You have 4 Key Concepts to carefully consider throughout the course: MARI...
The clip below contains a mix of stereotype and countertype for you to consider. This show was broadcast in the pre-digital era on a mainstream channel, therefore it couldn't simply target 'older' people as its primary target audience. How does the use of countertypes and stereotypes widen the potential target audience for this show?
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Monday, 25 September 2017
Tuesday, 12 September 2017
TV DRAMA MEDIA LANGUAGE Class and Downton clips
Two short clips to look at, one 30-second trailer for Class (Season 4, BBC3) and ITV's Downton Abbey season 1 trailer (60 seconds).
CLASS, BBC3 SEASON 4 TRAILER
SOME WIDER CONTEXT:
(A) TWIST Like Class, is there a twist or 'hybrid' element? It adds Dr Who sci-fi to the school drama, yours can be outrageous too.
(B) CHARACTERS - decide on the age, gender and position (resident or worker, manager or owner) HERO - a resident or a worker/boss? VILLAIN/BULLY - a resident or a worker/boss? Male or female? Age? 3RD KEY CHARACTER - a sidekick, love interest, perhaps the boss/owner? Male or female?
(C) SCENES TO INCLUDE IN TRAILER You might have one longer scene, but include some shots from multiple scenes just as you'd expect a trailer to. Think about shots that help establish the setting; the nature of characters (eg angles, two shot); create some mystery.
DOWNTON ABBEY, ITV SEASON 1 TRAILER
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Shoes like Class arguably exist because of the high school/horror hybrid Buffy the Vampire Slayer, which also blended comedy and romance into its hybrid genre approach. We call an early influential example, almost a template for further efforts, an archetype.
Here's a longer Class trailer (the 19 seconds trailer is a teaser trailer) which should give you a better idea of how the show works.
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CLASS, BBC3 SEASON 4 TRAILER
SOME WIDER CONTEXT:
- a BBC3 (online via iPlayer youth [15-34] channel) sci-fi spin-off from Dr Who, but for YA audience (slightly older than Dr Who)
- here's a BBC summary
- there is lots of content, including fan art and other UGC, on this BBC page
- ...and the Wiki.
- Skip to the bottom for more videos which help put Class in context
NEW DRAMA STORYBOARDING TASK: BBC3 is a youth (15-34) channel. BBC4 goes for an older, upmarket audience, and is launching a new drama series called Home, about the goings on in a retirement ('old folks') home. Your job is to come up with a storyboard of at least 12 shots for a trailer that (1) sets the scene (2) introduces 3 key characters (3) one of which is a terrifying bully. EXTENSION: If you have time, you can also add notes on the non-diegetic music you would use; how costume or props would signify or connote [symbolize] character; and any transitions or SFX you might use.YOUR BBC4 DRAMA - QUICK DECISIONS TO MAKE:
(A) TWIST Like Class, is there a twist or 'hybrid' element? It adds Dr Who sci-fi to the school drama, yours can be outrageous too.
(B) CHARACTERS - decide on the age, gender and position (resident or worker, manager or owner) HERO - a resident or a worker/boss? VILLAIN/BULLY - a resident or a worker/boss? Male or female? Age? 3RD KEY CHARACTER - a sidekick, love interest, perhaps the boss/owner? Male or female?
(C) SCENES TO INCLUDE IN TRAILER You might have one longer scene, but include some shots from multiple scenes just as you'd expect a trailer to. Think about shots that help establish the setting; the nature of characters (eg angles, two shot); create some mystery.
DOWNTON ABBEY, ITV SEASON 1 TRAILER
...
Shoes like Class arguably exist because of the high school/horror hybrid Buffy the Vampire Slayer, which also blended comedy and romance into its hybrid genre approach. We call an early influential example, almost a template for further efforts, an archetype.
Here's a longer Class trailer (the 19 seconds trailer is a teaser trailer) which should give you a better idea of how the show works.
...
Wednesday, 6 September 2017
Tuesday, 5 September 2017
MUSIC VIDEO Miley Cyrus task
We will explore and discuss one example as a class, and your task will be to summarise your findings on a PowerPoint for the lesson on Friday 8th September, including screenshots to illustrate. Homeworks will usually be for Tuesdays.
You have two weeks to complete/improve your summer work, submitting for Tuesday 19th September lesson, applying learning from Miley and other examples (as PowerPoint or Word).
The following 5 steps are one simple, quick way of exploring a music video. You should see the link to the Key Concepts (MARI). There is much more you could also consider, and there should be plentiful use of precise terminology as you go.
STEP 1: BASIC MEDIA LANGUAGE
As we view, shout out if you see a shot type or angle we have not seen yet. Make a note, including the timing, so you can easily get a screenshot.
EXTENSION: can you link this to any of Andrew Goodwin's points? (He wrote a book in which he set out the features of media language that defines the music video format - you have notes on this)
STEP 2: ASSESSING THE MEDIA LANGUAGE
What is typical about the media language we've seen in this video? [Again, it will boost your grade to draw on theory such as Goodwin's] What media language do we think is typical of music videos?
Is there anything that is unusual (atypical) for the music video format?
Does it make any difference to the media language if we think more about genre?
[As part of your homework, count the number of cuts in the video EXTENSION: work out how many cuts that makes per 60 seconds. HINT: Convert 3:41 to seconds]
STEP 3: WHO IS THE AUDIENCE?
Remember to use your handouts to keep key terms/concepts in mind (eg uses and ...? theory)
Who do you think is 'the' audience, and why? [Think about why I've written 'the' audience, and be specific with your evidence]
STEP 4: STEREO/COUNTERTYPE OF GENDER?
Is this stereotypical, counterypical ... or both?
Would a feminist approve?
EXTENSION: Would a post-feminist approve?
Are there other aspects or themes of representation you want to raise?
STEP 5: WHAT IS VEVO?
Explain clearly who/what this is.
What terms can you use from your film work to help explain the company types? Use these again to denote (state) and explain the type of record label or distributor that Miley Cyrus is signed to.
OPTIONAL STEP 6: CAN YOU IMPROVE NOTES BY MAKING LINKS BETWEEN TOPICS?
Now you have considered some key aspects of the video you might be able to improve, extend your earlier notes and analysis.
Perhaps you can see themes you'd like to write about under your own heading, not the simple single Key Concept-linked headings I've used.
Ultimately you will be submitting 12 pages of evidence which samples or summarises your research AND pre-production work (location scouting, drafting, costume, make-up, audience feedback etc). You don't need to immediately start on laying out beautiful Word documents (PowerPoint may help you to produce good notes quicker) - focus on building up well-evidenced/illustrated research that you will be able to adapt.
Over to you...
...
You have two weeks to complete/improve your summer work, submitting for Tuesday 19th September lesson, applying learning from Miley and other examples (as PowerPoint or Word).
The following 5 steps are one simple, quick way of exploring a music video. You should see the link to the Key Concepts (MARI). There is much more you could also consider, and there should be plentiful use of precise terminology as you go.
STEP 1: BASIC MEDIA LANGUAGE
As we view, shout out if you see a shot type or angle we have not seen yet. Make a note, including the timing, so you can easily get a screenshot.
EXTENSION: can you link this to any of Andrew Goodwin's points? (He wrote a book in which he set out the features of media language that defines the music video format - you have notes on this)
STEP 2: ASSESSING THE MEDIA LANGUAGE
What is typical about the media language we've seen in this video? [Again, it will boost your grade to draw on theory such as Goodwin's] What media language do we think is typical of music videos?
Is there anything that is unusual (atypical) for the music video format?
Does it make any difference to the media language if we think more about genre?
[As part of your homework, count the number of cuts in the video EXTENSION: work out how many cuts that makes per 60 seconds. HINT: Convert 3:41 to seconds]
STEP 3: WHO IS THE AUDIENCE?
Remember to use your handouts to keep key terms/concepts in mind (eg uses and ...? theory)
Who do you think is 'the' audience, and why? [Think about why I've written 'the' audience, and be specific with your evidence]
STEP 4: STEREO/COUNTERTYPE OF GENDER?
Is this stereotypical, counterypical ... or both?
Would a feminist approve?
EXTENSION: Would a post-feminist approve?
Are there other aspects or themes of representation you want to raise?
STEP 5: WHAT IS VEVO?Explain clearly who/what this is.
OPTIONAL STEP 6: CAN YOU IMPROVE NOTES BY MAKING LINKS BETWEEN TOPICS?
Now you have considered some key aspects of the video you might be able to improve, extend your earlier notes and analysis.
Perhaps you can see themes you'd like to write about under your own heading, not the simple single Key Concept-linked headings I've used.
Ultimately you will be submitting 12 pages of evidence which samples or summarises your research AND pre-production work (location scouting, drafting, costume, make-up, audience feedback etc). You don't need to immediately start on laying out beautiful Word documents (PowerPoint may help you to produce good notes quicker) - focus on building up well-evidenced/illustrated research that you will be able to adapt.
Over to you...
...
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