Section 1 (1.5 hours) Task 1: Read over page 133 - 136 and compare your responses from Homework to the example response sections in Pink, and the yellow comments. Task 2: Using the Pink examples responses, identify findings in both your research and the 2016 OFCOM report that focus on Q3 and Q4:
Issues and debates (concerns surrounding the impact on content or effects on audience) around production & consumption
Impacts on production and consumption
Trends and predictions for the future
Some things we identified in class & for you to consider some in your responses to Q3 and 4 (based on Youtube/TV/Video): Production
What is popular on social media get made - saturated with the same thing, lacks diversity or quality.
Who and what is popular on Netflix, youtube, apps etc?
What is the appeal of social media over older forms, and why is this different between Tweens/Teens and Children? (Uses and Gratifications)
Proliferation, everyone has a mobile or ipad so anyone can produce own media for social media sites.
Regulation - are 'voluntary codes' effective in protecting children from obscene, inappropriate or radicalising content? Relies on users to report age -appropriate content. What about comments section though?
Consumption
Does social media make us desensitised to violence or offensive comments? Does it have an impact on how we see the world (Cultivation Theory)
OR Does social media and clickbait make children develop more critical thinking so they can self regulate/make informed decisions themselves?
Parental attitudes to social media vs older, more heavily regulated media like TV and games.
Ethical/Legal - copyright infringement or fair use? Desensitised to having to pay for subscriptions or viewings.
Task 3: Mind Map these out as per the 'now try this section' at the bottom of the page to find the evidence to some of this up. Task 4: Collect more evidence/secondary research if necessary Section 2: (2.5 hours) Task 5: Make corrections and improvement to your feedback essays, by editing in the responses to the questions and guidance in RED within the correct places in your original essay. Task 6: Update your 4 x sides of A4 with your hypothesis, hierarchy of findings, executive summary of the 2016 Report and bullet point outline of the relevant findings stats and quotes (at least 12) your 6 research methods. Make sure you include the references for your sources.
Tutor-led
introduction:
An overview of the unit in terms of the topics to be covered and the
requirements for the external examination. Objective:
select an appropriate digital media product based on experience in production units, skills developed and resources available to produce an effective digital media product
understand how you will create and source your assets and considerations needed in terms of copyright, clearance etc.
practice the skills required to undertake the external examination through the Mini Project (2 weeks).
Individual
activity:
Select a media product based on your prior experience in the
production units of this course.
You will need to make an informed decision as
to what area would be the best for you to choose to match the skills that you have built so far.
Your-Identity
Your identity and personal information are valuable. Criminals can find
out your personal details and use them to open bank accounts and to get
credit cards, loans, state benefits and documents such as passports and
driving licences in your name. Criminals commit identity theft by stealing
personal information. This is often done by asking someone to open an
email requesting personal details. Often these emails look like they come
from a trusted source, but the source itself may be part of a scam. Personal
details may also be obtained by criminals who access social networking and
communication sites, and once again this can lead to identity theft. Anyone
can be affected by identity theft. This kind of fraud can seriously affect your
personal financial circumstances, as well as costing the government and
financial services millions of pounds every year. If your identity is stolen,
you or your family may have difficulty getting bank accounts, student loans,
credit cards or a mortgage until the matter is resolved.
A campaign has been launched by Your-Identity, a government agency that
will help young people to appreciate the growing problem of identity theft.
Providing information about identity theft through social networking sites
will alert young people to this growing problem. Your-Identity wants you
to make a media product that will alert young people to the problem of
identity theft. Your media product can be in any style or genre.
You must choose which medium you will use to create your media
product and begin creating, sourcing and preparing the materials you
will need in preparation for the supervised assessment period.
You may choose ONE brief from the following:
Brief 1: Video promotional product Your-Identity wants you to produce a video advertisement that will inform your chosen target audience of young people about the dangers of identity theft. The product must be no longer than 1 minute. Your- Identity is happy for the video advertisement to be produced in whatever style you think would be suitable for the target audience. You will need to include in your video advertisement:
own camerawork to include tracking and panning techniques
a minimum of two scenes containing three camera ‘set-ups’ per
Brief 2: Audio promotional product Your-Identity wants you to produce a radio advertisement that will inform your chosen target audience of young people about the dangers of identity theft. The radio advertisement must be no longer than 1 minute. Your-Identity is happy for your audio product to be produced in whatever style you think would be suitable for the target audience. You will need to include in your radio advertisement:
own recorded material including at least one interior and one
exterior recording
sound effects
voiceover
music
editing techniques: mixed music and fades with no dead air.
Brief 4: Digital e-magazine Your-Identity wants you to produce a digital e-magazine that will inform your chosen target audience of young people about the dangers of identity theft. The product must be no more than a cover and a two page spread. Your-Identity is happy for your digital e-magazine to be produced in whatever style you think would be suitable for the target audience. You will need to include in your digital e-magazine:
own images (at least two images)
titles for a cover and feature article
copy for articles
integrated text and image layout
ability to scroll and turn pages.
Task 1: Using your portfolio content, carry out a skills audit by reflecting on their strengths and weaknesses. Present this to the class with examples from your portfolio
a SWOT (strengths, weaknesses, opportunities and threats) analysis
reflecting on which production units they have enjoyed most
reflecting on marks and feedback from activities carried out in other production units
a consideration of the media products that you are most familiar with
a consideration of the area of the media industry in which you might wish to seek employment.
Task 2:Mini Project - Identity As a class: Brainstorm and mindmap creative ways of interpreting the concept of identity and identity theft on social media and ways young people are exposed on line. http://www.mirror.co.uk/news/uk-news/teenagers-identity-stolen-life-taken-6383437 Take part in a discussion on the consequences, or associations with identity theft Individually: 2.1 Highlight key points in the brief and annotate your initial thoughts/comments in relation to purpose, audience, style or genre 2.2 Find existing at least 3 examples of related campaigns aimed at this audience for government PSAs or charities, or any other projects related to the concept of identity https://www.cyberaware.gov.uk/
2.3 Evaluate the approach, style and effectiveness, and note down any ideas or influences you could use. 2.4Brainstorm 3 ideas surrounding the concept of identity as a Individual response to the brief 2.5 Select your best idea (it must be unique!). Rough draft of e-magazine, video storyboard, mood board, radio script
Copyright: the exclusive legal right, given to an originator or an assignee to print, publish, perform, film, or record literary, artistic, or musical material, and to authorize others to do the same.
Licensing: grant a license to permit the use of something or to allow an activity to take place. Attribution: acknowledging the author of a work. It most often requires the person’s name with the copyright symbol, and a link back to the source. Public Domain: the state of belonging or being available to the public as a whole, and therefore not subject to copyright (be sure to check public domain status in each country.)
Task 4: Production Plan In Teams based on Brief (max of 3's), use Popplet to create a group mindmap and collect links/examples and a catalogue of sources.
What do we mean by assets?
What assets are required to fulfil your ideas for the brief - identify them?
How
they will create assets?
How and where will your source assets?
How are sourcing or creating assets impacted in terms of copyright, clearance etc.
Task 5: Individually complete your production plans, with investigation
of copyright and clearance
Minimal consideration of the information in the article, with
pointless reference made to own research sources
Partial/incomplete understanding and following of the topic,
considering the information in the article, with some purpose in references
made to own research sources
The topic has been understood and interpreted, considering the
validity of information in the article, with detailed references made to own
research sources
The topic has been fully understood and interpreted, considering the
validity of information in detail, with references made to own research
sources that support response with specific examples
Minimal connections made to media debates occasionally related to the
topic of the article
Few connections made to media debates relevant to the topic of the
article
Consistent connections made to media debates relevant to the topic of
the article
Detailed and precise connections made to media debates directly
relevant to the topic of the article
Basic understanding of outcomes of research
Some understanding of the significance of the outcomes of research
Sound understanding of the significance of the outcomes of research
Full understanding of the significance of the outcomes of research
