Tuesday, November 14, 2017

Blade Runner 2049 Film Trip - Details & Homework

The briefing sheet with the map, meeting time/place, contact number, etc. can be found here.

The homework, after watching the film, is to read the following five star reviews...

Blade Runner 2049 review – a gigantic spectacle of pure hallucinatory craziness

Blade Runner 2049 review – a future classic

And to read this article that links the film to wider contexts and the theoretical writings of Baudrillard...

‘I’ve seen things you people wouldn’t believe’: what Blade Runner 2049’s dystopia tells us about 2017
Also read a selection of the hundreds of reader comments 'below-the-line' after each article. 

Then, for each article, write your own comment in response to each article (minimum of fifty words each) and publish them in a blog post on your Media 2 (coursework) blog, entitled 'Blade Runner 2049 Reviews'. And feel free to post your comments on the actual articles themselves (you'll need to set up an account to do this).

Please complete by Monday 20/11. 

Friday, November 10, 2017

Moonlight Film Trip - Details & Homework

The briefing sheet with the map, meeting time/place, contact number, etc. can be found here.

The homework, after watching the film, is to complete the questions on this Moonlight Film Guide.

Please post up your answers to the questions on your Media 2 (coursework) blog by Wednesday 15/11. You need to cover all the 'Discussion points' individually; the 'Write about it' film review task (in your own words - do not copy from a film review site but, by all means, use other reviews to help you); and the 'Extension Activity'.

Thursday, November 09, 2017

Film & TV Language: Cinematography feedback and learner response

Your one-minute cinematography videos are a great way to make sure we have learned our camera shots, angles and movement.

Once we've screened the videos in class, you need to complete the following tasks on your blog:

Cinematography video feedback/learner response

Create a new blogpost called 'Cinematography video feedback and learner response'. 

1) Make sure your video is on YouTube and embedded on your blog. 

2) Type up your feedback/comments from your teacher.

4) Type up your feedback from fellow students.

4) Now reflect on your work and write your own comments. Add three WWWs and three EBIs underneath the rest of your feedback.

5) Learner response: think about what you learned making the video and also watching others. What will you do differently when you start the coursework later in the year? What tips or tricks have you learned from others that you can use next time? Are there any specific aspects of camerawork that you need to revise or practice?

Complete this for homework if you don't get it done in the lesson - due date specified by your coursework teacher. Don't forget the additional blog tasks for Cinematography too!

Wednesday, November 08, 2017

Film & TV Language: Cinematography blog tasks

We have watched some superb film and TV clips for cinematography, learning the importance of camera shots, angle and movement.

Being able to confidently analyse camera shots and movement is essential for media textual analysis and may well be required in both media exams (e.g. TV drama or music video).

Your cinematography blog tasks are as follows:

Find the opening sequence to a film or TV drama of your choice on YouTube and embed the video in a blogpost called 'Cinematography blog tasks'. 

1) Write an analysis of the cinematography in the opening sequence. Highlight your use of media language and try to cover camera shots, angles and movement using the terminology we have learned in lessons.

2) How does the camerawork give the audience clues about the setting, narrative and character?

3) Find and analyse four film or TV stills. Embed the images in your blog and analyse the camera shot/angle and what they communicate to the audience.  

Due: next week (day specified by your coursework teacher)

Sunday, November 05, 2017

MIGRAIN: Audience theory 1

To develop our study of audience, we need to explore the effects that media products have on us and apply a range of theories to help us do this. 

Does consuming media make us violent? Anti-social? More aggressive? Or has digital technology and social media actually contributed to the lowest drug, alcohol and teenage pregnancy statistics for many years? In addition, we also need to explore what audiences enjoy about the media and ask how active or passive audiences are.

Audience theory:notes

The hypodermic needle model
This is a crude theory from the 1920s that suggests the media injects information into the audience like a hypodermic needle and therefore can have a dangerous effect on us.

The two-step flow model
The two-step flow model was developed in the 1940s because the hypodermic needle theory was considered too simplistic, assuming the audience consumed media without thinking.

The two-step flow model instead suggests the audience are influenced by ‘opinion leaders’ in the media who mediate how the audience react to media texts. The theory suggests the media is not all-powerful and that social factors are important.

Blumler & Katz: Uses and Gratifications theory
Researchers Blumler and Katz reignited audience theory in 1974 by stating that media audiences are active and make conscious choices about the way they consume media.

They suggested there are four main uses or gratifications (pleasures) that audiences get from the media.

Diversion: escape from everyday problems and routine - entertainment.

Personal Relationships: using the media for emotional and other interaction (e.g. developing affection for characters in TV)

Personal Identity: finding ourselves reflected in texts or learning behaviour and values from the media. Reality TV or documentary (Educating Yorkshire) are good examples.

Surveillance: Information useful for living (e.g. Weather, traffic news, holiday bargains etc.)

Rokeach and DeFleur: Dependency theory
Rokeach and DeFleur took Uses and Gratifications one step further in 1976 in suggesting that people have become dependent on the media.

With Dependency theory, they suggest that people rely on the media for information determining their decisions. This means the media can create many different feelings such as fear, anxiety, and happiness.

Audience theory: blog tasks

Hypodermic needle model

1) Read this Mail Online article about the effects of videogames. How does this article link to the hypodermic needle model?

2) How does coverage of the Talk Talk hacking case (see Daily Mail front page below) link to the hypodermic needle model? Why might someone criticise this front page? 

Two-step flow model

1) Summarise the two-step flow model. In your opinion, is the two-step flow theory still relevant today?

2) How does this YouTube blogger fit into the two-step flow model?

3) How this this Telegraph feature on Britain's most popular tweeters fit the two-step flow model? Do you think these accounts genuinely have an influence over their audience?

4) Read this BBC profile of Jamal Edwards. How does Jamal Edwards link to the two-step flow model?

Uses and Gratifications theory

1) For each of the four categories, write about one media text that fits that particular audience use or pleasure. Make sure you explain WHY it fits the category and use images or clips to illustrate your points.

Personal Relationships: 
Personal Identity: 

Dependency theory

1) Do you agree that audiences have become dependent on the media? What evidence or examples can you provide to support your view?

2) How has the growth of new and digital technology in the last 15 years changed people's dependency on the media? Is this a new problem?

3) Reflecting on your own media use, how does your media consumption impact on your emotions? Does the media have an overall positive or negative impact on your health and wellbeing? Why?

Remember, anything you don't complete in the lessons you need to finish for homework - due next week.

Thursday, November 02, 2017

MIGRAIN: October assessment - learner response

Well done on completing your first A Level Media Studies assessment - it's an important first step in identifying our strengths and weaknesses in the subject so far.

The first part of your learner response is to look carefully at your mark, grade and comments from your teacher. If anything doesn't make sense, ask your teacher - that's why we're here! 

Your learner response is as follows:

Create a new blog post called 'MIGRAIN October assessment learner response' and complete the following tasks:

1) Type up your feedback in full (you don't need to write the mark and grade if you want to keep this confidential).

2) Read the mark scheme for this assessment carefully. Identify at least one potential point that you missed out on for each question in the assessment.

3) Read this exemplar response from one of the Y12s (one of the best, which is a strong B grade). Identify at least one potential point that you missed out on for each question in the assessment. 

4) Did you get any media terminology or theory wrong in the assessment? Make a note of it here for future revision, including theories/terminology that you could have used but didn't.

5) Identify your strongest question. Why did you do better on this question?

6) Identify your weakest question. Why did you score lower on this particular task?

7) Re-write your weakest answer in full. Use the mark scheme to identify anticipated content you can add to your response and make sure your typed re-draft is a top-level answer.

8) Email your re-written answer (7) to the next person below you on the blog list. Ask them to provide a WWW/EBI response before next Friday (10/11) and then include this underneath your answer on your blog. 

If you do not finish your learner response in the lesson your work is returned, this needs to be completed at home by your next exam lesson.

Wednesday, November 01, 2017

Film & TV Language: Cinematography video task

Cinematography is the key term to describe camerawork: framing, angle and camera movement.

You need to be able to accurately identify camera shots, angles and movement - and most importantly the effect it has on the audience.

Practical task: create a one minute cinematography video that illustrates the main types of camera shot, angle and movement that learned in the lesson on cinematography.

Complete the following:

1) Get into pairs or work individually. Note: although the planning and filming can be done collectively, all students MUST edit their own video.

2) Plan out the different shots, angles and examples of camera movement you need to include.

3) Film everything you need - as creatively as possible. You can use comedy, narrative or just keep it simple. However, you MUST make sure the framing and media terminology is accurate.

4) Edit your video to approximately one minute, adding music, voiceover, effects and anything else that will make your film visually effective and entertaining for an audience. You can edit in school using Premiere Pro but are welcome to edit at home if you have the software to do it.

5) Export your finished video, upload it to YouTube and post it to your blog along with a 100-word explanation of your work.

Here's an example from a similar task (camerawork and editing) that a student at Lingfield College created:

Deadline: next Friday. Good luck!