Practical Assessment HT2

Practical assessment HT2 - After consultation with OCR.

After consultation with OCR...

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.
• Contexts.
• Intertextuality.

Grenfell costs for damage - 6.3M

Windsor wedding - 10m

Prince William meets firefighters  for pride of Britain(Harry nowhere to be seen)

A total of 65 people were rescued from the building by firefighters.

71 people died
Prince Harry and Meghan Markle have announced their engagement and are to be wed next year.

Our focus is the Royal Family not helping the victims of the Grenfell tower financially.

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]).

Our Target audience is 35-40 year olds (white women) within the C2 category, due to them being affected by factors such as housing tax as were those involved in the saddening event earlier this year, who are now left without permanent housing. 

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.
With reference to lyrics from a musical group named ABBA who were relevant in the 1970's ('The Winner Takes All'), it will apply to the current topic at hand, Windsor will always be the winners who're happy to take it all but not give back to a country who respect them; putting money into their landmarks and culture. 
Search for suitable images for your front page... select up to 6 potential images you'd use and paste them in your blog post.

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.

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?).

Expected "Representation" content for C1SB analysis - inc LINKS

MONDAY, 4 DECEMBER 2017

Expected "Representation" content for C1SB analysis - inc LINKS

Learning Objectives:

K: Expected 'REPRESENTATION' content for analysing set products for C1SB
U: How to apply each of the areas to a successful analysis.
BAT: Develop / improve own analysis of set products.
CO: Use media terminology and writing frame effectively.

AO1: Demonstrate knowledge and understanding of:

1. the theoretical framework of media (20%)

2. contexts of media and their influence on media products and processes. (12.5)

AO2: Apply knowledge and understanding of the theoretical framework of media to:

1. analyse media products, including in relaton to their contexts and through the use of academic theories. (17.5%)

2. evaluate academic ideas and arguments. (10%)

3. make judgements and draw conclusions. (10%)

Relevant links:

The Big Issue: 
https://hachocralevelmedia.blogspot.co.uk/2017/10/component-01-section-b-big-issue.html
https://www.bigissue.com/magazines/
Advertising and Marketing:
https://hachocralevelmedia.blogspot.co.uk/2017/10/component-01-section-b-ad-marketing.html
Music Videos:
https://hachocralevelmedia.blogspot.co.uk/2017/10/component-01-section-b-music-videos.html
Types of music videos:
https://hachyear9media.blogspot.co.uk/2017/04/week-2-types-of-music-videos.html
Media Language:
https://hachocralevelmedia.blogspot.co.uk/2017/09/media-language-generic-terms.html

Above is The Big Issue's front cover for October 24, 2016. This cartoonist Midshot clearly mocks Trump's authority with its eccentric yet patriotic colouring as Donald can be seen to be rather overbearing with his way of wielding power, oppressing part of a nation who once were equal, all down to the colour of their skin. This representation of America's current President shows him without his own skin perhaps suggesting if we as humans did not possess this feature, he'd be without racist tendencies; we're all the same beneath it. Though moving on, intertextuality lies in the style of this cartoon portrait as it greatly resembles a renowned Mexican holiday "The Day Of The Dead" a day where they celebrate, remember and prepare special foods in honour of those who have departed. This is greatly ironic to Trump's character as we associate him with his desire to deport Mexican migrants and build a wall to keep them out, yet he has been portrayed to celebrate their spiritual holiday with a quite frankly animalistic facial expression (disrespectful?). The direct address almost pierces the consumers mind and indents on their brain, all because this man of high power is in contact with the reader with what they can only assume to be damning plans for a once "great" country. Linking to the idea of Trump damaging America, his portrayed hand gesture resembles that of a British war propaganda poster captioned "we need you" suggesting an underlying theme of violence between the USA and Mexico.

• Links to world war 2 posters "we need you" hand gesture. war with Mexico?

Lesson 6 - Media Contexts

Lesson 6 - Media Contexts

Learning Objectives:

K: The concept of context and their importance in the media industry.
U: How context plays a big part in the production and consumption of media texts.
BAT: Apply new topic to existing analysis of media set media texts.
CO: Use media terminology at all times.
LP:  2 - Students habitually recall knowledge.  
       3 - Students demonstrate their understanding through extended writing.
       7 - Students have sound understanding of study skills relevant to the subject.

TASK 1

  

What do you think drove these people to come up with these statements publicly?

They wanted to change peoples opinions and convince them to challenge the common cover ups in the media at that point in time.

Component 1 section B - Music Videos

TASK - DEVELOPING / IMPROVING OWN ANALYSIS.

CHOOSE ONE OF THE FOLLOWING TASKS:

Develop your current analysis of the set print media advertisements (Old Spice, Lucozade, Shelter).

Start a new analysis of another set media text (music videos) from the LINK.

Due to Old Spice becoming a brand known for being worn by older men, the manufacturers of the brand decided to give it a new look through an advertisement depicting a relatively young good looking man, to catch both the attention of women who want their boyfriends to be a certain way as well as the men who lack the body and lifestyle. This is in hopes of them believing the lifestyle merely comes with the smell. Both the font and colour of writing featured in this ad suggest tones of romance (red) and sternness (bold nature of the font), adding on to the dominance of the statement shown with formal phrasing almost suggesting a friendly man-to-man conversation as though he is giving guidance and support to male consumers who are in need of both a friend and relationship advise, as well as giving consumers hope and faith in this product to increase its sales. 

The fact of there being a white horse that looks head strong and pure shows that the man who wears their scent has not only control over this strong obedient creature (by not holding on) but over his life too as though the product can help you to make difficult decisions. I am now going to talk about the miss-en-scene of this product. The high key lighting (miss-en-scene) shown on the picturesque beach forms a glow around his head, this could be said to resemble a halo. One could argue that it connotes the idea of him being some form of god in a dream, appealing to women in their thirties or forties within the C1/C2 class. These women would be living in a council flat without a husband yet with children to provide for with her part time job. His god-like form makes it seem as though he could help her as he is sitting like a knight in shining armour, making her want the fantasy man, who isn't even talking to her, instead he's talking to the partner of which she doesn't have.  which put together with the green of the shrubbery (wealthy) can make for an increasingly healthy lifestyle which is desired by most individuals who consume this advertisement. The man's confident posture and body language shown in this WideShot by sitting up straight with his masculine hand on his side, can provoke insecurity in a variety of males who may not quite withhold the same physique beneath their clothing. 

Their clothing may not even be of the same quality of his as the mere stain-free nature of his white trousers provokes thought of kindness and purity of which most girls would expect from their ideal man, slowly persuading them into buying the fragrance for their own boyfriends/partners, in hope of moulding them into their dream partner subconsciously. The angle used advocates the fantasy of riding horses on the beach with your lover on holiday as we are seemingly level with him as though we ourselves are sat upon another beautiful steed, giving more thought to the idea of romance that can flourish from a consumer purchase. To continue on to the point made about the man not having held on to the beautiful animal suggests his independence and desire for excitement or originality, he defies all rules and stereotypes of average men in this time. Everyone wants to be different, being him, or with somebody like him can set you aside from a crowd of intrusive people.

The audience to whom this Old Spice advert is aimed towards in regards to class would be class C1/C2 and below in terms of desire, as they aspire to be as wealthy as class A, who can afford things included in the featured advertisement such as diamonds or a holiday to the Caribbean. It is a goal for them to reach in life and they will feel as though the purchasing of this product will restore their hope in these goals.

Analysis of Corinne Bailey Rae - Stop Where You Are

It is evident that the mixed race girl (age range 18-25) is a symbol in this piece, she represents love in the world as shown by her wardrobe (miss-en-scene) as she is wearing a red dress. She is seen stopping hate in sections of the video by having her arms outstretched as if she wants to keep distance from them because they show no signs of love or kindness towards her, almost as though she could once influence them, this links to the idea of views on politicians such as Theresa May as some people in todays society, refrain from listening to her plans for situations such as Brexit.

Lesson 5 - Representation v Audience

Lesson 5 - Representation v Audience

Learning Objectives:
K: The concept of representation and stereotype in the media.
U: How and why media texts encourage or challenge representations and stereotypes.
BAT: Discuss the influence of representation, both negative and positive.
CO: Use media terminology throughout your verbal and written communication.

--------------------------

KEY POINT 1 - COPY AND PASTE THIS IN YOUR BLOG POST.

For many of us, the media are the key source of our understanding of the world.

For example, what is it like to live in Australia?  If you have not been there, how do you know this?

Many people believe that the media are a powerful means of shaping our attitudes and beliefs – what does this mean??

REPRESENTATION is the process the media presents the "real" world to us. 

STEREOTYPES is the portrayal of people or places through using/adapting obvious/universally accepted characteristics.

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Lesson 9- Assessment

Practical Assessment                                                                                  Thursday 19th October 2017

• We have based our assessment around recreating BBC Live Lounge's advertisement, redirecting it to an older target audience (specifically men and women who were born in or around the 80s who would be currently middle aged). Our advertisement would be directed at people in class category C1 and above as these people will have enough money to afford a car or phone on which they will listen to our product on; either on their way to work or just relaxing indoors. 
• We have incorporated icons of whom we all associate with the glory of the 80s such as Duran Duran and David Bowie. Making sure not to prevent the feeling of being excluded from the fun of the Live Lounge, our advertisement proves it can be enjoyed by all genders, races and religions. 

Practical Lesson

Practical Lesson

What to do:

Scan the QR Codes (you'd need to download a QR Scanner on your phone):

In groups:

Review the products

Choose a product/service.

Discuss the existing target audience of this product.

Discuss what you’d need to do to rebrand the product/service and aim it to a different audience.

Discuss the kind of imagery you’d need to advertise this product successfully.

You need to discuss/include:

• Camera shot and angle.
• Appropriate MES.
• Appropriate text and message… colour and size and type of font.
• Appropriate location of the text.
• Would you use intertextuality?

Create the new print advert.

Present the new print advert discussing and explaining your creative choices.

Code 1- Channel 4 show

Code 2- BBC Show 

Code 3- BBC Radio 1 Live Lounge

Code 4- Radio 1 Breakfast Show (Nick Grimshaw)

Code 5- NME Magazine

Code 6- The Guardian

Code 7- Channel 4 News

Code 8- Gardener's world

Code 9- Demelza Hospice care for children

Lesson 4 - Set products for Component 1 Section B

Lesson 4 - Set products for Component 1 Section B

Lesson Objective

K: The media texts set by the board for Component 01 Section B.

U: The expectations for analysing the set products.

BAT: Develop your own writing style for analysing media products.

CO: Use Media Language of camera, context, intertextuality and representation throughout in your verbal and written communication.

Due to Old Spice becoming a brand known for being worn by older men, the manufacturers of the brand decided to give it a new look through an advertisement depicting a relatively young good looking man, to catch both the attention of women who want their boyfriends to be a certain way as well as the men who lack the body and lifestyle. This is in hopes of them believing the lifestyle merely comes with the smell. Both the font and colour of writing featured in this ad suggest tones of romance (red) and sternness (bold nature of the font), adding on to the dominance of the statement shown with formal phrasing almost suggesting a friendly man-to-man conversation as though he is giving guidance and support to male consumers who are in need of both a friend and relationship advise, as well as giving consumers hope and faith in this product to increase its sales. 

The direct address in this media text breaks the fourth wall

The fact of there being a white horse that looks head strong and pure shows that the man who wears their scent has not only control over this strong obedient creature (by not holding on) but over his life too as though the product can help you to make difficult decisions. I am now going to talk about the miss-en-scene of this product. The high key lighting (miss-en-scene) shown on the picturesque beach forms a glow around his head, this could be said to resemble a halo. One could argue that it connotes the idea of him being some form of god in a dream, appealing to women in their thirties or forties within the C1/C2 class. These women would be living in a council flat without a husband yet with children to provide for with her part time job. His god-like form makes it seem as though he could help her as he is sitting like a knight in shining armour, making her want the fantasy man, who isn't even talking to her, instead he's talking to the partner of which she doesn't have.  which put together with the green of the shrubbery (wealthy) can make for an increasingly healthy lifestyle which is desired by most individuals who consume this advertisement. The man's confident posture and body language shown in this WideShot by sitting up straight with his masculine hand on his side, can provoke insecurity in a variety of males who may not quite withhold the same physique beneath their clothing. 

Their clothing may not even be of the same quality of his as the mere stain-free nature of his white trousers provokes thought of kindness and purity of which most girls would expect from their ideal man, slowly persuading them into buying the fragrance for their own boyfriends/partners, in hope of moulding them into their dream partner subconsciously. The angle used advocates the fantasy of riding horses on the beach with your lover on holiday as we are seemingly level with him as though we ourselves are sat upon another beautiful steed, giving more thought to the idea of romance that can flourish from a consumer purchase. To continue on to the point made about the man not having held on to the beautiful animal suggests his independence and desire for excitement or originality, he defies all rules and stereotypes of average men in this time. Everyone wants to be different, being him, or with somebody like him can set you aside from a crowd of intrusive people.

The audience to whom this Old Spice advert is aimed towards in regards to class would be class C1/C2 and below in terms of desire, as they aspire to be as wealthy as class A, who can afford things included in the featured advertisement such as diamonds or a holiday to the Caribbean. It is a goal for them to reach in life and they will feel as though the purchasing of this product will restore their hope in these goals.

In regards to Lucozade and its context, it was created in the UK and is sold all over Britain. It was created by Thomas Beecham, from Newcastle in 1927. He made it out of glucose syrup to provide a source of energy to people who were ill. Lucozade's original name was Glucozade until 1929, when they removed the first letter from the product.
Text used in this advertisement appears bold 

Lesson 3c - Analysis of media texts

Lesson 3c - Analysis of media texts

Learning Objectives:
K: The expectations of a successful analysis.
U: How to use different elements to analyse a media text successfully.
BAT: Undertake an analysis of a given text using your own interpretation of the elements covered in class.
CO: Use Media Terminology throughout your verbal and written communication.

What makes a media product successful?

• Sets
• Cliff Hangers
• Twists
• Follows Conventions
• Star Power
• Marketing
• Likeable Characters
• Producing Power
• Visual Quality

Swiss Army Man Analysis Part 1

https://edpuzzle.com/assignments/59cce9c078567e40667e74e9/watch

Swiss Army Man Analysis Part 2

https://edpuzzle.com/assignments/59ccd29fbfd7c43c6e6c3e2a/watch

Friends Analysis

https://edpuzzle.com/assignments/59cce0e0d4cccc403cc27d3f/watch

Lesson 3b - Camera movement V Genre

MONDAY, 25 SEPTEMBER 2017

Lesson 3b - Camera movement V Genre

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.

My Sway presentation on Camera Movements:

https://sway.com/GMPVIybkG2xsFSKA

Lesson 3 - Media Language V Genre

Lesson 3 - Media Language V Genre

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.

https://sway.com/W1d4LT7I11xQAiQd?ref=Link
Link to my presentation on Genre

Lesson 2 - Your Visual Dictionary - Media Language

Lesson Objectives:

K: Key elements that make up media language.

U: How these elements create/influence meaning and audience reading.

BAT: Demonstrate your understanding of key media language through a practical activity.

C.O: Use media terminology throughout lesson in your verbal and written communication.

Lesson 1 - Monday 11th September 2017

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.

http://hachocralevelmedia.blogspot.co.uk/p/this-is-step-by-step-on-how-to-set-up.html

POPPLET: Allows you to create your own mind maps.

PHOTOPEACH: Allows you to create slideshows.

PREZI: Allows you to create interactive presentations.

TIMETOAST : Allows you to create different timelines.

YOUTUBE VIDEOS: Allows entertainment or education through a website full of videos.

EMAZE: Allows you to create and share presentations and websites.

LINOit :Allows you to have an online pin board for notes.

A LINK TO ANOTHER WEBSITE THAT YOU MADE

VOKI: Allows you to create a character to teach foreign languages.

SURVEY MONKEY: Allows you to create an online survey.

SOCIAL WEBSITE

PADLET: Allows you to create an online bulletin board.

CREATE TOP TRUMP CARDS

PINTEREST: Allows you to create mood boards based on different topics.

MICROSOFT SWAY: Allows you to create and share interactive reports, presentations, personal stories.

POWTOON: Allows you to create animated presentations.

CANVA: A programme that allows you to design.

SWIPE.TO: Allows you to present online to others as well as letting them respond back to you.