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Film technique worksheet

Film technique worksheet

This resource is three worksheets that guide students through learning basic film techniques. Cinematography, misc en scene and post production techniques are all covered. Students identify techniques, write definitions and draw examples. This resource would work well as part of a film unit, as way to introduce or remind students of key film techniques.
Ashleighf4
FULL CAST AUDIO BOOK OF "The Strange Case of Dr Jekyll & Mr Hyde"

FULL CAST AUDIO BOOK OF "The Strange Case of Dr Jekyll & Mr Hyde"

TEACHING ENGLISH ? Teaching Dr Jekyll and Mr Hyde here’s a UNIQUE experience! Listen to the entire drama right here but with several actors playing all the roles complete with specially recorded sound effects and music! From Word of mouth Productions In Victorian London, there are tales of a murderous man who commits heinous crimes. After hearing of a nasty encounter the man had with a small child, Utterson swears he will see the end of the fiend. But why is he so monstrous and what are his links to Dr. Jekyll? We follow Utterson in his quest to unmask the brute and bring this callous foe to justice. This is the classic, fully unabridged original novel from Robert Louis Stevenson - brought to you on audio in a way that only Word of Mouth Productions know how to do - a combination of fully acted characters, SFX and music, makes this more immersive than any other version you can listen too. Check out our exclusive interview with the stars of The Strange Case of Doctor Jekyll and Mr. Hyde! This is the classic, fully unabridged original novel from Robert Louis Stevenson - brought to you on audio in a way that only Word of Mouth Productions know how to do - a combination of fully acted characters, SFX and music, makes this more immersive than any other version you can listen too.
brendansheppard
Eduqas GCSE (9-1) Film Studies Introductory Unit horror focus - narrative structure focus Lesson 4

Eduqas GCSE (9-1) Film Studies Introductory Unit horror focus - narrative structure focus Lesson 4

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson four from the scheme of work. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask. PLEASE NOTE, BACKGROUNDS ON ALL TEXT BOXES SHOULD BE FINE - PREVIEW ON TES DOESN’T MATCH ACTUAL POWERPOINT.
chloesteel
CAMBRIDGE NATIONALS - R081 PRE-PRODUCTION SKILLS - EVERY LESSON

CAMBRIDGE NATIONALS - R081 PRE-PRODUCTION SKILLS - EVERY LESSON

All 22 lessons updated for 2018/19 for the CAMBRIDGE NATIONALS in CREATIVE iMEDIA R081 PC USERS: These can be opened by setting up a free iCloud account at www.icloud.com and opening them in Keynote which is free, from there you can convert them easily to Powerpoint and away you go! Video and Audio is fully embedded no need to go to YouTube and now all lessons include SOLO outcomes! APPLE USERS: You can download this direct onto ANY Apple device via the iBooks store! https://itunes.apple.com/gb/book/cambridge-nationals-in-creative-imedia-r081/id1423877556?mt=11 Plus a whole host of Cambridge Technicals books, Adobe Photoshop, Final Cut Pro books and more are available!! Also comes with a free downloadable Workbook for students to write in as a PDF. Lessons were originally designed for a Year 10 group. Lessons are copyrighted to the author and not to be shared on social media.
brendansheppard
Daily Mirror GCSE Media Studies Newspaper CSP

Daily Mirror GCSE Media Studies Newspaper CSP

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining the Newspaper, The Daily Mirror. The** 35 slide 7 lesson resource** includes all resources and sevon lessons work (with possible expansion) and useful prior to NEA 2018 delivery if completing newspaper option. Lesson 1: What is the Press? What is Press freedom? What is Press intrusion? What are the politics of the UK national newspapers? Lesson 2: What is the difference between tabloid and broadsheet? What are the key components of a newspaper? How is the front cover of the Daily Mirror CSP designed and why? How does this compare with The Times? Lesson 3: How does the language differ with the Muirfield story and why? How does this compare with The Times? Lesson 4: How are newspaper audiences classified? What are the general characteristics of different national newspaper readers? What is the audience profile of the Daily Mirror? How does this differ to The Times? How are different social groups, issues or events represented in the Daily Mirror? How does the Daily Mirror target its audience? Lesson 5: Why do people read the Daily Mirror (pleasures)? What is an active and passive newspaper audience? How does the Daily Mirror encourage its audience to be passive and/or active? What are the different preferred readings of the Daily Mirror? Lesson 6: What is the market position of the Daily Mirror? What are the circulation figures of the Daily Mirror and how have they changed? Why are circulation figures changing? Who owns the Daily Mirror? All of the above are linked through activities to ‘History’ 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 reviewers have stated for previous Media Studies CSPs: "Just buy it!" “Your resources have been life savers!” “Well worth the money and really saved my life” “I just wanted to say that as a non-specialist these resources are worth every single penny! Thank you so much for making and sharing them.” “Blown away by this! Excellent AS Eduqas revision tool. Can’t thank you enough!” “They have saved me a huge amount of time and the detail that goes into your work is second to none. You put others to shame who charge twice as much for very little. Can’t thank you enough.” “Your new spec resources are saving me hours & hours of work! Thanks, they are really good.” "These resources are so useful - I cannot tell you how much time they have save me - very clear to follow and easy to adapt for revision material — well worth the money" Reviews welcomed
wilfy
50 Arts Labs - Dance Drama Art Music Acting Graphic Arts

50 Arts Labs - Dance Drama Art Music Acting Graphic Arts

50 Activities for kids supporting learning in the Arts. Recommended for grades K to 6 and up! Each one has a snappy title, a brief set of instructions, recommended materials list, and space for notes. These are very adjustable for your classroom, home, or homeschool needs. Do projects for concepts like: Art, Dance, Drama, Acting, Music, Poetry, Graphic Arts, and more! Make studies in the Arts exciting at home or in the classroom with fun projects!
rupert_boyne
COMPONENT 1 REVISION GUIDE (ALL FORMS COVERED IN BOTH SECTION A AND B)

COMPONENT 1 REVISION GUIDE (ALL FORMS COVERED IN BOTH SECTION A AND B)

This 74 page Revision Guide covers all of the COMPONENT 1, SEC A and B texts. The guide has been a year in the making and consists of insights I have found teaching the EDUQAS specification this year, is structured on a survey conducted by 30 teachers teaching the EDUQAS course around the country (what they would like from a revision guide/ areas of weakness in their students) and on that of my own students suggestions based upon their key worries. The guide is split into 3 easy to navigate sections: User Guide, Exam Breakdown, All 4 Rail terms broken down in a nutshell, all 5 contexts explained and ideal timings for the exam. All Section A forms; ‘Tide’, ‘Kiss of the Vampire’, ‘WaterAid’ , ‘The TImes’, ‘Daily Mirror’, ‘Dream’ and ‘Riptide’. All section B forms (Including ‘Tide’, ‘Kiss of the Vampire’ and ‘WaterAid’ (AUD) and ‘The Times’ and ‘Daily MIrror’ (AUD & IND), ‘Straight Outta Compton’, ‘I, Daniel Blake’, ‘Assassin’s Creed III: Liberation’ and 'Late NIght Woman’s Hour’ The guide includes the following: -A* Exemplars written by me based upon EDUQAS SAM’s questions, questions I have written myself and key areas of concern raised by the survey and students. -A coloured key consisting of two boxes; Green- TOP TIP FOR THE EXAM/ EXAMINER and Blue- KILLER FACT OR THEORY FOR THE EXAM and a glossary for each form and each assigned RAIL Term. -For those of you who have purchased my resources from the TES before or are familiar with my Power Points, the guide is a vibrant and visual revision aide. The guide consists of slides/ resources taken from my Power Points and lessons. -Each Form is studied in depth and against all of RAIL, based upon what Section/ Sections of the exam it pops up in. For example, the Newspaper Unit appears in SEC A (Media Language and Representation) and SEC B (AUD and IND). -There are a variety of tasks assigned to each form (which can be done in the boxes/pages provided in the booklet) which prompt students to apply newfound knowledge as well as ass retained knowledge of terms or theories they have learned about earlier in the guide. These tasks range from writing PEE exemplars based on an Exam style question to brainstorms, opinion/debate tasks and key considerations for the exam. These are ideal for H/W or Revision tasks and can be linked to tasks in class. PLEASE CONSULT THE SAMPLE PAGES IF UNSURE WHETHER OR NOT THIS RESOURCE IS FOR YOU. **IMPORTANT! I am teaching the two-year linear EDUQAS A-Level. However, this can also be used and adapted as you see fit for AS teaching in Year 12. Moreover, I am teaching ‘Riptide’ by Vance Joy and ‘Dream’ in the Music Video UNit and NOT ‘Formation’ by Beyonce. There is however, much cross over between the two videos and the guide can easily be altered dependent on your preferences.
BarberJake
Rabbit Proof Fence Student Workbook (film analysis)

Rabbit Proof Fence Student Workbook (film analysis)

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).
lrigb4
Newspaper scheme of work and student booklet - Media Studies Both CSP's

Newspaper scheme of work and student booklet - Media Studies Both CSP's

Resources for the Close Study Products Daily Mirror and The Times for the reformed AQA GCSE Media Studies course. Designed for AQA, also applies to Eduqas and anyone discussing Newspapers. The Powerpoint includes all four of the framework theory, covers all questions relating to the CSP and allows for independent analysis of other media texts. There are also opportunities to practice exam responses. Lessons work with a resource booklet for students to complete to complement the teaching resources (and act as a study/revision resource). Both are included in this pack. All of my powerpoints are designed with Senco recomendations such as layout, text on gentle colours, font size and use of language. Booklets are also scaffolded. A seperate resource is the Media Key Words Glossary that compliments all of my resources.
mwatkinson
Ethics Card Sort: Media Censorship?

Ethics Card Sort: Media Censorship?

Should freedom of information and speech be limited to protect public morality? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Card Sort: Censorship of the Media?

Card Sort: Censorship of the Media?

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Eduqas GCSE (9-1) Film Studies introductory unit (Propp's character types) Lesson 2

Eduqas GCSE (9-1) Film Studies introductory unit (Propp's character types) Lesson 2

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i begin the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This then feeds into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students are given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece is strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson two from the scheme of work and focuses on Propp’s character types looking at characters from different genres as a starting point. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying lessons, Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask.
chloesteel
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 48= EXPLORING THE POKEMON GO SITE (IND AND AUD FOCUS)

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 48= EXPLORING THE POKEMON GO SITE (IND AND AUD FOCUS)

LESSON 48 IN SERIES= This single lesson is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination and concludes the unit. This single lesson focuses on the marketing and promotion of Pokemon Go via it’s official site in the UK, it’s Facebook page and the official You Tube channel. The Power Point includes/ focuses on: -Select pages as per the examining boards request from the Official Pokemon Go UK website (Homepage, Pokedex page, Poke TV page) as well as select analysis of the You Tube Channel and Official Facebook page. -Each Power Point slide has a notes section so that the students and the teacher can explore the sites together and apply all that has been taught in the syllabus to that of the E-Media on show (please see my previous lessons 41-47 in the series for lessons/resources to aid in this). -This resource serves a s a revision resource for future exam practice based upon the Examining Boards demands/ exam style questioning etc. 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
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 45-47= AUDIENCE  AND THE HISTORY OF THE POKEMON FRANCHISE

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 45-47= AUDIENCE AND THE HISTORY OF THE POKEMON FRANCHISE

LESSON 45-47 IN SERIES= This TRIPLE lesson is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination. This TRIPLE focuses on the Audience of Pokemon Go and the history of the Pokemon franchise’. The Power Point includes/ focuses on: -The top 5 APP’s between 2010-2018 -A visual history of Pokemon (Trading game, video games, Pokemon Go) etc. -BRAINSTORM ALL THE WAYS THAT A GAME ASSOCIATED WITH THE POKÉMON BRAND, MAY ATTRACT A VARIETY OF AUDIENCES? -The various ways institutions/ industries identify and place audiences in categories e.g. age, occupation etc. -Uses and Gratifications theory -Pick ‘N’ Mix theory -ABC1/C2DE -Gamership -(AUDIO/ VISUAL ANALYSIS OF POKEMON GO ADVERT AGAINST ALL AUDIENCE THEORIES) BASED UPON THE VARIOUS AUDIENCE THEORIES YOU HAVE JUST LEARNT ABOUT, HOW DOES NINTENDO AND NIANTIC ATTRACT BOTH PRIMARY AND SECONDARY AUDIENCES OF VARYING DIFFERENCES (ABC1/C2DE/ AOGRE) TO IT’S PRODUCT VIA THIS ADVERT? -Passive v Active audiences (Stuart Hall) -DO YOU THINK GAMERS ARE PASSIVE OR ACTIVE AUDIENCES? **HALF A LESSON FOCUSED ON= INTERACTIVE DISCOVERY LEARNING TASK WHERE STUDENTS IN GROUPS PLAY THEIR OWN GAME OF POKEMON GO USING MEDIA RELATED QUESTIONS AROUND POKEMON GO AS CLUES TO FIND THE POKEMON’S LOCATION. ALL RESOURCES ARE INCLUDED, EXCEPT FOR THE POKEBALLS WHICH CAN BE PURCHASED CHEAPLY ONLINE OR IF FAILING THIS, I HAVE PUT AN ADDITIONAL WAY TO CREATE RESOURCES INTO THE POWER POINT. THE RULES ARE: MY GROUPS LOVED THIS TASK AND SAID IT WAS NOT ONLY THE BEST THING THEY HAD DONE IN MEDIA THIS YEAR BUT IN THE SCHOOL AS A WHOLE. ONE LOW ABILITY STUDENT COMMENTED THAT IT TOOK HIM OUT OF HIS COMFORT ZONE WITH MEDIA TERMS BUT TAPPED INTO HIS PASSION FOR POKEMON AND COMPETITION. ** THIS LESSON INCLUDES A H/W TASK ( which is dependent on the EDUQAS revision guide). 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
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 41-44= INDUSTRY AND CONTEXTS

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 41-44= INDUSTRY AND CONTEXTS

LESSON 41-44 IN SERIES= This QUAD is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination. This Quad focuses on the context and Industry elements regarding ‘Pokemon Go’. The POwer Point includes/ focuses on: -The top 20 Gaming institutions in the world as of 2017 including Nintendo’s posistion -Institution v Industry definition -Examiner Expectations -Audio/visual explanation of Pokemon Go features and what it is Audio/visual contextual video and note taking task on the history of Gaming -Facts and stats about the commercial success of the Gaming Industry -Augmented Reality -Pokemon Go Plus and wearble Tech -New v Old Media (Disadvantages and Advantages) -Ownership of Pokemon brand and Pokemon Brand and the various institutions involved -Convergence Theory -Discovery learning visual infographic task (students condense outstanding facts for the exam for a later mock timed question in the lesson) -What advantages are there to having an established franchise when marketing a product? -The importance of E3 in the marketing and promotion of games -Pro’s and con’s of Pokemon Go analysis -PEGI rating system and VSC in regulation -SElf v Independent regulation -Analysis of Pokemon Go case study and complaints about it’s rating. Students use guidelines/ articles to assess whether it’s rating was correct. -Timed Mock: WHAT VARIOUS WAYS DID NINTENDO AND NIANTIC MARKET AND PROMOTE THEIR PRODUCT SO THAT THE POKÉMON GO WAS COMMERCIALLY VIABLE? DISCUSS USING EXAMPLES **THIS LESSON INCLUDES A H/W TASK (part of which is dependent on the EDUQAS revision guide) and a Support sheet for the PEGI ratings task. Many of the slides also include additional feedback, observations and guidance for getting the best out of the resource/tasks). 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
One Direction History GCSE Media Studies Music Video CSP

One Direction History 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 ‘History’ by One Direction. The 21 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, ‘I Bet You Look Good On The Dancefloor’ by the Arctic Monkeys . The Powerpoint includes all resources and five lessons work (with possible expansion). Lesson 1: What are manufactured bands? What is the history of talent/reality shows? How were 1D formed? How was the 1D image built and why? Lesson 2: Analysis of the video for ‘History’. How do the band present their image through the video and why? Why do music videos exist? What assumptions have the directors made about the video audience? Lesson 3: What are the demographics and psychographics of the One Direction audience (Young and Rubicam)? Why do people watch the One Direction (Uses and Gratification)? Why does audience response to One Direction vary (Hall Audience Response) ? Lesson 4: How are music videos consumed and how has this changed? Why are music videos made and how does this support the marketing and promotion of a single/album? Lesson 5: How are music videos regulated and why? How do major record companies influence the music industry 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 ‘History’ 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 reviewers have stated for previous Media Studies CSPs: "Just buy it!" “Your resources have been life savers!” “Well worth the money and really saved my life” “I just wanted to say that as a non-specialist these resources are worth every single penny! Thank you so much for making and sharing them.” “Blown away by this! Excellent AS Eduqas revision tool. Can’t thank you enough!” “They have saved me a huge amount of time and the detail that goes into your work is second to none. You put others to shame who charge twice as much for very little. Can’t thank you enough.” “Your new spec resources are saving me hours & hours of work! Thanks, they are really good.” "These resources are so useful - I cannot tell you how much time they have save me - very clear to follow and easy to adapt for revision material — well worth the money" Reviews welcomed
wilfy
Eduqas GCSE Media - Quality Street UPDATED FOR SEPTEMBER 2018

Eduqas GCSE Media - Quality Street UPDATED FOR SEPTEMBER 2018

Between 3-4 detailed lessons based on Eduqas GCSE media studies; an introduction to advertising and marketing and the set product Quality Street. Lessons include textual analysis based on exam (SAMS) questions and representations. All areas of the theoretical framework are covered! If you download and like, please review!
lizzie24
Medium Term Plan Eduqas GCSE (9-1) Film Studies Introduction to Film (horror genre) feeds into cwk.

Medium Term Plan Eduqas GCSE (9-1) Film Studies Introduction to Film (horror genre) feeds into cwk.

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is the medium term plan. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and fully resourced lessons available through my shop. Any questions, please don’t hesitate to ask.
chloesteel
Eduqas GCSE (9-1) Film Studies introductory unit (horror genre) as lead into comp 3. Lesson 1

Eduqas GCSE (9-1) Film Studies introductory unit (horror genre) as lead into comp 3. Lesson 1

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson one from the scheme of work. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask. PLEASE NOTE, BACKGROUNDS ON ALL TEXT BOXES SHOULD BE FINE - PREVIEW ON TES DOESN’T MATCH ACTUAL POWERPOINT.
chloesteel
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
Moral Philosophy

Moral Philosophy

These excellent resources have bundled together to give you outstanding value. The over a range of social, moral, spiritual and cultural issues that relate to a number of subjects. If you would like to know more then please click on each resource. They are aimed at the fully range of ability. You can cut them out and put them into an envelop for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books.
Roy_Huggins
SMSC Card Sorts

SMSC Card Sorts

These excellent resources have bundled together to give you outstanding value. The over a range of social, moral, spiritual and cultural issues that relate to a number of subjects. If you would like to know more then please click on each resource. They are aimed at the fully range of ability. You can cut them out and put them into an envelop for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the whole sheet into their books. In terms of the price, I will keep on adding resources to this bundle, if you buy now then you will get all the new resources for free! I have also produced an American version of these resources called Moral Philosophy, but this bundle is smaller and the resources included have been especially adapted for US schools. If you would like some further updates, then please follow me on the TES or facebook.
Roy_Huggins
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
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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.
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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 reviewers have stated for previous Media Studies CSPs: "Just buy it!" “Your resources have been life savers!” “Well worth the money and really saved my life” “I just wanted to say that as a non-specialist these resources are worth every single penny! Thank you so much for making and sharing them.” “Blown away by this! Excellent AS Eduqas revision tool. Can’t thank you enough!” “They have saved me a huge amount of time and the detail that goes into your work is second to none. You put others to shame who charge twice as much for very little. Can’t thank you enough.” “Your new spec resources are saving me hours & hours of work! Thanks, they are really good.” "These resources are so useful - I cannot tell you how much time they have save me - very clear to follow and easy to adapt for revision material — well worth the money" Reviews welcomed
wilfy
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