Thursday, 7 July 2016

Investigating the BBC - Start of exam unit B322, Section B

Dear year 10 (soon to be year 11) students,


We are finishing the year by introducing a research task looking at big media institutions.
In this initial task, you will learn about ITV and investigate the BBC.


Use the remaining lesson time, then complete the work over the summer.


10AC > 11AC: Due in on Monday 5th September 2016
10BD > 11Bd: Due in on Tuesday 6th September 2016


You need to complete slides 27-40 without fail.




If you find interesting extra facts, documentaries, articles about the BBC and its programmes, funding etc, of course, add to your presentation!


Email if you have any question: h.o'shea@parkhighstanmore.org.uk



Sunday, 14 February 2016

Completing Your Progress Log - B321 Controlled Assessment

You must ensure that your Progress Log is completed. This is to show what you have been doing during Research, Planning and Production time. It is a sort of diary recording what you have been doing each week, from researching and annotating the conventions used in real perfume adverts, to doing your market research, planning your advert, your photoshoot, your mock up and finally producing your own advert in Photoshop.

You have a hard copy of the document but I have also put a copy on Fronter.

This should really shown your progression through production time.

Due in on Monday 22nd January (draft).

The prompts below are just for guidance since you are all working at a different pace and in a slightly different order. For instance, some of you produced an early mock up but realised it wasn't working and started changing your ideas.

eg. Weeks 1 and 2: Initial planning: I decided to investigate (name of perfume) and found out that...
I discovered that ... (price range, target audience...)
I decided to do an advert for this perfume OR I decided to create my own perfume in the same style...
The name of the perfume is important: (name) makes you think of ...

My target audience is ...

I have looked at a range of bottles and existing adverts and I decided to...
I made a collage of bottles of perfumes aimed at my target audience and realised that...

I collected several existing adverts for a similar / for my perfume and found that several strategies are used:

Week 3: I looked more closely at a couple of perfume adverts and annotated them. I noticed that ...

Week 3: I started thinking about my own advert. I want to ...

Week 4: I created my mock up. In the end, I decided to do...
I received some feedback and as a result, I ...
I created a questionnaire to ...

Week 5: I organised my photoshoot. First, I did....
(what went well, what did not work out... How many useable photos did you end up with? Did you manage to produce what you wanted? Did you change your mind? etc)

Week 6: In photoshop, I started to assemble all the elements of my advert.

(IN WEEK 7, YOU WILL EXPLAIN WHAT HAPPENED WHEN YOU WORKED IN PHOTOSHOP, WHAT THE RESULT WAS AND WHAT FEEDBACK YOU RECEIVED. WHAT DID YOU DO AS A RESULT TO COMPLETE YOUR FINAL ADVERT?)

Sunday, 22 November 2015

Chanel - Coco Mademoiselle adverts

For your Controlled Assessment, as well as print adverts, you will need to analyse the TV advert for Coco Mademoiselle, featuring Keira Knightley, from the 2011 campaign.

The (shorter) version of the advert is below:



The magazine print advert:

 


Friday, 2 October 2015

Home-Learning for Monday 5th October

You must read the article below then answer the two questions in your home-learning book in detail.


QUESTIONS:
1. Sum up the varied reasons why the Beats headphones have been such a success in terms of sales. (this should be a detailed paragraph - note: you will find reasons on both pages of the article)
2. What are Beats doing to maintain market dominance?


REMEMBER TO ALSO FINISH YOUR BLOG POST SHOWING YOUR THREE ADVERTS AND DEFINING THE TARGET AUDIENCE FOR EACH ONE AS PRECISELY AS POSSIBLE.

Sunday, 27 September 2015

Monday Lesson resource: Amazing resources to learn everything about Film Terms and Techniques

Stretch your knowledge! Go through these wonderful presentations then make some notes in a new post on your blog about what new terms you have learnt. You may wish to illustrate with screenshots.

Two epic resources by Andy Wallis, Media teacher:



Monday, 14 September 2015

10ac (HO) Tasks to be completed on your blog and in your books by Monday 28th September

1. All the links to your blogs should have been sent to me by now.

2. The photos you took must be uploaded to your blog in a new post titled My Photos. You must describe each shot using the correct media language. Add a sentence to explain what you would change or tweak to make each photo even better.

3. Revise all the terminology learnt so far including camera shots and angles, and mise-en-scene. In the test, you must score at least 80% or take the test again after school on Friday.

4. Home-learning to be completed in your exercise book by Monday (You can type up your work, print it out and stick it in your home-learning book)

Choose either slide 1, 2 or 6 in the presentation below and use the prompts below to analyse what is happening in the 4 shots on that slide.

The prompts are at the end of this post.

Screenshots from an episode of The Bill


The bill shots from Hélène Galdin-O'Shea

Screenshots from The Bill.

I have chosen to analyse slide 1, featuring 4 different shots.

1. What seems to be happening:

e.g. The four shots depict a dramatic scene in which some characters appear to be held hostage, or at least are victims of some attack.

2. Describe each shot (including mise-en-scene) using correct terminology and explain how meaning is constructed (or effects created for the audience).

eg. Shot 1 is a two-shot from a slightly low angle which emphasises the tension between the two characters. All characters seem to be sitting on the floor as can be seen from the low angle revealing the bottom of a window. We can see the top of the head of a couple of other characters which suggests that they are crouching, possibly in fear for their lives.
In terms of composition, the character on the left is more prominent and dominant compared to the other character, suggesting that he is the one holding the power. This is also reinforced by the second character's facial expression which shows distress, whilst the first character shows either hatred or anger. Low key lighting is also used to add to the threatening atmosphere, creating menacing shadows on the antagonist's (or villain's) face. The shot is crowded which creates a harsh and dangerous atmosphere. The fact that the window seems out of reach reinforces the idea that the characters are trapped.

In shot 2, ...