Welcome To Wyke Media Studies
Welcome to WykeMedia StudiesSummer Assessment WorkA’Level and BTEC
Dear prospective Media students,Welcome to Media! Hope you are well and staying safe. Although thecurrent situation is difficult, we feel it is a great opportunity to prepare,read around the subject and learn the vocabulary so that you are in areally strong position at the start of your first year at Wyke. Theseactivities will equip you with media language and terminology and giveyou a broad overview of many of the topics that will be explored ingreater depth. It will also give us an opportunity to see what yourstrengths are.Some of you will have encountered some of the concepts already but westill need to see if you can write and research with some clarity andconviction. There are some simple tasks and more analytical tasks that wewill mark and consider in detail. Please work through these tasks over thecoming weeks/months to ensure that you give yourself the best possiblestart for your A-level or BTEC Media course. We will also provide someextension tasks for those of you that are particularly keen and see this asyour future career pathway.Best wishesThe Media Team:Rebecca Ives (Head of Media & Film)David Harrison (Media teacher and Head of GCSE English)Harvinder Kaur (Media and Film teacher)Lee Hartley (Media teacher)Liam Fulton (Digital technician)
Introduction to the course:Media Studies examines all forms of communication:- print, broadcastand online. Everything that is presented to us has an intention; to inform,entertain or promote. It is imperative to learn how to analyse and decode these messages in order to learn how to both appreciate and ‘read’media texts in order to develop our independent ideas, opinions andviewpoints – all key factors in critical reading and thinking at A-level/BTEC and beyond.This independent research will provide you with an opportunity toengage with different forms of media across the four frameworks; medialanguage, industry, audience and representation.Some of you may have studied media before and others not. Completethe following tasks in this booklet to the best of your ability. All aspects ofthis booklet cover areas from A Level media and BTEC media, this is tohelp us and you to evaluate which course would be best suited to you.We hope you put in maximum effort and enjoy the tasks. We understandthe circumstances in which you are carrying out this work. We advise thatyou make notes too while researching and keep these notes, as these willbe beneficial later when studying the course.Check out what media A level has to offer on our website via this EC media via this link: roduction/
Contents/ Task summaryTask 1: What is Media? (20 minutes work)Task 2: Media Leaflet (2/3 hours work)Task 3: Media Theory (15 minutes reading)Task 4: Application of semiotics (20/30 minutes work)Task 5: Application of Hall (10 minutes work)Task 6: Analysis essay writing (2 hours work)Extension tasks and further reading
Task 1: What is Media?In both A Level and BTEC similar skills will be addressed this year so:Watch the video clip on YouTube: What is Media?https://www.youtube.com/watch?v qE-B XkoAgQMake notes on what you understand about Media in the following 4 areas.Media y
Task 2: Media LeafletPractical work and working to a deadline and strict brief are an essential skill toall media students. Pupils will have to complete several practical tasks over the2 years of study at Wyke on both A’ level and BTEC courses. We take intoconsideration that many of our students want to work in the industry so tasksare created with a vocational approach in mind.So with this in mind:‘Imagine you work for the BBC in the ‘educating young people’ about filmand media department. You have been asked to design a ‘media & film’leaflet to encourage young people to get more involved in making mediaproductions.’*Before you design and make your booklet you may want to conduct someresearch on the following key areas (here are some hints and tips on how toget started:Editing: Research what editing is and how it allows an audience to make senseof a film. You may not notice editing when you are watching a film; this isbecause it’s hidden. Some editing techniques you may have heard include:Jump cut, montage and shot reverse shot. Editing does not have to be ‘a typeof shot’ it could be other things; can you find out what and explain?Cinematography: This is art of photography. The difference betweencinematography is: editing happens in the postproduction and cinematographyduring production. Cinematography includes camera framing, camera anglesand camera movement. But can you find out and explain different examplesand why they are used to create meaning for an audience?Mise-en-scene: This is French for ‘within the scene’ it is a big factor in helpingthe audience understand what is happening via costumes, lighting, characterplacement, props and make up. In your research you may want to researchhow mise-en-scene helps the audience understand genre and how it createshidden meanings to audiences.Your task: To design a leaflet to explain the basics of editing, cinematographyand mise-en scene to educate young people wanting to get into the media andfilm industry. Your leaflet can be made and designed on Publisher or word. Itneeds to look professional and interesting with images and text to make it look
appealing and fun to a young audience. The text below in bold will be used assubheadings in the leaflet. As you are a creative designer the design, templateand layout has been left for you to design in a fun and creative way.Checklist of evidence required1) A front cover page: With a design that will be appealing to young peoplewanting to learn about media and film. The title of the leaflet will be‘Media: The basics’2) Cinematography framing and angles: Explain what cinematography is andwhy a variety of framing types are needed. Show different examples ofcamera framing techniques and evaluate why different framing is used tocreate meaning for audiences. (You might want to take your own shots oruse existing ones from the Internet. You can refer to a scene from filmsalso.)3) Cinematography camera movement: State and explain at least 3 cameramovement techniques with examples from a film or TV series you havewatched to explain your point. Explain why camera movement is needed ina moving image production and why not all frames can be still.4) Mise-en-scene: Define and explain what mise-en-scene is and why it isimportant when making a production seem realistic. Use images to helpexplain what types of locations, props and costumes and lighting would beused if you were to make a science fiction film like Star Wars in comparisonto a period film such as Emma.5) Summary: Include a summary evaluating why cinematography techniquesand mise-en-scene is important when engaging and audience. If these arenot used when film making why would it be problematic?
Teacher Mark pagegrading criteriaA basic understanding of theassignment shown with limitedcreativity and design.A clear understanding of theassignment will have been shownwith will explained overviews ofthe key terms. The presentationwill more advanced than the Pcriteria.D1) A solid understanding of thekey terms, with use of excellentexamples that have been justifiedand explained as to why they areused. The summary will have clearelements of evaluation and thedesign is to near professionalstandards.Criteria achievedDid theymeet sment comments(Positive)feedback/Why wasn’t the criteria achieved)
A brief introduction to media theory and media languageMedia Language is a key part of media studies and being able to understandmedia texts or anything visual. Please make notes and carry out the followingtasks to help you develop your skills on how to apply media language in aformal written essay.Media language refers to how media products communicate with an audience.This is mainly done through the use of visual language (see list below). You willfind that media texts communicate meaning through the use of signs andsymbols; this is called semiology. Creators of media products encode messagesand meanings within their products through media language; the audiencesthen decode their messages and respond to them in different ways.It can include:1. Cinematography (Camera framing and angles)2. Editing3. Sound4. Mise-en-scene (costume, make up, location, lighting, bodylanguage)5. Intertextuality (referring to another media product within theirown work)6. GenreWhen analysing media texts in A’ level and BTEC you will have to applymedia language theory.Roland Barthes: Barthes is the first theorist you will encounter when you startMedia Studies. Some of you may have met him already. His theory dealsdirectly with media language and reading signs/texts. It is often called“semiology” – the reading of signs.
Task 3 Media Theoryhttps://www.youtube.com/watch?v bow0Y9QUlBU - watch this Youtube linkand make notes to learn more about the theory and Barthes.To analyse an image of signs we will use Barthes terms:DENOTATION/SIGNIFIER (what we actually see) andCONNOTATION/SIGNIFIED (what this actually means to us)So here:Denotation – I see a long shot of an expensive red sports car and man leaningagainst it.Connotation – The man is wealthy, powerful and likes driving fast cars to showhis wealth and power to those who do not know him.Further simple examples on Denotation and Connotation Denotation: Red rose with a green stemConnotation: a symbol of passion and love - this iswhat the rose represents. Could be a symbol ofEngland. Denotation: Brown cross Connotation: a symbol of religion, or to be morespecific this is a symbol of Christianity. Could be asymbol of pain.
Task 4 Application ofsemioticsYour Turn: you now need to conduct a mini analysis applying Barthes theory.Examine this advert and answer the 4 questions below.1. What message is the advert trying to convey/tell us?2. What does the water and the pulse rate image connote?
3. Why has the colour blue been used?4. How does the use of text/font/typography reinforce the message onthe advert? ‘find your power’?
Stuart Hall reception theoryAnother theorist you will probably encounter in the first few weeks atWyke is Stuart Hall. His theory links to Barthes in many ways. We are stilltalking about media language and how we interpret text and signs, but itis more to do with how different audiences will interpret thingsdifferently.Hall believes that there are three ways to read a text: Dominant reading - media text/programme/poster/film etc. has aset of ideas the producer wants us all to understand. Oppositional reading - is when an audience do not agree with theintended meaning Negotiated reading – a combination of both (to agree and disagree)Obviously, everyone in the Media wants us to agree with the dominantreading but our class, gender, culture, race, politics and gender may makethis impossible‘broadcasters are concerned that the audience has failed to take themeaning as they – the broadcasters- intended. What they really mean to sayis that viewers are not operating within the ‘dominant’ or ‘preferred’ code’ –Stuart HallThis theory highlights the fact that as an audience – we are not passive.We decide meaning.What do you think? Do you think we decidethe meaning of media texts ourselves?
Task 5 application of Hall1. What is the dominant reading of the Union Jack?2. What are the possible oppositional readings? (Think about othercultures and politics)3. What is a possible negotiated reading?
Below is an example of how Barthes theory has been applied to thisadvert by Shelter. It takes time to explore the key elements andconsider the connotations and meanings.ESSAY SKILLSYou will have to write analytical essays in class and in exams next year forA ‘level media.For BTEC you will have to apply the method to multiple questions in anonline test rather than an extended essay.Below is some guidance on the style we will teach you.For most essays we like student to write 3 or 4 good paragraphs thatmake clear PONITS, uses EVIDENCE and EXPLAINS and EVALUATES theconnotation made by the institution - in our case Shelter.
This paragraph uses Barthes theory of semiotics (connotations) wellPOINT Shelter’s whole purpose is to raise awareness and help those whoare struggling in society (financially, with debt, landlords) and hopefullyprevent further homelessness.EVIDENCE Shelter (through Amplify) have used an extreme close up of awoman’s face to highlight that homelessness can affect anyone. The faceis void of a definite race, class and possibly age. This connotes/signifiesEXPLAIN& EVALUATE that anyone can be affected by this issue. Directaddress is used to not only engage the viewer, but to portray the painand anxiety of the woman linked to the red text over her face. Her mouthis slightly open connoting fear to speak up about her problem.*These are some points you could use if you applied Hall this is morechallenging and what we would expect when your analysis skills are moredeveloped)* An oppositional reading might imply that this woman needs to workharder in society so she doesn’t get into situations like this. A negotiated reading will accept that advert is sympathetic to theplight of the woman but may also feel the advert is not hard hittingenough and doesn’t convey its ideas effectively. In terms of Hall, another reading might be that they have used awoman to connote that more vulnerability and make us feel moresympathy.
TASK 6 Analysis essay writingWe would like you to do analyse and write a full essay on the Lucozadeadvert below.Part A Textual analysis:Using the skills, you have learnt from the previous tasks, complete a fulltextual analysis of the Lucozade advert provided on the next page inpreparation to answer the essay question below. Fill in the boxes in thesame way we did for Shelter. Think about: colour, fonts, placement,imagery. Think about what you see (denotation) and what it means to theaudience (connotation). Why have they been selected? What messagedoes it create?
Part B Witten essay applying theory:Answer this question1) How does the Lucozade advert use media language to promote energydrinks? Construct a textual analysis applying PEE in your answer. [10]Refer to colour, typography/text choice, use of Gareth Bale, graphics, theproduct, copy (what is the text says)All of you must apply:Barthes Semiotics (so you must use the terms: denotation/denotes andconnotation/connotes)Some of you might apply:Hall’s Reception Theory (dominant reading, negotiated reading,oppositional reading)(600 words minimum)
TEACHER MARK PAGEHow does the Lucozade advert use media language to promote energy drinks? Construct atextual analysis applying PEE in your answer. [10]Question1CommentLevel3Mark SchemeMark7-102An adequate demonstration of knowledge andunderstanding of how messages are communicated bythe media language used in the Lucozade Advert.Adequate and generally accurate knowledge of howmedia language is used to construct meaning.Generally accurate explanation of the way medialanguage communicates ideas. Answer is supportedby generally accurate references.4-61A minimal demonstration of knowledge andunderstanding how messages are communicated bythe media language used in the Lucozade Advert.Knowledge of how media language is used toconstruct meaning in the advert is minimal,demonstrating little understanding. Explanation ofhow of the way media language communicates ideasis minimal and may not always be accurate. Reference to the advert to support the answer isminimal and may be inaccurate.1-30No response worthy of credit.0A comprehensive demonstration of knowledge andunderstanding of how messages are communicated bythe media language used in the Lucozade Advert.Comprehensive, detailed and accurate knowledge andunderstanding of how media language is used toconstruct meaning. Clear and precise and balancedexplanation of the way media language communicatesideas. Answer is supported by detailed and accuratereferences.
EXTENSION TASKS:Complete these if you want to explore the subject in more depth anddetail:TASK 1:Online vocabulary: we spend a considerable amount of time lookingat digital convergence (look it up and learn this definition, too!) andyou’ll want some specific vocabulary for online too.Prosumer CultureWeb 2.0StreamingMultimedia
TASK 2:Watch this short film from the YouTube channel ‘The School of Life’.https://www.youtube.com/watch?time continue 8&v NwPdAZPnk7k QAnswer this question - Do you think the media offer audiences a fairand non-biased view on the world? Give reasoning behind yourargument
TASK 3:Watch this video and make notes on what representation is:https://www.youtube.com/watch?v 7AVAXe219RQOnce you have watched it, answer the following:How are teenagers represented by the media? Are stereotypesused? Give examples to back up your points – use images to back upyour points as well.
TASK 4:Media Industries (how the media industries’ processes ofproduction, distribution and circulation affect media forms andplatforms)Research Task:When talking about the film industry, what do we mean by the 'BigSix'? Why might this become the Big 5?Who are the 'Big Five/Six' media companies? What other companiesdo they own?
Websites for further educationThere is wealth of online opportunities at the moment, so please makethe most of them.Firstly, issues which relate directly to our topics are covered in this blogwhich is update a few times a week. Make sure you read all the articles,and make notes of anything which seems particularly interesting to you.https://wealdmediateacher.blogspot.com/These courses from Future Learn are completely invaluable. Run byuniversities, they will give you insights and a genuine head start, so pleasesign up for the ones suggested below at the very least. There may bemore which take your fancy; explore and make the most of thisopportunity
ion This course isgreat preparation for our module on The Jungle Book. It runs for fourweeks, three hours a week – sign animation-classroomUseful for when you start creating your own media in the Non-ExamAssessment (aka your coursework). It runs for three hours for tical-thinking-at-university Thiswill be great for your analysis in paper one, and will teach you criticalthinking skills you can use across your A-levels. It runs for two weeks, forfour hours.https://www.screenskills.com/events/ Places on these are going like hotcakes, so try to sign up for lunch with a commissioner, or anything elsethat fits with your media interests. Take notes, ask questions, and makethe most of this unique s/communicationmediastudies/guide University Guide to Media courses:WIDER READINGAs sixth form students it is essential that you develop your independentlearning skills and carry out wider reading around your subject.Here is a list of books and websites which will help you prepare for thetheoretical aspect of the Media Studies course.OCR Media Studies Component 1: Media Messages by Hodder Education OCRMedia Studies Component 2: Evolving Media by Hodder Education OCR MediaStudies Student Revision Guide by Hodder Education Books Media, Genderand Identity by David GauntlettFeminism is for Everybody by bell hooksFeminist Media Studies by Liesbet van Zoonen
Gender Trouble by Judith ButlerAfter Empire by Paul GilroyThere Ain't No Black In The Union Jack Paul GilroyMedia Regulation by Lunt and LivingstoneHere Comes Everybody by Clay ShirkyCognitive Surplus: Creativity and Generosity in a Connected Age by Clay ShirkyRepresentation: Cultural Representations and Signifying Practices Edited byStuart HallPower without Responsibility: Press, Broadcasting and the Internet in Britainby James CurranThe Cultural Industries by David HesmondhalghConvergence Culture: Where Old and New Media Collide by Henry Jenkins
Connotation – The man is wealthy, powerful and likes driving fast cars to show his wealth and power to those who do not know him. Further simple examples on Denotation and Connotation Denotation: Red rose with a green stem Connotation: a . symbol. of passion and love - this is what t
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work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
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