2013:The Media in Pictures.

Click on link below to access a visual overview of the main media moments from 2013 as mediated by The Guardian newspaper:
http://www.theguardian.com/media/gallery/2013/dec/24/2013-media-year-pictures#/?picture=425489374&index=2

YEAR 12 LESSON TWENTY-SEVEN [16th Dec 13]: Homework

The whole aim of today's session was to develop the skills required to produce an A grade critical response. The focus of the session was to develop student awareness of how to construct a precise and convincing written response. I am constantly offering the same advice when marking work. This advice is:

• SUPPORT YOUR OPINION WITH SPECIFIC TEXTUAL REFERENCE.
• USE MEDIA LANGUAGE IN A MORE CONVINCING AND APPROPRIATE MANNER WHEN CONSTRUCTING A CRITICAL RESPONSE.

I am becoming a little tired of writing the same comments on student work so today's lesson involved the whole class modelling a paragraph that clearly reflects the two skills that students are struggling to master. The response constructed for the SEARCHING FOR SUGAR MAN question was an A grade response. This is exemplar material and students need to refer to this paragraph as an example of how to write a critical response. The second task related to EDUCATING YORKSHIRE. 

WE NEED TO BEGIN TO PRODUCE WORK THAT REPLICATES THE QUALITY OF THE WORK WE PRODUCED IN THIS LESSON.

HOMEWORK: In order for me to gauge the level of learning linked to today's session, students should produce a two paragraph response to the following question:

HOW ARE MEDIA FORMS USED TO ENGAGE THE AUDIENCE IN THIS TRAILER?

This is a trailer for PROJECT NIM which is a film that relates to our Cross-Media Study. Click on link below to access trailer:

http://www.youtube.com/watch?v=yxQap9AAPOs

When planning this response, refer to our 'Sugar Man' paragraph from this session. This is a quality paragraph and the precision and detail of this exemplar material needs to be reflected within this homework. I EXPECT TWO DETAILED PARAGRAPHS. Come on folks....YOU CAN DO IT!

YEAR 13 LESSON TWENTY-SEVEN [13th Dec 13]: Homework

The aim of this session was to develop the critical skills required for Section A of the exam. The lesson involved analysis of the three texts below:
This City Belongs To Everyone:
http://www.youtube.com/watch?v=mXJkDgBUR9c
Call Of Duty Trailer:
http://www.youtube.com/watch?v=jFFBBIbYHME
Battle for Haditha Trailer:
http://www.youtube.com/watch?v=7YnRgWIvrHA

HOMEWORK: Produce a critical response to the following questions. I will collect this work before Tuesday's sermon:

1. How is Hull represented in This City Belongs To Everyone?
2. How is War represented in the two trailers?
3. Why do people watch violent media texts?

Hope you had a top BDAY Liam.

YEAR 13 LESSON TWENTY-SIX [10th Dec 13]: Homework

This was the last formal creative session. Students need to enter the Voodoo cupboard and make the magic happen.

HOMEWORK: On Friday I want to examine Section A of the exam and we will be examining the following texts:
This for a reintroduction to critical analysis:
How is Hull represented in this film?
http://www.youtube.com/watch?v=mXJkDgBUR9c
Then we will battle with .....:
http://www.youtube.com/watch?v=7YnRgWIvrHA 
http://www.youtube.com/watch?v=jFFBBIbYHME
The questions will be:
1. How do these two texts represent the experience of War?
2. Why do people watch violent media texts?

YEAR 12 LESSON TWENTY-SIX [12th Dec 13]: Homework

Today's session was a reaction to the last written response. It is evident that there are two key areas of critical writing that we need to improve. These two ares are:

1. THE ABILITY OF STUDENTS TO REFER TO A SPECIFIC MOMENT FROM THE TEXT WHEN CONSTRUCTING A CRITICAL ARGUMENT. We must develop the ability to support a critical argument with reference to the text. We must develop the ability to identify the key textual moments that will allow the construction of a precise and convincing response.
2. THE ABILITY OF STUDENTS TO USE MEDIA LANGUAGE IN AN APPROPRIATE MANNER WHEN CONSTRUCTING A CRITICAL RESPONSE.

I AM WRITING THE SAME COMMENTS CONTINUALLY SO THIS SESSION DIRECTLY ADDRESSED THESE TWO AREAS OF STUDENT WORK.

The media sermon began with an analysis of the controversial 9/11 photograph taken by Thomas Hoepker. See below:

The class were asked the question:
WHY IS THIS REPRESENTATION OF 9/11 SO CONTROVERSIAL?
Obviously this image does not conform to the conventional narrative that we associate with the chaos of that vile day. The class discussion relating to this text was excellent. For homework students need to consider some of the images offered in this slideshow below. Click on link:
http://www.theguardian.com/world/interactive/2011/sep/08/9-11-attacks-photographs-interactive
Students also need to read these articles:
http://www.theguardian.com/commentisfree/2011/sep/02/911-photo-thomas-hoepker-meaning?INTCMP=SRCH
Hoepker discusses the photograph in this article:
http://www.slate.com/articles/arts/culturebox/2006/09/i_took_that_911_photo.html
The written response will demand that students contrast the tranquility, beauty and peace of Hoepker's image with the chaos and disorder of the accepted representation of this terrible event. Some critics have stated that the connotation presented by this poem is offensive. Some have stated that, from the perspective of 2013, it is the defining image of the moment. Has time changed the connotation of this image? Newspapers refused to print this image at the time of the tragedy. Why? Why did the mainstream media ignore this image? Remember ryan's comments. If you remove crop the Twin Towers from this image, what does this image become?

The second question discussed in today's sermon related to the work of the BRILLIANT photographer DON McCULLIN. Below are some McCullin resources that students should digest:
http://fishymediaresources.blogspot.co.uk/2010/11/don-mccullin-representations-of-war.html
http://fishymediaresources.blogspot.co.uk/2010/07/photography-of-don-mccullin-appropriate.html

The question that the class were asked in relation to the work of Don McCullin was:
WHY DID THE BRITISH GOVERNMENT REFUSE TO ALLOW McCULLIN PERMISSION TO PHOTOGRAPH THE FALKLAND'S WAR IN 1982?

Class discussion considered McCullin's motivation and his desire to capture his version of truth. His vision is a human vision. He was appalled by the horror of war and his work reflects the suffering and cruelty that he saw on his assignments. McCullin has stated: ' Photography for me is not looking, it's feeling. If you can't feel what you're looking at, then you're never going to get others to feel anything when they look at your pictures.'
Why do you think the British Government feared McCullin? Why did this institution reject McCullin's desire to travel to the South Atlantic? How does institution link to representation? What happened in Vietnam when the media were given access to the battlefield?

The third phase of class discussion considered this horrific media text. Click on link below:
http://www.youtube.com/watch?v=at1y7iHmjXQ
The question considered was:
WHAT DOES THE BANNED DFS ADVERT TELL US ABOUT THE LINK BETWEEN INSTITUTION AND REPRESENTATION?
I apologise for the abject mediocrity of this text. I will pay for any medical treatment students may require due to being exposed to this heinous media text. Explain why this advertisement was banned. Perhaps this advertisement is a good example of why we need media regulation to police media texts. Perhaps when an institution's motive is profit, truth becomes a very flexible concept. BE SPECIFIC. KEY FRAME?

The final discussion concerned the John Lewis Xmas Ad from 2011. The question considered was:
HOW DOES THIS ADVERTISEMENT COMMUNICATE BRAND VALUES FOR JOHN LEWIS?
Click on link below to access text:
http://www.youtube.com/watch?v=pSLOnR1s74o
Class discussion was excellent. The use of text at the end of the advertisement is significant when answering this question. What is the connotation linked to the word 'gift'? What is the significance of the company's name? The embracing of digital media? You should have some decent notes as your comments were perceptive and relevant.

HOMEWORK: Complete the FOUR written tasks and DO NOT LOSE SIGHT OF THE EDUCATIONAL FOCUS OF THIS WORK:

• Support argument with specific textual reference.
• Use appropriate media language.

You lot were very good today. I want to see the insight and precision evident within our class discussion being reflected through the written work. READ MY MARKING.

GOOD LUCK MEDIA BEASTS.

CROSS-MEDIA STUDY RESOURCES 2013/2014.

SEARCHING FOR SUGAR MAN E-Media:
http://sugarman.org/
http://www.sonyclassics.com/searchingforsugarman/

Print Media:

PROJECT NIM E-MEDIA:
http://www.project-nim.com/

PRINT MEDIA:

THE SECRET MILLIONAIRE E-MEDIA:
http://www.channel4.com/programmes/the-secret-millionaire

EDUCATING YORKSHIRE E-Media:
http://www.channel4.com/programmes/educating-yorkshire

YEAR 12 LESSON LESSON TWENTY-FIVE [9th Dec 13]: Homework

The aim of today's session was to introduce media theory and also introduce THE CROSS-MEDIA STUDY. Students will be studying documentary and hybrid documentary. See handout that was provided in lesson.

HOMEWORK:
Students need to answer the question: How does the Searching For Sugar Man trailer use media forms to engage the audience? Click on link below to access trailer:
http://www.youtube.com/watch?v=KKXewWDh1og
Class discussion recognised the significance of the newspaper reviews and the emotional nature of the language used in the voiceover. Illustrate your answer with specific reference to the text.
The second written response relates to the trailer for Educating Yorkshire. Click on link below to access the trailer:
http://www.youtube.com/watch?v=qN4eLTUy5CA 
The question is: How is this school represented in this trailer?
Students might want to consider the aim of the trailer. What kind of content can the audience expect?
I will be collecting these two responses before Thursday's session. Remember, be brief but detailed. Refer specifically to the text and use appropriate media language.
Students should also watch the trailer below. This is Project Nim:
http://www.youtube.com/watch?v=yxQap9AAPOs

Lumiere Brothers:
http://fishymediaresources.blogspot.co.uk/2010/05/origins-of-documentary-some-resources.html
The Lumiere Brothers are revered as the first documentary film-makers. Feel free to peruse these filmic beasts from the 1890s. We will be discussing the brothers in the next session. Feel free to digest WARHOL'S EAT. Dynamic editing eh?