L03 print media
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This document provides guidance on designing magazine covers for teenage audiences. It defines common magazine cover elements like mastheads, slogans, and sell lines. Students are tasked with designing covers for a male and female magazine for under 16s. They are to research existing magazines, plan their covers, write audience questionnaires, and analyze their own and existing covers based on visual elements, language, layout, and how they target audiences. Deadlines are provided for cover designs, individual textual analyses of each, and an evaluation of the entire process.
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The document outlines tasks for analyzing magazine front covers, including recapping conventions, completing an analysis of a specific cover, and representing genres. It then defines terms used in magazine cover design like masthead, cover lines, and pull quotes. The remainder of the document provides guidance on analyzing representations, language, and ideologies portrayed in magazine covers.
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This document provides instructions for students to analyze how sexuality is represented in a scene from the film Fingersmith. Students are asked to watch the scene twice, taking notes on the different types of shots, sounds, editing, and music/effects used and how they contribute to the representation of sexuality. They are to discuss their findings and evidence in pairs. The goal is to identify how various techniques are used to potentially stereotype different sexualities and age groups in the media.
Representation age
This document provides guidance on analyzing representations of age in media through examining shots, sounds, editing, and music/effects in scenes. It instructs the reader to watch a scene from Skins featuring a teenage boy and his father, taking notes on technical elements like shot types and sounds used, and how this representation encourages viewers to side with the teenager over the father character through these techniques.
Representation disability
This document provides instructions for analyzing how people with disabilities are represented in media. It prompts the reader to take a disability awareness quiz, identifies common stereotypes of people with disabilities, and asks the reader to analyze a clip from "Secret Diary of a Call Girl" that features a character with a disability. The reader is asked to note the shots, sounds, editing, and music/effects used in the clip and consider whether the representation is a stereotype or countertype and its potential effect on audiences.
Representation of disability
This document provides instructions for analyzing how people with disabilities are represented in media. It prompts the reader to take a disability awareness quiz, identifies common stereotypes of people with disabilities, and asks the reader to analyze a clip from "Secret Diary of a Call Girl" that features a character with a disability. The reader is asked to note the shots, sounds, editing, and mise-en-scene used in the clip and consider whether the representation is a stereotype or countertype and its potential effect on audiences.
Opening credits
This document discusses analyzing title sequences in films. It provides questions to consider when analyzing titles such as whether they are static or moving, the font style, color, and background images. Students will work in groups to create title sequences for their film projects using these elements to convey the thriller genre. They will present their titles and discuss their creative choices. Finally, students will analyze representation of mental illness in a film scene for a directed study task.
Film Audience Consumption
This document discusses film audiences and how they consume media. It provides questions to help analyze key terms related to the film industry like audience, institutions, and distribution. It also asks the reader to look at data on UK cinema audiences and reflect on how cinemas attract audiences. Finally, it directs the reader to an article about changes that will dramatically affect audiences' film experience and their implications for film industry institutions.
Film Institutions
This document discusses the advantages and disadvantages of large and small film institutions. It asks students to:
1) Identify the 'Big Six' major film studios and discuss issues of media ownership.
2) Watch a video clip about the potential pitfalls of having a film financed by a large production company.
3) Make a list of the pros and cons of being a large or small film institution.
Film distribution
This document discusses the distribution and marketing of films. It begins by asking how a Hollywood production company would have distributed films to a Bristol cinema before digital distribution. It then provides information about answering exam questions on how media products are produced and distributed. Key concepts of convergence and synergy are defined. Convergence refers to the combining of previously separate industries using similar technologies. Synergy describes corporations marketing media products across platforms to maximize profits. Examples of convergence and synergy in film distribution and marketing are requested.
Representation of teenagers
This document provides an overview of key concepts for analyzing media representations of teenagers, including refraction, stereotyping, cultivation theory, and desensitization. It also outlines an activity where students will analyze shots and sounds in the opening scene of the film Harry Brown to understand how the director presents British teenagers.
Representation of mental illness
This document provides guidance for analyzing how a thriller film represents mental illness. Students are instructed to watch a scene from the film "Don't Say a Word" and analyze how it uses techniques like shot, sound, editing, and mise-en-scene to portray mental illness. They are also prompted to consider why mental illness makes audiences uncomfortable to watch and what other social groups have this effect, as well as to start developing their own ideas for creating tension in a film opening they will create.
Thriller Film openings
This document provides guidance for students to analyze thriller film openings and conventions. It instructs students to watch opening scenes from thriller films to identify how suspense is created through shots, sound, editing, and mise-en-scene. Students are then asked to film and edit a scene together to create tension, and reflect on how thriller films make viewers feel uncomfortable and the techniques used to achieve this.
L04 The preliminary task
This document outlines key filmmaking principles such as match on action, shot/reverse shot, and the 1800 rule. It discusses how these continuity rules are typically followed but can also be purposefully broken, as seen in Stanley Kubrick's work. It also provides guidelines for a preliminary filmmaking task, instructing students to film a character opening a door, crossing a room, and engaging in a short dialogue with another character.
Sound & music
This document provides an introduction to terminology related to the use of sound and music in films. It defines and gives examples of diegetic and nondiegetic sounds. Diegetic sounds are those that come from visible or implied sources within the story world, while nondiegetic sounds come from outside the story world, such as narration, added effects, or mood music. The document also discusses other sound-related concepts like sound bridges, parallel and contrapuntal sound, themes, stings, incidental music, ambient sound, and mode of address.
Lesson on Editing
The document discusses editing techniques used in film to achieve different effects. It defines various editing terms like continuity editing, shot-reverse-shot, jump cuts, and cross-cutting. It explains how editing can be used to construct reality, show the passage of time, depict simultaneous events, disrupt expectations, and control pace and rhythm. The goal is to familiarize the reader with media terminology related to editing and how it impacts the mood, tone, and overall effects of a film.
L05 thriller conventions
Thrillers aim to create suspense and excitement for audiences through tension and anticipation. Common conventions include a hero/villain dynamic, puzzles or investigations that drive the narrative, plot twists, and tension-building climaxes. Thrillers also employ stylistic techniques like low-key lighting, tracking camera shots, close-ups, flashbacks, and quick editing to heighten tension and draw viewers into the story. Famous examples like Jaws, The Sixth Sense, Vertigo, and Memento demonstrate how these conventions are used.
L04 Analysing a media text
This document provides definitions and examples of different shot types that can be used in film including establishing shots, close-ups, over the shoulder shots, cutaways, mid shots, and extreme close-ups. It instructs students to analyze sample film frames, identify the shot types used and how they manipulate the audience's perspective. Students are also tasked with filming their own chase sequence using different shots and locations to build tension through camera angles and movement.
L03 camera work
This document discusses different camera shots and techniques used in filmmaking. It defines various camera shots including extreme wide shot, long shot, mid shot, close up, and extreme close up. It also describes different camera movements such as tracking, panning, tilting, zooming, hunting, and arcing. The document instructs students to practice taking photos using these different shots and techniques and to label the shots for what purpose or effect they would be used.
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L03 print media
- 1. PRINT MEDIA – magazine covers LO: To be able to identify forms and conventions of magazine covers. To be able to analyse the impact of these features .
- 2. How do we know it is a magazine front cover? ·What are the forms and conventions of a magazine cover that indicate it is indeed a cover?
- 3. Magazine terms you should know: SPLASH – the main story Caption – typed text under a photograph or diagram explaining the image. Strapline – a sentence that wraps across the whole page Logos – are emblems used by papers or companies to make themselves easily identified. Masthead – the title block which includes the names of the papers or magazine Sell Line – these are like subheadings that tell you the stories that will be inside the magazine Slogan – an introductory short sentence to introduce the product/magazine. Something memorable. Pug – info on the corners of the magazine. Offers, competitions or stories.
- 4. Pug masthead puff slogan sell lines Splash strapline
- 7. In your annotations, identify and comment on use of: ·Bold lettering / CAPITAL LETTERS / Italics / Exclamation Marks! ·Different font sizes ·Photographs ·Other images (For example, logos) ·Colour ·Columns ·Bullet-points Does that feature: ·Makes the text easier to read? ·Appeal to more visual people, and make the text more eye-catching? Do they also support the text by adding visual ‘evidence’. ·Add authenticity to a piece of writing? ·Summarise the main points of a text? Make a text quicker to read and, thus, are more appealing to the potential reader? ·Makes the text more eye-catching? Are different colours are used to create different effects (ie, red gives a sense of danger or warning)? ·Used to draw attention to and emphasise a key word or phrase, by making it appear dramatic and eye-catching? ·Begin with a large font and then get smaller. The larger fonts attract the reader’s attention, and then hook them in to continue reading the smaller font.
- 8. Genres and sub-genres How could you label these categories? Consider audience! Magazines
- 9. Task ·Find 2 magazine front covers online for a male and a female magazine ·Annotate 1 of the covers for features ·Then annotate these features with why they have been used and their effect. ·Complete a written analysis of the media language of this cover. How it targets its audience, makes itself successful etc. Deal with each feature of the cover together with colour, font and image. ·Media language = how information is conveyed considering all key concepts. (genre, audience, representation)
- 10. Your brief ·Design 2 magazine covers ·Both are brand new magazines ·1 male and 1 female ·Reader is under 16 yr olds.
- 11. Today ·Decide on sub-genre for both magazines. ·Research existing market. ·Find best examples and analyse these. ·Start planning. ·NEXT LESSON... ·You will be writing a questionnaire that will be given to Years 9 and 10 pupils.
- 12. By the end of Friday’s lesson: ·Analysis of 2 teen front covers (1 male, 1 fem) ·Questionnaire x 2 ready for me to hand to my years 9 and 10. ·Copies of everything need to be filed.
- 13. Using questionnaires ·Read through your questionnaires and record the data they have provided. ·It would be useful to note now how these questionnaires could have been improved (you will need to include this in your evaluation)
- 14. Deadlines ·BY NEXT WEDNESDAY ·Create your 2 front covers ·BY NEXT FRIDAY ·Complete a textual analysis of each cover independently and type this up. You must consider image, language and layout as well as your key media concepts.
- 15. Homework ·Create Resource - 'Audience Theory; An overview'. ·Consider: ·Audience as Mass, Individual or People. ·Effects Theory and Active Theory. ·Ways of reading a text.
- 16. Writing an evaluation ·For each stage of the process you need to consider and evaluate what you did. ·Research ·Questionnaires ·Producing the media text ·Success of the media text