Y10 Media Minor Plan- Term 1

7/31/2019 Y10 Media Minor Plan- Term 1

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Lesson Lesson

Objectives

Lesson Plan Resources Homework

1 For all students

to reflect on the

many uses of the

media and

differences

between OLD

and NEW media

For all students

to reflect on

their own media

consumption

For all students

to watch the

original ipod

advert and be

exposed to the

media term of

branding.

For all students

to observe

teacher

modelling

deconstruction

1. Teacher led introduction tothe wiki as a collaborative

tool for notes, keynotes,

photos, embedded videos

etc.

2. Teacher led discussion ofold and new media forms

with mindmap on white

board. Students to copy

using Inspiration or similar

mind-mapping software.

www.esfmedia.com

www.esfmdiaforum.com

http://www.esfmedia.com/page/ipod+advert

Record a log

of all your

media

consumptio

n habits for

1 week and

be prepared

t share this

as part of a

class survey

next week.
http://www.esfmedia.com/http://www.esfmedia.com/http://www.esfmdiaforum.com/http://www.esfmdiaforum.com/http://www.esfmedia.com/page/ipod+adverthttp://www.esfmedia.com/page/ipod+adverthttp://www.esfmedia.com/page/ipod+adverthttp://www.esfmdiaforum.com/http://www.esfmedia.com/


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techniques

through a mis en

scene

deconstruction

of ipod advert

For all students

to recognise the

importance of

texts, audiences

and media

organisations via

recording the

media triangle

into their notes

2 To introduce all

students to the

vital pre-

production skills

of storyboardingvia reverse

engineering of

the ipod ad

To introduce

students to TV

advertising

1. Teacher led deconstructionof storyboard resources on

wiki page

2. Student led task usingstoryboard loose leaf

templates

3. Teacher led analysis ofJonathan Glazer adverts

with students using

template from Introductionto the full GCSE course.

4. Analysis to be completed onGoogle site

http://www.esfmedia.com/page/How+to+Storyboard

Storyboard templates (Spares can be found in D81 &

D82)

Jonathan Glazer adverts to be fund on Jonathan Glazer

compilation DVD (Kept in D82). Use of Levis and

Guinness adverts

http://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysis(See

attachment at bottom of page)
http://www.esfmedia.com/page/How+to+Storyboardhttp://www.esfmedia.com/page/How+to+Storyboardhttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/How+to+Storyboard


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All students to

have selected

one TV ad for

the purposes of

practising

deconstruction

skills.

For all students

to have set up

Google site

For all students

to be taught key

roles associatedwith the filming

of a TV ad

For all students

to have been

placed in one of

two groups for

future teacher-

led ipod advert.

5. Students to read Ning postwith examples of key roles.

Teacher to explain roles of

continuity, grip etc which

may be unfamiliar to the

class.

6. Teacher led grouping ofclass into two (dependent o

class size)

Google docs

http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-

class-practical-task(See for available roles)

http://www.youtube.com/watch?v=U7QA_MthtlU

http://www.youtube.com/watch?v=ALguEHV9VvA

(Role of continuity)

3 To introduce

students to some

audience

theories specific

to reception of

1. To introduce students tosome audience theories

specific to reception of

media texts

2. Teacher gives students a

www.esfmedia.com

Choice of reception theories- Maslows Hierarchy of

Needs, Henry Jenkins participatory Cultures, Blumler

& Katz- Uses and Gratifications theory, Effects debate-

Students to

continue

practising

editing of

You tube
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.esfmedia.com/http://www.esfmedia.com/http://www.esfmedia.com/http://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-task


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media texts

For all students

to have been

exposed to some

basic media

theory,

associated with

reception

For all students

to have

researched and

presented on

one mediatheory

For all students

to have

researched and

presented on

one advertising

strategy

To expose all

students to FCP

(&) via short

teacher led

introduction

selection of theories to

learn via web based

researchuse search tool in

www.esfmedia.com

3. Students present theirchoice of theories to the

class in short presentations.

4. Teacher led basic intro tousing FCP (version 7)

5. Students work in twos,selecting footage from You

Tube to re-edit. They should

try to make a serious scene

comical via their choice of

cuts.

Hypodermic Needles theory

Choice of advertising theories- Mass Herd appeal,

reason why advertising, USP, hard sell, drawing a

crowd (P.T. Barnham), postmodern advertising

techniques, sky writing, star personas etc.

Abby Wan to support in introducing FCP.

FCP (7) on i-Macs (May need additional i-macs from

other rooms to be transferred into teaching room)

www.youtube.com

Clips.

Teacher to

recommend

outstanding

editors to

have FCP

installed on

their

laptops.
http://www.esfmedia.com/http://www.esfmedia.com/http://www.youtube.com/http://www.youtube.com/http://www.youtube.com/http://www.esfmedia.com/


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For all students

to have

practised using

FCP (7) with

some basic

editing of the

razor tool and

IN/OUT

function.

4 For all studentsto complete

storyboard,

For all shot lists,

shooting

schedules and

any other

relevant pre-

production

materials to be

completed

1. Students to completestoryboard tasks startedtwo weeks ago (1hr max)

2. Students to choose secondpre-production planning

tasks in preparation for

iPod advert in next lesson.

3. Students to research theirrole and plan contribution

to next lesson.

http://www.esfmedia.com/page/Making+a+Difference+Week+2011

Plan role forproduction

in next

lesson

5 To enable

students to see

film protocol in

1. Break class into two groups.Group 1 to accompany the

teacher for 1hr and then

AW to support teacher in setting up equipment for

practical exercise. (This should include boom mics

etcAbby will take control of the sound)

Editors

capture

footage
http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011


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action via filmed

remake (reverse

engineering) of

ipod ad.

(Teacher led and

later student

led)

To emphasise

safety and a

professional

approach on set.

change to Group 2. IW to

supervise planning group.

From D82

2. Group not filming can editfootage on FCP taken from

random You tube video

clips.

Equipment from Abbys office (LED lights, DSLR

camera, tripod, reflector disc etc)

http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-

class-practical-task(See this for key roles)

(with help

of Abby to

convert)

and edit for

next lesson.

(Copy from

original

ipod advert)

6 To present two i-

pod adverts and

discusssuccesses/areas

for

improvement.

For each student

to have reflected

on their learning

from the ipod

advertisement

via the Ning blog

function.

For each student

to choose group

1. Show and comment on ipodadverts (teacher led

activity/ audio-visual task)2. All students to sign up to

NING site (if they havent

already done so) before

blogging on their learning

from the practical ipod

lesson. (Student led task)

3. Students to analyse andtake notes using examples

of Viral Videos and the role

of Visible Measures/social

curators in distributing

viral videos.

4. Students to form groupsand decide on roles. Group

http://www.visiblemeasures.com/adage

http://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-task

i-pod adverts (brought by students in digital file or

posted to google docs site)

Groups to

begin

visiting sitesfor filming.

(The

majority

will film ion

school but

by teacher

discretion,

some

students

will be

allowed to

film off site)
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://www.visiblemeasures.com/adagehttp://www.visiblemeasures.com/adagehttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://www.visiblemeasures.com/adagehttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-task


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(max of 4) and a

specific role to

be assessed as

(Director, editor,

sound or

cinematographe

r)

For each student

to make use of

Visible Measures

via Top 10 ViralAds.

For each studentto deconstruct

one ad each

from Visible

Measures as

preparation for

their own

proposal

For each group

to post proposal

for ad before theend of the

lesson.

work discussion to ensue

with brainstorm (possible

use of Inspiration for mind-

mapping)

5. Scribe from each group topost idea on NING forum.

7 To introduce 1. All students to download


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students to role

specific pre-

production

planning tasks.

To introduce all

students to Celtx

as an excellent,

all in one pre-

production

software suite.

Celtx (free app) and explore

use of pre-production

facilities. (Student led)

2. View shooting schedule,shot list, treatment andscripts from MaD week

2011. (Student led activity)

3. Director to create shootingschedule using Celtx

(Student led)

4. Cinematographer to createshot list or storyboard.

5. Sound designer to createdubbing chart or begin

experimenting with temptracks

6. Editor to either continuedeveloping skills via editing

exercises (researching any

special effects features e.g.

Use of green screen in D81

or D83) or laying out titles,

logos etc to be used in final

timeline.

www.celtx.com

http://www.esfmedia.com/page/

Making+a+Difference+Week+2011

8 For all students

to have

independent

experience of

shooting on set

1. Teacher led discussion-reminding students about

safety, use of equipment

and branding of tasksdo

students have a clear idea of

All equipment borrowed from the 8th Floor, (Abbys

office) which should be returned by the end of the

lesson.

A

continuation

of filming

when

equipment
http://www.celtx.com/http://www.celtx.com/http://www.celtx.com/


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in groups of no

more than four

how the advert will

represent their brand?

(15mins)

2. Students to collectequipment from Abbysoffice. (Some may have

collected beforehand on

Thursday is they are filming

off site)

3. Students to tell teacherwhere they will be filming

during the lesson so that

teacher can periodically

monitor progress.

is

available

Y10 Media Minor Plan- Term 1

Documents

Transcript of Y10 Media Minor Plan- Term 1