This resource is a collection of 3-4 lessons that introduces students to Kayo Chingonyi and the 15 poems students will study for Section A of the Cambridge IGCSE Literature in English Exam. Lesson 1: an introduction to Kayo Chingonyi and the assessments objectives Lesson 2: poetry techniques and skills needed for IGCSE including ‘how to read a poem’ - 3 steps to follow Lesson 3: how to analyse a poem using ‘SIFT’ mnemonic. How to ‘read’ and ‘analyse’ a poem joined up as Ss complete an independent reading of ‘Kumukanda’ as h/w before the next lesson.

This 32 page booklet overviews the key media concepts and media language on Representation, Audience, Narrative, Genre, Ideology and Institution. Representation and Audience are covered in detailed ( i will cont. to update). There are also 5 pages that focus specifically on music video and music video theories.

In this series of lessons students will be introduced to the curriculum for A2 and guided through the history and key conventions of music videos - this will help them to research and complete their own research blog posts.

This series of lessons looks at the planning of the major task: the music video. storyboard template is also included as well as other useful planing doc.

Lesson 3&4 of Exam Component 4: Critical Perspectives Section A: Media debates: Power and the media These lessons cover media ownership and require students to research how diverse (western) media is (or isn’t!). Theories cover: David Hesmondhalgh James Curran and Jean Seaton This lesson also includes a research task in which students choose a media company / owner to study which will then be shared with the rest of the class. For example: Choose a company / person and research the following: What media do they own / do they have a majority control? How well known are the companies and subsidiaries associated? How many different media forms do they own? What impact does this person / company have on the media? Percentage owned Positive / negative impact on society What examples can you find that suggest ‘power’ and ‘control’ over the media Mediated view of social groups Political opinions / influence on democracy / democratic view point Examples of campaigning / marketing messages? Relationship with audience? Access / control over media messages and viewpoint taken Has the person / company ever been investigated for ‘limiting’ or ‘controlling’ their media messages (ie. Impacting negatively on democracy or other ideological issues) Links to Hesmondhalgh and Curran / Seaton

Lesson 1 and 2 of Exam Component 4: Critical Perspectives Section A: Media debates: Power and the media Lesson 1 looks at the key words from the Spec and gives an overview of what this section of the exam entails. Students also look at various images to begin to form their own ideas. Lesson 2 introduces ‘agency’ and ‘control’

This series of lessons focuses in-depth on representations in music videos. Students are guided through creating their own blog post while they investigate and review representation of; Age / Class & Status / Gender / Sexuality / Race & Ethnicity. Student’s analyse various music videos by not just considering sound, editing, Mise en scene, Camera – shots, movement, angles but also the theories of David Gauntlett’s ‘pick and mix’ and Hall’s ‘representation Theory’.

What is a Music Video? Introductory A2 coursework lessons that overview the key generic conventions of a music video. These lesson focus on Goodwin’s theories specifically Goodwin’s, ‘Key Features of Music Video’ and guide students through creating their own research blog post.

In these lessons students will investigate, watch, and research a range of title sequences ( Girl with the Dragon Tattoo, Split, Panic Room) to establish what conventions they should include in their own product and understand the difference between opening credits and a title sequence. Students will cover the work of Saul Bass and then choose a film of their own to analyse. An exemplar answer is included for students using Fincher’s ‘SE7EN’. Finally students will be tasked with creating their own title sequence as a ‘prelim’ task.

This lesson is an introductory lesson for students who are new to A-Level Media Studies. It introduces ‘Media Language’ specifically ‘codes’ and ‘conventions’

3 worksheets for students to complete as a starter or h/w task. Alliteration, personification, and similes are included.

This ppt. explores the character of Lady Macbeth. Beginning with the quote: “Lady Macbeth is perhaps the most commanding figure that Shakespeare drew (created)” students will discuss what makes her an interesting character, explore her characteristics, and also understand what audience perceptions would have been at the time. Students will read / watch key scenes: Act 1 Scene 5, Act 1 Scene 7, and Act 5 Scene 1 and answer the following: What is Lady Macbeth actually saying here? Could you link this to any other parts of the text? How is Lady Macbeth feeling in this scene? What are problems with what Lady Macbeth wants/ has done? What are the benefits for Lady Macbeth getting what she wants? and then re-watch again, this time focusing on themes: power, mystery, evil. A good lesson that would prepare students for an essay or analysis.

This lesson explores the character of Macbeth and prepares Ss for the essay Q: How does Macbeth (the character) suggest power, mystery, and evil in ‘Macbeth’? In pairs Ss analyse their key scene and create notes and ideas on how power, mystery, and evil are conveyed in their extract. Ss will also consider Macbeth’s disposition after killing Duncan and then after killing Banquo. Ss then create their own notes and examples of how power, mystery, and evil and evident in Macbeth’s character. A good lesson for Year 8 or 9, and also low level GCSE.

This lesson explores the role of the witches throughout Macbeth and also focuses on the essay Q: How do the witches suggest power, mystery, evil in Macbeth? Ss could either write this as a stand alone essay or use the ideas generated in this lesson to add to an essay featuring Macbeth or Lady Macbeth. Throughout the lesson students will look at Act 1 Scene 3, Act 3 Scene 5, and Act 4 Scene 1 focusing on the themes: power, mystery and evil.

This detailed analysis of “Kumukanda” thoroughly dissects the poem, stanza by stanza, line by line. Following on from the first lesson (Cambridge IGCSE Literature in English 0475 (Section A: Poetry) - Introduction to Kayo Chingonyi) - students first present their initial ideas about the poem before gaining an understanding of the Kumukanda ritual and the poem as a whole. This lesson also briefly looks at alliteration and its different types and contants two embedded videos. As a final task students will complete detailed notes on the poem for them to keep as a future revision resource.

This detailed analysis of “Some Bright Elegance” thoroughly dissects the poem, stanza by stanza, line by line and is structured so that students will read and analyse the poem 3 times; with each reading they will develop their understanding and build their analysis. This lesson begins by understanding the cultural references in the poem, and once students understand the context they can begin to look more closely at the techniques used. Within the ppt. two embedded videos also offer an opportunity to understand the poem through dance and also as a spoken word by Chingonyi. As a final task students will use the ‘sift’ analysis sheet to recap the lesson and create detailed notes on the poem for them to keep as a future revision resource.

This collection of lessons covers all of the pre-planning work that is to be done BEFORE students film their coursework. The lessons cover ‘initial pitch’ criteria, and criteria for the ‘final pitch’, it guides students through lyric analysis, deciding on a target audience, and examples of mood boards and mind maps. Students will also cover branding and how to create a brand for their artist.

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Links are within the ppt. to access quizlet activities. For the ‘Weeping Woman’ lessons, students will learn a little about Picasso’s inspiration for the art work and brainstorm the significance of colour, and senses evoked; before planning, and writing, their own creative piece. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . For the ‘Starry Night’ lessons, students will listen to the song, and read/analyse Anne Sexton’s poem; before planning, and writing, their own piece. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration Next lesson - ‘Weeping Woman’