Saturday, 25 October 2014

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.

Tuesday, 21 October 2014

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.



Sunday, 19 October 2014

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

Friday, 17 October 2014

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.

Thursday, 16 October 2014

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.

Monday, 13 October 2014

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

Friday, 10 October 2014

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

Tuesday, 7 October 2014

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?

Friday, 3 October 2014

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?