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

LESSON 5-8 IN THE SERIES. This four- lesson resource is part of a tailored 15 lesson unit that helps students engage with Section B of Component 2, AS/A2.Each contained lesson will focus on a part/parts of RAIL.This four-lesson structure focuses on Representation and Contexts and covers:

-STARTER: GET THE DROP ON THE EXAMINER (Assessing the students retained knowledge of Representation against that of an unseen ‘VOGUE’ (Term grid to support).
-Representational terminology e.g. progressive, regressive, marginalised etc.
-Expectations and theoretical theorists identified
-Gender Norms and Socialisation
Betty Friedan (American feminist) influential in the 1960’s/ writer of the ‘Feminine Mystique’ (Audio/Visual analysis)
-INSIDE BRITISH VOGUE: A BRIEF HISTORY OF 100 YEARS
-How ‘The Big Issue’ sells copies and how it is changing the representation of the homeless.
-Representation of the Homeless (Socio/Cultural, political and economic issue)
-FEATURED THEORIST: DAVID GAUNTLETT ‘IDENTITY’ (Case Study: Grayson Perry article)
-CONTEXTUAL CONTEXT: MAJORIE FERGUSON (Case Study: Select pages of ‘Vogue’). Then, with an application of the six compulsory representational theorists and Majorie Ferguson’s concepts around Magazines, have they progressed socially/ culturally and politically over time? Compare the ‘Vogue’ Front cover and selected pages with that of the ‘Cosmopolitan’ magazine covers below.
-Domestic Sphere
-Maternal Instincts
-Compare and contrast both the Mission Statements for ‘Vogue’ and ‘The Big Issue’. How do they differ in their ideologies and their challenging of entrenched socio/cultural, economic and political issues like homelessness and gender.
-CONTEXTUAL CONTEXT: RACIAL AND ETHNIC DIVERSITY
-The Exotic Other and Whitewashing
-MYTH, BINARY OPPOSITION AND ETHNOCENTRISM
-Work through the Mastery sheet on the SAMS question: Compared with the past, David Gauntlett argues that in the media today ‘we no longer get singular, straightforward messages about ideal types of male and female identities.’ Evaluate the validity of this claim with reference to the set editions of ‘Vogue’ and ‘The Big Issue’ and the historical contexts in which they are produced. [30] (MASTERY SHEET INCLUDED)

**THIS RESOURCE INCLUDES A MSTERY SHEET, PRINTABLE POWER POINT WORK SLIDES AND IN-CLASS ( AS WELL AS A H/W TASK) 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).

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