Week 10 – Distance Learning – Task 24 – Textual Analysis – Sound in TV Drama

Overview of the week:

  • Session 1 – The Big Ideas – Mr G screencastify to complete Music Industry – 1 hr
  • Session 2 – Blog collation – Music Industry – 1 hr
  • Session 3 – Screen Castify for Sound – 10 mins
  • Session 4/5 – Sound Presentation and Terms – 1 hr
  • Session 6 – Merlin sequence – 1 hr
  • Session 7 – Revisit all terms if you have time for Camera, Sound, Editing and MES – 1 hr

Session 3 – Task 24 – presentation and Quizlet

So far you have explored and used 3 of the 4 microfeatures that you will need to reference in your Textual Analysis of a TV drama clip – they are Mise en Scene, Camera and Editing. This is the final are that you need to consider in your textual analysis and that is how Sound is used to represent events, characters, themes and issues in the moving image.

Here is a PowerPoint on sound in film & TV drama.

It contains all the key words you need to use to describe types of sound in your textual analysis essay, it also gives some examples from film.

Take the quizlet and let me know your score from the test in the blog league post.

https://quizlet.com/_8fqunr?x=1jqt&i=2uurd0

 

Task 20 – Case Study Index (and Task 19 – take a copy of the class slideshare)

Make sure you take a copy of your Class Case Study slideshare first of all and rename it as your own. You can then thin it down and delete ones you don’t like. Or redesign slides etc.

All the instructions and templates are on the blog but listen carefully to Mrs Cobb’s outline and explanation.

Remember to  use examples from across the Class Case Study Slideshare, Anima and the Voicethread Sandbox recording or pdf.

Audience

Essential Learning

The section of the exam is called ‘Audiences & Institutions’.

Much of the case study work we have done so far has been about institutions: conglomerates, major labels, indie labels and even DIY artists can be described as ‘institutions’.

However, there are a number of key ideas you need to understand about audiences &  it is key that you mention audience, their behaviour & expectations in your explanations & essays.

Key concepts for audience:

  • Mass or mainstream – the big audiences who consume (popular) music.
  • Niche – smaller, more particular audiences who consume sub-genres or follow specific smaller bands.
  • Demographics and psychographics offer ways to describe & categorise an audience
  • Social media platforms know more about the audience than they do themselves!
    • They can target content which is tailor made for a specific audience
  • An audience can be ‘sold’ to advertisers
  • The online, interactive audience expect to be able to participate in the media, not merely watch & consume.
    • The audience are prosumers not just consumers
  • The audience seek use and gratification from the media they consume
    • Blumler & Katz
  • WeMedia
  • The audience is global, national and local

You = audience.

One of the questions might be about audience behaviour so you must be able to talk about your own experiences of consuming and making music (if appropriate) and how you are ‘typical’ of the average music listener nowadays. It might be easier to adopt an approach that shows how you are easily consumed, attracted by the Big 3 to their marketing, image focused approach but also that you enjoy finding, following and listening to less synthetically produced material in the form of indie artists and can much more easily find this type of music because of Digital Technology and more importantly, they can more easily find you!

Audience Theory

This short video covers many useful concepts regarding different audience theories. It uses terms slightly differently from those we have taught you and also focuses on video games rather than music, but it is a really good refresher.

Week 8 – Distance Learning – Audience and Case Study Index

We hope your Liberation weekend was fun – different if nothing else!

This is a summing up week before we spend the final week before half-term on an essay.  We just have a bit of Listen to the screen castify and see classroom for the template index.  It is a bit of a ‘slog’ but it will be well worth it as you will have a core set of excellent case studies that you ‘get’ and can use in the exam.

  • Task 18 – Session 1 (Monday) – Audience case studies – see allocated stories for Class Slideshare  and listen to Mr Gregson’s screen castify – 1 hr
  • Task 19 – (Tuesday) TAKE A COPY OF THE CLASS SLIDESHARE FOR YOUR OWN USE
  • Task 20 – Session 2/3/4/5/6 (Tues, Weds, Thurs, Fri) – Case study index – 4 hrs – See Screen Castify from Mrs C and see classroom Classroom

 

 

 

Distance Learning – Week 7 – Music Industry – Exhibition and Exchange 4/5 – 10/5

Hi, well done to all of you for keeping on top of this – we recognise it is not easy for some of you but we are impressed with the majority response to the work online.

This is the outline for this week in case you want to plan the way ahead. All posts will be on classroom and some resources will be copied onto the blog too,  to ensure that you know what to do. We will also set overviews on MILK. Don’t forget to amend the blog league so that your teachers can keep on top of what you are doing.

  • Monday  – Catch up on posts or rest.
  • Tuesday/Wednesday
    •  Task 14 – Exhibition and Exchange – Scavenger Hunt Collage  0.5 hr – submit to classroom
    • Task 15 – Converged Technology – Generation Game  – 0.5 hr – we trust you to play the game and amend the blog.
  • Thursday/Friday
    • Task 16 – Glossary of terms – Quizlet – 1 hr – submit to classroom
    • Task 17 – Complete case studies on slideshare Exhibition & Exchange and Converged Technology and Digital Technology –  1 hr – submit to class slideshare on classroom
  • Friday – Bank Holiday but catch up on outstanding posts.

 

Distance Learning – Week 6 – Marketing and Cross Media Convergence and Synergy

Intro to this week’s work:

Marketing

These are just a few ideas to use for case studies for exciting and innovative ways artists have managed to use marketing to raise their profile.  They are completely up to date so should be valued case studies for the essay.  The template for analysing the case studies is on classroom. If every student does one story then you will have a lovely library of examples to choose from.

IMPORTANT MARKETING TERMS

  • Cross Media Convergence – when media platforms/channels/companies work for each other i.e. music in a film, music in a video game.
  • Synergy – when music producers/artists work with other industries to endorse products or promote their own i.e. merchandise, branding, influencers etc.
  • Viral Marketing – a marketing campaign that uses the interactive nature of the Web 2.0 to encourage news, information, details of an artist, recording, performance to be spread as far and as wide as possible. It relies on it ‘speading like a virus’ as social media users, click, open, push, pull and pass on information.
  • Guerrilla Marketing – a ‘one off, new worthy, headline grabbing’ marketing stunt, campaign, event that often goes viral and creates an on-line buzz or modern day word of mouth.

Some Context

First of all – what is advertising, marketing and how is the term integrated advertising such an important term in relation to promotion music and finding the target audiences?

Task 10: Watch this video.

Task

You will be allocated two case studies to read and complete a slide for on the class case study slideshare.  One will be allocated on the slideshare and one will be from the attached document below. These particular examples come from some very recent marketing campaigns and may indeed contain examples that you, yourself have been exposed to and engaged with.

  • Session 1 – Task 10 – Watch Mr Gregson’s intro and Integrated Advertising (above) and make notes – template on Google Classroom. (0.5 hr)
  • Session 2 Task 11 – Read and watch the Anima (Radiohead) article and video for a recent marketing campaign and answer the questions on the sheet (see Google Classroom). (1hr)
  • Session 2 + 3 – Task 12  – Case study slideshare story (Slideshow) – read and make slide. (1.5 hr)
  • Session 4 + 5 – Task 13 – Case study from Sandbox – read and record slide (1.5 hr) – See Google Classroom for voicethread link – to be released Friday 1 May.
    • Completion for Monday 4 May
  • Monday 4 May – day to catch up

We will start the final stage of the Music Industry – Exhibition and Exchange on Tuesday 5 May.

 

Distance Learning – Week 5 – Distribution

Well done for completing the first section of the Music Industry – Production and Ownership. We have been delighted with how you have responded to it and your grasp is clear from the essays we have marked. Well done.

Week 5

We will be setting some more tasks on classroom for you to complete and then mark off on the blog.  This week’s work will look at Distribution in the Music Industry.

Distribution/Digital Technology

This stage of the process in the Music Industry relates to the way the music will actually get to the customer. In our day, it was recorded in studio, pressed in a vinyl factory, put in a van/train, delivered to a shop/radio station and then could be listened to.  Time consuming, heavy, costly and bulky but all organised and funded by the record label (although the artist would eventually pay from their profits).

Now with the digital revolution, it can happen much more quickly, cheaply and a track can have so much more coverage, reaching more audiences worldwide with literally the click of a button.  Artists can manage digital distribution on their own but also engage the services of digital distribution companies.  But with global access comes issues with piracy too and lack of ownership.

So this week we will be splitting the learning up as follows:

  • Session 1 – Distribution Video 1 – make notes – Task 7 – complete notes sheet (0.5 hr)
  • Session 2 – Distribution Video 2 – make notes – Task 7 – complete notes sheet (0.5 hr)
  • Session 3 – Listen and watch x 3 videos – make notes Task 7 – complete notes sheet and then submit once all 5 videos have been watched and notes written (1.5 hrs)
  • Session 4 – Pros and Cons table of traditional and emerging models of distribution – Task 8 – complete Distribution worksheet (1 hr)
  • Session 5 – Read your allotted case study on the Class case study slideshare and make notes (1 hr)
  • Session 6 – Compile slide and add to the Class case study slideshare (0.5 hr)

Please try and do a little each day and then update the blog league. Check classroom daily for the new tasks.

We miss you.

Mrs C, Miss H and Mr G.