Thursday, 17 March 2016

Year 10WMS1 Schedule (29th February- 23rd March)


Over the next six lessons you need to complete the following:
  • Finish the research tasks (here & here)
  • Decide on the sort of action adventure film you will be making the poster for
  • Choose a suitable title for your film
  • Decide on a tagline for your title
  • Write a brief plot outline for your film
  • Decide on the stars who will appear in your film
  • Create hand drawn mock ups of the teaser and full posters
  • Create A3 Photoshop documents
  • Create layouts
  • Add a suitable background image
  • Add all text including credits
  • Decide on the images that you want to use on your posters
  • Complete the audience profiles
  • Make moodboards for your target audiences
Make sure you use the mock up to help with your layout.
Use the posters you researched to help with further ideas.

This is also your homework and is posted on Show My Homework.



Wednesday, 16 March 2016

Improving question 1 and writing question 2

Question 1 – will ask you how the extract you have just seen fits the codes and conventions of action/adventure in general. These are some of the points you could include if asked about how the characters and/or events are conventional :

REMEMBER – you need to use examples from the extract to support your point:

- The protagonist is brave in the face of danger and will often (but not always) easily beat the antagonists even when outnumbered.

- The protagonist is resourceful and clever

- The protagonists are attractive and youthful when compared with the antagonists.

- The antagonists are violent and intimidating (could be seen through their costumes or props).

- There is a clear theme of good vs. evil

- Conflict is resolved through violence. It is possible the extract may NOT be typical in places. This needs to be mentioned. 


TASK 1


USING THE ADVICE ABOVE, IMPROVE AND REWRITE YOUR ANSWER.

Question 2 – will ask you to analyse how the camera, editing, soundtrack and mise-en-scene are used in the extract to create a particular effect which fits the action/adventure genre. You will be expected to give direct examples from the extract and explain the connotative effect your examples have on the audience . You should also link back to action/adventure conventions.

TASK 2


Look at the different technical elements below. Explain how each of the follow elements is used to create a particular effect in action/adventure films. For example: An arc shot could be used to create tension and signify something bad is going to happen, which would build adrenaline for the audience. You should try to think of an example from an action/adventure film clip studied in class to support your ideas.

Camera
a) Close-up b) Tracking shot c) Low angle d) Dolly Zoom

Editing
a) Fast-paced editing b) Cross-cutting c) Jump cuts d) CGI e) Slow motion

Sound
a) Diegetic sound b) Non-diegetic sound c) Sound effects d) Asynchronous sound 
Mise-en-scene
a) Costume b) Sets and location c) Casting choices d) Props e) Lighting

 

Easter Revision


Two sessions are being offered:


Tuesday 5th April

9.00 – 10.30am - GCSE Media Studies - TV Comedy – Year 11

11.00 – 12.30pm - GCSE Media Studies - Textual Analysis & Representation – Year 11

Places are limited to 24 students. Book online.

Tuesday, 15 March 2016

Textual Analysis (Action Adventure) Questions - Hancock

Q 1. Explain two ways the characters and/ or events fit the action adventure genre. 

Use examples from the extract. [10 marks]

Layout as follows:
Explanation 1...
Explanation 2...

Q2. Explain how each of the following is used to create effects:
  • soundtrack
  • editing
  • mise en scene
  • camerawork
Use examples from the extract. [20 marks]

Q 3. Discuss the ways in which people are represented in the extract. 

Refer to stereotypes in your answer.
Use examples from the extract. [20 marks]

Remember to use the appropriate terminology.

Hancock Fight Scene

Terminology



Antagonist       The character whose function in a plot is to oppose the protagonist. In straightforward hero's journey plots (most action adventures), the antagonist can be referred to as the villain. However, in character drama, the antagonist might not be a "bad" character, just someone who stands between the protagonist and his/her goals.


Archetype        A universal type or model of character that is found in many different texts, e.g. ingenue, anti-hero, wise old woman, hero-as-lover, hero-as-warrior, shadow trickster, mentor, loyal friend, temptress


Audience         The recipients of a media text, or the people who are intended to read or watch or play or listen to it. A great deal of media studies work is concerned with the effects a text may have on an audience.


Binary Opposition       The contrast between two mutually exclusive concepts or things that creates conflict and drives a narrative e.g. good/evil, day/night, male/female, presence/absence, old/young.


Connotation    Way in which meaning is created.

Connote = meaning by association, the deeper meaning (e.g. red connotes anger, passion, love, danger).


Convention      The widely recognised way of doing something - this has to do with content, style and form eg the conventions of music video they are the same length as the song (somewhere around 4 minutes, say) they present the band, who look as though they are singing  they have lots of fast edits.



Denotation      Way in which meaning is created.


Denote = literal or surface meaning e.g. red is the colour of a flower



Genre   A way of categorising a media text according to its form, style and content. This categorisation is useful for producers (who can utilise a genre's conventions) and audiences (who can utilise their expectations of the genre) alike.


Ideology          This is a complex concept - in its basic form it is a set of ideas or beliefs which are held to be acceptable by the creators of a media text. For example, a text might be described as having a feminist ideology, meaning it promotes the idea that women are the equal of men and should not be discriminated against on the grounds of gender.



Narrative         The way in which a story, or sequence of events, is put together within a text. All media texts have some sort of narrative, from a single photographic image to a sports report to a feature film. Narrative may be reduced to one simple equation which is equilibrium - disequilibrium - new equilibrium.


Preferred Reading      The meaning of a text which the producers intended. The opposite of 'preferred reading' is 'aberrant reading', such as when people deliberately interpret a text (the Bible is the source of a lot of mixed messages) to further their political agenda rather than the author's original intent.


Protagonist      The character who drives the narrative forward, through the choices they make and the actions they take.
 

Realism           The techniques by which a media text represents ideas and images that are held to have a true relationship with the actual world around us. Realism means different things in different texts - realism in animation (eg the movement of single hairs in computer animation) means something entirely different to realism in soap opera (eg the depiction of people eating breakfast and talking with their mouths full). it is important to assess how much a text strives for realism, how much audiences are expected to think it is realistic.


Representation           The way in which the media "re-presents" the world around us in the form of signs and codes for audiences to read.


Stereotype       Stereotypes are negative (usually) representations of people that rely on preconceived ideas about the group that person is perceived as belonging to. It is assumed that an individual shares personal characteristics with other members of that group eg blondes are all stupid, accountants are all boring. Although using stereotypes saves a lot of explanation within a text, it can be a very lazy method of characterisation. Stereotypes may be considered dangerous, as they encourage audiences to think large groups of people are all the same, and often have the same negative characteristics.

Sunday, 6 March 2016

10YMS1 Schedule (23rd February-8th March)


Over the next five lessons you need to complete the following:
  • Create hand drawn mock ups of the teaser and full posters
  • Create A3 Photoshop documents
  • Create layouts
  • Add a suitable background image
  • Add all text including credits
  • Decide on the images that you want to use on your posters
  • Take test shots with your phones and add them to your layouts (full and teaser posters). You will be able to use the studio to take better photos in Mr Ford's lesson (period 5 -  8th March).
Make sure you use the mock up to help with your layout.
Use the posters you researched to help with further ideas.

This is also your homework and is posted on Show My Homework.

Wednesday, 2 March 2016

11WMS1 The Hurt Locker Task

Lesson 1 (Wednesday)

Watch the clip in the post below.
Make notes for all the questions.
Use the terminology where appropriate.

Lesson 2 (Thursday)

Answer the questions.
Use the terminology where appropriate.

The Hurt Locker - Suicide Bomber

Tuesday, 1 March 2016

11WMS1: Things You Must Know (4a)


Question 4a

You need to know the following for both Bad Education and Friday Night Dinner:

  • Who commissioned the shows?
  • What time were they broadcast (time & day)?
  • Was the show pre or post watershed? Why?
  • Who the audience are (including demographic)
  • Who is in the show. Are they famous? How does this link to the audience?