Pomo presentation additions
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The document provides a checklist of topics to cover in a presentation about a product, including: the product's terms, the context in which it was created, how it was made, comparisons to similar and different products, relevant theories and theorists, audience analysis theories, debates around whether the product is good for society, comparisons to historical time periods and products, and how the product may impact the future. The checklist covers 11 key areas to comprehensively analyze the product from different perspectives.
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Postmodern past paper questions
This document lists past paper questions about postmodern media from January 2010 to June 2014. The questions cover defining postmodern media, discussing why it may be considered controversial, analyzing how postmodern media differ from other media and blur reality/representation, and assessing theories of and arguments for/against postmodernism in relation to various media examples and texts.
Assignment 10 poster analysis
The document outlines an assignment to analyze two film posters. Students are instructed to analyze elements of each poster such as denotation/connotation, character representation, setting/location, color symbolism, language of the film title and catchphrase, text analysis, and framing. They are also asked to note similarities and differences between the two films posters in areas like color symbolism, text design, and character design. The assignment is due on January 31st after being set for January 28th.
Section b essay structure tips
The document provides tips on essay structure and discusses various topics related to the film industry, including conglomerates versus independent films. It recommends including discussion of both the institution and audience in exam answers. It then outlines a typical 5-paragraph essay structure with an introduction, 3 body paragraphs, and optional conclusion. The rest of the document offers potential topics and points about ownership, local and global audiences, digital technology/hardware proliferation, technological convergence, and synergy/cross-media convergence as they relate to mainstream and independent films.
Exam info
This document provides information about the A2 exam on Critical Perspectives in Media, focusing on the section on postmodernism. It outlines the requirements, platforms, and styles of questions for the exam. Regarding postmodernism, it discusses key thinkers like Lyotard and Baurillard and their views that media reality has become our new reality, with the distinction between reality and media representation blurred. It also notes common arguments for and against postmodernism as a useful theory.
Ancillary forms & conventions
This document discusses forms and conventions of media products and provides examples to analyze. It defines forms as how a product is constructed and conventions as familiar elements audiences expect. For digital page spreads (DPS), forms include digital construction and size/margin specifications. Conventions include visual hierarchy, primary/secondary images representing content, headlines, body text styles. Print ads forms are digital construction and standard sizes. Conventions include attention-grabbing images/compositions, logos, limited text, and program information. Examples are provided to evaluate if they use, develop or challenge these forms and conventions.
Mes & cam samc
The document provides instructions and materials for a lesson on analyzing representations of gender in film through technical elements like mise-en-scene (MES) and cinematography. It includes definitions of key terms, a timeline of gender roles throughout history, example essay structure and notes, and discussion prompts about gender stereotypes to analyze in a video clip. The goal is for students to understand how technical features combine to construct representations of gender or other topics.
Section a marks & mark scheme
This document provides information on how students are marked and graded in Section A exams. It explains that students are marked in three areas: explanation, argument and analysis (EAA); examples or evidence (EG); and terminology (T). Each area is worth a certain number of marks, with the total marks determining the student's grade. The document also provides information on where to find past mark schemes and gives tips on how students can best structure their notes during the exam to maximize their score.
Edu Elementary Addition slideshow
Addition is the process of combining two or more quantities and counting the total. It is represented by the plus (+) symbol. An example is adding 2 balloons and 3 balloons to get a total of 5 balloons. Addition can be used to combine any items that relate in some way, such as tools, peppers, or balls. A word problem example adds 2 apples and 3 oranges for a total of 5 pieces of fruit.
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Postmodern past paper questions
This document lists past paper questions about postmodern media from January 2010 to June 2014. The questions cover defining postmodern media, discussing why it may be considered controversial, analyzing how postmodern media differ from other media and blur reality/representation, and assessing theories of and arguments for/against postmodernism in relation to various media examples and texts.
Assignment 10 poster analysis
The document outlines an assignment to analyze two film posters. Students are instructed to analyze elements of each poster such as denotation/connotation, character representation, setting/location, color symbolism, language of the film title and catchphrase, text analysis, and framing. They are also asked to note similarities and differences between the two films posters in areas like color symbolism, text design, and character design. The assignment is due on January 31st after being set for January 28th.
Section b essay structure tips
The document provides tips on essay structure and discusses various topics related to the film industry, including conglomerates versus independent films. It recommends including discussion of both the institution and audience in exam answers. It then outlines a typical 5-paragraph essay structure with an introduction, 3 body paragraphs, and optional conclusion. The rest of the document offers potential topics and points about ownership, local and global audiences, digital technology/hardware proliferation, technological convergence, and synergy/cross-media convergence as they relate to mainstream and independent films.
Exam info
This document provides information about the A2 exam on Critical Perspectives in Media, focusing on the section on postmodernism. It outlines the requirements, platforms, and styles of questions for the exam. Regarding postmodernism, it discusses key thinkers like Lyotard and Baurillard and their views that media reality has become our new reality, with the distinction between reality and media representation blurred. It also notes common arguments for and against postmodernism as a useful theory.
Ancillary forms & conventions
This document discusses forms and conventions of media products and provides examples to analyze. It defines forms as how a product is constructed and conventions as familiar elements audiences expect. For digital page spreads (DPS), forms include digital construction and size/margin specifications. Conventions include visual hierarchy, primary/secondary images representing content, headlines, body text styles. Print ads forms are digital construction and standard sizes. Conventions include attention-grabbing images/compositions, logos, limited text, and program information. Examples are provided to evaluate if they use, develop or challenge these forms and conventions.
Mes & cam samc
The document provides instructions and materials for a lesson on analyzing representations of gender in film through technical elements like mise-en-scene (MES) and cinematography. It includes definitions of key terms, a timeline of gender roles throughout history, example essay structure and notes, and discussion prompts about gender stereotypes to analyze in a video clip. The goal is for students to understand how technical features combine to construct representations of gender or other topics.
Section a marks & mark scheme
This document provides information on how students are marked and graded in Section A exams. It explains that students are marked in three areas: explanation, argument and analysis (EAA); examples or evidence (EG); and terminology (T). Each area is worth a certain number of marks, with the total marks determining the student's grade. The document also provides information on where to find past mark schemes and gives tips on how students can best structure their notes during the exam to maximize their score.
Edu Elementary Addition slideshow
Addition is the process of combining two or more quantities and counting the total. It is represented by the plus (+) symbol. An example is adding 2 balloons and 3 balloons to get a total of 5 balloons. Addition can be used to combine any items that relate in some way, such as tools, peppers, or balls. A word problem example adds 2 apples and 3 oranges for a total of 5 pieces of fruit.
Exam info
This document provides information about an exam on Critical Perspectives in Media, including details about the postmodernism section. It covers the title, length, requirements and marking of the exam. For the postmodernism part, it lists various media platforms and theories that must be studied, such as video games, cinema and audience theories. It also provides sample exam questions focusing on definitions of postmodernism, how postmodern media challenges traditional concepts, and debates around whether postmodernism is a useful theory. Students are instructed to prepare for an exam question relating to prompts about their chosen contemporary media issue.
Fh wien workshop first day slides
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Session 1 innovation and its global impact on economy
Anne Casati is an affiliate professor at Grenoble Ecole de Management who focuses on innovation management, organizational change, and entrepreneurship. She is the founder and owner of Ressource-Conseil, a firm that provides strategic management consulting. This session will cover interactions between science, technology, markets, and organizations in shaping innovation programs and strategies. Students will learn how to analyze market and technology dynamics, incorporate innovation into strategic planning, and promote innovation within organizations. The course will use experiential learning methods like simulations and personality assessments.
Audiencetheory
This document provides information on various audience theory concepts for a class. It includes summaries of key audience theories such as uses and gratifications theory from the 1970s, which proposes that audiences use media to fulfill needs like diversion, social interaction, identity, and surveillance. It also discusses Stuart Hall's encoding/decoding concept from the 1970s where meanings are encoded in media texts and decoded by audiences based on their background. The document suggests these older theories may need updating given changes in modern media technologies and formats.
A2 audience gr
Audience theory examines how audiences interpret and make meaning from media messages. Early theories proposed passive audiences that absorbed messages uncritically (hypodermic needle theory), but reception theory argues audiences actively make sense of media based on their social position. Uses and gratifications theory sees audiences using media to fulfill needs like entertainment, information, and social connection. New media like social networks give audiences more power to create and share content, challenging traditional models of passive audiences.
G325 final revision exam tips 2017 - 1a, 1b, Online Age
a mash up of ideas, notes and resources to help my lovely but disorganised bunch of A2 Media Studies students. bits borrowed from here and there - use how you wish.
L4A&1
This document discusses various theories about how audiences interact with and make meaning from media, including:
- The hypodermic needle model which sees audiences as passive receivers of media messages.
- Two-step flow theory which proposes people discuss media with opinion leaders before accepting messages.
- Uses and gratifications theory which views audiences as active in choosing media to fulfill needs.
It also covers technological convergence and how this has changed audience consumption habits, making them more interactive in both consuming and creating media content. The effects of representing groups in media and how this relates to ideology are examined.
The Application of the Firma Model
Discover how the Firma Model by Jason Hobbs and Terence Fenn has been applied to social design challenges, it's use in education, for the self reflection of the designer and as a basis for a taxonomy of design tools and techniques. Presented at the Spring UXSF in Tokyo, Japan 2015 hosted by Sociomedia.
The Application of the Firma Model
Discover how the Firma Model by Jason Hobbs and Terence Fenn has been applied to social design challenges, it's use in education, for the self reflection of the designer and as a basis for a taxonomy of design tools and techniques. Presented at the Spring UXSF in Tokyo, Japan 2015 hosted by Sociomedia.
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Pomo revision (before exam)
Postmodern media texts employ several defining features that blur traditional boundaries between reality and representation. These include hybridization, intertextuality, self-reflexivity, manipulation of time and space through nonlinear narratives, and an emphasis on dystopian themes and flattened affect. Key postmodern theorists like Baudrillard, Foucault, and Lyotard explored related concepts of hyperreality, panopticism, and the critique of grand narratives. While postmodern media challenge conventional understandings of genre, narrative and the audience experience, some critics argue that postmodernism is not a useful framework or that all contemporary media cannot be defined as postmodern.
A2 Media Studies Genre
This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
L10 media in the online age
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Pomo revision (before exam)
This document provides information on postmodern features and theories relevant to media studies. It lists various postmodern characteristics such as hybridization, intertextuality, voyeurism, and nostalgia. It also outlines key postmodern theorists like Baudrillard, Foucault, Lyotard, and Jameson and their ideas about hyperreality, panopticism, the rejection of grand narratives, and the lack of original ideas. The document also provides sample exam questions on defining postmodern media and analyzing how postmodern texts challenge traditional concepts of representation, genre, and the relationship between text and audience. It lists recommended case studies and media to analyze, such as reality TV, video games, and advertising.
Exam lessons 3 (audiences) Section A A2 Media Exam
The document discusses media audience theory, focusing on concepts like the hypodermic needle model, uses and gratifications theory, and reception theory. It provides details on each concept, including critiques of the hypodermic needle model which sees audiences as passive, and examples of how uses and gratifications theory and reception theory see audiences as more active in making meaning. It also discusses audience segmentation models and provides quotes related to understanding audiences and conducting audience research.
From Ink to Pixels: Looking for Viable Business Models for Digital Media
The presentation of a qualitative research proposal. The goal here is to study innovation process in the digital newsrooms from the perspective of the media business models.
Audiencetheory 111009080628-phpapp02
This document provides an overview of audience theory, including key theorists and concepts. It discusses primary, secondary and tertiary media; passive and active audiences; and effects versus uses and gratifications models. Key theorists mentioned include Katz & Bulmer, Morley, Hall, Ang, and Katz & Lazerfield. Central concepts covered include encoding/decoding, cultivation analysis, situated culture, and moral panics. The document also references studies by Morley, Ang, and Buckingham and evaluates whether older audience models still apply given changes in media forms and technologies.
New Perspectives on Social Media: Putting Our ‘Known Unknowns’ on the Map
This document discusses new approaches to researching social media at scale using data mining and network analysis techniques. It notes that while traditional qualitative and small-scale quantitative research on social media provides insights, there is a need to study phenomena like communities and user behaviors over large populations and extended timeframes. The document outlines tools like crawlers, scrapers, and network/text analyzers that can access and analyze massive amounts of publicly available social media data. It provides examples of how such techniques could shed light on dynamics in domains like blogs, music listening, and Wikipedia editing. The document calls for more interdisciplinary work at the intersection of cultural studies, computer science, and research technologies to fully realize the potential of these new approaches.
Wrap Up EBU Big Data and Society conference at RTBF - Day 2 (13 december 2016)
This is the wrap up of the first day of the EBU Big Data and Society conference that was held at RTBF on 12 and 13 december 2016.
This presentations sumps up the takeaways of the presentation by Jean-Paul Philippot, Prof. Wehenkel, Steven Bourke, Prof. Malthouse, PN Schwab, Evan Estola
Theories and Application for G325 Media
Ideas on how to structure answers and apply media theories to the G325 exam section 1 - following the Music coursework brief.
Welcome to media studies!
This document appears to be notes from a media studies class. It includes statistics on student performance in the subject across various years, descriptions of class projects analyzing films and creating documentaries, information on guest speakers from the film industry, and notes planning a short horror film exercise for students to complete in groups. The document provides an overview of the media studies curriculum, projects assigned, guest involvement, and resources available to students.
Film production
The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
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This document provides information about an exam on Critical Perspectives in Media, including details about the postmodernism section. It covers the title, length, requirements and marking of the exam. For the postmodernism part, it lists various media platforms and theories that must be studied, such as video games, cinema and audience theories. It also provides sample exam questions focusing on definitions of postmodernism, how postmodern media challenges traditional concepts, and debates around whether postmodernism is a useful theory. Students are instructed to prepare for an exam question relating to prompts about their chosen contemporary media issue.
Fh wien workshop first day slides
Slides from workshop with masters students in journalism at Fh-Wien University, Vienna, Austria, January 23-24, 2015
Session 1 innovation and its global impact on economy
Anne Casati is an affiliate professor at Grenoble Ecole de Management who focuses on innovation management, organizational change, and entrepreneurship. She is the founder and owner of Ressource-Conseil, a firm that provides strategic management consulting. This session will cover interactions between science, technology, markets, and organizations in shaping innovation programs and strategies. Students will learn how to analyze market and technology dynamics, incorporate innovation into strategic planning, and promote innovation within organizations. The course will use experiential learning methods like simulations and personality assessments.
Audiencetheory
This document provides information on various audience theory concepts for a class. It includes summaries of key audience theories such as uses and gratifications theory from the 1970s, which proposes that audiences use media to fulfill needs like diversion, social interaction, identity, and surveillance. It also discusses Stuart Hall's encoding/decoding concept from the 1970s where meanings are encoded in media texts and decoded by audiences based on their background. The document suggests these older theories may need updating given changes in modern media technologies and formats.
A2 audience gr
Audience theory examines how audiences interpret and make meaning from media messages. Early theories proposed passive audiences that absorbed messages uncritically (hypodermic needle theory), but reception theory argues audiences actively make sense of media based on their social position. Uses and gratifications theory sees audiences using media to fulfill needs like entertainment, information, and social connection. New media like social networks give audiences more power to create and share content, challenging traditional models of passive audiences.
G325 final revision exam tips 2017 - 1a, 1b, Online Age
a mash up of ideas, notes and resources to help my lovely but disorganised bunch of A2 Media Studies students. bits borrowed from here and there - use how you wish.
L4A&1
This document discusses various theories about how audiences interact with and make meaning from media, including:
- The hypodermic needle model which sees audiences as passive receivers of media messages.
- Two-step flow theory which proposes people discuss media with opinion leaders before accepting messages.
- Uses and gratifications theory which views audiences as active in choosing media to fulfill needs.
It also covers technological convergence and how this has changed audience consumption habits, making them more interactive in both consuming and creating media content. The effects of representing groups in media and how this relates to ideology are examined.
The Application of the Firma Model
Discover how the Firma Model by Jason Hobbs and Terence Fenn has been applied to social design challenges, it's use in education, for the self reflection of the designer and as a basis for a taxonomy of design tools and techniques. Presented at the Spring UXSF in Tokyo, Japan 2015 hosted by Sociomedia.
The Application of the Firma Model
Discover how the Firma Model by Jason Hobbs and Terence Fenn has been applied to social design challenges, it's use in education, for the self reflection of the designer and as a basis for a taxonomy of design tools and techniques. Presented at the Spring UXSF in Tokyo, Japan 2015 hosted by Sociomedia.
Thesis Proposal: Understanding Audience Engagement Transmedia
A quick little upload that outlines why I'm doing a thesis in transmedia storytelling. I've just handed it in but I thought I would put this up for anyone who was interested.
Pomo revision (before exam)
Postmodern media texts employ several defining features that blur traditional boundaries between reality and representation. These include hybridization, intertextuality, self-reflexivity, manipulation of time and space through nonlinear narratives, and an emphasis on dystopian themes and flattened affect. Key postmodern theorists like Baudrillard, Foucault, and Lyotard explored related concepts of hyperreality, panopticism, and the critique of grand narratives. While postmodern media challenge conventional understandings of genre, narrative and the audience experience, some critics argue that postmodernism is not a useful framework or that all contemporary media cannot be defined as postmodern.
A2 Media Studies Genre
This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
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This document discusses media in the online age and how individuals use the internet. It begins by establishing the aims of examining the history and development of the internet, new theoretical concepts about its popularity and accessibility, and where it may be heading in the future. Several key theories are introduced that discuss the shifting nature of knowledge online, the rise of social media and user-generated content, and how traditional gatekeepers have adapted to new forms of online media distribution. Case studies and examples are provided for students to research how video and content sharing online has changed entertainment experiences. The document aims to prepare students to answer exam questions by highlighting the important concepts, theories, and terminology they should reference.
Pomo revision (before exam)
This document provides information on postmodern features and theories relevant to media studies. It lists various postmodern characteristics such as hybridization, intertextuality, voyeurism, and nostalgia. It also outlines key postmodern theorists like Baudrillard, Foucault, Lyotard, and Jameson and their ideas about hyperreality, panopticism, the rejection of grand narratives, and the lack of original ideas. The document also provides sample exam questions on defining postmodern media and analyzing how postmodern texts challenge traditional concepts of representation, genre, and the relationship between text and audience. It lists recommended case studies and media to analyze, such as reality TV, video games, and advertising.
Exam lessons 3 (audiences) Section A A2 Media Exam
The document discusses media audience theory, focusing on concepts like the hypodermic needle model, uses and gratifications theory, and reception theory. It provides details on each concept, including critiques of the hypodermic needle model which sees audiences as passive, and examples of how uses and gratifications theory and reception theory see audiences as more active in making meaning. It also discusses audience segmentation models and provides quotes related to understanding audiences and conducting audience research.
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The presentation of a qualitative research proposal. The goal here is to study innovation process in the digital newsrooms from the perspective of the media business models.
Audiencetheory 111009080628-phpapp02
This document provides an overview of audience theory, including key theorists and concepts. It discusses primary, secondary and tertiary media; passive and active audiences; and effects versus uses and gratifications models. Key theorists mentioned include Katz & Bulmer, Morley, Hall, Ang, and Katz & Lazerfield. Central concepts covered include encoding/decoding, cultivation analysis, situated culture, and moral panics. The document also references studies by Morley, Ang, and Buckingham and evaluates whether older audience models still apply given changes in media forms and technologies.
New Perspectives on Social Media: Putting Our ‘Known Unknowns’ on the Map
This document discusses new approaches to researching social media at scale using data mining and network analysis techniques. It notes that while traditional qualitative and small-scale quantitative research on social media provides insights, there is a need to study phenomena like communities and user behaviors over large populations and extended timeframes. The document outlines tools like crawlers, scrapers, and network/text analyzers that can access and analyze massive amounts of publicly available social media data. It provides examples of how such techniques could shed light on dynamics in domains like blogs, music listening, and Wikipedia editing. The document calls for more interdisciplinary work at the intersection of cultural studies, computer science, and research technologies to fully realize the potential of these new approaches.
Wrap Up EBU Big Data and Society conference at RTBF - Day 2 (13 december 2016)
This is the wrap up of the first day of the EBU Big Data and Society conference that was held at RTBF on 12 and 13 december 2016.
This presentations sumps up the takeaways of the presentation by Jean-Paul Philippot, Prof. Wehenkel, Steven Bourke, Prof. Malthouse, PN Schwab, Evan Estola
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Welcome to media studies!
This document appears to be notes from a media studies class. It includes statistics on student performance in the subject across various years, descriptions of class projects analyzing films and creating documentaries, information on guest speakers from the film industry, and notes planning a short horror film exercise for students to complete in groups. The document provides an overview of the media studies curriculum, projects assigned, guest involvement, and resources available to students.
Film production
The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
Gender
The document discusses gender stereotypes and representation in media. It asks how different genders are portrayed in terms of their appearance, behavior, speech, dress, jobs, relationships, and other attributes. It notes that these portrayals may differ by age, region, sexuality, race, personality, and other factors. The document then categorizes people by gender and provides a template for analyzing clips in terms of stereotypes and how characters are represented. Students will be asked to compare portrayals of males, females, and trans individuals both within and across gender categories.
Postmodernism refresher
This document outlines an activity to teach students about postmodernism. It introduces some key terms related to postmodernism like pastiche, parody, hybridity, and intertextuality. Students are split into groups and given media texts to analyze in terms of these concepts, explaining how each text demonstrates postmodern qualities. The goal is for students to identify these postmodern elements in both existing and original media examples. They compete for points by accurately categorizing texts and developing their own case studies. At the end, a winner is announced based on the group with the most points.
Section b intro to exam topics
The document provides information to help study for an exam on the film industry. It discusses the key stages in the life cycle of a film from funding through production, marketing, distribution, consumption including exhibition and exchange. It also outlines the main topics to be covered: media ownership, synergy/convergence, audiences, digital technology, hardware, and technological convergence. Examples of case studies and recent films are mentioned to illustrate the concepts. Constant revision of the material is emphasized in order to remember all the necessary information for the exam.
Notes & paragraphs
The document provides guidance on how to take effective notes and write paragraphs for the AS media exam. It recommends two note-taking options - structuring notes by the beginning, middle and end of a clip, or noting each key term and the related evidence. For paragraphs, it outlines the PEAL structure - having a Point, Evidence, Analysis, and Link for each paragraph. It emphasizes using analytical verbs for analysis and comparing representations where possible to achieve higher marks.
Improving your blog
This document provides guidance on improving a blog by reviewing comments, completing missing tasks, and maintaining the blog independently. It highlights areas the blog will be marked on, such as titles, completion, order, time management, presentation, and communication. Good practices are noted but not described, while poor practices are listed but also not explained. Students are instructed to upload assessment records and missing content, as well as fix text presentation issues.
Focault
The document discusses applying Michel Foucault's theories on surveillance and the panopticon to various media texts. Foucault argued that constant surveillance changes how people present themselves and act, as viewers have power over those being watched. Reality television and social media allow audiences to observe and control how others present themselves. Students analyzed how shows like Big Brother and profiles on Facebook reflect concepts of voyeurism and panoptical control from Foucault's perspective. They were assigned to write an essay comparing selected media texts using Foucault's surveillance theories.
Media key terms sound new
This document defines and provides examples of key terms related to sound in media. It discusses concepts like diegetic and non-diegetic sound, the soundscape, score, dialogue, ambient sound, sound bridges, sound effects, Foley, synchronous and asynchronous sound, incidental music, and sound motifs. Examples are provided for many terms, typically linking to YouTube videos that illustrate the term. The document concludes by asking the reader to categorize their understanding of the terms into green, amber, and red for focused revision in preparation for a test on the topics.
Pomo lesson 2 modernism & technologies
This document provides an overview of key concepts related to modernism and postmodernism. It discusses how modernism emerged from the late 19th century with industrialization, capitalism, and secularization. Technologies like the automobile and telephone altered perceptions of time and space. Theories like Taylorism and Fordism aimed to increase efficiency and productivity through specialization and assembly lines. However, events like the World Wars and economic crashes eroded trust in rationalism and science, contributing to postmodernism's emphasis on style over substance and skepticism of grand narratives. Students are assigned to complete a chart comparing modern and postmodern traits, and create mind maps analyzing specific modernist and postmodernist works in their historical contexts.
Media key terms editing
This document defines key terms related to editing in media. It discusses various continuity editing techniques like the 180 degree rule, match cuts, shot reverse shot, eye line matches, and cross cutting. It also covers other editing concepts like pace, time manipulation, transitions, and special effects. The goal of continuity editing is to make scenes look continuous and smooth for the audience.
Media key terms mise en scene
This document defines and provides examples of key cinematography and mise-en-scene terms. It discusses mise-en-scene as referring to everything that appears before the camera, including lighting, setting, color, characters' body language, facial expressions, gestures, costumes, props, and representations. It also covers the different types of lighting like key lighting, fill lighting, and high/low key lighting. Color symbolism and how lighting determines mood are also addressed. The document provides homework to review and learn these important media terms.
Assignment 3 planning of sweded trailer
The document provides guidance for students planning their Sweded trailer assignment. It outlines the key elements they must include in their planning: a storyboard, script, props, costumes, actors, and locations. Students must choose whether to collaborate together on all aspects or divide tasks among group members. Templates and examples are provided for the storyboard and script. Criteria for assessing the quality of each element at different levels are also included.
Cam samc assignment 2
This document provides instructions for an assignment on key camera techniques for students in a media class. It includes a quiz on camera shots, angles, movement, and composition. For homework, students must work in groups to take photos that demonstrate these techniques and create a PowerPoint presentation with annotations explaining each technique. Examples of layout for the presentation are provided. Students will be assessed on their understanding, photo quality, presentation skills, and group contribution.
Genre subgenre hybrid
The document discusses film genres, subgenres, and hybrids. It defines genres as categories that films can be grouped into, and provides examples of common genres like drama, comedy, and horror. Subgenres are more specific categories that combine two main genres, such as romantic comedies. Hybrids combine three or more genres. The document emphasizes identifying conventions for each genre and subgenre. Students will complete a genre exploration assignment demonstrating their understanding of genres, subgenres, conventions, and providing film examples.
Sample presentation
This document appears to be about a sample presentation. While no other details are provided in the document itself, it seems to be providing an example of what a presentation might look like or include. Further context would be needed to understand the purpose or content of the sample presentation described.
Lesson 1 exam section a intro
This document provides information about Section A of the G322 exam, which focuses on analyzing techniques used in television dramas. It defines key terms like text, analysis, and representation. It describes the objectives of Section A as understanding how technical elements like camera work, mise-en-scene, editing, and sound are used to create meaning and represent social groups. Candidates will analyze an unseen TV drama clip using these techniques and terms. The document also lists different types of TV dramas and resources for further studying them.
Introduction presentation
This document contains assessment results for AS and A2 media students from 2011-2014. It shows that for AS level, the percentage of students receiving A-E, A-C and A-B grades fluctuated over the years but remained high overall, with 100% receiving A-E in 2013-2014. Similarly for A2 level, the percentage of top grades varied year-to-year yet stayed high, with 100% of students receiving A-E in 2012-2013. The document also outlines the assessment structure for the course, which includes exam sections on TV drama and the film industry, a coursework film opening sequence, and research, construction and evaluation components.
Postmodernism lesson 1
Postmodernism lesson 1 introduces some of the basic ideas and concepts of postmodernism. It discusses the origins and key themes of postmodernism, including its skepticism of grand narratives and emphasis on individual experimentation. The document outlines some previous artistic and cultural movements like modernism to provide context. It also examines some key postmodern features such as pastiche, parody, intertextuality, and self-reflexivity. Students are assigned a task to create a presentation on a postmodern text that demonstrates at least two of these concepts.
Photoshop task
This document provides an overview of the Photoshop software and basic photo editing tips. It explains that Photoshop is a pixel-based program best suited for editing high resolution photos with good lighting. The document recommends saving files as JPEG or TIFF formats. It also cautions that Photoshop has limits and cannot fix extremely underexposed or poor quality photos. Lastly, it lists some basic Photoshop tools and other photo editing software alternatives like iPhoto, PicMonkey, and many iPad apps.
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Pomo presentation additions
- 2. Range of Terms • How many do you have? • Explanation of them? • Evidence of them?
- 3. Context • Think of the current time period……… – Current media landscape – Current politics – Current economics – Current social landscape • Considering, the current world WHY was it created? What is it’s purpose?
- 4. How was it made • Technologies? • Style? • How does this relate to context?
- 5. Comparison to similar products • What are similar and different products that are in same time period? • Name 2-3 similar products – are they better/worse? • Name 2-3 different products – are they better/worse?
- 6. Theory/theorists • • • • • • Baudrillard Lyotard Jameson Gauntlett Focault Barthes • (note really required as we haven't covered this yet….)
- 7. Audience & audience theory • Mass vs niche • Hyperdermic needle theory (effects model) = passive audiences • Pluralist model = active audience • Consumers • Producers • Prosumers (link to web 2.0/technological convergence) • McQuail – Uses & Gratifications
- 8. Debates (for / against) • Is the text a good thing? Helpful for society? Helpful for people? Why? • Consider the opposite…..
- 9. Comparison to historical time periods • How was the world a different place in comparison to the world the text was produced in?
- 10. Comparison to historical products • How does the product compare to other products that were in previous time periods?
- 11. The future • • • • How does the product link to the future? Impact on future? Advantages on future? Disadvantages on future?
- 12. Checklist • • • • • • • • • • Range of terms Context How was it made? Comparison to similar products Theory/theorists Audience and audience theory Debates for and against Comparison to historical time periods Comparison to historical products Future