A Short History of Film.

Objective
To learn how changes in technology affect the way that films are made.

Task
Make a copy of the Google Presentation HERE.
Complete the slides by adding your researched facts, images and videos to the presentation.  Please ensure that you have thoroughly read rewritten your new facts in your own words. Copy and pasting from the web is not allowed at in GCSE coursework.

Presentation
Embed on your blog. Post title: A Short History of Film.

Checklist for assessment
New facts are correct and have been re-written in your own words. Spellcheck!
Images and video are interesting and relevant.
Layout of the slides enables easy reading.

Deadline
tbc

Key Media Terms Test - Set 1,2 and 3.

Set 1, 2 & 3.
• Type your surname first: Bloggs, Joe
• Check your spelling - ask me if you are unsure
• Make sure you answer every question

 Click HERE to take the test. That's it... easy-peasy.

Join the Quizlet 10b Ms1 revision class.

Join the Quizlet 10b Ms1 class.

Clicke here: http://quizlet.com/join/Kf2SCwb2c and use your Google account. Simple.

Media Terms Set 1,2 & 3 - Flash Cards

Revise sets 1, 2 and 3 for a test on Friday period 4.

Intertextuality

Go through the presentation slides to familiarise yourself with the concept of intertextuality. 

Objective
To further introduce the concept and uses of intertextuality.

Task 
1. Write an idea (the term is a treatment) for a music video.
Choose a song and look closely at the lyrics—ignore the current music video.
Decide upon the theme of the song—then look to other texts that would strengthen the idea(s) through intertextuality. Explain your reasons.

Presentation
Write your idea in a Google presentation with images.
Slide 1 - Presentation title and image
Slide 2 - Title and lyrics to the song

Slide 3 - Theme of the song or word within the song that make you think of other famous things. Include reasons why you have come to this conclusion.

Slide 4 - Other texts that could be used to reference this theme. If you are struggling to think of any more, just leave this out.
Slide 5 - Written treatment - outline / synopsis of how the music video starts. 
(those looking for As and Bs should be using camera language to describe the shots)

Checklist for assessment
Google presentation embedded on blog, music video treatment written up with images, an explanation as to how intertextuality has been used in the video idea.

Deadline
tbc



More intertextual references...

Key Media Terms Test - Set 2

Set 2.
• Type your surname first: Bloggs, Joe
• Check your spelling - ask me if you are unsure
• Make sure you answer every question

Click HERE to take the test. That's it... easy-peasy.

Media Terms Set 2 - Flash Cards

Deconstructing Camera Language - Paranorman

Objective
To understand the various different camera shot types that are used in a film.

Task
Look through the slides above to see an example of the task.
Choose a section of a film on Youtube. Go through the clip and screenshoot (cmd shift 4) the shots used.
Describe the shots used using your knowledge of camera language. Annotate all of the examples.

Presentation
Publish the Presentation and embed on your blog. Post Title: Deconstructing Camera Language
Size: Width 720 x Height 440

Checklist for assessment

Annotated shots, more than 3 slides, neat presentation and embedded on your blog.

Deadline

tbc

Camera Language - Angle

Objective
To understand the various different camera shot types available.

Task
Look through the slides above.
Make a copy of the  Camera Shots - Angle Google Presentation HERE and fill in the missing shots.

Presentation
Publish the Presentation and embed on your blog. Post Title: Camera Shots - Framing
Size: Width 720 x Height 440

Checklist for assessment

Shots in the correct place, neat presentation and embedded on your blog.

Deadline

tbc

Camera Language - Movement

Objective
To understand the various different camera shot types available.

Task
Look through the slides above.
Make a copy of the Camera Shots - Movement Google Presentation HERE and fill in the missing shots.

Presentation
Publish the Presentation and embed on your blog. Post Title: Camera Shots - Framing Size: Width 720 x Height 440

Checklist for assessment
Shots in the correct place, neat presentation and embedded on your blog.

Deadline
tbc

Camera Language - Framing (Distance)

Objective
To understand the various different camera shot types available.

Task
Look through the slides above.
Make a copy of the Camera Shots - Framing Google Presentation HERE and fill in the missing shots.

Presentation
Publish the Presentation and embed on your blog. Post Title: Camera Shots - Framing Size: Width 720 x Height 440

Checklist for assessment
Shots in the correct place, neat presentation and embedded on your blog.

Deadline
tbc

November Revision

Task: you are to take a revision quiz to see how well you have understood key areas of your Media Studies so far.

1. Enter your surname first, followed by your christian name. e.g. Adams, Thomas
2. Make sure you check your spelling as best you can.
3. Relax, this mark won;t go towards your GCSE grade.
4. Only take the test once.

Click HERE to take the test. That's it... easy-peasy.

Key Media Terms Test - Set 1

 Click HERE to take the test. That's it... easy-peasy.

Audience Involvement

Watch the presentation, then attempt the task below.
Task: Watch three clips from sci-fi, rom-com and horror films. Identify as many techniques of audience positioning as possible.
Screen shoot your findings (cmd shift 3) and post them to your blog.  Post title - audience involvement.

Extension task:  Using a still camera (or you phone) create a series of shots that demonstrate your understanding of the concept of audience positioning techniques.

Key Media Terms - Revise

Read and revise the ten terms in Set 1 of the Key Terms for a test - Tues p5.
The link is above, on the menu bar.
Please note!  You will be marked on spelling.

Playing with Narratives

Watch the slideshow below and then attempt the set task.



Look again at Emily's story...

Emily and the Dragon.
Emily was tired of watching wimpy princes trying to get rid of the local dragon, so she decided to have a go herself. Soon she came upon the dragon who was singeing the top of a freckle-faced boy's head.
Being a resourceful princess, Emily set a trap for the dragon and then tricked him into following her..
"You're just a silly girl, and even though it's hardly worth it, i'm going to toast you to a crisp and have you for pudding' boomed the dragon. Just then, the branches he was standing on gave way, and he fell down a very deep well, his fire put out once and for all.
Emily returned to the boy.
'What's your name?' she asked.
'Prince Matthew' said the boy.
'That'll do nicely,' said Emily. 'Where do you live?'
'In Happy-Ever-After,' he replied.
'That'll do nicely too,' said Emily.
And with that, she and Matthew rode off together to Happy-Ever-After.

Task: Re-tell the story using one or more of the subversions, it might help to visualise it as a film first. Change the original version so that the narrative no longer follows the same path.

Work directly into a new blog post.
Make sure you state which of the subversive narrative techniques you are using for your idea.

Narrative Subversions
Flashback - Where a section of the story is referred back to.
e.g. You could start the narrative in the middle of the story where Emily is just about to get eaten, then flashback to the beginning.  The audience might imagine that Emily really does get eaten, this would add interest to your film.

Flashforward - Where a section from the future of story is shown before it would normally happen.
e.g. Emily is seen laying branches and leaves over the well in preparation for the dragon.  She then wistfully imagines a future event, that of the dragon missing he well and gobbling her up.  She shakes her head to bring her back to reality and the job at hand.

Twist - Where part of the film (often the end) is shocking, unpredictable or stands out as being different from the audience’s expectations.
e.g. Prince Matthew turns out to be her brother.

Parallel narrative (Multiple protagonist) - Where the lives and stories of the characters move alongside each other. These protagonists may have separate goals, but their lives are linked in some way.
e.g. We see Emily getting ready for the battle (laying branches) intercut with the dragon preparing for the fight (breathing fire).  This could take place in a montage.

A Boy Named Sue - Extension task

eTask 1:
Watch the Johnny Cash clip of him singing at Folsom Prison.
Read the lyrics and then describe how the narrative fits into Todorov's theory.  Use stills from the video or Cash's life to enhance your presentation.

eTask 2:
Find more examples of songs that fit into this structure.

eTask 3:
Find a film or music star (Johnny Cash is a great example) who has had an 'interesting' life.  Seeif you can fit their story in to the theory.

Todorov’s Stages	Applied to...
1. Equilibrium
2. Disruption
3. Recognition of disruption
4. Attempt to repair disruption
5. Reinstatement of equilibrium

Task - Todorov's Narrative Theory

Copy and Paste the info below into a new blog post.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 
3 tasks.

1.  Read the mini-saga and complete the grid below.

Emily and the Dragon.
Emily was tired of watching wimpy princes trying to get rid of the local dragon, so she decided to have a go herself. Soon she came upon the dragon who was singeing the top of a freckle-faced boy's head.
Being a resourceful princess, Emily set a trap for the dragon and then tricked him into following her..
"You're just a silly girl, and even though it's hardly worth it, i'm going to toast you to a crisp and have you for pudding' boomed the dragon. Just then, the branches he was standing on gave way, and he fell down a very deep well, his fire put out once and for all.
Emily returned to the boy.
'What's your name?' she asked.
'Prince Mathew' said the boy.
'That'll do nicely,' said Emily. 'Where do you live?'
'In Happy-Ever-After,' he replied.
'That'll do nicely too,' said Emily.
And with that, she and Matthew rode off together to Happy-Ever-After.

Todorov’s Stages	Todorov applied to 'Emily and the Dragon.'
1. Equilibrium	We meet key character Emily and find out that she wants to kill the dragon
2. Disruption
3. Recognition of disruption
4. Attempt to repair disruption
5. Reinstatement of equilibrium

2. In pairs or small groups, identify each of the stages in a film you know well.

Name of film:

Todorov’s Stages	Applied to one of the films
1. Equilibrium
2. Disruption
3. Recognition of disruption
4. Attempt to repair disruption
5. Reinstatement of equilibrium

3. Think of your own simple narrative featuring a small girl or boy. Write a 50 word story
that follows Todorov's narrative structure.

(Title of your story)
(Write your story here....)

Todorov’s Stages	Applied to your story
1. Equilibrium
2. Disruption
3. Recognition of disruption
4. Attempt to repair disruption
5. Reinstatement of equilibrium