YEAR 13 LESSON NINETEEN [30th Jan 13]: Homework.

Students discussed issues relating to MEST3 Section B: The Impact of Digital Media. The class discussion was a response to the question offered in a past exam paper:

HOW HAS NEW/DIGITAL MEDIA CHANGED THE WAYS IN WHICH INFORMATION REACHES AUDIENCES AND WHAT ARE THE IMPLICATIONS?
The class discussion shaped an essay structure that could possibly be used when answering this question.
Potential Essay Structure:

• An exploration of TWITTER and how this site, along with the invention of the mobile phone, has changed how an audience receives information. The audience can pick and choose the nature of the information that they wish to digest and digest this information anywhere! This could be trivial celebrity nonsense or comments from credible journalists or news organisations. The implications of sites such as TWITTER is that mainstream news values are being challenged. An individual can access a wide range of views that are not mediated by mainstream news organisations. REFERENCE COULD BE MADE TO HOW TWITTER WAS USED IN IRAN IN 2009. Twitter was used to pass information to the world that the government was attempting to suppress. However there may be a problem with credibility. Can we trust Twitter? There have been a series of offensive tweets published that have resulted in prosecution. Can this kind of media ever be regulated? Can the public be protected against abuse and misinformation? Students need to support all views with SPECIFIC TEXTUAL REFERENCE.

• The idea that mainstream news institutions are not the only source of information in a digital world can be reinforced further with reference to YOU TUBE and the development of THE YOUNG TURKS. The development of this news network exemplifies the power of digital media. Again, the implications are that mainstream news values can be challenged and it also serves to illustrate the power of YOU TUBE and online media. Click on links to access information relating to THE YOUNG TURKS: http://www.youtube.com/user/TheYoungTurks

• KHAN ACADEMY: http://www.khanacademy.org/ We have discussed this wonderful free resource many times. This empowers students from all over the world and helps both students and teachers. The implications are that millions of people have access to a free educational resource that covers a multitude of subjects. Obviously, a decent broadband connection is required. How has the use of digital media enhanced your own education? Try and construct a personal response.

• The next paragraph could examine how the kindle and e-books have transformed the publishing industry. It is now possible for writers to directly engage a readership without having to rely on the old gatekeeping system. Look at how Amazon encourages authors to publish their own work. Reference was made to Amanda Hocking and the ability for an independent writer to independently publish their work. THE positive IMPLICATIONS are that creative people can offer their work to a global audience via digital media. CLAY SHIRKY makes some interesting observations about how digital media has aided the creative process. Check the SHIRKY resources on fishymedia. RESEARCH REQUIRED. Students could also reference Rosie Hardy the photographer when examining how creative people are using digital media...or the music industry. THE negative IMPLICATIONS of this new independence is that traditional book stores such as BORDERS and WATERSTONES have perished/are perishing due to their inability to find a working business model to access the digital world. Could refer to the music industry and its struggle to find a credible digital business model.

• The I-Player ....see class notes. I really liked Martha's reference to how Channel Four use the e-media attached to The Secret Millionaire. Implications of 4OD etc? Audience being able to watch the media they want to watch when they want to watch it!

• The conclusion could consider that the way information reaches the audience depends on geographical location and the ideology of the country's government. Reference could be made to Cuba, North Korea and China and how information is censored. Furthermore, broadband access is dependent on being able to pay!!! The poor may be denied access to digital information.

The rest of the session looked at Section A of MEST3. We will be attempting the questions next week so think about how you will answer these questions for homework. Click on link to access questions:

http://fishymediaresources.blogspot.co.uk/2013/01/year-13-resources9th-jan.html 

HOMEWORK: Complete the MEST3 Section B Essay. This is a big task. DO NOT LEAVE THIS ESSAY UNTIL TUESDAY NIGHT!! EVIE....don't be a slacker. You owe me BIG TIME. Don't let me down. 

Students should be constructing coursework.

SOME RESOURCES TO FEED YOUR MEDIA MIND:

MURDOCH'S THE DAILY. Why did it fail?....:

http://www.guardian.co.uk/commentisfree/2012/dec/03/the-daily-closes-app-doomed-from-start
http://www.dailymail.co.uk/news/article-2242283/Rupert-Murdochs-iPad-newspaper-The-Daily-closes-years.html
Are you lot aware of this? Internet Freedom??? Scarey Times:
http://www.dailymail.co.uk/news/article-2242279/Fears-internet-freedom-worlds-nations-gather-crucial-UN-conference-web-regulation-discuss-900-potential-laws.html
Publishing:
Amanda Hocking:
http://www.guardian.co.uk/books/2012/jan/12/amanda-hocking-self-publishing
http://www.guardian.co.uk/technology/2011/feb/27/kindle-ebooks-amazon-stephen-leather

HEJ HEJ

YEAR 12 LESSON EIGHTEEN [28th Jan 13]: Homework.

Students were introduced to a series of 'beginnings' in an attempt to illustrate what is required for the first brief of the coursework. The key to the success of the broadcast media is to offer a clear sense of location, character and narrative theme. Texts used included the first three minutes of the first series of Breaking Bad, The Inbetweeners, the Edgar Wright directed Spaced [a classic Channel Four series that is still engaging and visually intelligent], and work by Ed and Connor. Students were asked to consider the importance of the voiceover when attempting to offer the audience a clear sense of character.
Here is a link to the SPACED INTRO we watched today. This is the full episode. Sorry about the adverts:
http://www.youtube.com/watch?v=_PjVIxDRREc

The second section of the lesson considered the Cross-Media task:
EVALUATE HOW FAR AUDIENCES ARE ABLE TO REPRESENT THEMSELVES AND/OR IDEAS AND OPINIONS IN MEDIA PRODUCTS FROM YOUR CASE STUDY.
This will be our written homework next week. Class discussion considered how to approach this question.

The final section of the lesson was a consideration of an old MEST1 Section A exam paper. Click on link to access the old exam text:
http://www.youtube.com/watch?v=8HUmrDa5PPE

HOMEWORK: Students should be constructing coursework. Students also need to construct a written response to the 'Mini Cooper viral' examination paper. Answers need to be brief but detailed. Students need to be using media language in an appropriate manner. Students also need to consider the cross-media task that we will be attempting next week.

LOTS TO DO FOLKS. NO SLACKING. PRESS THE RECORD BUTTON.

GOOGLE and PRIVACY.

How safe is our information? BBC News articles:
http://www.bbc.co.uk/news/technology-21229980
http://www.bbc.co.uk/news/technology-19200279

TIM BERNERS-LEE: Video clips.

Jan 2013:http://www.bbc.co.uk/news/technology-21185853
Dec 2012 Worries about internet regulation:
http://www.bbc.co.uk/news/technology-20594779
Sept 2012 Tim on Celebrity:
http://www.bbc.co.uk/news/technology-19492087

YEAR 13 LESSON EIGHTEEN [23rd Jan 13]: Homework.

The session began with a consideration of issues relating to the impact of digital media section of the exam paper. The question used to focus the class discussion was:
HOW HAS NEW/DIGITAL MEDIA CHANGED THE WAYS IN WHICH INFORMATION REACHES AUDIENCES AND WHAT ARE THE IMPLICATIONS?
The class were encouraged to consider how different industries have reacted to the digital revolution. Discussion considered the PUBLISHING industry, the ADVERTISING industry, EDUCATION, the MUSIC industry and music composition, the FILM industry, and the mainstream NEWS MEDIA industry. IT IS MASSIVELY IMPORTANT FOR MEST3 SECTION B THAT STUDENTS HAVE AN UNDERSTANDING OF HOW ALL THESE AREAS OF MEDIA HAVE BEEN TRANSFORMED, AND CONTINUE TO BE TRANSFORMED, BY NEW DIGITAL MEDIA.
THIS IS WHY YOUR INDEPENDENT RESEARCH IS SO IMPORTANT. STUDENTS NEED TO BE ABLE TO OFFER SPECIFIC EXAMPLES FROM DIFFERENT AREAS OF MEDIA TO SUPPORT THER ARGUMENT. THIS IS THE KEY TO  EXAM SUCCESS AT MEST 3 SECTION B.

The session then moved on to consider MEST3 Section A. Click on link to access resources used in class:
http://www.youtube.com/watch?v=ftkYPpD4K8M
http://www.youtube.com/watch?v=AIyqcST29wQ

HOMEWORK: Complete the first Section A question: How is smoking represented in these two texts? Next week we will attempt questions 2 and 3. Click on link below to access all three questions.
http://fishymediaresources.blogspot.co.uk/2013/01/year-13-resources9th-jan.html

Obviously, students should also be planning their coursework.

YEAR 12 LESSON SEVENTEEN [21st Jan 13]: Homework.

The main focus of the session was a consideration of the Cross-Media Study. The question being considered was:
EVALUATE HOW NEW TECHNOLOGIES HAVE BEEN USED IN THE PRODUCTS IN YOUR CROSS-MEDIA STUDY.
Class discussion was really good. This is a tough task.
The second section of the lesson considered the MEST 1 Section A exam paper from January 2011. The class considered the MINI Clubman viral advert. Click on link below to access resource:
http://www.youtube.com/watch?v=8HUmrDa5PPE
This paper will be discussed further in the next session.

HOMEWORK: Complete the Cross-Media Study essay. The following essay structure was shaped by class discussion:

• Consider the print media. Students must use media language explain how the producer attempts to engage the audience. Reference must be made to enigma codes, text, and why the poster might engage a viewer. The key feature is the website being clearly visible. The posters follow the codes and conventions of a traditional film poster. The poster is used to push the audience towards the new technology of the e-media. So old media is used to encourage the viewer to consume the new media. There is a synergy between print media and e-media.
• Discuss the e-media and how this new technology is used to market the film. How is social media used as a marketing tool? How is e-media used to sell the DVD? What information is available? Access to broadcast media? Information relating to genre? Information relating to audience? Students must decide which text allows them to shape the most sophisticated response. RESTREPO appeared quits a popular text in our discussion.
• Students need to consider the hybrid-documentary and how Channel Four use e-media. How does the e-media allow the audience to become active? The aim of the broadcast media appears to be to inspire the audience to become active or/and be aware of assistance if the viewer might benefit from the work of a charity/volunteer organisation. There seems to be a clear synergy between broadcast and e-media. BRIEF REFERENCE NEEDS TO BE MADE TO ONE MORE HYBRID-DOC OFFERED BY CHANNEL FOUR. Students must offer some evidence of independent research. How does the broadcast media link to e-media?
• The conclusion could explore how new technologies have changed documentary filmmaking. Refer to class notes. Refer to the cross-media document I gave students last week.

This is our first Cross- Media essay so it will be challenging BUT you have plenty of material to refer to when constructing your response. This essay will allow me to gauge how much you lot understand the material that we have been discussing in recent sessions. I expect ALL students to hand me this work next Monday. No Excuses. Those students that failed to hand me work today need to hand me today's homework asap and I expect you to hand me the essay next week. NO EXCUSES.

Sayonara.

YEAR 13 LESSON SEVENTEEN [16th jan 13]: Homework.

Attendance was butchered by exams so this session discussed coursework and ideas related to the linked production. HMV's closure was discussed and related to the digital consumption of music. See resources below:
BBC
http://www.bbc.co.uk/news/entertainment-arts-21028803
http://www.bbc.co.uk/news/business-21025973
http://www.bbc.co.uk/news/business-21025969
http://www.bbc.co.uk/news/business-21021073
Channel Four:
http://www.channel4.com/news/is-this-the-end-for-hmv
The HMV closure was linked to how digital media has transformed the music industry.

HOMEWORK: We will be discussing this MEST3 Section A task in the next lesson and also discussing media issues and debates that relate to MEST3 Section B. See the blog entry for the last session. Click on link below:
http://fishymediaresources.blogspot.co.uk/2013/01/year-13-resources9th-jan.html
Some students still owe me REGULATION essays.

CROSS-MEDIA STUDY E-MEDIA RESOURCES 2013.

Exit Through The Gift Shop:
http://www.banksyfilm.com/
Project Nim:
http://www.project-nim.com/
Restrepo:
http://restrepothemovie.com/
The Secret Millionaire:
http://www.channel4.com/programmes/the-secret-millionaire
The Wonders Of The Universe:
http://www.bbc.co.uk/programmes/b00zdhtg
Channel Four Documentary Page:
http://www.channel4.com/programmes/tags/documentaries
Michael Moore's website:
http://www.michaelmoore.com/
Nick Broomfield's website:
http://www.nickbroomfield.com/
Louis Theroux website:
http://louistheroux.com/
Louis Theroux on the BBC:
http://www.bbc.co.uk/programmes/b00g2kjm

YEAR 12 LESSON SIXTEEN [14th Jan 13]: Homework.

The first section of this lesson attempted to improve the critical skills required to answer Section A of MEST1. The recent written work lacked precise textual reference, coherent argument and media language!! The aim of this session was to use Wednesday's AS Media Studies exam paper as a resource to illustrate EXACTLY how to approach a written response. Chimpnimsky modelled an exemplar response and students need to reflect this approach in their own critical written work.
Click on link below to access the broadcast media resource:
http://www.youtube.com/watch?v=h-8PBx7isoM
Class response was excellent BUT this level of detail and perception NEEDS to be reflected in written work.
The second session considered THE CROSS-MEDIA STUDY. Students were offered a resource that should inform understanding of this section of the exam. Class discussion considered the SYNERGY between the print media of the film documentaries in our study and the e-media. Students were asked to consider the question:
EVALUATE HOW FAR AUDIENCES ARE ABLE TO REPRESENT THEMSELVES AND/OR THEIR IDEAS AND OPINIONS IN MEDIA PRODUCTS FROM YOUR CASE STUDY.
Class discussion fused into a discussion of coursework.
It began to snow. We went home.

HOMEWORK: Students must answer the FIRST THREE questions of last week's exam paper. Remember, follow the technique reflected through the modelling exercise. This text deliberately creates a sense of disequilibrium, creates a series of enigma codes, is extremely polysemic, and text eventually anchors meaning. The use of slow motion and point of view shots are key features of the creative construction and the NVC is crucial when considering connotation. If you are feeling 'frisky' complete all four questions. Students should aim to produce a precise and textually specific argument that uses media language in an appropriate manner. THIS IS A BIG HOMEWORK AS THE LAST BATCH OF WRITTEN WORK WAS DISAPPOINTING. SHOW ME YOU ARE BETTER THAN YOUR LAST HOMEWORK.
Furthermore, students should read the Cross-Media Booklet that I provided in today's session as this will form the basis of our next lesson. We will be attempting the Cross-Media question discussed in today's session in next week's lesson. Read the mark scheme.

You lot were excellent today BUT we must improve the written work. The written work is becoming an issue.

Click on link below to access the parody ONE DIRECTION film trailer for SHADOW PECO! This is  an incredibly witty use of editing skills. It will make you smile...ENJOY:
http://www.youtube.com/watch?v=MYNJwpHWsBg
Here is another video from BAD LIP READING that uses material from the recent Obama/Romney Presidential Television Debate. Again, the editing is really sophisticated. I raise my cap to whoever made these two wonderfully surreal videos:
http://www.youtube.com/watch?v=QlwilbVYvUg

Auf Wiedersehen.

JANUARY 2013 AS MEDIA EXAM.

Exam Text:
http://www.youtube.com/watch?v=h-8PBx7isoM
1. How does the institution take an original and positive approach to road safety advertising?
2. How does the mise-en-scene contribute to the impact of the film?
3. How is the family represented in the film?
4. Why does the film appeal to such a wide audience?

THE CROSS-MEDIA STUDY.
5. Evaluate how new technologies have been used in the products in your cross-media study.
6. Intertextuality describes the way in which media products make reference to other media products that producers assume audiences will recognise.
Identify the ways intertextuality is used in your cross-media study.

YEAR 13 LESSON SIXTEEN [9th Jan 13]: Homework.

The class discussed the coursework and explored current media debates and issues.This session also discussed issues relating to regulation and MEST3 Section B. Reference was made to the fact that students must be able to refer specifically to media institutions that have struggled to discover a successful digital business model and contrast these institutions with successful media institutions.

HOMEWORK: Students must complete the Regulation essay.
Students will be attempting this Section A Task next week along with an exploration of Section B.
MEST3 Section A resources:
How is smoking represented in these two texts?
http://www.youtube.com/watch?v=ftkYPpD4K8M
http://www.youtube.com/watch?v=AIyqcST29wQ

2. Why are shock tactics so often used in advertising? You may refer to other media texts in your answer.

3. Is media regulation necessary? You should refer to other media products in your answer.

CROSS-MEDIA STUDY FILM POSTERS 2013.

YEAR 12 LESSON FIFTEEN [7th Jan 13]: Homework.

                                                                       

Students were asked to consider the requirements of BRIEF ONE. Students were made aware of the broad nature of this brief and the kind of work that could be created to satisfy the demands of this coursework task. Class discussion explored an idea that involved a comic horror series located within a school! Let your imagination riot! This is a very flexible brief! The audience is a pre-watershed E4 audience.
Resources used to illustrate nature of the coursework brief:
Waterloo Road intro. This is a good example of an introduction that provides evidence of genre, location and character in two minutes: http://www.youtube.com/watch?v=SD9KEnWUeko
SKINS Series One. A CLASSIC viral text rich with enigma codes:
http://www.youtube.com/watch?v=Nm0onseM1Mw
Student viral film. This is not a traditional trailer. It is encouraging the viewer to move towards the
e-media to gain more information about the film: http://vimeo.com/33630666
I also showed the opening credits to TRUE BLOOD because it is a magical slice of filmmaking. Some of the imagery is post-watershed but the editing and use of soundtrack is outstanding:
http://www.youtube.com/watch?v=vxINMuOgAu8

The resources below are examples of the 'Teaser Poster'. One of the print tasks involves the construction of a teaser poster campaign:

The rest of the session discussed the Cross-Media Study and how
e-media is used to develop a relationship between the Audience and the
Producer. The Audience/Producer Debate is a central consideration of
the Cross-Media Study and the e-media attached to Channel Four's
The Secret Millionaire encourages a unique relationship
between Audience and Producer. Students need to be aware of why
this use of e-media is so interesting. The final session involved
viewing the final section of the Martin Stamp episode of TSM
and considering whether this was an example of the
media 'dumbing down'.

HOMEWORK:
Students MUST peruse the e-media attached to the texts that form
the Cross-Media Study. Click on links below:
http://fishymediaresources.blogspot.co.uk/2012/12/year-12-lesson-thirteen-10th-dec-12.html
http://fishymediaresources.blogspot.co.uk/2012/12/nim.html

Students need to consider which coursework brief they will be attempting.
Students also need to watch this resource as this MIGHT be the
stimulus for your next written homework. Click on link:
http://www.youtube.com/watch?v=8HUmrDa5PPE

Toodle Pip. I'm off to play some golf!

EVIE..MEST1 Section A Tasks!

1. How are media forms used to engage the viewer in this trailer?
[Think about how enigma codes are created towards the end of the trailer. User of text? Significant comments from the voiceover? Still images of Nim? Use of music?]
Click on link below:
http://www.youtube.com/watch?v=e_vha0FI0j8
2. Who is the target audience for Project Nim?
3. In the LIFE OF PI trailer, how are media forms used to engage the audience? Click on link below to access trailer:
http://www.youtube.com/watch?v=mZEZ35Fhvuc
4. Who is the target audience?
5. How does institution link to content?
[ Consider who made the film, expensive special fx...what kind of film can the viewer expect to experience? Is this a big budget mainstream adventure film or an independent production? How does the nature of the institution dictate content?]

Evie...these questions should get you moving for the MEST1 re-sit. E-mail me your answers and i'll post some more material. If you do not attempt this task you are sending me a very clear message. Don't run away from the written work. Time to raise your game.
All re-sit students should attempt this work.