Practical Activity - The Big Issue

In this assessment you must be able to evidence your knowledge and understanding of the key concepts studied this term.  You must be able to apply these to this practical exercise.

Key concepts:

• Denotation/connotation.
• Camera shot, angle and movement.
• Genre: codes and conventions.
• Representation: stereotyping.
• Audience appeal.
• Intertextuality.

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THE OVERALL TASK

Create a front page for a new magazine.

Contexts to be used in your front page: 

• Harry and Meghan's Royal Wedding (£10million - Windsor [The Royal Family] paid for it).

AND

• The Grenfell Tower disaster (there's still people who haven't been relocated properly).

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BLOG POST STRUCTURE.

Stage ONE:

1. Create a new blog post.
2. Title it: Practical Assessment HT2.
3. The task: Copy and paste the information in blue at the top of this post in your newly created blog post.
4. Key Info: Add key information about the two events (contexts).
5. Identify the ISSUE you are going to use: e.g. The Royal Family not helping the victims of the Grenfell tower financially... or The Royal Family being 'invisible' during national disasters... etc.
6. What is your Target Audience of your new magazine? Please be specific as this should link to how you apply intertextuality and they type of images you'd use.  Your audience must be categorised using the same categories we studied (age, gender, socio-economic status [A, b, C1, etc]).

1. Intertextuality: What would you use for this? Remember that it can be in the form of text... not just images, and suitable for target audience.
2. Search for suitable images for your front page... select up to 6 potential images you'd use and paste them in your blog post.
3. Write your text: choose suitable typography and colour.  To evidence this you must create a sample... choose your cover line, type it up using 6 different fonts, sizes and colours and make a decision as to which style you'd use.
4. Create your magazine front page.  If Photoshop doesn't work then you can sketch it and/or use another programme online/in the computer (powerpoint or canva).
5. Copy and paste this front page to your blog post.

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Stage TWO:

Feedback - Record feedback from peers in terms of:

• How did the front page represent the chosen issue?
• How suitable are the chosen images in terms of representing the chosen issue?
• What are the key representations included in the magazine front cover? In other words, how are people and events represented?
• Are your peers able to identify the target audience for the new magazine?
• Is intertextuality used effectively?
• Any improvements?

This feedback should be recorded using some form of technology... you could gain verbal feedback (use a sound recording device), via a survey (surveymonkey.com or google forms), making a youtube-style video, etc!

End of assignment.

How to use Adobe Premiere to edit your short movie

Lesson Objective:

K: The basics of video editing.
U: How editing creates meaning.
BAT: Edit a short video piece to create desired meaning.
CO: Use media terminology throughout your verbal and written communication.

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TASK 1 - BECOME FAMILIAR WITH THE BASICS OF EDITING... Terminology.

Create a padlet/popplet/Conqr explaining the following terminology:

1. What do we mean by editing?
2. What do we mean by footage?
3. What do we mean by transitions? Give 3 examples.
4. What do we mean by audio?
5. What do we mean by audio effect? Give 2 examples.
6. What do we mean by Edit Decision List?
7. Give 3 examples of how editing can create meaning in a scene? 

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TASK 2 - EDIT YOUR SHORT FILM... Practical.

This MUST be done INDIVIDUALLY.  You can help each other but the editing MUST BE YOUR OWN VERSION.

We use Adobe Premiere to edit videos.

Please click here to watch a selection of video tutorials that show you how to use the basics of the programme.

STEPS TO UNDERTAKE FIRST:
1. Create a new folder on the Desktop and name it "The name of your short film".
2. Create 2 subfolders, one called "Videos" and another one called "Audio - music and Sound FX".
3. Download/transfer your video footage/clips onto the computer and place them in the right subfolder.
4. Download your music/sound effects onto your computer and place them in the relevant subfolder.
5. Watch the video tutorials on this link and follow the instructions on how to use the programme.
6. Have you created an Edit Decision List? Do you need one?




ABOUT YOUR PROJECT:

• What is it about? (beginning, middle and end).
• How do you intend to edit the narrative? Linear or non-linear way?
• What is the overall message of your project?
• Give up to 3 examples of how you intend to create meaning in your film via editing?
• What transition would you use the most in your film?
• What kind of overall music would you use? Why?
• What media theory are you applying in your film?
• What is the most prominent representation in your story? Choose one of the characters and describe how you're creating this representation? Is it via mise-en-scene? Is it via camera shots? Is it via sound?

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TASK 3 - FEEDBACK

Throughout the editing of your film, get peer feedback that highlights:

• How have you created effective representation of people/places/events?
• How have you used intertextuality effectively?
• What editing techniques are you using to create moods/emotions?

Lesson 3 - Camera Movements

Learning Objectives:

• K: Terminology for camera movement.
• U: How camera movements create meaning and how they can be linked to genre.
• BAT: Create a quizlet to evidence your knowledge of camera movements and how they create meaning and how they are used.  How can they relates to genre.
• CO: To use Media language throughout your verbal and written communication.
• LP5: Camera Movement article one - click here.

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Task ONE: Undertake the socrative test as directed by your teacher - ROOM NAME: HACHMEDIA


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Task TWO: Look at the camera movements section of the terminology and become familiar with what they look like and why they are used -click here.  

• What do they look like?
• Re-create these shots using your phone - all of the ones from the article and the blog post in this task.

THE TWIST

You need to work either in pairs or small groups for this... in order to evidence what you've learnt so far, in theory and in practice, you need to come up with a short storyline (short film) and use a range of camera shots and movements in order to tell the story effectively...

Elements to think about:

- It must be a clear three-act short story (beginning, middle and end).

- No more than 3 minutes.

- Choose a theme... what is your story based around? What does it revolve around? Could it be based on something/event you read or heard about in the news? Could it be based on a "what if" situation?

- Think of your chosen camera shots and movements so you can create meaning effectively.

- Think of your chosen mise-en-scene (settings, locations, make up, hair, lighting, props, performance, costumes) so you are creating effective and relevant representations (stereotypes).

- You MUST apply a media theory studied so far in your story, together with relevant intertextuality.

Use one of the technologies to record your ideas for the stories, maybe you can use Padlet? Maybe you can use Popplet? Or maybe you just want to write it as a new blog post in your blog.


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Task THREE: TEST and PRACTICE a range of camera movements.
Use one of the technologies explored to create your own revision of the camera movements...  (Quizlet?)- You MUST USE your own footage for this.  


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TASK FOUR:  Embed your QUIZLET in your blog.

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Plenary:

• Why do you think it is important for film makers to use camera movements in their video texts?
• Can you link Camera movements to specific genres? Give two examples.

Lesson 2 - Media Language V Genre (Codes and Conventions)

Learning Objectives:

K: the areas of study referring to media language as directed by the OCR spec.
U: how media language affects genre.
BAT: demonstrate your understanding of how these areas are applied via a practical activity.
C.O: Use media terminology (both old and new) in your verbal and written communication).
LP5 (Wider reading): click on this link... The Power of The Media.

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Task 1 - Read the link for LP5 (The Power of The Media) and answer the following questions about it:

Click Here for survey.

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When studying Media Language we need to refer to the following areas of study:

• how the different modes (image, sound, speech and writing) and language (media language) associated with different media forms communicate multiple meanings.

• how the combination of elements of media language influence meaning.

• how developing technologies affect media language. 

• the codes and conventions of media forms and products, including the processes through which media language develops as genre.

• the dynamic and historically relative nature of genre.

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Task 2 - Join the nearpod lesson as directed by your teacher.


After going through the lesson, please answer the following questions in your blog post for today:

• Why do you think it's important for the media industry to follow typical conventions of any given genre?

• Why do you think some media products challenge genre conventions?

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Task 3 - Visual dictionary.

For this visual dictionary you need to evidence that you understand genre as a concept and the importance of following conventions... 

The KEY QUESTIONS to address are:

Introduction to Genre.

• What is genre?
• What do we mean by "codes and conventions"?
• Why does the media follow conventions? (Can you link this to audience response?)
• Why would a media product challenge conventions? Can you think of an example?

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Go on youtube and find 1 examples (1 clip) of 3 different genres (chosen by you). E.g. 

• Clip 1: A scene from a Horror Movie, TV series or Music Video.
• Clip 2: A scene from a Sci-Fi Movie, TV series or Music Video.
• Clip 3: A scene from a Action Movie, TV series or Music Video.

What technology will you use to make this? A youtube video? A sway? Prezi? A padlet - does the technology you chose accept video clips?

You may use this website to help you download the videos from youtube.

You may follow the following steps to make your dictionary:

1. Decide what technology you're going to use.
2. Check that the technology you chose can accept video clips.
3. Find a suitable way to embed this technology into your blog.
4. Choose 3 different genres.
5. Go on youtube and find suitable clips that link to your chosen genre.
6. Use the website from the link to help you download the videos.
7. Start using your chosen technology to create your visual dictionary.

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Here's an example I made earlier:

About your chosen clips.

• What genre is your chosen clip?
• What codes and conventions does your chosen clip follow that link to its genre?

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Lesson 1 - Using Technology in Media Vs Camera

Lesson Objectives:

K: The importance of using digital technology in your media studies course.
U: How to use "blogging" as your Media Book and revision booklet.
BAT: Use blogging and other technology to record information effectively.
CO: Use Media Terminology throughout verbal and written communication.
Wider Reading (LP5): Explore a series of educational media blogs to see examples of how other students use it - to be done at home.

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Approaches to your A Level media course:

• Use blogging as a way to deliver the content of the media course.
• Create and use your own blog as a "Media Book" - no paper.  Benefits?
• Use your own blog as a revision booklet - no paper.  Benefits?
• Use technology throughout your course... not just to create media products, but also as a way to study.
• Task driven learning - you will be given a number of tasks to complete during lesson to help embed the learning that takes place.  Benefits?

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Today is all about getting used to using technology and finding out how to use certain apps and websites to make your learning more effective.

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TASK 1


Explore some of these apps and technology and make a list of how you would use them and to what purpose (you can think of a scenario to use it in...???).

Here's a list of apps I would like you to explore this lesson.

THIS LIST WILL BE UPDATED REGULARLY.

• POPPLET
• PREZI
• TIMETOAST
• YOUTUBE VIDEOS
• EMAZE
• A LINK TO ANOTHER WEBSITE
• VOKI
• SURVEY MONKEY 
• PADLET
• PINTEREST
• MICROSOFT SWAY
• POWTOON
• CANVA

Your first task is to explore all of these apps and technology and make a list of how you would use them and to what purpose (Can you think of a scenario to use them in...???).

For example, you can copy and paste this list onto your first blog entry and then write their explanations next to them... just like this: 




If you have to 'create' accounts on these apps please make sure you create a free one!

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TASK 2 - MEDIA LANGUAGE - CAMERA.

Click here for media language terms - read them and become familiar with what they look like and the type of effect that they create.

Use one of the apps from above to create a visual dictionary... Here's an example below using padlet:

You need to take your own photographs (using your phone) to evidence that you know the types the shots but also to show that you can frame them.

Transfer all photos to your iMac using Showbie.

Create your padlet answering the following questions about your shots:

• What type of shot is it?
• Write the definition of the shot.

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PLENARY:

• What do you think are the benefits of using technology in your studies?

• Why is it important to study camera shots in media?
• Give 2 examples as to how camera shots can create or influence meaning.