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:
Sunday, 27 September 2015
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
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
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, ...
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, ...
Wednesday, 9 September 2015
Monday, 7 September 2015
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:
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:
Thursday, 13 November 2014
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
http://klsasmediadepartmentg322resources.blogspot.co.uk/2012/07/waterloo-road-age.html
Wednesday, 17 September 2014
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.
Tuesday, 29 April 2014
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.
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.
Subscribe to:
Posts (Atom)