YEAR 12 (MEDIA EDUQAS LINEAR): COMP1, SEC B: GAMING, AUDIENCE AND GAMING CULTURE (ACIII: LIBERATION)

LESSON 32- 37, IN THE SERIES OF SECTION B LESSONS= This five lesson power point continues and concludes the Assassins Creed III: Liberation unit and focuses on Industry, Audience, Gaming Culture and Circulation. The FIVE lesson looks at:

-Information on the 15 Most Popular Gaming franchises of all time, of which Assassin’s Creed is one.
-Assessing retained learning of the Top Five Audience theories to use in the Exam (Based on the Fact Sheets)
-Henry Jenkins (PARTICIPATORY MEDIA, FANDOM AND CONVERGENCE THEORY)
-Prosumerism
-Fan culture, fiction and Cosplay
-Exam style question: To what extent are games such as Assassins Creed popularised and marketed by fandom? Discuss using examples from your study of the text.
-Psychographics
-Exploration into the PS Vita (advantages and advancements in gaming gratification)
-Multi-platform releases
-Gaming infographics task where students acquire and condense outstanding facts for the exam not in the fact sheets
-Traditional gaming habits versus modern ones
-DISCUSSION POINT: WITH THIS NOTION OF ‘ON THE GO’, DO YOU THINK GAMERS ARE PASSIVE OR ACTIVE AUDIENCES?
-DLC’S
-What are the pro’s and con’s to DLC’s and additional content?
-George Gerbner’s Cultivation Theory
-Moral Panics around gaming
-Folk Devils
-ALBERT BANDURA- THE BOBO EXPERIMENT (Effects theory)
-TASK 5: Audience consolidation= You will now have 90 MINUTES to apply all of the above theories to ACL. I will provide you with an A3 sheet. You will create a revision resource on audience as I believe this has a high likelihood of coming up on this years exam. Before you start however, read through pages 115-119 of the EDUQAS revision guide. Once you are finished, placed in your folder, under the ACL section.

**THIS LESSON INCLUDES A CONSOLIDATION H/W TASK/ DESIGN OF A REVISION RESOURCE, ALL LINKS AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT
**
This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component.

This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times.

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

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.