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:
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.
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.
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