COMP 2: SEC B, MAGS MAINSTREAM & ALTERNATIVE 'VOGUE' & 'THE BIG ISSUE' (AUD, INDUSTRY/ CONTEXTS)

LESSON 9-15 IN THE SERIES. This seven- lesson resource concludes the tailored 15 lesson unit which helps students engage with Section B of Component 2, AS/A2.Each contained lesson will focus on a part/parts of RAIL.This seven-lesson structure focuses on Audience, Industry and Contexts. I decided to merge both Audience and Industry for 2 reasons; Timing of content delivered before exams and because my students benefit from seeing the links between Audience and Industry e.g. The distribution of ‘The Big Issue’ by Vendors with that of Personal Companionship. The Seven lesson resource covers

–STARTER: GET THE DROP ON THE EXAMINER (Assessing the students retained knowledge of Industry against that of Conde Nast (Term grid to support/ Discovery Learning).
-Industry terminology e.g. Oligopoly, Horizontally Integrated, Subsidary etc.
-Expectations and theoretical theorists identified (Audience and Industry)
-IPC IN THE 1960’S: A VERTICALLY INTEGRATED MEDIA CONGLOMERATE
CONDE NAST AND ADVANCE PUBLICATIONS
-Historical and Contemporary Industrial Contexts
-CONTEXTUAL CONTEXT: ECONOMIC CONTEXTS OF MAGAZINE PUBLISHING (Case Study: Cosmopolitan going solely digital and dropping of cover price v advertising
-GETTING TOLD THE ANSWERS IS SO LAST TERM= Log on. I will then split the class in half. You will get either a ‘Vogue’ or a ‘The Big Issue’ worksheet.Create your own revision resource based on your text. Both sides of the class will then feedback what they have found so that you can bolster your knowledge/ resources.
-Curran and Seaton Independent Task to embed theory
-Ipso, self-regulation and Independent Regulation
-REGULATION: A HISTORICAL OVERVIEW
-CHANGES IN THE REGULATION OF THE MAGAZINE INDUSTRY
-CONTEXTUAL CONTEXT: THE AIRBRUSHING DEBATE
-Magazine readerships are negatively cultivated with regards to their ideologies. Discuss with regards to select pages (your choice) from either of the set texts (Discussion and written tasks).
-Pro’s and Cons of going completely online
-Subbing, ‘The Big Issue’ shop, Charity and Invest.
-Social Consumerism
-Readership
-Circulation
-MAGAZINE PRODUCTION AND MAGAZINE DISTRIBUTION
-DIGITAL CONVERGENCE IN THE MAGAZINE INDUSTRY

**THIS RESOURCE INCLUDES PRINTABLE POWER POINT WORK SLIDES, A SAMS TIMED H/W QUESTION AND IN-CLASS TASKS DEPENDENT ON HAVING THE EDUQAS YEAR 1 AND 2 REVISION GUIDE FOR DISCOVERY LEARNING.
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NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.