This document provides an overview of the aims, objectives, expectations and assessment policies for an A-Level Media Studies course. The key points are:
- The aims of the course are to develop students' analytical skills, appreciation of different media forms, ability to form their own ideas, and confidence in presenting work.
- Students are expected to take responsibility for their own learning and work independently, as A-Levels require more effort than GCSEs.
- Assessment will include exams, coursework, class discussions and presentations to evaluate students' knowledge, skills, research abilities and practical work.
- Students are expected to spend a minimum of 3 hours per week on personal study of media topics to support their
This document provides an overview of a media studies course, including why it is studied and what it involves. The course consists of two units: Media Representations and Responses, and Media Production Processes. Media Representations and Responses involves analyzing various media texts and is assessed through a summer exam. Media Production Processes involves a coursework project across pre-production, production, and evaluation of either a music video or advertising campaign. The aims of the course are to develop critical analysis of media representations, understand audiences and contexts, and improve practical media production skills. Students are provided guidance on course expectations and an initial homework task to write about their reasons for studying media.
This document provides information about the media studies exam for audiences and representations. It will consist of 3 questions: 1) a textual analysis question on an audio/visual clip or print texts, 2) a stepped question with multiple parts of increasing difficulty focusing on either audiences or representations, and 3) a longer essay question that also focuses on audiences or representations and requires specific examples. It discusses why studying audiences is important and provides several theories for classifying and understanding audiences, including demographic profiles, socio-economic status, lifestyle categories, and uses and gratifications theory. It also discusses how media texts appeal to audiences through fulfilling needs, desires, and addressing fears. Students are prompted to apply these audience theories and concepts to specific media texts and examples
This document provides an introduction to the module "Media and Collective Identity" with a focus on representations of youth and youth culture. The module aims to understand how youth culture is portrayed in different media forms, how representations have changed over time, and the social implications of these portrayals. Key areas of study include historical, contemporary, and future representations across television, film, news, social media, and other media. Students will analyze case studies and apply relevant media theories to demonstrate their understanding. The exam will require students to construct an argument about media representations of a group by integrating examples, terminology, and addressing the past, present and future.
This document provides information and guidance on writing editorials. It discusses the purpose and functions of editorials, which is to explain, interpret, analyze and draw conclusions about news stories, and to persuade readers. It outlines the principles and process of editorial writing, which includes picking a significant topic, collecting facts from different viewpoints, developing arguments, and concluding with a call to action. Finally, it describes different types of editorials such as informative, interpretive, critical, occasion-specific, and entertainment editorials.
Your effort level was a 3 out of 5, indicating satisfactory work was completed but more detail was needed. The demographic and socio-economic models were defined along with their main criteria. However, the psychographic profiling model and identifying your own group required more explanation. Overall, some work was completed but could be improved with additional detail.
GCSE Audience theories_The uses and gratifications theoryRafaelPerezOlivan
The document discusses the uses and gratifications theory, which aims to explain why audiences consume different media. It outlines the BBC's founding purpose as stated by John Reith in 1922 - to inform, educate, and entertain. The document then discusses various motivations audiences may have for consuming media according to uses and gratifications theory, such as for information, learning, identity, social interaction, and entertainment. It provides examples of how specific media texts may fulfill these motivations.
The document outlines a plan for a new psychology magazine targeted at 16-25 year olds. Key details include:
- The magazine, called "The Mind", will focus on rarely discussed aspects of psychology related to relationships, health, and child development.
- Extensive research was conducted on the target audience to identify stories and topics they would find relatable.
- A budget and financial plan is presented, outlining costs for production and estimating advertising and sales revenue to be around $59,000, resulting in a net income of around $29,600.
- The magazine will be 16 pages, printed on glossy paper and distributed to 20,000 readers through an established magazine distributor.
The document provides guidance on writing editorials. It discusses the objectives and functions of editorials, as well as principles and types of editorials. The writing process is also outlined, including prewriting, drafting the introduction, body, and conclusion, and revising. Tips are provided such as choosing a simple style, using sound reasoning, and focusing on one point.
This document provides an overview of a media studies course, including why it is studied and what it involves. The course consists of two units: Media Representations and Responses, and Media Production Processes. Media Representations and Responses involves analyzing various media texts and is assessed through a summer exam. Media Production Processes involves a coursework project across pre-production, production, and evaluation of either a music video or advertising campaign. The aims of the course are to develop critical analysis of media representations, understand audiences and contexts, and improve practical media production skills. Students are provided guidance on course expectations and an initial homework task to write about their reasons for studying media.
This document provides information about the media studies exam for audiences and representations. It will consist of 3 questions: 1) a textual analysis question on an audio/visual clip or print texts, 2) a stepped question with multiple parts of increasing difficulty focusing on either audiences or representations, and 3) a longer essay question that also focuses on audiences or representations and requires specific examples. It discusses why studying audiences is important and provides several theories for classifying and understanding audiences, including demographic profiles, socio-economic status, lifestyle categories, and uses and gratifications theory. It also discusses how media texts appeal to audiences through fulfilling needs, desires, and addressing fears. Students are prompted to apply these audience theories and concepts to specific media texts and examples
This document provides an introduction to the module "Media and Collective Identity" with a focus on representations of youth and youth culture. The module aims to understand how youth culture is portrayed in different media forms, how representations have changed over time, and the social implications of these portrayals. Key areas of study include historical, contemporary, and future representations across television, film, news, social media, and other media. Students will analyze case studies and apply relevant media theories to demonstrate their understanding. The exam will require students to construct an argument about media representations of a group by integrating examples, terminology, and addressing the past, present and future.
This document provides information and guidance on writing editorials. It discusses the purpose and functions of editorials, which is to explain, interpret, analyze and draw conclusions about news stories, and to persuade readers. It outlines the principles and process of editorial writing, which includes picking a significant topic, collecting facts from different viewpoints, developing arguments, and concluding with a call to action. Finally, it describes different types of editorials such as informative, interpretive, critical, occasion-specific, and entertainment editorials.
Your effort level was a 3 out of 5, indicating satisfactory work was completed but more detail was needed. The demographic and socio-economic models were defined along with their main criteria. However, the psychographic profiling model and identifying your own group required more explanation. Overall, some work was completed but could be improved with additional detail.
GCSE Audience theories_The uses and gratifications theoryRafaelPerezOlivan
The document discusses the uses and gratifications theory, which aims to explain why audiences consume different media. It outlines the BBC's founding purpose as stated by John Reith in 1922 - to inform, educate, and entertain. The document then discusses various motivations audiences may have for consuming media according to uses and gratifications theory, such as for information, learning, identity, social interaction, and entertainment. It provides examples of how specific media texts may fulfill these motivations.
The document outlines a plan for a new psychology magazine targeted at 16-25 year olds. Key details include:
- The magazine, called "The Mind", will focus on rarely discussed aspects of psychology related to relationships, health, and child development.
- Extensive research was conducted on the target audience to identify stories and topics they would find relatable.
- A budget and financial plan is presented, outlining costs for production and estimating advertising and sales revenue to be around $59,000, resulting in a net income of around $29,600.
- The magazine will be 16 pages, printed on glossy paper and distributed to 20,000 readers through an established magazine distributor.
The document provides guidance on writing editorials. It discusses the objectives and functions of editorials, as well as principles and types of editorials. The writing process is also outlined, including prewriting, drafting the introduction, body, and conclusion, and revising. Tips are provided such as choosing a simple style, using sound reasoning, and focusing on one point.
This document provides an overview of the GCSE Media Studies course. It discusses what students will learn, including how to analyze media texts, understand representations, and produce their own media products. The course is 60% coursework involving comparative analysis, productions, and evaluations. It also includes a 40% exam. Students who enjoy analyzing media but want a deeper understanding may find it engaging, while those who dislike writing, computers, or creative work may find it challenging.
This document discusses how media companies classify audiences using demographic profiling. It explains that demographic profiling involves segmenting audiences according to characteristics like gender, age, race, location, class, and interests. The document then provides examples of demographic profiles for different magazines based on criteria like those mentioned above. It emphasizes that understanding audience demographics helps media companies target their products at specific audience groups.
This document provides instructions for a lesson on media representation. It explains that representation involves carefully constructing descriptions or portrayals of reality through selection, focusing, and organization. Students are asked to analyze examples of representation in advertisements, including how color, images, language, and symbols are used to appeal to different audiences. The lesson emphasizes that the media does not simply reflect reality but actively constructs representations of it.
The editorial criticizes the government's Cyber Education Project which aims to use satellite technology to deliver educational content to public schools. While acknowledging potential benefits like increasing computer literacy, the editorial argues the project's flaws outweigh these benefits. It notes that many rural schools lack basic infrastructure like electricity. There are also insufficiently trained teachers and concerns about the Chinese firm awarded the contract. The editorial concludes the government should address more pressing issues in education like overcrowded classrooms and teacher shortages before implementing an advanced technological solution.
A2 Media Studies: Intro to the EvaluationMissCTurner
This document provides guidance for students on preparing for a practical evaluation of their media production work. It outlines the learning objectives, which focus on understanding evaluation success criteria and applying it to their own learning. It then discusses reflecting on a previous evaluation, the success criteria, and breaking down the evaluation questions by key words, relevant work examples, and linking to success criteria. Students will then work in pairs to analyze sample evaluation questions in more detail before sharing ideas with the full class.
The document discusses audiences for media products. It explains that media institutions categorize audiences based on demographics like age, gender, socioeconomic status to target specific groups. Producers develop a profile of their intended target audience, whether it be teenagers, families, etc. The document also discusses how audiences can interpret media texts in different ways depending on their own perspectives and backgrounds. Media producers are aware that the same content can have polysemic meanings for different audience groups. Overall, the document outlines how media institutions analyze audiences and aim their products at specific target demographics.
G325 L1 Introduction to Collective IdentityStuart Coppard
This document provides an overview of lessons on collective identity from a media studies course. It discusses four key areas of understanding representation of groups in contemporary media: how groups are represented, how representation has changed over time, social implications, and the mediation of human identity. The representation of teenagers is used as a case study. The document outlines topics that will be covered in the lessons, including theories of representation, analysis of films and television shows, and how to structure exam answers. It provides guidance on the final exam, including the format, marking criteria, and expectations of examiners.
Joe Clark presents a pitch for a new male health magazine called "Shape" targeted at males aged 16-25. He outlines the magazine will focus on fitness, nutrition, and lifestyle content presented in an informative yet fun tone. It will be financed through sales and advertisements. Mockups of the magazine show a modern design with bright colors, attractive fonts, and ideal imagery of fit males. Joe provides details on personnel, equipment, printing, and distribution costs, projecting the magazine will make a net profit.
This document provides instructions for students to evaluate a media production project for an AS level class. It outlines that the planning, preparation, and evaluation must be completed by March 6th. It lists several requirements for the evaluation, including using specific subheadings to address questions about conventions, representation, target audience, and what was learned. Students must illustrate their evaluation with examples from their work and include feedback from their target audience.
What should school papers contain? Sharing with you all sample articles from various issues of our school paper "The Bicol Scholar". I also give lectures on school paper content. Email me at gurugeri@gmail.com or message me on Facebook (https://www.facebook.com/sir.jerry). Have fun and good luck on your school paper production endeavors!
This document explores the issue of the sexualization of children in the media through three texts. Text A examines music videos and images of female celebrities and asks students to analyze how the artists are represented and what messages are being sent. Text B discusses a BBC article raising concerns about products and images sexualizing girls. Text C analyzes a Daily Mail article that criticizes certain music videos and images as inappropriate and corrupting to youth. Students are prompted to compare the agendas and biases of each news source.
Audience theories examine the complex relationship between media producers and audiences. Producers aim to position audiences through encoded messages, but audiences can interpret these messages differently as active or passive receivers. Different factors like demographics, beliefs, and level of engagement influence how audiences decode media texts.
The document discusses audience theories and how audiences decode and make meaning from media texts in different ways based on factors like their social position, beliefs, and experiences. It explains that audiences can take a preferred reading by accepting the dominant meaning encoded in a text, a negotiated reading by accepting some aspects but disagreeing with others, or an oppositional reading by completely rejecting the ideology or messages of a text. Media producers aim to construct audiences and target them with preferred readings, but audiences actively make their own interpretations.
The presentation is a brief introduction to news writing in campus publications. It tackles the theory of social responsibility and advocacy in journalism.
Time Inc. would be the preferred media group to publish the magazine. They have a partnership with Rock Sound, which is similar in style and genre to the magazine. Time Inc. sells over 350 million copies annually and reaches over 26 million UK readers, providing an easily accessible target audience. While some negative press claims a fall in leadership, their proven record of success in the past provides reassurance.
- The document is a coursework evaluation for an AS Media course where the student was tasked with designing a music magazine cover, contents, and spread.
- The student's magazine follows conventions of real music magazines, such as a three column layout, masthead in the center, and date/issue numbers. It also uses techniques like colored "buzz words" to catch readers' eyes.
- The magazine represents 15-25 year old, mostly African American males interested in hip hop/rap music and the lives of famous artists. Locations and clothing in the spreads also match conventions of the genre.
- A company like Bauer Media would be suited to distribute the magazine as they already publish similar genres and have
The document provides feedback on a mock exam for a media studies course. It outlines expected levels of performance, common issues identified in responses, and guidance for improving answers. Key points emphasized include using appropriate terminology, situating media texts in their contexts, explaining the impact of codes on audiences, and developing complex, evidence-based analyses rather than generalized responses. Sample question outlines demonstrate how to structure strong representations essays through definitions, theories, examples, and exploring mediation and the construction of meaning.
Media Studies A Level Paper 1 The Big IssueYvonne44
The document provides information about analysing media messages for a media studies exam, focusing on advertising, music videos, and magazines. It discusses what to look for when analysing media language, representation, contexts and conventions. It provides details about studying front covers of The Big Issue magazine, including choosing two covers from September of the first year of study that demonstrate alternative representations of national significance. It gives guidance on the types of exam questions that may be asked and provides information about The Big Issue, including its circulation, financing, differences from other publications, and content. Homework is assigned to research The Big Issue Foundation and other forms of media used by The Big Issue.
This document provides an agenda for an academic class. It includes conversation starters for students, returning tests, discussing interview examples, and pathways. It discusses watching interview examples and taking notes to prepare for student interviews. Students analyze 3 example interviews that vary in formality. They discuss body language, questions, and differences. The goal is to help international students prepare for interviews with their assigned PSU student. Students will set up and conduct their interview for a class project.
The document discusses the purposes of media as outlined by the BBC's founder John Reith. It establishes the BBC's core mission as "to inform, educate and entertain" and explores what it means to inform and entertain audiences. It also presents different types of media categorized by their purposes of entertaining or informing, and asks readers to consider which purpose is more important.
This document outlines the requirements for a media studies coursework project worth 50% of the student's final grade. It consists of three linked pieces: pre-production research and planning (20%), a production piece (40%) developing from the pre-production, and a 1200-1600 word evaluation report (40%). Students must choose one of two options - a charity advertising campaign or a music video project - and submit drafts to receive feedback to improve their grade. Group work of up to four students is allowed only for video productions.
This document discusses different techniques photographers use for photographic composition, including the rule of thirds, use of foreground and background, lines and shapes, light and shade, cropping and skewing images. It provides examples of each technique and encourages analyzing how they create mood, tone and emphasize meaning. The learning objectives are to develop skills in image analysis and apply them to analyzing photos and texts.
This document provides an overview of the GCSE Media Studies course. It discusses what students will learn, including how to analyze media texts, understand representations, and produce their own media products. The course is 60% coursework involving comparative analysis, productions, and evaluations. It also includes a 40% exam. Students who enjoy analyzing media but want a deeper understanding may find it engaging, while those who dislike writing, computers, or creative work may find it challenging.
This document discusses how media companies classify audiences using demographic profiling. It explains that demographic profiling involves segmenting audiences according to characteristics like gender, age, race, location, class, and interests. The document then provides examples of demographic profiles for different magazines based on criteria like those mentioned above. It emphasizes that understanding audience demographics helps media companies target their products at specific audience groups.
This document provides instructions for a lesson on media representation. It explains that representation involves carefully constructing descriptions or portrayals of reality through selection, focusing, and organization. Students are asked to analyze examples of representation in advertisements, including how color, images, language, and symbols are used to appeal to different audiences. The lesson emphasizes that the media does not simply reflect reality but actively constructs representations of it.
The editorial criticizes the government's Cyber Education Project which aims to use satellite technology to deliver educational content to public schools. While acknowledging potential benefits like increasing computer literacy, the editorial argues the project's flaws outweigh these benefits. It notes that many rural schools lack basic infrastructure like electricity. There are also insufficiently trained teachers and concerns about the Chinese firm awarded the contract. The editorial concludes the government should address more pressing issues in education like overcrowded classrooms and teacher shortages before implementing an advanced technological solution.
A2 Media Studies: Intro to the EvaluationMissCTurner
This document provides guidance for students on preparing for a practical evaluation of their media production work. It outlines the learning objectives, which focus on understanding evaluation success criteria and applying it to their own learning. It then discusses reflecting on a previous evaluation, the success criteria, and breaking down the evaluation questions by key words, relevant work examples, and linking to success criteria. Students will then work in pairs to analyze sample evaluation questions in more detail before sharing ideas with the full class.
The document discusses audiences for media products. It explains that media institutions categorize audiences based on demographics like age, gender, socioeconomic status to target specific groups. Producers develop a profile of their intended target audience, whether it be teenagers, families, etc. The document also discusses how audiences can interpret media texts in different ways depending on their own perspectives and backgrounds. Media producers are aware that the same content can have polysemic meanings for different audience groups. Overall, the document outlines how media institutions analyze audiences and aim their products at specific target demographics.
G325 L1 Introduction to Collective IdentityStuart Coppard
This document provides an overview of lessons on collective identity from a media studies course. It discusses four key areas of understanding representation of groups in contemporary media: how groups are represented, how representation has changed over time, social implications, and the mediation of human identity. The representation of teenagers is used as a case study. The document outlines topics that will be covered in the lessons, including theories of representation, analysis of films and television shows, and how to structure exam answers. It provides guidance on the final exam, including the format, marking criteria, and expectations of examiners.
Joe Clark presents a pitch for a new male health magazine called "Shape" targeted at males aged 16-25. He outlines the magazine will focus on fitness, nutrition, and lifestyle content presented in an informative yet fun tone. It will be financed through sales and advertisements. Mockups of the magazine show a modern design with bright colors, attractive fonts, and ideal imagery of fit males. Joe provides details on personnel, equipment, printing, and distribution costs, projecting the magazine will make a net profit.
This document provides instructions for students to evaluate a media production project for an AS level class. It outlines that the planning, preparation, and evaluation must be completed by March 6th. It lists several requirements for the evaluation, including using specific subheadings to address questions about conventions, representation, target audience, and what was learned. Students must illustrate their evaluation with examples from their work and include feedback from their target audience.
What should school papers contain? Sharing with you all sample articles from various issues of our school paper "The Bicol Scholar". I also give lectures on school paper content. Email me at gurugeri@gmail.com or message me on Facebook (https://www.facebook.com/sir.jerry). Have fun and good luck on your school paper production endeavors!
This document explores the issue of the sexualization of children in the media through three texts. Text A examines music videos and images of female celebrities and asks students to analyze how the artists are represented and what messages are being sent. Text B discusses a BBC article raising concerns about products and images sexualizing girls. Text C analyzes a Daily Mail article that criticizes certain music videos and images as inappropriate and corrupting to youth. Students are prompted to compare the agendas and biases of each news source.
Audience theories examine the complex relationship between media producers and audiences. Producers aim to position audiences through encoded messages, but audiences can interpret these messages differently as active or passive receivers. Different factors like demographics, beliefs, and level of engagement influence how audiences decode media texts.
The document discusses audience theories and how audiences decode and make meaning from media texts in different ways based on factors like their social position, beliefs, and experiences. It explains that audiences can take a preferred reading by accepting the dominant meaning encoded in a text, a negotiated reading by accepting some aspects but disagreeing with others, or an oppositional reading by completely rejecting the ideology or messages of a text. Media producers aim to construct audiences and target them with preferred readings, but audiences actively make their own interpretations.
The presentation is a brief introduction to news writing in campus publications. It tackles the theory of social responsibility and advocacy in journalism.
Time Inc. would be the preferred media group to publish the magazine. They have a partnership with Rock Sound, which is similar in style and genre to the magazine. Time Inc. sells over 350 million copies annually and reaches over 26 million UK readers, providing an easily accessible target audience. While some negative press claims a fall in leadership, their proven record of success in the past provides reassurance.
- The document is a coursework evaluation for an AS Media course where the student was tasked with designing a music magazine cover, contents, and spread.
- The student's magazine follows conventions of real music magazines, such as a three column layout, masthead in the center, and date/issue numbers. It also uses techniques like colored "buzz words" to catch readers' eyes.
- The magazine represents 15-25 year old, mostly African American males interested in hip hop/rap music and the lives of famous artists. Locations and clothing in the spreads also match conventions of the genre.
- A company like Bauer Media would be suited to distribute the magazine as they already publish similar genres and have
The document provides feedback on a mock exam for a media studies course. It outlines expected levels of performance, common issues identified in responses, and guidance for improving answers. Key points emphasized include using appropriate terminology, situating media texts in their contexts, explaining the impact of codes on audiences, and developing complex, evidence-based analyses rather than generalized responses. Sample question outlines demonstrate how to structure strong representations essays through definitions, theories, examples, and exploring mediation and the construction of meaning.
Media Studies A Level Paper 1 The Big IssueYvonne44
The document provides information about analysing media messages for a media studies exam, focusing on advertising, music videos, and magazines. It discusses what to look for when analysing media language, representation, contexts and conventions. It provides details about studying front covers of The Big Issue magazine, including choosing two covers from September of the first year of study that demonstrate alternative representations of national significance. It gives guidance on the types of exam questions that may be asked and provides information about The Big Issue, including its circulation, financing, differences from other publications, and content. Homework is assigned to research The Big Issue Foundation and other forms of media used by The Big Issue.
This document provides an agenda for an academic class. It includes conversation starters for students, returning tests, discussing interview examples, and pathways. It discusses watching interview examples and taking notes to prepare for student interviews. Students analyze 3 example interviews that vary in formality. They discuss body language, questions, and differences. The goal is to help international students prepare for interviews with their assigned PSU student. Students will set up and conduct their interview for a class project.
The document discusses the purposes of media as outlined by the BBC's founder John Reith. It establishes the BBC's core mission as "to inform, educate and entertain" and explores what it means to inform and entertain audiences. It also presents different types of media categorized by their purposes of entertaining or informing, and asks readers to consider which purpose is more important.
This document outlines the requirements for a media studies coursework project worth 50% of the student's final grade. It consists of three linked pieces: pre-production research and planning (20%), a production piece (40%) developing from the pre-production, and a 1200-1600 word evaluation report (40%). Students must choose one of two options - a charity advertising campaign or a music video project - and submit drafts to receive feedback to improve their grade. Group work of up to four students is allowed only for video productions.
This document discusses different techniques photographers use for photographic composition, including the rule of thirds, use of foreground and background, lines and shapes, light and shade, cropping and skewing images. It provides examples of each technique and encourages analyzing how they create mood, tone and emphasize meaning. The learning objectives are to develop skills in image analysis and apply them to analyzing photos and texts.
This document provides learning objectives and activities around key media terminology. The objectives are:
1. To develop an understanding of key media terminology.
2. To begin to apply key media terminology appropriately.
The activities include having students discuss their preferred and disliked types of media and texts, introducing terminology like narrative, genre, and text. It also covers symbols, icons, and semiotics in media.
This document discusses different ways to define and understand audiences. It introduces the concept of audiences as a mass - people experiencing the same media texts individually without interaction. However, this theory from 1950 that audiences are anonymous and isolated is now outdated, as people often share their media experiences with others. The learning objectives are to understand how audiences can be defined, particularly key ways of defining them.
This document discusses categorizing people into different lifestyle types or attitudes. It provides 14 potential lifestyle categories, including cowboys, cynics, drifters, drop-outs, egoists, groupies, innovators, puritans, rebels, traditionalists, trendies, and utopians. The categories are based on people's attitudes towards life and how they want to experience and impact the world.
This document presents three statements about the relationship between media and audiences and asks which one is most likely to be agreed with. The first statement suggests that media can influence people's behavior such as making them more violent. The second claims that audiences are easily manipulated through advertising and propaganda. The third argues that audiences have control over media as without an audience there would be no content, and audiences give media its meaning by having their needs pandered to.
Uses and Gratifications theory proposes that audiences actively engage with media to fulfill certain needs. Blumer and Katz identified four main needs fulfilled by television viewing: entertainment and escapism, information and surveillance of current events, exploring personal identity, and facilitating social interaction.
This document discusses applying uses and gratifications theory to analyze magazine audiences. It prompts the reader to consider what types of audiences would consume the magazine based on demographic and lifestyle categories. It then asks the reader to think about the needs of those audiences and what uses they might have for the magazine according to the uses and gratifications model.
The document discusses early media effects theories that assumed audiences were passive, including the hypodermic needle theory, narcotizing dysfunction model, and inoculation model. It notes that these theories must be replaced with recognizing that people are active with media rather than media acting on people. The opposite of a passive audience is an active one that can make use of media in various ways.
The Uses and Gratifications model posits that audiences actively seek out media to fulfill certain needs. It suggests audiences are active, rather than passive, in interpreting media. However, the model may oversimplify how audiences engage with media and assume media can directly meet audiences' needs, rather than audiences having a variety of potential needs. It also takes a simplistic view of the relationship between audiences and texts.
This document discusses how the uses and gratifications model has been adapted to various media and genres, using quiz shows as an example. It suggests that some key gratifications or reasons for watching quiz shows include self-rating one's own knowledge, social interaction in watching or competing with others, excitement in seeing who wins and what they win, and education in gaining knowledge from the show. The document examines the enjoyable and rewarding aspects of quiz shows from a uses and gratifications perspective.
The document discusses audience classification and profiling by discussing how media producers define a "typical" audience member based on subjectivities like gender, age, education, family, self-image, class, nation, ethnicity, religion, politics, and location. It provides a list of subjectivities that are used to help define the social position of individual audience members. Producers are encouraged to use 15 questions to build a profile of someone without meeting them based solely on these subjectivities.
This document discusses four models for classifying audiences: the Income/Status model, Audience Profiling, Young & Rubicam's '4Cs', and Lifestyle Categories. It is important for media students to understand these theories and be able to apply them when analyzing media, though some models may be more appropriate than others depending on the context.
This document discusses Stuart Hall's encoding/decoding model of reception theory and how audiences can have different readings of a text based on their own ideologies and belief systems. Some may have a preferred reading that aligns with the ideologies presented in the text, while others may have an oppositional reading that challenges or opposes the ideologies in the text based on their own beliefs.
Reception theory focuses on studying audiences and how they consume media rather than just examining the media text itself. Stuart Hall's encoding/decoding model suggests that a text is encoded by its producer with certain dominant ideologies, but audiences can decode the message in different ways depending on their own cultural background and beliefs. The audience may not necessarily agree with or adopt the ideologies being promoted in a media text.
Hollyoaks is a British soap opera that airs daily on Channel 4 about the lives of teenagers and young adults living in a small village next to Chester. It focuses on the difficulties of young adulthood, including themes like murder, kidnapping, death, and family betrayal. The target audience is meant to reflect the ages and interests of the main characters. There are three potential readings of the soap opera: preferred, negotiated, and oppositional.
Kidulthood is a 2006 British drama film about teenagers growing up in London. The film explores themes of teenage life, relationships, and challenges they face. It provides an inside look at youth culture and social issues affecting many urban youth in Western societies.
Stuart Hall proposed that audiences will interpret media texts in one of three ways: a preferred reading where they fully accept the intended message; a negotiated reading where they accept parts but not all of the intended message; or an oppositional reading where they recognize but ultimately reject the intended message in favor of an alternative interpretation. Hall argued that while encodings and decodings may not always match, the number of possible readings of a text is not infinite.
Uses and Gratifications Theory posits that audience members actively seek out media to meet specific needs or gratifications, rather than media having direct influence over people. It focuses on what people do with media rather than what media does to people. The theory suggests people use media to fulfill needs like social interaction, entertainment, education, and identification. Critics argue it does not fully recognize media's unconscious influence over views and that media can manipulate audiences. However, it may be more applicable today as the internet allows more freedom and control over media consumption.
This document provides an overview of the aims, objectives, structure, and policies for an A-Level Media Studies course. It outlines that the course aims to help students develop analytical skills and an appreciation for media while becoming confident readers and researchers. It also notes that 50% of the grade is based on coursework and 50% on examinations set by the WJEC examining board. The document reviews the structure of the AS and A2 levels and provides details on assessment objectives, classroom activities, homework expectations, and college policies.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Introductory lecture for Contemporary Media Work Practices, a course at RMIT University. These lecture notes are not recommended for general viewing, but be my guest!
When preparing for an interview for a faculty position, you may encounter questions that directly apply to your experience as a faculty member, or question your ability to teach. Here are some tips to help you stand out from the crowd, and showcase your best skills.
This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
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This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
This document provides advice and tips for students continuing their education. It discusses [1] learning to juggle multiple responsibilities like coursework, finances, and family. It emphasizes [2] setting priorities and keeping goals in sight to successfully handle challenges. Finally, it provides [3] specific strategies for time management, procrastination, note-taking, listening skills, and overcoming challenges as a non-native English speaker.
This document outlines a new approach to teacher performance management and professional development at Feltham Community College. The approach aims to make performance management more meaningful and focused on teaching and learning. Teachers are organized into groups to identify an area for improving teaching practice. They research the topic and support each other through collaborative sessions. The goal is to ground performance management in classroom practice and foster collaboration and evidence-based development. Examples of topics teachers are exploring include feedback methods and differentiation strategies. The approach aims to better engage teachers with educational research and improve teaching and learning.
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
Student wellbeing and technostress: critical learning design factors. debbieholley1
Presentation at the ALDinHE conference, Friday 10th June 2022 [online]
At the institutional level, McDougall et al (2018) argue that human-centred approaches, prioritising staff and students’ immediate and lifelong wellbeing, are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. With digital wellbeing taking on new dimensions, it is timely to consider how technostress impacts our students. This presentation reports on the results of a digital health and wellbeing survey (n=103), analysed in R and encompassing the surprising responses from 80 students to the survey question about technostress. Comments indicate students feel let down by teaching staff who struggle with the mediating tools of their online trade, technology, and show little empathy for those they teach.
The presentation focuses on the issues identified by students and shares their suggested solutions. Our findings indicate that the formulaic approaches offered by [academic] staff to students to ‘go there to be fixed’ will chime with learning developers championing student support as emancipatory practice. Our conclusions recommend an integrated model for framing student wellbeing as a strategic priority underpinned with exceptional learning design that balances the digital and physical with careful consideration of the standardisation/personalisation continuum for the use of technological tools.
Participants will be invited to reflect on their own experience of technostress, and to contribute to a future multi-institutional survey to widen our understanding of this phenomenon and how learning design can play a part in its reduction.
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This document discusses five strategies for promoting knowledge acquisition and retention in the classroom. The strategies are: 1) Becoming a subject matter expert by continuing to learn about course topics, 2) Sharing real-world examples and experiences to provide context, 3) Finding additional sources to supplement required materials, 4) Leading engaging class discussions by example, and 5) Providing personalized video feedback to engage students. The overall goal is for instructors to help students learn and retain information through active involvement and sharing of expertise.
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This presentation examines a school district's Art I Foundation curriculum change into the Understanding by Design curriculum template. Find out the challenges and successes for this National Art Education Association annual conference in New York City March 2017.
Revitalizing Dry Content: A Lesson In EngagementAggregage
This webinar with Tim Buteyn will teach you strategies for motivating learners even when you’re given “boring” content, methods to capture learner attention and bring your courses to life, and techniques that convert a course from dry and lifeless to relevant and engaging.
Tips and Tricks for Online Engagement & Retentionkfrisch
This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.
The document outlines the course and personal objectives for ENGL3021. The course objectives are to learn effective professional communication skills through various mediums, conduct research, collaborate with others, and become proficient in presenting information. The personal objectives are to apply the skills learned to other areas, communicate professionally, develop presentation abilities, and demonstrate professionalism in future employment.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. aims of the department.
the media department shares the same aims as every other department at South Sefton Sixth Form
College: to help you achieve the best possible grade in your A level and provide you with the guidance and
support you need to make any relevant choices after you have finished the course.
that is our reason for being here, that is the most important aim. There are other aims they include:
• for students to become confident and independent ‘readers’ of the media
• for students to use expert skills of analysis
• for students to experience and appreciate a range of media they would never usually engage with
• for students to formulate their own ideas not just those that have been written before
• for students to build confidence in presenting work, finding ways to articulate their ideas clearly, both
written and spoken
• for students to become expert researchers
• for students to increase their enjoyment of the media they consume
that’s probably enough for now, but remember this is your course - if you think that we should have more
aims for your experience of media studies, let us know.
objectives of this handbook.
one thing you cannot underestimate as you start your A level courses is the difference between the work
ethic, determination and independence needed to succeed in comparison with any courses you have done
before.
it is believed that A levels are the most difficult
qualifications you can take because the leap from GCSE
to A-level is greater than that from A-level to degree.
this does not mean that A-levels are impossible – it just
means that you need to take responsibility for your
own work and ask for help when you need it.
this handbook will go some way to provide a safety
harness for this leap, or at least prepare you for what
lies ahead.
the game is always much easier to play if you know the rules!
3. your expectations - our commitment.
• your teacher will be working hard to plan, write and deliver a course that ensures you have the
opportunity to achieve your potential.
• your teacher will make sure you have the opportunity to improve your knowledge of the media and
practise your exam technique through regular homework assignments.
• your teacher will provide feedback on work that will help you improve.
• your teacher will support you and help you if you are finding the subject or skills difficult.
• your teacher will challenge you if you are finding the work too easy.
• your teacher will ensure open communication throughout the course,
whether
• that is via email or even a conversation outside of lessons.
• your teacher will provide resources and work for the subject VLE to enable
you to work and revise independently.
• your teacher will motivate you and help your individual needs - not just tell
you to ‘get on with it’.
our expectations - your commitment.
• most of all we expect you to want to work hard and achieve your potential in this course, otherwise,
why did you take it and why are you here?
• we expect you to attend all lessons, and be on time every lesson, fully equipped.
• we expect you to make notes during every lesson.
• we expect you to ask questions if you do not understand or need help.
• we expect you to consume the media and read about the subject outside of the lessons.
• we expect you to complete homework and coursework to the best of your ability and on time.
At the end of the day, this is your course and your adventure. Our job is to guide
you through it in a way that will ensure that you get the most of it and become
an informed independent learner.
We are not here to harass you or cajole you for an essay you should be
interesting and beneficial for you to complete.
4. who is Michael Gove? (and does it matter?)
the Rt Hon Michael Gove is an MP and member of the Conservative Party. Apart from all the things he has
to do to look after the people that live in his constituency, he used to be the education minister, which
means that he was the government spokesman on educational matters and that essentially he was in charge
of schools and education – but he doesn’t do that job anymore.
he is also quite an outspoken politician who has views that some people have agreed with
and made other people angry, either way he has enjoyed some press coverage and a little
fame as a result, which was possibly his aim in the first place.
A few years ago he caused controversy by claiming that some A levels should be worth
more university points than others because, in his opinion, some subjects are more difficult
than others which he described as: ‘soft subjects’.
Gove’s example of a ‘soft subject’ was Media Studies.
he does not have a Media Studies A-level, nor does he have a Media Studies degree - what he is basing this
assumption on, or what criteria makes a subject ‘soft’ (or ‘hard’ for that matter) is not at all clear because
he failed to mention this at all.
he is 100% wrong about his assumptions of Media Studies just as he would be if he had made the same
claims about any other A level subject. But let’s look at a few reasons why he has been so shortsighted...
• the media is possibly the fastest growing industry in the Western World.
• the media is becoming a more dominant and controlling influence in our lives.
• the media actually allows us to understand people through what they consume and what they produce
(you would think that a politician would be aware of this!).
• Media Studies uses detailed skills of analysis, research and production equal to any other A-level course.
• a lot of things have changed since Michael Gove was in full time education!
• Michael Gove’s attention seeking comments would not be so widespread if it weren’t for the media
(maybe that’s why he is so worried about us deconstructing it?).
so to answer the question: who
is Michael Gove?
he may have once had an
influence on your education,
but for now...
...he is the least important
person in your Media Studies
course.
5. the most important person in media studies.
you.
that’s right - you are the most important person in your media studies course. This is not an attempt to
inflate your ego or even apply any pressure. It is simply to draw your attention to the fact that without
young people taking an interest in the media and wanting to add to its growing importance in society there
would be no media studies course.
whilst every student is unique and you will all be able to bring something new to the course, there are
several characteristics that media students will share. So how do you know if you are going to be a good
media student?
these are some of the qualities that will stand you in good stead throughout the course:
• you enjoy discussion
• you are analytical - that is you like to ‘read between the lines’
• you are enthusiastic
• you ‘consume’ lots of media
• you don’t take things that you see or read in the media for granted
• you enjoy using technology
• you are not afraid of giving your own opinion whilst also listening to the views of others
• you are not afraid to ask for help if you need it!
you may not have all of these qualities, and some of them may seem difficult right now, however, eventually
you will find yourself with all of these characteristics. You will find that they are useful for your other
courses as well as in higher education or even in work!
it is important to remember though, that your uniqueness will also make the course interesting, some
people are in music, whilst others are film buffs, some can’t go anywhere without their head in a magazine
whilst others can spend days fixated on a single computer game until it is completed.
the great thing about media studies is that we will all learn from each other, that is why it is so important
you are prepared to share your experiences of the media with others, whilst remembering that everyone
has something to offer.
6. …mmm…
Media Studies…
We just have
to watch TV,
right?
classwork.
sorry homer.
one of the reasons media studies has been described as a ‘soft’
subject in the past is because there are certain misconceptions
about what media studies is and more often what you need to
do to get a good grade.
compared to other subjects media studies actually requires you to be
able to use a lot of different skills and disciplines. Some are practical skills,
some are thinking skills. You will work in groups and you will work
independently. All of these skills should not be underestimated.
in addition to this, both the AS and the A2 courses have a lot of content to
cover and often you will be required to research different aspects of the
media as well as keep a journal of your own media consumption so that you
can use your own examples in the examination.
sometimes lessons may involve research on the internet, group presentations
or discussions or practising exam style answers. Lessons may also take the
form of university style lectures where you will be introduced to new
concepts and keywords.
the lessons should give you the information you need to be successful in your exam and you should be
prepared to also use your own examples of the media not just those we study in class.
during coursework lessons you will have more control and responsibility over how you use your time. This
will mostly be planning the production of a media text either in a group or by yourself.
the ‘h’ word.
as aforementioned, you will be expected to complete work
at home - this is entirely to support your learning and
improve your grade at the end of the course. Homework
in media studies is important because...
• it will enable you to practise skills of analysis
• it gives you the chance to find lots of your own of
examples to use in your exam
• you can improve your exam technique
• your coursework will be unique to you and you will
have to take responsibility for how you plan your
project
• it gives you experience of working to deadlines that
must be kept.
7. how to work.
the fact that you are attending college means that you have definitely achieved success in other courses
and therefore know how to work - these points are not meant to be condescending - neither should they
be ignored. They are there to help you prepare for the differences between the A level and GCSE courses.
• make notes in class - these will be your main source of information for essay writing and revision
• re-read these notes at home and re-write them if they are difficult to read, or could be organised
better. This process won’t take long if done regularly and will actually help you remember the things
that you have learned in class.
• keep your folders organised - they will be checked throughout the year.
• always remember that you are a student - this means that you should be reading around the subject,
the students that achieve the most have always been those that use their initiative.
• always remember that you are a media student - you should always be prepared to engage with the
media outside of lessons - not just the things you always do, but things that might seem out of the
ordinary - whether that is picking up a newspaper or magazine, going to the cinema or playing a video
game - it is all useful, all relevant.
• use the college VLE to catch up on work missed and find useful websites to visit or books to read.
• use your notes to write essays and revise. That’s why you will be making them in the first place!
how not to work.
don’t leave things to the last possible moment.
don’t spend more time making excuses for not
doing work than actually working.
don’t assume that you know everything already.
don’t try to blag it - eventually you will always
get caught out!
8. a closer look at the AS.
we look at these types of media: to understand these concepts:
Advertising images
Newspapers
Magazine covers
Radio sequences
Film extracts
Television sequences
Music Videos
Computer Game Extracts
Websites
CD and DVD Covers
Representation and stereotypes
Audience categorisation
Models of audience reception
Preferred readings
Effects debates
Moral panics
Realism
Sign and Code systems
Selection and construction
Modes of address and point
of view
Narrative construction
Genre
MS1: Media Representations and Responses
June Exam 2 and a half hrs - 50% of AS mark
Consists of 2 units:
MS1: Media Representations and Responses
MS2: Media Production Processes
9. assessment objectives.
the examination board - in our case wjec - devises a set of assessment objectives that are used as a
guideline for marking the exam and coursework elements of the A-level. They are basically a set of criteria
that informs everything we will do throughout the two years.
AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates.
A02 Apply knowledge and understanding when analysing media
products and processes, and when evaluating their own practical
work, to show how meanings and responses are created.
AO3 Demonstrate the ability to plan and construct media products
using appropriate technical and creative skills.
A04 Demonstrate the ability to undertake, apply and present
appropriate research.
roughly speaking the first two assessment objectives are looked at in the exam and the second two in the
coursework - however there is some cross over. For example, you will be expected to provide your own
examples of media texts in the exam that relate to the questions, therefore this will be an example of
AO4. Similarly you will have to give a written report of your coursework which will include an analysis and
this falls under AO2.
you will learn how to write quality exam responses and what to include in your coursework so the
assessment objectives will not be something you refer to explicitly in your work. However, you should be
mindful that they are the aims that underpin the learning throughout the A level course.
10. assessment policies & procedures
Throughout the course your development will be assessed. This takes place not only in formal situations
such as examinations, class tests, and homework assignments but also in group discussions, presentations
to the class and individual research. It is clear that to succeed at "A” level you need a high level of
commitment and a good level of organisational skill. In general these are indicated by your attendance,
punctuality, work submission rates and note-making. All these aspects will be recorded by your tutor and
will be commented upon regularly, at least during Subject Reviews, which occur three times in your first
year and twice in your second year. As part of the College Review System, reviews from each of your
subjects will be amalgamated several times during your programme of study, to give everyone who needs it
a clear view of your overall performance. Assessment is about measuring
the development of your skills. Each piece of work set, task given or
activity arranged is an opportunity for you to identify:
• areas in which you have skills of a high level
• skills which need to be developed
• what you should do to develop your skills
assessed homework
You will be set specific homework, usually once a week. This is normally concerned with questions based
on stimulus material. At “A” level work is expected to be well researched and detailed in content. You
should also build up a file of notes. As far as set pieces of work are concerned the onus is on you to see
that you adhere to the following requirements:
a) that you hand work in on time. Staff will specify when they want a piece of work completed and it
is up to you to see that you comply with this. Meeting deadlines is one of the organisational skills
you need, to be fully successful.
b) that you put in more than just the minimum amount of effort to your work. Certainly, tutors will
require you to resubmit work that is below your Minimum Expected Grade. Write your MEG
grade on your work before you hand it in.
c) that you do not plagiarise work. You should never copy word-for-word from a
published source. If you want to use someone else’s words, you must put them in
quotation marks. If you use ideas from a publication put the source in
brackets (where you have used it). It is a disciplinary offence to copy
any other student’s work.
that you take care with the presentation of your homework. Again,
there are minimum standards of presentation which you are expected
to meet.
REMEMBER – SPECIFIC HOMEWORK IS SET FOR YOUR BENEFIT.
11. work policy for AS media studies
the amount of work you need to put into an A level course is much greater than that for previous courses.
You will be given advice early on in the course on how to structure your workload. You will be given
several ‘personal study’ periods on your timetable. This time is not free. It is to be used constructively for
individual research, reading and widening your knowledge of your subjects. We suggest that you should be
spending a minimum of three hours a week in personal study in media related issues.
The main tasks you are expected to undertake during this time are listed below:
• reading over and checking work that has been carried out in class. This needs to be done on a
regular basis in order to consolidate understanding. It should certainly be done at least once per
week. It is important that you identify points on which you need help – ask your teacher.
• reading around the subject and making notes. This is something that is always emphasised at A level
and your performance will be that much better if you do this regularly, at least once per week, you
should regularly check the media VLE to see if there are any particular TV shows, new films or
magazines that you should look out for or watch.
• you may be asked to create a presentation for part of a seminar or as a revision guide for the rest
of the group or for the media studies VLE
• keep a media diary of the different media texts you consume. This doesn’t have to be all of the
texts you are an audience to – it is more important to record a variety. The media diary will be
vital to your success in this course as the exam insists that you provide your own examples of texts
that relate to the question. You should spend at least one hour a week writing your media diary.
They will be checked by your teacher.
in areas such as reading around the subject, revising class notes and keeping up to date with developments
in media studies, a lot of the responsibility for doing the work is yours. It is a matter of having a mature
approach and developing sound learning habits.
we are confident you can achieve these, and you should be too!
you don’t have to be Bridget Jones to write a media diary, but you should be thorough in your account of
the media that you encounter.
be sure to describe where the text came from, i.e. which institution produced the text.
you should also make sure that you have described who the target audience are and why the text might
appeal to them – as well as giving your own opinion of course!