REVISION SESSION...

Today is Tuesday 6.30pm. I have yet to receive any work.
If I do not receive 5 essays before Thursday I will not be delivering a session.

YEAR 13 HALF-TERM REVISION SESSION...

WE have agreed to meet on THURSDAY 10 til 12. THIS SESSION WILL ONLY TAKE PLACE IF I RECEIVE FIVE SECTION B ESSAYS before THURSDAY. YOU HAVE ALL THE PAST QUESTIONS SO PRODUCE SOME '60 Minute' essays.
Some of the students who seem to think attendance is optional might like to send me two essays...just to make sure this revision session takes place. I have spoken with a couple of students and they know that if they do not send me any work before Thursday they will not be attending the revision session. THIS WILL BE THE LAST GROUP SESSION OF YEAR 13. The content and quality of your written work will inform the content of this session which is why I need to receive written work. I cannot gauge the quality of student understanding if I do not receive some written work. The recent Case Studies were far too brief and lacked convincing A2 detail.
COME ON FOLKS....WE NEED TO RAISE THE GAME. IT IS TIME TO BE SERIOUS.

YEAR 13..May 24th 16..

The case of RAIF BADAWI. What do we learn about digital media through this individual's experience?
Amnesty International Link:
https://www.amnesty.org.uk/issues/Raif-Badawi
BBC article:
http://www.bbc.co.uk/news/world-middle-east-33105945
http://www.bbc.co.uk/news/uk-politics-30915898
http://www.bbc.co.uk/news/world-middle-east-30826737
The Guardian...Jan 2016:
http://www.theguardian.com/world/2016/jan/12/samar-badawi-sister-blogger-raif-badawi-arrested-saudi-arabia
BBC video:
https://www.youtube.com/watch?v=Fz8biOSk7gY

This could be linked to:
http://www.bbc.co.uk/news/world-middle-east-36096587
OR
The story of Aaron Swartz:
https://www.youtube.com/watch?v=RvsxnOg0bJY
I WOULD ADVISE ALL STUDENTS TO WATCH THIS FILM.

Faber and Faber:
http://www.faber.co.uk
How does old media use new media to be competitive in the digital world?
Harper Collins:
https://www.harpercollins.co.uk
What could be more analogue than a book? How is the publishing industry adapting to the digital world? Peruse these sites to develop an insight into the impact of digital media.
THE KINDLE? E-Books?? This is an area of digital media that needs to be explored. You lot NEVER refer to this area of the digital world. THE PRINTING PRESS was the analogue world's internet so be aware of the publishing industry and how it has adapted to digital media.

Section B will demand that you can construct an EVALUATIVE argument from a range of media sources. ONLY INDEPENDENT STUDY will allow you to gather the resources that will allow you to confront Section B.

RT:
https://www.youtube.com/watch?v=RFsXQXxw0Vs

This session considered the notion of digital empowerment. Has digital media really empowered the audience or producer? Has digital media created a more democratic world? Is empowerment a myth?

YEAR 13 Tue/Friday 17th/20th May 2016

The Tuesday session considered contemporary media issues and debates and looked at a couple of the questions that I expect you to answer as part of your case study. All the questions that you need to peruse for the CASE STUDY - or essay- can be found on the blog entry below:
http://fishymediaresources.blogspot.co.uk/2016/05/year-13-friday-13th-may-2016.html
Students need to produce an essay in response to one of the questions.
The Friday session was the horror of a timed essay. The first question was a Section A question:
How is digital media represented in these two texts?
http://fishymediaresources.blogspot.co.uk/2016/05/year-13-tuesday-10th-may-2016.html
The extended question was a mixture of Section A Q3 and a Section B  Impact of Digital Media Question:
'The idea that digital media empowers is a myth'.
To what extent do you agree with this statement?

I am concerned that students seem to be resting and are being intellectually lazy as the class need to be using this period of the course to be collecting research material that will allow students to produce a detailed media response to the exam. I am tired of reading essays that are regurgitating the same digital examples to illustrate critical argument. The aim of this timed essay is to see who is actually bothering to research new material and who is capable of constructing an evaluative critical response. I am worried that too many students are sleep-walking through this section of the course when this is the time when you need to be most intellectually alert.

HOMEWORK: So far I have one Case Study. I want the rest sent to me before Monday. THIS IS A VERY IMPORTANT PIECE OF WORK.
ALL STUDENTS NEED TO ATTEMPT A CASE STUDY. ABSENCE IS NOT AN EXCUSE FOR MISSING WORK. So please don't turn up next week and insult my intelligence.

YEAR 13 Friday 13th May 2016

Section A texts:

How are women represented in these two texts?
How is BBC drama represented in these two texts?
Marcella Trailer:
https://www.youtube.com/watch?v=_qN4ePvIqOQ
Happy Valley Trailer..
https://www.youtube.com/watch?v=p-XeH76o4xQ
Silk Trailer..
https://www.youtube.com/watch?v=utpyVy6EDEQ

Section A q3 from last year's exam:
How important is it to media producers that audiences adopt a positive attitude to the use of new and digital media?
You must refer to other products to support your answer.


Impact of Digital Media Case Study Titles:

'New digital tools don't just let us consume, but create and share.' [Clay Shirky]
To what extent do you believe this is true of digital media?

'Digital media has allowed people with power to maintain their control.'
To what extent do you agree with this statement?

'Facebook and Twitter are not offering any positive contribution to humanity.'
To what extent do you agree with this statement?

'The audience has been empowered by new digital media.'
To what extent do you agree with this statement?

How has new/digital media changed the ways in which information reaches audiences and what are the implications?

'New digital media erodes the dividing line between reporters and reported, between active producers and passive audiences: people are enabled to speak for themselves.'
Have such developments made the media more democratic, with more equal participation by more people?

Has digital media created a more democratic world?

Have traditional media institutions adapted to survive in the digital world?

New and digital media presents a vast range of competing ideas and opinions, from citizen journalists to mainstream media, making it difficult to know who to trust.
In such an environment, how does the audience know who to trust?

YEAR 12 12th May....

https://www.youtube.com/watch?v=KN1FDVFinwQ&spfreload=5

https://www.youtube.com/watch?v=_qN4ePvIqOQ

https://www.youtube.com/watch?v=rs5b7rcVkgE

BBC 2016..
https://www.youtube.com/watch?v=sX0fgfepf5k

WOTU..
https://www.youtube.com/watch?v=tTP9WQJBIXA

Limitless...
https://www.youtube.com/watch?v=jOLqNOfzus4

YEAR 13 Tuesday 10th May 2016

Today's session considered issues linked to Section A of the exam. The class were shown two texts and asked to consider the question:
HOW IS DIGITAL MEDIA REPRESENTED IN THESE TWO TEXTS?
https://www.youtube.com/watch?v=wuZ3RlMBnk4
https://vimeo.com/145593316
The password for the link above is:KC

The session then moved on to discuss the Section B 'Impact of Digital Media' Question:
'New and digital media is creating one global culture.' To what extent do you agree with this view?
The class discussion was superb. I expect a THREE PARAGRAPH and EVALUATIVE CONCLUSION response to be handed to me on Friday.
Before we began to attack the question we considered the phrase 'one global culture' and considered what this actually means. Class discussion defined this term as the global accessibility of information. Some students considered globalisation as a negative feature of digital culture as it does not encourage individuality or difference and certain global companies such as Google and Apple have far too much power. Class discussion was excellent.

HOMEWORK: Complete the essay.

Potential structure:

The creation of ONE GLOBAL CULTURE could be seen as an advantage with institutions such as Small Candles and Khan Academy democratising knowledge. It is possible to offer information on a global scale to benefit isolated communities. The Small Candles idea is a fine example of one digital community using the global access of digital media to provide practical digital resources that will benefit a community in another part of the world. It is a positive example of the world being 'ONE GLOBAL COMMUNITY'.

We also discussed how access to global News sources allows the UK audience to challenge the influence of subjective UK mainstream media representations. This moves into the Baudrillard argument and the fact that ONE GLOBAL CULTURE is meaningless when attempting to access true news. YOU KNOW THE ARGUMENT!!! Focus on a specific News story to illustrate your view.

The THIRD paragraph could be...ANY of the issues discussed in today's session. I want to see evidence of Independent Research and Critical Autonomy.

The conclusion needs to evaluate the advantages and disadvantages of ONE GLOBAL CULTURE.

YEAR 12 Monday 9th May 2016

True Colour..Channel Four Advert:
https://www.youtube.com/watch?v=2Ot_Q99MvqU
Institution Question: What are the brand values being presented by this text?
Audience: Who is the target audience?

BBC Pure Drama advert:
https://www.youtube.com/watch?v=G57ziAvaPcQ
Audience: Where is the audience being positioned by this advert?
Institution: How does the BBC present the content of its drama?

The Guardian..1986 advert:
https://www.youtube.com/watch?v=_SsccRkLLzU
How is The Guardian newspaper represented in this advert?

Cross-Media Study Essays:
What do we learn about the power of digital media through the cross-media study?

'Digital Media has allowed the audience to be empowered.' To what extent does your cross-media study reflect this view?

Click on link below to access past papers:
http://www.aqa.org.uk/subjects/media-studies/a-level/media-studies-2570/past-papers-and-mark-schemes

HOMEWORK: YOU HAVE A CHOICE. Feel free to attempt a written response to any of the work discussed in today's session...OR NOT!!! YOU DECIDE!!
LAST LESSON IS ON THURSDAY. Bring your brain.

YEAR 13 Friday 6th May 2016

This session looked at the incredible story of the teenagers in RAQQA and how they used mobile phones and internet connection to challenge ISIS when this group invaded their home city in Syria.
Click on links below. Navigate through the videos from this first video:
http://www.bbc.co.uk/news/world-middle-east-36096587
Then the class discussion moved into a consideration of Section B of the exam. The question considered in this session was:
New and digital media is creating one global culture. Do you think this is true?
Class discussion considered how it is possible to access News sources from all over the globe to reduce the chance of a dominant mainstream media representation influencing behaviour or perception.
Students could also discuss KHAN ACADEMY and how this resource has the ability to become a global resource. Students need to research other examples of educational resources with a global influence.
Next Tuesday we will continue this discussion and the essay will be a homework.

HOMEWORK: Research material that can be used in the Impact of Digital Media essay.
Students should be aware of these two blogging brothers:
https://www.youtube.com/watch?v=324v2LAiJ0o

YEAR 12 Thursday 5th May 2016

Today's session looked at the Cross-Media Study question:
Convergence allows audiences to access media content from multiple platforms on one device. Assess the impact of convergence in your cross-media study.
Support your answer with reference to a range of products from three media platforms.

The class discussion considered how the accessibility and availability of e-media has had an impact on the ability of filmmakers to market their film, offer their audience information relating to the film's content, and offer the audience a range of options for consuming the film. Reference must be made to the ability of the audience to consume the film via a range of portable digital devices.
The Channel Four element of the cross-media study considered how placing so much information on one platform allows Channel Four to access their broadcasting remit. Again, reference needs to be made to accessing the e-media via portable digital devices.

HOMEWORK: COMPLETE THE Cross-Media ESSAY. I expect ALL students to address the mistakes that were discussed in this session. I want to see a much more coherent and precise question focus.

YEAR 13 Tuesday 3rd May 16

This session was a 30 minute session due to the fact that I was moderating Y12 coursework.
HOMEWORK:
Produce a written response to the question:
SHOULD THE MEDIA BE REGULATED?
We have discussed possible content for this question. This task requires Independent Research and Critical Autonomy. There are many ways of answering this question. We have discussed banned adverts, media theory that suggests that the media can influence human behaviour, the digital world and how self-regulation may be the new model of regulation etc etc. I require a structured and relevant written response to this question. I expect a four/five paragraph response. You will be able to use this as a resource as we approach the examination.
I have made my feelings relating to the coursework perfectly clear. I EXPECT ALL STUDENTS TO COMPLETE THIS TASK.

LIBERTY VIDEO. PERSONAL DATA...

This video explores the key media issue and debate that link to the issue of  personal data privacy.
http://www.nosnooperscharter.org.uk

YEAR 13 Tues 26th/ Friday 29th April 2016

The Tuesday session asked students to consider a Section B question and complete this question for homework.
'WE STAND FOR A SINGLE INTERNET WHERE ALL OF HUMANITY HAS EQUAL ACCESS TO KNOWLEDGE AND IDEAS'.
DOES YOUR CASE STUDY SUGGEST THAT NEW AND DIGITAL MEDIA HAVE MADE A POSITIVE CONTRIBUTION TO HUMANITY?

The Friday session considered the media issues and debates that link to the media reporting of the Hillsborough disaster and the reporting of the events earlier in the week. This is a MASSIVE MEDIA MOMENT and students are expected to be ware of why this moment should be of interest to a media student. THE ACTIONS OF THE SUN NEWSPAPER ARE A DISGRACE. Who is Kelvin McKenzie? Why was the front page of the Sun newspaper in 1989 so painful for the people of Liverpool? How were the people of the city represented? If mobile phones had been available in 1989, would the families have had to wait so long for justice?

The second section of the session considered the question:
Should the media be regulated?
Students MUST be able to answer this question as they drift towards Section A of the exam. Students need to be able to support their arguments with specific textual reference.
Recently regulated texts:
http://www.theguardian.com/media/2016/mar/30/ethical-fashion-brand-ads-banned-nobodys-child-asa#img-1
http://www.theguardian.com/media/2016/apr/28/asa-probe-gender-stereotyping-women-adverts
http://www.theguardian.com/media/2016/feb/03/slimming-pills-xls-medical-ad-banned-irresponsible-approach-body-image
http://www.theguardian.com/media/2016/apr/12/matchcom-to-remove-posters-implying-red-hair-and-freckles-imperfections
Paddy Power Banned Advert 2015...Unbelievable!!
http://irishpost.co.uk/watch-paddy-power-advert-deemed-too-rude-for-tv/
http://www.theguardian.com/media/2015/feb/20/paddy-power-oscar-pistorius-ad-complaints-2014-asa
https://www.sciencedaily.com/releases/2016/02/160207203447.htm
http://www.geek.com/games/11-video-games-that-got-banned-and-why-1645406/
http://www.bbc.co.uk/news/world-africa-36035210
http://www.aljazeera.com/news/middleeast/2011/05/20115135621233618.html
CONSIDER REGULATION AS A UK AND GLOBAL ISSUE!! Will media regulation in Saudi Arabia differ from regulation in the UK? If so...why?
Banned video games? Regulated films?

It took me 10 minutes to find these resources. I expect students to be finding their own texts to illustrate their response to the question about media regulation.

The exam demands evidence of students offering evidence of independent study and critical autonomy when evaluating media issues and debates.

YEAR 13 12th/14th/19th April 2016

The aim of these sessions was to explore content linked to Section A of the exam and discuss issues linked to Section B and the Impact of Digital Media. Homework was difficult to set as students were busy completing coursework. The basic spine of these sessions was class discussion. Students were made aware that their independent research is essential if they are to access Section B in  successful manner.

YEAR 12 25th/28th April 2016.

The focus of these sessions was the Cross-Media Study. Students were asked to consider the question:
'WHEN WE ENGAGE WITH MEDIA WE BOTH ACT AND ARE ACTED UPON, USE AND ARE USED'. CONSIDER HOW MUCH CONTROL AUDIENCES HAVE IN RELATION TO THEIR USE OF MEDIA PRODUCTS FROM YOUR CROSS-MEDIA STUDY.

The Thursday session involved producing a timed essay.

The SUCCESS of the Cross-Media Study is dependent upon RESEARCH. It is obvious that the most successful CMS essays are the responses that offer clear evidence of independent research as this allows the students to produce a specific and detailed response. TOO MANY OF THE ESSAYS ARE GENERAL AND VAGUE. Independent study is crucial and this was the focus of the two sessions. Students need to research ALL the information that they can gather that is linked to their exam texts.
KEY QUESTIONS:
HOW IS THE PRODUCT PROMOTED?
HOW CAN THE AUDIENCE RESPOND TO THE PRODUCT?
HOW CAN THE AUDIENCE ACCESS THE PRODUCT?
HOW SIGNIFICANT IS THE USE OF SOCIAL MEDIA IN PROMOTING THE PRODUCT?
WHAT IS THE AIM OF THE INSTITUTION?
WHO BENEFITS MORE: AUDIENCE OR PRODUCER?
HOW DOES THE PRINT MEDIA LINK TO THE E-MEDIA?
IS THE PRODUCT AVAILABLE ACROSS A RANGE OF MEDIA PLATFORMS?
HOW SIGNIFICANT IS THE INTERACTION BETWEEN AUDIENCE AND PRODUCER?
HOW CAN MEDIA THEORY BE APPLIED TO YOUR STUDY?
WHAT IS THE AIM OF THE BROADCAST MEDIA?
STUDENTS NEED TO RESEARCH ALL ASPECTS OF THE E-MEDIA USED TO PROMOTE  THE PRODUCTS IN YOUR CMS.


HOMEWORK: Continue to research your CROSS-MEDIA texts so that your written work can be specific, informed and detailed.