Audience: Effects theory

As well as studying target audience and reception theory, we also need to explore WHY audiences enjoy using and interacting with the media and what effect the media has on them.

This means learning a range of audience theories to add to our work on Stuart Hall's Reception theory. 

Audience theory: key notes and terminology

Passive & Active

Passive: This is the view that audiences passively take in information from the media and that these messages have the same effect on everyone.

Active: This is the more modern and generally accepted view that audiences interact with and make conscious choices regarding the media they consume.

Hypodermic Needle Theory

This is the suggestion that audiences are always passive and therefore take the intended message from the producer as if it was injected into their minds. This assumes no individual difference in audience members. 

Two-step flow theory

This is the theory that consumers form their opinions based on opinion leaders like newspapers, politicians and, nowadays, celebrities.

Uses and Gratifications - Blumler & Katz

INFORMATION/SURVEILLANCE: learning information that you did not already know or that is useful for living (e.g. documentaries; weather or traffic). 

IDENTITY: personally relating to something - seeing your lifestyle on screen.

DIVERSION/ENTERTAINMENT: escapism and being entertained away from your normal life.

RELATIONSHIPS: social interaction, caring about characters or celebrities, forming relationships e.g watching a soap opera for a long time because you care about what happens to long-standing characters.

The 3 Vs

VISCERAL PLEASURE: Physical thrill of watching something e.g hairs on the back of your neck in a horror film, sport, big explosions. 
VICARIOUS PLEASURE: Experiencing something through the characters. 
VOYEURISTIC PLEASURE: Watching people e.g hidden camera shows / elements of reality TV like Big Brother.

Audience effects theory: blog tasks

Create a new blogpost called ‘Audience Effects Theory’ and complete the following tasks:

1) Write a definition of a passive audience: 

2) Write a definition of an active audience: 

3) Write a definition of the hypodermic needle theory: 

4) Write down a media product (e.g. TV show, newspaper or videogame) for each category of Blumler and Katz's Uses and Gratifications theory and WHY it fits that particular audience use/gratification. The first one is done for you: 

INFORMATION/SURVEILLANCE: Media text - The Times newspaper
 > Why: It tells audiences important information about politics, the world and more.

PERSONAL IDENTITY: 
 > Why:  

DIVERSION/ENTERTAINMENT: 
 > Why: 

RELATIONSHIPS:
 > Why: 

5) Re-watch the clip from Blue Planet above and write a paragraph analysing how elements of the clip offer the audience pleasures or gratifications (use media terminology from Uses and Gratifications theory and the 3 Vs - notes outlined above). 

Grade 8/9 extension tasks

To take this further, select a media text of your own choice, embed it in your blog and write another detailed paragraph analysing the audience pleasures in that product.

You can read more about media effects theories on BBC Bitesize here.

Finally, think about the hypodermic needle theory. Do you think most audiences believe everything they see in the media? Why? Explain your answer and try to argue both sides.

Finish for homework if you don't complete it in the lesson - due date on Google Classroom.

Media assessment 1: learner response

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 'Media assessment 1: 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.

3) Identify one of your stronger questions. Why did you do better on this question? Use the mark scheme to help you with this.

4) Identify one of your weaker questions. Why did you score lower on this particular question? Use the mark scheme to help you with this.

5) Finally, write a new, detailed paragraph for Question 3 - the unseen text 12 mark question. Use the mark scheme to identify anticipated content you can add to your response and make sure you refer to the text and write in detail. 

Extension tasks

Make sure all of your blog work is up-to-date - check your email for your latest tracker and post anything that is marked amber (unfinished) or red (missing). If you've completed all the initial tasks, look at the grade 8/9 extension tasks. These A Level-style activities will help you target the very highest grades.

Audience: Reception theory

Reception theory is an important media theory exploring how audiences respond to media texts.

Stuart Hall is a cultural theorist who looked at the relationship between the text and the audience. He suggested that meanings are fluid and open to interpretation depending on context and the consumer’s experiences as individuals as well as communities.

Hall states there are three readings to any media text:

Preferred reading

The meaning the producers intend to communicate. This builds on the idea that producers can position the audience in a certain way and influence their reading so they accept the intended message by using recognised codes and conventions (such as stereotypes).

Negotiated reading

Somewhere between the preferred and oppositional reading. The message is modified (partly accepted and partly rejected) depending on the individual experiences of the audience (e.g their age, gender or social class).

Oppositional reading

The oppositional reading goes against the meaning the producers are trying to create. The audience reject the intended message and construct an opposite reading instead. This can be due to their own social, political or moral beliefs and values. 

Reception theory: blog task

Create a new blogpost called 'Reception theory'.

1) What is the preferred reading of a media text?

2) What is the oppositional reading of a media text?

Re-watch the trailer for the film Harry Brown:

3) How does the Harry Brown trailer position the audience to respond to the teenage characters in the film?

4) Why might young people reject this reading and construct an oppositional reading of the trailer?

Look at this McDonald's advert:

5) Write a 150+ word analysis of the McDonald's advert using preferred, negotiated and oppositional readings.

Grade 8/9 extension tasks: 

Find your own advertisement and write a 150+ word analysis using preferred, negotiated and oppositional readings.

Watch the rest of the Plan B TEDx lecture about his plan to help disadvantaged young people through film and music. Do you agree that he presents a positive view of young people?

Finish for homework if you don't complete this during this week's lessons - due date on Google Classroom.

Audience classification: Demographics and 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:

• 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 profiling

Advertisers these days are interested in more than just a social class classification. Now they try to sell a brand or lifestyle and therefore need to know more about their audience than simply age, gender or where they live.

So we also need to think about the kind of brands audiences are interested in and what this says about their lifestyle and interests. Is this product aimed at people who buy Armani and Porsche? Banana Republic and Apple? John Lewis and The Times? Lush and the Vegan Store? Peppa Pig and Haribo? The brands we buy or like say a lot about our personality and attitudes in life.

Psychographics

Media companies use audience profiling to create a more detailed picture of their audience. This means looking at the audience's personality, interests and the brands and lifestyle they enjoy. Young and Rubicam identified a range of different groups that became known as Psychographics. You can revise the different psychographic groups here.

Demographics and Psychographics: blog tasks

Create a new blogpost called 'Demographics and Psychographics'.

1) What information do media companies use to create a demographic profile of their audience?

2) Why are media companies and advertisers increasingly using audience profiling and not just demographics?

3) What are the seven different Pychographic groups? 

4) Write a brief summary of what each Psychographic group is seeking or motivated by.

5) What psychographic group or groups do YOU belong in? Think about your own interests and lifestyle and explain your decision. Remember, you may fit into two or three different groups! 

Extension tasks

This is a more detailed A Level explanation of the different Psychographic groups so revise the psychographic groups here.

You can read more about audience targeting on BBC Bitesize here.

Due date: on Google Classroom

Introduction to Media: Blog index

We have almost completed our first half-term of GCSE Media Studies and have our first assessment approaching.  

You've already covered lots of excellent content and have started developing the analytical writing skills you will need in the exams next year.

Introduction to Media - index so far

We now need to create an index of all our blogposts so far. This process is an excellent start to our ongoing revision and will also highlight if you've missed anything through absence. Your index should include the following:

1) First blog task - 10 questions
2) Denotation and Connotation

3) Introduction to Photoshop: fruit bowls
4) Mise-en-scene: Stranger Things
5) Camerawork: shots and angles

6) Camera movement and editing

7) Blog feedback and learner response

For your index, the text should link to YOUR corresponding blogpost so you can access your work quickly and easily for checking and revision. This also means if you have missed anything you can catch up with the work and notes and won't underperform in assessments and exams due to gaps in your knowledge.

Creating your index

To create your index, first copy the list of work above and paste it as plain text into a new blogpost called 'GCSE Media Autumn term index'. Then, open your Media blog in another tab and use your blog archive to open up all your work from last term. For each post, copy the URL - this is the web address that will end .blogspot.com/name of the post. For example: 

https://mediamacguffingcseyear1.blogspot.com/2020/01/representation-introduction.html

Once you've got the hang of it, you should find the index only takes 10 minutes to produce. 

First Media assessment

Your first Media assessment is coming up shortly - exact date specified by your teacher. You will need to revise everything in this index for the assessment.

Good luck!

Blog feedback and learner response

You will be receiving blog feedback from your teacher via email.

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! 

Camera movement and editing: blog tasks

In addition to camera shots and angles, we also need to learn about camera movement and editing.  

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

There are a range of key camera movements we need to learn:

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).

If you want to know more about camera movement, or missed the lesson, this episode of the Shot List from Studio Binder goes into real detail:

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.

Rocket Jump film school on YouTube has an excellent video outlining cuts and transitions in editing:

Camera movement and editing: blog tasks

We need to be able to recognise and analyse the camera movement and editing when studying film or television. As ever with media, we need to be able to explain the effect this camerawork has on the audience. What connotations are created by using this style of filmmaking?

Create a blogpost called 'Camera movement and editing'.

Re-watch the Minority Report chase scene that we analysed in class:

Blog tasks:

1) Pick three aspects of camera movement in the Minority Report clip. Identify the type of camera movement and write about why the director chose to use that camera movement in the scene and what effect it has on the audience.

2) Pick two aspects of editing in the Minority Report clip and write about what effect it has on the audience.

3) Finally, revise last week's work on camerawork by picking out two shots or camera angles in the clip that communicate meaning to the audience.

Extension task

Linked above is a video from Studio Binder on camera movements - read their webpage on this topic and you'll learn about this in even more detail.

You can then look at their section on editing. 

Example analysis: The Night Manager (BBC, 2016)

Here's another example of how you write media analysis for camerawork and editing using the BBC drama clip from The Night Manager.

 

1) 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.

2) Analyse the editing:

The pace of editing suddenly increases when the kidnappers burst into the restaurant (0.22) with a series of rapid cuts to communicate the drama and danger to the audience. There is then a close up of the boy's father juxtaposed with a shot of the main kidnapper holding the boy. This tells the audience these are the two critical characters for this scene and that they will decide what happens next.

Finish this blog task for homework - due date on Google Classroom.

Camerawork: blog tasks

There is a lot to take in for camerawork - we will be covering this across the next two weeks and returning to it when we study TV later this year.  

This task will also give us an opportunity to use everything we have learned about media language so far (denotation, connotation and mise-en-scene) 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 shots: notes

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:

 

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)

Camera angle:

• 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)

Here's a reminder graphic courtesy of resource site poetryessay.co.uk: 

Camerawork: blog tasks

We need to be able to recognise and analyse the camera shots and angles when studying film or television. As ever with media, we need to be able to explain the effect this camerawork has on the audience.

Create a blogpost called 'Camerawork blog tasks'.

Watch this clip from Doctor Who and complete the tasks below:

Blog tasks:

1) Pick three camera shots from the Doctor Who scene and explain what type of shot it is and what meanings or effect they have on the audience.

2) Pick one camera angle that is used in the scene and explain the effect it has on the audience. 

3) Pick one aspect of mise-en-scene from the scene and explain what connotations are being communicated to the audience.

Extension task

Go back to the opening scene of Stranger Things that we analysed for mise-en-scene. What camera shots can you find that are significant in communicating meaning? Are there any particular camera angles used to tell the audience about the characters or narrative?

Example analysis: The Night Manager (BBC, 2016)

Here's an example of how you write media analysis for camerawork using this BBC drama clip from The Night Manager.

 

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) 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) Mise-en-scene: 

- The restaurant setting helps to communicate the wealth and power that the main character is dealing with. It is clearly a luxurious destination and the way the family greets the owner shows they go here often. The costumes support this with characters wearing expensive clothes and wearing sunglasses. Arriving by boat also shows how rich and powerful the characters are.

Finish this blog task for homework - due date on Google Classroom.

Media Language: Mise-en-scene

Mise-en-scene is a vital aspect of media language and builds nicely on our work on denotation and connotation.

Mise-en-scène is a French term meaning ‘Putting on Stage’. It refers to the Media language used by the producer in their media product to communicate with their audience so…everything we see on screen. We can remember what this includes using the acronym CLAMPS:

• Costume
• Lighting
• Actor placement and movement
• Make-up
• Props
• Setting

When we look at a clip, image or advert in Media Studies we need to be able to identify aspects of mise-en-scene and explain the effect it has on the audience.

This video explains the power of mise-en-scene in film analysis: 

Mise-en-scene: Blog tasks

Watch the opening of television drama ‘Stranger Things’, a science fiction story set in the 1980s when four friends get wrapped up in a dangerous alternate universe.



Create a new blogpost called 'Mise-en-scene: Stranger Things analysis'. 

1) Choose THREE aspects of mise-en-scene (e.g. costume, lighting and setting) and write a short paragraph for each about the denotation and connotation and what is communicated to the audience.

For example: 

Costume: The character at the start is wearing a white lab coat. This suggests to the audience...

Lighting: 

Setting: 

Props: 

Actor placement/movement/expression: 

Extension tasks

Watch the extract again. Try and write an analysis of the other aspects of mise-en-scene. Work through all the aspects of CLAMPS (the mnemonic we use to remember mise-en-scene).

Now think about the clip more generally. What does this opening sequence suggest the series will be about in terms of narrative, character and genre? What is it that tells you this? 

Read this excellent article on the 1980s references in Stranger Things. Which of these links specifically to mise-en-scene? 

Finish this for homework: due date on Google Classroom.

Introduction to Photoshop: fruit bowls

The fruit bowl task is a wonderfully creative way to learn some key skills in Photoshop as well as develop our understanding of colour.

Once you have finished your fruit bowl, you need to post it to your blog. Create a blog post called 'Photoshop fruit bowl' and complete the following tasks:

1) Save your fruit bowl as a JPEG image in Photoshop - remember to save it in your own folder on the Media Shared drive in the Student folder. To save as a JPEG image, go to 'Save a Copy' and then use the drop-down menu for 'File type' and choose JPEG.

2) Post your fruit bowl (or fruit bowls if you did more than one) to your blog by clicking the 'add image' icon and locating the correct JPEG image from your folder on Media Shared.

3) Write a short explanation of the colour palette you used and the effect you were trying to create when designing your fruit bowl.

Denotation and connotation

Understanding denotation and connotation is the starting point for all Media Studies analysis.

Remember the definitions:

Denotation: the literal meaning of something
E.g. A rose is a garden plant

Connotation: the suggestion behind this literal meaning (reading between the lines)
E.g .The rose suggests romance and love.

When writing media analysis, you need to consider the following questions:

Denotation: what do you see?

Connotation: what is suggested? What does it mean?

Analysis: what is the effect on the audience? How is this effect created?


Example: Skittles

Denotation: There is some text with colourful streams behind each letter set around a pack shot of the product itself. The background appears to be sky.

Connotation: The advert builds on the slogan for Skittles ‘Taste the rainbow’. The connotation of the colour suggests that Skittles are joyful, fun and will provide a positive experience for the audience. The colours are vibrant and the sky in the background creates connotations of flying – this suggests to the audience that this is an exciting product. 

Analysis: The advert helps the audience understand the product as the colours reflect the actual Skittles themselves. In addition, the text across the top of the advert (referring to a ‘punch in the mouth’) uses humour to connect with the audience and suggests the brand doesn’t take itself too seriously. This adds to the positive, happy brand values that are suggested by the construction of the advert.

Denotation & Connotation blog tasks: advert analysis

Create a new blogpost in your GCSE Media blog called 'Denotation and connotation'.

1) Write an analysis of the WaterAid advert above using denotation, connotation and analysis. What can you see? What are the deeper meanings in the advert? What does the advert communicate to the audience? How might an audience react after seeing the advert?

2) Now choose your own choice of advert from Google images. Save it to your documents, insert it into your blogpost and write an analysis using denotation and connotation, explaining what the advert is communicating to the audience.

Extension: Print advert research

Read this design blog on some of the best print adverts of all time. Choose one advert that you feel is particularly powerful in terms of its use of connotations and analyse why it is so successful

Finish this for homework if you don't complete it in the lesson - due date on Google Classroom.

Welcome to GCSE Media!

Welcome to GCSE Media Studies - we have a brilliant two-year journey ahead of us and can't wait to get started! 

Over the next two years you will create some amazing production work, learn a huge amount about analysing the media and end up with an excellent GCSE grade. All you need to do is work hard and be creative! 

Your first job is to start your GCSE Media blog and sign up to Google Classroom. 

You can find step-by-step text instructions to starting your blog here. 

Once you have your blog URL, email it to your teacher. The URL is the address on the browser that ends with .blogspot.co.uk or similar. For example:

Mr Pall's blog: http://mediamacguffingcse.blogspot.co.uk/ 

You will need to click the 'View blog' button in the bottom left in order to see your blog on the internet and copy the URL.

IMPORTANT: It is absolutely essential you remember your log-in details for this blog - it is your Media work book for next two years. The easiest way to do this is to use your school Google account to create your blog on blogger.com. 

First blog task

When you have set up your blog, it's time for your first blog post! Click on 'New Post' and put the title as 'First 10 questions'. You need to answer the following questions (detailed answers in full sentences please) as your first post:

1) Which part of Media are you looking forward to the most?

2) What knowledge and skills do you hope to learn in Media?

3) What grade are you realistically hoping to achieve in Media?

4) What device do you use most to access the media? (The media = news, TV, music, film, social media etc.) 

5) What is your average 'screen time' (or equivalent) on your phone each day. Is this about right, too little or too much? Why? 

6) What was the last TV programme or film you watched?

7) What device or subscription do you use to listen to music?

8) Do you play videogames? If so, what do you play games on and what is your favourite game?

9) Are you on social media? If so, what social media do you have and why do you like it? 

10) Finally, do you think the media is a positive or negative thing for young people? Why?

Extension tasks

Watch this clip from acclaimed BBC drama series Doctor Who - recently revamped in conjunction with Disney:

Why was the casting of Ncuti Gatwa a significant moment in the history of Doctor Who?

What aspects of this scene do you think an audience might enjoy? List at least three things and explain why the audience would enjoy each aspect. 

How is this scene constructed to tell the audience the history of Doctor Who? Think about the script, camerawork and acting.

What can you spot in Doctor Who that you will find in most television dramas? (E.g. characters, dramatic music etc.) These are called key conventions - list as many as you can think of. 

What would a Doctor Who fan ('Whovian') like or dislike about this scene?

Note: If the YouTube clip isn't working please let your Media teacher know.

Finish these questions for homework if you don't manage to get through them in the lesson - due date on Google Classroom.

If you DO finish everything - well done! Spend some time looking through our Media blog, particularly at last year's Media student blogs. This will give you an idea of the fantastic work you will be producing over the next two years.

Media Awards 2024: The Nominations

The nominations are in for the Media Awards 2024!

We now have a date for the ceremony: Tuesday 17 September 2024. We've had an incredibly difficult job finalising the nominations - the quality level at both GCSE and A Level is excellent and there has been a lot of good work that hasn't made the cut.

If you haven't been before, the Media Awards is our Oscars-style ceremony where we award trophies for the best Media coursework at GCSE and A Level. It's a major event in the Greenford calendar and tickets have completely sold out whenever we have run the event in the past. The details for this year's awards:

Date: Tuesday 17 September
Time: 5.30pm - 7.30pm
Tickets: £5

Tickets will go on sale when we're back at school after the summer break - keep an eye for on-sale dates then. There will be an exclusive pre-sale window for Media students before general sale to any Greenford student in Year 10 or above.

Year 13 students who are leaving Greenford will be on the guest list and can buy additional tickets for friends by emailing Mr Halsey and arranging a time to pop in and buy them.

Remember - you need to be quick. The event has sold out in just a few days in previous years!

A Level nominations

BEST A LEVEL SOUND DESIGN

Bradley - Shadowed Intentions

Shreyam - Silent Vengeance 

Arkin - In Lines Of Lament

BEST A LEVEL CINEMATOGRAPHY

Omari - Urban Shadows 

Leila - The Lurking Crow

Amari - Stitches Of Deceit

BEST A LEVEL PRODUCTION DESIGN

Seerat - The Killer Beside Me 

Lara - Money Motivated

Sopiga - Intuition

BEST A LEVEL EDITING

Enzo – Hip Hop Heist 

Julia - Family Lines 

Tanish – Mercenary 

BEST A LEVEL TV DRAMA SCREENPLAY 

Viraj – Intentions 

Laith - The Vigilante

Kaya - King Of The 6 

BEST A LEVEL TV DRAMA ORIGINAL CONCEPT 

Riya - Without A Trace

Frankly – Diamond Is Unbreakable

Tanisha – Drown The Past

GCSE nominations

BEST GCSE TV DRAMA CINEMATOGRAPHY

Steven - Competence

Janice-Cianna - Cacophony

Dyari - Like a Paladin

Huda - The Murderous Ink 

BEST GCSE TV DRAMA ORIGINAL CONCEPT

Tulika - Bloom

Jessica – Heard 

Wajiha - The Debt of Time

Cyrine - Foresight

BEST GCSE TV DRAMA EDITING

Raagni - Manipulating Time

Remy - Dark Deception

Sanila - Wanted

Sunmeet - Into the Abyss  

Best Actress and Actor

MEDIA AWARDS BEST ACTOR 2024

Remy

Frankly

Enzo

Dyari

MEDIA AWARDS BEST ACTRESS 2024

Riya 

Sanila 

Julia 

Huda

Congratulations to all our nominees and we look forward to seeing you at the Media Awards on Tuesday 17 September! 

End of Year 1 exam: Learner response

The End of Year 1 exam was a great opportunity to start developing the skills we will need next summer. 

The Paper 2, Section A questions on our Television CSPs are unusual and the only way to get better is to practice taking notes, getting the timing right and making sure our answers are focused on the question.

We now need to complete a learner response to the exam to ensure we are learning and developing our exam technique. You may find reading the mark scheme useful for reflecting on this exam - you'll need your Greenford Google login to access these documents:

• End of Year 1 exam - Paper 2 mark scheme

End of Year 1 exam: Learner Response

Create a blogpost called 'End of Year 1 exam learner response'.

1) Type up any feedback from your teacher in full (you do not need to write mark/grade if you do not wish to).

2) Look at the mark scheme document linked above. Question 1.1 asks about mise-en-scene. What do we use to remember mise-en-scene? Give one example answer from the mark scheme too.

3) Question 1.2 asks about narrative features in the extract. Look at the mark scheme to pick out three possible answers for this question. 

4) Now focus on Question 2 - the 20 mark essay. Use the mark scheme to pick out one way Doctor Who reflects 1963 and one way His Dark Materials reflects 2020. 

5) Reflect on your overall work and exam performance this year. What three things do you need to work on or revise in Media for Year 11? 

You must finish this LR in the lesson your papers are returned.

Coursework: Summer Project 2024

The summer project is a fantastic opportunity to start planning your Media Studies coursework.

Coursework is 30% of your overall GCSE so it can make a huge difference to your final grade. It's also a chance for us to develop and demonstrate our creativity and technical ability. 

Your summer project contains compulsory and optional elements; everybody will be researching TV adverts, choosing a health drink and coming up with a concept for their adverts and then writing a Statement of Intent first draft. However, if you wish to plan and film your production over the summer while you have time available we would fully support you in this approach.

You can find your coursework brief for 2025 here. 

Summer project tasks

Complete the following tasks on a blogpost on your Media blog called 'Summer Project: coursework planning':

1) Research: health drink TV adverts

Watch the following adverts and answer the questions below.

Innocent Drinks

Watch the following adverts for Innocent drinks (these are from different campaigns).

Innocent example 1: 

Innocent example 2:

Innocent example 3: 

Answer the following questions:

1) What is the unique selling point of the product? 

2) What audience do you think this is aimed at? Add as much detail as possible (e.g. demographics, psychographics) and explain why.

3) What do you notice about the technical construction of the advert? Pick out one thing you like about the advert from camerawork, editing, sound or mise-en-scene. You may want to focus on TV advert conventions such as voiceover for example. 

4) What representations can you find in the advert? This may be representations of people or groups or perhaps the brand itself.

Extension: What narrative is offered by the adverts? Try and apply narrative theory here.

Lucozade

Note: Lucozade isn't a health drink so we can't use it as our chosen brand but is a great example of drink advertising to our target audience of 15-30 year olds. Lucozade adverts are also great for lifestyle elements.

Lucozade example 1: 

Lucozade example 2:

 

Answer the following questions:

1) What is the unique selling point of the product? 

2) What audience do you think this is aimed at? Add as much detail as possible (e.g. demographics, psychographics) and explain why.

3) What do you notice about the technical construction of the advert? Pick out one thing you like about the advert from camerawork, editing, sound or mise-en-scene. You may want to focus on TV advert conventions such as voiceover for example. 

4) What representations can you find in the advert? This may be representations of people or groups or perhaps the brand itself.

Extension: What narrative is offered by the adverts? Try and apply narrative theory here.

Other health drink adverts

Watch these additional health drink adverts and see which will inspire your coursework idea.

Boost energy (note: this is another energy drink, not a health drink, but it's a great, well-edited advert): 

Vitamin Water: 

Huel: 

O'cean one8 Active Water: 

Choose one of the above adverts and answer the following questions: 

1) What is the unique selling point of the product? 

2) What audience do you think this is aimed at? Add as much detail as possible (e.g. demographics, psychographics) and explain why.

3) What do you notice about the technical construction of the advert? Pick out one thing you like about the advert from camerawork, editing, sound or mise-en-scene. You may want to focus on TV advert conventions such as voiceover for example. 

4) What representations can you find in the advert? This may be representations of people or groups or perhaps the brand itself.

Extension: What narrative is offered by the adverts? Try and apply narrative theory here.

Additional research: optional extension
Depending on your coursework plan and the type of advert you wish to create, you may want to research additional TV adverts (either for health drinks or more generally). You may want to simply research particularly creative adverts - this article on the best adverts of all time could be useful. 

Whatever you watch, make sure you write some additional notes or bullet points about these adverts on your blog so you are documenting your research.


2) TV advert planning 

Plan out the brand of health drink you are going to use along with the narrative and character for your two adverts. You also need to plan elements like the slogan, settings, music and more.

Answer the following TV advert pitch questions with your original idea for health drink TV adverts aimed at teenagers and young adults:

1) What brand of health drink are you going to use? You can use an existing drink.

2) New slogan for the health drink (MUST be original - cannot be existing slogan): 

3) Main character(s) that will appear in your adverts: 

4) Narrative: What will happen in your first advert? 

5) Narrative: What will happen in your second advert? 

6) Where will you film your adverts? You need a different location for each advert.

7) Who will be in your adverts? 

8) What music will you use for your adverts? What voiceover will you use and who will you use to record the voiceover? Note: for music you can use existing music tracks.

9) How will your adverts appeal to your 15-30 year old target audience? 

10) What TV channel and programme would your advert appear during and why? Remember the brief states a mainstream TV channel or streaming service. 

3) Statement of Intent

On the same Summer Project blogpost, write the rough first draft of your genuine 300-word Statement of Intent for the adverts you plan to create. The final draft of this document will be submitted to the exam board alongside your TV adverts and is worth 10 marks of the overall 60 marks available.

Guidance is provided by AQA in their NEA Student Booklet. 

We have also produced a Statement of Intent suggested content document to help you too. You'll need your Greenford Google login to open these documents. 


Summer project deadline: all tasks above due in the second lesson back in September.


Summer project: optional extensions

Pre-production tasks
Some students have already expressed an interest in filming their TV adverts over the summer break. This makes a huge amount of sense - far more availability of actors, much more time to schedule filming etc. However, if you want to do this, you need to complete the following aspects of pre-production and make sure you have parental permission to do this:

Script
Write scripts for your TV adverts. You can find guidance on writing an advert script here. You can also find guidance and professional examples of what TV scripts look like on the BBC Writers' Room website but note this focuses more on film or TV drama. 

Shot list
Write a shot list containing EVERY shot you plan to film for the adverts AND additional shots to create flexibility when editing. These additional shots are often close-ups, cutaways, alternative angles or similar. I advise using a simple table on Microsoft Word to set out your shot list - you can find an example here for a student film shot list. It makes sense to write your shot list by scene or location rather than a huge list of every shot in chronological order. 

Mise-en-scene
What iconography or mise-en-scene are you including to ensure your audience understands the message of your adverts? Plan your cast, costume, make-up, props, lighting and setting. This can be simply completed using your blog or Microsoft Word - the key aspect is to have planned all the critical details. 

Shooting schedule 
Plan a shooting schedule for your filming over the summer. Include when, where, who is required and what shots you will complete at each time/location. Again, this can be on Google Docs / Word or Excel or you could simply use your blog. The most important thing is that you've planned it!

Non-assessed participants
You will need to provide a written record of all non-assessed participants in your production work. Keep a record of everyone involved - actors, camerawork, sound etc. You will also need a keep a record of any non-original sound you used and note it on the Candidate Record Form. Keep these on your blog for easy reference when submitting your work later this year.

Production: Filming 
Once you have completed your pre-production tasks, you can film as planned. If you are unable to film over the summer, we will have time to film this production in September.

Good luck!