Information and Tasks for Year 12 Media Studies Students
Thursday, December 15, 2016
Ho Ho Ho Hello year 12!
Have a lovely and restful Christmas.
For those of you who missed the lesson just now, or those that wanted more clarity on the exam taking place on Wed 4th January - read this powerpoint that makes it clear... MEST 1 Guidance
Remember that the media text can be anything - audio/visual or static text.
If you want to look at some previous exams, goodle AQA MEST 1 exam and have a look - only Section A for now as the rest is related to our case study which we will tackle in the new year.
For those of you who missed the Ideology Lesson for various reasons last week, Ideology is an important concept for media students to understand as it underpins many of the other aspects of media such as representation.
Media texts such as films always reflect certain values or ideologies though sometimes we may not be aware of this as the ideologies may be IMPLICIT (implied) rather than EXPLICIT (obvious).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.
Here are the two examples we looked at to aid our understanding of this difficult concept:
This reinforces the dominant ideology of the American Dream - the set of ideals that perpetuates the idea that freedom and hard work gives everyone the opportunity for success. If you work hard, you will succeed. This is exemplified in the film where Will Smith's character is a protagonist who is able to reach his own American Dream. He is a homeless salesman, struggling to financially provide for his young son who takes an unpaid internship with a broker company in order to become a successful broker. His hard work and self-sacrifice enables him to impress company bosses and start his own multi-million dollar brokership.
American Beauty trailer
This challenges the dominant ideology of the American Dream. Everything seems to endorse the American Dream - there is a middle class family made up of parents with successful careers, the husband as an advertising executive and his wife as a realtor (American estate agent). Underneath the semblance of perfection, the husband is having a mid-life crisis, including an inappropriate crush on his daughter's teenage best friend and his wife is having an affair. Their lives unravel as this film satirises and blows apart the ideals of the American dream.
We have now completed our MIGRAIN Introduction to Media unit and need to update our index to organise revision for the upcoming assessment. January assessment You will have a MEST1 Section A assessment in your first double lesson after Christmas. This will be an excellent opportunity to show the progress we are making towards our Media target grades and also develop the skills needed for the exam in May. You need to revise everything you have covered in the Autumn term - both for the Introduction to Media unit AND Film Language.
Due: first lesson back
MIGRAIN index
Keeping an up-to-date index of all your work is extremely good practice from a revision perspective. Not only does this keep the concepts and media terminology fresh in your mind but it will also highlight if you've missed anything through absence or trips. Your index should now include the following:
Remember: For your index, the text should link to YOUR corresponding blogpost so you can access your work on each key concept quickly and easily. This also means you if you have missed anything you can now catch up with the work/notes and won't underperform in the assessment due to gaps in your knowledge. Important: your index needs to be completed during the lesson.
Our final key concept of this introductory unit to A Level Media is Ideology. This is one of the trickiest concepts to get our head around as it encompasses politics and cultural studies as well as media theory. We've obviously applied our work on binary opposition to an episode of BBC Question Time in class but it's important to be able to apply ideology and media theory to a cross-section of media texts. Media Magazine issue 52 has two good articles on Ideology. Today you need to read those articles (our Media Magazine archive is here) and complete a few tasks linked to them. Follow the instructions below... MM52 Page 34: The World Of Mockingjay: Ideology, Dystopia And Propaganda 1) Read the article 2) What view of capitalist ideology is presented in the Hunger Games films? 3) What do the Hunger Games films suggest about the power of the media to shape and influence ideological beliefs? Page 48: They Live - Understanding Ideology 1) Read the article 2) What are the four accepted ideological beliefs in western societies highlighted by the article? 3) What does Gramsci's theory of hegemony suggest about power and ideology in society? 4) What does French theorist Louis Althusser suggest about ideology and consumerism? 5) Do YOU agree with the idea behind They Live - that we are unthinkingly controlled by the media which is run in the interests of the economic elite? These are the big questions of A Level Media! You'll need to finish this for homework - due for the first lesson back after Christmas.
The media's role in setting and reinforcing the dominant values and ideologies within society is a vital aspect of A Level Media Studies. The key notes from today's lesson on ideology and binary opposition: 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.
Blog task: binary oppositions and ideology
1) 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. Ideology and your own choice of clip 2) Now do the same activity for a clip of your choice. Embed the YouTube video in your blog and answer the questions in detail: What examples of binary opposition can you suggest from watching your clip? What ideologies are on display in your clip? Complete for homework if you don't finish it in the lesson - due next week.
Having completed extensive existing product research, institution research and audience research it's now time to move on to pre-production. This is the absolutely crucial planning phase where you create a script, storyboard, shot list and mise-en-scene planning (cast, props, costumes, locations etc). You should have received some excellent feedback from the class as part of your focus group so now it's time to put that feedback to use. This is a great YouTube video taking you through 15 common mistakes filmmakers make... This will be very useful for your pre-production - particularly in terms of casting, lighting and locations. As a group, you need to complete the following:
Project schedule
Script
Storyboard
Shot list
Mise-en-scene: casting details, location scouting with photographs, props, costume and make-up, lighting.
Your project schedule means laying out a week-by-week plan for shooting and editing your film - you may wish to use Microsoft Excel or Word for this.
You'll find guidance for setting out a script by visiting the BBC Writer's Room (click on the Script Library tab) and storyboard sheets are available in DF07 (alternatively you can access an electronic copy of an AQA storyboard sheet here). A three-minute film will require extensive storyboarding - you may wish to share this out between two people.
I advise laying out your shot list simply using Microsoft Word - this is an example of what it should look like. The key with a shot list is to plan lots of extra shots that give you options when editing - particularly a large number of extra close-up and cutaway shots.
The mise-en-scene planning can be formatted as you wish.
Important note: you only put work YOU complete in your coursework folder so make sure the pre-production tasks are shared equally between members of your group.
Due: First drafts of ALL your pre-production documents must be produced for the first double lesson back in January.
I hope the audience research focus groups for your MEST2 film pitches 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. Particularly important is any changes you plan to make as a result of audience feedback.
A detailed breakdown of the target audience for your film now you have completed some audience research: gender, age, social class, education/employment, race/ethnicity, psychographics etc.
Your recordings will probably be on your phone and therefore one of you will have to upload and share the file with your group. Your blog post for this aspect of your audience research needs to be AT LEAST500 words - it may well be a lot longer and remember you will use this feedback later in your MEST2 evaluation (worth 25% of the overall marks).
Your final lessons before Christmas will see you pitching your film idea to the rest of the class in an audience research focus group.
In order to prepare for this focus group, your group needs to develop a detailed film pitch. This is for the complete 30-minute film, not just the three minutes you plan to make for the coursework itself.
Use this MEST2 Film pitch template to make sure your film pitch contains all the information you need. The MEST2 brief is here if you need to check the topics that you can work from.
Due: exact lesson date confirmed by your coursework teacher. Important note: You will pitch the film to the rest of the class during this lesson.
Your final piece of institution research requires you to read up on the BBFC to find out what guidelines your film must follow. Your MEST2 brief clearly states that your film must be suitable for a 15 certificate. Film certification in the UK is the job of the BBFC - the British Board of Film Classification. In planning your film's content and writing the script it's important you are staying within the guidelines for a 15 certificate (or lower).
Complete the following tasks on your blog: 1) Research the BBFC: what is the institution responsible for? How is it funded? What link does it have to government? 2) Read this BBFC guide to how films are rated. Summarise the process in 50 words. 3) Read this BBFC outline of the issues faced when classifying a film. Summarise the debate in 50 words. 4) Read this BBFC section on controversial decisions. Why did The Dark Knight generate a large amount of media coverage regarding its certificate? Do you agree with the 12A certificate The Dark Knight was awarded? 5) What are the guidelines for a 15 certificate? 6) The BBFC website offers an explanation of every classification it makes and detailed case studies on selected titles. Choose one 15-rated film from the BBFC case studies section and summarise the classification the film was given and why. Complete this for homework if you don't get it done in the lesson - due next lesson.
Research the institutions that produce, distribute and exhibit independent arthouse films. Work through the following tasks: Production: Independent film studios 1) Look back at the five films you have analysed for your existing product research. Find which studios made them – e.g. Film Four, Studio Canal, BFI, BBC Films etc. 2) What other films do these studios produce? Can you find any any other independent, arthouse or low-budget examples? 3) Do the studios have any notable successes? What is the most successful low-budget or independent film the studio has released? Distribution: Independent film distributors
Read the whole step-by-step guide (warning: this is LONG and will take you around an hour) 2) Summarise the 10 steps of film distribution in a list using your own words.
3) Now research the distributors for each of the arthouse films you have analysed for your existing product research. Who distributed each film in the UK?
4) How many cinemas did each film open in? 5) How much money did each film make? Did it make a profit against the budget? 6) Research Curzon Artificial Eye. Who are they and what do they do? 6) Look at the Curzon Artficial Eye YouTube channel. Watch three trailers for recent or upcoming independent films and identify something you can learn from each film to use in your own film production.
Exhibition: Arthouse cinemas Find some London-based arthouse cinemas and research the following: 1) What is the name of the cinema? Where is it? 2) What type of films do they show? What films are on this week? How do their programmes differ from the major cinema chains like Vue? 3) What type of audience attends this kind of arthouse cinemas? Are there any clues on the website regarding the target audience? How can you tell? A case study in independent film production: Film London and Microwave Film
1) What is Film London and why does it exist? 2) What is the purpose of Microwave Film? 3) What is the London Calling project for Film London and how does it encourage independent filmmaking?
4) Choose three feature films funded by Microwave Film and embed their trailers in your blog. For each film, explain why it fits the profile for an arthouse or independent film and what target audience the film might attract.
5) Watch these top tips for film production. List three things you've learned from these short videos that you can apply to your MEST2 production work.
You will be given lesson time for this research but will need to complete a considerable amount of it at home. Due: set by your coursework teacher (12D: Friday 9 December)
Our arthouse screenings continue today (Wednesday) with United 93 (2006) - 3.05pm in DF07. This remarkable documentary-style drama from British director Paul Greengrass recreates the events that took place on September 11, 2001 when four planes were hijacked with the intention of flying them into major American landmarks. Three hit their targets in New York and Washington but United 93 crashed in a field in Pennsylvania after the passengers attempted to re-take control of the plane. Shot entirely using handheld camera to emphasise the documentary feel, Paul Greengrass (along with his main Editor Christopher Rouse) has been credited with "re-writing the rules for action editing" with his ultra-realistic style. As Variety magazine states:
"Over the span of 10 years, Greengrass and Rouse have rewritten the rules for action editing, bringing an illusion of spontaneous immediacy to carefully choreographed set pieces.
Certainly, Greengrass’ impact can be detected in films as diverse as “The Hunger Games” (with its jittery handheld lensing and skittish cutting) and “Short Term 12” (which applies restless multi-cam coverage to a low-budget indie drama).
But the director’s immersive eyewitness aesthetic shouldn’t be reduced to so-called “shaky cam” shooting and editing that intensifies the action onscreen with quick cuts and dynamic cross-axis jumps between angles.
As Rouse suggests, these strategies work in service of a new way of telling stories, one that relies just as much on recreating factual events (“United 93,” “Green Zone” and “Captain Phillips”) as it does heightening the impact of Hollywood thrillers (the “Bourne” sequels).
The film also raises interesting questions in terms of the representation of nationality, race and ethnicity (America; Muslims etc.) and fits perfectly with A2 theoretical work we will cover next year in terms of post-9/11 and the media and post-colonial theory. Enjoy the film!
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. If you finish one set of collages in class, consider creating another set on Photoshop while taking on a more complex challenge - perhaps a dominant and alternative representation of an event or place? Representation: work so far Before you get to grips with Photoshop, make sure you've completed the initial work on representation - analysing a film or TV clip for the representation of people, places or events. You'll need this for the next steps on representation theory if you haven't done this already.
When analysing representation in media products we need to be able to apply media theories as well as discussing dominant and alternative portrayals. 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 blog 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 at least three of the theories) and write a minimum of 500 words.
Complete for homework: due next week in double lesson
Apologies - we will have to cancel Year 12 Media lessons on Monday as we're out on a Year 13 trip to the BFI Reuben Library for critical investigation research. Normally Mr Qureshi would be able to cover but he is unavoidably out of school too. You do not need to attend the lessons or register in Media but you do need to complete the following work: P3&4 Mr Bush / P6 Mr Halsey: MEST2 existing product research You should already have started thinking about the MEST2 coursework brief and confirmed who you will be working with. Now you need to be working on your MEST2 Existing product research. This is an extensive task and requires genuine research and engagement with the texts. It is vital you don't think of this as an extra bit of paperwork but as an opportunity to really get an in-depth understanding of and appreciation for arthouse cinema. All the details are on the link above but don't forget you can always do more - there is a minimum requirement but not a maximum. The more arthouse cinema you watch the better your coursework will be! Your deadline for the existing product research will be confirmed by your coursework teacher. This will give you plenty to get on with both in lessons and for homework - good luck!
Apologies Year 12 - I have gone home early because I am not well.
I hope you enjoyed the rest of It Follows at the screening, a wonderful example of an atmospheric indie, art house horror.
Please can you complete the following tasks today before going:
1) Make sure that you have done your MIGRAINE index on your blog so that I can see any areas that are weaker / missing. Do this by embedding 'Link' and using the html link from your blog posts so that I can click on each link and access your work.
2) Identify any areas that are unfinished, unpublished or need doing and make sure those are up to date by next week's lesson.
3) Do the Representation Blog post:
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 double lesson.
Existing product research is an essential first step in any media project. You need to know what an arthouse film sequence might look like before planning your own. Complete the following as an extended blog post or a selection of five blog posts, one for each film. For each one, make sure you write a detailed, thoughtful analysis. Important note: a selection of this research will be submitted to AQA with your production work and evaluation. 1) Find five arthouse film clips or sequences – ideally in a genre similar to your film idea or preferred genre. There is a list of example arthouse films below. 2) Write an analysis of each two- to three-minute sequence using everything you have learned about film language (camerawork, sound, mise-en-scene, editing etc.) 3) Research the target audience for each film (including the BBFC certificate) and produce your own assessment of who it appeals to and why. You should be aiming for at least 300 words per film - though you may want to write much more than this. Arthouse films There are a huge number of arthouse and independent films out there - you may well know of many yourself. These are a few to get your research started if you're unsure:
Eternal Sunshine of the Spotless Mind
It Follows
Girlhood
Donnie Darko
The Falling
Run Lola Run
La Haine
Boyhood
Lilting
Borrowed Time
Monsters
Appropriate Behavior
You need to find YouTube clips of scenes from these films (not trailers - though you may want to watch the trailer to find out more about the narrative). There are usually scenes available, for example: Eternal Sunshine of the Spotless Mind
Girlhood
Donnie Darko
The Falling Your existing product film research due date will be set by your coursework teacher. 12D - Monday 5 December.
Now your preliminary exercises are complete, we need to start our actual MEST2 coursework planning. The first aspect of this is to interrogate the brief you have been given - you can find the full 2017 MEST2 brief here. We are working on Brief One - The Little Picturehouse. Your tasks will be broadcast and print: (a) Broadcasting Select one of the following topics as a general inspiration for the film you wish to create:
Modern-noir
Play!
Urban Life
Summer
The Secret
Romance
Friendship.
Create approximately 3 minutes of moving image footage as an extract from the proposed film. For example, you might choose to create:
the film's opening to establish genre, character and location;
a moment of conflict to show your ability to create emotion/atmosphere/tension/excitement;
contrasting scenes with transitions to show how you can create changes in tone and pace;
a specific set-piece for example: a family conversation over dinner; a training montage; a chase scene;
scenes that create or communicate a specific emotion such as unease, wonder, suspense, surprise etc.
You should identify where the extract would appear within the proposed film. Your production should demonstrate an understanding of the way film uses camera shots, sound and editing to communicate story and ideas to the audience. Care should be taken when selecting locations, wardrobe, make-up and props. If appropriate, you could use post-production effects. (b) Print All entrants have been asked to create pages for a promotional booklet which will demonstrate the variety of local film-making talent and provide information on the shortlisted entries. Each entrant is therefore asked to create their own pages for the booklet. You should create two to three A4 pages. You are encouraged to be creative in your approach and try to make your pages distinctive and visually appealing. You should include information about you, your production team and the film itself. As discussed in class, AQA have given us permission to create four pages of an A5 booklet - e.g. front cover, contents page, double page spread feature. Your initial task is simple: Confirm who you will be working with for MEST2. Read the brief, look over the topics for inspiration and start brainstorming ideas for your short film extract.
The first screening in our arthouse film programme is the 2014 acclaimed horror film It Follows. Described as "one of the most striking American horror films in years", the film brilliantly creates a timeless, creepy atmosphere of American suburbia. It's worth paying particular attention to the cinematography and use of sound in the film when looking for inspiration for our own arthouse films. More details on It Follows can be found on IMDB. The screening will start promptly at 3.10pm on Wednesday in DF07. It is open to all post-16 students and compulsory for Year 12 Media students!
We are over halfway through our MIGRAIN Introduction to Media unit and need to create an index to ensure we are up-to-date on all work so far.
You will have a MEST1 Section A assessment in January and therefore it is important we are revising previous work and making sure there are no gaps before we reach the Christmas break.
MIGRAIN index
Keeping an index of all your work is extremely good practice from a revision perspective. Not only does this keep the concepts and media terminology fresh in your mind but it will also highlight if you've missed anything through absence or trips. Your index should currently include the following:
For your index, the text should link to YOUR corresponding blogpost so you can access your work on each key concept quickly and easily. This also means you if you have missed anything you can now catch up with the work/notes and won't underperform in the assessment due to gaps in your knowledge. Important: your index needs to be completed during the lesson.
Representation is a crucial key concept in A Level Media. Here we explore how the media represents different people and groups and discuss the impact on society and individuals. 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 double lesson.
The preliminary exercise is a brilliant opportunity to learn the basics of DSLR filmmaking before starting your MEST2 arthouse films. After the screening of the preliminary exercises in class, you need to write an individual evaluation of your preliminary exercise on your blog. As with the actual 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 beyond). Your evaluation needs to include the following:
Your preliminary exercise video embedded from YouTube.
Clear reference to the preliminary exercise 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. This is a good opportunity to demonstrate your close-textual analysis skills - breaking down the clip shot-by-shot to discuss the impact on the audience.
Confident use of media language, particularly film language, showing clear understanding of the key concepts of Media Studies (MIGRAIN).
We have read and talked about how the John Lewis Christmas advert has become a marketing phenomenon over the last few years, with much anticipation of a newly released advert each year.
Last year, the audience reaction seemed to suggest that people had had enough of sentimentality and found the Man in the Moon advert too hard to relate to; possibly the message of old people being alone at Christmas was too bleak for some. Cynical audiences suggested that John Lewis had gone too far in their emotive music and childish innocence combination that had been a winning formula with the Monty the Penguin offering of 2014 (so successful that 'Monty' and 'Mable' toys were selling for hundreds of pounds on eBay.)
MAN IN THE MOON 2015
MONTY THE PENGUIN 2014
So what are the gratifications offered by their latest offering, Buster the Boxer?
Watch the advert again and consider the questions below:
1) What audience gratifications / pleasures are offered by the John Lewis brand? Consider all three adverts from 2014-2016. How are they similar in the pleasures they offer? How are they different?
Other media platforms have been reacting to the new John Lewis advert, and not all the feedback has been positive. Twitter users who are parents have been tweeting their outrage about the destruction of the Santa myth, and wildlife conservation groups have pointed out the irresponsibility of encouraging children to treat wild animals as pets and play with them in net-covered objects.
2) What are the objections of some members of the audience? Do you agree or disagree with these viewpoints? Why?
The Battle of the Christmas Ads 2016
Many brands have jumped on the 'Christmas Ad' bandwagon in the past but 2016 seems to be the year where the advertising industry has really outdone itself, with many large industrial names fighting for recognition on social media through hash tags and the development of narrative arcs that involve the audience. Huge amounts of revenue have been spent on developing and making these adverts, including getting celebrity voice-overs; recording cover versions of new songs that can then be sold in connection with iTunes and downloaded on Spotify; producing merchandise connected to the ads and entering running times comparable with some short films.
Watch the most popular 2016 offerings and then answer the questions below in a new blog post:
Sainsburys
Heathrow airport
Very.co.uk
Aldi
Marks & Spencers (tissues out!)
1) Which do you think is the most appealing and why? Try to use some of our audience theory in your answer.
2) Are there any audience pleasures that two or more of the adverts have in common? Choose two examples to illustrate your point.
3) Choose a different advert and identify the target audience for the advert. Answer in terms of demography and psychography. What tells you this?
4) Why do you think Christmas adverts, in particular, often use emotive language and narratives to appeal to a wide audience?
5) Choose an advert with a narrative and, just for fun, apply one of our narrative theories to it. Why does a narrative have a place in an advert?
Answer the 5 questions (each question represents another week until Christmas...eek!)
