Thursday, 28 April 2016
Wednesday, 20 April 2016
Monday, 11 April 2016
Friday, 18 March 2016
PRESENT
Moved on from 'hoody horrors'- less violence:
obsessed with social media
obsessed with social media
tanager boys (age 15) addicted to porn
rise of geeks/gamers
YouTubers
Overview on teenager representations
During war teenagers gained power because they were able to get jobs and start earring money for themselves.
When the men came back from war they didn't like the power the teenagers had gained so started creating negative representations of teenagers. Due to the media being created by 'white, middle aged, middle class man' the teenagers no longer had the power to stand up for themselves.
Nowadays, everyone is digital native. Due to the rise of technology, anyone can be a media producer (e.g. YouTube). This means that teens now have more power and can create their own representations of themselves.
There are many successful teenage YouTubers and they are the opposite from 'hoodie horrors'- there aren't threatening or scary, and seem like nice, respectable people.
Monday, 14 March 2016
Print Media
The Guardian
The guardian is left wing so would side more with the teenagers and this is shown by their use of words: 'young and dispossessed'. 'Dispossessed' is suggesting that they are hard done by society/ they have nothing/ it's not their fault.
The quotation at the side (enlarged-draws attention) is from the point of view of one of the rioters. It is interesting that the image they have used does not have any rioters/youth in it as most articles have an image of a a hoodie in front of a fire. This image doesn't represent youth in a bad way it just shows that society are trying to solve what has gone one (with firemen putting out the fires).
The guardian is left wing so would side more with the teenagers and this is shown by their use of words: 'young and dispossessed'. 'Dispossessed' is suggesting that they are hard done by society/ they have nothing/ it's not their fault.
The quotation at the side (enlarged-draws attention) is from the point of view of one of the rioters. It is interesting that the image they have used does not have any rioters/youth in it as most articles have an image of a a hoodie in front of a fire. This image doesn't represent youth in a bad way it just shows that society are trying to solve what has gone one (with firemen putting out the fires).
Saturday, 12 March 2016
Wednesday, 3 February 2016
Q1 Section B: Audience
Question: Analyse one of your coursework productions in relation to the concept of audience (25 marks).
- We were asked to create a cross promotional package for a specific audience.
-An advert created to promote a new band. Has to be something people can watch again and again
-We did research into what our audience want to see- colours, costumes, themes, performance/narrative
-Had to consider our audience when creating our band name, logo and other imagery
Theories
Sturat Hall- have to look at the audience before creating a new media text. All media texts have a message (either encoded or decoded) and its our job to decode them. Messages can be preferred, negotiated or oppositional readings.
Personal Identification
Information
Entertainment
Social Interaction
Blumler and Katz
- We were asked to create a cross promotional package for a specific audience.
-An advert created to promote a new band. Has to be something people can watch again and again
-We did research into what our audience want to see- colours, costumes, themes, performance/narrative
-Had to consider our audience when creating our band name, logo and other imagery
Theories
Sturat Hall- have to look at the audience before creating a new media text. All media texts have a message (either encoded or decoded) and its our job to decode them. Messages can be preferred, negotiated or oppositional readings.
Personal Identification
Information
Entertainment
Social Interaction
Blumler and Katz
Q1 Section B: Genre
Thursday, 28 January 2016
Q1 Section A: Post-Production essay
Over the past two years my post-production skills and knowledge have developed dramatically. The two productions which show this development I have completed are a film opening and music video.
The very first thing we edited using Adobe Premiere CS6 was a dancing bears task where we learnt to import videos into the software, chop them up, and cut them to the music. In year 12 we also replicated the beginning of a film (Juno) which was our second attempt at using Premiere. In this task we had to edit the shots we got very precisely in order to make it look the same as the original. We also introduced fades which had to travel in the same direction as the original.
After our first filming session for our music video we imported the shots into Adobe Premiere CS6 and started to
After we took photographs of our band we sorted through them to find the best ones and manipulated them on Adobe Photoshop
Tuesday, 19 January 2016
Question 1: Section B
Apply a concept (representation/audience/narrative/genre/media language) to either AS or A2 coursework.
Outline concept for discussion with reference to relevant theorists
Apply ideas to range of specific elements from your coursework
Discuss how well the concept/theories relate to your product
Representation
Music Video: dominant females, dontneed males
Film: teenagers (self representation), youthful cast (age), female main character (gender)
Audience
Music Video:
Film: Self representation
Narrative
music video: performance over narrative
Film: voiceover, rewind
Genre
Music video: pop, girly, lights, colourful, fast pace
Film: slow, music, dreary, witchcraft, mythical, dark blue colours
Media Language
Music video:
Film:
Outline concept for discussion with reference to relevant theorists
Apply ideas to range of specific elements from your coursework
Discuss how well the concept/theories relate to your product
Representation
Music Video: dominant females, dontneed males
Film: teenagers (self representation), youthful cast (age), female main character (gender)
Audience
Music Video:
Film: Self representation
Narrative
music video: performance over narrative
Film: voiceover, rewind
Genre
Music video: pop, girly, lights, colourful, fast pace
Film: slow, music, dreary, witchcraft, mythical, dark blue colours
Media Language
Music video:
Film:
Monday, 18 January 2016
Question 1: Section A (25 marks)
10 marks- examples that you give
5 marks- terminology
10 marls- explanation and analysis
Talk about your development in the course
1. Research and Planning
5 marks- terminology
10 marls- explanation and analysis
Talk about your development in the course
- research and planning
- using conventions
- digital technology
- post production
- creativity
1. Research and Planning
- pre-production- story board, moodpboard, brainstorming ideas
- analysis- look at other products and analysed them to give you an understanding of what goes into them
- production research-conventions of what goes into a music video or a film opening, look at similar products
- industry research- conventions, look at similar products, what audience wants to see, what artists/actors/directors/distributors do
2. Using Conventions
- Editing-
- layout
- sound
- font
- mise en scene
3. Digital Technology
- camera
- editing
- photoshop
- light wall
- blogging software
- green screen
software-
hardware
Post-Production
- Editing- premiere we used a lot more this year. The music video needs to be synced up (the singing) and there is a lot more cuts.
- distribution- Music video= record label, digipak/website, YouTube, Social Media, magazine article. Film opening= Institutions, cinemas
- marketing
- special effects
- sound
- titles
Creativity
- light wall
- ideas- imaginative, unique
- creative skills
- problem solving
- production style
- ambition
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