Thursday, 17 May 2018

AUDIENCE

RESERCH INTO AUDIENCE- music video
what are there lies, hobbies, age
mood board of who they are
give examples

genre-
how did you target using the genre
talk about how you marketed and how you made it for the target audience such as:

  • camera
  • mise-en-scene 
  • editing 
  • sound
social media- twitter, insta
meet and greets 
free concert
tv programs 
products (website, digipack)
"guys want to be me, girls want to be with me"- Miss Brookes 2K18


what did your audience think of your product: evaluation 

MEDIA LANGUAGE

DR PUC-1A
Digital tech
Research and planning
Post production
Understanding real media media Conventions

NGRAM-1B
Narrative
Genre
Representation
Audience
Media language

MEDIA LANGUAGE- music video
analyse- camera, mise-en-scene, editing and sound
include theorists- 2;

  • goodwin- watching the performer
  • vernalise- jump cuts 
camera- three camera shots (what how and effect)- FAM
  1. super hero shot (underneath pan)- how?- by making the scene adding tension leading up to the beat drop in the music.
  2. head on mid shot- how?- using this shot for an edit to make the character look known 
  3. tracking pan shot- how?- leading onto another beat drop 
Mise-en-scene- three for CLAMPS 
  1. lion
  2. dark
  3. bright
Editing- three for STOPS
  1. writing effect
  2. masking effect 
  3. colour way effect 
Sound- three for 




collective identity

point 1- balance between theories and knowledge of industry and texts (case study) and informed personal engagement (your own opinion) with issues and debates.
terminology- hegemony
use of examples- examples of text and theories has to be connected; history and future
use of terminology- contemporary media theory
(25 marks)

EATT- EXAMPLE, ANALYSE, TERMINOLOGY AND THEORY


Monday, 14 May 2018

andrews keen

wrote digital vertigo in 2012 to show the awareness of the future of technology and how today online social revolution is, dividing, diminishing, and disorientation us.

  • the current technology culture is having an adverse effect on society
  • in his book it targets the negatives of social media and the impact it can have
  • technology is making us lose all privacy of the inner self
  • try and make the internet more habitable 
  • humans have always been narcissistic, we have always loved the thought of ourself. the internet enables us to think a lot of ourself and exaggerates narcissism. 
  • "we are losing something essential about what it means to be human"

Essay plan 1-theory leas


basic ingredients for the whole essay- 
  • dress the question immediately, give a definition to what collected identity is- "a shared definition of a social group" say what collective identity you have studied.
  • theorists/academic ideas and terminology-hegemony 
  • past present and future case study 
theorists- 
  • Stanley Cohen- how we do not see the whole picture (quadrophonic)
  • David Hebdige- subcultures, historical paragraph
  • Greg Philo- hoodie horror, middle class anxiety and this is how hoodie horror scares you. 
  • Henry Giroux- "the reported media of the youth does not represent the truth"
  • Charles Acland- idea of protection, media representation shows that they have authority.
  • Thomas De Zengotita- "everything that we know about the world is from the media"
pick positive case study and the negative  

paragraph 1- historical 50s, 60s, 70s, 80s, 90s, naughty (2000), up to 2012
  • 50s teddy boys, mods and rockers- quadrophina- shows the groups leading onto violence and rebellious ways
  • stanley cohan- studied all sides of the argument, and wrote about moral panic 
paragraph 2- idea 1
  • de zangotita- everything we know comes from the media
  • media over the past 5 years 
  • trying to be more understanding 
  • what has happened recently 
  • remember with the representations, its not an accurate representation (explain why)
  • giroux- the media of the youth does not represent the truth 
paragraph 3- idea 2 positive
  • talk about your positive case study 
  • kingsman
  • vulnerable teens that turn things around 
paragraph 4- idea 3 negative
  • case study
  • undatables
  • media representations that are bad
paragraph 5- internet
  • definition
  • give examples of the internet
  • adults concerns
  • negatives of the internet and online media and the effects case study (in real life white characters of the internet)(BBC children not getting enough time outside)(end of the F world- throws her phone on the phone as her friend texts her from across the table)
  • positive of the internet and online media and the effects- role models and the platforms that can be used
paragraph 6- future 
  • her (loneliness due to phones in the future talking to our technology)
  • black mirror (everything down to likes and social media followers)
  • Andrew keen- internet great but hosting irrelevant content will ruin it. digital narcissism, called digitalvertago- how todays online social revolution is dividing, diminishing, and disorienting us. 

Friday, 11 May 2018

1(A) 1(B) 2

1(A)- conventions of media texts-
general comments
-people need to know the course,
-questions where demanding
-need to show research and how they have used media texts from year 12 to year 13

1(B)- media representations
-always answer the question
-remember the meaning of representation
-how you representation the setting, the themes and the characters.

2(A)- collective identity
-talking about the conventions and how they are understood
-talk about your collective identity in the defining

theorists:
-greg philo- violence
-stuarthall- encoding/decoding

intro- message for teens
para 1- history-stuart hall
para 2-hoodie-greg philo

distribute your theories throughout.
ill manners is the history.

1(talk about the intro of the question and the social groups)
2(history, ill manners and hoodie horror linking with greg philo)
3(start with the heading of threes, case study or media such as films)(talk about theorists in all)
4(future- technology is diverse, what will representations be like in the future? how does the internet effect self perception and online representations of young people?)

digital narcissism- about how social media is making us obsessed with ourselves. -talk about the messages behind the addiction and what he says.
cyber utopianism- internet is brilliant and it makes us powerful
cyber distopianism- how its bad
connected- connected but alone.

Wednesday, 9 May 2018

question 1 research

explore the way your skills in research and planning improve time, and how this impacted on your creativity.
as: simmilaritys, different film openings such as fast girls.
a2: compare, did it help, dd it not help or did it. research in music videos- looked at a wider range of videos. took creative ideas and made it your own.

  • setting (laden smith)
  • camera angles (long pan) (close shots) (bruno mars)
  • editing (Justin Bieber) 
  • colour pallet, colourful in the dark but used the colours of the logo making the video much more creative and individual. 
research
similar texts
in AS you were not creative- you copied conventions of 1 and 2 films. 
in A2 you took a range of ideas, developed and made your own- much more creative and skilful. 

audience 
in AS you didn't research your audience you assumed but post production you researched a bit more into the audience. therefore it was not as successful.
  • limited 
  • assumptions
  • based on other texts 
  • general in demographics (girls, teenagers)
  • talked about tit at the end (evaluation, feedback)
  • missed the mark and dress your audience due to not researching before hand there for it was not successful. 
in A2 we researched before hand so we got a feel forth the vide was going to be for. we used urban tribes.com we researched by looking at different artists who we are aiming to be like. there was regular research and therefore better outcomes come from the audience. 
  • appealing to London audience/ urban audience. 
  • demographic- British, class, age, education, inspiration, regional. 
  • market research constant- evaluations and getting in the audience to watch. 
  • creating the typical audience member (psychographic profiling) 
  • at the end we got great feedback as we hit our target audience. 

planning

AS: storyboard 
  • simple, stick figures on a piece of paper. 
  • wasn't followed, didn't turn out as planned as we didn't think about the toughest of length of shots and the type of shots. 
  • this meant it didn't turn out as excepted because not much thought was gone into the story board.
  • could've missed shots or under filmed. therefore we had to re-film. 
  • this caused the editing to be to long and was a bunch of mismatch. 
A2: storyboard
  • stealomaic
  • drawn storyboard- voice over this helped to explain each shot and what happens. 
  • revising story board making changes and judgment. 
  • timings where more accrete
  • we also annotated lyrics so that we knew when to lip-sync and add lyrics into the song. 
  • shots where smoother and only had ti go to a location once. 
  • editing was much smoother
  • meant there was more room for more creativity.






Friday, 27 April 2018

june 2009 exam analysis

ocr website

task about-
show paper
separate question
1A,1B and 2

write question
explain what its asking for
write the examiner report

how I would've planned the essay
show the plan and write down the paragraphs

Tuesday, 24 April 2018

A word case study

2 series, BBC 1.
about a family that work and there son has autism.
joe, autism loves music
Rebecca, 16 talks sense.

end of the f***ing world case study

james-17 psychopath, no technology
not normal kids no one understands them
doesn't fit in with the social majority.
both depressed and raise awareness for mental health.
alyssa- 18 rebellious, depressed.

misfits case study

kids who where bad and use there super powers for more bad but some good. 
typical teens but with powers.
E4, typical teen watch.
characters: angry, serious and crazy, independent women, typical girl thinks she is fit, funny and sarcastic. 
real people with the tabloid stereotype. 

Monday, 23 April 2018

brotherhood case study

2016- about teens (15)
positive representations, people getting out of the drug scene. (sam)
negative but not going and don't want to.
majority of characters are sympathetic.
teens feel lost within society.

bad education case study

bbc mainstream, three series and a film. last ones came out in 2014.
unrealistic and they are all overexagrated.
pregnan teen, thug, joke of the class, smart chinese girl, gay boy, disables boy, 

some girls case study

series 3-2014 on bbc three 16 to 24 target age.
comedy, about inner city teens. realistic teenage girl group.
4 characters, viva- main who has aspirations. amber- happy and lucky but dimwitted. holli- violent. saz- Sikh but weird behavior.
more exaggerated lifestyle.

Thursday, 19 April 2018

question 2

the thing that will lead your essay is the argument you give.

Venerable, teenagers. what group are they in within the media. undatable, a-word. they tackle this within soaps that has to be covered by the government within the stereotypes.

Hoodie horror, came back and everyone is scared due to knife crime, portrayed within all media and if that is really what teens are like. film example is brotherhood and ill manners.

In real life characters, internet. if it is ruining lives, social media. mainly in news and documentary such as in real life. and gaming.

Criminals that turn things around, kingsman, people who have identity who have a goal and can help society.

Geeks win, nerds have won, kids who work hard and get jobs who learn and do well. will in the inbetweeners and the big bang theory. sbtv.

normal kids, fresh meat, just boys and kids in soaps

exceptional kid, tom daley, sbtv, youtubers.

Monday, 16 April 2018

presentation- representation of youth in kingsman and misfits

presentation-
intro- text/channels/year-series
representation of British youth give examples, HOW?
key points examples of young characters
show clip and discussion

exam mock

where we went wrong-
1A- EAT- Example, Analyse, Terminology is what gets marked.

  • blogger
  • intro to premier
  • intro to film opening (Juno)
  • prelim
  • film opening- (pholi sound gun shot off screen.) Three examples
  • music video-100 shots being creative. Three examples
  • photo shoot
  • word/power point
  • wix 
  • social media- theme
  • evaluation
1B-
  • Dr cages-
  • Setting-
  • Themes/messages-  how it was represented 

identify a strength or strengths in your assessment:


what are the areas you need to improve:


what do you need to focus on for your next assessment:


Tuesday, 27 March 2018

Genre- 1B


Genre
In this essay I am going to be writing about genre and how I linked my film opening “On Track” to genre. The genre I have chosen for my film is sports.  I conformed and subverted certain things throughout my film opening and genre. An example of my film opening subverting the sports genre is using two females as the two main characters. This subverts as in a stereotypical sports film it is a male main character in a male dominated sport.
We chose to do a sport film as it is different it also allows us to expand our ideas on other films that also share the sporting genre. When researching we was inspired by the film “fast girls” we used this film as a structure as to how to make a sports film. We used the research idea of having the settings, camera, mise-en-scene and editing all being very similar. An example of how we made the films very similar so that we could link “fast girls” to our film is by using similar locations such as an athletics track, a gym and a swimming pool. All of the settings we used link to a sports film as they are all stereotypical sporting venues where people will train and perform overall for sport. Another film we looked at for research is “Rocky” we used this for the narrative as to make a film link to sports as a genre the story line will have to be similar to how you want the film to be. “Rocky’s” over all out line was to train, the main character to get knocked down, get back up, train harder and then win a competition. We linked this to our film opening as our story line was to train, main characters to have a rivalry, one loses a competition, on trains harder than the other, another competition where the other girl wins and the audience then feel for the winner. This links overall to the genre of sport as it shows competition and determination which was seen throughout “ROCKY”.
In my film we chose to use sport as the type of genre, as in Daniel chandler’s theory, genre is a type so I chose to use sports as my type for the genre of the film this theory was also conformed throughout showing that it was always a sports film. Another theory that was linked to my film opening was Steve Neale’s theory as my genre was repeated throughout my film but it also showed differences so that it can link back to sports as a genre throughout the film. My film was similar to a sports film as it conformed with all of the stereotypes of a sports film such as the mise-en-scene as I chose locations that have been linked to sports such as tracks and gyms but also the props as a key icon within the film are the shoes, this links to sports as a genre as the type of shoes where trainers but one pair was worn out so this shows the genre of spirt and hard work. I also subverted the sporting genre showing differences such as the characters as they are female this is not a stereotypical sports film mise-en-scene.

within the film we also used camera to show the genre of sport, this would include shots where it builds suspension such as a low tracking shot. we used this shot before the race scene to show  make to scene more intense. this shot was a tracking shot going across the competitors hands showing there starting stance as they was just about to go. we also used mine-en-scene, the costume used was to show differences between classes within our genre, to show the sporting difference between to people we used different shoes, as one pair where scuffed trainers while the other pair where clean white shoes. this would portray the sporting genre as a money driving genre. 

conclusion-

Thursday, 22 March 2018

1A-1B

How you achieve-
What you done- What you learnt- How you developed the skills

DR PUC-
Digital technology
Research and planning
Post production
Understanding media conventions
Creativity (might not come up but could be attached to a question above)

structure-

  • Intro (skills, at AS we done this at A2 we done that)
  • Apply the skill to year 12 about the question
  • What we learnt in year 13 about the question (Stress how you have DEVELOPED- research, post production, about the conventions and how)
  • Reflect back 
  • Conclusion


MIND MAP- Digital technology 
  • INTRO-We used digital technology throughout the course and we developed our skills from AS to A2. "throughout the two years of our course work redeveloped our digital technology skills" "at AS we done (film) and at A2 we done (music video).
  • BLOGGER-Set up a blog on blogger- PARA 1 "electronic network where we upload all of our production work, research and presentations." "blogger helped as it is accessible form anywhere, you are able to show videos as well as presentations and it can be easily organised under many labels."
  • PREMIER PRO- DANCING ANIMALS, learn to edit with the simple tools (cutting, transitions and adding music) and to music. JUNO, film openings, looked at a real thing so we could establish characters, settings and add titles. PRELIM TASK, come up hit own ideas from a given genre to come up with characters, settings and titles. FILM OPENING, own idea and come up with the whole film opening, character, setting and add titles and contrast effects to bring the bright colours of a sports film. and camera WHAT WE USED
  • PRESENTATIONS- ideas and research and planning. slide share, prezi, powerpoint. used to show our research and pitch to others our ideas. art of the title.com. TALK ABOUT EVALUATIONS AND HOW YOU DONE THEM 
  •  WORD- for our film poster
  • A2- we had to produce cross brand media task for a new band or artist to include a music video, website and digi pack. 
  • PREMIER PRO- more cuts, more footage, more editing/special effects, after effects, over 100 shots. film opening we had 20. 
  • WEBSITE- WIX, free, easy.
  • DIGI PACK- PHOTOSHOP hard, gotta pay. 
  • EVALUATIONS- more creative using green screen and interview. using new techniques such as video and emaze. 
  • CONCLUSION



MIND MAP- Research and planning
  • INTRO
  • YEAR 12- Research-film opening only, costumes, lighting, artofthetitle.com, genre, inspiration, props, narrative, audience. YEAR 13- Research- music video, website, digital pack, other music videos, music video conventions, genre, similar artists, 30 second break down, time line of music videos, prelim- four five seconds, star profit, music video directors, banana phone learning edits, real student videos marked.
  • YEAR 12- Planning- story board, risk assessment, shooting schedule, film pitch, audience, group pitch, location shots, fonts, script, shot list, music research ideas. YEAR 13- Planning, social media, production diary, film a lot more, presented ideas to a group, lip sync task, who could perform, time line of annotated lyrics, group time table, steal-o-matic, digital pack and website, photo shoot, interview, website and digital pack stages, music video articles. 
Media conventions- 
  • Film-sport, what is a film opening and how did you do it. 
  • Establishes characters, setting, themes, narrative and you find out what the genre is. 
  • Conventions of a sports film. stereotypes of a sports film. talk about titles and the spacing, artofthetitle.com order of titles. production company first, font and colour. 
  • All films researched. 
  • Do the same for a music video, research, examples, what we learnt and then talk about the genre, setting, narrative, concept and how you understand the media conventions. 
  • Digi pack and website. 

1B-

This is where you need to take a step back and look at your own work critically (but always be positive; don't write about what you think is wrong, but rather what you have chosen to do). Remember, the examiner on this paper won't have actually seen your production work!

For Question 1(b) you have to select one production and evaluate it in relation to a media concept. This will be one of these:
  • Genre- Para 1-what your production is (film) what you created. "we conformed and subverted certain things throughout" Para 2- how did you no, research how you researched and what you saw and how you linked it to your film (fast girls, rush, rocky). Para 3- Daniel Chandler, genre is a type, what type is your film and how you applied it. Steve Neale, genres made up from repetition and differences. describe how my genre is similar (conform) and difference (subvert). Para 4- DISTINCT- CAMERA(fam), MISE-EN-SCENE(costume, lighting, props), EDITING(stops), SOUND (MCDOVED), music, contrapuntal, diegetic, off screen, voice over, emotion, dialogue). Para 5- Conclusion. 
  • Narrative- Opening para- talk about film opening, genre what narrative is "establishing the character and the genre"- double narrative, setting, plot, characters and genre= narrative. Theorists- Levi Strauss, apply with binary oppositions which means opposites to make an interesting narrative. such as rich and poor, good and evil, different training facilities, poor lives in the city rich in the country side. Barthes, enigma, action, symbolic.need to keep people guessing, by things happening and for them to ask questions. "who's gunna win?" name shots. symbolic codes, the rich shoes and the bad shoes. Todorov- equilibrium, disruption, equilibrium, disruption  what makes a story interesting but restored at the end. Propp, characters, hero, villain, hero's helper, stereotypical characters. HOW DO YOU CONFORM OR SUBVERT. Sophie, good, poor so subvert. Renae, bad, rich so subverted. Para 4- Conclusion. 
  • Representation 
  • Audience 
  • Media language- Para 1- "we used the following technical codes to create meaning in our film opening" "we used media language and applied the genre conventions" "we shall be analysing camera, wise-en-scene, editing and sound."Para 2- camera, three main camera shots ad how we created meaning. Para 3- mise-en-scene(clamps), chose three and how did they create meaning. Para 4- sound, three points how did they create meaning. Para 5- editing, three points how did they create meaning. Para 6- conclusion, how did you create meaning through media language, and did you conform or subvert the genre. 

Basic essay structure for 1b (Choose only ONE product to write about):


Para 1 Intro:

1. First, define the concept you have been given in the question. For example, for Narrative you might say that every text tells a story. Add a quotation, such as for genre, "Genre is a type" (Daniel Chandler, 2001).
2. Outline the production you've chosen to evaluate.
3. Tell the examiner you're going to discuss (x) number of ideas about the concept. Use no more than 5 theories in your answer (so you'll need to have learnt about 6-7 theories in total).

para 2: Using the theorists, describe some of the key features of the concept you are being asked to apply. Outline two or three of the theories/ideas of particular writers, relating them to your production.

para 3: Start to apply the concept, making close reference to your product and to other examples to show how the concept is evident in it.

para 4: Show ways in which ideas work in relation to three areas of your product - production, distribution and exchange - and also ways in which those ideas might not apply/could be challenged.

para 5: Conclusion - Sum up by returning to the question and, having discussed key issues, say how your product follows or challenges the conventions of that issue



Monday, 19 March 2018

in real life-2013 Beeban Kidron

Facts

  • 40% of teenagers spend more time with their friends online than in real life. 
  • Teens are digital natives-born with the internet
  • Older people are digital immigrants- grown up with change 
  • 90% of the worlds data has been created in the last two years
  • people don't know what bored is as no one is ever alone without technology 
  • dopamine/ease- makes you feel good
  • millions of people who design so people keep going back and eep getting hocked 
  • people look at there phones 150-200 times a day
  • attention span
  • what you like on Facebook is predicted by 88%
  • 2.5 billion bits of content are shared on Facebook every day
  • 100 hours of video are uploaded to youtube every minute
  • google knows everything
  • "the internet is the best spy"-wiki guy
  • social media is better than nothing
  • parents are protecting there kids to much so they are relying on social media. 
  • 80% of young people believe that they are more likely to get away with bullying online then in real life. 
  • "what happens with out it?"
  • no thinking time
  • clay shirky- "the end of the audience"


Setting-
-school
-london
-west London


Themes-
-porn
-internet
-social media
-video games

Icons-
-young boys
-young girls



Narrative-





Characters-
-Ben and Ryan- 15- addicted to porn
-Paige- 15- social meda user, phones first
-Tobin-19- addicted to video games
-Tom-15- bisexual boy who shared his story, never met his boyfriend but talks online
-Thomas- died at 14- boy got cyber bullied and then committed suicided
Textual Analysis-





Negative Representation-





Positive Representation-





Exam

Intro- write about all teens through the ages
Main- hoodie horrors and other case sturdy (hoodie horror, your own opinion, in real life)
Last- the future

Friday, 16 March 2018

From hoodie horror to Screenagers


generation citizen study 2014
  • "Americans say they have fewer friends then they ever before"- American isolation source 
  • cyber bulling increase. 
  • "When ever there is time to write edit delete there is room for performance" 
can we auto correct reality?- 2014 prince EA
  • we are always behind a screen 
  • 4 years on phone
  • anti social network 
  • media overstimulation
look up- 
  • open computers close doors
  • device of delusion 
  • keep the best bits but leave out the emotion
  • becoming unsocial 
  • world full of idiots smart phone no people
  • when your looking down you don't see the chances you miss
whats on your mind?
  • everything is fake
  • made it all seem real 
nike (2018)
  • nothing beats a londoner
  • subverts londoners
  • this girl can
this girl can
  • positive messages
harry brown
  • hoodie horror

Asbo's - Anti Social behavior disorder

Asbo's - Anti Social behavior disorder 

2018 top teen worries 
Exams and part time work 
Future job paths 
Mental health 
Driving passing and paying 
Money 
University 
Gang business 
Insecurities and looks 
Family and friends ups and downs 
Fear of missing out and popularity 
Parent/teacher pressure/peer pressure 
Social media/bullying 
Time management  

Hegemony in news representation of youth
Media industries operate within a structure that produces a reinforces the dominant ideology via a consensual 'world view'.
This world view is produced predominantly by white middle class, middle aged heterosexual men.
It is their ideas and values that infiltrate media texts and ensure that other voices do not get heard.
 
Propaganda 
A form of communication aimed at influencing the attitude of a community towards some cause or position 

Moral Panic 
Apparent rise in criminal or anti social acts 
often a specific, shocking incident 
Scapegoat 'found' in popular culture 
Blame attributed in news coverage 
'Experts' consulted e.g. teacher social worker, police officers 
Demand in action e.g. change in law 
Research disregarded or ridiculed 

Media by their reaction kept the panic going and amplifies it 
News Values - Negativity 
 

Monday, 12 March 2018

ill manners- 2012

DISTINCT


Setting-
-south east London
-jail
-family enviroment
-streets, alleys
-crack dens


Themes-
-family
-drugs and violence
-police, checkups on chavs
-sex/prostitution
-music/rap
-prostitution

Icons-
-drugs
-violance
-wepond
-hoodies
-hats
-prostitution

Narrative-







Characters-
-Aaron and Ed, fosterkids
-Chris, main bad guy- grew up in a basement
-Michelle, main girl, sexually abused as a child, crack head, needs money for drugs
-kevin, chris grew up around him and influenced him into drugs.
-Jake, young kid joined a gang by beating up his little white mate who stole money off his mum-collective identity, murder, murdered by chris
-marcel, made jake do what he did to get respect, got killed by jake
-kirby, main drug dealer

Textual Analysis-
collective identity
"poor kid, hasn't got a hope in hell"-Michelle to mum and kid




Negative Representation
-drugs- dealign, overdose, the underworld
-violence- guns, fighting, knives, Jake beating his friend up.
-peer pressure
-prostitution-michelle funding drug habit with sex
-kids upbringing

Positive Representation
-loyalty- Ed and Aaron, grew up and stayed together.
-helpful-
-rap/music
-morality- Aaron paid off Michelle's debt
-hero- Ed saves the bad so he dies a hero
Message-
-Plan B (Ben Drew), his message was to make the world aware of what life is like for the stereotypical chavs,  the government are feeding money into other things and not the bad.

Tuesday, 20 February 2018

Teenage riot youth, Culture and Collective identity

Collective identity-
What is it?-
Belonging to a group, must belong. similarities, needy.

How does the media influence it?-


in the 30s kids went to primary then went to work.teenagers where mini adults.
in the 50s kids finished at 3 and then started causing trouble
in the 60s teens rise and so does england with culture and an identity

write about the 50s- family, what was they doing, music, influences, adverts, TV, mainstream, slang, film.

media representations

Positive-

  • Educating Yorkshire 
  • BGT, Xfactor, Voice kids
  • Sports- Daley(25), young olympian 
  • University challenge
  • Charities- kids raising money
  • Protesting- Education, Women, NHS, Brexit
Negatives-
  • Chavs
  • Criminals
  • Lazy drunks
  • Snowflakes
  • Screenagers
  • Porn

media and collective identity

British and youth groups (age)- representation groups
post 2013 research

structure-
historical context- birth of teenager (50s-2017)- past
last 5 years- present
future

stereotypes and counter types
millennial's- snowflakes (no resilience)

include- theories, British youth e.g ill manners, selfish giant, historical context of British youth, your own analysis.
website influencers- young people with business- Zoella

aware about the world with protests and stuff.

what is collective identity?- belonging to a group, must belong. similarities, needy.
the media shows how we are represented, day to day life.
two extremes, addicted to your screen or criminal.
reflection of identity, media changes how people are.

Representation- essay

Apply the concept of representation to one of your coursework productions.

on track is a film including two teenage girls who are aspiring athletes, both have a massive passion for sprinting. within the film they compete in many competitions leading up to there big day. within the film there are may different locations such as trainmen facilities and stadiums all of these link to the representation of girls within sport. we used these location so that we can set the theme of sports and teenagers.

our whole film is a counter type, this i due to the main characters being teenage aspiring athletes who are both female. we chose the characters to be female so that it would break out of the ordinary. most sports films are about men and there way of winning  but we have chosen to make it girl based so that it will be able to spread more to a female audience. the two characters both have different personalities and up bringing as one is rich and one is poor so asa stereotype the rich girl is the mainly disliked girl as they are seen as the stubborn villain and the hero is the poor girl who has to work for there victory. so within the storyline the poor girl wins the final race therefore they ar the hero and the film is conformed.

both girls are subverted sports models as they are women not a stereotypical man. but as one of the girls is rich there is a conform as rich people win everything but the main winner is the poor girl but alongside that there is subvert as the poor girl has to hustle to win.

within my film the representation is shown through the characters, these characters can have many different personalities but for both characters they share similarities and differences. both are able bodied, one is in lower class while the other is upperclass, both are teenagers and both are female. when using female characters we did not want to follow Levi stress theory of sexualising there characters so we subverted his theory. this was done so that the characters would come across as innocent to our target audience. another theorist that had an influence on our film was Vladimir props who talks about stereotyping characters, this theory is about stereotypes within a film. this in my film was conformed.

Monday, 19 February 2018

section 1 A- key notes

section 1 A- exam

DR PUCK

D- digital technology
R- research and planning

P- post production
U- understanding
C- conventions

Friday, 9 February 2018

Media language- plan

Q1- Discuss how you used media language in one of your coursework productions to create meaning for the audience.


  • Camera- 5
  • Mise-en-scene-5
  • Editing-3 
  • Sound-3
Creating meaning: communicating your meaning to the audience. 

Intro- 
  • What you made for your A2 product.
  • Media language must combine effectively, make the meaning  to reach to the audience. (Stereotypes and Archetypes)
  • Talk about video, Digi pack and Website.
Main- 
  • PEE
  • Three for each. 
  • action code-- Bartz

Point- 
Example-
Meaning created- 

CLAPS- Costume, Lighting, Actors, props and setting
MCDOVED- music, contrapuntal, diegetic, off screen, voice over, emotion and dialogue 
FAM- Frame, Angle and Movement
STOP- Special effects, Transitions, Order of narrative and Pace

Theorys- 
  • Genre theory- 
  • Narrative- 

Conclusion- 
  • Talk about the vital parts of media langue 
  • How was media langue achieved to get across the meaning to the audience. 

Thursday, 8 February 2018

Structure

structure

  • intro
  • concept 1
  • theorist
  • concept 2 
  • theorist
  • conclusion

Representation- Plan


intro
  • explain what your product is and what you will be analysing- discuss the characters and setting people and places need to be described and analysed. 
main: 
  • DR CAGES, setting, characters and themes. (track/sports hall, Renae Sophie girls) stereotypes and why.be specific throughout the essay. think if you have challenged the stereotypes (conformed and converted) 
  • subverted sports model. 
  • converted rich people win everything.
  • subverted poor people hustle.
D- disability
R-regionalism
C-class
A-age
G-gender
E-ethnicity
S-sexuality


techniques i used.....Camera, Mise-En-Scene, Editing and Sound.
include theorist......

  • Levi Strusse- binary opposite- didn't sexualise women- subverted his theory
  • Vladimir Propp-steriotype characters. 
  • Mcrobbie- men and women are represented by stereotypes in the media



conclusion:

Friday, 26 January 2018

Post production essay- editing


In media I have done a two-year course. During the first year it was all about learning about how to use your post production skills to create the final product in year 13 which is our final music video. To do this there are many parts that have to be practiced such as the technology, the websites, the presentation tools and the editing software.

To start with the editing, when I started the course in year 12 I had a little bit of experience with editing but I had only ever used IMovie on a MacBook air. Learning how to go from IMovie to premier pro was a had step for me as I was used to simplistic cuts and transitions. In year 12 we were given a task so that we could get used to the program, this was to import, cut and match up video with audio. To do this we used limited tools within premier pro, we mainly used the cut icon and the transition pad. Within this task there was no creativity involved, the main part that I struggled with within the task was getting used to all of the icons on the program as it took a while to get used to what every icon was for. The next task we got given was called juno, and that was to recreate a scene from the movie juno. Within this task we used editor to correctly cut and place the video footage in time with the music and the actual movie. This task was very basic for post-production as it was more for the camera work, but there was an effect that I had to look up on YouTube to find out how to do it but it was simple compared to my year 13 work.

For the final part of year 12, we had the task of creating an opening scene for an upcoming movie. For the editing in post-production, to creative the narrative I used basic cuts so everything fitted in with the idea and it all made sense. The main effect that was used within the task was a split screen, this was used to how the cross between personality’s. the split screen was very basic as there was no added effects to make it look sharp or unedited, there was no feathering added it was a line dead centre. Also within the task there was no sound correction so it was muffled sound which was also screechy, in post-production there could’ve been an improvement by using sound correction within premiere pro. Also for the task it would’ve been the first time using titles and text, the final product has titles in different positions and different sizes but the main focus was to get the same font and size both of which we found hard as we were still learning how to position without changing the size of the text but also how to position the text without needing a different colour or font.

Going from year 12 to year 13 there was a big difference within my post production work this was shown through my first piece of work created which was banana phone a task where you have to show different objects and effects on a lip-sync 30 second music video. In my video I had adapted my skill son premier pro for a music video I learnt how to make finding the video to match the audio easier by using the curser on the screen. Doing this it would allow me to look at the video every frame to check if everything was in time. I also learnt how to make more effects and transitions effective by using the effect pad on the left of premier pro. Using this it would allow me to change how long an effect would last or how much it would affect the video.

Going from banana phone to my final production, this was to make a music video for an undiscovered artist within this video I found out how to use more effects and how to make them more effective in a music video. To do this I look up video on YouTube to learn how to do better effects so that when it came to the editing I could play around with certain effects. Also within editing I learnt to use after effects, using this in my music video it would make it look more professional by adding different colour effects and correction on effects. When editing I had to make sure there was good synergy to match the orange on the other parts in our post production. In after effects the main effect I used was masking within a transition, this is where there is a cut around an object to make another video appear behind. This was effective within my video as it helps the overall narrative.

Post production esay plan: editing


1.       Progress over time

2.       Specific examples from your work

3.       Reflective- critical

4.       Real media example

 

Post production

Explain how your post production skills have developed over time and how this has contributed to your media production out comes.

Tech

Wix

Presentational tools

Editing

 

Year 12

·         Only ever used imovie, very basic

·         Dancing animals- imprort, cutting, basic effects, no creativity

·         Juno task pelim- very basic

On track

·         Narrative- basic cuts

·         Split screen

·         Bad sound- sound correction

·         Title positioning, font and size

Year 13

·         Prelim + banana phone- how you was pushed

·         Final production- after effects, masking, thought beats

·         Synergy- colour effects, colour correction, multiple cuts, slow mo. and reverse.

·         How that all made your production amazing.