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.

Media Awards 2024: The Nominations

The nominations are in for the Media Awards 2024!

We now have a date for the ceremony: Tuesday 17 September 2024. We've had an incredibly difficult job finalising the nominations - the quality level at both GCSE and A Level is excellent and there has been a lot of good work that hasn't made the cut.

If you haven't been before, the Media Awards is our Oscars-style ceremony where we award trophies for the best Media coursework at GCSE and A Level. It's a major event in the Greenford calendar and tickets have completely sold out whenever we have run the event in the past. The details for this year's awards:

Date: Tuesday 17 September
Time: 5.30pm - 7.30pm
Tickets: £5

Tickets will go on sale when we're back at school after the summer break - keep an eye for on-sale dates then. There will be an exclusive pre-sale window for Media students before general sale to any Greenford student in Year 10 or above.

Year 13 students who are leaving Greenford will be on the guest list and can buy additional tickets for friends by emailing Mr Halsey and arranging a time to pop in and buy them.

Remember - you need to be quick. The event has sold out in just a few days in previous years!

A Level nominations

BEST A LEVEL SOUND DESIGN

Bradley - Shadowed Intentions

Shreyam - Silent Vengeance 

Arkin - In Lines Of Lament

BEST A LEVEL CINEMATOGRAPHY

Omari - Urban Shadows 

Leila - The Lurking Crow

Amari - Stitches Of Deceit

BEST A LEVEL PRODUCTION DESIGN

Seerat - The Killer Beside Me 

Lara - Money Motivated

Sopiga - Intuition

BEST A LEVEL EDITING

Enzo – Hip Hop Heist 

Julia - Family Lines 

Tanish – Mercenary 

BEST A LEVEL TV DRAMA SCREENPLAY 

Viraj – Intentions 

Laith - The Vigilante

Kaya - King Of The 6 

BEST A LEVEL TV DRAMA ORIGINAL CONCEPT 

Riya - Without A Trace

Frankly – Diamond Is Unbreakable

Tanisha – Drown The Past

GCSE nominations

BEST GCSE TV DRAMA CINEMATOGRAPHY

Steven - Competence

Janice-Cianna - Cacophony

Dyari - Like a Paladin

Huda - The Murderous Ink 

BEST GCSE TV DRAMA ORIGINAL CONCEPT

Tulika - Bloom

Jessica – Heard 

Wajiha - The Debt of Time

Cyrine - Foresight

BEST GCSE TV DRAMA EDITING

Raagni - Manipulating Time

Remy - Dark Deception

Sanila - Wanted

Sunmeet - Into the Abyss  

Best Actress and Actor

MEDIA AWARDS BEST ACTOR 2024

Remy

Frankly

Enzo

Dyari

MEDIA AWARDS BEST ACTRESS 2024

Riya 

Sanila 

Julia 

Huda

Congratulations to all our nominees and we look forward to seeing you at the Media Awards on Tuesday 17 September! 

Magazines: Final index

We have now completed our second in-depth CSP topic - print magazines.

You now need to create a final index of all the tasks we have completed for GQ and The Gentlewoman. Hopefully we all know by now that keeping an up-to-date index of all your work is extremely good practice from a revision perspective. It keeps the vital CSP information fresh in your mind and also highlights if you've missed anything over the last term. 

This is also important because you'll have a baseline assessment when we come back in September on magazines and radio. It will also be an opportunity to improve your UCAS predicted grade for your university applications if you need it. 

Magazines: final index

Your final Magazines index should include the following:

1) Magazines: Front cover practical task

2) Magazines: GQ - Language and Representation
3) Magazines: GQ - Audience & Industry

4) Magazines: Front cover practical task LR
5) Magazines: The Gentlewoman - Language and Representations

6) Magazines: The Gentlewoman - Audience and Industries
7) Magazines: Industries - the appeal of print and independent magazines

Remember, for your index it needs to link to YOUR corresponding blogpost so you can access your work and revision notes quickly and easily.

Extra study sessions for those behind on the blog

We'll be running compulsory extra study sessions for Year 12 Media students who are behind on blog work on Monday 22 July (after the Year 12 final day). Make sure you catch up with any missing blog work before then to avoid being called in!

Index due date on Google Classroom

Coursework: Summer Project 2024

The summer project is a vital element of your coursework - an opportunity to plan an outstanding music video and music magazine concept and then present it to class in September.

Your summer project contains compulsory and optional elements; everybody will be researching music videos, creating a concept, writing a first draft Statement of Intent and presenting this to class as an Ignite presentation in September. However, you may wish to also plan and film elements of your production over the summer while you have time available - this is up to you.

Your AQA coursework brief is here: NEA Student Booklet - Brief 4. 

Summer project tasks

Complete the following tasks on a blogpost on your coursework blog called 'Summer Project: coursework planning': 

1) Research: music videos

You need to write a 150-word close-textual analysis of SIX music videos that will inform your production work. The music videos you analyse are up to you but focus on a different aspect of media language for each one (see guidance below).  

Music videos

Music Video 1: Narrative
How is narrative used in the music video and what impact does this have on the audience? Can you apply any narrative theories to the story in the music video?

Music Video 2: Camerawork (shots, angles, movement)
Look for particular camera shots and movement - remember that movement is a critical convention of most music videos and camerawork can contribute to this. 

Music Video 3: Mise-en-scene
What do you notice about the use of mise-en-scene to create meanings for the audience? Use CLAMPS to help you here and think in particular about how mise-en-scene is used to communicate the genre of music and the personality or brand identity of the band/artist.

Music Video 4: Editing
For editing, analyse pace, transitions, the number of shots and juxtaposition. How does the music video create pace and excitement - or does it create a different effect for the audience?  

Music Video 5: Conventions

Think back to our Introduction to Music Video and our work on Andrew Goodwin's theory on music video conventions as part of the Ghost Town CSP. How many key conventions of music video can you find in your fifth music video example?

Music Video 6: Visual effects, intertextuality or product placement

Choose a video that has interesting visual effects or intertextuality and analyse the effect this creates and how it is constructed. Alternatively, you could look at product placement here and see how a band or artist has incorporated a brand or product into their video. 

You can find a range of notable music video examples in this blogpost or you are free to select videos of your choice. You may wish to write more about one video than another but as long as you have 800+ words of music video research in total you will be fine. Feel free to use bullet points if this is helpful.

2) Planning: music video treatment

A treatment is like a script for a music video - it tells the band or artist exactly what will happen in the video and the kind of style or effect the video will have. You'll need choose what song you are going to use at this point - remember, you can use an existing artist's work but it needs to be appropriate for the brief. 

You can find further music video treatment guidance here plus an example of a genuine director's treatment for the brilliant alt-J video Breezeblocks. 

For this aspect of your summer project, write a basic treatment that gives your reader a good idea of what your three-minute video will look like. The most important thing is to keep in mind the brief - the music video must feature the artist or band (likely to be a performance element) plus a focus on footwear for the sponsorship deal specified in the brief. 

Start your treatment with the following key details: 

1) Artist/band and song you will use for your video

2) Original name for artist/band you have created - MUST be completely original

For example, Ed Sheeran - Shape of You is the artist and song you plan to use but your original name for your artist will be John Smith - Shape of You.


3) Statement of Intent

Write the first draft for your genuine 500-word Statement of Intent. This will be submitted to the exam board alongside your media products and is worth 10 marks of the overall 60 marks available.

The original AQA brief is here: NEA Student Booklet - Brief 4.

We also strongly recommend you look at our Statement of Intent questions to consider document too (you'll need to log in with your Greenford Google account to read this). 

This is just your first draft of the statement so try and keep it under 500 words if you can. That will leave a bit of room to add later when you do your next draft.


4) Ignite presentation

Prepare a 5-minute, 20-slide presentation using the Ignite format in which you present your coursework project. In effect, this is your statement of intent in presentation format. You must cover:

• Your music video and music magazine concept: your new original artist, genre, song and music video treatment. Then, your print brief: music magazine title, double page feature, additional page, photoshoot etc.
• Media language: how you will use music video conventions and music magazine conventions - e.g. camerawork, editing and mise-en-scene to create meanings for your audience. 
• Media representations: how you will use or subvert stereotypes in your music video and music magazine; applications of representation theory; social and cultural contexts - how your coursework will reflect contemporary media culture and society.
• Media audiences: your target audience demographics and psychographics; audience pleasures - why they would enjoy your music video and magazine; audience theory if relevant.
• Media industries and digital convergence: the potential record company that would promote your band or artist; the publisher for your music magazine; the brand identity for your artist; how fans would engage with your products etc.

Ignite presentations have very specific rules: you must create exactly 20 slides with each slide set to 15-second auto-advance. This means your presentation will be exactly five minutes followed by questions and comments from the class. You will deliver your presentation on your coursework planning in the first week back in September.

Your Ignite presentation will be marked out of 30 on the following criteria (each worth a possible 5 marks):

1) Research (through the presentation AND your blog - make sure it is posted before you present) 
2) Coursework concept
3) Language: terminology and theory
4) Representations / social and cultural contexts
5) Audience and Industry / digital convergence
6) Presentation delivery

You can find more information about Ignite presentations - including examples - in this Ignite presentation blogpost here. 

Summer project deadline: all tasks above due in second lesson back in September

Summer project: optional extensions

Pre-production tasks

Some students in previous years expressed an interest in filming their video production over the summer break. This makes a huge amount of sense - far more availability of actors, much more time to schedule filming etc. If you do want to film over the summer, make sure you complete the following pre-production tasks here:

Music video planning and treatment
This is effectively your script for your music video. There is guidance/links above on how to write a great music video treatment.

Storyboard 
Sketch out a selection of critical shots from your music video, take a photo of the storyboard and upload it to your blogpost. What visual style are you trying to create? Storyboard sheets can be downloaded from here.

Shot list
Write a shot list containing EVERY shot you plan to film for the music video AND additional shots to create flexibility when editing. These additional shots are often close-ups, cutaways, alternative angles or similar. I advise using a simple table on Microsoft Word to set out your shot list - you can find a film example here. It makes sense to organise your shot list by scene or location rather than a huge list of every shot in the music video in chronological order. 

Mise-en-scene
What iconography are you including to ensure your audience understands the genre you are working in? Plan your cast, costume, make-up, props, lighting and setting. This can be simply completed using your blog or Microsoft Word - the key aspect is to have planned all the critical details. 

Shooting schedule 
Plan a shooting schedule for your filming over the summer. Include when, where, who is required and what shots you will complete at each time/location. Again, this can be on Word or Excel or you could simply use your blog. The most important thing is that you've planned it! 

Non-assessed participants
You will need to provide a written record of all non-assessed participants in your production work (both video and print). Keep a record of everyone involved - actors, camerawork, sound etc. You will also need a keep a record of any non-original sound and note it on the Candidate Record Form - so this means the song for your music video. Keep these on your blog for easy reference when submitting your work in Year 13.

Production: Filming and photography

Once you have completed your pre-production tasks, you can film or carry out photoshoots as you wish.

Good luck!

Magazines: Industries - the appeal of print and independent magazines

Our final piece of work on magazines looks at the appeal of print in the independent magazine sector.

This is crucial concept because The Gentlewoman is a small, niche independent magazine - completely different from the global brand that is GQ. We need to explore the surprising rise in independent publishing in recent years and why some small print magazines seem to be surviving in the digital age.

Lesson notes

The independent print magazine is characterised as:

“…published without the financial support of a large corporation or institution in which the makers control publication and distribution…'independent' in spirit due to a maverick editor or publisher who leads the magazine in an exploratory, noncommercial direction” (Thomas 2007).

Source: Writer's Edit



Print: the challenge for publishers

Despite the renaissance of print through independent magazines, there are still huge challenges:

• Distribution: finding distributor, risk of unsold stock
• Lack of advertising revenue: meaning high cover price (all over £5, many around £10 or more)
• Audience: finding and targeting a viable audience

Ironically, the internet has proved an unlikely saviour for independent magazines – it facilitates direct sales and subscriptions and allows magazines to find niche communities, crowdfunding and contributors.

The Gentlewoman and print

The Gentlewoman continues to exist but has had to offer a markedly different product to traditional print magazines:

• High cover price: £10
• Only two issues a year
• Strong online presence and diversification beyond print (club, merchandise, collaborations etc.)

Industries: the appeal of print - blog tasks

Work through the following tasks to complete your work on magazines. You will find the reading gives you a brilliant insight into a vital aspect of media - the power of independent institutions.

1) Writer's Edit journal article

Read this excellent Writer's Edit academic journal article on the independent magazine industry and answer the following questions:

1) What is the definition of an independent print magazine?

2) What does Hamilton (2013) suggest about independent magazines in the digital age?

3) Why does the article suggest that independent magazines might be succeeding while global magazine publishers such as Bauer are struggling?

4) What does the article suggest about how independent publishers use digital media to target their niche audiences?

5) Why is it significant that independent magazines are owned and created by the same people? How does this change the creative process and direction of the magazine?

6) What does the article suggest regarding the benefits of a 'do-it-yourself' approach to creating independent magazines?

7) The article discusses the audience appeal of print. Why might audiences love the printed form in the digital age?

8) What are the challenges in terms of funding and distributing an independent magazine?


2) Irish Times feature on independent magazines

Now read this short feature in the Irish Times on the growth of independent magazines and answer the following questions:

1) Why are independent magazines so popular?

2) Why is the magazine publishing industry set up to favour the big global conglomerates?

3) What does the article suggest regarding finding an audience for an independent magazine?

4) What are the challenges for magazine distributors?

5) The article suggests that many independent magazines only make money by diversifying into other products. What examples do they give?

3) Interview with Ruth Jamieson

Finally, read this excellent interview with Ruth Jamieson, who has written a book on the renaissance of the independent magazine sector. Answer these three quick questions: 

1) What does Ruth Jamieson suggest about the 'death of print'?

2) What are the common themes for successful independent magazines?

3) How many of these aspects can you find in The Gentlewoman? 

Due date on Google Classroom