fishymedia: resources for A2/AS media studies.: November 2011

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:

http://vimeo.com/22603483

http://vimeo.com/13266888

http://vimeo.com/12994713

http://vimeo.com/22620153

http://vimeo.com/22627561

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:

http://www.youtube.com/watch?v=OYpKZx090UE

http://www.youtube.com/watch?v=1dgLEDdFddk

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:

http://www.youtube.com/watch?v=EIawNRm9NWM

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?

Students identified three sections of the trailer that are dictated by music and visuals. The trailer begins with a suggestion of a 'HEIST' movie, moves into a more upbeat tone and the final minute seems quite serious and melancholy as the orchestral music creates an emotive final section. How does the use of text, moving images, still images, film reviews, frame composition, editing, voiceover etc contribute to creating the narrative tone? Why does the tone change? What can the audience expect from this film? Students are expected to use the appropriate media language when constructing this analysis.

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:

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

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.stm

Click on link below to hear the Foreign Secretary William Hague discuss internet freedom and security.

http://news.bbc.co.uk/1/hi/programmes/click_online/9629424.stm

Click on link below to access a short video report relating to cyber crime:

http://news.bbc.co.uk/1/hi/programmes/click_online/9166522.stm

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:

http://www.bbc.co.uk/news/uk-15860071

Channel Four News:

http://www.channel4.com/news/gerry-and-kate-mccann-tell-leveson-inquiry-of-media-ordeal

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-15849142

Here is one of the Lynx adverts that was not banned due to it being shown after the watershed:

http://www.youtube.com/watch?v=ibN4ewcodZ4

Daily Mirror article with example of the banned print media:

http://www.mirror.co.uk/news/top-stories/2011/11/23/lucy-pinder-raunchy-lynx-advert-banned-for-being-degrading-to-women-115875-23582467/:

Click on link below to access two of the banned internet advertisements:

http://www.youtube.com/watch?v=3e8GTM3lS9s

http://www.youtube.com/watch?v=CUlCPw0GCZQ&feature=related

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-15825050

Here is the advert.Click on link below:

http://www.youtube.com/watch?v=pSLOnR1s74o

Here is a horror genre spoof version:

http://www.youtube.com/watch?v=FSZKzwF2yGs&feature=related

Here is a version with the music from THE SHINING:

http://www.youtube.com/watch?v=b254gjohciI&feature=related

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:

http://www.guardian.co.uk/commentisfree/2011/nov/20/christmas-adverts-john-lewis?INTCMP=SRCH

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!

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!

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:

http://minus.com/mq42Sfh7Z#1

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:

http://www.youtube.com/watch?v=Zyji16NgVHs&oref=http%3A%2F%2Fwww.youtube.com%2Fresults%3Fsearch_type%3Dshows%26rental%3D0%26uni%3D3%26movies_browse%3D1%26search_query%3Dmartin%2Bstamp%26oq%3Dmartin%2Bstamp%26aq%3Df%26aqi%3D%26aql%3D%26gs_sm%3De%26gs_upl%3D4112l7302l0l7823l0l0l0l0l0l0l0l0ll0l0&has_verified=1

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:

http://www.bbc.co.uk/news/uk-15715348

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:

http://vimeo.com/13264330

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:

http://vimeo.com/13242925

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:

http://minus.com/mhfOU6AWb#1

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:

http://www.youtube.com/watch?v=at1y7iHmjXQ

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:

http://www.youtube.com/watch?v=uEU7lrtehDs&feature=related

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:

http://minus.com/mRyDMDBEa#1

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:

http://news.bbc.co.uk/1/hi/in_depth/sci_tech/digital_giants/8564348.stm

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:

http://www.bbc.co.uk/programmes/b016kgfd

Below is a brief BBC interview with Jimmy Wales:

http://www.bbc.co.uk/news/technology-15553938

The Festival also offered a debate relating to the future of news in a digital world. Feel free to peruse this 60 minute resource.

http://www.bbc.co.uk/programmes/b016vkqt

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:

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

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:

http://www.youtube.com/watch?v=Zd8o_yqqo9o&feature=related

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:

http://www.youtube.com/watch?v=vhO3dTdp6ek

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:

http://www.youtube.com/watch?v=StP5Tab784U

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?

http://www.bbc.co.uk/news/uk-politics-15555484

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:

http://minus.com/mhfOU6AWb#1

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:

http://news.bbc.co.uk/1/hi/programmes/newsnight/9053238.stm

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.