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Contents page final 2 pdf
To scream or not to scream! This 3 sentence summary discusses the band Macbeth and whether they will continue to scream in their music or move in a new direction. The article provides an overview of recent music news and reviews, including discussions of various bands, musicians, concerts, and the gothic music genre. It also previews upcoming tours and album releases from prominent artists.
Double page spread 01
Miss Metal grew up in a tough neighborhood in London and discovered a passion for rock music despite her brother's teasing. Her brother Rhys helped fund her guitar lessons and the two developed a close relationship, though he became involved in street crime. When Rhys was arrested and sentenced to 10 years in prison, Miss Metal turned her anger and rebellious spirit towards music, learning to play guitar and write her own songs. She began distributing homemade music tapes around London, eventually catching the attention of a major record producer who signed her and launched her music career.
Edmunds as
The document provides guidance for a timed exam question on analyzing representations in TV drama. Students have 30 minutes for note-taking on a provided stimulus, then 45 minutes for writing a response. The response should include explanation, argument, and analysis supported by examples and using relevant terminology. It suggests structuring the response by addressing each technical area like sound, camerawork, and editing in turn while relating it back to representations and avoiding simply describing elements blow-by-blow. Further sections provide guidance on newspaper industry questions addressing topics like production, funding, distribution, marketing, and technological changes.
Jenny
10 things media students need to know:
1. No teacher can know everything about the constantly changing field of media studies, so students should take guidance from teachers to help them become experts through their own research.
2. The best media work is collaborative - students should share ideas, work, skills and mistakes to strengthen teamwork over competition.
3. Students should diversify their media consumption by exploring new genres, moving outside their comfort zone, and using the MediaMag archive to broaden their perspectives.
4. There are no right answers in media - students should apply concepts and skills across different mediums through a series of debates rather than focusing on set terminology.
Australia final copy
The document discusses the OCR Media Studies A-Level qualification taken in the UK. It notes that Media Studies has grown significantly in popularity compared to other subjects like Art, English, and Math. The current OCR specification introduced in 2008 takes a digital approach using blogging and web tools. Students complete coursework portfolios and exams assessing their knowledge of key concepts and critical perspectives. While new digital approaches allow for more active, connected learning, fully realizing their benefits relies on adequate teacher training, resources, and institutional support.
Summit
The document discusses changes made to the OCR Media Studies A Level curriculum and assessments. Specifically:
- Traditional exams and coursework were replaced with new assessments focusing more on digital production work and online platforms.
- Coursework now requires digital research planning and creative evaluations. Exams include critical reflection on students' own production work.
- Analysis found students reluctant to write exam answers about their experiences. Most coursework used blogging or PowerPoint. Evaluations were often entirely text-based.
- Teachers commented that blogging engages students more than traditional paper assignments. However, some teachers and schools face issues with technology skills, resources, and restrictive web filtering that impact adopting more digital approaches.
1ab copy
This document provides guidance and questions for an exam consisting of two parts. Part 1a involves questions about digital technology, creativity, research, conventions of real media, post-production, production work, skills development, process, and reflection. Part 1b involves questions about representation, narrative, genre, audience, media language, and applying two critical positions to a finished text. The document provides example exam responses and encourages students to practice applying concepts, critically analyzing each other's work, and adapting responses based on the specific questions asked.
Main session 25th copy
The document provides guidance for students taking media exams, including tips and examples of past exam questions and responses. It emphasizes critically reflecting on one's work, considering all skills and concepts covered, practicing all topic areas, and analyzing examples from multiple media texts rather than just one. For the Section A exam, it notes genres, representations, narratives, audiences and languages could come up, and responses should choose one topic in advance and apply critical distance. For Section B, it lists potential topic areas and advises answering the specific question set while drawing on examples from two or more media.
Recommended
Contents page final 2 pdf
To scream or not to scream! This 3 sentence summary discusses the band Macbeth and whether they will continue to scream in their music or move in a new direction. The article provides an overview of recent music news and reviews, including discussions of various bands, musicians, concerts, and the gothic music genre. It also previews upcoming tours and album releases from prominent artists.
Double page spread 01
Miss Metal grew up in a tough neighborhood in London and discovered a passion for rock music despite her brother's teasing. Her brother Rhys helped fund her guitar lessons and the two developed a close relationship, though he became involved in street crime. When Rhys was arrested and sentenced to 10 years in prison, Miss Metal turned her anger and rebellious spirit towards music, learning to play guitar and write her own songs. She began distributing homemade music tapes around London, eventually catching the attention of a major record producer who signed her and launched her music career.
Edmunds as
The document provides guidance for a timed exam question on analyzing representations in TV drama. Students have 30 minutes for note-taking on a provided stimulus, then 45 minutes for writing a response. The response should include explanation, argument, and analysis supported by examples and using relevant terminology. It suggests structuring the response by addressing each technical area like sound, camerawork, and editing in turn while relating it back to representations and avoiding simply describing elements blow-by-blow. Further sections provide guidance on newspaper industry questions addressing topics like production, funding, distribution, marketing, and technological changes.
Jenny
10 things media students need to know:
1. No teacher can know everything about the constantly changing field of media studies, so students should take guidance from teachers to help them become experts through their own research.
2. The best media work is collaborative - students should share ideas, work, skills and mistakes to strengthen teamwork over competition.
3. Students should diversify their media consumption by exploring new genres, moving outside their comfort zone, and using the MediaMag archive to broaden their perspectives.
4. There are no right answers in media - students should apply concepts and skills across different mediums through a series of debates rather than focusing on set terminology.
Australia final copy
The document discusses the OCR Media Studies A-Level qualification taken in the UK. It notes that Media Studies has grown significantly in popularity compared to other subjects like Art, English, and Math. The current OCR specification introduced in 2008 takes a digital approach using blogging and web tools. Students complete coursework portfolios and exams assessing their knowledge of key concepts and critical perspectives. While new digital approaches allow for more active, connected learning, fully realizing their benefits relies on adequate teacher training, resources, and institutional support.
Summit
The document discusses changes made to the OCR Media Studies A Level curriculum and assessments. Specifically:
- Traditional exams and coursework were replaced with new assessments focusing more on digital production work and online platforms.
- Coursework now requires digital research planning and creative evaluations. Exams include critical reflection on students' own production work.
- Analysis found students reluctant to write exam answers about their experiences. Most coursework used blogging or PowerPoint. Evaluations were often entirely text-based.
- Teachers commented that blogging engages students more than traditional paper assignments. However, some teachers and schools face issues with technology skills, resources, and restrictive web filtering that impact adopting more digital approaches.
1ab copy
This document provides guidance and questions for an exam consisting of two parts. Part 1a involves questions about digital technology, creativity, research, conventions of real media, post-production, production work, skills development, process, and reflection. Part 1b involves questions about representation, narrative, genre, audience, media language, and applying two critical positions to a finished text. The document provides example exam responses and encourages students to practice applying concepts, critically analyzing each other's work, and adapting responses based on the specific questions asked.
Main session 25th copy
The document provides guidance for students taking media exams, including tips and examples of past exam questions and responses. It emphasizes critically reflecting on one's work, considering all skills and concepts covered, practicing all topic areas, and analyzing examples from multiple media texts rather than just one. For the Section A exam, it notes genres, representations, narratives, audiences and languages could come up, and responses should choose one topic in advance and apply critical distance. For Section B, it lists potential topic areas and advises answering the specific question set while drawing on examples from two or more media.
Film openings 1 copy
This document discusses key features of film openings such as genre, narrative elements like enigma, character introduction, atmosphere, and setting. It recommends starting with general film openings and focusing research on specific examples that are relevant. Key influences on film openings mentioned include the work of graphic designer Saul Bass and analyzing titles on the website artofthetitle.com, with the film Juno used as an example title to examine.
Section b copy
WeMedia refers to media created by ordinary users and citizens rather than traditional media organizations. It has emerged through new technologies and online platforms that allow anyone to publish content. This can make media more democratic by giving more voices a platform, but it can also be less democratic by spreading misinformation and making it harder to separate facts from opinions. Overall, WeMedia's impact on democracy likely depends on how citizens use these new tools of self-expression and how media literate societies remain.
Presentation nov 4
This document provides advice for students on how to get the most out of practical projects. It outlines 9 key areas of focus: research, planning, evidence, ideas, feedback, logistics, equipment, production, and reflection. For each area, it provides bulleted tips, such as conducting thorough research from multiple angles, planning for all possible issues, gathering evidence of creative processes, keeping ideas simple, soliciting feedback at all stages of a project from peers and teachers, and reflecting on work ongoing and at completion. The overall message is to be diligent in preparation, documentation of creative work, and self-evaluation.
Riots
The document discusses media representations of riots and youth. It finds that media coverage of riots tends to focus on violence, crime, and negative portrayals of youth, often depicting young people as "yobs, thugs, sick, feral, hoodies [and] louts." Experts argue that such misrepresentations may contribute to moral panics about youth in society. Commentators have also debated the role of new media in enabling riots as well as explanations that point to socioeconomic factors like cuts, unemployment, and inequality in Britain.
Music video2
The document provides steps for creating a music video remake. It outlines planning the project, choosing a song, storyboarding, preparing equipment, shooting from different angles and close-ups, organizing footage, editing together the performances, and getting feedback on the final product. The goal is to create a "doable" remake concept and shoot more footage than needed to have flexibility in editing.
Film openings 2
This document provides a 9 step guide for making effective film openings for an assessment task. It discusses the importance of researching existing films and student work, brainstorming original ideas, thorough planning, strong execution of the shoot, careful editing, and reflective evaluation. The steps emphasize skills development, investigating film techniques, maintaining evidence of the process in a blog, gaining feedback, and addressing common student mistakes to achieve high marks.
Film openings bfi copy
The document provides guidance on structuring an OCR Film Opening Task, including:
1. Setting targets such as a certain number of blog posts, a structured process with feedback, students learning equipment skills, and creating a film opening that looks professional.
2. Referencing Vygotsky's zone of proximal development theory to scaffold student learning.
3. Outlining the key steps of assessing the task requirements, structuring the process, providing activities to build skills, investigating genres through research, and helping students develop their ideas.
Narrative theory hand out copy
This document discusses various concepts and theories related to narrative structure in film. It defines key terms like narrative, diegesis, story and plot. It also describes different types of narrative range, depth, and theories put forward by Vladimir Propp and Tzvetan Todorov regarding character types and conventional narrative structure. Finally, it outlines Allan Cameron's theory of modular narratives, identifying four types: anachronic, forking paths, episodic, and split screens narratives.
G325 exam
This document provides information about the A2 media exam, including the format, marking scheme, and strategies for preparation. The exam will be 2 hours with 3 questions, worth half the A2 grade. Section A involves a 25 mark question on skills development over time with examples. Section B includes two shorter questions on analyzing media concepts or conventions using coursework examples and theory. Successful preparation involves practicing essays, learning theory, and choosing examples that directly answer the question.
Mv history
Music videos originated in the 1930s as short films called Soundies that accompanied songs, and gained popularity through the 1960s-1980s with artists like Madonna and Michael Jackson releasing visually memorable videos to promote their songs. A music video typically lasts the length of the song, can feature or tell a story about the artist, and aims to be visually engaging enough to warrant repeat views in order to promote the artist and their music.
Film openings
The document provides a 9-step guide for students to make effective film openings. It discusses the importance of thorough planning, research, skills development, and keeping evidence of the process. Some key aspects highlighted include investigating genre conventions, narrative techniques, and other student work. Common pitfalls that openings fall into are also outlined. The guide stresses setting clear goals, experimenting, peer feedback, and evaluating the final product based on specific criteria.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Collective Identity
This document discusses media representations of collective identity and offers advice for answering exam questions on the topic. It defines collective identity as an individual's sense of belonging to a group and part of personal identity. Media can both construct and reflect collective identities through representations of social groups. Examples are given of representations of youth in news, fiction, and on social media like Facebook. Theories from cultural critics like Jenkins and Gauntlett are referenced for understanding how audiences interpret and construct their own identities through engaging with different media. Advice is provided on selecting examples, making arguments, and using theory for exam answers.
G325 tips
The exam will take place on June 15th and last 2 hours. It consists of 3 questions worth 100 marks total, split into sections of 25, 25, and 50 marks. The exam is worth half of the A2 grade. Various grade boundaries are provided, with a grade of A requiring 80/100 marks. Strategies for the exam are discussed, including doing the higher-weighted question first and using a highlighter. Sample past exam questions are presented focusing on skills development, research, conventions, and representation. Tips for answering questions about one's own coursework and developing skills over time with examples are also provided.
Film openings event
This document provides guidance on creating effective film openings. It outlines 8 steps: 1) define the task and equipment; 2) create a blog to document the process; 3) build skills in sound, camerawork, and editing; 4) research existing film openings; 5) brainstorm ideas; 6) plan shots and storyboards; 7) shoot footage; 8) edit the opening. Common mistakes are discussed such as openings that resemble trailers or using overdone tropes. Evaluation is the final step to reflect on the opening.
Tv drama
This document provides guidance and materials for studying representations in TV drama. It includes a list of possible representations to analyze such as gender, ethnicity, age, and disability. It also lists common TV drama genres and technical codes to consider like mise-en-scene, camerawork, editing, and sound. The document provides examples of how these elements have been addressed in past exam questions. It offers tips for effective note-taking, analysis, and structuring answers.
Rich mix2
The document outlines 10 steps for making a music video. It provides tips for each step such as choosing a short track, writing a treatment with a clear concept, planning equipment needs, shooting with different angles and lighting, properly organizing footage, editing to sync performances and add effects, screening for feedback, and analyzing the final video. The overall process involves preparation, shooting extra footage, editing together shots that match the music, and getting feedback to improve the video.
Db for emc
This document discusses the debate around Media Studies as an academic subject in schools and universities. It presents perspectives from politicians, education ministers, and journalists that are critical of Media Studies, seeing it as a "soft option" or "worthless qualification" that does not provide real skills for employment. It also shares views from education philosophers that argue for focusing on high-quality literary and cultural works instead of popular culture. The document aims to examine both sides of the debate around whether Media Studies is a serious academic subject or the "end of civilization."
Mm conf
Thorough research and planning is essential for practical production projects. This includes researching examples, keeping records of the planning process, and getting feedback at all stages from peers and teachers. When producing the project, thoroughly prepare equipment, logistics like scheduling people and locations early, and shoot extra footage for coverage. The production process involves organizing materials before editing, establishing the big picture, and fine-tuning details later.
Diploma1
The document summarizes the first year of a 14-19 diploma program, noting that students achieved level 3.5 A levels, level 2 GCSEs, and completed various media-focused projects at levels 2 and 3. It discusses the emphasis on teamwork, collaboration, visits from other schools and professionals, and playing and displaying student work. Key issues addressed include functional skills, organizing a one-year level 2 program, and cross-college collaboration. Results showed students progressing to level 3/AS programs, with 17 passes achieved at level 2 nationally in the first year.
Show skeleton
The document discusses the student's contributions to researching and creating web shows. It describes the student's work developing three shows, including planning the content, publicity and distribution for each show. It also covers organizing jobs and teams, measuring audience response and feedback, and reflecting on what was learned over the course of the project.
Online Age Short
The document discusses how media consumption has changed in the digital age. It asks the reader to consider their personal experiences with technology over time and how this has impacted how news and music are obtained. The document also discusses David Gauntlett's views on how the internet has revolutionized media and provides tips for answering exam questions on this topic, suggesting addressing both the economic and cultural impacts of changes in distribution and consumption of media.
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Film openings 1 copy
This document discusses key features of film openings such as genre, narrative elements like enigma, character introduction, atmosphere, and setting. It recommends starting with general film openings and focusing research on specific examples that are relevant. Key influences on film openings mentioned include the work of graphic designer Saul Bass and analyzing titles on the website artofthetitle.com, with the film Juno used as an example title to examine.
Section b copy
WeMedia refers to media created by ordinary users and citizens rather than traditional media organizations. It has emerged through new technologies and online platforms that allow anyone to publish content. This can make media more democratic by giving more voices a platform, but it can also be less democratic by spreading misinformation and making it harder to separate facts from opinions. Overall, WeMedia's impact on democracy likely depends on how citizens use these new tools of self-expression and how media literate societies remain.
Presentation nov 4
This document provides advice for students on how to get the most out of practical projects. It outlines 9 key areas of focus: research, planning, evidence, ideas, feedback, logistics, equipment, production, and reflection. For each area, it provides bulleted tips, such as conducting thorough research from multiple angles, planning for all possible issues, gathering evidence of creative processes, keeping ideas simple, soliciting feedback at all stages of a project from peers and teachers, and reflecting on work ongoing and at completion. The overall message is to be diligent in preparation, documentation of creative work, and self-evaluation.
Riots
The document discusses media representations of riots and youth. It finds that media coverage of riots tends to focus on violence, crime, and negative portrayals of youth, often depicting young people as "yobs, thugs, sick, feral, hoodies [and] louts." Experts argue that such misrepresentations may contribute to moral panics about youth in society. Commentators have also debated the role of new media in enabling riots as well as explanations that point to socioeconomic factors like cuts, unemployment, and inequality in Britain.
Music video2
The document provides steps for creating a music video remake. It outlines planning the project, choosing a song, storyboarding, preparing equipment, shooting from different angles and close-ups, organizing footage, editing together the performances, and getting feedback on the final product. The goal is to create a "doable" remake concept and shoot more footage than needed to have flexibility in editing.
Film openings 2
This document provides a 9 step guide for making effective film openings for an assessment task. It discusses the importance of researching existing films and student work, brainstorming original ideas, thorough planning, strong execution of the shoot, careful editing, and reflective evaluation. The steps emphasize skills development, investigating film techniques, maintaining evidence of the process in a blog, gaining feedback, and addressing common student mistakes to achieve high marks.
Film openings bfi copy
The document provides guidance on structuring an OCR Film Opening Task, including:
1. Setting targets such as a certain number of blog posts, a structured process with feedback, students learning equipment skills, and creating a film opening that looks professional.
2. Referencing Vygotsky's zone of proximal development theory to scaffold student learning.
3. Outlining the key steps of assessing the task requirements, structuring the process, providing activities to build skills, investigating genres through research, and helping students develop their ideas.
Narrative theory hand out copy
This document discusses various concepts and theories related to narrative structure in film. It defines key terms like narrative, diegesis, story and plot. It also describes different types of narrative range, depth, and theories put forward by Vladimir Propp and Tzvetan Todorov regarding character types and conventional narrative structure. Finally, it outlines Allan Cameron's theory of modular narratives, identifying four types: anachronic, forking paths, episodic, and split screens narratives.
G325 exam
This document provides information about the A2 media exam, including the format, marking scheme, and strategies for preparation. The exam will be 2 hours with 3 questions, worth half the A2 grade. Section A involves a 25 mark question on skills development over time with examples. Section B includes two shorter questions on analyzing media concepts or conventions using coursework examples and theory. Successful preparation involves practicing essays, learning theory, and choosing examples that directly answer the question.
Mv history
Music videos originated in the 1930s as short films called Soundies that accompanied songs, and gained popularity through the 1960s-1980s with artists like Madonna and Michael Jackson releasing visually memorable videos to promote their songs. A music video typically lasts the length of the song, can feature or tell a story about the artist, and aims to be visually engaging enough to warrant repeat views in order to promote the artist and their music.
Film openings
The document provides a 9-step guide for students to make effective film openings. It discusses the importance of thorough planning, research, skills development, and keeping evidence of the process. Some key aspects highlighted include investigating genre conventions, narrative techniques, and other student work. Common pitfalls that openings fall into are also outlined. The guide stresses setting clear goals, experimenting, peer feedback, and evaluating the final product based on specific criteria.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Collective Identity
This document discusses media representations of collective identity and offers advice for answering exam questions on the topic. It defines collective identity as an individual's sense of belonging to a group and part of personal identity. Media can both construct and reflect collective identities through representations of social groups. Examples are given of representations of youth in news, fiction, and on social media like Facebook. Theories from cultural critics like Jenkins and Gauntlett are referenced for understanding how audiences interpret and construct their own identities through engaging with different media. Advice is provided on selecting examples, making arguments, and using theory for exam answers.
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More from petefrasers
G325 tips
The exam will take place on June 15th and last 2 hours. It consists of 3 questions worth 100 marks total, split into sections of 25, 25, and 50 marks. The exam is worth half of the A2 grade. Various grade boundaries are provided, with a grade of A requiring 80/100 marks. Strategies for the exam are discussed, including doing the higher-weighted question first and using a highlighter. Sample past exam questions are presented focusing on skills development, research, conventions, and representation. Tips for answering questions about one's own coursework and developing skills over time with examples are also provided.
Film openings event
This document provides guidance on creating effective film openings. It outlines 8 steps: 1) define the task and equipment; 2) create a blog to document the process; 3) build skills in sound, camerawork, and editing; 4) research existing film openings; 5) brainstorm ideas; 6) plan shots and storyboards; 7) shoot footage; 8) edit the opening. Common mistakes are discussed such as openings that resemble trailers or using overdone tropes. Evaluation is the final step to reflect on the opening.
Tv drama
This document provides guidance and materials for studying representations in TV drama. It includes a list of possible representations to analyze such as gender, ethnicity, age, and disability. It also lists common TV drama genres and technical codes to consider like mise-en-scene, camerawork, editing, and sound. The document provides examples of how these elements have been addressed in past exam questions. It offers tips for effective note-taking, analysis, and structuring answers.
Rich mix2
The document outlines 10 steps for making a music video. It provides tips for each step such as choosing a short track, writing a treatment with a clear concept, planning equipment needs, shooting with different angles and lighting, properly organizing footage, editing to sync performances and add effects, screening for feedback, and analyzing the final video. The overall process involves preparation, shooting extra footage, editing together shots that match the music, and getting feedback to improve the video.
Db for emc
This document discusses the debate around Media Studies as an academic subject in schools and universities. It presents perspectives from politicians, education ministers, and journalists that are critical of Media Studies, seeing it as a "soft option" or "worthless qualification" that does not provide real skills for employment. It also shares views from education philosophers that argue for focusing on high-quality literary and cultural works instead of popular culture. The document aims to examine both sides of the debate around whether Media Studies is a serious academic subject or the "end of civilization."
Mm conf
Thorough research and planning is essential for practical production projects. This includes researching examples, keeping records of the planning process, and getting feedback at all stages from peers and teachers. When producing the project, thoroughly prepare equipment, logistics like scheduling people and locations early, and shoot extra footage for coverage. The production process involves organizing materials before editing, establishing the big picture, and fine-tuning details later.
Diploma1
The document summarizes the first year of a 14-19 diploma program, noting that students achieved level 3.5 A levels, level 2 GCSEs, and completed various media-focused projects at levels 2 and 3. It discusses the emphasis on teamwork, collaboration, visits from other schools and professionals, and playing and displaying student work. Key issues addressed include functional skills, organizing a one-year level 2 program, and cross-college collaboration. Results showed students progressing to level 3/AS programs, with 17 passes achieved at level 2 nationally in the first year.
Show skeleton
The document discusses the student's contributions to researching and creating web shows. It describes the student's work developing three shows, including planning the content, publicity and distribution for each show. It also covers organizing jobs and teams, measuring audience response and feedback, and reflecting on what was learned over the course of the project.
Online Age Short
The document discusses how media consumption has changed in the digital age. It asks the reader to consider their personal experiences with technology over time and how this has impacted how news and music are obtained. The document also discusses David Gauntlett's views on how the internet has revolutionized media and provides tips for answering exam questions on this topic, suggesting addressing both the economic and cultural impacts of changes in distribution and consumption of media.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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