SIXTH FORM CENTRE SCHEME OF LEARNING, 2010-11 Course title & OCR AS Level Media Studies Unit/element Unit G321 Section B: Awarding specification H140 title & number: Audiences and Institutions body: number: (if applicable) Course Guy Parkinson Other Zoe Currie, Sarah Godfrey, Richard Harrison Leader: lecturer/s: Aims and objectives (from awarding body specification):
OCR
No. of weeks:
Time per week:
Support staff:
Section B: Institutions and Audiences – Contemporary Music One compulsory question to be answered by candidates based upon a case study of a specific media industry, from a choice of six topic areas offered by OCR. Centres should choose one of the following topic areas, in advance of the examination. Through specific case studies of the centre’s choice, candidates should be prepared to demonstrate understanding of contemporary institutional processes of production, distribution, marketing and exchange/exhibition at a local, national or international level as well as British audiences’ reception and consumption. There should also be some emphasis on the students’ own experiences of being audiences of a particular medium. This SOL covers Contemporary Music. Candidates should be prepared to understand and discuss the processes of production, distribution, marketing and exchange as they relate to contemporary media institutions, as well as the nature of audience consumption and the relationships between audiences and institutions. In addition, candidates should be familiar with: the issues raised by media ownership in contemporary media practice; the importance of cross media convergence and synergy in production, distribution and marketing; the technologies that have been introduced in recent years at the levels of production, distribution, marketing and exchange; the significance of proliferation in hardware and content for institutions and audiences; the importance of technological convergence for institutions and audiences; the issues raised in the targeting of national and local audiences (specifically, British) by international or global institutions (e.g Digipaks and re-issues that are targeted at older music fans; the ways in which the candidates’ own experiences of media consumption illustrate wider patterns and trends of audience behaviour. This unit should be approached through contemporary examples in the form of case studies based upon one of the specified media areas. Examples may include the following: Music A study of a particular record label within the contemporary music industry that targets a British audience, including its patterns of production, distribution, marketing and consumption by audiences. This should be accompanied by study of the strategies used by record labels to counter the practice of file sharing and their impact on music production, marketing and consumption.
Equal opportunities and diversity:
Health and safety:
All College policies relating to equal opportunities and diversity will be applied in this course/module, including: • fair treatment of all learners • provision of appropriate support for learners with physical or learning difficulties and disabilities • promoting equality and diversity in learning and teaching activities and materials
Safe working practices will be appropriately enforced in all classes and other activities relating to this course. A full health and safety handbook, with general and subject specific sections and relevant risk assessments, is kept in the Course File. [INSERT ADDITIONAL DETAIL RELATING SPECIFICALLY TO POTENTIALLY HAZARDOUS ASPECTS OF THIS COURSE/MODULE]
Contribution to Every Child Matters themes: 1. Promoting being healthy: Reference will be made where appropriate in this course to ways in which learners can stay in good health. 2. Staying safe: Safe working practices will be appropriately enforced in all classes and other activities relating to this course. 3. Ensuring learners enjoy and achieve: This course will maximise opportunities for learners to enjoy their learning and to achieve their full potential. 4. Making a positive contribution: Learners will be encouraged in this course to take responsibility for their own learning and progress. Where appropriate, they will also be encouraged to help other learners and contribute to the welfare of others in wider society. 5. Achieving economic wellbeing: Learners will be helped to progress to further or higher education or employment, and so increase their potential future economic wellbeing; the practical production portfolio teaches students to use industry standard DTP production software Adobe Photoshop CS3.
WB
Content and
Main Learning and Teaching Activities
Resources
Private Study/
Assessment
Learning Objectives 24th January
Overview of the unit; changes in media technology; Students research the ‘Big 4 Major Record Labels
In-Class Teacher gives over view of the unit; students discuss the changes in the record industry over recent years – the ‘YOUNG PEOPLE ARE KILLING THE RECORD INDUSTRY’ slide on the Media Studies blog used to elicit discussion points. Students break into groups – Group One give YES answers; group Two give NO answers Students research ‘WHAT DEVICES STORE AND PLAY MUSIC?’ They produce a mood board of devices in Photoshop
Homework Internet www.citycollegemediastudies.blogspot.com
Complete short research task for homework
Through verbal and written responses to the set tasks.
Complete Technological research tasks for homework
Through verbal and written responses to the set tasks.
Photoshop CS3 Blogger.com Introduction to the unit presentation slides (embedded onto Music: Audiences and Institutions blog)
Students research the 4 Major record labels (What’s the link slide 3 Tasks 1&2); *Differentiation – students can take notes from the Intermedial Texts slideshow presentation that is on the blog. 31st January
Technological Convergence
Teacher elicits examples of technological convergence from the students; class agree on a definition for this key term; students suggest ways that technological convergence benefits Audiences as Consumers; they also suggest ways they benefit the Industry. Teacher presents the Technological Convergence presentation and students complete the research tasks on slide 4. Research is uploaded onto their individual blogs *Differentiation – students that finish early can research the new Apple iPad
Internet www.citycollegemediastudies.blogspot.com
Technological Convergence presentation slides
Internet 7th February
How do labels make money?
Students respond to prompts from the ‘How do labels make money’ presentation;
www.citycollegemediastudies.blogspot.com
How Do Labels Make Money? presentation slides (embedded onto Music: Audiences and Institutions blog) What are the key activities of a record label? Students place post-its under each column that explain the labels activities Teacher gives an outline of an independent label compared to a Major label; Teacher presents the Vertical Integration presentation – students complete research tasks on slide 8
Complete Vertical Integration research tasks and upload to blog
Through verbal and written responses to the set tasks.
KEY ACTIVITES OF A RECORD LABEL (Chris Anderson presentation with the cat’s tail on) Students define each category and state why it is important to the record label business model.
Students discuss the pros and cons of vertical integration for the Industry and Audience. Internet 14th February
Chris Anderson’s Long Tail and Participatory Cultures
Teacher asks students to suggest differences between a High Street record store and an online record store – students write suggestions on the board and discuss. Teacher presents ‘The Anatomy of the Long Tail’ presentation which outlines the fact that online distributors can afford to stock lots of niche products that do not sell in high numbers but still generate profit and revenue – for example 57% of Amazon sales are for products not available on the High Street; Students then draw a Long Tail for one of the following: • Myspace
www.citycollegemediastudies.blogspot.com
Chris Anderson’s Long Tail presentation slides (embedded onto Music: Audiences and Institutions blog) Large A3 sheets Coloured pens
Read and take notes from ‘The Long Tail Business Model’ Presentation (the one with the cat’s tail on); Read and complete activities from the Participatory Cultures presentation
Through verbal and written responses to the set tasks.
• • •
You Tube Last FM Amazon
Students use the suggestions or recommendations made by the site to investigate the ways in which the sites promote lesser known artists. Students present their Long Tails to the group. *Differentiation – students apply the Long Tail to another content provider; students can watch Chris Anderson presentation embedded onto the blog and take notes.
21st February
½ TERM Internet
28th February
Participatory Cultures
Teacher asks students to define ‘Creativity’; teacher asks students to list the ways in which media technology encourages people to be creative; teacher asks students to list the web sites that allow users to share their creative output/projects (You Tube, Myspace etc.) Students watch Charles Leadbeater animation that explains ‘We-Think’ and online creativity;
www.citycollegemediastudies.blogspot.com
Charles Leadbeater animation embedded onto blog
Teacher introduces Participatory Cultures; students agree on a working definition of the term; Students produce a powerpoint presentation on Participatory Cultures that gives examples from their own lives and web 2.0 experiences.
Participatory Cultures presentation slides (embedded onto Music: Audiences and Institutions blog)
Extension: students watch the Virtual Revolution presentation on the blog.
Large A3 sheets
Through verbal and written responses to the set tasks.
Coloured pens Computers
Internet 7th March
Push/Pull Media; Charles Leadbeater & Participatory Cultures
Teacher gives an overview of what Push/Pull Media is all about – how has Push/Pull media significantly changed media producers and consumers? What media technology has enabled Pull media?
www.citycollegemediastudies.blogspot.com
Push/Pull presentation slides (embedded onto Music: Audiences and Institutions blog)
Students give examples of Push and Pull media (specifically though not exclusively focused on Music) Students begin their Major Label Research Study
Major Label Case Study printed off Large A3 sheets Coloured pens Computers
Watch two of the interviews from the BBC Virtual Revolution web site; take notes and present findings online. Begin Major Label research activities
Through verbal and written responses to the set tasks.
From this week until Easter Break students study Music Case Study for two lessons per week (replacing Magazine Design); the remaining lesson is for TV Drama revision Internet 14th March Lesson One
Digital Music Report 2011– key trends in music supply and consumption
Teacher gives an overview of some of the key findings from the Digital Music Report 2011. Students complete research activity Students continue with Major Label Research Study
www.citycollegemediastudies.blogspot.com
Digital Music presentation slides (embedded onto Music: Audiences and Institutions blog)
Complete agreed SMART homework targets for the Major Label research project
Through verbal and written responses to the set tasks.
Complete agreed SMART homework targets for the Major Label research project
Through verbal and written responses to the set tasks.
Complete agreed SMART homework targets for the Independent Label research project Complete agreed SMART homework targets for the Independent Label research project
Through verbal and written responses to the set tasks.
Large A3 sheets Coloured pens Computers
Lesson Two
21st March
Research Project
Research Project
(Lesson One) (Lesson Two)
Research Project
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their MAJOR record label
Internet
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
www.citycollegemediastudies.blogspot.com
www.citycollegemediastudies.blogspot.com
www.citycollegemediastudies.blogspot.com
Through verbal and written responses to the set tasks.
28th March
Research Project
(Lesson One) Research Project (Lesson Two)
4th April
Research Project
(Lesson One)
Research Project (Lesson Two)
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
Students agree individual SMART research targets for the lesson which are negotiated with the teacher; student use the session to research their Independent record label
Internet
www.citycollegemediastudies.blogspot.com
www.citycollegemediastudies.blogspot.com
www.citycollegemediastudies.blogspot.com
www.citycollegemediastudies.blogspot.com
Complete agreed SMART homework targets for the Independent Label research project Complete agreed SMART homework targets for the Independent Label research project Complete agreed SMART homework targets for the Independent Label research project Complete agreed SMART homework targets for the Independent Label research project
Through verbal and written responses to the set tasks.
Through verbal and written responses to the set tasks.
Through verbal and written responses to the set tasks.
Through verbal and written responses to the set tasks.
11h April EASTER BREAK: Students complete Major Label and Independent Label research project
18h April
25h April
Mock exam and feedback; Students agree SMART revision targets with teacher after the exam
Audiences and Institutions: Contemporary Music Mock Exam #1
Mock exam paper #1
Complete SMART revision tasks in preparation for Mock Exam #2
Through written response to mock exam question; Through SMART target setting directly after the exam
2nd May
Mock exam and feedback;
Audiences and Institutions: Contemporary Music Mock Exam #2
Mock exam paper #2
Students reflect on last weeks SMART revision targets and set new SMART revision targets with teacher 9th May
Mock exam and feedback;
Complete SMART revision tasks in preparation for Mock Exam #3
Through written response to mock exam question; Through SMART target setting directly after the exam
Audiences and Institutions: Contemporary Music Mock Exam #3
Mock exam paper #3
Students reflect on last weeks SMART revision targets and set new SMART revision targets with teacher
Complete SMART revision tasks in preparation for Mock Exam #4
Through written response to mock exam question; Through SMART target setting directly after the exam
TV DRAMA and MUSIC CASE STUDY EXAM = Tuesday 17th May 2011 (2pm start)
END OF AS TEACHING