The document discusses the decline of print music magazine sales and the rise of online access. It asks a series of questions about how much the NME magazine's sales have fallen from its peak, how many online users it now gets, and what this might suggest about the future of print magazine publishing. It explores why the internet has negatively impacted print sales and what magazines can do to improve their business models and sales in the new digital environment.
The document outlines Ofsted's framework for evaluating the quality of teaching in schools. It discusses that inspectors consider how well teaching:
1. Raises pupil achievement across the curriculum through effective lesson planning, marking, assessment and feedback.
2. Promotes learning and progress, has high expectations, checks understanding, and teaches key subjects well.
3. Creates a positive learning environment where pupils are interested and engaged through strategies like homework and support that match individual needs.
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
This document lists the past examination questions from Section B (Media and Collective Identity) of the A2 Media Studies exam for various years between 2010-2013. It provides a high-level overview of the topics covered in the critical perspectives section of the exam for several exam periods over a 3 year span.
To add citations and references to a document using Windows 7, select the Reference tab and click Insert Citation to add a new source. Provide details about the source, and the citation will appear in brackets after referenced text. To create a reference list, go to Bibliography and select Insert Bibliography to automatically generate a Harvard style reference list.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
Learning and assessment assignment guidanceM Taylor
This document provides guidelines for a 4000-word reflective account assignment. Students must analyze academic, policy, and practice sources and conclude by reflecting on their own learning and assessment practice in an educational setting. The assignment addresses four learning outcomes: critically understanding current issues in learning and assessment; critically evaluating theories and applying them to practice; effectively communicating key concepts; and demonstrating a reflective approach to improving practice. The document suggests structuring the assignment by discussing theories of learning and assessment, applying research to their own context, and reflecting on assessment tasks and results.
The document discusses the decline of print music magazine sales and the rise of online access. It asks a series of questions about how much the NME magazine's sales have fallen from its peak, how many online users it now gets, and what this might suggest about the future of print magazine publishing. It explores why the internet has negatively impacted print sales and what magazines can do to improve their business models and sales in the new digital environment.
The document outlines Ofsted's framework for evaluating the quality of teaching in schools. It discusses that inspectors consider how well teaching:
1. Raises pupil achievement across the curriculum through effective lesson planning, marking, assessment and feedback.
2. Promotes learning and progress, has high expectations, checks understanding, and teaches key subjects well.
3. Creates a positive learning environment where pupils are interested and engaged through strategies like homework and support that match individual needs.
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
This document lists the past examination questions from Section B (Media and Collective Identity) of the A2 Media Studies exam for various years between 2010-2013. It provides a high-level overview of the topics covered in the critical perspectives section of the exam for several exam periods over a 3 year span.
To add citations and references to a document using Windows 7, select the Reference tab and click Insert Citation to add a new source. Provide details about the source, and the citation will appear in brackets after referenced text. To create a reference list, go to Bibliography and select Insert Bibliography to automatically generate a Harvard style reference list.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
Learning and assessment assignment guidanceM Taylor
This document provides guidelines for a 4000-word reflective account assignment. Students must analyze academic, policy, and practice sources and conclude by reflecting on their own learning and assessment practice in an educational setting. The assignment addresses four learning outcomes: critically understanding current issues in learning and assessment; critically evaluating theories and applying them to practice; effectively communicating key concepts; and demonstrating a reflective approach to improving practice. The document suggests structuring the assignment by discussing theories of learning and assessment, applying research to their own context, and reflecting on assessment tasks and results.
Learning and assessment written assignment part 1M Taylor
This document provides instructions for a written assignment that asks students to reflect on their own teaching practice in light of theories of surface and deep learning, learning theorists, the fight or flight response, multiple intelligences, and the four Rs for how students learn. Students are asked to write a 1,500 word response discussing these topics and citing their work according to BERA research guidelines, which are available through a link on the school's blog hub.
This document summarizes research from 34 teaching school alliances on developing alternative approaches to assessment without the use of levels. It describes the priorities that emerged from the research, including developing assessment tools to provide feedback to support individual progress, capture progress, and use technology to track attainment. The report provides examples of strategies and tools developed, and concludes with recommendations for further developing assessment approaches and sharing best practices between schools.
This document provides guidance for conducting research into the horror film genre. Students are asked to: 1) Research the development of the genre using primary and secondary sources; 2) Identify a horror subgenre for a film project; and 3) Evaluate their research findings. They must create interview and survey questions to answer what makes a film 'horror' and use sources like the internet, books and experts' opinions. The assessment will evaluate students' research process and ability to work independently to understand the genre and complete tasks like meeting deadlines.
This document discusses socializing and self-representation on Facebook. It begins by defining key concepts like mediation and representation. It then explores how Facebook facilitates both socializing and self-representation. Regarding socializing, Facebook blurs distinctions between online and offline interactions and private vs public sharing. It also combines features of mass media and personal communication. For self-representation, users strategically choose what aspects of themselves to portray through profile information and posts. The document analyzes how technological and institutional factors of Facebook shape both socializing and self-representation.
The document provides an analysis of the trailer for the film "Jennifer's Body". It summarizes that the trailer uses common horror iconography like a full moon and sudden noises. It also notes that the trailer is divided into 13 sections with tone cards to build tension. Camera angles are used that put the viewer in the perspective of the murderer. The document also analyzes the film's portrayal of feminism and gender roles, with the main character being a demon woman who kills boys. It discusses how the film both supports and goes against feminism in its depiction of the female characters.
The document summarizes and compares two horror films:
1) "Close Your Eyes For a Second And.. Sleep Forever" from 1982 which was intended to be feminist but portrayed women as inferior and upheld Freud's theory of male sadism and female voyeurism. It used conventions of the horror genre.
2) "Teeth" from 2008 which was a feminist horror-comedy with a female protagonist who could defend herself. It subverted expectations by having women receive gratification from male pain instead of the other way around.
Both films are analyzed based on psychological theory, direction, genre, and how they portray gender through camerawork, sound, and mise-en-scene.
This document contains a collection of famous insults and witty remarks about various public figures delivered by other notable individuals such as Winston Churchill, Clarence Darrow, Ernest Hemingway, Abraham Lincoln, Groucho Marx, and Oscar Wilde. The quotes poke fun at people's personalities, character traits, work habits, and more in a clever, sarcastic manner.
- The document is a media magazine evaluation created by Orselina Pemaj that analyzes how their magazine product uses and challenges conventions of real music magazines.
- The evaluation discusses design elements like the masthead, images, color scheme, and layout that follow conventions from magazines like NME and Kerrang.
- It also analyzes the target audience as 14-25 year old males and females, and how the images, word choices, and price point were designed to attract this group.
The document summarizes the author's media evaluation of their music magazine project. Some key points:
1) The magazine's layout follows conventions of real music magazines with the masthead at the top.
2) The cover photo challenges conventions by having the model looking down at the camera from above.
3) Features on the side of the cover and web address develop conventions by informing readers of online content.
4) The color scheme and slang language used help attract the target 18-25 year old audience interested in grime and hip hop music.
This document provides an overview of a developing leaders course for 2015-2016. It introduces the participants and outlines the schedule and topics to be covered in the program. The purpose of the introductory day is to identify leadership development priorities, get an overview of the program, and consider participants' learning journeys. The course will address topics like understanding oneself as a leader, narrowing achievement gaps, managing teams, and leading teaching and learning. Participants will use blogs, reflections, and coaching sessions to document their learning and progress toward their leadership challenges.
This document provides an overview of key concepts related to institutions and audiences in the film industry for an exam. It discusses production, distribution, marketing and technologies. It lists past exam questions focusing on these areas and how global institutions target national audiences. Case studies on specific media are emphasized to understand processes of production and distribution, and the impact of convergence and digital technologies on institutions and audiences. Key terms like audience, institution, and synergy are also defined.
Audience And Institutions Revision PackBelinda Raji
This document provides guidance for a film studies exam focusing on audience and institutions. [1] Candidates should be familiar with issues related to media ownership, cross-media convergence, new technologies, hardware proliferation, technological convergence, targeting audiences, and incorporating personal media experiences. [2] Key terms and concepts are defined for vertical integration, marketing strategies, budgets, audiences, and distribution methods. [3] Useful case studies and websites are listed to research production companies, films, and exhibition formats.
The document contains a 16 question survey about music preferences and magazine reading habits. It asks respondents about their gender, age, hobbies, music news sources, R&B magazine reading habits, concert attendance, music spending, features looked for in magazines, magazine section preferences, clothing brands, how music is listened to, and factors that influence music likes. Font preferences for a potential magazine are also polled.
This document lists past exam questions for a media studies course from 2009 to 2014. The questions generally ask students to discuss the effects of increased hardware/content in media industries on institutions and audiences in the area they have studied, with one question from May 2014 provided as an example.
This document provides information about studying British film for AS Media Studies, including key learning outcomes and focus areas. It discusses what makes a film British and provides examples of British films that have been nominated for awards. It also covers the requirements of the exam, finance and funding of British films, the roles of production companies and distributors, and targeting audiences. Case studies are used to illustrate concepts around the production and distribution of independent British films.
AS G322 revision booklet pt1 (Film Industry)Belinda Raji
This document provides an overview of key concepts for the AS G322 exam on media studies, focusing on section B. It discusses media institutions and how they produce and distribute media to audiences. It also examines how digital technologies and convergence have transformed audiences from passive receivers to active participants (prosumers). Students are advised to choose a contemporary film institution for their case study and analyze its relationships with production, distribution, and audience consumption. Competing views are presented on whether institutions or audiences wield more influence over what media gets made and distributed.
Learning and assessment written assignment part 1M Taylor
This document provides instructions for a written assignment that asks students to reflect on their own teaching practice in light of theories of surface and deep learning, learning theorists, the fight or flight response, multiple intelligences, and the four Rs for how students learn. Students are asked to write a 1,500 word response discussing these topics and citing their work according to BERA research guidelines, which are available through a link on the school's blog hub.
This document summarizes research from 34 teaching school alliances on developing alternative approaches to assessment without the use of levels. It describes the priorities that emerged from the research, including developing assessment tools to provide feedback to support individual progress, capture progress, and use technology to track attainment. The report provides examples of strategies and tools developed, and concludes with recommendations for further developing assessment approaches and sharing best practices between schools.
This document provides guidance for conducting research into the horror film genre. Students are asked to: 1) Research the development of the genre using primary and secondary sources; 2) Identify a horror subgenre for a film project; and 3) Evaluate their research findings. They must create interview and survey questions to answer what makes a film 'horror' and use sources like the internet, books and experts' opinions. The assessment will evaluate students' research process and ability to work independently to understand the genre and complete tasks like meeting deadlines.
This document discusses socializing and self-representation on Facebook. It begins by defining key concepts like mediation and representation. It then explores how Facebook facilitates both socializing and self-representation. Regarding socializing, Facebook blurs distinctions between online and offline interactions and private vs public sharing. It also combines features of mass media and personal communication. For self-representation, users strategically choose what aspects of themselves to portray through profile information and posts. The document analyzes how technological and institutional factors of Facebook shape both socializing and self-representation.
The document provides an analysis of the trailer for the film "Jennifer's Body". It summarizes that the trailer uses common horror iconography like a full moon and sudden noises. It also notes that the trailer is divided into 13 sections with tone cards to build tension. Camera angles are used that put the viewer in the perspective of the murderer. The document also analyzes the film's portrayal of feminism and gender roles, with the main character being a demon woman who kills boys. It discusses how the film both supports and goes against feminism in its depiction of the female characters.
The document summarizes and compares two horror films:
1) "Close Your Eyes For a Second And.. Sleep Forever" from 1982 which was intended to be feminist but portrayed women as inferior and upheld Freud's theory of male sadism and female voyeurism. It used conventions of the horror genre.
2) "Teeth" from 2008 which was a feminist horror-comedy with a female protagonist who could defend herself. It subverted expectations by having women receive gratification from male pain instead of the other way around.
Both films are analyzed based on psychological theory, direction, genre, and how they portray gender through camerawork, sound, and mise-en-scene.
This document contains a collection of famous insults and witty remarks about various public figures delivered by other notable individuals such as Winston Churchill, Clarence Darrow, Ernest Hemingway, Abraham Lincoln, Groucho Marx, and Oscar Wilde. The quotes poke fun at people's personalities, character traits, work habits, and more in a clever, sarcastic manner.
- The document is a media magazine evaluation created by Orselina Pemaj that analyzes how their magazine product uses and challenges conventions of real music magazines.
- The evaluation discusses design elements like the masthead, images, color scheme, and layout that follow conventions from magazines like NME and Kerrang.
- It also analyzes the target audience as 14-25 year old males and females, and how the images, word choices, and price point were designed to attract this group.
The document summarizes the author's media evaluation of their music magazine project. Some key points:
1) The magazine's layout follows conventions of real music magazines with the masthead at the top.
2) The cover photo challenges conventions by having the model looking down at the camera from above.
3) Features on the side of the cover and web address develop conventions by informing readers of online content.
4) The color scheme and slang language used help attract the target 18-25 year old audience interested in grime and hip hop music.
This document provides an overview of a developing leaders course for 2015-2016. It introduces the participants and outlines the schedule and topics to be covered in the program. The purpose of the introductory day is to identify leadership development priorities, get an overview of the program, and consider participants' learning journeys. The course will address topics like understanding oneself as a leader, narrowing achievement gaps, managing teams, and leading teaching and learning. Participants will use blogs, reflections, and coaching sessions to document their learning and progress toward their leadership challenges.
This document provides an overview of key concepts related to institutions and audiences in the film industry for an exam. It discusses production, distribution, marketing and technologies. It lists past exam questions focusing on these areas and how global institutions target national audiences. Case studies on specific media are emphasized to understand processes of production and distribution, and the impact of convergence and digital technologies on institutions and audiences. Key terms like audience, institution, and synergy are also defined.
Audience And Institutions Revision PackBelinda Raji
This document provides guidance for a film studies exam focusing on audience and institutions. [1] Candidates should be familiar with issues related to media ownership, cross-media convergence, new technologies, hardware proliferation, technological convergence, targeting audiences, and incorporating personal media experiences. [2] Key terms and concepts are defined for vertical integration, marketing strategies, budgets, audiences, and distribution methods. [3] Useful case studies and websites are listed to research production companies, films, and exhibition formats.
The document contains a 16 question survey about music preferences and magazine reading habits. It asks respondents about their gender, age, hobbies, music news sources, R&B magazine reading habits, concert attendance, music spending, features looked for in magazines, magazine section preferences, clothing brands, how music is listened to, and factors that influence music likes. Font preferences for a potential magazine are also polled.
This document lists past exam questions for a media studies course from 2009 to 2014. The questions generally ask students to discuss the effects of increased hardware/content in media industries on institutions and audiences in the area they have studied, with one question from May 2014 provided as an example.
This document provides information about studying British film for AS Media Studies, including key learning outcomes and focus areas. It discusses what makes a film British and provides examples of British films that have been nominated for awards. It also covers the requirements of the exam, finance and funding of British films, the roles of production companies and distributors, and targeting audiences. Case studies are used to illustrate concepts around the production and distribution of independent British films.
AS G322 revision booklet pt1 (Film Industry)Belinda Raji
This document provides an overview of key concepts for the AS G322 exam on media studies, focusing on section B. It discusses media institutions and how they produce and distribute media to audiences. It also examines how digital technologies and convergence have transformed audiences from passive receivers to active participants (prosumers). Students are advised to choose a contemporary film institution for their case study and analyze its relationships with production, distribution, and audience consumption. Competing views are presented on whether institutions or audiences wield more influence over what media gets made and distributed.