11 describe vs analyse
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This document provides guidance on writing strong Point, Evidence, Explanation (P.E.E.) paragraphs to analyze representations of gender in film. It instructs the reader to write P.E.E.s with an underline in colored pencil, defines what a point, evidence, and explanation are, and provides examples of stronger and weaker P.E.E. analysis with a focus on terminology, evidence, and explanation. The document also includes notes on areas to focus writing and criteria for marking P.E.E. analysis, focusing on use of examples, terminology, and clear analysis of how technical aspects construct representations.
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10 vocabibz10
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The document discusses developing an understanding of regional identity stereotypes through analyzing the micro-elements in the TV show "Doc Martin". Students are asked to watch episodes twice and take notes on how various micro-elements either conform to or subvert stereotypes about rural/urban and country/city identities. Examples given include the rural production design conforming to stereotypes of sparse population, while Doc Martin's southern urban accent and impatience initially conform but may later be subverted.09 final revision lesson
09 final revision lessonibz10
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Okay teams, get into pairs and decide who goes first. Remember the rules - no mentioning the word or micro-element directly. Good luck!08 final tv drama revision session
08 final tv drama revision sessionibz10
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The document provides guidance for a final exam on TV drama revision. It includes sections on writing down dos and don'ts for the exam, discussing high and low camera angles through example slides, anagrams and microelements identification, editing techniques like stereotypes conveyed through shots, and sound design choices like diegetic and non-diegetic music. The document offers content for reviewing key concepts and techniques in television drama.06 sexual identity in tv drama
06 sexual identity in tv dramaibz10
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This document discusses representing sexual identity in TV drama. It provides examples of stereotypical and non-stereotypical representations of gay men, straight men, lesbians, and straight women in TV shows. Students are instructed to analyze how sexual identity is portrayed through four micro elements: appearance, speech, occupation, and behavior. They will watch TV show clips and analyze the representations using these micro elements. The lesson aims to understand how sexual identity is commonly and alternatively depicted in media.05 regional identity
05 regional identityibz10
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This document discusses regional identity and stereotypes in the United Kingdom. It begins by defining regional identity as being connected to both the country and region one lives in, on a smaller scale than national identity. It then lists common stereotypes associated with different regions of the UK, such as Scots being money-obsessed and drinkers, Welsh people living rurally and being rugby fans, and Northerners being poorer and more working class than Southerners. The document encourages analyzing these stereotypes and considering where they come from and how individuals may subvert them.04 ethnicity revision day
04 ethnicity revision dayibz10
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The document outlines rules for a game to be played in pairs where participants cannot say a specific word or micro-element and the pair with the most correct answers wins a prize. Each pair will play twice with a member from the other team observing to prevent cheating. The rules specify 30 seconds per pair and that the member observing should stand over the pair's shoulder.03 editing disability
03 editing disabilityibz10
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This document provides guidance for revising to improve analysis of representations of disability in TV drama. It includes focusing on using the PEE structure, improving use of terminology and evidence, and using more analytical language. It discusses stereotypes around physical, mental and able-bodied representations. Examples of characters with disabilities in TV are given. The document also provides guidance on analyzing micro-elements like cinematography, mise-en-scene, sound and editing in exam responses.02 gender
02 genderibz10
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This lesson aims to analyze representations of gender within TV drama extracts. Students will watch an extract from Primeval four times, analyzing it using a worksheet to discuss how camera shots, editing, sound, and mise en scene construct gender representations. They will discuss camera techniques, editing, sound, and visual elements and how they represent gender without notes on the first viewing, and with notes for subsequent viewings.07 rep of social class
07 rep of social classibz10
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The upper class would typically be represented through editing, sound, mise-en-scene, and cinematography as follows:
Through editing, the upper class would be represented using techniques like graphic matches and eyeline matches to show their refined manners and lifestyle. Their dialogue would be represented through sound as being well-spoken and proper. Mise-en-scene would show their lavish homes filled with fine furnishings and their elegant clothing. Cinematography would frame them in wide shots set in expansive landscapes to depict their wealth and status through the environments they occupy.Music intro lesson
Music intro lessonibz10
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The document discusses how digitalization has impacted the music industry. It provides context about Section B and the assessment requirements. Some key points:
1) Digitalization has both benefited and harmed the music industry by enabling portable music formats but also piracy.
2) Students will be assessed on their knowledge and analysis of contemporary issues in the music industry, use of examples and evidence, and industry terminology.
3) Important websites are listed to stay informed on current topics in music and digital media.Student handout
Student handoutibz10
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The document discusses marketing and promotion of media products. It covers traditional marketing techniques, new digital marketing through technology and social networks, and how digital distribution has affected marketing and consumption. Target audiences and production are also mentioned as areas to cover.Sony lesson 2012
Sony lesson 2012ibz10
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This document provides an overview of the global music industry and Sony's role within it. The three main points are:
1) Sony is a major record label and conglomerate that dominates the global music industry through its network of subsidiary labels covering various genres and audiences.
2) As a conglomerate, Sony benefits from cross-promotion opportunities across its various media properties, allowing it to effectively market and distribute its music.
3) While digitalization has threatened Sony's dominance, its size and ownership of hardware/devices helps it maintain power, though independent labels have more opportunities in the shifting landscape.Sony company
Sony companyibz10
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This document discusses the music industry and is organized into three main sections: production, distribution, and marketing/promotion. It examines the different aspects of the industry and how piracy has impacted various parts of the business model. Strategies for combating piracy are also mentioned.Revision powerpoint
Revision powerpointibz10
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The document discusses four key areas of the music industry: production, distribution, marketing/targeting audiences, and consumption/exchange. It does not provide any details about each area. The areas are listed but the document consists only of headings and does not contain any explanatory text or examples about the music industry topics.Planning stages anaswer
Planning stages anasweribz10
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The document defines four stages of the music industry: production, which is the process of making and recording music using studios and software; marketing/targeting audiences, which is how music and artists are promoted to different target audiences; distribution, which is getting the music to audiences through physical CDs, downloads, or streaming; and consumption and exchange, which is how audiences access and share music through personal use, streaming, or downloading.
Piracy and mock
Piracy and mockibz10
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Here are some key ways that independent labels combat piracy:
- Focus on building relationships with fans through social media, live performances, etc. This encourages fans to support the artists directly.
- Release music digitally quickly after recording to minimize pre-release piracy. Quick releases satisfy demand legally.
- Partner with digital distributors like Tunecore to get music onto streaming platforms like Spotify, helping generate legal streams and sales.
- Educate fans about the importance of paying for music to support the artists they love. Fans are more likely to pay when they understand the impact.
- Watermark or fingerprint tracks to help identify sources of leaks, helping take legal action against large pirate sites. Music week 3
Music week 3ibz10
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The seating plan arranges students in rows with some listed individually and some in pairs or groups. Elaine, Jovan, and Dominic have individual seats while Lemar and Micheal as well as Luke, Chelsie, and Jordan are listed together. The rest of the students including Henry, Yan, Segun, Ellen, and Keano are grouped without being paired specifically.Music intro lesson
Music intro lessonibz10
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The document discusses how digitalization has impacted the music industry. It provides context about Section B and the assessment requirements. Some key points:
1) Digitalization has both benefited and harmed the music industry by enabling easy sharing but disrupting traditional business models.
2) Students will be assessed on their understanding of how digitalization affects both audiences and institutions in the music industry.
3) Important websites are listed to stay informed about current issues and developments.11 describe vs analyse
- 1. L3 – write strong P.E.E. L4 – analyse P.E.E. with a focus of editing and understand a range of representations in gender
- 2. • Which is better and why?
- 3. Describe Vs. Analyse ‘At the beginning of the extract it shows a guy talking to a woman. The woman obviously has no money so cant buy the dress. The cinematography makes the shop assistant seem more powerful. Then the woman says ‘how much for the dress?’ and the shop assistant tells her, but in a harsh way and looks down on her which tells us he is more powerful.’
- 4. Describe Vs. Analyse ‘Gender is represented through the use of cinematography. The use of an high angle over-the-shoulder connotes weakness which illustrates the female character in a stereotypical way.’
- 5. Describe Vs. Analyse ‘Gender is represented through the use of cinematography. The use of an high angle over-the-shoulder connotes weakness which illustrates the female character in a stereotypical way.’ Write out this P.E.E. and underline in coloured pencil P = Your point. E = The evidence. E = What effect does it have on the audience?
- 6. Describe Vs. Analyse ‘Gender is represented through the use of cinematography. The use of an high angle over-the-shoulder suggests weakness which illustrates the female character in a stereotypical way.’ What are the white words? P = Your point. E = The evidence. E = What effect does it have on the audience?
- 7. My writing focus is… • Use P.E.E. structure – L3 • Improve my use of terminology / evidence – L3 • Improve my explanation – does the stereotype conform or subvert? – L4 • Use more analytical language – L4
- 8. Analysis/Explanation Marking Criteria Clear analysis of how the technical EX aspects are used to 20 construct the particular representation Understanding of the constructed nature of representation Use of Examples Consistent evidence from the extract offered. Offers frequent EV 20 relevant examples from the extract Terminology Frequent and Accurate use of media terminology T 10
- 9. Marking Criteria Point Editing is used to represent gender. In this sequence an eyeline match of cuts from as close Evidence up of the male character’s eyes to a long shot of an attractive female is used. EV T Explain This reinforces the stereotypical representation of a heterosexual masculine male as this EX suggests he is attracted to the woman.
- 10. Editing Sound Weakest area of analysis. Some candidates Was tackled well by some but too much making no reference at all. focus on dialogue. Stronger responses discussed the use 180- Clear distinction between diegetic and degree rule and continuity editing. non-diegetic sound by some candidates. These candidates also referred to eyeline matches, shot reverse shot, simultaneous Need to address use of music in more action and use of ellipsis. detail-tempo, pace, sound bridges and link Also some discussed the pace of editing to specifically to representation. represent age Mise-en-scene Cinematography Often very well discussed but at times too Well handled by most with the most much focus on this area. Some entirely confident use of terminology in this focused on mise-en-scene area. Concentration on clothing and props but little exploration of lighting. Problems for some in just identifying camera shots/angle/position and not linking this to the construction of Must link to how it constructs representation. representation.
- 11. The Hustle Clip • Brain storm notes on board • L3 2 clear PEES • L4 2 clear PEEs discussing range gender / masculinity & feminity, one of which is editing
- 12. Edmodo - am7v5t • Edmodo