Ancillary landscape table · Web viewIn groups, students take a series of still images lit in the following ways: (audio/moving image) horror film, romcom, crime film (publishing)

BTEC Level 2 Tech Award in Creative Media Production

Component 1: Exploring Media ProductsDelivery of this componentStudents will participate in workshops and classes, developing their knowledge and understanding of the way in which media products are created, as well as the codes, conventions and techniques used to make them, to communicate meaning and engage audiences for a given purpose.This component may be delivered alongside Component 2, or before it, and students will need to give consideration to elements of this component when applying their practical skills in Component 2, such as the purpose and audience of products. Component 3 will allow students to apply the knowledge and understanding of media products they have developed within this component.For learning aim A, students must analyse examples of media products past and present across the three different sectors: audio/moving image, publishing and interactive, to develop their understanding of how these are created to engage audiences for a specific purpose. Students will examine examples of different products in order to develop their understanding of the audience and purpose.For learning aim B, centres must select one of the sectors on which to focus, exploring how media products are created to generate meaning for their audiences. Students will take part in workshops and classes, exploring how media production techniques are used to create effects and communicate meaning by deconstructing selected examples, developing their understanding of how the production techniques used are combined to generate meaning for their audiences.The lessons are divided into introductory activities of between 5 and 10 minutes, main session activities of between 40 and 50 minutes and plenary activities of between 5 and 10 minutes (or set as homework).

Assessment guidance● Learning aim A will be assessed by means of a report (blog/vlog, presentation, or written document) where students analyse examples of past and present media

products across the three different sectors (audio/moving image, publishing and interactive). They must investigate the primary and secondary audience for each product, the purpose of the product, and the relationship between product, audience and purpose.

● Learning aim B will be assessed by means of a report (blog/vlog, presentation, or written document) where students will focus on media products from one of the three sectors (audio/moving image, publishing or interactive). They must analyse how each product has been constructed to create meaning for a specific audience and how the audience may respond to the product. They must also analyse how media production techniques are used to create meaning for audiences.

© Pearson Education Ltd 20181


Component title Exploring media products

Guided learning hours 36 (internal)

Number of lessons 36

Duration of lessons 1 hour

Lesson Topic from specification Suggested activities Classroom resources

Learning aim A: Investigate media products

1 A1: Media products, audiences and purposeIntroduction to media products and sectors.Links to:● Component 3: A1 Responding to a brief.

Introductory activity: Group activity Teacher puts students in small groups or pairs. Students write down as many different media products as they can think of.

Main session activities● Teacher introduction Teacher introduces Component 1,

including outline of the component and nature of learning aims A and B, an overview of criteria, structure of sessions, course expectations, how unit will be assessed.

● Teacher introduction Teacher introduces the three media sectors – audio/moving image, publishing and interactive – and gives examples of each.

● Group activity Teacher divides students into three groups, each with a flipchart and pens. Each group lists the media products they wrote down in the introductory activity under the three sector headings.

Plenary activity: Class discussion Students share their flipcharts. Are any of the media products hard to categorise? Do any fall under more than one heading? Why is this?Homework: Teacher assigns a media consumption for one day, to complete for the next lesson. Each student should ask an adult to do the same. Or the teacher could ask members of staff to complete the diary.

Three flipchartsThree sets of three different coloured flipchart pens

2 A1: Media products, audiences and purpose Introductory activity: Paired activity In pairs, students compare



Introduction to audiences – age, gender, ethnicity.Links to:● Component 3: A1 Responding to a brief.

the media consumption diaries they have compiled. What are the similarities? What are the differences? Is there anything they were surprised by? Teacher leads the whole class in a discussion of the results.

Main session activities:● Teacher introduction Teacher introduces the concept of

audiences, using students’ media consumption diaries as a starting point, with specific reference to how audiences can be segmented by age, gender and ethnicity.

● Paired activity In pairs, students produce an analysis of their media consumption diaries by age, gender and ethnicity.

● Group activity Pairs join into fours to produce a presentation with qualitative and quantitative findings.

Plenary activity: Class activity Students present the findings from analysing their media diaries to the class.

ICT facilities

3 A1: Media products, audiences and purposeIntroduction to primary and secondary audiences.

Links to:● Component 3: A1 Responding to a brief.

Introductory activity: Teacher introduction Teacher shows students three examples of media products from across the sectors, such as:● trailer for a Pixar film, such as Inside Out● gaming footage, such as FIFA 18● a lifestyle magazine, such as Glamour or Pride.For each one, each student notes who they think the audience is in terms of age, gender and ethnicity.

Main session activities● Class discussion Teacher leads discussion on audiences for

the products viewed. Teacher introduces the concept of primary and secondary audiences. Why is it important for media producers to target an audience?

● Individual activity For the media products viewed at the start of the lesson, students identify the primary and secondary audiences and how they are targeted.

● Paired activity In pairs, students identify examples of primary and secondary audiences from their media consumption

Search for ‘Inside Out Trailer’Search for ‘FIFA 18 trailer Blue Monday Mix’Search for ‘Glamour UK’ (teacher to check for suitability of content)Search for ‘Pride magazine’ (teacher to check for suitability of content)



diaries. In what contexts were they consuming media as secondary audiences, e.g. by listening to the radio in a parent’s car?

Plenary activity: Individual activity Each student writes a definition of primary and secondary audiences, using examples discussed during the lesson.

4 A1: Media products, audiences and purposeIntroduction to the purposes of media products.


Introductory activity: Class discussion Why do students consume media products? Students list all the reasons they can think of for their media consumption, while the teacher mind maps them on the board.

Main session activities● Teacher introduction Teacher introduces the different

purposes of media product consumption: information, entertainment, escapism. Learners may come up with alternative examples at this point.

● Teacher shows clips/stills of different media products across the three sectors (audio/moving image, publishing, interactive) such as news, soap opera, independent film, teen magazine, charity website, gaming footage/trailer, and asks the class to identify their purpose.

● Individual activity Each student identifies one text they consume for each of the three purposes in each of the three sectors. Each student then repeats the activity for an older age group, using their media consumption diary as a resource.

● Teacher-led discussion Teacher returns to the products shown earlier in the lesson. For each, who might have created the product? Was there any other purpose than to inform, entertain or provide escapism? Give reasoning for answers.

● Teacher introduction Teacher introduces the idea of media products being produced for profit, community benefit or raising awareness; and for critical acclaim, inspiration, innovation and experimentation.

Plenary activity: Individual activity For the media products they

Selection of clips/stills from media products across the three sectors



have chosen, each student identifies whether their purpose was for profit, community benefit or raising awareness; critical acclaim, inspiration, innovation or experimentation. They give reasons for their answers.

5 A1: Media products, audiences and purposeIntroduction to socio-economic groups and lifestyle profiles.


Case study 1: Same only different

Introductory activity: Teacher presentation Teacher shows the John Lewis 2015 Christmas advertisement Man on the Moon and the House of Fraser 2015 Christmas advertisement #YourRules (You don’t own me). For each, what is the audience for the advertisement in terms of age, gender and ethnicity? What is its purpose? Teacher to gather in student feedback.

Main session activities● Teacher introduction Teacher introduces the idea of

audiences being targeted by socio-economic grouping. Which socio-economic groups would Man on the Moon and #YourRules be aimed at?

● Teacher introduction Teacher introduces the idea of audiences being targeted by lifestyle profiles.

● Individual activity Each student writes a lifestyle profile for the primary target audience for either Man on the Moon or #YourRules.

Plenary activity: Share Students share their lifestyle profiles with the class and compare the similarities and differences between profiles for the two advertisements.

Search for ‘John Lewis man on the moon’Search for ‘House of Fraser Christmas #YourRules’

6 A1: Media products, audiences and purposeIntroduction to the relationship between media products and their audiences and purposes.


Case study 1: Same only different

Introductory activity: Teacher presentation Teacher shows the Age UK campaign version of Man on the Moon. How do the target audience and purpose differ from those of the original John Lewis TV version?

Main session activities● Teacher explanation Teacher explains how Man on the Moon

was part of a wider campaign by Age UK to combat loneliness.● Teacher-led activity Teacher shows other media products

Search for ‘ Watch our man on the moon TV advert Age UK’



within the campaign across the other two sectors – different sections of the Age UK website and some of the downloadable magazines/leaflets (the No one should have no one poster and the online campaign). Teacher leads discussion on the audiences and purposes of each.

● As part of the discussion it would also be worth asking students if they can identify the audience and purpose(s) of the campaign around Old School with the Hairy Bikers, which was linked to Age UK Old School was produced by the BBC in collaboration with the Open University as part of a BBC volunteering season called ‘Do Something Great’, and is aimed at encouraging younger people to work with the elderly in their local community. Another linked media text useful for research is The Wireless, which is Age UK’s own DAB/online radio station. The Wireless is specifically targeted at the elderly to help combat loneliness through entertainment and information aimed at that age group. How successful do students think these two media texts are in targeting their audience and achieving their purpose?

● Individual activity Each student selects three elements from the campaign and produces a PowerPoint slide on each, analysing the target audience and purpose.

Plenary and/or homework activity: Teacher shows students the website and associated videos for the NSPCC Share Aware campaign. Can students apply what they have learned about audience and purpose to this campaign?

Search for ‘Age UK loneliness’Search for ‘Age UK no one’

Search for ‘Old School with the Hairy Bikers’Search for ‘The Wireless Age UK’

Search for ‘NSPCC Share Aware’

7 A1: Media products, audiences and purposeThe relationship between media products and their audiences and purposes.


Case study 2: How times have changed

Introductory activity: Individual activity Each student briefly analyses the cover of the first edition of Dr Who Magazine alongside a 2017 version. Who is the audience for each?

Main session activities● Class discussion Who was the original primary audience for

Dr Who? Who was the secondary audience? Has this changed over time? Has the purpose changed? NB the series was originally conceived of as a way to educate by using the narrative to explore science and history. It would be worth



introducing the BBC mission statement here: to inform, educate and entertain. Can students think of other long-running shows, games or magazines that have changed their audience over time?

● Teacher presentation Teacher shows students the launch trailer for the first series of Dr Who (1963), one from the 1980s and a more recent one.

● Individual/paired activity Students explore the Dr Who website to consolidate their ideas of who the primary and secondary audiences are, and the purpose of the product. In the Fun and Games section of the website, students explore three different activities, then write a one-sentence audience lifestyle profile for each of the activities they have looked at. If facilities allow, students could also explore the Dr Who app.

● As an extension task or an alternative, students could explore Ghostbusters, with the 1984 film being remade in 2016 with an all-female cast. There are associated games alongside this, such as Ghostbusters remake 1.0. Has the audience and purpose changed? Was the reboot of Ghostbusters as successful as that of Dr Who? Give reasoning.

Plenary activity: Share Students share their lifestyle profiles with the class. What do these tell us about the current audience and purpose of Dr Who and/or Ghostbusters?

Search for ‘Classic Dr Who Season 1 launch trailer’Search for ‘Dr Who season 10 trailer’

Search for ‘BBC 1 Dr Who’

Search for ‘Ghostbusters remake 1.0’

8 A1: Media products, audiences and purposePreparing for assessment


Case study 2: How times have changed

Introductory activity: Students read the Metro article about the changing audience for Dr Who and the Independent article about the remake of The Magic Roundabout.

Main session activities● Class discussion What is the relationship between the

audience of Dr Who and its purpose? What about The Magic Roundabout? Elicit whether the audience has changed over time because the purpose has changed, e.g. appealing to an international audience for profit?

● Individual activity Each student selects one Dr Who media product, e.g. a trailer, a magazine cover or an app. For this product, the student writes a short report, including:

Search for ‘Dr Who target audience’Search for ‘Magic Roundabout remake’



o the target audienceo the purposeo the relationship between product, audience and purpose.

Plenary activity: Paired activity In pairs, students assess each other’s work.

Learning aim A: Summative assessment

9 A1: Media products, audiences and purposeIntroduction to assessment and initial research.

The report must include media products past and present across the three sectors, and analyse:● the target audience for each product● the purpose of each product● the relationship between product, target

audience and purpose.

Introductory activity: Teacher introduction Teacher introduces the requirements for summative assignment for learning aim A and the deadline.Main session activities● Individual activity Each student uses their class notes and

independent research to decide on the media products they will analyse for the assessment, which must be across the three sectors and include past and present examples.

● Individual activity Each student begins to make notes on the examples they have chosen, making sure they are analysing:o the target audience for each producto the purpose of each producto the relationship between product, target audience and

purpose.

Plenary activity: Share Students their progress with the assignment. Homework is to complete their initial research.

Pearson Authorised Assignment Brief

10 A1: Media products, audiences and purposeCompletion of summative assessment.



Introductory activity: Recap Teacher reminds students of the requirements for summative assignment for learning aim A and the deadline.Main session activities● Individual activity Each student continues making notes on

the examples they have chosen, making sure they are analysing:o the target audience for each producto the purpose of each producto the relationship between product, target audience and

purpose.● Individual activity Each student decides on the format of their




report and uses their notes to begin producing their report. Teacher supports to ensure that the report will provide the level of detail required.

Plenary activity: Individual activity Each student reviews their own work against the criteria and identifies one element for improvement for homework.




Introductory activity: Recap Teacher reminds students of the requirements for summative assignment for learning aim A and the deadline.Main session activities● Individual activity Using their notes, each student continues

producing their report on the examples they have chosen, ensuring they are analysing:o the target audience for each producto the purpose of each producto the relationship between product, target audience and

purpose.

Plenary activity: Individual activity Each student reviews their own work against the criteria and identifies one element for improvement for homework.





Introductory activity: Teacher explains the requirements for submitting completed work at the end of the session (hard copy, digital, etc. at the discretion of the centre).Main session activities● Individual activity Using their notes, each student completes

their report on the examples they have chosen, ensuring they are analysing:o the target audience for each producto the purpose of each producto the relationship between product, target audience and

purpose.● Individual activity Each student checks their own report for

spelling and grammar against the assessment criteria.




Plenary activity: Hand in Students submit their work for learning aim A.



Learning aim B: Explore how digital media products are created to provide meaning and engage audiences

13 B1: Genre, narrative, representation and audience interpretationIntroduction to learning aim B.Introduction to genre.

Links to:● Component 2: A1 Practical skills and

techniques● Component 3: A1 Responding to a brief.

Introductory activity: Class discussion What is genre? Class discuss as a group, then each student writes a definition as a tweet (no more than 140 characters).

Main session activities● Recap Teacher recaps on Component 1, including:

o outline of the component and nature of learning aimo overview of criteriao structure of sessionso how the learning aim will be assessed.

Teacher identifies the sector on which the class will be focusing: audio/moving image, publishing or interactive.

● Class activity Students share their tweets and come up with an agreed class definition of genre.

● Group activity In small groups, students list as many different genres as they can for the chosen sector. Teacher asks each group, in turn, to contribute one genre and writes a master list on the board. Groups are eliminated when they can no longer contribute, ending up with a ‘winning’ group.

● Group activity In the same groups, students select one genre from the list and produce a mind map of typical characteristics.

Plenary activity: Share Students share their mind maps with the class.

14 B1: Genre, narrative, representation and audience interpretationIdentification of genre characteristics.

Links to:● Component 2: A1: Practical skills and

techniques● Component 3: A1: Responding to a brief.

Introductory activity: Individual activity The teacher sources images which represent different genres and then uses them to introduce a variety of genres to the class.. Students individually list the characteristics that they identify with the genres.

Main session activities● Teacher-led activity Teacher goes through the images with

the class, focusing on the relevant genre characteristics (e.g. iconography, setting, character in film; colour, language, layout in magazines; iconography, setting, character in computer games).



For audio/moving image products and some interactive products, the teacher should ensure this includes the importance of sound, camerawork and editing by also referring to clips from the products under discussion.

Plenary activity: Individual activity Each student selects a media product, either from those discussed or of their own choosing, and writes a short analysis of the generic characteristics of that product.

15 B1: Genre, narrative, representation and audience interpretationRepetition and difference.How genres change through time.



Introductory activity: Individual activity What are the characteristics of the sitcom genre? Each student lists as many characteristics as they can think of.

Main session activities● Teacher introduction Teacher brings together students’ lists

and explains how sitcoms are a sub-genre of comedy, centring around a situation such as a home or workplace.

● Teacher introduction Teacher introduces Steve Neal’s theory of ‘repetition and difference’. Teacher explains how media products must conform to (repeat) enough of the genre’s conventions to be considered a part of that genre, but must also subvert these conventions (difference) to be considered a unique product. This leads to genres changing over time and not being static.

● Teacher presentation Teacher shows clips from three British sitcoms over time.

● Class discussion What examples of repetition and difference were there in each clip? From the clips, how has the British sitcom genre changed over time?

Plenary activity: Homework Each student identifies a sitcom to watch before the next lesson. Each student must write a list of repeated genre conventions within the sitcom as well as one for the differences. The teacher can set the sitcoms to be used or students may have free choice.

For those exploring the publishing sector, replace sitcom with music magazine. Suggested texts are: NME; Smash Hits, Q.

Search for compilation videos of the best moments from some sitcoms from different eras.



For those exploring the interactive sector, replace sitcom with action RPG video games. Suggested texts are: Morrowind, Skyrim, Divinity, Original Sin II.

16 B1: Genre, narrative, representation and audience interpretationDevelopment of sub-genres, hybrids, subverting conventions.



Introductory activity: Share Students share their findings from the sitcoms they watched for homework.

Main session activities● Teacher introduction Teacher introduces the concept of sub-

genres and hybrid genres. Can students think of any sitcoms that would fall into the category of the hybrid genre?

● Teacher presentation Teacher shows a clip from The Office and elicits from students that it is a hybrid of a sitcom and a documentary. Students list the generic characteristics they can spot.

● Teacher-led activity Teacher explains how some sitcoms deliberately subvert conventions for comic effect. Teacher shows clip from a sitcom such as Miranda where the main protagonist breaks the fourth wall – the imaginary ‘wall’ that exists between actors on stage and the audience. Can students think of any other examples of sitcoms that subvert conventions for comic effect?

Plenary activity: Individual activity Each student writes a short report on how the British sitcom genre has changed through time, using examples and their notes from the last two lessons.

For those exploring the publishing sector, substitute sitcom with music magazine. Suggested texts are: Kerrang!, The Source (USA), Fused, Indie.

For those exploring the interactive sector, substitute sitcom with video games. Suggested texts are: Final Fantasy, World of Warcraft; Half-Life, Destiny.

17 B1: Genre, narrative, representation and Introductory activity: Teacher sources a variety of images of



audience interpretationThe use of setting in genre and narrative; narrative themes.


techniques● Component 3: A1 Responding to a brief● Component 3: A2 Generating ideas.

settings representing different genres. Each student identifies which genre of film/magazine/video game they think these settings are used for.

Main session activities● Class discussion Teacher takes feedback from introductory

activity and leads a class discussion on the importance of settings in establishing genre. It is worth highlighting that setting is sometimes used to subvert genre conventions – for example, the first Paranormal Activity film was set in a suburban house, more commonly associated with a comedy or drama.

● Individual activity For each setting, students identify, based on their expectations as an audience, what they think will be the themes of the narrative in the product. Each student chooses 1–3 settings bullet points the expected themes of the narrative.

● Class discussion Teacher takes feedback from the individual activity and leads a class discussion on the importance of settings in establishing the themes of the narrative – for example, dystopia in sci-fi films, identity in music magazines, apocalypse in zombie games.

● Individual activity Each student:o selects a setting of their choiceo identifies the theme of the potential narrative of a film using

this settingo writes a 200-word outline of the narrative of this film*.

Plenary activity: Share Students share their narrative outlines with the class.

* For those exploring the publishing sector, write the outline of an article that may appear in a magazine. For those exploring the interactive sector, write an outline of the narrative for a new video game.

18 B1: Genre, narrative, representation and Introductory activity: Teacher-led activity Teacher shows Pixar Search for ‘Pixar essence of



audience interpretationStorytelling and narrative structures.


techniques● Component 2: B1 Pre-production processes

and practices● Component 3: A1 Responding to a brief● Component 3: A2 Generating ideas.

Storytelling Rules #5 – Essence of Structure. Each student notes down the five stages.Main session activities● Individual activity Each student re-writes the narrative for the

film* they outlined in the previous lesson in terms of the five stages in the Pixar video.

● Teacher introduction Teacher introduces Todorov’s theory of narrative and relates the stages to the stages in the Pixar video.

● Class discussion Teacher shows the trailer for The Hunger Games. Which stages of Todorov’s theory are shown? Which are not? Why do you think this is?**

Plenary activity: Individual activity Each student refines their own narrative from the previous lesson to fit into Todorov’s theory of narrative.

* For those exploring the interactive sector, rewrite the narrative for the game they outlined in the previous lesson. For those exploring the publishing sector, see alternative lesson below.** For those exploring the interactive sector, this is relevant but it would also be worth showing the Hunger Games Adventures game trailer. For those exploring the publishing sector, see alternative lesson below.

ALTERNATIVE LESSON FOR THOSE FOCUSING ON THE PUBLISHING SECTORIntroductory activity: Teacher-led activity Teacher shows an online video tutorial on the inverted pyramid, or uses. Each student notes down the key stages of the pyramid.

Main session activities● Group activity Students select a range of different newspaper

and magazine stories and highlight the three levels of the pyramid in each story. Students also annotate the stories for

structure #5’

Search for ‘Hunger Games official trailer 2012’

Search for ‘Hunger Games Adventures official trailer 2012’

Search for ‘inverted pyramid tutorial’

A range of newspapers and magazines; highlighter pens



the Five W’s – who, what, when, where, why.● Class discussion Teacher facilitates class discussion of

findings as the students feed back to the class.● Individual activity Each student rewrites the narrative for the

magazine article they outlined in the previous lesson, using the inverted pyramid structure.

Plenary activity: In pairs, students exchange articles and highlight/annotate their peers’ story for the inverted pyramid features.

19 B1: Genre, narrative, representation and audience interpretationNarrative structures.




Introductory activity: Individual activity Teacher introduces different media products and asks students to describe the narrative structures associated with them.

Main session activities● Class discussion Teacher leads discussion of the narrative

types of the different media products:o linear, where the story is told in order and a new

equilibrium is established at the end (most films, e.g. Hunger Games)

o non-linear, where events are told out of sequence (some films, e.g. Forrest Gump)

o circular, where the story ends where it began – i.e. there has been no change to the equilibrium (sitcoms)

o interactive, where the audience can influence the narrative (video games)

o open, where there is no resolution by the end (soap operas)

o closed, where the story is resolved (most films)o single-strand, where the narrative follows just one

storylineo multi-strand, where there are different interwoven stories

(e.g. Love Actually).● Individual activity Each student refines their own narrative

from the previous lesson into a different structure type. For example, for audio/moving image, students can turn the narrative into a non-linear version. For interactive, students can



turn the narrative into an interactive version.

Plenary activity: Share Students share their narrative with the class and see if other students are able to identify which narrative structure they used.

ALTERNATIVE LESSON FOR THOSE FOCUSING ON THE PUBLISHING SECTORIntroductory activity: Paired activity Teacher asks students, in pairs, to make a list of the techniques they might use if they wanted to persuade someone to agree with their opinion.

Main session activities● Class discussion Teacher leads discussion of the persuasive

techniques listed by students.● Teacher introduction Teacher introduces the idea of opinion

pieces in newspapers. Newspapers are allowed to show bias and have a particular point of view (POV). Opinion pieces are short articles that try to persuade their readers to agree with their POV, for example on a political issue such as Brexit.

● Paired activity Students take a selection of national newspapers and find one or two examples of opinion pieces from different newspapers, before analysing them.

● Individual activity Students research and write an opinion piece for a newspaper on either ‘School uniform should be abolished by the government’ OR ‘The school day should start at 11 a.m.’.

Plenary activity: Share Students share their opinion pieces with the class. Students could vote on the most persuasive piece.

A selection of national newspapers

20 B1: Genre, narrative, representation and audience interpretationCharacterisation.


Introductory activity: Paired activity Teacher provides images of different characters. In pairs, students discuss their ideas about the personalities of the characters shown.

Main session activities© Pearson Education Ltd 201817




● Class discussion Teacher leads discussion on each of the images they have sourced. What leads us to our assumptions about the characters in each case? Consider body language, costume, props and facial expressions.

● Teacher introduction Teacher introduces direct and indirect characterisation (STEAL).

● Teacher presentation Teacher shows students the trailer for the Taylor family in Eastenders. Students then read the Radio Times article Meet the Taylors discussing the arrival of the Taylor family.

● Individual activity Each student analyses the character of Karen Taylor.

Plenary activity: Individual activity Each student analyses a character from a media product of their choice related to the sector they are exploring.

Search for, e.g. ‘Eastenders Taylor family trailer’Search for, e.g. ‘Meet the Taylors Radio Times’

21 B1: Genre, narrative, representation and audience interpretationCharacterisation – character types.

Introduction to representation.




Introductory activity: Paired activity Hero or villain? In pairs, students return to the images from the introductory activity of the last lesson and discuss whether each might be a hero or a villain.

Main session activities● Class discussion Teacher leads class discussion into each of

the images. What leads students to their assumptions about the characters in each case? Are there any that are hard to categorise?

● Teacher-led activity Teacher introduces Propp’s character types. Are these character types only found in fictional narratives?

● Individual activity Teacher provides a selection of national newspapers. Each student finds at least one story that presents the audience with a clear hero and villain. Each student makes notes on:o which words in the article guide readers to come to a

particular conclusiono which images reinforce the point the newspaper wants to

make

Selection of recent national newspapers



o whether the representation is obvious (e.g. a murderer as a villain), or based on a point of view (e.g. the Daily Mail’s reporting of Jeremy Corbyn).

Plenary activity: Individual activity Each student thinks of a media product they know well and identifies as many of Propp’s character types as they can within that product.

22 B1: Genre, narrative, representation and audience interpretationRepresentation.




Introductory activity: Individual activity Using the images previously sourced by the teacher, each student identifies whether the person portrayed in the image is a stereotype or not.

Main session activities● Teacher introduction Teacher introduces the idea of

representation – that everything we see in the media is constructed – from newspapers to films, radio and video games. The people, places, issues and events we see are only a representation of reality.

● Paired activity In pairs, students are given a group to explore – women, men, LGBTQIA, Muslims, teenagers, etc. Each pair puts together a presentation of images that show positive and negative representations of these groups. Their examples should be relevant to the sector they are exploring (audio/moving image; publishing; interactive).

● Share Each pair presents their findings. Teacher prompts discussions of how the audience positioning/perspective might have an impact on how each representation is ‘read’.

Plenary activity: Individual activity Each student takes one of the representations from their presentations and individually writes an analysis. What is being represented? To whom? Is the representation positive or negative? How might different audiences ‘read’ this representation?

23 B1: Genre, narrative, representation and audience interpretationRepresentation.

Case study: This Girl CanIntroductory activity: Paired activity Teacher shows images from the This Girl Can campaign. In pairs, students discuss the images A



Audience interpretation.




kick right in the stereotypes and Sweating like a pig, feeling like a fox. Who is being represented? Are these images positive or negative representations?

Main session activities● Class discussion How are women represented in the media?

How are these images different to the usual representations of women?

● Teacher presentation Teacher shows the website and TV advertisement for This Girl Can to introduce the idea of preferred readings – where the audience responds to the product in the way media producers want/expect it to without questioning – known as passive audiences.o What is the message (preferred reading) behind this

campaign?o Who are the primary and secondary audiences?o Would different audiences ‘read’ this in different ways?

● Teacher introduction Teacher introduces the ideas of oppositional and negotiated readings, and of active and passive audiences.o Preferred reading – the audience responds to the product

the way media producers want/expect them to without questioning – these are passive audiences.

o Negotiated reading – the audience knows what the producer wants it to think and knows why that might be an untruthful representation, but forms an opinion which is a combination of both its own perspective and that of the producers. – these are active audiences.

o Oppositional reading – the audience completely rejects the product’s message.

● Teacher presentation Teacher shows the print advertisement and one or more of the moving image advertisements for young people from the Be in your mate’s corner campaign.

● Class discussion How are young men represented in this campaign? What might a preferred, oppositional and negotiated reading be in this case?

Search for ‘This girl can’Search for ‘This girl can phenomenal women’

Search for ‘Eric’s tips: How to be in your mate’s corner’



● Individual activity Each student chooses one product from either of the campaigns they have looked at in the lesson (print advertisement, TV advertisement, section of the website) and produces an analysis.o Who is being represented?o Is it a positive or negative representation?o Who is the audience? Are they likely to be passive or

active?o What might a preferred, oppositional and negotiated

reading be?

Plenary activity: Share Students share the findings of their analysis with the class.

24 B2: Media production techniquesCamerawork – relevant for all three sectors.



and practices● Component 2: B2 Production processes

and practices● Component 3: B1 Planning materials● Component 3: C2 Production skills and

techniques.

Introductory activity: Paired activity In pairs, students mind map the media production elements required to produce a media product in the sector they are focusing on (for example, sound for audio/moving image; typography for print; user interface for interactive).

Main session activities● Recap Teacher recaps on

Component 1, including an outline of the component and nature of learning aim B2.

● Teacher provides images representing different shot types. Students identify shot types and match them with the relevant image and purpose.

● Class discussion How does shot type help to create meaning in media products in the sector being explored?

Plenary activity: Paired activity In pairs, students select a media product from the sector they are exploring (film trailer, magazine cover, video game). Each pair produces a presentation explaining how the camerawork helps to create meaning within the product.

25 B2: Media production techniquesMise-en-scène – relevant for all three sectors.

Introductory activity: Individual activity Teacher provides images of a variety of objects, e.g. a red phone box, a necktie. Students discuss the connotations of each of the objects..



● Component 2: A1 Practical skills and techniques

● Component 2: B1 Pre-production processes and practices

● Component 2: B2 Production processes and practices

● Component 3: B1 Planning materials● Component 3: C2 Production skills and

techniques.

Main session activities● Teacher introduction Teacher introduces the term

‘mise-en-scène’ – literally ‘put into the scene’, meaning everything that is in the frame. Teacher explains how each aspect of mise-en-scène is there to send a message to the audience about the narrative, the characters, etc.

● There are five main aspects of mise-en-scène: costume, hair and makeup, props, setting, figure expression*. Teacher introduces these.

● In the same pairs as the previous lesson, students return to their presentations in which they looked at camerawork in a media product from the sector they are exploring (film trailer, magazine cover, video game). In pairs, they continue the presentation, analysing how the five aspects of mise-en-scène help to create meaning.

Plenary activity: Students share their presentations with the class.

* For interactive, aspects such as graphics, interactive objects and texture should also be explored.

26 B2: Media production techniquesLighting – relevant for all three sectors.





techniques.

Introductory activity: Individual activity Teacher provides a variety of images which have been shot with different light sources. Students identify the light sources in the images. What genre is associated with each type of lighting?

Main session activities● Teacher introduction Teacher introduces students to different

types of lighting effects.● Group activity In groups, students take a series of still images

lit in the following ways:o (audio/moving image) horror film, romcom, crime filmo (publishing) music magazine cover, newspaper exposé of

knife crime, perfume advertisemento (interactive) a survival horror game, a racing game, a first-

person shooter.● Each group puts their images into a presentation and annotates

them in terms of the light sources. What could have been

ICT facilitiesStill camerasLighting – lamps and torches will be sufficient if no studio facilities



improved if professional facilities had been available?

Plenary activity: Share Students share their presentations with the class.

27 B2: Media production techniquesSound – relevant for all audio/moving image and interactive.Layout and typography – relevant for publishing.





techniques.

Introductory activity: Teacher presentation Without the visuals (sound only), teacher plays a video clip with strong mood-creating sounds such as the opening 90 seconds of Sherlock Holmes (2009 film) or the Star Wars Battlefront II trailer (2017). Each student must write down all the sounds they can hear.

Main session activities● Class discussion From the sounds alone, what type of media

product is this? Which genre? Are there any clues to the narrative?

● Teacher introduction Teacher introduces students to different types of diegetic and non-diegetic sound effects.

● Teacher-led activity Teacher plays the clips again, this time with visuals. Students note down the sounds they can hear in two columns: diegetic and non-diegetic.

● Class discussion Teacher plays the clips for a third time and asks students to focus on the theme music. How does this create meaning for the audience? How well is the sound mixed? Are there any instances of sound bridges?

Plenary activity: Individual activity Each student writes an analysis of how sound has been used to create meaning in the clip they have watched.

ALTERNATIVE LESSON FOR THOSE FOCUSING ON THE PUBLISHING SECTORIntroductory activity: Paired activity In pairs or small groups, students look through the range of magazines provided and find examples of one very effective and one less effective double-page spread layout.Main session activities● Class discussion Teacher leads discussion of the examples

Search for, e.g. ‘Sherlock Holmes 2009 opening scene’Search for, e.g. ‘Star Wars Battlefront 2 Official Gameplay Trailer’

A range of different magazines



found by the students and creates a list of ‘dos and don’ts’ for effective magazine layout for a teenage audience.

● Individual activity Students to create a flatplan (template) for the layout of a double page in a magazine. The double page will contain the article and opinion piece they have written earlier in this unit. Students should leave space for images.

● Teacher-led activity Teacher introduces different font choices by showing an online video tutorial.

● Individual activity Students to use an ICT publishing package to create their double-page spread. They can include their own images or source them on the internet.

Plenary activity: Class activity Students share their page designs and the class discusses how far the design kept to the agreed ‘dos and don’ts’ list.

Flipchart or whiteboard

Search for: ‘What typefaces or fonts to choose for your graphic designs’

ICT access with a publishing package such as Microsoft Publisher or Adobe InDesign®

28 B2: Media production techniquesEditing – relevant for all audio/moving image.Interactive features/user interface/usability/playability – relevant for interactive.Image editing – relevant for publishing.



and practices● Component 2: B3 Post-production

processes and practices● Component 3: B1 Planning materials● Component 3: C3 Combining and refining

content.

MOVING IMAGE SECTORIntroductory activity: Class activity Why is editing important in audio/moving image products? Each student comes up with a reason and then shares it with the class.

Main session activities● Teacher introduction Teacher introduces the concept of

continuity editing. Teacher shows a clip from, for example, the beginning of The Chronicles of Narnia (2005) where the children are at the train station about to leave London, or the sorting hat scene from Harry Potter and the Philosopher’s Stone (2001).

● Teacher-led activity Teacher shows the clip again. Students identify elements of continuity editing within the clip:o establishing shoto shot reverse shoto eyeline matcho match on action.

● Teacher-led activity Teacher shows an example of montage editing such as the opening of Hot Fuzz or the montage from School of Rock. What is different about this type of editing?

Search for, e.g. ‘Narnia opening sequence’ or ‘Harry Potter sorting hat scene’

Search for, e.g. ‘Hot Fuzz opening sequence’ or ‘School of Rock montage’



What is the purpose of montage editing in this case? How does the pace and rhythm of the piece differ to that of the continuity clip?

Plenary activity: Individual activity Each student writes an analysis of how sound has been used to create meaning in one or both of the clips, or another clip they are familiar with.

PUBLISHING SECTORIntroductory activity: Class activity Teacher shows the Dove Evolution advertisement.Main session activities● Class discussion Teacher leads discussion around the issues

of using Adobe Photoshop®in the media. Do students know any brands other than Dove who are making a stand against Adobe Photoshop®? Asos and Glamour magazine, while not banning Adobe Photoshop®, have set limits on its use. Kate Winslet, in GQ magazine in 2002, was annoyed with the ‘excessive retouching’ of her photograph.

● Group activity In groups, students examine photos from magazines/newspapers, and look for things that have been done to edit the photos, for example cropping, adding filters, putting only one part of the image in colour, putting image inside of text, blending/merging images together, distorting images.

● Group activity In groups, with the images they have found, students discuss the ethics of the image editing they have found. Is each technique acceptable? Does it depend on context (i.e. advertisement, editorial, serious news story)? Students to draft, in their groups, an image editing policy for a new e-zine aimed at teenagers. What image editing techniques will they allow and why, and in what contexts?

Plenary activity: Each group shares its policy with the class and the differences between groups are discussed.

Search for ‘Dove Evolution’

A range of magazines and newspapers



INTERACTIVE SECTORIntroductory activity: Paired activity In pairs, students go online to find examples of one that they perceive as less effective, considering factors like layout, colour, graphics, usability (how easy it is to navigate), consistency (of design and navigation).Main session activities● Class discussion Teacher leads discussion of the examples

found by the students and creates a list of ‘dos and don’ts’ for effective website design for a teenage audience.

● Paired activity Students work in pairs to analyse two websites that address the same topic .The teacher might assign these or might let students choose their own. Examples might be to compare NME and Q magazine, Football 365 and BBC Football, E! Online and BBC Entertainment and Arts.

● Individual activity Students use their notes to make a presentation on how effective the media production techniques used in the website (user interface, interactive features, usability) are in engaging the audience.

Plenary activity: Share Students share their presentations with the class.

ICT Access

29 B1: Genre, narrative, representation and audience interpretationB2: Media production techniques





processes and practices

Introductory activity: Paired activity Students work in pairs to list all the media products they have explored for learning aim B.

Main session activities● Individual activity Each student selects one media product

they have looked at for learning aim B – a trailer, a print advertisement, a computer game – and produces a mind map on how the product engages its audience through genre, narrative, representation and audience interpretation.

● Paired activity In pairs, students assess each other’s work, adding to the other person’s mind map where possible.

Plenary activity: Each student writes up their mind map as a report or presentation.



● Component 3: B1 Planning materials● Component 3: C2 Production skills and

techniques● Component 3: C3 Combining and refining

content.






processes and practices● Component 3: B1 Planning materials● Component 3: C2 Production skills and

techniques● Component 3: C3 Combining and refining

content.

Introductory activity: Paired activity In pairs, students list all the media product techniques they have explored throughout this learning aim.

Main session activities● Class discussion What are the links between the different

production techniques? How do these combine to create meaning?

● Individual activity For the media product they looked at in the previous lesson, each student produces a mind map of how the different media product techniques combine to create meaning.

● Individual activity Each student writes up their notes, following the report/presentation they began last lesson.

Plenary activity: Paired activity In pairs, students assess each other’s work.

Learning aim B: Summative assessment


The report must include media products from one of the three sectors, and must analyse how:● genre, narrative and representation

combine to create meaning● the audience may respond to the product● media production techniques combine to

Introductory activity: Teacher introduction Teacher introduces the summative assignment for learning aim B and the deadline.

Main session activities● Students use their class notes and independent research to

decide on the media products they will analyse for the assessment.

● Students begin to make notes on the examples they have chosen, ensuring they are analysing how genre, narrative and




create meaning. representation combine to create meaning, how the audience may respond to the product, and how media production techniques combine to create meaning.

Plenary activity: Group discussion Students review their progress with the assignment. Homework is to complete initial research.

33 B1: Genre, narrative, representation and audience interpretationB2: Media production techniquesThe report must include media products from one of the three sectors, and must analyse how:● genre, narrative and representation


create meaning.

Introductory activity: Recap Teacher reminds students of requirements for summative assignment for learning aim B and the deadline.

Main session activities● Students continue to make notes on the examples they have

chosen, ensuring they are analysing how genre, narrative and representation combine to create meaning, how the audience may respond to the product, and how media production techniques combine to create meaning.

● Students decide on the format of their report and use their notes to begin producing it. Teac her provides guidance.

Plenary activity Students self-review their work against the assessment criteria and identify one element to be improved next lesson/for homework.




create meaning.

Introductory activity: Recap Teacher reminds students of the requirements for summative assignment for learning aim B and the deadline.

Main session activities● Using their notes, students continue to produce their report on

the examples they have chosen, ensuring they are analysing how genre, narrative and representation combine to create meaning, how the audience may respond to the product, and how media production techniques combine to create meaning.




Plenary activity Students self-review their work against the criteria and identify one element to be improved next lesson/for homework.



create meaning.

Introductory activity: Recap Teacher reminds students of the requirements for summative assignment for learning aim B and the deadline.

Main session activities● Using their notes, students continue to produce their report on


Plenary activity Students self-review their work against the criteria and identify one element to be improved next lesson for homework.




create meaning

Introductory activity: Recap Teacher reminds students of the requirements for summative assignment for learning aim B and the deadline.Main session activities● Using their notes, students continue to produce their report on


Plenary activity Students self-review their work against the criteria and identify one element to be improved next lesson/for homework.


36 B1: Genre, narrative, representation and audience interpretationB2: Media production techniquesThe report must include media products from one of the three sectors, and must analyse how:

Introductory activity: Teacher explains the requirements for submitting work at the end of the session (hard copy, digital, etc. at the discretion of the centre).

Main session activities




● genre, narrative and representation combine to create meaning

● the audience may respond to the product● media production techniques combine to

create meaning.

● Using their notes, students complete the production of their report on the examples they have chosen, ensuring they are analysing how genre, narrative and representation combine to create meaning, how the audience may respond to the product, and how media production techniques combine to create meaning.

● Students should spell and grammar check their report prior to submission and self-review against the assessment criteria.

Plenary activity: Hand in Students submit their work for learning aim B.

Resources

In addition to the resources listed below, publishers are likely to produce Pearson-endorsed textbooks that support this qualification. Check the Pearson website (qualifications.pearson.com/en/support/published-resources/about-endorsed-resources.html) for more information as titles achieve endorsement.

WebsitesAge UK – https://www.ageuk.org.ukBBC – Dr Who – http://www.bbc.co.uk/programmes/b006q2x0BBC – Old School with the Hairy Bikers – http://www.bbc.co.uk/programmes/b07bk61xDestiny – https://www.destinythegame.com/Divinity: Original Sin 2 – http://www.divinity.gameFinal Fantasy – http://www.finalfantasyxiv.comFused – http://www.fusedmagazine.co.ukGlamour UK Magazine – http://www.glamourmagazine.co.ukIndie – http://indie-mag.comKerrang! – http://www.kerrang.comMetro – http://metro.co.uk/2014/09/26/doctor-who-just-who-is-the-target-audience-these-days-2-4876338/Morrowind – https://elderscrolls.bethesda.net/en/morrowind?NME – http://www.nme.comNSPCC Share Aware – https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-aware/Pride Magazine – http://pridemagazine.comQ – http://www.qthemusic.comRadio Times – http://www.radiotimes.com/news/2017-05-10/new-eastenders-family-arrives-meet-the-taylors/Skyrim – https://elderscrolls.bethesda.net/en/skyrim?The Independent – http://www.independent.co.uk/news/media/the-magic-roundabout-remake-395125.html



The Source (USA) – http://thesource.comThe Wireless from Age UK – http://www.thewirelessradio.comThis Girl Can – http://www.thisgirlcan.co.ukTime to Change: Be in your mate’s corner – https://www.time-to-change.org.uk/news/be-in-your-mates-cornerWorld of Warcraft – https://worldofwarcraft.com/en-gb/

VideosAge UK – Christmas Man on the Moon Campaign advertisement (2015)Bloop Animation – Pixar: Essence of Structure (2014)Dove – Evolution advertisement (2006)Dr Who – Season 1 launch trailer (1963)Dr Who – Season 10 trailer (2017)Eastenders – Taylor family trailer (2017)Fawlty Towers – The Germans (1975)FIFA 18 Trailer – Blue Monday Mix (2017)Harry Potter and the Philosopher’s Stone (2001)Hot Fuzz (2007)House of Fraser – #YourRules advertisement (2015)Hunger Games Adventures – Official trailer (2012)Hunger Games – Official trailer (2012)Inside Out – Trailer (2015)John Lewis – Man on the Moon advertisement (2015)Miranda – The Dinner Party (2013)Mrs Brown’s Boys – The Mammy (2011)Outnumbered – Familiar Morning (2008)Royle Family (1998–2000)School of Rock (2003)Sherlock Holmes (film) (2009)Star Wars Battlefront II – Official gameplay trailer (2017)The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005)The Office (UK) – New Girl (2001)This Girl Can – Phenomenal women advertisement (2017)Time to Share – Eric’s tips: How to be in your mate’s corner (2017)YouTubeTM – Inverted Pyramid Tutorial (2014)YouTubeTM – What typefaces or fonts to choose for your graphic designs (2017)


Documents

Ancillary landscape table · Web viewIn groups, students take a series of still images lit in the following ways: (audio/moving image) horror film, romcom, crime film (publishing)