Thursday 27 January 2011

DOCUMENTARY RESOURCES FOR YEAR 12.


Students should be aware of these resources as they relate to the Cross-Media Study. The links below will provide some contextual understanding when considering the 'purpose' of documentary. The Lumiere Brothers are considered to be the 'beginning' of documentary filmmaking and documentary photography is often perceived as realism or truth. Is the Lumiere Brothers film footage mediated? Is it subjective? Is it as subjective as fictional filmmaking? I will be referring to these resources in the next session.

Wednesday 26 January 2011

YEAR 13 LESSON SIXTEEN [26th JAN 11]: Homework.


Students discussed the implications of the 'Andy Coulson' resignation and the majority of the session involved creating notes and developing an essay structure to produce a credible response to the question: Why should 'media regulation' be of interest to a media student?

Homework: Most of the class have an exam next week therefore students have two weeks to produce a response to the regulation question. BF...next week we'll attempt to capture some footage for your coursework. In the next few days I will be posting guidance notes to accompany the notes we made today to ensure that this essay is a sophisticated and detailed response.

BANKSY article on Channel Four News 25th Jan 11.














Yesterday the Banksy documentary 'Exit through the gift shop' was nominated for an Oscar. This was the related news report from Channel Four.

IS RUPERT MURDOCH GOOD FOR BRITAIN? BBC RADIO 5 DISCUSSION.


This is a link to Nicky Campbell's show on BBC Radio 5 and is a discussion that is particularly relevant to YEAR 13 but may tickle the media taste buds of Year 12. This link will only be available for six days.
http://www.bbc.co.uk/programmes/b00xwlj6

ADAM CURTIS MEDIA THEORY: 'OH DEARISM'.


Below is a link to a film created by Adam Curtis that was first broadcast on Charlie Brooker's 'Newswipe'. This is an interesting and subjective theory that attempts to explain why television news has the ability to make its audience feel depressed or helpless. This is the theory of 'Oh Dearism'.
http://www.youtube.com/watch?v=8moePxHpvok

CHARLIE BROOKER: HOW TV RUINED YOUR LIFE...ESSENTIAL VIEWING.


The first episode of Charlie Brooker's new series was broadcast on BBC 2 last night [Tues 25th]. This is essential viewing for all media students. Obviously Brooker offers an incredibly subjective viewpoint but this is an incredibly engaging and provocative analysis of the role, purpose and influence of media. ESSENTIAL.

The link below will take you to the BBC i-player. This resource may only be available for a couple of weeks.
http://www.bbc.co.uk/iplayer/episode/b00y4csg/How_TV_Ruined_Your_Life_Fear/

Tuesday 25 January 2011

YEAR 12 LESSON SIXTEEN [25th JAN 11]: Homework.


Students were encouraged to consider the requirements of the media coursework and the codes and conventions of a trailer. All trailers should provide the audience with information relating to:
GENRE.
CHARACTER.
LOCATION.
PLOT.
Reference was made to the necessity for trailers to be polysemic and access the enigma code but not be 'too' polysemic as this will result in the audience being confused and disinterested.

Below is a series of links to trailers that may help students with their research and provide some inspiration before constructing broadcast media. Note the nature of the editing, use of music, use of text to anchor meaning, use of narrative voice, characterisation etc.
KICK ASS:
http://www.youtube.com/watch?v=O5mxBaXHcFw
THE SOCIAL NETWORK:
http://www.youtube.com/watch?v=lB95KLmpLR4
JUNO:
http://www.youtube.com/watch?v=K0SKf0K3bxg
MAN ON WIRE:
http://www.youtube.com/watch?v=W5aGddaC-gQ
THE GHOST WRITER:
http://www.youtube.com/watch?v=L_AerBW0EcI
EXIT THROUGH THE GIFT SHOP:
http://www.youtube.com/watch?v=oHJBdDSTbLw

Students were encouraged to provide a media analysis of the poster advertising MAN ON WIRE and were introduced to the basic capability of the video editing software that can be used to create broadcast media at BGS.

This is an example of broadcast media that could be categorised as belonging to the 'horror genre' and avoids cliche. This is a short film titled Poltergeist created by Prano Bailey-Bond. The editing and use of sound is stunning. However, if you are easily 'scared' you may wish to avoid this film.
http://www.youtube.com/watch?v=XRwdoTwBd_Q

Homework: Watch the three texts that will be the source material for the cross-media study.

Thursday 20 January 2011

YEAR 13 LESSON FIFTEEN [19th JAN 11]: Homework.







Students presented their homework to the class. The class watched the first ten minutes of Stanley Kubrick's 'Clockwork Orange' and discussed issues relating to moral panics. This is a very famous and controversial film and students need to be aware of the media issues and debates that surround this film. ZW presented material relating to Judas Priest and moral panics linked to the influence of music, ZQ provided resources relating to 'Clockwork Orange', AD explored issues relating to 'Borat', and BF will provide resources relating to digital games next week.

The second half of the lesson involved students watching a section of the CHRIS MORRIS series 'BRASS EYE'. Students watched a segment of the 'Drugs' episode and were asked to consider how and why Morris is attacking the media and how this episode relates to the issue of moral panics.

Homework: BF needs to complete his A4 resource sheet. Students need to consider how they would answer the question: 'Why should 'media regulation' be of interest to a student of media?' Students need to consider Effects/Audience Theory, how media regulation can be linked to moral panics, and support all views with specific textual reference. Furthermore, students need to read the resources I gave to the class as these resources will allow you to answer the 'regulation' question. Students also need to read the A4 resources provided by their classmates as this will allow students to develop an overview of the 'regulation/moral panic' topic. This reading will inform the quality of the debate in the next session so please do not ignore this instruction.

Below is a link to YOU TUBE and the first ten minutes of the Brass Eye episode: Drugs. Watch again to determine how Morris uses media forms and subverts accepted codes and conventions to mock the mainstream media. How do we know this is satire?What is being mocked and why is it being mocked? What is Morris's aim? We will be discussing Morris in the next lesson.
http://www.youtube.com/watch?v=Z4f4oy2M_Og

Click on link below to access a Six minute film by ADAM CURTIS that explores 'moral panics'.
http://www.youtube.com/watch?v=ae6vZE-gsAg

Click on link below to access ITN News Report relating to BRASS EYE.
http://www.youtube.com/watch?v=Ngb-2Wr8d_0

Click on link to access a VH1 report relating to the Judas Priest trial:
http://www.youtube.com/watch?v=Ig9Y9304kaA

Tuesday 18 January 2011

YEAR 12 LESSON FIFTEEN [18th JAN 11]: Homework.


Students discussed coursework and the Archdeacon of Nonsense attempted to provide students with an idea of the 'work-load' and the level of intensity that will be required to create a credible coursework folder. Exemplar material was offered to the class. More exemplar material will be offered in the next session.

Intentions documents need to be handed to JT on Friday 28th January. I will expect a copy of the intentions document handed to me on Tuesday 1st Feb. This deadline is not negotiable. If students fail to meet this deadline your parents will be informed. The deadline for ALL coursework is 25th March. Again, this deadline is not negotiable. NOW IS THE MOMENT TO PROVE THAT YOU ARE A SERIOUS MEDIA STUDENT.

Students watched the final twenty minutes of MAN ON WIRE and considered the role of e-media when used to market a media text. Who benefits: Audience or Producer?

Homework: Watch MAN ON WIRE/EXIT THROUGH THE GIFT SHOP/SECRET MILLIONAIRE.

Familiarise yourself with the Cross-media study resources posted on fishymedia. Click on link below:

Students need to be developing ideas for coursework. 50% of the course is determined by the quality of the coursework so if you do not apply yourself to this task.... you are a plank.

Wednesday 12 January 2011

YEAR 13 LESSON FOURTEEN [12th JAN 11]: Homework.


Students continued looking at media regulation. Each class member offered opinions relating to specific media regulation informed by their research homework.The feedback was superb. Big thanks to all.

Students were asked to consider how regulation relates to audience theory. Clearly the fact that regulation exists suggests that the media is capable of influencing behaviour.

The lesson then considered the recent East Enders' cot-death storyline that inspired 6000 complaints across various media platforms and how this relates to the Audience/Producer debate. Should we celebrate the ability of the audience to use digital media to pressure the BBC to change their emotive plot or worry about the fact that producers of East Enders may now feel pressure to avoid dealing with controversial social issues? Mumsnet was instrumental in this campaign.Students were asked to consider all the arguments surrounding this issue.

Students were exposed to Mark Kermode discussing the issue of moral panics and a class discussion developed around the issue of moral panics and how the influence of some media texts has been blamed for inspiring violent crime.

Homework: The task is another research task similar to the last homework. Students must produce a detailed A4 sheet that explores the issues relating to a series of media texts linked to 'copycat behaviour' and controversy. Students need to provide answers to the following questions when constructing their A4 response:
A.Why is the text considered so controversial?
B. What specific incidents are attached to the text? How is the text linked to influencing specific examples of 'real' human behaviour? For example Clockwork Orange was blamed for inspiring a young teenager to murder an old man as the film contains a scene where a gang of teenagers attack an old man. Similarly, two young men attempted to kill themselves after listening to the music of Judas Priest. Judas Priest were accused of influencing this destructive behaviour.
C. How does the text relate to Audience theory or Marxist Theory? The fact that these texts have been considered 'influential' is evidence that their content can be related to Audience Theory or Marxist Theory. Chomsky?
D. Students should include any information linked to this controversial text that you think may engage or interest your fellow media students.

Choice of texts:

ZQ: Stanley Kubrick's film A CLOCKWORK ORANGE.
ZW: Issues relating to the Judas Priest court case in 1990 that related to an incident in 1985 when Raymond Belknap killed himself and James Vance attempted to kill himself.Judas Priest were accused of influencing their behaviour by placing subliminal messages in their music that encouraged these two young me to kill themselves!
AD: Issues relating to the film BORAT [mainly relating to religion AD!].
BF: Issues relating to digital games such as GRAND THEFT AUTO, CALL OF DUTY and MANHUNTER.

In today's lesson I made reference to a documentary that explores the moral panic and controversy surrounding Stanley Kubrick's A CLOCKWORK ORANGE. Click on link to access the first segment of 'Forbidden Fruit'. This was broadcast on Channel 4 in 1993 when the film was still banned in the UK.
http://www.youtube.com/watch?v=Sg2tCj93cGY

Good Luck Fiends. You were superb today. Ta.

YEAR 12 CROSS-MEDIA STUDY RESOURCES.



























Students must familiarise themselves with the following texts as these texts will be used to answer Section B of the examination paper. The Cross-Media Study expects students to analyse and comprehend how media texts are created and how these texts are offered to the audience by the producer.

The topic area that we will be investigating is Documentary and Hybrid-Documentary.
Our key texts are:
MAN ON WIRE.
EXIT THROUGH THE GIFT SHOP.
THE SECRET MILLIONAIRE.

Students must familiarise themselves with these texts as soon as possible.

Within the Cross-Media Study students will be expected to:

a. Examine media products within the topic and the processes and technologies used to create them.
b.Examine how different media platforms such as print media, broadcast media and e-media are used to market the media text.
c. Examine the ways the audience consume the media texts.
d.Examine the ways in which audiences respond to the media texts across different media platforms.

Students will be expected to explore how new digital media has changed the relationship between audience and producer.

Click on links below to access the appropriate texts.

E-media for EXIT THROUGH THE GIFT SHOP:
E-Media for MAN ON WIRE:
E-Media for THE SECRET MILLIONAIRE:

The trailers for all three texts are accessible via the e-media.

Click on link below to access the Martin Stamp episode of THE SECRET MILLIONAIRE:


Tuesday 11 January 2011

YEAR 12 LESSON FOURTEEN [11th JAN 11]: Homework.









Students were encouraged to produce a series of notes via class discussion relating to the representation of the Beverley Joint Sixth offered by BBC Look North in December. See earlier blog entry to access the BBC broadcast/The Hull Daily Mail online report. All the visual resources you will require can be found here...click on link:
http://fishymediaresources.blogspot.com/2010/12/year-12-lesson-13-14th-dec-10-homework.html

Homework:
Here are some notes to help you with the written task that you need to complete for homework. Click on link below:
http://www.docstoc.com/docs/69057701/jan-11-ADVICE-FOR-YEAR-12-AS-MEDIA-STUDIES

SP, MW and CM need to e-mail me a paragraph or two of their response before Tuesday. I will mark the paragraph and attempt to provide the guidance that will improve your grades. You will be expected to provide me with the complete response on Tuesday so don't e-mail me your work on Monday night. Friday or Saturday would be good. Make sure you follow my notes.

Students are also advised to watch the following documentaries:
MAN ON WIRE
EXIT THROUGH THE GIFT SHOP
The episode of Channel Four's THE SECRET MILLIONAIRE that involves Martin Stamp and documents his experience in Hull. Click on link below to access this episode via YOU TUBE:
http://www.youtube.com/watch?v=Zyji16NgVHs&playnext=1&list=PLEDDB50F92A40EA42&index=21&has_verified=1

Thursday 6 January 2011

MARK KERMODE: Can movies still cause a moral panic?























The very good Doctor Kermode deals with the issue of moral panics.This is an issue relevant for A2 students and will be discussed this term. Mark Kermode's film blog is a wonderful resource and well worth navigating. Note the reader comments to this blog entry.
http://www.bbc.co.uk/blogs/markkermode/2009/06/moralpanic_150609.html

Link to Mark Kermode's top 5 films of 2010:

Link to Mark Kermode's worst 5 films of 2010:

Mark Kermode is a critical voice that all media students should hear. His blog is magnificent. Treat yourself and peruse his video blog archive. Kermode is always eloquent, intelligent, amusing and specific. He is one of the UK's most respected film critics and he is also a quiff sporting skiffle bassist. He always supports his opinion with a precise argument which is a skill that all decent media students should master. Enjoy.

Wednesday 5 January 2011

YEAR 13 LESSON THIRTEEN [5th JAN 11]: Homework.









Students were asked to consider the coursework title: An exploration of the media issues and debates linked to You Tube. The task was to provide ideas for content and also produce an idea for the linked production. Student contribution during this task was superb.

Students were then asked to consider the use of e-media when marketing a film and asked to consider whether audience or producer benefits from this use of digital media.

Homework: The homework task is an individual research project and relates to the regulation of the media. Each student has been given an area of media regulation that they will be required to research. The very fact that media regulation exists suggests that the media is capable of influence and relates directly to Audience/Effects Theory. Each student is required to provide an A4 sheet of bullet point information that explains:
A. The purpose of the organisation/law that you are researching.
B.How the organisation/law regulates media and why this regulation is considered necessary.
C.The kind of regulatory powers the organisation/law possesses. This needs supporting with specific examples of media texts that have been regulated by this institution.For example, in December 2008 the Advertising Standards Authority banned a DFS advert. Why? In January 2010 Clearcast banned an advertisement created by the anti-bullying charity Beatbullying.Why? In 2006 Ofcom banned all advertising of 'junk' food around all programmes that appeal to the Under 16 age group. Why? Who is being protected by these institutions/laws and why? Students need to illustrate their response with specific examples of regulation.
D.Arguments for and against the existence of these institutions. For example many media commentators believe The Press Complaints Commission to be a 'toothless' organisation. Why? Why do we need media regulation? Who benefits from media regulation: Audience or Producer?

The institutions/areas of regulation for student research are:
THE HAYS CODE.
THE 2010 DIGITAL ECONOMY ACT.
OFCOM.
THE ADVERTISING STANDARDS AUTHORITY.
CLEARCAST.
THE PRESS COMPLAINTS COMMISSION.

An understanding of who regulates the media and the reasons why certain institutions 'police' the media is an essential component of Media Studies. This is an important homework task and needs to be engaged in a manner appropriate for A2 study. The A4 sheet that you produce will be a revision resource for your fellow classmates.

Monday 3 January 2011

SIX INNOVATIVE ADVERTISING CAMPAIGNS: BBC ARTICLE.
















Click on link below to access a BBC article that identifies six famous advertising campaigns and how they 'changed' the way we perceive their product. The link to the Ridley Scott Apple Mac advertisement is interesting [ Ridley Scott is the director of films such as Alien and Bladerunner ] as is the famous and terrifying Lyndon Johnson political advertisement. Any engaged media student should be interested in the content of this article.
http://www.bbc.co.uk/news/world-us-canada-11963364

Click on link to access the YOU TUBE upload of the famous 'Daisy' advert created by the Democrat Party to support Lyndon Johnson's Presidential campaign in 1964. This is believed to be the first example of 'negative' political advertising as it suggests that Johnson's Republican rival, Barry Goldwater, who had stated that he may use nuclear weapons in Vietnam, could start a nuclear War if elected. Powerful stuff.