Issues and debates quiz wk 6

Apologies for the 2-week break. The answers to the wk 5 questions are now alongside the original post; and here are 5 new questions to test your knowledge of the media world, essential if you're to get the top grades in your Med 6 exam. You'll find all the answers on the guardian media website. Email your answers to Ms Jones.

1. What's the connection between failed retailer Woolworths and the BBC's commercial arm, BBC Worldwide?
   
2. Which television advert for a new media product has just been banned by the ASA for misleading viewers?
   
3. A million fewer viewers watched the second episode of this BBC drama than they did the first. Which drama am I talking about?
   
4. Which classic comedy, starring Rowan Atkinson, is due to return to the small screen this Christmas?
   
5. Which women's organisation, famous for its jam-making, has been asked by a government minister to monitor sex ads in the local press?
   

Book Research

For 13c2 and 13d1

Although you've been doing some excellent internet research, it's crucial if you want a top grade (i.e. an A or B) to include a wide range of book research as part of your study too. The internet has only been around as for a decade or so and absolutely anyone can publish on the web. This means that when it comes to academic investigations books still carry much more authority.

You'll need at least a dozen decent book references in your bibliography. By 'decent' we mean relevant academic works or textbooks that you actually quote or refer to in the main body of your essay. It won't be enough just to copy out a long list of related books - you have to have read at least part of each one and identified useful material that you can use from them. Use the contents page and index in each book to help you select that nugget of information that could be helpful.

Please carry out the following over the next fortnight (by Tuesday 09-12-08)...

• This week you must visit the school library which, quite frankly, has the best range of media books for miles (better than Ealing libraries for sure). [TIP: Use the online library catalogue to search for books as well as looking on the shelves]. As everyone in Year 13 is doing this task it would be a bit selfish to borrow the books from the library because it stops anyone else from using them. Therefore, until next Monday (1-12) please treat all media-related books as reference books and don't take them out. (But if you want to borrow them over the following week then please do so). Also, see Mr Babu in the Media Suite who has an extensive range of media books that you can borrow - many of those in the library are also there.

• Check through all the media- and film-related books. Then photocopy some of the relevant pages and highlight and annotate the essential details you expect to include. Or you can make notes/copy out quotes that might be relevant for your essay

• Post up at least TEN books you've started researching in a posting entitled: 'Bibliography: Books'. For each one write a brief summary about how it will be useful - be specific! Make sure you include all the required information in the correct way (and this includes keeping a record of page references)...

Author Surname, Author First Name (year of publication): Title. Place of Publication: Publisher.eg...Craig, Steve (1992) : Men, Masculinity and the Media. Newbury Park, CA: Sage.If you can add more now then please do - you'll have to in the future.

Over the weekend it's also advisable to go to Ealing libraries (Greenford, Ealing Broadway, etc.) to see what they've got. Also, you could visit larger bookshops (e.g. Waterstones in Ealing, Foyles at Westfield) and see what they have on offer. Make sure that you bring all the photocopied/highlighted/annotated research to the lesson on the deadline day!

13C2 COVER Tue 25.11.08 p3/4

Stay in the classroom throughout the two periods.  

You need to read the following photocopied chapters from David Gauntlett's 'Media, Gender & Identity' very carefully, highlighting key points/information (theorists, statistics, key texts, quotes, etc)...

• Representation of Women in the Past
  
• Representation of Women Today

Then, for each one, produce your own detailed summary of this information on your blogs.  

Complete for homework if you run out of time, but by Ms Jones' lesson on Thursday when I'll come in and set you work to do on RA Day (which should be a study day) an for th weekend.

13D1 COVER Tue 25.11.08 p2

I may not be in the lesson today, but you still need to be on time - Ms Holliday will let you in.

Please complete the following and stay in the classroom throughout the period...

Get into threes, trying to ensure each trio is mixed (male + female).

In your groups, log onto a PC and watch the following five-minute YouTube video...

Girls, Sexuality and the Media

Then, on the sugar paper provided, create your own group poster highlighting the different media representations of women.  Cut out the images you have brought to the lesson and stick them onto the poster, perhaps identifying similar images and grouping them together.  Annotate each image/group, analysing them, using language/key media terminolgy you've learnt so far or that are in the handouts you've been given (especially the one with cartoons and the exemplar essay on men's magazines).

When your poster is complete, start rehearsing a presentation (that you'll give to the whole class during tomorroe morning, when I will be there, and should involve everyone in your group equally) about the representation of women in print media, using your poster as the main focus.

13D1 Cover Miss Holliday P3 & P5 Thurs 27th Nov Censorship vs Classification

BBFC Lesson: Classification

Research the following information using http://www.sbbfc.co.uk/ and put the answers on your Med 6 blogs. Please write in full sentences., not bullets.
1. From where does the BBFC get its funding?
2. What types of texts do the BBFC classify?
3. What are the problems / issues that the BBFC must deal with when classifying material? Look at the types of things they classify, ability to account for all types of content, changing context etc.
4. Note the range of classification categories and what they mean e.g. U, PG, 12A etc.
5. Look at how different themes /content within texts are classified. Make notes. Why might a DVD featuring content of skateboarders and BMX bikers performing dangerous stunts be classified as 18 but a film containing a sex scene and use of the ‘f’ word only get a 15 rating?
6. Why might a film be given a rating of 15 upon release at the cinema but 10 years later be classified as a 12?
7. Who is responsible for classifying films in the USA? How has this changed over time? (Look back to the studio system of the 1940’s).
8. Research the following case studies exploring why they were brought to the attention of the BBFC:
a. Canis Canem Edit (2006, Rockstar)
b. Crash (1996, David Cronenberg)
c. A Clockwork Orange (1971, Stanley Kubrick)
d. Fight Club (1999, David Fincher)
e. Lara Croft: Tomb Raider (2001, Simon West)
f. Sweet Sixteen (2002, Ken Loach)
g. The Last Temptation of Christ (1988, Martin Scorcese)
h. The Texas Chain Saw Massacre (1974, Tobe Hooper)

Homework: Is the role of the BBFC simply to classify material to provide guidance or is its role that of a censor? Discuss making reference to a range of examples. (500 words minimum). Post onto your MED 6 blogs.

13C2 COVER Fri 21.12.08 p5

I'll be late to the lesson today, but you still need to be on time - Ms Holliday will let you in.

Please complete the following before I arrive back...

Get into threes, trying to ensure each trio is mixed (male + female).

In your groups, log onto a PC and watch the following five-minute YouTube video...

Girls, Sexuality and the Media

Then, on the sugar paper provided, create your own group poster highlighting the different media representations of women.  Cut out the images you have brought to the lesson and stick them onto the poster, perhaps identifying similar images and grouping them together.  Annotate each image/group, analysing them, using language/key media terminolgy you've learnt so far or that are in the handouts you've been given (especially the one with cartoons and the exemplar essay on men's magazines).

When your poster is complete, start rehearsing a presentation (that you'll give to the whole class during period 6 when I expect to return, and should involve everyone in your group equally) about the representation of women in print media, using your poster as the main focus.

13D1 COVER Wed 12.11.08 p2

The following needs to be done by 13D1 in the lesson today (and finished for homework for tomorrow... 13.11.08). 

It also needs to be done by 13C2 as homework (for next Tuesday 18.11.08).

• Carry out a close textual analysis of a chosen scene from your main text and post it up on your blog. The scene should be able to exemplify some of the key points you wish to make in your Independent Study and link with some of the key issues and debates that your text raises. Make sure it is a scene you haven't analysed before (and, if at all possible, NOT a trailer) and embed the YouTube link in your posting.

Think of the task as like a Module 6 analysis but with one text instead of two - so you need to cover MIGRAIN and SHEP and you are advised to watch the scene several times and to make detailed notes before embarking on the write-up, which should be in essay format. Also, use the Key Concepts Glossary to help you think about terminology to use (see below). You should be including as many of these keywords and ideas as possible in your analysis (where relevant...this won't always be the case), along with ideas you've picked up from the Media Keywords A-Z and the stuff we've been doing on representation.

Glossary: Key Concepts/Key Terminology

Media Language (M)
what techniques are being used to make meaning in the text?
semiotics: non-verbal codes, denotation/connotation, signs, signification, anchoring
cinematography, camerawork: composition, framing, BCU, CU, MS, LS, pan, tilt, tracking shot, zoom 
mise-en-scéne: clothing, props, gestures, facial expressions, sets, setting
lighting: key light, back light, filler light; underlighting, top lighting, back lighting; low-key/high-key lighting
sound: diegetic/non-diegetic; on/off screen, sound bridge; parallel/contrapuntal sound, voiceover narration
editing: continuity editing, jump cut, dissolve, wipe, fade in/out, cross-cutting, paralleling, cutaways, 
montage, suturing (shot/reverse shot)

Institution (I)
who produces, distributes, regulates the text?
production: Hollywood/non-Hollywood
promotion: reach, trailers, posters, publicity, marketing
distribution: mainstream, multiplex cinema/independent, alternative, art-house cinema
scheduling: prime-time; the ‘watershed’
broadcasting: public broadcasting (BBC, public service)/commercial television (advertising, profit)
ethics: (non) intervention, manipulation, ‘set-ups’, reconstruction, simulation, exploitation, ‘dumbing down’

Genre (G)
what type of text is it?
hybrid genre, sub-genre
generic conventions/repertoire of elements: iconography, style, setting, narrative, characters, themes
repetition/variation
appropriation: parody, pastiche, formulaic, homage
film genres: film noir, horror, gangster, melodrama, teen movie
documentary elements: ‘fly on the wall’, observational documentary, actuality, ‘vox pops’, formats
documentary genres: institutional, ‘reality TV’, social issue, reportage/investigative, docudrama, docusoap
development of doc: Vertov, Riefenstahl, propaganda, city symphony, cinema vérité, Direct Cinema
broadcast fiction genres: one-off drama, series, serial/mini-series, soap opera, sitcom
broadcast fiction elements: title sequence, theme tune, melodrama, tragedy, comic relief

Representation (R)
who or what is being represented in the text? how?
gender, ethnicity
positive/negative: fair, accurate, reflects society
stereotypes: challenge/reinforce
mediation: constructed, constructedness, mis-representation, selection, compression
realist aesthetic, naturalism

Audience (A)
who consumes the text?
primary/secondary audiences
target audience: age, gender, ethnicity, social background, interests
(genre) expectations: fulfilled/cheated, subverted
narrative pleasures: suspense/dramatic irony, identification/alienation, stars, escapism, entertainment
aesthetic/visual pleasure
sexual/psychological pleasures: sadism, voyeurism
reception: how? when? where? possible audience readings
appeal, popularity

Ideology & Values (I)
what are the belief systems/messages/values underpinning the text?
liberal values: progressive values, anti-racism, multi-culturalism
dominant ideology: traditional values, maintain the status quo
positive values: to educate, to inform, to create sympathy, to encourage social or political change
patriarchy: misogyny, feminism

Narrative (N)
how is the narrative in the text organized and structured?
closed narrative/open narrative
exposition: recapitulation, foreshadowing
closure: denouement, resolution/cliffhanger, resisting closure
linear narrative: chronological
non-linear narrative: flashback
narrative structure: equilibrium-disequilibrium-new equilibrium (Todorov)
narrative roles: protagonist, hero/rescuer, villain, princess/rescued (Propp)
narrative themes: binary oppositions (Levi-Strauss)
enigma codes: question, disruption (Barthes)
strands, multi-stranded narrative

13D1 Cult of the Celeb Image Analysis - MED6

Remember the question for this unit is ALWAYS:

'Using the comparison of these two texts as your starting point, explore the media issues and debates which they raise.'

Plan a MED 6 essay using MIGRAIN, SHEP and relevant theories for discussion/ presentation in next week's lesson.

MISS SIVANESAN'S COVER Thurs 6th Nov P1 13C

SIV Cover: Thurs 6th
P1: 13 C Media – Essay - An exploration into selected Media coverage of the American presidency elections. How does the Media sway/confirm public opinion? This must be copied. All of it. Hence the boxes – just for you!

On Google images find either VIBE front cover ‘IT’s Obama time’ or type in “Time Obama front cover” - compare this image of the “saviour” with YouTube “Barack Obama TV infomercial 10/29/2008 part 1 of 4”. Same, different, unrepresentative? Remember “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights”/”We shall overcome”/ Alice Walker interview BBC iplayer/ The Colour Purple – Google and see what you think... be open to research... is it just about Americanism or could it happen here too?

Use Media knowledge in your comparative analysis representations/Americanisation/audience theory/anchorage/image manipulation. Don’t be obvious. What other texts could you bring in? Research the other candidates’ adverts, their front covers. Apply the above methods... and more.

An essay, typed, emailed to me by Tues 11th. Thank you.

Issues and debates quiz wk 5

One issue dominated the media news last week, so this week's quiz is dedicated to 'Sachsgate'. Remember that you can find the answers to these questions on the media guardian website, and that, for a chance of winning the end of year prize, you should email your answers to Ms Jones.

1. What is 'Sachsgate'? 'Sachsgate' is the furore surrounding a phonecall made by Russell Brand and Jonathan Ross to Andrew Sachs, that was broadcast by the BBC.
2. A comedian resigned and a presenter with an £18m contract was given a 'final warning'. Who are they? Russell Brand resigned; the warning was issued to Jonathan Ross.
3. Which famously right-wing daily newspaper stoked the fire? The Daily Mail led the moral crusade against the broadcast; Ofcom subsequently received 30,500 complaints.
4. Which major broadcasting institution does the furore spell trouble for? The BBC.
5. Name two other recent scandals that have had an adverse effect on the institution question's reputation. The Hutton Enquiry (the result of a Today programme broadcast on Radio 4 that alleged the government's dossier on Iraq's WMD had been 'sexed-up'); the phone-in scandal (BBC programmes censured include Blue Peter, which went against the audience vote regarding the name of the programme's new kitten).

MISS SIVANESAN'S COVER Tues 4th Nov P1 13C

In groups of three (MAX) devise a presentation, in the style of a documentary... remember conventions! Choose a modern film trailer and the film poster to match as we always compare. You must include the following:
- Narrative theory
- Audience theory
- Media Language analysis
- Globalisation, Cult of celeb ideas and Marxist ideology
- Ideology from last year: Feminist, heterosexual etc..

This is to ensure that in your comparative analysis you ALWAYS remember the valuable lessons from last year, as well as this year. This will be assessed for your interim grade.

MISS JONES' COVER 13C2 P1 Tues 4th Nov

Analyse the two covers, using the key concepts, and make detailed notes to bring to the next lesson. As well as MIGRAIN, they must:
Come up with at least 3 relevant SHEP points Come up with at least 3 relevant issues/debates Make links to recently-learnt theories and terminology, including Marxism vs. Pluralism, hegemony, cult of the celebrity