Helping Hand

on saturday the 8th of February i spent the day helping out the other group with their project.by that i mean i got strut around in my favourite heels for over 2 1/2 hours which basically means that it was a win-win situation. not only did i get to pretend i was model working it on the catwalk but i also turned into tech management when my turn in the spotlight was over. Getting into the oddest positions in order to  hide behind chairs, clothing rack and people so that me and my shadow wouldn't get into the shot was hard work that i would happily do again.

by helping them out i got to spend a saturday with good friends but i also learned how the lighting deck works, how to manage the sound system and how audacity works so all in all i would say that it was a VERY productive way to pend my day.

Plus they now have to edit about 2 hours of footage just containing me!

Teacher Comments:

Mr. Baines says:
WWW: You have outlined the show very well and it looks exciting.
EBI: In order to hit AO1 (sound knowledge of critical debates etc.) Think specifically about the REPRESENTATIONS that will be on display in your reality TV show. For instance, in what ways will your programme re-affirm or challenge stereotypes? Think about gender, age, social class, interest groups, demographics and psychographics – how will you shape your chosen representations through: actors/protagonists; make-up; costume; lighting; music; dialogue and cinematography?

Mods and Rockers Essay

The mods and rockers were two conflicting British youth subcultures of the early to mid-1960s. Media coverage of mods and rockers fighting in 1964 sparked a moral panic about British youths, and the two groups became labelled as folk devils.
The rocker subculture was centred on motorcycling, and their appearance reflected that. Rockers generally wore protective clothing such as black leather jackets and motorcycle boots (although they sometimes wore brothel creeper shoes). The common rocker hairstyle was a pompadour, which was associated with 1950s rock and roll — the rockers' music genre of choice. The mod subculture was centred on fashion and music, and many mods rode scooters. Mods wore suits and other cleancut outfits, and preferred 1960s music genres such as soul, rhythm and blues, ska and beat music.
The mods and rockers conflict led sociologist Stanley Cohen to develop the term moral panic in his study Folk Devils and Moral Panics, which examined media coverage of the mod and rocker riots in the 1960s.  Although Cohen admits that mods and rockers had some fights in the mid-1960s, he argues that they were no different to the evening brawls that occurred between youths throughout the 1950s and early 1960s, both at seaside resorts and after football games. He claims that the UK media turned the mod subculture into a negative symbol of delinquent and deviant status.
Most British Newspapers described the mod and rocker clashes as being of "disastrous proportions", and labelled mods and rockers as "sawdust Caesars", "vermin" and "louts". Newspaper editorials fanned the flames of hysteria, such as a Birmingham Post editorial in May 1964, which warned that mods and rockers were "internal enemies" in the UK who would "bring about disintegration of a nation's character". The magazine Police Review argued that the mods and rockers' purported lack of respect for law and order could cause violence to "surge and flame like a forest fire".
Fast forward a couple years another event similar to the mods and rockers conflict just more destructive the London riots occurred.
Between 6th and 10th August 2011, the riots happened first in Tottenham and later in Tottenham Hale Retail Park, thousands of people rioted in several London boroughs and in cities and towns across England. The chaos implicated generated looting, arson, and mass use of the police. The events were also called "BlackBerry riots" because people used social media and their blackberry’s to broadcast when the events would happen and
The spread of news and rumours about the previous evening's disturbances in Tottenham sparked riots during the night of 7 August in the London districts of Brixton, Enfield, Islington and Wood Green and in Oxford Circus in the centre of London. Disturbances began after a protest in Tottenham following the death of Mark Duggan, a local who was shot dead by police on 4 August 2011. Protesters became angry after police restrained a sixteen-year-old girl who was alleged to have been acting in an aggressive and disorderly manner.  Several violent clashes with police, along with the destruction of police cars, magistrates' court, a double-decker bus, many civilian homes and businesses, began gaining attention from the media. Overnight, looting took place in ‘Tottenham Hale Retail Park’, nearby Wood Green and hackney.

I feel that these two events are really similar because after these two events occurred the teenagers of the generation were labelled as troublesome, destructive, unmannered and thuggish. The British media enjoyed making these events seem worse than they were especially the mods and rockers conflict. Although the London riots were very destructive the precautions of this event meant that the even teenagers as a whole got the blame, just like with the mods and rockers conflict.

Please Fill In This Survey :)

 Media Survey

Treaty For Media Project

Over the next few weeks, we will be completing a media project that will involve both Umit Caglayan and Warren Hugh Murray who will create a web series and who will also feature in each episode of the series. This web series will include the components of a dancer’s life, including what happens inside and outside of the dance studio. For example: The dancer’s diet and technique. It will also include the preparation for a performance and interviews from professionals, dancers and teachers from a range of styles of genres.

Warren’s role in the making of this project will be the filming of what goes on inside of the dance studio recording the process of preparing for a performance. Including choreographic intention, restrictions and progress of each dancer. Following dancers and teachers as they lead their normal lives in dance, interviewing them to find out what goes on in the studio and what it takes to prepare for a performance.

Umit’s role in the making of this project will be the filming of what happens outside of the dance studio, this will include a dancers diet, how to prepare for a dance class and what to do when at home in case of an injury. I will be interviewing my dance teacher and asking her about her personal experiences with certain injuries.

This project will be presented in a video blog (VLOG) style and uploaded to YouTube weekly. The video will be uploaded every Friday. and it will feature some of the qualities that we have stated above.

Subject: Media Studies AS		Unit title: PRODUCTION	Year: 12		Number of lessons:  18	Semester: Two and the first 2 weeks of Three
						How unit is assessed:    Productions (AO3 48 marks and AO4 12 marks) 60 marks Evaluation (AO2 16 marks and AO4 4 marks)              20 marks
About this unit: The Production Process comprises the following: —  Research  Pre-production  Production  Evaluation (1500 words) The maximum mark for this paper is 80.         Students will be marked on their ability to: —    use good English —    organise information clearly —    use specialist vocabulary where appropriate. Design a new concept for a reality show. Film the first 5 minutes of episode 1. Design an official fan blog which allows for comments and interaction between its stars and its fans. Link it to Twitter and Facebook accounts that you create specifically for the show.			SOL objectives: AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates AO2: Apply knowledge and understanding when analysing media products and processes and evaluating their own practical work, to show how meanings and responses are created AO3: Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. AO4: Demonstrate the ability to undertake, apply and present appropriate research. The Brief This is what the AQA brief says you need to work on: ‘You work for Silver Lining Productions, a multi-media production company that has had recent television success with fly on the wall documentaries, structured reality programming and fiction products.  They have also developed supporting media for their broadcast productions in print, audio and e-media.  The company is known for its work in pushing the boundaries of existing formats and so is willing to consider original and creative approaches to existing formats. You have been given an opportunity to prepare a pitch for development funding and so will need to present sample production work.  The programme will have a target audience similar to E4’s demographic (15–35) and will be suitable for pre-watershed broadcasting.’ As with the other briefs, you are expected to produce work across two of the three possible platforms: broadcast (moving image or radio) and/or print and/or e-media.  You will need to make up a TV programme, considering which genre you’d like to work in and then decide on a brief synopsis of your programme, considering characters, setting and an outline narrative.  The products you produce will form part of the cross-platform promotion of the TV...
Week	Learning objectives and A0 focus			Activities			Assessment Opportunities and Differentiation	Resources	Home Learning
One 2 lessons	LESSON 1: Share brief – decide on details of individual projects AO4 LESSON 2: Discuss various formats for the programme – example – life swap – big brother style -			Determine groups and make a list of personality types you want in your show – earmark friends you might have in mind for these roles. Plan out the entire format Plan out the format of the 3-5 minute excerpt			Rehearse details of the brief, AOs and initial ideas. Record a video log on the blog. Update blog with specific reference to AOs and how they are currently being met.	Macs Print outs of brief	Upload Video log to blog
Two 2 lessons	LESSON 3: Institutional research AO4 LESSON 4: Audience Questionnaire			Research similar companies to Silver Lining – 1.    Who are they working with? 2.    What is the management structure? 3.    Notable works? 4.    How do they make a profit? Conduct survey.			A presentation, using media prompts, outlining the findings of your research – linked to AOs. POST –SURVEY EVALUATION Teacher explain and give template for personalisation	Macs Surveys Clipboards Digital template for POST –SURVEY EVALUATION	Update blog Write Audience Questionnaire questions – email to teacher POST –SURVEY EVALUATION Personalise and complete – email to teacher.
Three 2 lessons	Present key findings to class. Explain how they will influence your production design decisions.  AO4/AO2			Record a video log of these findings. Upload to blog.			Blog entries.	Macs	Photoshoot Plan
Four 2 lessons	Production Schedules, Call Sheets and photoshoot plans finalised  AO3			ADMIN – write emails to all people you wish to involve.			Explanation on blog of what you have done today (written or spoken) – call sheets and photo shoot plans uploaded	Macs Production Schedules, Call Sheets examples	Location and prop photography – upload to blog. SCRIPTING
Five 2 lessons	Storyboards completed AO3			Key aspects of cinematography revised. Cameras booked out.			Storyboards amended	Storyboards cameras	SCRIPTS FINISHED AND UPLOADED TO BLOG Commence filming Blog / Twitter/ Facebook accounts created in the name of the show, with a Silver Lining logo
Six 2 lessons	FILMING                                 AO3			FILMING			FOOTAGE SAVED	BLOGS UPDATED	FINISH FILMING SAVE IN 2 PLACES Update blog
Seven 2 lessons	EDITING Regular screen grabs uploaded with explanations to the blog.  AO3			Key demonstrations of editing techniques from teacher.			Regular updates to blog.	Final Cut Pro Cameras Leads	FINISH EDITING SAVE IN 2 PLACES Update blog
Eight 2 lessons	DVD BURNING                                  AO3			Teacher show how to use iDVD.			Students make MP4 copy and upload to blog: INVITE COMMENTS	iDVD Final Cut Pro DVDS	Comment on each others’ blogs. AO2 UPDATE: Blog / Twitter/ Facebook accounts created in the name of the show with convincing blogs, photos, comments, tweets and forum dialogue.
Nine 2 lessons	Finalise all social media. Burn webpage files to CD and label. AO3			Hand in CDs and DVDS Teacher model evaluations.			Students write a plan for their evaluation AO2	DVDs CDs MACS	FINISH EVALUATION AO2 Hand in with no more that 6 printed pages of the blog or original R and P documents.
Cross Curricular Links: ICT, literacy and numeracy, ECM, links to specialism.

MEST2 Mark Scheme

Productions (AO3 48 marks and AO4 12 marks) 60 marks

Level 5 (49-60 marks)

The candidate demonstrates creativity and clear technical proficiency in the use of the chosen technologies (AO3).

The candidate also demonstrates sophisticated understanding of the necessities and details of the production process (AO3).

Codes and conventions have been used appropriately and with some flair throughout (AO3). The productions are clearly fit for purpose in the light of the candidate’s research (AO4).

At the top of this level work will demonstrate considerable attention to detail and a genuine sense of engagement with both the chosen media and the subject matter.

Level 4 (37-48 marks)

The candidate demonstrates some creativity and technical proficiency in the use of the chosen technologies (AO3).

The candidate also demonstrates good understanding of the necessities and details of the production process (AO3).

Codes and conventions have been used appropriately throughout (AO3). The productions are fit for purpose in the light of the candidate’s research (AO4).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections of flair and/or sophistication in work that is otherwise good.

Level 3 (25-36 marks)

The candidate demonstrates technical competence in the use of the chosen technologies (AO3).

The candidate also demonstrates satisfactory understanding of the necessities and details of the production process (AO3).

Codes and conventions have been used appropriately through most of the work (AO3). The productions are largely fit for purpose in the light of the candidate’s research (AO4).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections of creativity and/or proficiency in work that is otherwise satisfactory.

Level 2 (13-24 marks)

The candidate demonstrates some technical competence in the use of the chosen technologies (AO3). The candidate also demonstrates basic understanding of the necessities of the production process (AO3). Codes and conventions are used inconsistently (AO3). Some of the production work is fit for purpose in the light of the candidate’s research (AO4).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections that are competent and/or satisfactory in work that is otherwise basic.

Level 1 (1-12 marks)

The candidate demonstrates minimal technical competence in the use of the chosen technologies (AO3).

The candidate also demonstrates rudimentary understanding of the necessities of the production process (AO3).

Codes and conventions are used inconsistently and in a limited fashion (AO3).

Little of the production work is fit for purpose in the light of the candidate’s research (AO4).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections which demonstrate some competence or basic understanding in work that is otherwise rudimentary.

At the bottom of this level work will tend to be incomplete or with very limited engagement with the demands of the unit.

Level 0 (0 marks)

No relevant/appropriate/suitable response.

Evaluation (AO2 16 marks and AO4 4 marks)      20 marks

Level 4 (16-20 marks)

The evaluation and pre-production materials contain extended evidence and application of research and give a clear description of the target audience(s) and how the candidate intended to target them (AO4).

There is effective analysis of the strengths and weaknesses of the productions which demonstrates sound understanding of the media concepts and contexts relevant to the work undertaken with clear reference to the third media platform (AO2).

The candidate uses the language of Media Studies with confidence. The work demonstrates a high level of accuracy in spelling and syntax and is expressed in a fluent and cogent manner (AO2).

At the top of this level work will demonstrate confident understanding of the Key Concepts through an engaged analysis of the signification process.

Level 3 (11-15 marks)

The evaluation and pre-production materials contain substantial proof, and competent application, of research and offer evidence of the target audience(s) and how the candidate intended to target them (AO4).

There is competent analysis of the strengths and weaknesses of the productions which demonstrates satisfactory understanding of the media concepts and contexts relevant to the work undertaken with some discussion of the third media platform (AO2).

The candidate makes appropriate use of the language of Media Studies. The work may demonstrate some errors in spelling and syntax but will communicate meaning accurately (AO2).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections that are confident, extended and/or effective in work that is otherwise satisfactory.

Level 2 (6-10 marks)

The evaluation and pre-production materials contain some proof, and application, of research and offer some evidence of the target audience(s) and how the candidate intended to target them (AO4).

There is some analysis of the strengths and weaknesses of the productions which demonstrates basic understanding of the media concepts and contexts relevant to the work undertaken with some mention of the third media platform (AO2).

The candidate makes some use of the language of Media Studies. There are likely to be some errors in spelling and syntax and meaning may be confused at times (AO2).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections that are competent and/or satisfactory in work that is otherwise basic and/or inconsistent.

Level 1 (1-5 marks)

The evaluation and pre-production materials contain little proof or application of research and offer some limited evidence of the target audience(s) and, possibly, how the candidate intended to target them (AO4).

The candidate tends to describe the productions and/or processes rather than analyse the strengths and weaknesses, demonstrating rudimentary understanding of the media concepts and contexts relevant to the work undertaken (AO2).

The candidate makes minimal use of the language of Media Studies. There are likely to be extensive errors in spelling and syntax and the candidate may struggle to communicate effectively (AO2).

At the top of this level work will demonstrate some elements of the descriptor above, such as sections which demonstrate basic understanding in work that is otherwise limited and rudimentary.

Level 0 (0 marks)

No relevant/appropriate/suitable response.