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.


Due in on 5th September 2017




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

Opening lesson investigating the BBC from Hélène Galdin-O'Shea

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?)

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:

 



Dr Dre's Beats adverts - Resources

Beats by Dr Dre - Class ppt from Hélène Galdin-O'Shea

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.

Time Article on Dr Dre and His Headphones

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:

Film terms and techniques introduction from Andy Wallis

Film terms and techniques, shots and angles part 2 from Andy Wallis

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, ...

Mise-en-scene

Powerpoint on Mise-en-scene below. Go over it again.

Mise en scene from J Thrasher

Welcome to Media Studies, year 10 students!

This will be a steep learning curve at first as you need to transform into Media students first!
It doesn't happen overnight but it will eventually. The more grown up and mature you act in class and towards your study, the more quicklywe can start experimenting with the equipment.

This subject runs on TRUST, safety, maturity. So let's see your blogs and the wonderful work that you can produce. Think things throuogh carefully and always evaluate your productions!
Get started taking your own pictures. Here are a few from my summer to give you some examples:

YEAR 11 - Waterloo Road extract - representation of age

The clip is there and there are some notes from another teacher.

http://klsasmediadepartmentg322resources.blogspot.co.uk/2012/07/waterloo-road-age.html

Classwork and Home Learning - Representations of gender in the media

1. WIDER READING / WATCHING

Some resources to get you thinking about gender representation.
Spend some time watching and listening to extra resources outside of lessons to improve your overall understanding - and grade!


https://www.pinterest.com/source/ad-busting.tumblr.com/

http://www.scoop.it/t/women-representation-in-the-media









VISIT and have a look here:
http://mediasmarts.ca/gender-representation/women-and-girls/media-portrayals-girls-and-women-introduction

Aiming for an A? Have a look at these slides to further your knowledge.

FINALLY, WATCH THIS AND TAKE NOTES for your portfolio research (sum up what key messages you can learn from the video)

2. Starting research for your coursework portfolio.

WHAT ABOUT REPRESENTATIONS OF WOMEN IN MUSIC VIDEOS?

What stereotypes are reinforced here? What are the messages in the song? Do you think Pink is being fair and making a good point or just reinforcing stereotypes?



Write your responses on A4 for the research section of your portfolio (We will finish this next lesson)

3. HOME LEARNING:

1. Watch Jessie J's video "Like a dude" then answer the following questions:
- What is Jessie J's message in this video? Do you think it is effective? Why? Why not?

Aim for one side of A4 and add some screen grabs from the video to justify your points.

WARNING: SOME SWEARING IN THE LYRICS.



2. Respond to the feedback/ questions I wrote as I marked your work. You may need to redraft one question.

3. Put some order in your folder. I WILL CHECK THEM AND EXPECT THEM TO BE CLEARLY ORGANISED.
Phone calls home if that's not the case.

B322 - Exam Practice (home-learning) - Enemy of the State extract

Use the clip below to answer the question I set for home learning (the extract is shorter to allow you to focus on the quality of your examples)

Start from 1: 03 till the end.

Before you start the exam question, you might want to think about the questions below first.

Enemy of the State, Tony Scott, 1998


Some questions to make you think first:
1. What is the point of this sequence? Describe briefly how tension is created through the editing.
2. Look at the use of CU or Medium CU. Why are they primarily used here? Refer to specific shots (screengrab them) and embed them within your post.
3. Choose 15-20 seconds from anywhere in the sequence and describe each shot in detail, explaining its effect / function for the audience, as well as commenting on how the cuts (the editing) add to the meaning.
4. How far does the editing of this sequence fit in with the action adventure genre? Justify your opinion.

Above all, do your best to engage with the sequence and the task.

Gender Representation - 2 - JOHN BERGER + TASK

http://www.scoop.it/t/women-representation-in-the-media

AND FINALLY, WATCH THIS AND TAKE NOTES:
TASK: ANALYSE HOW THIS EXTRACT CONSTRUCTS REPRESENTATIONS OF GENDER

Gender Representation

https://www.pinterest.com/source/ad-busting.tumblr.com/

http://www.scoop.it/t/women-representation-in-the-media









And have a look here:
http://mediasmarts.ca/gender-representation/women-and-girls/media-portrayals-girls-and-women-introduction

Shot Composition and other tricks

Composition - Take pictures and upload them. Demonstrate nose room, head room, lead room, eye line, rule of thirds as well as camera angles and distances
Watch the following clip to consolidate understanding. Other rules of composition are mentioned - can you spot them?



And to make sure you have a reference point for your understanding of camerawork, have a look at this amazing video:
 

LEARNING FROM ROBERT RODRIGUEZ (director)
You can learn an awful lot about making a film on a tight budget from Robert Rodriguez, director of El Mariachi. You can also find more of his videos on YouTube as well as extracts from his films.



And here is the trailer for El Mariachi (1992).


Back to Basics: CAMERAWORK
Easy to follow guide to learn the basics of the trade! Click here.

Continuity Editing

Continuity Editing (from this useful website)

•      goal is to create a smooth flow from shot to shot

•      “invisible” = does not call attention to itself or remind viewer they are watching a movie

•      Assumption: viewers are constructing a “mental map” (cognitive map) based on the info they see and hear.

–   both onscreen and offscreen

•      Continuity editing helps viewers to construct and maintain this mental map.

Common Continuity Editing Shots

•      establishing shot = usually a distance-framed shot that establishes the spatial relations among important figures, objects, and setting in a scene

•      cut-in = instant shift from distant framing to a closer view of some portion of the same space

•      shot/reverse shot = two or more shots edited together that alternate characters, typically in a conversation

 Common Continuity Editing Shots

•      eyeline match = a cut where the first shot of someone looking at something is followed by a second shot of what they are presumed to see

•      action match = a cut where action taking place in the first shot continues in the same direction in the next shot (action seems uninterrupted)

•      reestablishing shot = return to view of an entire space after a series of closer shots following the establishing shot 

Crosscutting

•      crosscutting = “editing that alternates shots of two or more lines of action occurring in different places, usually simultaneously”

•      gives viewer unrestricted knowledge of causal, temporal, and spatial information

•      binds varied spatial action together through implication of temporal simultaneity

–   unrestricted knowledge is when viewers know more than characters do

–   restricted knowledge is when viewers only know what characters do, and often less.

TASK 1:
Watch this sequence from Hitchcock's The Birds. It's an excellent example of continuity editing.



After watching it, try and work out:
- How many shots are there?
- Where was the camera positioned for each shot?
- Which principles of continuity editing have been followed?

Then you're ready to write an analysis of shots and techniques used in this sequence to demonstate your understanding of them. You can use the following questions for guidance:
1. What principles of continuity are used here? How successfully? Refer to specific shots / screengrabs.
2. What is the effect of the editing on the viewer? What are we meant to feel at different stages? (ie before she enters the house, in the kitchen, in the corridor, in the bedroom, running away)?
3. What is the 'best bit' for you in this sequence in terms of learning new techniques and why?
Continuity editing is all about making your film work in a logical way (ordering the shots logically) so the audience can follow it easily and enjoy the story y without being confused; they are properly 'positioned'.
Can you remember all the techniques/ principles discussed in class? Can you find some examples of these techniques in other films (embed)?

EXTENSION TASK/ STRETCH YOUR LEARNING:

Find and embed a film extract that makes good use of continuity. Grab a few shots and comment on techniques used (bullet points)

Ocrmediaas_basics of Video Editing

First Practical - Camerawork

Find below some of your first pictures and videos (from the ipad). I will upload the rest shortly.

Find the GCSE Media playlist list to embed your videos:

https://www.youtube.com/playlist?list=PLmfpGs1lBjvQmMKZhTgZeatUqMD2f5wQt

Find your work and embed it into your own blog. Add a description and a comment. Use the correct terminology.

ABOVE ALL, KEEP PRACTISING AND POST YOUR WORK ON YOUR BLOG!

Welcome!

I hope you are as excited as we are about the year ahead. It will be a steep learning curve but we'll be there to support, guide and challenge you.

If you need to contact me, email me at h.o'shea@parkhighstanmore.org.uk


Now let's get to work!