Film Language: Sound videos and homework

This is always a great lesson - seeing your parallel and contrapuntal sound presentations. 

When they are done, you'll need to complete the following tasks on your blog:

Video feedback/learner response

• Make sure your video is on YouTube and embedded on your blog. 
• Type up your feedback and then reflect on your work. Add three WWWs and three EBIs underneath the feedback I've given you.
• Learner response: compare your video against your evaluation of the top three videos in the class. Who did you think was best and why? How could you have improved your own video?

Sound tasks

1) Complete the learner response tasks above in a separate blog post called 'Sound video learner response'.

2) Watch any of the sound clips in the Film Language booklet that we didn't get to in class and write answers to the questions to go with each clip on your blog. E.g. A Clockwork Orange, Once Upon A Time In The West, Once Upon A Time In America. The clips are all available on the Media Shared drive M: > Resources > A Level > Film Language.

3) Find a film clip on YouTube that uses sound in an interesting way. Analyse the use of sound, making sure you use the key language we have learned about sound in film:

• Diegetic and non-diegetic sound
• Parallel and contrapuntal sound
• Sound bridges

Remember to discuss/analyse all the different types of sound present in the clip:

• Music
• Dialogue
• Voiceover
• Sound effects

You also need to highlight or put in bold any use of media language.

Complete for homework - due date confirmed by your Film Language teacher.

Film Language: Sound

Our next aspect of film language is crucial: Sound.

A reminder of our notes on Sound:

Sound is incredibly important to our understanding of a film.  The music, dialogue and sound effects (SFX) all contribute to the way we appreciate what we are watching on the screen.    

Diegetic and non-diegetic sound

Diegetic sound comes from the world of the film we are watching.  This could include dialogue by characters in the scene or music or other sound that comes from a source we would naturally expect that sound to come from, e.g. a radio or TV.

Non-diegetic sound is added during post production, e.g. voice over or music sound track.

Parallel and contrapuntal sound

Parallel sound is music we would normally expect to hear accompanying a scene, e.g. soft romantic music might be played over a love scene.

Contrapuntal sound is music that we don’t normally associate with the scene we are watching, e.g. classical music played over a bloody fight scene.

Sound bridge

Sometimes you will notice that sound from a scene continues even though the visual image has moved to the next scene. Alternatively, the sound of the following scene may begin before the image changes. This is a called a sound bridge and helps create a smooth transition from one scene to the next.

Homework: parallel and contrapuntal sound video

1) Choose a 60 second piece of music. 

2) Using editing software (Windows Moviemaker is fine but Adobe Premiere is available on Media PCs) produce a one-minute film of images and video - one set of images that appears parallel to the music and one that is contrapuntal.

3) Upload the video to YouTube and embed it in your blog with a brief description of what you've created.

4) Present your video to the class next lesson, explaining the thinking behind your work.

Film Language: Lighting

Our next aspect of film language is Lighting.

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

Look at the still images on slides 19-23. Copy the images into your blog and answer the questions for each:

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?     

When these are complete, you need to do the following on a separate blog post:

1. Research film noir - focusing on the genre’s distinctive lighting style. Find a YouTube clip that fits the film noir genre and embed it alongside your research.

Anything you don't complete in the lesson will be homework, due next week.

12C cover work: Thursday 22 September

Apologies 12C: I'm at an AQA Media briefing that I can't get out of.

Your cover work is very simple: work through this Media consumption audit on the blog.

The most important aspect is reflecting on your media consumption and thinking about how you can develop this over the next year. If you don't engage with the media in ways beyond your normal consumption then you simply won't reach the highest grades in Media.

Anything you don't finish is homework for next lesson.

Good luck!

Mr Halsey

Introduction to Media: Media consumption audit

Create a blogpost on your MEST1 Exam Blog outlining your consumption of the media.

Answer the following questions on your blog:

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
• 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 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 of tablet?)

Radio

• Do you listen to the radio?
• If yes, what stations do you like best and why?
• Approximately how many hours a week do you spend listening to the radio?
• What times of the day do you usually listen to the radio?
• Where do you listen to the radio?
• What other activities (if any) do you do whilst listening to the radio?

Cinema

• What films have you seen in the cinema in the last month?
• What films have you seen in other places – for example, through rental, satellite film channels (free or otherwise) or through video-on-demand?
• 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 college or school, or at work?
• 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?

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: next lesson

MIGRAIN: Reading an image

Complete the following from our double lesson on reading an image:

1) Analyse this RBK 50 Cent advert using the key media language you learned today: denotation, connotation, colour, pose, framing, composition, size, type of shot, subject matter, setting, lighting.

2) Next, analyse a print advert of your choice using the same key words.

Remember to put media language in bold or highlight/colour it. Another reminder of the key words:

• Denotation, connotation, colour, pose, framing, composition, size, type of shot, subject matter, setting, lighting.

And always ask the two key questions: Who do you think is the target audience? How does it address/attract that audience?

Due date: confirmed by your MEST1 teacher

Film language: Mise-en-scene

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

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

Mise-en-scene blog task

Complete the two tasks for mise-en-scene in the Film 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 three film extracts on YouTube from films of 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 set by your teacher (12D - Friday).

Ms Fowler's class - homework

It's been a wonderful start to A Level Media – well done everyone!

Following on from yesterday’s lesson, please answer the below questions in a new post on your blog and publish it before next Monday. Any questions, please ask me in Wednesday’s lesson. 

1) What different forms of Media did you consume over the summer break? Give specific examples.

2) Define Print Media, Broadcast Media and e-Media. When do teenagers come into contact with print media, broadcast media and e-media on a daily basis? Which do they use most and why do you think this is?

3) What audience gratification do teenagers receive from using Apps such as Snapchat and Instagram? Why do you think they are so popular with their target audience? What gratifications do they offer?

4) Regarding the music industry, how has Media production and consumption changed over the last decade? (Think about the movement away from hard copies to streaming.) In your opinion, is this a positive shift? Justify your answer. 

5) Julia Kristeva argues that no text is an isolated entity: ‘Any text is the absorption and transformation of another.’ 

Think of our new Media language:

• Intertextuality- when one media text reference another text. 
• Synergy- when one media text promotes another text.
• Convergence- Different types of Media platforms or technologies coming together.  

Use the below examples and explain HOW each one is an example of the term. 

INTERTEXTUALITY: In Disney’s Aladdin, the Genie character gets a crab caught on his finger. The crab is recognisable as Sebastian, a character from earlier Disney film, The Little Mermaid. Also consider the Scream franchise and the Scary Movie franchise. 

SYNERGY: Also Disney. When Star Wars: The Force Awakens was released last year, the marketing team released Star Wars merchandise in Wal-Mart stores and did a deal with YouTube and Google where the two companies modified their Apps and websites with pictures and colours associated with the film. 

CONVERGENCE: When Beyonce was starring in the films: The Pink Panther, Dreamgirls and Austin Powers, each time she released a music video with music from the film. 

Good luck!

Miss Fowler

Introduction to Film Language

Our first unit preparing for the MEST2 coursework is on Film Language.

This will introduce or revise the key media terminology that is vital across coursework and the exam. Over the next half-term, you'll be watching clips from some of the most iconic films in Hollywood history alongside researching genres and learning the technical language of cinematography, lighting and sound. 

Your first task will involve 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;
• Explain WHY for each of the three questions for each poster;
• Post up all your answers on your new blog;
• Include the actual posters in your blog posting.

Due: next lesson

Welcome to AS Media!

We are delighted you have chosen AS Media Studies and can confidently say that if you attend lessons and meet your deadlines you WILL get a fantastic grade in this subject. 

We have a track record of excellent results in A Level Media and last year Media A Level was judged 'Outstanding' for student progress for the sixth year running. Our A Level results were:

67% A*-B
100% A-E

TWO phenomenal students - Rabia and Kishan - achieved A* grades last year. That's incredible when you consider only 1.6% of all A Level Media students manage to reach A*!

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


AS Media: first tasks

Your first jobs are to get an A4 ring binder folder with dividers (bring it to every lesson) and start your Year 12 Media blogs. You can find step-by-step text instructions to setting up a blog here. Your new blogs will be:

• MEST1 Exam blog
• MEST2 Coursework blog

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 
Mr Halsey's exam blog: http://mediamacguffinexam.blogspot.co.uk/
Mr Halsey's coursework blog: 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. Make sure you do the following:

• Add your mobile phone number so you can get a code by text if you forget your password
• Email your log-in details to yourself using your SCHOOL email address

First blog task

Once you've set up your new blogs, create a new blog post on your MEST1 Exam blog and answer the following questions:

1) Why did you choose AS 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 tasks 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 2016 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 don't get the questions finished in the lesson, complete for homework - due next lesson.