NEW BRIEFS NEW GROUPS Katie, Georgia, Tommy - Cross Media Megan, Poppy, Lucy - Cross media John, Chloe, Jess - Music video Ben, Jack, Rio, Shannon - Film clip - horror
Toby, Joe, Chris - Opening of film superhero Reagan, Daisy, Demi, Alannah - music magazine Amy, Kyra - magazine Jimmy, Stephen, Leia, Leah, Ellie - Cross media Holly, Annabel, Bonnie, Emily - clip from a tv programme I will help each of you with your individual projects and you will all have to cover all areas of production:
TASK LIST - Must include research into the key media concepts - Forms and Conventions, Audience, Institution and Representation First two weeks research and planning (up to half term) 30 marks
production diary - October 1st today we .....
powerpoint set up with lots of brainstorm ideas of similar products - ie magazines, film genres etc
when you've decided on your project you must annotate forms and conventions of your chosen project ie magazine contents pages,
other film trailers etc and analyse them
when you've narrowed down your idea you need to look at your competition and ppt it
questionnaire for your audience of all your ideas, names, style etc, survey monkey
who is your audience and what do they want? How will you incorporate their ideas into your final product.
what kind of institution would produce your media project? What other products does that media company produce?
how will your locations and characters be represented? How will they come across?
flat plans (drawings), pictures of ideas, settings, characters
shooting schedules
look and style, logos, colours, themes etc
Treatment - when approved by Miss Brookes write a treatment of your idea
- Production 60 marks - Evaluation of finished product 30 marks (finish by Christmas) You will all get similar marks for your production but your contributions will be judged in terms of research and planning and your evaluation will be individual too.
p18 WELCOME BACK MEDIA MEISTERS!!! HOPE YOU ALL HAD SOME FUN AND RESTED THIS SUMMER HOLIDAY. NEXT TWO WEEKS:
Finishing controlled assessments (what's that?) Your Levi's essay. Remember to keep referring to gender representations. These will be marked and you will be able to make improvements on these.
Finishing your powerpoints and clothing adverts.
I WILL THEN OFFER YOU A SERIES OF BRIEFS TO CHOOSE FROM AND YOU WILL LET ME KNOW WHICH YOU PREFER AND WHO YOU WANT TO WORK WITH. WE WILL THEN BEGIN THESE PROJECTS. THEY WILL BE IN THE SAME STRUCTURE AS THE ADVERTISING PROJECT - RESEARCH, PLANNING, PRODUCTION AND EVALUATION. USE LIST BELOW AS A CHECKLIST FOR EVERYTHING YOU NEED TO HAND IN FOR THE LEVI'S PROJECT. HOMEWORKS SUMMER TERM DUE EVERY WEDNESDAY ON MY DESK OR STUDYWIZ I CAN'T STRESS HOW IMPORTANT IT IS THAT YOU WRITE ABOUT EVERY STAGE AND WHAT IT HAS TAUGHT YOU 13th June - Analysis of survey monkey and Planning my advertisement
Make sure you research brand names and slogans and show which ones you prefer why you like them add this to your powerpoint 20th June - Flat plans, slogans and branding campaign 27th June - Shooting schedule, practise photos 4th July - Complete adverts 18th July - Controlled assessment
FASHION COURSEWORK - YOUR POWERPOINT MUST INCLUDE RESEARCH, PLANNING, SHOOTING SCHEDULE, FINAL ADVERT AND EVALUATION PRINT OFF AND HAND TO MISS.
Please start a powerpoint which will contain a number of slides of research, planning and then creating your own fashion campaign. In this project, you shall be working individually. Gender representations and stereotypes
Failing to accept ourselves for who we are can cause enormous problems. Wanting to be muscle-bound like Joey or slim like Susie could get us into trouble if our body type doesn't conform to these images. But stereotypes are more subtle than muscles and body weight. Masculine and feminine images that are portrayed in media also project their own psychological mystiques. As we grow up, our culture influences us through these images - usually without us realizing it.
REMEMBER TO WRITE AT THE BOTTOM A SUMMARY OF YOUR FINDINGS - WHAT DID YOU LEARN FROM YOUR RESEARCH THAT WILL INFORM YOUR FASHION CAMPAIGN Task 1
What are five different images/stereotypes of men? Name them and find some google images to reflect this. Annotate one slide for men and one for women.
What does it mean to act like a man or to be ladylike?
What are the different names we call boys and girls and what do these names represent? Mindmap your ideas, words and find some images to go with these too.
At the bottom of each slide write what you have learnt from your research.
Task 2 Google different representations in advertising of men and women and paste onto a slide. Annotate how the representations vary in each advert. Start with these and using your mise en scene analysis skills (costume, lighting, actors, makeup, props and setting ) analyse the representations of men and women. Now find three Levi's print adverts with different represenations and analyse these.
Task 3
Clothing brand logos and slogan research, which do you like which will influence your design. (one slide)
Task 4
Design a questionnaire on Survey Monkey to ask friends and family in order to gauge your potential target audience. Choose three real fashion adverts which will influence how you design yours. It can be any item of clothing. Make sure you choose three or four adverts that you really like and which will be realistically possible for you to design and use as a model template. Ask everyone in your class which they prefer and why. Write what your findings were, why you liked those three adverts and which you most preferred and why.
. Task 5
Produce some paper mock ups (flat plans) in order to plan your layout. These will have to be scanned or photographed to upload onto poweropint. Annotate these with ideas of what you like or not like. Come up with a list of slogans and write what you like or didn't like about them. The same with brand names and fonts and colours. Take a sheet around the classroom and get other media students, friends and family to choose their favourite and why. You will be constructing three different adverts for your campaign with similar themes.
Task 6
Photoshoot week. Plan your filming schedule. Model. Setting. Props and Fashion. Equipment needed. Fill in a shooting schedule form like this one.
Task 7
Start designing your advertising campaign on fireworks. Re-shoot pictures if necessary.
Task 8
Complete adverts.
Task 9
Write up your evaluation of the finished product. This should be an honest, true reflection of your work as well as how it would fit into the real advertising world.
THE MOCKS Mocks are coming!!!! Now you've perfected question 4a on institution type up the answer to a typical 4b question - Compare and contrast the audience pleasures of Inbetweeners and Modern Family. 10B Presentations Friday 27th April
Georgia, Jack and Katie - Come Fly With Me
Chloe, Lucy and Poppy -Celebrity Juice
Jess and John - Facejacker
Omar - Phone Shop
Ben and Megan - The Inbetweeners
Lewis and Tommy- Family Guy
Shannon and Rio - Da Ali G show
10C Presentations Wednesday 25th April
Demi, Reagan, Bonnie - Keith Lemon Lemonaid
Joe, Kimberlee and Leah - Mock the Week
Alannah and Jimmy - American Dad
Toby and Leia - Russell Howard's Good News
Amy, Chris, Emily - The Simpsons
Kyra and Holly - 8 out of 10 cats
Ellie. Daisy and Stephen - Two and a half men
We are starting work on the mock exam which will take place shortly after the Easter holidays and I've copied some clips and exam tips on the action adventure link on the left. Once we are confident with these answers we'll move on to tv comedy.
Week commencing 16th April - Need to come up with an answer for 4a. Please pair up and find a comedy programme of your choice - sketch, quiz, sitcom whichever you choose. You will then prepare a presentation for the following week. It will also give you a chance to learn what you need to write in the exam.
COMEDY PRESENTATIONS GIVE EXAMPLES FROM THE PROGRAMMES FIND A YOUTUBE CLIP AT HOME AND ATTACH LINK TO PRESENTATION
ABOUT THE CHANNEL(S) THE INSTITUTION helpful site for old scheduling slots is http://tvlistings.thetvroomplus.com/
State the comedy that you are going to present
What channels are they on and times were they broadcast, any repeats?
How do these channels target their audience? Overview of the channel. More generally talk about what viewers they get and what kind of programmes they show.
Discuss the nights and times your comedy is on and what it means as a viewer, also after the watershed (9pm)?
What programmes are on before and after? (hammocking or will they be inheriting an audience)
Can you watch the programmes online ie 4OD?
ABOUT THE AUDIENCE
What are the target audiences for these shows? How do you know give examples.
What are the main differences between the audiences for your comedy and The Inbetweeners?
What is the format of the comedy programme?
Look at the programme's website to see who and how they target their audiences
Are the programmes shown on any other channels?
What other programmes are on at the same time targeting a similar audience?
Give examples of humour and how it appeals to the audience
On powerpoint please with lots of fun images to present week commencing 23rd April. Looking forward to it!
: The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
whether the text is scheduled on mass audience or niche audiencechannels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Candidates should discuss:
whether the text is scheduled on mass audience or niche audiencechannels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
(b) Level 4 (12-15 marks) Discusses the scheduling of a comedy Precise and accurate use of terminology Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
upload your adverts onto www.photobucket.comuser - gcsemedia password - bchsmedia we will then do a peer assessment on what went well, even better if
make sure you each have three adverts (at least the two print adverts and one billboard) in your folders
create a brief questionnaire - five questions focusing on setting, costumes, product, brand, slogan and gather information from each other on what they like or could be improved.
you will need this information for your evaluation
21st March - moviemaker slideshow of camera shots - save a wide variety of camera shots from google images from ecu -els, then insert into moviemaker with the name and the effect it has so extreme close up shows her eyes are looking very scared, extreme long shot allows us to get a panoramic view of the whole city.
28th March - film clip analysis
Any questions email brookes@bchs.essex.sch.uk
This week we begin a new advertising project and you will be working in groups. All info will be on the advertising link (see left) and all your homeworks will be very clearly displayed here.
Only five homeworks this half term so no excuses. Hand in, studywiz or email me brookes@bchs.essex.sch.uk .
3.1.11 Advert research in today's computer lesson. Wednesday January 11th - analysis of three chosen adverts using ten word annotations and connotations.
Create a powerpoint including an overall description of advertisement, denotation, connotation, image, narrative, setting, characters, anchorage, audience, appeal.
Who is the ad aimed at?
What is being advertised and what is specifically highlighted about the product (the benefits, USP unique spelling points)?
Why this helps sell a product and where this ad might appear in order to reach its target audience.
Wednesday January 18th - questionnaire written, feedback analysed Wednesday January 25th - advert planned all ideas, fonts, product design with flat plan and annotations, shotting date confirmed Wednesday February 1st - photos taken Wednesday February 8th - first draft of adverts
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
whether the text is scheduled on mass audience or niche audience channels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix of programmes scheduled before and after it and/or on competing
channels/stations at the same times)
how this time slot would attract the target audience (preferably using evidence from the schedules, not unsubstantiated assertions).
Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC or Channel 4).
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Candidates should discuss:
whether the text is scheduled on mass audience or niche audience channels/stations
the channel’s brand identity and marketing and programme mix
the days and times of transmission for the text (and perhaps the mix of programmes scheduled before and after it and/or on competing
channels/stations at the same times)
how this time slot would attract the target audience (preferably using evidence from the schedules, not unsubstantiated assertions).
Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC or Channel 4).
(b) Level 4 (12-15 marks) Discusses the scheduling of a comedy Precise and accurate use of terminology Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
Katie, Georgia, Tommy - Cross Media
Megan, Poppy, Lucy - Cross media
John, Chloe, Jess - Music video
Ben, Jack, Rio, Shannon - Film clip - horror
Toby, Joe, Chris - Opening of film superhero
Reagan, Daisy, Demi, Alannah - music magazine
Amy, Kyra - magazine
Jimmy, Stephen, Leia, Leah, Ellie - Cross media
Holly, Annabel, Bonnie, Emily - clip from a tv programme
I will help each of you with your individual projects and you will all have to cover all areas of production:
TASK LIST -
Must include research into the key media concepts - Forms and Conventions, Audience, Institution and Representation
First two weeks research and planning (up to half term) 30 marks
- production diary - October 1st today we .....
- powerpoint set up with lots of brainstorm ideas of similar products - ie magazines, film genres etc
- when you've decided on your project you must annotate forms and conventions of your chosen project ie magazine contents pages,
other film trailers etc and analyse them- Production 60 marks
- Evaluation of finished product 30 marks (finish by Christmas)
You will all get similar marks for your production but your contributions will be judged in terms of research and planning and your evaluation will be individual too.
WELCOME BACK MEDIA MEISTERS!!! HOPE YOU ALL HAD SOME FUN AND RESTED THIS SUMMER HOLIDAY.
NEXT TWO WEEKS:
- Finishing controlled assessments (what's that?) Your Levi's essay. Remember to keep referring to gender representations. These will be marked and you will be able to make improvements on these.
- Finishing your powerpoints and clothing adverts.
I WILL THEN OFFER YOU A SERIES OF BRIEFS TO CHOOSE FROM AND YOU WILL LET ME KNOW WHICH YOU PREFER AND WHO YOU WANT TO WORK WITH. WE WILL THEN BEGIN THESE PROJECTS. THEY WILL BE IN THE SAME STRUCTURE AS THE ADVERTISING PROJECT - RESEARCH, PLANNING, PRODUCTION AND EVALUATION.USE LIST BELOW AS A CHECKLIST FOR EVERYTHING YOU NEED TO HAND IN FOR THE LEVI'S PROJECT.
HOMEWORKS SUMMER TERM DUE EVERY WEDNESDAY ON MY DESK OR STUDYWIZ
I CAN'T STRESS HOW IMPORTANT IT IS THAT YOU WRITE ABOUT EVERY STAGE AND WHAT IT HAS TAUGHT YOU
13th June - Analysis of survey monkey and Planning my advertisement
Make sure you research brand names and slogans and show which ones you prefer why you like them add this to your powerpoint
20th June - Flat plans, slogans and branding campaign
27th June - Shooting schedule, practise photos
4th July - Complete adverts
18th July - Controlled assessment
FASHION COURSEWORK - YOUR POWERPOINT MUST INCLUDE RESEARCH, PLANNING, SHOOTING SCHEDULE, FINAL ADVERT AND EVALUATION
PRINT OFF AND HAND TO MISS.
Please start a powerpoint which will contain a number of slides of research, planning and then creating your own fashion campaign. In this project, you shall be working individually.
Gender representations and stereotypes
Failing to accept ourselves for who we are can cause enormous problems. Wanting to be muscle-bound like Joey or slim like Susie could get us into trouble if our body type doesn't conform to these images. But stereotypes are more subtle than muscles and body weight. Masculine and feminine images that are portrayed in media also project their own psychological mystiques. As we grow up, our culture influences us through these images - usually without us realizing it.
REMEMBER TO WRITE AT THE BOTTOM A SUMMARY OF YOUR FINDINGS - WHAT DID YOU LEARN FROM YOUR RESEARCH THAT WILL INFORM YOUR FASHION CAMPAIGN
Task 1
- What are five different images/stereotypes of men? Name them and find some google images to reflect this. Annotate one slide for men and one for women.
- What does it mean to act like a man or to be ladylike?
- What are the different names we call boys and girls and what do these names represent? Mindmap your ideas, words and find some images to go with these too.
At the bottom of each slide write what you have learnt from your research.Task 2 Google different representations in advertising of men and women and paste onto a slide. Annotate how the representations vary in each advert. Start with these and using your mise en scene analysis skills (costume, lighting, actors, makeup, props and setting ) analyse the representations of men and women. Now find three Levi's print adverts with different represenations and analyse these.
Task 3
Clothing brand logos and slogan research, which do you like which will influence your design. (one slide)
Not for clothes but you get the idea http://www.ad-mad.com/slogans?page=1
Task 4
Design a questionnaire on Survey Monkey to ask friends and family in order to gauge your potential target audience. Choose three real fashion adverts which will influence how you design yours. It can be any item of clothing. Make sure you choose three or four adverts that you really like and which will be realistically possible for you to design and use as a model template. Ask everyone in your class which they prefer and why. Write what your findings were, why you liked those three adverts and which you most preferred and why.
.
Task 5
Produce some paper mock ups (flat plans) in order to plan your layout. These will have to be scanned or photographed to upload onto poweropint. Annotate these with ideas of what you like or not like. Come up with a list of slogans and write what you like or didn't like about them. The same with brand names and fonts and colours. Take a sheet around the classroom and get other media students, friends and family to choose their favourite and why. You will be constructing three different adverts for your campaign with similar themes.
Task 6
Photoshoot week. Plan your filming schedule. Model. Setting. Props and Fashion. Equipment needed. Fill in a shooting schedule form like this one.
Task 7
Start designing your advertising campaign on fireworks. Re-shoot pictures if necessary.
Task 8
Complete adverts.
Task 9
Write up your evaluation of the finished product. This should be an honest, true reflection of your work as well as how it would fit into the real advertising world.
THE MOCKS
Mocks are coming!!!! Now you've perfected question 4a on institution type up the answer to a typical 4b question - Compare and contrast the audience pleasures of Inbetweeners and Modern Family.
10B Presentations Friday 27th April
Georgia, Jack and Katie - Come Fly With Me
Chloe, Lucy and Poppy -Celebrity Juice
Jess and John - Facejacker
Omar - Phone Shop
Ben and Megan - The Inbetweeners
Lewis and Tommy- Family Guy
Shannon and Rio - Da Ali G show
10C Presentations Wednesday 25th April
Demi, Reagan, Bonnie - Keith Lemon Lemonaid
Joe, Kimberlee and Leah - Mock the Week
Alannah and Jimmy - American Dad
Toby and Leia - Russell Howard's Good News
Amy, Chris, Emily - The Simpsons
Kyra and Holly - 8 out of 10 cats
Ellie. Daisy and Stephen - Two and a half men
We are starting work on the mock exam which will take place shortly after the Easter holidays and I've copied some clips and exam tips on the action adventure link on the left. Once we are confident with these answers we'll move on to tv comedy.
Week commencing 16th April - Need to come up with an answer for 4a. Please pair up and find a comedy programme of your choice - sketch, quiz, sitcom whichever you choose. You will then prepare a presentation for the following week. It will also give you a chance to learn what you need to write in the exam.
COMEDY PRESENTATIONS
GIVE EXAMPLES FROM THE PROGRAMMES FIND A YOUTUBE CLIP AT HOME AND ATTACH LINK TO PRESENTATION
ABOUT THE CHANNEL(S) THE INSTITUTION helpful site for old scheduling slots is
http://tvlistings.thetvroomplus.com/
- State the comedy that you are going to present
- What channels are they on and times were they broadcast, any repeats?
- How do these channels target their audience? Overview of the channel. More generally talk about what viewers they get and what kind of programmes they show.
- Discuss the nights and times your comedy is on and what it means as a viewer, also after the watershed (9pm)?
- What programmes are on before and after? (hammocking or will they be inheriting an audience)
- Can you watch the programmes online ie 4OD?
ABOUT THE AUDIENCE- What are the target audiences for these shows? How do you know give examples.
- What are the main differences between the audiences for your comedy and The Inbetweeners?
- What is the format of the comedy programme?
- Look at the programme's website to see who and how they target their audiences
- Are the programmes shown on any other channels?
- What other programmes are on at the same time targeting a similar audience?
- Give examples of humour and how it appeals to the audience
On powerpoint please with lots of fun images to present week commencing 23rd April. Looking forward to it!:
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
- whether the text is scheduled on mass audience or niche audiencechannels/stations
- the channel’s brand identity and marketing and programme mix
- the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
- how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
- regulatory requirements (eg Public Service Broadcasting)
- channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling.Candidates should discuss:
- whether the text is scheduled on mass audience or niche audiencechannels/stations
- the channel’s brand identity and marketing and programme mix
- the days and times of transmission for the text (and perhaps the mix ofprogrammes scheduled before and after it and/or on competingchannels/stations at the same times)
- how this time slot would attract the target audience (preferably using evidencefrom the schedules, not unsubstantiated assertions).Candidates might touch on factors such as:
- regulatory requirements (eg Public Service Broadcasting)
- channel ethos and history (where relevant, eg the distinctiveness of the BBC orChannel 4).
(b)Level 4 (12-15 marks)
Discusses the scheduling of a comedy
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
http://responsibility.itvplc.com/our-approach/responsible-broadcasting.aspx#programme
http://www.bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_values/
http://www.channel4.com/about_c4/promises_2001/promises_intro2.html
Here is your checklist -
HOMEWORKS
7th March - Ad folder with evaluation and self evaluation
14th March - Action adventure genre chart
Action Adventure chart.docx
- Details
- Download
- 11 KB
21st March - moviemaker slideshow of camera shots - save a wide variety of camera shots from google images from ecu -els, then insert into moviemaker with the name and the effect it has so extreme close up shows her eyes are looking very scared, extreme long shot allows us to get a panoramic view of the whole city.
28th March - film clip analysis
Any questions email brookes@bchs.essex.sch.uk
This week we begin a new advertising project and you will be working in groups. All info will be on the advertising link (see left) and all your homeworks will be very clearly displayed here.
Only five homeworks this half term so no excuses. Hand in, studywiz or email me brookes@bchs.essex.sch.uk .
3.1.11 Advert research in today's computer lesson.
Wednesday January 11th - analysis of three chosen adverts using ten word annotations and connotations.
Create a powerpoint including an overall description of advertisement, denotation, connotation, image, narrative, setting, characters, anchorage, audience, appeal.
Who is the ad aimed at?
What is being advertised and what is specifically highlighted about the product (the benefits, USP unique spelling points)?
Why this helps sell a product and where this ad might appear in order to reach its target audience.
Wednesday January 18th - questionnaire written, feedback analysed
Wednesday January 25th - advert planned all ideas, fonts, product design with flat plan and annotations, shotting date confirmed
Wednesday February 1st - photos taken
Wednesday February 8th - first draft of adverts
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling. Weaker answers might focus solely on the text, or might simply list facts about the institutions.
Candidates should discuss:
- whether the text is scheduled on mass audience or niche audience
- the channel’s brand identity and marketing and programme mix
- the days and times of transmission for the text (and perhaps the mix of
- how this time slot would attract the target audience (preferably using evidence
- regulatory requirements (eg Public Service Broadcasting)
- channel ethos and history (where relevant, eg the distinctiveness of the BBC or
The question asks for a discussion of the relationship between institutional context and scheduling practices, on the one hand, and one text the candidates have studied, on the other. Better answers will focus on how the text fits the institution and its scheduling.channels/stations
programmes scheduled before and after it and/or on competing
channels/stations at the same times)
from the schedules, not unsubstantiated assertions).
Candidates might touch on factors such as:
Channel 4).
Candidates should discuss:
- whether the text is scheduled on mass audience or niche audience
- the channel’s brand identity and marketing and programme mix
- the days and times of transmission for the text (and perhaps the mix of
- how this time slot would attract the target audience (preferably using evidence
- regulatory requirements (eg Public Service Broadcasting)
- channel ethos and history (where relevant, eg the distinctiveness of the BBC or
(b)channels/stations
programmes scheduled before and after it and/or on competing
channels/stations at the same times)
from the schedules, not unsubstantiated assertions).
Candidates might touch on factors such as:
Channel 4).
Level 4 (12-15 marks)
Discusses the scheduling of a comedy
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of spelling, punctuation and grammar.
http://responsibility.itvplc.com/our-approach/responsible-broadcasting.aspx#programme
http://www.bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_values/
http://www.channel4.com/about_c4/promises_2001/promises_intro2.html