Lesson six
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This lesson plan outlines learning about media codes and conventions. Students will analyze visual media like film trailers to understand how meaning is communicated through images and the "language" of different mediums. They will discuss what codes and conventions are, such as the accepted plot structures and character types of different genres. As an assignment, students will work in groups to design and pitch their own TV drama by developing the plot, characters, setting, and explaining how it fits the codes and conventions of the chosen genre.
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A2 evaluation 2017
This document provides guidance for evaluating an advanced portfolio in media. It should be completed electronically and address key questions. Parts can be done collectively or individually using appropriate formats like podcasts, DVD extras, or presentations rather than written essays. The potential of the chosen format should be exploited through images, audio, video, and online links. Evaluation questions address how the products use or challenge real media forms and conventions; the effectiveness of combining main products with ancillary texts; learning from audience feedback; and using new media technologies in construction, planning and evaluation.
Concept idea for music video
The document discusses concepts for a music video featuring the artist Jack. It considers using stop motion animation combined with flash animation to depict Jack "performing and perhaps include him in some Flash animations, combining my Flash skills and stop motion." It also proposes including a scene at the beginning of Jack smoking a hand-rolled joint to provide time for camera shots and movements before the music starts and acts as a transition into the animated visuals representing Jack's "trip" within his mind during the video.
Lesson seven
This document discusses various film techniques used in image analysis and composition, including:
- Different types of shots (extreme close up, close up, medium shot, long shot, etc) and what they are used to convey.
- Elements of mise-en-scene including settings, props, costumes, facial expressions, positioning of subjects, and lighting/color.
- Examples are provided of how these techniques are used to manipulate the audience and communicate meaning beyond just the visuals.
- Students are assigned to analyze the mise-en-scene of a scene from a film or other media for a homework assignment.
Lesson four
This document provides an overview of key concepts related to media language and narrative structure, including:
- Narrative is the basis of human communication and storytelling, from short sentences to long-running TV series. There are proposed archetypal story structures like the "Hero's Journey".
- Suspense and conflict are important drivers of narrative. Point of view and positioning influence how the audience interprets stories and characters.
- Ideology and belief systems can shape narratives by defining what is presented as "good" or "bad".
- Students are assigned a task to rewrite a story from the villain's perspective, with the goal of having them explore how narrative perspective and ideology affect storytelling.
Lesson five
This document discusses genres in media such as television, movies, and games. It begins by defining genre as a category or formula used to group similar creative works. Examples of popular genres in different media are then listed, such as crime dramas and superhero films among the top television shows and movies of 2015. Factors that influence the popularity of certain genres like audience identification and changing tastes over time are also briefly examined.
A2 introduction 3-brand-2016
This document discusses brand identity and how it relates to music. It explains that brand identity can take many forms, including a name, sign, symbol, color combination, slogan, or imagery. It then discusses how brand identity is created for music, often using elements like the logo, name, color combination, text, or imagery like signs and symbols. It provides examples of how branding is used for different music genres and album covers. The document instructs students to analyze the brand identity, key images, and features for a band within a specific genre.
Dt1
This design challenge document provides definitions for key concepts related to image and anchorage such as media language, representation, institutions, audience, encode, decode, denotation, connotation, and anchorage. It also summarizes the "Dumb Ways to Die" public safety campaign, noting its use of newspapers, radio, advertising, and Tumblr to creatively promote safety. The challenge is to design a poster promoting either school uniform, punctuality, or not littering and consider how images and text can represent ideas through signifiers and link together through anchorage.
A2 introduction 2-pitch-2016
This document outlines the timeline and tasks for a student's Advanced Portfolio in Media course from July to May. It details the work to be completed each month, including choosing a brief, research, planning, production, editing, completing ancillary products, and preparing for the exam. Specific tasks are outlined for September and October, such as developing pitches and brands, creating scripts and storyboards, and conducting test shoots. Students are also directed to an official blog for the course and resources on pitching campaigns and linking their work to genres, audiences, research, representation, and institutions.
Lesson 3 pt 2
This document discusses media language concepts including denotation, connotation, and anchorage.
[Denotation refers to the literal or dictionary meaning of signs, while connotation refers to the cultural and emotional meanings associated with signs. Anchorage refers to textual or verbal elements that guide the audience's interpretation of images and limit possible connotations.]
[The document provides examples of how denotation and connotation can differ, and how anchoring text focuses the audience's understanding. It then asks students to analyze an advertisement, identifying what is denoted, what is connoted, and how the anchorage guides interpretation. Finally, it prompts students to choose an advertisement of their own for analysis.]
Gcse media intro - edit - l2 print - 2016
This document outlines key concepts from a media studies lesson, including media language, audience, institutions, and representation. It provides examples of each concept and asks questions to help understand how each can be applied. Students are asked to consider how these concepts explain relationships between media and audiences and to analyze various media texts using the concepts. As homework, students must create a timeline of their media use over a day to understand their own interactions with media.
GCSE Media intro - edit - l1 print - 2016
This document provides an overview of the introductory lesson to a GCSE Media Studies course. It outlines the learning intentions of introducing the course and expectations. It discusses what media are and provides examples. It previews the structure of the course which includes an exam and controlled assessments focusing on topics like advertising and practical production. Students are given tasks to understand their own media use and are provided resources to support independent learning outside of lessons.
As media lesson 10 foundation portfolio - final project - 2015
This document outlines the requirements and timeline for a media studies assignment involving planning, producing, and evaluating a 2-minute opening sequence for a new fiction film. Students must blog extensively about their research, planning, and production process. The final submission involves a blog with research on film openings, a 2-minute opening video, and a multimedia evaluation answering specific questions. A detailed timeline is provided breaking the project into pre-production, production, and post-production phases over the course of 3 months.
As media lesson 2 2015 foundation portfolio - the blog
This document provides instructions for students to set up and maintain a blog for their media studies course. The blog will be used to document research, planning, experiments, works in progress, final products and evaluations. Students are expected to post at least once a week after practical experiences. The blog should include various media like text, links, videos and images. Exam boards will evaluate the blog for planning and organization (20% of grade) and use of audience feedback in evaluations (20% of grade). Students are directed to set up a free blog on Blogspot.com and email the URL to their teacher. exemplar blogs and instructions for linking to other students' blogs are also provided. The first task is to post their pre
As media lesson 1 intro -2015
This document provides an overview and introduction to an AS Media Studies course. It outlines that students will study how the media is structured and the practical coursework requirements. It discusses the expectations for the course, which include 100% attendance, completing weekly tasks to a high standard, and meeting all deadlines. Students will analyze media texts, with an example being analyzing how the opening of Trainspotting grabs audience attention through its use of music, dialogue, mood, editing, and camerawork. Assessment objectives are explained, with a focus on demonstrating knowledge, applying understanding when analyzing media, demonstrating technical and creative skills in coursework, and undertaking research.
As media lesson 3 2015 foundation portfolio - shots
This document provides guidance for students on shooting video for a media studies assignment. It includes definitions of different types of shots like close-up, long shot, and pan. It also discusses camera basics like charging batteries, using a tripod, checking resolution and frame rate settings. Tips are provided for lighting, focus, zooming, and avoiding common mistakes. The goal is for students to plan and complete a video shoot over the weekend capturing different shots and angles.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
AS Media foundation portfolio - final project - 2014 - edit
This document outlines the main tasks for a media studies portfolio, which includes maintaining a blog and creating a 2-minute opening sequence for a fictional film. Students must include continuity features like shot/reverse shot and adhere to conventions. They will evaluate their process and completed work. A timeline is provided with deadlines for completing research, planning, shooting, and editing by specific dates, with opportunities for feedback. Students are directed to example blogs and film openings to inform their work.
As media lesson 8 foundation portfolio - continuity 2014 (ss)
This document provides guidance for students on a media studies project focusing on continuity. It defines key continuity techniques like shot/reverse shot and the 180-degree rule. It outlines the learning objectives, success criteria, and preliminary task which involves applying these continuity rules in a short scenario of a character opening a door, crossing a room, and having a conversation. A schedule is provided for planning, shooting, and editing the project during the given time frame.
As media lesson 6 foundation portfolio - the prisoner - 2014 - no vids
This document provides guidance for students on making their first movie as part of a media studies course. It outlines the key pre-production, production, and post-production steps that should be taken, including scripting, storyboarding, location scouting, shooting footage, and editing. Checklists are provided to help students stay organized and ensure they have all necessary elements planned and prepared for a successful shoot. Timeframes are given for completing pre-production planning, the shoot itself, and editing the final movie.
As media lesson 1 intro -2014 [no clips]
This document outlines the structure and expectations of an AS Media Studies course. It will include a foundation portfolio consisting of preliminary exercises and opening sequences of films. Students will also complete key media concepts coursework analyzing representations in TV drama and the film industry. The course requires 100% attendance, weekly tasks, meeting deadlines, and contributing to class discussions. An analysis task examines how the opening of Trainspotting grabs audience attention through its use of music, dialogue, editing, mood, and camerawork.
More from Chris Earl (20)
As media lesson 10 foundation portfolio - final project - 2015
As media lesson 10 foundation portfolio - final project - 2015
As media lesson 2 2015 foundation portfolio - the blog
As media lesson 2 2015 foundation portfolio - the blog
As media lesson 3 2015 foundation portfolio - shots
As media lesson 3 2015 foundation portfolio - shots
AS Media foundation portfolio - final project - 2014 - edit
AS Media foundation portfolio - final project - 2014 - edit
As media lesson 8 foundation portfolio - continuity 2014 (ss)
As media lesson 8 foundation portfolio - continuity 2014 (ss)
As media lesson 6 foundation portfolio - the prisoner - 2014 - no vids
As media lesson 6 foundation portfolio - the prisoner - 2014 - no vids
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- 1. Lesson Six Wednesday 28th September 2016 Media Language – Codes and Conventions
- 2. The Shining (re-release trailer) The Shining (spoof trailer)
- 3. Learning Intentions • To understand “the rules” of visual media. • To consider how media products are designed to make sense to audiences. • To learn the “language” of images.
- 4. Success Criteria • I will: – Understand what media codes and conventions are – Consider how codes and conventions are used within visual media – Learn how to analyse images
- 5. Codes • What is a code? – A method of communication which must be cracked? • Each medium has its own code – You need to learn the code to understanding the meaning.
- 6. Decode… • What codes are present here?
- 7. Decode… • Clip from Skins (Channel 4)
- 8. Decode…
- 9. Conventions • What is a “convention”? • The “accepted” way of doing things • The “rules” • What are the conventions of TV drama? – Characters – Settings – Plots
- 10. What are conventions of… • Quiz shows? • Tabloid papers? • First person shooters?
- 11. End of Lesson Six
- 12. Task • Work in pairs/ threes • You are going to “pitch” a new TV drama – You can choose any genre – You need a basic plot – You need at least four characters – You need a clear setting • You will “pitch” your idea at the beginning of Wednesday’s lesson • You will need to explain how it fits the codes and conventions of your chosen genre.