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