Get started 2009 ppt with notes

1.

Get Started

Introducing the new specification

Emergency arrangements

Cloakrooms

Refreshment areas/times

Please turn off mobile phones

Pre-book taxi with venue staff.

Course overview

This course will:

Consider and review sample assessment materials

Offer advice on preparing candidates for the external assessment

Review exemplar candidate work

Review the support and resources available from OCR

Consider what constitutes appropriate evidence for the portfolios

Examine useful resources and provision of support

Whats in?

Textual analysis exam

Group practical production

Individual practical production

TV comedy.

Whats out?

Cross media exam

Coursework assignment 1 on Languages and Categories now part of B321.

How to structure the course an approach

YEAR 1

Introductory unit/ induction

Individual Media Portfolio Unit B321

Textual Analysis and intro to Media Topic B322/3

Begin Production Portfolio B324

YEAR 2

Production Portfolio finished and evaluated

Develop and reinforce Media Topic B322/3

Revisit Textual Analysis B322/3

Submit portfolios

Revise

How to structure a one year course - 2 approaches

Linear

Introductory unit/induction

Individual Media Portfolio B321

Textual Analysis & Media TopicB322/3

Production Portfolio B324

Revise B322/323

Submit portfolio

Controlled assessment

Introductory unit/induction

Individual Media Portfolio B321

Production Portfolio B324

Textual Analysis & Media Topic B322/3

Revise and submit portfolio

What resources do I have already?

How can I adapt them to the new GCSE? (Sit-com - TV comedy; cross-media News/Advertising Individual Media Portfolio)

What do my students enjoy?

What do I enjoy teaching?

What technology is available?

What support do I have with practical production work?

Support and training:

INSET opportunities

Text books and CD Rom

Course outlines and schemes of work online

Specimen papers online

Teachers guide

Grading guidance online

e-community.

OCR Website www.ocr.org.uk

OCR micro-site www.gcsechanges.com

Customer Contact Centre (General)

Tel: 01223 553998Fax: 01223 552627

Email:[email_address]

Qualifications Manager in Media Studies- Robert Carlton

[email_address]

Get Started

Introducing the new specification

The Individual Media Portfolio

A comparative analytical assignment based on one of 10 topics

Accompanying practical exercise (with plans/drafts)

Evaluation - can be in hard or digital format.

Assessment Weighting

Documentaries

Film genres (not Action/Adventure)

Popular music

Celebrity

Talk radio

Soap opera

Sport and the media

Advertising

Videogames

Gender

Ethnicity

Sexuality

Social class

National/regional identity

Physical Ability/Disability .

Resources

Interests of candidates

Expertise and interests of staff

Any texts appropriate to the topic are permissible

The texts can be contemporary or non-contemporary

They can be from any national context.

Documentaries:An Inconvenient Truth(2006)andThe Great

Global Warming Swindle(2008)

Film genres:Cinderella(1950) andShrek(2001)

Popular music: Videos for Pussycat Dolls Beep and Spice Girls

Wannabe

Celebrity:Heatmagazine and Radio 1s treatment of Amy Winehouses

rehabilitation.

Talk radio: Talk Sport, Radio 5 Live, LBC, Radio 4

Soap opera:The Archers&Coronation Street

Sport and the media : The Euro 2008 Finalon BBC1 andThe Star

News: Yahoo news and Radio 4, Path newsreel and non-

contemporary newspapers

Advertising: John Smiths and Bacardi campaigns

Videogames: Wii and Nintendo DS games

Written essay (around 1000-1500 words long)

PowerPoint (around 15-25 slides)

Podcast (around 3-5 minutes long)

Should reinforce knowledge and understanding presented within

the analytical assignment

It could be in a medium selected in the assignment as long as AT

LEAST two media are represented in the complete portfolio.

Suggestions for the exercise are:

Storyboard (12-20 frames, drawn or photographed)

Poster (maximum two, billboard and/or magazine)

Screen or radio play/script (700 words maximum)

Packaging for a new product (maximum two examples)

Web page (maximum two pages)

Double page spread (magazine or newspaper)

A short moving image or radio sequence

350-700 words long

A summary of related institutions and target audience(s)

Reflection on research and planning

Explanations of how codes and conventions are used

An evaluation of decisions and revisions and strengths and

weaknesses of the process and finished product.

Unit at a glance:

Textual analysisof print or moving image unseen text covers

genre ,media languageandrepresentation

Tests knowledge and understanding ofaudienceandinstitution

by means of aMedia Topic .

Assessment Weighting:

Exam is 40% of assessment for this course

Textual analysis carries 50 marks (3 questions)

Media Topic carries 30 marks (1 question, 2 sections).

Options in 2010 2013:

Unseen moving image extract is from theaction/adventuregenre

Unseen print extract is from thelifestyle magazinegenre

Media Topic istelevisionand/orradio comedy(radio was

included for accessibility for visually impaired candidates).

What texts may be set?

Action/adventure films and lifestyle magazines are both broad and highly hybridized genres

The extracts may vary over time to reflect some of the differences within the genres

Action/adventure films:

Films previously used for the AS Media exam reflect the diversity of

the genre: science fiction ( Star Wars ), spy thriller ( The World is not

Enough ), fantasy ( Lord of the Rings ), martial arts ( Hero ), crime ( The

Italian Job ), postmodern pastiche ( Pirates of the Caribbean ), comic

book ( Spiderman ), historical epic ( King Arthur ).

The extract might include:

Narrative elements such as: action, heroes, villains and victims,

princess, peril, conflict represented by violence, and so on

Media Language elements such as: elaborate camerawork,

spectacular mise-en-sc ne, use of fast paced editing, climactic

incidental music within a dense soundtrack, and so on.

Lifestyle magazines:

Mens, womens, teenage, gay, straight, ethnic majority or minority

Specialist or general interest.

The extract might include:

Hybrid or specialist content

Direct address to readers lifestyles

Aspirational tone

Inclusive and accessible media language

Highly conventional form (eg direct address from model or celebrity

looking into camera on front page).

Practise with a wide range of unseen texts with:

A variety of generic elements

A variety of representation strategies

The Media Topic:

First topic is radio and/or television comedy

Covers audience and institutions

Study at least two texts aimed at different audiences transmitted by

different institutions

Can be two television texts, two radio texts, orone of each

Must be scheduled on British channels.

Institutional Contexts:

Channel brand identity

2 Channel ethos

3 Regulatory requirements (eg PSB)

4 Channels target audiences.

These contexts should be studied by analysing texts

as much as possible

Exploring brand identity:

Schedules

what mix of programmes does the channel offer?

Channel self-promotion

what do the logo and idents say about the brand?

how do the website and trailers present the brand?

How the channel fits into a stable of channels

e.g. BBC1/2/3/4/Cbeebies/CBBC.

Exploring channel ethos:

If a channel has an established history, such as the BBCs, ITVs,

or C4s, then it may be useful to present a small amount of

material from:

- mission statements

- PSB remits

- debates about the channels.

Exploring regulation:

The Watershed

Students should be aware of watershed restrictions and how

these would affect or not affect the texts

Ofcom/BBC requirements

Students should understand, for example, the requirements for

original programming reflecting the diversity of Britain for

programmes on terrestrial television

Exploring target audiences:

Analysing schedules:

Does the mix of programmes suggest a mass audience or niche

audience channel?

Does the channel address different audiences at different times?

Investigating audience share:

How large is the audience for this channel?

Institutions and texts:

Students should not be burdened with disconnected facts about channels

Contextual study is only relevant if it explains why those channels have chosen to transmit those texts.

Scheduling:

Students must know the times and days of transmission

They should be able to argue how these slots might attract the target audience, using evidence from the schedules

They might discuss the role of stripped schedules and repeats (on sister channels, on demand)

They might state which texts were scheduled before and after their text(s) and what was scheduled on competing channels.

Audience pleasures:

Contrasting pleasures for contrasting texts

Several pleasures for each text

Detailed textual exemplification for each pleasure

Examples from more than one episode.

Choosing Media Topic texts

Choose two TV or radio comedies:

on contrasting institutions

addressing different audiences

by offering different pleasures (possibly via different comedic

genres such as panel show and sitcom)

Get Started

Production Portfolio in Media Studies

Emphasis on choice

Students choose from 12 set briefs

Can be individual or group production (maximum of 5)

Emphasis on evidence

Individual evidence ofresearch & planning

Individual evaluation

Print Briefs

Local newspaper front and inside page

Extract from a new magazine front cover, contents page, double page spread article

Advertising campaign for a new product brand name design, two magazine advertisements & billboard poster

New computer/video game cover with 2 magazine advertisements.

Print Briefs Group work

Tighter control over individual contribution

Each group member must produce at least:

Local newspaper one page

Magazine extract one double page spread article

Advertising campaign one advertisement

Computer/video game cover with 2 magazine

advertisements one advertisement.

Video Briefs

Music promo video

(Around 3 minutes)

Extract from new TV programme

(Maximum 3 minutes)

Opening sequence of a new film.

(Maximum 3 minutes).

Website Briefs

4 linked pages of a new TV channel, including homepage

11. 4 linked pages for a new entertainment website.

Cross Media Brief

12. Cross media promo package for new album (website, CD cover,

extract from music promo video, radio interview).

Website Briefs Group work

Tighter control over individual contribution

Each group member must produce at least:

New TV channel 2 pages

11. New entertainment website 2 pages.

Video, Audio and Cross Media Briefs

How can I assess the individuals contribution to group work?

The Production Log

Purpose: to provide evidence to the teacher and moderator of the

individual students role and contribution. It will include:

Research

Planning (outlines, test shots, sketches)

Key dates, decisions and deadlines

A record of exact contributions (camerawork, photography,

copywriting, design, editing).

The appendix

Purpose: to provide additional evidence to the teacher and

moderator of the individual students role and contribution. It may

include:

Original storyboard

Rejected photographs/graphics

Mock-ups of websites/magazines/advertisements

Scripts/redrafts

Audience research questionnaires.

Assessment objectives

Tests skills of research, planning and presentation through the practical production (AO3)

Tests ability to construct and evaluate own products using creative and technical skills (AO4)

Assessment

Planning & research: 30 marks

Construction: 60 marks

Evaluation: 30 marks.

Evaluation can be:

Written

Podcast

PowerPoint

DVD with extras.

The Evaluation will include:

An evaluation of decisions and revisions

A discussion of research into similar texts

A discussion of target audiences

An evaluation of the successes and limitations of the production.

Technology matters!

Candidatesmustengage with media technology

Choose your brief according to:

Your access to equipment

Your resources

Your expertise

Your candidates interests

Your interests.

The Production Portfolio will consist of the following:

The Production itself

The Production Log

The Appendix

The Evaluation.

Why not join the Media Studies E community ??

See the OCR Website for further details

A Teachers Support Booklet will be available in early 2009 on the OCR website.

Publisher partnerships

Publisher partner resources are branded with the OCR/Hodder,

OCR/Heinemann, OCR/Oxford University Press official partnership logos.

OCR offers centres a choice of quality endorsed resources.Non-

partner endorsed resources are branded with OCRs Approved

publication logo.

All endorsedresources undergo OCRs thorough quality assurance

process.

Thank you for attending this training session

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Documents

Get started 2009 ppt with notes