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Grade 6-english-reading-reality-and-fantasy
This document provides a lesson plan to teach students to distinguish between reality and fantasy. It includes learning objectives, subject matter on the topic of reality versus fantasy using the story of St. Francis of Assisi as a reference. The procedure describes preparatory activities like showing pictures to motivate discussion on reality and fantasy. It then presents the story and has students discuss and analyze what parts are real versus fantasy through various discussion questions and activities. It concludes with an evaluation and assignment for students to further practice distinguishing reality from fantasy.
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The document analyzes Michael Jackson's 1991 music video for "Black or White" and discusses how it conveyed deeper messages about race in America at the time. It notes that the video was released during debates around the Civil Rights Act of 1991 and the Rodney King beating. While portraying a message of racial unity on the surface, an analysis of the lyrics and imagery suggests Jackson intended to pass commentary on ongoing social and political issues regarding race. Certain scenes and symbols, like the appearance of black panthers, represented resistance and empowerment for black communities. The video demonstrated that artistic works could communicate an artist's views on important social and political issues of the day.
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This document provides discussion questions about the films To Kill a Mockingbird (1962) and A Time to Kill (1996), both of which are lawyer films based on novels. Students are asked to compare the main protagonists Atticus Finch and Jake Brigance, other important characters, and key themes between the two films. They are also prompted to research the historical contexts of 1930s America during TKAM and 1960s America when it was filmed. Finally, students are given conventions of lawyer films and asked how each film fulfills or does not fulfill these conventions through slides and their own analysis.
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This section of the exam assesses students' ability to compare and contrast two American films from the same genre or dealing with a specific theme. Students must demonstrate knowledge of film as an audio-visual medium, understand how films communicate messages and contexts of production, and apply different critical approaches to analyzing narrative, style, and ideological messages. The question will require comparing and contrasting aspects of the two films' narratives in relation to their genres or themes, with one question focusing on narrative and the other on historical context. Issues of representation must be discussed.
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The document provides details for a proposed action film called "The Heist". It summarizes the genre as action and lists common elements like danger, revenge, and urban settings. It then describes the narrative structure with the beginning introducing two cops, the middle involving a terrorist plot they must stop, and the end resolving the plot and revealing corruption. It recommends Samuel L. Jackson and Will Smith as protagonists, Alan Rickman as the antagonist, and others for supporting roles. John McTiernan is proposed as director due to his experience. The film is pitched as comparable to "Bad Boys" and "Die Hard" but with its own twists. A 200-word pitch is provided that covers all elements.
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The document discusses elements that define film genres, including iconography, setting, characters, narrative, style, theme, and audience response. Iconography refers to recurring images that identify a genre, like machine guns in gangster films. Settings are also important, as genres are associated with distinct time periods and locations. Different genres feature characteristic hero and villain characters. Narrative refers to a genre's story structure and devices. Style considers camera work, lighting, color, and tone. Themes often involve binary oppositions. Audience response associates some genres with targeted demographics.
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Grade 6-english-reading-reality-and-fantasy
This document provides a lesson plan to teach students to distinguish between reality and fantasy. It includes learning objectives, subject matter on the topic of reality versus fantasy using the story of St. Francis of Assisi as a reference. The procedure describes preparatory activities like showing pictures to motivate discussion on reality and fantasy. It then presents the story and has students discuss and analyze what parts are real versus fantasy through various discussion questions and activities. It concludes with an evaluation and assignment for students to further practice distinguishing reality from fantasy.
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The document analyzes Michael Jackson's 1991 music video for "Black or White" and discusses how it conveyed deeper messages about race in America at the time. It notes that the video was released during debates around the Civil Rights Act of 1991 and the Rodney King beating. While portraying a message of racial unity on the surface, an analysis of the lyrics and imagery suggests Jackson intended to pass commentary on ongoing social and political issues regarding race. Certain scenes and symbols, like the appearance of black panthers, represented resistance and empowerment for black communities. The video demonstrated that artistic works could communicate an artist's views on important social and political issues of the day.
Michael Jackson - Black or White analysis
Michael Jackson's "Black or White" music video from 1991 was groundbreaking for its special effects and simultaneous global premiere across 28 countries reaching an audience of 500 million people. The video begins by transporting a white father through his suburban home and across the globe as Jackson dances with various ethnic groups, representing his message of unity across racial and cultural divides. While celebrating diversity, the video also deconstructs racial stereotypes by revealing the constructed nature of the multicultural scenes.
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Vladimir Propp studied hundreds of Russian folktales and identified common narrative structures and character types that appear across stories. He observed that narratives are shaped by specific character functions and actions, and identified 31 possible stages or "functions" that stories may include in a fixed sequence, such as a hero, villain, dispatcher, donor, and helper. Todorov also analyzed narrative structure and proposed stories begin with an equilibrium, experience a disruption, and conclude with the restoration of a new equilibrium.
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This document provides discussion questions about the films To Kill a Mockingbird (1962) and A Time to Kill (1996), both of which are lawyer films based on novels. Students are asked to compare the main protagonists Atticus Finch and Jake Brigance, other important characters, and key themes between the two films. They are also prompted to research the historical contexts of 1930s America during TKAM and 1960s America when it was filmed. Finally, students are given conventions of lawyer films and asked how each film fulfills or does not fulfill these conventions through slides and their own analysis.
1. Intro 2016 (FM2 (Section C)
This section of the exam assesses students' ability to compare and contrast two American films from the same genre or dealing with a specific theme. Students must demonstrate knowledge of film as an audio-visual medium, understand how films communicate messages and contexts of production, and apply different critical approaches to analyzing narrative, style, and ideological messages. The question will require comparing and contrasting aspects of the two films' narratives in relation to their genres or themes, with one question focusing on narrative and the other on historical context. Issues of representation must be discussed.
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The document provides details for a proposed action film called "The Heist". It summarizes the genre as action and lists common elements like danger, revenge, and urban settings. It then describes the narrative structure with the beginning introducing two cops, the middle involving a terrorist plot they must stop, and the end resolving the plot and revealing corruption. It recommends Samuel L. Jackson and Will Smith as protagonists, Alan Rickman as the antagonist, and others for supporting roles. John McTiernan is proposed as director due to his experience. The film is pitched as comparable to "Bad Boys" and "Die Hard" but with its own twists. A 200-word pitch is provided that covers all elements.
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The document discusses elements that define film genres, including iconography, setting, characters, narrative, style, theme, and audience response. Iconography refers to recurring images that identify a genre, like machine guns in gangster films. Settings are also important, as genres are associated with distinct time periods and locations. Different genres feature characteristic hero and villain characters. Narrative refers to a genre's story structure and devices. Style considers camera work, lighting, color, and tone. Themes often involve binary oppositions. Audience response associates some genres with targeted demographics.
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The document lists examples of binary opposites, including good vs evil, black vs white, peace vs war, democracy vs dictatorship, conqueror vs conquered, domestic vs foreign, young vs old, man vs nature, protagonist vs antagonist, motivated vs observer, empowered vs victim, man vs woman, strong vs weak, decisive vs indecisive, east vs west, humanity vs technology, and ignorance vs wisdom.
Unit 8 – assignment 1 task 2
The document discusses key concepts related to media ownership and distribution, including:
- Monopolies exist when a single firm dominates a market, allowing it to control prices. Oligopolies involve a small number of firms having significant influence over an industry.
- Vertical integration refers to one firm controlling different stages of production, while horizontal integration involves consolidation across different but related industries.
- Major media companies have grown into multinational conglomerates through horizontal and vertical integration, owning properties across film, television, publishing and more.
- Franchises allow original creative works to expand across multiple forms of media through licensing, while globalization and concerns over cultural imperialism reflect conglomerates' international reach
The Walt Disney Company
The Walt Disney Company is an American mass media and entertainment conglomerate founded in 1923 and headquartered in Burbank, California. It is the world's second largest media conglomerate in terms of revenue. The company's mission is to be a leading producer and provider of entertainment and information worldwide. Walt Disney Company is publicly owned by millions of shareholders and generates revenue through its assets and products. Robert Iger has served as CEO since 2005 and focuses on generating creative content, innovation, and expanding into new markets. The company has cross-media ownership of assets across film, television, music, publishing, and parks and resorts.
Unit 8 – assignment 1 task 2
The document discusses key concepts related to media ownership structures and distribution, including:
- Monopoly and oligopoly market structures, with examples of companies dominating certain markets.
- Vertical and horizontal integration, where companies consolidate operations across different parts of the production or distribution process, or across different types of media.
- Multi-national media conglomerates that own multiple companies across different media segments in a vertically integrated structure to control large portions of the entertainment industry.
- Franchises that expand original creative works across multiple forms of media through licensing agreements.
- The role of globalization and concerns about cultural imperialism as media ownership becomes concentrated worldwide.
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The document discusses the 1975 British film Pressure, which portrayed racial tensions in Britain during the 1970s and 1980s. It addressed issues like police harassment, racism in employment, and the experiences of second-generation black British youth. The film conveyed a sense of collective black identity through themes like its portrayal of food, fashion, language, and the urban environment. It presented a more militant perspective that differed from mainstream representations of black Britons at the time.
3. sapphire contextual research
Between 1948-1962:
- Large numbers of migrants from West Indies and Asia arrived in Britain to fill labor shortages.
- Racial tensions rose as attacks against black people occurred.
- Politicians and white Britons grew concerned about issues like housing shortages and job availability due to immigration.
- Laws were passed in 1962 that introduced immigration restrictions targeting non-white Commonwealth citizens, marking the beginning of explicitly racist immigration policies in Britain.
Pressure notes and screening questions
1) Racial tensions erupted across British cities in the 1970s and 1980s, as seen in events like the Brixton Riots.
2) Pressure was made to represent the experiences of black British youth coming of age during this time of social and political change.
3) Pressure represents examples of racism like police harassment and discrimination in the job market experienced by black British people.
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.
Exam lessons 3 (representation) - Section A A2 Media Exam
The document provides guidance on analyzing representations in media productions using the concept of representation and related theories. It discusses how representations construct versions of reality and ideology. It encourages focusing an analysis of a soap opera trailer on how gender, social groups and places are represented through media language tools and what ideological messages are communicated. Key theories discussed include those relating to cultural hegemony, stereotypes, feminism and the male gaze. The document suggests deconstructing the various production stages and choosing elements to focus on how representations were constructed and their intended effects.
G325 representation (Collective Identities)
The document defines representation as the mediated presentation of people, things, ideas, places, etc. by the media. It discusses how representation involves describing or depicting something to call it up in the mind. Representation is a constructed process that involves selection, organization, and focusing of content by the media to direct the audience's attention in a certain way. This process of mediation is how representations are formed to present a version of reality rather than reality itself.
1. Collective I.D. lessons
This document provides information about Section B of the G325: Critical Perspectives in Media examination. Section B focuses on contemporary media issues and will require candidates to answer one question from a choice of six topic areas. For each topic area, candidates must demonstrate understanding of the historical, contemporary, and future aspects as they relate to at least two media forms and include references to relevant media theories and critics. The document provides examples of topic areas such as representations of Black Britain, prompts questions for each area, and suggests texts and theorists candidates could draw from to demonstrate their knowledge in the exam.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
G325 Section A – past exam questions
This document contains past exam questions for the G325 Section A exam from 2010 to 2014. The questions generally ask students to describe and analyze how their media production skills, such as research, planning, use of technology, understanding of conventions and genres, developed over time through their coursework. Students are asked to refer to examples from their past productions and apply concepts like representation, narrative, audience and genre to one of their courseworks. The questions also ask students to evaluate how their skills contributed to creative decision making in their media productions.
Soap Opera Trailer Pitch
The document provides guidance for group pitches on developing a soap opera idea. It includes instructions to: 1) describe the soap opera by defining the genre and how the idea fits conventions; 2) create a mood board with a visual representation of ideas; and 3) provide a synopsis of a trailer with details of the narrative, type of trailer, locations, costumes, and how it references or subverts conventions. The group must also include a storyboard for a 30-60 second trailer with the appropriate number of shots, and a target audience profile with demographic and psychographic information about how the trailer will appeal to viewers.
Soap opera trailer conventions
Soap opera trailers typically feature brief snippets of multiple storylines in a dramatic manner while maintaining an abstract presentation style. They range in length from 30 seconds to 2 minutes on average but depend on the type of trailer. Key characters are identified quickly in relation to the featured storyline. Trailers usually have a voiceover with the title and broadcast date at the end. They tend to include non-diegetic music to set the tone and may use the show's jingle as a transition to the title screen. Shot timing and edits are short to avoid revealing too much of the storyline.
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This section of an exam paper assesses students' knowledge and understanding of film as an audio-visual form of creative expression and its contexts of production and reception. Students must demonstrate their ability to analyze and compare films in terms of narrative, genre, representation, themes and how films reflect the times in which they were produced. The question will require students to compare and contrast two American films from the same genre or dealing with a specific theme in relation to narrative, context and representation. Past exam questions have focused on key themes, genre conventions, contextual knowledge and place.
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The document discusses key concepts related to the film industry, including production, distribution, marketing, and exhibition. It provides examples of different types of film production models, from large Hollywood studio productions to independent films. It also defines important terms like cross-media convergence, synergy, technological convergence, and new media technologies. The document appears to be teaching materials that provide background information on the film industry and media institutions for an exam.
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The document provides instructions for students to create and pitch music video concepts for their bands or artists over the coming weeks. Students must include in their pitches details about the band, a mood board, synopsis of the video including locations and costumes, a storyboard, animatic, explanation of how they used or subverted Goodwin's elements, and why their concept will appeal to the target audience. Students will receive feedback and must adapt their ideas, recording their progress in an ongoing journal on their blog.
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Examples of binay opposites
The document lists examples of binary opposites, including good vs evil, black vs white, peace vs war, democracy vs dictatorship, conqueror vs conquered, domestic vs foreign, young vs old, man vs nature, protagonist vs antagonist, motivated vs observer, empowered vs victim, man vs woman, strong vs weak, decisive vs indecisive, east vs west, humanity vs technology, and ignorance vs wisdom.
Unit 8 – assignment 1 task 2
The document discusses key concepts related to media ownership and distribution, including:
- Monopolies exist when a single firm dominates a market, allowing it to control prices. Oligopolies involve a small number of firms having significant influence over an industry.
- Vertical integration refers to one firm controlling different stages of production, while horizontal integration involves consolidation across different but related industries.
- Major media companies have grown into multinational conglomerates through horizontal and vertical integration, owning properties across film, television, publishing and more.
- Franchises allow original creative works to expand across multiple forms of media through licensing, while globalization and concerns over cultural imperialism reflect conglomerates' international reach
The Walt Disney Company
The Walt Disney Company is an American mass media and entertainment conglomerate founded in 1923 and headquartered in Burbank, California. It is the world's second largest media conglomerate in terms of revenue. The company's mission is to be a leading producer and provider of entertainment and information worldwide. Walt Disney Company is publicly owned by millions of shareholders and generates revenue through its assets and products. Robert Iger has served as CEO since 2005 and focuses on generating creative content, innovation, and expanding into new markets. The company has cross-media ownership of assets across film, television, music, publishing, and parks and resorts.
Unit 8 – assignment 1 task 2
The document discusses key concepts related to media ownership structures and distribution, including:
- Monopoly and oligopoly market structures, with examples of companies dominating certain markets.
- Vertical and horizontal integration, where companies consolidate operations across different parts of the production or distribution process, or across different types of media.
- Multi-national media conglomerates that own multiple companies across different media segments in a vertically integrated structure to control large portions of the entertainment industry.
- Franchises that expand original creative works across multiple forms of media through licensing agreements.
- The role of globalization and concerns about cultural imperialism as media ownership becomes concentrated worldwide.
Pressure - Contextual
The document discusses the 1975 British film Pressure, which portrayed racial tensions in Britain during the 1970s and 1980s. It addressed issues like police harassment, racism in employment, and the experiences of second-generation black British youth. The film conveyed a sense of collective black identity through themes like its portrayal of food, fashion, language, and the urban environment. It presented a more militant perspective that differed from mainstream representations of black Britons at the time.
3. sapphire contextual research
Between 1948-1962:
- Large numbers of migrants from West Indies and Asia arrived in Britain to fill labor shortages.
- Racial tensions rose as attacks against black people occurred.
- Politicians and white Britons grew concerned about issues like housing shortages and job availability due to immigration.
- Laws were passed in 1962 that introduced immigration restrictions targeting non-white Commonwealth citizens, marking the beginning of explicitly racist immigration policies in Britain.
Pressure notes and screening questions
1) Racial tensions erupted across British cities in the 1970s and 1980s, as seen in events like the Brixton Riots.
2) Pressure was made to represent the experiences of black British youth coming of age during this time of social and political change.
3) Pressure represents examples of racism like police harassment and discrimination in the job market experienced by black British people.
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.
Exam lessons 3 (representation) - Section A A2 Media Exam
The document provides guidance on analyzing representations in media productions using the concept of representation and related theories. It discusses how representations construct versions of reality and ideology. It encourages focusing an analysis of a soap opera trailer on how gender, social groups and places are represented through media language tools and what ideological messages are communicated. Key theories discussed include those relating to cultural hegemony, stereotypes, feminism and the male gaze. The document suggests deconstructing the various production stages and choosing elements to focus on how representations were constructed and their intended effects.
G325 representation (Collective Identities)
The document defines representation as the mediated presentation of people, things, ideas, places, etc. by the media. It discusses how representation involves describing or depicting something to call it up in the mind. Representation is a constructed process that involves selection, organization, and focusing of content by the media to direct the audience's attention in a certain way. This process of mediation is how representations are formed to present a version of reality rather than reality itself.
1. Collective I.D. lessons
This document provides information about Section B of the G325: Critical Perspectives in Media examination. Section B focuses on contemporary media issues and will require candidates to answer one question from a choice of six topic areas. For each topic area, candidates must demonstrate understanding of the historical, contemporary, and future aspects as they relate to at least two media forms and include references to relevant media theories and critics. The document provides examples of topic areas such as representations of Black Britain, prompts questions for each area, and suggests texts and theorists candidates could draw from to demonstrate their knowledge in the exam.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
G325 Section A – past exam questions
This document contains past exam questions for the G325 Section A exam from 2010 to 2014. The questions generally ask students to describe and analyze how their media production skills, such as research, planning, use of technology, understanding of conventions and genres, developed over time through their coursework. Students are asked to refer to examples from their past productions and apply concepts like representation, narrative, audience and genre to one of their courseworks. The questions also ask students to evaluate how their skills contributed to creative decision making in their media productions.
Soap Opera Trailer Pitch
The document provides guidance for group pitches on developing a soap opera idea. It includes instructions to: 1) describe the soap opera by defining the genre and how the idea fits conventions; 2) create a mood board with a visual representation of ideas; and 3) provide a synopsis of a trailer with details of the narrative, type of trailer, locations, costumes, and how it references or subverts conventions. The group must also include a storyboard for a 30-60 second trailer with the appropriate number of shots, and a target audience profile with demographic and psychographic information about how the trailer will appeal to viewers.
Soap opera trailer conventions
Soap opera trailers typically feature brief snippets of multiple storylines in a dramatic manner while maintaining an abstract presentation style. They range in length from 30 seconds to 2 minutes on average but depend on the type of trailer. Key characters are identified quickly in relation to the featured storyline. Trailers usually have a voiceover with the title and broadcast date at the end. They tend to include non-diegetic music to set the tone and may use the show's jingle as a transition to the title screen. Shot timing and edits are short to avoid revealing too much of the storyline.
Submarine - Audiences and Institutions
This document provides production details and box office figures for the 2010 British film Submarine. It was directed by Richard Ayoade and produced by Warp Films with a budget of £1.2 million. Through collaboration between several production companies and distribution by The Weinstein Company in the US and Optimum Releasing in the UK, the film was able to reach a wider audience and earned £2.03 million at the box office.
The Dark Knight Marketing
The Dark Knight was produced by Warner Brothers and Legendary Pictures with a budget of $185 million. Christopher Nolan returned as director, working with writers Jonathan and Christopher Nolan. Filming took place in several locations from March to July 2007. Warner Brothers implemented an elaborate viral marketing campaign utilizing websites and real-world activities to generate hype and interest among fans leading up to the film's release.
Setion C: US Film Intro
This section of an exam paper assesses students' knowledge and understanding of film as an audio-visual form of creative expression and its contexts of production and reception. Students must demonstrate their ability to analyze and compare films in terms of narrative, genre, representation, themes and how films reflect the times in which they were produced. The question will require students to compare and contrast two American films from the same genre or dealing with a specific theme in relation to narrative, context and representation. Past exam questions have focused on key themes, genre conventions, contextual knowledge and place.
Intro to case studies
The document discusses key concepts related to the film industry, including production, distribution, marketing, and exhibition. It provides examples of different types of film production models, from large Hollywood studio productions to independent films. It also defines important terms like cross-media convergence, synergy, technological convergence, and new media technologies. The document appears to be teaching materials that provide background information on the film industry and media institutions for an exam.
Group pitches
The document provides instructions for students to create and pitch music video concepts for their bands or artists over the coming weeks. Students must include in their pitches details about the band, a mood board, synopsis of the video including locations and costumes, a storyboard, animatic, explanation of how they used or subverted Goodwin's elements, and why their concept will appeal to the target audience. Students will receive feedback and must adapt their ideas, recording their progress in an ongoing journal on their blog.
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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