Blog feedback and learner response

You have just completed your first half-term of blog work as part of your introduction to Media Studies unit (MIGRAIN)

Please look through your feedback and updated tracker (check email or Google Classroom) where your teacher has provided you feedback. Create a new blog post called 'November blog feedback and learner response' 

1. Copy and paste the entire feedback on to the blog post

2. Act on your feedback

3. Complete the following questions: 

• What is your strongest piece of work? 
• What is your weakest piece of work?
• What specific skills or knowledge do you need to develop over the rest of the course?

Due date: see Satchel One

Film & TV Language: Cinematography practical task

Cinematography is the key term to describe camerawork: framing, angle and camera movement.

You need to be able to accurately identify camera shots, angles and movement - and most importantly the effect it has on the audience.

This video from Darius Britt will help you if you're not sure on any of the shots:



Cinematography: Practical task

Create a one minute cinematography video that illustrates the main types of camera shot, angles and movement that we learned in the lesson on cinematography.

Complete the following:

1) Get into pairs or work individually. Note: although the planning and filming can be done collectively, all students MUST edit their OWN video.

2) Plan out the different shots, angles and examples of camera movement you need to include.

3) Film everything you need - as creatively as possible. You can use comedy, narrative or just keep it simple and descriptive. However, you MUST make sure the framing and labelling using media terminology is accurate. This means text on screen labels as part of your editing process.

4) Edit your video to approximately one minute, adding music, voiceover, effects and anything else that will make your film visually effective and entertaining for an audience. You can edit in school using Premiere Pro but are welcome to edit at home if you have the laptop/PC to do it. Remember, the one element you must include is titles - text on screen - correctly identifying each shot type / camera movement / angle you use. Here's a YouTube tutorial if you're not sure how to add text for each shot/camera movement you include.

5) Export your finished video, upload it to YouTube and post it to your blog along with a brief explanation of your work.

Here are examples from previous years to give you an idea of what we're after...



 

Deadline: on Satchel One

MIGRAIN: Audience theory 1

To develop our study of audience, we need to explore the effects that media products have on us and apply a range of theories to help us do this. 

Does consuming media make us violent? Anti-social? More aggressive? Or has digital technology and social media actually contributed to the lowest drug, alcohol and teenage pregnancy statistics for many years? In addition, we also need to explore what audiences enjoy about the media and ask how active or passive audiences are.

Audience theory: notes

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.)

Rokeach and DeFleur: 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.

Audience theory 1: 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 (see Daily Mail front page below) link to the hypodermic needle model? Why might someone criticise this front page? 

3) What do you think of the hypodermic needle theory? Do audiences believe everything they see in the media?

Two-step flow model

1) Summarise the two-step flow model. What is an opinion leader?

2) How do celebrities like Taylor Swift fit into the two-step flow model? 

3) In your opinion, is the two-step flow theory still relevant today?

Uses and Gratifications theory

1) For each of the four categories, write about one media text (e.g. film, TV programme, newspaper etc.) 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. The first one is done for you.

Diversion: Film - Blinded By The Light. Entertaining and offering escapism for fans of Bruce Springsteen or anyone that enjoys coming of age films or culture-clash comedies.

Personal Relationships: 

Personal Identity: 

Surveillance: 

Dependency theory

1) Do you agree that audiences have become dependent on the media? What evidence or examples can you provide to support your view?

2) How has the growth of new and digital technology in the last 15 years changed people's dependency on the media? Is this a new problem?

3) Reflecting on your own media use, how does your media consumption impact on your emotions? Does the media have an overall positive or negative impact on your health and wellbeing? What is your average screentime and how does this impact on your mood?

Extension tasks A/A*

If you're interested in the debate regarding videogames and the impact on children read this blog on the subject. What is your opinion on whether videogames are positive or negative?

Remember, anything you don't complete in the lessons you need to finish for homework - due date on Satchel One.

Film & TV Language: Sound video feedback and learner response

 It's always a great pleasure watching your parallel and contrapuntal sound videos. 

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

Video feedback/learner response

Create a new blogpost called 'Sound video feedback and learner response'. Make sure your video is on YouTube and embedded on your blog and then complete the following tasks:

1) Type up your feedback from your teacher.

2) Type up your feedback from fellow students - you can summarise key points if several students give you similar feedback.

3) Now reflect on your work and write your own evaluation of your video. Write a 'What went well' (WWW) paragraph and a paragraph for 'Even Better If' (EBI) underneath the rest of your feedback.

4) Learner response: compare your own video against your evaluation of the top three videos in the class. Whose did you think was best and why? How could you have improved your own video?

5) Finally, what have you learned about the importance of sound to film and TV through this week's work?

Complete this for homework if you don't get it done in the lesson - due date on Satchel One (Friday 7/11).

Film & TV Language: Sound analysis tasks

As with every aspect of our Film & TV Language unit, you also have some written analysis to complete for Sound.

Work through the tasks below. If you need the notes on Sound from the lesson, you can find them in your Film Language booklet or on the other blogpost for Sound.

Sound analysis: blog tasks

1) 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.

Extension/additional task

If you didn't get to them in the lessons, watch the sound clips in the Film Language booklet and write answers to the questions to go with each clip on your blog: A Clockwork Orange, Life On Mars, 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 and also here in Google Drive using your Greenford Google login.

Complete for homework - due date on Satchel One..

MIGRAIN: Audience classification

Our next key concept of Media Studies is Audience - a crucial aspect of the subject.

We need to study both how audiences are targeted and also why audiences enjoy or use certain types of media - plus the effect that media may have on us. There are a range of theories we need to learn over the next few lessons alongside important terminology.

Target audience profiling

Media institutions are always looking for more detailed audience profiling – so they can target their product more successfully.

These include VALS (values, attitudes and lifestyles) or Mosaic consumer classification. There's a good PDF explaining the Mosaic consumer classification here. 

Advertisers and institutions also use Psychographics.

Psychographics

Young and Rubicam invented a successful psychographic profile known as their 4Cs Marketing Model: Cross Cultural Consumer Characterisation. They suggested people fit into one of seven groups:

Resigned
Rigid, strict, authoritarian and chauvinist values, oriented to the past and to Resigned roles. Brand choice stresses safety, familiarity and economy. (Older)

Strugglers
Alienated, Struggler, disorganised - with few resources apart from physical/mechanical skills (e.g. car repair). Heavy consumers of alcohol, junk food and lotteries, also trainers. Brand choice involves impact and sensation.

Mainstreamers
Domestic, conformist, conventional, sentimental, passive, habitual. Part of the mass, favouring big and well-known value for money 'family' brands. Almost invariably the largest 4Cs group.

Aspirers
Materialistic, acquisitive, affiliative, oriented to extrinsics, image, appearance, charisma, persona and fashion. Attractive packaging more important than quality of contents. (Younger, clerical/sales type occupation)

Succeeders
Strong goal orientation, confidence, work ethic, organisation ... support status quo, stability. Brand choice based on reward, prestige - the very best . Also attracted to 'caring' and protective brands ... stress relief. (Top management)

Explorers
Energy - autonomy, experience, challenge, new frontiers. Brand choice highlights difference, sensation, adventure, indulgence and instant effect - the first to try new brands. (Younger - student)

Reformers
Freedom from restriction, personal growth, social awareness, value for time, independent judgement, tolerance of complexity, anti-materialistic but intolerant of bad taste. Curious and enquiring, support growth of new product categories. Select brands for intrinsic quality, favouring natural simplicity, small is beautiful. (Higher Education)

Psychographics: presentation

In pairs, you are going to investigate one of Young and Rubicam’s Psychographic groups.

You need to put together a presentation in which you create an example couple for that particular psychographic group and suggest what their media consumption might involve.

Note: You need to publish the tasks on each of your blogs individually.

Structure

Who you are working with:

The psychographic group you are researching:

Introduce your example couple that represents your group:

1) Make up their names:

2) Where do they work/study?

3) What do they do in their spare time?


Now suggest their media consumption:

Print: What newspapers/magazines does your group read (if any)? Is this on paper or tablet? 

Broadcast: What TV programmes/channels do your group watch? Radio stations? TV package – Freeview or Sky? Films?

Online: What technology do they own? What websites do they visit (if any)? What social media do they use?

Audience classification: blog tasks 

Create a new blogpost called 'Audience classification' and work through the following tasks: 

1) Media Factsheet

Read Media Factsheet 232 - Approaches to Studying Audiences. You'll find all our factsheets in our Media Factsheet archive: M:\Resources\A Level\Media Factsheets. You can also access them online here if you use your Greenford Google login. Read the factsheet and answer the following questions:

1) How is audience defined in the Factsheet?

2) What does the infographic for Gen Z in the age of Covid-19 suggest about the media Gen Z consumes? 

3) How do media companies target and measure their audience in the digital age?

4) What did the NRS used to do and what does PAMCO do now? 

5) How are demographics and psychographics defined in the factsheet?

6) Now read the rest of the factsheet - we'll be studying these theories over the next few lessons. Choose one audience theory you think is interesting and explain why. 

2) Psychographics presentation and reflection

1) Post the details from your psychographics presentation (details in the blogpost above) to your blog with all details of the couple you created and their media consumption (it needs to be on your blog individually but can be a duplicate of your partner's post).

2) Reflect on what you have learned about psychographics. Which psychographic groups do you feel best fit YOUR lifestyle and personality? Explain how and why you made your decision and provide evidence justifying this.

Due date: on Satchel One.

MIGRAIN: index so far

We are approaching the halfway point in our MIGRAIN Introduction to Media unit and need to create an index to ensure we are up-to-date on all work so far.  

Confident use of media language is crucial across both exams in A Level Media so it is important we are revising terminology and theory on an ongoing basis and making sure there are no gaps as the course continues. 

MIGRAIN Introduction to Media index - Media Exam blog

Keeping an index of all your work is extremely good practice from a revision perspective. Not only does this keep the concepts and media terminology fresh in your mind but it will also highlight if you've missed anything through absence or any other reason. Your index should currently include the following:

1) Introduction to Media: 10 questions

2) Media consumption audit
3) Semiotics blog tasks
4) Language: Reading an image - media codes

5) Reception theory - advert analysis and factsheet

6) Structuralism: Factsheet questions and film trailer analysis

7) Genre: Factsheets and genre study questions
8) Narrative: Factsheet questions

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 now catch up with the work/notes and won't underperform in assessments or exams due to gaps in your knowledge. Here's a guide to creating a blog index that I did in a previous year:

Important: indexes are a great way to revise for your assessments and check you haven't missed any important content.

Due date on Satchel One.