Well done on completing your first GCSE Media Studies assessment - it's an important first step in identifying our strengths and weaknesses in the subject so far.
The first part of your learner response is to look carefully at your mark, grade and comments from your teacher. If anything doesn't make sense, ask your teacher - that's why we're here!
Your learner response is as follows:
Create a new blog post called 'October assessment learner response' and complete the following tasks:
1) Type up your feedback in full (you don't need to write the mark and grade if you want to keep this confidential).
2) Read the mark scheme for this assessment carefully. Write down the mark you achieved for each question:
Q1:
Q2:
Q3: etc.
Where you didn't achieve full marks, write WHY you think you missed out on the extra marks. Use the indicative content suggestions in the mark scheme to help with this.
3) Did you get any media terminology wrong in the assessment? Make a note of it here for future revision:
4) Identify one of your stronger questions. Why did you do better on this question?
5) Identify one of your weaker questions. Why did you score lower on this particular question?
6) Re-draft your answer to Q9 and type it out in full. Use the mark scheme to identify anticipated content you can add to your response and make sure your typed re-draft is a top-level answer of at least three paragraphs.
If you do not finish your learner response in the lesson your work is returned, this needs to be completed at home by your next lesson.
Thursday, 31 October 2019
Monday, 28 October 2019
Audience: Demographics & Psychographics
The first aspect of the Audience key concept we need to study is how media companies target and classify audiences.
In order to do this, we need to learn about audience demographics and psychographics. These are two crucial aspects of how audiences are classified and identified by media companies.
Notes from today's lesson on Audience
Demographic classification:
Audience profiles
Then write some statements that your target audience agree with. Look at the NME example for inspiration. Statements such as 'It's important to look good' or 'Enjoy life and don't worry about the future' work well for this part of the profile.
Then use brand logos that the audience will use or enjoy and build them into your profile.
NME magazine example:
Make sure you save your audience profile in your folder on the Media Shared drive - we will be adding to it in future lessons as we learn more about audience!
In order to do this, we need to learn about audience demographics and psychographics. These are two crucial aspects of how audiences are classified and identified by media companies.
Notes from today's lesson on Audience
Demographic classification:
- Age
- Gender
- Education
- Social class
- Race/ethnicity
- Job/profession/earnings
- Home (city/village/countryside)
Social class classification
Advertisers have traditionally classified people into the following groups:
- AB – Managerial and professional
- C1 – Supervisory and clerical
- C2 – Skilled manual
- DE – Unskilled manual and unemployed
Audience profiles
Advertisers these days are interested in more than just a social class classification. Now they try to sell a brand or lifestyle.
So you also need to think about the kind of brands your audience will be interested in.
Armani and Porsche? Banana Republic and Apple? John Lewis and The Times? Nike and PlayStation? Peppa Pig and Haribo?
Psychographics
Media companies use audience profiling to create a more detailed picture of their audience. One method is called psychographics and involves looking at the audience's personality, interests and the brands and lifestyle they enjoy.
Psychographics
Media companies use audience profiling to create a more detailed picture of their audience. One method is called psychographics and involves looking at the audience's personality, interests and the brands and lifestyle they enjoy.
Audience profile Photoshop task
Create an audience profile for a magazine of your choice using Photoshop.
First, use demographics: Age, gender, education, social class, race/ethnicity, job/profession/ earnings, home (city/village/countryside).
Create an audience profile for a magazine of your choice using Photoshop.
First, use demographics: Age, gender, education, social class, race/ethnicity, job/profession/ earnings, home (city/village/countryside).
Then write some statements that your target audience agree with. Look at the NME example for inspiration. Statements such as 'It's important to look good' or 'Enjoy life and don't worry about the future' work well for this part of the profile.
Then use brand logos that the audience will use or enjoy and build them into your profile.
NME magazine example:
Make sure you save your audience profile in your folder on the Media Shared drive - we will be adding to it in future lessons as we learn more about audience!
Monday, 14 October 2019
Camerawork and editing: final blog tasks
We are now going to use everything we have learned about film language (mise-en-scene, camera shots, camera movement and editing) to improve our media analysis.
Remember, writing analysis in Media means picking out the interesting or important aspects of something and then examining WHY or HOW they have been put together to create an effect on the audience.
Camera movement: notes
Pan: horizontal turn left or right
Editing: notes
Video: cuts and transitions
Film transitions
Cut (Straight cut, jump cut, match cut): Shot changes from one to another – the most common cut.
Dissolve: Shot melts into another – often shows passing of time.
Fade: Shot fades away and another shot appears. Fades to black often signify endings (of the day, scene or film)
Pace of editing
The speed at which the film cuts from one shot to the next makes a huge difference to the experience for the audience. Generally, slow cuts build tension while fast cuts suggest action and excitement.
Juxtaposition
The word juxtaposition literally means ‘the act of placing together side by side’. In editing, this is called Parallel Editing.
In film, two shots may be placed together to create meaning for the audience. E.g. A shot of the hero may be followed by a shot of his love interest to link these in the audience’s mind.
Remember, writing analysis in Media means picking out the interesting or important aspects of something and then examining WHY or HOW they have been put together to create an effect on the audience.
Camera movement: notes
Pan: horizontal turn left or right
Used to follow movement. A whip pan (very fast pan) can create a feeling of action or drama.
Track/Dolly: Camera moves on tracks/wheels
Tracks action smoothly – look for in chases or fast-moving sequences.
Handheld: camera held by hand, often shaky
Handheld camera can add urgency, realism, pace or unease to a scene.
Zoom: focal length of lens changed to make subject appear closer or further away
A zoom into a character’s face can show realisation or an emotional reaction.
Crane: Camera attached to crane – can pan, track or ‘swoop’ in or out as required
Crane shots are often high angle and show large, epic scenes of dramatic action.
Tilt: Camera tilts up or down from fixed point
The hero or villain can be made to look weak or powerful using a tilt (high/low angle).
Editing: notes
Video: cuts and transitions
Film transitions
Cut (Straight cut, jump cut, match cut): Shot changes from one to another – the most common cut.
Dissolve: Shot melts into another – often shows passing of time.
Fade: Shot fades away and another shot appears. Fades to black often signify endings (of the day, scene or film)
The speed at which the film cuts from one shot to the next makes a huge difference to the experience for the audience. Generally, slow cuts build tension while fast cuts suggest action and excitement.
Juxtaposition
The word juxtaposition literally means ‘the act of placing together side by side’. In editing, this is called Parallel Editing.
In film, two shots may be placed together to create meaning for the audience. E.g. A shot of the hero may be followed by a shot of his love interest to link these in the audience’s mind.
Blog task: Camerawork analysis
We need to be able to recognise and analyse the camera shot, angle and movement when studying film or television. As ever with media, we need to be able to explain the effect this camerawork has on the audience.
Finish this blog task for homework over half-term - due for your second lesson after half-term.
Remember you also need to post your completed photo storyboard blogpost.
Final reminder: you need to be revising everything you've learned in Media this half-term for your assessment this week!
We need to be able to recognise and analyse the camera shot, angle and movement when studying film or television. As ever with media, we need to be able to explain the effect this camerawork has on the audience.
Task: Find a clip from a TV Series no longer than 3 minutes. Create a blogpost called 'Camerawork analysis' and embed the clip into your blog.
1) Pick three camera shots and explain the effect they have on the audience.
2) Pick two camera angles and explain the effect they have on the audience.
3) Analyse the camera movement at two key points in the clip and write about why the director chose to use that camera movement.
Suggestions for possible TV dramas if you’re stuck: Waterloo Road, Doctor Who, Downton Abbey, Call the Midwife, Glee, Ackley Bridge. See the example analysis below if you're not sure how to do this task.
Example analysis: The Night Manager (BBC, 2016)
1) Three camera shots:
- The opening establishing shot clearly shows the characters getting off a boat and walking into the restaurant. This both sets the scene for the following action and also confirms the characters are very rich.
- The extreme close-up on the main character's eye at 0.52 successfully communicates the intensity of the scene and the mixture of fear and emotion he feels as he watches his son being kidnapped. This has the effect of causing the audience to sympathise with the main character and wonder what will happen to the boy after being taken.
- The over-the-shoulder shot at 1.13 shows the main character recognises the man who saved the boy and that the man with the face injuries is not who he says he is. Like many over-the-shoulder shots, it is also a medium close-up which allows the audience to see the confusion on the main character's face and the realisation that he has seen him before.
2) Two camera angles:
- The power between the two key characters is shown using camera angles. The high angle shot at 1.21 looking down on the man who has been beaten up shows his powerlessness and that he will rely on others to make him better. He looks broken and defeated as the close-up shot from above shows him looking up at the main character.
- In contrast, the main character is shown in a low-angle close-up immediately afterwards (1.23) to show his power over the broken man. The camera is looking up at him from the perspective of the man on the floor. This introduces a clear power relationship between the two characters - emphasised by the dialogue at the end: "We're going to take care of you."
3) Analyse the camera movement:
The camera movement at the beginning of the scene is slow, steady and fits the relaxed atmosphere as they enter the restaurant. The smooth track or dolly shot as they walk to the table (0.14 - 0.17) makes the audience feel as if they are joining the party and included in the exclusive group in the island restaurant.
This all changes in the scene where the kidnappers take the main character's son. The camera movement is suddenly handheld and edgy, signalling the tension and danger to the audience. This adds realism and suspense and contrasts strongly with the smooth camera movement of the opening to the scene. The camera continues to move (handheld) throughout this scene as the kidnapping develops - this keeps the audience on edge and creates the idea that danger or something terrible may be happening.
As the kidnappers try to escape, the camera pans loosely from left to right and back again (0.57) to create the effect of someone looking around to see where the next danger will appear from. Finally, when the kidnappers have gone and the boy is returned safely, the camerawork is still handheld but not as shaky as previously. This restores normality to the scene as the danger has passed.
- The opening establishing shot clearly shows the characters getting off a boat and walking into the restaurant. This both sets the scene for the following action and also confirms the characters are very rich.
- The extreme close-up on the main character's eye at 0.52 successfully communicates the intensity of the scene and the mixture of fear and emotion he feels as he watches his son being kidnapped. This has the effect of causing the audience to sympathise with the main character and wonder what will happen to the boy after being taken.
- The over-the-shoulder shot at 1.13 shows the main character recognises the man who saved the boy and that the man with the face injuries is not who he says he is. Like many over-the-shoulder shots, it is also a medium close-up which allows the audience to see the confusion on the main character's face and the realisation that he has seen him before.
2) Two camera angles:
- The power between the two key characters is shown using camera angles. The high angle shot at 1.21 looking down on the man who has been beaten up shows his powerlessness and that he will rely on others to make him better. He looks broken and defeated as the close-up shot from above shows him looking up at the main character.
- In contrast, the main character is shown in a low-angle close-up immediately afterwards (1.23) to show his power over the broken man. The camera is looking up at him from the perspective of the man on the floor. This introduces a clear power relationship between the two characters - emphasised by the dialogue at the end: "We're going to take care of you."
3) Analyse the camera movement:
The camera movement at the beginning of the scene is slow, steady and fits the relaxed atmosphere as they enter the restaurant. The smooth track or dolly shot as they walk to the table (0.14 - 0.17) makes the audience feel as if they are joining the party and included in the exclusive group in the island restaurant.
This all changes in the scene where the kidnappers take the main character's son. The camera movement is suddenly handheld and edgy, signalling the tension and danger to the audience. This adds realism and suspense and contrasts strongly with the smooth camera movement of the opening to the scene. The camera continues to move (handheld) throughout this scene as the kidnapping develops - this keeps the audience on edge and creates the idea that danger or something terrible may be happening.
As the kidnappers try to escape, the camera pans loosely from left to right and back again (0.57) to create the effect of someone looking around to see where the next danger will appear from. Finally, when the kidnappers have gone and the boy is returned safely, the camerawork is still handheld but not as shaky as previously. This restores normality to the scene as the danger has passed.
Remember you also need to post your completed photo storyboard blogpost.
Final reminder: you need to be revising everything you've learned in Media this half-term for your assessment this week!
Tuesday, 8 October 2019
Camerawork: Photo storyboard
Learning to accurately identify different camera shots and the effect they have on an audience is a critical skill in Media Studies.
Before long, you'll find yourself naturally identifying interesting examples of camera shots, movements or angles when you're watching movies, TV or YouTube. The key aspect is always to consider WHY the director has chosen to present the scene in that way - what are they trying to communicate to the audience?
Here's a great YouTuber for Film Studies - Darius Britt AKA D4Darius. Notice that he uses 'full shot' instead of long shot - but otherwise this is pretty much as we learn the shots in class:
Photo storyboard: blog task
In class, you'll have gone out in a group and shot a simple school-based drama storyline using the different camera shots and angles we have learned. You now need to post these shots to your blog with a written analysis of each shot. The key question is simple: what is this shot communicating to the audience?
Create a blogpost called 'Camerawork - photo storyboard'.
Your photo storyboard needs to include the following ten shots and angles:
Camera shots recap:
Before long, you'll find yourself naturally identifying interesting examples of camera shots, movements or angles when you're watching movies, TV or YouTube. The key aspect is always to consider WHY the director has chosen to present the scene in that way - what are they trying to communicate to the audience?
Here's a great YouTuber for Film Studies - Darius Britt AKA D4Darius. Notice that he uses 'full shot' instead of long shot - but otherwise this is pretty much as we learn the shots in class:
Photo storyboard: blog task
In class, you'll have gone out in a group and shot a simple school-based drama storyline using the different camera shots and angles we have learned. You now need to post these shots to your blog with a written analysis of each shot. The key question is simple: what is this shot communicating to the audience?
Create a blogpost called 'Camerawork - photo storyboard'.
Your photo storyboard needs to include the following ten shots and angles:
Camera shots recap:
- Wide shot / establishing shot (WS/ES)
- Long shot (LS)
- Medium shot (MS)
- Medium close up (MCU)
- Over-the-shoulder shot (OTS)
- Close up (CU)
- Big close up / Extreme close up (BCU/XCU)
- High angle: makes subject look small and weak.
- Low angle: makes subject look big and powerful.
- Unusual perspective: can be used to surprise the audience or show danger (e.g. looking down off a cliff)
To get an example of what your photo storyboard should look like, have a look at this example from a former Media student or this one - both very good.
Remember: you need to include all ten shots/angles and write an analysis to go with each shot to explain what it communicates to the audience.
Finish this for homework if you don't complete it in the lesson - due next week Thursday. Good luck!
Finish this for homework if you don't complete it in the lesson - due next week Thursday. Good luck!
Monday, 7 October 2019
Blog feedback and learner response
You will be receiving blog feedback from your teacher via email this week.
This is a very important opportunity to reflect on the work you've done so far in GCSE Media Studies and identify the areas you need to improve over the next few weeks.
Whenever you receive blog feedback over email you must do the following:
Open up your email in Outlook and read your feedback carefully
1) Copy and paste your feedback and LR into a NEW blogpost in your blog called 'Blog feedback and Learner Response'.
2) Below the feedback, complete the learner response tasks or questions and then publish the blogpost.
3) Reply to the original email from your teacher confirming you have completed the learner response and provide a link to your learner response blogpost.
This is how we get better in Media Studies - make the most of this opportunity!
This is a very important opportunity to reflect on the work you've done so far in GCSE Media Studies and identify the areas you need to improve over the next few weeks.
Whenever you receive blog feedback over email you must do the following:
Open up your email in Outlook and read your feedback carefully
1) Copy and paste your feedback and LR into a NEW blogpost in your blog called 'Blog feedback and Learner Response'.
2) Below the feedback, complete the learner response tasks or questions and then publish the blogpost.
3) Reply to the original email from your teacher confirming you have completed the learner response and provide a link to your learner response blogpost.
This is how we get better in Media Studies - make the most of this opportunity!
Sunday, 6 October 2019
October update: Textbook and more
It's been an action-packed start to the year in Media and now is a good time to take stock and go through some key messages and updates.
Media Awards
We've had a few questions about the Media Awards as it did used to take place in October. However, it has been moved to March as a result of the new specifications in GCSE and A Level Media. We’ll have more information about the Media Awards nearer the time!
Media Awards
We've had a few questions about the Media Awards as it did used to take place in October. However, it has been moved to March as a result of the new specifications in GCSE and A Level Media. We’ll have more information about the Media Awards nearer the time!
GCSE Media Textbook
There is a textbook available for the new specification AQA GCSE Media Studies course. We would strongly recommend you buy this if you can as it covers the whole course in terms of subject content and also features many of the CSPs that will come up in the exams.
For a 20% discount on the advertised price of £24.99 you can order through the Illuminate Publishing website and use the discount code SEPT20 at checkout. Offer ends 31/10/19.
The details:
The book details:
AQA GCSE MEDIA STUDIES: STUDENT BOOK
There is a textbook available for the new specification AQA GCSE Media Studies course. We would strongly recommend you buy this if you can as it covers the whole course in terms of subject content and also features many of the CSPs that will come up in the exams.
For a 20% discount on the advertised price of £24.99 you can order through the Illuminate Publishing website and use the discount code SEPT20 at checkout. Offer ends 31/10/19.
The details:
The book details:
AQA GCSE MEDIA STUDIES: STUDENT BOOK
- AQA GCSE Media Studies: Student Book
- AUTHOR(S): Jerry Slater, Steff Hutchinson, Julia Sandford-Cooke
- AWARDING BODY: AQA
- LEVEL: GCSE
- ISBN: 978-1-911208-07-5
- SUBJECT: Media Studies
- PAGES: 304
Media blogs: setting the standard
Your Media blog is where you will do the vast majority of your work as a Media student - so we need to make sure it looks professional.
It makes sense to think of your blog like an exercise book - your work here will be marked and you'll also use it for crucial revision before assessments and exams.
These are the guidelines you need to follow when working on your Media blog:
1) Always write a post title that clearly states the piece of work you are producing. The correct post title will almost always be specified on the original blog task. Your post title goes here:
2) Make sure your written English is perfect - just as you would in an exercise book. This means capital letters, full sentences and accurate spelling and grammar.
3) If you are answering questions on your blog, make sure you clearly number each question. Leave a line break between each question too.
4) When completing larger case study tasks, make sure you use subheadings as directed in the original task.
5) Save your work regularly and publish it before you log off. You can always go back and edit or finish your work but it's vital you don't close your browser before saving and publishing because that's how you can lose work.
6) If you're looking for the higher grades in Media, it's vital you answer questions in well-developed paragraphs and not single sentences. The depth and detail of you analysis will ultimately be what gets you to the top grades - so get into good habits on your blog from day one.
Set a high blogging standard from day one and you will be on the way to a top grade in Media!
It makes sense to think of your blog like an exercise book - your work here will be marked and you'll also use it for crucial revision before assessments and exams.
These are the guidelines you need to follow when working on your Media blog:
1) Always write a post title that clearly states the piece of work you are producing. The correct post title will almost always be specified on the original blog task. Your post title goes here:
2) Make sure your written English is perfect - just as you would in an exercise book. This means capital letters, full sentences and accurate spelling and grammar.
3) If you are answering questions on your blog, make sure you clearly number each question. Leave a line break between each question too.
4) When completing larger case study tasks, make sure you use subheadings as directed in the original task.
5) Save your work regularly and publish it before you log off. You can always go back and edit or finish your work but it's vital you don't close your browser before saving and publishing because that's how you can lose work.
6) If you're looking for the higher grades in Media, it's vital you answer questions in well-developed paragraphs and not single sentences. The depth and detail of you analysis will ultimately be what gets you to the top grades - so get into good habits on your blog from day one.
Set a high blogging standard from day one and you will be on the way to a top grade in Media!
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