YEAR 13 LESSON TWELVE [13th Oct 14]: Homework

Students considered the media issues and debates that surround media REGULATION. The session considered a series of adverts that have been banned by various regulatory institutions. See the last Year 13 blog entry to review the resources used in this session. Discussion considered THE MORAL RESPONSIBILITY OF THE INSTITUTION and why media is regulated.

HOMEWORK: Students are moving towards the consideration of issues linked to the question:

CAN MEDIA INFLUENCE HUMAN BEHAVIOUR? 

The specific essay question that students will be asked to attempt will be:

VIOLENT MEDIA CREATES VIOLENT PEOPLE. To what extent do you agree with this statement?

Students need to be aware of how media theory can be used to illustrate the potential influence of a media text. You will need to have SPECIFIC EXAMPLES for this essay so your homework needs to involve some research.

Potential research areas:

• CLOCKWORK ORANGE and the media debate raised by this film.
• Anders Breivik and his use of violent video games.
• The Jamie Bulger incident and the alleged influence of violent films.
• How an audience may use violent films in a positive manner.
• The Uses and Gratifications Theory and how this can be applied to this question.
• An understanding of Dyer's Theories.

The next session will consider how people USE media so students will be expected to offer specific textual reference through which they will offer an understanding of media theory.
RESOURCES:
Anders Breivik:
http://techland.time.com/2012/04/17/norway-killer-played-world-of-warcraft-which-probably-means-nothing-at-all/
http://www.theguardian.com/world/2012/apr/19/anders-breivik-call-of-duty
http://blogs.independent.co.uk/2012/04/25/does-breiviks-claims-of-honing-skills-on-call-of-duty-mean-we-should-worry-about-video-games/
Clockwork Orange Doc:
https://www.youtube.com/watch?v=Sg2tCj93cGY

SO....our focus next lesson will be the exploration and application of media theory. Can violent media really influence human behaviour? How can we apply media theory to this debate?
WATCH/DIGEST THIS RESOURCE...Does Violent media make us violent?
PART ONE:
https://www.youtube.com/watch?v=pIlxj5T20CI
PART TWO:
https://www.youtube.com/watch?v=fKTL7Hhj3qE

YEAR 12 LESSON TEN [10th Oct 14]: Homework

This session was another attempt to improve the ability of students to create a sophisticated critical analysis. The resources that were used to test the critical skills of the class were linked to the current STAND UP TO CANCER campaign. Click on link below for first resource:
http://www.standuptocancer.org.uk/stars-unite-in-exclusive-stand-up-to-cancer-film
The question students were asked to consider was:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING?
Click on link below to access the second resource:
http://www.channel4.com/programmes/stand-up-to-cancer
This second resource is a very powerful advertisement involving Davina McCall. The class were asked to consider two questions:
HOW ARE MEDIA FORMS USED TO SHAPE MEANING?
HOW IS CANCER REPRESENTED IN THIS ADVERT?

HOMEWORK: Complete the three questions for homework. I expect students to be using appropriate MEDIA LANGUAGE and offering a precise critical argument. I expect students to read my 'marking' and follow my guidance. I expect students to be referring to:
ENIGMA CODES...ACTION CODES...DISEQUILIBRIUM...NEW EQUILIBRIUM...POLYSEMIC....TEXT ANCHORS MEANING....DENOTATION....CONNOTATION... ETC
I will be using your grade for this work in the first round of assessment statistics.
I am very pleased with the level of progress being made by 95% of this class. Your attitude is wonderful and learning is clearly taking place. KEEP IT UP.
Good Luck with the homework.

YEAR 13 LESSON ELEVEN [9th Oct 14]: Homework

This session was a feedback session. Students received feedback that related to the latest batch of 'impact of digital media essays'. Most students are offering clear evidence of independent study and critical autonomy but there is still a lot of room for improvement. ALL students need to offer a more EVALUATIVE conclusion and the main task within this session was a class 'modelling' exercise that created an exemplar conclusion. SOME STUDENTS NEED TO IMPROVE THE QUALITY OF THEIR WRITTEN WORK.
The final section of the lesson discussed media theory and regulation.

HOMEWORK: Revisit your media theory notes. The focus of the next few sessions will be media theory and media influence. Links to resources that may be useful.
Banned Adverts:
https://www.youtube.com/watch?v=uvBVUit3kjY
http://www.bbc.co.uk/news/uk-12336061
https://www.youtube.com/watch?v=at1y7iHmjXQ
http://news.bbc.co.uk/1/hi/business/7762337.stm
Monty Python's THE LIFE OF BRIAN was banned by many councils in the UK in 1979 and was banned in Ireland and Norway:
https://www.youtube.com/watch?v=jHPOzQzk9Qo
Banned Ice Cream advert:
http://www.bbc.co.uk/news/uk-11300552
WONGA advert banned:
http://www.bbc.co.uk/news/business-29530615
Government advert banned by ASA:
http://www.thedrum.com/news/2013/10/09/asa-bans-go-home-or-face-arrest-home-office-adverts-despite-being-unlikely-incite-or

OLAY advert banned:
http://www.bbc.co.uk/newsbeat/14308714
American Apparel banned advert:
http://www.handbag.com/shopping-bag/news/a415747/american-apparel-magazine-advert-banned-in-the-uk.html
http://www.theguardian.com/business/2014/sep/03/american-apparel-ads-banned-school-age-girls

YEAR 12 LESSON NINE [7th Oct 14]: Homework

Today's session began with an analysis of the KAISER CHIEFS clip that I filmed on Friday at the Hull Adelphi Club. Students were asked to consider how this clip creates a sense of energy without any edits. Class response was excellent. Click on link below to access text:
http://vimeo.com/108021686
The main section of the lesson explored the link between INSTITUTIONAL IDEOLOGY and REPRESENTATION. The resource used to explore this area can be found via the link below:
http://fishymediaresources.blogspot.co.uk/2013/04/you-tube-aljazeera-httpwww.html
The newspaper front pages were examined to identify institutional bias. Particular attention was placed upon The Daily Mirror front page and the front page of The Daily Mail. Class discussion considered how the political bias of the institution was reflected in the nature of the representation of Thatcher.

HOMEWORK: Students are expected to produce a written response to the question:
WHAT DO WE LEARN ABOUT THE LINK BETWEEN INSTITUTION AND REPRESENTATION THROUGH THE DAILY MIRROR/ THE DAILY MAIL FRONT PAGES?
This task will expect students to identify how institutional ideology shapes representation. Written responses should make reference to Preferred Reading, Connotation, Denotation, Frame Composition, and how text anchors meaning.
Good Luck Media Freaks.

YEAR 13 LESSON TEN [6th Oct 14]: Homework

This session examined issues relating to media influence. Students were asked to consider the media issues and debates that relate to the images that surrounded my films when they were published in the music section of the online version of The Daily Star.
http://www.dailystar.co.uk/showbiz-tv/music/403381/VIDEO-What-a-Riot-Kaiser-Chiefs-play-gig-at-tiny-Hull-venue-The-New-Adelphi-Club
Class discussion considered the concept of HEGEMONY, MARXIST THEORY, PLURALISM, ISSUES RELATING TO OBJECTIFIED IMAGES OF WOMEN AND THE CONCEPT OF THE MALE GAZE, and whether the mainstream media have a moral obligation to avoid publishing such sexualised images. Class discussion also touched upon regulation and whether media could influence human behaviour. Students were asked to consider whether the sexualised nature of the content published by news institutions such as The Daily Star could be linked to the fact that the UK seems to have a big problem with domestic violence and crimes against women. The aim of the session was to discuss a whole range of media issues that were generated by The Daily Star publishing my films without my permission.

Click on link to access my KAISER CHIEFS Live at The Adelphi clip:
http://vimeo.com/108021686
This is the film I made for The Adelphi website documenting the drama linked to KAISER CHIEFS ticket sales:
http://vimeo.com/107119731

HOMEWORK: Revisit your theory notes from last year as the next session is going to discuss media theory, regulation, and media influence.
This news story will be used in the next session:
http://www.bbc.co.uk/news/uk-england-leicestershire-29501646 
http://www.channel4.com/news/mccann-internet-troll-hunting-site-deleted-after-death

YEAR 12 LESSON EIGHT [3rd Oct 14]: Homework

This session explored GENRE and NARRATIVE THEORY. The class were asked to offer a critical commentary of the KICK ASS trailer. Link is below:
http://www.youtube.com/watch?v=O5mxBaXHcFw
The class were asked to identify GENRE and consider how enigma codes, action codes and binary opposites are used to construct meaning.
The class were asked to repeat this analysis for the trailer used to promote Let The Right One In. Link is below:
https://www.youtube.com/watch?v=FqkWmUiTm3U 

This session introduced a few new narrative concepts/media terms that I expect students to use when creating a textual analysis. This session attempted to continue to develop the ability of students to construct a precise and convincing textual analysis.

HOMEWORK: HOW ARE MEDIA FORMS USED TO CREATE A SENSE OF GENRE IN THE LET THE RIGHT ONE IN PROMOTIONAL TRAILER?

YEAR 13 LESSON NINE [2nd Oct 14]: Homework

This lesson was a general discussion relating to coursework. We also discussed the essay....and Ryan's football injury!
Homework: Complete the essay.
WHY AND WITH WHAT SUCCESS ARE TRADITIONAL MEDIA INSTITUTIONS ADAPTING TO THE CHALLENGE OF NEW DIGITAL MEDIA?