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.

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’.

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.

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.

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.

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’

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’

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 ‘Landscape with the Fall of Icarus’ lessons, students will read/analyse the poem aim to indettify the form, structure, language techniques that have been used and consider the poet’s choices and how affect is created. 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 . 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’

Using the poem, ‘Pigeons’ students will closely examine the language of the poem; specifically word choice for effect. After analysing the poem, students will write their own animal poem; aiming to be effective (and a little cryptic) with their word choice.

Using the poems, ‘The Eagle’ and ‘Cooper’s Hawk’ students will learn about various structural techniques and begin to understand how structural techniques enhance imagery in a poem.

This unit of poetry is created for KS3 - year 7… but could work for any year group. This is the final collection of lessons of the unit. Students have regularly reviewed and developed their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Students have so far enjoyed ‘Starry Night’, ‘Weeping Woman’, and ‘Fall of Icarus’ and this lesson will work as a group to develop poetic skills. Students will then choose an art work (or can use anything from previousl essons) for the ASSESSMENT TASK. Students will complete 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

Using three animal poems, students will learn about various poetic forms and begin to understand how the function of form can show the key ideas and feelings the poet wanted to convey. Students will write their own analysis answering, “In your opinion how does the form of a poem help add to the meaning?”

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