Arthouse film screening: United 93

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!

MIGRAIN 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.

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.

MIGRAIN: Representation theories

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

Year 12 cover work: Monday 28 November

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!

Year 12 work period 7 Thursday 24th November

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.

Thank you. 

See you next week!

Miss Fowler :)

MEST2: Existing product research

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.

MEST2 Coursework brief

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.

Arthouse film screening: It Follows

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!

MIGRAIN unit: index of work so far

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:

1) Media consumption audit
2) Language and Genre: Reading an image - advert analyses
3) Institution: major media institution research, presentation and feedback/LR
4) Institution: brand values
5) Narrative: narrative theory YouTube clip analysis
6) Genre: Factsheet questions and Chandler genre analysis task
7) Audience: psychographics
8) Audience: audience theory blog tasks/questions
9) Audience: Effects theory - factsheet and questions
10) Audience Pleasures: The battle of the Christmas adverts
11) Representation: clip analysis - dominant and alternative representations

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.

MIGRAIN: Representation

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.

Preliminary exercise: Evaluation

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).

Here's a good example from a previous preliminary exercise to help you.

Your evaluation needs to be a minimum of 500 words and the due date will be set by your MEST2 teacher.

Good luck!

Audience Pleasures: The Battle of the Christmas Advert

The John Lewis Christmas Ad

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.

Now read the criticism about the new advert:

http://www.manchestereveningnews.co.uk/news/greater-manchester-news/john-lewis-2016-christmas-ad-12154739
The Manchester Evening News

https://www.theguardian.com/media/shortcuts/2016/nov/14/wildlife-charities-react-john-lewis-christmas-ad
The Guardian

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!)

Ho Ho Ho!

Miss Fowler

12C Media: Thursday lessons cancelled!

Apologies - we will have to cancel lessons for 12C on Thursday afternoon as we're out on a Year 13 trip to a BFI screening and workshop.

Normally Mr Qureshi would be able to cover but he is out at a conference too. You do not need to attend the lessons or register but you do need to complete the following work:

P5 Mr Bush: preliminary exercise
You need to continue your work on your preliminary exercise - exactly what this involves will depend on your group and what stage you are at. You must meet the approaching deadline!

P6 Mr Halsey: Audience theory work
Your MEST1 work requires you to work through the following:

1) Finish Tuesday's work on audience theory.

2) Complete this Media Factsheet task on audience theories and media debates.

This audience theory work is all due on Tuesday so make sure you find the time to complete the tasks.

This should give you plenty to get on with - good luck and keep up the good work!

Audience: Effects theories

The media effects debate is a crucial aspect of A Level Media Studies.

Do media texts have a negative effect or influence on their audience? Should we be worried by violent videogames or movies? Do we need to give audiences more credit for their ability to distinguish between fiction and reality? 

Audience - blog tasks

Firstly, make sure you have completed the blog tasks from your double lesson on audience theory. This post also contains the key notes if you missed the lesson for any reason.

Then, complete the following tasks using the Media Factsheets available on the Media Shared drive. 

You'll find them in our Media Factsheet archive: M:\Resources\A Level\Media Factsheets

Read Media Factsheet 030 - Media and Audiences -The Effects Debate and answer the following questions:

1) Complete the questions in the first activity box (beginning with 'Do you play violent games? Are you violent in real life?')

2) What are the four categories for different effects theories?

3) What are the examples provided for the hypodermic needle theory - where media texts have been blamed for certain events? 

4) What was the 1999 Columbine massacre? You may need to research this online in addition to the information on the factsheet.

5) What are the reasons listed on the factsheet to possibly explain the Columbine High School massacre?

6) What does Gerbner's Cultivation theory suggest?

7) How does this front page of the Daily Mail (from this week - Wednesday 16 November) link to Cultivation theory? The Mail Online version of the story is here.




8) What does the factsheet suggest about action films and the values and ideologies that are reinforced with regards to violence?

9) What criticisms of direct effect theories are suggested in the factsheet?

10) Why might the 1970s sitcom Love Thy Neighbour be considered so controversial today? What does this tell us about Reception theory and how audiences create meanings?

11) What examples are provided for Hall's theory of preferred, negotiated and oppositional readings?

12) Which audience theory do you think is most convincing? Why? It is important that you develop critical autonomy in judging the arguments for and against different theories and form your own opinion on these issues.

Finish for homework: due next week.

Audience theory: blog tasks

The key concept of Audience is vital in Media Studies. As well as demographics and psychographics, we also need to explore what audiences enjoy about the media and ask whether the media is having any kind of effect on its audience.

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.)

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 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 article on influential tweeters fit the two-step flow model?

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.

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

Film Language test: Learner Response

Today, you need to take a short break from your preliminary exercise work and complete a learner response on your Film Language test.

The general comments I picked up while marking are:

• Get the basics right: ensure written English is correct, use paragraphs to organise your points and aim for three or four paragraphs for each question as an absolute minimum.
• Using Media terminology is essential - this was lacking in places, particularly with regards to mise-en-scene.
• Answer the question - this is so important. If you don't address what the question is asking you will struggle to achieve higher than a level 2 (6/12 marks)
• Make sure your notetaking is organised and detailed - dividing your A4 page in four and making notes for each question is a good technique.
• Analysis not description: if you are simply describing the clip, you will never access the higher levels. Make sure you are explaining the HOW and WHY - what impact does this particular aspect have on the audience?
• Revise the key terminology - there were far too many references to jump cuts. There were no jump cuts in the clip!

Your learner response task is as follows:

1) Read your feedback carefully and look at the mark and grade you achieved.

2) Read this mark scheme, grade boundaries and suggested content document. How many marks were you away from the next grade up? How much of the suggested content did you include in your answers?

3) Create a blogpost called 'Film Language test learner response'

4) Type up your feedback word-for-word (you don't have to put the mark and grade if you don't want to).

5) Re-write your weakest question on your blog. This re-write should be aiming for 12/12 marks using all the suggested content in the mark scheme. Re-watch the clip above and make dedicated reference to specific aspects of the sequence.

When you have finished all of the tasks above you should return to your Preliminary exercise planning.

Boyz N The Hood Activities

We hope you enjoyed the brilliant 'Boyz N The Hood' film at The Everyman, Canary Wharf.

Now you have a few tasks to help you reflect on the film...

1. Read this Guardian article about the director: John Singleton reflects on Boyz N the Hood: 'I didn't know anything'. It's incredible that he was only 24 years old when he wrote Boyz N the Hood, becoming both the first African-American and the youngest person ever to be nominated for the best director Oscar!

2. Read this short 5 star Guardian review of the film commemorating the 25th anniversary since the film's original release.

3. Read the Into Film Festival guide to 'Boyz N The Hood' that contains some general info and a few questions for you to think about (no need to write the answers).

4. Read the Into Film Festival review writing competition details, especially the Top Tips PDF.

5. Carry out some additional research if necessary - the IMDB website about the film is a good place to start - and then write your own original 300 word review of the film. Post up the review on your blog, then copy it out by hand onto the competition entry form which you'll receive in your lesson. 

Deadline for completion and submission of all tasks: Monday 21/11/16.

Miss Fowler Cover Work MEST1 for Wednesday 9th November

Miss Fowler cover work: Wed 9th November

I'm sorry I can't be in school for my 12D lesson P3&4 

Today's lesson is all about Audience: Demographics and Psychographics

Please read through the following PowerPoint, making notes as you go on:

- Definition of audience

-What constitutes Niche and Mainstream (give examples)

-VALS

-Mosaic Consumer Classifications

-Young and Rubicam's 4Cs Marketing Model.

Powerpoint can be found here: M Drive/Resources/A Level/ MIGRAINE lessons Audience FOW

Psychographics: pair presentations

First, create an example couple that represents your psychographic group (just like the Mosaic profiles).

Tell us a bit about the couple – who they are, where they work/study, what they like doing in their spare time. Bring them to life.

First, create an example couple that represents your psychographic group (just like the Mosaic profiles).

Tell us a bit about the couple – who they are, where they work/study, what they like doing in their spare time. Bring them to life.

Next, outline 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)?

Finally, plan your presentation. One of you should introduce the couple, the other should outline their media consumption.

1.MAINSTREAMERS

2.ASPIRERS

3.SUCCEEDERS

4.RESIGNED

5.EXPLORERS

6.STRUGGLERS

7.REFORMERS 

You've got all lesson and homework to work on this but there IS a lot of work so stay focused and you'll get through it steadily. Remember your EBIs from last time we did presentations and try to create one that is addressing these EBIs to show your progress.

Period 7  on Thursday is cancelled so please just use that time at home to complete any outstanding work on your blogs and do the below audience task. 

I am going to mark the blogs before next week so make sure any drafts are published. 

Homework

Read this article about Clouds Over Sidra - an immersive film that aims to help audiences connect with refugees in Syria. The idea was that, by using 360 degree technology fromo the Oculus Rift, audiences experience life in a refugee camp first hand. 

Article from The Guardian

This is also available as a hard copy from Mr Halsey if you prefer. 

Radio 4 programme: The Digital Human Perspective (start at 15:22)

Listen to this 30 minute programme from 15 mins 22 until the end. This is the creator of Clouds Over Sidra talking about the film. 

Clouds Over Sidra 360 degree media

Watch the 360 degree film discussed in the radio show

Answer these questions on your blog:

1) What does new Media such as 'Clouds over Sidra' offer audiences? What is there a target audience and how do you know? 

2) How has the new perspectives offered by the digital world changed the relationship between the audience (consumer) and the Media product (producer)?

Consider: Sensory overload / the role of empathy / Immersive media

Any questions, Mr Qureshi is available or Mr Halsey is in DF07 break and lunch time. 

Good luck!

Miss Fowler