INSTITUTION/AGENCIES
•
Who made it and for whom?
•
Who owns or controls the production processes?
•
How is the text distributed?
•
What are the final effects on production?
REPRESENTATION
•
Who or what is represented and by whom?
•
Who or what has been omitted?
•
Why is the subject representedin this way?
IDEOLOGY/MESSAGES/VALUES
•
What values are explicit?
•
What values are implicit?
PRODUCTION/TECHNOLOGIES
•
What technologies have beenused to produce the text?
•
What roles were involved in the process?
•
What is the impact of thetechnolgies/roles?
AUDIENCES
•
To whom is the text addressed?
•
In what conditions might it bereceived?
•
What might the audience dowith it?
•
What are the possible range of readings?FilmAdvertisement
TEXT
Television programmeBook
GENRE/CATEGORIESNARRATIVE
•
Where does this text fit in withother texts?
•
Are conventions followed or subverted?
•
How is the narrative organised?
•
Who are its heroes and villains?
MEDIA LANGUAGE
•
How does this text convey itsmessage?
•
What are the denotative andconnotative levels of meaning?
•
What cultural codes areoperating (speech, body language,dress etc)?
•
What professional codes areoperating (camera perspective,editing, sound etc)?
MEDIA EDUCATION IN THE STATUTORY CURRICULUM FOR ENGLISH
Key Stage 2RequirementsComments
•
No specific mention
of the word
media
orof
moving image
•
Reading for information
(para 3) requirespupils to “draw on different features of texts, including print, sound and image toobtain meaning”
•
Non-fiction and non-literary texts
(para5)
need to be studied in terms of “differentformats, layouts and presentational devices”
•
Non-fiction and non-literary texts
(para9)
should include newspapers, magazines,articles, leaflets, brochures, advertisements
•
ICT Advice
suggests that pupils could usemoving image texts to… “support their studyof literary texts and to study how words,images and sounds are combined to conveymeaning and emotion
At Key Stage 2 the emphasis in Reading is uponreading strategies for responding to print.However, it is difficult to imagine covering thisreading curriculum without addressing some Media principles.The most significant ‘absence’ is any reference to“moving” before the use of the word “image”.“Sound and image” together certainly implies filmand television, but the overall impact is to place print at the heart of this curriculum.
Key Stage 3/4RequirementsComments
•
Media studied
to include print, images andsound, and
moving images
as well as print
•
Texts
should be studied in terms of form,layout and presentation
•
Context
should be considered in terms of the impact of nature and purpose of mediaproducts on content and meaning
•
Audiences and readers
to be considered interms of their choices and responses
•
Reading for meaning
(para 1) requires thatpupils should “consider how meanings arechanged when texts are adapted to differentmedia”
•
Non-fiction and non-literary texts
(para9) should include “media and moving imagetexts”
Media occurs only within Reading. Its absence fromSpeaking and Listening and Writing strongly reinforces the notion of Media Education as ananalytical rather than a creative process.The emphasis on analysis (rather than pleasure) isreinforced by the absence of any Media reference tonarrative, whole texts or authorship.Pupils must study the moving image. Thisrequirement ensures that the curriculum is not entirely print centred. However, there is norequirement that pupils are examined on their understanding of the moving image.Media in English is about text rather than context.Context. How the industry functions, who ownswhat etc, is left to the specialist Media Studiessyllabuses.ICT and Media are in separate paragraphs. It is upto the teacher to draw connections or makedistinctions.
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