Edusites Media offers hundreds of the best online Media Studies teaching resources and materials. Our Lesson by Lesson Online Slides, Schemes of Learning and Student Workbooks take both novices, non-subject specialists and the seasoned teacher through the new specifications.

Eduqas A Level Sample SOL Teacher

Eduqas A Level Sample SOL Teacher

Edusites units are a three tiered learning approach including Online Lesson-by-Lesson Slides and the Teacher Scheme of Learning and Student workbook which are interlinked – each are dependent on the other and should be used together to provide students and teachers with an in depth learning experience.

Lesson 15

Straight Outta Compton

Slides 1-18

Objectives

  • Knowledge : To gain ideas of the construction of the film industry marketing
  • Learning : To evolve ideas of applying theoretical models to Assessment Objectives
  • Understanding : To develop understanding by analysis of Eduqas products

Starter/Loop Activity (5 Minutes)

Slide 2 Task 15A Pupils asked to respond to the task from the Lesson Resource: Analysis of Straight Outta Compton film image. Students to write response in books/folders.

Prepare the Learning (5 Minutes)

Share the objectives. Revisit terms/issues/ideas from previous lesson’s learning as is deemed necessary from the previous plenary feedback or from marking student work. Q&A on loop activity. Slides 4-5 Introduce the product and the purpose of its selection. Be certain to outline to students their responsibility in researching the product. These lessons are intended as a jump off point, an indicator of useful research ideas to pursue using the learning from the Edusites Core Media Framework Units. Slide 5 outlines the Eduqas guidance as to purpose of selecting this product.

Construct the Learning (25 Minutes)

Slides 6-8 The notes here contextualize the product in terms of the origin story of NWA and the reason for their considerable cultural impact. This enables students to see why the film was marketed as it was and the manner of some of the decisions in terms of the construction of the audience.

Slide 9 Task 15B Students to analyse the poster and to consider why a single image was used across all marketing – poster, CD DVD etc.

Slide 10 Task 15C Offers a different/deeper follow-up to 15B with specific focus on evolving their awareness of the segmentation of the target audiences. This is a key element of the construction of this campaign.

Slide 11 Extract from Forbes magazine on the social media marketing of the film – the ethnic nature of the different trailers used for different social media groups. Slide 12 Provides a breakdown of the ‘traditional’ marketing devices used for films.

Slides 12-15 The concept of ‘influencers’ is outlined (there is more detail in Edusites Core Media Framework Unit: Media Audience).

Application of Learning (20 Minutes discussion/individual work)

Slides 16-17 Task 15D Students to write a response to the marketing campaign ‘Straight Outta’ used by beats. View the clip and consider the theories that can be applied – 2-Step Flow, Hall.

The product study requires some additional research into the marketing of film and this task is a first step towards that. Students can use the material from earlier on traditional marketing produced in their Edusites Student workbooks. This needs to be completed for Home Learning or could be a separate lesson in itself if necessary.

Plenary/Closing the Loop (5 Minutes feedback to class by individuals)

Traffic light the learning.

Lesson 16

Straight Outta Compton

Slides 1-14

Objectives

  • Knowledge : To gain ideas of the construction of Section B products
  • Learning : To evolve ideas of applying theoretical models to Assessment Objectives
  • Understanding : To develop understanding by analysis of Eduqas products

Starter/Loop Activity (5 Minutes)

Slide 2 Task 16A Pupils asked to respond to the task from the Lesson Resource: Analysis of beats print advert. Students to write response in books/folders.

Prepare the Learning (5 Minutes)

Share the objectives. Revisit terms/issues/ideas from previous lesson’s learning as is deemed necessary from the previous plenary feedback or from marking student work. Q&A on loop activity.

Construct the Learning (25 Minutes)

Slide 4 Outlines the ways in which the main theatrical Compton trailer adopts the conventions of film marketing in its structure and appeal. The issues to tease out include that construction of the trailer is designed to create audience identification with protagonists in the trailer – consider the composition of that audience - the majority would be of similar ethnicity as the band and will have their own decoding of any message and representations of the film’s producers. (Hall, hooks, Reception Theory, Gilroy, Confirmation bias etc.)

Slide 6 The issue of Legendary and Universal as mainstream institutions and the controversial nature of NWA needs to be teased out for them. The notes here and on Slides 7 and 8 need some discussion or exploration in a class Q&A. There are many interesting ideas that could be sued for research tasks here. The pairing of the trailer with Fast and Furious rather than Jurassic World offers great discussion ideas on how films are carefully marketed own to the finest detail to ensure the ‘right’ audience is found.

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