End of unit task: Introduction to Media Index

To finish off our Introduction to Media unit you need to create an index of ALL your MIGRAIN Introduction to Media tasks from the last 14 weeks. This will be hugely useful for revision for the upcoming January assessment, February mock exams AND the real MEST1 exam in May.

Use the MIGRAIN Powerpoint to help you (and to revise).

It should follow a clear format:

Date > Key concept > Title of work as a link to blogpost

Example:

September 2014 > Media Language > Media consumption task

September 2014 > Media Language > Reading an image 50 Cent analysis

October 2014 > Narrative > Narrative theory clip analysis

November 2014 > Audience > Uses and Gratifications blog task

At the end of the index, check that you’ve covered all 7 key concepts:

Media Language
Institution
Genre (note: largely covered in Film Language unit)
Representation
Audience
Ideology
Narrative

Complete this index for homework this week if you don't finish it in the lesson.

If you have missed any of the key concepts, you can access the blog archive down the left-hand side of the main Year 12 Media Macguffin blog. It is YOUR responsibility to ensure you have covered all the course concepts prior to sitting the final exam.

Ideology and binary opposition

The key notes from today's lesson:

Ideology

What is an ideology?
An ideology is a world view, a system of values, attitudes and beliefs which an individual, group or society holds to be true or important; these are shared by a culture or society about how that society should function.

Dominant ideologies

Ideologies that are told to us repeatedly by important social institutions such as the government or media are called dominant ideologies.

Dominant ideologies are ideologies or beliefs that we live by in our day-to-day lives and often do not question – they have become 'natural, common sense' things to do. This effectively dissuades people from rebelling against these beliefs, and keeps a sense of stability in society.

Why is ideology important in Media Studies?

Media texts always reflect certain values or ideologies though sometimes we may not be aware of this. When studying a media text you may look for the dominant ideology present and question whose world view is represented and which groups have not been represented.

Levi-Strauss: Binary opposition

Claude Levi-Strauss (1908-2009) was a French philosopher and one of the most important cultural theorists of the 20th century. 

His theory of binary opposition is important for media students.

Levi-Strauss suggested everyone thinks of the world around them in terms of binary opposites such as up and down, life and death etc. and therefore every culture can be understood in these terms.

Binary opposition in media

Binary opposition is used to create narrative and conflict in media. It is also used to simplify complex situations for easy consumption (e.g. TV news).

Along similar lines, if something is not easily reduced to binary opposites, it is far less likely to receive widespread media coverage.

Binary oppositions can be used to create stereotypes and promote certain ideologies or beliefs.

BBC Question Time: binary oppositions and ideology

Watch this clip from BBC Question Time with Russell Brand and Nigel Farage. The BBC deliberately placed the two against each other and the episode resulted in far more people watching and tweeting than usual.

What examples of binary opposition can you suggest from watching this clip?

What ideologies are on display in this clip?

Embed the video into your blog (as above) and answer these two questions in full paragraphs.

Research and planning checklist

All of your MEST2 Research and Planning is due on Friday 9 January - the first week back after Christmas.

This Research and Planning checklist will help you ensure that you've completed everything required.

Don't forget to use the OFCOM Broadcasting Code outlining the pre-watershed rules to make sure you don't fall foul of the guidelines.

Good luck!

Revision: January assessment

A reminder that you will have a MEST1 Section A assessment in the first week back in January. You need to revise the following:

• ALL your Introduction to Media concepts and theories (MIGRAIN)
• ALL your Film Language work (Mise-en-scene, camerawork, sound, editing)

The assessment will involve a clip (shown three times) and then four questions under the headings Media Forms (language), Media Representations, Media Institutions, Media Audiences. You will have 60 minutes (15 minutes per task) to answer the four compulsory questions. 

Due: first week back in January

Audience focus groups - blog task

I hope the audience research focus groups for our MEST2 TV show ideas have been useful - it's a brilliant opportunity to share good ideas and improve our productions. You now need to write up your own group's recording in a blog post - note this write-up is an INDIVIDUAL task. The blog post should include the following:

• A brief introduction to what the focus group involved
• A list of key quotes from the focus group recording (you don't need to identify who said each quote and using bullet points is fine)
• What you learned from the discussion and how this will impact on your final product
• A detailed breakdown of the target audience for your TV programme now you have completed some audience research: gender, age, social class, education/employment, race/ethnicity, psychographics etc.

The focus group audio recordings will be available on the GHS VLE if you don't upload them in the lesson. Go to: Departments > Media Studies > Shared Documents

Your blog post for this aspect of your audience research needs to be AT LEAST 500 words - it may well be a lot longer and remember you will use bits of this later in your MEST2 evaluation (worth 25% of the overall marks).

12A: Representation task

There is an excellent article on the Female Gaze and how women are represented in advertising in the new issue of Media Magazine (MM50). Complete the following tasks on your blog:

Go to our Media Magazine archive and open up MM50. Scroll to page 56 and read 'The Female Gaze: Rethinking Representation'

Answer the following questions on your blog:

1) What is the article about? Summarise the article in 50 words.

2) What is the name of the film that has sparked this recent debate on body image and female representation?

3) How does the 'Female Gaze' in this article differ from the 'Male Gaze' of Laura Mulvey's theory?

4) What is your own opinion of the representation of women in advertising? Should the media carry more representation of 'real' women? Why does the media not currently feature size 14 women if that is the average size of a British woman?

5) Go to the website of A Perfect 14. Watch the trailer and read about the film. Write your own summary of the film and what it is trying to achieve.

New issue of Media Magazine out

As a Media department, we subscribe to Media Magazine, an excellent resource for Media students with articles on all the key issues dominating the contemporary media landscape.

If you're serious about aiming for an A or A* grade in A Level Media overall then you need to read it - when each issue comes out and the archive too.

The new issue of Media Magazine (MM50 - December 2014) contains articles on science fiction, case studies on Lionsgate (the Hunger Games film studio), the BBC and an article called The Female Gaze - rethinking representation. There's plenty that will inform your case studies, critical investigations and exam preparation.

We have a fantastic online Media Magazine archive (the last 20 issues available in pdf format) along with a Word document tracking all the articles in the last 20 issues that makes searching for topics and issues easy.

Make use of it!

12A: Representation theories

A reminder of the notes on Representation theories:

Richard Dyer: Stereotyping and power
Richard Dyer's theory suggests that the complexity and variety of a group is reduced to a few key characteristics. An exaggerated version of these characteristics is then applied to everyone in the group. 

He states that those with power stereotype those with less power. 

Therefore, we have stereotypes of non-white people, poor people and women... but not so many of white, middle class men.


Medhurst: shorthand that carries value judgements

Andy Medhurst suggests stereotyping is shorthand for identification. This means we use stereotypes to tell audiences a lot in a short space of time.

However, this can carry value judgements and therefore be very negative for the representation of minority groups. Medhurst gave the example of the representation of gay men: 

"The image of the screaming queen does not just mean 'all gay men are like that', it means 'all gay men are like that and aren't they awful', which in turn means 'and they are awful because they are not like us'."

Perkins: stereotypes can be positive or partly true

Tessa Perkins suggests some stereotypes can be positive and are often true.

Specifically, she stated that stereotypes are...

• Not always negative (the French are good cooks)
• Not always about the less powerful (Politicians are corrupt)
• Can be about our own social groups (Students are lazy)
• Not always false (The Scottish wear kilts)
• Can change over time (A typical British holiday was in Blackpool; now it is Spain)

Mulvey: the male gaze

Laura Mulvey suggests that the dominant view in the media is masculine and created for the benefit of men. Women are presented for men to look at, hence the ‘male gaze’. This links to the idea of ‘sex sells’ and women being represented as sex objects.

More recently, the idea of the ‘female gaze’ has been suggested. Rosalind Gill suggests the objectified male is an example of post-feminist media culture in modern Britain. Task: write down an example for each.

Linked to Mulvey...

Berger: ‘Ways of seeing’

An additional representation theory that influenced Mulvey:

John Berger (1972) stated that: “Men act and women appear”

“Men look at women. Women watch themselves being looked at.”

Levi-Strauss: Representation and ideology

Claude Levi-Strauss suggests that representations in the media are informed by ideology: the set of beliefs and values held by the producer of the text.

Some things are included and others are left out to create a dominant or preferred representation. 

Representation task

Return to your TV or film clip that you have already analysed for dominant/alternative representations and stereotypes (original blog task was here).

You now need to write an in-depth analysis of the representation in this clip as if you were writing an essay or exam answer. 

Apply the representation theories we have learned (you must apply a minimum of three of the theories) and write a minimum of 500 words.

Complete for homework: due next Monday

12C: MEST2 Status update

In today's lesson we will be having group tutorials to see how your research and planning is progressing. You need to be working on the following tasks for the rest of the lesson AND homework:

MEST2 Status update - Monday 8 December
You need to post regular status updates to your blog throughout your MEST2 coursework to make sure you're keeping up with the work and documenting tutorial feedback. Your first status update needs to include the following:

1) Your finalised group

2) Your initial plans for your new TV programme that meets the MEST2 brief

3) A link to your research blogpost - the five TV/film opening scenes you have analysed that will help inform your own ideas and production work.

4) A write-up of your tutorial.


Research and planning Task #2: Institution research
Research E4 and BBC3 - two channels that boast a similar target audience to your brief. For EACH channel, research the following:

Channel history
When did it start broadcasting? What was the critical reception? Any controversial moments? What genre of programmes is the channel best known for?

Notable successes
What TV programmes have been most successful for the channel? Why do you think they were so successful? Are any of these programmes similar to your idea for a new TV programme?

Target audience
Look carefully online and you'll find a detailed breakdown of the target audience. For example, E4 has an excellent sales webpage that contains links to incredibly informative Powerpoint documents that outline E4's target audience and key statistics in great detail.

Write up the demographic breakdown of the channel's target audience. Once you have done that, write an analysis of the target audience stating what psychographic groups might watch the channel and also what brands or lifestyle choices viewers would be interested in.


Audience focus group preparation
Prepare a pitch for next week's Audience focus groups. Your group will be pitching your new TV programme concept to a focus group of 10 students and recording the discussion that follows. This will provide you with invaluable feedback on your idea before it goes into production.

You need to be able to sell your idea to the focus group and communicate the genre, style and content clearly and concisely. The only way you will manage this is by KNOWING your idea inside out.

Your pitch needs to include the following:

• A clear explanation of your idea, possibly referencing other programmes/films
• Details from the brief: characters, narrative themes and location
• Why your idea might appeal to the key 15-35 year old audience demographic
• Scheduling details - when it might be broadcast and on which channel

Due: next Monday 15 December

12C Cover Work/Homework: Fri. 5/12/14, p5

Remember the basic rules first:

• Arrive on time - make sure you register with the cover teacher/Mr Halsey;
• Stay in the classroom until the end of the lesson;
• Work responsibly on the tasks set.

Our next Key Concept is Representation.

1. Watch the video produced by 'No More Page 3'.

After viewing, on your blog...

• Explain what the video was about;

• Note down the on-screen text that lists each of the conclusions they made;

• Give your view - do you agree with the conclusions? Is this representation harmful? Why?

2. Then, read the article about women in video games.

For homework, find three online articles that debate this topic.

Post up the link to each one, with a brief summary, and your view of the representations being discussed.

Mr Halsey's Year 12 cover work - Monday 1 December

12C - P3&4
MEST2 Research and planning

Now that we have completed our preliminary exercises, it is time to start working on our MEST2 coursework. I'll go through the full list of research and planning tasks on Friday but for today work on the following:

1) Confirm the group you are going to work with and make sure your ideas are similar for the type of TV programme you plan to create.

2) Watch five opening scenes from television programmes aimed at a similar audience to your brief (E4 - 18-35 year olds etc.) One opening can be from a film if relevant to your idea. For each one, embed the YouTube clip in the blogpost and write an analysis of the two-minute opening sequence to each TV programme using the aspects of film language you have learned (camerawork, editing, sound, mise-en-scene). Also focus on how the narrative, characters and setting are introduced. This is a good example from last year of what we're looking for.

Complete this for homework - I don't expect you'll finish it in the lesson. Due: Friday


12A - P5&6
Representation Photoshop collages

Create two Photoshop collages offering the dominant and alternative representations for a certain group or place. Think about the usual stereotype for that group and collect words, images and colours that capture that dominant representation. For the alternative, you need words, images and colours that don't fit the usual stereotype.

For example, if you were to create a collage of the dominant representation of women, you would look for feminine colours, jobs that are associated with women and more. For the alternative representation, you'd do the opposite.

You will be using Photoshop for your MEST2 print work so it's important you get to grips with it if you're not confident already. Use YouTube tutorials, Mr Qureshi and other students in the class to help you learn the software.

When you have finished the collages, save them as JPEGs (low quality) and post them to your blog along with an explanation of the task.

Good luck!

12A Cover Work/Homework: Wed. 26/11/14, p5/6

Remember the basic rules first:

• Arrive on time - make sure you register with the cover teacher/Mr Halsey/Mr Qureshi;
• Stay in the classroom until the end of the lesson;
• Work responsibly on the tasks set.

1. Upload your completed preliminary production to YouTube and embed the video on your blog.

2. Complete the Preliminary Exercise Evaluation. 

Please complete all of this (including your Learner Response from the 'Usual Suspects' test if you haven't done it yet) by Wednesday 3/12.

12C Cover Work/Homework: Wed. 26/11/14, p3/4

Remember the basic rules first:

• Arrive on time - make sure you register with the cover teacher/Mr Halsey/Mr Qureshi;
• Stay in the classroom until the end of the lesson;
• Work responsibly on the tasks set.

Read the articles (below) and answer the following Audience Theory questions on your blog...

1. Playing violent video games for just 20 minutes a day can encourage aggressive behaviour

• How can you link this news article to the hypodermic needle theory? 
• Find another online article/academic study that challenges the belief that violent video games are harmful. Provide the link and summarise its key points.
• What's your view on this debate?

2. Jamal Edwards: Amateur film-maker turned multimillionaire

• How can you link this feature to the two-step flow model?
• Identify FIVE other YouTubers who are influencing audiences. 
• Post up links to their content and explain how they mediate information/content for their audiences.

Make sure you complete this for homework if it's unfinished. And remember that (from last week) you should also have researched 'Uses and Gratifications Theory' and posted it up on your blog.

Please have all of this for Wednesday 3/12.

12A: Representation blog task

The key notes on our new key concept - representation:

• Representation is the process by which the media presents the ‘real world’ to an audience.
• Media texts are artificial versions of reality
• Even factual media – such as news – goes through processes of selection, organisation and editing that shapes its content
• How are particular people and groups represented in the media? How and why are stereotypes created?
• Is anything true? Or is it simply a representation of the facts from a particular point of view?

Mediation

Media texts are a construction of reality, and play an important role in the way we view the world. 

Reality is therefore subject to mediation which is the process that takes place when a media text’s meaning is created.

When mediation takes place, an institution, individual or even technology comes between the actual event and the audience.

Stereotypes

Media messages have to be communicated quickly which often means relying on stereotypes. Stereotypes work as a kind of shorthand where a word, image or sound will stand for a lot more.

A stereotype is a standardised, usually oversimplified mental picture or attitude towards a person, group, place or event.

Stereotypes act like codes that give audiences a quick, common understanding of a person or group of people—usually relating to their gender, class, ethnicity or race, sexual orientation, social role or occupation.

Representation: dominant or alternative?

A representation in the media will either reinforce or challenge the stereotype.

If it reinforces the stereotype, it is a dominant representation.

If it challenges the stereotype, it is an alternative representation.

Representation: Blog task

Find a YouTube clip from film or TV and complete the same activity we have just done in class:

1) List the different people/groups represented in the trailer (men/women/Americans etc.)

2) For each group, decide whether the representation is a dominant or alternative portrayal.

3) What stereotypes can you identify in the trailer?

Complete for homework if you don't complete it in the lesson - due next Monday.

Film Language test - learner response

A reminder to Year 12 students that you need to write up a detailed learner response for your film language test. This needs to cover the following:

1. Type up the feedback from your teacher word-for-word on your blog (you don't need to type the mark and grade if you don't want to)
2. Below this, write a detailed learner response as outlined in your feedback (usually this will involve re-writing your weakest answer on your blog)

Feel free to use our mark scheme, grade boundaries and potential responses document to help with your learner response - there is no trick here, we want you to take your time and prove you can write a 12/12 answer given the ideal circumstances. This then sets the bar for your next assessment in January. 

The Usual Suspects clip from the test is here:




As usual, if you don't finish this in the lesson time provided you MUST finish for homework - due next week.

Preliminary Exercise evaluation

After the screening of the Preliminary Exercises in class, you need to write an individual evaluation of the Preliminary Exercise you were involved in. As with the MEST2 coursework, you cannot work with others on your evaluation although you may wish to discuss strengths and weaknesses with other students (either within your group or others). 

Your evaluation needs to include the following:

• Clear reference to the brief, your planning process, how your script/storyboard/shot list helped create the final product and what you would do differently next time in terms of pre-production
• Detailed analysis of the strengths and weaknesses of your film
• Confident use of media language, particularly film language, showing clear understanding of the key concepts of Media Studies (MIGRAIN)

Here's a good example from last year to help you.

Your evaluation needs to be a minimum of 500 words and is due for Friday 5 December.

Good luck!

Year 12 cover work: Mr Halsey 21/11/14

12A: 21/11/14 P3
Firstly, make sure you've finished Monday's work on Uses and Gratifications theory (plus the two tasks reinforcing the Hypodermic Needle and Two-Step Flow theories).

The final aspect of audience theory is one step beyond Uses and Gratifications - read the notes below then complete the questions in a separate blog post.

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.

Blog task - answer the following questions

1) What do YOU primarily use the media for: entertainment or information? (Or something else?)

2) To what extent do you feel we are dependent on the media?

3) Has our dependence on the media changed over the last 10 years? How?

4) Read this Telegraph article – does this support Dependency theory? What is your personal opinion on this issue? 

12C: 21/11/14 P6
Your Preliminary Exercise is due on Monday - make sure you have edited it, exported it and uploaded it to YouTube. It needs to be up on your blog for the screening on Monday.

If you have completed that, you can get ahead on next week's work and start to evaluate your preliminary exercise. Write a list of the strengths and weaknesses of your preliminary exercise, thinking carefully about the lessons you have learned for the real coursework you'll start next week.

12A: Uses and gratifications theory (Blumler & Katz)

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.)

Uses and Gratifications: blog task

Create a blog post called ‘Uses and Gratifications Theory’.

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.

Audience theory: classwork/homework

1) Complete the Uses and Gratifications blog task above if you did not complete it in the lesson.

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

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

12A: Audience theory

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.

Task: Two-step flow model

1) Summarise the two-step flow model. 

2) In your opinion, is the two-step flow theory still relevant today?

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

4) How this this Telegraph article on influential tweeters fit the two-step flow model?

Finish for homework if you don't get it done in the lesson - due Monday.

Preliminary exercise

Continuity task

Your preliminary exercise involves filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. 

This task should demonstrate match on action, shot/reverse shot and the 180-degree rule. 

Time allowed: two weeks


You are advised to work in the group that you will work in for your MEST2 coursework project.

Note: you must have your filming completed by the end of Monday 17 November in order to have footage for the Apple Store trip on Wednesday 19 November.


Key skills

The following clips and links should help you with the key skills you need to demonstrate in your preliminary exercise.

Match on action


Match on action (or cutting on action) is an editing technique for continuity editing in which one shot cuts to another shot showing the same action of the subject in the first shot.


This creates the impression of continuity - the action creates a 'visual bridge' which is easy for the audience to follow.

Look at this YouTube clip for match on action - the cuts you want to look at in particular are at 2 seconds, then again at 18 seconds:

Shot/reverse shot

Shot/reverse shot uses over-the-shoulder shots to show a conversation between two characters. Look at this example from the Hunger Games movie - specifically between 0.50 and 1.30.

With shot/reverse shot, you need to observe the 180 degree rule. 

180 degree rule

The 180-degree rule of shooting and editing keeps the camera on one side of the action. This keeps characters grounded compositionally on a particular side of the screen or frame, and keeps them looking at one another when only one character is seen onscreen at a time. 


It is referred to as a rule because the camera, when shooting two actors, must not cross over the axis of action; if it does, it risks giving the impression that the actors' positions in the scene have been reversed. [source: Columbia Film Language Glossary]

In other words, draw an imaginary line between the two characters facing each other and then make sure the camera never crosses that line during the filming of that scene. This video is a brilliant explanation of the rule:

Task list: planning

1. Sort out your group (if you haven’t done so already)
2. Discuss what your preliminary exercise will involve – location, sequence of events, who will act etc.
3. Write a short script for the preliminary exercise. Remember, scripts outline movement and shots as well as dialogue. The BBC Writer's Room is a brilliant resource for tips and examples of TV scriptwriting. Here's a genuine TV script example from Luther to check you are formatting your script correctly.
4. Write a shot list of every possible shot (and a few extra) you will need for this preliminary exercise. An example shot list is here.
5. Draw a rough storyboard for the sequence you plan to shoot.
6. Upload your completed planning to your blog then let your teacher know. You can then book out a camera and start shooting.

Audience: Psychographics

Media institutions are always looking for more detailed audience profiling – so they can target their product more successfully.

These include VALS (values, attitudes and lifestyles) or Mosaic consumer classification. They also use Psychographics.

Psychographics

Young and Rubicam invented a successful psychographic profile known as their 4Cs Marketing Model: Cross Cultural Consumer Characterisation. They suggested people fit into one of seven groups:

Resigned
Rigid, strict, authoritarian and chauvinist values, oriented to the past and to Resigned roles. Brand choice stresses safety, familiarity and economy. (Older)

Strugglers
Alienated, Struggler, disorganised - with few resources apart from physical/mechanical skills (e.g. car repair). Heavy consumers of alcohol, junk food and lotteries, also trainers. Brand choice involves impact and sensation.

Mainstreamers
Domestic, conformist, conventional, sentimental, passive, habitual. Part of the mass, favouring big and well-known value for money 'family' brands. Almost invariably the largest 4Cs group.

Aspirers
Materialistic, acquisitive, affiliative, oriented to extrinsics ... image, appearance, charisma, persona and fashion. Attractive packaging more important than quality of contents. (Younger, clerical/sales type occupation)

Succeeders
Strong goal orientation, confidence, work ethic, organisation ... support status quo, stability. Brand choice based on reward, prestige - the very best . Also attracted to 'caring' and protective brands ... stress relief. (Top management)

Explorers
Energy - autonomy, experience, challenge, new frontiers. Brand choice highlights difference, sensation, adventure, indulgence and instant effect - the first to try new brands. (Younger - student)

Reformers
Freedom from restriction, personal growth, social awareness, value for time, independent judgement, tolerance of complexity, anti-materialistic but intolerant of bad taste. Curious and enquiring, support growth of new product categories. Select brands for intrinsic quality, favouring natural simplicity, small is beautiful. (Higher Education)

Psychographics: pair presentations

In pairs, you are going to investigate one of Young and Rubicam’s Psychographic groups.

You need to put together a presentation in which you create an example couple for that particular psychographic group and suggest what their media consumption might involve.

Note: You need to publish the tasks on each of your blogs individually.

Structure

Who you are working with:

The psychographic group you are researching:

Introduce your example couple that represents your group:

Make up their names:


Where do they work/study?


What do they do in their spare time?


Now suggest their media consumption:

Print: What newspapers/magazines does your group read (if any)? Is this on paper or tablet? 


Broadcast: What TV programmes/channels do your group watch? Radio stations? TV package – Freeview or Sky? Films?


E-Media: What technology do they own? What websites do they visit (if any)?

Homework

1) Finish your presentation and upload all the details on your blog (it needs to be on everybody's blog individually but can be a duplicate of your partner's post).

2) Take Young and Rubicam's test to see which Pyschographic group you belong to. Write the results on your blog post and whether you agree with it.

Due: Friday

12A: Narrative

There are three key narrative theories we need to learn as part of AS Media. The notes as a reminder:

Narrative patterns

Linear Pattern: progresses forward towards a resolution - Beginning, Middle and End.

Multi-strand Narrative: popular in broadcast TV (e.g. soaps) and film. Involves more than one narrative running parallel involving different characters and locations.

Documentary narrative: this may revolve round a central theme (e.g. troublesome neighbours) or group of people.

Long-running TV series such as Breaking Bad or The Wire have one major narrative and lots of mini-narratives. The major narrative runs over the series, the mini narrative may be resolved within an episode.

Narrative theories

When studying narrative in Media, we need to be able to identify what the story is and how it is being told. There are three key theories we need to learn and apply:

Enigma and Action Codes - Roland Barthes

Barthes suggested that stories have certain codes that audiences understand and respond to.

ENIGMA codes: control how much we know and help hold our interest. It creates mystery during the narrative.

ACTION codes: events or actions in the story that are important in developing the narrative, e.g. a gun being cocked signifies that a violent scene will follow.

Todorov: equilibrium

Tzvetan Todorov proposed a theory of equilibrium:

Equilibrium: An existing state of harmony

Disequilibrium: Equilibrium is disrupted by an unfortunate event or evil character which leads to a chain of events involving conflict

New Equilibrium: The evil forces are defeated, the conflict is resolved and harmony exists once more

Character theory: Propp

Vladimir Propp came up with a list of stock characters in narratives by examining Russian fairytales. He called them the seven spheres of action:

The Villain: Creates a complication in the narrative

The Donor: Gives the hero something that will help in the resolution

The Helper: Helps the hero in restoring the resolution

The Princess: Has to be saved by the hero

The Dispatcher: Sends the hero on a task

The Hero: Central protagonist, saves the day and restores equilibrium

The False Hero: Rare character that appears to be good but is revealed to have been bad all along

Narrative blog task

1) Choose three clips from YouTube and embed them in your blog - one from film, one from TV and one of your choice.

2) For EACH clip, apply the three narrative theories: Barthes' action and enigma codes; Todorov's equilibrium; Propp's stock characters. Make specific reference to aspects of the clip (as you would in a film language analysis). Remember to highlight media language.

Year 12: Editing task

Editing is the last aspect of our Film Language unit - we'll be starting coursework after half-term. Two things to work on first:

Homework

You will have a Film Language test in your first double lesson after half-term. 

Your homework, therefore, is to revise EVERYTHING you've learned in your first half term with both your teachers - film language and the MIGRAIN key concepts. 

You need to be ready to take the test in the first lesson back.

Editing task

There are some truly fantastic clips for the Editing part of the Film Language unit but we won't watch them all in one lesson. 

Your blog task is to find a film clip on YouTube that you feel has been edited in a distinctive way and write a 750 word analysis of the clip.

Use as much media language as you can - and remember to highlight it. Try and use the key words we've learned for editing and any other aspects of film language you can apply.

If you're not sure what clip to pick, you will find plenty of lists online if you search for 'great film editing sequences' or similar. One example that comes up when you do this is something like the shootout scene from Michael Mann's Heat (3mins - 6mins particularly, but it's all brilliant):

12C Cover Work/Homework: Fri. 17/10/14, p5

Remember the basic rules first:

• Arrive on time - make sure you register with the cover teacher/Mr Halsey;
• Stay in the classroom until the end of the lesson;
• Work responsibly on the tasks set.

Complete the following for Wednesday 22/10, p3:

Visit the CoolBrands website and complete the following tasks:

1) Choose five brands that YOU personally admire and explain what you like about them.

2) For each of those five brands, write a sentence/paragraph summing up their brand values. Remember: brand values are the words or qualities that the brand would like to be associated with.

3) Lastly, explain why you think those five brands made the list of the coolest brands in Britain. What is cool about them?

Also, don't forget that the Brand Values homework also needs to be up on your blogs by Wednesday 22/10.

12A: CoolBrands research

Our next key concept is Narrative - but I noticed a website that fits perfectly with the work we've been doing on Institution so we're going to do one more lesson on brands.

There is an organisation called CoolBrands who publish a list of the coolest brands in Britain every year. There is a paper version with the Observer newspaper and a website with details and videos/links.

In today's lesson, you need to visit the CoolBrands website and complete the following tasks:

1) Choose five brands that YOU personally admire and explain what you like about them.

2) For each of those five brands, write a sentence/paragraph summing up their brand values. Remember: brand values are the words or qualities that the brand would like to be associated with.

3) Lastly, explain why you think those five brands made the list of the coolest brands in Britain. What is cool about them?

This needs to be finished in today's lesson.

12A & 12C: Institution - Brand Values

According to Gillian Dyer (Advertising as Communication, 1988) advertisers use, among other techniques, lines of appeal to create brand identities and attract their target audience.

Institutions use these images, references or suggestions to tap into our desires and make us ‘feel part’ of the brand. Dyer suggested lines of appeal could be classified into 13 groups:

• Happy families - everyone wants to belong 
• Rich, luxurious lifestyles - aspirational 
• Dreams and fantasy 
• Successful romance and love 
• Elite people or experts 
• Glamorous places 
• Successful careers 
• Art, culture & history
• Nature & the natural world 
• Beautiful women - men AND women like looking at beautiful women, so the thinking goes: men admire them, women admire what makes the men admire them. 
• Self-importance & pride 
• Comedy & humour 
• Childhood - can appeal to either nostalgia or to nurturing instincts 

Brand values task 100-10-1

Choose 5 brands. For EACH brand:

1) Sum up the brand values in 100 words, making reference to Dyer’s lines of appeal.

2) Distil the brand values into one sentence of no more than 10 words. 

3) Sum up the brand in ONE word.

Example: Starbucks

1) The Starbucks brand is clever because it comes across as a friendly, local-style company when it is in fact a massive global business. Its brand values would be about quality, lifestyle and a personal touch.  Starbucks could fit into several of Dyer’s lines of appeal: Happy families - everyone wants to belong, hence Starbucks asking your name when you order. It could also fit into Successful careers – Starbucks is for hard-working, successful people who want to enjoy life. Finally, Self-importance and pride links to Starbucks taking coffee seriously and its employees and customers having genuine passion for the brand. (100 words)

2) The Starbucks brand is about quality with a personal touch. (10 words)

3) Starbucks in one word: Passion.

Due: Friday 17/10 (12A) Wednesday 22/10 (12C)