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WJEC GCSEMedia Studies

Course Guide

Endorsed by

Resources Guide

MEDIASTUDIES

WJEC GCSE

Mandy Esseen

Martin Phillips

John Ashton: Chief Examiner

Mike Edwards

T 0845 630 33 33

F 0845 630 77 77

[email protected]

www.heinemann.co.uk

Heinemann is part of

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Esseen • P

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This student book with ActiveBook CD-ROM

is tailored to the new 2009 WJEC GCSE

Media Studies specification. It is written by

an experienced and popular author team

including the WJEC GCSE Media Studies

Chief Examiner and is endorsed by WJEC.

The student book includes:

Varied and engaging activities and texts to

inform and develop learning

Examples of student answers with

comments from the Chief Examiner

GradeStudio features to help improve

your grades

Regular Case Studies that focus on the

convergent nature of the media.

The ActiveBook CD-ROM includes:

A wealth of video footage supplied by Devon

Education Services

Web links with other media assets to aid your

media studies learning.

Mandy Esseen • Martin Phillips • John Ashton: Chief Examiner • Mike Edwards

WJEC GCSE

MEDIA STUDIES

T 0845 630 33 33

F 01865 630 77 77

[email protected]

www.heinemann.co.uk


ActiveTeach and ActiveBook logos

Ver 2.0

ActiveTeach provides

an electronic version of the

student book together with

extensive additional video

footage and other media

assets, teaching materials

and editable resources.

Also available from Heinemann:

WJEC GCSE Media Studies

Teacher Guide with ActiveTeach

9780435404239


Teacher Guide

9780435404260

Screenshot taken from ActiveBook

2


WJEC GCSE Media Studies matches the new 2009 specification and provides exciting and motivating resources for your students.

AuthorsMandy EsseenMartin PhillipsJohn AshtonMike Edwards

Matches the WJEC specification and written by an experienced team, including the Chief Examiner, to give you confidence in the resources.

Invaluable Controlled Assessment and External Assessment advice and practice to help students achieve the best grades.

Extensive multimedia content, on the FREE ActiveBook CD-ROM inside the Student Book, appeals to different learning styles and provides support for every student.

Teacher Guide with ActiveTeach CD-ROM contains an electronic version of the Student Book, plus a wealth of extra resources to provide you with all the support you need to plan and deliver engaging lessons.

Grade Studio in the Student Book provides grade-focused guidance to help students improve their answers.

Endorsed by

MEDIASTUDIES

WJEC GCSE

Mandy Esseen

Martin Phillips


Mike Edwards

T 0845 630 33 33F 0845 630 77 77

[email protected]


ME

DIA

STU

DIE

SW

JEC

GC

SE

Esseen • P

hillips • Ashton • E

dwards










Examples of student answers with comments from the Chief Examiner

GradeStudio features to help improve your grades

Regular Case Studies that focus on the convergent nature of the media.


A wealth of video footage supplied by Devon Education Services

Web links with other media assets to aid your media studies learning.


WJEC GCSE MEDIA STUDIES

T 0845 630 33 33F 01865 630 77 77

[email protected]



Ver 2.0

ActiveTeach provides an electronic version of the student book together with extensive additional video footage and other media assets, teaching materials and editable resources.

Also available from Heinemann: WJEC GCSE Media Studies


9780435404239 WJEC GCSE Media Studies

Teacher Guide

9780435404260


Helping every student get a better grade

3

For the Student For the Teacher

Authors

Student Book with FREE ActiveBook CD-ROM

978 0 435404 21 5 £17.99 * March 2009

Teacher Guide 978 0 435404 26 0 £50.00*

March 2009

Teacher Guide with ActiveTeach CD-ROM

978 0 435404 23 9 £250.00* (+VAT) Summer 2009

MEDIASTUDIES

WJEC GCSE

Mandy Esseen

Martin Phillips


Mike Edwards

T 0845 630 33 33F 0845 630 77 77

[email protected]


ME

DIA

ST

UD

IES

WJE

C G

CS

EE

sseen • Phillip

s • Ashto

n • Ed

ward

s










Examples of student answers with comments from the Chief Examiner

GradeStudio features to help improve your grades

Regular Case Studies that focus on the convergent nature of the media.


A wealth of video footage supplied by Devon Education Services

Web links with other media assets to aid your media studies learning.


WJEC GCSE MEDIA STUDIES

T 0845 630 33 33F 01865 630 77 77

[email protected]


ActiveTeach provides an electronic version of the student book together with extensive additional video footage and other media assets, teaching materials and editable resources.

Also available from Heinemann: WJEC GCSE Media Studies


9780435404239 WJEC GCSE Media Studies

Teacher Guide

9780435404260


Part of PearsonPart of Pearson

T 0845 630 33 33F 0845 630 77 77

[email protected]


MEDIASTUDIES

WJEC GCSE

Mike Edwards


TEACHER GUIDE

with ActiveTeach

T 0845 630 33 33F 0845 630 77 77

[email protected]


Teacher Guide authors: Mike Edwards: Media Studies consultant • John Ashton: Chief Examiner

Student Book authors: Mandy Esseen • Martin Phillips • John Ashton • Mike Edwards

WJEC GCSE MEDIA STUDIESTEACHER GUIDE with ActiveTeach

T 0845 630 33 33F 0845 630 77 77

[email protected]


Featuring GradeStudio

GradeStudio shows students how to improve their responses and self-assessment skills.

Also available from Heinemann:WJEC GCSE Media Studies Student Book 9780435404222

WJEC GCSE Media Studies Teacher Guide 9780435404260

This Teacher Guide with ActiveTeach supports the new 2009 WJEC GCSE Media Studies specifi cation. Written by an experienced and popu-lar author team together with the WJEC GCSE Media Studies Chief Examiner, it provides invaluable resources for new and experienced teachers of the specifi cation.

The Teacher Guide includes:

• Guidance and resources to help deliver the new specifi cation

• Comprehensive support for the Controlled and External Assessment requirements

• Examples of student responses at different levels with comments from the Chief Examiner.

The ActiveTeach includes:

• An electronic version of the student book

• Extensive video footage from Devon Curriculum Services to help with the Controlled Assessment media production

• Additional assets, editable resources, PowerPoint slides and exam-ples of student work

• My Resources which enables you to create your own lessons

• One-click zoom for front of class teaching

• Standalone, Network and VLE CD-ROMs of the ActiveTeach and ActiveBook AQA Media Studies resources.

Screenshot taken from ActiveTeach CD-Rom

WJE

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EA

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IDE

with A

ctiveTeach

MEDIASTUDIES

WJEC GCSE

Mike Edwards


TEACHER GUIDE

Course Structure

* Prices are provisional until publication


Ver 2.0


Ver 2.0

Mandy Esseen is an experienced Head of Media Studies, Media Studies examiner and Heinemann author.

Martin Phillips is a highly experienced teacher, trainer, examiner, LA advisor and Heinemann author.

John Ashton is the Chief Examiner for WJEC GCSE Media Studies and is also a Head of Media Studies. Together with Mike Edwards, his advice and sample materials for the Controlled External Assessments will be invaluable for students and help them to achieve the best grades they can.

Mike Edwards is a highly experienced GCSE Media Studies consultant.

ii

ContentsIntroduction iv

Film 2 2 Genre 9 Narrative14 Film technology

16 Film promotion and marketing in the 21st century

24 Case study – convergence26 Chapter summary

Television 2728 Television – a brief history and

introduction31 Television production34 Television regulation35 Channel identity37 Investigating opening sequences

39 Television genres and audiences40 Scheduling41 Television drama47 Lifestyle programmes48 Case study – convergence50 Chapter summary

News 5151 News – an introduction52 Newspapers64 Case study – convergence

66 The selection process70 Chapter summary

Magazines 7171 Categorising magazines73 Investigating magazine covers75 Who reads magazines?78 Values and lifestyles82 Describing magazines’ audiences86 Stars and celebrities

91 Investigating magazine contents pages93 Magazines and convergent media93 Online magazines94 Case study – convergence96 Publishing houses98 Chapter summary

Comics, cartoons and animation 99 99 The popularity of comics, cartoons

and animations100 Comic and cartoon characters –

old favourites103 Character type and function105 Comic front covers106 Comic conventions

111 Superheroes112 Case study – convergence114 Animation convergence114 Animation techniques119 Anime122 Chapter summary

Student Book Contents

4

iii

Pop music 123123 Wild things: a brief history of pop

music and youth culture126 Genres in pop music128 Case study – convergence130 The impact of the Internet132 Music from the Internet: illegal

downloading

134 Marketing in the digital age135 The rise of the pop music video – a brief

history140 Case study – convergence142 Representations in the music press144 Chapter summary

Advertising and marketing 145145 Marketing148 Case study – convergence149 Advertising161 Advertising: convergent media

165 Public relations (PR)167 Interactive advertising and marketing168 Case study – convergence170 Chapter summary

Radio 171172 Why do people listen to the radio?173 A short history of radio in the UK174 What makes radio stations different?174 Sound you out

177 Radio audiences178 Is there anybody out there?180 Chapter summary

External Assessment 181181 What is the External Assessment?184 A sample External Assessment

186 Sample student answers

Controlled Assessment 188188 Introduction188 What is in the Controlled Assessment

package?194 Film200 Television205 News

210 Magazines215 Comics, cartoons and animation219 Pop music224 Advertising and marketing

Glossary 229

CD-ROM contentsYou will fi nd a CD-ROM in the back of this student book. On it is an electronic version of this student book and a range of resources to help you with your GCSE Media Studies course. Wherever a resource appears, you will fi nd detail on this in the student book in the ‘CD-ROM Extra!’ feature.

CD-ROM Extra!

Film PostersOpen the CD in the

back of this book and click on the icon below

to see examples of fi lm posters.

5

Student Book and ActiveBook CD-ROM

6

WJEC GCSE Media Studies Student Book matches the WJEC specification and focuses strongly on the Controlled and External Assessment requirements - including invaluable sample Controlled Assessment tasks. The stimulating design features a wide range of media texts and activities to appeal to all your students.

4 Magazines 94

Magazines

EMPIRE ONLINE

Here we will consider the convergent media nature of fi lm magazines. Many magazines now have equivalent online versions.

magazine is the most popular specialist fi lm magazine in the UK. In 2004, the online version of the magazine, called empireonline.co.uk was fi rst posted on the web. It is a successful and popular site, and there is a free subscription for anyone who wants to have the online magazine sent to them each week.

This is what a regular reader of the print version of magazine said about the online version:

‘Having read the magazine for a while now, I saw the advert for the site and was amazed. I was shocked to see that there was actually a magazine out there that had a running website that was updated in real time as soon as they had the news. The main features are available to all users with links to the news and reviews section. Their witty reviews and sarcastic news segments live up to the magazine’s legend. Your fi rst view of a site is the most important section of any website and Empire doesn’t disappoint!’

95Case study – Empire online

EMPIRE ONLINE

ACTIVITY

What the site offersThe site offers:

trailers and fi lm stills of forthcoming fi lms reviews of newly released fi lms user polls, voting on favourite categories of fi lms already released interviews with actors, directors, producers, etc. daily quiz and competitions with prizes blogs updates on newly released DVDs readers’ views and opinions and relevant fi lm fan information,

for example, National Film Week.

Convergent media aspectsThe convergent nature of the site is important too, and is a good example of how media areas work together. There are links, for example, to:

advertisements for recording television programmes to PS3 consoles and Play TV information on fi lms released to DVD links to television sites links to magazine offers.

1 Visit the empireonline.co.uk site. Navigate through the news, features, articles and gallery shots. Why do you think the site has proved so popular with users?

2 Look back at the magazine titles mentioned in this chapter. Choose one or two that appeal to you and explore their online version.

How are the web pages laid out?

Can you see any similarities or differences between the print and online versions?

What are the most interesting links that the site allows you to explore?

What does the site offer that the print version does not?

CD-ROM Extra!Empireonline

Open the CD in the back of this book and

click on the icon below to open a link to the

Empireonline website.

Sample pages from WJEC GCSE Media Studies Student Book

Regular case studies throughout the Student Book focus explicitly on convergent aspects of the media.

Up-to-date and varied texts help engage your students in all aspects of the media.

Additional resources on the ActiveBook CD-ROM (in the back of the Student Book) are clearly indicated in the text.

Sample screenshot from WJEC GCSE Media Studies ActiveBook CD-ROM

Video footage discussing the development of the Batman comics over the years.

Video footage, together with other resources, enriches the

learning experience.

FREE ActiveBook CD-ROMThe Student Book comes with a FREE ActiveBook CD-ROM which offers a wide range of supporting features to enhance learning, including extensive video footage, weblinks and audio, as well as an electronic version of the Student Book.

Student Book and ActiveBook CD-ROM

Sample screenshot from WJEC GCSE Media Studies ActiveBook CD-ROM


Ver 2.0

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Additional assets, such as video, audio and weblinks, open directly off the electronic Student Book page.

ActiveBook functionality makes it easy to find the resources your students need.

Teacher Guide Contents

WJEC GCSE Media Studies Teacher Guide

Contents outline

Introduction

Getting to know the specification The WJEC specification What resources will you need? Student worksheet: creating a media profile Media texts The Media Studies framework Old and new media Media topics Introducing students to the media toolkit Student worksheet: codes and conventions

The media toolkit: Tool 1 – Genre Investigating texts: starting points Terms related to genre Definitions

The media toolkit: Tool 2 – Narrative Stage 1: Identifying main features of media texts Stage 2: The role of editing Stage 3: Mapping narrative structures

The media toolkit: Tool 3 – Representation Some theoretical perspectives

Inside the specification: going deeper Summary of assessment Summary of the written examination structure Internal assessment What do you have to do in Controlled Assessment? The WJEC titles Exploring production Thinking about assessment The Controlled Assessment package How to organise your GCSE Media Studies course Sample scheme of work Sample lessons

8

MEDIASTUDIES

WJEC GCSE

Mike Edwards


TEACHER GUIDE

Student worksheet: Creating a media profi leIt is useful to consider how much of the media you already engaged with.

Getting to know the specifi cation

© Pearson Education 2009 9

How to resource the course

Consider and discuss the following questions.1. When did you last go to the cinema? What did you see? Who did you go with?

2. Do you ever watch videos or DVDs? What was the last video or DVD that you bought or hired? Had you already seen the fi lm at the cinema? How do you prefer to watch fi lms – at home alone or with friends? On your portable DVD player? On your mobile?

3. How much television do you watch? Try to work it out in hours per day. How do you watch television? Do you only watch the programmes you want to watch or do you switch the television on and just keep watching all evening? Is there any kind of programme you won’t watch? Do you watch TV in your bedroom? Do you multi-task when watching, e.g. sending texts? How many TVs are there in your house?

4. Do you listen to the radio? Which stations do you listen to? How often do you listen to the radio? Don’t forget the radio in the car on the way in to school!

5. How often are you on the computer? What do you use your computer for?

6. Have you ever uploaded a video or photo to a social networking site like Facebook or Bebo, or Flickr or YouTube? Have you ever created a photo gallery?

7. Have you ever copied, ripped and burned anything? Done a ‘mashup’?

8. Do you have a mobile phone? What do you use it for?

9. Do you buy or play video games? Have you ever created a character for a game? Designed a set? Written some code?

10. Have you ever made a webpage? Written some HTML?

11. Have you got an iPod? What have you got downloaded on it?

12. Do you ever read the newspaper? If so, which one, and how much of it? Do you read magazines? How often and which ones? Are you a reader of comics – print or online?

13. Where and when do you listen to your favourite music?

14. Do you have any advertisements showing on any of your clothes, bags, shoes, etc?

From the above, did you notice any trends? Do you have any comments?

WHAT DO STUDENTS HAVE TO DO IN CONTROLLED ASSESSMENT?

Exploring textual investigations Under your supervision your students have to present two textual investigations.

They can present in a variety of forms: written, print – with or without graphics, multimodal (print, imagery – still, moving, animated – and audio).

For guidance purposes only there is an expectation of 400–850 words (or equivalent) for each investigation.

Each investigation is worth 20 marks.

There is an expectation of about 20 hours of contact time to complete an investigation. You may need more time if you want your students to present their fi ndings in class.

There are a few rules. The reason for these rules is to ensure that all Media Studies students study at least three media.

The rules One investigation must be print-based.

One investigation may be based on the written examination topic.

Neither investigation may be based on the production topic.

AssessmentThe assessment guidance for these investigations sets up a hierarchy.

Ungraded candidates will not have developed suffi cient relevant information. (Mark range 1–5.)

Lower ability candidates could develop a lot of material often based on extensive guidance by the teacher. (Mark range 6–11.) They are unlikely to be able to structure their presentation effectively. The level of teacher input will need to be considered. Students at this level may start to refer to other types of text but in a non-structured and often unfocused manner.

To get higher marks, students need to start organising their fi ndings in an effective manner in their own way. (Mark range 12–15.) They should introduce terminology appropriate to the investigation. There will be a sense of the student starting to take control and seeing the connections with other texts.

Higher achieving candidates will demonstrate an ability to develop a response to the title which reveals a strong working knowledge and understanding of media concepts and ideas. Their grasp of the terminology appropriate to the investigation will be secure and appropriately applied. Their insights into the question posed by the investigation will be thoughtful. At best they will be thought provoking. (Mark range 16–20.)

© Pearson Education 2009 53

Inside the specifi cation: going deeper

The media toolkit: Tool 1 – GenreGenre is one of the principal ways in which audiences, users and producers routinely classify media. It offers audiences, users and producers pleasure and reassurance through the use of familiar elements, which can be combined and recombined in multiple and creative ways by media producers.

Step 1Class activity (Internet required)

Ask students to explore a range of examples to see how long it takes them to recognise different types of media.

Use any example you have to hand or use an interactive whiteboard to access examples on the Web.

Step 2Student activity (Internet required)

Ask students to collect a range of their own genre examples, providing Web addresses. These are placed in a PowerPoint fi le or Word document and hyperlinked and are explored in class (you will need to control this).

Ask students to identify two to four elements that indicate the genre. They should explain their reasons, then present their fi ndings as a Word document or PowerPoint presentation.

Step 3Class activity (moving image) (DVD or whiteboard required)

Look at the opening sequence of three fi lms to study how genre is established. Ask students to consider especially the characters, action, setting and technical codes.

Step 4Class group activity (print or online)

Display a range of texts, e.g. fi lm poster, front cover of magazine, Webpage.

Ask students to work in small groups. Each group member studies a text, then returns to their group to recreate part of that text on paper. At set intervals other members study the text and add to the group’s version. Then they label the genre conventions they have studied.

ACTIVITIES

During activities like these (and the more they do, the more knowledgeable they become) students build up their knowledge of technical and audio codes, visual and symbolic codes, their understanding of the signifi cance of layout and design and of written codes.

Denotation involves explaining and describing exactly what the image shows. This is often a literal description. Connotation is concerned with the potential meanings of the representation for audience and users.

14 © Pearson Education 2009


A worked example developed from the Student BookThere are many more suggestions in the Student Book.

Textual investigation 2: Narrative optionTitle: Explore how the narrative is constructed in the music video ‘Now You’re Gone’ by Basshunter.

Supplementary texts: the sequel music videos ‘Please Don’t Go’, ‘Last Night’ and ‘All I Ever Wanted’

the Basshunter website, which is highly interactive.

Exploring typicality:Is the narrative of ‘Now You’re Gone’ typical of music video narratives?

Heroes, heroines, helpers?

What does that tell us about how typical the narrative is?

Beginnings, middles and ends – a structure like Todorov’s?

If it is like Todorov’s, what does that tell us about the narrative of ‘Now You’re Gone’?

Exploring intertextuality:See Basshunter’s other videos – ‘Please Don’t Go’, ‘Last Night’ and ‘All I Ever Wanted’.

How do these videos add further meaning to the narrative of ‘Now You’re Gone’?

Exploring online dimensions:Why does Basshunter’s website include music videos?

Why do several of Basshunter’s narratives use mobile phones, computers, webcams and camcorders?

Consider the following:

Link with audience/user lifestyles.

Marketing and promotion.

Product placement on the web.

Could this be used in 2010 and 2011?Yes. You can base one investigation on the Music topic. You now need to do the other investigation on genre. Because the main text is broadcast the genre investigation must start in a print-based media. Remember, you cannot base the production on Music in 2011 and 2012.

56 © Pearson Education 2009


Teacher GuideThe Teacher Guide offers you lots of support to deliver this new course with confidence.

Sample pages from WJEC GCSE Media Studies Teacher Guide

Sample pages from WJEC GCSE Media Studies Teacher Guide

Student worksheets save you time and develop learning.

Detailed guidance on Controlled and External Assessment includes indications of student achievement.

Suggested activities provide guidance and terminology support.

Materials from the Student Book are expanded upon

to provide guidance.

Bring your lessons to life with WJEC

GCSE Media Studies Teacher Guide with

ActiveTeach CD-ROM. See over for further

information.

9

ActiveTeach

0/1 of 21+

WJEC GCSE Religious Studies B Student Book

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The ActiveTeach CD-ROM contains a wealth of resources, including:

Plan and deliver engaging lessons!

1 Film 22

There have been surprise successes too. The box office success of William Shakespeare’s Romeo and Juliet (1996), directed by Baz Luhrmann, was so unexpected that not enough prints of the film were available! One of its stars, Leonardo DiCaprio, became a box-office draw and appeared soon after in the successful film Titanic (1997) which won 11 Oscars.

British film The Full Monty (1997) was a surprise hit for another reason. It was a low-budget film, so little money was spent on publicity and there was limited distribution. It proved to be a huge hit, mainly because people who saw it found it funny and moving, and told their friends to go and see it. Before long, the film was packing out the cinemas all over Britain and it enjoyed success in the USA too.

Film classificationBefore any film can be shown in the cinema or sold as a video or DVD, it must be assessed by a regulatory body to decide which age group it is suitable for. The BBFC classifies films, while OFCOM rates videos and DVDs. You can see the BBFC classification scheme below.

Leonardo DiCaprio signing autographs for fans (2007)

Parental Guidance: anyone can see the film, although some material may be unsuitable for children.

Children under 12 can see the film only if accompanied by an adult.

Universal: suitable for everyone.

Video release particularly suitable for pre-school children.

Not suitable for people under 15.

Not suitable for people under 18.

Video can only be sold through a licensed sex shop.

23Film promotion and marketing in the 21st century

ACTIVITY 20

ACTIVITY 21

Many critics and parents have suggested that the film The Dark Knight should have been given a 15 certificate instead of a 12A because of its suggestions of violence rather than actual violence. One scene of particular concern was when The Joker holds a knife in a man’s mouth, although the audience never sees any actual violence.

Why do you think suggested violence could have a harmful effect on some audiences?

CD-ROM Extra!

The Dark Knight podcast


click on the icon below to listen to a podcast

on The Dark Knight.

CD-ROM Extra!Film podcasts


click on the icon below to open a link to BBC

Radio 5’s Mark Kermode and Simon Mayo’s Film

Review podcast website.

Film podcastsPodcasts are audio or audio-visual fi les which are distributed through downloading or streaming to mobile MP3 players or personal computers. Links to the podcast are usually found on the podcast’s website, and are often free to download.

Podcasts are proving to be increasingly relevant in the media area of fi lm. As well as channel re-broadcasting podcasts such as BBC iPlayer, which offer users chances to see fi lms on TV they have missed, fi lm distribution companies sometimes use podcasts as a way of promoting new fi lms, making interviews with stars available and offering fi lm fans a way of responding to new fi lms.

In addition, and making the most of the popularity of fi lm review magazines such as Empire and TV review shows, there is a growing interest in fi lm review podcasts. BBC iPlayer, for example, broadcasts a review podcast in its Arts, Media and Culture section, although the most popular example is the Mark Kermode and Simon Mayo Film Reviews podcast. Broadcast originally on Radio 5 Live, the podcast which is free to download is continuing to attract growing numbers of a wide range of users.

Click on the Mark Kermode and Simon Mayo Radio 5 Film Review podcast link on the CD-ROM and listen to the discussion.

1 Discuss in a small group the main films reviewed in the podcast. What factors do you think Mark Kermode looks for in a good film? What factors make him critical of a film?

2 Working with a partner, choose two films – one of which you both love, and one of which you do not rate highly. Record yourselves discussing the films, as if it were going to be a new podcast, giving reasons for your opinions, and backing them up with references to other films too.

3 Share your recordings as a class, and make suggestions to each potential podcaster on ways to improve the quality/ humour/ clarity of the podcast.

Sample screenshot from WJEC GCSE Media Studies ActiveTeach CD-ROM

My Resources enables you to create your own lessons, incorporating Heinemann’s resources and your own.


Ver 2.0

an electronic version of the Student Book with zoom-in feature for easy front-of-class teaching

extensive video footage to help with the Controlled Assessment media production

extra teaching resources including video clips, PowerPoint slides, student work, student worksheets and editable Word resources

My Resources feature enabling you to create your own lessons, incorporating Heinemann’s resources with your own

standing, network and VLE compatibility.

ActiveTeach CD-ROM comes with a printed copy of the Teacher

Guide as featured on the previous pages.

0/1 of 21+

WJEC GCSE Religious Studies B Student Book

11

Plan and deliver engaging lessons!


23Film promotion and marketing in the 21st century

ACTIVITY 20

ACTIVITY 21

Many critics and parents have suggested that the film The Dark Knight should have been given a 15 certificate instead of a 12A because of its suggestions of violence rather than actual violence. One scene of particular concern was when The Joker holds a knife in a man’s mouth, although the audience never sees any actual violence.

Why do you think suggested violence could have a harmful effect on some audiences?

CD-ROM Extra!

The Dark Knight podcast


click on the icon below to listen to a podcast

on The Dark Knight.

CD-ROM Extra!Film podcasts


click on the icon below to open a link to BBC

Radio 5’s Mark Kermode and Simon Mayo’s Film

Review podcast website.

Film podcastsPodcasts are audio or audio-visual fi les which are distributed through downloading or streaming to mobile MP3 players or personal computers. Links to the podcast are usually found on the podcast’s website, and are often free to download.

Podcasts are proving to be increasingly relevant in the media area of fi lm. As well as channel re-broadcasting podcasts such as BBC iPlayer, which offer users chances to see fi lms on TV they have missed, fi lm distribution companies sometimes use podcasts as a way of promoting new fi lms, making interviews with stars available and offering fi lm fans a way of responding to new fi lms.

In addition, and making the most of the popularity of fi lm review magazines such as Empire and TV review shows, there is a growing interest in fi lm review podcasts. BBC iPlayer, for example, broadcasts a review podcast in its Arts, Media and Culture section, although the most popular example is the Mark Kermode and Simon Mayo Film Reviews podcast. Broadcast originally on Radio 5 Live, the podcast which is free to download is continuing to attract growing numbers of a wide range of users.

Click on the Mark Kermode and Simon Mayo Radio 5 Film Review podcast link on the CD-ROM and listen to the discussion.

1 Discuss in a small group the main films reviewed in the podcast. What factors do you think Mark Kermode looks for in a good film? What factors make him critical of a film?

2 Working with a partner, choose two films – one of which you both love, and one of which you do not rate highly. Record yourselves discussing the films, as if it were going to be a new podcast, giving reasons for your opinions, and backing them up with references to other films too.

3 Share your recordings as a class, and make suggestions to each potential podcaster on ways to improve the quality/ humour/ clarity of the podcast.


Additional extensive video footage helps with media topic teaching and the Controlled Assessment media production.

Extra teaching resources include video clips and student work.

O92

3

09SCD0136 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

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Ordering detailsStudent Book

WJEC GCSE Media Studies Student Book with FREE ActiveBook CD-ROM

978 0 435404 21 5 £17.99* March 2009

Teacher Guide with ActiveTeach CD-ROM

WJEC GCSE Media Studies Teacher Guide with ActiveTeach CD-ROM

978 0 435404 23 9 £250.00* (+VAT) Summer 2009

Teacher GuideWJEC GCSE Media Studies Teacher Guide 978 0 435404 26 0 £50.00* March 2009 *Prices are provisional until publication

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MEDIASTUDIES

WJEC GCSE

Mandy Esseen

Martin Phillips


Mike Edwards

T 0845 630 33 33

F 0845 630 77 77

[email protected]

www.heinemann.co.uk


MED

IA STU

DIES

WJEC

GC

SE

Esseen • Phillips • A

shton • Edwards










Examples of student answers with

comments from the Chief Examiner

GradeStudio features to help improve

your grades

Regular Case Studies that focus on the

convergent nature of the media.


A wealth of video footage supplied by Devon

Education Services

Web links with other media assets to aid your

media studies learning.

Mandy Esseen • Martin Phillips • John Ashton: Chief Examiner • Mike EdwardsWJEC GCSE

MEDIA STUDIES

T 0845 630 33 33

F 01865 630 77 77

[email protected]

www.heinemann.co.uk



Ver 2.0

ActiveTeach provides

an electronic version of the

student book together with

extensive additional video

footage and other media

assets, teaching materials

and editable resources.

Also available from Heinemann:



9780435404239


Teacher Guide

9780435404260


WJEC GCSE Media Studies CG web - Pearson Schools … WJEC GCSE Media Studies WJEC GCSE Media Studies...

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