guy magazine scheme of learning sept 2011

W/C Lesson Topic Aims & Objectives What will students do? Resources Homework

AS Media StudiesTerm OneSix Week Scheme of Learning

Week One

1 Ice Breakers & getting to know you games; students fill out pro-forma about media skills (whether they have used Photoshop before etc.) Teacher introduces the CD Design project; students begin gathering pictures of their favourite CD covers.

2 Introduction to Photoshop – setting up a file; setting up a text box; simple image manipulation

Week Two

1 Photoshop design – setting up a CD design project (120mm x 120mm); simple adjustments to JPEGs (hue saturation, using curves etc.)

2 Photoshop design – CD design project

Week Three



Week Four

1Working with Blogs – students set up their Foundation Portfolio Blog

2 Key features of a magazine contents page – development of textual analysis skills, house style and target audience

Week Five

1 College Magazine Project

2 College Magazine Project

Week Six1 College Magazine Project

2 Students start Research and Planning (Magazine Analysis)


112/9/11

1Ice

bre

aker

s In

trodu

ctio

n to

Ph

otos

hop

Students should be able to:Recall the names of a few members of the group;List their production skills;Target set their hope for the year;Set up a simple Photoshop file and begin experimenting with some of the functions of Photoshop.

Complete getting to know you games and ice breakers;Fill out pro-forma and target set;Experiment using Photoshop;Begin planning and sketching ideas for the CD Design project (including coming up with the names of a band and arranging models, props etc)

B32

2

Intro

to P

hoto

shop

Students should be able to:Set up a Photoshop file;Use Photoshop to manipulate imageSet up a text box

Set up a Photoshop fileTeacher will demonstrate a Photoshop technique (Pink CD cover to show using coloured boxes and playing with opacity levels)Teacher will demonstrate how to achieve the effect using found imagesStudents will copy the teacherStudents will then apply a range of Photoshop techniques to found images and text

B32


219/9/11

1CD

Des

ign

Proj

ect

Students should be able to:

Import JPEGs into Photoshop

Adjust levels and add effects to JPEGs

Type text in Photoshop

Add some effects to text

Import text from Da Font

Teacher introduces some of the basic functions of Photoshop;

Teacher demonstrates: Adjusting hue/saturation levelsPlaying with curvesTurning an image black and whiteDuplicating layers – turn top layer black and white – leave bottom layer colour – adjust the opacity of the top layer

Teacher demonstrates opening a new Photoshop file:

Size: 120mm X 120mm

Teacher demonstrates using Text Boxes for a Band Logo & applying simple effects (e.g. outer glow, inner glow etc) Teacher demonstrates importing font from www.dafont.com; **To import from Da Font you need to:Go to www.dafont.comFind a text you likeType in the name of your Band in the preview box(Try to get your text preview as large as possible)Print screen the preview of your band’s name in the font style you likePaste the print screen into PhotoshopCrop the image so you only have the nameDrag and drop the CD name onto your CD coverGo to Image – Free Transform – and adjust the size of the textTo make the White Box disappear change the blend mode to MULTIPLY (to do this double click and the text)

Students experiment with some of the basic functions

Internet

Cameras

Photoshop

http://www.dafont.com/

http://www.dafont.com/


2CD

Des

ign

Proj

ect


Demonstrate skills development using Photoshop

Teacher recaps some of the main functions of Photoshop:

Opening a fileImporting JPEG photos into a fileUsing Free Transform tool to adjust size of photoSetting up text boxesSimple text designManipulating text layout and orientation

Students given time to consolidate practical production skills

Internet

Cameras

Photoshop CS3


326/9/11

1CD

Des

ign

Proj

ect


Use the History BrushUse the Magnetic Lasso ToolChange the Opacity of LayersMake colour boxes and change the Opacity of colour boxesPlace text into coloured boxes

Teacher recaps some of the key Photoshop functions covered during the CD Design project

Teacher demonstrates:

Using the History Brush (followed by student practise)

Using the Magnetic Lasso Tool (followed by student practise)

Change the Opacity of Layers (followed by student practise)

Make colour boxes and change the Opacity of colour boxes(followed by student practise)

Place text into coloured boxes (followed by student practise)

B32

2

CD D

esig

n Pr

ojec

t


Consolidate production skillsComplete CD Design Project

Students will agree SMART production targets with the teacher; teacher asks students to break the lesson down into 15mins sections, with targets for each 15mins.

B32


43/10/11

1W

orki

ng w

ith B

logs

Students set up their blogs, Slideshare and Twitter accounts.

Students spend the first part of the lesson setting up their blogs at www.blogger.com and tweets at www.twitter.com; their slideshare accounts at www.slideshare.net; their survey monkey accounts at www.surveymonkey.com and their issu accounts at www.issuu.com;

2

Imag

e An

alys

is


Define the SIGNIFIER and SIGNIFIED meaning of a picture and moving image extract

State the differences between mainstream and niche media products

Apply USES AND GRATIFICATIONS MODEL to their own media usage

Define and apply VALS (Values Aspirations and Lifestyles) to a range of magazines

Teacher runs through the SIGNS AND MEANING: SIGNIFIER & SIGNIFIED presentation – students complete tasks on slides 8 and 9

Teacher runs through the INTRODUCTION TO AUDIENCES presentation

Students complete activity on slide 6 of the INTRODUCTION TO AUDIENCES presentation

Teacher states that all media products aim to appeal to the VALUES, ASPIRATIONS and LIFESTYLES (VALS) of the target audience.

What would students say are the VALS of the typical:NUTS readerKerrang readerMixmag readerNME readerQ reader

Teacher sets the College Magazine Project – Students define the VALs of their target audience and begin layout and designs.

Internet Buy 3 music

magazines

http://www.issuu.com/

http://www.surveymonkey.com/

http://www.slideshare.net/

http://www.twitter.com/

http://www.blogger.com/


513/9/10

1

Intro

duct

ion

to C

olle

ge M

agaz

ine

Proj

ect


State the requirements of the College Magazine Project

List some of the key features of a college magazine

Take a Medium Close Up photo for their front cover

Sketch ideas for the layout and design of their college magazine

Teacher runs through the main requirements of the college magazine project

Students state some of the features they would expect from a college magazine e.g:

Dealing with exam stressHow to write the perfect essayDealing with financesMaking the right Uni choiceMusic/gig reviews etc

Students complete some initial research on existing student magazines

Teacher explains that the front cover MUST BE MCU!

Students take MCU photos for their front cover;

Students sketch front cover and contents page designs for their college magazine

Internet

Foundation Portfolio Workbook 2010

Cameras

Take MCU photo (if not completed in class);

Take original images for the college magazine contents page;

2

Colle

ge M

agaz

ine

Proj

ect




6

1

2

Intro

duct

ion

to P

hoto

shop


327/9/10

1

Intro

duct

ion

to P

hoto

shop

2

Intro

duct

ion

to P

hoto

shop


Complete College Magazine front cover

Must include:

An original MCU photoA mastheadSome cover lines

Teacher recaps some of the main functions of Photoshop


Students negotiate SMART targets with teacher

Internet


Cameras

Photoshop CS3


44/10/10

1

Intro

duct

ion

to P

hoto

shop


Complete their college magazine contents page

Contents Page must include:

The word CONTENTS;A small version of the college magazine masthead;A list of articles that would appeal to students with page numbers;A letter from the editor (optional);A couple of original images;

Teacher recaps some of the main functions of Photoshop


Students negotiate SMART targets with teacher

Internet


Cameras

Photoshop CS3

2

Uplo

adin

g to

Blo

gger


Complete the college magazine front cover and contents page

Save the work as a JPEG

Upload the work to their blogs

Write a little bit about what they have learnt from the project

Teacher demonstrates how to save a Photoshop file as a JPEG

Teacher demonstrates uploading JPEGs to Blogger.com

Students negotiate SMART targets for the lesson

Internet


Cameras

Photoshop CS3


Friday 8th October Students to complete College Magazine Project

(Tasks 1-12)

511/10/1

0

1


2Im

age

Anal

ysis


Define the SIGNIFIER and SIGNIFIED meaning of a picture and moving image extract

State the differences between mainstream and niche media products

Apply USES AND GRATIFICATIONS MODEL to their own media usage

Define and apply VALS (Values Aspirations and Lifestyles) to a range of magazines

Define AUDIENCE PROFILING

Define the Audience for their new music magazine

Research the audience for their three chosen existing music magazines

Teacher runs through the SIGNS AND MEANING: SIGNIFIER & SIGNIFIED presentation – students complete tasks on slides 8 and 9

Teacher runs through the INTRODUCTION TO AUDIENCES presentation

Students complete activity on slide 6 of the INTRODUCTION TO AUDIENCES presentation

Teacher states that all media products aim to appeal to the VALUES, ASPIRATIONS and LIFESTYLES (VALS) of the target audience.

What would students say are the VALS of the typical:NUTS readerKerrang readerMixmag readerNME readerQ reader

Teacher runs through AUDIENCE PROFILING presentation

Students write an audience profile for their new music magazine including VALs

Students try to find an audience profile for the three existing music magazines they are analysing for tasks 14-16 including VALs

Internet Buy 3 music

magazines


618/10/1

0

1

Mai

n fe

atur

es o

f Con

tent

s Pag

e an

d DP

S


Define the key features of a Contents Page

State the reasons why magazines have contents pages

State the ways in which the contents page appeals to the target audience and reinforces the house style of the magazine

List some of the key features of a double page spread

Analyse a Kerrang DPS using some technical language

Teacher presents a range of different Contents Pages and discusses with students some of the key stylistic features – students complete JIGSAW Activity – matching the Contents Page with the Front Cover

Students suggest ways in which the Contents Page is structured so as to appeal to the target audience

Teacher presents some of the key elements of a double page spread including:Pull QuoteBy LineDrop CapLead ImageColumnStandfirstWhite spaceGuttering

Students are given a DPS from Kerrang to look at and quickly read – they must answer the question ‘How does the journalist use written language to appeal to the target audience? What specific words are used? What is the overall tone and register of the article? Why would the words appeal to the target audience?

What direct quotes are used and why?What descriptive language is used and why?

Internet Complete task 14


2An

alys

is W

orks

hop


Present their three chosen existing music magazines for analysis

Decide which DPS from the magazine they want to analyse

Scan front cover, contents page and DPS from each of their three magazines

Agree SMART research targets with teacher

Present and discuss their choices of existing music magazines (Task 13)

Decide on which DPS they will analyse (one DPS from each magazine – three in total)

Scan front cover, contents page and DPS from each of their three magazines

Begin the process of analysis – TASKS 14 - 16

Internet Complete tasks 14 - 16

October ½ Term


81/11/1

0

1

Mag

azin

e An

alys

is


Type up notes for tasks 14 – 16 onto Powerpoint

Presentation must include scanned images from the three magazines – front pages, contents pages, and DPS’

Agree SMART analysis targets with the teacher

Students will agree SMART research targets with the teacher

Stretch and Challenge students can progress onto TASK 20 – pre-production mood-boards

2

Mag

azin

e An

alys

is


Type up notes for tasks 14 – 16 onto Powerpoint

Presentation must include scanned images from the three magazines – front pages, contents pages, and DPS’

Agree SMART analysis targets with the teacher

Upload presentations to Slideshare and embed onto blog

Students will agree SMART research targets with the teacher

Stretch and Challenge students can progress onto TASK 20 – pre-production mood-boards


Friday 5th NovemberStudents to complete Magazine Analysis

(TASKS 13 – 16)

98/11/1

0

1

Audi

ence

Res

earc

h


Define the following ways to target an audience:

demographics:

psychographics:

market research:

media technologies: platforms to

List some of the benefits of Reader Profiles

Decide on 10 essential questions for their magazine research questionnaire

Teacher re-caps the INTRODUCTION TO AUDIENCES presentation

Students read the NME reader profile – students suggest the ways in which this reader profile is useful to:JournalistsPhotographersAdvertisers

Teacher outlines some essential (Age, Gender) and some suggested questions for their questionnaire (Task 17)

Teacher demonstrates using Survey Monkey

Students type up their questionnaires onto Survey Monkey and post Survey link onto their Facebook profile for friends to complete


2 Phot

osho

p Pr

oduc

tion

1015/11/1

0

1

Phot

osho

p Pr

oduc

tion:

Br

ushe

s


Use brushes from www.psbrushes.net

Manually adjust brushes

Teacher presents the www.psbrushes.net site and demonstrates how to download brushes from the site

Teacher demonstrates how to manually adjust the brush settings in Photoshop

Students given time to practise techniques demonstrated

Stretch and Challenge students move onto tasks 19 - 22

http://www.psbrushes.net/

http://www.psbrushes.net/


2

Read

er P

rofil

e


Produce a Reader profile in Photoshop (similar to the NME Reader Profile) that presents some of the facts and findings from the survey questionnaire

Reader Profile must also have pictures of brands they value (as in the NME Reader Profile)

Collate responses from Survey Monkey survey

Print screen the Survey Monkey pie charts into a powerpoint presentation

Use Photoshop to present results in a visually interesting way (similar to the NME Reader Profile)

Upload all presentations to Slide share and embed onto blog

Friday 19th NovemberStudents to complete Audience Research

(TASKS 17 – 18)


1122/11/1

01

Phot

osho

p Pr

oduc

tion

Students should be able to::

Produce a mood-board of images that students find interesting and inspirational;

State the specific genre and describe the house style of their original music magazine ;

List the magazines that have influenced the new magazine’s house style;

Draw a draft front cover of their original music magazine that includes Masthead and slogo.

Teacher will present a number of magazine layouts and designs for students to respond to (both mainstream and niche)

Teacher talks through how certain effects (e.g. brush effects, lighting, use of font etc.) were achieved

Students complete the following tasks:

Produce a mood-board of images that students find interesting and inspirational; (Task 20)

State the specific genre and describe the house style of their original music magazine ;

List the magazines that have influenced the new magazine’s house style;

Draw a draft front cover of their original music magazine that includes Masthead and slogo (Task 19)


2

Mag

azin

e Pl

anni

ngStudents should be able to:

Complete front cover flat plan

Decide on masthead design

Decide on who will feature on front cover and DPS

Arrange interviews and photo-shoots

Begin sketching ideas for layout of DPS

1229/11/1

01

2


136/12/10

1

2

1413/12/1

0

1

2

Friday 17th DecemberStudents to complete Magazine Planning

(TASKS 19 – 22)


Christmas

173/1/11 1


2

1810/1/11

1


2

1917/1/11

1


2

2024/1/11

1


2

2131/1/11 1

2

227/2/11

1

2


Friday 11th FebruaryStudents complete Music Magazine

(TASKS 23 – 28)

2314/2/11

February ½ Term


2528/2/11

1

2


267/2/11

1

2

Friday 11th MarchStudents complete Critical Evaluation

(TASKS 29 – 30)

guy magazine scheme of learning sept 2011

Documents

photoshop fileuse photoshop

cd design project students

photoshop file teacher

simple photoshop file

cd design projectstudents

new photoshop file

text import text

range of photoshop techniques