Introduction to Media Studies_What is Media Studies?
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The document discusses the concept of mass media and its definition. It provides tasks for students to complete, including writing a definition of mass media, listing different types of media, and predicting future media in 2020. Mass media refers to means of communication that reach a large number of people, such as newspapers, magazines, television, and the internet. The purpose of mass media is to inform and entertain audiences.
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The text was constructed in the specific context of Brexit Britain in recent years. The UK voted to leave the European Union in 2016 and was implementing new stricter immigration policies under the Conservative government. At the same time, incidents of racism and hate crimes were rising. So the text responds directly to the political and social climate in the UK at that time.
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The course consists of three components - Component 1 examines media products, industries and audiences through two exam sections; Component 2 involves in-depth study of three media forms; Component 3 is a non-exam assessment consisting of a cross-media production. Key theories such as semiotics, representation and media effects must be applied to textual analysis. The course aims to develop critical understanding and practical skills in media production.
Infer purpose of the visual media.pptx
This document discusses visual media and its importance in learning. It defines visual media as things you look at like pictures, charts or films that make information more appealing or easier to understand. Visual media plays a big role in advertising, art, communication, education and more. It is often used as a learning aid to enhance learning both in and out of class. Some types of visual media discussed are images, videos and infographics, which can be seen on various mediums. Visual media helps with retaining concepts and experiencing perspectives beyond one's own environment. It makes information more accessible than text alone.
L1 Media Studies intro
1. The document provides an introduction to the AS Level Media Studies course, outlining the key concepts, topics, and assessments students will cover.
2. It explains the three questions that make up the MS1 exam, which focuses on analyzing unseen media texts, representations, and audience responses.
3. It also describes the MS2 coursework assignment, which requires students to complete pre-production research, a media production, and reflective report on their work.
Social action: Practical project launch
This document outlines the tasks for a unit on social action and community media production. Students will work individually or in pairs to produce a public information film, charity video, or community radio show. They will first conduct research on their topic, present their idea to the class, plan their production, film and edit their video or record and edit their radio show. The tasks include brainstorming ideas, developing one idea in more detail, and conducting thorough research from multiple perspectives to create a research portfolio to support their social action production.
G325
Here are the key points to cover in your genre analysis of your production for Section A Question 1b:
- State the genre of your production (e.g. horror, comedy, thriller etc.)
- Identify the codes and conventions typical of this genre (e.g. for horror - scary music, dark lighting, violent scenes etc.)
- Explain how these codes and conventions are established in your production through specific examples from it
- Analyze how the mise-en-scène (sets, props, costumes, locations etc.) support and signify the genre
- Discuss any themes commonly associated with the genre that are present
- Consider if your production adheres to or subverts
Mil dlp w1
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
PBL Media Literacy-Angela MCCloskey M3U4A2
Students will create a product and 30-second commercial as part of a media literacy project. They will analyze existing advertisements, develop their own product including packaging and labeling, and produce a commercial. The project has 8 lessons where students brainstorm ideas, develop prototypes, learn commercial production, and present their final commercial. The goal is for students to understand media literacy concepts like marketing techniques, critical thinking about messages, and representing themselves as active citizens.
DLL-MIL June 17-20, 2019.docx
This document outlines a lesson plan for a class on media and information literacy. The lesson has four sessions and aims to help students understand key concepts of media literacy, information literacy, and digital literacy. It also aims to teach students design elements and principles for creating posters. The lesson plan details learning objectives, content that will be covered in each session, required materials, teaching procedures, and assessments. Activities include discussing media habits, analyzing posters, and creating a digital poster to influence responsible media use among peers. The lesson aims to empower students to be critical thinkers and producers of media.
dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
This document outlines a daily lesson plan for a Grade 11/12 class on Media and Information Literacy. The plan covers four days of instruction and includes objectives, content, learning resources, procedures, and assessments. Procedures involve introducing concepts, discussing topics like communication models and different types of literacy. Formative assessments include quizzes, discussions, and developing definitions. The goal is for students to understand media and information literacy concepts and apply them to analyze their own media habits and effectively engage with information sources. The teacher reflects on strategies, difficulties, and potential improvements.
1. Introduction to the media industry
This document provides an introduction to key concepts in the media industry, including different sectors, delivery methods, and the types of content. It identifies the main sectors as film, television, radio, press, advertising, music and literature. It also explains that media content can be delivered physically, via broadcast, or online. The document aims to help students identify appropriate terminology, understand the different sectors, and recognize various delivery methods in the media industry.
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dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
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Applying Academic Ideas to Long Form Television Drama discusses various academic ideas and arguments that can be applied when analyzing long form television dramas, such as Stranger Things. It outlines theories of semiology, narratology, genre, structuralism, and postmodernism. For each theory, it provides a one sentence summary of the key ideas and discusses how the theory can be applied and evaluated using Stranger Things as an example, noting both the insights and limitations of each approach.
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This document discusses the differences between broadsheet and tabloid newspapers in the UK. It notes that broadsheets traditionally focus on hard news topics that have widespread impact, while tabloids emphasize soft news topics like entertainment and celebrity gossip. It provides background on the Daily Mail and The Guardian newspapers, including their founding dates, owners, and corporate structures. The Daily Mail is owned by Daily Mail and General Trust and chaired by Jonathan Harmsworth, while The Guardian is owned by the Scott Trust to maintain its financial and editorial independence in perpetuity.
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The document discusses the differences between broadsheet and tabloid newspapers in the UK. Broadsheets, like The Guardian, focus on hard news for a niche audience while tabloids, like the Daily Mail, focus on soft news and sensational stories for mass appeal. Broadsheets have a broadsheet format with long vertical pages, while tabloids have a compact size. The document also provides ownership information for The Guardian and Daily Mail newspapers.
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This document discusses the differences between broadsheet and tabloid newspapers in the UK. It provides information on their typical page sizes, the types of content they focus on, and their typical political biases. Broadsheets tend to focus more on hard news and have a more niche audience, while tabloids emphasize soft news and sensational stories to appeal to a mass audience. It also provides ownership details of two major UK newspapers - the Daily Mail, owned by Daily Mail and General Trust, and The Guardian, owned by Guardian Media Group and wholly owned by the Scott Trust.
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Roland Barthes argues that narratives contain multiple narrative codes that provide meaning. The main codes are:
1) The proairetic code refers to the actions characters take to solve conflicts or problems.
2) The hermeneutic code involves the enigmas posed in stories and their interpretations, which generate audience emotions like suspense.
3) The cultural code references outside knowledge, while the symbolic code organizes opposing ideas or themes.
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Henry Jenkins is a professor who has authored or edited seventeen books on media and popular culture. He explores how fans actively engage with media texts by creating their own cultures and communities. The rise of new media has accelerated participatory culture where audiences are active participants rather than passive consumers by generating online content and solving problems collectively. For Jenkins, convergence is a cultural process rather than just a technological one, and he prefers the term "spreadable media" to emphasize the active role of audiences online.
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media industries and ownership.pptx
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Lesson 8_Genre.pptx
The document discusses the concept of genre and provides examples of how genre is expressed in different media like music and film. It defines genre as a type or category of media text with predictable characteristics. Codes are described as systems of symbols that represent ideas, while conventions are typical characteristics of a specific genre that are repeated. The document uses examples from film posters and magazine covers to illustrate how codes and conventions define different genres.
Stuart Hall Theories of representation 1.pptx
Stuart Hall outlines three historical moments in the creation of racialized representations:
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3) The long 20th century period of decolonization, immigration, and civil rights movements.
During these periods, stereotypes in the media portrayed racialized groups as primitive, childlike, or threatening in order to justify their subjugation. These representations were circulated widely through newspapers, magazines, and other media to naturalize racial inequalities. Hall refers to this exploitation of racial stereotypes for economic and political gain as "commodity racism."
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Introduction to Media Studies_What is Media Studies?
- 2. To be able to define the concept Mass Media of communication.
- 3. In five minutes: Write in a paper what you think Mass Media is. Attempt a definition of Mass Media. How many types of media can you list? What is the purpose of Mass Media?
- 4. Now, using a dictionary, search for the definition of Mass Media. Compare your answers and check what have you learnt.
- 5. Media is a plural word used to describe the means of mass communication (newspaper, magazines, advertising, radio,TV, multimedia, internet, film) Media is based on the idea of communicating ideas, with the purpose of either inform or entertain.
- 6. Media Studies are based on three interdependent study areas: The products of the media – media texts (explored in terms of representation, genre and narrative) The organisations behind those texts (explored in terms of production, distribution and regulatory issues) The audiences for, and users of, those texts.
- 7. 1 – Find out the definition of today’s key words in the dictionary and include them in your PowerPoint. 2 –Write a postcard to a friend in the year 2020 predicting the type of media that you think that they will have/use in the year 2020. Extension task 1
- 9. To explore the different types of media and purposes that they serve.
- 10. What is Mass Media of communication? Name three printed mass media. Name three audio-visual mass media. What is the purpose of media?
- 11. Imagine a new student has joined our class and they have never heard of the term ‘Media’ before.Your task is to create an information PowerPoint telling them everything they need to know about what the media is. Task 1
- 12. You PowerPoint should contain the following slides: Your name, title, date and lesson number What is the media? Different types of media. Examples of the media industry. What purpose does it serve? Why does the media industry exist? Which sector of the media industry is the most important? - Give reasons for your answer. Task 1
- 13. Research the history of the following media and record key facts: The invention of film. The origins of Internet. Extension task 2
- 14. First published regular newspaper in UK First transmission of BBC radio Experimental television broadcasts in UK First regular television service in UK First mobile telephone call in EEUU from a car First mobile handheld telephone call First downloadable ring tone for mobile phones First video uploaded on YouTube First computer First personal computer 7 November 1665 14 November 1922 1932 2 November 1936 17 June 1946 3 April 1973 1998 2005 1946 1972
- 15. Each lesson you will reflect on your own work.You must self-assess your work and then compare this with your teachers’ assessment. You will have 3 minutes each lesson. For you to do this, you must give yourself an “effort” mark for each lesson and write down one thing you did well and one thing you will aim to improve for next lesson.
- 16. Effort Level: Description: 1 Excellent – all work completed, with great detail, description. 2 Good – most work completed but more detail required. 3 Satisfactory – some work completed. 4 Unsatisfactory – some work incomplete. 5 Poor – most work incomplete.
- 17. What have I learnt today? Have I finished all my tasks? What did I do well? What can I improve for the next lesson? How do I rate my effort level for today’s lesson?
- 18. Progress Bar: Circle your effort level for today’s lesson. 1 2 3 4 5 What did I do well? What can I improve?