Yr9 intro to aud music promo mac

1. GCSE MediaGCSE Media
Key Concept: AUDIENCEKey Concept: AUDIENCE
(Music Promo examples)(Music Promo examples)
Mr. BurrowesMr. Burrowes
Who can guess my nationality?Who can guess my nationality?
NationalityNationality isis oneone audience factor; add this to youraudience factor; add this to your
list on the handout!list on the handout! [‘[‘Other factorsOther factors’’]]

2. Our Individual
Background Matters
 How you respond as an audience member will
be influenced by your background
 What elements of my background compared to
yours might make my response different to
yours? [2+ factors]
 Add ‘age’ to your GAPS list of audience features
– we will shortly split this in two
 Stereotypes are useful for wide, mass appeal
and recognition, but can damage a text’s appeal
to those stereotyped – add this to your list

3. In this lesson we will…In this lesson we will…
1)1) Start learning how to analyse a mediaStart learning how to analyse a media
texttext’s likely target audience(s)’s likely target audience(s)
2)2) Learn some terms to help with thisLearn some terms to help with this
3)3) Consider a range of examples,Consider a range of examples,
individually and in groups (usingindividually and in groups (using ‘music‘music
promo’ texts)promo’ texts)
Please feel free to ask questions atPlease feel free to ask questions at anyany
stage of the lesson!stage of the lesson!
You should make notes on the handoutsYou should make notes on the handouts

4. Is This Part of the GCSE?
 Yes: You will have three production tasks for
Unit 2: Understanding the Media
 For some of these you don’t have to produce the
full text, just plan out the idea
 For every production you must show evidence of
researching how such texts work
 As part of this, you will learn a range of
terminology for the main ‘Key Concepts’:
 Media Language: Forms and Conventions
 Institutions
 Audience
 Representation
We will focus on Audience today, but
may mention some of the others

5. KEY FACTORS:
Filling in the GAPS…
 Big budgets create pressure to appeal to a WIDE,
mass, mainstream market (not a ‘niche’ market)
 Media producers and exhibitors always consider
TWO key audience factors, each of which are also
split into two
 Can you guess what the ‘G’ and ‘A’ factors are?
Fill in the gaps in your handout
with GENDER: male, female;
& AGE: youth, older.
Note: we will look further at
gender & age in future lessons

6. Main and minor audiences
 We’ll look again at the ‘mash-up’ video which uses
1980s heavy metal music videos and 1980s video
games
 Consider how we’d describe the main audience for
this, but also if it might have appeal beyond this…
 If my age and personal tastes make me part of the
core or primary audience, the humour and viral
style of this video might help it appeal to a younger
secondary audience too
 Add these to your list of audience terms!

7. Main and minor audiences: Genre
 How do ‘rom-com’ (romantic comedy) films
demonstrate this technique of including features
which can widen the audience beyond the ‘primary’
target audience? (HINT: use gender stereotypes!)
 Add ‘genre (fans)’ to your list
 You could also note the term ‘hybrid’, which is when
two+ genres are combined in one media text, a
common technique for widening audience appeal
 Shaun of the Dead, for example, was a ‘zom-rom-
com’, adding horror (zombies) into the mix!

8. Breaking Down the Audience
So far we have noted
these ways to break
down an audience: age
(youth, older), gender
(male, female),
nationality, primary v
secondary, genre (fans)
What other elements
can we consider?
Why might this film
appeal to school
children? Add ‘identification’ to your list

9. Breaking Down the Audience
Ignoring genre, why
might The Switch
appeal to (a) men or (b)
women?
And why shouldn’t you
be familiar with Shaun
of the Dead?
Add ‘sex appeal’, stars and
age ratings to your list

10. Analysing Audience from CD Covers
 Your next challenge is to see if you can pick out
details from CD covers which suggest a certain
audience
 You will try this individually, then discuss your
findings in pairs (making changes or additions if
you wish to) before presenting your findings to
the class
 You can use a print-off to draw arrows and list
your points – and a blog post to get a sharper
look at the images (there is also an example of
how you might do this)
 Enter the URL: yr9media.blogspot.co.uk

11. Presenting, Discussing FindingsPresenting, Discussing Findings
Each pair will present their main findingsEach pair will present their main findings
This includes noting any differencesThis includes noting any differences
between their two examplesbetween their two examples
Give precise reasons to back up yourGive precise reasons to back up your
analysisanalysis
Everyone else can ask questions and offerEveryone else can ask questions and offer
views – be constructive, and back up yourviews – be constructive, and back up your
views with evidence from the textviews with evidence from the text

12. Consolidation: Sum Up What You’ve
Learned Today
Either as homework or (if there is time) in
the lesson, write up one paragraph: How
can I analyse the likely audience just by
looking at a media text? Use some of the
terminology and examples from the
lesson.
NEXT STEPS: We will look closer at some
examples, terminology, and begin to learn
‘media language’ for describing the details
of a media text…