Finishing portfolios

Hi Year 13,

If you haven't already done so, could you please put a post on your planning blog with the link in to your evaluation blog, thank you.

So the deadline is 1:25pm tomorrow- please make sure you do not make any changes to your blogs after this time! I can't stress the importance of this enough.

Well done for all of your hard work on these portfolios. As we're marking several months work of work for each of you, it does take a while to get through all of your portfolios, but we will make sure you have the marks for your coursework when you come back from your mocks.

Once again you've done us proud and we've very impressed with the professionalism of your portolios.

Well done!

And if I don't see you- have a wonderful Christmas break!

Miss B

G324 blogs for June 2015 entry

Francesa Banat
fransa2blog.blogspot.co.uk

Sophie Barton
sophiebartoon.blogspot.co.uk

Joe Courtney
josephcourtneymediaa2.blogspot.com

Emily-Rose Cripps
emilysmusicvid.blogspot.co.uk

Shona Dance
shonasmusicvideo.blogspot.co.uk

Jasmine Ewart
jasminesmusicvid.blogspot.co.uk

Sian Fields
sianfieldsa2.blogspot.co.uk

Patrick Grant
a2musicvideoprep.blogspot.co.uk

Kellen Keene
kellensaulkeenea2mediablog.blogspot.co.uk

Rachael Latter
rachaelllatter.blogspot.co.uk

Sian Maclean
sjmmusicvideo.blogspot.co.uk

Ben McCarthy
bensmediaa2.blogspot.com

Jade Neville
jadesmusicvideo.blogspot.co.uk
http://jadenevilleevaluation.blogspot.co.uk/

Sarah Oakley
sarahoaksresearch.blogspot.co.uk

Keely Scutter
keelyscuttera2media.blogspot.co.uk

Zoe Silverthorne
http://zoesilverthornea2.blogspot.co.uk/ 

Katie Thorne
katiethornea2media.blogspot.co.uk

Chloe Tierney
chloetierney2.blogspot.co.uk

Tom Waddington
twadda2planning.blogspot.co.uk

Beatrice Walklet
beattiesmusicvideoblog.blogspot.com

Rebecca Warrington
beccasmusicvideo.blogspot.co.uk

MODERATOR: G324 Advanced Portfolio in Media- links to student blogs

NOTE TO MODERATOR: Students work should all be on their blogs, but DVDs of their main and ancillary products have been posted to you as back-up. Many thanks.

1. Helen Arblaster 7044:

   Research and planning- helenarblastera2.blogspot.co.uk/
   Evaluation- Helenarblastera2evaluation.blogspot.co.uk**

2. Heather Barton 7111:

   Research and planning: heatherbartonmedia.blogspot.co.uk/ 
   Evaluation: heatherbartonmedia-evaluation.blogspot.co.uk 

3. Elizabeth Cawte 7204:

   Research and planning: elizabethcawte.blogspot.co.uk
   Evaluation: elizabethcawteevaluate.blogspot.co.uk 

4. Joseph Cook:

   Research and planning: jcook95.blogspot.co.uk/
   Evaluation: http://jcookeval-evalutation.blogspot.co.uk/?m=1 

5. Jordan Forbes 6058:

   Research and planning: j-forbes.blogspot.co.uk
   Evaluation: jforboeval.blogspot.co.uk

6. Andrew Froud :

   Research and planning: andyfroud.blogspot.co.uk
   Evaluation: andyfroudevaluation.blogspot.co.uk

7. Samantha Gizzi 7237:

   Research and planning: samanthagizzi.blogspot.co.uk
   Evaluation: samanthagizzievaluation.blogspot.co.uk**

8. Abigail Hamilton 7241:

   Research and planning: abby-mai-h.blogspot.co.uk
   Evaluation: abigailhamilton-evaluation.blogspot.co.uk

9. Florence Holland 7252:

   Research and planning: florencegraceh.blogspot.co.uk
   Evaluation: florencegracehevaluation.blogspot.co.uk

10. Tomas Kidby-Hunter:

    Research and planning: tomaskidbyhunterplanningandresearch.blogspot.co.uk 
    Final products: tomaskidbyhunterfinalproducts.blogspot.co.uk
    Evaluation: tomaskidbyhunterevaluation.blogspot.co.uk
    
    
11. Tiffany Leftwich 7271:
    Research and planning: tiffleftwich.blogspot.co.uk
    Evaluation: tiffleftwichevaluation.blogspot.co.uk

12. Diwas Limbu 7274:

    Research and planning: http://diwaslimbu.blogspot.co.uk/
    Evaluation: diwasevaluation.blogspot.co.uk

13. Joshua Mannings:

    Research and planning: http://joshuamanningsmedia.blogspot.co.uk/
    Evaluation: http://joshuamanningsevaluation.blogspot.co.uk/

14. Ellie McCarthy 7383:

    Research and planning: elliemccarthy95.blogspot.co.uk
    Evaluation: elliemccarthyevaluation.blogspot.co.uk**

15. Molly McConnell 7282:

    Research and planning: mollymcconnell1995.blogspot.co.uk
    Evaluation: mollymcconnellevaluation.blogspot.co.uk**

16. Louise Raisey 7309:

    Research and planning: tds-lraisey.blogspot.co.uk
    Evaluation: http://tds-lraisey-evaluation.blogspot.co.uk/

17. Katie Reynolds 7311:

    Research and planning: reynolds-katie.blogspot.co.uk
    Evaluation: katie-reynolds-evaluation.blogspot.co.uk**

18. Amie Saunders 7323:

    Research and planning: amiesaunders.blogspot.co.uk
    Evaluation: amiesaundersevaluation.blogspot.co.uk

19. Letitia Slade:

    Research and planning: letitiavictoriacicely.blogspot.co.uk
    Evaluation: letitiavictoriacicelyevaluation.blogspot.co.uk**

20. Gabrielle Tranter 7342:

    Research and planning: tds-gtranter.blogspot.co.uk
    Evaluation: tds-gtranter-evaluation.blogspot.co.uk**

 

Why regulate the media- useful essay

Hi Year 13,

I know I promised a document on here with my ppts etc on, but Google Docs and I have fallen out... I'll try and sort it out in school tomorrow.

Here's a link to a very useful essay on why we regulate the media. http://www.farrer.co.uk/Global/Briefings/05.%20Media%20Team%20Briefings/Why%20regulate%20the%20press%20and%20media%20at%20all.pdf

It's definitely an academic essay, not an exam-style A Level essay, but it's interesting and might help to clear up arguments for some of you!

See (some of) you tomorrow

Miss B

1B: Key media concepts

June 2013:

Apply the concept of representation to one of your coursework productions.

January 2013:

Analyse one of your coursework productions in relation to the concept of narrative.

June 2012:

Explain how meaning is constructed by the use of media language in one of your coursework productions.

January 2012:

Analyse media representation in one of your coursework productions.

June 2011:

Analyse one of your coursework productions in relation to the concept of audience.

January 2011:

Apply theories of narrative to one of your coursework productions.

June 2010:

Analyse one of your coursework productions in relation to genre.

1A: skills in production- past questions

•         June 2013: Explain how your skills in the creative use of digital technology developed over time. Refer to a range of examples from your media productions in your answer.

•         January 2013:  Explain how your research and planning skills developed over time and contributed to your media production outcomes. Refer to a range of examples in your answer.

•         June 2012: Describe a range of creative decisions that you made in post-production and how these decisions made a difference to the final outcomes. Refer to a range of examples in your answer to show how these skills developed over time.

•         Jan 2012: Describe how your analysis of the conventions of real media texts informed your own creative media practice. Refer to a range of examples in your answer to show how these skills developed over time.

•         June 2011: Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Refer to a range of examples in your answer to show how this understanding developed over time.

•         Jan 2011: Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your decision making. Refer to a range of examples in your answer to show how these skills developed over time.

•         June 2010: Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.

REGULATION- past questions

A2 Media Examination

Section B: Critical Perspectives in the Media

In this section, you will answer one question on Contemporary Media Regulation (from a choice of two) in one hour, worth 50 marks.

Past Questions

January 2010:

How effectively can contemporary media be regulated?

How far do the changes to the regulation of media reflect broader social changes?

June 2010:

To what extent is contemporary media regulation more or less effective than in previous times?

Discuss the need for media regulation

January 2011:

Evaluate arguments for and against stronger regulation of the media.

To what extent can the media be regulated in the digital age?

June 2011:

To what extent are contemporary media regulated adequately?

Why is the regulation of media so complex?

January 2012:

Explain which forms of media regulation are the most effective, which are not so, and your reasons for both.

“Media regulation becomes less important as society progresses”. Discuss.

June 2012:

“We need stricter media regulation.” Discuss.

To what extent is it becoming more difficult to regulate media, and why?

January 2013:

Explore the arguments against stricter media regulation.

Consider the particular challenges to regulation posed by digital media.

June 2013:

“Some media regulatory practices are more effective than others.” Discuss.

How far do you accept the view that there is no need for media regulation to be any stricter now than in the past?

Easter work: what's the future for press regulation?

Complete the questions below to understand the proposals for the future of regulation. Please complere for the first lesson back, Wednesday 23rd April. This then completes the learning element- we'll go on to exam practices when we're back!
Have a good break all of you!
Miss B

1. What is the Press Royal Charter, and how would it be different to the old (PCC) system?

    

    

    
2. Hacked Off is a group set up by (and for) people who were victims of past press abuses. They want to see a free but responsible press. What changes do they want?
    
    
    
3. IPSO is the regulator set up to replace the PCC: how is it proposed to be a better system? Any concerns?
    
    
    
4. What is the future for press regulation, in your opinion? A change for the better, a change for the worse, or more of the same? Explain your reasons.

How the Code of Practice has been amended over time...

Editor’s Code of Practice

 

Importantly, the Code of Practice is not a legal document, so it is evolving with the developments in technology, communication and social issues.

 

Since its inception, there have been nearly 30 changes in it since its first publication in 1991. Here are the most significant recent changes…

 

December 1996     

Following concerns expressed at the time of the trial of Rosemary West, when a number of witnesses sold their stories to newspapers, Clause 16 (Payment for articles) was amended. The Code now distinguished between payments to criminals and payments to witnesses, and introduced transparency into such payments by requiring that they be disclosed to both prosecution and defence.

 

January 1998

Following the death of Diana, Princess of Wales, in September 1997, there were numerous calls for revisions to be made to the Code particularly as it related to privacy and harassment. The most substantial rewriting of the Code in its six year history took place over the next three months and the new Code was ratified by the Commission in time for it to become operational from January 1998.

 

Clause 1 (Accuracy) was extended to deal with photo manipulation. It also absorbed the clause relating to comment, conjecture and fact.

 

The new wording for the privacy clause, which became Clause 3, was for the first time drawn largely from the European Convention on Human Rights, which the government had by this time pledged to incorporate into British law. It also significantly altered the definition of a private place, which now included both public and private places ‘where there is a reasonable expectation of privacy’. There had been concern that the previous Code had been far too tight in its definition of privacy and would not have protected someone from intrusion who was, for example, in a church or at a discreet table in a restaurant.

 

One of the chief concerns at the time of Princess Diana’s death was about the role of the paparazzi and the manner in which some photographs were sought. To address this concern, the provisions on Harassment which became Clause 4 were revised to include a ban on information or pictures obtained through ‘persistent pursuit’. The new Clause 4 also made explicit an editor’s responsibility not to publish material that had been obtained in breach of this clause regardless of whether the material had been obtained by the newspaper’s staff or by freelancers.

 

One of the strictest clauses in the Code was introduced to protect the rights of children to privacy. The new clause number 6 in the revised Code extended the protection of the Code to children while they are at school. Previously it had referred only to the under 16s. It also added two new elements a ban on payments to minors or the parents or guardians of children for information involving the welfare of the child (unless demonstrably in the child’s interest) and a requirement that there had to be a justification for the publication of information about the private life of a child other than the fame, notoriety or position of his or her parents or guardian.

 

The clause on intrusion into grief and shock had previously related only to enquiries made by journalists at such times. The Code Committee took the opportunity to extend this to include publication. The following sentence was therefore added:

 

Publication must be handled sensitively at such times, but this should not be interpreted as restricting the right to report judicial proceedings.

 

Throughout the entire Code, the phrase ‘should not’ was replaced by ‘must not’. In addition, the section on the public interest which details occasions when an editor might argue that a breach of the Code was justified in order to protect the public’s right to know was turned into a separate section without a clause number. It included a key addition: that in cases involving children the editor must demonstrate an exceptional public interest to over-ride the normally paramount interests of the child.

 

June 2004

In accordance with a proposal made by Sir Christopher Meyer, as part of his programme of 'permanent evolution' for the PCC, it was decided that the Code Committee should conduct an annual 'audit' or 'health check' of the Code. Following submissions made during the first part of 2004 by - amongst others - the industry, members of the public and the Commission itself, the Code Committee released its first annual revision of the Code to take effect on 1st June 2004.

Throughout, the wording of the Code was comprehensively subbed in order to make it shorter, crisper and ultimately more accessible. At the same time its provisions were broadened in important areas.

 

The preamble to the Code was expanded in order to re-emphasise that editors and publishers have the ultimate duty of care to implement the Code; to stress that its rules apply to all editorial contributors, including non-journalists; to make clear that it covers online versions of publications as well as printed copies; and to insist that publications which are criticised in adverse adjudications include a reference to the PCC in the headline. The preamble now read as follows:

 

All members of the press have a duty to maintain the highest professional standards. This Code sets the benchmark for those ethical standards, protecting both the rights of the individual and the public's right to know. It is the cornerstone of the system of self-regulation to which the industry has made a binding commitment.

 

It is essential that an agreed code be honoured not only to the letter but in the full spirit. It should not be interpreted so narrowly as to compromise its commitment to respect the rights of the individual, nor so broadly that it constitutes an unnecessary interference with freedom of expression or prevents publication in the public interest.

 

It is the responsibility of editors and publishers to implement the Code and they should take care to ensure it is observed rigorously by all editorial staff and external contributors, including non-journalists, in printed and online versions of publications.

 

Editors should co-operate swiftly with the PCC in the resolution of complaints. Any publication judged to have breached the Code must print the adjudication in full and with due prominence, including headline reference to the PCC.

 

Perhaps the most notable amendment to the Code itself reflected the need for it to respond to changes in technology. Clause 3 (Privacy) was amended to state that 'everyone is entitled to respect for his or her private…correspondence, including digital communications'. The Clause was further tightened to prevent all photography of people in private places, irrespective of whether a long-lens had been used.

 

Clause 8 (Listening Devices) of the previous Code was subsumed into the previous Clause 11 (Misrepresentation) and its provisions expanded to prevent the interception of 'private or mobile telephone calls, messages or emails'. The Clause - which became Clause 10 (Clandestine devices and subterfuge) - read:

 

10. * Clandestine devices and subterfuge

i) The press must not seek to obtain or publish material acquired by using hidden cameras or clandestine listening devices; or by intercepting private or mobile telephone calls, messages or emails; or by the unauthorised removal of documents or photographs.

ii) Engaging in misrepresentation or subterfuge, can generally be justified only in the public interest and then only when the material cannot be obtained by other means.

 

Other Clauses were tightened in order to allow them better to respond to the particular ethical issues at their heart. Clause 9 (Reporting of Crime) now made specific the central point that relatives or friends of persons convicted or accused of crime should not generally be identified, 'unless they are genuinely relevant to the story'.

 

May 2005

Clause 12 (Discrimination) of the Code was expanded to cover discriminatory press reporting of transgender people. While the Commission had always considered that the Discrimination clause, in its previous form, gave protection to trans individuals, it was accepted that - following the Gender Recognition Act of 2004 - more specific cover should be given.

 

It was decided that the word 'gender' would replace 'sex' in sub-clause 12i, thus widening its scope to include transgender individuals. It now read:

12i) The press must avoid prejudicial or pejorative reference to an individual's race, colour, religion, gender, sexual orientation or to any physical or mental illness or disability.

 

August 2006           

Clause 5 (Intrusion into grief or shock) of the Code was expanded to cover the way in which suicide is reported. The new sub-clause reads:

 

*ii) When reporting suicide, care should be taken to avoid excessive detail about the method used.

 

October 2009

Clause 3 (Privacy) was amended to make clear that the PCC will take into account relevant previous disclosures made by the complainant:

 

i) Everyone is entitled to respect for his or her private and family life, home, health and correspondence, including digital communications.

 

ii) Editors will be expected to justify intrusions into any individual's private life without consent. Account will be taken of the complainant's own public disclosures of information.

 

iii) It is unacceptable to photograph individuals in private places without their consent.

 

Clause 4 (Harassment) was revised to require journalists in situations where harassment could become an issue to identify themselves if requested to do so:

 

i) Journalists must not engage in intimidation, harassment or persistent pursuit.

 

ii) They must not persist in questioning, telephoning, pursuing or photographing individuals once asked to desist; nor remain on their property when asked to leave and must not follow them. If requested, they must identify themselves and whom they represent.

 

iii) Editors must ensure these principles are observed by those working for them and take care not to use non-compliant material from other sources.

 

The public interest section has been amended to make clear that, when the public interest is invoked, editors will be required to demonstrate fully that they reasonably believed that publication, or journalistic activity undertaken with a view to publication, would be in the public interest:

 

 

Link to the PCC's decision on case studies complaints

http://www.pcc.org.uk/assets/111/PCC_Teachers_Resource_Pack_.pdf

A2 Media Regulation: understanding the Press Complaints Commission

If anyone believes that the Editor's Code of Practice has been breached, they can complain to the Press Complaints Commission who will decide whether or not there has been a breach.

For the exam, you need to understand the PCC before you can really get to grips with analysing its effectiveness. With that in mind, research the PCC as an institution, using the prompts below to ensure you have what you need...

- What does the PCC do?

- Who are the people that work for the PCC, and are they linked to the industry at all?

- How is the PCC funded?

- History- how long has it been in place, and what did it replace?

 

Please complete by Monday 10th March at the very latest to ensure you're on track!

Evaluation, and luck...

Hi all,

Good luck with getting everything finished off for Monday- everyone's work so far is looking wonderful so I can't wait to see the finished products.

Work hard (it's worth it), but don't panic...! It'll be worth it to relax on Monday night knowing you've done the best you could've done, so put the work in now while you can.

If anyone's panicking that they've lost the evaluation guide, I've copied it in below- email me on eveblakeman@gmail.com if you have any quick questions over the weekend.

Good luck, lovely people!

Miss B

Evaluation: 20 marks

Your evaluation is worth the same amount as your planning, which you worked very hard on. Therefore, you should make sure that you are giving this enough time to ensure you do not miss out on crucial marks through rushing it.

Your evaluation should be presented on a blog, but a separate blog to your research and planning. (In your blog homepage just select ‘new blog’).

You must try to incorporate other media- video, audio, web links, screen grabs etc. Consider perhaps an audio commentary- very effective and considerably better than blocks of writing! You might also do video or audio interviews with your audience for the feedback section.

Your evaluation must cover these four focus questions:

1.     In what ways does your media product use, develop or challenge forms and conventions of real media products?

2.     How effective is the combination of your main product and ancillary texts?

3.     What have you learned from your audience feedback?

4.     How did you use new media technologies in your construction and research, planning and evaluation stages?

Marking criteria for evaluation:

Level 4 16–20 marks

ü  There is excellent understanding of the forms and conventions used in the productions.

ü  There is excellent understanding of the role and use of new media in various stages of the production.

ü  There is excellent understanding of the combination of main product and ancillary texts.

ü  There is excellent understanding of the significance of audience feedback.

ü  There is excellent skill in choice of form in which to present the evaluation.

ü  There is excellent ability to communicate.

ü  There is excellent use of digital technology or ICT in the evaluation.

Breakdown of Evaluation focus questions:

1.     In what ways does your media product use, develop or challenge forms and conventions of real media products?

·         Look at all three texts, with a particular focus on the trailer, and how you met, developed or challenged conventions.

·         Consider both the conscious decisions you made in the design process, as well as the completed text’s effect on the audience.

·         You should refer back to the texts you analysed during the research and planning process, and how these informed your construction.

2.     How effective is the combination of your main product and ancillary texts?

·         Are your three products clearly linked? What visual clues inform an audience that these are advertising the same film? E.g. character, font, key prop, colour theme etc.

·         Do you think the trailer, poster and magazine cover combine to have the right effect on the audience/strike the right note? AUDIENCE FEEDBACK- results and reflections.

·         Refer back to planning (where you should have analysed trailer/poster combinations) and how this helped you to develop your own.

3.     What have you learned from your audience feedback?

·         AUDIENCE FEEDBACK: ask your target audience a series of open questions to encourage longer responses.

·         Reflections on the audience research you did as part of your planning, considering how this shaped your planning and final products.

·         Recent audience feedback- anything you learned about the way the audience ‘received’ your products compared to the way you intended? Most effective elements?

4.     How did you use new media technologies in the construction and research, planning and evaluation stages?

·         Reflect on how you used all elements of technology- internet, ppt, cameras, photoshop, video cameras, premiere, Facebook (for those who used it for audience research) etc…

·         How did you use them effectively?

·         Any new skills learned?

·         How did you solve any problems met?

 

Blog reminder

Hello wonderful people!

I'm conscious that we're getting to the sharp end of this project now so I wanted to remind you again that your evaluation must be a separate blog to all of your research and planning. The exam board asks for this, so if you've already started your evaluation on your original blog, you will need to set up a new blog URL and copy it over to this. On Monday I'll take down the addresses for these.

You are submitting your finished products on the evaluation blog too- it would make sense to post these as separate posts at the start of your new blog.

I hope you've all had a good break. See you on Monday!

Miss B