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

YOUR BEVERLEY IMAGES...Y12.

Year 12's homework task was to capture one single image of Beverley that represents the student's own individual idea of Beverley. We will be discussing these images in tomorrow's lesson. Students will be expected to explain why they believe that this frame represents their home town. Students will be expected to explain connotation, choice of composition, editing, and why they did not choose other images that represent the town.

YEAR 13 LESSON EIGHT [4th Oct 13]: Homework.

The whole aim of this session was to develop student awareness of possible content for the next IMPACT OF DIGITAL MEDIA ESSAY which will be offered as a homework next week.

Resources for lesson:

ESSAY TITLE: WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW/DIGITAL MEDIA?

BBC Homepage:
http://www.bbc.co.uk/
BBC News Site:
http://www.bbc.co.uk/news/
BBC Radio Five:
http://www.bbc.co.uk/5live
In Our Time site Radio Four:
http://www.bbc.co.uk/programmes/b006qykl
BBC Radio Podcast resources:
http://www.bbc.co.uk/podcasts

PAYWALLS:
Rupert Murdoch and THE DAILY:
http://www.dailymail.co.uk/news/article-2242283/Rupert-Murdochs-iPad-newspaper-The-Daily-closes-years.html
http://creativepool.com/magazine/features/why-did-murdochs-daily-ipad-newspaper-fail.1863?from=search:art%20director;;:550
News Now:
http://www.newsnow.co.uk/h/
STUDENTS NEED TO BE AWARE OF THE PAYWALL ISSUE. WHY DO THE PAYWALLS ATTACHED TO THE NEW YORK TIMES, THE WALL STREET JOURNAL, AND THE FINANCIAL TIMES appear to be working when a whole host of newspapers are failing with this business model????
PRIVATE EYE is making money:
http://www.theguardian.com/media/2011/sep/11/private-eye-50?INTCMP=SRCH
Rupert Murdoch..how technology has changed the media:
http://www.youtube.com/watch?v=IQSKRWXyFw8
Murdoch on paywalls:
http://www.youtube.com/watch?v=ae4Cy6xee2o
Adam Curtis explores Murdoch:
http://www.youtube.com/watch?v=MxIb8PywcHA

MUSIC:
EMI....Shawn Fanning.....SPOTIFY...Traditional music institutions do not seem to be adapting to NDM!! The mp3 file has changed everything!!! Research required.
Napster doc:
http://www.youtube.com/watch?v=CSpzW8bkkPc&feature=related
The history of Spotify:
http://evolver.fm/2012/03/22/a-short-history-of-spotifys-attempt-to-become-the-os-of-music/
SOUNDCLOUD? REVERBNATION? BANDCAMP?
This links to the AUDIENCE/PRODUCER DEBATE. The music industry has been transformed.

PUBLISHING. E-Books:
http://fishymediaresources.blogspot.co.uk/2013/02/self-publishing-e-book-a2-resources.html
Amanda Hocking:
http://www.theguardian.com/books/2012/jan/12/amanda-hocking-self-publishing

Digital companies are also struggling...see Wikipedia and MySpace..Bebo etc...
RESEARCH REQUIRED......

Homework: Students need to digest the resources that are posted to this blog entry as these texts will allow students to construct an informed and detailed response. THE HOMEWORK IS A RESEARCH HOMEWORK.
You lot were brilliant today. KEEP IT UP.
I will also be using the resources below in next week's sessions. We will be examining how media forms are used to shape the representation of teenagers.
MEST 3 Section A resource:
NHS drinking advert:
http://www.youtube.com/watch?v=zkVqJTK0ioc
Adidas originals advertisement:
http://www.youtube.com/watch?v=NDuiGzO0OS8
Juno Trailer
http://www.youtube.com/watch?v=K0SKf0K3bxg

YEAR 12 LESSON EIGHT [3rd Oct 13]: Homework.

The aim of this session was to offer students the final hour of class time to complete the construction of their Humber Street Sesh trailers.

Homework: Students need to visit Le Cupboard de Voodoo and complete their creative work. I expect all work to be completed by the end of school next Thursday.

The second creative homework involves students capturing one still image of Beverley that represents your idea of Beverley. This photograph needs to be saved as a Jpeg and emailed to me. I will be using these images in the next lesson so students need to email their photograph to me before Monday morning. When capturing this image students should consider the framing of your image, your choice of shot [ close-up, long shot etc], and the connotation that students are trying to shape.
LOTS TO DO.

GOOD LUCK.

YEAR 12 LESSON SIX/SEVEN [26th/30th Sept 13]: Homework.

The aim of the first session was to provide students with the opportunity to produce creative media and develop film editing skills. Some of the work is very good. Keep it up.

The session on Monday 30th aimed to improve the quality of the written work. The first essays were handed back to students and the whole session attempted to address the issues raised by this written work. The main issues with the first essays was a lack of appropriate media language and a lack of specific textual reference when constructing a critical argument. Students were provided with exemplar material from Lord Lard of Mediaworld and class discussion considered how work could be improved.

The main textual focus of the lesson was the Channel Four advertisement MEET THE SUPERHUMANS which was used to promote Channel Four's coverage of last summer's Paralympic event. Class discussion considered how MEDIA FORMS are used to shape meaning and the representation of the paralympians.

HOMEWORK: The aim of the written homework is for students to improve their initial grade by at least one full grade. The questions are:

1. How are MEDIA FORMS used to shape meaning in Channel Four's advert 'MEET THE SUPERHUMANS'?
2. How are Paralympians represented in the Channel Four advert?
3. How is violence represented in the Kick-Ass trailer?

Here are links to both the media texts:

MEET THE SUPERHUMANS:  
http://www.youtube.com/watch?v=tuAPPeRg3Nw

The Kick-Ass trailer:
http://www.youtube.com/watch?v=O5mxBaXHcFw

REMEMBER MEDIA FREAKS...you do not have to produce an extended response BUT you do need to use appropriate media language, identify key moments from the text when constructing an argument and explain why these key frames are so significant, and express your opinion in a coherent manner. Also, make sure your work is presented in a manner that reflects the fact that you are an A Level student. I will collect this written work before the next session.

Good Luck.