Lesson 3 textual analysis
- 1. BIG PICTURE Activity 1 – The Rationale KEYWORDS Textual Analysis – cinematic technique – audience appeal – graphics – the sell LEARNING OBJECTIVES This is a holistic unit and the different LOs are covered together in all of the activities. 1. Understand the overview of the unit and the assessment process 2. Understanding audience and research SUCCESS CRITERIA Complete short, focussed pieces of textual analysis on a range of texts Take your seat. Bag under your desk. Have your equipment and planner out. Topic – Unit 8 – Responding to a Commission • Why do we make you carry out textual analysis of similar texts as part of the planning process?
- 2. TELL ME STUFF! TAKE ME THROUGH IT… LET ME HAVE A GO… DO I GET IT? 1 2 3 4 5 6 SETTING THE SCENE JOINING UP LEARNING LINKS TO LAST TIME PASSING ON KNOWLEDGE GUIDED PRACTICE & MODELLING INDEPENDENT PRACTICE – APPLYING THE SKILLS TO NEW SITUATIONS ASSESSMENT & FEEDBACK PULL IT TOGETHER JOINING UP LEARNING LINKS TO NEXT TIME
- 3. The next parts of Activity 1 – The Rationale – Secondary Research – Textual Analysis • This is not textual analysis for the sake of it – it is here in the rationale to do two things • Thing one – to consider how similar texts to the one you have to plan address their audiences and use particular cinematic techniques, what tone or mood they create, and how successful you think they are • Thing two - to find information that you will be able to include in the film you are planning. That means that as well as researching a couple of different videos, you might also analyse a website that is looking at a similar issue to your commission.
- 4. What are you saying here? • In analysis of similar videos – the core question is what is this video doing to successfully get its message across to its target audience • That means thinking about • The tone or mood of the film • The way the film addresses its audience • The way these things are created cinematically • It might mean you need to criticise something that you think a video doesn't do well enough, or gets wrong. • In analysis of other sources – like websites – what information can you find that will help you plan your video? An example of secondary research from a Distinction answer
- 5. Example Brief "Move It" is an organisation that has been set up to promote healthy lifestyles in the UK by encouraging more people to exerise. The organisation wants to raise awareness of the benefits of taking regular exercise amongst people in the UK. Research shows there are great benefits about having a healthier population – its less of a burden on the NHS, and people are happier and have more fun. We are passionate about promoting the power of sport and exercise in improving people's lives. We want more people to be aware of the opportunities and benefits of sport and exercise so we are launching a campaign to be delivered across a range of different media platforms – including a five minute video – in the new year.
- 6. You need to... 1. Write short, focussed pieces of textual analysis of the two short films on the previous slide. Make sure you focus on... • Who the audience are • How the films appeal to their audience • What mood or tone they create • What their mode of address is • What cinematic techniques they use to achieve these things 2. Find a website that is promoting one of these (or a similar) campaign • Start with some similar textual analysis – who are the audience, how does the website design appeal to the audience, what mood or tone... what mode of address... what techniques... • Then use the site to research information that you could use in the video you will have to plan
- 7. Activity 1 – The Rationale 1.Do you understand how to understand the brief? 2.Do you understand how to identify and analyse the audience? 3.Do you understand how to conduct primary and secondary research? 4.Do you understand what you need to achieve through your secondary research (textual analysis) 5.Coming Up – Ideas Generation, Justification and Activity 2 – The Pitch
- 8. BIG PICTURE MY LEARNING How did this lesson fit into your other lessons? What is my top take- away from the lesson? Have you contributed to the lesson? Will you be able to improve next lesson? Do you know what you need to go away and do? o Are you keeping up? o There is very little free time in this scheme of work – if you miss anything you need to catch up o You are not being asked to do textual analysis just to show that you can – you are being asked to produce information you will be able to use in your planning. o In this work, everything needs to be connected to everything else.