreca footage tell us about the relationship between Audience and Producer in a digital world? You may refer to other texts to illustrate your response.
- How can media theory be applied to The Secret Millionaire?
Here is a guidance download. This download contains a series of guidance notes that will help students produce a detailed response to this homework. Another aspect of this week's homework is to use fishymedia and to download this guidance sheet. Click on link below:
Click on link below to access a link to the episode of The Secret Millionaire that was presented to the class in this session. There are three very irritating advertisements before the MARTIN STAMP episode begins:
Monday 14 November 2011
THE LEVESON INQUIRY: AN INVESTIGATION OF THE PRESS.
A2 students need to be aware of this BBC article. Lord Justice Leveson was asked by the government to lead an inquiry into the practices of the UK media in the wake of the Murdoch hacking scandal. His inquiry is expected to take one year to collate information before all findings are published. This blog entry covers his preliminary comments as reported by the BBC:
Saturday 12 November 2011
STUDENT FILM: TEENAGE REPRESENTATION.
I am aware that students are currently exploring issues relating to REPRESENTATION. This film was a 'Documentary in a Day Challenge'. Students were given one school day to capture interviews to be used within the film. Consequently some of the lighting is poor in interviews captured in the late afternoon. This student documentary contains references to films that students might want to consider if they are exploring issues relating to the representation of the teenage experience.
This film was also used in the media classroom to explore the representation of teachers, the representation of education, and the representation of the media.
Click on link below to access film:
YEAR 13 LESSON NINE [11TH NOV 11]: Homework.
Students were offered a creative task that will reintroduce them to the technology available at BGS and help develop the relevant creative media skills that will be required if the A2 coursework is to access the higher grades. The task is to create a trailer that will advertise the course. The audience for the trailer is a Year 11 audience who have not had any form of formal media education.
A class discussion developed ideas for content. These ideas were:
- Brief talking heads with media students that will respond to questions such as 'One word to describe media studies?' , 'What is media studies?', 'What have you enjoyed about the course?' and 'Is media studies a doss subject?' The class discussed the perception of this course being viewed as an 'easy option' and that the trailer should challenge this perception.
- Archive film footage
- Images of technology
- Represent the creativity of the course through the editing and ideas within the trailer
- An appropriate soundtrack.
Below is a link to a media studies trailer that was created by AS students in the summer of 2010. It may provide some ideas/inspiration/motivation:
This lesson was very brief due to the loss of lesson three but we will continue gathering the visual footage next week. We will have next Friday morning to gather the visual material and students will be editing the film the following week. All students will have the same raw footage on four computers and will be responsible for the editing and construction of their own trailer.
HOMEWORK: Bring some ideas for filming to Friday's lesson. COMPLETE THE THEORY ESSAY. REMEMBER, THERE IS A DOWNLOAD TO HELP YOU WITH THIS ESSAY.CLICK ON LINK BELOW TO ACCESS ESSAY GUIDE:
Tuesday 8 November 2011
YEAR 12 LESSON EIGHT [8th Nov 11]: Homework.
Students were introduced to the media equation: INSTITUTIONAL IDEOLOGY + MEDIATION = REPRESENTATION. The aim of the first section of the lesson was to illustrate the idea that institutional ideology dictates the content of the media text. The aims of the institution will shape the content of the ideas being offered through the media text. To illustrate this idea, students were offered the following texts:
- This clip is from The Bill O'Reilly Factor that is broadcast by Fox News in America: http://www.youtube.com/watch?v=Zd8o_yqqo9o&feature=related
- This clip is from Hannity which is a news related show broadcast by Fox News in America: http://www.youtube.com/watch?v=gFAGsxkWLJY&feature=related
- This clip was posted to You Tube and was not broadcast by Fox news. Students were asked to consider why Fox news decided to ignore this interview when constructing their representation of the Occupy demonstrators: http://www.youtube.com/watch?v=vhO3dTdp6ek
The class discussion considered how these three texts illustrate the link between institutional ideology and representation. Fox news is sympathetic to the views of the Republican Party in the USA and represent the individuals attending the Occupy demonstrations as being ignorant and absurd. Fox news has not embraced the Occupy movement and this is reflected in the mediation of their representation.
Students were also shown this classic example of institutional mediation. Apologies if this text frightened any individual this afternoon. It is a truly grotesque media text and is clearly the product of a twisted and deviant human mind:
The aim of the second section of the session was to introduce students to media theory. Students were offered a clip from the film MAN ON WIRE and asked to consider how Dyer's Theory and The Uses and Gratifications Theory could be applied to this text. Click on link below to access a You Tube version of the clip shown in class. The audio is out of synch but you get a flavour of the scene:
HOMEWORK: It was obvious that students had not read the theory sheets that I gave the class in September. I expect all students to be familiar with the following theories when next our lives collide in E5:
- The Hypodermic Needle Theory and Marxist Theory.
- Liberal Pluralism
- The Two-Step Flow Theory
- Sensitisation and Desensitisation
- A clear understanding of The Uses and Gratifications Theory.
- A clear understanding of Dyer's Theory.
Students have two questions that need to be completed as a written response:
- What do we learn about the link between Institution and Representation through these texts? Students should consider both the Fox News segments and the Jesse LaGreca interview that Fox decided that they would not offer for broadcast. Students could also refer to the two front pages that I provided. Both offer a different representation of the same event. I want students to consider all the texts offered in the first half of this session when constructing their response.
- How can media theory be applied to MAN ON WIRE? How would an audience use this text? Students need to apply The Uses and Gratifications Theory and Dyer's Theory of Intensity to this text. The aim of this question is to allow students an opportunity to illustrate their understanding of how to apply media theory to a media text.
I am expecting a clear and detailed response to these two questions.I expect two detailed paragraphs with opinion supported with specific textual reference and media language used in an appropriate manner.
The download link below will provide clear guidance notes for the homework.These notes will allow you to produce an appropriate and detailed response. Click on link below to access the download:
Sunday 6 November 2011
BBC INTERVIEWS WITH DIGITAL GIANTS!
Below is a link to a series of short interviews with individuals believed to be influential within the digital world. The first interview is with Jimmy Wales. Click on link below and navigate through the rest of the links:
Saturday 5 November 2011
JIMMY WALES AND THE FUTURE OF THE INTERNET: A 60 minute speech.
Jimmy Wales opened this year's BBC Free Thinking Festival with a speech about the future of the internet. A2 students should listen to this 60 minute resource. Click on link below:
Below is a brief BBC interview with Jimmy Wales:
The Festival also offered a debate relating to the future of news in a digital world. Feel free to peruse this 60 minute resource.
Friday 4 November 2011
YEAR 13 LESSON EIGHT [4th Nov 11]: Homework.
This was a tough session as the class were introduced to specific texts and asked to apply media theory to this broadcast media and consider the media issues and debates raised by these texts. The texts that were shown in the lesson are available below. Click on links:
1. A Fox News report of the Occupy Wall Street demonstrations in New York broadcast on the Sean Hannity Show that was posted by an individual who can clearly be heard verbally abusing the Fox News team:
2. A Fox News report of the Occupy demonstrations in New York broadcast on the Bill O'Reilly Show posted by the same individual responsible for the Hannity upload. Some of the audio has been manipulated:
3. This is the Fox News interview with Occupy demonstration spokesman Jesse LaGreca that Fox failed to broadcast but was captured on video and posted to You Tube. Students might want to consider why Fox failed to broadcast this interview:
4. This is a post by The Young Turks that deconstructs a Fox News segment from the Bill O'Reilly Show. Students might want to research the motivation of The Young Turks:
5. This is a BBC report of the Occupy demonstration on the steps of St.Paul's Cathedral. How do the BBC compare with Fox News? To what extent is this report subject to institutional mediation?
THESE RESOURCES SHOULD BE USED TO PROVIDE A RESPONSE TO THE QUESTION:
WHAT MEDIA ISSUES AND DEBATES CAN BE EXPLORED THROUGH THESE MEDIA TEXTS?
HOMEWORK: This essay needs to be handed to me next Friday. I gave the class an essay structure and we discussed potential content. THIS IS A TOUGH ESSAY. THIS IS THE FIRST ESSAY TO TEST YOUR UNDERSTANDING OF MEDIA THEORY. You must apply media theory to the texts in an appropriate manner. Students need to read their theory notes.
I will post more detailed essay notes to fishymedia asap.....in fact, here it is! The download link below provides a detailed structure that will guide students towards a relevant and detailed response to this challenging question. ALL STUDENTS SHOULD DOWNLOAD THIS RESOURCE:
Below is a link to the Jeremy Paxman interview with Russell Brand. It is a fantastic interview within which Brand discusses the nature of celebrity culture and, more importantly for this task, how Paul Dacre [editor of The Daily Mail] used Brand's behaviour to attack the BBC. Brand explains how his 'answer machine controversy' was used to access the anti-BBC narrative of The Daily Mail. This is a wonderful interview.WATCH IT:
Students also need to bring some creative media ideas to the classroom next week as I would like to get you lot creating some broadcast media. If students do not bring creative ideas to the classroom we will not be using the technology.
YEAR 12 LESSON SEVEN [1st NOV 11]: Homework.
Class discussion considered the Audience/Producer debate before the class began the final edit of their broadcast media. Students will analyse this work next week.
HOMEWORK: Read the theory sheets that I gave the class at the beginning of the course. When next we find ourselves in E5, students should know their Hypodermic Theory from their Two-Step Theory and their atomised audience from their passive audience. One of the key theories is the Uses and Gratifications Theory so be aware of this theory.
Tuesday 1 November 2011
CURRENT NEWS STORIES THAT RELATE TO THE IMPACT OF DIGITAL MEDIA.
CHANNEL FOUR NEWS SEGMENT DEALING WITH CYBER ATTACKS ON UK GOVERNMENT:
http://www.channel4.com/news/disturbing-rise-in-cyber-attacks-on-uk-governmentCHANNEL FOUR NEWS SEGMENT DEALING WITH THE ARAB SPRING AND SOCIAL MEDIA:
CHANNEL FOUR NEWS SEGMENT DEALING WITH FACEBOOK SECURITY:
BBC ARTICLE. APPLE IS A 'DIGITAL VAMPIRE' SAYS PETE TOWNSHEND:
BBC ARTICLE. HACKERS THREATEN DRUGS CARTEL:
STUDENTS SHOULD BE AWARE OF HOW THE 'OCCUPY WALL STREET' MOVEMENT IS USING DIGITAL MEDIA:
INTERNET STALKER JAILED. THE GUARDIAN ONLINE:
MOBILE PHONE SURVEILLANCE. THE GUARDIAN ONLINE:
THE WEB HAS CHANGED HOW WE TREAT DEATH. THE GUARDIAN ONLINE:
THE INTERNET AND CELEBRITY. THE GUARDIAN ONLINE:
TECHNOLOGY AND EDUCATION. THE GUARDIAN ONLINE:
Monday 24 October 2011
WIKILEAKS FORCED TO STOP PUBLISHING FILES.
BBC article relating to the financial pressure that has forced Wikileaks to suspend the publication of files. Any students interested in this issue should navigate through the links offered at the bottom of the article:
Thursday 20 October 2011
YEAR13 LESSON SEVEN [21st Oct 11]: Homework.
Students were offered a series of advertisements that could be considered to be an example of the 'male gaze' and reference was made to Laura Mulvey and the idea that women have learned to see themselves as being 'looked at'. Students were offered a series of ridiculous advertisements from America published in the 1970s and then a series of contemporary images that can be considered equally ridiculous and offensive. This country has a serious problem with domestic violence and violence against women and perhaps objectified images and overt sexualised representations of women are somehow connected to this issue.
The heart of the lesson was an exploration of the question: WHY SHOULD MEDIA REGULATION BE OF INTEREST TO A MEDIA STUDENT?
Students were provided with a very tight essay structure that will help in the construction of an appropriate and detailed response. The lesson was a discussion of the issues that should be explored within this written response.
HOMEWORK: I expect the media regulation essay to be handed to me when next we find ourselves in E5. This is a very important slice of work as students need to apply media theory to issues relating to regulation and this is crucial if students are to successfully access the requirements of MEST3 Section A. This is the first essay this year within which students are expected to apply media theory so it should be an interesting challenge. Issues such as desensitisation, sensitisation, Reception Theory, The Uses and Gratification Theory, and hegemony should all be explored and applied within this response. The key to this response is using appropriate media texts to illustrate your argument. Independent research is also a fundamental element of this task. I would like to see evidence of independent study and critical autonomy. I have offered a lot of resources that relate to this task. Below are links to a few of the texts relevant to this task:
Articles relating to the demonising of Christopher Jefferies:
INTCMP=SRCH
BBC articles:
Reebok Easytone material:
Barnardos 'Breaking the Cycle' advert:
Women's Aid 'Cut' avert:
Below is a link to the 'DOVE REAL BEAUTY' debate. This is a very interesting resource that discusses image manipulation and how the advertising industry represents beauty. WATCH THIS!:
Below is a link to lesson five. There are some useful resources here:
Below are a series of fishymedia resources that may be useful for this task or relate to issues raised in today's lesson:
I look forward to your own textual references. Use the handout created by your comrades.It is an extremely relevant resource for this task.
You lot have been magnificent this term. KEEP IT UP.
Good luck with the essay. Any problems, fire me an e-mail.
MPs CALL FOR INTERNET REGULATION: BBC article.
Students need to be aware of media regulation and this BBC article is relevant for A2 students currently exploring issues relating to regulation. This article links to several BBC articles relating to regulation and students need to peruse these articles to develop their understanding of this topic. Below is a link to the main article and one of the linked articles.
Tuesday 18 October 2011
YEAR 12 LESSON SIX [18th Oct 11]: Homework.
This lesson was a BIG lesson as it involved students receiving their first written grades. The recent written work lacked specific textual reference and lacked appropriate use of media language so the aim of this session was to improve these key areas of the written work.
Class discussion generated a series of notes in response to the question: HOW ARE MEDIA FORMS USED IN THE OPENING CREDITS OF DEXTER TO REPRESENT THE SINISTER NATURE OF THE CENTRAL CHARACTER?
The class produced a twenty minute timed response with the focus being:
- Support all opinion with specific textual reference.
- Use the language of media analysis in an appropriate manner.
- HOW ARE MEDIA FORMS USED TO SUGGEST THE GENRE AND CONTENT OF THIS MEDIA TEXT? Students will need to refer to the genre notes I provided at the beginning of the course. I expect some reference to the repertoire of elements and the iconography offered here that is typical of the police drama genre. I would also smile like a simpleton if students attempted to refer to the use of binary opposites evident within this narrative. Click on link to access text:http://www.youtube.com/watch?v=E1ABR4UpDSU
- HOW IS THE 4OD SERVICE REPRESENTED IN THIS CHANNEL FOUR ADVERTISEMENT? Click on link to access media text:http://www.youtube.com/watch?v=qhve5MnSuYI
- IN THIS POSTER ADVERTISING AN ART GALLERY IN MEXICO CITY, WHAT DO WE LEARN ABOUT THE AIM OF THE INSTITUTION AND THE POTENTIAL TARGET AUDIENCE. The poster is the image that introduces this blog entry.
THIS IS A BIG HOMEWORK.
Any problems, drop me an e-mail, communicate via blog, or visit me in the dept.
Good luck.
Monday 17 October 2011
FACEBOOK BIGOT, RIOT BOYS AND NAIVE TEACHERS: Media Regulation and Facebook.
A religious bigot who posted sectarian comments on a Facebook page has been jailed for 8 months. This was defined as a HATE CRIME and is evidence that the law is attempting to regulate how people use the internet. Click on link to access BBC article:
http://www.bbc.co.uk/news/uk-scotland-glasgow-west-15333744
Furthermore, The Hull Daily Mail published an article about teachers verbally abusing their students via Facebook. The internet is not a private space. Perhaps the most effective regulation is self-regulation:
Facebook and the riots. More custodial sentences:
Saturday 15 October 2011
Non-Mainstream media:THE LOVE POLICE AND CVEITCH.
The Love Police and CVEITCH are an example of how digital media has created an alternative to the values of the mainstream media. They often film incidents such as the student demonstrations in London last year and demonstrations by organisations such as the EDL and provide a very different representation to the representations offered by mainstream media. Charlie Veitch recently posted on his blog that THE LOVE POLICE as a project has now ended. However, I imagine CVEITCH will continue to post his provocative material.
Why am I posting this material? This is an example of how the audience can become the producer and challenge the dominant value system of mainstream media. Broadcast quality HD video cameras can now be purchased relatively cheaply, editing software is now cheap and accessible, and platforms such as YOU TUBE offer the potential for global distribution.
Click on links below to access a selection of material that has been posted by CVEITCH:
http://www.youtube.com/watch?v=eQdYxXyUJkQ
Feel free to navigate this site. Is CVEITCH a lunatic? The voice of reason? Slightly misguided? Or a clown with a video camera? You decide! What are the media issues and debates that we can explore through non-mainstream media such as this site?
Feel free to navigate this site. Is CVEITCH a lunatic? The voice of reason? Slightly misguided? Or a clown with a video camera? You decide! What are the media issues and debates that we can explore through non-mainstream media such as this site?
Thursday 13 October 2011
YEAR 13 LESSON SIX [14th Oct 11]: Homework.
Students were introduced to the issues relating to the Blackberry service. If the institution essay had been offered at the end of this session, students would have been expected to refer to this situation. The Blackberry brand has been compromised and serves as an example of how digital institutions can be 'threatened' by the pressure of the digital world. Will Blackberry suffer the same lack of credibility that is killing MySpace? Students need to keep their media eye on this media situation. Click on link to access an ITN news report and BBC online articles:
The lesson moved on to discuss issues relating to REGULATION. The class produced a research homework that explored issues relating to MORAL PANICS and REGULATION and this research provided the platform for a brief class feedback.
The students were introduced to the broadcast media produced by Reebok to market their product the 'Reebok Easytone Training Shoe.' The ASA banned this advertisement for its false scientific claims. Clearly there are issues relating to objectification and representation that are more disturbing than the fact that the company is offering false claims and misrepresenting the real value of their product. Click on link below:
There were two other advertisements linked to this marketing campaign. Click on link below to access both advertisements:
We shall be discussing these advertisements next week and applying media theory to the content being offered to us throughout this marketing campaign.
The class discussed issues relating to the Audience/Producer debate and were made aware that they will be expected to provide a written response to the following question in the very near future:
'DIGITAL MEDIA HAVE IN MANY WAYS, CHANGED HOW WE CONSUME MEDIA PRODUCTS.' WHO DO YOU THINK BENEFITS MOST- AUDIENCES OR PRODUCERS?
The final section of the lesson involved a class analysis of how media forms are used to shape meaning in the Dexter/Sherlock Holmes broadcast media. Students then produced a twenty minute written response appropriate for the first section of MEST3 Section A.
HOMEWORK: Read the fantastic resource that was created by last week's homework. Furthermore, read all the material that you have that relates to media theory. For example, Dyer, Berger, Mulvey, Chomsky and Marxist Theory, Liberal Pluralism,issues relating to Sensitisation and Desensitisation, The Uses and Gratification Theory etc. Next week we shall be considering REGULATION and MEDIA THEORY and the media issues and debates generated by media regulation. Do we really need protecting?
You lot were fantastic today. I am very impressed with the quality of class discussion and the detail of the written work. KEEP IT UP....although three people need to e-mail me some work!
Tuesday 11 October 2011
YEAR 12 LESSON FIVE [11th Oct 11]: Homework.
Students attempted to provide a critical analysis of the opening credits to the American TV series 'DEXTER.' The aim of offering this analysis was to develop the ability of students to use media language when exploring how media forms shape meaning. The recent written work produced by students has lacked appropriate use of media language and this is an area that clearly needs to improve if students are to achieve grades that will make their parents smile. The next written homework will involve producing a critical analysis of this text so students might want to watch this clip a few times and make notes in preparation for the next written response. Click on link below to access the Dexter intro:
The rest of the session involved students editing material that was captured last week. The aim of this section of the lesson was to smash the myth that the technology is difficult to comprehend.IT IS NOT. Some of the editing was genuinely impressive. The difficult feature of creating broadcast media is thinking of original and creative ideas that will help shape an engaging narrative. Film-making is a thoughtful and imaginative process. Decent technology cannot make a dull idea seem interesting. IT IS ALL ABOUT THE QUALITY OF THE IDEAS FOLKS.
HOMEWORK: Watch the Dexter clip. The next written homework will be a response to the question: HOW ARE MEDIA FORMS USED IN THE OPENING CREDITS OF DEXTER TO REPRESENT THE SINISTER NATURE OF THE CENTRAL CHARACTER?
The main feature of this text that students need to be aware of is the extensive connotations attached to Dexter's 'morning routine'. How significant are the point of view shots? Frame composition? Diegetic and non-diegetic sound? Use of close-up and extreme close-up? Significance of the colour red? Non-verbal communication?
Good work today folks.Well done.
Saturday 8 October 2011
YEAR 13 LESSON FIVE [7th Oct 11]: Homework.
Students were introduced to Reception Theory and the philosophy of Jean Baudrillard with specific reference to his view that the media has created a HYPERREALITY.
Students were introduced to the idea of Moral Panics and media regulation.Below is a link to the Mark Kermode clip that I presented to the class. Kermode is a wonderfully engaging film critic and I would advise all students to visit his blog:
http://www.bbc.co.uk/blogs/markkermode/2009/06/moralpanic_150609.html
The class discussed the definition of Moral Panic and the discussion moved into a consideration or regulation and why media needs regulating. This discussion involved the class being shown the following clip from the film 'The Life of Brian' and a consideration of why this film was banned by some UK local councils when it was released in 1979. Ireland and Norway refused permission to broadcast this film. WHY?:
http://www.youtube.com/watch?v=1loyjm4SOa0
The class were shown two adverts that have been banned by the ASA.Click on link to access the OPIUM and DFS adverts:
http://www.youtube.com/watch?v=uvBVUit3kjY
http://www.youtube.com/watch?v=at1y7iHmjXQ
Here are some articles that explain why these advertisements were banned:
http://www.bbc.co.uk/news/uk-12336061
http://news.bbc.co.uk/1/hi/business/7762337.stm
Reference was made to Jo Swinson, the Liberal Democrat MP, and her opinions relating to digital image manipulation. She has challenged the morality of digital image manipulation and is a very interesting media voice. Click on link below to develop an understanding of Swinson's views:http://www.youtube.com/watch?v=eKMy-9w17a8
This is a speech she gave to Parliament titled: The effect of media images on the body of women and girls. ALL STUDENTS SHOULD LISTEN TO THIS SPEECH.
Below is an example of image manipulation that was banned by the ASA. This OLAY advert was considered to be 'too airbrushed.':
http://www.bbc.co.uk/newsbeat/14308714
The class discussion considered why these advertisements could be considered controversial and were introduced to the Women's Aid advertisement CUT that was released in 2009. The CLEARCAST regulatory organisation considered this film unsuitable for television unless the final scenes received a massive re-edit. Women's Aid refused to re-edit their film and decided to broadcast the film online and in cinemas accompanied by a print campaign. There was a 50% rise in contributions to the charity after this film and print campaign. Was the CLEARCAST decision the correct decision? Students were asked to consider the following questions:
- Who has the power to regulate media?
- Why do we need protection from media?
- Who are the institutions with the power to regulate media?
- How does regulation relate to media theory?
http://www.youtube.com/watch?v=j4RjsqPYaS0
Students were offered the first five minutes of Stan Kubrick's 'A Clockwork Orange' and asked to consider why Kubrick made the decision to censor his own film.
Finally the class were shown the BBC advertisement for Sherlock Holmes and asked to provide a media analysis to this text appropriate for MEST3 Section A.
HOMEWORK: Students should produce an A4 revision sheet for their fellow media comrades. All students were provided with a research topic and I expect to receive this A4 sheet next week. The three students who missed this session need to see me to receive their topic task. Topics offered to the students included:
- OFCOM
- THE HAYS CODE
- THE ADVERTISING STANDARDS AUTHORITY
- THE BRITISH BOARD OF FILM CLASSIFICATION
- ISSUES RELATING TO MANHUNT 2
- MEDIA ISSUES LINKED TO JO SWINSON AND HER CAMPAIGN AGAINST IMAGE MANIPULATION
- THE DIGITAL ECONOMY ACT
- MEDIA ISSUES LINKED TO THE JUDAS PRIEST TRIAL IN 1990.
- MEDIA ISSUES LINKED TO THE FILM 'A CLOCKWORK ORANGE'
Students also need to familiarise themselves with the following texts as students will be providing an MEST 3 Section A response to these texts in next week's session:
Dexter introduction:http://www.youtube.com/watch?v=fhKRhk49iqQ
Sherlock Holmes advertisement:http://www.youtube.com/watch?v=cSQq_bC5kIw
The questions you will be asked to consider next week are:
- How are media forms used to represent the central character?
- Why do we watch media that deals with such disturbing material?
Phew. Lots to do.
Wednesday 5 October 2011
YEAR 12 LESSON FOUR [4th Oct 11]: Homework.
Students were offered the chance to film footage that will be used to construct a film advertising the sixth form that is aimed at engaging a Year 11 audience. The editing of this material will take place next week.
I perused the footage and a lot of the material is weak but we should be able to construct a two minute film next week. The whole point of this task was to get you to use the equipment and develop an understanding of how difficult it is to capture decent visual material. We will feedback next week, discuss the process of filming, share experiences, watch some of the footage and discuss how we can improve filming technique.
The photographs above were taken by students as part of last week's homework. The task was to capture an image that represents the town of Beverley.
The photographs above were taken by students as part of last week's homework. The task was to capture an image that represents the town of Beverley.
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