• Save
G321 teaching print (jayson burns)
Upcoming SlideShare
Loading in...5
×
 

G321 teaching print (jayson burns)

on

  • 1,461 views

 

Statistics

Views

Total Views
1,461
Views on SlideShare
1,148
Embed Views
313

Actions

Likes
1
Downloads
0
Comments
0

7 Embeds 313

http://ocrmediaconference2010.blogspot.co.uk 162
http://ocrmediaconference2010.blogspot.com 133
http://www.ocrmediaconference2010.blogspot.co.uk 11
http://www.ocrmediaconference2010.blogspot.com 3
http://www.slideshare.net 2
http://ocrmediaconference2010.blogspot.fi 1
http://ocrmediaconference2010.blogspot.jp 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

G321 teaching print (jayson burns) G321 teaching print (jayson burns) Presentation Transcript

  • G321 Teaching Print (Jayson Burns)
    • Team Leader for AS Media Studies at a large Sixth Form College
    • Experience of teaching in schools as head of department as well as colleges.
    • Pass rate has risen from 95.7% (2006) to 100% (2008 & 2009) in our college with numbers ranging from 150-200 students at AS level.
  • Unit G321 – Foundation Portfolio in Media (Print)
    • Print
    • “ Preliminary exercise : using DTP and an image manipulation program, produce the front page of a new school/college magazine, featuring a photograph of a student in medium close-up plus some appropriately laid-out text and a masthead. Additionally candidates must produce a DTP mock-up of the layout of the contents page to demonstrate their grasp of the program.
    • Main task : the front page, contents and double page spread of a new music magazine (if done as a group task, each member of the group to produce an individual edition of the magazine, following the same house style). Maximum four members to a group.
    • All images and text used must be original, produced by the candidate(s), minimum of FOUR images per candidate. “ (p11)
  • Unit G321 – Foundation Portfolio in Media (Print) How we phrase it for the students: “ This unit assesses your practical and analytical skills. You will work on your own to undertake two construction tasks based around magazine production. Firstly – the front page and contents page for a college magazine. Secondly – the front page, contents page and double page article for a music magazine. You will also evaluate the success of your work.”
  • Preliminary Task
    • Use DTP (e.g. InDesign) AND an image manipulation program (e.g. Photoshop) to produce:
    • Front page (featuring mcu of student, masthead and appropriately laid out text).
    • Contents page (DTP mock-up of the layout).
  • Preliminary Task – Our Approach
    • Use preliminary task as an induction exercise to familiarise students with software and equipment used for print exercises.
    • Begin with textual analysis exercises looking at a range of magazine front covers and contents.
    • Focus on:
    • Straplines/Coverlines/Sell Lines
    • Masthead
    • Medium Close Up/Close Up/Medium Shot/Long Shot
    • Denotation/Connotation
    • Layout
    • Copy
    • Mise-en-scene
    • Target Audience (Age, Gender, Ethnicity, Class and Psychographic Profiling)
    • Use of a good glossary e.g. http:// www.magforum.com/glossarya.htm helps with terminology questions.
    • We bring the knowledge together in a formal piece of writing which also gives an insight into the students’ written as well as practical ability.
  • Preliminary Task – Our Approach
    • How does the cover of ‘Red’ or ‘Your Home’ use a range of techniques to target its audience?
  • Preliminary Task – Task Booklet
    • The task is outlined step by step for the student (this is particularly useful for ‘late arrivals’!)
    • Begin by doing an ICT skills audit of what level they feel they are at.
    • We get students to fill in a ‘Skills Development’ booklet along the way to ensure that they will have something to discuss in G325 at A2.
  • Preliminary Task – Our Approach
    • All students work individually due to complications around ‘house style’ , high initial drop out rate and need for individuals to produce same amount of work.
    • We don’t tell them about the grading system around the preliminary task at the outset. (Candidates lose 15 marks from the 60 for construction for the main task if they don’t complete the preliminary task).
    • All students fill in a ‘Risk Assessment’ before undertaking any practical work.
    • We get them to complete the contents page to the best of their ability in the time allowed using this as a ‘mock-up’.
    • We get them to produce a mini evaluation as preparation for the main task focusing on conventions and technologies learnt.
    • We insist on mcu for the cover (on the spec) AND minimum of FOUR original images (not on the spec for the preliminary task)
    • Work is saved as jpegs and pdfs and burnt onto a CD and a folder of ‘original images’ is created as evidence. (This could easily be presented in Blog form).
    • We take three weeks over this task including software induction with a learning assistant.
    • All work is produced in lesson time.
    • Work is handed in to the teacher but can be handed in to the Faculty Office to heighten importance of deadlines.
  • Examples of Covers
  • Examples of Contents Pages
  • Main Task – Research and Planning
    • Majority of planning is presented in a self-contained booklet which could easily be presented in Blog form.
    • Tasks are designed to cover all aspects of research and planning.
    • Four weeks of lesson time are devoted to this.
    • We teach TV Drama unit in-between Preliminary and Main Tasks to reinforce e.g. shot types and mise-en-scene.
  • Research and Planning
    • Students are assessed on:
    • Research into similar products and a potential target audience.
    • Organisation of actors, locations, costumes or props.
    • Shotlists, layouts, drafting, scripting or storyboarding.
    • Presentation of the research and planning .
    • Time management .
  • Research into similar products and a potential target audience.
    • The majority of planning time is spent in this area with the following tasks:
    • Powerpoint on History of Music Magazines.
    • Questions based on ‘Inky Fingers’ documentary on the NME.
    • Class/group/individual analysis of covers, contents and articles from music magazines.
    • Research into legal ramifications of magazine production and role of PCC through case studies.
    • Research into magazine publishers (IPC and Bauer).
    • Research into the chosen musical genre.
    • Research into the target audience and their musical interests/magazine preferences.
  • O rganisation of actors, locations, costumes or props/ S hotlists, layouts, drafting, scripting or storyboarding.
    • Action planning sheets.
    • Formal Proposal outlining title, genre, target audience, initial ideas for each page and photographs.
    • Detailed hand drawn drafts of each page.
    • Annotated using terminology they have picked up in previous tasks.
  • Presentation of the research and planning/Time Management
    • Research and planning is presented in traditional paper form using booklet and additional notes/drafts as well as being a key part of the evaluation.
    • There is clear scope to present this in Blog form too.
    • Time management has to be down to teacher assessment although action planning sheets may provide written evidence.
  • Main Task - Construction
    • Students are assessed on:
    • framing a shot, including and excluding elements as appropriate; (This is often key to a good project. If you are keeping the background EVERYTHING is significant. If you aren’t, shoot in front of a plain background – it isn’t always easy to ‘Photoshop out’ railings!)
    • It can be a good idea to work on the layout in your DTP program BEFORE taking the photos.
    • using a variety of shot distances as appropriate; (Poor examples have similar shots of the same artist on all three pages).
    • shooting material appropriate to the task set; (Encourage thought on mise-en-scene before taking photos – a group shot of a thrash metal band with a poster of Westlife in the background may create juxtaposition but isn’t really appropriate!)
    • selecting mise-en-scène including colour, figure, lighting, objects and setting; (in the evaluation they will be discussing how they have represented social groups. Choice of costume and props is often crucial e.g. connotations of hoodies, ‘bling’, different musical instruments – be careful with guns!).
  • Main Task - Construction
    • manipulating photographs as appropriate to the context for presentation, including cropping and resizing; (here the use of an image manipulation program like Photoshop is crucial. Try to wean them off ‘Paint’ but subtle manipulation is often better. A good initial photo is better than hours spent in Photoshop).
    • accurately using language and register; (they will understand this through close textual analysis as part of the research and planning stage. Remember this is what is marked NOT the authenticity of journalistic research).
    • appropriately integrating illustration and text/showing understanding of conventions of layout and page design; (this comes from looking at the layout of magazine pages. ‘Rule of Thirds’ is a good benchmark).
    • showing awareness of the need for variety in fonts and text size; (Photoshop and InDesign are fine but websites like www.dafont.com can come in handy for variety as it can be difficult to download additional fonts on networked machines).
    • using ICT appropriately for the task set. (The proof of this is really the overall quality of the work).
  • Main Task - Construction
    • Five weeks given for this element.
    • All work undertaken in lesson time.
    • Step by step task booklet.
    • Students work individually for reasons outlined in preliminary task.
    • Photographs taken in college time – may stifle creativity v issues of authenticity/health and safety.
  • Main Task - Construction
    • We begin by getting students to create a diary/blog under the seven headings from the evaluation.
    • 1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
    • 2. How does your media product represent particular social groups?
    • 3. What kind of media institution might distribute your media product and why?
    • 4. Who would the audience be for your media product?
    • 5. How did you attract/address your audience?
    • 6. What have you learnt about technologies from the process of constructing this product?
    • 7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
    • Students are encouraged to review these questions on a regular basis throughout the construction process.
  • Main Task - Construction
    • Students to produce/go through again:
    • Action Plan
    • Risk Assessment
    • Copy for the article
    • Drafts of pages
  • Main Task - Construction
    • As discussed, due to college policy we insist on all photos being taken in college.
    • We did allow photos outside of college but often ended up with poor quality photos taken on phones at the back of a gig – we actually had The Spice Girls included in a classical music magazine as a result of this!
    • This really is up to you and your institution but remember we all sign a coursework authentication form.
    • Again Photoshop and InDesign are used.
    • At the end of the process work is again submitted in jpeg and pdf format and burned onto a CD.
    • Work is submitted to Faculty Office and signed in.
  • Examples of Covers
  • Examples of Covers
  • Examples of Contents
  • Examples of Contents
  • Examples of Articles
  • Examples of Articles
  • Examples of Articles
  • Main Task - Evaluation
    • Begin with students gaining audience feedback on their work – we use questionnaires but forums like Moodle can be used. (This is explicitly mentioned at the beginning of the marking criteria for evaluations).
    • Get students to base questions around as many of the seven evaluation questions as possible so that they can use this to back up their assumptions e.g. ‘How realistic is my front cover on a scale of 1-10?’ could be used to support arguments on the following of codes and conventions.
  • Main Task - Evaluation
    • Show examples of good evaluations if possible.
    • Show marking criterion:
    • “ Candidates will evaluate their work electronically. This MUST contain an element of audience feedback and may be either integrated with the presentation of the research and planning material or may be presented separately. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according the contribution/level of understanding demonstrated by the individual candidate.” (p67)
  • Main Task - Evaluation
    • Come back to the seven questions given at the start of the production process (See Slide 19).
    • These are what the evaluations should be based on as well as the marking criteria:
    • Understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production. (Qs 1-6)
    • Ability to refer to the choices made and outcomes. (Qs 1-6)
    • Understanding of their development from preliminary to full task. (Qs 6-7)
    • Ability to communicate. (Overall quality of presentation)
    • Skill in the use of digital technology or ICT in the evaluation. (Overall quality of presentation)
  • Main Task - Evaluation
    • As with the other tasks students work individually.
    • Work is produced on Powerpoint and burnt onto the CD for submission (this could easily be added to a Blog).
    • Students are encouraged to integrate text and images making full use of the format.
    • Students are encouraged to refer to research and planning as well as BOTH construction tasks.
    • Students are given a 15 minute slot to give their one to one presentation (not in front of group).
    • We use a witness statement based on the seven questions AND an assessment sheet based on the marking criterion.
    • We ask questions where there are weaknesses in the presentation.
    • We moderate by filming a selection to look at in meetings/sitting in on presentations with the class teacher.
    • We emphasise that this is a PRESENTATION NOT AN ESSAY and see this as appropriate use of ICT.
  • Example of Evaluation Page
    • The following are examples of how one student tackled the discussion of codes and conventions through comparison and another tackled the issue of progression from the preliminary to the main task.
    • I am now going to compare my front cover to real magazine front cover that are a similar genre to mine to show how I have followed conventions. I have chosen to use magazines such as VIBE and Billboard this is because their genre of music is R&B which is the same as mine.
    • Firstly I am going to compare my cover with the cover of VIBE.
    • The flashers used are very similar,
    • they both are blended into the background
    • with the text in a brighter colour to make
    • it stand out.
    • The main image on vibe magazine
    • is a medium long shot whereas the main image
    • on my magazine is a medium close up.
    • Also the main image on VIBE is covering
    • the masthead this suggests that this is not
    • the first issue of VIBE whereas my image
    • does not cover the masthead this is
    • because it is a new magazine.
    • The main cover line on VIBE is larger
    • than the rest of the cover lines, this is
    • similar to PULSE as my main cover line is
    • larger than the rest this is so that it stands
    • out and attracts the reader. Also the magazines
    • are similar because both have the main cover
    • line in the left hand third and anchor the main image.
    • On the cover of PULSE, I used three colours
    • VIBE has their website in the bottom left for my cover lines, this was to make my I have put a footer in the bottom third, this shows
    • hand corner this is very similar to PULSE because magazine look simple and neat. I chose to what artists are featured in the magazine. From looking
    • the website is in the bottom left hand corner by the use the colours red, yellow and black. VIBE’s at the cover of VIBE I can see that they have done
    • barcode. cover is similar to mine as they have used the colours something similar only they have used a header at the
    • yellow, blue & a small amount of red, green and white. It is similar as both covers have used top of the cover to show the artists featured in the
    • the colour yellow and red also I think using less colours make it look more sophisticated. magazine.
    Comparing my front cover
  • Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
    • I think that the style of my shots has improved as has the mise-en-scène of my images.
    • I have become more confident in using software such as Photoshop and Indesign and therefore my layouts have developed and have become more genuine looking.
    • Also on my first magazine attempt the colours weren't consistent and therefore didn’t look very professional.
    • My style of layout has improved from the two tasks and now I think I have made the best use of the space on the page.
    • I also think that my music magazine has a better representation of the social group it is targeted to, than my college magazine did
    • I can now push the boundaries of the conventions of usual magazines and can display my own style in my work.
  • Submission and Moderation of Work
    • Each student submits a folder of work with all planning materials – “ Research and Planning may be presented in electronic format, but can take the form of a folder or scrapbook at this level.” (p66)
    • Also included is a CD with Preliminary and Main Tasks burnt onto it.
    • We use department meetings to agree a standard before work is marked by class teacher.
    • We pre-moderate a sample from each teacher.
    • We are given two days to moderate all work (often up to 200 candidates).