YEAR 12 LESSON TWENTY-SEVEN [16th Dec 14]: Homework

Searching for Sugarman Trailer:
https://www.youtube.com/watch?v=KKXewWDh1og

E-Media:
http://www.sonyclassics.com/searchingforsugarman/

NIM Trailer:
https://www.youtube.com/watch?v=yxQap9AAPOs

Project Nim E-media:
http://www.project-nim.com/

YEAR 12 LESSON TWENTY-SIX [12th Dec 14]: Homework

Today's session involved completing the filming for the creative task. Next week we will review the material. Tuesday's lesson will, as usual, be in E5. See you there.

HOMEWORK: Jimmy and James/Lewis and Louis need to complete their filming. Everybody else needs to enjoy being a teenager.

YEAR 12 LESSON 24/25 [5th/9th Dec 14]: Homework

 The lesson on the 5th December considered how media forms are used to shape meaning in Rankin's 'WHO IS IN CONTROL ?' Students discussed media forms before producing a timed written response.
Tuesday's session involved students being given video cameras and a series of creative tasks.
HOMEWORK: Students need to be filming material that can be used for the creative tasks. My plan is to collect the cameras tomorrow after the lesson and place the material on the Z drive so that students can begin to edit next week. This depends on the quality and quantity of the material that students have collected in the past couple of days. I will review material in Friday's lesson.

YEAR 13 LESSON 25/26 [8th/11th Dec 14]: Homework

Lesson 25 continued the exploration of the essay title:
'DIGITAL MEDIA HAS HAD A POSITIVE IMPACT BECAUSE IT OFFERS AUDIENCES A MORE DIVERSE RANGE OF VALUES AND IDEOLOGIES.'
To what extent do you agree with this statement?
Lesson 26 on the 11th December was probably the most important lesson of the year so far. It is clear that the area of our work that we need to improve is the ability to construct a convincing critical commentary. This session consisted of students being 'talked' through a potential essay structure. Not only will this essay allow students to develop vital critical writing skills but this essay will also allow students to research material that will be relevant for the mock exam in January.
The main area of student writing that concerns me is QUESTION FOCUS. Students need to follow the following paragraph structure:

• OPINION
• TEXTUAL REFERENCE
• EXPLAIN HOW TEXTUAL REFERENCE SUPPORTS YOUR OPINION
• CONCLUDE THE PARAGRAPH WITH COMMENTS THAT LINK YOUR TEXTUAL REFERENCE TO THE REQUIREMENTS OF THE QUESTION. IT IS THIS FINAL SECTION OF THE PARAGRAPH THAT WILL ALLOW STUDENTS TO CONFRONT QUESTION FOCUS. REMEMBER...the question is asking 'to what extent do you agree with this statement?'...make sure you are offering your personal view.

The key to this essay is that digital media has allowed an audience to move beyond the narratives and representations of the mainstream media. It is now possible to access values beyond those shaped by mainstream media.
In today's lesson I shared the following resources:
THE LOVE POLICE..'Everything is OK':
https://www.youtube.com/watch?v=qAQrsA3m8Bg&list=PLAD51A4D198F4B894
RUSSELL BRAND'S TREWS.
CIA video shown in today's session:
https://www.youtube.com/watch?v=onlNtqKrAE0
https://www.youtube.com/user/russellbrand
CHUNKY MARK:
https://www.youtube.com/watch?v=AQA9wiZ7Jc0

The key to this essay is independent research and question focus. Use the bar in the left hand corner of my blog to help you access appropriate resources and, obviously, indulge in your own independent research.

HOMEWORK: Complete the essay. I expect this to be handed to me next Thursday. I am at a funeral on Monday so continue with the essay in the study room or in an environment suitable for the the collection of media wisdom.

YEAR 13 LESSON TWENTY-FOUR [4th Dec 14]: Homework

This session continued the prep for the next impact of digital media essay. Discussion continued shaping content for the essay.
HOMEWORK: Continue to research possible content for the essay. I want students to produce 'new' examples to explore the focus of the question. I also want students to be providing contemporary examples of media. This essay will demand that students exhibit and awareness of contemporary media issues and debates. The class discussion was superb on Thursday. See the previous blog entry for the essay title.

YEAR 13 LESSON TWENTY-THREE [1st Dec 14]: Homework

This session considered issues that relate to Section B of the exam. The whole session was aimed at developing students awareness of the impact of digital media. The session involved a consideration of the question:
'DIGITAL MEDIA HAS HAD A POSITIVE IMPACT BECAUSE IT OFFERS AUDIENCES A MORE DIVERSE RANGE OF VALUES AND IDEOLOGIES.'
To what extent do you agree with this statement?
Students were asked to consider the essay structure:...YES...NO...Evaluative conclusion.
Class discussion considered Marxist Theory and how the YOU TUBE platform has allowed the audience to become the producer and challenge the representations of mainstream media. Below are three examples of YOU TUBE material that challenge mainstream representations:
http://fishymediaresources.blogspot.co.uk/2014/12/russell-brand-on-ch4-news.html

HOMEWORK: Consider potential content for this essay. I expect ALL students to arrive at the next session armed with a potential essay structure.

YEAR 13 LESSON 20/21/22 [20th/24th/27th Nov 14]: Homework

Lesson 20 was the final creative session and Lessons 21 and 22 were a return to critical writing.
The Monday session considered recent media issues and debates. The resources below were discussed in this session:
http://fishymediaresources.blogspot.co.uk/2014/11/media-issues-and-debates-nov-14.html
Lesson 22 contained a 15 minute timed response to the question:
HOW IS XMAS REPRESENTED IN THESE TWO TEXTS?
Click on links below to access the texts:
John Lewis Xmas 2011 advert:
https://www.youtube.com/watch?v=pSLOnR1s74o
Sainsbury's Xmas advert 2014:
https://www.youtube.com/watch?v=NWF2JBb1bvM

HOMEWORK: Enjoy being a teenager.

YEAR 12 LESSON TWENTY-THREE [2nd Dec 14]: Homework

Today's session continued to reintroduce critical writing after our creative sessions in the library. The main text used as the catalyst for class discussion was last night's Channel Four News interview with Russell Brand. Click on link below:
http://www.channel4.com/news/russell-brand-new-era-estate-rent-row-us-property-company
Class discussion considered the question:
WHAT ARE THE BRAND VALUES OF CHANNEL FOUR NEWS IN THIS CLIP?
Class discussion considered the remit of Channel Four and the quality of the journalism being reflected within this interview. Class discussion was quite superb. Thank you. If you are still unsure about the definition of 'BRAND VALUES', indulge in ten minutes of research and you will be enlightened.
The second text discussed in this session was an advertisement published in a mainstream American magazine in 1975. The question considered was:
HOW IS SMOKING REPRESENTED IN THE ADVERT?
Again, the class discussion was superb.

HOMEWORK: Complete the two questions.

YEAR 12 LESSONS 20/21/22 [21st/25th/28th 14]: Homework

As the creative sessions concluded we returned to the classroom to review the work produced in the library and the work was outstanding. Some of the editing was extremely impressive and suggests that we have some talented creatives within our group.
The Tuesday session on the 25th involved examining the JOHN LEWIS Xmas advert from 2011. Click on link below:
https://www.youtube.com/watch?v=pSLOnR1s74o
The class were asked to consider the question: How are media forms used to shape meaning?
Class discussion moved into a 15 minute timed response.

The Friday 28th session considered the new Sainsbury's advertisement. The question students were asked to consider was: How does this advertisement represent Xmas? Click on link below:
https://www.youtube.com/watch?v=NWF2JBb1bvM
The class discussion moved into a 15 minute timed response.

Class discussion and written work were both superb. Thank you Media freaks. Keep it up.

RUSSELL BRAND on CH4 News.

YOU TUBE OFFERS A PLATFORM FOR VIEWS THAT CHALLENGE THE REPRESENTATIONS OF THE MAINSTREAM MEDIA: 
http://www.channel4.com/news/russell-brand-new-era-estate-rent-row-us-property-company
Russell Brand's TREWS Channel:
https://www.youtube.com/user/russellbrand
THE YOUNG TURKS:
https://www.youtube.com/user/TheYoungTurks
http://www.independent.co.uk/news/media/opinion/cenk-uygurs-the-young-turks-this-youtube-news-bulletin-is-challenging-the-fogeys-of-us-tv-9761069.html
CHUNKYMARK, The Artist Taxi Driver, on YOU TUBE:
https://www.youtube.com/watch?v=O2KeBfy34mQ

YEAR 12 Resources....

GIRL'S NIGHT OUT
https://www.youtube.com/watch?v=HAmI1MJECZ4
Rankin's 'WHO IS IN CONTROL?'
http://www.theguardian.com/media/video/2010/may/20/rankin-anti-binge-drinking-ad

MEDIA ISSUES and DEBATES NOV 14.

TWITTER continues to be at the heart of digital debates:
The Ched Evans moment:
Jessica Ennis-Hill:
http://www.bbc.co.uk/news/uk-england-south-yorkshire-30057936
The Labour MP EMILY THORNBURY and her tweet that inspired her resignation:
http://www.bbc.co.uk/news/uk-politics-30139832
http://www.channel4.com/news/emily-thornberry-twitter-rochester-politicians-social-media
http://www.channel4.com/news/emily-thornberry-labour-twitter-rochester-flag-powell-video
MASSIVE ISSUES RELATING TO DIGITAL FREEDOM:
http://www.bbc.co.uk/news/uk-30172110
http://www.bbc.co.uk/news/uk-politics-30166477
http://www.theguardian.com/uk-news/2014/oct/06/digital-freedoms-terrorism-crime-uk
REMEMBER...ALL THIS NEEDS TO BE PLACED WITHIN THE CONTEXT OF ED SNOWDEN'S REVELATIONS. YOU SHOULD ALL WATCH THIS INTERVIEW:
https://www.youtube.com/watch?v=5yB3n9fu-rM
A TED TALK. Snowden discusses the future of the internet:
https://www.youtube.com/watch?v=yVwAodrjZMY
A Scientist wears a shirt and Twitter inspires the objectification debate:
http://fishymediaresources.blogspot.co.uk/2014/11/scientific-shirtstorm.html

Old news but, unfortunately, still news:
http://www.channel4.com/news/russia-ukraine-cyber-attacks-crimea-mps-phones-internet
AND IN THE WORLD OF MUSIC...:
http://www.telegraph.co.uk/technology/11212861/Taylor-Swift-left-Spotify-because-we-stopped-valuing-art.html
http://time.com/3556721/taylor-swift-spotify-1989/
https://www.youtube.com/watch?v=77Vf-lC4opI
THE SAINSBURY'S XMAS ADVERT:
https://www.youtube.com/watch?v=NWF2JBb1bvM 
The story behind the ad:
https://www.youtube.com/watch?v=2s1YvnfcFVs
warhttp://www.theguardian.com/commentisfree/2014/nov/13/sainsburys-christmas-ad-first-world-
ww.dailymail.co.uk/news/article-2834465/Watchdog-primed-investigate-Sainsbury-s-Christmas-advert-complaints-flood-use-WWI-imagery-promote-company.html

YEAR 12 LESSON NINETEEN [18th Nov 14]: Homework

This was the final formal creative session that will be provided for the Adelphi task. Students need to send me their complete films before Friday's session. Students have had more than enough lesson time to complete this task. Some of the work is fantastic. The two finished pieces that were sent to me today are impressive. Well done James and Louis. I look forward to ALL student films being uploaded to my google classroom account.
The moaning techno bores were the only negative feature linked to this first creative experience. All I can say is that a bad artist blames the tools. Below is a film of mine that was premiered last week in Hull at the post-production party for The 2014 Humber Street Sesh. I created this film using all the tools that have been available to students throughout this task. Please feel free to ask me any questions relating to the creation of this documentary. Click on link below:
http://vimeo.com/111727016

HOMEWORK:
Think of an idea that can be used for a filming task on Friday. It needs to be 6th Form related as this is the only location we have within which to work. Trailer to promote the sixth form? Advice for Year 11? YOU DECIDE.

SCIENTIFIC SHIRTSTORM...

Last week The Rosetta space mission landed a craft on a comet!! But the shirt worn by one of the scientists caused a social media storm:
http://www.theguardian.com/fashion/2014/nov/17/comet-scientist-matt-taylor-shirt-awful-what-should-wear-instead-rosetta 
http://www.bbc.co.uk/news/science-environment-30053204 
http://www.itv.com/news/london/update/2014-11-14/rosetta-scientist-apologises-for-choice-of-shirt/ 
http://www.theguardian.com/science/2014/nov/14/rosetta-comet-dr-matt-taylor-apology-sexist-shirt
WHAT DOES THIS ODD LITTLE STORY TELL US ABOUT THE POWER OF SOCIAL MEDIA?



FOR FORM-TIME...Ched Evans....:
 http://www.channel4.com/news/ched-evans-says-hes-learned-a-lesson-but-has-he
http://www.channel4.com/news/ched-evans-sheffield-united-convicted-rape-paul-heaton-video

CHRISTMAS ADVERTS....

Here they come folks...Crass, sentimental, vomit-inducing, cynical and insensitive... or marketing genius???
YOU DECIDE. Click on links below:
The new John Lewis promo:
https://www.youtube.com/watch?v=iccscUFY860
Sainsbury's:
https://www.youtube.com/watch?v=NWF2JBb1bvM

YEAR 13/12 CREATIVE WORK.

YEAR 12 LESSONS 16/17/18 [7th/11th/14th November 14]:
Students continued to create their promotional material for The Hull New Adelphi Club. Our final formal session to complete this task is Tuesday's lesson on the 18th Nov. The whole aim of this exercise has been to introduce students to the technology that will guide their creative work. The creative component of this course is incredibly important as 50% of the final grade is based upon coursework. After we have completed this task I will provide groups with a video camera and students will be expected to create their own filmic gem.
THE QUALITY OF THE WORK IS FANTASTIC. WE HAVE SOME REAL TALENT IN OUR GROUP. KEEP IT UP.

YEAR 13 LESSONS 18/19 [13th/17th Nov 14]:
Students continued to work on the Adelphi trailer. Our Thursday session will be the final formal session provided for this task. The work is impressive folks. KEEP IT UP.

YEAR 12 LESSON FIFTEEN [7th Nov 14]: Homework

Students were introduced to the new Macs and asked to continue with the Adelphi trailer. Students need to edit their trailer using the rhythm of their chosen soundtrack. The aim of this session was to introduce students to the creative software that will allow them to create their coursework. With 50% of the course being coursework, the ability to use this equipment in a creative and appropriate manner is crucial.
HOMEWORK: Visit the library and use the equipment. Feel free to edit the trailer in your own time.

Ellie:
https://www.youtube.com/watch?v=ODmfmUWqlSA
How are media forms used to shape meaning?

YEAR 13 LESSON SIXTEEN/SEVENTEEN [6th/10th Nov 14]: Homework

Both these sessions were creative sessions. OUR NEW VIDEO EDITING HOME is the LIBRARY and the first task in our new creative hub is to complete the Adelphi trailer. In the second session some students were using the new version of Garageband and it was really encouraging to see students using Gband to edit their soundtrack. If students want sophisticated audio they will need to edit the soundtrack in Gband before moving the audio file to the IMovie timeline. Some good work today folks.

HOMEWORK: Students need to be visiting the library to work on the film. Students also need to be experimenting with Gband to comprehend the new interface. Our next creative task will be a Gband based task so students need to use the software.

YEAR 12 LESSON FOURTEEN/YEAR 13 LESSON FIFTEEN [3rd/4th Nov 14]: Homework

YEAR 13:
The aim of this session was to reintroduce the students to video editing. Students were asked to begin editing a trailer that could be used to promote Hull's New Adelphi Club. Official footage from the Adelphi's 30th anniversary celebrations was given to students and the task was to shape a 45 second narrative that could be posted to the Adelphi website to promote this cultural jewel. Students are expected to compose their own soundtrack.

Homework: Continue to shape the creative media. I expect students to be visiting the Voodoo Cupboard to make the magic happen

YEAR 12:

Year 12 were also asked to produce a 45 second trailer for the Adelphi website.

Homework: Students need to bring an audio file [Mp3] to the next session to be used as the soundtrack to the trailer. If students bring a selection of music on a memory stick they can experiment to discover which tune will provide the most appropriate audio.

YEAR 13 LESSON FOURTEEN [22nd Oct 14]: Homework

This session began with students offering the results of their REGULATION homework task. The rest of the session was an attempt to prepare students for the homework task. Students are expected to produce a written response to the question:
'VIOLENT MEDIA CREATES VIOLENT PEOPLE.' To what extent do you agree with this statement?
The resource below is a key resource for this task. It makes reference to some relevant studies that have attempted to explain/question the extent to which media can influence human behaviour:
Part One:
https://www.youtube.com/watch?v=pIlxj5T20CI
Part Two:
https://www.youtube.com/watch?v=fKTL7Hhj3qE

Students were offered an exemplar essay that will provide a structural framework for this written task. This essay was written in 2012 and I expect students to use references that are more rooted in 2014. Below is a structure that students should follow:

• The introduction needs to provide examples of violent human behaviour that has been linked to violent media. Reference could be made to Anders Breivik, the Sandy Hook shooting in December 2012, and the horrific murder of teacher ANN MAGUIRE in Leeds earlier this year. See resource:http://www.dailymail.co.uk/news/article-2615694/Loner-schoolboy-murder-suspect-enjoyed-video-games.html Students could also refer to KUBRICK's A Clockwork Orange and/or Child's Play and its alleged link to the Jamie Bulger murder. Students may also refer to video games such as MANHUNT or GRAND THEFT AUTO and the controversy linked to these games. RESEARCH REQUIRED. Stefan Pakeerah?

• The next paragraph needs to explore how MEDIA THEORY might support the idea that human behaviour can be influenced by media. Reference should be made to Bandura's SOCIAL LEARNING THEORY and his bobo doll experiment, the Ohio State University research, DESENSITISATION THEORY, CULMINATION THEORY and MARXIST THEORY. All these theories/studies suggest the media can influence human behaviour. Especially the behaviour of young children. 

• Obviously....the key feature of this essay is that IT IS IMPOSSIBLE to CATEGORICALLY STATE THAT MEDIA CAN INFLUENCE HUMAN BEHAVIOUR AND MANY THEORIES CONTRADICT THE FINDINGS IN THE PREVIOUS PARAGRAPH. For example SENSITISATION THEORY. Reference could be made to RECEPTION THEORY. The critical argument needs to be precise.The challenge for you lot is to find texts that you can use to illustrate these media theories and explain clearly how these texts illustrate the media theory. 

• The main philosophy that drives the idea that the media can influence human behaviour is the idea that the audience is PASSIVE. However there are many theories that view the audience as ACTIVE. People can USE violent texts in a way that is not necessarily linked to negative influence. Barker and Brooks (1998) is an interesting study. Watch the resource. PEOPLE WATCH MEDIA FOR A MYRIAD OF DIFFERENT REASONS. Reference could be made to The Uses and Gratifications Theory and Dyer's theories. Read my essay to understand how these theories can be applied to this essay. Reference should also be made to the studies referenced in the second part of the You Tube resource. PETLEY's (2011) views are quite interesting.  

• CONCLUSION: Finally...the fact that REGULATION exists could suggest that media can be influential!!! The conclusion needs to be evaluative. The key point is that it is impossible to categorically state that the media can influence human behaviour. What other factors could influence our behaviour?  

HOMEWORK: I need this essay BEFORE we return to BGS. Students need to email this response before Friday 31st October.

GOOD LUCK.

YEAR 12 LESSON THIRTEEN [21st Oct 14]: Homework

The beginning of the lesson discussed some of the excellent examples of REPRESENTATION captured by students. The session then considered the resource below:
IPhone advert:
https://www.youtube.com/watch?v=ODmfmUWqlSA
Students were asked to consider two questions:
How are media forms used to shape meaning?
How is the Iphone represented?
The aim of this final session before the half-term break was to reinforce the fact that a critical analysis needs to contain:

• Opinion that is supported with specific textual reference.
• A clear explanation of how this textual reference supports opinion.
• Clear and appropriate use of media language.
• Precise question focus.

The main focus of the first section of the course has been to develop the ability of students to construct a clear and precise critical commentary. This skill is a central feature of the whole course. Students must be able to identify the key areas of a media text that allow the institution to shape meaning.

HOMEWORK: Complete a written response to the two questions linked to the IPhone resource and complete a written response to the two questions linked to the Samsung resource below: 

Samsung Galaxy advert:
https://www.youtube.com/watch?v=QR8A3T6sPzU
How are media forms used to shape meaning?
How is technology represented in this advert?

I will expect the response to all FOUR questions to be emailed to me before Friday 31st October. I need to have this work marked before we return to BGS.

YEAR 12 REPRESENTATIONS OF BEVERLEY.

INTERNET TROLLS FACE NEW LAWS....

One of the BIG media issues and debates that is central to any MEDIA course is the issue of digital privacy and security. The threat of 'TERRORISM' is often used as a reason for inhibiting or monitoring digital discussion and because digital media is such a new medium of communication, specific digital law has yet to approved. BUT here is an example of legislation being used to monitor the digital world. Trolling is a digital curse and people need to be discouraged from posting cruel and criminal comments but it is important that these new laws are not used to inhibit democratic freedom. HOW THE LAW IS USED TO MONITOR THE DIGITAL WORLD IS A KEY MEDIA ISSUE/DEBATE.
BBC Article:
http://www.bbc.co.uk/news/uk-29678989
The Guardian article:
http://www.theguardian.com/politics/2014/oct/19/justice-secretary-chris-grayling-pledges-stiffer-sentences-for-internet-trolls
The Daily Mail article:
http://www.dailymail.co.uk/news/article-2798573/crackdown-cyber-mobs-poisoning-britain-sentence-web-trolls-quadrupled-two-years-shocking-high-profile-online-abuse-cases.html
Channel Four article from July 2013:
http://www.channel4.com/news/twitter-trolling-problem-misogyny-how-can-it-be-stopped
The Chloe Madeley Twitter moment:
http://www.theguardian.com/media/2014/oct/16/richard-madeley-chloe-trolls-rape-threats-prosecution

YEAR 12 LESSON TWELVE [17th Oct 14]: Homework

The aim of today's session was to improve the ability of students to produce a precise and detailed critical written argument that avoids general and superficial commentary. Students were shown the Samsung advert and different groups were asked to respond to different questions. The questions asked students to consider the representation of technology, how media forms are used to shape meaning, and the brand values being presented by Samsung. The written work was excellent. Well done. We need to maintain that level of detailed commentary.
Samsung advert:
https://www.youtube.com/watch?v=QR8A3T6sPzU
The second section of the lesson considered how media theory could be applied to a CALL OF DUTY trailer. Click on link below:
https://www.youtube.com/watch?v=jFFBBIbYHME
Again class discussion was good. Well done.

HOMEWORK: Each student must take a photograph of Beverley that captures YOUR own personal REPRESENTATION of YOUR home town. This photograph needs to be sent to me via email so I can place ALL the images on the blog before the start of the next session on Tuesday. DO NOT SEND ME ANY IMAGES ON TUESDAY. MONDAY IS THE DEADLINE.
Students will be asked to explain how their image represents Beverley. Students will be asked to explain frame composition, connotation etc. This is your first creative homework. I am looking forward to the results. DO NOT BRING AN IMAGE TO THE LESSON. ALL STUDENTS ARE EXPECTED TO EMAIL THEIR WORK. The representation is a personal representation.
The photograph at the top of the blog is one of my photographs that I would use to represent my view of my home city. I will explain its significance on Tuesday and I will expect ALL students to explain the significance of their own visual representations.

YEAR 13 LESSON THIRTEEN [16th Oct 14]: Homework

The aim of this session was to explore media issues and debates that link to MEDIA REGULATION, MEDIA INFLUENCE, and MEDIA THEORY. IT IS ESSENTIAL THAT STUDENTS ARE AWARE OF THE INSTITUTIONS RESPONSIBLE FOR REGULATING MEDIA IN THE UK. Consequently, the first task in this lesson was to assign each student with a research task that should illuminate who is responsible for regulating our media [see homework].
The second section of today's sermon involved discussing the question:
'VIOLENT MEDIA CREATES VIOLENT PEOPLE.' TO  WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?
The class watched the resources below and the films were paused throughout to allow for class discussion.
Resources for today's lesson:
Does violent media make us violent part one:
https://www.youtube.com/watch?v=pIlxj5T20CI
part two:
https://www.youtube.com/watch?v=fKTL7Hhj3qE
American PBS report after the Sandy Hook tragedy:
https://www.youtube.com/watch?annotation_id=annotation_1234508607&feature=iv&src_vid=pIlxj5T20CI&v=bzzC9qf8ODc

HOMEWORK: Each student has been assigned a research task that relates to media regulation or media influence. The institutions being examined are:

• OFCOM
• BRITISH BOARD OF FILM CLASSIFICATION
• ADVERTISING STANDARDS AUTHORITY
• THE PEGI VIDEO RATING SYSTEM SYSTEM
• THE INDEPENDENT PRESS STANDARDS ORGANISATION. Simon....you will need to have an understanding of The Leveson Inquiry for this task.
• MEDIA ISSUES LINKED TO THE LEVESON INQUIRY
• MEDIA ISSUES RELATING TO CLOCKWORK ORANGE

EACH STUDENT MUST CREATE AT LEAST ONE SHEET OF A4 THAT OFFERS THE FOLLOWING INFORMATION:

• WHAT IS THE AIM OF THE INSTITUTION AND WHAT IS ITS REGULATORY POWER? HOW CAN IT REGULATE MEDIA?
• EXAMPLES OF THE INSTITUTION REGULATING MEDIA.
• CRITICISM OF THE ORGANISATION. This might include any controversy surrounding a decision to regulate a media text or any general criticism of its function.
• This information must be presented in an INTERESTING VISUAL MANNER as all the sheets will be collated and given to students to form an informative booklet. I expect text and appropriate visual images. Any student who hands in a handwritten scrap of nonsense will be chased across the Westwood by a madman armed with a cross-bow. And the school dogs. YOU HAVE BEEN WARNED! Below are some resources that students may find useful. 

Regulation of video games. The Guardian:
http://www.theguardian.com/technology/2012/jul/30/pegi-video-game-ratings-law
OFCOM:
http://www.ofcom.org.uk/
British Board of Film Classification:
http://www.bbfc.co.uk/
Advertising Standards Authority:
http://www.asa.org.uk/
THE LEVESON INQUIRY:
http://www.bbc.co.uk/news/uk-15686679
http://fishymediaresources.blogspot.co.uk/2013/02/gerry-and-kate-mccann-on-andrew-marr.html
Independent Press Standards Organisation [many newspapers do not recognise this organisation]:
https://www.ipso.co.uk/IPSO/
The Daily Mail article:
http://www.dailymail.co.uk/news/article-2747202/Dawn-new-era-rigorous-Press-regulator-starts-work.html
COCKWORK ORANGE Documentary...WATCH THIS JOSH!!!:
https://www.youtube.com/watch?v=Sg2tCj93cGY

STUDENTS NEED TO BE AWARE OF WHO IS REGULATING OUR MEDIA...IS REGULATION JUST A FORM OF CENSORSHIP? CAN MEDIA REALLY INFLUENCE HUMAN BEHAVIOUR?

Students will be discussing the 'Violent Media' question in the next session so students need to familiarise themselves with the application of media theory. Toodle Pip.

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

Today's lesson began with me having my photocopying blown all over the school field and went downhill from there! This session began with an attempt to illustrate how to change an E grade general comment into a precise and analytical A grade response. The rest of the session explored the significance of MEDIA THEORY. Students need to be aware of WHY people use media and the theories that consider the extent to which media can influence human behaviour. This session discussed:

• RECEPTION THEORY.
• DESENSITISATION.
• SENSITISATION.
• RICHARD DYER'S THEORY OF UTOPIAN SOLUTIONS.
• TWO-STEP FLOW THORY.
• A section of the USES AND GRATIFICATION THEORY.

Students need to read the material from today's session and familiarise themselves with media theory.

HOMEWORK: READ THE HANDOUTS. When next our lives collide I would like students to be familiar with as many theories as possible. Here are some audio/visual resources to help with the homework:
THE TWO STEP-FLOW THEORY:
https://www.youtube.com/watch?v=csGHExeP3uA
This is a really boring resource...but it does explain MARXIST THEORY:
https://www.youtube.com/watch?v=tDSiCs4HtiI

THE USES AND GRATIFICATIONS THEORY:
https://www.youtube.com/watch?v=Vn9_0mTfT3Y
LIBERAL PLURALISM:
https://www.youtube.com/watch?v=fY8pxyO0XL8
Narrative Theory
https://www.youtube.com/watch?v=YYGZgPuIyGw
Does Violent media make us violent...PART ONE:
https://www.youtube.com/watch?v=pIlxj5T20CI
PART TWO:
https://www.youtube.com/watch?v=fKTL7Hhj3qE

YEAR 13 LESSON TWELVE [13th Oct 14]: Homework

Students considered the media issues and debates that surround media REGULATION. The session considered a series of adverts that have been banned by various regulatory institutions. See the last Year 13 blog entry to review the resources used in this session. Discussion considered THE MORAL RESPONSIBILITY OF THE INSTITUTION and why media is regulated.

HOMEWORK: Students are moving towards the consideration of issues linked to the question:

CAN MEDIA INFLUENCE HUMAN BEHAVIOUR? 

The specific essay question that students will be asked to attempt will be:

VIOLENT MEDIA CREATES VIOLENT PEOPLE. To what extent do you agree with this statement?

Students need to be aware of how media theory can be used to illustrate the potential influence of a media text. You will need to have SPECIFIC EXAMPLES for this essay so your homework needs to involve some research.

Potential research areas:

• CLOCKWORK ORANGE and the media debate raised by this film.
• Anders Breivik and his use of violent video games.
• The Jamie Bulger incident and the alleged influence of violent films.
• How an audience may use violent films in a positive manner.
• The Uses and Gratifications Theory and how this can be applied to this question.
• An understanding of Dyer's Theories.

The next session will consider how people USE media so students will be expected to offer specific textual reference through which they will offer an understanding of media theory.
RESOURCES:
Anders Breivik:
http://techland.time.com/2012/04/17/norway-killer-played-world-of-warcraft-which-probably-means-nothing-at-all/
http://www.theguardian.com/world/2012/apr/19/anders-breivik-call-of-duty
http://blogs.independent.co.uk/2012/04/25/does-breiviks-claims-of-honing-skills-on-call-of-duty-mean-we-should-worry-about-video-games/
Clockwork Orange Doc:
https://www.youtube.com/watch?v=Sg2tCj93cGY

SO....our focus next lesson will be the exploration and application of media theory. Can violent media really influence human behaviour? How can we apply media theory to this debate?
WATCH/DIGEST THIS RESOURCE...Does Violent media make us violent?
PART ONE:
https://www.youtube.com/watch?v=pIlxj5T20CI
PART TWO:
https://www.youtube.com/watch?v=fKTL7Hhj3qE

YEAR 12 LESSON TEN [10th Oct 14]: Homework

This session was another attempt to improve the ability of students to create a sophisticated critical analysis. The resources that were used to test the critical skills of the class were linked to the current STAND UP TO CANCER campaign. Click on link below for first resource:
http://www.standuptocancer.org.uk/stars-unite-in-exclusive-stand-up-to-cancer-film
The question students were asked to consider was:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING?
Click on link below to access the second resource:
http://www.channel4.com/programmes/stand-up-to-cancer
This second resource is a very powerful advertisement involving Davina McCall. The class were asked to consider two questions:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING?
HOW IS CANCER REPRESENTED IN THIS ADVERT?

HOMEWORK: Complete the three questions for homework. I expect students to be using appropriate MEDIA LANGUAGE and offering a precise critical argument. I expect students to read my 'marking' and follow my guidance. I expect students to be referring to:
ENIGMA CODES...ACTION CODES...DISEQUILIBRIUM...NEW EQUILIBRIUM...POLYSEMIC....TEXT ANCHORS MEANING....DENOTATION....CONNOTATION... ETC
I will be using your grade for this work in the first round of assessment statistics.
I am very pleased with the level of progress being made by 95% of this class. Your attitude is wonderful and learning is clearly taking place. KEEP IT UP.
Good Luck with the homework.

YEAR 13 LESSON ELEVEN [9th Oct 14]: Homework

This session was a feedback session. Students received feedback that related to the latest batch of 'impact of digital media essays'. Most students are offering clear evidence of independent study and critical autonomy but there is still a lot of room for improvement. ALL students need to offer a more EVALUATIVE conclusion and the main task within this session was a class 'modelling' exercise that created an exemplar conclusion. SOME STUDENTS NEED TO IMPROVE THE QUALITY OF THEIR WRITTEN WORK.
The final section of the lesson discussed media theory and regulation.

HOMEWORK: Revisit your media theory notes. The focus of the next few sessions will be media theory and media influence. Links to resources that may be useful.
Banned Adverts:
https://www.youtube.com/watch?v=uvBVUit3kjY
http://www.bbc.co.uk/news/uk-12336061
https://www.youtube.com/watch?v=at1y7iHmjXQ
http://news.bbc.co.uk/1/hi/business/7762337.stm
Monty Python's THE LIFE OF BRIAN was banned by many councils in the UK in 1979 and was banned in Ireland and Norway:
https://www.youtube.com/watch?v=jHPOzQzk9Qo
Banned Ice Cream advert:
http://www.bbc.co.uk/news/uk-11300552
WONGA advert banned:
http://www.bbc.co.uk/news/business-29530615
Government advert banned by ASA:
http://www.thedrum.com/news/2013/10/09/asa-bans-go-home-or-face-arrest-home-office-adverts-despite-being-unlikely-incite-or

OLAY advert banned:
http://www.bbc.co.uk/newsbeat/14308714
American Apparel banned advert:
http://www.handbag.com/shopping-bag/news/a415747/american-apparel-magazine-advert-banned-in-the-uk.html
http://www.theguardian.com/business/2014/sep/03/american-apparel-ads-banned-school-age-girls

YEAR 12 LESSON NINE [7th Oct 14]: Homework

Today's session began with an analysis of the KAISER CHIEFS clip that I filmed on Friday at the Hull Adelphi Club. Students were asked to consider how this clip creates a sense of energy without any edits. Class response was excellent. Click on link below to access text:
http://vimeo.com/108021686
The main section of the lesson explored the link between INSTITUTIONAL IDEOLOGY and REPRESENTATION. The resource used to explore this area can be found via the link below:
http://fishymediaresources.blogspot.co.uk/2013/04/you-tube-aljazeera-httpwww.html
The newspaper front pages were examined to identify institutional bias. Particular attention was placed upon The Daily Mirror front page and the front page of The Daily Mail. Class discussion considered how the political bias of the institution was reflected in the nature of the representation of Thatcher.

HOMEWORK: Students are expected to produce a written response to the question:
WHAT DO WE LEARN ABOUT THE LINK BETWEEN INSTITUTION AND REPRESENTATION THROUGH THE DAILY MIRROR/ THE DAILY MAIL FRONT PAGES?
This task will expect students to identify how institutional ideology shapes representation. Written responses should make reference to Preferred Reading, Connotation, Denotation, Frame Composition, and how text anchors meaning.
Good Luck Media Freaks.

YEAR 13 LESSON TEN [6th Oct 14]: Homework

This session examined issues relating to media influence. Students were asked to consider the media issues and debates that relate to the images that surrounded my films when they were published in the music section of the online version of The Daily Star.
http://www.dailystar.co.uk/showbiz-tv/music/403381/VIDEO-What-a-Riot-Kaiser-Chiefs-play-gig-at-tiny-Hull-venue-The-New-Adelphi-Club
Class discussion considered the concept of HEGEMONY, MARXIST THEORY, PLURALISM, ISSUES RELATING TO OBJECTIFIED IMAGES OF WOMEN AND THE CONCEPT OF THE MALE GAZE, and whether the mainstream media have a moral obligation to avoid publishing such sexualised images. Class discussion also touched upon regulation and whether media could influence human behaviour. Students were asked to consider whether the sexualised nature of the content published by news institutions such as The Daily Star could be linked to the fact that the UK seems to have a big problem with domestic violence and crimes against women. The aim of the session was to discuss a whole range of media issues that were generated by The Daily Star publishing my films without my permission.

Click on link to access my KAISER CHIEFS Live at The Adelphi clip:
http://vimeo.com/108021686
This is the film I made for The Adelphi website documenting the drama linked to KAISER CHIEFS ticket sales:
http://vimeo.com/107119731

HOMEWORK: Revisit your theory notes from last year as the next session is going to discuss media theory, regulation, and media influence.
This news story will be used in the next session:
http://www.bbc.co.uk/news/uk-england-leicestershire-29501646 
http://www.channel4.com/news/mccann-internet-troll-hunting-site-deleted-after-death

YEAR 12 LESSON EIGHT [3rd Oct 14]: Homework

This session explored GENRE and NARRATIVE THEORY. The class were asked to offer a critical commentary of the KICK ASS trailer. Link is below:
http://www.youtube.com/watch?v=O5mxBaXHcFw
The class were asked to identify GENRE and consider how enigma codes, action codes and binary opposites are used to construct meaning.
The class were asked to repeat this analysis for the trailer used to promote Let The Right One In. Link is below:
https://www.youtube.com/watch?v=FqkWmUiTm3U 

This session introduced a few new narrative concepts/media terms that I expect students to use when creating a textual analysis. This session attempted to continue to develop the ability of students to construct a precise and convincing textual analysis.

HOMEWORK: HOW ARE MEDIA FORMS USED TO CREATE A SENSE OF GENRE IN THE LET THE RIGHT ONE IN PROMOTIONAL TRAILER?

YEAR 13 LESSON NINE [2nd Oct 14]: Homework

This lesson was a general discussion relating to coursework. We also discussed the essay....and Ryan's football injury!
Homework: Complete the essay.
WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW DIGITAL MEDIA?

YEAR 12 LESSON SEVEN [30th Sept 14]: Homework.

The aim of this session was to continue to develop the critical skills of the students. Below are the resources and questions that were at the heart of the session.
How is 'smoking' represented in this NHS advert?
https://www.youtube.com/watch?v=ftkYPpD4K8M
How do media forms shape meaning in this NHS advert?
https://www.youtube.com/watch?v=anFK9SA5kKw&feature=related

HOMEWORK: Complete the two questions.

YEAR 13 LESSON EIGHT [29th Sept 14]: Homework

How is smoking represented in these two NHS adverts?
https://www.youtube.com/watch?v=ftkYPpD4K8M
https://www.youtube.com/watch?v=anFK9SA5kKw&feature=related

YEAR 12 LESSON SIX [26th Sept 14]: Homework

Today's session involved students receiving their FIRST marked written work. It is clear that we have a lot of hard work ahead of us. Here are some general observations that will allow student work to improve:

• RESPECT THE ENGLISH LANGUAGE. Take care to express your views in a precise and coherent manner. A lot of the work I marked lacked precision and was far too ambiguous. I NEED CLARITY!
• Support your view with specific textual reference. A lot of work was very general and superficial. If you support your opinion with specific textual reference you will -hopefully- avoid producing general commentary.
• Use the LANGUAGE OF MEDIA ANALYSIS. Students must refer to the 'new' language that I have been introducing since we returned to school.

The aim of this lesson was to discuss the content of last year's examination text and consider the following questions:

Text: https://www.youtube.com/watch?v=tuAPPeRg3Nw

1. How are media forms used to shape meaning?
2. How does the trailer promote Channel Four's brand image?

The aim of the whole session was to offer students potential content for homework via class discussion. There were some excellent comments but this insight needs to appear in your written work. REMEMBER...I want a coherent and precise critical argument that is shaped using media language. TEXTUAL REFERENCE is crucial. The aim is for students to improve their written work by at least one grade. READ MY MARKING. Don't repeat the same mistakes that appeared in the first written task.

THIS IS A BIG HOMEWORK.

HOMEWORK: Complete the two questions. 

YEAR 13 LESSON SEVEN [25th Sept 14]: Homework

The main focus of this lesson was to discuss the first set of essays. It is clear that we need to address the following areas:

• Students need to support their opinion with precise textual reference. Too often students are producing very general and superficial commentary because opinion is not being reinforced with reference to an appropriate text. Students must explain how a textual reference supports their argument.
• RESPECT THE ENGLISH LANGUAGE! Students need to carefully craft their written work to ensure that ideas are being presented to the audience in a precise manner. Some of the essays were far too ambiguous and vague. 
• Students need to offer evidence of credible independent research. Some essays offered fiction as fact because of lazy/poor independent research. Check your facts folks. 
• Conclusions need to be more sophisticated and evaluative. This is a key moment in a Section B essay.

The quality of the Impact of Digital Media essays needs to improve. OUR NEXT ESSAY NEEDS TO SHOW EVIDENCE OF LEARNING. Students are aware of the title of the next essay .

HOMEWORK: RESEARCH. RESEARCH.RESEARCH. Students need to be gathering material to be used as content for the next essay. Below is a link to a useful resource:
http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-eight-4th-oct-13-homework.html 
The quality of the next essay depends on independent study.

Here is a link to the Adelphi film I showed the class. Note how people received information:
http://vimeo.com/107119731
Even if people missed the BBC TV Broadcast, they were still able to receive information in a rapid manner. The power of digital media eh?
I really do urge students to watch THE VIRTUAL REVOLUTION BBC documentary series. I am not convinced that ALL students have bothered to digest this resource. You will find the links elsewhere on this blog.

YEAR 12 LESSON FIVE [23rd Sept 14]: Homework

The aim of this lesson was to reinforce how media forms are used to shape meaning. The text that was used to generate class discussion was the film used in the 2017 Hull City of Culture bid.
https://www.youtube.com/watch?v=mXJkDgBUR9c
The class were asked to consider the question:
How is the city of HULL represented in this film?
The final section of the lesson considered the text used in the Summer 2014AS Media exam:
https://www.youtube.com/watch?v=tuAPPeRg3Nw 

HOMEWORK: Watch the Channel Four 'SUPERHUMAN' promo as this will be the textual focus of the next session.Remember...students need to identify the key frames and be able to explain why these moments from the text are so significant. The key skill we need to develop at this point in the course is the ability to identify KEY moments from the text.
Toodle Pip.