Mediabox-Money.

Mediabox offers those aged 13-19 living in England grants to make creative media projects for film, television, radio, online, print and multi media platforms.

Click the title 'Mediabox-Money' for more.

T Biggs Mills -yr13

So, you think you are talented?

Here's an interesting opportunity for those keen to work in media. T4 are offering you the chance to work as a photographer/journalist/music video director/fashion tailor/presenter or rapper.

You need to be over 16. For more info and the details of how to apply before SUNDAY, OCTOBER 7TH click on the title 'So, you think you are talented?'.

DW

The Scarlatti Tilt-

This is the story we used in lesson to examine some theories of audience.

"It's very hard to live in a studio apartment in San Jose with a man who's learning to play the violin." That's what she told the police when she handed them the empty revolver.

Below is a variation of the 'riddle' we used.

A man and his son are driving in a car one day, when they get into a fatal accident. The man is killed instantly. The boy is knocked unconscious, but he is still alive. He is rushed to hospital, and will need immediate surgery. The doctor enters the emergency room, looks at the boy, and says..."I can't operate on this boy, he is my son." So, the question is, how is this possible?

Click on the title 'The Scarlatti Tilt' for a link to a booklet about Audience.

JUNE 7TH -YR 12 EXAM

Action/Adventure
Remember that the key factor is that the sequence should always be a setpiece with action, enabling analysis of the five key elements of camerawork, editing, mise-en-scene, special effects and sound.

NMT
You need to have a good up-to-date working knowledge of the key issues involved in new media technologies. You need to be able to refer to actual examples to support your points.

(Click on the title 'JUNE 7TH -YR 12 EXAM' for an excellent site.)

Good Luck

DW

You blog don't you?

Now that you are regulary checking in to this blog I think it might be time for you widen your blogging experience.
As with all web based activities there is a wide gap between the best and worst blogs out there.
The University of Warwick’s blogging system is one that I can highly recommend. Michael Walford from the Centre for Lifelong Learning at Warwick has a blog that is of particular use to year 12 and 13 Media students. Click the title 'You blog don't you' for more.

DW

The Must Knows.

This new 'MUST KNOW' section is in response to some queries I have had about definitions of Key Terms.

'Audience' is the term used to mean the people who watch, read, buy, listen to, or use a media product.
In studying the media it is necessary to think about audiences. Many of the institutions in charge of the world’s media will go to great lengths to work out how you, as an audience, function and what you want. A course like this gives you a chance to understand the importance of audience and its impact on the way films and music and many other things are created in today’s world. Looking at the 'target audience' for a media product means looking at those people that its makers think will watch/buy/use it.

Institutions' is the term used to mean the companies who are reponsible for creating media products. So this includes, film companies, record labels, magazine publishers and so on.
The Media does not exist of its own accord. Films, magazines, adverts, radio, the music you listen to - all are created by colossal institutions. Some of these are arguably more powerful in this world than governments. Many have a massive influence on how you encounter information and what you think of major events taking place in the world at the moment. When we look at this area there are certain questions that should be asked:
• how do these institutions operate?
• who owns them?
• what influence do they have?

Why it is important to study institutions
When thinking about a media product it is important to understand the people that have input into its creation. Mostly, media companies are driven by money, but they may have other intentions. For example, they may seek to educate us, or influence us to think in a certain way, or even buy certain products. Knowing that a particular institution is behind a particular product may be important. Branding tells us that we will like, or dislike a product.
So by studying institutions we learn to expect different things from the BBC than Sky Television.

Representation Sometimes you will come across people of your age represented quite controversially in a range of media texts. You need to look no further than the nearest soap opera to see your age being screened to millions in a way that you may find offensive or patronising. Through looking at representation, you are given a chance to see how media people - most of them decades older than you - depicts people of your age. Is their representation fair?

Why representation isn't simple
When considering representation it is important to consider these points:
• is the representaion based on reality? Or are stereotypes relied on?
• does the way certain groups are represented alter how audiences think of them?
• to what degree will the representation of certain groups be accepted by the audience?

D White