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A Level Media handout
A Level Media handout
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A Level Media handout

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  • 1. OCR Course Outline: AS MEDIA and A2 MEDIA AS Exam (50%) - in the exam you have to answer two questions. Teachers: Section A: You have a 5 minute clip from a TV Drama and you have to analyse it in Andy Wallis (Subject Leader) terms of representation. Rachel Heaver-Webb Section B: An essay on Institutional and Audience practices in relation to the film industry. Website: Coursework (50%) mediastudiesringwood.blogspot.com YouTube Channel: Over the year you will produce two short films: Preliminary Exercise and the opening 2 www.youtube.com/ringwoodmedia minutes for a feature film. You will research and plan thoroughly and this is documented through the means of a blog.MEDIA STUDIES, RINGWOOD SCHOOL A2 Exam (50%) - you will have to answer two questions. Section A: this asks you to examine your coursework over the two years and analyse it in relation to a specific area of study (e.g. genre) Section B - you are answering on Media and Collective Identity. This is a very theoretical paper and you will be exposed to new ways of thinking. Coursework (50%) You will produce a professional music video and also a magazine advert for the album and a promotional CD package. As with AS, all work will be presented electronically via a blog. SKILLS Creativity Eye Opening Communication Independent Learning Team Work Social Media Analytical Skills Tagline, short and The building curving to the point. Gives inwards looks like a an idea of the wave, showing plot. some sort of deconstruction. Unconventional as actors aren’t the Connotes futuristic main focus of the plot. poster. Main characters Minimum amount faced away, draws of writing means the viewer to the that people can buildings. gather the most important information even if Title stands out in they glance at the red poster. Release date in bold and different colour. NEW YORK Every two years we run a visit to New York City working with the New York Film Academy, visiting the Museum of Moving Image and other attractions.
  • 2. What is Media Education for? AS MEDIA and A2 MEDIA 1: Hands-on, Do It Yourself learning Teachers: Making things leads to insights into the creative process, and the ways in which created things become Andy Wallis (Subject Leader) situated in the context of the world. Even more importantly, perhaps, making things enables people to Rachel Heaver-Webb make connections with each other, and to feel more engaged in their own learning process. Website: By representing learning as an ongoing and evolving process, with regular interaction and collaboration, we mediastudiesringwood.blogspot.com can make learning more rich, engaging, and meaningful. YouTube Channel: www.youtube.com/ringwoodmedia 2: Creativity as the core Our students must know how to make things well, but then should want to push harder towards the innovative and unfamiliar. Media Studies courses cannot just show how to make a video, website or articleMEDIA STUDIES, RINGWOOD SCHOOL of acceptable quality; rather they should be asking how we can rethink entertainment or information experiences to make them more useful, stimulating, and engaging. 3: Social engagement These days, many people find that they can make media, without too much trouble or expense, and do it just because they can. Learning in Media Studies therefore needs to stretch students well above this baseline, so that they can produce work which has greater quality, thoughtfulness and style, and in particular that is meaningful. Work that has a point. If a media course is to ‘add value’ to the learning and experience of students, it must include a social and ethical dimension. 4: Critical but intelligent Students should be encouraged to be intelligently critical, which means that they should be judicious: sharply critical, where relevant, but also able to see the positive or appealing side of things, where relevant. Students need to gain a good understanding of how things work: partly from having the experience of making and sharing media themselves, and partly from learning – through their own research – about how companies like Google, Facebook and the BBC operate. 5: The return of ideas By encouraging our students to engage with ideas – about human creativity, individuality and community – as well as a keen critical perspective and a thorough understanding of how things work in media technologies and industries, we can truly equip them for thinking intelligently about the present and the future. 6: Tools for thinking and making Ultimately, Media Studies encourages creative thinking and creative making. It is at its best when it is about encouraging people to think (and, correspondingly, at its worst when it tries to tell people what to think). Media Studies should give people the tools – or help them to invent the tools – which will foster creative exchange between individuals and groups. The ability to express ourselves, and to make our mark on the world, is crucial to a healthy society. Our students, then, need to be able to do this for themselves, but it should not be exclusive to them: they must also be able to foster this in others. Subject combinations: Media Studies offers relevant skills that have a direct influence on numerous subjects offered at Ringwood School. Some of the more common combinations are: English Language and Literature, Psychology, Theatre Studies, Art and Design, Photography, Music, Business Studies, and Graphic Design. “Media Studies at Ringwood School offers you skills that are relevant for life” Roger Finn, BBC

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