Year 11 ATAR Unit 1 Popular culture
"This focus involves identifying what is meant by ‘popular’ culture and considering the types of media, ideas and audiences from which popular culture evolves. Students analyse, view, listen to and interact with a range of popular media, develop their own ideas, learn production skills and apply their understandings and skills in creating their own productions.
There are many aspects of popular culture that can be used to provide students with interesting and relevant learning contexts, and an opportunity to explore how audiences consume popular media. Teachers should select learning contexts that are familiar to students or provide stimulation and new experiences.
In contexts related to popular culture, students have the opportunity to explore a variety of popular media work, and learn how to interpret the meanings created by codes and conventions.
Students develop production and analytical skills and apply their understanding of media languages and audiences while learning about and working in specific production contexts. " WACE Yr11 Syllabus
Music Video Clips
During this Unit we will be evaluating, analysing and creating Music Video Clips.
This unit will include the knowledge, understandings and skills in the following areas; Media Languages, Representation, Audience, Production and Skills and Processes.
Production Journal will be used to reflect and evaluate your production and the blog will be available for students to discuss issues and ideas relating to our studies.
Assessment will consist of two production tasks worth 50%, two response tasks worth 30% and One written Examination worth 20%.
Attached below is the Unit Outline and under the assessment tab you will find your Assessment Tasks and Rubrics.
There are many aspects of popular culture that can be used to provide students with interesting and relevant learning contexts, and an opportunity to explore how audiences consume popular media. Teachers should select learning contexts that are familiar to students or provide stimulation and new experiences.
In contexts related to popular culture, students have the opportunity to explore a variety of popular media work, and learn how to interpret the meanings created by codes and conventions.
Students develop production and analytical skills and apply their understanding of media languages and audiences while learning about and working in specific production contexts. " WACE Yr11 Syllabus
Music Video Clips
During this Unit we will be evaluating, analysing and creating Music Video Clips.
This unit will include the knowledge, understandings and skills in the following areas; Media Languages, Representation, Audience, Production and Skills and Processes.
Production Journal will be used to reflect and evaluate your production and the blog will be available for students to discuss issues and ideas relating to our studies.
Assessment will consist of two production tasks worth 50%, two response tasks worth 30% and One written Examination worth 20%.
Attached below is the Unit Outline and under the assessment tab you will find your Assessment Tasks and Rubrics.
Task 1 Production of a music video
Process timeline
Weeks 2-4
- Develop a list of songs from Triple J that we could use to create our videos
Click the link for Triple J · https://www.triplejunearthed.com/
- Using the selection criteria in groups of 4 we will narrow it down to three different pieces of music to choose from then make the final selection as a team
- Break into groups to discuss roles and ideas
- Workshop will be on creating storyboards and script writing for music videos
- View examples of videos, storyboards and scripts. Analyses of elements of Film used in the examples.
choosing_the_right_song_for_your_music_video.docx | |
File Size: | 111 kb |
File Type: | docx |
Week 5
Week 6-7
- Workshop on film codes used in music videos such as filming techniques, dolly and tripod usage, editing techniques, chroma and special effects.
- Refer to Elements of Photography and Film in the Glossary Page
- Allocation of production roles within your group, organise production schedule, list of equipment required, locations and booking of editing suite.
- Blog entries should reflect on any issues you have encountered during the pre-production process
- Week 7 will be allocated as Production week for the capture of all footage required for the video
Week 8-9
- First lesson will be a revision on the use of editing programs, Q&A and peer assistance
- Reflection on the blog and journal should be about the production process so far; problems you encounter and how you rectify them
- Evaluation lesson- peer and self assessmnet on progress and effectiveness of each groups production with regard to audience engagement and understanding of the message
- Week 9 will be allocated as Post Production week and final music video is due at the end of this week.
Week 8 term 2
Parents will be invited to attend a viewing of the final videos.
Students will be required to give a brief introduction presentation before the viewing of their video.
Posters will also be on display for parents to view.
Students will be required to give a brief introduction presentation before the viewing of their video.
Posters will also be on display for parents to view.
Copyright
Music Artists own the copyright to their songs so we must request permission to use their music in our videos, especially if we intend on showing the films to an audience. Below is letter template that you need to download and edit so we can send it off to request copyright permission. We will discuss and fill out the form during class time.
copyrightstudrequest.doc | |
File Size: | 64 kb |
File Type: | doc |
Censorship
Wikipedia's definition: Censorship of music is the practice of restricting free access to musical works. This censorship may stem from a wide variety of motivations, including moral, political, military or religious reasons. Censorship can range from the complete government-enforced legal prohibition of a musical work, to private, voluntary removal of content when a musical work appears in a certain context. An example of this latter form of censorship is the radio edit.
The censorship of Pop music is usually the removal or blanking of words that have been deemed inappropriate, swearing or antisocial statements such as racism or sexual innuendo. Some record labels choose to record censored versions of the songs which will be aired in the public domain. Often you will notice albums you purchase for your personal enjoyment will be the original uncensored versions of the song.
HOMEWORK TASK:
Make a list of songs that have different versions and what words have been replaced?
Do you think this type of censorship restricts the artists freedom of speech?
Add your thoughts to the blog
The censorship of Pop music is usually the removal or blanking of words that have been deemed inappropriate, swearing or antisocial statements such as racism or sexual innuendo. Some record labels choose to record censored versions of the songs which will be aired in the public domain. Often you will notice albums you purchase for your personal enjoyment will be the original uncensored versions of the song.
HOMEWORK TASK:
Make a list of songs that have different versions and what words have been replaced?
Do you think this type of censorship restricts the artists freedom of speech?
Add your thoughts to the blog
Something new
When choosing the piece of music for your video I want you to think outside the box. Choose something that you haven't heard before, something that is of a different genre to what you would usually listen to.
The reason for doing this is that it will help you to evaluate the music and it target audience in more detail. How will you represent the message of the song and how will it differ depending on your audience and their interpretation and response to your media work?
Below is a piece of music that you may never had heard before, watch the video and think about how the music makes you feel, what is the message and how have they constructed the representation in images?
Also consider what different direction you could take the music or would this style of imagery suit a piece of music you would like to use?
The reason for doing this is that it will help you to evaluate the music and it target audience in more detail. How will you represent the message of the song and how will it differ depending on your audience and their interpretation and response to your media work?
Below is a piece of music that you may never had heard before, watch the video and think about how the music makes you feel, what is the message and how have they constructed the representation in images?
Also consider what different direction you could take the music or would this style of imagery suit a piece of music you would like to use?