YEAR 12 LESSON SIX [15th Oct 12]: Homework.

Students continued to collect material suitable for the construction of a 'Sixth-Form Survival Guide'. Next week students will attempt to shape this material into a film. This will be an introduction to film editing and all the skills that will be used next week will be relevant when constructing coursework. This course is 50% Written/50% Coursework so next week's session is a BIG LESSON. Students are expected to use digital technology to create creative media and next week will be your introduction to the technology that you will be using to create your coursework. The filming looks okay. We should have some decent material to edit.


The Barnardo's written work was outstanding. Thank you very much media freaks. Keep it up.

HOMEWORK: Familiarise yourself with the DEXTER resource. Consider the question:
How are media forms being used to represent the nature of the central character?
click on link: http://www.youtube.com/watch?v=ej8-Rqo-VT4

Don't produce a written response. Just watch and think...this will inform the quality of next week's class discussion.

YEAR 13 LESSON SIX [10th Oct 12]: Homework.

THIS WAS A BIG LESSON. Students received their first marked A2 essays and feedback. Students need to offer more evidence of independent research and need to be aware that opinion must always be supported with textual reference. An exemplar response was provided from last year's A2 group. Students need to read this essay and be aware of the level of detail required to achieve an A grade at A2.

The whole of the session was a consideration of the essay title:
'THE INTERNET AND WORLDWIDE WEB HAVE HELPED CREATE A MORE DEMOCRATIC WORLD.' To what extent do you agree with this statement?
Class discussion explored a series of topics that may be appropriate for consideration within this essay. A potential essay structure:

• Reference to Clay Shirky and his views relating to the empowering creative potential of digital media.
• Reference to Iran in 2009/The Arab Spring of 2011 and how social media was used to confront political regimes that were inhibiting democratic freedom.
• Reference to 38 Degrees and how such sites attempt to bring people together to fight for democratic justice. Examples of campaigns?
• An exploration of the purpose of Wikileaks that considers why governments would want to control the information offered to its people and control the nature of their own political representation. This could be linked to Marxist Theory as the fact that governments wish to control information suggests they believe the web is capable of great political influence and can be used as a means of 'manufacturing consent.'
• Reference to China and how the Chinese government attempts to regulate digital information.
• The Estonian banking crisis OR the Stuxnet Worm and issues relating to cyberwar OR Anonymous and Hacktivism and how this emphasises how vulnerable we all are on the web.
• Trolling and how digital media can be used to cause psychological distress. Possible reference to views of Andrew Keen.
• The London Riots and how social media was used. This is a great example of the duality of digital media. Different people use social media for different reasons. If your motivation is to use digital media to empower people, the web does help create a more democratic world. If an individual's motivation is to control information, indulge in criminal activity and spread fear, the web helps create a world of fear and anxiety. IT DEPENDS WHO IS USING THE MEDIA AND FOR WHAT PURPOSE.
• The conclusion may explore issues relating to geography. Access to digital democratic freedom depends upon where you live and the motivation of the individual using the technology. The technology itself does not create a more democratic world. The web is a reflection of the human condition. Good and bad.

BELOW ARE A SERIES OF RESOURCES THAT CAN BE USED TO PROVIDE CONTENT FOR THIS ESSAY. THE ESSAY SHOULD BE FOUR/FIVE PARAGRAPHS AND A CONCLUSION.
Hacking....Security issues: http://www.bbc.co.uk/news/technology-19280905
Stuxnet worm: http://www.bbc.co.uk/news/technology-18825742
Cyber War threat: http://www.bbc.co.uk/news/world-asia-china-17308921
Cyber Attacks : http://www.bbc.co.uk/news/technology-16754276
April Jones trolling: http://www.bbc.co.uk/news/uk-england-lancashire-19869710
The Virtual Revolution. Below are three links to the second episode. Students should watch the whole of this episode as it is relevant for this essay:
 http://www.youtube.com/watch?v=RqesGryXoo4&feature=relmfu
http://www.youtube.com/watch?v=Yj4OtguOH9E&feature=relmfu
 http://www.youtube.com/watch?v=8sH4HHiMNko&feature=relmfu
38 Degrees Website:http://www.38degrees.org.uk/
Wikileaks Documentary: http://www.youtube.com/watch?v=PvmfOaZ34Pk
London Riots from BBC Click:http://news.bbc.co.uk/1/hi/programmes/click_online/9563177.stm
Facebook and the Arab Spring. BBC Documentary:http://www.youtube.com/watch?v=lnPR90dJ3Gk

FISHYMEDIA IS YOUR ONE STOP MEDIA RESOURCES SHOP FOLKS. SHOW ME EVIDENCE OF INDEPENDENT STUDY. ALL THE RESOURCES ARE HERE. USE THEM.

HOMEWORK: Complete the essay. The challenge to all students is to improve your mark by ONE FULL GRADE.
GOOD LUCK MEDIA FREAKS.

YEAR 12 LESSON FIVE [8th Oct 12]: Homework.

The lesson began with feedback to the last written homework. The American cigarette adverts/Art Gallery written response was unimpressive. Students need to use media language in a more convincing manner when constructing a critical analysis and students must support their argument with specific reference to the media text. Exemplar material was offered to the class. Students need to read this resource.
The next critical written work will be a critical response to the resource below.
Dexter's 'Morning Routine':   http://www.youtube.com/watch?v=ej8-Rqo-VT4

The heart of the lesson was an introduction to the construction of creative media. Students were given the task of filming material that can be used to create a film that offers a 'BEVERLEY JOINT SIXTH FORM SURVIVAL GUIDE' for a Year 11 audience. Students were given the task of collating interviews and capturing images of the school. This was the first opportunity that students have been offered to capture moving image material. Some groups have captured some really good material. One group seem to have been wasting my time. We will have a feedback session at the beginning of the next session.

HOMEWORK: Students need to watch the Dexter resource and consider how media forms are being used to suggest the nature of the central character.
Next week students will be expected to gather as much footage as possible for the Sixth Form Survival Guide. I expect students to collect the video cameras at or before 9am next Monday. We need to be collecting material throughout the day, not just in the two 'media' hours. Students are encouraged to use their smart phones to gather moving and still images that we can use in our film. We need some footage of the sixth form centre at BHS. CO'B has a video camera. Feel free to share this resource and collect material from BHS.
Next week we gather as much material as we can. The week after, students will be introduced to the wonderful world of film editing.

Next week you will receive the results of the Barnardo's homework.

YEAR 13 LESSON FIVE [3rd Oct 12]: Homework.

Students were asked to illustrate their understanding of media theory through a consideration of the title:
'Violent films produce violent people.' Discuss.
This will be an essay title in the very near future. Class discussion was excellent. I particularly liked MT's suggestion that desensitisation could be linked to Marxist theory. The application of media theory is a skill that all the class need to develop as this was definitely a media weakness in Year 12.

The next phase of the lesson was a consideration of the title:
'THE INTERNET AND WORLDWIDE WEB HAVE HELPED CREATE A MORE DEMOCRATIC WORLD.' To what extent do you agree with this statement?

Class discussion was punctuated with two relevant segments from the wonderful BBC series The Virtual Revolution. Clicl on link below for clips:

The Virtual Revolution clip one:
 http://www.youtube.com/watch?v=RqesGryXoo4&feature=relmfu

China..clip two:http://www.youtube.com/watch?v=APTtOVTm_Jc&feature=relmfu

Reference was made to the 38 Degrees site. Click on link: http://www.38degrees.org.uk/

Negative aspect of the internet.....Trolling: http://www.guardian.co.uk/uk/2011/sep/13/internet-troll-jailed-mocking-teenagers

Students will be asked to complete this essay for homework next week.

The final section of the lesson considered MEST 3 Section A and two texts were offered to the class. The question being considered was:
How is the experience of War represented in these two texts?
Click on links below to access texts:
RESTREPO:  http://www.youtube.com/watch?v=zvUdruvbdmI
Battle for Haditha: http://www.youtube.com/watch?v=DZl5w1nFYUE&feature=related

HOMEWORK: Students will have an important essay to attempt next week so this week needs to be an 'independent research' week. Students need to illustrate critical autonomy when constructing next week's essay so you have a week to find and digest material that can be used in the 'Democracy' essay.
Students might want to digest these resources that relate to the London Riots, Wikileaks and the Arab Spring.

Wonderful BBC documentary that explores how Facebook was used to organise direct action during the Arab Spring: http://www.youtube.com/watch?v=lnPR90dJ3Gk

London Riots resources: http://fishymediaresources.blogspot.co.uk/2011/08/how-has-technology-affected-riots-in.html

Wikileaks documentary: http://fishymediaresources.blogspot.co.uk/2011/09/wikileaks-documentary.html

YEAR 12 LESSON FOUR [1st Oct 12]: Homework.

Students received their first marked homework of the year. I thought you lot handled the horror of receiving your first A Level grades in an admirable manner. The first intellectual engagement of the morning involved a consideration of the Winter's Bone trailer and how much information could be gathered from the first 20 seconds of the trailer. The aim of this exercise was to make students aware of the mass of information that is offered by a relatively brief media text and the importance of being able to identify key moments within a text. The exam will test student ability to quickly identify the key moments within a text. Class response was superb.
Link to The Winter's Bone Trailer: http://www.youtube.com/watch?v=5O8F8JtSVmI

The second phase of the lesson considered the institutional aim of a student text created by a previous Year 12 group. The class were asked to consider if this was appropriate for the institution and how text might be used to anchor meaning at the conclusion of the text. Again, the response was intelligent and relevant.
Click on link to access student film: http://vimeo.com/16121970

The main section of the lesson was a consideration of the Barnardo's 'Breaking The Cycle' campaign from 2008. The class were asked to consider four questions:

1. How are media forms used to shape the meaning of the advert?
2. How is the life of the girl represented?
3. What do we learn about the role of Barnardo's in this advertisement?
4. Where does the advert position its audience?

Click on link to access text: http://www.youtube.com/watch?v=yFOcrZeMRUU

HOMEWORK: Complete the Barnardo's written task. Furthermore, students must capture TWO STILL IMAGES of Beverley. The two images should offer two very different representations of Beverley. The two institutions shaping the representation should be aiming to access a different audience. For example one image may be aimed at young families and the other image aimed at teenagers. The choice is your own. E-mail me the two images before next Monday's lesson. Make sure you clearly state your target audience and the nature of the institution mediating the representation.

You lot were superb today. I expect ALL written work to improve by AT LEAST one full grade. Keep watching this blog as I will be posting some exemplar material asap.

Students may also like to hunt the mysterious  Beverley Westwood ELK. The truth is out there!

YEAR 13 LESSON FOUR [26th Sept 12]: Homework.

This session aimed to provide students with notes that can be used to respond to the following 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.

Class discussion considered the content that would be appropriate when attempting to answer this MEST3 challenge. Reference was made to a variety of texts including:

• The BBC and how and why they have embraced the challenge of the digital world.
• The music industry and how NAPSTER has changed how an audience can consume music. Reference was made to Spotify and how Mp3 file sharing has blurred the boundary between audience and producer. Illegal file sharing and copyright is a big issue here. 
• PAYWALLS and Rupert Murdoch.
• MySpace and Wikipedia.
• The publishing industry.

Students were offered a potential essay structure to accompany the notes created via class discussion. The interesting feature of this essay is that digital media institutions have struggled to survive in the digital world. It is not just old analogue media institutions that have struggled to create a business model that is appropriate for the digital world. Furthermore, digital media has allowed certain individuals the opportunity to thrive in the digital market-place. Reference was made to KHAN ACADEMY, SBTV, ROSIE HARDY and AMANDA HOCKING.

THIS IS A MASSIVE ESSAY. It will allow me to gauge who has been synthesising the information that I have been asking you to read and watch. The Virtual Revolution notes that relate to Wikipedia's gatekeeping system and the influence of Napster will be extremely useful. Remember, the whole aim of A2 Media is to encourage critical autonomy and independent study. This essay is your first test.

HOMEWORK: Complete the essay. The essay should consist of four detailed paragraphs and a convincing conclusion.

Students should also consider how media theory can be applied to the following title:
'VIOLENT FILMS CREATE VIOLENT PEOPLE.' Discuss.

Also...your next essay title will be:
'THE INTERNET AND WORLDWIDE WEB HAVE CREATED A MORE DEMOCRATIC WORLD.' To what extent do you agree with this statement?
Students need to think about how they will answer this question. We will be discussing this title in the next session.

LOTS TO DO FOLKS. SORRY about the Victoria Sponge...next week...I promise.

Below are some links to help with the essay:
MySpace BBC online:  http://www.bbc.co.uk/news/technology-19712478
Facebook: http://www.bbc.co.uk/news/technology-18981495
The Virtual Revolution..The Cost of Free:
http://www.youtube.com/watch?v=MNAfnfcergc&feature=related
SBTV: http://sbtv.co.uk/
Rosie Hardy: http://www.rosiehardy.com/
Khan Academy: http://www.khanacademy.org/
Music piracy: http://www.bbc.co.uk/news/technology-19599527
Amanda Hocking: http://www.guardian.co.uk/books/2012/jan/12/amanda-hocking-self-publishing
NAPSTER: http://www.youtube.com/watch?v=CSpzW8bkkPc&feature=related
Rupert Murdoch discusses Paywalls: http://www.youtube.com/watch?v=ae4Cy6xee2o
Murdoch on new media: http://www.youtube.com/watch?v=ae4Cy6xee2o

YEAR 12 LESSON THREE [24th Sept 12]: Homework.

Students were briefly introduced to the media theories of Marxism and Liberal Pluralism and the idea of the audience being passive and active. The class were then offered the views of Baudrillard and his belief that all texts are mediated thus we exist in a state of HYPERREALITY. Students were also offered the views of John Berger and his belief that advertising attempts to exploit human vulnerability and offers the consumer a world where they can be 'better'. Bill Hicks appeared with his views relating to marketing. Why does Hicks entertain such extreme views? Why are the audience clapping?! Click on the link below to hear the late, great Mr.Hicks:
http://www.youtube.com/watch?v=UEnA29wK7uM 

Students were then introduced to the narrative disaster that is THE WINGS OF LUNESTA promotional advertisement. Class discussion explored why this is NOT an example of a successful media text. Click on link:  http://www.youtube.com/watch?v=nVSERRGSvd0&feature=related

The session moved on to consider the REPRESENTATION of the act of smoking cigarettes in three American print advertisements from the 1970s. One student made a wonderful comment that the modern LYNX advertisements are equally ridiculous and represent women in a similar manner to the old American print advertisements. What do you think? Similar? Different? Click on link below to access  the 'fallen angels' LYNX advert:
http://www.youtube.com/watch?v=EfeVEAZkJqM
Students were also asked to consider how media forms were used to represent the nature of the institution in a print advertisement used by a Mexican Art Gallery. This generated a discussion that explored the nature of 'shock advertising' and moved the session into its main phase.

The main section of the lesson considered the Barnardo's broadcast media from a 2008 campaign titled: Breaking the Cycle. Click on link below to access the text:
http://www.youtube.com/watch?v=yFOcrZeMRUU
Students were also introduced to an image from a Barnardo's print campaign and asked to consider the media codes used to present information via the Barnardo's e-media. Click on link below to access Barnardo's e-media: http://www.barnardos.org.uk/
Students were asked to consider why the tone of the e-media seems less intense and provocative than the broadcast and print media.


HOMEWORK: Students must digest the Barnardo's material as this material will be the focus of your next piece of written work.

I would like students to produce a written response to the following questions:

1. How is the act of smoking represented in the THREE American print advertisements from the 1970s?
2. In the provocative poster used to advertise the Mexican Art Gallery, who is the target audience and what kind of art can the audience expect to experience within this gallery? 

STUDENTS NEED TO ILLUSTRATE THEIR ANSWERS USING APPROPRIATE MEDIA LANGUAGE AND SPECIFIC TEXTUAL REFERENCE.

Once more...you lot were magnificent today. Keep it up.