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Media Studies Mise-en-Scene Whole Lesson

Media Studies Mise-en-Scene Whole Lesson

Suitable for introducing the concept of mise-en-scene to a new media group. Plenty of opportunity from written tasks as well as discussion. Adapted for AEN with optional sentence structures. Covers the following aspects in detail: Lighting Colour Positioning Facial Expressions and Body Language
MissC_Computing_Media
COMPONENT 2: TV IN THE GLOBAL AGE, 'LIFE ON MARS' (MEDIA LANGUAGE, NARRATIVE AND GENRE)

COMPONENT 2: TV IN THE GLOBAL AGE, 'LIFE ON MARS' (MEDIA LANGUAGE, NARRATIVE AND GENRE)

‘Life On Mars’ Lesson 1-4= This Quad lesson is part of a tailored unit to help students understand the differences between writing for Component 1 and 2. I have designed the ‘Life on Mars’ and ‘The Bridge’ lessons separately so as to focus on all of RAIL (Representation, Audience, Industry and Language (Media) respectively. 'The Bridge lessons will follow exactly the same format as the ‘Life On Mars’ series of lessons and will include 4 Power Points, one on each of the RAIL terms. 'The BRidge lessons will also be uploaded onto the TES as and when they are planned. It is my intention to teach my students the RAIL term for ‘Life On Mars’ and then 'The Bridge to aid their compare and contrasting. This Quad lesson features: -Examiner expectations -Context behind ‘Life On Mars’ e.g. the shows concept, David Bowie and all of teh spin-off series/ remakes. -Archetypal shows of British Tv Crime e.g. ‘Dixon of Dock Green’ and ‘Z Cars’ -An analysis of the 1970’s Tv Crime Drama sub-genre. -Various TV Drama sub-genres Mini assessment on Media Language key terms Stock characters and tropes Intertextuality A case study looking and the similarities between ‘The Sweeeny’ and ‘Life On Mars’ Steve Neale Genre theory Analysis of print text against codes and conventions To what extent does ‘LOM’ adhere to established conventions of the sub-genre? (Brainstorm Task) Narrative theory recap and task on 4 narrative theorists Levi-Strauss Structualism Exam question from SAMs group task and peer feedback (Factors in to H/W. **THIS LESSON INCLUDES 2 H/W TASKS, ALL LINKS, PRINTABLE RESOURCE AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT 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.
BarberJake
AQA Media Studies GCSE coursework preparation. Outstanding station lesson

AQA Media Studies GCSE coursework preparation. Outstanding station lesson

AQA Media Studies GCSE coursework preparation. Graded outstanding station lesson. Stations include: • Media language Word search • Connotation scrabble (numeracy) • Evaluation of student work – understanding the grading system • Creation of A* film poster. (Upload creations to Padlet for extra interactivity) Differentiated Station sheets with challenges for each student. Differentiated roles within each group to ensure inclusion of each student
fif_ok
Media Studies - Lighting and sound lessons

Media Studies - Lighting and sound lessons

Media studies GCSE Lighting and Sound lessons including interactive clips and station exercise. Differentiated station sheets. Speaking and listening skills through presentations. Challenge links to Barthes, Propps and Maslow.
fif_ok
AQA GCSE Media - Close Study Product "Class" TV Drama 2016 - Representation

AQA GCSE Media - Close Study Product "Class" TV Drama 2016 - Representation

Introduces the close study product “Class” - a Dr Who spin off from 2016. Revises the key concept of representation, followed by class discussion on the topic. Then the episode is intended to be shown with some acompanying key questions for students to think/write notes about. Teacher could also stop the episode to discuss key questions at any relevant point. You will need to purchase the video clip https://www.youtube.com/watch?v=RoYqPbdqwoM
MissC_Computing_Media
Arctic Monkeys I Bet You Look Good On The Dancefloor GCSE Media Studies Music Video CSP

Arctic Monkeys I Bet You Look Good On The Dancefloor GCSE Media Studies Music Video CSP

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining the Music Video ‘I Bet You Look Good On The Dancefloor’ The 16 slide 5 lesson resource and PLC study the Media Audience and Industries around the video and how it relates to the changing nature of the music industry; it also compares key points to the other Music Video CSP, ‘One Direction, History’ . The Powerpoint includes all resources and five lessons work (with possible expansion). Lesson 1: Who were the Arctic Monkeys and why was their growth a key turning point in the music industry? Compare the Arctic Monkeys with a classic rock band, such as The Beatles. Lesson 2: Analysis of the video for ‘I Bet You Look Good On The Dancefloor’. How do the band present their image through the video and why? Why do music videos exist? Lesson 3: What are the demographics and psychographics of the Arctic Monkeys audience (Young and Rubicam)? Why do people watch the Arctic Monkeys (Uses and Gratification)? Lesson 4: Why was this video a turning point in the music industry? How did P2P file sharing change the music industry? How has changing technology enabled self-production in music and what does this mean for the music industry? Lesson 5: How are music videos regulated and why? Comparing Arctic Monkeys ‘I Bet You Look Good On The Dancefloor’ and One Direction ‘History’. All of the above are linked through activities to ‘I Bet You Look Good On The Dancefloor’ and could extend into further lessons and discussions. As previous 5-star reviews for other CSPs published on TES have stated ‘these are great starting points’ for lesson delivery. Powerpoint file contains all resources, along with a Personal Learning Checklist (PLC) for students to RAG-rate their knowledge, skills and understanding. As a kind reviewer has stated "Just buy it!" Reviews welcomed
wilfy
Hearing is Seeing - improve descriptive writing with film

Hearing is Seeing - improve descriptive writing with film

Into Film’s series of Industry Visits, which brings film industry talent into schools across the UK, saw Veronika Hyks, Head of Audio Description at BTI Studios, visiting young people at Lent Rise Primary School in Slough. Audio description (AD) is the verbal description of film images to support the experience of visually impaired audiences. Creating AD narratives provides a wonderful opportunity for descriptive writing in the classroom or as part of an Into Film Club. Using literacy techniques during a practical workshop, Veronika encouraged the children at Lent Primary to encourage them to write their own descriptions, using a clip from Disney’s Frozen. Keeping their eyes closed, the children were asked to listen to the dialogue and sounds used in the clip, and imagined what the experience might be like to someone who is visually impaired. They then had a go at writing their own audio descriptions, using descriptive words and thinking about how tense could be used. Veronika tasked the children with reading their own descriptions out loud alongside the clip, helping them to think about rhythm and pace, and using the sounds and dialogue to bring the clip to life. Watch the video above to see how they got on, and to hear Veronika discuss audio-description in her own words. Visit www.intofilm,org for details on how to start an Into Film Club for resources, exclusive industry careers advice and more.
IntoFilm
Son of Rambow Film Studies Booklet

Son of Rambow Film Studies Booklet

This booklet is perfect for students to use in conjuction with their film study of Son of Rambow directed by Garth Jennings. As students make their way through the film, they can fill out the corresponding sections to help deepen their understanding of the plot, characters, themes and techniques used in film.
TaraConnolly
The Outsiders by S.E Hinton

The Outsiders by S.E Hinton

This PowerPoint is useful when reading ‘The Outsiders’ with students. It covers possible themes and characters as well as setting some questions students can complete for homework/class.
TaraConnolly
Bridge to Terabithia (2007) Movie Guide/Analysis Multiple-Choice Quiz/Test

Bridge to Terabithia (2007) Movie Guide/Analysis Multiple-Choice Quiz/Test

This 97-question multiple-choice reading analysis/comprehension test/quiz on Bridge to Terabithia (2007) Rated-PG movie has questions from different levels of Bloom’s Taxonomy (revised). It also includes an open-ended essay question about the film and characters. Show the movie and feel confident that students will see it through a language arts and English class lens. It will test students’ literal and interpretive understanding of the movie, plot development, point of view, making inferences, literary devices, and figurative language. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. Includes link to rent/buy/stream the film on Amazon. Answer key and writing rubric included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text/film, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text/film/media says explicitly as well as inferences drawn from the text/film/media. Editable MS Word Doc. You can use this product for years and years! This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!
learningisawesomewithmrsalinas
R081 - Creative I-Media Exam - Personal Learning Checklist

R081 - Creative I-Media Exam - Personal Learning Checklist

This personal learning checklist is perfect for students when monitoring/self assessing their strengths and weaknesses in the R081 OCR Creative I-Media Exam. This document can be updated by students during and outside of lessons and is a perfect revision tool that covers all of the main topics.
Charliesep21
R081 - Creative I-Media Exam - Knowledge Organisers

R081 - Creative I-Media Exam - Knowledge Organisers

These 5 knowledge organisers outline everything students need to know for the R081 OCR Creative I-Media exam. They each fit on one single side of A4 paper and are neat and orgnaised. Students can use them to learn content and then test themsleves in and out of lessons, they can also be used to asisst teachers with key information and topics to cover.
Charliesep21
R081 - Creative I-Media - Flashcards

R081 - Creative I-Media - Flashcards

In this document there are over 60 Flashcards that can be used to test students on all of the key knowledge for the R081 OCR Creative I-Media exam. The flashcards cover all learning objectives and can be used both in lessons and at home.
Charliesep21
R081 - Creative I-Media Exam - Scheme of Work

R081 - Creative I-Media Exam - Scheme of Work

This detailed and comprehensive scheme of work for the R081 Creative I-Media exam will enable teachers to cover all of the relevent course content in detail. Embedded into this scheme of work are all four Learning Objectives, interleaving and spacing and retrieval plenaries. Assessment points have also been added to assist teachers with low risk high frequency assessment tracking.
Charliesep21
MEDIA OLYMPICS: END OF YEAR ASSESSMENT FOR GCSE EDUQAS COMPONENT 1 (GROUP AND INDEPENDENT)

MEDIA OLYMPICS: END OF YEAR ASSESSMENT FOR GCSE EDUQAS COMPONENT 1 (GROUP AND INDEPENDENT)

This lesson which can be taught as a single or a double, assesses students on the following topics: -Key concepts (RAIL) James Bond Franchise Magazine Unit Quality Street and This Girl Can Coursework This resource is a fun, engaging and an easily adaptable format that can be used for future assessment e.g. The Gold, Silver and Bronze stock slides for differentiating learning. Students facilitate and stretch themselves by selecting the level of difficulty/ questions they choose. The Power Point is comprised of two Independent tasks and two group tasks. They aim of the session is for students to compete in Olympic style events. The person with the less points, wins Gold, second least Silver and Bronze for third place. Prizes are optional and are based upon a rewards system I am trialling of offering students the choice between an Educational reward and a treat e.g. sweets etc. **I have used this resource with my Year 9’s and 10’s as a fun end of year assessment which they loved. They commented that is was refreshing to assess their learning without having to write a mock and loved worked independently as well as teams. This is a reusable resource and can easily be adapted with your own questions and differing media forms, added in. ** NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. 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). (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media. 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.
BarberJake
YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: GAMING, INDUSTRY, HISTORICAL CONTEXT AND REGULATION

YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: GAMING, INDUSTRY, HISTORICAL CONTEXT AND REGULATION

LESSON 28-31 IN THE SERIES OF SECTION B LESSONS= This QUAD begins to look at Assassins Creed III: Liberation, namely Industry, Regulation and the History of Gaming. This Quad lesson looks at: -Top 25 gaming companies including Ubisoft’s ranking who made the game (most up to date data) -Industry v Institution differentiation -Examiner Expectations and RAG PLC from Examiner documents -Facts about the popularity of gaming and the Commercial Viability of the gaming Industry -A short History of gaming (audio/visual viewing task) -Key terminology in gaming and sub-genres e.g. Sandbox, First Person Shooter, Side Scroller etc. -Old V New Media -Regulation (PEGI and VSC) with visual regulation task/ viewing of controversial games. In-Depth 1 hour Groups task based on regulation and VSC. E3 Exhibition Use of EDUQAS fact sheet breakdown as my students commented that they were finding this particular fact sheet hard to access (Differentiation). **THIS LESSON INCLUDES ALL LINKS, PRINTABLE RESOURCE AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT ** This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. 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.
BarberJake
Greek Mythology Curriculum for High School

Greek Mythology Curriculum for High School

Looking for a Greek mythology unit for an older audience? Take those beloved mythological stories and ramp them up with this MASSIVE bundle that includes SIX WEEKS OF COMPLETE LESSON MATERIALS designed for advanced middle school students and high school freshmen/sophomores as they connect their studies of Greek mythology to our modern world and their own lives. This is a six unit curriculum study on mythology. With instructional pacing, all lesson plans and supplements (minus materials such as videos and such), and a general database for English classroom use, this will span 84 days of instruction. Textbooks not included. This unit will introduce students to the structure and purpose of myths in society. As students become familiar with the enduring patterns and motifs found in mythology, they will gain a greater appreciation for the continuity and tradition of our literary heritage as a reflection of the collective experiences of humankind to make meaning and explain the world around us. The big ideas embedded through this unit are: • Whether passed down orally or retold in a literary format, myths follow identifiable patterns and contain common motifs. • Myths are stories which provide an understanding of the world around us. • Myths straddle the line between folklore, religion, fiction, and science. • The purpose of myths is to explain the unexplainable, to amuse, to unite, and to educate. Included in this 9-12 Mythology Curriculum are essential questions, acquired knowledge, acquired skills, major assessments, instructional materials list and where to obtain, interdisciplinary connections, technology connections, accommodations and modifications. Unit 1: Mythic Meaning, Structure and Creation (Pacing – 8 Days) 1 Unit Benchmark Assessment 4 Unit 2: The Classical Tradition as a Reflection of Society (Pacing – 18 Days) 5 Unit Benchmark Assessment 8 Unit 3: The Hero’s Journey (Pacing – 18 Days) 9 Unit Benchmark Assessment 12 Unit 4: Epic Literature (Pacing – 10 Days) 13 Unit Benchmark Assessment 16 Unit 5: Comparative Mythology (Pacing – 12 Days) 17 Unit Benchmark Assessment 20 Unit 6: Mythology Applied: The Art of Allusion (Pacing – 18 Days) 22 Unit Benchmark Assessment 25 Appendix A: General Databases for English Classroom Use 26 Extra pages include a comic strip template, graphics, writing prompt, rubric, persuasive essay paper, handouts and more! ***I’ve also included my Persuasive Writing Bundle. Thank you for looking! If you like it, please leave a review!
GracieRae
Doctor Strange GCSE Media Studies Close Study Product CSP Film

Doctor Strange GCSE Media Studies Close Study Product CSP Film

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining major film studio through film ‘Doctor Strange’. The 15 slide 4 lesson resource and PLC study the Media Industries around the film and how it relates to the global film industry; it also compares key points to the other Film CSP, ‘I, Daniel Blake’ (seperate detailed CSP also available). The Powerpoint includes all resources and four lessons work (with possible expansion). Lesson 1: What is Doctor Strange? Which companies produced it and why is that relevant?How much did the film cost and why? All linked to video and key statistics. Lesson 2: How was the film marketed and what platforms were used? What was the role of promotional partners and why? Was Doctor Strange a box office success and how did it compare with ‘I, Daniel Blake’? What was the global spread of the Doctor Strange film? Lesson 3: What is the impact of the major Hollywood studio’s on the global film industry? What film certificate is Doctor Strange and why? What merchandise has been produced and why? Lesson 4: How was the film exhibited? Comparison activity with ‘I, Daniel Blake’ and possible examination/homework questions. All of the above are linked through activities to ‘Doctor Strange’ and could extend into further lessons and discussions. As previous 5-star reviews for other CSPs published on TES have stated ‘these are great starting points’ for lesson delivery. Powerpoint file contains all resources, along with a Personal Learning Checklist (PLC) for students to RAG-rate their knowledge, skills and understanding. As a kind reviewer has stated "Just buy it!" Reviews welcomed
wilfy
CTEC Digital Media Level 3 COMPLETE Unit 2

CTEC Digital Media Level 3 COMPLETE Unit 2

•COMPLETE Unit 2 for the Cambridge Technical 2016 suite in Digital Media. •Includes comprehensive and editable PowerPoint, 36 slides long, highly rated by students in student voice feedback. •Unit of learning provided which includes assessment opportunities and differentiation opportunities. •Key terminology identified in the PowerPoint in purple, links exactly with the glossary provided so students can fill it in as they worth through the unit. •Test at the end of each LO. •All clips embedded. •Links closely with the course textbook, but textbook not required.
katiesbannister
CTEC Digital Media Level 3 COMPLETE Unit 1

CTEC Digital Media Level 3 COMPLETE Unit 1

COMPLETE Unit 1 for the Cambridge Technical 2016 suite in Digital Media. Includes comprehensive and editable PowerPoint, 110 slides long, highly rated by students in student voice feedback. Unit of learning provided which includes assessment opportunities and differentiation opportunities. Key terminology identified in the PowerPoint in purple, links exactly with the glossary provided so students can fill it in as they worth through the unit. Assessment at the end of each LO which uses the SAMS materials. All clips embedded. Used with current Year 12 class who all achieved exceptional results in January 2018 series. Links closely with the course textbook, but textbook not required.
katiesbannister
Film Studies WJEC Resource Packs

Film Studies WJEC Resource Packs

Resource packs for the following films: ET Slumdog Millionaire Invasion of the Body Snatchers Little Miss Sunshine Skyfall All include worksheets and powerpoints £30 instead of £8 each 25% saving
tomdubulu
Moving Image: Full Scheme of work. Slumdog Millionaire.

Moving Image: Full Scheme of work. Slumdog Millionaire.

Full moving image scheme of work. Includes 8 lessons which can easily run over 12 if you include making their own film poster and film storyboard. Includes: Lesson 1- Genre Lesson 2-Signifiers and connotations Lesson 3-Analysing film posters Lesson 4-Camera shots and storyboard Lesson 5-Mise-en-scene Lesson 6-Props, sound and lighting Lesson 7- Antagonists vs. protagonists Lesson 8-Screenwriting. Lessons 1-3 are based on a wide selection of films to introduce students to different genres. Lesson 4 onwards has a focus on Slumdog Millionaire, using camera shots from the film. I have used this SOW with both a lower year 8 class and higher year 9 class, as resources can be easily accessed and differentiated.
kattyanne72
End of Term - End of Term Activities

End of Term - End of Term Activities

6 hours of easy, no prep fun for activities week - enough to last a whole day on the last day of term. Includes: A big summer End of Year Quiz A creative, fun teamwork lesson where you make an important figure from 2018 out of scrap. A teamwork lesson and a competitive team-building activity. A World Cup Quiz A SPAG + Whole School Literacy Quiz A fun lesson on risk taking, to remind your students to keep safe this summer. A confidence boosting, positive hour-long session to have your students leaving in a happy and life-affirming mood. MORE WHOLE SCHOOL RESOURCES You can also find us on facebook: https://www.facebook.com/ecteachresources/ Twitter: https://twitter.com/ec_publishing and our website psheresources.com
EC_Resources
YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC A: MUSIC VIDEOS, REPRESENTATION AND CONTEXTS

YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC A: MUSIC VIDEOS, REPRESENTATION AND CONTEXTS

Lesson 21-23= This is the first TRIPLE in a series of 6 lessons based upon Music Videos. This series of lessons looks at the texts ‘DREAM’ and ‘RIPTIDE’ with this particular lesson focusing on Representation and contexts. This lesson includes: -Construction of characters in both Music Videos -An in-depth look at ‘Dream’ lyrics and their progressive messages -How and why are the pianist and Dizzie Rascal constructed to position an audience? (1 PEE Paragraph using the info to the left) -Allegory in Music videos with a focus upon ‘This is America’ by Childish Gambino -Surrealism vs Realism and the representation of reality -Consider whether these images of women are sexualised and offered to audiences for their pleasure (scopophilia) or presented in a way that challenges the sexualisation of women in many music videos. -Stuart Hall’s three reading theory re-cap and analysis of ‘Dream’ -Diffentiated written task on either ‘Riptide’ or ‘Dream’ with A* stretch and key terms to use. -Paul Gilroy Post-Colonialism -Cultural appropriation -Cultural Imperialism with an analysis and debate of ‘Bounce’ by Iggy Azzaela -25 Mark written response with supporting materials, peer and self assessment task in-built. **THE TEXTS WE ARE STUDYING FOR MUSIC VIDEOS ARE ‘DREAM’ AND ‘RIPTIDE’ **All links and access to articles/ online criteria are either posted on slides or within the notes section of the Power Point. This will be uploaded as a series of lessons on Component 1, Section A and will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. 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.
BarberJake
YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC A: MUSIC VIDEOS, MEDIA LANG, NARRATIVE AND CONTEXT

YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC A: MUSIC VIDEOS, MEDIA LANG, NARRATIVE AND CONTEXT

Lesson 18-20= This is the first TRIPLE in a series of 6 lessons based upon Music Videos. This series of lesson looks at the texts ‘DREAM’ and ‘RIPTIDE’ with this particular lesson focusing on Media Language, Contexts and Narrative. This lesson includes: -5 Contexts -Socio/cultural issues surrounding black youths in the Media Looking at the context of Dream and it’s rich intertextuality e.g. Muffin the Mule, South Pacific etc. Nostalgia Iconography Socio/political and cultural debate around the rise of Drill Music Comparison between ‘Dream’ Music Video and ‘Shutdown’ by Skepta Walking, talking mock based upon the question To what extent is the construction of ‘Dream’ influenced by contexts within contemporary society? -Written, technical and symbolic codes -Assessing retained knowledge of Narrative sheet (Great for an end of term/ year assessment) -Claude Levi Strauss Structuralism -Surrealism in ‘Riptide’ -Non-Linear vs Linear narrative **THE TEXTS WE ARE STUDYING FOR MUSIC VIDEOS ARE ‘DREAM’ AND ‘RIPTIDE’ ** **THIS LESSON INCLUDES TWO H/W TASKS LOCATED IN THE POWER POINT. All links and access to articles/ online criteria are either posted on slides or within the notes section of the Power Point. ** This will be uploaded as a series of lessons on Component 1, Section A and will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. 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.
BarberJake
LV9 EDUQAS EXEMPLAR RESEARCH, PLANNING AND STATEMENT OF AIMS FOR COMPONENT 3, BRIEF 2: MAGAZINES

LV9 EDUQAS EXEMPLAR RESEARCH, PLANNING AND STATEMENT OF AIMS FOR COMPONENT 3, BRIEF 2: MAGAZINES

LV9 COMPONENT 3, BRIEF 2 (MAGAZINES) EXEMPLAR=Based on the structure I provided my students (Find resource here at https://www.tes.com/teaching-resource/component-3-entire-sow-coursework-tracker-and-task-list-for-brief-2-print-magazine-design-11876053) As this is my first time teaching the new Coursework, I have decided to complete the coursework with my students. My work is shared with the students as an exemplar, as there are currently very few/ if any, online. This resource can be used for moderation activities with staff and students as well a scaffold for students of varying abilities. I have now taught this unit and my students have submitted their final work with studnets feeding back that this helped them to solidify their visions/ aid them in creativity. This Resource includes: -LV9 250 WORD STATEMENT OF AIMS (MY EXAMPLE IS 272 AND WITHIN TOLERANCE OF EXTRA 10%) -2 front cover analysis of two separate magazine front covers within the Lifestyle genre. These should be annotated around the image with key Media Language, Representation and Audience terms. (2 A4 pages) -Double Page Spread analysis belonging to one of the two magazine publications you have already looked at. These should be annotated around the image with key Media Language, Representation and Audience terms. (1 A4 page) -Institutional research task- Create a 1 page summary of one of the magazine publications you have looked at. You should include: -The mission statement of the magazine -Who the target readership is -Observations about the style and content in the magazine. -A summary paragraph at the bottom of the sheet outlining what you have learnt and how you will apply it to your own production. (1 A4 Page) -Audience mood board outlining products and services the audience of your intended magazine will be interested in based upon your R + P. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. 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). (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media. 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.
BarberJake
Quiz : End of Year Quiz

Quiz : End of Year Quiz

END OF TERM QUIZ: It’s summer quiz time! A massive, editable and interactive end of term quiz with loads of fun rounds designed to interest a wide range of student tastes (but still be a little educational too!) Rounds include: 2018 So Far, Music, Internet Fun and Jokes, Grammar, Spelling, Maths, Celeb in a Sandcastle and Name that Creature. The quiz is interactive, multiple choice and has hidden humorous Youtube clips throughout the questions for extra clues or a commiseration giggle when the class get an answer wrong. There are two ways of playing - either as a whole class, or, you can put the quiz on slide view, skip the answers and read them out at the end (if your class would rather compete in groups). A score sheet and all answers are included. The quiz is completely editable too. If you like this, you can check out more of our whole school resources here: WHOLE SCHOOL RESOURCES You can also find us on facebook: https://www.facebook.com/ecteachresources/ Twitter: https://twitter.com/ec_publishing and our website: psheresources.com
EC_Resources
YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: RADIO 'LATE NIGHT WOMEN'S HOUR'  AND INDUSTRY

YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: RADIO 'LATE NIGHT WOMEN'S HOUR' AND INDUSTRY

LESSON 24-27 IN THE SERIES OF SECTION B LESSONS: INDUSTRY= This QUAD continues to look at Late Night Women’s Hour and Industry issues. I have worked extensively on this series of lessons (7 lessons in total) as Staff, students and feedback from Media Teachers around the country have specified that this form is especially hard to teach with regards to student engagement and accessibility. This Quad lesson looks at: -The lesson is focused around a stimuli of two radio SAMS questions. After learning the content, students should then be able to attempt the question under timed conditions. -Platforms (E-Media, Broadcast and Print). PBS, LOCAL RADIO,NATIONAL COMMERCIAL AND INDEPENDENT RADIO. Variation in different BBC Radio brands/ channels. Convergence Theory. Trustworthiness of radio. Is it a dying medium? Marshall McLuhan ‘Medium is the Message’ and the Digital Divide. Varying content (Podcasts and DAB Radio). Scheduling and Prime time Stripping content Regulation Self-regulation vs Independent Regulation Types of Independent Regulator A* sheet for all forms The advantages of ‘LNWH’ and the delivery of content Market Liberalism Political Economist Pluralism “It could be argued that Late Night Woman’s Hour challenges the idea that media is controlled by a small number of companies driven by the logic of profit and power”. Do you agree or disagree? Create a for and against brainstorm, writing the question in the middle. Responsive task and peer feedback task in-built based upon Timed Response **H/W Task contained within the POwer Point as well as all links needed to content (Usually found in the notes section of the Power Point) ** Use of EDUQAS fact sheet breakdown as my students commented that they were finding this particular fact sheet hard to access (Differentiation). THIS LESSON INCLUDES ALL LINKS, PRINTABLE RESOURCE AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT This will be uploaded as a series of lessons on Component 1, Section Band will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. 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.
BarberJake
Top Level Response to A level Film Studies - Stories we Tell

Top Level Response to A level Film Studies - Stories we Tell

Exemplar response written in timed conditions. Component 2 - WJEC/Eduqas - Film Studies - DocumentaryStories We Tell Question was: 'To what extent can it be said that your chosen documentary is shaped by the film maker’s approach? Refer to at least one film maker’s theory you have studied.
gthorpe1982
Blade Runner and Vertigo  - Essay Pack/Writing Frames/Scaffolds

Blade Runner and Vertigo - Essay Pack/Writing Frames/Scaffolds

Everything you could need to be able to get your Film Studies students (and teachers) confident with how to approach the new Film Studies exams - component 1 section A - Hollywood 1930-1990. Films chosen are Blade Runner and Vertigo. Bundle includes timed responses to both AS and AL papers, writing frames, focused scaffolds and I’ve even thrown in a component 2 Pulp Fiction timed response just for good measure!
gthorpe1982
Blade Runner Vertigo Timed  Exemplar - New Film Studies WJEC Eduqas

Blade Runner Vertigo Timed Exemplar - New Film Studies WJEC Eduqas

Top level Film Studies (Blade Runner/Vertigo) response written in timed conditions. Response is to tweaked AS questions - though these could easily be used as AL responses - includes reference to auteurism, for example. Questions are: a) compare how setting is represented in one sequence from each film’ b)Films reflect how they were made and who made them’
gthorpe1982
Exemplar Response to New Film Studies Spec - Eduqas Blade Runner Vertigo

Exemplar Response to New Film Studies Spec - Eduqas Blade Runner Vertigo

Top level Film Studies (Blade Runner/Vertigo) response written in timed conditions. Response is to the specimen AS questions - though these could easily be used as AL responses. Questions are: a) compare how gender us represented in one sequence from each film’ b) ‘Films reflect aspects of the society in which they were made’ …
gthorpe1982
AL Film Studies Component 2 Response - Pulp Fiction

AL Film Studies Component 2 Response - Pulp Fiction

A top level response completed in timed conditions to the WJEC/Eduqas Film Studies - additional Specimen, Component 2 WJEC/Eduqas - experimental film. the question: ‘Unfamiliar approaches to narrative can be both difficult and exciting for the spectator’ Discuss this comment in relation to your film study. the focus film is Pulp Fiction.
gthorpe1982
A level Film Studies Response exemplar - Blade Runner Vertigo

A level Film Studies Response exemplar - Blade Runner Vertigo

A response completed in timed conditions to the new Wjec/Eduqas Film Studies spec AL Component 1 Paper - Hollywood 1930-1990 The response is in answer to the question “The Hollywood machine has always crushed any individuality in film making,” Compare the extent the films you have studied display auteur individuality.
gthorpe1982
Eduqas GCSE Media

Eduqas GCSE Media

A range of schemes of work for set products for the Component 1 examination. Make use of SAMS as well as other exam style questions and includes model answers from students. Also included is a small ‘introduction to media’ scheme of work and an ‘exam map’ which breaks down the exam offering suggestions on timing.
lizzie24