Lesson 7 - Revision Session
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This document provides a lesson plan on representation for a revision session. It begins with 5 questions to test understanding of key concepts related to representation, including the 6 elements of mise-en-scene, Lisbet Van Zoonen's Objectification Theory, defining stereotypes, and conventions of print advertising. It then provides the definition of PES and instructs students to write a paragraph analyzing representation in a Calvin Klein perfume advert using PES. Suggested revision activities include creating a quiz, annotating a perfume ad, and revising representation notes. Useful online resources on representation and print advertising are also listed.
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Possible Points
Points Earned
5A. Choose one or more behaviors listed in CCC Part 4E and write a detailed narrative that identifies your communication event. Write a description of your physical surrounding that affected your rehearsal?
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6A. Role play with friend or family member not involved in the communication problem. Practice a few times with and without script. Write a detailed narrative of what happened in the rehearsal.
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· How were your behaviors received?
· How satisfied were you with your performance of the behaviors in your goal from Part 4E?
10 points
6B1. Reflect on the rehearsal experience and write a paragraph or two to address your observations and reactions to the shared behavior rehearsal experience.
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· Does he or she know about the person or situation being focused on for your CCC goal?
· Does he or she normally offer guidance and advice in a trustworthy manner already in your established relationship with this person?
10 points
6B2. Reflect and write a paragraph or two to address your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned.
· Did your shared behavioral rehearsal go as planned, or was it totally different than you imagined it would be?
· How did you feel at first as you prepared for your shared behavioral rehearsal?
· How did you feel after you finished it?
· What behaviors or patterns did you use from Part 4E?
· Did you notice any new behaviors or patterns that you have not noted previously?
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TOTAL:
60 points
Instructor Comments:
1
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This document provides guidance on organizing and delivering an effective speech. It discusses dividing the body of the speech into key ideas using various organizational patterns like topical, chronological, or problem-solution divisions. Transitions between ideas should complement, contrast, or show chronology. The introduction should grab attention, state the topic, and preview main ideas. The conclusion should summarize key points and provide closure. Speeches should be outlined in stages from a working outline to a formal outline to a speaking outline. Effective delivery requires practicing vocal elements like rate, volume, and pitch as well as physical elements like appearance, posture, eye contact and gestures. Analyzing the audience helps tailor the speech appropriately. Wording the speech clearly, vividly
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This lesson instructs students to independently write at least 2 pages of their screenplay, considering elements such as setting, character, story, theme, stakes, genre, structure, dialogue, visual storytelling, format and layout.
Lesson 4 - Short Film & Dialogue Activity
This document provides guidance and activities for a screenwriting lesson on short films and dialogue, including having students: 1) Write a short conversation between two people meeting mid-conversation on a street corner; 2) Write a beginning, middle, and end for a short film idea and describe the main character; and 3) Begin working on an opening scene for a short film in Word and saving it to One Drive.
Lesson 3 - Subject & Character
The document introduces the concepts of subject, action, and character for screenwriting. The subject is defined as an action and a character - the story is about what happens to the central character. Writers must determine the subject of their screenplay by establishing the action - what happens at the beginning and end of the story, and any conflict or obstacles - and developing the central character, including their dramatic need, fears, hopes and backstory.
Lesson 2 - Adapting and Writing
Students are instructed to discuss ideas in pairs for a screenplay they will write, focusing on setting, main character, and three-act structure. They will be adapting and writing their own screenplay by completing a task from Worksheet 2 after reading about adaptation, how most Hollywood films are adapted from other works, and what constitutes an original or "spec" script.
Screenwriting - Lesson 1 - Introduction
A screenplay is a written work that describes the shots and scenes in a movie. It teaches how films are constructed as carefully crafted stories meant to elicit specific emotions, similar to books. Understanding screenwriting gives insight into how movies are created and allows writers to feel empowered in completely controlling a film's story. A screenplay follows a particular format and deals in visual elements and pieces of filmed action rather than internal thoughts, so writers must show rather than tell to visualize what will appear on screen.
Lesson 5 - Peer Marking of Individual Analysis
Students were instructed to email their music video analysis to another class member for peer review. They were to watch the other student's video twice, taking notes on the second viewing. They then read the analysis and provided comments on what was done well, could be improved, and may have been missed. A grade of A-E was given along with a short summary explaining the grade. The reviewed analysis was then emailed back along with feedback. Students were to incorporate at least two points from the feedback into their original analysis.
Lesson 1 - Introduction to Music Video
This document provides an overview of music videos, including their purpose, history, styles, and conventions. It discusses how The Beatles helped pioneer the music video as a promotional tool in the 1960s. The rise of MTV in 1981 greatly increased music videos' popularity and production. Videos can have performance, narrative, or conceptual styles. The document examines examples and analyzes how they reflect different music genres. It also provides checklists of typical techniques and representations in rock, pop, and hip hop music videos.
Lesson 8
This document summarizes how different aspects of mise-en-scene such as costume, hair and makeup, setting, lighting and color, performance, space, and props all convey meaning and influence how the audience feels in a media text. It then analyzes two newspaper headlines about the European Space Agency's Rosetta spacecraft landing a probe on a comet. The headlines differ in style, with The Mirror using a pun to grab attention while informing less, and The Telegraph providing more detailed information through a longer sentence. The differences reflect the newspapers' different assumed audiences and approaches to attracting readers.
Lesson 7 - The Sun & Daily Mirror
Students were instructed to research the ownership and political biases of British newspapers The Sun and Daily Mirror. They were then asked to analyze and compare front pages from the two newspapers, considering how each uses media language to position audiences and how different demographics may respond. Students were to work in pairs to create headlines and summaries reflecting the research for stories about Donald Trump becoming president, and then share what they learned to create a factsheet covering the newspapers' ownership, agendas, audience positioning techniques, and how audiences may respond.
Lesson 1 - Introduction to Media Audiences
This document provides an introduction to understanding audience for media texts. It defines demographics as quantifiable characteristics used to categorize human population groups. The document lists nine common demographic categories and discusses how age, social class, and occupation can be demographically categorized. It also introduces Young & Rubicam's psychographic "4 C's" model that segments audiences based on their motivations and attitudes. The document suggests analyzing newspaper front covers to identify their targeted demographics and psychographics and how media language positions audiences.
Lesson 4 - Introduction to Advertising
This document provides an introduction to advertising and representation. It discusses why advertising is important, common advertising types, and how narrative and representation are used. Stuart Hall's theory of representation is introduced, which discusses how representations in media can rely on stereotypes that reinforce dominant ideologies and subordinate social groups. Students are then asked to analyze a television advertisement by considering representation and how it helps sell the product.
Lesson 3 - Introduction to Ideology
Ideology is a set of attitudes, beliefs and values held in common by a group that are culturally reproduced to sustain a particular way of life. Dominant ideologies reflect what is considered normal or standard in a society at a given time, such as expectations of how certain groups like teenagers, women or the elderly behave or present themselves. The media plays a role in reinforcing dominant ideologies through the representations and portrayals in its content. Audiences need to recognize, challenge, and be aware of the particular world views or interests that may be promoted or challenged in different media texts.
Lesson 2 - Representation and Gender
The document discusses various theories around the representation of gender in media, including Laura Mulvey's male gaze theory and Lisbeth Van Zoonen's views on representation and objectification. Mulvey argues that women are framed from a male perspective in film and are styled for visual and erotic impact. Van Zoonen believes gender is constructed through media language and these constructions reflect patriarchal societies where the objectification of women is common. The document examines how these theories can be applied when analyzing media texts and their representation of gender.
Lesson 1 - Representation
The document discusses the concept of representation in media studies. It defines representation as how groups, individuals, events, places or social changes are portrayed through media. Representations are subjective rather than objective and are constructed based on choices made in the media text. Stereotypes are oversimplified representations of groups that universally apply common characteristics. The document examines how stereotypes are used and discusses the reality show Benefits Street as an example of representation.
Lesson 8 - Narrative
This document discusses narrative structure and techniques. It begins by defining key terms like story, plot, and narrative. It then discusses binary opposition theory proposed by Claude Levi-Strauss, which suggests narratives are structured around opposing concepts like good vs evil. It also explains Syd Field's three act structure model for plot points in beginning, middle, and end. An example is given applying this structure to the story of Cinderella. Finally, students are tasked with reimagining Cinderella in a new genre while maintaining narrative elements like three act structure and binary oppositions.
Lesson 5 - Semiotics
This document provides an introduction to semiotics and media language. It defines key terms like denotation, connotation, and semiotics. Denotation refers to the literal or obvious meaning, while connotation involves cultural associations and symbolic meanings. Semiotics is defined as a system for analyzing visual images and words. The document discusses Ferdinand de Saussure's concept of the signifier, signified, and referent. It also covers Roland Barthes' theory that meanings are constructed through processes of signification and myth-making. Barthes argued that symbolic meanings become naturalized as cultural myths. Examples are provided to illustrate how to identify denotations and connotations, as well as potential myths, in media images
Lesson 4 - Editing
The document poses a series of logic puzzles or riddles involving unusual situations that require thinking outside the box to solve. It asks the reader to consider seemingly impossible scenarios and determine the logical explanations for how they could occur, testing their ability to think creatively and hypothesize plausible solutions. The goal is to engage critical thinking skills by presenting scenarios that challenge common assumptions.
Lesson 3 - Sound
The document provides an introduction to sound in media language. It includes three sound clips to analyze and questions about the four elements of sound, diegetic and non-diegetic sound, and how sound can create meaning for an audience. It also defines the categories of sound as diegetic (coming from within the story) and non-diegetic (coming from outside the story). An activity is described where students watch a clip from The 24 and take notes on different types of sound to analyze how sound helps create meaning.
Lesson 2 - Camera
The document provides an introduction to analyzing camera work in media texts. It defines various camera techniques including shot types (such as close-up, medium shot, wide shot, etc.), camera angles (such as low angle, high angle, canted angle), and camera movements (such as panning, zooming, tracking). Examples are given of each technique along with potential meanings and effects. The document instructs readers to identify these techniques in an unseen media clip and discuss the intended effects on the audience and reasons for their use by the director.
Lesson 1 - Mise en Scene
The document provides definitions and explanations of key media language terminology related to mise-en-scene, including setting, props, costumes, facial expressions, body language, lighting, camera positioning, and more. Examples are given of how these elements of mise-en-scene are used to provide meaning and convey information to the audience about characters, narratives, and themes. The document also instructs students to analyze the use of mise-en-scene in media clips and consider what can be understood about characters and stories through these visual elements.
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Lesson 7 - Revision Session
- 1. Representation Lesson 7: Revision Session
- 2. Have you been paying attention? 1. What are the 6 elements of mise en scene? 2. Discuss one point about Lisbet Van Zoonen’s Objectification Theory 3. Define the word ‘stereotype’ 4. Name 3 conventions of print advertising 5. What is PES? Write a paragraph using PES discussing representation in the Calvin Klein perfume advert.
- 3. Mise en scene Costume, Hair and Make-Up Setting Lighting and colour Performance (Facial expressions and body language) Space (on screen and off screen) Props Each aspect of mise-en-scene has connotations within a media text and sends signals to the audience about how we are supposed to feel
- 4. Revision Suggested Activities • Individually create a 10 question quiz and swap with a partner (or in pairs and swap with another pair) • Find a perfume print ad and practice labelling, annotating and creating a short plan for a 500 word essay • Use your books, moodle and other websites to revise and make notes Useful Links • https://reigatesixthformcollege.sharepoint.com/sites/filmandmedia/Shared%20Documents/Media%20Stu dies%202017/Resources/Induction/Media%20Representation%20- %20Print%20Advertising/MM45_Lynx%20(1).pdf?slrid=859d1f9e-c0dc-4000-7691-fed5525b78ce • http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=represent • https://media.edusites.co.uk/article/understanding-representation-stereotyping/