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.

YEAR 13 LESSON SIX [22nd Sept 14]: Homework

Students were asked to consider skills appropriate for Section A of the A2 examination paper. The trailer for Scott and Bailey was used as a Media Forms warm-up exercise. The question used to generate class discussion was: HOW ARE WOMEN REPRESENTED IN THIS TEXT?
https://www.youtube.com/watch?v=-2YxS6bP2n4
The lesson then moved on to discuss the two texts used in the last lesson relating to the representation of opposition to the BNP.
HOMEWORK: Complete the task:
How are the people challenging the BNP represented in these two texts?
The relevant resources are available via the previous blog entry.

YEAR 12 LESSON FOUR [19th Sept 14]: Homework

The aim of this session was to continue to develop the ability to identify how Media Forms are used to shape meaning. Students were asked to answer the question:
HOW IS THE EXPERIENCE OF BEING A TEENAGER REPRESENTED IN THE JUNO TRAILER?
Juno Trailer:
https://www.youtube.com
The final class task involved groups creating a written response to an old American smoking advertisement from the 1970s. The aim of the task was for students to use the language of media analysis in an appropriate manner.


HOMEWORK: Enjoy being a teenager.

YEAR 13 LESSON FIVE [18th Sept 14]: Homework

The aim of the first section was to prepare students for Section B of the examination paper. Class discussion was linked to the exam question:
WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW DIGITAL MEDIA?
Discussion considered e-books/the kindle and students were introduced to the e-media used by FABER and FABER. This is definitely one traditional media institution that has embraced the potential of the digital age. They have moved 'the book' into the digital age. Reference was made to the decline of EMI and the fact that Napster redefined the music industry. Discussion also touched upon Murdoch's THE DAILY, the BBC and its digitally sophisticated coverage of THE GLASTONBURY FESTIVAL, and how new digital institutions such as MySpace and Bebo failed to adapt to the relentless challenge of the digital age.
Students need to peruse the links below.
How have these institutions adapted to the challenge of the digital age?
The Faber and Faber website:
http://www.faber.co.uk/
The story of Netflix:
http://ejumpcut.org/currentissue/McDonaldNetflix/index.html
http://www.wired.com/2014/01/turns-netflix-going-rule-tv/

The second phase of the lesson considered issues linked to Section A of the exam. See resources below:
MEST 3 SectionA Resources:
How are the people challenging the BNP represented in these two texts?
SKY NEWS:
https://www.youtube.com/watch?v=4_NUwhQl7YA
BBC Question Time:
https://www.youtube.com/watch?v=NRippTigd0U

HOMEWORK: RESEARCH REQUIRED. Students need to be preparing material for the next essay. The link below may prove useful:
http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-eight-4th-oct-13-homework.html
Students need to be aware of why Murdoch's THE DAILY failed. Students need to be aware of media issues and debates surrounding the use of paywalls.
If you do not indulge in some research and independent study, your work will be superficial.

YEAR 12 LESSON THREE [16th Sept 14]: Homework

The sermon began with an analysis of the first five minutes of Steven Spielberg's JAWS. The class were asked to consider how media forms are used to represent the sea. Particular attention was placed upon Spielberg's use of Diegetic and Non-Diegetic sound, frame composition, and connotation.
The lesson then moved into a consideration of the Barnardo's advert. Click on link below to access this resource:
Break The Cycle:
https://www.youtube.com/watch?v=yFOcrZeMRUU
Class discussion considered how media forms are used to shape meaning and the quality of the class response was impressive.
The resource below will be required when completing the written homework.
BJ6th film from 2010:
http://vimeo.com/16121970


HOMEWORK: The aim of the first series of lessons has been to introduce the language of media analysis and provide students with an idea of the standard of critical analysis that is appropriate for AS study. This is the first written homework. The questions that form the focus of the written homework are:
1. HOW ARE MEDIA FORMS USED TO SHAPE MEANING IN THE 2009 BARNARDO'S ADVERT 'BREAK THE CYCLE'?
2. HOW IS THE GIRL'S CHILDHOOD REPRESENTED IN THIS TEXT?
3. HOW IS THE INSTITUTION LINKED TO CONTENT?
4. HOW ARE MEDIA FORMS USED TO SHAPE MEANING IN THE BJ6TH FILM FROM 2010?


Students should support their view with specific textual reference.
Good Luck Media Freaks.

YEAR 13 LESSON FOUR [15th Sept 14]: Homework

The aim of this session was to discuss issues relating to how various institutions have adapted to the impact of digital media. Focus was placed upon how the BBC have embraced the digital revolution and how Shawn Fanning/NAPSTER and the invention of the MP3 file transformed how we consume music. Below is the link to the Shawn Fanning doc we watched within this session:
https://www.youtube.com/watch?v=CSpzW8bkkPc&feature=related

This link to a fishymedia entry from last year will be useful when indulging in some independent research:
http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-eight-4th-oct-13-homework.html

HOMEWORK: RESEARCH. The focus of our discussion in the next session will be the question:
Why and with what success are traditional media institutions adapting to the challenge of new digital media?

ALLEZ....

YEAR 12 LESSON TWO [12th Sept 14]: Homework

The aim of today's session was to introduce students to the language of media criticism. Reference was made to REPRESENTATION, INSTITUTION, CONNOTATION, DIEGETIC SOUND, NON-DIEGETIC SOUND, ANCHORAGE and the term POLYSEMIC. Students were asked to provide a critical response to the first SKINS trailer, a BJ6th student film, and the Barnardos 2009 'Break the Cycle' campaign.

Resources for session:
Skins Trailer for series one:
https://www.youtube.com/watch?v=Nm0onseM1Mw
Year 12 Doc:
http://vimeo.com/16121970
Barnardos 'Break the Cycle':
https://www.youtube.com/watch?v=yFOcrZeMRUU

HOMEWORK: Read the sheet that contains the media terminology. In the next lesson we will be analysing the Barnados advert in more detail. Students will be expected to use media language in an appropriate manner.
Here is a film made by YEAR 12 in 2012 that offers advice for Year 12 students. Definitely worth a watch. They made this film for YOU:
http://vimeo.com/54513078

YEAR 13 LESSON THREE [11th Sept 14]: Homework

Today's session continued to discuss the essay title:
'THE INTERNET AND WORLDWIDE WEB HAS CREATED A MORE DEMOCRATIC WORLD AND EMPOWERED THE INDIVIDUAL'. To what extent do you agree with this statement?
Students were provided with a potential essay structure and the whole session was full of really engaged and informed comments. I thought you lot were magnificent today. I hope the intelligent comments being offered throughout today's session are evident in the written work.

HOMEWORK: COMPLETE THE ESSAY. Remember, I expect at least FOUR paragraphs and an EVALUATIVE conclusion. References to the views of KEEN and SHARKY need to be included within the response and possible a reference to MARXIST THEORY. Reference to this theory may be included if students are discussing how digital media is used to monitor and control human behaviour rather than encourage equality and democratic freedom. A reference to BAUDRILLARD'S theory of HYPERREALITY would be tremendous. This may be possible if you are considering how ALL news is mediated and objectivity is impossible when presenting representations of the world through news reporting.

THIS IS A VERY CHALLENGING HOMEWORK. GOOD LUCK.
Any problems...drop me an email.

YEAR 12 LESSON ONE [9th Sept 14]: Homework

This opening lesson was a very gentle introduction to the course. Students were introduced to the concept of CONNOTATION through a discussion of the two texts below:
Dexter Introduction:
 http://www.youtube.com/watch?v=ESicykvHUyk
Skins Series 2 Trailer:
 http://www.youtube.com/watch?v=QF0L-xparmI
Class response was excellent. We will begin the REAL media analysis in the next lesson.


HOMEWORK: Enjoy being a teenager.

YEAR 13 LESSON TWO [8th Sept 14]: Homework

Students continued to ponder the question:
'THE INTERNET AND WORLD WIDE WEB HAS CREATED A MORE DEMOCRATIC WORLD AND HAS EMPOWERED THE INDIVIDUAL.' To what extent do you agree with this statement?

The most interesting feature of the class discussion today was that TWITTER can be used to argue FOR and AGAINST the belief that the internet/web has improved individual freedom. It is clear that the motivation of the human being controlling the keyboard will dictate whether digital media is being used to empower or enslave the individual. Reference was made to the London Riots and how social media was used organise looting and also organise the clean-up after the disorder had concluded.

HOMEWORK: Research is required. Students are advised to use the last blog entry to direct their independent research. This essay will require a broad selection of specific media reference. Students will be asked to refer to ANDREW KEEN and CLAY SHIRKY.
USE FISHYMEDIA TO DIRECT YOUR RESEARCH.
Andrew Keen:
http://fishymediaresources.blogspot.co.uk/2010/07/andrew-keen-internet-critic-any-media.html
Clay Shirky:
http://fishymediaresources.blogspot.co.uk/2010/07/clay-shirky-interviewed-by-decca.html

Students need to watch the first episode of THE VIRTUAL REVOLUTION. The second episode
'ENEMY OF THE STATE' is worth a watch when considering our essay title. Use the resources posted to the last blog entry. ENEMY OF THE STATE provides an excellent overview of how media links to democratic freedom.

LOTS TO DO FOLKS. I want to hear evidence of independent study when next our worlds collide.

YEAR 13 LESSON ONE [4th Sept 14]: Homework

NOW THEN MEDIA FREAKS. WELCOME HOME. Our first session will explore issues relating to media and democracy. We will be considering the question:
'THE INTERNET AND WORLDWIDE WEB HAS CREATED A MORE DEMOCRATIC WORLD AND HAS EMPOWERED THE INDIVIDUAL.' To what extent do you agree with this statement?
Possible areas of study and research:
The views of Andrew Keen and Clay Shirky.
The Arab Spring and its aftermath.
Examples of how access to information has empowered individuals and allowed them to confront powerful institutions.
The significance of Wikipedia and the views of Jimmy Wales.
KHAN ACADEMY.
The ability for News sites such as THE YOUNG TURKS to challenge the representation of our world that is shaped by the mainstream media.
The story of Stephen Sutton.
SBTV.
The story of AMANDA HOCKING and self publishing in the digital age.
ISIS and their use of digital media.
Sites such as 38 degrees.
Ice bucket challenge!!!
The Ian Tomlinson moment.
The Phone Hacking scandal and Leveson Inquiry.
Trolling.
Martha Payne's blog NEVER SECONDS.

A good A2 essay considers the advantages and disadvantages before offering a confident and informed conclusion. The conclusion must offer an EVALUATIVE comment. This will be your first essay.

ESSENTIAL VIEWING for ALL A2 students is THE VIRTUAL REVOLUTION. Click on links below:
Episode One:
https://www.youtube.com/watch?v=hBZ018z2WKM
Episode Two:
https://www.youtube.com/watch?v=fm0-i2_coqU
Episode Three:
https://www.youtube.com/watch?v=rQ3ci16tk7I
Episode Four:
https://www.youtube.com/watch?v=u5kguqbbI1c

The BBC documentary THE VIRTUAL REVOLUTION is the starting point for A2 Media when considering THE IMPACT OF DIGITAL MEDIA. This series was first broadcast in 2010 and some of the content is now dated and serves to underline how quickly digital media zips through history. However, it still offers a FANTASTIC framework when considering the media issues and debates that have been generated by the digital revolution. THIS IS AN ESSENTIAL RESOURCE. THE WEB SITE IS ALSO A FANTASTIC RESOURCE.