Year 11 Media Production and Analysis 2A

Programme for Stage 2 - 2012

Units:

Semester 1 - Popular Culture

Semester 2 - Press and Broadcasting

Teacher: Jodie Tesoriero

Unit 2A - Popular culture

Week

Learning activities

Checkpoint/Resources

Assessment

1

File Requirements

Go through unit outline - Introduce assignments and Course Outline for the semester

Content - Media Language, Audiences, Production Outcomes

Assessment types

What is Media? Discuss impact of Media on modern day society.

List media forms.

Discuss examples of popular culture - include handout

Discuss definitions of cultural/sub-cultural groups and give examples.

Course Outline

Handouts: (teacher generated)

2-3

Step through Music Video Short Answer Assignment in class.

Narrative Conventions and Forms

Film Codes and Conventions

Generic Conventions of Music Videos

Analysis of 2 music videos in class. Handout focus questions on representations, narrative form and codes, context, target audience, cultural/sub-cultural groups, meeting of expectations for genre.

Look at Popular Culture and Iconic Figures with intertextual study of Lady Gaga, Madonna's Material Girl and Marilyn Monroe's Diamonds are a girls best friend. Changes in representations over time.

Homework. In pairs, students select a music video, play it to the class and then read their answers to focus questions - further discussion of each example as a class.

Study feature article conventions in class. Study style, presentation and features of Time, Marie Claire, Surf and Rolling Stone Magazines.

Step through Magazine Article Assignment in class and begin work.

Handouts:

How to write a feature article

Codes in Magazines

4-5

Work on Magazine Article assignment and Music Video Short Answers in class

Discuss controls and constraints on Production of different forms of Media. Give hand out.

Media Controls and Constraints hand out and examples.

6

Step through Music Video production task and production journal guidelines

Students plan Music Videos - schedule filming, storyboarding of ideas.

Introduce Romantic Comedy genre and view When Harry Met Sally. Students take notes on the 15 questions from their presentation assignments in relation to WHMS. These answers will be shared and discussed as a class.

Music Video Short Answer DUE.

Magazine Article DUE.

7

View Along Came Polly with reference to the same 15 questions used in last week's study.

Students work on Music Video footage uploading and initial editing.

8

Work on Music Video Production Assignment and Rom Com presentations in class.

9

Work on Music Video Production Assignment and Rom Com presentations in class.

Term 2

Week 1

Romantic Comedy presentations to class.

Rom Com Presentations DUE.

2

Final Editing of Music Videos

3-4

Hand out and study Stimulus Materials for exam.

Exam revision and preparation.

Music Videos DUE.

5

Exam revision and preparation

Stage 2 Media 2012 - Assessment Outline

Assessment Type

Task

Due

Semester Weighting

Year Weighting

Semester 1

Investigation

Task 1: Music Video Short Answer Analysis

Lesson 1, Week 6, Term 1

25%

12%

Production

Task 2: Create a Feature Article

Lesson 1, Week 7, Term 1

10%

5%

Response

Task 3:Romantic Comedy Film Analysis - Group Presentation

Lesson 1, Week 9, Term 1

15%

6%

Production

Task 4: Produce a Music Video

Lesson 1, Week 3, Term 2

20%

10%

Exam (Section 1)

Semester 1 Exam Short Answer

Exam Week

10%

4%

Exam (Section 2)

Semester 1 Exam Essays x 2

Exam Week

20% (10% per essay)

8%

Semester 2

Investigation

Task 1: Photojournalist Analysis - in class 3 short answer questions

Lesson 1, Week 5 Term 3

25%

13%

Production

Task 2- Photo Essay

Lesson 1, Week 2, Term 4

20%

12%

Production

Task 3 - TV News Broadcast

Lesson 1, Week 2, Term 4

15%

6%

Response

Task 4 In-class essay on 60 Minutes story

Lesson 1, Week 8, Term 4

10%

4%

Exam (Section 1)

Semester 2 Exam Short Answer

Exam Week

10%

8%

Exam (Section 2)

Semester 2 Exam Essays x 2

Exam Week

20% (10% per essay)

12%

Type:

Investigation

Outcomes:

Outcome 3: Responses to media

Outcome 4: Media in Society

Due:

Week 7, Term 1

Weighting:

25% of unit total

Task 1: Music Video Short Answer Analysis

Task description:

You are to select one music video studied in class and address the following questions in the same manner you would address Short Answer Questions in the exam. Be sure to select your text well so that you have plenty to discuss for each of the questions.

Parameters:

  • Each answer must be approximately ¾ page typed.
  • Each answer must have a clear thesis statement.
  • Be clear and concise in the information presented.
  • Use "media language."
  • Each answer may be addressed using any of the following techniques:
    • Paragraphs
    • Dot points
    • Tables
    • Charts
    • Graphs
    • Brainstorms

Questions:

  1. Explain who the key target audience is for this text.
  2. Explain how a subcultural group is being represented in this text.
  3. Discuss how either gender, ethnicity, class or power is represented in this text. (Choose only one)
  4. Discuss how viewer's context affects the reading of this text. For this answer you will need to discuss both dominant and resistant readings.
  5. Discuss how a narrative is being created in this text.

Each answer is worth 5 marks and will be marked with the following key points in mind:

  • Ability to express a clear argument
  • Use of fitting examples which demonstrate relevant points
  • Ability to critically analyse the text in relation to the question
  • Use of media language

Name:________________________________________________

*This cover sheet must be attached to the front of your assignment.

Mark : /25

Comment:

Task 2: Production (Feature Article)

Type:

Investigation

Outcomes:

Outcome 3: Responses to media

Outcome 4: Media in Society

Duration:

Week 7, Term 1

Weighting:

10% of unit total

Marks 10% of unit total

Task description:

Select a well-known magazine, newspaper or journal publication and write a feature article that fits the style, target audience and conventions of that publication. You may write on any subject you like. If you choose to, your article may be fictional. Therefore, within reason, you may fabricate some "facts." It is highly recommended that you check your ideas and drafts with your teacher at each stage of your feature article's creation. Your article should be 1000-1500 words in length and spread over 2-4 pages. It should incorporate suitable photographs, images, graphs etc

The Task:

  • Research the publication you will be writing for.
  • Select a suitable topic for your article with a clear contention, argument and conclusion.
  • Write your article as a word document. Be sure to use language that best suits the feature article style, your target audience and publication.
  • Review the Conventions of a Feature Article hand out and make sure that your article observes these conventions.
  • Paste your word document into Publisher or another suitable programme and create the layout for your feature article.
  • Be sure to make it eye-catching including suitable headlines, bi line, quotes, images, graphs etc. Be sure that your layout matches the style of your chosen publication.
  • Print out your final copy in colour. Be sure to have made arrangements for printing your colour copy prior to the due date.

What needs to be included in your folio for assessment?

£ 1 page typed addressing publication, target audience and how your article has been written according to their expectations.

£ Final copy of feature article as a colour printout

£ Marking Key

Type:

Investigation

Outcomes:

Outcome 3: Responses to media

Outcome 4: Media in Society

Duration:

4 weeks

Weighting:

25% of unit total

Name: _________________________________

Outcomes:

Outcome 1: Media ideas

Outcome 2: Media production

Outcome 3: Responses to media

Duration:

4 weeks

Weighting:

10% of unit total

Task 2: Production marking key

Feature Article

LAYOUT/PRESENTATION TASK 2 FEATURE ARTICLE

5

4

3

2

1

  • displays a sophisticated style, highly appropriate presentation of codes/conventions with sensitive/ consistent/ confident use of a range of techniques to appeal to audience
  • displays an appropriate presentation of codes/conventions with consistent/ confident use of techniques to appeal to audience
  • displays a mostly adequate presentation of codes/conventions with use of some techniques to effectively appeal to audience
  • a few adequate samples of codes/conventions used with some appeal to audience
  • codes/conventions used with little appeal to audience

/5 Score

5

4

3

2

1

  • displays a sophisticated style of expression with stylistic elements appropriate to audience. Conforms to grammatical/spelling conventions except where expression is enhanced by defying conventions and in consideration of audience.
  • displays a good grasp of grammatical/spelling conventions and occasionally enhances appeal to audience by defying conventions.
  • displays a good grasp of grammatical/spelling conventions and applies them quite consistently, with only occasional errors.
  • displays a level of literacy, especially grammatical/spelling conventions, which is mostly adequate to express ideas but may interfere with clarity of meaning in parts.
  • limited literacy, especially grammatical/spelling conventions, which interferes with communication to audience.

/5

Score

/10

TASK WEIGHTING: 10% of overall unit mark

TEACHER COMMENT

Type:

Production

Outcomes:

Outcome 1: Media ideas

Outcome 2: Media production

Outcome 3: Responses to media

Duration:

6 weeks

Weighting:

20% of unit total

Task 4: Production

Music Video

Task:

Working in groups of 3 to 5 you are to produce a music video for a song of your own choosing.

Task Requirements:

  • The music video must be 3 to 5 minutes long
  • Your choice of genre should reflect the target audience/subculture's media use
  • Your music video should use representations, codes and conventions fitting with the band/artist's identity
  • Your production journal must show all influences, planning, scripting, organisation and evaluation of processes

Organisation:

It is suggested you plan your work in the following way.

Pre-production (Week 1)

You will have one week of class time to plan your ideas. All ideas, storyboards and plans are to be included in your production journal.

Production (Week 2)

Begin filming. You will have one week of class time to begin production. You may like to film at school during this time although it is highly recommended to film outside of class time to avoid interruptions. During this time, you should also be working on your production journal, detailing lighting, sets, costumes, props, music, etc.

Post-production (Week 3)

Your filming must be finished by this time. Begin loading footage to school computer.

Editing (Weeks 4-5)

This is the most time consuming part of your Production Task. Your final edit must be of a high quality. It is recommended that you begin the editing process as soon as possible.

What you need to do:

STEP 1

Plan

  • brainstorm narrative ideas, locations, roles, technical ideas, set design, costuming, timelines
  • make thorough plans in your production journal, including ideas, sketches, pictures, mind-maps, influences
  • It is acceptable to use people from outside the class as actors in your video. Make sure that all "actors" involved understand that there is an expectation of professionalism attached to this assignment. Therefore, choose the highest calibre of "actors" you can find. Family, friends, fellow students, teachers are all welcome to be involved. It is recommended that you schedule your filming sessions well ahead of time to allow for the time constraints of others.

STEP 2

Produce the music video

  • schedule when and where you will be shooting
  • organize all props, costumes, lighting
  • shoot, view the rushes

STEP 3

Polish the music video

  • edit the segment so it is tight, pacey, entertaining and interesting to watch
  • finalise your production journal

JOURNAL QUESTIONS FOR YOUR SHORT FILM PRODUCTION PROCESS

  1. What pre-production and planning did you do? (approx ½ page)
  2. How did you go about targeting audience values? (approx 1/4 page)
  3. Describe the form/style of your short film. (approx1/4 page)
  4. How did you apply technology/manipulate codes and conventions? (1 page)
  5. Describe your contribution to the production piece. (approx 1/4 page)
  6. Evaluate the production piece. (approx ¼ page)

Name: _________________________________

Type:

Production

Outcomes:

Outcome 1: Media ideas

Outcome 2: Media production

Outcome 3: Responses to media

Duration:

6 weeks

Weighting:

20% of unit total

Task 4: Production marking key

Music Video

IDEAS GENERATION, DOCUMENTATION AND COMMENT

10-9

8-7

6-5

4-3

2-1

  • makes journal entries that clearly justify/document group ideas/decisions to develop throughout the process
  • shows insightful reflection on strengths and limitations of all major production areas and offers constructive strategies to improve technical/performance/contribution
  • clearly identifies and evaluates how the decisions are connected to the production topic
  • makes journal entries that document group ideas/decisions with some justification to develop throughout the process
  • reflects on strengths and limitations, makes relevant suggestions for improvement in technical/performance/contribution
  • identifies how the decisions are connected to the production topic
  • makes journal entries that document some group ideas/decisions that are developed
  • identifies some strengths and limitations, makes some suggestions for improvement in technical/performance/contribution
  • identifies some relevant links to the production topic
  • sporadic journal entries
  • entries show little ability to identify strengths and/or limitations and/or ways to improve technical/performance/contribution
  • superficial comments about the production topic
  • limited journal entries
  • minimal attempts at identifying strengths and/or limitations and/or ways to improve technical/performance/contribution
  • no attempt to link the learning to the production topic

/10

Score

SKILLS, TECHNIQUES AND TECHNOLOGIES

10-9

8-7

6-5

4-3

2-1

  • demonstrated highly proficient technical skill with evidence of appropriate experimentation and manipulation with various processes to reflect the production topic
  • evidence of proficient application of technology and/or technique in most production processes to reflect the production topic
  • evidence of appropriate application of technology and/or technique in some areas of production to reflect the production topic
  • recreates some features of the production topic
  • limited attempt to recreate the production topic

/10

Score

AUDIENCE AND CONVENTIONS

10-9

8-7

6-5

4-3

2-1

  • production demonstrates strong awareness of values that underpin the shaping of narrative, codes and conventions and its interrelationship with intended audience
  • production demonstrates awareness of values in the shaping of narrative, codes and conventions for intended audience
  • production demonstrates some awareness of values in the shaping of narrative, codes and conventions
  • production demonstrates little awareness of values in the shaping of narrative, codes and conventions
  • influence of values limited to one or two superficial aspects of the production

/10

Score

INDIVIDUAL ROLE AND RESPONSIBILITIES

10-9

8-7

6-5

4-3

2-1

  • has fulfilled the roles and responsibilities with outstanding commitment to group's goals including being proactive in the support of others and accepting additional tasks as required
  • has fulfilled the roles and responsibilities with consistent commitment to group's goals including accepting additional tasks
  • has fulfilled the roles and responsibilities with consistent commitment to group's goals
  • commitment to group's goals has been intermittent
  • minimal commitment demonstrated to the group goals

/10

Score

/40

Production Score

/20

TASK WEIGHTING: Convert score to 20% of overall unit mark

TEACHER COMMENT

Type:

Response

Outcomes:

Outcome 3: Responses to media

Outcome 4: Media in society

Duration:

6 weeks

Weighting:

15% of unit total

Task 3: Response

Group Presentation on a Romantic Comedy Film

Task:

In groups of 3 to 4 (to be selected by your teacher) you are to study a Romantic Comedy film (selected by your teacher) and present a tutorial on that film to the class. Your presentation will take a full 50 minute lesson and may include up to 30 minutes of relevant (short) excerpts from the film. In your presentation you must address the following questions.

The Task

You must cover the following points in your presentation:

  1. What is the film about (briefly)? How does this fit with and/or challenge the generic conventions of Romantic comedy?
  2. What "style" of Romantic Comedy is the film? Explain.
  3. What is the social, historical, cultural context of the film's production?
  4. Where and when is it set? What is the setting's significance to the film? How does the setting fit with the generic conventions of Romantic Comedy?
  5. What stereotypes are present? Provide some critical analysis of these stereotypes.
  6. Comment on the film's aesthetics.
  7. Select excerpts of 3 key scenes and discuss how they are either typical of Romantic Comedy or challenging the generic conventions.
  8. How is masculinity represented in the film?
  9. How is femininity represented in the film?
  10. Who ultimately has the "power" in the film?
  11. What is the overarching message of the film?
  12. How is the film's message relevant in today's society? Why has this film been given either classic or cult film status?
  13. What is the dominant reading of the film today?
  14. What is an alternative reading of the film today?
  15. Are there differences in the way this film would have been read at the time of its production versus today?
  • Assign particular focus questions from the above list to different members of the group.
  • Although there is no expectation to address these questions in order, be sure to address each of the points somewhere in your presentation.
  • Do not use the questions as headings or address them as questions 1,2,3 etc in your presentations.
  • Use keynote for presenting. Be sure to create your files in the school Mac Lab only in order to avoid compatibility problems between home and school computers.
  • Be creative, entertaining and engaging with your presentation. Plan it so that it will run smoothly. Practice your presentation together. Speak clearly, expressively and s-l-o-w-l-y.

You will be marked individually on your ability to :

  1. speak clearly, eloquently and engagingly
  2. address the questions assigned to you
  3. work as a team member
  4. present a clear, thoughtful, informed analytical argument

Name:________________________________________________

*This cover sheet must be handed to your teacher on the day of your presentation.

Mark : / 15

Comment: