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In these lessons students will investigate, watch, and research a range of title sequences ( Girl with the Dragon Tattoo, Split, Panic Room) to establish what conventions they should include in their own product and understand the difference between opening credits and a title sequence. Students will cover the work of Saul Bass and then choose a film of their own to analyse. An exemplar answer is included for students using Fincher’s ‘SE7EN’. Finally students will be tasked with creating their own title sequence as a ‘prelim’ task.

This lesson is an introductory lesson for students who are new to A-Level Media Studies. It introduces ‘Media Language’ specifically ‘codes’ and ‘conventions’

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . For the ‘Starry Night’ lessons, students will listen to the song, and read/analyse Anne Sexton’s poem; before planning, and writing, their own piece. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration Next lesson - ‘Weeping Woman’

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . For the ‘Landscape with the Fall of Icarus’ lessons, students will read/analyse the poem aim to indettify the form, structure, language techniques that have been used and consider the poet’s choices and how affect is created. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

Using three animal poems, students will learn about various poetic forms and begin to understand how the function of form can show the key ideas and feelings the poet wanted to convey. Students will write their own analysis answering, “In your opinion how does the form of a poem help add to the meaning?”

Using the poem, ‘Pigeons’ students will closely examine the language of the poem; specifically word choice for effect. After analysing the poem, students will write their own animal poem; aiming to be effective (and a little cryptic) with their word choice.

Using the poems, ‘The Eagle’ and ‘Cooper’s Hawk’ students will learn about various structural techniques and begin to understand how structural techniques enhance imagery in a poem.

This unit of poetry is created for KS3 - year 7… but could work for any year group. This is the final collection of lessons of the unit. Students have regularly reviewed and developed their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Students have so far enjoyed ‘Starry Night’, ‘Weeping Woman’, and ‘Fall of Icarus’ and this lesson will work as a group to develop poetic skills. Students will then choose an art work (or can use anything from previousl essons) for the ASSESSMENT TASK. Students will complete one of the following: EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

This series of lessons covers: Neil Postman Hot / cool media (McLuhan) WEB 1.0 – 2.0 Throughout these lessons (at least two doubles) students will look at the theories of Clay Shirky ‘end of an audience’, Henry Jenkins ‘participatory culture’, ‘convergence’, Gauntlett, ‘Web 2.0’, ‘new media’, ‘the long tail’, Aleks Krotoski, ‘the great levelling’ and also Tim Berners Lee before creating a revision resource that covers old/new (hot/cool) covering: Examples/Positives/Negatives Theories. The lesson also includes additional articles for further reading and exploration (group task: each group takes an article…)

This lesson begin to unpick the term ‘media ecology’ beginning with looking at the exam requirements and looking at the ‘spec’ definitions. Students consider the term ’ the medium is the message’ and begin to think about the broader impact of this notion. The lesson covers a range of suggested readings, links to Lance Strate youtue clips, suggested documentaries and additional resources. Students begin to collate key names and theories.

This lessons covers key ideas and theories relating to Media Ecology. McLuhan is covered; key quotes such as “World is a global village” ,"McLuhan predicts 'world connectivity’” are introduced. Technological Determinism is also looked as through the quote ‘we shape our tools, then our tools shape us’. A brief history of the Internet is also looked at. H/W task for next lesson: Research and find out statistics for the following social media sites: Twitter (X) TikTok Instagram Facebook Snapchat Consider the following when you research: What are the most used social media platforms? How does this vary from country to country? What are the demographics of the most popular social media platforms? How many global users do these platforms have?

This detailed analysis of “Waves” thoroughly dissects the poem, stanza by stanza, line by line and is structured so that students will read and analyse the poem 3 times; with each reading they will develop their understanding and build their analysis. This lesson begins by understanding the significance of hair when shaping identity and its importance in traditional and popular culture; this poem’s ‘do now’ is specific to China but can be adapted to anywhere. Once students have considered the context they can begin to look more closely at the techniques used. As a final task students will use the ‘sift’ analysis sheet to recap the lesson and create detailed notes on the poem for them to keep as a future revision resource.