Thursday, 12 October 2017

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

Monday, 2 October 2017

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 




Thursday, 28 September 2017

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

Swiss Army Man Analysis Part 2

Friends Analysis

Monday, 25 September 2017

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:

Monday, 18 September 2017

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

Thursday, 14 September 2017

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.

Monday, 11 September 2017

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.

  • Daily MaIl and Guardian Mind Maps