YEAR 12 LESSON FOUR [1st Oct 12]: Homework.

Students received their first marked homework of the year. I thought you lot handled the horror of receiving your first A Level grades in an admirable manner. The first intellectual engagement of the morning involved a consideration of the Winter's Bone trailer and how much information could be gathered from the first 20 seconds of the trailer. The aim of this exercise was to make students aware of the mass of information that is offered by a relatively brief media text and the importance of being able to identify key moments within a text. The exam will test student ability to quickly identify the key moments within a text. Class response was superb.
Link to The Winter's Bone Trailer: http://www.youtube.com/watch?v=5O8F8JtSVmI

The second phase of the lesson considered the institutional aim of a student text created by a previous Year 12 group. The class were asked to consider if this was appropriate for the institution and how text might be used to anchor meaning at the conclusion of the text. Again, the response was intelligent and relevant.
Click on link to access student film: http://vimeo.com/16121970

The main section of the lesson was a consideration of the Barnardo's 'Breaking The Cycle' campaign from 2008. The class were asked to consider four questions:

1. How are media forms used to shape the meaning of the advert?
2. How is the life of the girl represented?
3. What do we learn about the role of Barnardo's in this advertisement?
4. Where does the advert position its audience?

Click on link to access text: http://www.youtube.com/watch?v=yFOcrZeMRUU

HOMEWORK: Complete the Barnardo's written task. Furthermore, students must capture TWO STILL IMAGES of Beverley. The two images should offer two very different representations of Beverley. The two institutions shaping the representation should be aiming to access a different audience. For example one image may be aimed at young families and the other image aimed at teenagers. The choice is your own. E-mail me the two images before next Monday's lesson. Make sure you clearly state your target audience and the nature of the institution mediating the representation.

You lot were superb today. I expect ALL written work to improve by AT LEAST one full grade. Keep watching this blog as I will be posting some exemplar material asap.

Students may also like to hunt the mysterious  Beverley Westwood ELK. The truth is out there!

YEAR 13 LESSON FOUR [26th Sept 12]: Homework.

This session aimed to provide students with notes that can be used to respond to the following 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.

Class discussion considered the content that would be appropriate when attempting to answer this MEST3 challenge. Reference was made to a variety of texts including:

• The BBC and how and why they have embraced the challenge of the digital world.
• The music industry and how NAPSTER has changed how an audience can consume music. Reference was made to Spotify and how Mp3 file sharing has blurred the boundary between audience and producer. Illegal file sharing and copyright is a big issue here. 
• PAYWALLS and Rupert Murdoch.
• MySpace and Wikipedia.
• The publishing industry.

Students were offered a potential essay structure to accompany the notes created via class discussion. The interesting feature of this essay is that digital media institutions have struggled to survive in the digital world. It is not just old analogue media institutions that have struggled to create a business model that is appropriate for the digital world. Furthermore, digital media has allowed certain individuals the opportunity to thrive in the digital market-place. Reference was made to KHAN ACADEMY, SBTV, ROSIE HARDY and AMANDA HOCKING.

THIS IS A MASSIVE ESSAY. It will allow me to gauge who has been synthesising the information that I have been asking you to read and watch. The Virtual Revolution notes that relate to Wikipedia's gatekeeping system and the influence of Napster will be extremely useful. Remember, the whole aim of A2 Media is to encourage critical autonomy and independent study. This essay is your first test.

HOMEWORK: Complete the essay. The essay should consist of four detailed paragraphs and a convincing conclusion.

Students should also consider how media theory can be applied to the following title:
'VIOLENT FILMS CREATE VIOLENT PEOPLE.' Discuss.

Also...your next essay title will be:
'THE INTERNET AND WORLDWIDE WEB HAVE CREATED A MORE DEMOCRATIC WORLD.' To what extent do you agree with this statement?
Students need to think about how they will answer this question. We will be discussing this title in the next session.

LOTS TO DO FOLKS. SORRY about the Victoria Sponge...next week...I promise.

Below are some links to help with the essay:
MySpace BBC online:  http://www.bbc.co.uk/news/technology-19712478
Facebook: http://www.bbc.co.uk/news/technology-18981495
The Virtual Revolution..The Cost of Free:
http://www.youtube.com/watch?v=MNAfnfcergc&feature=related
SBTV: http://sbtv.co.uk/
Rosie Hardy: http://www.rosiehardy.com/
Khan Academy: http://www.khanacademy.org/
Music piracy: http://www.bbc.co.uk/news/technology-19599527
Amanda Hocking: http://www.guardian.co.uk/books/2012/jan/12/amanda-hocking-self-publishing
NAPSTER: http://www.youtube.com/watch?v=CSpzW8bkkPc&feature=related
Rupert Murdoch discusses Paywalls: http://www.youtube.com/watch?v=ae4Cy6xee2o
Murdoch on new media: http://www.youtube.com/watch?v=ae4Cy6xee2o

YEAR 12 LESSON THREE [24th Sept 12]: Homework.

Students were briefly introduced to the media theories of Marxism and Liberal Pluralism and the idea of the audience being passive and active. The class were then offered the views of Baudrillard and his belief that all texts are mediated thus we exist in a state of HYPERREALITY. Students were also offered the views of John Berger and his belief that advertising attempts to exploit human vulnerability and offers the consumer a world where they can be 'better'. Bill Hicks appeared with his views relating to marketing. Why does Hicks entertain such extreme views? Why are the audience clapping?! Click on the link below to hear the late, great Mr.Hicks:
http://www.youtube.com/watch?v=UEnA29wK7uM 

Students were then introduced to the narrative disaster that is THE WINGS OF LUNESTA promotional advertisement. Class discussion explored why this is NOT an example of a successful media text. Click on link:  http://www.youtube.com/watch?v=nVSERRGSvd0&feature=related

The session moved on to consider the REPRESENTATION of the act of smoking cigarettes in three American print advertisements from the 1970s. One student made a wonderful comment that the modern LYNX advertisements are equally ridiculous and represent women in a similar manner to the old American print advertisements. What do you think? Similar? Different? Click on link below to access  the 'fallen angels' LYNX advert:
http://www.youtube.com/watch?v=EfeVEAZkJqM
Students were also asked to consider how media forms were used to represent the nature of the institution in a print advertisement used by a Mexican Art Gallery. This generated a discussion that explored the nature of 'shock advertising' and moved the session into its main phase.

The main section of the lesson considered the Barnardo's broadcast media from a 2008 campaign titled: Breaking the Cycle. Click on link below to access the text:
http://www.youtube.com/watch?v=yFOcrZeMRUU
Students were also introduced to an image from a Barnardo's print campaign and asked to consider the media codes used to present information via the Barnardo's e-media. Click on link below to access Barnardo's e-media: http://www.barnardos.org.uk/
Students were asked to consider why the tone of the e-media seems less intense and provocative than the broadcast and print media.


HOMEWORK: Students must digest the Barnardo's material as this material will be the focus of your next piece of written work.

I would like students to produce a written response to the following questions:

1. How is the act of smoking represented in the THREE American print advertisements from the 1970s?
2. In the provocative poster used to advertise the Mexican Art Gallery, who is the target audience and what kind of art can the audience expect to experience within this gallery? 

STUDENTS NEED TO ILLUSTRATE THEIR ANSWERS USING APPROPRIATE MEDIA LANGUAGE AND SPECIFIC TEXTUAL REFERENCE.

Once more...you lot were magnificent today. Keep it up.

YEAR 13 LESSON THREE [19th Sept 12]: Homework.

Students were reaquainted with media theory. Reference was made to Reception Theory, Marxist Theory, Liberal Pluralism, Dyer's Theories, Berger's view of how advertising works, and Baudrillard's Theory of Hyperreality.

Reference was made to recent news stories such as the findings of the Hillsborough Panel, The Sun's Hillsborough aplology, and the violent reaction to the Innocence of Muslims video. Reference was made to THE YOUNG TURKS and their online news coverage. Students were asked to explore the media issues and debates that can be linked to these moments. Click on link below to access TYT news segment:

http://www.youtube.com/watch?v=9dqHt6gsoxU

The Sun's apology..after 23 years: http://www.youtube.com/watch?v=dQWAS6kT0dw

The reaction of Liverpool supporters to the representation offered by the Sun on the Monday after the tragedy: http://www.youtube.com/watch?v=kkA_uhijyCI

fishymedia Hillsborough resources:

http://fishymediaresources.blogspot.co.uk/2012/09/the-suns-reporting-of-hillsborough.html

Class discussion considered how these resources relate to media theory, globalisation and the power of digital media to spread information, regulation and whether it is possible or appropriate to control the internet, the moral responsibility of an institution when presenting lies as truth, the power of the mobile phone when combined with You Tube, and how digital media has allowed non-mainstream news organisations such as TYT to challenge the representations of mainstream media. Reference was also made to the Audience/Producer debate. Class response was excellent.

This news report appeared this evening. We were discussing this issue in today's session:

http://www.bbc.co.uk/news/technology-19648808
This news report relates to the Innocence of Muslims video:
http://www.bbc.co.uk/news/world-middle-east-19606155

The class were offered the first ten minute You Tube segment of the Virtual Revolution. Click on link: http://www.youtube.com/watch?v=RFeJaEhUGs8&feature=relmfu

Here is the resource that deals with internet censorship shown in today's lesson:

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

Students need to consider if digital media has empowered the individual and enhanced democratic freedom. This will be an essay topic before the end of this half-term. The second episode of the Virtual Revolution deals with issues that relate to digital media and democratic freedom.

The final section of the session was an attempt to prepare students for Section A of Mest3.Students were asked to consider the question:

How are Olympic athletes represented in these two media texts?

Click on links below to access texts:

Channel Four's 'Meet the Superhumans': http://www.youtube.com/watch?v=tuAPPeRg3Nw

The BBC Olympic advert: http://www.youtube.com/watch?v=4ViLiXA0E70

HOMEWORK: Complete the representation question linked to the Olympic trailers. Students need to consider why the institution is offering this preferred reading and use all the media language appropriate when constructing a critical media analysis. This should be a one page A4 response if typing with a size 10 font.

Furthermore, I would like students to produce a written response to the question:

What are the media issues and debates that can be linked to the Hillsborough news story OR the Innocence of Muslims video OR the news report offered by THE YOUNG TURKS?

Choose the SPECIFIC text and produce a one side of A4 response. We discussed a whole range of issues this morning and you can approach your choice of text using any of the media issues or debates raised in the class discussion. Show me you were listening!

Students also need to watch the third episode of the Virtual Revolution.Click on link below to access first You Tube segment: http://www.youtube.com/watch?v=MNAfnfcergc&feature=related

Students also need to consider the question below as this question will be offered as a written homework next week. Research required:

'Media Institutions are right to feel threatened by new/digital media.' Consider this statement and show how media institutions are reacting to technological developments.

Good luck folks. You were excellent today. Much appreciated. Keep it up.

YEAR 12 LESSON TWO [17th Sept 12]: Homework.

Students revisited the concept of REPRESENTATION and how the nature of the INSTITUTION shapes meaning. Reference was made to the representation of the Hillsborough tragedy by The Sun newspaper in 1989 and their apology last week, and how mobile phone footage was used to challenge the original Police representation of the death of Ian Tomlinson in 2009. Click on link below to access the Tomlinson footage that challenged the original representation of his tragic death.

Ian Tomlinson incident: http://www.youtube.com/watch?v=HECMVdl-9SQ

The next session of the lesson involved the class considering the question:

How are Paralympians represented within this media text?

Click on link below to access Channel Four advertisement,

'Meet The Superhumans': http://www.youtube.com/watch?v=tuAPPeRg3Nw

The next phase of the lesson considered the codes and conventions of the film trailer. Click on links below to access the three trailers used to identify codes and conventions:

Ghost Writer: http://www.youtube.com/watch?v=L_AerBW0EcI

The Sweeney: http://www.youtube.com/watch?v=MtoM5O0eXvE

The Wedding Party: http://www.youtube.com/watch?v=ohdo8lb60AM

Students discussed how the form of the trailer always provides information relating to character, location, time, genre and plot. Enigma codes are used, a state of narrative disequilibrium is presented and the text will be polysemic without being confusing. Text or dialogue is often used to illustrate the nature of the narrative. Media forms are dependent upon genre. Students may have the opportunity to construct their own trailers therefore students must be aware of the ingredients used to create a successful trailer.

Hitchcock's PSYCHO 'Shower Scene' was offered to students with the aim of developing student understanding of how media forms shape meaning. Click on link below:

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

The final section of this carnival of media delights was a consideration of the KICK-ASS trailer. Students were asked to consider the question:

How is violence represented within this media text?

Students were asked to apply media theory to this text and were introduced to Dyer's theories, the idea of desensitisation, Reception Theory and the Uses and Gratifications Theory.

Click on link to access trailer:

http://www.youtube.com/watch?v=O5mxBaXHcFw

HOMEWORK: Sudents are expected to produce two pieces of written work in response to the questions:

1. How are Paralympians represented within this media text?
2. How is violence represented within the KICK-ASS trailer?

The Channel Four text demands that students consider the Preferred Reading and how media forms are constructed to create this meaning. STUDENTS MUST ATTEMPT TO USE MEDIA LANGUAGE IN AN APPROPRIATE MANNER. Students must refer to the significance of long shots, close ups, diegetic sound, non-diegetic sound, the speed of editing, connotation etc. Select the three or four key frames that serve to illustrate the nature of the Preferred Reading. I expect one page of A4 if the response is using a size 10 font.

The second text needs to identify the nature of the representation of violence and also needs to apply media theory. This is a controversial representation of violence therefore students need to consider how an audience might use this text and any negative effect this text may generate. Reference must be made to the concept of desensitisation and Dyer.

PHEW.

Good Luck Fiends. You were fantastic today. Much appreciated. Keep it up. Any problems.... fire me an e-mail.

VIRAL VIDEO CAUSES UNREST....

Religious fury has erupted in Yemen, Sudan, Libya and Egypt and the motivation for the rioting appears to be a viral video that mocks Islamic values. This is an example of the power of global digital media, an example of the dangers of representation, and also touches upon the debate that the internet may need some form of regulation or control. Students need to be aware of this issue as You Tube appears to be the digital platform that has been used to project this film on to the global stage.

This moment could be compared with the KONY 2012 video posted online earlier this year. What do these two moments tell us about the power of digital media?

http://www.bbc.co.uk/news/world-middle-east-19595854

http://www.bbc.co.uk/news/world-us-canada-19592279

http://www.bbc.co.uk/news/world-africa-19584734

http://www.bbc.co.uk/news/world-africa-19572912

The Young Turks discuss the film:

http://www.youtube.com/watch?v=9dqHt6gsoxU

KONY RESOURCES:

http://fishymediaresources.blogspot.co.uk/2012/04/kony-2012-invisible-children.html

THIS SHOULD BE OF INTEREST TO A2 STUDENTS.

THE SUN'S reporting of Hillsborough. A shameful moment.

Students need to be aware of the current news story that relates to the shocking death of 96 Liverpool supporters at the FA Cup Semi-Final at Hillsborough in 1989. Yesterday the Hillsborough Independent Panel published a damning report that states that elements of the South Yorkshire Police Force were incompetent and their behaviour may have contributed to the deaths of many football supporters. It appears that Senior Police Officers attempted to blame the Liverpool supporters for the tragedy and, with the help of local Sheffield Tory MP Irvine Patnick, began to fabricate a narrative that blamed supporters in an attempt to mask their own incompetence and ignorance. The Sun newspaper - specifically the editor Kelvin McKenzie - helped construct this narrative with their shameful coverage of the tragedy. The Sun was the largest selling tabloid in the UK and this was a pre-digital world. This was a very influential national newspaper. Yesterday the Sun apologised for their coverage of this moment in 1989. This apology was offered only weeks after they published a controversial photograph of Harry Wales.

Students should be aware of this news story because this horrific journalistic moment relates to the Leveson Inquiry and the investigation into press standards. How much regulation do we need to stop a newspaper fabricating news stories? Do newspapers have a moral obligation to their readers or is a newspaper merely a means of creating profit? We will be discussing this issue throughout the course. RESEARCH REQUIRED.

Article from The Daily Telegraph: http://www.telegraph.co.uk/news/uknews/law-and-order/9540181/Hillsborough-The-Sun-profoundly-sorry-over-false-fan-conduct-reports.html

Article from The Guardian: http://www.guardian.co.uk/football/2012/sep/12/hillsborough-victims-families-police-resignation

The Sun's Apology. Video: http://www.youtube.com/watch?v=dQWAS6kT0dw

Video from LFCTV online. Why The Sun is not a popular newspaper on Merseyside: http://www.youtube.com/watch?v=kkA_uhijyCI

YEAR 13 LESSON TWO [12th Sept]: Homework.

Students were provided with two examples of the A2 Critical Investigation that is the main component of A2 coursework. Both scripts are fine examples of how to construct a 2000 word critical investigation and students were also shown the Linked Production created to accompany one of the scripts. The aim of this section of the lesson was to provide students with a clear understanding of the academic standards required at A2.

The main focus of the first session was a consideration of how the BBC has embraced the potential of digital media. Students MUST develop an awareness of how the BBC has used digital media as the BBC are clearly a media institution that has realised that digital media can help provide a sophisticated service for its audience. Other media institutions have not embraced or understood the potential of digital media and students must be aware of these media institutions. Reference was made to Rupert Murdoch's use of the PAYWALL and Spotify's attempt to discover an efficient business model in a post-Napster musical world.

As students had not completed their homework tasks, brief snippets from the ESSENTIAL RESOURCE 'THE VIRTUAL REVOLUTION' were shown to illustrate the concept of LEVELLING and Tim Berners-Lee's fear that the web may somehow be controlled by some form of central authority.

Students were also shown two Olympic advertisements and asked to consider the question:

How are the Olympic athletes represented in these two media texts?

Click on link below to access the texts:

Channel Four Paralympic Advertisement: http://www.youtube.com/watch?v=tuAPPeRg3Nw

BBC Olympic Advert: http://www.youtube.com/watch?v=4ViLiXA0E70

HOMEWORK: Students must watch the first two episodes of THE VIRTUAL REVOLUTION. I was genuinely APPALLED by student inability to watch an incredibly relevant and intelligent A2 resource. Click on link below and navigate through the YOU TUBE segments:

http://fishymediaresources.blogspot.co.uk/2012/09/first-year-13-lesson-resources.html

Students should also familiarise themselves with the views of Keen and Shirky.

Students should also watch the two Olympic adverts to prepare for the class discussion next week. Your focus should be a consideration of how media forms are used to shape meaning.

Furthermore, students need to read the resources I provided in today's lesson. Click on link below to access a brief Napster documentary:

http://www.youtube.com/watch?v=CSpzW8bkkPc&feature=related

The first written task will be a consideration of how different media institutions have adapted to the digital world therefore research will be required. Why is the MySpace story important? Why did Wikipedia change its gatekeeping system? How has the Publishing Industry adapted to the digital age? Faber and Faber? HarperCollins? How has the invention of the Kindle changed this industry? Why is the newspaper industry struggling to discover a working business model....RESEARCH REQUIRED.

The whole aim of the A2 Media course is to develop CRITICAL AUTONOMY. Critical autonomy is the freedom to think independently in an informed and intelligent manner. THIS IS NOT JUST A MEDIA SKILL, IT IS A LIFE SKILL. IF YOU WANT TO BE SPOON FED INFORMATION THAT YOU MERELY REGURGITATE LIKE A BAD MEAL, CHOOSE ANOTHER SUBJECT. Students will not develop any CRITICAL AUTONOMY if they ignore homework. You will simply fail the course.

WAKE UP.

THAT IS ALL :(

YEAR 12 LESSON ONE [10th Sept]: Homework.

Students were introduced to the structure of the course [50% coursework / 50% exam] and also introduced to some basic media terminology. Students were encouraged to consider how media forms are used to shape representation and were introduced to the concept that all texts are mediated. Texts that were used to explore media issues are available via the links below::

Kick Ass Trailer: http://www.youtube.com/watch?v=O5mxBaXHcFw

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

Skins Trailer Two: http://www.youtube.com/watch?v=QF0L-xparmI&feature=related

BGS Olympic Film documentary: http://vimeo.com/46722389

Students were also shown the opening sequence of Steven Spielberg's 1975 film 'JAWS' and asked to consider how Steviebaby uses media forms to shape the representation of the sea. Click on link below to access this resource:

http://www.youtube.com/watch?v=yrEvK-tv5OI&feature=fvwrel

I gave students an exemplar essay that considers the representation of the sea in this famous sequence. Please read this response and note how media language is used to construct a critical media response. Similarly, read the SKINS exemplar essay. It is essential that students develop an understanding of how the language of media is used to construct a coherent written response.

HOMEWORK: Read all the material that I gave to you in today's session. It would be most pleasing if students arrive at the next session with an awareness of media terms such as diegetic sound, non-diegetic sound, connotation, mediation, preferred reading, polysemic etc.

READ THE MATERIAL.

Students also need to follow this blog.

Furthermore, watch this resource as we will be discussing this famous filmic moment in our next lesson. How does Hitchcock use media forms to construct this disturbing moment in the film 'PSYCHO'? Click on link below:

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

YOU LOT WERE FANTASTIC TODAY. A GREAT START. KEEP IT UP.

YEAR 13 LESSON ONE [5th Sept 12]: Homework.

Students were introduced to the structure of the A2 course [50% exam/50% coursework]. At some point reference was made to the existence of Motown Records and this classic tune was offered to the bewildered students:

http://www.youtube.com/watch?v=XE2fnYpwrng

Students were encouraged to consider the advantages and disadvantages of digital media.

HOMEWORK: Students must watch the first episode of the Virtual Revolution. The first three episodes provide a perfect foundation from which to build an understanding of the digital revolution and the media issues and debates relevant to the A2 course. These episodes are stuffed full of media goodness. WATCH THEM. Click on link below:

http://fishymediaresources.blogspot.co.uk/2012/08/resources-for-a2-studentsand-very-keen.html

In the next lesson we will be examining how the BBC uses digital technology and how this use of technology has enhanced the service that the BBC can provide. Click on links below and explore how the BBC uses the potential of digital media.

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

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

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

I made reference to the BBC's unique Olympic coverage and here are some articles that explore some issues that link to the BBC's Olympic coverage. Feel free to peruse:

BBC defends Olympic coverage: http://www.youtube.com/watch?v=KkbiGxHlfa8

The BBC's digital Olympics:

http://www.bbc.co.uk/blogs/sporteditors/2012/08/record_breaking_viewing_figure.html

BBC Olympic Blog. The story of the digital Olympics:

http://www.bbc.co.uk/blogs/bbcinternet/2012/08/digital_olympics_reach_stream_stats.html

One of the key features of the A2 course is that the course aims to develop and encourage independent study in an attempt to generate CRITICAL AUTONOMY . I advise ALL students to navigate through the fishymedia archive with the aim of developing a more sophisticated understanding of contemporary media issues and debates. For example, today I referred to the contrasting views of ANDREW KEEN and CLAY SHIRKY. Click on the links below to access their very different interpretations of the power of new digital media:

ANDREW KEEN

http://www.youtube.com/watch?v=SGG1QKG6AjQ

http://www.youtube.com/watch?v=cFaNFj6QkJI&feature=related

http://www.guardian.co.uk/technology/2007/jul/20/computingandthenet.books

CLAY SHIRKY:

http://www.bbc.co.uk/blogs/digitalrevolution/2009/10/rushes-sequences-clay-shirky-i.shtml

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

Beginner's guide to internet censorship:

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

It was great to see you lot again. I look forward to challenging your intellect in a very positive media manner. If any student has a curry, stick it in a pint glass and give it to Evie!

See you next week.