Lesson 1: Apply Theory - Newspaper Question One - Media Language Style Question

Typical Question Format:

 

Analyse the way that Media Language is used to present social contexts in Source A (The Daily Mail) and Source B (The Guardian Online).​ 

Apply Barthes Theories about Semiotics in your answer.

 

Context: You will be asked to write about social, cultural, political or historical context.

Theory: You will be asked to apply one of the following theorists

• Apply Barthes Theories about semiotics.
• Levi-Strauss theories about structuralism.
• Todorov's theories about narratology.
• Baudrillard's theories about Postmodernism.
• Neale's theories about genre.

WHAT DO YOU NEED TO KNOW ABOUT CONTEXT?

 

SOCIAL CONTEXT

Social Context focuses on the different social groups being presented by the newspaper and what we are being encouraged to think about them. It will usually consider broad ideas such as gender, age and class, but may also consider ethnicity, race, disability, sexuality or other social groups. Think about which groups are being represented, how they are represented, and whether the newspaper presents them positively, negatively or neutrally.

Think about:

• Which social groups are being represented?
• What does the newspaper want us to think about that group?
• Is the representation positive, negative or mixed?
• Does the representation reflect wider social attitudes or tensions?

Simple question:

What is the newspaper saying about different groups of people?

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CULTURAL CONTEXT

Cultural Context focuses on the beliefs, values and attitudes that exist within society and how the newspaper reflects or challenges them. It can include ideas about British identity, religion, tradition, family, morality, patriotism, popular culture and changing attitudes. Think about what the newspaper appears to believe is important, acceptable, normal or threatening.

Think about:

• What values and beliefs does the newspaper appear to promote?
• What does it present as right or wrong, normal or abnormal?
• How does it represent ideas about British identity or national identity?
• Does it support traditional values or challenge them?
• Are there particular cultural attitudes or beliefs that its audience is expected to share?

Simple question:

What values does the newspaper suggest are important, right, wrong or normal?

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POLITICAL CONTEXT

Political Context focuses on the political ideas, events and issues. It is particularly important to consider who has political power, what political decisions are being made and where the newspaper stands politically. Think about how the newspaper's political viewpoint or ideology might affect the stories it chooses and the way it presents them. It is supporting a political party/perspective or is it challenging that party/perspective? 

Think about:

• What political event or issue is the newspaper reporting?
• Who has power and who is being criticised or supported?
• What are the major political arguments or debates at the time?
• What is the newspaper's political viewpoint or agenda?
• How might the newspaper's political position influence its representation of the story?

Simple question:

What is happening politically, and whose side does the newspaper appear to be on?

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HISTORICAL CONTEXT

Historical Context focuses on the events, developments and changes from the past that help us understand the significance of a newspaper story. Think about whether the story is connected to a longer-running issue, previous event or historical relationship, and whether the newspaper is relying on its audience knowing about that past. Historical context can therefore help explain why this particular story matters at this particular time and why it may be represented in a particular way.

Think about:

• What is the historical significance of the story? Why does this event matter beyond what happened on that particular day?
• Is the story part of a longer-running issue? For example, immigration, the NHS, the economy, Britain's relationship with Europe, or tensions between countries.
• Are there important historical events or relationships behind the story? These may shape how readers understand the people or issues involved.
• Has the situation changed over time? Consider whether the newspaper is presenting the story as evidence of progress, decline, crisis or change.
• Does the newspaper use the past to influence how we judge the present? For example, by referring to previous governments, conflicts, scandals or historical events.

Simple question:

What does the past add to our understanding of this story?

QUESTION CONTEXT: 

On March 7th, 2021, Meghan Duchess of Sussex gave an Interview to Oprah Winfrey in which she accused the Royal Family of racism. This came just a few hours after the Queen's speech to the British Commonwealth in which she stressed the importance of duty.

 SOURCE A: DAILY MAILCOVER MARCH 8th 2021

SOURCE B: THE GUARDIAN ONLINE MARCH 8th 2021

 

Barthes theorises that meaning is communicated through signs, whereby the relationship between the signifier and the signified produces connotations that audiences read as natural and inevitable. He argues that these connotations function as myths, naturalising dominant values and ideologies by making socially constructed meanings appear to be simple common sense.

YOU MAY FIND IT EASIER TO USE THIS...

 

So, start by asking yourself the following questions...

Context (Social)

1: What social groups are being presented?

2: What is the messaging about those social groups?

Theorist (Barthes)

1: What myths are being presented as natural?

2: What ideological position do those myths seem to suggest are just common sense? 

 

 

 

PSB: Lesson 1: History and Audience

Q1: When did BBC Radio begin broadcasting?

BBC Radio began broadcasting on 14 November 1922.

• The British Broadcasting Company (BBC) began its first regular radio broadcasts from 2LO in London.
• The BBC was initially a commercial company, but it was reorganised as the British Broadcasting Corporation (BBC) in 1927.
• From then on, the BBC operated as a public service broadcaster, funded primarily through the licence fee.

Q2: When did commercial radio begin broadcasting?

Officially, commercial radio began broadcasting in the UK in 1973.

• The Sound Broadcasting Act 1972 paved the way for independent commercial radio.
• The first UK commercial radio station was LBC (London Broadcasting Company), which began broadcasting on 8 October 1973.
• Capital Radio also launched in London on the same day.
• These stations were part of what became known as Independent Local Radio (ILR).

However, unofficially, pirate radio had existed long before 1972.

• Radio Caroline began broadcasting on 28 March 1964 from a ship off the English coast. 
• They were called "pirate" radio stations because they operated without a British broadcasting licence. 
• They were particularly popular with young people, partly because they played much more popular music and rock 'n' roll than the BBC did at the time.

That said, we can't call Radio Caroline commercial in the modern sense because it was not officially licensed and indeed it broke the law after the Marine Broadcasting Offences Act made offshore pirate broadcasting illegal in 1967.

Q3: What is the difference between Public Service Broadcasting and Commercial Radio?

Simple distinction: Public Service Broadcasting (PSB) is primarily designed to serve the public; commercial radio is primarily funded by and designed to generate revenue from advertising and other commercial activities.

PUBLIC SERVICE BROADCASTING (e.g. BBC Radio 1)	COMMERCIAL RADIO (e.g. Capital FM)
Has a public service remit	Primarily operates as a commercial business
Expected to provide a range of content that serves different audiences	Content is strongly influenced by what attracts and retains specific (possibly niche) audiences
BBC services are funded mainly through the TV licence fee	Mainly funded through advertising and sponsorship
Has obligations relating to diversity, representation, education, information and entertainment	Must attract audiences that are valuable to advertisers
BBC is accountable through its Royal Charter and regulatory framework	Commercial broadcasters are regulated by Ofcom and operate under broadcasting licences
Audience service is a central purpose	Profit/revenue generation is a central purpose

 Q4: How did BBC Radio respond to the start of commercial radio? 

The BBC responded to the competition from pirate radio in the 1960s by changing its radio structure and creating services aimed more specifically at different audiences.

The most important response was the launch of BBC Radio 1 in 1967.

• Pirate stations such as Radio Caroline had become extremely popular with younger listeners.
• They played large amounts of contemporary pop and rock music, something the BBC's existing services did less extensively.
• The BBC therefore launched Radio 1 on 30 September 1967, specifically targeting a younger audience. The BBC itself describes Radio 1 as a response to the popularity of the pirate ships.
• At the same time, the BBC reorganised its existing radio stations: Home → Radio 4, Third Programme → Radio 3, Light Programme → Radio 2.
• Radio 1 adopted many features associated with pirate radio, including popular music and a more informal DJ style.

When legal commercial radio arrived in 1973, with LBC and Capital in London, the BBC already had Radio 1 as its principal popular-music service. The BBC itself describes 1973 as the point when it faced competition from commercial radio for the first time.

In an exam:

The BBC responded to the popularity of pirate radio by launching Radio 1 in 1967. It provided a service aimed at younger audiences, playing contemporary popular music and using a more informal style. When legal commercial radio began in 1973, Radio 1 therefore already provided the BBC with a service capable of competing for younger listeners.

 Q5: When did R1BS begin? 

The history of R1BS (BBC Radio 1 Breakfast Show) needs a little clarification.

Radio 1 itself began on 30 September 1967, with Tony Blackburn presenting the first programme, starting at 7 a.m. (in what became to R1BS slot). Blackburn joined Radio Caroline in 1964, at the age of 21, and made his first broadcast for Radio Caroline. He was recruited by the BBC in 1967 as part of the new Radio 1 team. 

However, the Radio 1 Breakfast Show as a named/recognisable breakfast programme developed through the station's early schedules, rather than beginning as a completely separate programme on the day Radio 1 launched. That said, it is perfectly acceptable to refer to the starting date of R1BS at September 1967.

Q6: What is the target audience for R1BS and how has it changed since its first broadcast?

Today, Radio 1's formal target audience is 15–29-year-olds, with the station also expected to provide some programming for younger teenagers. Its remit is to engage young audiences through contemporary music and speech. However, the actual audience has changed considerably over the programme's history.

In an exam:

Radio 1 doesn't simply target "young people"; it has repeatedly had to redefine what being young means as each generation has grown up.

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1967 to early 1970s: Teenagers and young pop-music fans

When Radio 1 launched (30 September 1967) its audience was primarily the young people who had been attracted to pirate radio. This marked a deliberate change from the BBC's more traditional radio output. Radio 1 adopted the energetic, informal presentation style that young listeners associated with stations such as Radio Caroline.

What did this audience want?

• Pop and rock music
• New artists
• Informal DJs
• A sense of youth culture
• A contrast to the more formal BBC style

So the original audience was particularly associated with teenagers and young adults.

So, why might say something like: At its inception, Radio 1 was essentially the BBC's attempt to bring the pirate-radio generation into the BBC.

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1970s: The audience becomes broader

During the 1970s, Radio 1 remained fundamentally a youth/pop station, but the audience was no longer simply teenagers. The people who had discovered Radio 1 in the late 1960s were getting older, while new teenagers were continually entering the audience. This creates an important characteristic of the station:

Radio 1 has always had to attract a new generation while retaining some of its existing listeners.

The Breakfast Show therefore became increasingly important as a way of creating a relationship with a large mass audience. When Noel Edmonds took over from Tony Blackburn in 1973, for example, the style and personality of the programme changed with the new generation of presenters adopting a more playful style of presentation.

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1980s: A mass youth-pop audience

By the 1980s, Radio 1 was a hugely influential mainstream pop station. The target was still essentially young people, but the programme had become less obviously a direct response to pirate radio.

The Breakfast Show was now competing for the attention of a generation exposed to:

• pop music
• television
• music video
• Top of the Pops
• celebrity culture
• increasingly sophisticated commercial radio

This period also demonstrates an important problem for Radio 1, because successful radio presenters could retain their audiences as those listeners got older. That meant the station risked becoming older than its intended audience and that we could argue that its ratings success risked causing stagnation.

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1990s: A deliberate attempt to become younger

The stagnation issue became particularly significant in the 1990s. The BBC increasingly recognised that Radio 1 was attracting an audience that was too old for its intended youth remit. This eventually resulted in a major repositioning of the station under controller Matthew Bannister, beginning in the mid-1990s.

Several established presenters were removed or moved elsewhere (Simon Bates, Gary Davies, Bruno Brookes and Dave Lee Travis), while younger presenters and newer styles were introduced (Mark Radcliffe, Marc Riley, Jo Whiley, Steve Lamacq and Chris Evans).

In an exam:

In the 1990s, established presenters such as Simon Bates, Gary Davies and Bruno Brookes were moved or dropped, while younger presenters such as Chris Evans, Jo Whiley and Steve Lamacq were introduced to make Radio 1 more relevant to a younger audience.

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1999–2000s: 15–29 becomes increasingly explicit

By the 2000s, the 15–29 age group became much more firmly established as Radio 1's target audience. However, there was still a significant problem. The BBC Trust's research found that Radio 1 was attracting substantial numbers of listeners outside its target audience.

Chris Moyles became the key Breakfast presenter from 2004, and his show became enormously successful. By early 2008, The Chris Moyles Show had 7.7 million weekly listeners aged 15+, a record at the time. In 2008, Radio 1 had a median listener age of 27 and a mean age of 29. Crucially, it also attracted around 2 million under-15s and 1.6 million 30–34-year-olds, showing that its actual audience was wider than its formal target.  

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2012–2018: Nick Grimshaw and the deliberate "youthification" of Breakfast

This is where the change becomes particularly obvious. Nick Grimshaw took over the Breakfast Show in 2012, replacing Chris Moyles. Moyles was 38 when he left, whereas Grimshaw was only 27 when he took over. The BBC deliberately wanted to make the Breakfast Show more relevant to a younger generation.

The programme increasingly reflected:

• social media
• YouTube
• celebrity culture
• contemporary music
• festivals
• younger British popular culture
• informal conversation
• audience interaction

Interestingly, Grimshaw later said that losing older listeners was partly intentional: the BBC wanted Radio 1 to become "dramatically younger." 

In an exam:

When Nick Grimshaw replaced Chris Moyles in 2012, Radio 1 deliberately accepted losing older listeners in an attempt to make the station more relevant to its 15–29 target audience. However, the strategy struggled to attract enough new young listeners: by 2015, Grimshaw’s Breakfast Show had lost 1.24 million listeners, including around 210,000 aged 15–29. One possible explanation is that younger audiences were increasingly curating their own music through services such as Spotify and YouTube, rather than relying on a traditional scheduled radio station to choose what they heard. This meant Radio 1 was competing not simply with other radio stations, but with personalised, on-demand listening that gave young people much greater control over their media consumption.

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2018–present: Maintaining youth relevance in a digital environment

In 2018, Greg James took over the Breakfast Show. The challenge was now somewhat different: Radio 1 wasn't simply competing with other radio stations for young listeners. It was competing with:

• Spotify
• YouTube
• TikTok
• streaming
• podcasts
• social media
• on-demand entertainment

So the target audience remained 15–29, but the way that audience consumes media had changed dramatically.The Breakfast Show therefore became increasingly cross-platform. The programme is not just something young people listen to between 6:30 and 10:30. Clips, interviews, games and features can circulate through social media and other digital platforms. 

Interactivity also became a much more central feature under Greg James. When he took over Breakfast in 2018, he deliberately made the programme listener-led, using phone-ins, texts, social media, quizzes and audience-generated stories rather than simply talking to listeners. His first show even had a listener choose the opening song, and features such as Unpopular Opinion were built around audience participation. 

In an exam:

Under Greg James, interactivity became central to Radio 1 Breakfast, with listeners actively contributing through phone-ins, social media, quizzes and audience-led features, making the programme feel like a shared experience rather than something simply broadcast to an audience. 

 

Q7:  What elements of the BBC Royal Charter does R1BS intentionally fulfil? 

https://www.gov.uk/government/publications/bbc-charter-and-framework-agreement 

1. Article 4: The BBC's Mission

“The Mission of the BBC is to act in the public interest, serving all audiences through the provision of impartial, high-quality and distinctive output and services which inform, educate and entertain.”

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2. Article 10: Engaging with Audiences

“The BBC must carefully and appropriately assess the views and interests of the public and audiences, including licence fee payers, across the whole of the United Kingdom.”

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3. Article 10: Diversity of Audience perspective

“The BBC must make arrangements to ensure that the diverse perspectives and interests of the public and audiences, including licence fee payers, across the whole of the United Kingdom are taken into account in its decision-making.”

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4. Article 14: Representing diverse communities

“The BBC must ensure it reflects the diverse communities of the whole of the United Kingdom in the content of its output, the means by which its output and services are delivered (including where its activities are carried out and by whom) and in the organisation and management of the BBC.”

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5. Article 14: Accurate and authentic representation

“The BBC must ensure that its output and services overall provide a duly accurate and authentic portrayal and representation of the diverse communities of the whole of the United Kingdom.”

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6. Article 14: Meeting the needs of diverse audiences

“The BBC must ensure that it assesses and meets the needs of the diverse communities of the whole of the United Kingdom.”

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7. Article 14: Under-represented communities

“In complying with this article, the BBC must have particular regard to the need to reflect under-represented communities.”

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8.  Public Purpose 4: Different cultures and viewpoints

“The BBC should accurately and authentically represent and portray the lives of the people of the United Kingdom today, and raise awareness of the different cultures and alternative viewpoints that make up its society.”

TASK 1: Create your blog

Hello everyone and welcome to Media Studies at CCVI. This first task can be a little bit fiddly and I can virtually guarantee that some of you will have a problem with blogger, but we'll go ahead steadily and have it up and running as soon as possible. 

So, you're about to set up your blog. Follow the steps below as best you can. I'll be there to help if you get stuck. It's boring but have patience...

Step 1: Create a gmail account. NB: Make your password and email easy to remember

Step 2: Go to Blogger.com 

Step 3: Create an account using the following format:

URL for your blog - Surname First Name CHS mediablog

Account Name - First Name Surname Media Studies Blog

Step 4: Choose THEME from the left hand menu and look for Awesome Inc.

Step 5: On the left, click on layout, find side bar right 1, add a gadget, labels.

Step 6: (This might take a while) Create a series of labelled posts so that your labels read: 

01 Coursework Brief

02 Statement of Intent

03 Research - Production

04 Research - Website

05 Planning - Production

06 Planning - Website

07 Completed - Production

08 Completed - Website

Practice Briefs        

Step 7: When you have finished, post you address in the comments section of this post.

Brief One: Photography - Using your own camera

Brief One: 

The purpose of this brief is to get you to think carefully about lighting and focus and to work out what is possible with the equipment you have available. NB: Most briefs will an industry and audience focus, but this brief is intended to give you the opportunity to learn about cameras and images. Go through the steps below very carefully.

STEP 1

Find and download a Free App that will allow you to control the Iris (f-stop), Shutter Speed and Film Speed (ISO) of the camera on your phone. 

If you find a good one, please post a comment below recommending an app for your classmates. 

STEP 2

Search online for THREE examples of EACH of the following:

• High Key Lighting
• Over Exposed Lighting
• Low Key Lighting
• Shallow Depth of Field
• Deep Depth of Field
• Monochrome
• Back lighting
• Chiaroscuro

NB: Select at least one of the three images to copy. You should think very carefully about availability of resourced.  

STEP 3

Using your phone (or any other camera if you have one) replicate ONE of each type. The main challenge here is to try to replicate the image as accurately as possible. 

STEP 4

Create a post in the Practice Briefs section of your blog called "Brief One: Photography - Using your own camera." Display your inspiration and your own work in a way that makes it clear what you are presenting. Also, include an explanation of each different type of image. 

NB:  I won't give you any more instructions than that. Think carefully about how to present it in the most pleasing and informative way possible. 

DEADLINE:  21st September 2026

REVIEW YOUR STATEMENT OF INTENT

Return to your Statement of Intent and check that it accurately reflects your intentions. To some extent your final mark is contingent upon:

i) The quality of your intentions.

ii) The extent to which you have fulfilled those intentions. 

Look at the following advice and make any relevant changes to your Statement of Intent.

1st: Formatting. 

Your SOI should start with the following question: 

How do you intend to use the four areas of the media theoretical framework to communicate meaning and meet the requirements of your chosen brief? ( approx. 400 words) 

You should then have the label Production - Music Video or Production - Magazine

This should be followed by approximately 200 - 250 words about your intentions regarding your production.

Next you should have the label Website

This should be followed by approximately 200 words about your intentions regarding your website.

Next, you should have the following question:

How do you intend to link your media products to demonstrate your knowledge and understanding of the digitally convergent nature of your media production? (approx. 100 words)

This should be followed by approximately 100 words about your intentions regarding digital convergence between your productions and your website.

2nd: Contents - Question 1.

To help you write this section, consider the following questions:

1: What conventions of existing media have you selected to include in your production?

NB: These should cover Media Language, Representation and Audience Theory and should be directly related to your research. 

2: What conventions of existing media have you chosen to break/subvert in your production?

NB: These should also cover Media Language and Representation, but your choice to break or subvert the conventions should be directly related to audience. 

Take a look at page 15 or 16 of the briefs to see some of the things that the exam board suggests you should be considering. 

3rd: Contents - Section 2

To help you write this section, consider the following questions:

1: What is the industrial relationship between your production and your website?

2: What will you include in your production to direct your audience to your website?

3: What will you include in your website to direct your audience to your production?

4: What will you include across both to establish clear brand identity?

Take a look at page 17 of the briefs to see some of the things that the exam board suggest you should be considering.

4th: Third Party Check

Have another member of the class read through your SOI. They should be looking for clarity, for formatting and to check if your intentions align with your research. Once they have checked it and given you the thumbs up, go to the top of your post and write COMPLETE.

05 Planning - Production

FOR MAGAZINE: 

This MUST contain a post called MOCK UPS, which contains a mock up version of your magazines. You MAY use found images or AI generated images, but you SHOULD think very carefully about how you will create the real version of each image.

MUSIC VIDEO: 

This MUST contain a post called SHOOTING SCRIPT or STORYBOARD (You can include both). Alternatively, you can create a moving storyboard - this would be a very useful thing to do. You MAY use found images or AI to helps create your storyboard, or perhaps a version of the final video using stills. You SHOULD think very carefully about how you will create the real shots.

BLOG CONTENT

If you are ever unsure about the content of your blog, refer back to this post. I will be posting more detailed explanation of each section, with links to secondary posts as we go along. Check back for updates at the start of each wee,

Your blog should contain the following labels. Please note that I have changed the order of some things since we started the coursework. This is an easy thing to change.

01 Coursework Brief

02 Statement of Intent

03 Research - Production

04 Research - Website

05 Planning - Production

06 Planning - Website

07 Completed - Production

08 Completed - Website

Below is a brief explanation of what should be contained in each section.

01 Coursework Brief

Start by choosing one of the four briefs. You can only work on one and it is important that you don't change your mind once you have started, unless you have a very good reason. We will spend some time talking through the briefs and you should ideally have an annotated version of the brief to help you keep track of your thinking. This could be something that you annotate physically as we go through the briefs (I will give you a printed version) or annotate virtually and then upload. Alternatively you can copy and paste the content of the text and then make annotations as we discuss.

02 Statement of Intent

Based on your research into existing media, you will write about your intentions for your production and website. You will need to address the following questions.

How do you intend to use the four areas of the media theoretical framework to communicate meaning and meet the requirements of your chosen brief? ( approx. 400 words) 

How do you intend to link your media products to demonstrate your knowledge and understanding of the digitally convergent nature of your media production? (approx. 100 words)

03 Research - Production

The label should contain a PowerPoint (or other form of presentation) that shows your research into the codes and conventions of either magazine covers and contents pages or music videos in the genre you have been given. You should include:

• Shot Type
• Mise en Scene
• Layout and Design (for magazines) or Editing (for music videos)
• Language and Typography (for magazines), Camera Movement (for music videos)
• Use of Colour
• Use of Lighting

In addition you should identify

• The messaging around representation.
• The way that the magazines or music videos appeal to their target audience.

This label should also contain a post called - Conventions - Statement of Intent. In this post you need to identify at least ten of the conventions from your research and to write a few sentences about why you have either: 

a) Chosen to use this convention

If you have chosen to use this convention, explain how it will appeal to your target audience.

b) Chosen to develop this convention 

If you have chosen to develop this convention, explain how you are altering slightly in order to appeal to your target audience.

c) Chosen to challenge this convention

If you have chosen to challenge this convention, explain why you have rejected it in terms of the intended appeal to your target audience.

04 Research - Website

The label should contain a PowerPoint (or other form of presentation) that shows your research into the codes and conventions of websites in the genre you have been given. You should include:

• Shot Type
• Mise en Scene
• Layout and Design
• Language and Typography
• Use of Colour
• Use of Lighting
• Interactive elements
• Audio-visual elements

In addition you should identify

• The messaging around representation.
• The way that the website appeals to their target audience.

This label should also contain a post called - Conventions - Statement of Intent. In this post you need to identify at least ten of the conventions from your research and to write a few sentences about why you have either: 

a) Chosen to use this convention

If you have chosen to use this convention, explain how it will appeal to your target audience.

b) Chosen to develop this convention 

If you have chosen to develop this convention, explain how you are altering slightly in order to appeal to your target audience.

c) Chosen to challenge this convention

If you have chosen to challenge this convention, explain why you have rejected it in terms of the intended appeal to your target audience.

05 Planning - Production

MAGAZINE: This MUST contain a post called MOCK UPS, which contains a mock up version of your magazines. You MAY use found images or AI generated images, but you SHOULD think very carefully about how you will create the real version of each image.

MUSIC VIDEO: This MUST contain a post called SHOOTING SCRIPT or STORYBOARD (You can include both). You MAY use found images or AI to helps create your storyboard, or perhaps a version of the final video using stills. You SHOULD think very carefully about how you will create the real shots.

TV PROGRAMME: This MUST contain a post called SHOOTING SCRIPT or STORYBOARD (You can include both). You MAY use found images or AI to helps create your storyboard, or perhaps a version of the final video using stills. You SHOULD think very carefully about how you will create the real shots.

If you do any research into locations, actors/models, technical tutorials (e.g. how to use photoshop, how to use the camera etc.) it should have a separate post in this section.

06 Planning - Website

This MUST contain a post called MOCK UPS, which contains a mock up version of your website. You MAY use found images or AI generated images, but you SHOULD think very carefully about how you will create the real version of each image. You will need to post screen captures of your mock up website. 

07 Completed - Production

This section MUST be only one post, which should contain a clearly labelled version of your completed Magazine, Music Video or T.V. Show, or a link taking you to them. 

08 Completed - Website

This section MUST contain only one post, formatted in the following way:

WEBSITE HOMEPAGE: Link to your homepage

HYPERLINKED PAGE: Link to your hyperlinked page.

AUDIO-VISUAL ELEMENT: Very clear description of your audio-visual element and exactly where to find it on your website.

NAVIGATION: Very clear explanation of how to navigate from your homepage to your hyperlinked page.