Last minute revision topics!

Media Studies H540: Critical Perspectives in Media: G325
Suggested 45 Hours Topic Contemporary Media Regulation
Teaching
Time
Suggested teaching and homework
Topic outline Suggested resources Points to note
activities
Introduction to Media • Brainstorm how free students feel the • Use of structured mind mapping • Students will need prompts to initiate
Regulation press is in its reporting in the UK exercises discussion of this topic. It may be useful
to supplement found case studies with
one or two contemporary examples
• Students to evaluate different case • Photocopy pages 69-77 from The
studies of press misrepresentation Tabloid Press: A Teachers Guide, Jo
• In groups, students evaluate what the Wilcock, Auteur Publishing 2001
issues are in each case study. Each
group is to feedback to the rest of the
class
• Consider ethical issues. Are there any?
• Homework: write an evaluation of case • Provide a writing frame for homework, • It is important to ensure that students are
studies from class and address the which demonstrates ‘How to evaluate’ aware of which skill you are assessing
question: Do we have a free press? media debate

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity
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GCE Media 1 of 58

Teaching Time
activities
Introduction: the Press is self • Teacher led explanation that the Press • The website address for the PCC is: • Students begin to make the move
regulated in the UK is self-regulated http://www.pcc.org.uk towards becoming fully independent
• Students to investigate what is learners at A2 Media Studies.
• A press Free and Responsible: Self Encourage students to research their
understood by self regulation through Regulation and the Press Complaints
What is the nature of research on the internet and the role of own ideas
Commission 1991-2001, by R.
contemporary media the Press Complaints Commission Shannon, Chapter 17, John Murray
regulation compared with publishers 2001. This reference will
previous practices? provide extended and advanced
reading for the student
• Reading exercise on introduction to • A good introduction to the topic of • Students should do individual reading
regulation and control. Students will be press and regulation is an A4 reading and group evaluation of the case study
asked their opinions about the historical exercise on regulation and control. of Elton John
‘Elton John v. The Sun’ case study Pages are adapted from the Essential
• Plenary: Student PowerPoint’s on the Media Studies book, Phillip Rayner et
role of the PCC al, Routledge

• Homework: reading activity on a brief • Provide questions for students to answer
History of Press Standards from the reading exercise. This will
assist in the structuring of their own
ideas

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Teaching Time
activities
What is the nature of • Introduction to a brief history of the PCC • ‘The Good, The Bad and the • This is a difficult read, but one worth
contemporary media • Begin with a reading activity of the Unacceptable’ by Raymond Snoddy, persevering with. Provide a structured
regulation compared with beginning of chapter six from ‘The Faber and Faber 1992 reading activity.
previous practices? Good, The Bad and the Unacceptable’ • This historical case study from ‘The
Good, The Bad and the Unacceptable’
provides a starting point for which the
students can develop judgements about
the role of the press
• Feel free to substitute any case study
here
• Investigate post Calcutt Report – • Provide a photocopy of summary of • There is also an ideal opportunity to
students are to produce a timeline of history of press standards, from The discuss the term ‘the gutter press’ and
significant events and occurrences to the Newspaper Handbook, Richard consider journalist ethics and code of
PCC (this is linked to the homework set Keeble, Routledge London 2001 conduct (as extension exercise)
last session)
• Homework: What key developments • Plenary: students will evaluate the
have there been in the development of significance of the Gordon Kaye case
the regulation of the press? study and how the PCC was established

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Teaching Time
activities
How effective is the PCC • In groups students read worksheet on • Worksheet on the press code of practice to be • Teachers can provide a PowerPoint
the code of practice of the PCC? provided summary of the code of practice
They will be able to summarise the
purpose of the code and its guidelines
• Students investigate a case study of • Pages 44-48 The Tabloid Press: A Teacher’s
the practice of ‘chequebook Guide
journalism’: Rose West trial/Angus
Deayton, for example
• Investigate the role of the paparazzi. • Phone tapping scandal:
Students do historical research into o http://news.bbc.co.uk/1/hi/uk/5258158.stm
the death of Princess Diana, Kate
Middleton’s phone tapping of royals o http://media.guardian.co.uk/mediag
phone 2006 uardian/story/0,,2036939,00.html

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Teaching Time
activities
• Homework: essay ‘To what extent can • Provide extended reading exercise for • Plenary how effective is the PCC in
the PCC be considered a toothless all students in encouraging them to regulating the press?
tiger?’ reference academic debate into the • This reference for extended reading may
• What other options are available? Look effectiveness of the PCC need to be structured for the students
at examples from other countries • For example: A Press Free and accompanied by a set of questions
Responsible: Self Regulation and the to respond to
Press Complaints Commission
1991-2001, by R. Shannon Chapter
17, John Murray publishers 2001
Should the press be more • There is a belief that the British media • Introduce European Convention on
regulated? operate in an environment that protects Human Rights and Universal
‘free speech’. Students are to discuss declaration of free speech (articles 8
this statement in two opposing groups: and 10 in particular)
those who believe that we have free
speech and those who do not
• Students can compare two theoretical • Prepare two opposing arguments by • Teachers can supplement the arguments
approaches pluralist v. Marxist ideas of a photocopying a liberal pluralist position with reference to ideology/the news and
free press on the Press and a Marxist position on political representations. Please
the press. The worksheet is adopted reference Studying the Media, T.
from Investigating Mass Media by Paul O’Sullivan et al, Arnold 2002
Trowler, Collins London 1996

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Teaching Time
activities
• In groups students prepare arguments • Teachers to work with students to • End session with a whole class debate.
for and against these theoretical consider how to present these difficult Write summary/key points on the IWB
positions theoretical positions
• Homework to evaluate the question
should the press be more regulated?
What is the issue with wider • Introduction to the work of Noam • Students to research the background • There is an ideal opportunity at this
media (press) regulation? Chomsky of Chomsky’s academic work using stage to consider how
the internet ownership/advertising and other external
constraints exist on the press
• Provide context and background for the • Photocopy the opening pages of the • These are important considerations in
students introduction to Manufacturing Consent, relation to how free the press is in this
• Screen ‘Manufacturing Consent’ Noam Chomsky, Pantheon 2002 country

• Using worksheets students will identify • Worksheet will ask students to • Chomsky’s view can be used as a critical
the five filters that Chomsky argues demonstrate knowledge and approach to press regulation in the UK
manufacture consent understanding of Chomsky’s ‘five • These filters are advertising, flak, elite
filters’ of systematic propaganda groups, ideology and news sources
• Homework: Write an evaluation of • Provide an essay structure to • Students are to evaluate Chomsky’s
Chomsky’s position in relation to the Chomsky’s arguments. Encourage ideas in relation to the notion that the UK
British Press students to apply Chomsky’s ideas to has a free press and should not be
the British Press regulated

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Teaching Time
activities
• Students are to consider the landmark • Photocopies of case study and • There is clear debate to be discussed:
Naomi Campbell case on privacy. newspaper articles on Naomi will greater regulation lead to a curb on
Should Britain have a privacy law? Campbell case study individual and press freedom? You can
What implications exist for such a law? return to the debate on how effective
• Set up a debate between two groups of self-regulation is for the press and media
students on ‘Should a privacy law exist industries
in the UK’? One group of students
should chair the meeting
•
• Evaluate findings as a class, write a • Set up classroom for a formal debate –
summary of the arguments into a spider two opposing groups for and against,
diagram with one group acting as ‘Chair’ on the
• Students to consider how free the press discussion
are to report the news. Using worksheet • Prepare a spider diagram for students
on Freedom of the Press, students to complete
should evaluate how free the press is in
the UK
• Homework: Should Britain have a • Students to be encouraged to • Research is also needed into the
Privacy Law? research the topic of privacy, which Universal Declaration of Human Rights
also includes for example, information (1948) and European Convention of
on defamation, contempt, data Human Rights 1953
protection

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Teaching Time
activities
The Advertising Industry: • Begin with a reading exercise of an • Photocopy article ‘Keeping it Legal, • The idea here is to provide an
Investigation of the roles of interview with Claire Forbes, Director of decent, honest and truthful’ Regulating opportunity for students to investigate
the Advertising Standards Communications at The Advertising Advertising, Claire Forbes, Media the ASA website
Standards Authority Magazine, pp18-20, December 2002
Agency
• Student’s enquiry into why advertising • You will need to access three • Students can develop their knowledge
standards exist. Students to examine controversial images. Here is an and understanding of media regulation
three adverts, which have breached the opportunity for students to research and widen this with the investigation of
standards code. Then evaluate the and carry out independent enquiry into the ASA
verdicts of each adjudication contemporary case studies. • Can any one from the ASA give a lecture
• Then in groups they evaluate the • Plenary: Why do we need the talk to the students?
significance of these breaches in advertising standards agency? http://www.asa.org.uk/asa/adjudications and
standards? select three recently adjudicated cases
• Homework: Evaluate the evidence that • Question: Why are these standards
we need the ASA breached? Produce a prompt sheet to
help the student’s structure their
answer

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Teaching Time
activities
Regulation of advertising • Contemporary history to advertising • Need to prepare reading on the history • Teaching the history of the advertising
standards: understanding changes. of the advertising standards history standards can be challenging. DO
Who is the advertising standards • The constitution of the ASA can be ensure that any reading activity is
authority constituted? found at www.asa.org accompanied by a prompt question
sheet
• Students can revisit the website from • There is an ideal ICT opportunity.
last lesson and profile the role of the Students at this advanced level should
ASA. They should be prepared to give a be able to discriminate between
presentation using PowerPoint to the relevant and irrelevant points to raise.
class More able students will be able to
apply learnt ideas regarding media
regulation from work on the press
• Plenary: Group evaluation into the
effectiveness of the ASA

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Teaching Time
activities
Case study: Why do we need • Students look at a range of Benetton • Photocopy worksheets which adapt • This is a good resource to adapt and
regulation of advertising? adverts and assess the controversial the Benetton case study in the introduces the controversial nature of
nature of the advertising campaign Advertising pack, pages 106-110, Benetton advertising
• Students in groups should make value produced by the English and Media • This is a resource for a GCSE student
Benetton: A case study judgements as to the nature of the Centre pack, but if adapted correctly is a very
current Benetton campaigns • http://press.benettongroup.com/ good introduction to regulation of
ben_en/about/campaigns/history advertising standards
• A good resource... Dolce and Gabbana
case studies might also be helpful

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Teaching Time
activities
Case study of print • Students are to examine the Silver • Use article from the Media Magazine • It may be possible to have a visiting
advertisements: Barnardo’s Spoon Campaign and evaluate the • Use the Silver Spoons advertising speaker from Barnardos to speak with
Silver Spoon campaign issues affecting the representation of campaign information. Information is the students
children in advertising and why these also available at • This makes a very good case study into
are considered a vulnerable group in media regulation
society http://www.barnardos.org.uk/resources/
resources_students/resources
• Students read the Steve Connolly article • Photocopy article by Steve Connolly • This part of the scheme of work will
‘Too Shocking for Words’. Students to from Media Magazine, April 2004, provide detailed examples for students
address set questions about the pages 7-9, which specifically focuses on to use in the exam. Encourage students
campaign and why advertising the Silver Spoons campaign to investigate their own examples found
regulations were breached and teachers can supplement the
arguments with more contemporary
examples
• Homework: Read example of Children • Need to photocopy pages 244/245 from • Plenary: What happens when the codes
in Barnardos advertising and identify Media Studies: The Essential of advertising are broken? Are
why the advert was banned Introduction by P. Rayner et al, adjudications effective in constraining?
Routledge 2001

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Teaching Time
activities
What role does OFCOM have • Teacher led explanation that OFCOM is • It can be suggested that students
in regulating advertising? the independent regulator for the themselves research the website
communications industries http://www.ofcom.org.uk
• Students are to read the article ‘Banning • Worksheet with specific questions and • This work on OFCOM is needed in
Ads’ by Sandy Star photocopies ‘Banning Ads’ by Sandy considering how television adverts are
Star, Media Magazine, February 2005 regulated

• Students will then in paired activities • Students can use the IWB to provide a
address the question ‘What adverts are summary of points to make
banned by OFCOM. The students need
to justify the reasons behind the banning

• Homework: Is the role OFCOM play in • Provide essay-writing frames for the • An extended activity would be the
the media an effective form of students to complete the work reading of the article ‘security or sales
regulation? talk’? Financial services advertising.
Jerome Monahan, Media Magazine,
September 2003
• This extension task provides further
evidence of the role of regulation in
advertising

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Teaching Time
activities
How effective is the • Students should prepare a presentation • Student folders for this activity are a • This exercise may take several lessons
advertising standards agency which address this question: must and can be introduced earlier in the
in the regulation of advertising “How effective is the advertising scheme of work if necessary
standards standards agency in the regulation of
advertising standards”
• Allow the students to do the presentation
in threes.
• Then an ‘apprentice’ like chair will ask • Show students brief extract of ‘The • This brings some enjoyable learning to
questions about the presentation Apprentice’ in order to understand the the end of a synoptic unit of work. Do
• This will allow for a question and answer format of the exercise spend time working on this exercise – it
session. Other students are to record can be really rewarding
each other’s ideas
• At the end the chair will provide
summaries about the talks as key points
for a written essay assignment
• Essay question: • Need to provide essay-writing frames
“How effective is media regulation?” for the students to complete the work

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GCE Media 13 of 58

Suggested 45 Hours Topic Global Media
Teaching Time
activities
Global Media: • What do we understand by the term • Provide a definition of globalisation • Students need to research the idea of
globalisation? from ‘The complete A-Z Media and global products in order to think around
An introduction to global Communication Handbook’ by Stuart national boundaries
media in relation to a Price
Hollywood film • Also be aware that it is worth exploring
alternative resources for definitions of
‘globalisation’
• Brainstorm a list of global products. • Opportunity for internet research. • Student’s knowledge and understanding
Which media companies or products are Students can list companies and types of the concept of globalisation will be
at the top of the list? What characterises of products produced into charts using embedded by examples of global
these products? excel products and territories. An extension
• Students then address the question what exercise may focus on a case study of
kinds of media are increasingly global in News Corporation for example. This can
terms of production and distribution be referenced by the pp299-308 a case
study of News Corporation, in the Media
Student’s Book, second edition, Gill
Branston and Roy Stafford, Routledge
1999
• Homework: How important is the growth • Reading exercise: Hollywood and the
of worldwide media networks? World, by Toby Miller in American
Cinema and Hollywood, Ed. by John
Hill and Pamela Church Gibson OUP,
New York 2000

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Teaching Time
activities
Historical case study of • Students to research the extent of • Introductory article to Disney Studio. • Students should develop knowledge and
Disney Disney’s global empire. Focus may be Students to use research skills to understanding of the development of
on film sales and distribution of identify global success of Disney Disney studios. They will understand
contemporary examples studios. This website is very useful: how Disney dominates animation
How have global media http://licensing.disney.com/login/ globally, by the consolidation and
developed, in historical terms, displayLogin.do?Locale=en takeover of Pixar Studios
and how inclusive is this trend • Extended reading activity for students: • Disney’s Business History: A • This article will demand a lot of the
in reality? Disney’s Business History: A reinterpretation by Douglas Gomery, students, but does provide an overview
reinterpretation. Students will read the from Disney Discourse: Producing the in Disney’s history, which is important for
article as a class Magic Kingdom, Eric Smoodin (ed.) students to understand
Routledge 1994

• Students will then address a series of • Provide a set of questions which will • ‘How Pixar conquered the planet’ by
questions about Disney’s dominance help the students outline the key Oliver Burkeman, The Guardian 12
over animation in a global market issues with the development of Disney November 2004 – a useful article
as a global and dominant media
conglomerate
• Homework: What factors have made
Disney such a successful and global
conglomerate?

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GCE Media 15 of 58

Teaching Time
activities
Global Branding Disney’s • Students are to investigate the • Use a current Disney film and • This case study approach enables
practice of synergy and desire significance of the release of a current demonstrate how branding and students to develop an application of
to cross-market products Disney film in the UK. Students then licensing are important globally theoretical ideas, which can be applied
present these findings to the class • This is an ICT opportunity for students to their own independent investigations
through licensing – increasing
global dominance • Address these two questions: to use specified search engines and
“What extent does Disney cross-market it web sites to perform critical research
products?”
“How significant is the issue of licensing?”
• Then students will look at Disney’s • The teacher will need to ensure that • This website is extremely useful for the
global markets and look at the sites are available to research students to explore. There is lots of
similarities between the UK and the rest Disney’s global distribution: usable information available about
of the world http://www.unionnetwork.org/unimei.nsf/ Disney’s global empire
specialissues?openpage
• Homework: Evaluate Disney’s global • Reading exercise: ‘Disney’s Magic
dominance. Is it fulfilling audience Kingdom is still standing’ by William
demands or simply an example of Cedarwell, The Guardian 19
global; media power and dominance? December 2004

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Teaching Time
activities
Issue of Media Imperialism • In groups students to investigate what is • Studying the Media, second edition, T. • This is a difficult topic to assess, the
meant by media imperialism O’Sullivan et al, Arnold London 1998 reading of the article, will help students
• They are to read pp 287-291 of Studying pp 287-291 understand the concept of media
the Media. Then students in groups imperialism
apply these arguments to the case study
of Disney
• Students then read pp 291-294 of • Studying the Media, second edition, T.
Studying the Media, and evaluate the O’Sullivan et al, Arnold, London 1998
significance of media imperialism pp 291-294

• Homework: explain the arguments for • An extended reading assignment for
and against media imperialism students can be found in Media
Institutions and Audiences: Key
Concepts in Media Studies, Nick Lacey,
Palgrave, Hampshire, 2002 pp 79-88
(focus is on MTV)

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GCE Media 17 of 58

Teaching Time
activities
Other national animation – • Teacher led presentation of non-Disney • Include case studies on non-Disney • Although this is an extreme example of
selling non western images animation, which demonstrates other animation in particular. Japanese animation, it still represents a Japanese
forms of global animation animation. It may be possible to show tradition of animation which challenges
the animation sequence from Kill Bill typical Disney images
Volume 1. Link to Manga as export
animation for global audiences
• Students to research a case study into • http://www.onlinegibli.com • Screening opportunity for a Studio Gibli
Studio Gibli. film
• Students will investigate Spirited Away
an Oscar winning animation
• Homework: To evaluate the global • Extension exercise: how does Studio
success of Studio Gibli as a Japanese Gibli distribute it’s films to a global
animator who successfully sales to the audience
Far East and US markets
Implications of globalisation • Student read pp 279-287 Studying the • Studying the Media, second edition, T. • Students will need to elucidate a debate
Media in the consequences of O’Sullivan et al, Arnold, London 1998 about the implications of media
globalisation pp 279-287 imperialism
• Reading of the Vivendi-Universal case • Reading of the Vivendi-Universal case
study. Answer the questions at the end study from A2 Media Studies: The
of the case study Essential Introduction

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Teaching Time
activities
• Students then evaluate how
globalisation is a process not simply
from the US to the rest of the world
• Homework: Assess the notion that
globalisation is not simply one-way traffic
Case study: Apple • Students research Apple’s walled • Students investigate the concept of a • Comparison could be made with an
garden: search products/services wall garden by visiting www.apple.com AOL/Time Warner case study
available. They are to evaluate the • For an investigation into the
extent that Apple sales are global in achievements of the ipod and itunes
characteristics see http://news.bbc.co.uk/1/hi/
• What advantages are there for Apple • Entertainment/4750744.stm
with a global online distribution service?
• Branding: synergy on a global basis. • Media magazine: Synergy Rules OK?, • The success of Apple as a global media
Students are to investigate Apple’s Nick Lacey, December 2005 company is premised on its ability to
branding and synergy practices brand itself to different global markets
• Homework: What are implications for
Apple’s global audience: friend or foe?

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Teaching Time
activities
Convergence and Global • Teacher led explanation of the role of • Consider investigating new • A discussion should ensue about local,
Media the internet in the Global media. Is this a technology: podcast, blogging and national and global boundaries and how
democratising process for global websites such as MySpace and You audiences transcend these
audiences? Tube as emancipatory and global
communication networks

• Students are to evaluate the benefits • Photocopy pages 276-279 Studying • Student’s evaluation of his or her own
and disadvantages of using the internet. the Media, Tim O’Sullivan et al, experiences should be discussed and
This should be assessed through the second edition, Arnold, London 1998 then applied to academic reading on the
students own opinions and reading of internet. Consider how powerful the
handout on the internet internet is in relation to global
communications. This can include a
discussion of mobile phone technology
• Students watch Steve Jobs keynote • Watch Steve Jobs Keynote address:
speech on the Apple iPhone http://www.apple.com/
Quicktime/gtv/mwsf07
• Homework: Does convergence matter in • Reading activity: Why Convergence
global media for global audiences Matters by Gavin Luhrs, Media
Magazine, September 2002, English
and Media Centre

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Teaching Time
activities
Case study: Nintendo Wii • Demonstrate the Nintendo Wii as • Nintendo Wii if available for • Consider what the argument for and
Games technology. In the classroom, demonstration against global media, in relation to
set up the Nintendo Wii and go through content, access, representation and
menu and demonstrate a game of Wii identity
tennis

• Students are to consider how the Wii is • The key to this case study is in • It is possible to compare the Wii and its
targeting a global market with its understanding how the origins of impact in a global environment
concept. Students will investigate how global synergy actually in process compared to Playstation 3 or PSP. For
the main principles of the Wii are based since the release of the Nintendo Wii further resources on this use the case
on competition, rather than conflict and late 2006 study on the Sony PSP from AS Meida
evaluate how this appeals to a gobal Studies for OCR
family audience, rather than traditional
male dominated games audiences
• Homework: Design a questionnaire into • Design a template for the
the gaming habits of teenagers. questionnaire
Distribute and evaluate feelings
Conclusions: What is the real • Students to evaluate the issues • Student folders/homework • This is an ideal opportunity to check
impact of globalisation? How surrounding global media. In groups assignments/essays etc. students folders are in order
can this be measured? brainstorm the key points

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Teaching Time
activities
• Students then feedback from the groups • This is an ideal ICT opportunity • Students then ‘blog’ their summaries
they are in to the whole class. The class about globalisation and its impact on the
then devise a mind map of the key audience
issues. This can be completed on the
IWB
• Next students examine a range of • Apply mark schemes and sample
questions that could be asked on global assessment material to the questions
media. The students create these set
themselves and provide model answers
to them

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Suggested 10 Hours Topic Media and Collective Identity
Teaching Time
activities
National identity in British • What does it mean to be British? • Images and props can be used to • Students should try to think of Britain as
Cinema Students explore the concept of stimulate discussion a collective and avoid just thinking of
Britishness. Mind map out ideas in pairs English, Scottish, Welsh or Irish identity.
and feedback to the class. Categorise If this occurs it can form the basis of a
into historical and current values and useful discussion
also into specific countries e.g. Scottish,
Welsh etc
• What is a British film? Students to list as • Film posters for British films and • This will be primarily based on students
many films they consider British as American films made in the UK e.g. own knowledge and supported by the
possible justifying why. Compile central Harry Potter teachers knowledge. A definition of what
list and identify common features e.g. www.imbd.com a British film is can be found at
cast, crew, funding, location and content www.culture.gov.uk
• The IMDB can also be used as this has
images of posters used alongside
production companies involved in the
film

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Teaching Time
Topic outline Suggested teaching and homework Suggested resources Points to note
activities
• Construction of a timeline of key films • Either prepare task sheets with some
and movements in British Cinema. basic information about British Cinema
Students investigate a set period and movements or use the Internet and
produce a poster/sheet with information allocate students a set period to
about period/movement research
• Screening of a British film either • ‘My summer of love’ (Pawlikowski • The choice of films should suit the group
historical or contemporary that can be 2004) of students that you are teaching.
used to illustrate British values and show • ‘A room for Romeo Brass’ (Meadows Depending on the time constraints it may
a specific genre e.g. Social realism 1999) be worth screening two films from
differing periods to illustrate a shift in
• ‘If…’ (Anderson 1968) values
• Follow up to screening. In what ways • Clip from film 3-5 minutes long • This session can be made more student
could this film be seen as British? In centred by providing a number of
pairs students could try and identify all different clips on computers and letting
the ways they consider the film to be the students analyse them before
British. Does it represent any British feeding back to the class
values? Is it made/set in Britain? Is its
main audience British?
• Close analysis of clip from chosen film –
focus on how camerawork, editing, mise-
en-scène and sound create meaning

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Teaching Time
activities
• Close analysis of clip from chosen film – • This session differs from the one above
focus on how camerawork, editing, mise- through by having students begin to
en-scène and sound create meaning practice writing about the film clip, this
• Students to identify one thing they think work can be both self and peer assessed
makes the film British and to write a
paragraph explaining how it does this
using an example from the film
• Screening of a second British film either • Should be able to act as a contrast to • As mentioned earlier this film could act
historical or contemporary that can be film one, for example a contemporary as either a counterpoint or a supporting
used to illustrate British values and show (post 2000) social realist film film to the first screening
a specific genre e.g. Social realism

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GCE Media 25 of 58

Teaching Time
activities
Representations of • What does youth culture mean? • Images and props can be used to • The images chosen should represent
Youth/Youth Culture in British Students explore the concept of Youth stimulate discussion key youth culture movements such as
Cinema and youth culture. Mind map out things Punk, Mod’s as well as Rave and Emo
associated with British youth culture and culture. It would also be asking students
cultural movements e.g. Punk, Rave etc. to try and define the sub culture they feel
Feedback results to class they belong to
• Identify British films that deal with Youth • Timeline of British films on display to • This session build upon a previous
and youth culture. Where do these films act as a prompt session and will allow students to see
fit on the timeline produced for British the time delay from a youth movement
Cinema? Students to research one film happening and its appearance on screen
identified in pairs and produce an info
sheet for class
• Screening of a British film either • Would be useful to compare/contrast
historical or contemporary that can be two films representing youth/youth
used to illustrate a representation of culture e.g. This is England (Meadows
youth and youth culture 2007) and Quadrophenia (Rodham
1979)

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Teaching Time
activities
• Follow up to screening. How does this • Clip from film 3-5 minutes long
film represent youth/youth culture? In
pairs students could try and identify all
the ways they consider the film
represents youth/youth culture
• Close analysis of clip from chosen film –
focus on how camerawork, editing, mise-
en-scène and sound create meaning
• Screening of a second British film either • Should be able to act, as a contrast to
historical or contemporary that can be film one, and at least one should be as
used to illustrate a different contemporary as possible
representation of youth/youth culture
• Follow up to second screening. In what
ways does this film represent
youth/youth culture? How is this
similar/different to film one?
• Teacher led close analysis of particular
scene highlighting how camerawork,
editing, mise-en-scène and sound are
used to create meaning

idea
GCE Media 27 of 58

Teaching Time
activities
• In groups students to select a • Films that represent youth/youth culture include: 24hour
scene from a British film of their party people (Winterbottom 2003), A room for Romeo
choice that they feels represents Brass (Meadows 1999)
youth/youth culture and present
analysis and scene to class

Funding of British • What are the key issues for • http://www.ukfilmconcil.org.uk/filmmaking/funding/features/ • This website is very detailed
Cinema funding a British film? about the funding available to
• How does the UK film council fund filmmakers in the UK and
films? students will need guidance
about what they are looking for
• Students to investigate the three
types of funding offered to films.
Divide into groups and then
‘jigsaw’ information
• In groups students are allocated a • http://www.imdb.co.uk/ • This will allow students to have
contemporary British film and another film as a case study. It
have to find out institutional would be useful to try and get a
information and how it was funded guest speaker in about the
funding issue

idea
28 of 58 GCE Media

Teaching Time
activities
• Presentation by students on allocated • Student groups to produce handouts
film. Discussing how cast/crew and other for other class members
institutional issues affect funding
• Presentation on funding from a historical • Would be useful to summarise key
perspective and the British studio points in a presentation for students
system e.g. Ealing Studios
• Screen two extracts and discuss use of
cast/crew and genre/conventions
• Summarise key issues surrounding
funding and consider future issues
• Role of Internet distribution co-
productions with other countries

idea
GCE Media 29 of 58

Teaching Time
activities
Representations in British • What are soap operas? Students to list • Possibly a teacher created worksheet
Soap Operas as many programmes they consider to that provides a framework and prompt
be soap operas as possible questions for the identification of
• What common elements do soap operas common soap elements
have? In groups students identify the
common features that soap operas
have. Class feedback to create a list of
soap conventions
• Application of class list of soap • Extracts from an episode of
conventions to two extracts from a soap ‘Eastenders’, ‘Coronation Street’ or
opera. What conventions are used? ‘Emmerdale’ would be ideal.
Students to analyse extracts and identify ‘Hollyoaks’ breaks a number of
and explain what conventions are being conventions so could be used to
used contrast with a typical soap. This is
linked to Conventions of soaps
• Close focus on how ‘Hollyoaks’ has • Episode of ‘Hollyoaks’ • A recent episode would be suitable but
altered some typical soap conventions. older ones work as the students no
Particular focus on sound, editing, longer focus on the story but on the
camerawork and character types conventions and micro elements

idea
30 of 58 GCE Media

Teaching Time
activities
• Institutional factors and soap operas. • www.barb.co.uk • Highlighter pens are very useful to
Students examine and analyse an • TV schedule from paper/TV guide highlight the schedules and times of
evenings TV schedule and identify what soaps. Monday often has the most
soaps are on and when. What impact soaps so that is a useful starting point
does this have on audiences? Students • Alternatively each group could have a
should check BARB to get soap viewing different day to compare the differences.
figures. What do these figures tell us The point of this activity is to get
about soap audiences? How does students to think about how audiences
scheduling help them target an audience form part of a soap operas identity
who will appreciate the programme?
How is the audience part of the shared
experience?
• What types of characters are there in • A blank grid worksheet to complete • It may be beneficial to define a couple of
soap operas? In pairs students define could be used character types first or produce a grid
the character types and give examples with definitions of character types and
from their own knowledge. Feedback to students have to fit characters into it
whole class

idea
GCE Media 31 of 58

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