Introduction our main aim and objective was to accomplish a well polished and successful promotional video exhibiting the integral subjects in sis. We hoped to provide a good insight into the lives of students in sis, and help prospective students in making decisions regarding the school. For instance, she made a point to stress that the focal point of the promotional video would be in the execution and how the audience reacts to the actual video, in terms of aesthetics to information presented. Hence we made it a point to focus on the visual stimulation with a balance of content. As we are working with a feed of primary schools, online marketing strategies such as a website link should suffice as the versatility offered by the internet is like a godsend. We are also considering to utilize instant broadcasting mediums as posed to a marketing strategy as this can lead to the democratize of the media.

To sum up, i worked with the director to shape an overall, consistent soundtrack that exploited the expressive possibilities of the sound medium. The genre that we worked in was that of a documentary style video with the specific sub genre of education. Buscombe's theory was applied through the tools that we used during each subject transition. For instance the buddha and the globe were presented as a metonym of the subject religious studies and subsequently education. Talking head footage was one camera technique which was utilized when the teachers opinions on certain subjects were voiced out. This in some way indicated an informative narration and exuded dominance and sophistication that comes with the 'voice of god' technique. This was adopted as an expository documentary because one does not question the voice of authority.

This idea of unquestionability and dominance was further demonstrated through the drama acrilite scene where the actuality of the inclusion of verbal phrases was seen as a key device in producing ideological closure, by anchoring the preferred reading on the apparently unarguable facts that were implemented. Hopefully through this narrative style we can cue our target audience's parents to frame hypotheses and draw inferences in regarding our school as posed to being the right choice. Although the video as a whole was fine and well constructed, there was plenty of room for improvement. Feedback from fellow students allowed us to be acquainted with the fact that the particular scene with the thumb drive was rather extensive with no specific meaning to it.

Hence time lapse or accelerated motion could have been implemented in order to save time. Equally feedback suggested that the voice overs were out of sync during the cooking scene and that the unnecessary laughs could have been cut out. Though we tried to add interjections of humour to enhance the video experience, it diminished the seriousness of the video that we intended. Thus, if we were to do this once again we shall strive to ameliorate and rectify our mistakes by acknowledging and alluding to the feedback given. The above preview is unformatted text meet our team of inspirational teachers good conclusions usually refer back to the question or title and address it directly for example by using key words from the title. thus, from the ideas expressed above we can conclude that the media should have a high degree of freedom to publish things they wish to publish. But having said that, there should be some form of regulation to monitor the publication of information since any libellous statement and any derogatory remark against a particular group of people may spark a retaliatory action from those accused.

To sum up, we can say that an uncensored press can be dangerous when it invades people s right to privacy, when it libels public figures, when it endangers the judiciary and when hate speeches are broadcasted. On the contrary, we can also assert that an uncensored press can be an advantage since it educates the public and strengthens democracy by giving all citizens their right to opine.

introduction

this guide has been written to help you study the media. It is specifically written for students in england and wales, studying media for assessed work in english in key stage 4 of the national curriculum level 2 or gcse.

what are the media?

any way in which we communicate is a medium of communication.

When we speak of these collectively radio, television, the press, cinema and so on we refer to the media. This word comes from latin which explains its irregular ending but has been naturalized into english become a standard english word. Sometimes you will read of the mass media those aimed at a large public but increasingly the qualifying adjective mass is taken as read. The programme of study for english in key stages 3 and 4 11 16 contains general requirements for media study, as well as the following explicit stated requirements.

the gcse or diploma specification which you are following requires in line with the national curriculum that you have opportunities to study a range of media. However, you must produce at least one complete piece of written coursework which is a media study of some kind. This could be a study which considers a single medium or one which looks at different media comparatively. Sometimes your teacher may wish to direct your study very closely, especially in areas where you may not understand the terms in which the chosen media should be approached. For some kinds of study, it may be more appropriate for your teacher to show you some general principles to follow, but allow you to study independently on your own , as exam boards encourage original and autonomous work. The national curriculum and gcse or diploma specifications also indicate what students should do in order to achieve particular grades/levels of attainment.

Cornell College of Engineering Supplement Essay

Your teacher should make this information available to you, to help you do appropriate work. Most of the tasks which are suggested in this guide are suitable for speaking and listening or writing tasks all of them should enable your teacher to assess you for reading and/or writing. The aqa's specification a, for example, has a compulsory piece of written coursework on media, which is assessed for writing, but not for reading. Here is the exam board's own guidance, as this appears in a recent published version of the exam specification: the task should enable the candidates to demonstrate their ability to analyse, review and comment on features of media texts such as television programmes, film, radio programmes, newspapers, advertisements and magazines. Although this assignment is assessed for en3, candidates' responses should be firmly rooted in a reading of media texts effective analysis and review of their chosen text s will require candidates to use an appropriate critical vocabulary. Appropriate tasks might include the following: a comparison of the techniques used in the opening sequence of two films.

An analytical piece of writing about a genre of programme on television, commenting on the use of conventions with precise textual references. A comparison of two pieces of moving image marketing advertisements for similar products trailers pop videos. Newspapers, radio or television or as it is presented differently by various groups within the same media.

sources of information

in studying the media you are surrounded by material which can help you. Either it will be the things you are going to study films, magazines, newspapers, advertisements, radio or television broadcasts and so on. Or, if you are prepared to look a little harder, you will find things which sort out or explain the subject for you.

You cannot copy these directly, but you can certainly learn from them, and put into your own words the ideas you have found. Often these will be of more use than anything your teacher can give you, since we cannot be experts on all areas of the media even the writer of this guide ! a lot of this material is produced by those with great practical experience. They will often be very familiar with techniques and presentational devices which teachers and students may not know. Let these experts help you with your work! once you have chosen a subject for study you can begin to collect the sources and material you need. You may need to present the source material as evidence to support your work on it for broadcast material you may need to write or print a transcript . Usually, this will appear in the body of your work, or be placed at the end, as an appendix.

Media Studies Gcse Coursework Text

introduction

what are the media?

Cornell College of Engineering Supplement Essay

sources of information

Essay on My Favourite Books