YEAR 12 FILM.

This is a fine slice of work created by a group of Year 12 Students. This was Year 12's first attempt at making creative media.The idea was to create a Sixth Form Survival Guide that would offer advice to potential Sixth Form Students. This was an eight hour project [four lessons: four hours filming...four hours editing]. Click on link below to access text:
http://vimeo.com/54513078

LEVESON...The Aftermath......

BBC articles:
http://www.bbc.co.uk/news/uk-20551634
http://www.bbc.co.uk/news/uk-20556117
http://www.bbc.co.uk/news/uk-20531563
http://www.bbc.co.uk/news/uk-20546397
Where does Leveson leave the internet:
http://www.bbc.co.uk/news/entertainment-arts-20553416
Victims launch national petition:
http://www.bbc.co.uk/news/uk-20559833
Channel Four News:
http://www.channel4.com/news/watch-live-after-leveson-what-next-for-the-media
http://www.channel4.com/news/leveson-the-victims-story
http://www.channel4.com/news/live-video-david-cameron-response-to-leveson-report
Al Jazeera:
http://www.aljazeera.com/news/europe/2012/11/2012112913484644760.html

YEAR 13 LESSON TWELVE [28TH NOV 12]: Homework.

Students attempted to create their critical investigation linked productions. The whole aim of this task is for students to develop their creative media skills and also develop an awareness of how the linked production can be used within the critical investigation. Students must offer some form of critical conclusion through use of voiceover. This media must offer the audience a critical conclusion.

HOMEWORK: Our next essay will explore issues relating to media regulation so students need to be aware of all the issues surrounding the Leveson Inquiry. Check the blog for resources. Students also need to work on their linked productions so ALL students need to edit their material before next week's session. Contact me and I will make sure all appropriate equipment is available.

YEAR 12 LESSON ELEVEN [26th Nov 12]: Homework.

The sermon began with a consideration of REPRESENTATION and how INSTITUTION and the ideology of an institution shapes mediation to create a representation. Students were introduced to a range of resources:

Representations of the modern city:
http://fishymediaresources.blogspot.co.uk/2011/10/representations-of-city.html
Representations of 9/11 and the photograph captured by Thomas Hoepker that did not fit the media narrative of this horrible day. This is a very interesting example of representation. This link also has examples of photography that did connect with the media narrative:
http://fishymediaresources.blogspot.co.uk/2011/09/controversial-911-photograph.html
Below is a link to some Don McCullin resources. Students were asked to consider why the British Government refused to grant him access to photograph the Falklands War. Why would a government be frightened of the work of a photographer?
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
Below is a link to an article that tells the story of Iranian photographer Javad Moghimi who had to leave Iran after capturing this image:
http://fishymediaresources.blogspot.co.uk/2010/07/power-of-photograph-appropriate-for-a2.html
I didn't get time to share this resource with you but it is a classic Fox News moment. Students should note how Fox News mediates this news article about the OCCUPY WALL STREET demonstration and why they failed to broadcast the interview with Jake LaGreca:
Fox News Resource:
Bill O'Reilly Show: http://www.youtube.com/watch?v=RDuHqntfqUI&feature=related
Jake LaGreca: http://www.youtube.com/watch?v=GGrp1xAhtR0&feature=related

More Fox News material:
http://fishymediaresources.blogspot.co.uk/2011/11/year-12-lesson-eight-8th-nov-homework.html
http://www.youtube.com/watch?v=JOpVJg2CRgs

The terrifying BANNED advert: http://www.youtube.com/watch?v=at1y7iHmjXQ

After discussing issues relating to the media equation INSTITUTION+MEDIATION=REPRESENTATION...the lesson moved on to explore issues relating to Section A of the exam. The core text was last year's JOHN LEWIS CHRISTMAS ADVERTISEMENT. Click on link below to access the text:
http://www.youtube.com/watch?v=pSLOnR1s74o
John Lewis material on fishymedia:
http://fishymediaresources.blogspot.co.uk/2012/11/myth-bustingxmas-adverts-bbc-article.html

Horror genre John Lewis. Note how the soundtrack and editing can change the whole meaning of a text: http://www.youtube.com/watch?v=FSZKzwF2yGs&feature=related

Students were asked to consider THREE questions:

1. HOW ARE DIFFERENT MEDIA FORMS USED TO COMPRESS THE PASSING OF TIME?
2. HOW DOES THE ADVERTISEMENT COMMUNICATE BRAND VALUES FOR JOHN LEWIS?
3. HOW IS THE FAMILY REPRESENTED IN THIS MEDIA TEXT?

HOMEWORK: Students need to complete the JOHN LEWIS questions. This is a BIG homework as the critical writing is clearly the area of our work that needs to improve. ALL answers need to use appropriate MEDIA LANGUAGE and refer specifically to the text when illustrating a critical argument. ALL STUDENTS HAVE DECENT NOTES. The notes I provided are detailed. USE THEM. STUDENTS MUST USE MEDIA LANGUAGE WHEN CONSTRUCTING A CRITICAL RESPONSE. STUDENTS MUST REFER TO CONNOTATION...DIEGETIC SOUND...NON-DIEGETIC SOUND...FRAME COMPOSITION...POINT OF VIEW SHOT....SIGNIFICANCE OF MID SHOT? CLOSE UP?...WHEN CONSIDERING REPRESENTATION STUDENTS MUST IDENTIFY THE PREFERRED READING AND CONSIDER AN OPPOSITIONAL READING.

Students also need to consider media theory as next week we will be considering the question:

WHAT PLEASURE DOES THIS MEDIA TEXT OFFER ITS AUDIENCE?

Students must be aware of Dyer's Theories, Berger's theory relating to advertising, The Uses and Gratifications Theory and Reception Theory.

LEVESON INQUIRY MATERIAL.

What is the Leveson Inquiry?..:http://www.bbc.co.uk/news/uk-15686679
Other related BBC articles:
http://www.bbc.co.uk/news/uk-20466987
http://www.bbc.co.uk/news/uk-18899085
http://www.bbc.co.uk/news/magazine-20350074
http://www.bbc.co.uk/news/uk-18913397
http://www.bbc.co.uk/news/uk-politics-20417220

Myth-busting...XMAS ADVERTS: BBC Article.

Excellent article exploring how the advertising industry represent Xmas. Click on link:
http://www.bbc.co.uk/news/magazine-20427021
Article relating to the 2011 John Lewis Advert:
http://www.bbc.co.uk/news/magazine-15825050
Charlie Brooker article relating to Xmas Adverts:
http://www.guardian.co.uk/commentisfree/2011/nov/20/christmas-adverts-john-lewis

YEAR 13 LESSON ELEVEN [21st Nov 12]: Homework.

Students discussed issues relating to REGULATION and each students was assigned a research area. These are the areas of regulation that will be investigated by individual students:

• The 2010 Digital Economy Act. Research should explain what it is, why it exists and the nature of its regulatory powers.
• The Advertising Standards Authority. What are its powers and examples of its regulation. Why does it exist?
• The reporting of the Hillsborough tragedy and how this relates to the media regulation debate.
• The Clockwork Orange/Manhunt controversies and regulation issues that surround the potential influence of media. The student dealing with this might also like to research THE JUNO EFFECT.
• The Leveson Inquiry. What it is, why it exists, what is its aim and what power it may have upon media regulation.
• The Press Complaints Commission.
• The SOPA Demonstration.
• The Hays Code.

Students are expected to produce an A4 sheet of information that relates to the specific area of research being undertaken. When we meet on Wednesday I will create a booklet using the student research and this will become a resource that will inform our next written task. Material should be detailed, coherent and relevant. All student research must address the following questions:

What is your area of regulation? Why does it exist? What is its aim? What are its regulatory powers? How does your topic relate to media regulation? Does it receive any criticism? If so why? Why should this research be of interest to a media student? If appropriate, students should provide examples of your topic area's attempt to regulate the media? YOUR CLASSMATES NEED A DECENT RESOURCE SO THIS IS AN IMPORTANT HOMEWORK.

The rest of the session involved filming for the creative task. Next week we begin the editing.

HOMEWORK: Complete the research task and create an A4 sheet [or two] that we can use as a resource. Below are some resources that may assist the homework task:

LEVESON:

http://www.bbc.co.uk/news/uk-20473713

http://www.bbc.co.uk/news/uk-18899085

http://fishymediaresources.blogspot.co.uk/2011/11/leveson-inquiry-investigation-of-press.html

SOPA:

http://fishymediaresources.blogspot.co.uk/2012/01/murdoch-attacks-google-bbc-news-article.html

http://fishymediaresources.blogspot.co.uk/2012/01/reaction-to-sopa-protest-bbc-article.html

http://fishymediaresources.blogspot.co.uk/2012/01/more-resources-for-sopa-essay.html

Hillsbrough:

http://fishymediaresources.blogspot.co.uk/2012/09/the-suns-reporting-of-hillsborough.html

2010 Digital Economy Act:

http://www.telegraph.co.uk/technology/news/7571532/Digital-Economy-Act-what-happens-next.html

http://www.nmk.co.uk/article/2010/4/14/digital-economy-act-what’s-the-true-picture

http://www.youtube.com/watch?v=l4S4siQAfY4

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

http://www.youtube.com/watch?v=um580sqZ5g8

THE HAYS CODE:

http://www.youtube.com/watch?v=qn3dCIJ91Nw

http://www.youtube.com/watch?v=0bF66cCvgPk

http://www.screenonline.org.uk/film/id/592022/

More resources to follow......keep watching media freaks.....