OCR Course Out l ine :

AS

Exam (50%) - in the exam you have to answer two ques t ions .

Sect ion A: You have a 5 minute c l ip f rom a TV Drama and you have to ana lyse i t in

terms of representa t ion .

Sect ion B: An es say on Ins t i tu t ional and Aud ience prac t ic es in rela t ion to the f i lm

indus try.

Cour sework (50%)

Over the year you w i l l p roduce two shor t f i lms: P rel im inary Exerc ise and the opening 2

minutes for a feature f i lm .

You wi l l research and plan thorough ly and thi s i s documented through the means of a

b log .

A2

Exam (50%) - you wi l l have to answer two ques t ions .

Sect ion A: th is asks you to examine your coursework over the two years and ana lyse i t

in re la t ion to a spec i f i c area of s tudy (e.g . genre)

Sect ion B - you are answer ing on Media and Col lec t i ve Ident i ty. Th is is a very

theoret ica l paper and you wi l l be exposed to new ways o f th inking.

Cour sework (50%)

You wi l l produce a profes s iona l music v ideo and al so a magaz ine advert for the album

and a promot ional CD package .

As wi th AS , a l l work w i l l be presen ted e lec t ronica l l y via a blog .

Website: mediastudiesringwood.blogspot.com

YouTube Channel: www.youtube.com/ringwoodmedia

AS MEDIA and A2 MEDIA

Teachers:

Andy Wallis (Subject Leader) Rachel Heaver-Webb ME

DIA

STUD

IES, R

INGW

OOD

SCHO

OL

SKILLS

Eye

Opening

Creativity

Communication

Independent

Learning

Team Work

Social

Media

Analytical SkillsThe building curving inwards looks like a wave, showing some sort of deconstruction.

Connotes futuristic plot.

Minimum amount of writing means that people can gather the most important information even if they glance at the poster.

Release date in bold and different colour.

Tagline, short and to the point. Gives an idea of the plot.

Unconventional as actors aren’t the main focus of the poster.

Main characters faced away, draws the viewer to the buildings.

Title stands out in red

NEW YORK

Every two years we run a visit to New York City working with the New York

Film Academy, visiting the Museum of Moving Image and other attractions.

What is Media Education for?

1: Hands-on, Do It Yourself learning

Making things leads to insights into the creative process, and the ways in which created things become

situated in the context of the world. Even more importantly, perhaps, making things enables people to

make connections with each other, and to feel more engaged in their own learning process.

By representing learning as an ongoing and evolving process, with regular interaction and collaboration, we

can make learning more rich, engaging, and meaningful.

2: Creativity as the core

Our students must know how to make things well, but then should want to push harder towards the

innovative and unfamiliar. Media Studies courses cannot just show how to make a video, website or article

of acceptable quality; rather they should be asking how we can rethink entertainment or information

experiences to make them more useful, stimulating, and engaging.

3: Social engagement

These days, many people find that they can make media, without too much trouble or expense, and do it

just because they can. Learning in Media Studies therefore needs to stretch students well above this baseline, so that they can produce work which has greater quality, thoughtfulness and style, and in

particular that is meaningful. Work that has a point. If a media course is to ‘add value’ to the learning

and experience of students, it must include a social and ethical dimension.

4: Critical but intelligent

Students should be encouraged to be intelligently critical, which means that they should be judicious:

sharply critical, where relevant, but also able to see the positive or appealing side of things, where

relevant. Students need to gain a good understanding of how things work: partly from having the

experience of making and sharing media themselves, and partly from learning – through their own

research – about how companies like Google, Facebook and the BBC operate.

5: The return of ideas

By encouraging our students to engage with ideas – about human creativity, individuality and community

– as well as a keen critical perspective and a thorough understanding of how things work in media

technologies and industries, we can truly equip them for thinking intelligently about the present and the

future.

6: Tools for thinking and making

Ultimately, Media Studies encourages creative thinking and creative making. It is at its best when it is

about encouraging people to think (and, correspondingly, at its worst when it tries to tell people what to think). Media Studies should give people the tools – or help them to invent the tools – which will foster

creative exchange between individuals and groups. The ability to express ourselves, and to make our mark

on the world, is crucial to a healthy society. Our students, then, need to be able to do this for themselves,

but it should not be exclusive to them: they must also be able to foster this in others.

Subject combinations:

Media Studies offers relevant skills that have a direct influence on

numerous subjects offered at Ringwood School. Some of the more

common combinations are: English Language and Literature,

Psychology, Theatre Studies, Art and Design, Photography, Music,

Business Studies, and Graphic Design.

Website: mediastudiesringwood.blogspot.com

YouTube Channel: www.youtube.com/ringwoodmedia

AS MEDIA and A2 MEDIA

Teachers:

Andy Wallis (Subject Leader) Rachel Heaver-Webb ME

DIA

STUD

IES, R

INGW

OOD

SCHO

OL

“Media Studies at Ringwood School offers you skills that are relevant

for life”

Roger Finn, BBC