25th June: Attitude; Representation

For today's lesson you will need the following tabs open in your Chrome browser (so that you can switch between them);

• Our Google Classroom page
• Our Google Meets page (accessed via code in Google Classroom)
• This blog
• Your own blog (so that you can write directly into it during the lesson)

STARTER

Let's start with some revision, revisiting some of the learning from recent lessons. How much can you remember and recall? The revision is posted as an assignment in our Google Classroom.

THE BIG PICTURE

In today's lesson were are going to answer the following questions:

1. How have representations of gender helped to shape society?
2. Have how representations of gender changed over time?
3. How are these repesentations challenged by Attitude? 

EXPLAIN

• Stuart Hall argues that stereotypes work by reducing characters to simplistic physical characteristics and behaviour traits.
• Stuart Hall suggests that the media and the power of media representations play an important role in defining the ideological thinking of audiences regarding specific social groups (LGBT, ethnic minority, nationalities, regional identities, etc)
• Stuart Hall argues that stereotyples reflect the power social groups have within society and, therefore, negative stereotypes reflect an inequality of power ('others')
• Male homosexuality was only descriminalised in 1967.
• The construction of gay 'otherness' was historically maintained by media representations that were either comic (limp wristed) or predatory (pervert).
• Judith Butler presents the idea that gender is constructed through performance.
• Judith Butler suggests that gender identities are fluid.
• Judith Butler suggests that gender norms are established and policed by the media/society.

We can listen to Judith Butler explain her theory in her own words...

On your blog, put the title 'Attitude: Representation'. Post a summary of these theories, including the Judith Butler video.

PRACTICE

Examine this editorial from the Editor-in-Chief of Attitude magazine / website.

Post and label (Attitude Editorial) a copy of the extract and then summarise the editor's (political) position in four or five bullet points. Try not to use direct quotations from the extract; try to paraphrase in your own words.

Look at this extract from Attitude, featuring Jake Shears (Scissor Sisters).

What sorts of representations of masculinity are constructed here? Does the image conform to any historical stereotypes? Also, consider how traditional representations are challenged. You may consider;

• Body language
• Costume design / make-up and the associated subversive connotations
• Anchorage provided by cover lines and colour choices

Present your ideas on this Jamboard. Use one 'sticker' per idea. Following the task, I will post a copy of the Jamboard on this blog. After the lesson, post a copy of the extract and a copy of your Jamboard.

Back on your blog, answer the following question (5 minutes - if you are struggling, you can always raise your virtual hand!) Don't forget to post the question too!

• How do the two Attitude extracts support Judith Butler's theory of Gender Performativity?

Finally for today, look at these historic front covers of Attutide magazine.

• How have the representations on these front covers changed over time? We'll have a short discussion, then you can post the question and a summary of your collective responses on your blog. Following the lesson, you can post some images from the article to support your argument (use captions to date images).

TOMORROW'S LESSON & HOMEWORK

• Post a copy of the Attutide extract (Jake Shears) and the collective responses (Jamboard).
• Complete your review of representations on Attutide by visiting the Attitude website and seeking evidence to support both Stuart Hall's Theory of Representation and Judith Butler's Theory of Gender Performativity. Take screenshots and explain your evidence. Look for at least 3 examples of each theory.
• Start a new post entitled '26th June: Zoella; Representation'.
• Use this resource to complete a close analysis of the Zoella website, responding comprehensively to each question and task. You can post your work using any method you like; screenshots of resource, written Q&A, etc.
• Update the learning journal monitoring document to reflect your progress.

18th June: Live Lesson 2: Capturing and Keeping Online Audiences

For today's lesson you will need the following tabs open in your Chrome browser (so that you can switch between them);

• Our Google Classroom page
• Our Google Meets page (accessed via code in Google Classroom)
• This blog
• Your own blog (so that you can write directly into it during the lesson)

CHECK: Do you all have emojis / hands up extension?

STARTER

Revision of last week's lesson. Access the quiz posted as an assignment in our Google Classroom. All questions are based on last week's lesson and the reading you completed for homework. You will have 7 minutes to complete this quiz. We will go through your answers during the lesson.


NEA NEWS

Creative Cloud Licences
LinkedInLearning

EXPLAIN

In the first part of today's lesson we will answer the following question;

1. How do online media producers and capture and keep their audiences?

To answer this single question, we will use this resource. After we have been through it, you can reveal the answers and screenshot the worksheet, posting it on your blog.

The Rest of This Week's Lessons & Homework

1. Read this article reviewing how Attitude (our set text) captures and maintains an audience. Post the article on your blog.
2. Read this article reviewing how binary oppositions are constructed in online media. Post the article on your blog.
3. Complete the analysis of this articule from Attitude, identifying the way binary oppositions are used to construct meaning. You can post your written reponse directly into your blog.

11th June: Live Lesson: The Conventions of Vlogging

For today's lesson you will need the following tabs open in your Chrome browser (so that you can switch between them);

• Our Google Classroom page
• Our Google Meets page (accessed via code in Google Classroom)
• This blog
• Your own blog (so that you can write directly into it during the lesson)

STARTER: Quick Recall Test - Theories and theorists (2 mins)

In today's lesson, we will answer the following questions;

1. What are the conventions of a successful vlog?
2. How is vlogging media language used to engage audiences?
3. What media language is used to engage audiences in our set texts? (Zoella & Attitude)

To answer question 1, we will examine the document below, addressing any unknown language and misconceptions. Once you are happy that you understand the text, you can screenshot and post the discussion directly into your learning journal.

Vlogging Conventions Discussion

______________________________

To answer question 2, examine the techniques listed below and suggest a way in which it could be used to engage an audience. All of the answers are in the discussion document we have just reviewed. The first one has been done for you. We will work through this together; I will take responses from each of you in turn (you will be asked to turn your mic on). Present your responses in your learning journal (blog) using the following conventions.

JUMP CUT : An editing technique that cuts material from single takes, giving the effect of jumping forward in time : Creates narrative energy by missing less important parts out of a final edit and is also suggestive of an amateur aesthetic.

• BREAKING THE FOURTH WALL
• UNSCRIPTED NARRATIVE
• COLLABORATIVE CONTENT
• AMATEUR AESTHETIC
• EVERYDAY MISE-EN-SCENE
• PRESENTER POV
• HIGH-KEY LIGHTING
• INVITATION INTO PRIVATE SPACES
• NARRATIVE AUTHENTICITY
• BEST FRIEND CHARACTERISATION
• CONFESSIONAL NARRATIVE
• CANDID IMAGERY
• SANITISED STORY CONTENT
• SINGLE CAMERA EDIT
• NARRATIVE CURRENCY
• CODES OF REALISM
• ASPIRATIONAL NARRATIVES

______________________________

To answer question 3, we will use the resource below to identify the media language in the extracts. Use the 'hints' button to define the media language if you need to and tick the correct answers. Use the online checking system to mark your response. For each extract, take a screenshot now and post in your learning journal after the lesson. Without switching your camera on, you should be able to present your computer screen to the rest of the class. We will take it in turns to present our screen and talk through the answers as we progress through the exercise. I will do the first one to demonstrate.

Extract Analysis Task

Homework

Additional Reading:

Online Media Text Book Extract (AS)
Online Media Text Book Extract (A2)

Also, use the 'Theory Presentations' page in the sidebar (NEW!) to revise any theories that you identified incorrectly in the starter task.

NEA

To finish today's lesson, if we have time, we'll have a brief discussion focusing on the progress you are making in terms of NEA. I will explain some thoughts I have about how you can complete the coursework using online editing tools.

4th & 5th June

I've marked you blogs and, apart from Katie, there's quite a bit missing. Please use these 3.5 hours over the next two days to catch up with everything that should be there but isn't. You also need to respond to the feedback I have left on some of your posts (see monitoring document).

The NEA proposals I have read are really good; imaginative magazine titles especially. I am now expecting some high quality products from these ideas!

Katie, you are at the stage where you need to start thinking about the specific content. What original photographs are you going to need to shoot? What will be your mode of address in the magazine? Formal or informal? What language / terminolody are you going to use? Remember, all photography must be original (not copies from the internet) but you can search appropriate internet images to use as model for framing, distance, focus, etc. Perhaps keep an archive of these models so that you are clear about what you are trying to achieve.

Finally, just a reminder that next week's lesson will be live online at 9:00am on Thursday. I will post a Google Meet link on our Google Classroom just a few minutes before the lesson starts. Students are audio only, so don't worry about doing your hair boys!

Live Lesson Update

Unfortunately, we can't deliver live lessons yet as we need to establish some protocols and gather parental consent. Therefore, this week's lesson will be posted on the blog as normal and we will go for the 'live' lesson the following week. Thursday 11th June. Sorry.

21st May: Podcast Preparation

NEWSFLASH

AT 9:00AM ON THURSDAY 4TH JUNE, DURING OUR NORMAL LESSON TIME, WE ARE GOING TO TRY A 'LIVE' LESSON USING WEBCAMS, ETC. LET ME KNOW IF YOU DON'T HAVE A DEVICE WITH A CAMERA THAT CAN ACCESS OUR GOOGLE CLASSROOM VIA GOOGLE CHROME. I CAN'T WAIT TO SEE YOU HAPPY SMILING FACES AND HEARING YOUR VOICES (TBH, IT WILL BE NICE TO HEAR ANY VOICE THAT DOESN'T BELONG TO MY WIFE OR DAUGHTER!). TO ACCESS THE LESSON, YOU SHOULD VISIT OUR GOOGLE CLASSROOM AND USE THE LINK THAT I WILL PUBLISH ON THERE (WILL BE PUBLISHED JUST A FEW MINUTES BEFORE THE LESSON).

PODCAST PREPARATION

The flatplans your print products that I have seen are looking good. Well done. If yours isn't finished, please finish it today before starting the podcast preparation.

Now for the podcast. Remember, the podcast should present an interview with the creator of the magazine (the print product and the audio product are connected!). The creator is you, so you will have to be interviewed! Obviously, you will need to find somebody to play the part of the host.

So, there are two ways to approach the podcast (audio product);

1. Script the whole podcast episode
2. Unscripted, but questions agreed beforehand

Last year, when students wrote the script for the whole episode, we found that the outcome didn't feel natural; it didn't feel like a natural, flowing conversation (a convention of podcasts). Students who tried to improvise the whole thing had to complete a lot of editing to remove................. pauses (that was a joke that would have worked better face-to-face), stuttering, repetition and repetition (another joke that work have worked better in the classroom environment). I would suggest that the following preparation is likely to result in a high-quality, natural outcome;

1. Outline the sequence of events / podcast structure (with timings)
2. Write the questions to be used in each event / part of the structure
3. As the interviewee (the person being interviewed) consider your responses to the questions, maybe noting some key words or terms that you would like to include, but don't write your responses out in full.

Let me give you an example...

Sequence of Events

1. Jingle (0:05)
2. Host welcome in studio (0:10)
3. Host introduces guest (0:07)
4. Studio interview part 1
5. Introduction of location 2 (0:05)
6. Location 2 interview
7. Return to studio
8. Studio interview part 2
9. Thanks and future podcast promotion (0:15)
10. Jingle (0: 10)

Studio Interview Part 1 Questions

1. How do you become the creator and editor of a successful, national magazine? What was your background and can you outline your journey?
2. What aspect of the job is most challenging and which bits are most rewarding?
3. Etc.

Response to questions

1. University degree / rival product job as journalist / blogging / podcasting / print
2. Deadlines / financial planning. Meeting like-minded people / shared passion.
3. Etc

In today's lesson, you should prepare your podcast sequence of events and identify the questions you will ask in each section of the programme. Construct a blog post entitled "Podcast Preparation" and present your outline and questions.

Look forward to 'seeing' you on 4th June!

14th & 15th May: Print Product Detailed Flatplans

Morning. Hope you are all fighting fit and happy!

Today, we are going to start constructing our print products. You should have already identified a genre, magazine title, etc and now you should be ready to start constructing.

The first stage in constructing a print product, particularly a magazine, is to product a flatplan. There are two types of flatplan, both of which are produced, in this order:

1. Flatplan: Outlines the content of each page in the magazine so that you can see how the magazine 'flows' from one page to another.
2. Detailed Flatplan: Outlines the content and layout of individual pages.

Because we aren't constructing a whole magazine, we are going to focus on detailed flatplans. You can find information relating to flatplans below;

How to plan a print magazine

I thought I'd also provide you with some further content guidance:

The secrets of magazine cover design

Ok, hopefully you now have an idea of what a flatplan is and how it is used to plan and realise a great quality product. It is a vital stage in the construction of high-quality print products. You are going to need a flatplan for each of your magazine pages;

1. Front Cover
2. Double Page Article (remember to double the page measurements)
3. Advertorial

Before attempting to construct your flatplan, make sure you are clear on all the elements you must include (as identified in the brief). Make a list and tick them off as you include them in your flatplan.

Front Cover

• Masthead
• Strapline
• Cover price
• Barcode
• Main image
• Additional images
• Lead cover line
• Additional cover lines (at least 3)

Double Page Feature Article

• Space for copy (approx. 400 words)
• Headline
• Standfirst
• By-line
• Sub-headings
• Appropriate column layout
• Main image
• Additional, smaller images
• At least 2 pull-quotes
• Folio (magazine title & page number)

Advertorial

• Headline
• Standfirst
• Appropriate column layout
• Images
• Space for copy (150-200 words)

I thought, rather than write a thousand more words, I'd give you a quick demonstration of how to construct a flatplan. Here is my attempt (I apologise for all the sniffing; I have a cold):

WARNING: A MAGAZINE IS NOT A4! YOU WILL HAVE TO CUSTOMISE THE PAGE MEASUREMENTS!

Once you've exported your flatplans as images, put them on your blog, clearly labelled so I know which page I am looking at. You have one week to complete ALL of your flatplans.

Resources

Lucidpress

23rd / 24th April : Revision and NEA Preparation

Hope you and your families are all well. Sorry that I didn't get to marking your work; I will do that as soon as I can. Well done Ben, Cole and Tyler for completing all missing posts (or so it seems). Here is the work for this week...

Revision

Take the following tests and screenshot your best time. Publish in a post entitled 'Revision Quizzes'.

Without access to the software on the computers in school, we are in danger of falling a little behind with the NEA tasks. I am trying to identify a solution to this issue but, in the meatime, we can certainly get on with the necessary planning.

NEA Preparation 1: Working With a Target Audience

Ok, now you know what an advertorial is, the coursework requirements should be clear and obvious. So, the first stage of planning a media production is to clearly identify your target audience. To do this, we produce a Target Audience Profile (TAP) which is the presentation of an imaginary 'typical' target audience member.

Here is an example of a basic TAP (for an unrelated media product):

Start a post entitled 'Working With a Target Audience'. Research and answer the following questions;

1. What is a Target Audience Profile?
2. Who, within a normal production team, would use a TAP?
3. What are the benefits of producing a Target Audience Profile? How will it help you during the production process?
4. What kind of information should you include in the TAP?

Now look again again at the brief requirements in a previous post. It defines your target audience as 18-34 year old 'mainstreamers' or 'aspirers'. Research and nswer the following questions;

1. What is the definition of a 'mainstreamer'?
2. What is the definition of an 'aspirer'?

NEA Preparation 2 : Your NEA Proposal (Let's get creative!)

Now you need to put together a proposal for your actual NEA media production. Read the brief again (you can't be too familiar with it!). Give it some serious thinking time. Research existing products and possible genres. Then, in a post entitled 'My NEA Media Production Proposal', answer the following questions;

MAGAZINE

1. What is the chosen genre for your magazine?
2. What will your magazine be called?
3. What are the existing media print products within this genre? (Your competition!)
4. What are the typical conventions of those magazines?
5. What social groups will be represented within your magazine?
6. What will the topic of your double page feature be?
7. What will be the focus of your advertorial? (Relevant service or NEW product)

PODCAST

1. What will your podcast be called?
2. What will be the topic of your podcast? (from one of your magazine cover lines)
3. Who is the person related to that feature that you will interview?
4. Apart from the studio setting, what other location will you include in your podcast?
5. What conventions of podcasts will you include? (Jingle, interview, etc)

Consider carefully the mock pitches you made a few weeks ago. Some of you are able to adapt those mocks to meet this brief!

NEA Preparation 3 : Your NEA Target Audience Profile

I would now like you to produce the TAP for your actual NEA portfolio. Start another post entitled 'My Target Audience Profile. Who would your typical target audience member be? You can use a stock image from the internet but the written stuff must be original (from your brain!).

EVERYONE ELSE, COMPLETE ALL OF THE MISSING POSTS THAT YOU CAN (WITHOUT ACCESS TO SCHOOL SOFTWARE).

3rd April: Late Night Woman's Hour and NEA Preparation

Late Night Woman's Hour

Another one of our set texts.

First of all, you should experience a broadcast! Listen to this extract from an episode of Late Night Woman's Hour.

Woman's Hour Extract

Now visit the BBC website home of Late Night Woman's Hour (you may need to create or login to the BBC website)

Late Night Woman's Hour Website (BBC)

Now, start a blog post entitled Late Night Woman's Hour. Read the fact sheet below and extract the most important information. Try to reduce  the fact sheet down to a few vital bullet points so that it is easier to remember. If you wish to embed the fact sheet too, that's fine but embed it below your most concise bullet point list. If you have any questions relating to the information on the fact sheet or you want any clarification, just contact me via our Google Classroom (email message).

Late Night Woman's Hour Fact Sheet

Magazine NEA Preparation

So, looking at NEA task 2b, the most obvious question is 'What is an Advertorial?'. Start a new post entitled 'What is an Advertorial', watch the following video and make notes directly into your blog, defining an advertorial and providing at least two examples to use as models for your own work (examples can be from this video or other sources).

Completing Learning Journal Missing Post

There are still some missing posts from your online journals. Please complete them and make sure that your blogs are COMPLETELY up-to-date by the time we return to school.

At the End of Today's Lesson

UPDATE THE LEARNING JOURNAL MONITORING DOCUMENT TO REFLECT YOUR PROGRESS AND TO IDENTIFY POSTS READY FOR MARKING.

I WILL MARK YOUR LEARNING JOURNALS (BLOGS) ON MONDAY!

1st April

Today I would like you to complete the model answer for the Breakfast Club extract. I have supplied a writing-frame on Google Classroom. Please add details where requested and hand-in via Google Classroom at the end of Thursday's lesson. I will post more work for Friday's lesson.

Stay safe & well.

2021 NEA Brief

Here are the requirements of the brief for the 2021 NEA.

 You will start to plan your NEA submission during this period of school closure. Details to follow.

13th March

STARTER

Today's starter comes from the film 'The Breakfast Club', one of my favourite films. All you need to know though is that it's a film about a small group of students from different backgrounds forced to spend time together in a school detention. You can access the trailer here.

Review the clip below and answer the question presented in class.

12th March : Original Magazine Pitch

STARTER

Login to our Google Classroom and complete the criterial perspectives pair matching assessment. You have 2 minutes and 3 attempts to match the theories and theorists. Good luck!

ORIGINAL MAGAZINE PITCH

You will then pitch your original magazine to your peers (and me). We will scrutinise your proposal, asking questions to clarify anything you don't make clear. At the end of your pitch I, as the CEO of the publishing company, will or won't 'green-light' your project.

Requirements

• Unique title
• Clear target audience
• Summary of audience appeals
• Summary of typical content (appropriate)
• Magazine format (digital or print or both)
• Online presence strategy
• Advertising strategy
• USP

RESPONSE TASK

You need to access the feedback from last lesson's question. Then you need to redraft your response, addressing the issues raised in the feedback. Anybody who didn't meet the 12/20 target must resit the question (using a different text). However, before that, I will construct a model response to the Phones4Us question, with your input and support. You can then use this model as a structure for the resit.

ACCESS TO REAL NEA BRIEF

To earn access to the real NEA brief, you must meet the following criteria;

1. Achieve 12 or more out of 20 in an unseen resource assessment.
2. Deliver a successful original magazine pitch (get it green-lit)
3. Successfully match the critical perspective pairs (see above) in under 2 minutes.
4. Achieve 80% of learning journal posts completed (32 posts identified as green)

6th March Smart Start

Review this advert in the context of our theoretical framework. In particular, consider Genre Theory, Narrative Theory, Structuralist Theory and Barthes' Semiotics Theory. For each theory (paragraph) remember the stages (although could be in a different order)...

What is your observation or point?

Describe your evidence using media language.

Link to a ideology or theory

(compare or constrast with set text)

5th & 6th March: Magazines (Industry & Audience)

SMART START

At the start of today's lesson, examine the feedback from the 'For Your Eyes Only' task and post a response via Google Classroom. Address any misconceptions or add further detail if directed.

EXPLAIN

In today's lesson we will review each of the follow resources from the exam board, selecting the important information and posting on our blogs. I will give you specific instructions for each resource.


Industry (cont)

The Impact of Digital Technology on Magazine Production & Distribution

Applying Theoretical Approaches: Curran & Seaton

Magazines: Online Presence

Magazines & Advertising


Audience

Magazine 4Cs

Appeals & Pleasures of Magazines

Audience Response to Woman Magazine

Audience Response to Adbusters Magazine

Cultivation Theory


PRACTISE

Demonstrate your understanding of the theoretical concepts relating to magazines by pitching an idea for a new, original magazine. This can either be a new women's magazine or a new non-mainstream magazine. You must decide:

• Who is your specific target audience? (Reformers, Explorers, etc) Produce a Target Audience Profile (TAP)
• How will you appeal to your target audience?
• What type of content will you include?
• How will your magazine be produced; print and/or digital format?
• What online and social media presence will your magazine have?
• What sort of advertising will your magazine feature?
• What will make your magazine unique?

You will deliver your pitch to the class during next Thursday's lesson. Those who pitch successfully will be given access to the actual brief for your NEA Component 3. Those who do not pitch successfully will have to re-pitch until successful to gain access to the real brief.

28th February: Women's Magazines (Industry)

In today's lesson, you will complete a research task, looking at the industry contexts of each of our set texts. Use the worksheets below, and the hyperlinks within, to case studies.

Woman (Industry Worksheet)

Adbusters (Industry Worksheet)

For each case study, summarise the main points from the worksheet, answer the questions presented, include hyperlinks from the worksheet and embed any hyperlinked videos.

You must include the extension task for Adbusters magazine; it is important that you understand what is meant by 'culture-jamming'.

If you have a problem with the linked worksheet, just refresh the page!

Homework: Complete both case studies!

Next Lesson: Women's Magazines (Audience)

27th February: Representation in Adbusters

The first thing you should do at the start of today's lesson is to revisit the starter from last week. Review my feedback. Is there anything you need me to explain. Finally, we'll consider the challenge task from last week's starter (nobody attempted it!).

SMART START

Consider this film poster from the 12th James Bond film in the context of;

1. Genre Theory (Tyler)
2. Feminist Theory (Cole)
3. Structuralist Theory (Joe)
4. Narrative Theory
5. Theory of Semiotics (Jacques)
6. Stuart Hall's Representation Theory (Ben)
7. Identity Theory
8. Male Gaze Theory (Quinn)

You will each be given one theory to consider (chosen at random!). Submit your response via Google Classroom in the usual way.

PRACTISE

Use your knowledge of the critical framework to analyse this print advert from Adbusters. Post straight to your online journal. Here are some prompts to help you;

1. How are representations of ethnicity constructed?
2. How is the audience positioned in relation to these representations? (Preferred reading)
3. How do these representations reflect the ideology of Adbusters?
4. How is postcolonial theory relevant here?
5. How can Stuart Hall's Representation Theory be applied to this advert?

REVIEW

We will consider your responses as a whole class and construct some model answers. Add to your own responses using a different coloured font.

14th February: Representation in Woman Magazine

Following the semiotic analysis of the front covers of our set texts, we now need to look at the construction of representations in the set articles. Let's start with the representation of women in Woman magazine.

On your blog, review the representations constructed in the Breeze and Max Factor adverts from Woman magazine. Here are some prompts to help you:

13th February: Analysis of Set Text Front Covers

SMART START

How does this 1950s film poster exploit representations that form part of our shared conceptual roadmap (Stuart Hall's Representation Theory)? Write your response in a Google Doc and submit via our Google Classroom in the usual way.

For a further challenge, consider how stereotypes represented here reflect inequalities of power and perceived vulnerabilities during this period (that's deep man!).

Then spend a couple of minutes reviewing your returned smart start from last lesson (Pepsi advert). Use the feedback I provided to make the improvements to your response.

EXPLAIN

Our first set text is the historical text, 'Woman Magazine'. Before we start to analyse the text, we must put it into an historical context by considering the changing role of women in the 1960s...

Revision: Terminology Match-Up

Once you have successfully completed the match-up exercise, take a screenshot and post in your learning journal.

PRACTISE I

You will now conduct a semiotic analysis of our historical set text. Write your response directly into your learning journal.

REVIEW I

You can review your response against the model response I will provide. How accurate was your own semiotic analysis? Add any information you missed using a different coloured font.

PRACTISE II

Now let's do the same analysis for our contemporary set text, Adbusters...

REVIEW II

Once again, you can compare your own response to the model reponse I provide.

REVIEW III

Now do a detailed semiotic analysis of your own magazine front cover. A review of the quantity of analysis will signpost the extent to which you were able to use media language to construct meaning!

Next Lesson

We will be looking at representation in the advertising of our set texts.

Magazine Front Covers

Your magazine front covers have been posted on the 'Exhibition of Students' Work' page (also see sidebar). I have also returned your assignments with a little feedback.