Arthouse film screening: extra homework

Well done to everyone who attended the first of our arthouse film screenings yesterday - Run Lola Run. 

Run Lola Run contains so many creative filmmaking techniques, particularly with regards to narrative, cinematography and editing. If we can use similarly creative techniques with our own productions it will give us a great chance of a top-level mark.

Unfortunately, some of you decided not to attend the screening which was very disappointing. You now have an additional piece of Christmas homework that is due on Wednesday 6 January:

1) Watch Run Lola Run. You will have to find, download or buy a copy of the film because you missed the screening.

2) Write a 350 word review on your blog, commenting particularly on narrative, cinematography and editing.

Due: Wednesday 6 January

Students who must complete this:

Missing from 12C 
Mamduh 
Rashida 
Abdirahman 

Missing from 12D
Hussein 
Aliza 
Alayna 
Aashir 
Ammar 
Taranjit 
Akash 
Ria 

Students who missed the screening due to Post-16 Intervention training also need to catch up with watching the film over Christmas.

MEST2: Pre-production

Having completed extensive existing product research, institution research and audience research it's now time to move on to pre-production.

This is the absolutely crucial planning phase where you create a script, storyboard, shot list and mise-en-scene planning (cast, props, costumes, locations etc). You should have received some excellent feedback from the class as part of your focus group so now it's time to put that feedback to use. This is a great YouTube video taking you through 15 common mistakes filmmakers make...



This will be very useful for your pre-production - particularly in terms of casting, lighting and locations.

As a group, you need to complete the following:

1. Project schedule
2. Script
3. Storyboard
4. Shot list
5. Mise-en-scene: casting details, location scouting with photographs, props, costume and make-up, lighting.

Your project schedule means laying out a week-by-week plan for shooting and editing your film - you may wish to use Microsoft Excel or Word for this.

You'll find guidance for setting out a script by visiting the BBC Writer's Room (click on the Script Library tab) and storyboard sheets are available in DF07. A three-minute film will require extensive storyboarding - you may wish to share this out between two people.

I advise laying out your shot list simply using Microsoft Word - this is an example of what it should look like. The key with a shot list is to plan lots of extra shots that give you options when editing - particularly a large number of extra close-up and cutaway shots.

The mise-en-scene planning can be formatted as you wish.

Important note: you only put work YOU completed in your coursework folder so make sure the pre-production tasks are shared equally between members of your group.

Due: First drafts of ALL your pre-production documents must be produced for Wednesday 6 January.

Arthouse film screening: Run Lola Run

Our first arthouse film screening is taking place this afternoon in the Lecture Theatre: Run Lola Run.

This is an acclaimed 1998 German film with brilliantly creative cinematography, animated sequences and a superb narrative concept. It's the perfect film to watch as you finalise your film pitches for the MEST2 coursework.

Lecture Theatre 3.10pm 

Audience research focus groups: blog task

I hope the audience research focus groups for our MEST2 film pitches have been useful - it's a brilliant opportunity to share good ideas and improve our productions. 

You now need to write up your own group's recording in a blog post - note this write-up is an INDIVIDUAL task. The blog post should include the following:

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

Your recordings will probably be on your phone and therefore on of you will have to upload and share the file with your group. If you used one of our sound recorders, you can easily capture the file using the USB attachment and share the file on the M: Media shared drive.

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

MIGRAIN intro to Media: end of unit index

We have now completed our MIGRAIN introduction to Media unit and need to create an index to organise revision for the upcoming assessment. 


January assessment

You will have a MEST1 Section A assessment in your first double lesson after Christmas. This will be an excellent opportunity to show the progress we are making towards our Media target grades and also develop the skills needed for the exam in May.

You need to revise everything you have covered in the Autumn term - both for the Introduction to Media unit AND Film Language.

Due: first Monday back

MIGRAIN index

You already have a MIGRAIN index from early November but now need to update it to include the work from this half-term. You also need to re-publish the index so it appears as the latest post in your blog. 

This process is an excellent start to your revision for the assessment and will also highlight if you've missed anything through absence or trips. Your index should include the following:

1) Media consumption audit
2) Language and Genre: Reading an image - advert analyses
3) Institution: major media institution research and presentation
4) Institution: brand values
5) Institution: CoolBrands research
6) Narrative: narrative theory YouTube clip analysis
7) Audience: psychographics
8) Audience: audience theory blog tasks/questions
9) Audience: audience theory - dependency theory
10) Representation: clip analysis - dominant and alternative representations
11) Representation theory: 500 word analysis on blog
12) Representation: Media Magazine articles and questions
13) Ideology: BBQ QT analysis and binary opposition
14) Ideology: Media Magazine reading 

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 catch up with the work and notes and won't underperform in the assessment due to gaps in your knowledge.

Important: your index needs to be completed during the lesson.

Ideology: further reading and tasks

Our final key concept of this introductory unit to A Level Media is Ideology.

This is one of the trickiest concepts to get our head around as it encompasses politics and cultural studies as well as media theory. We've obviously applied our work on binary opposition to an episode of BBC Question Time but it's important to be able to apply ideology and media theory to a cross-section of media texts.

Media Magazine issue 52 has two good articles on Ideology. Today you need to read those articles and complete a few tasks linked to them. Follow the instructions below...

MM52

Page 34: The World Of Mockingjay: Ideology, Dystopia And Propaganda

1) Read the article

2) What view of capitalist ideology is presented in the Hunger Games films?

3) What do the Hunger Games films suggest about the power of the media to shape and influence ideological beliefs?


Page 48: They Live - Understanding Ideology

1) Read the article

2) What are the four accepted ideological beliefs in western societies highlighted by the article?

3) What does Gramsci's theory of hegemony suggest about power and ideology in society?

4) What does French theorist Louis Althusser suggest about ideology and consumerism?

5) Do YOU agree with the idea behind They Live - that we are unthinkingly controlled by the media which is run in the interests of the economic elite? These are the big questions of A Level Media!

You'll need to finish this for homework - due Monday.

Year 12 Electric Cinema trip - Wednesday 9 December

Don't forget the key details about our trip to the Electric Cinema:

Date: Wednesday 9 December

Meeting time: 1.15pm

Meeting place: Notting Hill Gate underground station (street level)

Full address details, a map and further information is available on our trip briefing handout.

See you there!

MEST2: Film pitch and audience focus group

Your final double lesson before Christmas will see you pitching your film idea to the rest of the class in an audience research focus group.

In order to prepare for this focus group, your group needs to develop a detailed film pitch. This is for the complete 30-minute film, not just the three minutes you plan to make for the coursework itself.

Use this MEST2 Film pitch template to make sure your film pitch contains all the information you need.

The MEST2 brief is here if you need to check the topics that you can work from.

Due: for the START of your final double coursework lesson of the year. You will pitch the film to the rest of the class during this lesson.

MEST2: BBFC Institution research

Your MEST2 brief clearly states that your film must be suitable for a 15 certificate. Film certification in the UK is the job of the BBFC - the British Board of Film Classification. Your final piece of institution research requires you to read up on the BBFC and the guidelines your film must follow.

Complete the following tasks on your blog:

1) Research the BBFC: what is the institution responsible for? How is it funded? What link does it have to government?

2) Read this BBFC guide to how films are rated. Summarise the process in 50 words.

3) Read this BBFC outline of the issues faced when classifying a film. Summarise the debate in 50 words.

4) Read this BBFC section on controversial decisions. Why did The Dark Knight generate a large amount of media coverage regarding its certificate? Do you agree with the 12A certificate The Dark Knight was awarded?

5) What are the guidelines for a 15 certificate?

6) The BBFC website offers an explanation of every classification it makes and detailed case studies on selected titles. Choose one 15-rated film from the BBFC case studies section and summarise the classification the film was given and why. 

Complete this for homework if you don't get it done in the lesson - due next week.

12D Cover Work - Monday 7/12, p1/2

Read the following two articles on Ideology in the Media in MM52, in the Media Magazine archive:

https://drive.google.com/folderview?id=0B0i5diL3vrEiSGxRNHIyZmM4Ums&usp=sharing

P34: The World Of Mockingjay: Ideology, Dystopia And Propaganda

P48: They Live: Ideology

Then make summaries of each article on your blog, finishing for homework if necessary. 

Ideology and binary opposition

The key notes from today's lesson:

Ideology

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

Dominant ideologies

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

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

Why is ideology important in Media Studies?

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

Levi-Strauss: Binary opposition

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

His theory of binary opposition is important for media students.

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

Binary opposition in media

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

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

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

Blog task: binary oppositions and ideology

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

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

What ideologies are on display in this clip?

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

Ideology and your own choice of clip

2) Now do the same activity for a clip of your choice. Embed the YouTube video in your blog and answer the questions in detail:

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

What ideologies are on display in your clip?


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

MEST2: Arthouse film institution research

Research the institutions that produce, distribute and exhibit independent arthouse films.

Work through the following tasks:

Production: Independent film studios

1) Look back at the five films you have analysed for your existing product research. Find which studios made them – e.g. Film Four, Studio Canal, BFI, BBC Films etc.
2) What other films do these studios produce? Can you find any any other independent, arthouse or low-budget examples?
3) Do the studios have any notable successes? What is the most successful low-budget or independent film the studio has released?


Distribution: Independent film distributors

1) Research film distribution using this guide from the UK Film Distributors' Association. It's called Launching Film and takes you through the whole process of distributing a movie.
Read the whole step-by-step guide (warning: this is LONG and will take you around an hour)
2) Summarise the 10 steps of film distribution in a list using your own words.

3) Now research the distributors for each of the arthouse films you have analysed for your existing product research. Who distributed each film in the UK?

4) How many cinemas did each film open in?
5) How much money did each film make? Did it make a profit against the budget?
6) Research Curzon Artificial Eye. Who are they and what do they do?
6) Look at the Curzon Artficial Eye YouTube channel. Watch three trailers for recent or upcoming independent films and identify something you can learn from each film to use in your own film production.

Exhibition: Arthouse cinemas

Find some London-based arthouse cinemas and research the following:
1) What is the name of the cinema? Where is it?
2) What type of films do they show? What films are on this week? How do their programmes differ from the major cinema chains like Vue? 
3) What type of audience attends this kind of arthouse cinemas? Are there any clues on the website regarding the target audience? How can you tell?


A case study in independent film production: Film London and Microwave Film

1) What is Film London and why does it exist?
2) What is the purpose of Microwave Film?
3) What is the London Calling project for Film London and how does it encourage independent filmmaking?

4) Choose three feature films funded by Microwave Film and embed their trailers in your blog. For each film, explain why it fits the profile for an arthouse or independent film and what target audience the film might attract.

5) Watch these top tips for film production. List three things you've learned from these short videos that you can apply to your MEST2 production work. 

You will be given lesson time for this research but will need to complete a considerable amount of it at home. Due: Friday 11 December.

Year 12 cover work: Representation

Year 12 cover work for Monday 30 November:

Apologies, we're taking the Year 13 Media students to the BFI Reuben Library to research their Critical Investigation coursework. Your cover work is as follows:

Media Magazine reading and tasks

To continue our work on the key concept of Representation, you need to read and respond to the following Media Magazine articles. You can find our Media Magazine archive here and need to complete the tasks on your own blog.

MM50

There is an excellent article on the Female Gaze and how women are represented in advertising in Media Magazine issue 50. Complete the following tasks on your blog:

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

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

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

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

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

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

MM51

1) Go to our Media Magazine archive and read the article on page 6 of Media Magazine 51 - Representation Old and New.

2) Summarise the article. For each section, write a sentence or paragraph summarising the key points. The sections you need to summarise are:

• Introduction
• Representations and the mass media
• The how, who and why of representation
• Another approach to ideology - the work of Stuart Hall
• Representations and new media
• An example - representing national identity in old and new media

3) To what extent are you aware of how you represent yourself online? Do you make conscious choices regarding, for example, what information and material to post to social media?

4) Who has the most power regarding representations in the media - institutions or audience? Explain your answer in detail using examples from the media.

If you do not complete this during lesson time, finish for homework - due Friday.

12D Cover Work - Thurs. 25/11, p6

Remember the basic rules first:

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

Carry out a textual analysis of the following clips (like you did for the Ford advert and the 'Little Britain' scene)...

1. Graham Norton, BBC1 – Schwarzenegger (first 3 mins.)
2. London 2012 – Bond/Queen (first 3 mins.)
3. Some Girls – BBC3 trailer

For each one, provide detailed comments on your blog on the following:

• Groups/place represented? How?
• Dominant or alternative representation? Why?
• Links to theory?

Also, don't forget the homework (due for Thursday 3/12).

MEST2: Existing product research

Complete the following as an extended blog post or a selection of five blog posts:

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 on the blog.

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 - you may 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 is due on Friday 4 December.

Representation theories: blog task

A reminder of the notes on Representation theories:

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

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

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


Medhurst: shorthand that carries value judgements

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

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

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

Perkins: stereotypes can be positive or partly true

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

Specifically, she stated that stereotypes are...

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

Mulvey: the male gaze

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

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

Linked to Mulvey...

Berger: ‘Ways of seeing’

An additional representation theory that influenced Mulvey:

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

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

Levi-Strauss: Representation and ideology

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

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

Representation task

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

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

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

Complete for homework: due next week in double lesson

MEST2 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 2016 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.

Look over the topics for inspiration and start brainstorming ideas for your short film extract.

Preliminary exercise evaluation

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

Your evaluation needs to include the following:

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

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

Your evaluation needs to be a minimum of 500 words and is due for Thursday 26 November (12D).

Good luck!

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.


Target grades, folder and index checks

While you are getting to grips with Photoshop, I'll be calling you to the front for a short discussion regarding your target grade in Media, your folder status and your blog index. Make sure you have posted everything to your blog and have your folders fully up-to-date and organised.

Representation

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 Friday.

Y12 Folder check and MIGRAIN index

As we are at the half-way point in our MIGRAIN introduction to Media unit, we need to set a couple of pieces of homework that check we are keeping up to date with all the work so far. This means a folder check and creating an index of all our MIGRAIN key concept work so far.

Folder check
On Friday you need to bring an up-to-date folder to the lesson to show you are organising all of your notes, work, test papers and more. Specifically, we will be checking you've got the following:

• Ring binder folder or equivalent
• Dividers - section for each teacher
• Notes in chronological order/title/date
• High quality notetaking
• Blog print-out - to end of last half-term (for assessment/revision purposes)
• Homework completed/quality of homework

Due: Friday

MIGRAIN index

We have already covered many of the MIGRAIN key concepts in Media but if you've missed any lessons for whatever reason you could have missed some crucial teaching or theory that you'll need in the MEST1 exam.

In order to avoid this problem, you need to create a simple index that links to your blog post for each piece of work we've done so far this year. We'll then update this index at the end of the unit. Your index should include the following:

1) Media consumption audit
2) Reading an image: RBK advert analysis & own choice advert analysis
3) Institution: major media institution research and presentation
4) Institution: brand values
5) Institution: CoolBrands research
6) Narrative: narrative theory YouTube clip analysis
7) Audience: psychographics
8) Audience: audience theory blog tasks/questions
9) Audience: audience theory - dependency theory

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 catch up with the work and notes and won't underperform in the exam due to gaps in your knowledge.

Due: Friday

Dependency theory

Rokeach and DeFleur took Uses and Gratifications one step further in 1976 in suggesting that people have become dependent on the media.

With Dependency theory, they suggest that people rely on the media for information determining their decisions. This means the media can create many different feelings such as fear, anxiety, and happiness.

Dependency theory: blog task

1. What do YOU primarily use the media for: entertainment or information? (Or something else?)
2. To what extent do you feel we are dependent on the media?
3. Has our dependence on the media changed over the last 10 years? How?
4. Read this Telegraph article – does this support Dependency theory? What is your personal opinion on this issue? 

Finish for homework - due Monday.

12D cover work 05/11/15: Mr Halsey

Apologies - this time I'm out with the Year 13 Media students at the Media Magazine student conference.

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) Complete the learner response task - this is usually to re-write your weakest question. This re-write should be aiming for 12/12 marks using all the suggested content in the mark scheme. You can also re-watch the clip if required by following the YouTube link in the mark scheme document.


If you finish all of the above during the lesson, you can return to your Preliminary exercise planning.

12D Cover Work - Thurs. 5/11, p6

Remember the basic rules first:

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

Read through the Audience Theory blog post and answer the questions on your blog. Please complete for homework.

12D cover work 04/11/15: Mr Halsey

12D, please accept my humble apologies - it seems all my training, meetings and school trips are coinciding with our lessons at the moment. However, you will still be able to make a start on your coursework by working on your preliminary exercise.

Today, you need to get into groups of three or four (maximum four - set by exam board) and start your preliminary exercise.

All the key terminology and planning tasks are on this blogpost. 

Spend Wednesday's lesson working through these as a group - you can't start filming until all the planning is complete and we NEED to be filming during next Wednesday's lesson. 

Good luck!