2013:The Media in Pictures.

Click on link below to access a visual overview of the main media moments from 2013 as mediated by The Guardian newspaper:
http://www.theguardian.com/media/gallery/2013/dec/24/2013-media-year-pictures#/?picture=425489374&index=2

YEAR 12 LESSON TWENTY-SEVEN [16th Dec 13]: Homework

The whole aim of today's session was to develop the skills required to produce an A grade critical response. The focus of the session was to develop student awareness of how to construct a precise and convincing written response. I am constantly offering the same advice when marking work. This advice is:

• SUPPORT YOUR OPINION WITH SPECIFIC TEXTUAL REFERENCE.
• USE MEDIA LANGUAGE IN A MORE CONVINCING AND APPROPRIATE MANNER WHEN CONSTRUCTING A CRITICAL RESPONSE.

I am becoming a little tired of writing the same comments on student work so today's lesson involved the whole class modelling a paragraph that clearly reflects the two skills that students are struggling to master. The response constructed for the SEARCHING FOR SUGAR MAN question was an A grade response. This is exemplar material and students need to refer to this paragraph as an example of how to write a critical response. The second task related to EDUCATING YORKSHIRE. 

WE NEED TO BEGIN TO PRODUCE WORK THAT REPLICATES THE QUALITY OF THE WORK WE PRODUCED IN THIS LESSON.

HOMEWORK: In order for me to gauge the level of learning linked to today's session, students should produce a two paragraph response to the following question:

HOW ARE MEDIA FORMS USED TO ENGAGE THE AUDIENCE IN THIS TRAILER?

This is a trailer for PROJECT NIM which is a film that relates to our Cross-Media Study. Click on link below to access trailer:

http://www.youtube.com/watch?v=yxQap9AAPOs

When planning this response, refer to our 'Sugar Man' paragraph from this session. This is a quality paragraph and the precision and detail of this exemplar material needs to be reflected within this homework. I EXPECT TWO DETAILED PARAGRAPHS. Come on folks....YOU CAN DO IT!

YEAR 13 LESSON TWENTY-SEVEN [13th Dec 13]: Homework

The aim of this session was to develop the critical skills required for Section A of the exam. The lesson involved analysis of the three texts below:
This City Belongs To Everyone:
http://www.youtube.com/watch?v=mXJkDgBUR9c
Call Of Duty Trailer:
http://www.youtube.com/watch?v=jFFBBIbYHME
Battle for Haditha Trailer:
http://www.youtube.com/watch?v=7YnRgWIvrHA

HOMEWORK: Produce a critical response to the following questions. I will collect this work before Tuesday's sermon:

1. How is Hull represented in This City Belongs To Everyone?
2. How is War represented in the two trailers?
3. Why do people watch violent media texts?

Hope you had a top BDAY Liam.

YEAR 13 LESSON TWENTY-SIX [10th Dec 13]: Homework

This was the last formal creative session. Students need to enter the Voodoo cupboard and make the magic happen.

HOMEWORK: On Friday I want to examine Section A of the exam and we will be examining the following texts:
This for a reintroduction to critical analysis:
How is Hull represented in this film?
http://www.youtube.com/watch?v=mXJkDgBUR9c
Then we will battle with .....:
http://www.youtube.com/watch?v=7YnRgWIvrHA 
http://www.youtube.com/watch?v=jFFBBIbYHME
The questions will be:
1. How do these two texts represent the experience of War?
2. Why do people watch violent media texts?

YEAR 12 LESSON TWENTY-SIX [12th Dec 13]: Homework

Today's session was a reaction to the last written response. It is evident that there are two key areas of critical writing that we need to improve. These two ares are:

1. THE ABILITY OF STUDENTS TO REFER TO A SPECIFIC MOMENT FROM THE TEXT WHEN CONSTRUCTING A CRITICAL ARGUMENT. We must develop the ability to support a critical argument with reference to the text. We must develop the ability to identify the key textual moments that will allow the construction of a precise and convincing response.
2. THE ABILITY OF STUDENTS TO USE MEDIA LANGUAGE IN AN APPROPRIATE MANNER WHEN CONSTRUCTING A CRITICAL RESPONSE.

I AM WRITING THE SAME COMMENTS CONTINUALLY SO THIS SESSION DIRECTLY ADDRESSED THESE TWO AREAS OF STUDENT WORK.

The media sermon began with an analysis of the controversial 9/11 photograph taken by Thomas Hoepker. See below:

The class were asked the question:
WHY IS THIS REPRESENTATION OF 9/11 SO CONTROVERSIAL?
Obviously this image does not conform to the conventional narrative that we associate with the chaos of that vile day. The class discussion relating to this text was excellent. For homework students need to consider some of the images offered in this slideshow below. Click on link:
http://www.theguardian.com/world/interactive/2011/sep/08/9-11-attacks-photographs-interactive
Students also need to read these articles:
http://www.theguardian.com/commentisfree/2011/sep/02/911-photo-thomas-hoepker-meaning?INTCMP=SRCH
Hoepker discusses the photograph in this article:
http://www.slate.com/articles/arts/culturebox/2006/09/i_took_that_911_photo.html
The written response will demand that students contrast the tranquility, beauty and peace of Hoepker's image with the chaos and disorder of the accepted representation of this terrible event. Some critics have stated that the connotation presented by this poem is offensive. Some have stated that, from the perspective of 2013, it is the defining image of the moment. Has time changed the connotation of this image? Newspapers refused to print this image at the time of the tragedy. Why? Why did the mainstream media ignore this image? Remember ryan's comments. If you remove crop the Twin Towers from this image, what does this image become?

The second question discussed in today's sermon related to the work of the BRILLIANT photographer DON McCULLIN. Below are some McCullin resources that students should digest:
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

The question that the class were asked in relation to the work of Don McCullin was:
WHY DID THE BRITISH GOVERNMENT REFUSE TO ALLOW McCULLIN PERMISSION TO PHOTOGRAPH THE FALKLAND'S WAR IN 1982?

Class discussion considered McCullin's motivation and his desire to capture his version of truth. His vision is a human vision. He was appalled by the horror of war and his work reflects the suffering and cruelty that he saw on his assignments. McCullin has stated: ' Photography for me is not looking, it's feeling. If you can't feel what you're looking at, then you're never going to get others to feel anything when they look at your pictures.'
Why do you think the British Government feared McCullin? Why did this institution reject McCullin's desire to travel to the South Atlantic? How does institution link to representation? What happened in Vietnam when the media were given access to the battlefield?

The third phase of class discussion considered this horrific media text. Click on link below:
http://www.youtube.com/watch?v=at1y7iHmjXQ
The question considered was:
WHAT DOES THE BANNED DFS ADVERT TELL US ABOUT THE LINK BETWEEN INSTITUTION AND REPRESENTATION?
I apologise for the abject mediocrity of this text. I will pay for any medical treatment students may require due to being exposed to this heinous media text. Explain why this advertisement was banned. Perhaps this advertisement is a good example of why we need media regulation to police media texts. Perhaps when an institution's motive is profit, truth becomes a very flexible concept. BE SPECIFIC. KEY FRAME?

The final discussion concerned the John Lewis Xmas Ad from 2011. The question considered was:
HOW DOES THIS ADVERTISEMENT COMMUNICATE BRAND VALUES FOR JOHN LEWIS?
Click on link below to access text:
http://www.youtube.com/watch?v=pSLOnR1s74o
Class discussion was excellent. The use of text at the end of the advertisement is significant when answering this question. What is the connotation linked to the word 'gift'? What is the significance of the company's name? The embracing of digital media? You should have some decent notes as your comments were perceptive and relevant.

HOMEWORK: Complete the FOUR written tasks and DO NOT LOSE SIGHT OF THE EDUCATIONAL FOCUS OF THIS WORK:

• Support argument with specific textual reference.
• Use appropriate media language.

You lot were very good today. I want to see the insight and precision evident within our class discussion being reflected through the written work. READ MY MARKING.

GOOD LUCK MEDIA BEASTS.

CROSS-MEDIA STUDY RESOURCES 2013/2014.

SEARCHING FOR SUGAR MAN E-Media:
http://sugarman.org/
http://www.sonyclassics.com/searchingforsugarman/

Print Media:

PROJECT NIM E-MEDIA:
http://www.project-nim.com/

PRINT MEDIA:

THE SECRET MILLIONAIRE E-MEDIA:
http://www.channel4.com/programmes/the-secret-millionaire

EDUCATING YORKSHIRE E-Media:
http://www.channel4.com/programmes/educating-yorkshire

YEAR 12 LESSON LESSON TWENTY-FIVE [9th Dec 13]: Homework

The aim of today's session was to introduce media theory and also introduce THE CROSS-MEDIA STUDY. Students will be studying documentary and hybrid documentary. See handout that was provided in lesson.

HOMEWORK:
Students need to answer the question: How does the Searching For Sugar Man trailer use media forms to engage the audience? Click on link below to access trailer:
http://www.youtube.com/watch?v=KKXewWDh1og
Class discussion recognised the significance of the newspaper reviews and the emotional nature of the language used in the voiceover. Illustrate your answer with specific reference to the text.
The second written response relates to the trailer for Educating Yorkshire. Click on link below to access the trailer:
http://www.youtube.com/watch?v=qN4eLTUy5CA 
The question is: How is this school represented in this trailer?
Students might want to consider the aim of the trailer. What kind of content can the audience expect?
I will be collecting these two responses before Thursday's session. Remember, be brief but detailed. Refer specifically to the text and use appropriate media language.
Students should also watch the trailer below. This is Project Nim:
http://www.youtube.com/watch?v=yxQap9AAPOs

Lumiere Brothers:
http://fishymediaresources.blogspot.co.uk/2010/05/origins-of-documentary-some-resources.html
The Lumiere Brothers are revered as the first documentary film-makers. Feel free to peruse these filmic beasts from the 1890s. We will be discussing the brothers in the next session. Feel free to digest WARHOL'S EAT. Dynamic editing eh?

EVERYTHING IS OKAY.

ALL MY STUDENTS ARE INVITED TO PERUSE THIS WONDERFUL FILM. These two men were known as The Love Police. Enjoy:
http://www.youtube.com/watch?v=qAQrsA3m8Bg&feature=youtu.be
This was one of the first resources that i posted to fishymedia. Well worth a revisit methinks.

YEAR 13 LESSON TWENTY-FIVE [6th Dec 13]: Homework

                                                                                                 This session was a creative session.

HOMEWORK: Next Tuesday's lesson will be the final formal session that I will offer for editing. Work really needs to be almost complete before the end of Tuesday's session. One group has a lot of work to complete before Tuesday. The work is looking really good. Well done media freaks.

YEAR 12 LESSON TWENTY-FOUR [5th Dec 13]: Homework

Students were asked to consider the creative task and reflect upon what we need to learn from this task before the session moved on to the critical media task. Students were asked to consider the HULL Culture Bid Film. Click on link below:
http://www.youtube.com/watch?v=mXJkDgBUR9c

HOMEWORK: Produce a written response to the following questions:

1. How are media forms used to shape meaning?
2. How is the city of Hull represented?
3. Where is the audience being positioned by this text?
4. Is this a successful media text?

I will collect the homework before Monday's session.

YEAR 13 LESSON TWENTY-FOUR [3rd Dec 13]: Homework

This session continued with the creative task.
HOMEWORK: Students need to capture footage and visit the Voodoo Cupboard to make the magic happen. I expect ALL groups to be approaching the final edit on Friday morning.

YEAR 13 LESSON TWENTY-TWO/TWENTY-THREE [26th/29th Nov 13]: Homework

The creative work continued. We will be using next week's lessons to complete the creative task so students need to be filming, thinking, reviewing work, re-shooting and deciding how their narratives will develop. I have been impressed with all the work. KEEP IT UP.
Homework: Visit the Voddoo Cupboard. Get filming. BE HUMAN. KEEP SMILING.

YEAR 12 LESSON TWENTY-TWO/TWENTY-THREE [25th Nov/2nd Dec 13]: Homework

The Thursday session was the final formal creative session. The quality of the work is good. My only criticism is that students need to gather their footage in a more 'rapid' manner. This has been a valuable exercise and hopefully this creative experience will inform the construction of the official coursework when we begin to attack the brief after the winter break. Students need to complete their creative work in their own time.
Today's session began with a review of the creative work and moved into a consideration of the film that was used to persuade the judges that HULL should be the 2017 City of Culture. Obviously the bid was successful and this film has received a lot of praise for its representation of the city.
Click on link below to access film:
http://www.youtube.com/watch?v=mXJkDgBUR9c
The class discussion relating to media forms was very good.

HOMEWORK: Enter the VOODOO CUPBOARD and complete the creative work. I would like to review the completed films on Thursday so there is some work to be done. Edits need to be synchronised with audio, audio levels need to be precise and some sections might need re-shooting.
In the next session we will be watching the Hull Bid Film and answering the following questions:

• How are media forms used to shape meaning?
• How is the city of Hull represented?
• Where is the audience being positioned?
• Is this a successful media text? 

This was the film created by the Dundee bid. How does it compare with the Hull film?

http://www.youtube.com/watch?v=Ex_woBWVBH8

See you Thursday.

TIM BERNERS-LEE and the future of the Web.

A few very interesting BBC articles. Year 13 should digest these resources.
http://www.bbc.co.uk/news/technology-25033577
http://www.bbc.co.uk/news/technology-19478298
http://www.bbc.co.uk/news/uk-24844427
http://www.bbc.co.uk/news/technology-20594779

YEAR 13 LESSON TWENTY/TWENTY-ONE [19th/22nd Nov 13]: Homework

These two sessions were used to develop ideas for the construction of creative media. This will be a 'dry run' for coursework and reintroduce students to the rigour of  creative media.

HOMEWORK: Students need to arrive on Tuesday with some evidence of filming. I need to see that you are engaging with this task. SHOW ME THAT YOU CARE ABOUT YOUR CREATIVE MEDIA!

YEAR 12 LESSON NINETEEN/TWENTY/TWENTY-ONE [18th/21st/25th Nov 13]: Homework

THE AIM OF THESE SESSIONS WAS TO CONTINUE WITH THE CREATIVE WORK. Thursday will be the last creative session offered within a formal lesson. After Thursday, I expect students to visit the Voodoo Cupboard to complete the media magic.

HOMEWORK: Visit the Voodoo Cupboard and continue with editing. I will check work on Thursday to check that all work is appropriate.

YEAR 13 LESSON EIGHTEEN/NINETEEN [12th/15th Nov 13]: Homework

The aim of both sessions was to develop the ability of students to apply media theory in an appropriate manner within a critical analysis. Class discussion on Tuesday considered how the class would answer the question: Why do people watch violent films? Students were encouraged to apply theory when considering a response to this question.
The recent student homework resulted in students now owning a very useful booklet of resources that explore issues relating to regulation and media influence..oh and one film review. Cheers Ed.
The whole focus of the last four lessons has been media theory and now it is time for students to show me that they can apply media theory in an appropriate manner.

HOMEWORK: Students need to provide a written response to the question:
'MEDIA TEXTS CAN DEFINITELY INFLUENCE HUMAN BEHAVIOUR.' To what extent do you agree with this statement?
Students are expected to illustrate their argument with clear reference to the media texts that will allow the construction of the most convincing, detailed and coherent response. Below is a possible structure:

• Refer to Marxist theory and the belief that a media text can have an incredible influence upon human behaviour. Examples? Desensitisation? Move on to argue against the idea that the audience is passive with reference to Sensitisation and Liberal Pluralism. Examples?
• If students feel comfortable exploring the link between Marxist Theory and PROPAGANDA...do it! This will require a consideration of Chomsky, reference to the recent U.S. election and the obscene amount of money that was used to create media that hoped to influence voting, Fox news and its inability to influence...you know the arguments.
• Reception Theory and the idea that human experience dictates the level of textual influence. Examples?
• This could then move in to a consideration of The Uses and Gratification Theory. Discuss the differing strands of this theory. Examples? This theory offers the view that two people could watch the same text and react in a very different manner. The audience uses the media to gratify their own needs. Feel free to refer to narrative theory. Binary opposites? Clearly defined villains and heroes? Role models?
• This could then move into a consideration of Dyer's theories. Examples?
• Reference could be made to Two-Step Theory as this is the theory that illustrates the idea that an audience is not necessarily atomised. It is possible to synthesise information as a family or community. We do not necessarily consume media in isolation.
• Conclusion. What does the fact that REGULATION exists suggest about media influence? Can media really influence human behaviour? Conclusion needs to be precise and convincing.

Students need to provide clear evidence of independent research. All arguments need to be illustrated with specific textual reference. This will require research. USE THE BOOKLET THAT HAS BEEN CREATED BY YOUR CLASSMATES. IT IS A FANTASTIC RESOURCE.

GOOD LUCK.

YEAR 12 LESSON EIGHTEEN [14th Nov]: Homework

The aim of this session was to continue with the creative task that mirrors the requirements of the coursework. After the fiasco on Monday it was pleasing to view the work of one group who have clearly raised their game. This group have clearly constructed an appropriate narrative and are aware of how they might use technology to create this narrative. Another group continue to test my patience with a complete lack of preparation or planning. CREATING CONVINCING CREATIVE WORK requires thought and planning. It is a difficult process that demands intellectual engagement. I expect the 'group of despair' to have a very clear narrative constructed before Monday's session so we can begin editing the work. At the moment this group has some footage of the school and a graveyard! The footage of the school is excellent but there is little evidence of this group attempting to confront the requirements of the brief....which is the whole point of this exercise! Narrative theme? Character?

HOMEWORK: Complete filming. On Monday we will be editing. It is not my job to organise your work. I have offered clear guidance. NOW DO IT!

Representation of HULL.

Just beautiful:
http://www.youtube.com/watch?v=mXJkDgBUR9c

REWIND AND REFRAME.

Last week this organisation was formed to fight sexist and racist stereotypes offered by promotional music videos. Any student interested in objectification should digest this resource. This is a contemporary media issue and debate:
http://www.rewindreframe.org/
Here are some related articles:
http://www.independent.ie/entertainment/music/robin-thicke-videos-demean-women-29742826.html
http://www.ibtimes.co.uk/articles/520991/20131110/sexualised-pop-videos-age-ratings-review-rewind.htm

YEAR 12 LESSON SEVENTEEN [11th Nov 13]: Homework

I am appalled by the lack of work that I witnessed this morning. I am still carrying with me a HUGE sense of disappointment. I do not expect A Level students to produce work that offers such an enormous lack of of intellectual or creative engagement. RAISE YOUR GAME. You lot have been magnificent thus far on the course but I am genuinely shocked by the quality of the creative work that was presented to me today. You have ignored the homework task.

HOMEWORK: I have made it very clear that I expect to upload a lot more footage to the Macs on Thursday. It is not the quality of the work that irritates me, it is the complete lack of engagement. How can a 15 second shot of the BHS common room be considered to be suitable for an A Level homework? WAKE UP.

SHOW ME YOU CARE. AT THE MOMENT YOUR MEDIA TEACHER IS RATHER ANGRY!

Here are some introductions to provide you with some ideas. Stick to the brief. Narrative themes? Location? Character? Students also need to offer clues as to genre and time!
Click on links below:
Watch the first two minutes of this heinous episode of Waterloo Road. Narrative themes, location and character are all presented in the first two minutes:
http://www.youtube.com/watch?v=SmXUGEeclcg
Nurse Jackie intro. This is a really good introduction of character. It is sophisticated and subtle:
http://www.youtube.com/watch?v=-EivnE-Qy8w
Law and Order. Note lots of still images:
http://www.youtube.com/watch?v=yVL0GBunw0A
Note how your favourite TV shows use their introductions to introduce narrative theme, character and location.

YEAR 13 LESSON SEVENTEEN [8th Nov 13]: Homework

The aim of this session was to explore media theory. Inmates were placed in groups to discuss the statement: VIOLENT MEDIA CREATES VIOLENT PEOPLE. Students were encouraged to illustrate their knowledge of media theory through this task. CLASS RESPONSE WAS OUTSTANDING. You lot nailed this task. Students application of media theory was intelligent, credible, informed and relevant. DO NOT FEAR MEDIA THEORY. You lot proved today that you understand the complexity of theory and can apply many theories in an appropriate manner.
VERY WELL DONE.

Homework: Complete the research task. Students will be expected to speak to our media community on Tuesday and explain why their research topic is of interest to a media student.
Students should inhale the media theory resources posted on the previous blog entry. They are really useful and accessible films.
http://fishymediaresources.blogspot.co.uk/2013/11/media-theorysome-resources.html
Students also need to inhale these resources. We will be discussing them in the next session:
http://www.youtube.com/watch?v=7YnRgWIvrHA
http://www.youtube.com/watch?v=jFFBBIbYHME
How do these two texts represent the experience of War?

MEDIA THEORY..Some Resources.

The Two-Step Flow Theory:
http://www.youtube.com/watch?v=csGHExeP3uA
THE MYTH OF THE LIBERAL MEDIA.
Chomsy and the propaganda function of mainstream media:
http://www.youtube.com/watch?v=KYlyb1Bx9Ic
New Media and Moral Panics:
http://www.youtube.com/watch?v=jjg-Ln9pLlI&list=PLRD_y_7oYYFsUtblLCVbyeaBYw4MPDei9
The Agenda Setting Function Theory:
http://www.youtube.com/watch?v=C7qf9gQpoF4&list=PLRD_y_7oYYFsUtblLCVbyeaBYw4MPDei9
Hypodermic Needle Theory:
http://www.youtube.com/watch?v=Qt5MjBlvGcY
Representation:
http://www.youtube.com/watch?v=fOecpti7Qf8&list=PLRD_y_7oYYFsUtblLCVbyeaBYw4MPDei9
The Reinforcement Theory:
http://www.youtube.com/watch?v=gYWPuG_u6gE&list=PLRD_y_7oYYFsUtblLCVbyeaBYw4MPDei9
Australian Media Regulation:
http://www.youtube.com/watch?v=MDHt8Kzf7ls&list=PLRD_y_7oYYFsUtblLCVbyeaBYw4MPDei9

THE SPY/SNOWDEN DEBATE. TB-Lee's view.

Tim Berners-Lee comments on the Snowden debate. Note reader comments at the end of this BBC article:
http://www.bbc.co.uk/news/uk-24844427
Spy Chiefs defend their actions:
http://www.bbc.co.uk/news/uk-politics-24847399
Channel Four News article on 'the snoopers':
http://www.channel4.com/news/privacy-spy-data-gchq-mi5-who-are-they

YEAR 13 LESSON FIFTEEN [5th Nov 13]: Homework

The aim of this session was to reintroduce media theory and discuss the merits of the different theories. Students were also made aware of a research task relating to regulation and media influence.

HOMEWORK: Students need to work on their individual research task. Each student has a different research task. The A4 sheet needs to be handed to me in next Tuesday's lesson. Students need to revisit their media theory notes as media theory will be the learning focus of Friday's session.

YEAR 12 LESSON FIFTEEN/SIXTEEN 4th/7th Nov 13]: Homework

Monday's session involved reading the coursework briefs and attempting to illustrate the technical expectation of brief one and three.
Today's session involved gathering video footage for our first creative task.

HOMEWORK: Continue to record footage that can be used for the creative task. This task reflects the expectation of Brief One.
REMEMBER...students need to capture images that can be used to illustrate:

• Location and time
• A sense of character
• Narrative themes.  

WE WILL REVIEW FOOTAGE ON MONDAY AND CONTINUE TO FILM. FEEL FREE TO RECORD A SOUNDTRACK ON ANY OF THE MANY MACS THAT ARE NOW AVAILABLE AT BHS/BGS.

SNOWDEN...The story so far...

Obviously, along with the phone hacking scandal, the Snowden issue is the most significant media issue and debate SO FAR in this academic year. Digital Privacy and media and democracy are issues that students might like to explore for coursework.
Click on link below for latest Snowden resources:
http://www.bbc.co.uk/news/world-us-canada-24768717
A World History of Spying:
http://www.bbc.co.uk/news/magazine-24749166
Channel Four news visits the NSA headquarters in America. Another heavy serving of irony:
http://www.channel4.com/news/doorstepping-nsa-hq-fort-meade-maryland-nsa-merchandise

DAVID CAMERON AND SNOWDEN.

This post relates to the Snowden/Guardian debate and SHOULD be used as a media text for the half-term written work. Our Prime Minister seemed to attack any criticism of the behaviour of the security services in a very childish manner. He used the phrase 'Lah-dih-dah and airy-fairy' to describe arguments against the mass surveillance that has been uncovered by Snowdon. He then signed an agreement with France and Germany that COMPLETELY CONTRADICTED his earlier statement. He signed a joint statement with other European leaders that questioned and challenged America's 'spying' culture.The Daily Mail represented Cameron's speech as a direct attack on The Guardian's publication of the Snowden material. See resource below:
http://www.dailymail.co.uk/news/article-2476892/Lah-dih-dah-airy-fairy-Camerons-swipe-Guardian-defends-intelligence-services-eavesdropping-claims
Channel Four News Report. This report includes Cameron's odd comments:
http://www.channel4.com/news/nsa-merkel-hollande-spying-summit-us-phone-contacts
Cameron made these statements on the same day that we were discussing this issue. Feel free to include reference to this confusing moment in your work. What does our Prime Minister actually think and why is he using the language of a child to represent a key democratic issue that has caused global outrage? Politicians eh? Don't you just love 'em?
The Guardian published this article on Monday28th Oct:
http://www.theguardian.com/world/2013/oct/28/david-cameron-nsa-threat-newspapers-guardian-snowden
Note the readers' comments.

Students need to be aware of this agreement:
http://www.channel4.com/news/1946-agreement-nsa-read-your-email-prism-data

Oh the irony...Click on link below:
http://www.bbc.co.uk/news/technology-24712214

YEAR 13 LESSON FOURTEEN [25th Oct 13]: Homework.

The aim of this lesson was to prepare for the work that needs to be completed over the half-term. It is OBVIOUS that the big area of written work that needs to improve is the ability of students to support their argument with specific textual reference. This requires independent research. We have discussed this work in some detail therefore student work needs to reflect the substantial amount of time we have invested in considering content for this task.

HOMEWORK:

1. WHAT ARE THE ARGUMENTS FOR AND AGAINST THE PUBLICATION BY THE GUARDIAN/NEW YORK TIMES OF THE SNOWDEN DOCUMENTS?

This response demands that students construct three paragraphs. An argument FOR, an argument AGAINST, and a paragraph within which students offer their own opinion.

The arguments AGAINST The Guardian's publication need to consider the resources below:
http://www.bbc.co.uk/news/uk-politics-24490942
http://www.bbc.co.uk/news/uk-24454596
http://www.bbc.co.uk/news/technology-24402520
http://www.bbc.co.uk/news/uk-politics-24537254
http://www.bbc.co.uk/news/world-europe-24668286
After our lesson, our Prime Minister made these comments. As reported by the BBC:
http://www.bbc.co.uk/news/uk-politics-24668861
Students also need to refer to THE DAILY MAIL editorial comment that is critical of The Guardian.
Students need to use these resources to construct a coherent, intelligent, informed, and detailed argument.

The arguments FOR The Guardian's publication need to consider the resources below:
http://www.bbc.co.uk/news/technology-24402520
http://www.bbc.co.uk/news/world-europe-24665554
http://www.bbc.co.uk/news/world-23242404
The most significant resources are the sheets I gave you in class. This relates to the democracy argument and the argument that The Guardian publishing the documents IS in the national interest and that the role of a newspaper should be to uncover any abuse of power. Show me you were listening. There has been some excellent comments by students throughout the last three sessions.

Personal opinion:
Students need to use resources to reinforce their opinion. The aim of this task is for students to construct a convincing argument so please avoid general comments that lack specific detail. Use your research to construct a convincing critical argument.






WE DISCUSSED TRUST THIS MORNING...here are some resources: 
http://www.telegraph.co.uk/news/uknews/phone-hacking/9841689/Senior-Met-Police-detective-jailed-for-15-months-over-corrupt-payments.html
http://www.independent.co.uk/news/uk/crime/former-met-police-officer-paul-flattley-jailed-for-selling-information-about-kate-middleton-and-john-terry-to-t
http://watergate.info/ 
http://blogs.channel4.com/michael-crick-on-politics/plebgate-police-officers-face-mps-live/3434
If we could trust the powerful institutions that are created to protect the public, perhaps this debate would be irrelevant....however.... TRUST is a big issue. Is it acceptable for the American Security Services to be monitoring the mobile phone conversations of Angela Merkel?

   2. IS REGULATION OF NATIONAL MEDIA POSSIBLE IN A GLOBAL DIGITAL WORLD?

Resources to assist the construction of this question:
http://www.bbc.co.uk/news/entertainment-arts-20553416
http://www.channel4.com/news/leveson-had-a-reason-for-dodging-internet-regulation
This was the meeting of world leaders that I have been referring to in recent lessons. This meeting was intended to discuss global internet regulation:
http://www.bbc.co.uk/news/technology-20575844
Students need to think about recent news events that have demonstrated the inability of nation states to inhibit news. Reference could be made to the events in Iran after the 2009 election or the events in Egypt during the Arab Spring. If THE GUARDIAN was banned from publishing Snowden's documents, would it really matter? I am very interested to see how students approach this question. Research will be required. Your argument needs to be precise, detailed and coherent.
Here are the links to the recent lessons. These links are packed with resources:
http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-thirteen-22nd-oct-13.html 
http://fishymediaresources.blogspot.co.uk/2013/10/year-13-friday-18th.html 

Good Luck Folks. This is an important piece of work. I look forward to your response.

YEAR 12 LESSON FOURTEEN [24th Oct 13]: Homework.

The aim of this session was to discuss the material that students are expected to produce during the half-term break. Students were presented with four media texts and asked to consider four questions. These four questions need to be completed for homework and handed to me before the first session in November.

HOMEWORK: These are the questions and resources. The aim of this critical writing task is to encourage students to use appropriate media language when constructing an analysis and support their media criticism with specific textual reference. Students need to select the key moments from the text that will allow them to construct the most convincing argument.
I expect ALL students to place a clear AIM at the beginning of their written work. This aim needs to be  the advice for improvement that I have placed on your last piece of written work. Show me that you are reading my marking!!
THE TASK AND QUESTIONS:

1. How are media forms used to shape enigma codes in this trailer?  http://www.youtube.com/watch?v=F_UxLEqd074
2. How is the teenage experience of the central character represented in this trailer? http://www.youtube.com/watch?v=K0SKf0K3bxg
3. Who is the target audience for MAD MEN?                                  http://www.youtube.com/watch?v=WcRr-Fb5xQo
4. How are media forms shaped to suggest the genre of this show?   http://www.youtube.com/watch?v=242kR8uSeQ4

GOOD LUCK MEDIA FREAKS.
THANK YOU FOR YOUR HARD WORK THROUGHOUT THIS FIRST HALF-TERM....
NOW NAIL THIS HOMEWORK!!

YEAR 13 LESSON THIRTEEN [22nd Oct 13]: Homework.

This lesson explored and considered the question:
WHAT ARE THE ARGUMENTS FOR AND AGAINST THE GUARDIAN/ NEW YORK TIMES'S PUBLICATION OF ED SNOWDEN'S DOCUMENTS?
The class discussion was superb. Students were encouraged to shape an argument for and against the publication of Snowdon's documents using reference to media texts to reinforce the argument being presented. Students were encouraged to refer to the resources provided for this work. All arguments must be supported with textual reference. The aim of this exercise is to encourage students to INHALE AND EXHALE!

HOMEWORK: Complete one 'corrected' paragraph from the recent written work. The level of effort offered by students when constructing the last essay was impressive. Still a lot of work ahead of us to improve the quality and textual detail of our Impact of NDM but if the level of effort is maintained I am sure the improvement in quality will be rapid.

Students also need to research media that will be suitable for use when answering the questions we discussed today. See the last blog entry for the questions. Click on resources below:
Jack Straw on the BBC News:
http://www.bbc.co.uk/news/uk-politics-24490942
Jill Abramson on BBC Newsnight:
http://www.bbc.co.uk/news/world-us-canada-24546598
Malcolm Rifkind discusses Snowdon on the BBC:
http://www.bbc.co.uk/news/uk-politics-24537254
David Davis, Tory MP, on the BBC:
http://www.bbc.co.uk/news/world-23242404
The David Miranda Affair. BBC News:
http://www.bbc.co.uk/news/uk-23902999

Resources for question two. Is regulation possible in a digital world?
Uganda are trying to regulate social media:
http://www.youtube.com/watch?v=mQHaFn8Ut38
Leveson and the internet:
http://www.bbc.co.uk/news/entertainment-arts-20553416
Should we regulate the press? Channel Four News..Ian Hislop
http://www.youtube.com/watch?v=BJRMc4r7Q2Q
What do you think?

Media Theory...
http://www.theguardian.com/world/2012/apr/19/anders-breivik-call-of-duty
http://www.telegraph.co.uk/news/uknews/law-and-order/8947861/Iain-Duncan-Smith-British-obsession-with-celebrity-fuelled-the-summer-riots.html
http://news.bbc.co.uk/1/hi/england/leicestershire/3934277.stm
It is estimated that Romney and Obama had a combined number of over one million television ads promoting their views in the last US Election. It is estimated that both candidates spent more than 800 million dollars on promotional media. How does this relate to media theory?
Why is Stanley Kubrick's film A Clockwork Orange significant in the media influence debate? Why is Jamie Bulger a significant moment in this debate?
Be prepared to discuss Marxist Theory, Pluralism, Baudrillard, Berger, The Uses and Gratification Theory, Sensitisation, Desensitisation etc...

YEAR 12 LESSON THIRTEEN [21st Oct 13]: Homework.

Students continued to construct their horror film soundtrack. There was some really good work. Well done folks.
Homework: Digest these resources as they will be used for stimulus in our next lesson.
Paranormal Activity Trailer:
http://www.youtube.com/watch?v=F_UxLEqd074 
Juno Trailer:
http://www.youtube.com/watch?v=K0SKf0K3bxg
Mad Men intro:
http://www.youtube.com/watch?v=WcRr-Fb5xQo
Flight of the Concords:
http://www.youtube.com/watch?v=242kR8uSeQ4

YEAR 13 LESSON TWELVE [18th Oct 13]: Homework.

The aim of this session was to encourage students to understand the issues and debates that link to press freedom. The main task was for students to create FIVE rules that should be created by the LEVESON INSPIRED NEW INDEPENDENT REGULATORY BODY that might replace the current PCC. The task underlined how difficult it is to construct a workable regulatory framework. Students seemed most keen to dilute the level of institutional political bias offered by a newspaper and urge institutional respect for individual privacy. Some of the group work was superb. Well done.

In this lesson I made reference to WATERGATE. Students should be aware of this famous example of investigative journalism. Click on link below for wisdom:
http://watergate.info/
What do we learn about journalism and politics through this scandal?
I mentioned the horrific treatment of the McCann family in this session. The Daily Express were particularly cruel. Link to some resources relating to Gerry and Kate McCann:
http://fishymediaresources.blogspot.co.uk/2013/02/gerry-and-kate-mccann-on-andrew-marr.html
Leveson...the aftermath:
http://fishymediaresources.blogspot.co.uk/2012/11/levesonthe-aftermath.html
Link to HACKED OFF website:
http://hackinginquiry.org/
Next week we will continue to discuss Press Freedom and Regulation so students need to indulge in some research for homework. See the resources below.

Homework: Read the resources I gave you today and digest the links below. Remember..if you do not digest information you will not be able to construct a detailed evaluative argument. You have to inhale information to exhale information.
Leveson and the internet. This resource refers to Leveson's seeming failure to refer to the global nature of digital platforms when discussing the regulation of newspapers:
http://m.bbc.co.uk/news/entertainment-arts-20553416
More Press Regulation resources:
http://m.bbc.co.uk/news/uk-20559833
Recent Royal Charter reference explored by Channel Four News:
http://www.channel4.com/news/press-regulation-leveson-royal-charter-agreement-politics
The Guardian and the David Miranda moment:
http://fishymediaresources.blogspot.co.uk/2013/08/david-miranda-and-guardiana-digital.html
Jill Abramson interviewed by Paxman on BBC Newsnight. Her comments at two minutes are particularly interesting:
http://www.bbc.co.uk/news/world-us-canada-24546598
Jack Straw criticises The Guardian:
http://www.bbc.co.uk/news/uk-politics-24490942 
Here is a link to a debate on FOX NEWS in America about press freedom. A FOX.COM journalist faces prison after reporting on the Aurora cinema gun massacre. This is an interesting debate:
http://www.youtube.com/watch?v=UCA8S8v3aOQ
OFCOM removes Press TV from the SKY platform...another interesting regulation debate. Is this anti-Ofcom broadcast just propaganda or does PressTV have a decent argument? Is OFCOM really the 'media arm of the British Royal Family'??! You decide :
http://www.youtube.com/watch?v=2whMnUYKQOE

NEXT WEEK WE WILL BE DISCUSSING THREE KEY QUESTIONS:

1. WHAT ARE THE ARGUMENTS FOR AND AGAINST THE GUARDIAN'S PUBLICATION OF ED SNOWDEN'S DOCUMENTS?
2. IS REGULATION OF NATIONAL MEDIA POSSIBLE IN A GLOBAL DIGITAL WORLD?
3. CAN THE MEDIA INFLUENCE AND DICTATE HUMAN BEHAVIOUR? This question will expect students to illustrate their understanding of media theory.

YEAR 12 LESSON TWELVE [17th Oct 13]: Homework.

The aim of today's session was to introduce students to the wonder of Garageband. The students began creating a soundtrack appropriate for the horror film genre. The work was really impressive and we will complete the music next week. Students should consider composing their own soundtracks when they begin to create the AS coursework.

Homework: Enjoy your youth. Keep breathing. Relax.

YEAR 13 LESSON ELEVEN [15th Oct 13]: Homework.

The aim of this session was to check that students were fully aware of the appropriate content required for the BIG Impact of Digital Essay that needs to be handed to me on Friday. This is a very important response as students need to show a marked improvement in the quality of their written work.

This session also considered issues relating to press freedom and considered the relevance of resources offered in the blog entry below:
http://fishymediaresources.blogspot.co.uk/2013/10/press-regulation.html
Students need to be aware of the resources offered by this link.

Homework: We will be discussing the implications of The Guardian's decision to publish information provided by Wikileaks and Ed Snowdon and considering the reaction of The Daily Mail's editor, Paul Dacre. Read the resource I provided in this session, check the resources on the blog link above and be prepared to have 'a right good argument' about the nature of press freedom in Friday's session.

YEAR 12 LESSON ELEVEN [14th Oct 13]: Homework.

The aim of this lesson was to reinforce the skills required for students to construct a convincing, precise and detailed written analysis of a media text. The appropriate and relevant use of media language when constructing an analysis remains an area of student work that we need to develop and improve.
The first task was a response to a film created by Year 12 in October 2010.
Year 12 film:
http://vimeo.com/16121970
The aim of this film task was to create a resource that could be used to encourage Year 11 at BGS/BHS to attend the Beverley JSF.
Students were asked to consider how media forms are used to shape meaning and how this film represents the Sixth Form.

Homework: Students need to construct a critical written response. The three questions all relate to the Year 12 promotional film.

1. How is the school represented and how are media forms used to shape this representation?

Students need to be aware that this media text is aimed at a Year 11 audience therefore this may shape the representation. Students must focus upon two or three key moments when constructing the response and reference must be made to CONNOTATION, PREFERRED READING, DENOTATION, NON-DIEGETIC SOUND, EDITING STYLE, CHOICE OF FRAME COMPOSITION etc. Students must begin to use media language in a more appropriate manner. Note my comments on your work. What do you need to do to improve the quality of your work? Follow the advice.
   
     2. Do you think this film was posted to the school website? Support your opinion with precise reference to the text.

This response demands that student are aware of the difference in audience. The film was made for Year 11 so perhaps the film is more suited to form-time viewing or Year 11 assembly. Perhaps the digital platform of the school website is too formal for this film. Would the institution be happy for parents to view this film? What is so bad about students enjoying themselves at school? REMEMBER...the very fact that this film was made by students may be a crucial consideration. What is the connotation linked to the fact that this is a student film? What does this film, by its very existence, tell the world about being a Sixth Former within the BJSF? Students might want to consider what a parent wants for their child when they consider their  own child's education. Would this representation please a parent?? Support your answer with specific textual reference, appropriate media language, and precise phrasing.


    3. What is the key moment in the film and why? Do not refer to a moment that you have considered in the previous two answers.

GOOD LUCK.

Students also need to consider how they would have used text to anchor meaning at the end of the film.
Furthermore, students need to read the handout I provided this morning that relates to genre and narrative theory. When we meet on Thursday we will be discussing narrative theory and genre and using the two texts below as resources through which we will examine genre and narrative.
Juno Trailer:
http://www.youtube.com/watch?v=K0SKf0K3bxg
Paranormal Activity Trailer:
http://www.youtube.com/watch?v=F_UxLEqd074

YEAR 13 LESSON TEN [11th Oct 13]: Homework.

THIS WAS A MASSIVE LESSON.
The whole aim of this session was to discuss the appropriate content for the essay title:
WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW/DIGITAL MEDIA?
This is a big essay because students need to improve the quality of written work. The aim of the class discussion was to make students aware of how each paragraph should be structured to ensure that the written response has a clear question focus, precise and appropriate textual reference, and clear evaluation of the impact of digital media. So the basic paragraph structure should follow this model:

• Opinion.
• Specific textual reference.
• Evaluation of how the textual examples relate to the question. This final section of the paragraph should offer a very clear question focus and illustrate an understanding of the impact of digital media. How has the institution or industry that you are discussing adapted to the challenge of the digital world?

THIS IS A POTENTIAL ESSAY STRUCTURE:

1. A consideration of how the BBC have adapted to the digital revolution. This paragraph should offer clear examples of how the BBC have embraced the digital world and how these digital innovations benefit the BBC's audience. We had a comprehensive class discussion about the BBC. Check your notes.
2. Students need to offer a paragraph that deals with Rupert Murdoch  and how he has struggled to find an effective digital business model for his newspaper empire. Reference must be made to THE DAILY. Why did this fail? What is the big problem with Murdoch's use of Paywall? Why do some Paywalls appear to be successful? What do they offer? Class discussion was excellent.Check your notes.
3. The third paragraph could deal with the music industry and how Napster and the Mp3 file have revolutionised how we consume music. The traditional record industry appears to have been destroyed by digital culture. Research EMI's economic misfortune. The musician has been offered a global digital platform and the ability to record music in a very professional manner using cheap digital software....BUT HOW DO MUSICIANS MAKE MONEY FROM THEIR ART? They can access a global audience but how do they monetise their creativity? Reference could be made to Soundcloud, ReverbNation, BandCamp, KickStarter etc.
4. Students could refer to Faber and Faber. Refer to my notes.
5. I would like students to construct a paragraph that considers how it is not just traditional media institutions that need to adapt to the challenges of the digital world, but relatively new digital media institutions need to keep innovating or they may struggle to survive in the digital marketplace. We discussed MySpace and Wikipedia. RESEARCH required. Why did MySpace lose its lofty position alongside Facebook and why did Wikipedia have to change its gatekeeping system?
6. The conclusion needs to directly confront the question. Keep it brief.

Here is a link to the resources required for this task:

http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-eight-4th-oct-13-homework.html 

GOOD LUCK MEDIA FREAKS

PRESS REGULATION.

This is an incredibly contemporary and important media issue and debate. YEAR 13 definitely need to know the argument for and against press regulation in the UK. Year 12 should also be interested in this crucial media debate.
BBC News Report:
http://m.bbc.co.uk/news/uk-24504616
Channel Four News Report:
http://www.channel4.com/news/press-regulation-leveson-royal-charter-agreement-politics
Students need to visit the LEVESON INQUIRY material posted elsewhere on fishymedia.

Furthermore, there is currently a very public disagreement between THE GUARDIAN and THE DAILY MAIL; two of the UK's leading mainstream daily newspaper institutions. Students need to be aware of the nature of the disagreement. THE DAILY MAIL is accusing THE GUARDIAN of offering help to terrorists due to publishing revelations offered by Ed Snowdon. THE GUARDIAN is accusing THE DAILY MAIL of encouraging press censorship and moral hypocrisy. Click on links below:
Channel Four News:
http://www.channel4.com/news/paul-dacre-mystery-man-at-the-centre-of-the-miliband-row-daily-mail-dacregate
http://www.channel4.com/news/the-mythical-power-of-the-daily-mail
BBC News:
http://m.bbc.co.uk/news/uk-24504976
Paul Dacre defends himself...in THE GUARDIAN:
http://www.theguardian.com/commentisfree/2013/oct/12/left-daily-mail-paul-dacre
THE GUARDIAN:
http://www.theguardian.com/world/2013/oct/11/hillary-clinton-spying
http://www.theguardian.com/commentisfree/2013/oct/11/secret-state-itching-gag-press
http://www.theguardian.com/commentisfree/2013/sep/22/guardian-coverage-of-government-surveillance

THE DAILY MAIL:
http://www.dailymail.co.uk/debate/article-2455256/PAUL-DACRE-Editor-Mail-answers-papers-critics.html
http://www.dailymail.co.uk/news/article-2450291/The-Guardian-produced-handbook-help-fanatics-strike-will.html
http://www.dailymail.co.uk/news/article-2450237/MI5-chief-Andrew-Parke-The-Guardian-handed-gift-terrorists.htm

This is a great clip from BBC 2's NEWSNIGHT. Alistair Campbell argues with the deputy editor of The Daily Mail concerning the publication of an article that attacked the memory of Ed Milliband's father and accused Ralph Milliband [Ed's Dad] of 'hating Britain'. It is quite lively. Click on link below:
http://www.youtube.com/watch?v=w-GMTxycAXY

THIS BLOG ENTRY FROM THE SUMMER IS ALSO RELEVANT WHEN CONSIDERING THIS TOPIC. Click on link below:
http://fishymediaresources.blogspot.co.uk/2013/08/david-miranda-and-guardiana-digital.html

YEAR 12 LESSON TEN [10th Oct 13]: Homework.

The aim of this lesson was to continue to develop the ability of all students to construct an appropriate, detailed and convincing, critical media analysis.  After two students had offered a wonderful explanation of their choice of image for the 'My Beverley' task, the class attempted to model a grade A written response to the SALEM cigarette advert which was published in 1973. Students need to read this paragraph as this exercise produced an A grade exemplar paragraph. The detail constructed within this modelled paragraph needs to be reflected in all future media analysis.

The next session of the lesson considered the question:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING IN THIS ADVERTISEMENT?
The resource used for this task was a challenging image used to promote an art gallery in Mexico.

The class were then asked to consider the question:
HOW DO THE TWO POSTCARDS REPRESENT THE MAGNIFICENT CITY OF HULL?
The resource for this task involved media analysis of two postcards created by Lord Lard of Mediaworld:

Homework: Complete a written response to the two questions considered within the lesson. Class discussion was SUPERB so use the notes that were created in this session to inform your written analysis. Student analysis needs to be as detailed as the paragraph we created in response to the Salem smoking advertisement. REMEMBER...you do not have to write an extended response BUT the paragraph needs to be textually specific and contain appropriate media language.
Furthermore, students need to watch this resource made by a Year 12  group of Joint Sixth media students in 2010. The question I would like you to consider is:
DID THE SCHOOL PLACE THIS FILM ON THE OFFICIAL SCHOOL WEBSITE? If not, why not?? Click on link below:
http://vimeo.com/16121970

YEAR 13 LESSON NINE [8th Oct 13]: Homework.

The aim of today's session was to offer essay feedback. Students were made aware of general mistakes made in the recent essay and how written work can be improved. Students were encouraged to:

• Improve their question focus.
• Respect language and ensure that an argument is presented in a coherent manner. The quality of PHRASING across the whole class DEFINITELY needs to improve. All students need to express their views in a more articulate and precise manner.
• Students must offer some form of critical evaluation. Students must support opinion with a much more convincing explanation that includes reference to a relevant media text. Too much writing in the first essay was vague and general.

The final section of the lesson involved a general class discussion relating to life in the sixth form. This is an intense year folks. It is difficult to offer any words that will provide comfort as this is a tough year. BIG decisions have to be made and students need to complete work and make sure that they are always offering a decent level of effort. If students feel that the the pressure is too great, perhaps students need to consider a less pressured career option. Year 13 have plenty of independent study and perhaps students need to manage this time in a more productive manner. Being in the Joint Sixth is not an easy option. 

Homework: Research the material that will provide the content for the essay that will be given to the class for homework at the end of the next session. See the blog entry for our last lesson to access the research material. THIS IS A BIG ESSAY.

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

The aim of this lesson was to encourage students to offer more detailed critical analysis when offering a written response. After students had explained the CONNOTATION attached to there photography homework, the class analysed the UK newspaper front pages the day after the death of MT. Class discussion considered how institutional ideology mediates representation and the focus of the discussion was the front pages produced by THE DAILY MAIL and THE DAILY MIRROR.

THATCHER Reources:
http://fishymediaresources.blogspot.co.uk/2013/04/you-tube-aljazeera-httpwww.html
The class discussion considered the question:
What do learn about the link between institution and representation?

HOMEWORK: Students need to produce a written response to the question:
WHAT DO WE LEARN ABOUT THE LINK BETWEEN INSTITUTION AND REPRESENTATION?
Students also need to digest the resources below and consider the nature of the representations being offered by these texts and how media forms are being used to shape connotation.These resources will be the focus of the next session. Students also need to complete their HSS 2014 trailers.
LOTS TO DO.

Did BGS allow this film to be placed on the school website? Is this a representation that the school would find acceptable?
http://vimeo.com/16121970