Blog feedback
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The document provides feedback on student blogs and what marks they typically receive. It notes that blogs are an easy way to earn marks, with the typical range being 7-8, and the lowest and highest possible being 1 and 13-14 respectively. Several student blog examples are provided that received good marks for their technical skills, extensive research, and excellent presentation. Areas for improvement that are highlighted include properly embedding content, providing more thorough planning and target audience analysis, and creating charts or graphics to clearly convey demographics and psychographics. Current marks and grades for different students are also listed, along with how many more marks they need to achieve their target grades.
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1. The lesson will focus on categorizing media theories and understanding basics of theoretical frameworks.
2. Students will be split into groups and assigned different theorists to research and present on, including Barthes, Todorov, and Bandura.
3. Tasks include creating a glossary of terms, and researching specific media theorists in order to teach the class.
4. Presentations on theorists should include their name, a definition of their theory, and an application to a media text.
Simplified theory posters
Most texts presented in media position audiences to support a particular viewpoint through simple conflicts that drive the narrative. Modern audiences have difficulty distinguishing reality from simulated versions due to immersion in media. While genres repeat ideas and themes, they also evolve over time. All narratives follow a basic structure of equilibrium, disruption of equilibrium, and restored equilibrium. Media texts use signs and codes to direct audience understanding and interpretation. Producers encode messages while audiences decode them as dominant, negotiated, or oppositional interpretations. Advances allow audiences to no longer be passive but influential in creating meaning.
Media theory top trumps
This document provides an overview of key concepts and theorists in media theory, organized into four sections: media language, media representation, media industries, and media audiences. In media language, it discusses concepts from semiotics, narratology, genre theory, structuralism, and postmodernism. In media representation, it outlines theories around representation, identity, gender, ethnicity and postcolonialism. It then covers theories relating to power and regulation in media industries, and effects, cultivation, reception and audience theories for media audiences. The document is intended as a study guide or reference tool for understanding important ideas and thinkers in media theory.
Applying theories
This document discusses various media theories and provides examples of evidence that could support or argue against each theory. It examines theories related to power and media industries, regulation of media industries, cultural industries, media audiences and effects, media language and representations, identity, gender, ethnicity, and post-colonial theory. For each theory, it lists what types of examples from news media may provide evidence for or against the validity of that theoretical perspective.
Advertising revision questions&tasks
This document provides guidance for analyzing print advertisements through various theoretical lenses. It asks the student to identify conventions of different types of print ads, such as those for male grooming products, soft drinks, and homeless charities. The student is also asked to summarize theories of representation from Barthes, Hall, and Saussure and apply them to specific ads. Additional questions cover the role of the Advertising Standards Authority and how ads link to cultural contexts involving attitudes around gender, sexuality, and social groups. Contextual factors like trends, celebrity endorsements, and bans on sexist advertising are also identified as relevant to analysis.
Production shooting schedule
The document is a production shooting schedule that lists scenes or photos to be filmed, including the shooting time and date, location, actors and their costumes, and any props or equipment needed. It provides details for planning and executing various parts of a film or photo shoot production.
Music video revision
This document contains questions about analyzing music videos from various artists. It discusses key aspects to examine such as the star image being portrayed, how the video reflects societal issues, and techniques used to promote the artist and create value transfer. Specific questions analyze videos from Emeli Sande's "Heaven" and David Guetta's "Titanium" featuring Sia. For both, questions explore the artists' backgrounds, themes in the lyrics and video, representations of people and places, and how techniques reflect the social and political climate of the time period.
Big issue group analysis
The document provides guidance for analyzing covers of The Big Issue magazine in groups. It outlines the key elements to examine, including media language, representation, and context. Students are instructed to consider genre conventions, technical codes, how subjects are portrayed, and whether representations are positive or negative. They should also analyze how the cover reflects relevant social, cultural, historical, political and economic contexts, as well as the magazine's ethos and agenda. Marks will be given based on analysis of these elements, application to contexts, and making a judgment or conclusion.
18 20 blog checklist
This document provides a checklist and timeline for a student to complete research, planning, and production tasks for a Level NEA R&P (Research and Production) project. The timeline spans from June to November and includes tasks such as research on music videos, magazines, and target audiences; planning mood boards, logos, and content; pitching initial ideas; and creating drafts of a music video, magazine pages, or website. Key deadlines are October 29 for all research and planning materials, November 9 for a first draft, and November 30 for the final draft.
A level nea statement of intent blank mv
This document outlines a student's intent for their A Level NEA project involving a music video and website. The student plans to create a 3-minute music video for a fictional dance band signed to Universal Music and a working website for the band. They will use the four areas of the media theoretical framework - technologies, languages, representations, and audiences - to communicate meaning in their products and meet the brief requirements. The student intends to link their music video and website to demonstrate their understanding of how media converges in the digital age.
A level nea statement of intent blank mag
This document outlines a student's intent to create a new fashion magazine. The student will produce the front cover and contents page for the first two magazine editions, as well as the working website. For each media product, the student will use the four areas of the media theoretical framework - languages, industries, audiences, and representations - to communicate meaning and meet the brief requirements. The student will also link the magazine and website to demonstrate understanding of digital convergence in media production.
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Blog feedback
- 1. AS Blog feedback L/O: to understand teacher comments on blog and know how to improve blogs, also know what marks you currently have
- 2. marks • Lowest = 1 • Highest 13-14 • Average: 7-8 • Remember the blog is EASY marks, much easier to achieve L3/4 than video or evaluation…. • POOR R&P = POOR VIDEO + POOR EVAL.
- 3. • What’s wrong with these?
- 4. And this?
- 6. Templates…..
- 7. This is L1
- 10. Good blogs • http://1415twbsasmediagroup4.blogspot.co.uk/ GROUP 4 • (notice their technical skills – zooms/embedded videos in prezi) like in this: http://1516twbsasmediagroup8.blogspot.co.uk/2015/10/research- assignment-4-types-of-ots_9.html • Extensive research/analysis and excellent presentation! http://1516twbsasmediagroup8.blogspot.co.uk/2015/12/research- frame-analysis.html
- 11. Good work
- 12. Group 7’s revised planning • This is fine if you have decent planning from before • If rubbish: (separate posts) http://1516twbsasmediagroup7.blogspot.co.uk/2016/03/planning-assignment-60-revised-planning.html
- 13. More good stuff: • Joseph – excellent costume/prop: http://1516twbsasmediagroup8.blogspot.co.uk/2016/02/assignment- 46-costume-props-make-up.html • Jamaal – music/sound research http://1516twbsasmediagroup7.blogspot.co.uk/2016/02/research- assignment-37-music-research.html
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- 15. Marks/Grades A B C D E U 80-100 70-79 60-69 50-59 40-49 39-0 A B C D E U 160-200 140-159 120-139 100-119 80-99 79-0 Aim for 175 Aim for 150 Aim for 130 ____/100 ____/100 c/w + ____/50 mock = _____ 33/100 c/w + 34/50 mock = 67/200 Wants secure B = 150-67 = 83 more marks 30/100 c/w + 19/50 mock = 49/200 Wants secure B = 150-49 = 101 more marks