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.

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.

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’

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 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.

This series of lessons covers: Neil Postman Hot / cool media (McLuhan) WEB 1.0 – 2.0 Throughout these lessons (at least two doubles) students will look at the theories of Clay Shirky ‘end of an audience’, Henry Jenkins ‘participatory culture’, ‘convergence’, Gauntlett, ‘Web 2.0’, ‘new media’, ‘the long tail’, Aleks Krotoski, ‘the great levelling’ and also Tim Berners Lee before creating a revision resource that covers old/new (hot/cool) covering: Examples/Positives/Negatives Theories. The lesson also includes additional articles for further reading and exploration (group task: each group takes an article…)

This lesson begin to unpick the term ‘media ecology’ beginning with looking at the exam requirements and looking at the ‘spec’ definitions. Students consider the term ’ the medium is the message’ and begin to think about the broader impact of this notion. The lesson covers a range of suggested readings, links to Lance Strate youtue clips, suggested documentaries and additional resources. Students begin to collate key names and theories.

This lessons covers key ideas and theories relating to Media Ecology. McLuhan is covered; key quotes such as “World is a global village” ,"McLuhan predicts 'world connectivity’” are introduced. Technological Determinism is also looked as through the quote ‘we shape our tools, then our tools shape us’. A brief history of the Internet is also looked at. H/W task for next lesson: Research and find out statistics for the following social media sites: Twitter (X) TikTok Instagram Facebook Snapchat Consider the following when you research: What are the most used social media platforms? How does this vary from country to country? What are the demographics of the most popular social media platforms? How many global users do these platforms have?

This lesson covers the story of VOD and an overview of the history of Netflix. Lots of links for additional research. Old case studies of early netflix successes: Bird Box, Roma, Wandering Earth, and Bandersnatch. These lessons then dovetail into a Disney case study. Additional resources and articles also included, as well as a template for Netflix, Disney, Independent Case Study comparison.

This lesson looks at past paper from June 2021. The Q: **‘The media determine how we understand and connect with the world.’To what extent do you agree with this statement? ** The lesson breaks down A01 and A02 with first recapping key media concepts, and critical debates covered (Changing nature of media environments - the effects on both industries and audiences, Technological Determinism, Public V Private persona, Data usage and net neutrality, Comparisons to the past, and predictions for the future.), example terminology is given, and also a recap of possible case studies and examples by then linking to the ‘spec’ Students then plan and write their response. Slides 11-18 then look through examiner feedback and sample essays.