Yr 10 - film poster analysis

Questions:

• Does it contain standard poster features (picture, tagline, credit block, use of star names, use of star, release date, producer/director, enigma)?
• What are the main colours used? What do they connote?
• What symbols are used? Does the audience need foreknowledge to decode them?
• What are the main figures / objects / background? Are they represented photographically, graphically, or illustratively?
• Are the messages primarily visual, verbal, or both?
• Who is the intended audience?
• What genre conventions are there?
• Is a star used as a USP?
• Are 'expert witnesses' quoted?
• What pleasures (gratifications) are promised?
• How is attention gained (humour, shock, surprise, familiar face)?
• How does the tagline work (humour, pun, alliteration)?
• Is it a good poster?
• Does it communicate effectively with the audience?
• Are there any alternative readings which might harm the marketing message?
• Is it offensive?

Yr11 - Action Adventure revision materials

GCSE Media Studies Revision Pack from MissCTurner
 

The Amazing Spiderman assessment clips

Hunger Games - controlled assessment clips

Training scene

Representation of age - theories

Theories of representation from Sarah Ghost

Yr 10 - assessment part 2

You've looked at how teenagers are represented, stereotypes and anti-stereotypes. You also now need to consider HOW the trailer communicates those ideas to you.

Remember your four areas of textual analysis:

• Mise en scene
• Camera work
• Sound
• Editing

You need to provide at least ONE example of each of these areas in your essay.

Mise en scene:

• Colour
• Clothing and hair and makeup
• Lighting
• Body language and facial expressions
• Setting and props

Camera work:

• Long shot, mid shot, close up, extreme close up
• 180 degree rule
• Over the shoulder shot, two shot, establishing shot
• Pan, tracking, crane, zoom
• Birds eye, high and low angle

Sound:

• Diegetic - anything on screen, belonging to the 'real' world
• Non-diegetic - anything not on screen that characters wouldn't hear
• Music, sound effects, voiceovers

Editing:

• Pace
• Special effects, slo-mo
• Cut, shot reverse shot, cross cutting, jump cuts, fade
• Eye line matching

Year 9 - assessment

You have learned a lot this term about the following things:

• Representation of different groups of people
• Representation in the media
• Stereotypes and anti-stereotypes
• Analysing media texts

You now need to demonstrate your knowledge of representation and apply this to the analysis of a short clip.



In your essay response you should write about:

• How each character is represented
• What we learn about each character as a result
• Why you think the character is represented that way
• How this representation meets our expectations of stereotypes
• Any ways the representations don't meet the stereotypes

Assessment success criteria - out of :

Level 1:

• Limited detail selected from the clip
• Unclear meaning in writing
• No terminology or theories applied

Level 2:

• At least one element of representation discussed
• Some general understanding of the concept of representation
• Some general understanding of which areas of representation are covered
• Little terminology or inaccurate terminology applied (theorists / media terminology)

Level 3:

• At least two elements of representation discussed
• Sound understanding of the concept of representation
• Sound understanding of which areas of representation are covered
• Some discussion of stereotyping and anti-stereotyping applied to clip
• Some terminology applied but inconsistent (theorists / media terminology)

Level 4:

• At least two elements of representation discussed in detail
• Clear and consistent understanding of the concept of representation
• Clear and consistent understanding of which areas of representation are covered
• Sustained discussion of stereotyping and anti-stereotyping applied to clip
• Consistently applies terminology accurately (theorists / media terminology)

Yr 10 media - practise essay

Task title:
How are teenagers represented in the Hunger Games trailer?

Think about:

• Individual characters
• Groups of characters (adults/teens)
• Dialogue, clothing, etc.
• Anti stereotypes as well as stereotypes

Have a look at the lesson blog post to re-watch the trailer.

Yr9 media - representation

Task 1:
Each group is to deliver your presentations on the different areas of representation to the rest of the class.

• Ethnicity
• Sexuality
• Gender
• Disability
• Age

As each group is presenting, you should be taking notes using a Word.doc. which you should then save as research.

Task 2:
Once presentations are delivered, you should create a guide to all the different areas of representation - you can do this as a PPT, Word, Prezi, Animoto. 

If you have any missing information from your classmates presentations, you must research it to make sure your guide is useful.

REMEMBER - this will be a tool you can use throughout your media studies course, as well as a handy revision tool for exams!

Task 3:
There are three areas of representation that you haven't covered - research these and add them to your representation guide.

• Ability (physical and mental)
• Regional identity
• Class and status

Don't forget to include:

• Key theorists
• Stereotypes and anti-stereotypes
• Examples in 'real' media
• Examples in 'fictional' media

Yr10 - Hunger Games

Task 1:
Analyse the trailer to consider how teenagers are represented - consider the following individuals and groups:

• Katniss
• Gale
• Peeta
• Primrose
• Groups of teenagers
• Adults (consider binary opposition)

Task 2:

Write a short essay that discusses how each of these individuals and groups are represented through age:

• Provide specific examples from the trailer
• Compare teenage stereotypes to the relevant characters
• Suggest any anti-stereotypes
• Compare teenagers with the representation of the 'adults' in the trailer

Year 9 - Blog instructions

Setting Up Your Blog

Year 9

Get into groups of no more than 4.


You have this lesson to research and prepare a presentation on one of the following topics:

• Ethnicity
• Sexuality
• Gender
• Disability
• Ability
• Class
• Age
• Regional identity

Each person in your group is responsible for a different part of the research that will presented to the rest of the class:

• Key theorists and what they have to say
• Stereotypes and anti-stereotypes
• Examples in 'real' media
• Examples in 'fake' media

Make sure you put a lot of effort into this as it will form the basis of your AND THE WHOLE CLASS understanding of representation in these different areas!

Yr 11 Media Studies Production Schedule

MS Portfolio Production Schedule

Hunger Games and The Amazing Spiderman Research

Research The Hunger Games and The Amazing Spiderman.

1. An explanation of the film's plot
2. The film's genre (who do you think would want to watch it? Teens, Adults, Males, Females, etc.)
3. The film's rating (e.g, is it 15, 18, PG?)
4. The film's budget (i.e. how much it cost to make)
5. Who directed the film (is this film typical of their work?)
6. Who starred in the film (are they major stars or relative unknowns? What films have the previously been in?)
7. Which Studio(s) produced the film (and more importantly WHO owns them?)
8. The technology involved (was it filmed on ‘film’ or digital, is it 3D? Does it use CGI?, etc.)
9. Which studio(s) distributed the film (and once again who owns them?)
10. The film's release date in the UK and the US
11. FIVE different examples of how the film was marketed (e.g. posters, trailers, premiers, etc.)

Then complete the following for BOTH films:

• Make a list of character names.
• Write a character profile for each of the main characters (include an image of each one too) - age, family, background, interests, etc.
• Consider the ways that teenagers are represented in BOTH films (this will really help with your coursework essay).

Year 11 - work to be completed 25th Sep 11GG

Tasks for today:

• Finish and print ANY OUTSTANDING coursework that needs to be done and make sure your NAME is on it!
• Work on editing/improving your Forrest Gump essays - if you've done this then print and put your NAME on it.
• If you aren't editing/improving your essays, make sure the original marked copies are handed in.
• Reminder - deadline for essays is Friday 2nd October
• I have emailed you all the PPT Mrs H used during her lesson last week

If you've finished all of this, your task for the rest of the lesson is to complete the following:

• Find two front covers of different magazines - any genre or type you like
• Annotate the front covers using the magazine glossary (scroll down and you'll see it!)
• Save and post to your blog
• Open a new document with the same two front covers
• This time annotate with analysis - comment on:
• Font - colour, size, type
• Main image - who's in it, facial expression, clothing, props, colours - what are they selling?
• Cover and sell lines - why are they there? What are they telling the reader?

Magazine glossary

Magazine and Newspaper Glossary by Sarah Ghost

Yr10 Media - representation

Task 1:

Find an image of the following

1. Tom Cruise in The Edge of Tomorrow
2. Jennifer Lawrence in the Hunger Games
3. Pharrell Williams in his Westwood hat
4. Miley Cyrus in V Magazine Sep 2014

Write about the representation of each of the celebrities, including:

• Facial expression
• Styling (hair, makeup, clothes, costume, props)
• Mise en scene (background, lighting, colours, etc.). What does the location and setting tell us about them?

Task 2:

We need to consider how teenagers are represented in the media. 

1. Find a variety of images representing the typical teenager and create a mood board of them
2. Find three news articles which involve teenagers
3. Write a short discussion piece about what you think the key stereotypes that teenagers have to cope with, and whether you think this is fair.
4. Also include a discussion of how easy it is to find positive or negative images, and what you think the reasons are for this.

Challenge task

Try to find examples of where teenagers are presented in a positive light in the media. Add this to the bottom of your work to balance your argument about teenage stereotyping.

Uploading to your blog

Follow these steps to upload to your blog from Scribd:

• Save your document as a PDF
• Upload it to Scribd
• Copy the embed link code
• Open a new post on Blogger
• Click the HTML button
• Paste the code into the white space
• Check it's displaying correctly by clicking the Compose button
• Put in some key words in the Labels section
• Click Publish

Year 10 - lesson 1

L1 representation from Sarah Ghost

Evaluation questions

Individual Portfolio Schedule With Dates

Pitching your film idea

Your film pitch

You will be pitching your film idea to the rest of the class on Tues 16th June.

Your pitch should be a maximum of 3 minutes long, with time for questions at the end of your pitch.

Your pitch should include the following items:

• Genre - codes and conventions you're going to use in your film
• No more than 30 word plot summary
• Key characters - who will you cast and why?
• Director - who will direct, what have they done before, and why have they been chosen?
• Discussion of target audience
• Film setting and location
• Comparisons with other films and why they're similar/different to yours
• Budget (high or low and why)
• Where you intend to release your movie and why

Your pitch can be presented using whatever format you feel comfortable with - but it must contain images and key words. You should NOT read off the screen.

Remember, you also need have evidence of your pitch on your blog so make sure you post it there asap! Include any feedback you have been given by your audience and answers to any questions you were asked.

Portfolio schedule with dates

Individual Portfolio Schedule With Dates

GCSE Blogs

You need to set up a blog so that Miss Ghost and the examiner can see what work you have completed.

You need to complete the following checklist:

• Set up a Gmail account (if you don't already have one)
• Set up a blog using Blogger (attached to the Gmail account)
• Create a blog using the following convention:
• firstnamesecondnameCBA15
• Email Miss G with the link to your blog
• Post any completed work you have done on your blog - make sure the title of your post includes the task name and purpose

You may also wish to set up accounts in the following in order to help you post your work easier:

• Scribd
• Slideshare
• Dropbox
• Flickr

Individual portfolio checklist

Individual Portfolio Checklist

Colin Barnes - disability stereotypes

Disability in films

Disability in Film Examples

Yr10 media - film poster analysis

Movie posters are designed to attract and persuade potential audiences to purchase a ticket to the cinema to watch the film.

Task 1:
Work in pairs/threes and analyse the film poster you have been given using the question sheets. Create a presentation using Powerpoint or Prezi, and be prepared to share your ideas with the class. The best work will be displayed on this blog.

Questions:

• Does it contain standard poster features (picture, tagline, credit block, use of star names, use of star, release date, producer/director, enigma)?
• What are the main colours used? What do they connote?
• What symbols are used? Does the audience need foreknowledge to decode them?
• What are the main figures / objects / background? Are they represented photographically, graphically, or illustratively?
• Are the messages primarily visual, verbal, or both?
• Who is the intended audience?
• What genre conventions are there?
• Is a star used as a USP?
• Are 'expert witnesses' quoted?
• What pleasures (gratifications) are promised?
• How is attention gained (humour, shock, surprise, familiar face)?
• How does the tagline work (humour, pun, alliteration)?
• Is it a good poster?
• Does it communicate effectively with the audience?
• Are there any alternative readings which might harm the marketing message?
• Is it offensive?

Task 2:
Find your own film poster and use the questions above to analyse it. Produce a written piece of analysis, including a copy of the picture, in Word. Email your work to Miss Ghost.

Task 3:
Now look at your own poster designs. Swap with a peer and analyse each other's designs using the above questions - write your findings in your class book. Produce two constructive pieces of feedback for your peer to help them improve their work.

Task 4:
Continue working on and improving your film poster flat plan designs. Check with Miss Ghost if you're ready to begin designing your poster on the computer.