Y12 New/Digital Media Lessons: Revision

13D: Go back through this PowerPoint for HW this week and revise it for your baseline assessment exam essay under timed conditions (1 hour)...

Y12 Introduction to New/Digital Media Lessons

Some key quotes/ideas (Briggs/Burke, Castells, Gutenberg/Internet Revolution, Keen, Pareto's Law...)

Do any of the activities you haven't already done and post them up on your Unit 3 blog.

Summer Research Project

For all Year 12 students (who'll be Year 13 in September '13)...

The following needs to be completed by the first lesson you come back at the start of September...

1. Choose a media text that you are interested in and that is less than five years old.

2. Spend several hours analysing the text – watching, reading, annotating, notetaking, re-watching, discussing with others (and considering the MIGRAIN questions below) etc. 

3. Research your text online.

4. Post up all evidence of research on your Unit 4 blog. You are looking for the following: reviews, newspaper/magazine articles, online comments or blogs linked to your text, useful book titles linked to your text, relevant theory, relevant media issues and debates, information about wider contexts, etc.

5. Don't just cut and paste mindlessly - be selective, try to summarise the information, comment on it and explain why it is useful. Also, make sure that you include specific links to all the sites you find.

6. Feel free to be as creative with your blogs as you can. Include pictures, clips, reflections, links etc.

7. Prepare a 5 minute, 20-slide 'Ignite' presentation on your text to be ready for the first week back. If you're unsure how these work, remind yourself by reading through the lesson slides: Introduction to the Critical Investigation, that has links to good Ignite examples and tips on how to present well.

8. Try to address each of the Key Concepts (MIGRAIN) in your presentation, and answer these questions on your blog...

Media Representations 

Who is being represented? 

• In what way?


• By whom?

Why is the subject being represented in this way? 

• Is the representation fair and accurate?


• What opportunities exist for self-representation by the subject?

Media Languages and Forms 

• What are the denotative and connotative levels of meaning?


• What is the significance of the text’s connotations?


• What are the non-verbal structures of meaning in the text (e.g. gesture, facial expression, positional communication, clothing, props etc)?


• What is the significance of mise-en-scene/sets/settings (CLAMPS)?


• What work is being done by the sound track/commentary/language of the text?


• What are the dominant images and iconography, and what is their relevance to the major themes of the text?


• What sound and visual techniques are used to convey meaning (e.g. camera positioning, editing; the ways that images and sounds are combined to convey meaning)?

Narrative 

• How is the narrative organised and structured?


• How is the audience positioned in relation to the narrative?


• How are characters delineated? What is their narrative function? How are heroes and villains created?


• What techniques of identification and alienation are employed?


• What is the role of such features as sound, music, iconography, genre, mise-en-scene, editing etc within the narrative?


• What are the major themes of the narrative? What values/ideologies does it embody?

Genre 

• To which genre does the text belong?


• What are the major generic conventions within the text?


• What are the major iconographic features of the text?


• What are the major generic themes?


• To what extent are the characters generically determined?


• To what extent are the audience’s generic expectations of the text fulfilled or cheated by the text? Does the text conform to the characteristics of the genre, or does it treat them playfully or ironically?


• Does the text feature a star, a director, a writer etc who is strongly associated with the genre? What meanings and associations do they have?

Media Institutions 

• What is the institutional source of the text?


• In what ways has the text been influenced or shaped by the institution which produced it?


• Is the source a public service or commercial institution? What difference does this make to the text?


• Who owns and controls the institution concerned and does this matter?


• How has the text been distributed?

Media Values and Ideology 

• What are the major values, ideologies and assumptions underpinning the text or naturalised within it?


• What criteria have been used for selecting the content presented?

Media Audiences 

• To whom is the text addressed? What is the target audience? (Demographics, Psychographics)


• What assumptions about the audience’s characteristics are implicit within the text?


• What assumptions about the audience are implicit in the text’s scheduling or positioning?


• In what conditions is the audience likely to receive the text? Does this impact upon the formal characteristics of the text?


• What do you know or can you assume about the likely size and constituency of the audience?


• What are the probable and possible audience readings of the text? 

• What are the audience pleasures, uses or gratifications?  (Refer to theory).

• How do you, as an audience member, read and evaluate the text? To what extent is your reading and evaluation influenced by your age, gender, background etc?

Good luck. There is a lot to do here. Our advice is to work on this throughout the Summer rather than leaving it all to the last minute. It should be an enjoyable process - finding out about something that you're interested in. If you have any problems then please don't hesitate to email me.

And remember, the aim of this is to develop your key research skills that you'll be using when you do your coursework next year...and these are skills that are vital for any subject you do in Year 13 or at university.

Internet Case Study

For 12E, complete the following questions/tasks (about one of the top ten internet sites by traffic generated) on your blogs for Monday 8/7...

• Who owns the site?
• Do they also own any traditional media businesses?
• What other internet sites do they own?
• What is its revenue?
• What is its overall worth?
• Research five key facts about the institution.
• Find three quotes (with references) about the institution.
• Summarise two linked Wikipedia articles (5 bullet points each)
• List the key info provided on the company’s corporate homepage.

You were given one of the top ten sites to research in the lesson, but choose one yourself if you weren't there...

1. Google
2. Facebook
3. Yahoo!
4. YouTube
5. Wikipedia
6. msn
7. Amazon
8. eBay
9. Twitter
10. Bing

12E p3, 2/7/13

Mr Babu will be registering you.

Please do the following in the lesson, on your Unit 4 blog, and complete for homework...

• Brainstorm five possible media texts you could choose as your presentation subject. (The platform can be TV, film, print, online).

• Take your five possible ideas and choose the best three with reasons for their selection. Try to include at least five reasons for each, outlining what you know about the text/topic so far.

• Start researching each of the three shortlisted texts. Include links and five bullet points, summarising them in your own words, from each of the following…

1. Its official webpage;
2. Its Wikipedia page;
3. A YouTube page associated with it.

You will discuss these in a tutorial next week.

Internet Video Task

For 12D, due Mon 1/7/13, p3/4...

Create a ONE MINUTE video that consolidates your learning about the impact of new/digital media so far (you should use Premiere or Movie Maker); post it on YouTube (you may need to set up an account); and embed it into your blog (like the videos below).

Include text (summarising some of the information you’ve learned + some new research); images (moving or still; shot yourself or found online); and an appropriate soundtrack.

Answer the key questions - What is so special about the internet? What is wrong with the internet? How does the internet change audiences? 

Use the original lesson slides to help...

UNIT 3 Internet Lessons 1-3

...and use these past student videos to inspire you...

12E p3 Tue 25/6

Mr Halsey will supervise you while you attempt the following...

Read the full Critical Investigation (yes, all 2000 words) the title of which you discussed in yesterday's lesson.

Identify what you consider to be the best, most meaningful quotes x5 they researched and included from other sources and copy/paste these onto your Unit 4 blog.

List (on your blog) any references to theories/theorists that they make.

Find a reference to each of the Key Concepts...

• Media Langauage
• Institution
• Genre
• Representation
• Audience
• Ideology
• Narrative

...and copy/paste this into your blog. Do more if you have time!

This will help with your homework (due on Monday 1st July) where you summarise your discussion about the essay title/topic on your blog (250 words minimum0.

12D Homework - MEST4 blogpost

Thanks for a great lesson today 12D - I hope it gave you an insight into why we love teaching Year 13 Media and the brilliant debates you can get into. The remarkably easy homework you were set is below, just in case anyone needs a reminder...

Write a 250 word MEST4 coursework blog post summarising what your group discussed in today’s lesson.

Due: Thursday 27 June

On the off-chance you have lost your notes, the questions we looked at were:

Why is the representation of the police on television programmes such as 'Road Wars' and 'Police, Camera, Action!' over-sensationalised?

How do video games such as 'Call of Duty' and 'Grand Theft Auto' push the boundaries of on-screen violence and what is the impact of this on audiences?

Have Hollywood attitudes towards content in 12A films become more liberal or have audiences’ film desires changed?

To what extent does news media create moral panic and represent teenagers in a negative way that the public should fear?

Year 12 feedback: anonymous survey

Just before we get into our Year 13 Media work, we'd like to get your feedback on Year 12 AS Media Studies. We are always looking for ways to improve and we'd like you to give us honest feedback on the course. It's completely anonymous: there is no way to trace who wrote each comment so please be critical and tell us what we can do better!

Click on this link to access the survey.

Thank you for taking the time to complete this survey.

Now on to Year 13!

Unit 4 Coursework Blogs

For current Y12s...

In the comments section (at the end of this post) submit your new 'Unit 4 Coursework Blog' address with your first name.

This is where you'll include all the planning/research for the Research and Production Unit, worth 50% of the A2...

1. Critical Investigation (48 marks: 60%)
2000 word research essay

2. Linked Production (32 marks: 40%)

Unit 3 Exam Blogs

For current Y12s...

In the comments section (at the end of this post) submit your new 'Unit 3 Exam Blog' address with your first name.

This is where you'll include all the preparation work/research for the two hour 'Critical Perspectives' exam...

Section A (40%) 1 hour

• Unseen stimulus materials (15 mins viewing) 
• Three short answer questions (45 minutes, 32 marks)

Section B (60%) 1 hour
Pre-set topic areas...

• Representations in the Media
• The impact of New/Digital media

One essay question (1 hour, 48 marks)

Best Critical Investigations 2013

Congratulations Y13. The exams are over and, hopefully, you'll be off to university in a few months. 

These essays are fantastic, each containing a wealth of research, insight and fluent analysis. All are worthy Level 4 submissions...

Why is the representation of the police on television programmes such as 'Road Wars' and 'Police, Camera, Action!' over-sensationalised? (Ahmed A)

How do video games such as 'Call of Duty' and 'Grand Theft Auto' push the boundaries of on-screen violence and what is the impact of this on audiences? (Arnie)

To what extent do American film/institutions use the vampire genre (through texts such as ‘Twilight’ and ‘The Vampire Diaries’) to positively influence a teenage female audience? (Niemah)

How are women overtly sexualised in contemporary perfume advertising, paying particular attention to adverts such as Beyoncé’s 'Heat'advert and the YSL advert featuring Kate Moss. (Chandni)

To what extent does news media create moral panic and represent teenagers in a negative way that the public should fear? (Arfa)

Despite the fact that we're supposedly living in a post-feminist society, why are female characters in contemporary US sitcoms such as ‘The Big Bang Theory’ still being negatively represented? (Ria) 

The Only Way is Reality: Is the popularity of ‘Dramality’ television indicative of the ‘dumbing down’ of audiences? (Sarah)

Despite the global success of Jay Sean, why is there still alack of successful British Asian artists? Is this due to post-colonial attitudes or Asian cultural traditions? (Sasha)

Have Hollywood attitudes towards content in 12A films become more liberal or have audiences’ film desires changed? (Ahmed R)

Section A Practice Questions (Print)

1. Section A Practice, Woolwich Murder

Useful background info, related to this... 

• Guardian article: Woolwich killing highlights power of mobile technology as anews source
• BBC report: Woolwich Attack: Social Media Reaction

2. Section A Practice, Thatcher's Death

Year 13 Media Studies survey

Well, this is it: our last week of Media Studies lessons at Greenford. It has been an absolute pleasure working with you but we would like to ask one more favour before you go. We are always looking for ways we can improve our delivery of A Level Media and would appreciate it if you could fill in the following survey:

http://www.surveymonkey.com/s/ZF2XXHV

It is completely anonymous and we genuinely want your feedback so be honest and tell us what we need to do better! Please write in as much detail as possible.

Thank you and good luck in the exam - don't forget our revision sessions on Monday and Tuesday after half-term.

Revision Checklist

Use this checklist to organise your Media revision: there is more than enough here to help you get a top grade...

Mainly for Section A

• Section A Practice Questions (with model answers)

• Section A Practice Questions (Print)

• Revision Express Textbook

• AQA A2 Textbook

• Media A-Z Glossary

• Theory Quotes

• Theories, Issues & Debates Summaries

Mainly for Section B

• Section B Questions

• New & Digital Media Lessons

• New and Digital Media: Essential Revision Articles

Section A and Section B

• Unit 3 Key Theories

...start working on this NOW and put together a revision plan to cover it all before the exam on Tuesday June 4th.

And don't forget the Revision Classes before the exam either!

Revision Classes

You should try to do as much as you possibly can in the next two weeks before the exam - it's your last chance to show off what you know. And you know a lot!

Start NOW - don't try to cram the learning in at the end as it's not as effective. Try to do some Media revision EVERY DAY.

Make sure your revision is ACTIVE. Don't just read the information but do something with it - take notes, highlight, summarise, create mind maps/revision cards, etc.

Then, and this is the most important bit - TEST YOURSELF, and keep re-testing until you know you've learnt it. This is the best, most effective form of revision.

It's really vital you do as much PRACTISE as possible, ideally under EXAM CONDITIONS, because you need to get your timings right and to see if you really can remember the material.

All essays you do (Section A or B) will be marked by us at a special drop-in session we're running on...

Monday 3rd June, periods 1-4. 
Come to D block and find us in either DF05/6/7/9 and we'll give you feedback.

Then, the following day, we have a pre-exam revision session on

Tuesday 4th June, periods 3-4 in DF05/7. 
You'll get an hour with each of us as we cover last-minute reminders for both Section A and B.

Good luck!

Section A Practice Questions (with model answers)

There are THREE excellent sample papers/responses on MediaEdu... 
(login first: username: greenford; password: greenfordedu)

• London Olympics
• London Riots
• Gatsby (also use this document that has the contextual info and model answers)

Make sure you do these yourself, under timed conditions, then check the model answers to compare how you did.

Unit 3 Key Theories

You've received a hard copy of this but just in case you lost it this is a helpful resource, divided into three sections...

1. Critical Debates/Key Concepts
Includes globalisation, Marxism/hegemony, pluralism, audience theories (Blumler & Katz, cultivation, desensitisation), Barthes, etc. Don't try to learn any new theories now though - just make sure you really know those that we've covered in lessons.

2. Representation
(for 13A, in particular, who are doing this topic for Section B).

3. New and Digital Media
(for 13C in particular, but these and the representation theories will also be useful for Section A).

Unit 3 Key Theories

Theory Quotes

Here is a list of some of some useful quotations that will really impress the examiners if you can incorporate them...

Theory Quotes

They will also help to clarify some key Media Studies concepts...

hegemony, Marxism, cultural imperialism, globalisation, liberal pluralism, web 2.0

You should try to memorise a few (or simply a phrase or two from them), thinking about how you could include at least one of them in each of the Section B essay questions (although they are just as useful for Section A too).

Media A-Z Glossary

Make sure you keep reading this during your revision, using it to look up straightforward meanings of any theories/theorists/keywords you need to be clear about.

The more media terminology you include in the exam (all the terms covered in this book) the more marks you will get, so keep testing/re-testing yourself on what's in here...

Media A-Z Glossary

And here is a checklist of the media Issues/Debates and Theories that the specification says you need to know (the AQA textbook has more detailed explanations/examples of all of these)...

Issues/Debates

• Representation and stereotyping
• Media effects
• Reality TV
• News Values
• Moral Panics
• Post 9/11 and the media
• Ownership and control
• Regulation and censorship
• Media technology and the digital revolution – changing technologies in the 21st century
• The effect of globalisation on the media

Theories

• Semiotics
• Structuralism and post-structuralism
• Postmodernism and its critiques
• Gender and ethnicity
• Marxism and hegemony
• Liberal Pluralism
• Colonialism and Post-colonialism
• Audience theories
• Genre theories

...make sure you have some keywords/theorists for each one that you can apply to whichever texts appear in Section A, or in response to typical Section B questions.

Theories, Issues & Debates Summaries

Easy to revise from - some of the key ideas/theorists you need to know...

Theories Issues and Debates Handout A2

Revision Express Textbook

This is a fantastic resource! Really concise.

You are advised to learn all the key terms (in bold) and have a go at the exam questions at the end of each section (these are good for practice although NOT the typical ones you'll get in the exam; see the list of Section B questions for that).

This download covers most of the key issues & debates that you MUST be able to apply to the Section A texts you have to analyse/compare in the exam...

Advertising, Advertising & Marketing, Audience Profiling, Cult of the Celebrity, Effects Theory, Globalisation, Marxism, Media Ownership, Narrative Theory, News Values, Pluralism, Postmodernism, Reception Theory, Uses & Gratifications

...Revision Express Textbook

AQA Official Textbook

Read and make notes/mindmaps on this essential text book, written by the exam board - great for revising...

• Contents
• 1. Issues and Debates
• 2. Media Theories
• 3. Approaching Texts Critically
• 4. Approaching Topics Critically

UNIT 3 Section B Questions

A big part of your revision will be going back over your Case Studies for New/Digital Media and Representation.

Make sure you refine your research - adding to it over the final few weeks with up-to-the-minute info from sources like MediaGuardian, and new articles that will be posted up here.

Also, use the following advice/suggestions so you know precisely what kind of information you need to have researched (you should try to combine several of the topics listed to make sure you've covered a wide enough range)...

Impact of New Media Case Study Prompts

This is also a really helpful summary of some key ideas...

New & Digital Media Theories & Concepts

You should be able to answer all the typical questions for Section B in the exam...

New/Digital Media

• “Digital media have, in many ways, changed how we consume media products.” Who do you think benefits most – audiences or producers?

• “Media institutions are right to feel threatened by new/digital media.” Consider this statement and show how media institutions are reacting to technological developments.

• The development of new/digital media means the audience is more powerful in terms of consumption and production. Discuss the arguments for and against this view.

• “The new generation of UK media power players are going stratight to their audience via the web” www.mediaguardian.co.uk Monday July 14 2008. How have media institutions responded to the opportunities offered by new/digital media?

• Developments in new/digital media mean that audiences can now have access to a greater variety of views and values. To what extent are audiences empowered by these developments?

• Why and with what success are traditional media institutions adapting to the challenge posed by new/digital media?

• The world first heard about the death of Michael Jackson from the online gossip website TMZ. How has new/digital media changed the ways in which information reaches audiences and what are the implications?

• ‘New and digital media erodes the dividing line between reporters and reported, between active producers and passive audiences: people are enabled to speak for themselves.’ (www.indymedia.org.uk) Have such developments made the media more democratic, with more equal participation by more people?

• New and digital media offers media institutions different ways of reaching audiences. Consider how and why media institutions are using these techniques. 

• ‘To connect, to create, to share creativity or thought, to discuss, to collaborate, to form groups or to combine with others in mutual interests or passions.  If you can’t see the point of any of those things, you will not see the point of Facebook.’ (www.guardian.co.uk) What opportunities and/or disadvantages do new and digital media have for audiences?

• Although new and digital media may promise audiences more freedom, it does not necessarily give them more power. Discuss.

• New and digital media is creating one global culture. Do you think that this is true?

• The only way to survive in the digital world is to keep innovating. Do you agree?

• Most of the traditional media’s attempts to compete with new and digital media have been too little and too late. Does your case study support this view?

Representation

• Critics have accused the mainstream media of tokenism and stereotyping by creating extreme and exaggerated representations. To what extent is this true for the group or place you have studied?

• Media representations rarely challenge the dominant values of society nor do they give a voice to those with little power. To what extent is this true for the group or place you have studied? Why?

• It has been said that media representations often reflect the social and political concerns of the age in which they are created. Discuss.

• Media representations favour those with power at the expense of those without. To what extent do you think this statement is true?

• 1Xtra, MTV Base and Zee TV are all hugely popular. But whenever I watch these channels, all I see is a ghetto… Nobody wants to be in the ghetto, OK? We all want to live in the mainstream.” (Lenny Henry in a speech to the Royal Television Society, Guardian News and Media Ltd, 2008)

• Why would the group or place you have studied want to be represented in the mainstream media?

• A dominant representation is one which is repeated across the media over time and so are the values that it carries. Discuss.

•  ‘Constant media stories about gang crime create a depressing and unbalanced picture of  black youngsters.’  (www.guardian.co.uk) Using the group or place you have studied, consider whether media portrayals are more complex than simple positive or negative representations.

• How does the representation of the group or place you have studied differ across different media platforms or genres?  Why do you think this is the case? 

• A negative representation is better than no representation at all. Discuss this statement with reference to the group or place you have studied.

• Part of stereotyping is the attitude that all members of a particular group are the same, or else fall into a very small number of types. How and why is the group or place you have studied stereotyped? 

• Audiences are now too sophisticated to be taken in by negative and stereotypical representations. Do you agree?

• How are stereotypes used by media producers and why are they so popular?

• How and why do alternative representations of the group or place you have studied challenge mainstream values and ideology?

• There are a wide range of representations in the media and audiences are free to choose how they interpret them. Do you agree?

You should have detailed plans for each of these essays and have practised as many as possible under timed conditions (ONE HOUR for each).

Remember, the examiner is looking for the following:

• A sophisticated and detailed evaluation, showing very good critical autonomy.
• Sophisticated and detailed application of a wide range of wider contexts.
• Supports answer with a wide range of examples from other media.
• Articulate and engaged.

New & Digital Media: Essential Revision Articles

You MUST ensure you've read ALL of the following, making revision notes/mindmaps and understanding how you can apply the key points to the Section B essay questions:

From MediaEdu...

(login first: username: greenford; password: greenfordedu)

• A2 AQA MEST3 Revision New and Digital Media Example Question
• The Impact of Digital Media Revision
• 24 Hour News Case Study
• We Media, Democracy and Convergence

From MediaMagazine...

(login first: username: mediamagazine10; password: ly957mp)

• The Rise and Rise of UGC
• In the age of media 2.0 - six questions about media and participation 
• Participation debates - media and democracy 
• Web 2.0 - participation or hegemony? 
• Social networking and citizen journalism - participating in the Arab Spring (pp14-19 in Media Magazine 39) (password: mediamagazine10)

New & Digital Media Lessons

Use these to help you revise, by going through each slide/linked article and making summary notes/mindmaps then testing yourself...

• New Digital Media Lessons Y13

The News Case Study: Murdoch/NewsCorp, UGC, gatekeepers, news agendas, Galtung & Ruge, Marxism/pluralism, democratisation, globalisation, conglomerates...

• Introduction to New & Digital Media Y12

Some key quotes/ideas (Briggs/Burke, Castells, Gutenberg/Internet Revolution, Keen, Pareto's Law...)

13A MEST3 Section B class answer - representation

I thought we did a brilliant job as a class putting together our MEST3 Section B answer for the Representation question. Remember, the question was:

How does the representation of the group or place you have studied differ across different media platforms or genres? Why do you think this is the case?

I've uploaded our collective answer to Google Drive - click here to access it. We wrote well over 1,500 words together which shows what we are capable of. Now it's just a case of revising, learning the theories and examples inside out and then planning and answering questions.

Good luck!

Section A Practice HW

13A HW (deadline Thur 16/5)...

Text 1- Google Chrome  'Dear Sophie'

Distributed on TV globally

Text 2 -Microsoft Youtube advert 'Gmail Man'
Distributed virally.  Originated from Microsoft's own Youtube channel

Question 1
Evaluate how each text represents the internet/Google.

Question 2
Audiences are increasingly sharing more personal information.  What are the implications of this for audiences and producers? You may refer to other media products to support your answer.

Question 3
Consider the value of using online marketing to target audiences.  You should refer to other media products to support your answer. 

24 Hour News Case Study

13C: Use this to supplement what we've already covered for your news case study...

24 Hour News Case Study
(login first: username: greenford; password: greenfordedu)

Please read it through before this Friday's lesson (10/5) and start making notes on revision cards.

Remember, your mock exam is on Tue 14/5.

Also, please don't forget to bring your Section A and B practices that you've done this past week.

New Digital Media Revision

• Keywords
• Theories/Theorists
• Examples/Statistics
• Issues/debates
• Institutions
• Quotes
• Case Studies

MEST3 Section B: Representation opening paragraph

Remember, writing a good introduction can make or break your essay response for Section B. Treat it like a mini Critical Investigation and clearly answer the question and lay out your hypothesis or argument. Explain what your case study is (representation of young people) and briefly mention what examples (and theories if relevant) you will be discussing in the essay.

My exemplar from the lesson:


04 (b) A dominant representation is one which is repeated across the media over time and so are the values that it carries. Discuss.

(48 marks)

There are many dominant representations repeated across the media and accepted as ‘normal’ by the vast majority of audiences. The mainstream media is complicit in creating these dominant ideologies or cultural hegemony and there is a strong argument that the values these ideologies carry are hugely influential on our day-to-day life. My case study, the representation of young people in London, is a very good example of a group demonised by repeatedly negative representations, culminating in the riots of Summer 2011. But while the press coverage of the riots gives us plenty of ammunition for how such white, middle-class and middle-England values are reinforced by the media, there are plenty of other examples we can explore - some created by young people themselves. Television and film created for (and sometimes by) young people so often reinforces these negative representations which is one of the paradoxes of the debate. Why are young audiences attracted by such negative representations of themselves? Examples such as Kidulthood, Ill Manors, Misfits, SBTV and social networking will allow us to explore this question of why the dominant representation of young people is so negative.

NDM Assessment Question

13C - you'll be doing a timed essay on Fri 8/3 in the lesson. Homework is to prepare for it!

Firstly, produce a detailed essay plan for Wednesday's lesson (06/03)...

‘To connect, to create, to share creativity or thought, to discuss, to collaborate, to form groups or to combine with others in mutual interests or passions.  If you can’t see the point of any of those things, you will not see the point of Facebook.’ (www.guardian.co.uk) 

What opportunities and/or disadvantages do new and digital media have for audiences?

Then, prepare to do it under timed conditions (45 minutes) on Friday. This will count towards your final ever interim at GHS!

NDM Case Study Presentation

For 13C:

Please make sure you complete ALL twelve questions from the New and Digital Media Case Study pack. 

Then do TASK 13 - the detailed presentation, in which you summarise your case study, providing at least three detailed textual examples, using as much of your research as you can, and as much media theory/terminology as you can include.

Remember what makes a good PowerPoint - significance, structure, simplicity, rehearsal. DON'T include masses of text; DO include images and lots of slides.

Please upload your PowerPoint to Google Drive and embed it on your blog.

Deadline for all of this is Wednesday 27/2.

Y13 Critical Investigation 2nd Draft

13A:

The second draft is due on Thursday 28/2.

Make sure you've posted up all your LRs (from me and your peers) on your blog, written out in full. You must use these to plan your next draft. Each must be covered - please post up whether you have (and how), or not (and why), underneath each one on your blog, before you hand in your next draft.

Use the MEST4 Peer Marking slides to remind you of the different assessment objectives you need to cover/improve upon, of the different theories, issues and debates that you need to try to include, and of how to present your footnotes/bibliography.

Remember that the second draft must be handed in on paper (one and a half spacing) and posted on your blog.

13A Homework: Proposal

Complete this form in detail (about your practical production) and post up on your blog by Thur 14/2...

Proposal

Producer(s):

Production Title:

Brief:

Aim:

Description of your intentions:

Target Audience:

Similar Products:

Production Details:

13C Friday 8/2

Mr Halsey and Mr Babu will be starting you off/supervising. I'll be back during p2.

Work in silence on your case study. You need to have completed Questions 1-7 in detail, with examples/references/stats etc. for each one, by next Wednesday's lesson.