Summer Assessment Work

A’Level and BTEC

Welcome to Wyke Media Studies

Dear prospective Media students, Welcome to Media! Hope you are well and staying safe. Although the current situation is difficult, we feel it is a great opportunity to prepare, read around the subject and learn the vocabulary so that you are in a really strong position at the start of your first year at Wyke. These activities will equip you with media language and terminology and give you a broad overview of many of the topics that will be explored in greater depth. It will also give us an opportunity to see what your strengths are. Some of you will have encountered some of the concepts already but we still need to see if you can write and research with some clarity and conviction. There are some simple tasks and more analytical tasks that we will mark and consider in detail. Please work through these tasks over the coming weeks/months to ensure that you give yourself the best possible start for your A-level or BTEC Media course. We will also provide some extension tasks for those of you that are particularly keen and see this as your future career pathway. Best wishes The Media Team: Rebecca Ives (Head of Media & Film) David Harrison (Media teacher and Head of GCSE English) Harvinder Kaur (Media and Film teacher) Lee Hartley (Media teacher) Liam Fulton (Digital technician)

Introduction to the course: Media Studies examines all forms of communication:- print, broadcast and online. Everything that is presented to us has an intention; to inform, entertain or promote. It is imperative to learn how to analyse and de-code these messages in order to learn how to both appreciate and ‘read’ media texts in order to develop our independent ideas, opinions and viewpoints – all key factors in critical reading and thinking at A-level/ BTEC and beyond. This independent research will provide you with an opportunity to engage with different forms of media across the four frameworks; media language, industry, audience and representation. Some of you may have studied media before and others not. Complete the following tasks in this booklet to the best of your ability. All aspects of this booklet cover areas from A Level media and BTEC media, this is to help us and you to evaluate which course would be best suited to you. We hope you put in maximum effort and enjoy the tasks. We understand the circumstances in which you are carrying out this work. We advise that you make notes too while researching and keep these notes, as these will be beneficial later when studying the course. Check out what media A level has to offer on our website via this link https://wyke.ac.uk/courses/media-studies/ And BTEC media via this link: https://wyke.ac.uk/courses/creative-digital-media-production/

Contents/ Task summary Task 1: What is Media? (20 minutes work)

Task 2: Media Leaflet (2/3 hours work)

Task 3: Media Theory (15 minutes reading)

Task 4: Application of semiotics (20/30 minutes work)

Task 5: Application of Hall (10 minutes work)

Task 6: Analysis essay writing (2 hours work)

Extension tasks and further reading

Task 1: What is Media? In both A Level and BTEC similar skills will be addressed this year so: Watch the video clip on YouTube: What is Media? https://www.youtube.com/watch?v=qE-B_XkoAgQ Make notes on what you understand about Media in the following 4 areas.

Media language Representation

Audience Institutions/Industry

Task 2: Media Leaflet Practical work and working to a deadline and strict brief are an essential skill to all media students. Pupils will have to complete several practical tasks over the 2 years of study at Wyke on both A’ level and BTEC courses. We take into consideration that many of our students want to work in the industry so tasks are created with a vocational approach in mind.

So with this in mind:

‘Imagine you work for the BBC in the ‘educating young people’ about film and media department. You have been asked to design a ‘media & film’ leaflet to encourage young people to get more involved in making media

productions.’

*Before you design and make your booklet you may want to conduct some research on the following key areas (here are some hints and tips on how to get started:

Editing: Research what editing is and how it allows an audience to make sense of a film. You may not notice editing when you are watching a film; this is because it’s hidden. Some editing techniques you may have heard include: Jump cut, montage and shot reverse shot. Editing does not have to be ‘a type of shot’ it could be other things; can you find out what and explain?

Cinematography: This is art of photography. The difference between cinematography is: editing happens in the postproduction and cinematography during production. Cinematography includes camera framing, camera angles and camera movement. But can you find out and explain different examples and why they are used to create meaning for an audience?

Mise-en-scene: This is French for ‘within the scene’ it is a big factor in helping the audience understand what is happening via costumes, lighting, character placement, props and make up. In your research you may want to research how mise-en-scene helps the audience understand genre and how it creates hidden meanings to audiences.

Your task: To design a leaflet to explain the basics of editing, cinematography and mise-en scene to educate young people wanting to get into the media and film industry. Your leaflet can be made and designed on Publisher or word. It needs to look professional and interesting with images and text to make it look

appealing and fun to a young audience. The text below in bold will be used as subheadings in the leaflet. As you are a creative designer the design, template and layout has been left for you to design in a fun and creative way.

Checklist of evidence required 1) A front cover page: With a design that will be appealing to young people

wanting to learn about media and film. The title of the leaflet will be ‘Media: The basics’

2) Cinematography framing and angles: Explain what cinematography is and why a variety of framing types are needed. Show different examples of camera framing techniques and evaluate why different framing is used to create meaning for audiences. (You might want to take your own shots or use existing ones from the Internet. You can refer to a scene from films also.)

3) Cinematography camera movement: State and explain at least 3 camera movement techniques with examples from a film or TV series you have watched to explain your point. Explain why camera movement is needed in a moving image production and why not all frames can be still.

4) Mise-en-scene: Define and explain what mise-en-scene is and why it is important when making a production seem realistic. Use images to help explain what types of locations, props and costumes and lighting would be used if you were to make a science fiction film like Star Wars in comparison to a period film such as Emma.

5) Summary: Include a summary evaluating why cinematography techniques and mise-en-scene is important when engaging and audience. If these are not used when film making why would it be problematic?

Teacher Mark page

grading criteria

Criteria achieved Assessment comments (Positive)

feedback/Why wasn’t the criteria achieved)

Did they meet the deadline?

A basic understanding of the assignment shown with limited creativity and design.

Yes Partly

No

A clear understanding of the assignment will have been shown with will explained overviews of the key terms. The presentation will more advanced than the P criteria.

Yes Partly

No

D1) A solid understanding of the key terms, with use of excellent examples that have been justified and explained as to why they are used. The summary will have clear elements of evaluation and the design is to near professional standards.

Yes Partly

No

A brief introduction to media theory and media language

Media Language is a key part of media studies and being able to understand media texts or anything visual. Please make notes and carry out the following tasks to help you develop your skills on how to apply media language in a formal written essay.

Media language refers to how media products communicate with an audience. This is mainly done through the use of visual language (see list below). You will find that media texts communicate meaning through the use of signs and symbols; this is called semiology. Creators of media products encode messages and meanings within their products through media language; the audiences then decode their messages and respond to them in different ways.

It can include:

1. Cinematography (Camera framing and angles)

2. Editing

3. Sound

4. Mise-en-scene (costume, make up, location, lighting, body

language)

5. Intertextuality (referring to another media product within their

own work)

6. Genre

When analysing media texts in A’ level and BTEC you will have to apply media language theory.

Roland Barthes: Barthes is the first theorist you will encounter when you start Media Studies. Some of you may have met him already. His theory deals directly with media language and reading signs/texts. It is often called “semiology” – the reading of signs.

Task 3 Media Theory https://www.youtube.com/watch?v=bow0Y9QUlBU - watch this Youtube link and make notes to learn more about the theory and Barthes. To analyse an image of signs we will use Barthes terms: DENOTATION/SIGNIFIER (what we actually see) and CONNOTATION/SIGNIFIED (what this actually means to us) So here: Denotation – I see a long shot of an expensive red sports car and man leaning against it. Connotation – The man is wealthy, powerful and likes driving fast cars to show his wealth and power to those who do not know him. Further simple examples on Denotation and Connotation

• Denotation: Red rose with a green stem • Connotation: a symbol of passion and love - this is

what the rose represents. Could be a symbol of England.

• Denotation: Brown cross • Connotation: a symbol of religion, or to be more

specific this is a symbol of Christianity. Could be a symbol of pain.

Task 4 Application of semiotics Your Turn: you now need to conduct a mini analysis applying Barthes theory. Examine this advert and answer the 4 questions below.

1. What message is the advert trying to convey/tell us? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What does the water and the pulse rate image connote?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Why has the colour blue been used?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. How does the use of text/font/typography reinforce the message on

the advert? ‘find your power’? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Stuart Hall reception theory Another theorist you will probably encounter in the first few weeks at Wyke is Stuart Hall. His theory links to Barthes in many ways. We are still talking about media language and how we interpret text and signs, but it is more to do with how different audiences will interpret things differently. Hall believes that there are three ways to read a text:

• Dominant reading - media text/programme/poster/film etc. has a set of ideas the producer wants us all to understand.

• Oppositional reading - is when an audience do not agree with the intended meaning

• Negotiated reading – a combination of both (to agree and disagree) Obviously, everyone in the Media wants us to agree with the dominant reading but our class, gender, culture, race, politics and gender may make this impossible

What do you think? Do you think we decide the meaning of media texts ourselves?

‘broadcasters are concerned that the audience has failed to take the meaning as they – the broadcasters- intended. What they really mean to say is that viewers are not operating within the ‘dominant’ or ‘preferred’ code’ –

Stuart Hall

This theory highlights the fact that as an audience – we are not passive. We decide meaning.

Task 5 application of Hall

1. What is the dominant reading of the Union Jack? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What are the possible oppositional readings? (Think about other

cultures and politics) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is a possible negotiated reading?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Below is an example of how Barthes theory has been applied to this advert by Shelter. It takes time to explore the key elements and consider the connotations and meanings.

ESSAY SKILLS You will have to write analytical essays in class and in exams next year for A ‘level media. For BTEC you will have to apply the method to multiple questions in an online test rather than an extended essay. Below is some guidance on the style we will teach you. For most essays we like student to write 3 or 4 good paragraphs that make clear PONITS, uses EVIDENCE and EXPLAINS and EVALUATES the connotation made by the institution - in our case Shelter.

This paragraph uses Barthes theory of semiotics (connotations) well POINT Shelter’s whole purpose is to raise awareness and help those who are struggling in society (financially, with debt, landlords) and hopefully prevent further homelessness. EVIDENCE Shelter (through Amplify) have used an extreme close up of a woman’s face to highlight that homelessness can affect anyone. The face is void of a definite race, class and possibly age. This connotes/signifies EXPLAIN& EVALUATE that anyone can be affected by this issue. Direct address is used to not only engage the viewer, but to portray the pain and anxiety of the woman linked to the red text over her face. Her mouth is slightly open connoting fear to speak up about her problem. *These are some points you could use if you applied Hall this is more challenging and what we would expect when your analysis skills are more developed)*

• An oppositional reading might imply that this woman needs to work

harder in society so she doesn’t get into situations like this. • A negotiated reading will accept that advert is sympathetic to the

plight of the woman but may also feel the advert is not hard hitting enough and doesn’t convey its ideas effectively.

• In terms of Hall, another reading might be that they have used a woman to connote that more vulnerability and make us feel more sympathy.

TASK 6 Analysis essay writing We would like you to do analyse and write a full essay on the Lucozade advert below.

Part A Textual analysis:

Using the skills, you have learnt from the previous tasks, complete a full textual analysis of the Lucozade advert provided on the next page in preparation to answer the essay question below. Fill in the boxes in the same way we did for Shelter. Think about: colour, fonts, placement, imagery. Think about what you see (denotation) and what it means to the audience (connotation). Why have they been selected? What message does it create?

Part B Witten essay applying theory:

Answer this question 1) How does the Lucozade advert use media language to promote energy drinks? Construct a textual analysis applying PEE in your answer. [10] Refer to colour, typography/text choice, use of Gareth Bale, graphics, the product, copy (what is the text says) All of you must apply: Barthes Semiotics (so you must use the terms: denotation/denotes and connotation/connotes) Some of you might apply: Hall’s Reception Theory (dominant reading, negotiated reading, oppositional reading) (600 words minimum)

TEACHER MARK PAGE How does the Lucozade advert use media language to promote energy drinks? Construct a textual analysis applying PEE in your answer. [10]

Question Level Mark Scheme Mark 1 3 A comprehensive demonstration of knowledge and

understanding of how messages are communicated by the media language used in the Lucozade Advert. Comprehensive, detailed and accurate knowledge and understanding of how media language is used to construct meaning. Clear and precise and balanced explanation of the way media language communicates ideas. Answer is supported by detailed and accurate references.

7-10

2 An adequate demonstration of knowledge and understanding of how messages are communicated by the media language used in the Lucozade Advert. Adequate and generally accurate knowledge of how media language is used to construct meaning. Generally accurate explanation of the way media language communicates ideas. Answer is supported by generally accurate references.

4-6

1 A minimal demonstration of knowledge and understanding how messages are communicated by the media language used in the Lucozade Advert. Knowledge of how media language is used to construct meaning in the advert is minimal, demonstrating little understanding. • Explanation of how of the way media language communicates ideas is minimal and may not always be accurate. • Reference to the advert to support the answer is minimal and may be inaccurate.

1-3

0 No response worthy of credit. 0 Comment

EXTENSION TASKS: Complete these if you want to explore the subject in more depth and detail: TASK 1:

Online vocabulary: we spend a considerable amount of time looking at digital convergence (look it up and learn this definition, too!) and you’ll want some specific vocabulary for online too. Prosumer Culture Web 2.0 Streaming Multimedia

TASK 2:

Watch this short film from the YouTube channel ‘The School of Life’.

https://www.youtube.com/watch?time_continue=8&v=NwPdAZPnk7k Q

Answer this question - Do you think the media offer audiences a fair and non-biased view on the world? Give reasoning behind your argument

TASK 3:

Watch this video and make notes on what representation is:

https://www.youtube.com/watch?v=7AVAXe219RQ

Once you have watched it, answer the following:

How are teenagers represented by the media? Are stereotypes used? Give examples to back up your points – use images to back up your points as well.

TASK 4:

Media Industries (how the media industries’ processes of production, distribution and circulation affect media forms and platforms) Research Task: When talking about the film industry, what do we mean by the 'Big Six'? Why might this become the Big 5? Who are the 'Big Five/Six' media companies? What other companies do they own?

Websites for further education There is wealth of online opportunities at the moment, so please make the most of them. Firstly, issues which relate directly to our topics are covered in this blog which is update a few times a week. Make sure you read all the articles, and make notes of anything which seems particularly interesting to you. https://wealdmediateacher.blogspot.com/ These courses from Future Learn are completely invaluable. Run by universities, they will give you insights and a genuine head start, so please sign up for the ones suggested below at the very least. There may be more which take your fancy; explore and make the most of this opportunity

https://www.futurelearn.com/courses/film-distribution This course is great preparation for our module on The Jungle Book. It runs for four weeks, three hours a week – sign up! https://www.futurelearn.com/courses/filmmaking-animation-classroom Useful for when you start creating your own media in the Non-Exam Assessment (aka your coursework). It runs for three hours for three weeks. https://www.futurelearn.com/courses/critical-thinking-at-university This will be great for your analysis in paper one, and will teach you critical thinking skills you can use across your A-levels. It runs for two weeks, for four hours. https://www.screenskills.com/events/ Places on these are going like hot cakes, so try to sign up for lunch with a commissioner, or anything else that fits with your media interests. Take notes, ask questions, and make the most of this unique opportunity. https://www.topuniversities.com/courses/communication- mediastudies/guide University Guide to Media courses:

WIDER READING

As sixth form students it is essential that you develop your independent learning skills and carry out wider reading around your subject.

Here is a list of books and websites which will help you prepare for the theoretical aspect of the Media Studies course.

OCR Media Studies Component 1: Media Messages by Hodder Education OCR Media Studies Component 2: Evolving Media by Hodder Education OCR Media Studies Student Revision Guide by Hodder EducationBooks Media, Gender and Identity by David Gauntlett

Feminism is for Everybody by bell hooks

Feminist Media Studies by Liesbet van Zoonen

Gender Trouble by Judith Butler

After Empire by Paul Gilroy

There Ain't No Black In The Union Jack Paul Gilroy

Media Regulation by Lunt and Livingstone

Here Comes Everybody by Clay Shirky

Cognitive Surplus: Creativity and Generosity in a Connected Age by Clay Shirky

Representation: Cultural Representations and Signifying Practices Edited by Stuart Hall

Power without Responsibility: Press, Broadcasting and the Internet in Britain by James Curran

The Cultural Industries by David Hesmondhalgh

Convergence Culture: Where Old and New Media Collide by Henry Jenkins