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. 
• 
  

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.

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.

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.

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.

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

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

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 

 

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.

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.

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

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. 

Structure

structure

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