YEAR 13 LESSON THREE [23rd Sept 11]: Homework.

Students were asked to consider their own definition of democratic freedom before a class discussion produced a series of notes that will be used to help create a response to the question: 'THE INTERNET AND WORLDWIDE WEB HAVE CREATED A MORE DEMOCRATIC WORLD.' TO WHAT EXTENT DO YOU AGREE WITH THIS STATEMENT?

I expect this essay to be completed for homework and handed to me at the beginning of next Friday's session.

The second section of this session was concerned with discussing material that will eventually allow students to produce a response to the statement: 'MEDIA INSTITUTIONS ARE RIGHT TO FEEL THREATENED BY NEW/DIGITAL MEDIA.' CONSIDER THIS STATEMENT AND SHOW HOW MEDIA INSTITUTIONS ARE REACTING TO TECHNOLOGICAL DEVELOPMENTS.

Students were provided with material that explores media issues relating to 'The MySpace Story' and also explores the influence of Napster and how Shawn Fanning has changed how we consume music. Students were made aware of the Google Plus challenge to Facebook. Click on link to view BBC material relating to this issue:

http://www.bbc.co.uk/news/technology-15028920

http://www.bbc.co.uk/news/technology-14985494

Students were then asked to consider the influence of advertising and whether the internet is really a 'Free Space'. What price do we pay when we access the digital world?

Homework: Students need to complete the media and democracy essay. Students also need to watch the third episode of the BBC's THE VIRTUAL REVOLUTION. This episode is titled THE COST OF FREE and is an essential resource. This documentary explores issues such as the influence of the cookie, how behavioural targeting works, and why Adwords is so effective. YOU MUST WATCH THIS EPISODE. The first three episodes of this documentary form the basic understanding of digital media that will allow students to develop a more sophisticated understanding of media debates and issues. If you are not watching these resources you are not an A Level Media student and might want to reconsider your academic options. Click on link below to access the first You Tube segment of episode three. Students should navigate through the episode from this initial link:

http://www.youtube.com/watch?v=F5ShMZ0Xy2Q

Students need to familiarise themselves with THE COST OF FREE/Napster notes as this information will inform the next session.

Lots to do folks. The essay is a massive piece of work as it will provide me with evidence of how you are approaching this course and how much research you are undertaking beyond our classroom. CRITICAL AUTONOMY is crucial. I have provided an essay plan and a mass of material that is relevant for this task. I expect a detailed and convincing A2 response that reflects the amount of work/material that we have discussed in preparation for this task.

Students are advised to revisit the links offered in the first two lesson blog entries.

Good luck.

WILL GOOGLE PLUS CHALLENGE FACEBOOK? BBC Article.

Google seem desperate to extend their vast economic and digital power because they obviously need to raise their digital profile!! Sorry about the sarcasm but how much of the digital marketplace can one company command before there is an issue relating to monopoly? Has the internet simply created a small number of global companies that bully and dominate the digital market? This might be an issue A2 students could explore through their coursework.

Anyway, click on the link below to hear a google representative 'sell' google plus and avoid using the word 'Facebook':

http://www.bbc.co.uk/news/technology-14985494

Facebook are clearly aware of Google Plus:

http://www.bbc.co.uk/news/technology-14906877

Google's links with China may be of interest to A2 students currently collecting material for their media and democracy essay. Google accepted the restrictions imposed upon them by the Chinese government as they still stood to rake in a mass of profit. They threatened to remove the google service from China when it was discovered that the Chinese government had hacked into thousands of Gmail accounts:

http://news.bbc.co.uk/1/hi/8455712.stm

http://news.bbc.co.uk/1/hi/business/8456950.stm

http://news.bbc.co.uk/1/hi/business/4903434.stm

http://news.bbc.co.uk/1/hi/technology/4645596.stm

http://www.guardian.co.uk/technology/2010/jan/12/google-china-ends-censorship

http://www.nytimes.com/2010/03/23/technology/23google.html

The saga of China and Google is an interesting tale. A2 students should be aware of its significance.

YEAR 12 LESSON TWO [20th Sept 11]: Homework.

Students were offered resources that provide an overview of AUDIENCE THEORY, GENRE AND NARRATIVE THEORY. Students were also offered an exemplar response to the question: Compare and contrast the trailer from the first series of Skins with the trailer for the second series of Skins with particular reference to the representation of teenagers.

Click on link below to access both trailers:

Series One:http://www.youtube.com/watch?v=Nm0onseM1Mw

Series Two: http://www.youtube.com/watch?v=QF0L-xparmI&NR=1

Students then considered the codes and conventions of the film trailer. A series of trailers were shown to the students and class discussion/reaction produced a board full of relevant notes. Students examined how information relating to genre and audience is always evident, information is offered relating to character and location, the use of enigma codes and a sense of narrative disequilibrium is often evident, and text and/or voiceover is often used to ensure that the trailer is not too polysemic. Click on link to access the Winter's Bone trailer:

http://www.youtube.com/watch?v=5O8F8JtSVmI

Click on link to access Prom trailer:

http://www.youtube.com/watch?v=4E0od4gSIXg

Click on link to access Social Network trailer:

http://www.youtube.com/watch?v=lB95KLmpLR4

The second section of this session involved students offering a media criticism of the controversial 2008/2009 Barnardos advertisement 'Breaking the Cycle'. Click on link to access the advertisement:

http://www.youtube.com/watch?v=yFOcrZeMRUU

This advertisement inspired nearly 500 complaints when broadcast on ITV in November 2008 during the ad break to 'I'm a Celebrity, get me out of here'.

Guardian article relating to Break the Cycle:

http://www.guardian.co.uk/media/2008/dec/10/asa-advertising1

Daily Telegraph article that includes interview with actress:

http://www.telegraph.co.uk/culture/tvandradio/3706674/Barnardos-abuse-advert-is-reality-TV-says-actress.html

Homework: Students should read all the material that I offered in this session. Students should be beginning to develop a basic understanding of NARRATIVE/AUDIENCE theory and media language. The first written task is a response to the Breaking the Cycle advertisement. Students must answer the following questions:

1.How are media forms used to shape the meaning of this advert?

2.How is the life of the girl represented?

3.What do we learn about the role of Barnardos in this advertisement?

4.Where does the advert position its audience?

Below is a link to a resource that will help students construct an appropriate written response to this first written task. Students can print or download this document:

http://www.docstoc.com/docs/96351009/AS-MEDIA-STUDIES-WRITTEN-TASK

You lot were brilliant today. Much appreciated.Keep it up.

Smoking in films influences teenage behaviour: BBC news item.

One of the key concepts in media is the debate that considers the influence of media. Chomsky and Marxist Theory clearly offers the view that the media is incredibly influential whereas Liberal Pluralism offers the view that the audience has the freedom to choose its media input therefore the audience is more active, and media less influential, than Chomsky suggests. This report seems to suggest that the media is having an influence upon teenage behaviour therefore serves to reinforce the Marxist viewpoint rather than a more pluralist perspective. STUDENTS MUST BE AWARE THAT THIS IS A CENTRAL MEDIA DEBATE. CAN THE MEDIA REALLY INFLUENCE HUMAN BEHAVIOUR?

This issue also relates to Media regulation. Should films that depict smoking be given an 18 certificate? Don't forget folks, the British Board of Film Classification website is a fantastic resource when researching media and regulation. Click on link to access their excellent website. The student resources are superb and the historical information is incredibly useful. I advise A2 students to visit this site:

http://www.sbbfc.co.uk/

Click on link below to access BBC online article and access video report:

http://www.bbc.co.uk/news/health-14971560

YEAR 13 LESSON TWO [16th Sept 11]: Homework.

The lesson began with a recap of how the BBC has adapted to the digital revolution. It is absolutely essential that students are able to make specific reference to how the BBC uses digital technology to provide a decent service for its audience. For example students must be able to explain how the BBC has revolutionised how its audience can consume and respond to the BBC radio service [podcasts, blogs,programme specific websites, online archive, ability to e-mail journalists, webcam, use of video clips etc]. Again...I urge ALL students to research the origins of the BBC and develop an understanding of why the BBC's ethos is to INFORM, EDUCATE and ENTERTAIN. When did the BBC begin? Who was Lord Reith?

Click on link to access a brief history of the BBC:

http://www.bbc.co.uk/historyofthebbc/index.shtml

The success of the BBC needs to be compared with an institution that has struggled to adapt to the challenges of the digital age. Students were advised to be aware of the pressure that Napster placed on the music industry and how EMI suffered, and continues to suffer, as it struggles to develop a business model for the digital age. Again, research required. Why did Murdoch sell MySpace? How significant is SPOTIFY'S business model?

An article from the Media Guardian was handed to students that explores the continuing success of PRIVATE EYE magazine. This is important as print media is being savaged by the digital age yet here is an example of thriving print media. Subscriptions to Private Eye continue to create profit and this was linked to Murdoch's PAYWALL and students examined why a paywall/subscription may be a successful business model for Private Eye, The Wall Street Journal and The Financial Times but not The Sun or The Times. IF THE CONTENT THAT IS BEING OFFERED IS UNIQUE AND CONSIDERED OF VALUE BY ITS AUDIENCE THEN THEY WILL PAY FOR CONTENT. IF SIMILAR CONTENT IS AVAILABLE ELSEWHERE FOR FREE, PERHAPS A PAYWALL BUSINESS MODEL WILL STRUGGLE TO GENERATE REVENUE.

Click on link below to access Media Guardian 'Private Eye' article:

http://www.guardian.co.uk/media/2011/sep/11/private-eye-50?INTCMP=SRCH

The heart of this session examined the issues surrounding media and democracy. Students were asked to consider the question:

'The Internet and the World Wide Web have created a more democratic world.' To what extent do you agree with this statement?

Students were offered a resource that examines the role of technology in the recent London Riots and a resource that presents an overview of internet censorship.

Technology and London Riots:

http://news.bbc.co.uk/1/hi/programmes/click_online/9563177.stm

Internet Censorship:

http://www.youtube.com/watch?v=XPAvg6CU6sI

HOMEWORK: Students were provided with a very structured research project. Students must be aware of how the views of Andrew Keen and Clay Shirky differ, the significance of social media when organising protest and allowing the world to access information in Iran in 2009 and throughout the recent 'Arab Spring' uprisings, the significance of China and their approach to digital freedom, the use of technology in the recent London riots, the significance of Wikileaks and Bradley Manning's role in the recent history of Wikileaks, and finally the significance of The Stuxnet Worm and the implications of nation states using digital technology in such a manner. Cyberwar?

The following resources will help students with this research homework. REMEMBER....FISHYMEDIA IS YOUR ONE STOP MEDIA RESOURCE SHOP!

Resources related to Shirky and Keen are still available on the entry that provides an overview of our first session. There are lots of resources on this page that will help you with this homework. Click on link here to access the Lesson One blog entry:

http://fishymediaresources.blogspot.com/2011/09/year-13-lesson-one-9th-sept-11-homework.html

Brilliant Wikileaks documentary. All you need to know about this institution is here:

http://fishymediaresources.blogspot.com/2011/09/wikileaks-documentary.html

BBC documentary: How Facebook changed the world...

http://fishymediaresources.blogspot.com/2011/09/how-facebook-changed-world-bbc.html

Click on link to access the second episode of The Virtual Revolution. This is an essential resource. There is a mass of material in this episode that you will be able to use in your essay. This is the first ten minute You Tube segment. Navigate through the segments from this link:

http://www.youtube.com/watch?v=RFeJaEhUGs8

Here is the link to The Virtual Revolution webpage. This is a superb resource:

http://www.bbc.co.uk/virtualrevolution/interviews.shtml

Stuxnet worm links:

http://fishymediaresources.blogspot.com/2011/09/internet-is-not-safe-hacking-is-big.htm

Cameron and social media 'crackdown' article from The New York Times:

http://www.nytimes.com/2011/08/12/world/europe/12iht-social12.html

Lots to do folks. Remember, independent research will develop your critical autonomy. Your A2 grade is dependant upon your understanding of media issues and debates and your ability to demonstrate critical autonomy. You will only develop this understanding with independent research. Good luck fiends.

100 Songs That Changed History: Time Out Feature.

THIS SHOULD BE OF INTEREST TO ANY INDIVIDUAL INTERESTED IN MEDIA, MUSIC AND POPULAR CULTURE. This is not a list judged on artistic merit but on the historical significance of the song. For example The Spice Girls are in the list because of their significance when offering 'music' as a brand. Justin Bieber [hello NT] is in the list because of his use of You Tube and the viral marketing campaign that launched his career. The brilliant STEEL PULSE and their Ku Klux Klan is at number 83 because of their challenge to the racist National Front in 1970s Britain. I remember seeing this when I was a young teenager and being mesmerised. I couldn't understand why these young black British men were dressed like vile American racists....then I heard the lyrics. I travelled into Hull city centre the next day and bought their album 'Handsworth Revolution' from Sydney Scarborough's underneath the City Hall [ask your grandparents!!]. It is still one of my favourite albums. EVERY song in this list is accompanied by an explanation of its significance. THIS IS A FANTASTIC RESOURCE. Some of the songs might be bobbins and make Snow Patrol appear innovative and creative [ impossible i know...] but the explanation of the song's significance is always fascinating and often relates to media issues and debates. This resource is aimed at A2 students but any sentient human being with a working pulse

should find something of interest here.

At the very least, be aware of WHY Billie Holiday is number 33. Click on link:

http://www.timeout.com/london/feature/1488/100-songs-that-changed-history-the-full-list

TROLLING: An unbelievable news story.

Trolling is a term used to describe the trend of anonymously seeking to provoke outrage by posting insults and abuse online. Click on link to read a story that is genuinely grim. This is the dark side of digital technology. Click on link:

http://www.bbc.co.uk/news/uk-england-berkshire-14894576

http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-14162669

http://www.bbc.co.uk/news/magazine-14898564