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!

Preliminary exercise

Preliminary exercise: Continuity task

Your preliminary exercise involves filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. 

This task should demonstrate match on action, shot/reverse shot and the 180-degree rule. 

Time allowed: two weeks

You are advised to work in the group that you will work in for your MEST2 coursework project.

Key skills

The following clips and links should help you with the key skills you need to demonstrate in your preliminary exercise.

Match on action


Match on action (or cutting on action) is an editing technique for continuity editing in which one shot cuts to another shot showing the same action of the subject in the first shot.


This creates the impression of continuity - the action creates a 'visual bridge' which is easy for the audience to follow.

Look at this YouTube clip for match on action - the cuts you want to look at in particular are at 2 seconds, then again at 18 seconds:

Note: if video does not embed, click on this link to open in YouTube.

Shot/reverse shot

Shot/reverse shot uses over-the-shoulder shots to show a conversation between two characters. Look at this example from the Hunger Games movie - specifically between 0.50 and 1.30.

Note: if video does not embed, click on this link to open in YouTube.

With shot/reverse shot, you need to observe the 180 degree rule. 

180 degree rule

The 180-degree rule of shooting and editing keeps the camera on one side of the action. This keeps characters grounded compositionally on a particular side of the screen or frame, and keeps them looking at one another when only one character is seen onscreen at a time. 


It is referred to as a rule because the camera, when shooting two actors, must not cross over the axis of action; if it does, it risks giving the impression that the actors' positions in the scene have been reversed. [source: Columbia Film Language Glossary]

In other words, draw an imaginary line between the two characters facing each other and then make sure the camera never crosses that line during the filming of that scene. This video is a brilliant explanation of the rule:

Note: if video does not embed, click on this link to open in YouTube.


Task list: planning

1. Sort out your group (if you haven’t done so already). An absolute maximum of FOUR in each group is set by the exam board AQA.
2. Discuss what your preliminary exercise will involve – location, sequence of events, who will act etc.
3. Write a short script for the preliminary exercise. Remember, scripts outline movement and shots as well as dialogue. The BBC Writer's Room is a brilliant resource for tips and examples of TV scriptwriting. Here's a genuine TV script example from Luther to check you are formatting your script correctly.
4. Write a shot list of every possible shot (and a few extra) you will need for this preliminary exercise. An example shot list is here.
5. Draw a complete storyboard for the sequence you plan to shoot - every shot should be in there. Storyboard sheets are available on the top of the filing cabinet in the corner of DF07.
6. Upload your completed planning to your blog then let your teacher know. You can then book out a camera and start shooting.

You can start shooting from next week but will not be able to borrow a camera without showing you have completed your planning.

Audience theory: blog tasks

Audience theory - notes and tasks

The hypodermic needle model

This is a crude theory from the 1920s that suggests the media injects information into the audience like a hypodermic needle and therefore can have a dangerous effect on us.

The two-step flow model

The two-step flow model was developed in the 1940s because the hypodermic needle theory was considered too simplistic, assuming the audience consumed media without thinking.

The two-step flow model instead suggests the audience are influenced by ‘opinion leaders’ in the media who mediate how the audience react to media texts. The theory suggests the media is not all-powerful and that social factors are important.

Blumler & Katz: Uses and Gratifications theory

Researchers Blumler and Katz reignited audience theory in 1974 by stating that media audiences are active and make conscious choices about the way they consume media.

They suggested there are four main uses or gratifications (pleasures) that audiences get from the media.

Diversion: escape from everyday problems and routine - entertainment.

Personal Relationships: using the media for emotional and other interaction (e.g. developing affection for characters in TV)

Personal Identity: finding ourselves reflected in texts or learning behaviour and values from the media. Reality TV or documentary (Educating Yorkshire) are good examples.

Surveillance: Information useful for living (e.g. Weather, traffic news, holiday bargains etc.)

Audience theory: blog tasks

Hypodermic needle model

1) Read this Mail Online article about the effects of videogames. How does this article link to the hypodermic needle model?

2) How does coverage of the Talk Talk hacking case link to the hypodermic needle model? Why might someone criticise this front page? 

Two-step flow model

1) Summarise the two-step flow model. In your opinion, is the two-step flow theory still relevant today?

2) How does this YouTube blogger fit into the two-step flow model?

3) How this this Telegraph article on influential tweeters fit the two-step flow model?

4) Read this BBC profile of Jamal Edwards. How does Jamal Edwards link to the two-step flow model?

Uses and Gratifications

1) For each of the four categories, write about one media text that fits that particular audience use or pleasure. Make sure you explain WHY it fits the category and use images or clips to illustrate your points.

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