THANK YOU..

Earlier this week this blog received its 100 000th hit. Many thanks to all the teachers and students who have bothered to contact me over the years to thank me for creating this resource. The blog is for EVERYONE, not just my own students.
I started FISHYMEDIA because I attended an AQA Media meeting in Manchester and found myself sat next to a young teacher who had been told that she would be teaching Media Studies A Level. She  was worried about teaching the course because of a lack of resources. She was an English teacher and was extremely anxious about the responsibility of delivering a credible media course. I travelled back to Hull after the meeting and created the blog when I returned to The People's Republic of East Yorkshire. I wonder if that teacher ever used the blog? Hope so.
ONWARD.
Cheers folks
Chimpnimsky x

YEAR 12 LESSON THIRTY-THREE [30th Jan 15]: Homework

The aim of this session was to continue to explore issues relating to the Cross-Media Study. Discussion considered the application of media theory to the narrative content of the film documentary Searching For Sugar Man and then examined the content of the film's e-media. It is important that students consider how print media and e-media is used to promote a media product. Sorry about The Secret Millionaire folks. I'll try again on Tuesday.

HOMEWORK: Students need to indulge in some research. On Tuesday we will be discussing how the audience benefits from the content of e-media. Does e-media benefit audience or producer?
Click on the links below to peruse the appropriate websites:
http://fishymediaresources.blogspot.co.uk/2015/01/year-12-lesson-thirty-one-23rd-jan-14.html
We are moving towards our first Cross-Media Study essay so it is important the students prepare by attempting some independent research. Students need to consider:

• What does the e-media offer the audience?
• Is the use of social media just a promotional tool rather than an objective platform?
• How does the Channel Four e-media allow this institution to access its broadcasting remit?
• How might an audience use our media texts? Consider how media theory can be applied to our key texts.

LOTS OF WORK TO DO FOLKS.

YEAR 13 LESSON THIRTY-SIX [29th Jan 15]: Homework

The aim of this session was to discuss the mock exam and provide students with the skills to shape an evaluative response when producing an MEST3 Section B response. Students modelled a paragraph and were provided with an exemplar essay. The final section of the essay involved a discussion of issues linked to the coursework. The D grade can easily become a C grade with more understanding of how to construct a more evaluative written response.

HOMEWORK: Students need to be attempting to create/plan/construct coursework.

YEAR 12 LESSON THIRTY-TWO [27th Jan 15]: Homework

The aim of this session was to encourage students to begin to apply media theory in an appropriate manner. We revisited the 'dumbing down' question but attempted to answer the question through the filter of media theory. IT IS IMPORTANT THAT STUDENTS UNDERSTAND THE THEORIES THAT ATTEMPT TO EXPLAIN HOW AND WHY WE USE MEDIA. Students need to be familiar with:

• THE USES AND GRATIFICATIONS THEORY
• RECEPTION THEORY
• DESENSITISATION
• SENSITISATION
• TWO-STEP THEORY
• MARXIST THEORY
• LIBERAL PLURALISM
• DYER'S THEORIES....HE IS THE MISERABLE FELLA!

Here are some links to videos that attempt to expain and apply media theory:
http://fishymediaresources.blogspot.co.uk/2014/10/year-12-lesson-eleven-14th-oct-14.html

In the second half of the session we watched the final section of SEARCHING FOR SUGAR MAN.

HOMEWORK: Students need to investigate how the e-media attached to Searching For Sugar Man attempts to promote the film. Students need to be aware of how the contribution of the audience is used to market the film. Students also need to peruse the e-media used to promote some Channel Four products such as EDUCATING YORKSHIRE/ONE BORN EVERY MINUTE/ 24 HOURS IN A&E etc...here are some links from the last blog entry:
http://fishymediaresources.blogspot.co.uk/2015/01/year-12-lesson-thirty-one-23rd-jan-14.html

YEAR 13 LESSON THIRTY-TWO [26th Jan 15]: Homework

The aim of today's session was to review the print media produced for homework and look at examples of last year's broadcast media to inspire some coursework ideas. It is important that students begin to develop ideas for coursework and begin to create work as soon as possible. The time is now. IT IS COURSEWORK TIME FOLKS.

HOMEWORK: Develop a clear idea of the media focus that will be explored through the A2 coursework.

YEAR 13 ONE HOUR POSTER CHALLENGE.

The fruits of Thursday's session are beginning to flourish.

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

The aim of this session was to continue to introduce issues that link to the Cross-Media Study. Students were asked to consider whether the media is 'dumbing down'. Students were asked to consider this question using media theory. Students need to develop the ability to apply media theory to issues within the Cross-Media Study.

The second section of the lesson consisted of watching a 15 minute section of SEARCHING FOR SUGAR MAN.

Homework: Read the notes that explain MEDIA THEORY. I will expect students to be able to apply media theory to the 'dumbing down' question in the next section. Students also need to explore the e-media below. How are these sites used to promote the media text. What is the relationship between audience and producer?

Searching for Sugar Man e-media:

http://sugarman.org/searchingforsugarman.html
http://www.sonyclassics.com/searchingforsugarman/
CITIZEN FOUR e-media:
https://citizenfourfilm.com/
Channel Four's The Secret Millionaire:

http://www.channel4.com/programmes/the-secret-millionaire

Channel Four's ONE BORN EVERY MINUTE:

http://www.channel4.com/programmes/one-born-every-minute

Channel Four's EDUCATING YORKSHIRE:

http://www.channel4.com/programmes/educating-yorkshire

YEAR 13 LESSON THIRTY-ONE [22nd Jan 15]: Homework

Today's session was a PHOTOGRAPHIC FESTIVAL OF CREATIVITY! Students were offered the opportunity to capture images that may be used in a print media campaign to promote the Joint Sixth Form. JPGs were given to students at the end of the lesson.

HOMEWORK: Students need to create Four or Five posters that could be used to promote the Joint Sixth Form. Students need to use text to anchor meaning and shape a clear connotation. Students need to select the images from this afternoon's session that they feel will allow them to produce the most powerful print campaign. Students must:

• Place text in a box in at least two posters.
• Provide links to social media [i want to see twitter/facebook icons]. These icons can be found via google. This imagery is essential to engage the target audience.
• Create text appropriate for an educational institution.
• Manipulate images in any way they wish to produce the most memorable and powerful promotional material.

Students need to email me the complete posters or bring the completed work to me on a memory stick on Monday. The whole point of this task was to place students in a position that required the class to produce creative work within a specific time period. Much like the coursework!! I look forward to the fruits of your creative energy!

YEAR 12 LESSON THIRTY [20th Jan 15]: Homework

The aim of this session was to begin to introduce the Cross-Media Study. We will be examining DOCUMENTARY and HYBRID-DOCUMENTARY. The focus of the Cross-Media Study is how an AUDIENCE is able to CONSUME, PARTICIPATE and RESPOND to a text. We will explore how a PRODUCER uses different platforms [broadcast, print, e-media] to promote the content of a specific media text.
Students were introduced to the film documentary SEARCHING FOR SUGAR MAN. The film posters and e-media can be found by following the link below:
http://fishymediaresources.blogspot.co.uk/2014/12/year-12-lesson-twenty-seven-16th-dec-14.html

HOMEWORK: Explore the e-media used to promote this film and consider how the Producer attempts to engage the audience.
Below is a YOU TUBE version of the film with Greek subtitles:
https://www.youtube.com/watch?v=UZ7akbSjctg
READ THE CROSS-MEDIA BOOKLET THAT I GAVE YOU IN TODAY'S SESSION.

YEAR 13 LESSON THIRTY [19th Jan 15]: Homework

Today's session discussed the possibilities of the coursework and explored some of the media debates and issues that have appeared in the last week after the horrific events in Paris. Reference was made to the NATIONAL SECURITY/PERSONAL DIGITAL PRIVACY debate. The resources below were used to illustrate the nature of this debate:
Cameron on the BBC:
http://www.bbc.co.uk/news/uk-politics-30778424
Clegg on the BBC:
http://www.bbc.co.uk/news/uk-politics-30870442
I didn't get time to refer to the case of Saudi blogger Raif Badawi:
http://www.bbc.co.uk/news/world-middle-east-30856403 
Channel Four News Report:
http://www.channel4.com/news/raif-badawi-flogging-saudi-arabia-uk-free-speech-cameron
Below is the link to the Fox News broadcast. Journalism of the highest quality??
https://www.youtube.com/watch?v=-_zF7nbEvwY
FOX NEWS states: 'WE REPORT.YOU DECIDE.' I think we can all decide that this is....*****
The class discussion that was generated by this absurd extract from Fox News considered institutional responsibility and media influence.
THE TREWS. Charlie Hebdo...:
https://www.youtube.com/watch?v=Dg8Y0WpbfZw
THE TREWS..Does Fox News terrorise us?
https://www.youtube.com/watch?v=RPK7t5B2UN4
This is the full Judge Jeanine Pirro speech from Fox News:
https://www.youtube.com/watch?v=UssJlhxBRLs
Pancreatic Cancer campaign material:
http://fishymediaresources.blogspot.co.uk/2014/02/pancreatic-cancer-poster-shock.html


HOMEWORK: Students need to think about the focus of their CRITICAL INVESTIGATION and the nature of the LINKED PRODUCTION. On Thursday we will be creating visual material that can be used to produce simple print media. BRING SOME IDEAS. Perhaps we can produce some simple images to promote the sixth form. How could we promote the sixth form using a simple visual image? We only have each other and a backdrop so how can we shape meaning? We will be creating a series of portraits so think about how we can manipulate the imagery to shape a positive representation of the sixth form? Or Media Studies? Or create an image that explores ideas relating to internet security? The choice is yours.....BRING SOME IDEAS. We will have one hour to make our ideas become REAL. Should be a laugh. See you there. Bring a memory stick as you will be leaving the classroom with some JPGs.

YEAR 12 LESSON 28/29 [6th/9th Jan 15]: Homework

The first two sessions of 2015 explored issues that relate to next week's mock exam. Students examined a series of trailers to illustrate/reintroduce the critical skills that will be required in the mock exam. You are all aware that the questions will expect you to:

• Explain how MEDIA FORMS are used to engage the audience.
• Examine an issue relating to REPRESENTATION. Don't forget to refer to the Preferred Reading. This is the meaning that the institution/producer hope to shape through the representation.
• Consider an issue relating to INSTITUTION.
• Consider an issue relating to AUDIENCE.

Remember, you have one hour to construct four short answers. Keep an eye on the clock. Please ensure that you are using the appropriate media language, illustrating your view with relevant and specific textual reference, and constructing a clear critical argument.
Good luck.

Click on link below to access the examination text:
https://www.youtube.com/watch?v=DX1iplQQJTo 

When we return to school we will be examining THE CROSS-MEDIA STUDY and attempting to create the COURSEWORK. THIS IS A MASSIVE TERM!
:) :)

YEAR 13 LESSON 28/29 [5th/8th Jan 15]: Homework

Back at it.
THE INTERVIEW...Media issues and debates linked to this media moment?
http://www.bbc.co.uk/news/entertainment-arts-30507306
The coursework will demand that students explore issues that relate to the contemporary media world so students must be aware of current media moments through which media issues and debates can be explored. The issues surrounding THE INTERVIEW would make an excellent slice of coursework.

The aim of the first two sessions of 2015 was to explore issues relating to the mock exam. One of the exam questions will be the following:
EVALUATE WHETHER NEW DIGITAL MEDIA IS A THREAT OR AN OPPORTUNITY FOR MEDIA PRODUCERS.
We have discussed the issues surrounding this area of media many times. Students need to consider Producers that have embraced the potential of the digital age.

• THE BBC is a media producer that has embraced the possibilities of the digital age to offer its audience the best public service that it can possibly provide. The basic remit of the BBC is to inform, educate and entertain and digital media is used by this institution to access this remit. Students need to focus on specific examples of digital innovation to illustrate how this producer has seen the digital; age as an opportunity rather than a threat. For example focus on how digital media is used to promote Radio One or Radio Five. How is digital media used to promote a specic programme? Reference could be made to programme specific websites, blogs, podcasts, videocasts, social media, DVD sales, The I-Player etc...RESEARCH REQUIRED. Remember, critics of the BBC refer to the fact that the licence fee provides the BBC with an unfair financial advantage. Is this a fair criticism? James Murdoch [Rupert's son!] has stated in the past that this unfair financial advantage does not encourage competition therefore stifles the ability of other producers to make a profit from their media. What do you think?

• Many book shops have closed due to the invention of the kindle and the power of Amazon. However, some elements of the publishing industry have perceived the digital revolution as an opportunity to offer a much improved and diverse service to the audience. I urge all students to research the website of Faber and Faber. The book is perceived to be dying in the digital age, so how are Faber and Faber reacting to the possibilities of the digital age? Reference could also be made to AMANDA HOCKING and how she links to this argument. Amanda self-published her work after being rejected by many publishing houses. She is a wonderful example of the Audience using the possibility and potential of digital media to become the Producer. She saw the digital revolution as a creative opportunity to share her work with a global audience.

• Examples of producers who have found the digital world  'threatening' could focus upon the traditional MUSIC INDUSTRY or RUPERT MURDOCH's THE DAILY..with possible reference to the failure of MY SPACE. Remember...the music industry is another great example of how accessible and cheap digital media has allowed the audience to become the producer. The digital age may be terrifying for the music industry but for people who genuinely love music, or create music, digital media has provided an opportunity to consume or create music in a manner that was not previously possible in the analogue world

In ONE HOUR I expect students to produce at least THREE detailed paragraphs and a conclusion that directly evaluates the focus of the question. 

The second question will be:
'NEW DIGITAL MEDIA HAS CREATED A MORE DEMOCRATIC WORLD AS IT HAS EMPOWERED THE INDIVIDUAL.' To what extent do you agree with this statement?

We have discussed this issue and students recently produced a series of essays that explored this issue. Students need to consider how digital media has allowed the individual to access values and ideologies that move beyond the mainstream ideology presented by mainstream media. The You Tube platform with Russell Brand's 'Trews' is a fine example of this argument.
YOU KNOW THE ARGUMENTS!!
The last set of essays were weak because they had a WEAK QUESTION FOCUS and did not really offer any evaluative analysis. If you choose to attempt the democracy question, try and improve these key areas of the response.

GOOD LUCK MEDIA FREAKS.