Last minute revision topics!

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Year 13s - look through this and tell me any specifics you would like to cover before the exam!

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Last minute revision topics!

  1. 1. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeachingTime Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesIntroduction to Media • Brainstorm how free students feel the • Use of structured mind mapping • Students will need prompts to initiateRegulation press is in its reporting in the UK exercises discussion of this topic. It may be useful to supplement found case studies with one or two contemporary examples • Students to evaluate different case • Photocopy pages 69-77 from The studies of press misrepresentation Tabloid Press: A Teachers Guide, Jo • In groups, students evaluate what the Wilcock, Auteur Publishing 2001 issues are in each case study. Each group is to feedback to the rest of the class • Consider ethical issues. Are there any? • Homework: write an evaluation of case • Provide a writing frame for homework, • It is important to ensure that students are studies from class and address the which demonstrates ‘How to evaluate’ aware of which skill you are assessing question: Do we have a free press? media debate = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 1 of 58
  2. 2. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesIntroduction: the Press is self • Teacher led explanation that the Press • The website address for the PCC is: • Students begin to make the moveregulated in the UK is self-regulated http://www.pcc.org.uk towards becoming fully independent • Students to investigate what is learners at A2 Media Studies. • A press Free and Responsible: Self Encourage students to research their understood by self regulation through Regulation and the Press ComplaintsWhat is the nature of research on the internet and the role of own ideas Commission 1991-2001, by R.contemporary media the Press Complaints Commission Shannon, Chapter 17, John Murrayregulation compared with publishers 2001. This reference willprevious practices? provide extended and advanced reading for the student • Reading exercise on introduction to • A good introduction to the topic of • Students should do individual reading regulation and control. Students will be press and regulation is an A4 reading and group evaluation of the case study asked their opinions about the historical exercise on regulation and control. of Elton John ‘Elton John v. The Sun’ case study Pages are adapted from the Essential • Plenary: Student PowerPoint’s on the Media Studies book, Phillip Rayner et role of the PCC al, Routledge • Homework: reading activity on a brief • Provide questions for students to answer History of Press Standards from the reading exercise. This will assist in the structuring of their own ideas = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea2 of 58 GCE Media
  3. 3. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesWhat is the nature of • Introduction to a brief history of the PCC • ‘The Good, The Bad and the • This is a difficult read, but one worthcontemporary media • Begin with a reading activity of the Unacceptable’ by Raymond Snoddy, persevering with. Provide a structuredregulation compared with beginning of chapter six from ‘The Faber and Faber 1992 reading activity.previous practices? Good, The Bad and the Unacceptable’ • This historical case study from ‘The Good, The Bad and the Unacceptable’ provides a starting point for which the students can develop judgements about the role of the press • Feel free to substitute any case study here • Investigate post Calcutt Report – • Provide a photocopy of summary of • There is also an ideal opportunity to students are to produce a timeline of history of press standards, from The discuss the term ‘the gutter press’ and significant events and occurrences to the Newspaper Handbook, Richard consider journalist ethics and code of PCC (this is linked to the homework set Keeble, Routledge London 2001 conduct (as extension exercise) last session) • Homework: What key developments • Plenary: students will evaluate the have there been in the development of significance of the Gordon Kaye case the regulation of the press? study and how the PCC was established = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 3 of 58
  4. 4. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesHow effective is the PCC • In groups students read worksheet on • Worksheet on the press code of practice to be • Teachers can provide a PowerPoint the code of practice of the PCC? provided summary of the code of practice They will be able to summarise the purpose of the code and its guidelines • Students investigate a case study of • Pages 44-48 The Tabloid Press: A Teacher’s the practice of ‘chequebook Guide journalism’: Rose West trial/Angus Deayton, for example • Investigate the role of the paparazzi. • Phone tapping scandal: Students do historical research into o http://news.bbc.co.uk/1/hi/uk/5258158.stm the death of Princess Diana, Kate Middleton’s phone tapping of royals o http://media.guardian.co.uk/mediag phone 2006 uardian/story/0,,2036939,00.html = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea4 of 58 GCE Media
  5. 5. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Homework: essay ‘To what extent can • Provide extended reading exercise for • Plenary how effective is the PCC in the PCC be considered a toothless all students in encouraging them to regulating the press? tiger?’ reference academic debate into the • This reference for extended reading may • What other options are available? Look effectiveness of the PCC need to be structured for the students at examples from other countries • For example: A Press Free and accompanied by a set of questions Responsible: Self Regulation and the to respond to Press Complaints Commission 1991-2001, by R. Shannon Chapter 17, John Murray publishers 2001Should the press be more • There is a belief that the British media • Introduce European Convention onregulated? operate in an environment that protects Human Rights and Universal ‘free speech’. Students are to discuss declaration of free speech (articles 8 this statement in two opposing groups: and 10 in particular) those who believe that we have free speech and those who do not • Students can compare two theoretical • Prepare two opposing arguments by • Teachers can supplement the arguments approaches pluralist v. Marxist ideas of a photocopying a liberal pluralist position with reference to ideology/the news and free press on the Press and a Marxist position on political representations. Please the press. The worksheet is adopted reference Studying the Media, T. from Investigating Mass Media by Paul O’Sullivan et al, Arnold 2002 Trowler, Collins London 1996 = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 5 of 58
  6. 6. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • In groups students prepare arguments • Teachers to work with students to • End session with a whole class debate. for and against these theoretical consider how to present these difficult Write summary/key points on the IWB positions theoretical positions • Homework to evaluate the question should the press be more regulated?What is the issue with wider • Introduction to the work of Noam • Students to research the background • There is an ideal opportunity at thismedia (press) regulation? Chomsky of Chomsky’s academic work using stage to consider how the internet ownership/advertising and other external constraints exist on the press • Provide context and background for the • Photocopy the opening pages of the • These are important considerations in students introduction to Manufacturing Consent, relation to how free the press is in this • Screen ‘Manufacturing Consent’ Noam Chomsky, Pantheon 2002 country • Using worksheets students will identify • Worksheet will ask students to • Chomsky’s view can be used as a critical the five filters that Chomsky argues demonstrate knowledge and approach to press regulation in the UK manufacture consent understanding of Chomsky’s ‘five • These filters are advertising, flak, elite filters’ of systematic propaganda groups, ideology and news sources • Homework: Write an evaluation of • Provide an essay structure to • Students are to evaluate Chomsky’s Chomsky’s position in relation to the Chomsky’s arguments. Encourage ideas in relation to the notion that the UK British Press students to apply Chomsky’s ideas to has a free press and should not be the British Press regulated = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea6 of 58 GCE Media
  7. 7. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Students are to consider the landmark • Photocopies of case study and • There is clear debate to be discussed: Naomi Campbell case on privacy. newspaper articles on Naomi will greater regulation lead to a curb on Should Britain have a privacy law? Campbell case study individual and press freedom? You can What implications exist for such a law? return to the debate on how effective • Set up a debate between two groups of self-regulation is for the press and media students on ‘Should a privacy law exist industries in the UK’? One group of students should chair the meeting • • Evaluate findings as a class, write a • Set up classroom for a formal debate – summary of the arguments into a spider two opposing groups for and against, diagram with one group acting as ‘Chair’ on the • Students to consider how free the press discussion are to report the news. Using worksheet • Prepare a spider diagram for students on Freedom of the Press, students to complete should evaluate how free the press is in the UK • Homework: Should Britain have a • Students to be encouraged to • Research is also needed into the Privacy Law? research the topic of privacy, which Universal Declaration of Human Rights also includes for example, information (1948) and European Convention of on defamation, contempt, data Human Rights 1953 protection = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 7 of 58
  8. 8. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesThe Advertising Industry: • Begin with a reading exercise of an • Photocopy article ‘Keeping it Legal, • The idea here is to provide anInvestigation of the roles of interview with Claire Forbes, Director of decent, honest and truthful’ Regulating opportunity for students to investigatethe Advertising Standards Communications at The Advertising Advertising, Claire Forbes, Media the ASA website Standards Authority Magazine, pp18-20, December 2002Agency • Student’s enquiry into why advertising • You will need to access three • Students can develop their knowledge standards exist. Students to examine controversial images. Here is an and understanding of media regulation three adverts, which have breached the opportunity for students to research and widen this with the investigation of standards code. Then evaluate the and carry out independent enquiry into the ASA verdicts of each adjudication contemporary case studies. • Can any one from the ASA give a lecture • Then in groups they evaluate the • Plenary: Why do we need the talk to the students? significance of these breaches in advertising standards agency? http://www.asa.org.uk/asa/adjudications and standards? select three recently adjudicated cases • Homework: Evaluate the evidence that • Question: Why are these standards we need the ASA breached? Produce a prompt sheet to help the student’s structure their answer = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea8 of 58 GCE Media
  9. 9. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesRegulation of advertising • Contemporary history to advertising • Need to prepare reading on the history • Teaching the history of the advertising standards: understanding changes. of the advertising standards history standards can be challenging. DO Who is the advertising standards • The constitution of the ASA can be ensure that any reading activity is authority constituted? found at www.asa.org accompanied by a prompt question sheet • Students can revisit the website from • There is an ideal ICT opportunity. last lesson and profile the role of the Students at this advanced level should ASA. They should be prepared to give a be able to discriminate between presentation using PowerPoint to the relevant and irrelevant points to raise. class More able students will be able to apply learnt ideas regarding media regulation from work on the press • Plenary: Group evaluation into the effectiveness of the ASA = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 9 of 58
  10. 10. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesCase study: Why do we need • Students look at a range of Benetton • Photocopy worksheets which adapt • This is a good resource to adapt andregulation of advertising? adverts and assess the controversial the Benetton case study in the introduces the controversial nature of nature of the advertising campaign Advertising pack, pages 106-110, Benetton advertising • Students in groups should make value produced by the English and Media • This is a resource for a GCSE studentBenetton: A case study judgements as to the nature of the Centre pack, but if adapted correctly is a very current Benetton campaigns • http://press.benettongroup.com/ good introduction to regulation of ben_en/about/campaigns/history advertising standards • A good resource... Dolce and Gabbana case studies might also be helpful = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea10 of 58 GCE Media
  11. 11. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesCase study of print • Students are to examine the Silver • Use article from the Media Magazine • It may be possible to have a visitingadvertisements: Barnardo’s Spoon Campaign and evaluate the • Use the Silver Spoons advertising speaker from Barnardos to speak withSilver Spoon campaign issues affecting the representation of campaign information. Information is the students children in advertising and why these also available at • This makes a very good case study into are considered a vulnerable group in media regulation society http://www.barnardos.org.uk/resources/ resources_students/resources • Students read the Steve Connolly article • Photocopy article by Steve Connolly • This part of the scheme of work will ‘Too Shocking for Words’. Students to from Media Magazine, April 2004, provide detailed examples for students address set questions about the pages 7-9, which specifically focuses on to use in the exam. Encourage students campaign and why advertising the Silver Spoons campaign to investigate their own examples found regulations were breached and teachers can supplement the arguments with more contemporary examples • Homework: Read example of Children • Need to photocopy pages 244/245 from • Plenary: What happens when the codes in Barnardos advertising and identify Media Studies: The Essential of advertising are broken? Are why the advert was banned Introduction by P. Rayner et al, adjudications effective in constraining? Routledge 2001 = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 11 of 58
  12. 12. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesWhat role does OFCOM have • Teacher led explanation that OFCOM is • It can be suggested that studentsin regulating advertising? the independent regulator for the themselves research the website communications industries http://www.ofcom.org.uk • Students are to read the article ‘Banning • Worksheet with specific questions and • This work on OFCOM is needed in Ads’ by Sandy Star photocopies ‘Banning Ads’ by Sandy considering how television adverts are Star, Media Magazine, February 2005 regulated • Students will then in paired activities • Students can use the IWB to provide a address the question ‘What adverts are summary of points to make banned by OFCOM. The students need to justify the reasons behind the banning • Homework: Is the role OFCOM play in • Provide essay-writing frames for the • An extended activity would be the the media an effective form of students to complete the work reading of the article ‘security or sales regulation? talk’? Financial services advertising. Jerome Monahan, Media Magazine, September 2003 • This extension task provides further evidence of the role of regulation in advertising = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea12 of 58 GCE Media
  13. 13. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Contemporary Media RegulationTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesHow effective is the • Students should prepare a presentation • Student folders for this activity are a • This exercise may take several lessonsadvertising standards agency which address this question: must and can be introduced earlier in thein the regulation of advertising “How effective is the advertising scheme of work if necessarystandards standards agency in the regulation of advertising standards” • Allow the students to do the presentation in threes. • Then an ‘apprentice’ like chair will ask • Show students brief extract of ‘The • This brings some enjoyable learning to questions about the presentation Apprentice’ in order to understand the the end of a synoptic unit of work. Do • This will allow for a question and answer format of the exercise spend time working on this exercise – it session. Other students are to record can be really rewarding each other’s ideas • At the end the chair will provide summaries about the talks as key points for a written essay assignment • Essay question: • Need to provide essay-writing frames “How effective is media regulation?” for the students to complete the work = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 13 of 58
  14. 14. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesGlobal Media: • What do we understand by the term • Provide a definition of globalisation • Students need to research the idea of globalisation? from ‘The complete A-Z Media and global products in order to think aroundAn introduction to global Communication Handbook’ by Stuart national boundariesmedia in relation to a PriceHollywood film • Also be aware that it is worth exploring alternative resources for definitions of ‘globalisation’ • Brainstorm a list of global products. • Opportunity for internet research. • Student’s knowledge and understanding Which media companies or products are Students can list companies and types of the concept of globalisation will be at the top of the list? What characterises of products produced into charts using embedded by examples of global these products? excel products and territories. An extension • Students then address the question what exercise may focus on a case study of kinds of media are increasingly global in News Corporation for example. This can terms of production and distribution be referenced by the pp299-308 a case study of News Corporation, in the Media Student’s Book, second edition, Gill Branston and Roy Stafford, Routledge 1999 • Homework: How important is the growth • Reading exercise: Hollywood and the of worldwide media networks? World, by Toby Miller in American Cinema and Hollywood, Ed. by John Hill and Pamela Church Gibson OUP, New York 2000 = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea14 of 58 GCE Media
  15. 15. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesHistorical case study of • Students to research the extent of • Introductory article to Disney Studio. • Students should develop knowledge andDisney Disney’s global empire. Focus may be Students to use research skills to understanding of the development of on film sales and distribution of identify global success of Disney Disney studios. They will understand contemporary examples studios. This website is very useful: how Disney dominates animationHow have global media http://licensing.disney.com/login/ globally, by the consolidation anddeveloped, in historical terms, displayLogin.do?Locale=en takeover of Pixar Studiosand how inclusive is this trend • Extended reading activity for students: • Disney’s Business History: A • This article will demand a lot of thein reality? Disney’s Business History: A reinterpretation by Douglas Gomery, students, but does provide an overview reinterpretation. Students will read the from Disney Discourse: Producing the in Disney’s history, which is important for article as a class Magic Kingdom, Eric Smoodin (ed.) students to understand Routledge 1994 • Students will then address a series of • Provide a set of questions which will • ‘How Pixar conquered the planet’ by questions about Disney’s dominance help the students outline the key Oliver Burkeman, The Guardian 12 over animation in a global market issues with the development of Disney November 2004 – a useful article as a global and dominant media conglomerate • Homework: What factors have made Disney such a successful and global conglomerate? = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 15 of 58
  16. 16. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesGlobal Branding Disney’s • Students are to investigate the • Use a current Disney film and • This case study approach enablespractice of synergy and desire significance of the release of a current demonstrate how branding and students to develop an application ofto cross-market products Disney film in the UK. Students then licensing are important globally theoretical ideas, which can be applied present these findings to the class • This is an ICT opportunity for students to their own independent investigationsthrough licensing – increasingglobal dominance • Address these two questions: to use specified search engines and “What extent does Disney cross-market it web sites to perform critical research products?” “How significant is the issue of licensing?” • Then students will look at Disney’s • The teacher will need to ensure that • This website is extremely useful for the global markets and look at the sites are available to research students to explore. There is lots of similarities between the UK and the rest Disney’s global distribution: usable information available about of the world http://www.unionnetwork.org/unimei.nsf/ Disney’s global empire specialissues?openpage • Homework: Evaluate Disney’s global • Reading exercise: ‘Disney’s Magic dominance. Is it fulfilling audience Kingdom is still standing’ by William demands or simply an example of Cedarwell, The Guardian 19 global; media power and dominance? December 2004 = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea16 of 58 GCE Media
  17. 17. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesIssue of Media Imperialism • In groups students to investigate what is • Studying the Media, second edition, T. • This is a difficult topic to assess, the meant by media imperialism O’Sullivan et al, Arnold London 1998 reading of the article, will help students • They are to read pp 287-291 of Studying pp 287-291 understand the concept of media the Media. Then students in groups imperialism apply these arguments to the case study of Disney • Students then read pp 291-294 of • Studying the Media, second edition, T. Studying the Media, and evaluate the O’Sullivan et al, Arnold, London 1998 significance of media imperialism pp 291-294 • Homework: explain the arguments for • An extended reading assignment for and against media imperialism students can be found in Media Institutions and Audiences: Key Concepts in Media Studies, Nick Lacey, Palgrave, Hampshire, 2002 pp 79-88 (focus is on MTV) = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 17 of 58
  18. 18. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesOther national animation – • Teacher led presentation of non-Disney • Include case studies on non-Disney • Although this is an extreme example ofselling non western images animation, which demonstrates other animation in particular. Japanese animation, it still represents a Japanese forms of global animation animation. It may be possible to show tradition of animation which challenges the animation sequence from Kill Bill typical Disney images Volume 1. Link to Manga as export animation for global audiences • Students to research a case study into • http://www.onlinegibli.com • Screening opportunity for a Studio Gibli Studio Gibli. film • Students will investigate Spirited Away an Oscar winning animation • Homework: To evaluate the global • Extension exercise: how does Studio success of Studio Gibli as a Japanese Gibli distribute it’s films to a global animator who successfully sales to the audience Far East and US marketsImplications of globalisation • Student read pp 279-287 Studying the • Studying the Media, second edition, T. • Students will need to elucidate a debate Media in the consequences of O’Sullivan et al, Arnold, London 1998 about the implications of media globalisation pp 279-287 imperialism • Reading of the Vivendi-Universal case • Reading of the Vivendi-Universal case study. Answer the questions at the end study from A2 Media Studies: The of the case study Essential Introduction = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea18 of 58 GCE Media
  19. 19. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Students then evaluate how globalisation is a process not simply from the US to the rest of the world • Homework: Assess the notion that globalisation is not simply one-way trafficCase study: Apple • Students research Apple’s walled • Students investigate the concept of a • Comparison could be made with an garden: search products/services wall garden by visiting www.apple.com AOL/Time Warner case study available. They are to evaluate the • For an investigation into the extent that Apple sales are global in achievements of the ipod and itunes characteristics see http://news.bbc.co.uk/1/hi/ • What advantages are there for Apple • Entertainment/4750744.stm with a global online distribution service? • Branding: synergy on a global basis. • Media magazine: Synergy Rules OK?, • The success of Apple as a global media Students are to investigate Apple’s Nick Lacey, December 2005 company is premised on its ability to branding and synergy practices brand itself to different global markets • Homework: What are implications for Apple’s global audience: friend or foe? = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 19 of 58
  20. 20. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesConvergence and Global • Teacher led explanation of the role of • Consider investigating new • A discussion should ensue about local,Media the internet in the Global media. Is this a technology: podcast, blogging and national and global boundaries and how democratising process for global websites such as MySpace and You audiences transcend these audiences? Tube as emancipatory and global communication networks • Students are to evaluate the benefits • Photocopy pages 276-279 Studying • Student’s evaluation of his or her own and disadvantages of using the internet. the Media, Tim O’Sullivan et al, experiences should be discussed and This should be assessed through the second edition, Arnold, London 1998 then applied to academic reading on the students own opinions and reading of internet. Consider how powerful the handout on the internet internet is in relation to global communications. This can include a discussion of mobile phone technology • Students watch Steve Jobs keynote • Watch Steve Jobs Keynote address: speech on the Apple iPhone http://www.apple.com/ Quicktime/gtv/mwsf07 • Homework: Does convergence matter in • Reading activity: Why Convergence global media for global audiences Matters by Gavin Luhrs, Media Magazine, September 2002, English and Media Centre = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea20 of 58 GCE Media
  21. 21. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesCase study: Nintendo Wii • Demonstrate the Nintendo Wii as • Nintendo Wii if available for • Consider what the argument for and Games technology. In the classroom, demonstration against global media, in relation to set up the Nintendo Wii and go through content, access, representation and menu and demonstrate a game of Wii identity tennis • Students are to consider how the Wii is • The key to this case study is in • It is possible to compare the Wii and its targeting a global market with its understanding how the origins of impact in a global environment concept. Students will investigate how global synergy actually in process compared to Playstation 3 or PSP. For the main principles of the Wii are based since the release of the Nintendo Wii further resources on this use the case on competition, rather than conflict and late 2006 study on the Sony PSP from AS Meida evaluate how this appeals to a gobal Studies for OCR family audience, rather than traditional male dominated games audiences • Homework: Design a questionnaire into • Design a template for the the gaming habits of teenagers. questionnaire Distribute and evaluate feelingsConclusions: What is the real • Students to evaluate the issues • Student folders/homework • This is an ideal opportunity to checkimpact of globalisation? How surrounding global media. In groups assignments/essays etc. students folders are in ordercan this be measured? brainstorm the key points = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 21 of 58
  22. 22. Media Studies H540: Critical Perspectives in Media: G325Suggested 45 Hours Topic Global MediaTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Students then feedback from the groups • This is an ideal ICT opportunity • Students then ‘blog’ their summaries they are in to the whole class. The class about globalisation and its impact on the then devise a mind map of the key audience issues. This can be completed on the IWB • Next students examine a range of • Apply mark schemes and sample questions that could be asked on global assessment material to the questions media. The students create these set themselves and provide model answers to them = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea22 of 58 GCE Media
  23. 23. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesNational identity in British • What does it mean to be British? • Images and props can be used to • Students should try to think of Britain asCinema Students explore the concept of stimulate discussion a collective and avoid just thinking of Britishness. Mind map out ideas in pairs English, Scottish, Welsh or Irish identity. and feedback to the class. Categorise If this occurs it can form the basis of a into historical and current values and useful discussion also into specific countries e.g. Scottish, Welsh etc • What is a British film? Students to list as • Film posters for British films and • This will be primarily based on students many films they consider British as American films made in the UK e.g. own knowledge and supported by the possible justifying why. Compile central Harry Potter teachers knowledge. A definition of what list and identify common features e.g. www.imbd.com a British film is can be found at cast, crew, funding, location and content www.culture.gov.uk • The IMDB can also be used as this has images of posters used alongside production companies involved in the film = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 23 of 58
  24. 24. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching TimeTopic outline Suggested teaching and homework Suggested resources Points to note activities • Construction of a timeline of key films • Either prepare task sheets with some and movements in British Cinema. basic information about British Cinema Students investigate a set period and movements or use the Internet and produce a poster/sheet with information allocate students a set period to about period/movement research • Screening of a British film either • ‘My summer of love’ (Pawlikowski • The choice of films should suit the group historical or contemporary that can be 2004) of students that you are teaching. used to illustrate British values and show • ‘A room for Romeo Brass’ (Meadows Depending on the time constraints it may a specific genre e.g. Social realism 1999) be worth screening two films from differing periods to illustrate a shift in • ‘If…’ (Anderson 1968) values • Follow up to screening. In what ways • Clip from film 3-5 minutes long • This session can be made more student could this film be seen as British? In centred by providing a number of pairs students could try and identify all different clips on computers and letting the ways they consider the film to be the students analyse them before British. Does it represent any British feeding back to the class values? Is it made/set in Britain? Is its main audience British? • Close analysis of clip from chosen film – focus on how camerawork, editing, mise- en-scène and sound create meaning = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea24 of 58 GCE Media
  25. 25. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Close analysis of clip from chosen film – • This session differs from the one above focus on how camerawork, editing, mise- through by having students begin to en-scène and sound create meaning practice writing about the film clip, this • Students to identify one thing they think work can be both self and peer assessed makes the film British and to write a paragraph explaining how it does this using an example from the film • Screening of a second British film either • Should be able to act as a contrast to • As mentioned earlier this film could act historical or contemporary that can be film one, for example a contemporary as either a counterpoint or a supporting used to illustrate British values and show (post 2000) social realist film film to the first screening a specific genre e.g. Social realism = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 25 of 58
  26. 26. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesRepresentations of • What does youth culture mean? • Images and props can be used to • The images chosen should representYouth/Youth Culture in British Students explore the concept of Youth stimulate discussion key youth culture movements such asCinema and youth culture. Mind map out things Punk, Mod’s as well as Rave and Emo associated with British youth culture and culture. It would also be asking students cultural movements e.g. Punk, Rave etc. to try and define the sub culture they feel Feedback results to class they belong to • Identify British films that deal with Youth • Timeline of British films on display to • This session build upon a previous and youth culture. Where do these films act as a prompt session and will allow students to see fit on the timeline produced for British the time delay from a youth movement Cinema? Students to research one film happening and its appearance on screen identified in pairs and produce an info sheet for class • Screening of a British film either • Would be useful to compare/contrast historical or contemporary that can be two films representing youth/youth used to illustrate a representation of culture e.g. This is England (Meadows youth and youth culture 2007) and Quadrophenia (Rodham 1979) = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea26 of 58 GCE Media
  27. 27. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Follow up to screening. How does this • Clip from film 3-5 minutes long film represent youth/youth culture? In pairs students could try and identify all the ways they consider the film represents youth/youth culture • Close analysis of clip from chosen film – focus on how camerawork, editing, mise- en-scène and sound create meaning • Screening of a second British film either • Should be able to act, as a contrast to historical or contemporary that can be film one, and at least one should be as used to illustrate a different contemporary as possible representation of youth/youth culture • Follow up to second screening. In what ways does this film represent youth/youth culture? How is this similar/different to film one? • Teacher led close analysis of particular scene highlighting how camerawork, editing, mise-en-scène and sound are used to create meaning = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 27 of 58
  28. 28. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • In groups students to select a • Films that represent youth/youth culture include: 24hour scene from a British film of their party people (Winterbottom 2003), A room for Romeo choice that they feels represents Brass (Meadows 1999) youth/youth culture and present analysis and scene to classFunding of British • What are the key issues for • http://www.ukfilmconcil.org.uk/filmmaking/funding/features/ • This website is very detailedCinema funding a British film? about the funding available to • How does the UK film council fund filmmakers in the UK and films? students will need guidance about what they are looking for • Students to investigate the three types of funding offered to films. Divide into groups and then ‘jigsaw’ information • In groups students are allocated a • http://www.imdb.co.uk/ • This will allow students to have contemporary British film and another film as a case study. It have to find out institutional would be useful to try and get a information and how it was funded guest speaker in about the funding issue = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea28 of 58 GCE Media
  29. 29. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Presentation by students on allocated • Student groups to produce handouts film. Discussing how cast/crew and other for other class members institutional issues affect funding • Presentation on funding from a historical • Would be useful to summarise key perspective and the British studio points in a presentation for students system e.g. Ealing Studios • Screen two extracts and discuss use of cast/crew and genre/conventions • Summarise key issues surrounding funding and consider future issues • Role of Internet distribution co- productions with other countries = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 29 of 58
  30. 30. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activitiesRepresentations in British • What are soap operas? Students to list • Possibly a teacher created worksheetSoap Operas as many programmes they consider to that provides a framework and prompt be soap operas as possible questions for the identification of • What common elements do soap operas common soap elements have? In groups students identify the common features that soap operas have. Class feedback to create a list of soap conventions • Application of class list of soap • Extracts from an episode of conventions to two extracts from a soap ‘Eastenders’, ‘Coronation Street’ or opera. What conventions are used? ‘Emmerdale’ would be ideal. Students to analyse extracts and identify ‘Hollyoaks’ breaks a number of and explain what conventions are being conventions so could be used to used contrast with a typical soap. This is linked to Conventions of soaps • Close focus on how ‘Hollyoaks’ has • Episode of ‘Hollyoaks’ • A recent episode would be suitable but altered some typical soap conventions. older ones work as the students no Particular focus on sound, editing, longer focus on the story but on the camerawork and character types conventions and micro elements = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea30 of 58 GCE Media
  31. 31. Media Studies H540: Critical Perspectives in Media: G325Suggested 10 Hours Topic Media and Collective IdentityTeaching Time Suggested teaching and homeworkTopic outline Suggested resources Points to note activities • Institutional factors and soap operas. • www.barb.co.uk • Highlighter pens are very useful to Students examine and analyse an • TV schedule from paper/TV guide highlight the schedules and times of evenings TV schedule and identify what soaps. Monday often has the most soaps are on and when. What impact soaps so that is a useful starting point does this have on audiences? Students • Alternatively each group could have a should check BARB to get soap viewing different day to compare the differences. figures. What do these figures tell us The point of this activity is to get about soap audiences? How does students to think about how audiences scheduling help them target an audience form part of a soap operas identity who will appreciate the programme? How is the audience part of the shared experience? • What types of characters are there in • A blank grid worksheet to complete • It may be beneficial to define a couple of soap operas? In pairs students define could be used character types first or produce a grid the character types and give examples with definitions of character types and from their own knowledge. Feedback to students have to fit characters into it whole class = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity ideaGCE Media 31 of 58

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