YEAR 13 LESSON TWELVE [18th Oct 13]: Homework.

The aim of this session was to encourage students to understand the issues and debates that link to press freedom. The main task was for students to create FIVE rules that should be created by the LEVESON INSPIRED NEW INDEPENDENT REGULATORY BODY that might replace the current PCC. The task underlined how difficult it is to construct a workable regulatory framework. Students seemed most keen to dilute the level of institutional political bias offered by a newspaper and urge institutional respect for individual privacy. Some of the group work was superb. Well done.

In this lesson I made reference to WATERGATE. Students should be aware of this famous example of investigative journalism. Click on link below for wisdom:
http://watergate.info/
What do we learn about journalism and politics through this scandal?
I mentioned the horrific treatment of the McCann family in this session. The Daily Express were particularly cruel. Link to some resources relating to Gerry and Kate McCann:
http://fishymediaresources.blogspot.co.uk/2013/02/gerry-and-kate-mccann-on-andrew-marr.html
Leveson...the aftermath:
http://fishymediaresources.blogspot.co.uk/2012/11/levesonthe-aftermath.html
Link to HACKED OFF website:
http://hackinginquiry.org/
Next week we will continue to discuss Press Freedom and Regulation so students need to indulge in some research for homework. See the resources below.

Homework: Read the resources I gave you today and digest the links below. Remember..if you do not digest information you will not be able to construct a detailed evaluative argument. You have to inhale information to exhale information.
Leveson and the internet. This resource refers to Leveson's seeming failure to refer to the global nature of digital platforms when discussing the regulation of newspapers:
http://m.bbc.co.uk/news/entertainment-arts-20553416
More Press Regulation resources:
http://m.bbc.co.uk/news/uk-20559833
Recent Royal Charter reference explored by Channel Four News:
http://www.channel4.com/news/press-regulation-leveson-royal-charter-agreement-politics
The Guardian and the David Miranda moment:
http://fishymediaresources.blogspot.co.uk/2013/08/david-miranda-and-guardiana-digital.html
Jill Abramson interviewed by Paxman on BBC Newsnight. Her comments at two minutes are particularly interesting:
http://www.bbc.co.uk/news/world-us-canada-24546598
Jack Straw criticises The Guardian:
http://www.bbc.co.uk/news/uk-politics-24490942 
Here is a link to a debate on FOX NEWS in America about press freedom. A FOX.COM journalist faces prison after reporting on the Aurora cinema gun massacre. This is an interesting debate:
http://www.youtube.com/watch?v=UCA8S8v3aOQ
OFCOM removes Press TV from the SKY platform...another interesting regulation debate. Is this anti-Ofcom broadcast just propaganda or does PressTV have a decent argument? Is OFCOM really the 'media arm of the British Royal Family'??! You decide :
http://www.youtube.com/watch?v=2whMnUYKQOE

NEXT WEEK WE WILL BE DISCUSSING THREE KEY QUESTIONS:

1. WHAT ARE THE ARGUMENTS FOR AND AGAINST THE GUARDIAN'S PUBLICATION OF ED SNOWDEN'S DOCUMENTS?
2. IS REGULATION OF NATIONAL MEDIA POSSIBLE IN A GLOBAL DIGITAL WORLD?
3. CAN THE MEDIA INFLUENCE AND DICTATE HUMAN BEHAVIOUR? This question will expect students to illustrate their understanding of media theory.

YEAR 12 LESSON TWELVE [17th Oct 13]: Homework.

The aim of today's session was to introduce students to the wonder of Garageband. The students began creating a soundtrack appropriate for the horror film genre. The work was really impressive and we will complete the music next week. Students should consider composing their own soundtracks when they begin to create the AS coursework.

Homework: Enjoy your youth. Keep breathing. Relax.

YEAR 13 LESSON ELEVEN [15th Oct 13]: Homework.

The aim of this session was to check that students were fully aware of the appropriate content required for the BIG Impact of Digital Essay that needs to be handed to me on Friday. This is a very important response as students need to show a marked improvement in the quality of their written work.

This session also considered issues relating to press freedom and considered the relevance of resources offered in the blog entry below:
http://fishymediaresources.blogspot.co.uk/2013/10/press-regulation.html
Students need to be aware of the resources offered by this link.

Homework: We will be discussing the implications of The Guardian's decision to publish information provided by Wikileaks and Ed Snowdon and considering the reaction of The Daily Mail's editor, Paul Dacre. Read the resource I provided in this session, check the resources on the blog link above and be prepared to have 'a right good argument' about the nature of press freedom in Friday's session.

YEAR 12 LESSON ELEVEN [14th Oct 13]: Homework.

The aim of this lesson was to reinforce the skills required for students to construct a convincing, precise and detailed written analysis of a media text. The appropriate and relevant use of media language when constructing an analysis remains an area of student work that we need to develop and improve.
The first task was a response to a film created by Year 12 in October 2010.
Year 12 film:
http://vimeo.com/16121970
The aim of this film task was to create a resource that could be used to encourage Year 11 at BGS/BHS to attend the Beverley JSF.
Students were asked to consider how media forms are used to shape meaning and how this film represents the Sixth Form.

Homework: Students need to construct a critical written response. The three questions all relate to the Year 12 promotional film.

1. How is the school represented and how are media forms used to shape this representation?

Students need to be aware that this media text is aimed at a Year 11 audience therefore this may shape the representation. Students must focus upon two or three key moments when constructing the response and reference must be made to CONNOTATION, PREFERRED READING, DENOTATION, NON-DIEGETIC SOUND, EDITING STYLE, CHOICE OF FRAME COMPOSITION etc. Students must begin to use media language in a more appropriate manner. Note my comments on your work. What do you need to do to improve the quality of your work? Follow the advice.
   
     2. Do you think this film was posted to the school website? Support your opinion with precise reference to the text.

This response demands that student are aware of the difference in audience. The film was made for Year 11 so perhaps the film is more suited to form-time viewing or Year 11 assembly. Perhaps the digital platform of the school website is too formal for this film. Would the institution be happy for parents to view this film? What is so bad about students enjoying themselves at school? REMEMBER...the very fact that this film was made by students may be a crucial consideration. What is the connotation linked to the fact that this is a student film? What does this film, by its very existence, tell the world about being a Sixth Former within the BJSF? Students might want to consider what a parent wants for their child when they consider their  own child's education. Would this representation please a parent?? Support your answer with specific textual reference, appropriate media language, and precise phrasing.


    3. What is the key moment in the film and why? Do not refer to a moment that you have considered in the previous two answers.

GOOD LUCK.

Students also need to consider how they would have used text to anchor meaning at the end of the film.
Furthermore, students need to read the handout I provided this morning that relates to genre and narrative theory. When we meet on Thursday we will be discussing narrative theory and genre and using the two texts below as resources through which we will examine genre and narrative.
Juno Trailer:
http://www.youtube.com/watch?v=K0SKf0K3bxg
Paranormal Activity Trailer:
http://www.youtube.com/watch?v=F_UxLEqd074

YEAR 13 LESSON TEN [11th Oct 13]: Homework.

THIS WAS A MASSIVE LESSON.
The whole aim of this session was to discuss the appropriate content for the essay title:
WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW/DIGITAL MEDIA?
This is a big essay because students need to improve the quality of written work. The aim of the class discussion was to make students aware of how each paragraph should be structured to ensure that the written response has a clear question focus, precise and appropriate textual reference, and clear evaluation of the impact of digital media. So the basic paragraph structure should follow this model:

• Opinion.
• Specific textual reference.
• Evaluation of how the textual examples relate to the question. This final section of the paragraph should offer a very clear question focus and illustrate an understanding of the impact of digital media. How has the institution or industry that you are discussing adapted to the challenge of the digital world?

THIS IS A POTENTIAL ESSAY STRUCTURE:

1. A consideration of how the BBC have adapted to the digital revolution. This paragraph should offer clear examples of how the BBC have embraced the digital world and how these digital innovations benefit the BBC's audience. We had a comprehensive class discussion about the BBC. Check your notes.
2. Students need to offer a paragraph that deals with Rupert Murdoch  and how he has struggled to find an effective digital business model for his newspaper empire. Reference must be made to THE DAILY. Why did this fail? What is the big problem with Murdoch's use of Paywall? Why do some Paywalls appear to be successful? What do they offer? Class discussion was excellent.Check your notes.
3. The third paragraph could deal with the music industry and how Napster and the Mp3 file have revolutionised how we consume music. The traditional record industry appears to have been destroyed by digital culture. Research EMI's economic misfortune. The musician has been offered a global digital platform and the ability to record music in a very professional manner using cheap digital software....BUT HOW DO MUSICIANS MAKE MONEY FROM THEIR ART? They can access a global audience but how do they monetise their creativity? Reference could be made to Soundcloud, ReverbNation, BandCamp, KickStarter etc.
4. Students could refer to Faber and Faber. Refer to my notes.
5. I would like students to construct a paragraph that considers how it is not just traditional media institutions that need to adapt to the challenges of the digital world, but relatively new digital media institutions need to keep innovating or they may struggle to survive in the digital marketplace. We discussed MySpace and Wikipedia. RESEARCH required. Why did MySpace lose its lofty position alongside Facebook and why did Wikipedia have to change its gatekeeping system?
6. The conclusion needs to directly confront the question. Keep it brief.

Here is a link to the resources required for this task:

http://fishymediaresources.blogspot.co.uk/2013/10/year-13-lesson-eight-4th-oct-13-homework.html 

GOOD LUCK MEDIA FREAKS

PRESS REGULATION.

This is an incredibly contemporary and important media issue and debate. YEAR 13 definitely need to know the argument for and against press regulation in the UK. Year 12 should also be interested in this crucial media debate.
BBC News Report:
http://m.bbc.co.uk/news/uk-24504616
Channel Four News Report:
http://www.channel4.com/news/press-regulation-leveson-royal-charter-agreement-politics
Students need to visit the LEVESON INQUIRY material posted elsewhere on fishymedia.

Furthermore, there is currently a very public disagreement between THE GUARDIAN and THE DAILY MAIL; two of the UK's leading mainstream daily newspaper institutions. Students need to be aware of the nature of the disagreement. THE DAILY MAIL is accusing THE GUARDIAN of offering help to terrorists due to publishing revelations offered by Ed Snowdon. THE GUARDIAN is accusing THE DAILY MAIL of encouraging press censorship and moral hypocrisy. Click on links below:
Channel Four News:
http://www.channel4.com/news/paul-dacre-mystery-man-at-the-centre-of-the-miliband-row-daily-mail-dacregate
http://www.channel4.com/news/the-mythical-power-of-the-daily-mail
BBC News:
http://m.bbc.co.uk/news/uk-24504976
Paul Dacre defends himself...in THE GUARDIAN:
http://www.theguardian.com/commentisfree/2013/oct/12/left-daily-mail-paul-dacre
THE GUARDIAN:
http://www.theguardian.com/world/2013/oct/11/hillary-clinton-spying
http://www.theguardian.com/commentisfree/2013/oct/11/secret-state-itching-gag-press
http://www.theguardian.com/commentisfree/2013/sep/22/guardian-coverage-of-government-surveillance

THE DAILY MAIL:
http://www.dailymail.co.uk/debate/article-2455256/PAUL-DACRE-Editor-Mail-answers-papers-critics.html
http://www.dailymail.co.uk/news/article-2450291/The-Guardian-produced-handbook-help-fanatics-strike-will.html
http://www.dailymail.co.uk/news/article-2450237/MI5-chief-Andrew-Parke-The-Guardian-handed-gift-terrorists.htm

This is a great clip from BBC 2's NEWSNIGHT. Alistair Campbell argues with the deputy editor of The Daily Mail concerning the publication of an article that attacked the memory of Ed Milliband's father and accused Ralph Milliband [Ed's Dad] of 'hating Britain'. It is quite lively. Click on link below:
http://www.youtube.com/watch?v=w-GMTxycAXY

THIS BLOG ENTRY FROM THE SUMMER IS ALSO RELEVANT WHEN CONSIDERING THIS TOPIC. Click on link below:
http://fishymediaresources.blogspot.co.uk/2013/08/david-miranda-and-guardiana-digital.html

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

The aim of this lesson was to continue to develop the ability of all students to construct an appropriate, detailed and convincing, critical media analysis.  After two students had offered a wonderful explanation of their choice of image for the 'My Beverley' task, the class attempted to model a grade A written response to the SALEM cigarette advert which was published in 1973. Students need to read this paragraph as this exercise produced an A grade exemplar paragraph. The detail constructed within this modelled paragraph needs to be reflected in all future media analysis.

The next session of the lesson considered the question:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING IN THIS ADVERTISEMENT?
The resource used for this task was a challenging image used to promote an art gallery in Mexico.

The class were then asked to consider the question:
HOW DO THE TWO POSTCARDS REPRESENT THE MAGNIFICENT CITY OF HULL?
The resource for this task involved media analysis of two postcards created by Lord Lard of Mediaworld:

Homework: Complete a written response to the two questions considered within the lesson. Class discussion was SUPERB so use the notes that were created in this session to inform your written analysis. Student analysis needs to be as detailed as the paragraph we created in response to the Salem smoking advertisement. REMEMBER...you do not have to write an extended response BUT the paragraph needs to be textually specific and contain appropriate media language.
Furthermore, students need to watch this resource made by a Year 12  group of Joint Sixth media students in 2010. The question I would like you to consider is:
DID THE SCHOOL PLACE THIS FILM ON THE OFFICIAL SCHOOL WEBSITE? If not, why not?? Click on link below:
http://vimeo.com/16121970