Module Descriptors
UNDERSTANDING THE MEDIA 2
CCIF50848
Key Facts
Faculty of Arts and Creative Technologies
Level 5
15 credits
Contact
Leader: Rowena Beighton-Dykes
Hours of Study
Scheduled Learning and Teaching Activities: 57
Independent Study Hours: 93
Total Learning Hours: 150
Assessment
- PORTFOLIO weighted at 40%
- PROJECT weighted at 60%
Module Details
Module Resources
Students will have access to Burton College library and computer rooms/resources. A media base room, video edit suites, DV cameras, lighting kits, sound recording equipment, and design/manipulation software.
Module Texts
Books:
Adobe Photoshop CS5 Classroom in a Book [e-book] 2010 Adobe press. Available at: http://www.ebook3000.com/Adobe-Photoshop-CS5-Classroom-in-a-Book--PDF-exercise-files-_85319.ht ml
Ang, T. (2008). Digital Photography Masterclass: Advanced Photographic and Image-manipulation Techniques for creating Perfect Pictures. London: Dorling Kindersley.
La Grange A. (2005). Basic Critical Theory for Photographers . Waltham, Massachussetts: Focal Press.
Stokes, J. and Reading, A. eds., (1999). The Media in Britain . Basingstoke: Palgrave Macmillan.
Websites:
www.lensculture.com
http://tv.adobe.com/
Adobe Photoshop CS5 Classroom in a Book [e-book] 2010 Adobe press. Available at: http://www.ebook3000.com/Adobe-Photoshop-CS5-Classroom-in-a-Book--PDF-exercise-files-_85319.ht ml
Ang, T. (2008). Digital Photography Masterclass: Advanced Photographic and Image-manipulation Techniques for creating Perfect Pictures. London: Dorling Kindersley.
La Grange A. (2005). Basic Critical Theory for Photographers . Waltham, Massachussetts: Focal Press.
Stokes, J. and Reading, A. eds., (1999). The Media in Britain . Basingstoke: Palgrave Macmillan.
Websites:
www.lensculture.com
http://tv.adobe.com/
Module Additional Assessment Details
Students must submit work for all assessments.
Assessment 1: A portfolio of examples of visual communications, annotated to discuss and describe different uses of media imagery in different contexts and for different purposes. (40%) [Learning 0utcome 1]
Assessment 2: One project brief, demonstrating the use of media communication for a specific purpose (60%) [Learning Outcomes 2, 3]
Assessment 1: A portfolio of examples of visual communications, annotated to discuss and describe different uses of media imagery in different contexts and for different purposes. (40%) [Learning 0utcome 1]
Assessment 2: One project brief, demonstrating the use of media communication for a specific purpose (60%) [Learning Outcomes 2, 3]
Module Indicative Content
In this module students will be able to explore and extend their skills in a range of media: innovative and experimental uses of media production skills will be encouraged.
Students will apply their understanding of media production by producing a film or media product as a form of visual communication for an intended purpose. After students will apply their understanding of media production by producing a film or media product as a form of visual communication for an intended audience. Examples of this might be producing a film about the dangers of binge drinking for use as part of pastoral tutorial programmes in schools and colleges, or banner advertising used on the Internet aimed at a teenage audience. Relevant investigations would show how other products have been designed for the same target audience, and an evaluation of their success, including the use of visual imagery. Students would be expected to assemble and evaluate contrasting material for a different target audience and purpose in order to compare and contrast approaches and strategies.
Students will collect and collate a portfolio of work demonstrating their understanding of the way the media is influenced by social and contextual factors, and how a media producer/product can influence the interpretation of the media by society. They will consider examples of how the media industry has applied different approaches for different purposes.
Students will apply their understanding of media production by producing a film or media product as a form of visual communication for an intended purpose. After students will apply their understanding of media production by producing a film or media product as a form of visual communication for an intended audience. Examples of this might be producing a film about the dangers of binge drinking for use as part of pastoral tutorial programmes in schools and colleges, or banner advertising used on the Internet aimed at a teenage audience. Relevant investigations would show how other products have been designed for the same target audience, and an evaluation of their success, including the use of visual imagery. Students would be expected to assemble and evaluate contrasting material for a different target audience and purpose in order to compare and contrast approaches and strategies.
Students will collect and collate a portfolio of work demonstrating their understanding of the way the media is influenced by social and contextual factors, and how a media producer/product can influence the interpretation of the media by society. They will consider examples of how the media industry has applied different approaches for different purposes.
Module Learning Strategies
The content of the taught sessions will relate to your local area as well as giving you an insight into the national background of the media industry. The module to include the following:
An introduction/briefing to the Module: 2 Hours
A series of lectures, seminars, and demonstrations: 15 Hours
Group critiques and production meetings & feedback: 35 Hours
Individual Tutorials: 5 Hours
Total contact time per student: 57 Hours.
An introduction/briefing to the Module: 2 Hours
A series of lectures, seminars, and demonstrations: 15 Hours
Group critiques and production meetings & feedback: 35 Hours
Individual Tutorials: 5 Hours
Total contact time per student: 57 Hours.