YEAR 12 FILM.

This is a fine slice of work created by a group of Year 12 Students. This was Year 12's first attempt at making creative media.The idea was to create a Sixth Form Survival Guide that would offer advice to potential Sixth Form Students. This was an eight hour project [four lessons: four hours filming...four hours editing]. Click on link below to access text:
http://vimeo.com/54513078

LEVESON...The Aftermath......

BBC articles:
http://www.bbc.co.uk/news/uk-20551634
http://www.bbc.co.uk/news/uk-20556117
http://www.bbc.co.uk/news/uk-20531563
http://www.bbc.co.uk/news/uk-20546397
Where does Leveson leave the internet:
http://www.bbc.co.uk/news/entertainment-arts-20553416
Victims launch national petition:
http://www.bbc.co.uk/news/uk-20559833
Channel Four News:
http://www.channel4.com/news/watch-live-after-leveson-what-next-for-the-media
http://www.channel4.com/news/leveson-the-victims-story
http://www.channel4.com/news/live-video-david-cameron-response-to-leveson-report
Al Jazeera:
http://www.aljazeera.com/news/europe/2012/11/2012112913484644760.html

YEAR 13 LESSON TWELVE [28TH NOV 12]: Homework.

Students attempted to create their critical investigation linked productions. The whole aim of this task is for students to develop their creative media skills and also develop an awareness of how the linked production can be used within the critical investigation. Students must offer some form of critical conclusion through use of voiceover. This media must offer the audience a critical conclusion.

HOMEWORK: Our next essay will explore issues relating to media regulation so students need to be aware of all the issues surrounding the Leveson Inquiry. Check the blog for resources. Students also need to work on their linked productions so ALL students need to edit their material before next week's session. Contact me and I will make sure all appropriate equipment is available.

YEAR 12 LESSON ELEVEN [26th Nov 12]: Homework.

The sermon began with a consideration of REPRESENTATION and how INSTITUTION and the ideology of an institution shapes mediation to create a representation. Students were introduced to a range of resources:

Representations of the modern city:
http://fishymediaresources.blogspot.co.uk/2011/10/representations-of-city.html
Representations of 9/11 and the photograph captured by Thomas Hoepker that did not fit the media narrative of this horrible day. This is a very interesting example of representation. This link also has examples of photography that did connect with the media narrative:
http://fishymediaresources.blogspot.co.uk/2011/09/controversial-911-photograph.html
Below is a link to some Don McCullin resources. Students were asked to consider why the British Government refused to grant him access to photograph the Falklands War. Why would a government be frightened of the work of a photographer?
http://fishymediaresources.blogspot.co.uk/2010/11/don-mccullin-representations-of-war.html
http://fishymediaresources.blogspot.co.uk/2010/07/photography-of-don-mccullin-appropriate.html
Below is a link to an article that tells the story of Iranian photographer Javad Moghimi who had to leave Iran after capturing this image:
http://fishymediaresources.blogspot.co.uk/2010/07/power-of-photograph-appropriate-for-a2.html
I didn't get time to share this resource with you but it is a classic Fox News moment. Students should note how Fox News mediates this news article about the OCCUPY WALL STREET demonstration and why they failed to broadcast the interview with Jake LaGreca:
Fox News Resource:
Bill O'Reilly Show: http://www.youtube.com/watch?v=RDuHqntfqUI&feature=related
Jake LaGreca: http://www.youtube.com/watch?v=GGrp1xAhtR0&feature=related

More Fox News material:
http://fishymediaresources.blogspot.co.uk/2011/11/year-12-lesson-eight-8th-nov-homework.html
http://www.youtube.com/watch?v=JOpVJg2CRgs

The terrifying BANNED advert: http://www.youtube.com/watch?v=at1y7iHmjXQ

After discussing issues relating to the media equation INSTITUTION+MEDIATION=REPRESENTATION...the lesson moved on to explore issues relating to Section A of the exam. The core text was last year's JOHN LEWIS CHRISTMAS ADVERTISEMENT. Click on link below to access the text:
http://www.youtube.com/watch?v=pSLOnR1s74o
John Lewis material on fishymedia:
http://fishymediaresources.blogspot.co.uk/2012/11/myth-bustingxmas-adverts-bbc-article.html

Horror genre John Lewis. Note how the soundtrack and editing can change the whole meaning of a text: http://www.youtube.com/watch?v=FSZKzwF2yGs&feature=related

Students were asked to consider THREE questions:

1. HOW ARE DIFFERENT MEDIA FORMS USED TO COMPRESS THE PASSING OF TIME?
2. HOW DOES THE ADVERTISEMENT COMMUNICATE BRAND VALUES FOR JOHN LEWIS?
3. HOW IS THE FAMILY REPRESENTED IN THIS MEDIA TEXT?

HOMEWORK: Students need to complete the JOHN LEWIS questions. This is a BIG homework as the critical writing is clearly the area of our work that needs to improve. ALL answers need to use appropriate MEDIA LANGUAGE and refer specifically to the text when illustrating a critical argument. ALL STUDENTS HAVE DECENT NOTES. The notes I provided are detailed. USE THEM. STUDENTS MUST USE MEDIA LANGUAGE WHEN CONSTRUCTING A CRITICAL RESPONSE. STUDENTS MUST REFER TO CONNOTATION...DIEGETIC SOUND...NON-DIEGETIC SOUND...FRAME COMPOSITION...POINT OF VIEW SHOT....SIGNIFICANCE OF MID SHOT? CLOSE UP?...WHEN CONSIDERING REPRESENTATION STUDENTS MUST IDENTIFY THE PREFERRED READING AND CONSIDER AN OPPOSITIONAL READING.

Students also need to consider media theory as next week we will be considering the question:

WHAT PLEASURE DOES THIS MEDIA TEXT OFFER ITS AUDIENCE?

Students must be aware of Dyer's Theories, Berger's theory relating to advertising, The Uses and Gratifications Theory and Reception Theory.

LEVESON INQUIRY MATERIAL.

What is the Leveson Inquiry?..:http://www.bbc.co.uk/news/uk-15686679
Other related BBC articles:
http://www.bbc.co.uk/news/uk-20466987
http://www.bbc.co.uk/news/uk-18899085
http://www.bbc.co.uk/news/magazine-20350074
http://www.bbc.co.uk/news/uk-18913397
http://www.bbc.co.uk/news/uk-politics-20417220

Myth-busting...XMAS ADVERTS: BBC Article.

Excellent article exploring how the advertising industry represent Xmas. Click on link:
http://www.bbc.co.uk/news/magazine-20427021
Article relating to the 2011 John Lewis Advert:
http://www.bbc.co.uk/news/magazine-15825050
Charlie Brooker article relating to Xmas Adverts:
http://www.guardian.co.uk/commentisfree/2011/nov/20/christmas-adverts-john-lewis

YEAR 13 LESSON ELEVEN [21st Nov 12]: Homework.

Students discussed issues relating to REGULATION and each students was assigned a research area. These are the areas of regulation that will be investigated by individual students:

• The 2010 Digital Economy Act. Research should explain what it is, why it exists and the nature of its regulatory powers.
• The Advertising Standards Authority. What are its powers and examples of its regulation. Why does it exist?
• The reporting of the Hillsborough tragedy and how this relates to the media regulation debate.
• The Clockwork Orange/Manhunt controversies and regulation issues that surround the potential influence of media. The student dealing with this might also like to research THE JUNO EFFECT.
• The Leveson Inquiry. What it is, why it exists, what is its aim and what power it may have upon media regulation.
• The Press Complaints Commission.
• The SOPA Demonstration.
• The Hays Code.

Students are expected to produce an A4 sheet of information that relates to the specific area of research being undertaken. When we meet on Wednesday I will create a booklet using the student research and this will become a resource that will inform our next written task. Material should be detailed, coherent and relevant. All student research must address the following questions:

What is your area of regulation? Why does it exist? What is its aim? What are its regulatory powers? How does your topic relate to media regulation? Does it receive any criticism? If so why? Why should this research be of interest to a media student? If appropriate, students should provide examples of your topic area's attempt to regulate the media? YOUR CLASSMATES NEED A DECENT RESOURCE SO THIS IS AN IMPORTANT HOMEWORK.

The rest of the session involved filming for the creative task. Next week we begin the editing.

HOMEWORK: Complete the research task and create an A4 sheet [or two] that we can use as a resource. Below are some resources that may assist the homework task:

LEVESON:

http://www.bbc.co.uk/news/uk-20473713

http://www.bbc.co.uk/news/uk-18899085

http://fishymediaresources.blogspot.co.uk/2011/11/leveson-inquiry-investigation-of-press.html

SOPA:

http://fishymediaresources.blogspot.co.uk/2012/01/murdoch-attacks-google-bbc-news-article.html

http://fishymediaresources.blogspot.co.uk/2012/01/reaction-to-sopa-protest-bbc-article.html

http://fishymediaresources.blogspot.co.uk/2012/01/more-resources-for-sopa-essay.html

Hillsbrough:

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

2010 Digital Economy Act:

http://www.telegraph.co.uk/technology/news/7571532/Digital-Economy-Act-what-happens-next.html

http://www.nmk.co.uk/article/2010/4/14/digital-economy-act-what’s-the-true-picture

http://www.youtube.com/watch?v=l4S4siQAfY4

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

http://www.youtube.com/watch?v=um580sqZ5g8

THE HAYS CODE:

http://www.youtube.com/watch?v=qn3dCIJ91Nw

http://www.youtube.com/watch?v=0bF66cCvgPk

http://www.screenonline.org.uk/film/id/592022/

More resources to follow......keep watching media freaks.....

YEAR 12 LESSON TEN [19th Nov 12]: Homework.

Students continued to edit their Sixth Form Survival Guide. Some of the work is superb.
HOMEWORK: As I stated in today's lesson, the Dexter homework lacked precise critical detail and next week we will be addressing this feature of the course. The key text that we shall examine will be last year's JOHN LEWIS XMAS ADVERT. Click on link below:
John Lewis Xmas Advert 2011: http://www.youtube.com/watch?v=pSLOnR1s74o
The questions that we shall attempt to answer next week will include:

1. How are media forms used to suggest the passing of time?
2. How does the advertisement communicate brand values for John Lewis?
3. How does this text represent the family?

Today's creative work was very accomplished. Well done.

Before the Xmas break we will begin our Cross-Media Study, which is an essential feature of the second section of the examination paper, and one text that you will need to be familiar with before we wrestle with this section of the course is the documentary EXIT THROUGH THE GIFT SHOP which explores the work and influence of the great British graffiti artist BANKSY. Below is a link to a YOU TUBE version of this film that can be watched in YOU TUBE size chunks! Below is the link to the first section and students can navigate through the film from this point:
http://www.youtube.com/watch?v=p6anuja12XQ&feature=relmfu

KEY MOMENTS THAT SHAPED THE BRITISH PRESS.

                                                                                                                                                             

Excellent BBC article:
http://www.bbc.co.uk/news/magazine-20350074

YEAR 13 LESSON TEN [14th Nov 12]: Homework.

The first session of the lesson was a consideration of the title:
'VIOLENT MEDIA CREATES VIOLENT PEOPLE.' To what extent do you agree with this statement?
This title challenges students to apply media theory in an appropriate manner, consider the extent to which a media text can be considered influential, and consider how a media text can be used to gratify the needs of the audience. Students are expected to provide evidence of independent study and critical autonomy.

The rest of the session involved students capturing footage to be used in the construction of creative media. This footage will be used to construct linked productions for a theoretical critical investigation. Students were encouraged to form a hypothesis and use the footage gathered to form some form of investigative media conclusion that could be used as part of a critical investigation. This task is really investigative journalism and replicates the requirements of the linked production coursework component at A2.

HOMEWORK: Complete the essay. Click on link below to access and download extra essay guidance notes:
http://chimpnimsky.minus.com/lJsDyGnXf8UcG
Students should be filming material for the creative task. Next week we will continue to film.

BODY IMAGE: BBC article.

Interesting resource for A2 students as I know some of you are interested in this topic: http://www.bbc.co.uk/news/magazine-20252921

BRADFORD NATIONAL MEDIA MUSEUM FILMS.

Below are two films that attempt to document our recent trip to Bradford. Enjoy.
http://vimeo.com/53339844
http://vimeo.com/53339845

YEAR 12 LESSON NINE [12th Nov 12]: Homework.

Students began to edit the 'JOINT SIXTH SURVIVAL GUIDE'. Each group has 27 minutes of material that needs to be shaped into a 5 or 6 minute film that offers an insight into the world of A Level study to any Y11 student currently considering attending the Joint Sixth Form. The lesson began with a discussion that considered Institution, Audience, Representation and Media Forms. All these features need to be considered before beginning to construct broadcast media.

The whole aim of the session was to provide students with the opportunity to shape their filming into a convincing and sophisticated media text. The quality of the work was impressive. Well done.

HOMEWORK: Next week we will be attempting to complete this creative work therefore students MUST bring a soundtrack to the session. If you bring an MP3 file on a memory stick we can place this underneath the visual content. YOU MUST BRING YOUR MP3 FILES NEXT WEEK. THE SOUNDTRACK IS AN ESSENTIAL FEATURE OF THE TEXT AND WILL DICTATE THE RHYTHM OF YOUR EDITING.
Students are more than welcome to edit throughout the week. Let's see how keen you are!

Students also need to digest the two texts below as they will be used to inspire a written homework after our next session. These two films attempt to document our recent trip to the Bradford National Media Museum. Enjoy.
Click on links:
http://vimeo.com/53339844
http://vimeo.com/53339845

YEAR 13 LESSON NINE [7th Nov 12]: Homework.

Students continued to construct their Bradford Media Museum films. This creative lesson is a 'warm up' for the work that we will be constructing over the next couple of weeks.

HOMEWORK: Next lesson we will begin to construct our 'mini' linked productions. Students must consider the nature of the work that they will be constructing. Next week we will be filming so students must consider their GAMEPLAN. Students must consider the structure of their creative work and consider the critical focus. REMEMBER...the whole point of the linked production is to deliver a critical conclusion. This is really a piece of investigative journalism so students must consider why they are investigating their specific media focus and what they are attempting to discover. Students must appear on Wednesday with some ideas.

YEAR 12 LESSON EIGHT [5th Nov 12]: Homework.

Students continued to edit films. Some of the work was genuinely accomplished. Particular praise is due to the 'Kaiser Chiefs' group as there is a genuine link between visual and audio. Remember it is not enough to simply place audio beneath a series of images. The visual imagery must be linked to the rhythm of the soundtrack.

HOMEWORK: Complete the two questions for homework. Click on link to access the Dexter broadcast media.
http://www.youtube.com/watch?v=ej8-Rqo-VT4
The print media appears at the top of the blog.
The aim of this homework is for students to use media language in an appropriate manner when offering a critical analysis.

Questions:
1. How are media forms shaped to suggest the nature
of the central character in the opening credits to Dexter ?
Reference must be made to the enigma codes that drive this text.

2. In the print media, how are media forms used to suggest the nature of the central character?
Reference must be made to the use of the colour red, the use of humour, and the connotation of key images.