As a blog post find out the following information on BOTH your British Independent and major Hollywood films:
1) Absolutely everything you can about the DISTRIBUTION company;
2) Are they horizontally or vertically integrated?;
3) Find and post IN DETAIL a piece explaining how your films were marketed, including:
a) Examples of trailers for the film (long and short)
b) Examples of film posters
c) Examples of creative use of online technologies (i.e Twitter / facebook etc).
DUE AS BLOG POSTS ON 1ST FEB.
Thursday, 26 January 2012
Wednesday, 25 January 2012
Monday, 23 January 2012
A2 RESEARCH AND PLANNING/ EVALUATION MARK SCHEME
Marking Criteria for Research and Planning
Research and Planning must be presented in digital format. Where candidates have worked as a group, the research may be presented collectively, but each candidate should give a clear indication of their role in any group research and planning and teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.
Level 1 0–7 marks
Planning and research evidence will be incomplete. There is minimal research into similar products and a potential target audience. There is minimal work on shotlists, layouts, drafting, scripting or storyboarding. There is minimal organisation of actors, locations, costumes or props. Time management may be very poor. There is minimal skill in the use of digital technology or ICT in the presentation. There are minimal communication skills. There is minimal care in the presentation of the research and planning.
Level 2 8–11 marks
Planning and research evidence may be incomplete. There is basic research into similar products and a potential target audience. There is basic work on shotlists, layouts, drafting, scripting or storyboarding. There is basic organisation of actors, locations, costumes or props. Time management may not be good. There is basic skill in the use of digital technology or ICT in the presentation. There are basic communication skills. There is a basic level of care in the presentation of the research and planning.
© OCR 2011 71 GCE Media Studies – v5 June 2011Level 3 12–15 marks
Planning and research evidence will be complete. There is proficient research into similar products and a potential target audience. There is proficient work on shotlists, layouts, drafting, scripting or storyboarding. There is proficient organisation of actors, locations, costumes or props. Time management is good. There is proficient skill in the use of digital technology or ICT in the presentation. There are proficient communication skills. There is a good level of care in the presentation of the research and planning.
Level 4 16–20 marks
Planning and research evidence will be complete and detailed. There is excellent research into similar products and a potential target audience. There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. There is excellent organisation of actors, locations, costumes or props. Time management is excellent. There is excellent skill in the use of digital technology or ICT in the presentation. There are excellent communication skills. There is an excellent level of care in the presentation of the research and planning.
72 © OCR 2011 GCE Media Studies – v5 June 2011
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How effective is the combination of your main product and ancillary texts?
What have you learned from your audience feedback?
How did you use media technologies in the construction and research, planning and evaluation stages?
Marking Criteria for Evaluation
Each candidate will evaluate and reflect on the creative process and their experience of it. Candidates will evaluate their work digitally. The format of the evaluation has some flexibility and its form can be negotiated between teacher and student: it may take place with individual candidates or with the production group as a whole, or each individual candidate or production group may make a formal or informal presentation to the whole class. The teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation and the presentation must be evidenced by the Centre.
The four questions that must be addressed in the evaluation are:
Level 1 0–7 marks
There is minimal skill in the use of digital technology or ICT in the evaluation.
There is minimal understanding of the forms and conventions used in the productions.
There is minimal understanding of the role and use of new media in various stages of the production.
There is minimal understanding of the combination of main product and ancillary texts. There is minimal understanding of the significance of audience feedback. There is minimal skill in choice of form in which to present the evaluation. There is minimal ability to communicate.
© OCR 2011 73 GCE Media Studies – v5 June 2011
Level 2 8–11 marks
There is basic skill in the use of digital technology or ICT in the evaluation. There is basic understanding of the forms and conventions used in the productions. There is basic understanding of the role and use of new media in various stages of the production. There is basic understanding of the combination of main product and ancillary texts. There is basic understanding of the significance of audience feedback. There is basic skill in choice of form in which to present the evaluation. There is basic ability to communicate.
Level 3 12–15 marks
There is proficient skill in the use of digital technology or ICT in the evaluation.
There is proficient understanding of the forms and conventions used in the productions.
There is proficient understanding of the role and use of new media in various stages of the production.
There is proficient understanding of the combination of main product and ancillary texts. There is proficient understanding of the significance of audience feedback. There is proficient skill in choice of form in which to present the evaluation. There is proficient ability to communicate.
Level 4 16–20 marks
There is excellent skill in the use of digital technology or ICT in the evaluation.
There is excellent understanding of the forms and conventions used in the productions.
There is excellent understanding of the role and use of new media in various stages of the production.
There is excellent understanding of the combination of main product and ancillary texts. There is excellent understanding of the significance of audience feedback. There is excellent skill in choice of form in which to present the evaluation. There is excellent ability to communicate.
74
© OCR 2011
GCE Media Studies – v5 June 2011
Marking Criteria for the Media Texts
In this piece of work, in terms of production 40 marks will be allocated to the main task and 10 marks each for the two ancillary tasks. In arriving at these marks, centres should use the relevant markscheme below for whichever media is being assessed. Within the section of the main task, centres should consider the relationship between the tasks and ensure that a sense of brand identity across the package is evident. This should be taken into account at this stage.
Where candidates have worked in groups, the teacher is asked to indicate clearly on the mark sheets any differences in the contributions made by each individual to the group’s work. The teacher should also make clear on the mark sheet the quality of the brand identity across the package as a whole.
In arriving at a level, teachers are advised to adopt a ‘best fit’ approach.
Main Task
Ancillary Task
Level One
Level Two
Level Three
Level Four
© OCR 2011
GCE Media Studies – v5 June 2011
0 – 14 marks
15 – 23 marks
24 – 31 marks
32 – 40 marks
0 – 3 marks
4 – 6 marks
7 – 8 marks
9 – 10 marks
AS RESEARCH AND PLANNING / EVALUATION MARK SCHEME
Marking Criteria for the Presentation of the Research and Planning
Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.
Level 1 0–7 marks
Planning and research evidence will be incomplete; There is minimal research into similar products and a potential target audience; There is minimal organisation of actors, locations, costumes or props; There is minimal work on shotlists, layouts, drafting, scripting or storyboarding; There is minimal care in the presentation of the research and planning; Time management may be very poor.
Level 2 8–11 marks
Planning and research evidence may be partially incomplete; There is basic research into similar products and a potential target audience; There is basic organisation of actors, locations, costumes or props; There is basic work on shotlists, layouts, drafting, scripting or storyboarding; There is a basic level of care in the presentation of the research and planning; Time management may not be good.
Level 3 12–15 marks
Planning and research evidence will be complete; There is proficient research into similar products and a potential target audience; There is proficient organisation of actors, locations, costumes or props; There is proficient work on shotlists, layouts, drafting, scripting or storyboarding; There is a good level of care in the presentation of the research and planning;
Time management is good.
68
© OCR 2011 GCE Media Studies – v5 June 2011Level 4 16–20 marks
Planning and research evidence will be complete and detailed; There is excellent research into similar products and a potential target audience; There is excellent organisation of actors, locations, costumes or props; There is excellent work on shotlists, layouts, drafting, scripting or storyboarding; There is an excellent level of care in the presentation of the research and planning; Time management is excellent.
Marking Criteria for the Evaluation
Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.
The questions that must be addressed in the evaluation are:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How does your media product represent particular social groups?
What kind of media institution might distribute your media product and why?
Who would be the audience for your media product?
How did you attract/address your audience?
What have you learnt about technologies from the process of constructing this product?
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
© OCR 2011 69 GCE Media Studies – v5 June 2011
Level 1 0–7 marks
Minimal skill in the use of digital technology or ICT in the evaluation. Minimal understanding of issues around audience, institution, technology, representation, forms and
conventions in relation to production. Minimal ability to refer to the choices made and outcomes. Minimal understanding of their development from preliminary to full task. Minimal ability to communicate.
Level 2 8–11 marks
Basic skill in the use of digital technology or ICT in the evaluation. Basic understanding of issues around audience, institution, technology, representation, forms and
conventions in relation to production. Basic ability to refer to the choices made and outcomes. Basic understanding of their development from preliminary to full task. Basic ability to communicate.
Level 3 12–15 marks
Proficient skill in the use of digital technology or ICT in the evaluation. Proficient understanding of issues around audience, institution, technology, representation, forms
and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Level 4 16–20 marks
Excellent skill in the use of appropriate digital technology or ICT in the evaluation.
Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes. Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
AS COURSEWORK MARK SCHEME
Video
Level 1 0–23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
62
© OCR 2011 GCE Media Studies – v5 June 2011Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills: material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Thursday, 19 January 2012
Audiences and Institutions Homework
HOMEWORK:
Find out everything you can about the production and distribution of your chosen movies and the company that produced / distributed it for NEXT THURSDAY 26TH JAN.
EXTENSION: Try writing out everything you know about your movie / institution as an essay.
HINT: Use what we’ve done this lesson as a guide to what to find out!
ANOTHER HINT: Go over everything we’ve done this term to get really detailed answers.
FURTHER HINT: Use this
http://www.launchingfilms.com/ (What distribution is according to the Association of Film Distributors).
Audiences and Institutions Homework
HOMEWORK:
Find out everything you can about the production and distribution of your chosen movies and the company that produced / distributed it for NEXT THURSDAY 26TH JAN.
EXTENSION: Try writing out everything you know about your movie / institution as an essay.
HINT: Use what we’ve done this lesson as a guide to what to find out!
ANOTHER HINT: Go over everything we’ve done this term to get really detailed answers.
FURTHER HINT: Use this
http://www.launchingfilms.com/ (What distribution is according to the Association of Film Distributors).
Tuesday, 17 January 2012
Wednesday 18th Cover
There is a lesson, as you wer told. There will be a cover supervisor. A register will be taken. All the resources you need are in the room and the person taking the class knows what you're doing. Below is a summary of the tasks (there are a couple of handouts to help you too, so you need to be in class to get them).
Rumours of the school being shut / there not being a lesson are pure hyperbole.
Oh and the website http://digipakicreate.com/?lang=en&id=1 might very well save you some work when you come to make it. Not that I'm advocating an easy route but if you feel you want to use the service to assist you may. They don't design it for you, you just get some tools and some digipaks. It does cost though.
Rumours of the school being shut / there not being a lesson are pure hyperbole.
TASKS:
1) Sketch a rough layout of all the parts and sides of your digipak. Don’t forget any inserts you might want to include.
2) Mind map all the information you’d expect to find anywhere in an album.
3) Design your front cover. Think about image, font, colour…absolutely anything you can to create meaning and create an impression of the artist. REMEMBER YOU ARE CREATING YOUR OWN ARTIST, SONG TITLES AND ALBUM TITLE.
4) Design your back cover.
5) Design the inside front cover.
6) Design any other things you would include (photo pull out of artist / free poster / lyrics booklet / advert for free digital download etc.
HOMEWORK: To produce a detailed plan of every stage of the design of your digipak(s) for Wednesday 1st Feb.
Oh and the website http://digipakicreate.com/?lang=en&id=1 might very well save you some work when you come to make it. Not that I'm advocating an easy route but if you feel you want to use the service to assist you may. They don't design it for you, you just get some tools and some digipaks. It does cost though.
Wednesday, 4 January 2012
Wednesday, 14 December 2011
Partridge facts and Stats
http://www.guardian.co.uk/media/2010/dec/13/alan-partridge-baby-cow-fosters-online
So then, the beginning of a communal case study. 3, 2, 1...go...
01) Advertisers Naked match-maked Fosters and Baby Cow to produce Mid Morning Matters. This could suggest that, following on from the experience with Ford and The Jones' programme, that Baby Cow see the potential for online television.
02) Sponsorship by Fosters (owned by Heineken in the UK) could indicate that they have a specific market and target audience as the content of the show is predominantly male (cast and crew) , with crude female stereotypes.
03) Could create a new revenue stream for comedy, using YouTube and pairings with commercial brands.
04) The five big players in British TV are BBC, C4, ITV, Sky, and UKTV - all of whom have little money to invest in new programmes.
05) The TV market is diminishing, so many programme makers are fighting for the pot from the 5 mains. Competition is higher.
06) Mid Morning Matters makers' hoped to use the fostersfunny.co.uk site to generate interest but not too much interest in order to then be able to sell it on to one of the Big 5 later, haven already recouped their production costs.
07) Costs are considerably lower. A decade ago - 350k, nowadays 100-300k per 30 mins
08) Mid Morning Matters - 15 episodes of c.15minutes = (125 minutes / 30)x 3000000 = 1,250,000 worst case scenario, best case £416667.
09) First episode 492,000 viewers - by 5th episode 135,000 viewers. Typical C4 new comedy 1.5-2million viewers.
10)
"I've had three requests from broadcasters to buy the show, and we'll pair up the internet programmes to produce six 22 minute episodes." He will then follow up efforts to sell Mid Morning Matters overseas before putting it on to DVD.
So then, the beginning of a communal case study. 3, 2, 1...go...
01) Advertisers Naked match-maked Fosters and Baby Cow to produce Mid Morning Matters. This could suggest that, following on from the experience with Ford and The Jones' programme, that Baby Cow see the potential for online television.
02) Sponsorship by Fosters (owned by Heineken in the UK) could indicate that they have a specific market and target audience as the content of the show is predominantly male (cast and crew) , with crude female stereotypes.
03) Could create a new revenue stream for comedy, using YouTube and pairings with commercial brands.
04) The five big players in British TV are BBC, C4, ITV, Sky, and UKTV - all of whom have little money to invest in new programmes.
05) The TV market is diminishing, so many programme makers are fighting for the pot from the 5 mains. Competition is higher.
06) Mid Morning Matters makers' hoped to use the fostersfunny.co.uk site to generate interest but not too much interest in order to then be able to sell it on to one of the Big 5 later, haven already recouped their production costs.
07) Costs are considerably lower. A decade ago - 350k, nowadays 100-300k per 30 mins
08) Mid Morning Matters - 15 episodes of c.15minutes = (125 minutes / 30)x 3000000 = 1,250,000 worst case scenario, best case £416667.
09) First episode 492,000 viewers - by 5th episode 135,000 viewers. Typical C4 new comedy 1.5-2million viewers.
10)
"I've had three requests from broadcasters to buy the show, and we'll pair up the internet programmes to produce six 22 minute episodes." He will then follow up efforts to sell Mid Morning Matters overseas before putting it on to DVD.
Tuesday, 13 December 2011
Monday, 12 December 2011
Thursday, 8 December 2011
Soundtracks - AS Movies Openings
For those wanting music to go over your movie opening check out here:
Music with creative commons licenses
It is vital you do not use copyrighted music over your film opening. The exam board hate it as it is almost always done in a way that infringes copyright.
"But that video underneath uses Candyshop!" Yes, and we had to get Pete of http://petesmediablog.blogspot.com/ fame to agree it was okay. It was only allowed because at the point the earphones fall out and the sound quality changes it was clear that the music was diegetic and was what the main character was listening to and was a hook to bring the viewer into her world, rather than they'd just decided to play Candyshop over the top. So unless you have a clever reason and way of expressing it that Pete will buy (I think this video was something like only the second or third he'd ever agreed it for, or so my colleague enthused) it is so much safer to go out and find a track you like that works that has a creative commons license.
Music with creative commons licenses
It is vital you do not use copyrighted music over your film opening. The exam board hate it as it is almost always done in a way that infringes copyright.
"But that video underneath uses Candyshop!" Yes, and we had to get Pete of http://petesmediablog.blogspot.com/ fame to agree it was okay. It was only allowed because at the point the earphones fall out and the sound quality changes it was clear that the music was diegetic and was what the main character was listening to and was a hook to bring the viewer into her world, rather than they'd just decided to play Candyshop over the top. So unless you have a clever reason and way of expressing it that Pete will buy (I think this video was something like only the second or third he'd ever agreed it for, or so my colleague enthused) it is so much safer to go out and find a track you like that works that has a creative commons license.
Wednesday, 7 December 2011
Music Video Branding Exercise
HOMEWORK BY WEDNESDAY 14TH:
1) Post to your blog under the heading 'Initial Branding' a short post explaining what your initial idea for artist, track and album name are and why you chose them.
2) Conduct a survey of AT LEAST ten people who are fans of your chosen genre EACH (different ones, and not yourselves or members of your group, and not just people in the class) asking them to give you their initial reactions to your choices. The way you conduct the survey is up to you but it must include some form of detailed questioning to get clear responses. 'I don't like it' isn't a clear enough response.
1) Post to your blog under the heading 'Initial Branding' a short post explaining what your initial idea for artist, track and album name are and why you chose them.
2) Conduct a survey of AT LEAST ten people who are fans of your chosen genre EACH (different ones, and not yourselves or members of your group, and not just people in the class) asking them to give you their initial reactions to your choices. The way you conduct the survey is up to you but it must include some form of detailed questioning to get clear responses. 'I don't like it' isn't a clear enough response.
Monday, 5 December 2011
Convergence
A bit of light prep for when we go on to look at the convergence question:
http://www.itu.int/osg/spu/youngminds/2007/essays/ArenazaSonia.pdf
http://www.itu.int/osg/spu/youngminds/2007/essays/ArenazaSonia.pdf
Bauer Media - useful for case studies
Bauer Media are massive and own a variety of titles across a range of media forms.
They'll be very useful for any case studies you're working on.
http://www.bauermedia.co.uk/
Here is an article on how their radio arm are using the online age:
http://www.mediaweek.co.uk/news/980430/Kiss-Magic-launch-iPod-tagging-tech/
And for how they engage with audiences, this section of their website is brilliant:
http://www.bauermedia.co.uk/Insight/
Oh, and a section devoted to bauer's use of mobile technology:
http://radio.bauermediaadvertising.com/solutions/mobile
They'll be very useful for any case studies you're working on.
http://www.bauermedia.co.uk/
Here is an article on how their radio arm are using the online age:
http://www.mediaweek.co.uk/news/980430/Kiss-Magic-launch-iPod-tagging-tech/
And for how they engage with audiences, this section of their website is brilliant:
http://www.bauermedia.co.uk/Insight/
Oh, and a section devoted to bauer's use of mobile technology:
http://radio.bauermediaadvertising.com/solutions/mobile
Monday, 28 November 2011
A2 Exam Question mark Scheme - TOP BAND
Level 4
How is consumer behaviour and audeince response transformed by online media in relation to the past?
Explanation / analysis / argument (16-20 marks)
Explanation / analysis / argument (16-20 marks)
Candidates adapt their learning to the specific requirements of the chosen question in excellent fashion and make connections in order to present a coherent argument. The answer offers a clear, fluent balance of media theories and knowledge of industries and texts and informed personal engagement with issues and debates.
Use of examples (16-20 marks)
Examples of contemporary texts and industry knowledge are clearly connected together in the answer. History and the future are integrated into the discussion with conviction.
Use of terminology (8-10 marks)
Throughout the answer, material presented is informed by media theory and the command of the appropriate conceptual and theoretical language is excellent.
Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.
Tuesday, 22 November 2011
Audiences and Institutions Case Studies
...and here you can find case studies on Nanny McPhee (calm yourselves. I'll brook no sarcastic comments about Nanny McPhee - it is one of my wife's favourite films. Gives you an insight into her derrangement, I guess), Avatar, Hot Fuzz, This is England, Paul, and The King's Speech.
http://lcasmedia.blogspot.com/2011_05_01_archive.html
Look at them - have they found out anything about their films that you could find out about yours?
http://lcasmedia.blogspot.com/2011_05_01_archive.html
Look at them - have they found out anything about their films that you could find out about yours?
The King's Speech - Audiences and Institutions
A really useful case study on aspects of 'The King's Speech' for the Audiences and Institutions question (Section B).
http://eleanorwatsonlcmedia.blogspot.com/2011/05/case-study-kings-speech.html
http://eleanorwatsonlcmedia.blogspot.com/2011/05/case-study-kings-speech.html
Audiences and Institutions Revision
AS G322 revision booklet pt1 (Film Industry)
View more documents from Belinda Raji
Yep, I know we've only just begun to look at this but contained n this document is a very comprehensive selection of almost everything you may need to know for Section B of the exam. If you can say by the end of the academic year that you know all of this for two films you are set to be abloe to get an A. We will cover all of this over the year, but I'm putting this up now to aid you in your independent study.
Audiences and Institutions - Key Terms
A really useful set of definitions and examples from the good people at asanda2mediablogspot.
Click me to see
Click me to see
Monday, 14 November 2011
MONDAY COVER WORK
The guardian case study example
View more presentations from Liz Davies
Read this presentation on newspapers in the online age and write a summary of all the key ideas. Use the hyperlinks to develop your ideas further.
Post findings to your blog under title - 'Newspapers in the Online Age'.
Then look at the Cadbury's case study here. Read it, summarise it and then post your findings to your blog under a heading of your choice.
HOMEWORK: Choose a (music / television / film / magazine / newspaper / radio) media institution of your choice and produce a case study on how the institution has responded to the online age. Case study as a prezi / powerpoint / video with a brief write up to accompany it. Posted to your blog by next Monday.
Read this presentation on newspapers in the online age and write a summary of all the key ideas. Use the hyperlinks to develop your ideas further.
Post findings to your blog under title - 'Newspapers in the Online Age'.
Then look at the Cadbury's case study here. Read it, summarise it and then post your findings to your blog under a heading of your choice.
HOMEWORK: Choose a (music / television / film / magazine / newspaper / radio) media institution of your choice and produce a case study on how the institution has responded to the online age. Case study as a prezi / powerpoint / video with a brief write up to accompany it. Posted to your blog by next Monday.
Friday, 11 November 2011
WATCH ME I AM REALLY USEFUL
A2 candidates - here is a video going through some of the many impacts of the online age.
AS candidates - here is useful video for thinking about issues reaised for the film industry in the modern world as well as useful prep for next year.
Great video.
AS candidates - here is useful video for thinking about issues reaised for the film industry in the modern world as well as useful prep for next year.
Great video.
Audiences and Institutions
Just getting my (*cough* blatantly not mine) resources up ready for Thursday's lesson in a bout of organisation of worryingly effective proportions.
Thursday, 10 November 2011
Online Impact on Televison
Today I seem to be overly obsessed with Alan Partridge. But he is a fantastic example of how the online age has impacted on the TV industry.
Now, it will say you have to be 18. Under the terms of the spec we are actually covered in showing you material that is, maybe, a certificate too high in order for you to access enough breadth of material. However, if YOU choose to access this and lie about your age I accept no responsibility. Or are you all 18 A2-ers. If so, this is more aimed at my AS, ahem, 'crew'.
Oh, one more Alan Partridge post:
Now, it will say you have to be 18. Under the terms of the spec we are actually covered in showing you material that is, maybe, a certificate too high in order for you to access enough breadth of material. However, if YOU choose to access this and lie about your age I accept no responsibility. Or are you all 18 A2-ers. If so, this is more aimed at my AS, ahem, 'crew'.
Oh, one more Alan Partridge post:
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