Introduction to btec firsts

Introduction to BTEC FirstsIntroduction to BTEC Firsts
Creative Digital Media Production

What is ‘Media’?What is ‘Media’?
• Spend 2 minutes with the person next to you and come
up with a list of everything you consider ‘‘MediaMedia’.’.
• Now try and come up with a definition of what you think
‘MediaMedia’ is. Once your pair has reached a decision
write it on your white board.

Course Structure:Course Structure:
The course if successfully completed is
equivalent to 1 GCSE
 There are 4 units to complete over the next
two years
 The first unit is in preparation for the exam
which is externally marked. The other 3 units will
all be coursework and internally marked across the
2years of your GCSEs.

Tips to Secure Success:Tips to Secure Success:
These steps should be followed routinely to help to guarantee your success
in this course
 Create folders on your computer for each unit you do
 Create a folder for each task you complete and name it appropriately within that unit
 Back up all of your data onto a memory stick or other storage device and keep it safely
(work lost will need to done again)
 Complete tasks on time routinely
 Attend as many catch up sessions as necessary
 Ensure that you dedicate an additional 3- 4 hours at home to the
completion of set tasks

Your Responsibility:Your Responsibility:
 Manage and organise your own time to prepare
evidence for assignments
 Participate fully in learning
 Produce work for assessment
 Review opportunities for achieving grading criteria
 Participate in self and peer assessment activities
where appropriate

Mandatory Units to be completed:Mandatory Units to be completed:
These units must be completed in order to receive
the qualification
 Unit 1 – Digital Media Sectors and Audiences (Exam)
 Unit 2 – Planning and Pitching (Coursework)
 Unit 3 – Digital Moving Image (Coursework)
 Unit 4 – TBC

How you will be assessedHow you will be assessed
• Each unit will consist of a variety of coursework tasks
that you must complete. You will receive an assignment
brief for each task, as well as a detailed grade scheme.
PASS MERIT DISTINCTION
You will show a basic
awareness of the task. Your
work will fulfil all of the
requirements of the brief, but
will lack real development and
detail.
You will show good awareness
of the task. Your work will
fulfil all of the requirements of
the brief and will include some
development and detail.
Your work will be of an
excellent quality, showing
clear understanding of the
task. Your work will fulfil all of
the requirements of the brief
and include good
development, detail and
originality.

Your Role:Your Role:
It is essential that you complete each
task to at least a PASS standard.
If you do not achieve at least a PASS in
all of the coursework you run the risk of
receiving an unclassified U result.

• Throughout the course we will learn and use
a variety of key media terms. They will be
made obvious to you on the slides. You must
make sure you ALWAYS make a note of these
key terms at the back of your book in a list.
KEY WORDS:
Term: Always write
down the key term and
the definition in the back
of your books.
Your Role:Your Role:
Any questions?Any questions?

YOUR TASK:YOUR TASK:
• In small groups you are going to use ‘the media’ to
create a VILLAIN and a HERO.
• In order to do this you are going to cut up images from
magazines and stick them to your paper.
• However – with every image you take you must explain
how this contributes to the qualities of your characters.

My Hero:My Hero:
Boltaprio - Saviour from the Grease!Boltaprio - Saviour from the Grease!
The beautiful looks and
charms of Leo Dicaprio
The beautiful looks and
charms of Leo Dicaprio
He has the power of flyingHe has the power of flying
He has the unbelievable
strength of Jax
He has the unbelievable
strength of Jax
His alter-ego works
in a gym.
His alter-ego works
in a gym.
He kills his villains by
forcing them to eat fruit.
He kills his villains by
forcing them to eat fruit.
He is the fastest man on Earth.He is the fastest man on Earth.

L.O: To be able to understandL.O: To be able to understand
how media is constructed.how media is constructed.

The Media:The Media:
The media tries to present what is real
but what tends to happen is visual
‘refraction’.
A media theorist Jean Baudrillard calls
this ‘hyper reality’ in which the media
creates an artificial or heightened
reality.
KEY WORDS:
Decoding: the
understandings taken
from and brought to the
text by the audience, the
ways the text is
understood.
The Media has been ‘The Media has been ‘constructedconstructed’ – very few can’ – very few can decodedecode the messages!the messages!

Refraction:Refraction:
• I’ve taken what is a seemingly
real image of myself.
• However it is clear that this is
an artificially constructed
image of me (Baudrillard)
• This is a refracted version of
myself.

Task:Task:
• In pairs Download the app – ‘Youcam perfect’ onto one
of your phones (girls you might want to add
‘YoucamMakeUp’).
• Take a picture of yourself and then use the app to
manipulate the image.
• Email the images to me – cd@westgate.slough.sch.uk

L.O: To be able to understandL.O: To be able to understand
the development of Media.the development of Media.
Analogue and Digital

Unit 1: Digital Media Sectors andUnit 1: Digital Media Sectors and
AudiencesAudiences
• In this externally assessed unit you will explore the different
digital media sectors and the products they produce.
• You will understand the range of technological platforms used
to distribute media, and how each sector has a common
production process.
• You will understand how media producers consider how to
interact and communicate with audiences and how
information on the audience can be gathered and interpreted.

Digital Media:Digital Media:
• The digital media industry has changed
rapidly, thanks to the growth in digital
technology.
• Nearly every person and company today uses
digital media to access information,
entertainment, marketing or social networks.
• However – our technology used to be
analogue.

Analogue or Digital?Analogue or Digital?

Analogue and Digital:Analogue and Digital:
Living Room:
Upstairs:
Kitchen:

Plenary:Plenary:
• In your books but into your own words
what the difference is between Analogue
and Digital.

STARTER:STARTER:
Is this digital or analogue? – explain how

L.O: To be able to explore theL.O: To be able to explore the
different media SECTORS.different media SECTORS.

Sectors:Sectors:
• Imagine the media is like a school. Inside that
school there are lots of different subjects
• Maths
• English
• Science
• P.E
• These subjects are just different SECTIONS of
the school.
KEY WORDS:
SECTORS: An area or
portion of the media
that is distinct from
others

Sectors:Sectors: KEY WORDS:
SECTORS: An area or
portion of the media
that is distinct from
others
Try and list as many
SECTORS you can
find in the media:
1)
2)
3)
4)

Digital Media Products:Digital Media Products:
• Within each sector differnt media products
are produced. (These a different categories
within the sectors).
Moving Image Audio Publishing Games
•Film
•Drama
•
•
•
•
•Adverts
•
•
•
•
•
•E-magazines
•
•
•
•
•
•Entertainment
•
•
•
•
•

Synergy:Synergy: KEY WORDS:
SYNERGY: When
media sectors cross over
to another one to help
strengthen their
products.
FILM/T.V
AUDIO
PUBLISHING
GAMING

Synergy:Synergy: KEY WORDS:
SYNERGY: When
media sectors cross over
to another one to help
strengthen their
products.
FILM/T.V
AUDIO
PUBLISHING
GAMING
Can you find another example
where synergy has been used in
order to produce a product?
TASK:
In groups research how the following film products used synergy. Put
your findings into a PowerPoint in order to present your findings.
• Star Wars
• The Inbetweeners
• Batman
• The Incredibles
• Toy Story

Synergy:Synergy:
Advantages?
EXTENSION:
Can you think of any potential disadvantages to synergy?

STARTER:STARTER:
What SECTORS are the following images from?
FILM GAMING AUDIO

L.O: To be able to understand theL.O: To be able to understand the
process of creating a product.process of creating a product.

BTEC Quiz:BTEC Quiz:
1. Name two examples of a digital audio product.
2. Name two examples of a an analogue product.
3. List 4 media sectors.
4. Name 2 platforms within the publishing sector.
5. Name 2 platforms within the moving image
sector.
6. Explain how synergy is important.

BTEC Quiz:BTEC Quiz:
1. Name two examples of a digital audio product.
Ipod/MP4/Podcast/Audio book
2. Name two examples of a an analogue product.
Vinyl records/film reel/terrestrial TV/ analogue clock/cassettes/VHS
3. List 4 media sectors.
Moving image/audio/publishing/internet/gaming
4. Name 2 platforms within the publishing sector.
Books/magazines/billboards/posters
5. Name 2 platforms within the moving image sector.
Film/tv drama/documentaries/news
6. Explain how synergy is important.
Makes more money/reaches a large audience/makes product more
successful.

Production ProcessProduction Process
ProductPre- Post-

Production Process:Production Process:
Pre-Production
Production

Post-Production
Distribution

Exhibition

Task:Task:
• You have been set the task to
come up with a new teen
show for Channel 4.
• Create a PowerPoint showing
what you would do at each
stage of producing your
product.
Pre-production:
• create a story board
• write a list of characters
•
•

StoryboardStoryboard
Location RecceLocation Recce
Cast ListCast List
Filming scheduleFilming schedule
Shot listShot list
Props listProps list
Serif editing softwareSerif editing software
IMAX cameraIMAX camera
Studio timeStudio time
TripodsTripods
SoundtrackSoundtrack
Film postersFilm posters
T.V AdvertsT.V Adverts
CinemaCinema
DVDDVD
Blu-rayBlu-ray NetflixNetflix
Pre-
production
Production Post-
production
Distribution Exhibition

STARTER:STARTER:
Which is an example of an ANALOGUE product
and which is a DIGITAL product? Explain why.

L.O: To be able to prepare for aL.O: To be able to prepare for a
successful presentation.successful presentation.

How Good Are Your Presentation Skills?How Good Are Your Presentation Skills?
Write a list in your books of what you
consider is necessary for a good
presentation:
•
•
•
•
•
•
•

L.O: To be able to produce aL.O: To be able to produce a
successful presentation.successful presentation.

L.O: To be able to understand the useL.O: To be able to understand the use
of media platforms and devices.of media platforms and devices.

Starter:Starter:
1 - Which one of the following would be considered part of the post-production process
when making a radio programme?
a) Recording interviews
b) Researching materials for an interview
c) Editing recorded materials from an interview
d) Drawing a storyboard
(Total for Question 4 = 1 mark)
2 - Which one of the following would not be considered a pre-production activity for a
television drama?
a) Undertaking research
b) Filming scenes
c) Writing a script
d) Planning logistics
(Total for Question 4 = 1 mark)

Media World:Media World: KEY WORDS:
PLATFORMS: is the
means by which the
media is distributed eg.
TV, Cinema, Digital
Download, Radio, CD,
Online, DVD etc.
THE
MEDIA
T.V AUDIO PUBLISHING
GAMING WEB
TELEVISION CINEMA
DVD BLU-RAY
STREAMING

Platforms:Platforms:
Sector: FilmFilm
Platforms: Cinema
DVD
Blu-ray
T.V
Netflix
LoveFilm
Cinema
DVD
Blu-ray
T.V
Netflix
LoveFilm

Sector: AudioAudio
Platforms:

Publishing:Publishing:
PostersPosters
Gaming:Gaming:
New GameNew Game

Devices:Devices: KEY WORDS:
DEVICES: is the way
that the media product
can be accessed
(watched/consumed) eg.
Mobile, TV Phone,
Computer, Games
console.
ComputerComputer Mobile phonesMobile phones
I PadsI Pads
I PhonesI Phones
TabletsTablets
KindlesKindles
LaptopsLaptops

Media Convergence:Media Convergence: KEY WORDS:
Convergence:
means we now have
greater access to media
products and choice
about as and when we
want to consume them.

Media Convergence:Media Convergence: KEY WORDS:
DEVICES: is the way
that the media product
can be accessed
(watched/consumed) eg.
Mobile, TV Phone,
Computer, Games
console.

Media Convergence:Media Convergence:
Voice
communication
Moving image
Computing
Gaming

The Inbetweeners: Case Study:The Inbetweeners: Case Study:
Sector
Film SYNERGYSYNERGY
PublishingPublishing
AudioAudio
WebWeb
PLATFORMSPLATFORMS
T.V
DVD
Cinema
PLATFORMSPLATFORMS
Billboard posters
Magazines
Billboard posters
Magazines
CD SoundtrackCD Soundtrack
Facebook
Twitter
Websites
Facebook
Twitter
Websites
DEVICESDEVICES
T.V
Computer
Phones
Tablet
DEVICESDEVICES

Game of Thrones: Case StudyGame of Thrones: Case Study

Assassin’s Creed: Case StudyAssassin’s Creed: Case Study

L.O: To be able to write a case studyL.O: To be able to write a case study
focusing on SECTORS,focusing on SECTORS,
PLATFORMS and DEVICES.PLATFORMS and DEVICES.

Starter:Starter:
Pre-production Production Post-Production
Adding special effectsAdding special effects
Editing musicEditing music
Editing scenesEditing scenes
Creating a gameCreating a game
Recording musicRecording music
Filming scenesFilming scenes
Writing a scriptWriting a script
StoryboardStoryboard
Location recceLocation recce
Audience
research
Audience
research

Interactivity and Personalisation:Interactivity and Personalisation:
 Interactivity is where the
audience can become actively
involved with the media
product they are consuming.
 For example, viewers can use
the red button on their
remote control to vote for
their favourite acts on some
programmes or they can live
text a programme to give their
opinions.
 Personalisation allows the
consumer to select their
preferences on their TV’s,
mobile or internet searches.
 This allows us as consumers to
quickly select and consume our
preferred products
However!
 It also allows media producers
to gain an insight into our
consumption preferences, that
data is then used to target us
with similar products.

Pottermore: Case StudyPottermore: Case Study
Write a case study in your books for Pottermore,
investigating:
• What is Pottermore?
• What different media sectors are synergised on the
website?
• What platforms are presented and what devices is it
available on?
• Discuss how it involves the audience.
Key words: Convergence, Interactivity Personalisation

L.O: To be able to know how mediaL.O: To be able to know how media
industry identifies their AUDIENCES.industry identifies their AUDIENCES.

Starter:Starter:
• Read through I comments I have made in your
books.
• You all have 5 questions that I would like you to
answer – I have left enough space for your
responses.
• The questions I have given you are to further
test your knowledge of the course so far.

Media Consumers:Media Consumers:
We are all CONSUMERS of media products. But what do you know about the people around
you?
Working in pairs, ask your partner about themselves, their lifestyles and their media
consumption. Divide your questions up so that you find out what products they consume
within the different creative media industry sectors. For example, for television you may
want to fund out:
•How much television they watch a week
•Whether they have cable, satellite or Freeview
•Whether they have a television set in their bedroom
•What their favourite television programmes are.
Use their answers to build up a PROFILE of the person as a media consumer.
Are you surprised at what you find out about the people around you or do they all fit into
a familiar profile?
We are all CONSUMERS of media products. But what do you know about the people around
you?
Working in pairs, ask your partner about themselves, their lifestyles and their media
consumption. Divide your questions up so that you find out what products they consume
within the different creative media industry sectors. For example, for television you may
want to fund out:
•How much television they watch a week
•Whether they have cable, satellite or Freeview
•Whether they have a television set in their bedroom
•What their favourite television programmes are.
Use their answers to build up a PROFILE of the person as a media consumer.
Are you surprised at what you find out about the people around you or do they all fit into
a familiar profile?
KEY WORDS:
Profile: a set of
information that
summarises what a
person is like.

How are audiences defined:How are audiences defined:
• Age
• Gender
• Location
• Ethnicity
• Religion
• Socio-economic group
AB: Professional,
business and white
collar
C1: Higher skilled
manual
C2: Lower
skilled manual
DE: Semi and unskilled manual

Audience Profile:Audience Profile:
I am a 30year old female
Doctor. I live in London
with my husband and 2
children. I go to church
every Sunday.

Audience Profile:Audience Profile:
• Age
• Gender
• Location
• Ethnicity
• Religion
• Socio-economic group
AB: Professional,
business and white
collar
C1: Higher skilled
manual
C2: Lower
skilled manual
DE: Semi and unskilled manual

Your Task:Your Task:
Create a product
for this audience
member.
How is your
product going to
keep this person
interested?
Create a product
for this audience
member.
How is your
product going to
keep this person
interested?

Your Task:Your Task: Product name:
How will it appeal to Lauren:
How might it not appeal to
Lauren:
Mark out of 10:
Product name:
How will it appeal to Lauren:
How might it not appeal to
Lauren:
Mark out of 10:

L.O: To be able to understand theL.O: To be able to understand the
different types of AUDIENCES.different types of AUDIENCES.

STARTER:STARTER:
What media do you
consume on your own?
What media do you
consume in a group?
• E-book
• Mobile phone apps
•
•
•
•
•
•
•
•
•
•

The Uses & Gratifications ModelThe Uses & Gratifications Model
• Blumler & McQuail (1968) see media
audiences as ACTIVEACTIVE.
• They suggest that people use the media
to meet particular needs that they have.
• These needs could be Biological,
Psychological or Social
• They argue that It is “not what do the
media do to people? but what do people
do with the media?”

TASK-TASK-
Try to think of as many different
examples of needs/things which we
may turn to the media for.
The Uses & Gratifications ModelThe Uses & Gratifications Model

1. Diversion1. Diversion
• According to Watson (2008) we often use the media
to ‘escape from routines’ or to escape our
problems/stresses.
• Some people may use the media as a way of making
up for the lack of something in their own personal
lives.

2. Personal Relationships2. Personal Relationships
• According to Watson, we tend to know more about
the characters from soaps than we know about our
own neighbours.
• The mass media can be used to compensate for the
lack of community spirit in our lives

3. Personal Identity3. Personal Identity
• We may use the media to help
us cope with parts of our
identity which are unsure-
• for e.g. a teenage boy who
suspects he is gay may turn to
programmes such as Hollyoaks
to seek help in making
decisions.

4. Surveillance4. Surveillance
• People may use the media to obtain
information about the social world.
• The recent increase in online blogging and
websites where people can add their own
knowledge such as ‘Wikepedia’ is a good
example of this.

Task:Task:
• Think about your favourite
programme or programmes
• Using Watson’s categories explain
why you choose to watch it/them?
• Try to give as much detail as you
can…

Task:Task:
• Using the sheet- identify how the TV
shows could meet the basic needs
of individuals
• I.e. Diversion, Personal Relationships,I.e. Diversion, Personal Relationships,
Personal Identity, SurveillancePersonal Identity, Surveillance
• Some TV shows may meet MORE
than one of the above needs.

The Hypodermic Needle:The Hypodermic Needle:
• Here it is argued that the messages in media
texts are injected into the audience by the
powerful, syringe-like, media.
• The audience is powerless to resist, they are
PASSIVE.PASSIVE.
• Therefore, the media works like a drug and the
audience is drugged, addicted, doped or duped.

The Bobo Doll experiment:The Bobo Doll experiment:
This is a very controversial piece of research that apparently proved that
children copy violent behaviour. This was conducted in 1961 by Albert
Bandura.
Children watched a video where an adult violently attacked a clown toy
called a Bobo Doll. The children were then taken to a room with attractive
toys that they were not permitted to touch. The children were then led to
another room with Bobo Dolls 88% of the children imitated the violent
behaviour that they had earlier viewed. 8 months later 40% of the children
reproduced the same violent behaviour.
The conclusion reached was that children will imitate violent media content.
There are many problems with the experiment. What do you think are the
flaws with the methodology? Does it indeed prove that children imitate
violent media content?
https://www.youtube.com/watch?v=zerCK0lRjp8

L.O: To be able to REVISE effectively.L.O: To be able to REVISE effectively.

Revision Ladder:Revision Ladder:
Write down
everything you can
remember about
the topic from
memory.
Reduce the key points
down to under 200
words.
Find/research a real
life piece of evidence
or news which
illustrates the topic.
Explain a piece of
evidence for
(supporting) and
against
(challenging) a
theory or
perspective.
Write a short
paragraph on how far
you agree with the
topic and why?
Transform a theory or perspective into a
comic strip or storyboard.

L.O: To learn the purpose ofL.O: To learn the purpose of
REGULATIONS.REGULATIONS.

Starter:Starter:
• Give 2 examples of how we consume media individually.
• Give 2 examples of how we consume media in a group.
• Give 3 examples of the uses and gratifications. Explain what each
one is.
• What type of audience use the media for their own benefit?
• What type of audience are unaware of the dangerous messages the
media provides?
• What theory is this?

Producer Control:Producer Control:
• Media producers can’t always produce exactly what they want and there are
often strict rules and guidelines in place to limit and control what they can
produce.
• There are certain legal restrictions that apply to all media products.
COPYRIGHT RESTRICTIONS mean that you cannot copy part of somebody
else’s work and use it in you own product without asking for permission first.
For instance, you may think a song by your favourite band or artist will sound
good in the television programme that you are producing, buy you will need to
get their permission (and probably pay them some money) before you can
include it on the soundtrack.
• There are also strict laws around DEFAMATION, RACE DISCRIMINATION and
DATA PROTECTION that can limit what information a media product can
contain. However, the law on the freedom of information can often help a
newspaper, website, or radio or television documentary team that is trying to
report on something that may be a bit controversial.
KEY WORDS:
Copyright: the
copyright simple indicates
that a product is protected
by copyright laws.
Defamation: when
something negative and
without proof is said about
another person which
could potentially ruin their
reputation.
Race
Discrimination:
When a particular group of
people are purposefully
given a negative
representation.
Data Protection: It
is illegal to give out
personal information to the
public without permission.

Producer Control:Producer Control:
• There are also laws about what you can and can’t say
about individuals and groups in a particular media
product. The LIBEL LAW prevents media producers
publishing or broadcasting anything about somebody
that is untrue or may damage his or her reputation.
Many people have used this law to claim damages
against companies that have published damaging or
untrue material about them. All large media
organisations will take advice from lawyers before
publishing or broadcasting anything they think may
fall foul of the libel law.

Case Study: Keira KnightleyCase Study: Keira Knightley
• Read the case study on Keira
Knightley and answer the questions.
• Extension – When someone famous
takes a publication to court, what is
the effect of the consequent publicity
on the celebrity and on the
publication?

Regulatory Bodies:Regulatory Bodies:
Regulatory bodies limit and control what an industry sector can
and can’t produce.
Regulatory
Body
Industry
Sector
What is the
purpose of it?
What would happen
without it?
Ofcom
BBFC
PEGI
ASA
W3C
PCC

Case Study: The Press ComplaintsCase Study: The Press Complaints
CommissionCommission
• Read the case study on the PCC and
answer the questions.
• Extension – How can media production
companies avoid ending up in court
accused of copyright, libel or defamation
laws?
• What precautions will you need to take
when you are working on your own
media product?

Regulation of the Web?Regulation of the Web?
For Against
• Dangerous websites
• Protecting children
• Freedom of expression
• Allows people to make up
their own minds
P2: You will be
able to simply list
a range of reasons
for your
argument.
M2: You will be
able to provide
examples and
explain how they
link to your
debate.
D2: Your examples
will be precise and
detailed and you
will be able to
evaluate their
importance in
your debate.

L.O: To learn how to create productsL.O: To learn how to create products
for your specific TARGETfor your specific TARGET
AUDIENCE.AUDIENCE.

Starter:Starter:
• Name the 6 details you need to know about
your audience when creating a profile:
1.
2.
3.
4.
5.
6.

Key Terms:Key Terms:
• Target audience: a specific group of
people within the target market at which
a product or the marketing message of a
product is aimed at.
• Primary audience: The main target
audience of a product.
• Secondary audience: Any consumers that
are outside the primary target audience.

Targeting Your Audience:Targeting Your Audience:
Would these
people
consume the
same digital
media
products?
Would these
people
consume the
same digital
media
products?

Targeting Your Audience:Targeting Your Audience:
How can you
ensure that the
right people are
using your
product?
How can you
ensure that the
right people are
using your
product?

Quick QuizQuick Quiz
Which part of the production process does
AUDIENCE RESEARCH come into?
Pre-Production
Production
Post-Production

Audience Research:Audience Research:
• An important process that underpins all media
production
• Everything we consume has been carefully planned
and researched to make them as successful as
possible
Why do you think companies spend so much money
on research?

Why spend money on AudienceWhy spend money on Audience
Research?Research?
• Media products expensive to produce
• Need to make sure that it will attract the right audience
• To make sure the audience reacts to it in the right way
• To ensure the product can be completed in the required
time
• To produce product within budget

4 Types of Research:4 Types of Research:
• Primary
• Secondary
• Quantitative
• Qualitative

Primary Research:Primary Research:
• What is it?
• Original research that is carried
out for a specific purpose in
order to obtain original data.
• While primary data often fits
more precisely with the
research objective, data
collection can be costly and
time consuming.
• Primary Methods
• Interviews
• Observations
• Questionnaires
• Survey
• Focus groups
• Audience panels
• Participation in internet
forums

Secondary Research:Secondary Research:
• What is it?
• This involves the use of data
and information that has
already been published (that
has already been done for you)
• Secondary data sources, also
known as published data, come
from credible and independent
sources.
• Secondary sources should be
the first line of collecting data
when conducting marketing
research, as they are widely
available and often
inexpensive.
• Secondary Methods
• Books, journals, reference-
based books, directories,
periodicals
• Newspapers
• Film archives
• Photo libraries
• Internet
• CD Rom
• Databases
• Audio material
• Ratings
• Government statistics

Types of Questions:Types of Questions:
• Open Questions
• Is a question that cannot be
answered with a yes or no but
requires a developed answer.
– What is the matter with
the people in that class?
– Where are you going to
find the time to write all
those letters?
– Why can't I come along
with you?
– What makes the leaves
change colour?
• Closed Questions
• Is a question with only a
yes/no or a only fixed
response can be given.
– Does four plus four equal
eight?
– Is that haunted house really
scary?
– Will you be going to
Grandmother's house for
Christmas?
– Did Dad make the cake
today?

Quantitative Data:Quantitative Data:
• This produces information that you can
measure and count.
• This data can usually be shown as a set of
numbers and is often presented in charts,
tables, and diagrams.
• This can involve both primary and
secondary techniques.
• It is about quantity of data

Qualitative Data:Qualitative Data:
• This produces information about people’s
opinions, views and preferences about
something.
• Both primary and secondary techniques can be
used.
• This is very useful as it can give an insight into
what people think of the media product.
• It is more about the quality of data

Homework:Homework:
• Create/do at least 3 of
these tasks in order to
compile a range of
primary research.
• Primary Methods
• Interviews
• Observations
• Questionnaires
• Survey
• Focus groups
• Audience panels
• Participation in internet
forums

Scenario (The setting and rational of the assignment)
You work for Blizzard and have been set the task of creating a new game for the company. You game should be aimed
towards teenagers. You must create a planning portfolio to help solidify and support your new product.
Task 1.1 (What you need to do)
You must conduct research into one mobile game or application. You are expected to conduct both primary and secondary research into your
chosen game. You must create a planning portfolio which includes each of the following elements:
A Planning Sheet which explains your initial idea. You should address the following sub-headings:
Who – Who is your target audience and how do you plan to address their needs?
Why – What is the purpose of your product, why produce it?
What – What will your product be? What will you include?
Where – What platform will your product be made available on? Where will it be seen?
How – What equipment will you use to make the product?
Records of how you formulated the idea. You will need to show evidence of each of the following:
Verbal communication – you should keep a record of any discussions, meetings, interviews or focus groups that you conduct to help develop
your idea
Written communication – you should write a brief summary of your idea, including your aims, the timeframe it will take to complete the task,
the level of organisation required, the availability of resources and personnel required, any legal or moral issues involved, and costs
Visual communication – keep a record/copy of any mood-boards, mind maps, storyboards, sketches, etc. that you create to include in your
planning portfolio
Evidence Requirements (How you will be assessed)
P2 You can summarise a selected idea for a new game, demonstrating the requirements of the brief and relevant planning issues.
M2 You can explain a selected idea for a new game, effectively demonstrating the requirements of the brief and relevant planning issues.
D2 You can justify the selected idea for a new game, comprehensively demonstrating the requirements of the brief and any relevant planning
issues.

Task:Task:
• All OF YOU will have:
• An Initial Idea
• Secondary research (at least 3 other games)
• Primary research (Interviews, questionnaires
etc)
• Quantitative data – explain your results
• Qualitative data
• Final Idea (including images of idea) – explain
how you came up with the final idea from your
research.
Evidence Requirements (How you will be
assessed)
P2 You can summarise a selected
idea for a new game, demonstrating the
requirements of the brief and relevant
planning issues.
M2 You can explain a selected
idea for a new game, effectively
demonstrating the requirements of the
brief and relevant planning issues.
D2 You can justify the selected
idea for a new game,
comprehensively demonstrating
the requirements of the brief and any
relevant planning issues.

L.O:L.O: Understand how we create meaningUnderstand how we create meaning
through the DECONSTRUCTION of mediathrough the DECONSTRUCTION of media
textstexts..Creative Digital Media Production

All media texts have 2 layers of meaning:
Signifier (aka Denotation):
What we actually see.
Signifies (aka Connotation):
What you associate with this image –
the deeper or hidden meanings and
associations.
Decoding:Decoding:
KEY WORDS:
Semiology/
Semiotics: the study
of the meanings of signs

• Signifier (Denotation): Red rose with a green
stem.
• Signifies (Connotation): a symbol of passion and
love - this is what the rose represents.
KEY WORDS:
Roland Barthes
Deconstruction
Theory: French
literary theorist, critic
and philosopher who
applied semiotic analysis
to cultural and media
forms.
How Do We Read Signs?How Do We Read Signs?

How Do We Read Signs?How Do We Read Signs? KEY WORDS:
Roland Barthes
Deconstruction
Theory: French
and philosopher who
forms.
Facial Expressions:
• Shows the emotions /
mood connected with
the character or film

Roland Barthes
Deconstruction
Theory: French
and philosopher who
forms.
Body Language:
• Shows the emotions /
mood connected with
the character or film

Roland Barthes
Deconstruction
Theory: French
and philosopher who
forms.
Lighting:
• Lighting can create an
atmosphere, can
highlight certain
features, or make
something seem
special.

How Do We Read Signs?How Do We Read Signs?
KEY WORDS:
Mise-en-scene:
This is the word used to
describe everything that
is presented on screen in
a film product. This has
purposefully been
prepared in order for the
audience to understand
its meaning.
Lighting:
• Size, style and colour of the words gives
meaning to the product

Lots of blue colour:
connotations of sea,
calm, cool.
Props: all adding to the
nautical/sea theme of the
film.
The sea Caribbean location,
pirates.
Lighting: natural and
bright, so tranquil and
happy mood in the
scene

The 5 Elements of Mise en SceneThe 5 Elements of Mise en Scene
• Settings & Props.
• Costume, Hair & Make Up.
• Facial Expressions & Body Language.
• Lighting & Colour.
• Positioning of characters/objects within the
frame.

What setting & props would you find in:
1. A Science Fiction Film?
2. A Romantic Comedy?
3. A Horror Film?
4. A War Film?

• Consider how the Costume and Make up would be in:
1. A period drama,
2. A Western,
3. An action-adventure film.

What’s the first impression you get when looking
at these facial expressions & body language
stances.

Types of LightingTypes of Lighting
• LOW KEY LIGHTING:
• Created by using only the key &
back lights
• Produces sharp contrasts of
light and dark areas
• Deep, distinct
shadows/silhouettes are formed
Example: Horror Films

Types of LightingTypes of Lighting
• HIGH KEY LIGHTING:
• More filler lights are used.
Lighting is natural and
realistic to our eyes.
• Produces brightly lit sets or a
sunny day (right).
Example: Rom-Coms

L.O:L.O: To be able to learn key film languageTo be able to learn key film language..

Close Up (CU) ShotsClose Up (CU) Shots
• A close up shot of a
character usually takes in
their head and shoulders.
• It can be used to emphasise
how important a character
or object is.
• It allows the audience to
build a relationship with the
character

Close Up (CU) Shots – you be theClose Up (CU) Shots – you be the
Director!Director!
Using your camera frame, in your pairs, take
turns to try and frame each other in close up
Try and act out different emotions e.g happy,
sad, frightened…
REMEMBER: the shot contains face and
sometimes shoulders

Extreme Close Up (ECU) ShotExtreme Close Up (ECU) Shot
• An extreme close up
shot usually focuses on a
part of the face (often
the eyes or mouth)
• Used to convey emotion
to the audience
• Often used at key
points in the story

Extreme Close Up (ECU) Shot – youExtreme Close Up (ECU) Shot – you
be the Director!be the Director!
Using your smaller camera frame, in your pairs, try
and frame each other in extreme close up
Try and act out different emotions e.g. happy, sad,
frightened…
REMEMBER: ECU usually focuses on a specific part
of the face (eyes or mouth)

Medium shot (MS)Medium shot (MS)
• A mid shot shows the body
from the waist up.
• It shows some background
and whole body language.
• Focus on character – it lets
the audience see what they
are doing BUT also how they
are feeling

Medium shot (MS) – you be theMedium shot (MS) – you be the
Director!Director!
Go back to your larger camera frame. In pairs, try and
frame each other in medium shots
Try and act out a different scenario e.g reading a
speech or riding a horse
REMEMBER! MS are of a character from the waist up
& display some location

Long Shot (LS)Long Shot (LS)
• Full body is shown.
• Used to show location or
relationships of
characters.
• Often used as a first
shot at the start of a
particular sequence

Long Shot (LS) – you be theLong Shot (LS) – you be the
director!director!
Use your larger camera frame. In pairs, try and
frame each other in long shots
Try and act out a different scenario e.g walking
away from a burning building
REMEMBER! LS are of a character’s whole body
& tells the audience where they are

High Angle ShotHigh Angle Shot
• The camera is positioned
above the person or place.
• It can make a person look
vulnerable.
• Designed to make the
audience side with the
characters in shot

High Angle Shot – you be theHigh Angle Shot – you be the
Director!Director!
frame each other in high angle shots
BE CAREFUL! This may mean one of you
crouching on the floor. DO NOT STAND ON
THE CHAIRS
REMEMBER! High Angle shots (the underdog
shot) make a character seem vulnerable

Low- Angle ShotLow- Angle Shot
• The camera is
positioned below
the person or place.
• It can make a person
look powerful or
important.

Low- Angle Shot – you be theLow- Angle Shot – you be the
Director!Director!
frame each other in low angle shots
BE CAREFUL! This may mean one of you crouching
on the floor. DO NOT STAND ON THE CHAIRS
REMEMBER! Low angle shots can make a character
seem powerful or intimidating depending on
whether or not the are a hero or a villain

Point of View (PoV)Point of View (PoV)
• The camera
becomes the
character and
shows us exactly
what they are
seeing, as they
would see it.

Eye LevelEye Level
• A neutral camera
angle
• Represents a real
person standing up,
watching the scene

Quiz!!
In the blank box on your worksheet, answer the
following questions:
• What type of camera shot is this?
• What is used for?
• What can we tell about the characters and
their surroundings from this shot?
• How do we feel about them?

In the blank box on your worksheet,
answer the following questions:
• What can we tell about the character
from this shot?

• What can we tell about the
character/background from this
shot?

• What type of camera angle is this?
character/surroundings from this
shot?

• What can we tell about the location
from this shot?

Quiz ANSWERSQuiz ANSWERS
In the blank box on your worksheet, answer
the following questions:
LONG SHOT
TO ESTABLISH LOCATION AND
RELATIONSHIPS OF CHARACTERS
• What can we tell about the characters and
their surroundings from this shot?
THEY ARE FRIENDS/HELPING EACH
OTHER/IN TROUBLE/HURT
IN A COLD PLACE/DANGEROUS

CLOSE UP
TO EMPHASISE HOW IMPORTANT
THIS CHARACTER IS
character from this shot?
HE IS ANGRY/UPSET/WORRIED
ABOUT SOMETHING OFF SCREEN

•MEDIUM SHOT
AUDIENCE CAN STILL SEE
CHARACTER’S FACE AND BODY
LANGUAGE WITH SOME
BACKGROUND
character/background from this
shot?
SEEMS TO BE IN A BIG HALL,
MEETING, SCHOOL ETC...SEEMS
VERY CONFIDENT

In the blank box on your
worksheet, answer the following
questions:
• What type of camera shot is
this?
CLOSE UP
TO EMPHASISE HOW
IMPORTANT THIS CHARACTER
IS
HE IS SMILING –
MISCHEVIOUS/FUNNY

LOW ANGLE
•TO MAKE A CHARACTER LOOK
POWERFUL
character/surroundings from this
shot?
•FACTORY/INDUSTRIAL SETTING;
HE IS AN IMPORTANT CHARACTER
TO THE ACTION

questions:
this?
LONG SHOT
TO ESTABLISH LOCATION
location from this shot?
DIFFERENT TIME, LOTS OF
PEOPLE; CELEBRATION

questions:
• What type of camera angle is
this?
HIGH ANGLE
TO MAKE A CHARACTER OR
OBJECT APPEAR VULNERABLE
location from this shot?
PERHAPS SOMETHING BAD
WILL HAPPEN HERE

questions:
this?
EXTREME CLOSE UP
TO SHOW THE EMOTION OF A
CHARACTER, PARTICULARLY AT
KEY ACTION POINTS
ANGER/CONCENTRATION/IN
BATTLE

L.O:L.O: To be able to understand the termsTo be able to understand the terms
REPRESENTATION and NARRATIVESREPRESENTATION and NARRATIVES..

Starter:Starter:
• What is a NARRATIVE?NARRATIVE?
• A narrative is a series of events that must be linked in order
to find meaning.
• An audience needs to be able to understand and engage
with a text easily. Therefore, media texts must be structured
clearly.
Beginning End

Todorov:Todorov:
Narrative goes through five stages:
1. A state of equilibrium (all is as it should be).
2. A disruption to that order (by an event).
3. A recognition of that disruption.
4. An attempt to repair the disruption.
5. A return/restoration to a new equilibrium.

1. Equilibrium1. Equilibrium
2. Disruption2. Disruption
3. Recognition3. Recognition
4. Repair Disruption4. Repair Disruption5. Return/start new equilibrium5. Return/start new equilibrium

Over to you:Over to you:
With reference to a film you have recently
watched, or your favourite films discuss how
Todorov’s theory features in the film.
Write down the:
Equilibrium, Disruption, Recognition of that
disruption, Repair of the disruption and a Return /
Restoration or start of a new equilibrium.

• A media representation is not 100% accurate. It is a RE-
PRESENTATION that has been CONSTRUCTED.
(Refraction)
RepresentationRepresentation KEY WORDS:
Verisimilitude:
the quality of seeming
like what is taken to be
the real world of a
particular text.

• The media gives us ways of imagining particular groups/
identities/situations
• We become familiar with these groups.
• Stereotypes are widely circulated ideas or assumptions –
this can be quite derogative as it limits our understanding
and can lead to prejudice.
Stereotypes:Stereotypes: KEY WORDS:
Branston and
Stafford: These
theorists said
‘stereotypes are widely
circulated ideas or
assumptions about
particular groups.

Stereotype Definitions:Stereotype Definitions:
• Stereotypes
Media Institutions use stereotypes because the audience will
instantly understand them. Think of stereotypes as a ‘visual
shortcut’. They’re repeated so often that we assume they are
normal or ‘true’.
• Task – Think of a stereotypical representation of Scotland or
O.A.P’s
• Archetypes
This is the ‘ultimate’ stereotype. For example, the white stiletto
wearing, big busted, brainless blonde bimbo
• Countertype
A representation that challenges tradition stereotypical
associations of groups, people or places
KEY WORDS:
Cultivation
Theory: George
Gerbner believed that
the more time people
spend ‘living’ in the
television, the more they
are to believe social
reality portrayed on
television. The
Cultivation Theory leaves
people with a
misconstrued perception
of what is true in our
world.

Stereotype Characteristics:
1. Categorises and evaluates a group
2. Grasps the perceived features and suggest they
are the cause for their position (i.e. women are
not equal to men because they are weak and
emotional/ Teenagers are trouble makers
because they wear hoodies.)
3. Often (though not always) negative
KEY WORDS:
Framing: The
media’s way of
categorising groups like
an image. It only ever
represents the ‘real’
world at a distant and in
a particular way.
http://www.youtube.com/watch?v=nZB6q_RLHRU#t=441

egorises and evaluates a group
Grasps the perceived features and suggest they are the cause for their position

1. What view of the choosen category of people is given to
audiences? – positive/negative?
2. How is that view presented?
The Representation of Stereotypes:The Representation of Stereotypes:

L.O:L.O: To be able to effectively revise for the BTECTo be able to effectively revise for the BTEC
examexam..

18 Days until your exam!!!18 Days until your exam!!!
• Revision after school Thursdays 3-4pm in
p5!
• Revision at home.
• Revision in lessons.
https://play.kahoot.it/#/?quizId=1d1cd611-9dab-41c2-967c-
97b476cebdda
Log on and go to the
webpage –
Kahoot.it
Log on and go to the
webpage –
Kahoot.it

L.O: To be able to effectively revise for the BTECL.O: To be able to effectively revise for the BTEC
examexam..

Stylistic codes used to create meaning.Stylistic codes used to create meaning.
Signifier (aka Denotation):
What we actually see.
Signifies (aka Connotation):
What you associate with this image –
the deeper or hidden meanings and
associations.

Stylistic codes used to create meaning.Stylistic codes used to create meaning.
• Colour
• Camera shots and angles
• Movement
• Composition – layout on page/screen, use of
text.
• Mise en scene
• Lighting
• Editing
• Sound
These are all used to create meaning by:
•Creating a mood
•Directing or alerting the viewer
•Sending across a specific message/idea
•Showing the viewer the direction it is going in.
These are all used to create meaning by:
•Creating a mood
•Directing or alerting the viewer
•Sending across a specific message/idea
•Showing the viewer the direction it is going in.

BTEC Exam Style Question:BTEC Exam Style Question:
‘Your Times, Your World’ is a new e-
magazine aimed at young people. The
e-magazine aims to provide
information, advice and entertainment
on a variety of topics of interest to
young people. The producers of this e-
magazine want to launch the first
edition with a promotional campaign.
How might the producers use stylistic
codes in the campaign to create
meaning to the target audience?
Task:
Create a mock-up of what this page
would look like. Annotate the stylistics
techniques you have used.
Task:
Create a mock-up of what this page
would look like. Annotate the stylistics
techniques you have used.
Things to think about:
•Image
•Mise en scene
•Colouring
•Framing/angles/camera shot
•Layout of text
•Lighting (soft? Harsh?)
•Location
•Language (headline? Straplines?)
Things to think about:
•Image
•Mise en scene
•Colouring
•Framing/angles/camera shot
•Layout of text
•Lighting (soft? Harsh?)
•Location
•Language (headline? Straplines?)

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