YEAR 13 LESSON FOUR [30th Sept 11]: Homework.

Students considered the question: 'MEDIA INSTITUTIONS ARE RIGHT TO FEEL THREATENED BY NEW/DIGITAL MEDIA.' CONSIDER THIS STATEMENT AND SHOW HOW MEDIA INSTITUTIONS ARE REACTING TO TECHNOLOGICAL DEVELOPMENTS.

A series of newspaper articles were handed to the class to help them with wider reading.Students are expected to read these resources and use any relevant information to inform their response to the MEST3 question. A series of notes were gathered that will allow students to provide an A2 response to the question. I will provide a very tight essay structure in the very near future [probably Sunday] so keep your media eye on the blog. The essay will expect students to consider:

• The BBC and how they appear to have embraced digital media to improve the public service that they provide
• How News reporting has reacted to digital media. Particular reference should be made to Murdoch and the concept of the Paywall.
• How the music industry has reacted to digital media. Refer to Shawn Fanning and Napster.
• How the publishing industry has been changed by e-books and the I-Pad and Kindle.
• How new media such as Wikipedia and MySpace prove that even new digital media institutions need to be aware of technological developments. It is not just pre-digital institutions that should feel threatened by new digital media.

The second half of the session took the students back to media forms and reintroduced students to the terminology of media criticism. Despite the mad fly that buzzed around all session and AD having to have a spider removed from her hair, this was a decent session. Class contribution was good. Keep it up.

HOMEWORK: Complete the essay. Furthermore, students might want to peruse the opening sequence to DEXTER as we will be producing a written response to this text next week. The question will be: HOW ARE MEDIA FORMS USED TO REPRESENT THE NATURE OF THE CENTRAL CHARACTER?

Click on link to access DEXTER intro:

http://www.youtube.com/watch?v=fhKRhk49iqQ

We will be comparing the introduction to DEXTER with this BBC advertisement for SHERLOCK HOLMES. Click on link to access resource.

http://www.youtube.com/watch?v=cSQq_bC5kIw

The link below is to a Channel Four news report concerning digital media and the publishing industry:

http://blogs.channel4.com/culture/hard-truths-book-publishers/1694

Click on link below to hear Luke Harding discuss his experiences as a journalist in Moscow. I gave you one of his articles in this morning's session. Consider Harding's experiences when you read The Guardian article that highlights the aims of the Russia Today news service. Some governments take representation very seriously:

http://www.guardian.co.uk/world/video/2011/sep/24/luke-harding-mafia-state-truth-about-putins-russia-video

I wanted to show this resource in our morning session but the computer was sulking. Click on link to hear the great Don McCullin discuss his work. McCullin was refused access to cover the Falkland's War in 1982. The British military did not want the world to see McCullin's representation of conflict. Click on link to access a fishymedia McCullin resource:

http://fishymediaresources.blogspot.com/2010/07/photography-of-don-mccullin-appropriate.html

Here is the Russian TV fight. The comrade with the bad jeans owns The Independent newspaper in the UK:

http://www.youtube.com/watch?v=ovVlYm2yWto

Lots to do folks. Here is a link to my essay structure:

http://www.docstoc.com/docs/97686796/POTENTIAL-ESSAY-STRUCTURE-FOR-A2-MEDIA-ESSAY

I look forward to marking the essays handed to me this morning. Toodle pip.

BANNED MOVIES: BBC article.

In the very near future, A2 students will be investigating media regulation and discovering who regulates our media and why regulation is considered necessary. Here is an article relating to film censorship. Note reader comments.

http://www.bbc.co.uk/news/magazine-15107384

FACEBOOK COOKIE GLITCH: BBC article.

We were discussing cookies in the last A2 lesson. This article may help you with the essay that I am expecting on Friday. Should we be suspicious of the cookie?

http://www.bbc.co.uk/news/technology-15091674

The two cookie related articles at the bottom of this BBC article are also worth a read:

http://www.bbc.co.uk/news/business-13951107

http://www.bbc.co.uk/news/technology-13541250

Students might also want to research KHAN ACADEMY which is a free educational site that could be used in your essay when you are discussing the Internet's ability to provide 'free' information. Khan Academy could be used as an example of 'LEVELLING'. Kahn's Academy could be used as an example of how digital media can empower the individual and enhance democratic freedom. Click on link below:

http://www.khanacademy.org/

http://www.youtube.com/watch?v=PY5VKiG_IXE&feature=player_embedded

YEAR 12 LESSON THREE [27th Sept 11]: Homework.

The class were introduced to an example of print media used in a Barnardos campaign and were asked to compare this representation with the e-media currently offered by Barnardos. Students were encouraged to compare and contrast the print platform with the e-media platform. The aim of this task was to make students aware of how content is shaped by purpose. The shocking nature of the print/broadcast media is used to encourage the audience to engage with the more informative and less graphically challenging website.

Click on link to access the e-media offered by Barnardos:

http://www.barnardos.org.uk/

Students were introduced to the work of Don McCullin, Pablo Picasso's Guernica and a photograph taken by Javad Moghimi in Tehran in 2009. All the images perused inspired a degree of Institutional/Government repression.McCullin was refused access to The Falklands to cover the War in 1982, Guernica was only exhibited in Spain after Franco's death, and Moghimi had to leave Iran in fear of his life after his photograph irritated the oppressive ruling authority. Students were encouraged to develop their awareness of the power of representation and how some institutions will attempt to control representation by stifling representations that fail to conform to their preferred institutional ideology. Click on links below for resources that relate to McCullin and Moghimi. Students should read/listen/watch these reources to gain a wider understanding of the power of representation and the potential power of a single still image.

http://fishymediaresources.blogspot.com/2010/07/photography-of-don-mccullin-appropriate.html

http://www.guardian.co.uk/media/2010/jul/05/javad-moghimi-iran-journalists-jailed

The final section of the first session involved analysis of two outrageous advertisements from America in the 1970s that link cigarette smoking to a healthy lifestyle....and facial hair!

The final session involved students watching and commenting upon work produced by previous Year 12 classes. Click on links to access all three texts:

For Year 6 audience: http://vimeo.com/15061002

For Year 11 audience: http://vimeo.com/16121970

For Year 11 audience. Doc in a day challenge: http://vimeo.com/13263046

The group decided that next week they would attempt to capture material aimed at accessing a Year 11 audience that contains: brief interviews, interviews with Year 13, uses natural light and captures the bustle and beauty of the school. Students need to organise themselves into groups of two or three as we have six/seven video cameras and four tripods.

HOMEWORK: Students must produce a written response to the three questions offered in today's lesson:

1.How does the e-media for Barnardos differ from the print media? Why? Students must continue to use the language of media in their analysis. Consider how Barnardos represents itself through the e-media.

2.What do we learn about representation and institutional ideology through the photographs of McCullin and Moghami? Read the material posted to fishymedia. It will allow you to produce a sophisticated and detailed response.

3. How are cigarettes represented in the two advertisements? Students should be aware that this question will require you to identify the nature of the connotation that is being associated with the act of smoking cigarettes.

All of these question demands a detailed paragraph that offers specific textual reference and clear and relevant use of media language.

The fourth section of the homework involves students taking a photograph that represents the town of Beverley. Students will be expected to visit the technicians and ask them to print an A4 size copy of the captured image. Your photograph needs to be a jpeg saved to a memory stick so that the lovely lads that are our technicians can easily obtain your photograph and quickly hand you an A4 version of your image. Students need to consider what kind of institution would be a suitable institution for your representation. TRY AND AVOID CLICHE!

Students also need to consider ideas for the first creative filming task next week.

Lots to do folks.

YEAR 13 LESSON THREE [23rd Sept 11]: Homework.

Students were asked to consider their own definition of democratic freedom before a class discussion produced a series of notes that will be used to help create a response to the question: 'THE INTERNET AND WORLDWIDE WEB HAVE CREATED A MORE DEMOCRATIC WORLD.' TO WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?

I expect this essay to be completed for homework and handed to me at the beginning of next Friday's session.

The second section of this session was concerned with discussing material that will eventually allow students to produce a response to the statement: 'MEDIA INSTITUTIONS ARE RIGHT TO FEEL THREATENED BY NEW/DIGITAL MEDIA.' CONSIDER THIS STATEMENT AND SHOW HOW MEDIA INSTITUTIONS ARE REACTING TO TECHNOLOGICAL DEVELOPMENTS.

Students were provided with material that explores media issues relating to 'The MySpace Story' and also explores the influence of Napster and how Shawn Fanning has changed how we consume music. Students were made aware of the Google Plus challenge to Facebook. Click on link to view BBC material relating to this issue:

http://www.bbc.co.uk/news/technology-15028920

http://www.bbc.co.uk/news/technology-14985494

Students were then asked to consider the influence of advertising and whether the internet is really a 'Free Space'. What price do we pay when we access the digital world?

Homework: Students need to complete the media and democracy essay. Students also need to watch the third episode of the BBC's THE VIRTUAL REVOLUTION. This episode is titled THE COST OF FREE and is an essential resource. This documentary explores issues such as the influence of the cookie, how behavioural targeting works, and why Adwords is so effective. YOU MUST WATCH THIS EPISODE. The first three episodes of this documentary form the basic understanding of digital media that will allow students to develop a more sophisticated understanding of media debates and issues. If you are not watching these resources you are not an A Level Media student and might want to reconsider your academic options. Click on link below to access the first You Tube segment of episode three. Students should navigate through the episode from this initial link:

http://www.youtube.com/watch?v=F5ShMZ0Xy2Q

Students need to familiarise themselves with THE COST OF FREE/Napster notes as this information will inform the next session.

Lots to do folks. The essay is a massive piece of work as it will provide me with evidence of how you are approaching this course and how much research you are undertaking beyond our classroom. CRITICAL AUTONOMY is crucial. I have provided an essay plan and a mass of material that is relevant for this task. I expect a detailed and convincing A2 response that reflects the amount of work/material that we have discussed in preparation for this task.

Students are advised to revisit the links offered in the first two lesson blog entries.

Good luck.

WILL GOOGLE PLUS CHALLENGE FACEBOOK? BBC Article.

Google seem desperate to extend their vast economic and digital power because they obviously need to raise their digital profile!! Sorry about the sarcasm but how much of the digital marketplace can one company command before there is an issue relating to monopoly? Has the internet simply created a small number of global companies that bully and dominate the digital market? This might be an issue A2 students could explore through their coursework.

Anyway, click on the link below to hear a google representative 'sell' google plus and avoid using the word 'Facebook':

http://www.bbc.co.uk/news/technology-14985494

Facebook are clearly aware of Google Plus:

http://www.bbc.co.uk/news/technology-14906877

Google's links with China may be of interest to A2 students currently collecting material for their media and democracy essay. Google accepted the restrictions imposed upon them by the Chinese government as they still stood to rake in a mass of profit. They threatened to remove the google service from China when it was discovered that the Chinese government had hacked into thousands of Gmail accounts:

http://news.bbc.co.uk/1/hi/8455712.stm

http://news.bbc.co.uk/1/hi/business/8456950.stm

http://news.bbc.co.uk/1/hi/business/4903434.stm

http://news.bbc.co.uk/1/hi/technology/4645596.stm

http://www.guardian.co.uk/technology/2010/jan/12/google-china-ends-censorship

http://www.nytimes.com/2010/03/23/technology/23google.html

The saga of China and Google is an interesting tale. A2 students should be aware of its significance.

YEAR 12 LESSON TWO [20th Sept 11]: Homework.

Students were offered resources that provide an overview of AUDIENCE THEORY, GENRE AND NARRATIVE THEORY. Students were also offered an exemplar response to the question: Compare and contrast the trailer from the first series of Skins with the trailer for the second series of Skins with particular reference to the representation of teenagers.

Click on link below to access both trailers:

Series One:http://www.youtube.com/watch?v=Nm0onseM1Mw

Series Two: http://www.youtube.com/watch?v=QF0L-xparmI&NR=1

Students then considered the codes and conventions of the film trailer. A series of trailers were shown to the students and class discussion/reaction produced a board full of relevant notes. Students examined how information relating to genre and audience is always evident, information is offered relating to character and location, the use of enigma codes and a sense of narrative disequilibrium is often evident, and text and/or voiceover is often used to ensure that the trailer is not too polysemic. Click on link to access the Winter's Bone trailer:

http://www.youtube.com/watch?v=5O8F8JtSVmI

Click on link to access Prom trailer:

http://www.youtube.com/watch?v=4E0od4gSIXg

Click on link to access Social Network trailer:

http://www.youtube.com/watch?v=lB95KLmpLR4

The second section of this session involved students offering a media criticism of the controversial 2008/2009 Barnardos advertisement 'Breaking the Cycle'. Click on link to access the advertisement:

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

This advertisement inspired nearly 500 complaints when broadcast on ITV in November 2008 during the ad break to 'I'm a Celebrity, get me out of here'.

Guardian article relating to Break the Cycle:

http://www.guardian.co.uk/media/2008/dec/10/asa-advertising1

Daily Telegraph article that includes interview with actress:

http://www.telegraph.co.uk/culture/tvandradio/3706674/Barnardos-abuse-advert-is-reality-TV-says-actress.html

Homework: Students should read all the material that I offered in this session. Students should be beginning to develop a basic understanding of NARRATIVE/AUDIENCE theory and media language. The first written task is a response to the Breaking the Cycle advertisement. Students must answer the following questions:

1.How are media forms used to shape the meaning of this advert?

2.How is the life of the girl represented?

3.What do we learn about the role of Barnardos in this advertisement?

4.Where does the advert position its audience?

Below is a link to a resource that will help students construct an appropriate written response to this first written task. Students can print or download this document:

http://www.docstoc.com/docs/96351009/AS-MEDIA-STUDIES-WRITTEN-TASK

You lot were brilliant today. Much appreciated.Keep it up.

Smoking in films influences teenage behaviour: BBC news item.

One of the key concepts in media is the debate that considers the influence of media. Chomsky and Marxist Theory clearly offers the view that the media is incredibly influential whereas Liberal Pluralism offers the view that the audience has the freedom to choose its media input therefore the audience is more active, and media less influential, than Chomsky suggests. This report seems to suggest that the media is having an influence upon teenage behaviour therefore serves to reinforce the Marxist viewpoint rather than a more pluralist perspective. STUDENTS MUST BE AWARE THAT THIS IS A CENTRAL MEDIA DEBATE. CAN THE MEDIA REALLY INFLUENCE HUMAN BEHAVIOUR?

This issue also relates to Media regulation. Should films that depict smoking be given an 18 certificate? Don't forget folks, the British Board of Film Classification website is a fantastic resource when researching media and regulation. Click on link to access their excellent website. The student resources are superb and the historical information is incredibly useful. I advise A2 students to visit this site:

http://www.sbbfc.co.uk/

Click on link below to access BBC online article and access video report:

http://www.bbc.co.uk/news/health-14971560

YEAR 13 LESSON TWO [16th Sept 11]: Homework.

The lesson began with a recap of how the BBC has adapted to the digital revolution. It is absolutely essential that students are able to make specific reference to how the BBC uses digital technology to provide a decent service for its audience. For example students must be able to explain how the BBC has revolutionised how its audience can consume and respond to the BBC radio service [podcasts, blogs,programme specific websites, online archive, ability to e-mail journalists, webcam, use of video clips etc]. Again...I urge ALL students to research the origins of the BBC and develop an understanding of why the BBC's ethos is to INFORM, EDUCATE and ENTERTAIN. When did the BBC begin? Who was Lord Reith?

Click on link to access a brief history of the BBC:

http://www.bbc.co.uk/historyofthebbc/index.shtml

The success of the BBC needs to be compared with an institution that has struggled to adapt to the challenges of the digital age. Students were advised to be aware of the pressure that Napster placed on the music industry and how EMI suffered, and continues to suffer, as it struggles to develop a business model for the digital age. Again, research required. Why did Murdoch sell MySpace? How significant is SPOTIFY'S business model?

An article from the Media Guardian was handed to students that explores the continuing success of PRIVATE EYE magazine. This is important as print media is being savaged by the digital age yet here is an example of thriving print media. Subscriptions to Private Eye continue to create profit and this was linked to Murdoch's PAYWALL and students examined why a paywall/subscription may be a successful business model for Private Eye, The Wall Street Journal and The Financial Times but not The Sun or The Times. IF THE CONTENT THAT IS BEING OFFERED IS UNIQUE AND CONSIDERED OF VALUE BY ITS AUDIENCE THEN THEY WILL PAY FOR CONTENT. IF SIMILAR CONTENT IS AVAILABLE ELSEWHERE FOR FREE, PERHAPS A PAYWALL BUSINESS MODEL WILL STRUGGLE TO GENERATE REVENUE.

Click on link below to access Media Guardian 'Private Eye' article:

http://www.guardian.co.uk/media/2011/sep/11/private-eye-50?INTCMP=SRCH

The heart of this session examined the issues surrounding media and democracy. Students were asked to consider the question:

'The Internet and the World Wide Web have created a more democratic world.' To what extent do you agree with this statement?

Students were offered a resource that examines the role of technology in the recent London Riots and a resource that presents an overview of internet censorship.

Technology and London Riots:

http://news.bbc.co.uk/1/hi/programmes/click_online/9563177.stm

Internet Censorship:

http://www.youtube.com/watch?v=XPAvg6CU6sI

HOMEWORK: Students were provided with a very structured research project. Students must be aware of how the views of Andrew Keen and Clay Shirky differ, the significance of social media when organising protest and allowing the world to access information in Iran in 2009 and throughout the recent 'Arab Spring' uprisings, the significance of China and their approach to digital freedom, the use of technology in the recent London riots, the significance of Wikileaks and Bradley Manning's role in the recent history of Wikileaks, and finally the significance of The Stuxnet Worm and the implications of nation states using digital technology in such a manner. Cyberwar?

The following resources will help students with this research homework. REMEMBER....FISHYMEDIA IS YOUR ONE STOP MEDIA RESOURCE SHOP!

Resources related to Shirky and Keen are still available on the entry that provides an overview of our first session. There are lots of resources on this page that will help you with this homework. Click on link here to access the Lesson One blog entry:

http://fishymediaresources.blogspot.com/2011/09/year-13-lesson-one-9th-sept-11-homework.html

Brilliant Wikileaks documentary. All you need to know about this institution is here:

http://fishymediaresources.blogspot.com/2011/09/wikileaks-documentary.html

BBC documentary: How Facebook changed the world...

http://fishymediaresources.blogspot.com/2011/09/how-facebook-changed-world-bbc.html

Click on link to access the second episode of The Virtual Revolution. This is an essential resource. There is a mass of material in this episode that you will be able to use in your essay. This is the first ten minute You Tube segment. Navigate through the segments from this link:

http://www.youtube.com/watch?v=RFeJaEhUGs8

Here is the link to The Virtual Revolution webpage. This is a superb resource:

http://www.bbc.co.uk/virtualrevolution/interviews.shtml

Stuxnet worm links:

http://fishymediaresources.blogspot.com/2011/09/internet-is-not-safe-hacking-is-big.htm

Cameron and social media 'crackdown' article from The New York Times:

http://www.nytimes.com/2011/08/12/world/europe/12iht-social12.html

Lots to do folks. Remember, independent research will develop your critical autonomy. Your A2 grade is dependant upon your understanding of media issues and debates and your ability to demonstrate critical autonomy. You will only develop this understanding with independent research. Good luck fiends.

100 Songs That Changed History: Time Out Feature.

THIS SHOULD BE OF INTEREST TO ANY INDIVIDUAL INTERESTED IN MEDIA, MUSIC AND POPULAR CULTURE. This is not a list judged on artistic merit but on the historical significance of the song. For example The Spice Girls are in the list because of their significance when offering 'music' as a brand. Justin Bieber [hello NT] is in the list because of his use of You Tube and the viral marketing campaign that launched his career. The brilliant STEEL PULSE and their Ku Klux Klan is at number 83 because of their challenge to the racist National Front in 1970s Britain. I remember seeing this when I was a young teenager and being mesmerised. I couldn't understand why these young black British men were dressed like vile American racists....then I heard the lyrics. I travelled into Hull city centre the next day and bought their album 'Handsworth Revolution' from Sydney Scarborough's underneath the City Hall [ask your grandparents!!]. It is still one of my favourite albums. EVERY song in this list is accompanied by an explanation of its significance. THIS IS A FANTASTIC RESOURCE. Some of the songs might be bobbins and make Snow Patrol appear innovative and creative [ impossible i know...] but the explanation of the song's significance is always fascinating and often relates to media issues and debates. This resource is aimed at A2 students but any sentient human being with a working pulse

should find something of interest here.

At the very least, be aware of WHY Billie Holiday is number 33. Click on link:

http://www.timeout.com/london/feature/1488/100-songs-that-changed-history-the-full-list

TROLLING: An unbelievable news story.

Trolling is a term used to describe the trend of anonymously seeking to provoke outrage by posting insults and abuse online. Click on link to read a story that is genuinely grim. This is the dark side of digital technology. Click on link:

http://www.bbc.co.uk/news/uk-england-berkshire-14894576

http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-14162669

http://www.bbc.co.uk/news/magazine-14898564

YEAR 12 LESSON ONE [13th Sept 11]: Homework.

Welcome to my media world Year 12. Lovely to meet you all. Today's two hours of mirth and merry media was a very gentle introduction to your GCE AS Level experience. Welcome aboard.

The session began with an overview of the course. The main point to remember is that the course is 50% exam 50% coursework. The main aim of my introduction was to make it very clear that the coursework is of VAST importance. The class were shown examples of last year's coursework broadcast media. Further examples of student coursework are available on the fishymedia vimeo site. This site is filled with examples of student broadcast media and a BBC report of last year's Beverley Joint Sixth demonstration. STUDENTS ARE ENCOURAGED TO PERUSE THE WORK POSTED TO THIS SITE. All the work I shared with you today is available on the vimeo site. The link below will take you to the site via a documentary that I recently posted to vimeo:

http://vimeo.com/28397234

The second half of the session involved students being offered the shower scene from Alf Hitchcock's 'Psycho', the opening scenes of Steven Spielberg's 'Jaws', and the trailer to the first series of Channel Four's 'Skins'. The aim of this section of the lesson was make students aware of the craft of film-making. For example, the importance of sound and editing and how content is shaped by the marriage of sound and image.

Click on link to access the famous shower scene from Alfred Hitchcock's 'Psycho' [1960]:

http://www.youtube.com/watch?v=8VP5jEAP3K4

Click on link to access trailer for first series of Skins. This trailer was first broadcast in December 2006:

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

Homework: Students should read all the material that I offered you in this session. Students will be expected to use the language of media in the next session so familiarise yourself with terms such as polysemic, diegetic sound, anchorage, connotation etc. Read my Spielberg essay. You will be expected to produce written work in a similar style.

Watch student broadcast media via the fishymedia vimeo site and peruse the fishymedia archive to gain an overview of the world of media and gain a sense of the course and its content.

Watch this film. It will make you smile. Click on link:

http://vimeo.com/15328356

See you next week.

WIKILEAKS DOCUMENTARY.

WIKILEAKS is a massive media issue. Click on link to access a very comprehensive documentary that explains the aims and ethos of this organisation. Again, this relates to media and democracy and links to our class discussion and the consideration of the question: Has the internet helped or hindered democratic freedom?

Click on link to access the full documentary that has been uploaded to You Tube. This is a seriously good resource. The 'keener' students might want to make some notes as there is a mass of useful information in this film:

http://www.youtube.com/watch?v=PvmfOaZ34Pk

Wikileaks is a very important topic and i expect ALL students to be aware of the implications that link to this media institution. ALL students need to be aware of the existence of JULIAN ASSANGE.

THE INTERNET IS NOT SAFE: Hacking is big business.

Is there really such a beast as a secure website? Or Cyberwar? The following resources may be useful for Year 13 when considering issues relating to media and democracy and the impact of new digital media. Hacking and identity theft are HUGE digital issues. Click on links to access some BBC news stories:

http://www.bbc.co.uk/news/technology-14802673

http://www.bbc.co.uk/news/technology-12847072

http://www.bbc.co.uk/news/technology-12633240

http://www.bbc.co.uk/news/technology-12473809

http://www.bbc.co.uk/news/technology-12416580

This is a massive issue. Feel free to peruse other resources posted to fishymedia. I will expect all Year 13 students to be able to answer the question:

WHAT WAS THE STUXNET WORM?

http://www.bbc.co.uk/news/technology-11795076

http://www.bbc.co.uk/news/technology-11388018

Controversial 9/11 Photograph.

Today is the 10th anniversary of 9/11 and students should be aware of the images being used in today's newspapers that represent the horror of that brutal day. As REPRESENTATION is one of the key topics at A2, Year 13 might want to collect material related to 9/11 and use this material for media work later in the course.

One of the most controversial images from this day was a photograph captured by THOMAS HOEPKER. This image was published in 2006 as Hoepker and his employers MAGNUM [the legendary photography agency] believed it too controversial to be published in the immediate aftermath of 9/11. Below is a link to an article from the online Guardian that discusses the implications of this image:

http://www.guardian.co.uk/commentisfree/2011/sep/02/911-photo-thomas-hoepker-meaning?INTCMP=SRCH

Thomas Hoepker discusses his photograph in Slate magazine:

http://www.slate.com/id/2149675/

Below is a link to a series of still images captured by photographers on Sept 11th 2001:

http://www.guardian.co.uk/world/interactive/2011/sep/08/9-11-attacks-photographs-interactive

Students/media doctors/media anthropologists/ might want to consider why Magnum refused to publish Hoepker's photograph?

YEAR 13 LESSON ONE [9th Sept 11]: Homework.

Great to see you lot again. Congratulations on your impressive AS results...but now we really dig our fingers into the murky world of media studies.

The first session began with an overview of the course. A2 remains 50% exam [MEST 3] and 50% coursework [MEST 4]. Students have the full creative freedom to explore any contemporary area of media interest for their coursework therefore students must be constantly aware of media related news and contemporary technological developments. The exam will demand that students are aware of the media issues and debates that relate to Representation and The Impact of Digital Media. I will be exploring issues relating to The Impact of Digital Media.

The first class discussion was a response to the question: HAS THE INTERNET HELPED OR HINDERED DEMOCRATIC FREEDOM?

The following resources may be useful when considering this question:

http://fishymediaresources.blogspot.com/2010/10/beginners-guide-to-internet-censorship.html

http://fishymediaresources.blogspot.com/2011/08/how-has-technology-affected-riots-in.html

http://fishymediaresources.blogspot.com/2011/05/apple-accused-of-exploiting-chinese.html

http://fishymediaresources.blogspot.com/2011/04/tim-berners-lee-and-net-neutrality-bbc.html

http://fishymediaresources.blogspot.com/2011/02/government-and-web-freedom-article.html

http://fishymediaresources.blogspot.com/2011/02/why-egypts-digital-uprising-is.html

The class were offered the June 2010 MEST 3 exam paper to peruse with the aim of providing students with a clear perception of the intellectual expectation at A2 and comprehension of the question structure that they will experience in May 2012.

It is important that ALL students are aware of how the BBC has adapted to digital technology as the BBC are an example of an institution that has thrived when confronting and adapting to the challenge offered by new digital media. An understanding of how the BBC uses digital media is a central feature of student understanding when preparing for Section B of MEST 3. Below are a series of links to allow students to investigate how the BBC uses digital media:

http://www.bbc.co.uk/news/

http://www.bbc.co.uk/

http://www.bbc.co.uk/5live/

http://www.bbc.co.uk/radio/

Students must be able to answer the question: TO WHAT EXTENT HAS THE BBC EMBRACED THE DIGITAL AGE? You must be able to support your view with clear and specific references to the BBC's use of digital technology. Students must also consider how the relationship between Audience and Producer is shaped by the BBC's use of digital media.

Many media institutions have not adapted to the challenge of digital media. For example reference was made to EMI and how they have struggled to create a business model that is relevant in a post-Napster world. The traditional music industry has been destroyed by digital culture. Students might like to consider how and why MP3 download culture has butchered the traditional music industry. To what extent has the Audience/Producer relationship been changed by Shawn Fanning's Napster site? Reference was also made to the demise of MySpace and Murdoch's use of PAYWALL. Students need to peruse fishymedia to research these issues. We will be discussing all these issues in future lessons.

Finally, students were asked to consider the question: HAS THE IMPACT OF DIGITAL MEDIA REDUCED THE POWER OF MAINSTREAM NEWS MEDIA TO PRESENT DOMINANT REPRESENTATIONS? Reference was made to You Tube, Russia Today and Al Jazeera.

Homework: Consider the three key questions that I pelted at you in this session. Reflect upon how you would answer these questions as one of them will be your first essay title.

Students need to digest the whole of the first episode of the BBC's FANTASTIC documentary series 'The Virtual Revolution'. I made it perfectly clear how valuable this resource is and I expect all students to have watched this 60 minute episode before our next session. If you can't be arsed to watch this, you should drop the course. Seriously...drop the course. There is so much detail and information in this first episode that it is a perfect resource. Click on link below to access the first You Tube segment then navigate through the other five segments:

http://www.youtube.com/watch?v=NPD4Ep_J81k

Furthermore, the website to this wonderful resource is media research heaven. Click on link below:

http://www.bbc.co.uk/virtualrevolution/interviews.shtml

Students also need to navigate through these links that explore the very different views of Andrew Keen and Clay Shirky. They express very different views relating to the power of the Web. Click on these fishymedia links:

http://fishymediaresources.blogspot.com/2010/07/andrew-keen-internet-critic-any-media.html

http://fishymediaresources.blogspot.com/2010/07/clay-shirky-interviewed-by-decca.html

http://fishymediaresources.blogspot.com/2010/11/andrew-keenclay-shirky-interviews.html

Students also need to research the history of the BBC and be aware of its aims and ethos.

PHEW...see you on Friday.

HOW FACEBOOK CHANGED THE WORLD: BBC DOCUMENTARY.

Students should be aware of this two-part series currently being broadcast by the BBC. Year 13 students need to be aware of the link between media technology and democratic freedom and this resource provides a fine overview of how social media was used to inspire the 'Arab Spring'.

Below is a link to the BBC i-player:
http://www.bbc.co.uk/iplayer/episode/b014grsr/How_Facebook_Changed_the_World_The_Arab_Spring_Episode_1/

CHRIS GOODWIN DOCUMENTARY.

Click on link below to access a documentary that I have recently completed that attempts to capture the thoughts of the Headteacher as he approached his final weeks in the school. Chris Goodwin worked at BGS for 36 years and this film is an attempt to document his educational philosophies and teaching experiences.

http://vimeo.com/28397234