CROSS-MEDIA STUDY E-MEDIA RESOURCES 2013.

Exit Through The Gift Shop:
http://www.banksyfilm.com/
Project Nim:
http://www.project-nim.com/
Restrepo:
http://restrepothemovie.com/
The Secret Millionaire:
http://www.channel4.com/programmes/the-secret-millionaire
The Wonders Of The Universe:
http://www.bbc.co.uk/programmes/b00zdhtg
Channel Four Documentary Page:
http://www.channel4.com/programmes/tags/documentaries
Michael Moore's website:
http://www.michaelmoore.com/
Nick Broomfield's website:
http://www.nickbroomfield.com/
Louis Theroux website:
http://louistheroux.com/
Louis Theroux on the BBC:
http://www.bbc.co.uk/programmes/b00g2kjm

YEAR 12 LESSON SIXTEEN [14th Jan 13]: Homework.

The first section of this lesson attempted to improve the critical skills required to answer Section A of MEST1. The recent written work lacked precise textual reference, coherent argument and media language!! The aim of this session was to use Wednesday's AS Media Studies exam paper as a resource to illustrate EXACTLY how to approach a written response. Chimpnimsky modelled an exemplar response and students need to reflect this approach in their own critical written work.
Click on link below to access the broadcast media resource:
http://www.youtube.com/watch?v=h-8PBx7isoM
Class response was excellent BUT this level of detail and perception NEEDS to be reflected in written work.
The second session considered THE CROSS-MEDIA STUDY. Students were offered a resource that should inform understanding of this section of the exam. Class discussion considered the SYNERGY between the print media of the film documentaries in our study and the e-media. Students were asked to consider the question:
EVALUATE HOW FAR AUDIENCES ARE ABLE TO REPRESENT THEMSELVES AND/OR THEIR IDEAS AND OPINIONS IN MEDIA PRODUCTS FROM YOUR CASE STUDY.
Class discussion fused into a discussion of coursework.
It began to snow. We went home.

HOMEWORK: Students must answer the FIRST THREE questions of last week's exam paper. Remember, follow the technique reflected through the modelling exercise. This text deliberately creates a sense of disequilibrium, creates a series of enigma codes, is extremely polysemic, and text eventually anchors meaning. The use of slow motion and point of view shots are key features of the creative construction and the NVC is crucial when considering connotation. If you are feeling 'frisky' complete all four questions. Students should aim to produce a precise and textually specific argument that uses media language in an appropriate manner. THIS IS A BIG HOMEWORK AS THE LAST BATCH OF WRITTEN WORK WAS DISAPPOINTING. SHOW ME YOU ARE BETTER THAN YOUR LAST HOMEWORK.
Furthermore, students should read the Cross-Media Booklet that I provided in today's session as this will form the basis of our next lesson. We will be attempting the Cross-Media question discussed in today's session in next week's lesson. Read the mark scheme.

You lot were excellent today BUT we must improve the written work. The written work is becoming an issue.

Click on link below to access the parody ONE DIRECTION film trailer for SHADOW PECO! This is  an incredibly witty use of editing skills. It will make you smile...ENJOY:
http://www.youtube.com/watch?v=MYNJwpHWsBg
Here is another video from BAD LIP READING that uses material from the recent Obama/Romney Presidential Television Debate. Again, the editing is really sophisticated. I raise my cap to whoever made these two wonderfully surreal videos:
http://www.youtube.com/watch?v=QlwilbVYvUg

Auf Wiedersehen.

JANUARY 2013 AS MEDIA EXAM.

Exam Text:
http://www.youtube.com/watch?v=h-8PBx7isoM
1. How does the institution take an original and positive approach to road safety advertising?
2. How does the mise-en-scene contribute to the impact of the film?
3. How is the family represented in the film?
4. Why does the film appeal to such a wide audience?

THE CROSS-MEDIA STUDY.
5. Evaluate how new technologies have been used in the products in your cross-media study.
6. Intertextuality describes the way in which media products make reference to other media products that producers assume audiences will recognise.
Identify the ways intertextuality is used in your cross-media study.

YEAR 13 LESSON SIXTEEN [9th Jan 13]: Homework.

The class discussed the coursework and explored current media debates and issues.This session also discussed issues relating to regulation and MEST3 Section B. Reference was made to the fact that students must be able to refer specifically to media institutions that have struggled to discover a successful digital business model and contrast these institutions with successful media institutions.

HOMEWORK: Students must complete the Regulation essay.
Students will be attempting this Section A Task next week along with an exploration of Section B.
MEST3 Section A resources:
How is smoking represented in these two texts?
http://www.youtube.com/watch?v=ftkYPpD4K8M
http://www.youtube.com/watch?v=AIyqcST29wQ

2. Why are shock tactics so often used in advertising? You may refer to other media texts in your answer.

3. Is media regulation necessary? You should refer to other media products in your answer.

CROSS-MEDIA STUDY FILM POSTERS 2013.

YEAR 12 LESSON FIFTEEN [7th Jan 13]: Homework.

                                                                       

Students were asked to consider the requirements of BRIEF ONE. Students were made aware of the broad nature of this brief and the kind of work that could be created to satisfy the demands of this coursework task. Class discussion explored an idea that involved a comic horror series located within a school! Let your imagination riot! This is a very flexible brief! The audience is a pre-watershed E4 audience.
Resources used to illustrate nature of the coursework brief:
Waterloo Road intro. This is a good example of an introduction that provides evidence of genre, location and character in two minutes: http://www.youtube.com/watch?v=SD9KEnWUeko
SKINS Series One. A CLASSIC viral text rich with enigma codes:
http://www.youtube.com/watch?v=Nm0onseM1Mw
Student viral film. This is not a traditional trailer. It is encouraging the viewer to move towards the
e-media to gain more information about the film: http://vimeo.com/33630666
I also showed the opening credits to TRUE BLOOD because it is a magical slice of filmmaking. Some of the imagery is post-watershed but the editing and use of soundtrack is outstanding:
http://www.youtube.com/watch?v=vxINMuOgAu8

The resources below are examples of the 'Teaser Poster'. One of the print tasks involves the construction of a teaser poster campaign:

The rest of the session discussed the Cross-Media Study and how
e-media is used to develop a relationship between the Audience and the
Producer. The Audience/Producer Debate is a central consideration of
the Cross-Media Study and the e-media attached to Channel Four's
The Secret Millionaire encourages a unique relationship
between Audience and Producer. Students need to be aware of why
this use of e-media is so interesting. The final session involved
viewing the final section of the Martin Stamp episode of TSM
and considering whether this was an example of the
media 'dumbing down'.

HOMEWORK:
Students MUST peruse the e-media attached to the texts that form
the Cross-Media Study. Click on links below:
http://fishymediaresources.blogspot.co.uk/2012/12/year-12-lesson-thirteen-10th-dec-12.html
http://fishymediaresources.blogspot.co.uk/2012/12/nim.html

Students need to consider which coursework brief they will be attempting.
Students also need to watch this resource as this MIGHT be the
stimulus for your next written homework. Click on link:
http://www.youtube.com/watch?v=8HUmrDa5PPE

Toodle Pip. I'm off to play some golf!

EVIE..MEST1 Section A Tasks!

1. How are media forms used to engage the viewer in this trailer?
[Think about how enigma codes are created towards the end of the trailer. User of text? Significant comments from the voiceover? Still images of Nim? Use of music?]
Click on link below:
http://www.youtube.com/watch?v=e_vha0FI0j8
2. Who is the target audience for Project Nim?
3. In the LIFE OF PI trailer, how are media forms used to engage the audience? Click on link below to access trailer:
http://www.youtube.com/watch?v=mZEZ35Fhvuc
4. Who is the target audience?
5. How does institution link to content?
[ Consider who made the film, expensive special fx...what kind of film can the viewer expect to experience? Is this a big budget mainstream adventure film or an independent production? How does the nature of the institution dictate content?]

Evie...these questions should get you moving for the MEST1 re-sit. E-mail me your answers and i'll post some more material. If you do not attempt this task you are sending me a very clear message. Don't run away from the written work. Time to raise your game.
All re-sit students should attempt this work.