MIGRAIN: Reception theory

Reception theory is extremely useful when decoding media texts - and allows us to explore how different audiences may react to a media product.

It's also one of AQA's key audience theories for the new specification which means there may well be an exam question asking you to apply the theory to a particular media text. Make sure you have confidently learned these notes then complete the blog tasks below.

Reception theory: notes

Studying media language means looking at the way in which the sign or text is interpreted and how the meaning comes across to the audience. 

All media is thought to be polysemic in that it can be interpreted in different ways – it is not simply passively accepted by the audience. Stuart Hall introduced the idea of three different readings.

Stuart Hall: reception theory

Hall suggested there are three types of reading:

Dominant, Preferred or Hegemonic Reading: what the producer/creator intends – the ‘natural’ reading

Negotiated Reading: a middle ground between the producer’s intentions and the audience’s individual views

Oppositional or ‘Counter-Hegemonic’ Reading: an alternative reading that is actively against the producer’s intentions.

Here's a video from the excellent Media Insider on Reception theory:

Reception theory: example exam question

Sample AQA question for Paper 2:

According to reception theory, ‘the media attempts to transmit specific messages to audiences, but audiences are free to interpret these messages in a variety of ways – or even reject them’.

How valid are reception theory’s claims about audience responses? [25 marks]

Reception theory: blog tasks

Create a new blog post called ‘Reception theory’. Work through the following tasks:

Part 1) Applying Reception theory to adverts

Look back at the adverts you have been analysing in last week's lessons on Reading an Image and media codes (RBK 50 Cent and one of your choice). 

1) What are the preferred, negotiated and oppositional readings for the RBK 50 Cent advert?

2) What are the preferred, negotiated and oppositional readings for the advert of your own choice that you analysed for last week's work?

Remember to highlight or bold any media terminology you are using.

Part 2) Reception theory factsheet #218

Use our extremely useful A Level Media Factsheet archive to find Factsheet #218 Spotlight on Stuart Hall: Encoding, Decoding and Reception Theory. Read the factsheet and complete the following tasks and questions:

1) Complete Activity 1 on page 2 of the factsheet. Choose a media text you have enjoyed and apply the sender-message-channel-receiver model to the text. There is an example of how to do this in the factsheet (the freediving YouTube video).

2) What are the definitions of 'encoding' and 'decoding'?

3) Why did Stuart Hall criticise the sender-message-channel-receiver model?

4) What was Hall's circuit of communication model?

5) What does the factsheet say about Hall's Reception theory?

6) Look at the final page. How does it suggest Reception theory could be criticised?

Complete for homework if you don't finish this in the lesson - due date on Google Classroom.

Film & TV Language: Lighting

One aspect of mise-en-scène that is particularly important in film and TV is Lighting.

Lighting notes

Traditional studio lighting usually comes from three sources:

• The key light is the brightest and most influential.
• The back light helps to counteract the effects of the key light making the subject appear more ‘rounded’.
• The filler light helps to soften any shadows created by the other lights.  There may be more then one filler light.

The key light can be directed from a variety of angles to create different effects.

Underlighting comes from below the subject leading to a distorted effect.  This is often used in horror or science-fiction films.

Top lighting comes from above and can be used to accentuate the features of a character.  It is often used to make film stars look more glamorous.

Back lighting is when the source comes from behind the object to create a silhouette.    

High-Key and Low-Key Lighting

Low-key lighting is created by using only the key and back lights.  This effect produces strong contrasts of light and dark and creates dramatic shadows.  The effect is known as chiaroscuro, which comes from the Italian words for light (chiaro) and dark (oscuro).

High-key lighting means that more filler lights are used.  The effect appears more realistic and might depict either a sunny day or a more dimly lit scene.  The major difference is that, although shadows are still created, the contrast between light and dark is much less pronounced.  

The video we watched the opening to for mise-en-scene has an excellent focus on lighting:

Lighting blog tasks

You'll need to use the Film Language Powerpoint to work through the Lighting tasks. 

Create a blogpost called 'Lighting blog tasks' and complete the following:

1) Still image analysis

Look at the still images on slides 33-37 of the Film Language Powerpoint linked above. Copy the images into your blog and answer the following questions for each image:

1. Identify examples of high and low-key lighting.
2. Say which depict top, back or under lighting.
3. What effects are created by the lighting in each image?     

Note: if the images don't display correctly in your blog then simply use the number of each image and answer the three questions for each.

2) Film noir research 

Research film noir - focusing on the genre’s distinctive lighting style. Make notes on the genre and particularly the use of lighting - bullet points are fine. 

3) Film noir YouTube clip analysis 

Finally, find a YouTube clip that fits the film noir genre and embed it under your research (the clip can be classic noir from the 1950s or something more recent - neo-noir). How does the clip's lighting fit the film noir genre? 

Anything you don't complete in the lesson will be homework, due date on Google Classroom.

Film & TV Language: Mise-en-scene video feedback and learner response

Your mise-en-scene recreation videos were a brilliant introduction to the creative challenges demanded by A Level Media.

Video projects take time - as well as comprehensive planning, organisation and execution. The more projects you complete the better prepared you will be for the practical coursework when we come to it in the summer. As a first assignment, it's fantastic to see how many of you have created well planned and technically proficient videos that meet the brief you were given. 

Mise-en-scene recreation: Learner response

Create a new blogpost called 'Mise-en-scene video feedback and learner response'. Make sure your completed recreation video is uploaded to YouTube and embedded in the blogpost.

1) Type up your feedback from your teacher in full.

2) Type up a summary of the feedback you have had from the rest of the class - bullet points is fine.

3) Use all the feedback you've been given to write your own self-assessment of your video using WWW (What Went Well) and EBI (Even Better If...)

4) Now reflect on your own work in more detail. How did your planning (script, shot list) help clarify and develop your ideas?

5) Thinking technically, how could you improve your work for future videos? (E.g. filming, editing, audio levels etc.)

6) Finally, what have you learned regarding the importance of mise-en-scene in film and television? Write a paragraph to answer this.

Due date: on Google Classroom

MIGRAIN: Reading an image - media codes

The ability to 'decode' a media text is a critical skill for A Level Media students.

It's vital that you can break a text down into its key conventions (typical features) and explore what effect the different aspects may have on an audience.

Media codes

A media code is simply something in a media product that communicates meaning to an audience.

There are several different types of media code: 

• Technical
• Written or verbal
• Symbolic or non-verbal
• Narrative

Technical codes

Technical codes include the following:

• Camerawork/photographic
• Lighting
• Sound
• Editing

Written or verbal codes

Written or verbal codes involve the words selected for the media product and what they communicate:

• Language/words
• Slogan or anchorage text (for advert)
• Cover lines / main flash / title (for magazine cover)
• Dialogue (if analysing a TV/film text)

Written codes are sometimes called lexical codes (simply another way of saying ‘related to language’).

Symbolic or non-verbal codes

Symbolic or non-verbal codes include the following:

• Mise-en-scene (CLAMPS)
• Body language/facial expression
• Colour codes
• Typographic codes (e.g. font/typography)

Narrative codes

Roland Barthes suggests narratives are driven by specific codes. The two most common narrative codes he discusses are:

• Enigma codes: something that creates a question the audience want to see answered.
• Action codes: something that promises drama.

Reading an image - media codes blog tasks

Your blog tasks are to be completed on your Media 1 Exam blog (exam teacher) and are as follows:

Create a new blogpost called 'Reading an image - media codes'.

1) Analyse this RBK 50 Cent advert using the media codes you learned in the lesson: Technical, Written or verbal, Symbolic or non-verbal, Narrative. Write a paragraph for each one exploring the way meanings are created using those media codes.

2) Next, analyse a print advert of your choice using the same media codes: Technical, Written or verbal, Symbolic or non-verbal, Narrative. Make sure you add your chosen print advert using the 'Add image' button in blogger (use Google Images to find the advert first and save it to your pictures or downloads).

For both adverts, remember to put media language in bold or highlight/colour it. 

When writing any media analysis, always ask yourself key questions: What meanings are being created for the audience? How? Who do you think is the target audience for this product and what effect might the product have on that audience? How does it address/attract that audience? What are the deeper connotations created by the media language choices in the product and do they reflect aspects of culture, society or ideology?

Due date on Google Classroom

A Level Media reading list and wider opportunities

It's brilliant to see several of you already asking about reading lists or additional work you can be doing to get ahead in Media.

This kind of attitude is exactly what you need if you want to aim for A/A* grades in your A Levels and below you will find all the extras you need to aim for that A* in Media. 

Twitter / X

The Greenford Media department runs a Twitter / X account that tweets and retweets useful articles, links and questions that A Level Media students should be keeping up with. You don’t need to join X/Twitter or tweet yourself but follow us @blogmacguffin or simply visit twitter.com/blogmacguffin to look at the account from any web browser. You'll also see the feed embedded on our Media blog.

Media Theory at A Level by Mark Dixon

I'd be tempted to make this my top recommendation for A Level Media. It covers all the theories in the A Level Media specification and if you visit Mark Dixon's Essential Media Theory website you can sign up to view sample exam answers and more for free. Highly recommended! Note that if you are eligible for the Post-16 bursary then you will have some resources provided for you (including this book).

A Level Media Textbooks

There are textbooks available for the AQA A Level Media Studies course. These are written by the people writing the AQA exams so they can be helpful to understand what the exam board are thinking about a topic or product.

Important note: if you're eligible for the Post-16 bursary (or even think you might be eligible) then the school may be able to buy some of these books for you! Speak to your tutor or Mr Halsey to find out more.

The textbook details:

AQA Media Studies for A Level: Student Book - Revised Edition

• Author(s): Stephanie Hendry, Elspeth Stevenson
• Paperback ISBN: 9781398388017 
• Paperback cost: £42
• Digital edition ISBN: 9781398387911
• Digital cost: £12
• PAGES: 344 

AQA Media Studies for A Level : Close Study Products

• Author(s): Stephanie Hendry, Elspeth Stevenson
• Paperback ISBN: 9781398388024 
• Paperback cost: £13
• Digital edition ISBN: 9781398387942
• Digital cost: £3.50
• PAGES: 96

Reading around the subject

I've been incredibly impressed that so many Year 12 students want to read beyond textbooks and have requested some university-level reading to help boost understanding (and personal statements further down the line!) Here's our top tips for reading around the subject in Media:

Media Magazine

The best reading for A Level Media is free to you - by reading copies of Media Magazine (you can find these in our Media Magazine archive.) This magazine is designed specifically for A Level Media students and contains articles about the terminology, concepts and media products we are studying - plus lots more!

If you're looking for books by media academics, it really depends what topic you are interested in. For example...

Here Comes Everybody: The Power of Organizing Without Organizations by Clay Shirky is a great read if you're interested in the impact the internet has had on business, media and the world. Shirky is a great writer and you'll find this easy to read.

Gender Trouble by Judith Butler is the classic text for feminism and gender discussions - it's still a key media theory today and can also help with Sociology and English Literature. Beware though - it's a challenging read!

There Ain't No Black in the Union Jack: The Cultural Politics of Race and Nation by Paul Gilroy can also be a tough read in places due to its complexity (very much university-level academic writing) but is highly recommended if you're interested in the representation of race and ethnicity and the experience of British culture for black Britons.

Creative Mentor Network

The Creative Mentor Network is an incredible opportunity for post-16 students to make connections in the creative and media industries by shadowing a professional for several weeks. We’ve had a number of students complete the project and develop a fantastic range of contacts and experiences that will help them to get a job in the creative industries in future.

You can find more details on the CMN website or watch the video below (featuring our very own Hussein from a few years ago!)

BFI Film Academy

The BFI Film Academy is a national talent development project for young aspiring filmmakers organised by the BFI. It is aimed at 16-19 year olds and this year's focus is on Animation & Video Effects. It's extremely competitive and difficult to win a place but if you do there are funds available to pay your expenses and it's a quite incredible opportunity to meet people from the industry and learn professional-level skills. You can find out more about this project and other opportunities at the BFI Film Academy website here. 

Film & TV Language: Mise-en-scene blog tasks

Mise-en-scene is a critical aspect to our work on film language and textual analysis.

Remember the mnemonic that will help you recall the different aspects of mise-en-scene: CLAMPS.

• Costume
• Lighting
• Actor (placement and movement)
• Make-up
• Props
• Setting

This is a great video introduction to mise-en-scene from YouTube:



Mise-en-scene blog tasks

Create a blogpost called 'Mise-en-scene blog tasks' on your Media 2 Coursework blog and complete the following tasks from your Film and TV Language booklet:

1) Find a distinctive still image and write an analysis of the mise-en-scene. Use each of the aspects you've learned in the lesson.

2) Find TWO film or TV extracts on YouTube from different genres (e.g. horror, sci-fi, costume drama). Embed them in your blogpost and write a comparison of the mise-en-scene in each.

You'll have a certain amount of lesson time for this but will need to complete the rest for homework - deadline on Google Classroom.

Reminder: your Mise-en-scene scene recreation video project is also homework for mise-en-scene - make sure you complete all aspects of the practical filmmaking task too!

MIGRAIN: Semiotics blog tasks

Semiotics is the study of signs and it underpins everything we learn in A Level Media Studies.

There are many key theorists and terms we need to learn connected to semiotics and we will be returning to these ideas at points throughout the two-year course.

Here's a good video introduction:



Ferdinand de Saussure

Ferdinand de Saussure, a Swiss linguist, is considered the godfather of semiotics and heavily influenced Barthes’ ideas. Saussure suggested that meanings:

• Are polysemic – open to interpretation/ more than one meaning.
• Are culturally determined by the society we live in.
• Are open to personal interpretation based on our own experiences.

Signs and semiotics

Signs have TWO parts

The signifier - the thing that does the communication
The signified - that which is communicated

Semiotics is the study of signs, it asks how meaning is created rather than what the meaning is. Roland Barthes studied the cultural ideas and attitudes carried in the images of popular culture and everyday life. 

Barthes

Denotation & Connotation: Literal and implied meanings in signs - building on de Saussure's original work.

Myth: when the connotation is so well established we don’t consider other meanings: a “naturalised meaning” or “dominant connotation”. This is defined by the culture and society we are part of and Barthes suggests that because meaning is “naturalised” we accept it without question.


Semiotics terminology: icon, index, symbol notes

These terms were coined by the American philosopher and scientist Charles Sanders Peirce in the 1800s.

An Icon has a physical resemblance to the signified, the thing being represented. A photograph is a good example as it certainly resembles whatever it depicts.

An Index shows evidence of what’s being represented. A good example is using an image of smoke to indicate fire.

A Symbol has no resemblance between the signifier and the signified. The connection between them must be culturally learned. Numbers and alphabets are good examples.

Source of these definitions: Vanseo Design Blog 


A brief introduction to icons, indexes and symbols:

 



Semiotics: blog tasks

There are three parts to this week's homework - make sure you complete everything: 

Part 1: English by Tarun Thind analysis

Watch (or re-watch) the short film English by former Greenford Media student Tarun Thind and then answer the two questions below:


English from Tarun Thind writer | director on Vimeo.

1) What meanings are the audience encouraged to take about the two main characters from the opening of the film?

2) How does the end of the film emphasise de Saussure’s belief that signs are polysemic – open to interpretation or more than one meaning?

Part 2: Media Magazine theory drop - Semiotics 

Greenford Media department has a subscription to Media Magazine - a brilliant magazine designed exclusively for A Level Media students and published four times a year. We strongly recommend you read it regularly and also set plenty of work for the course based on the articles inside. You can find our Media Magazine archive here and for this task need to go to MM68 (page 24) to read the introduction to Semiotics. Once you've read it, answer the following questions:

1) What did Ferdinand de Saussure suggest are the two parts that make up a sign?

2) What does ‘polysemy’ mean?

3) What does Barthes mean when he suggests signs can become ‘naturalised’?

4) What are Barthes’ 5 narrative codes?

5) How does the writer suggest Russian Doll (Netflix) uses narrative codes?

Part 3: Icons, indexes and symbols

1) Find two examples for each: icon, index and symbol. Provide images or links.

Icon:

Index:

Symbol: 

2) Why are icons and indexes so important in media texts?

3) Why might global brands try and avoid symbols in their advertising and marketing?

4) Find an example of a media text (e.g. advert) where the producer has accidentally communicated the wrong meaning using icons, indexes or symbols. Why did the media product fail? (This web feature on bad ads and marketing fails provides some compelling examples).

5) Find an example of a media text (e.g. advert) that successfully uses icons or indexes to create a message that can be easily understood across the world.


Extension work: additional semiotics terminology

The new Media specification identifies further semiotics terminology that could potentially appear in an exam question. Read this document with semiotic terms and definitions to become a true semiotician. 

Complete for homework anything you don't finish during the lesson - due date on Google Classroom.

Film & TV Language: Mise-en-scene recreation practical task

Mise-en-scene is crucial for film and TV producers to communicate genre and get across important details about the characters and narrative.

Indeed, film genres are known for certain aspects of mise-en-scene - lighting, costume, make-up and more. In television, primetime shows such as X Factor use costume and make-up to transform 'ordinary' contestants into the next pop star or boyband.

Practical task: create a 30-60 second recreation of an iconic movie or TV scene, trying to make the mise-en-scene as accurate as possible to the original clip.

Suggested scenes

Scream (1996) - opening scene

Rocky (1976) - training montage

Scary Movie - Wassup

The Blair Witch Project - apology scene

Example recreation: Fight Club (1999) - "I want you to hit me"

Here's an example recreation that some American film students did by taking the classic David Fincher movie Fight Club and recreating the "hit me" scene shot-by-shot. Here's the original:

...And here is the recreation with real thought behind the mise-en-scene and camerawork:

Mise-en-scene recreation - full task list:

Create a blogpost called 'Mise-en-scene recreation planning' and complete the following tasks:

1) Get into groups of up to four. Note: although the planning and filming can be done as a group, all students MUST edit their OWN version of the chosen scene. Make a note of who you are working with.

2) Create a plan of how you will do the recreation using CLAMPS. For each aspect of mise-en-scene, work out how you will recreate it as accurately as possible to the original. 

• Costume
• Lighting
• Actor placement, movement, expression
• Make-up and hair
• Props
• Setting

3) Write a script and shot list of every shot you will need for the 30-60 second recreation. Use as much detail as possible or alternatively take screenshots of the original scene to help you. Use the BBC Writers' Room script library to see what real film and TV scripts look like. For your shot list, you can create a table or list of every shot in the scene you are recreating. Here's an example from a previous Media student's coursework.

4) Film your scene using one of your phones - we have phone tripods you can sign out from Mr Ray in DF06 if you need one. Alternatively, you can sign out a Canon DSLR if you'd like a more cinematic experience. 

5) Edit your video to recreate 30-60 seconds of the original clip as accurately as possible. Add music if it is in the original scene. 

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

Deadline: two weeks. Good luck!

Film & TV Language: Film poster analysis

A key aspect to A Level Media Studies is developing the technical knowledge and vocabulary to analyse film and television texts.

The Film & TV Language unit will introduce or revise the key media terminology that is vital across your coursework and exams. Over the next term, you'll be watching clips from some of the most iconic films and TV programmes in history while researching genres and learning the technical language of cinematography, editing, lighting and sound. Alongside this, you'll also be carrying out practical, technical exercises to develop your filming and editing skills.

Your first task involves looking at iconic film posters and considering genre and audience.

Blog task: Complete the 'Film Poster Analysis' from the Film Language PowerPoint:

• Analyse all EIGHT posters in as much detail as possible;
• Try to include media terminology that you might have learnt at GCSE. Highlight media terminology in bold or yellow!
• Explain WHY for each of the three questions for each poster;
• Post up all your answers on your new Media 2 coursework blog;
• Include the actual posters in your blog posting (you'll need to find them, save them to file then add them using the 'insert image' icon in Blogger).

Complete for homework: due date on Google Classroom

Introduction to Media: Media consumption audit

To achieve a top grade in A Level Media Studies, it is absolutely essential you consume a wide variety of different media on a regular basis.

This may mean stepping outside your comfort zone or engaging with media that is no longer so popular with younger generations such as newspapers or radio (perhaps through following newspapers on social media and listening to podcasts). The good news is that you may discover something you really enjoy or at the very least helps you with your other A Level subjects.

Media consumption audit: blog tasks

Create a blogpost on your Media 1 Exam Blog called 'My media consumption'.

Answer the following questions in as much detail as possible to complete your audit. There may be plenty that you answer 'none' or equivalent. However, this means the final section where you reflect on how you can improve your media consumption is absolutely vital.

Newspapers

• Which daily newspapers (if any) do you read?
• What sections of newspapers do you turn to first, and why?
• What sections do you never read, and why?
• What kinds of stories do you usually read and why?
• Do you, or someone else, buy the newspaper you read?
• Do you look at the online versions of any newspapers? Which newspapers? Why do you visit their website and not others?

Magazines

• What magazines (if any) do you buy regularly?  Why/why not?
• What sections of the magazines do you read and not read, and why?

Television

• Approximately how many hours a week do you spend watching television?
• What device do you use to watch television?
• What times of day do you usually watch television?
• What programmes do you like best and why?
• Do you watch alone or with others? If you watch with others, who decides what you will watch?
• Do you watch 'live' TV or on-demand/catch-up? Do you use any other devices to watch TV (such as laptop or tablet?)

Radio

• Do you listen to the radio?
• If yes, what stations do you like best and why?
• Do you listen to podcasts?
• If yes, what podcasts have you listened to recently?
• Approximately how many hours a week do you spend listening to podcasts or radio?
• What times of the day do you usually listen to podcasts or radio?
• Where do you listen to podcast or radio?
• What other activities (if any) do you do whilst listening?
• Does anyone else in your house listen to the radio or podcasts? If so, when do they listen?

Film

• What films have you seen in the cinema in the last month?
• What films have you seen in other places – for example, through Netflix, Amazon Prime, satellite/cable film channels (free or otherwise) or streaming?
• Who else watched the films with you?
• Who decided what films to watch?
• What devices do you typically use to watch films: TV, laptop, tablet, phone etc.?

Online

• How often do you access the internet?
• Where do you access the internet? At home, at school, commuting etc.
• What are the main sites that you access?
• What are the main reasons for accessing these sites – for example, for information, to make purchases, communicate with friends or for entertainment?
• What other activities (if any) do you do whilst accessing the internet?
• What different devices do you use to access the internet? What is your primary device for accessing the internet?
• What social networks do you use regularly (e.g. Twitter, Instagram)? Why do you belong to these networks in particular?

Final section: reflection

• How can you develop the amount and variety of media you consume?
• What will you change in your media consumption habits this year as a result of studying A Level Media?
• List three sources of media (websites/newspapers/apps/TV programmes etc.) that you will start to access this year that you haven't engaged with previously.

Due date on Google Classroom

Welcome to A Level Media Studies!

We are delighted you have chosen A Level Media Studies and can't wait to get started! 

We have a track record of excellent results in A Level Media and last year almost 60% of students achieved a B grade or higher. 

You've got a lot of hard work ahead of you but with commitment, creativity and engagement with the media you WILL be successful!

A Level Media: first tasks

Your first jobs are to get an A4 ring binder folder with dividers (bring it to every lesson) and start your A Level Media blogs. You can find step-by-step text instructions to setting up a blog here. Your new blogs will be:

• Media blog 1 - exam teacher name
• Media blog 2 - coursework teacher name

Once you have your blog URLs, post them as a comment below this post with your name clearly written next to it. For example:

Comment 
John Smith's Media Exam Blog 1 - Mr Halsey: http://mediamacguffinexam.blogspot.co.uk/
John Smith's Media Coursework Blog 2 - Mr Bush: http://mediamacguffincoursework.blogspot.co.uk/ 

IMPORTANT: It is absolutely essential you remember your log-in details for blogger.com - it is where your Media work will be posted for the next two years. The easiest way to do this is to simply use your Greenford High School Google account in order to log in. 

Google Classroom & SMHW

We do all of our work on blogs in Media but we will also be using Google Classroom and Show My Homework to communicate with you on individual task deadlines. Look out for an invitation in your email to join Google Classroom and make sure you sign up!

First blog task

Once you've set up your new blogs, create a new blog post on your Media Blog 1 and answer the following questions:

1) Why did you choose A Level Media Studies?

2) Did you take GCSE Media Studies (either here at Greenford or a different school)?

3) If you answered yes to Q2, what grade did you achieve in GCSE Media? What coursework task did you complete? What would you say your strengths and weaknesses were in GCSE Media?

4) What grade do you hope to achieve in A Level Media?

5) What are your current thoughts about your next steps after A Levels - university, apprenticeship, work?

6) What do you think the biggest MEDIA story of 2024 has been and why?

7) What media sources do you use to find out about news and current affairs?

8) What was the last film you watched?

9) What is your favourite ever TV series?

10) How many hours do you spend online in an average day? Is this too little, too much or about right? Why? (If you have an iPhone you can use Screen Time to get an accurate figure of how much you use your phone).

If you don't get the questions finished in the lesson, complete for homework - due date on Google Classroom.