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Digital Storytelling - iPad ideas

Digital Storytelling - iPad ideas

This resource is aimed at teachers using iPads with students to provide ideas and inspiration for iPad activities in class. It’s suitable for all levels of digital skill, from new starters to experienced digital leaders. The first page provides information about the teaching concept (storytelling) and ideas for the different forms a digital story can take. The second page gives simple ideas to try out with suggested apps. We’ve linked iOS apps but the ideas are adaptable to non-iOS / BYOD digital classrooms too. We hope you’ll find some iPad teaching & learning inspiration here! About us: we’re developing a classroom app, Sparkjar, for use in iPad schools. We’ve made these free resources because we want to give something back to teachers whilst we raise the profile of Sparkjar. We hope you find them useful as part of your iPad teaching toolkit. There’s a link to our website in the resource - if you want to check us out, please do.
Sparkjarapp
Star Wars Day Assembly / Lesson – May the Force, Fourth, Quiz, Activity, Presentation, 2018

Star Wars Day Assembly / Lesson – May the Force, Fourth, Quiz, Activity, Presentation, 2018

Visual 30+ page presentation for an assembly or lesson on Star Wars Day with accompanying quiz worksheet. Star Wars day is on May the 4th 2018. Includes: • important vocabulary • key information about Star Wars day • what is Star Wars? Star Wars films • characters, plot, setting, the Force • the success of Star Wars • the first Star Wars Day • Star Wars Day celebrations • the fantasy genre • interactive ‘Speak like Yoda’ activity • ‘Complete the Star Wars Quote’ activity • interactive anagram activity • quiz • useful information and images, Star Wars galaxy map • video and website links and more! Please note that the quiz questions on the worksheet are the same as those on the presentation and that the answers to the quiz are at the end of the presentation. This resource is fully editable and could be used for an interactive assembly or a lesson. All images are copyright free. Please leave a review if you find this useful. Thank you!
magicinkstand
How to analyse a film.

How to analyse a film.

This media studies resource presents students with a succinct and colourful map of different film components, enabling them to analyse movie scenes in great detail. Ideal for Media or Film studies revision, the resource is also relevant for KS3 pupils and their first introduction to moving image projects.
Godzillavsresources
Tsotsi GCSE Film Studies Scheme of Work / Revision / Viewing Booklet

Tsotsi GCSE Film Studies Scheme of Work / Revision / Viewing Booklet

A comprehensive scheme of work with over 60+ pages of detailed information and activities, designed to support in teaching Tsotsi for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format. Written by an experienced examiner and consultant, this booklet on Tsotsi, directed by Gavin Hood in 2005, provides a huge range of activities. Some of the work includes: the context of South Africa, including details on apartheid, key facts and information on the making of the film, systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. There are also dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task. This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own. Your download will be a zip folder which contains 4 version of the same document, with no watermarks on any page. It also comes with Microsoft Word and Mac OSX versions so that you can edit and do as you like with it, as well as a high quality PDF version and a compressed PDF version that is a much smaller size. Designed to help in the delivery of GCSE Film Studies, this guide focuses on Component 2 Global Film. This guide focuses on the key aspects of Representation and film language, as per the Eduqas Specification. Many thanks for taking a look and for any future purchases!
iandoublem
AQA MEDIA STUDIES LEGACY A2: AUDIENCES AS PRODUCERS AND IDENTITY (IDENTITIES AND THE MEDIA) MEST3

AQA MEDIA STUDIES LEGACY A2: AUDIENCES AS PRODUCERS AND IDENTITY (IDENTITIES AND THE MEDIA) MEST3

Lesson 26-28= Social media, audiences as producers and the construction of online identities This TRIPLE lesson continues to explore the unit on Identities and the Media, one of the two elements of the MEST 3 Exam Paper (The other being New Digital Media). This lesson includes: -A Star facts on Social Networking and E-Media. -A breakdown of every Identities Question in the Past Exams -Focus on One Identities question from 2015 -Post-modernism case study with a focus on Quentin Tarrantino complete with audio/visual clips etc. -Hyper-Reality -Prosumerism -Cambridge Analytica documentary viewing (15 mins) -John Fiske THIS LESSON INCLUDES RESOURCE SHEETS WITHIN THE POWER POINT AS WELL AS A BFI DOCUMENT FOR ONE OF THE LESSONS TASKS. **NOTE: This lesson follows the LEGACY AQA A-Level Specification. This is the last year that it will be taught (2017-2018 Term). ** 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: FILM ‘STRAIGHT OUTTA COMPTON’ & ‘I, DANIEL BLAKE'

YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: FILM ‘STRAIGHT OUTTA COMPTON’ & ‘I, DANIEL BLAKE'

LESSON 15-17 IN THE SERIES OF SECTION B LESSONS: INDUSTRY AND CONTEXTS= This Triple lesson begins an in-depth look at the varying ways ‘I, Daniel Blake’ and ‘Straight Outta Compton’ were distributed, produced and advertised. This lesson focuses on: What are Media industries versus institutions? Ident Advertising and marketing Ideology of industries/institutions and the 4 things an Movie Institution needs to be commercially successful Conglomerates oligopolies monopolies synergy multinational Vertical and Horizontal Integration -Institutional Mission Statements A facts on the distribution and marketing of both films Two in-depth note taking sessions based upon two fantastic audio/visual clips on producers and the use of marketing and promotion in movies over time The life-cycle from a film from start to finish (Production- exhibition) A research task for 4 groups where each group creates a resource that is distributed to the other three groups and vice versa (Discovery learning, peer-to-peer learning) THIS LESSON INCLUDES A H/W TASK AND PRINTABLE RESOURCES/ 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
YEAR 11 AQA LEGACY SERIAL TV DRAMA REVISION GUIDE WITH EXEMPLAR A* WRITTEN RESPONSES

YEAR 11 AQA LEGACY SERIAL TV DRAMA REVISION GUIDE WITH EXEMPLAR A* WRITTEN RESPONSES

This 26 page Revision guide is an extensive and focused look at the 2018 AQA LEGACY GCSE exam, Serial TV Drama. The guide is an engaging, thorough and easy to access document for students which covers all of the key RAIL concepts (Representation, Audience, Institution and Language (Media), provides A Star Exemplars to questions that have a high likelihood of appearing on the exam written by myself as well as a concentration upon key A RAIL theories. Although the Revision Guide focuses on the selected texts; ‘Lethal Weapon’, ‘The Night Manager’ and ‘Stranger Things’ with students having picked their own 4th text to analyse, the WORD document is easily updatable for teachers to swap in the texts they have studied with students and is largely genreic towards the Serial TV Drama genre and it;s various sub-genres. CONTENTS: Page 1- The Exam Format Page 2- Case studies Pages 3 to 5- Representation; progressive, regressive, archetype, countertype, stereotype, tokenism, misrepresentation, zeitgeist etc. Page 6 to 9- Audience; Uses and gratifications, Pick ‘N’ Mix theory, ABC1/C2DE, AOGRE , the impact of E-Media on Audience consumption etc Pages 10 to 13- Institution; Ident, self and independent regulation, Commercial Broadcasters, Public Service Broadcasters, Ideology, Conglomerates, oligopolies, monopolies, synergy, multinational institutions Pages 14 to 17- Media Language; genre, sub-genre, written/technical and symbolic codes, conventions, hybrid, platforms, multi-platforms, all of the main TV Drama sub-genres identified and broken down Pages 18- Final bits of advice; Exam breakdown, how to get an A* etc. Page 19 to 20- The Do’s and Don’ts of Essay Writing Pages 21 to 22- Possible Exam Questions; MY PREDICTIONS OF QUESTIONS LIKLEY TO COME UP HIGHLIGHTED IN YELLOW. Page 23 to 24- Exemplar A* Exam Responses which include responses to the following potential questions= POSSIBLE QUESTION QUES 1: How have the texts you have studied both adhered to and subverted codes and conventions of the sub-genre they belong to ensure that an audience is maintained throughout the whole series? TIME TO WRITE IN EXAM= 30 MINS) POSSIBLE QUESTION 2: We would like to hear your ideas for a new Serial TV Drama aimed at a younger audience. We have in mind a TV Drama that would appeal to teenagers, both girls and boys. We would like you to come up with the following: • A name for the Series • A plot synopsis of your Series • Your reasoning behind the choices you have made (TIME TO WRITE IN EXAM= 20 MINS) **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 11 AQA LEGACY SERIAL TV DRAMA: WORK PACK FOR USE AFTER THE PRESS RELEASE

YEAR 11 AQA LEGACY SERIAL TV DRAMA: WORK PACK FOR USE AFTER THE PRESS RELEASE

THIS RESOURCE FOCUSES ON THE 2018 AQA LEGACY EXAM: SERIAL TV DRAMA This 3-page resource is an in-depth checklist for students to complete in the month between their Press Release being issued and their formal exam. This checklist has been refined and based upon years of experience teaching the GCSE AQA Legacy specification and is tailored specifically on trends over previous years. If students conduct each of the tasks, they will plan for every and any possibilities on the exam, most notably Questions 2-4. The resource provides A breakdown of how to work after the Press Release and use time effectively in Revision. 10 Tasks outlined in detail with a space for students to check-off a task when complEte. 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