YEAR 13 LESSON THIRTY-FOUR [31st Jan 14]: Homework

Today's session considered the media issues and debates relating to the Women's Aid campaign film CUT which was released in 2009 and then moved into a consideration of issues relating to media regulation.
The homework relates to the questions and texts that were placed on the previous Year 13 blog entry.
Click on link below:
http://fishymediaresources.blogspot.co.uk/2014/01/year-13-lesson-thirty-three-28th-jan-14.html
Class discussion was excellent today. I would like this level of critical detail and precision to be reflected in the written homework.

HOMEWORK: Complete the three Section A questions.

YEAR 12 LESSON THIRTY-FOUR [30th Jan 14]: Homework

The aim of today's lesson was to discuss possible content for the second Cross-Media Study essay. The question that will dictate the content of the second essay is:
EVALUATE HOW NEW TECHNOLOGIES HAVE BEEN USED IN THE PRODUCTS IN YOUR CROSS-MEDIA STUDY.
SUPPORT YOUR ANSWER WITH REFERENCE TO A RANGE OF PRODUCTS FROM THREE MEDIA PLATFORMS.
This question is slightly different from the question I asked students to consider for homework as i want this response to confront issues related to THE AUDIENCE/PRODUCER DEBATE. This question navigates students to consider new technology in relation to the producer AND the audience.
The first essays were just fantastic. Now students need to repeat this achievement.

HOMEWORK: Complete the essay. Below is a structure that reflects the content of today's class discussion. REMEMBER...THE ESSAY MUST MAKE REFERENCE TO THREE MEDIA PLATFORMS:

• The traditional technology of the film poster is used to push the audience towards the e-media.  Students need to refer to enigma codes and synergy. Specific textual reference must be used to support your argument. This introduction needs to be brief and detailed.
• Refer to the e-media used to promote one of the cinematic film documentaries. How does the audience benefit from this new technology? How does the producer benefit from this new digital technology? What does the producer offer the audience? How is social media used to promote a film? Who benefits from this new technology...Audience or Producer? Students need to refer to how e-media allows audience to purchase the text via i-tunes and Amazon and how e-media can be revisited after the audience have consumed the broadcast media. Conclude the paragraph by directly confronting the focus of the question.
• Consider the function of the e-media that is linked to Channel Four's TSM or Educating Yorkshire. How does the audience benefit from the e-media? Is there a synergy between broadcast and e-media? Refer to Channel Four's remit as a Public Service Broadcaster and the fact that they must offer media that has an 'educative value'. How has the institution of Channel Four used e-media to offer a more effective service for its audience? How does the audience benefit? The Secret Millionaire offers an insight into some of the selfless work being offered by volunteers and charities in some of the UK's most economically deprived communities. This text could be used to challenge Dyer's Theory of Community as this text appears to contradict Dyer's belief that community unity does not exist. The fact that one aim of this text might be to inspire its audience suggests that the producers feel that they can positively influence its audience therefore the producers seem to embrace the view of media influence reflected by Marxist Theory. New technology appears to have been used by the producer to inspire its audience to become actively involved in helping vulnerable individuals living within their own community. This allows Channel Four to effectively access their broadcasting remit.
• The next paragraph could explore how new technologies have influenced the documentary form and blurred the boundary between audience and producer.. Reference could be made to how the audience could be inspired to create media by TSM or SFSM and new technology allows the amateur filmmaker to create good quality HD broadcast media, use accessible editing tools, upload the film to a platform such as You Tube/Vimeo and use free e-media sites such as wix.com or weebly to construct promotional material...etc etc. Access a global audience..etc etc 
• OR..students might explore how new technology has improved the fly on the wall observational documentary...YOU DECIDE.
• The conclusion should offer four or five sentences that directly confront the requirements of the question.

REMEMBER...THE MAIN FOCUS OF THIS QUESTION IS HOW NEW TECHNOLOGY HAS INFLUENCED/CHANGED/ENHANCED/IMPROVED THE RELATIONSHIP BETWEEN THE AUDIENCE AND THE PRODUCER.

GOOD LUCK MEDIA FREAKS.

YEAR 13 LESSON THIRTY-THREE [28th Jan 14]: Homework

The aim of today's session was to consider media issues and debates that link to Section A of the exam.
Resources:
NHS 2008:
http://www.youtube.com/watch?v=uZtwRqRyEN0
Who is in control:
http://www.youtube.com/watch?v=wFXvh9xrBzk

1. How is alcohol represented in these texts?
2. Why do producers use shock advertising?
3. Should media be regulated?

HOMEWORK: Consider possible content for the three questions above. Students also need to consider coursework content. On Friday I will expect students to offer me a clear idea of the media issues and debates that will be the focus of coursework.

YEAR 12 LESSON THIRTY-THREE [27th Jan 14]: Homework

Today's session was a further exploration of the Cross-Media study and considered how our case study relates to THE AUDIENCE/PRODUCER DEBATE. Class discussion produced some excellent comments relating to the different purpose of e-media linked to documentary film and the purpose of the e-media linked to Channel Four's hybrid-documentaries.
IS AUDIENCE POWER AN ILLUSION?
DOES NEW DIGITAL MEDIA SIMPLY ALLOW THE PRODUCER MORE OPPORTUNITIES TO PROMOTE THEIR PRODUCT AND PROVIDE MORE OPPORTUNITIES FOR THE PRODUCER TO ENCOURAGE THE AUDIENCE TO CONSUME THEIR PRODUCT?
HAS CHEAP DIGITAL RECORDING EQUIPMENT TRANSFORMED THE ABILITY OF THE AUDIENCE TO PRODUCE DOCUMENTARY PRODUCTS?

The question that was offered as the focus of today's lesson was:
TO WHAT EXTENT HAVE IMPROVEMENTS IN TECHNOLOGY MADE A DIFFERENCE TO THE AUDIENCE EXPERIENCE?

HOMEWORK: Consider this question for homework as it will be presented as your next homework on Thursday.

YEAR 12 LESSON THIRTY-TWO [23rd Jan 14]: Homework

The aim of today's session was to make sure that students are completely aware of the potential content that can be used to construct the first cross-media study essay. Students received a detailed booklet, exemplar essay and the class discussion explored a potential essay structure. The talking is done. Now it is time to construct the essay. Essays must contain specific textual reference.

HOMEWORK: Complete the cross-media essay.
PROJECT NIM is now 'briefly' available to watch via the BBC I-Player:
http://www.bbc.co.uk/iplayer/episode/b01p0gtf/Project_Nim/

BANNED ADVERTS.

Following on from our last YEAR 13 lesson, students should digest these resources and consider why they were banned.
This Women's Aid advert was not allowed to be broadcast on television without an edit. Women's Aid refused and decided that they would ignore the television platform and concentrate on online and cinema advertising. This film is considered to be the most successful text that Women's Aid have ever produced. It is believed to have raised more awareness, and inspired more victims of domestic violence to contact Women's Aid, than any of their previous campaigns. Click on link below:
http://www.youtube.com/watch?v=j4RjsqPYaS0

Banned ice-cream advert:
http://m.bbc.co.uk/news/uk-11300552

Wonga Radio Advertisement banned by ASA 2014:
http://www.theguardian.com/money/2013/oct/09/wonga-ad-banned-payday-lender
Government adverisement banned:

http://www.thedrum.com/news/2013/10/09/asa-bans-go-home-or-face-arrest-home-office-adverts-despite-being-unlikely-incite-or

Bruce Willis SKY advert banned by ASA:
http://m.bbc.co.uk/news/entertainment-arts-23692730
http://www.youtube.com/watch?v=f0UQnHR-Kkw

Pamela Anderson web service advert banned:
http://m.bbc.co.uk/news/uk-22780221
http://www.youtube.com/watch?v=5RmZ5HvkkWg

YEAR 13 LESSON THIRTY-TWO [24th Jan 14]: Homework

The aim of today's session was to introduce students to a whole range of texts that could be used as examples of SHOCK ADVERTISING. Class discussion considered how the nature of the institution can determine whether textual content is relevant and may influence any decision made by the ASA. Discussion considered why the NHS and a charity such as Barnardos can produce such shocking and confrontational media. The discussion then evolved to consider the SHOCK ADVERTISING produced by private profit-motivated institutions. BENETTON and the work of OLIVIERO TOSCANI was the focus for an excellent class discussion relating to how and why Toscani used shocking and confrontational images to promote the products of a clothing company. TOSCANI's attitude towards advertising is an area that students should research. His work and his attitude is worthy of further investigation.
The lesson then shifted to consider the promotional material used by Ryanair, Reebok and Lynx deodorant. These texts were linked to the objectification of women and the need for media regulation. THIS WAS A MASSIVE LESSON becausese we discussed so many issues and considered so many questions that are at the very heart of the media studies course:
If the media is not influential why do we have to have media regulation?
Do private companies have a moral responsibility to produce media that is not morally offensive?
Does TOSCANI'S attitude suggest that he believes Marxist Theory to be the most significant theory when considering the impact of media influence?
Is there a link between the objectification of women in the media and negative attitudes toward women? Can the shocking domestic violence figures be linked to media influence?
Can eating disorders be linked to the idealised body images constantly offered to the audience by the media?
Who decides which texts need regulating?
Should a devout Christian be allowed to regulate media that will be received by a secular audience?

AFTER A SLOW START I THOUGHT YOU LOT WERE EXCELLENT IN TODAY'S SESSION. Below are all the resources used in the lesson. Feel free to revisit the texts.

Shock Advertising:
http://fishymediaresources.blogspot.co.uk/2013/02/resources-for-year-13.html

EllE article related to Benetton:
http://elle.co.za/benetton’s-ad-campaign-love-hate/

Barnardos defends shock tactics. BBC article:
http://news.bbc.co.uk/1/hi/uk/1385881.stm

RYAN AIR ADVERTS:
http://fishymediaresources.blogspot.co.uk/2012/02/ryanair-adverts-banned.html
Ryanair advert banned:
http://m.bbc.co.uk/news/uk-17036830

REEBOK:
Easy tone American advert:
http://www.youtube.com/watch?v=iPfby-vdXSo
Banned Easy tone advert:
http://www.youtube.com/watch?v=pbiCFUdAUVo
Reason for advert being banned:
http://www.drapersonline.com/news/young-fashion/news/reebok-easytone-ad-banned/5019907.article
Banned LYNX advert:
http://www.youtube.com/watch?v=cs0Rbx49XMA

HOMEWORK: Students need to be considering their coursework focus. When we meet on Tuesday I want some concrete ideas as we need to start constructing coursework asap.

YEAR 13 LESSON THIRTY-ONE [ 21st Jan 14]: Homework

The aim of today's lesson was to continue to develop the critical skills required for Section A of the examination paper. The questions and texts used in today's session can be found below:
How is the town of Scarborough represented in these two texts?
Short Film:
http://vimeo.com/83394732 
Mobile phone footage:
http://www.youtube.com/watch?v=L6xpFbVCFVw
The second question was:
What impact has the mobile phone had upon the digital world?

HOMEWORK: Complete these two questions. Remember, the Scarborough question requires a convincing use of media language. Be brief, precise and detailed. The class discussion that considered possible content for the 'mobile phone' question was excellent. Feel free to use the bullet points below to guide your response. This is a summary of our class discussion:

• Reference was made to the Ian Tomlinson case and how the mobile phone can be used to challenge powerful institutions such as the Police and the mainstream media. Remember, the mainstream media published the Police representation of this incident and a member of the public used mobile phone footage to challenge this representation of this tragic event.
• Citizen Journalism has transformed the immediacy of 24 Hour News footage. The BBC openly encourages the audience to offer mobile phone footage of incidents to enhance News coverage. Reference was made in our discussion to The Arab Spring. Other examples of mobile phone footage are required to illustrate this response.
• The mobile phone allows an individual to access information at any time, in almost any location. A smart phone is a mini-computer that can be used as a source of information and entertainment. 'For examples' are required to illustrate this viewpoint.
• Reference was made to the PHONE HACKING SCANDAL and how illegal access to mobile phone information has compromised personal privacy and security. This scandal was the catalyst for THE LEVESON INQUIRY and inspired a national debate that considered the role and purpose of the press in the UK.Students might also like to refer to DISHFIRE. Click on link below to gain some wisdom: http://blogs.channel4.com/siobhan-kennedy/mobile-company-demands-answers-dishfire-spying-programme/735

Remember, in the exam, you will have One Hour to answer three questions. These two questions need to be brief but detailed.
The mock exam results were very encouraging. Well done. Students now need to consider their coursework. Next week you need to offer me some clear ideas of the media issues and debates that will be the focus of your critical investigation. IT IS NEARLY COURSEWORK TIME FOLKS.

YEAR 12 LESSON THIRTY-ONE [20th Jan 14]: Homework

The aim of today's sermon was to discuss issues linked to the Cross-Media Study. The focus of the lesson was the question:
CONSIDER THE ROLE OF NEW TECHNOLOGY IN YOUR CASE STUDY. HOW HAS IT ENHANCED AUDIENCE ENGAGEMENT AND ACTIVITY?


The class were asked to discuss this question and consider possible content. It became clear that students need to indulge in some research. However, there were some interesting comments relating to Channel Four's use of e-media and how this use of e-media differs from the e-media used to promote Searching For Sugar Man. There was some interesting comments relating to how FACEBOOK/TWITTER are used as promotional tools.

HOMEWORK: Students need to research our Cross-Media Study resources. Click on link below:
http://fishymediaresources.blogspot.co.uk/2013/12/cross-media-study-resources-20132014.html 
Students need to navigate through the e-media of all our key texts and consider the focus of the question used in today's session. Students will be given this title as a Homework in the next session so it is very important that students attempt some Cross-Media research.

This question also asks the student to consider how technology has actually changed the form of documentary filmmaking. How have improvements in technology changed the documentary form? CAN THE AUDIENCE BECOME PRODUCER?
Furthermore, students need to consider whether audience engagement and activity has REALLY been enhanced or is it the producer who has received the most benefit from new technology?

This will be your first Cross-Media essay. IT IS ESSENTIAL THAT STUDENTS APPEAR AT THE NEXT SESSION ARMED WITH A CLEAR UNDERSTANDING OF THE RESOURCES THAT ARE CENTRAL TO OUR CASE STUDY. STUDENTS NEED TO NAVIGATE THROUGH THE E-MEDIA TO DEVELOP AN INFORMED UNDERSTANDING OF POSSIBLE CONTENT FOR OUR FIRST CROSS-MEDIA ESSAY. WHAT DOES THE E-MEDIA OFFER THE AUDIENCE?

We discussed BENEFITS STREET today. Here are some fishymedia resources for you to swim toward:
http://fishymediaresources.blogspot.co.uk/2014/01/owen-jones-and-channel-4s-benefits.html

YEAR 13 LESSON THIRTY [10th Jan 14]: Homework

The aim of today's session was to explore the final mock question and discuss how students might answer this question. The question is:
THE IMPACT OF NEW DIGITAL MEDIA HAS CREATED A MORE DEMOCRATIC WORLD
To what extent do you agree with this statement?
Discussion today was good. Make sure that you make it very clear why a textual reference relates to the question. I want to see evidence of wide-ranging and precise independent research. The success of this exam is dependent upon the quality of your independent research.
Good Luck.

Homework: Next time we meet we will be discussing coursework and continuing with an exploration of issues relating to MEST3 SECTION A of the exam.

CAROLINE CRIADO-PEREZ and TWITTER.

Any A2 students considering exploring social media when constructing coursework might want to be aware of the debates surrounding this news story.
Channel Four article with video:
http://www.channel4.com/news/twitter-troll-guilty-feminist-caroline-criado-perez
Interview with trust and safety officer at Twitter debating twitter attacks on UK MP Stella Creasy:
http://www.youtube.com/watch?v=CMyyC-7rxGM
Channel Four News interview with Caroline Criado-Perez:
http://www.youtube.com/watch?v=xykYy1wKBOw
Newsnight interview on the night of the court case:
http://www.youtube.com/watch?v=g9BAnmfRG-o

THIS IS A VERY SIGNIFICANT MOMENT AS THIS CASE MAKES IT CLEAR THAT SOCIAL MEDIA USERS ARE NOT IMMUNE TO PROSECUTION WHEN OFFERING OFFENSIVE ONLINE MATERIAL. THIS IS A GREAT EXAMPLE OF THE POSITIVE AND NEGATIVE FEATURES OF SOCIAL MEDIA. CAROLINE USED TWITTER TO CAMPAIGN AND THEN TWITTER WAS USED TO ATTACK HER IN A VERY DISTURBING MANNER.

CONTROVERSIAL REACTION TO CHANNEL 4's 'BENEFITS STREET'. BAD TV?

Channel Four's Benefits Street has caused some concern. What do you think about these comments relating to this recent broadcast?
Great discussion on BBC Newsnight:
http://www.youtube.com/watch?v=mszhESGvE_c
Owen Jones inThe Independent:
http://www.independent.co.uk/voices/comment/benefits-street-a-healthy-media-would-stand-up-to-the-powerful-and-wealthy-ours-targets-the-poor-and-voiceless-9046773.html
Note the reader comments at the bottom of the article.
Is it the job of the media to challenge the powerful and wealthy?
Is this a TERRIBLE representation of the poorest and must vulnerable people in our society? Is this an example of AWFUL and CRUEL television?
Article from The Guardian:
http://www.theguardian.com/media/2014/jan/08/benefits-street-petition-series-axed-channel-4 
BBC article:
http://m.bbc.co.uk/news/entertainment-arts-25653477
The Daily Mail Online:
http://www.dailymail.co.uk/news/article-2534110/Theyve-just-tried-make-look-like-slums-Jobless-stars-Benefits-Street-documentary-accuse-Channel-4-manipulative-stitch-up.html
Note reader comments.
Article from The Telegraph:
https://www.blogger.com/blogger.g?blogID=6183738283743831095#editor/target=post;postID=9064849824626602021
Article from The Week:
http://www.theweek.co.uk/uk-news/56738/benefits-street-stars-c4-series-get-death-threats
Channel Four News article:
http://www.channel4.com/news/benefits-street-birmingham-channel-4-twitter-row

YEAR 12 LESSON THIRTY [9th Jan 14]: Homework

The aim of today's session was to offer students a general overview of the mock paper that will be forced in all media faces on Friday. The text will be the 2010 John Lewis promo. Click on link below:
http://www.youtube.com/watch?v=jYOsWWKHZVw

1. The media forms question will ask students how different techniques are used together to 'compress a person's life into 60 seconds'. Obviously this question demands that you discuss the significance of the transitions, use of lighting, possible reference to mise-en-scene codes, digital sfx, use of music, use of text etc. REMEMBER....YOU MUST USE MEDIA LANGUAGE when constructing a critical analysis and you must refer to SPECIFIC MOMENTS FROM THE TEXT when supporting your critical argument.
2. The institution question will ask students to consider how the text communicates the brand values of John Lewis. Students should refer to mise-en-scene codes and the use of text might be important when answering this question. Is the text used to anchor the meaning of this text significant?? ErrrYEAH it is! 
3. The representation question will ask students to consider how the woman's life is represented. Class discussion clearly identified that this is quite a problematic representation. I expect students to clearly differentiate between the Preferred Reading and the Oppositional Reading. Reference could be made to stereotypes. What about those lyrics eh kids?????
4. This is the audience question and will ask students to consider the nature of the pleasure that this text offers the audience. This morning we discussed the theories of miserable Mr.Dyer, Reception Theory and the Uses and Gratifications Theory. Students should apply these theories when constructing a response to this question.

The whole aim of navigating through the paper is to develop student awareness of the expectation of the exam. Your critical work has improved MASSIVELY as we have moved through the course and the mock provides students with an opportunity to provide me with more evidence of your learning. 

THUS FAR ON THE COURSE YOU LOT HAVE BEEN WONDERFUL..and i fully expect your mock exam grades to provide further evidence of your excellent level of improvement.

GOOD LUCK MEDIA FREAKS.

YEAR 13 LESSON TWENTY-NINE [7th Jan 14]: Homework

Lesson 28 was a waste of time as students decided that the last day of term was not an important lesson and therefore could not be 'arsed' to attend the media classroom and today's session considered the content of next week's mock exam. The aim of today's session was to introduce students to the questions that will be offered in the IMPACT OF DIGITAL MEDIA section of the exam and class discussion considered potential content. It is essential that students indulge in independent research to discover material that will be appropriate for the mock exam essay.
The two questions considered today were:

THE ONLY WAY TO SURVIVE IN THE DIGITAL WORLD IS TO KEEP INNOVATING.
To what extent do you agree with this statement?

NEW DIGITAL MEDIA HAS CHALLENGED THE POWER OF MAINSTREAM MEDIA.
To what extent do you agree with this statement?

The aim of class discussion was to make the students consider appropriate content for these two questions and make students aware that this whole task depends on independent research and critical autonomy. Revision for the mock should consist of research that will allow students to refer to a RANGE of media texts when attempting to answer the examination question. Today was a very general discussion and if students want to access the higher grades then independent research is essential. Today was a very general overview of potential content and I expect students to offer a very precise argument in the exam that will offer very specific textual reference, clear question focus, and a coherent critical argument.You have two of the mock questions and on Friday I will introduce the third question.

HOMEWORK: FIVE STUDENTS NEED TO SEND ME THE HOMEWORK FROM THE LAST DAY OF LAST TERM ASAP. It is DISGUSTING that you feel you can ignore a very important A Level homework. I COULD NOT BE MORE UNIMPRESSED.
Students need to consider the mock exam question that they feel that they will attempt to answer and begin to research potential essay content. Your exam grade will be dictated by the quality of your independent research. Be aware of the content of the mark-scheme that I offered in today's lesson.

I AM NOT HAPPY WITH THE STUDENTS WHO HANDED ME INCOMPLETE WORK TODAY. I THINK YOU ARE DELUSIONAL AND MIGHT NEED TO CONSIDER WHETHER  AN A LEVEL COURSE IS A SUITABLE OPTION. PERHAPS THESE STUDENTS NEED TO CONSIDER OTHER OPTIONS AWAY FROM THE WORLD OF EDUCATION. DON'T PRETEND TO BE STUDENTS. DO THE WORK OR LEAVE THE COURSE. IT IS VERY SIMPLE.
I AM NOT IMPRESSED. IF YOU DO NOT CARE ABOUT YOUR EDUCATION...LEAVE MY CLASSROOM.

YEAR 12 LESSON TWENTY-NINE [6th Jan 14]: Homework

Lesson 28 involved watching the final section of SEARCHING FOR SUGAR MAN and the aim of this lesson was to introduce the nature and expectation of the Cross-media Study. Below are the resources required for this year's Cross-Media Study:
http://fishymediaresources.blogspot.co.uk/2013/12/cross-media-study-resources-20132014.html
Homework: Students need to visit the emedia linked to our cross-media texts.
In the next session we will be discussing the content of the mock exam.