UPDATED YEAR 13- MUSIC VIDEOS 'RIPTIDE' (COMP 1 SEC A) MEDIA LANG

LESSON 1-3= This resource starts a five lesson unit on ‘Riptide’. This TRIPLE lesson includes differentiated help slides at the end of the power point on prior learning/ Media Language theorists and covers:

-Product context
-An analysis of the ‘Riptide’ music video
-‘Riptide’ as a surrealist text
-Application of Steve Neale to the Indie/Folk genre
-The role of both Directors within ‘Riptide’ and how this creates meaning/ distorts reality further (Postmodernism)
-A direct/indirect intertextuality task
-The influence of Wes Anderson in ‘Riptide’
-Dimitri Basil and Laura Gorun (Directors of the ‘Riptide’ video) unseen alternative Music video analysis
-RESISTS
-To what extent does ‘Riptide’ both adhere to and subvert Music Videos? Working in groups, make particular reference to the Folk-Pop. Create a brainstorm on Resists, using the next two examples to aid your analysis.
-Using the Media Language section of the EDUQAS fact sheet, I want you to first read through the information and then create a revision resource on Media Language.
-REVISION RESOURCE CREATION TASK: We have already looked at Neale, but I would like you to summarise your findings from Slide 6 onto the resource. Use the Help Slides also at the end of the Power Point should you need a refresher.

You must have five branches off of your brainstorm with each considering:
Rowland Barthes
Claude Levi-Strauss
Todorov
Jean Baudrillard
Steve Neale

NOTE: All task sheets, differentiated resources and audio/visual stimuli are included within the lesson/ Power Point. The H/W is completely audio/visaul and includes all links needed to watch and take notes on.

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at a AS/A2 Two- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.