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VCE Unit 4 AoS 2:

Agency and Control 
​

For Students - week 4



Learning Sequence week 4

 Area of Study 2: Agency and Control in the Media
Outcome 2 
On completion of this unit the student should be able to discuss issues of agency and control in the relationship between the media and its audience.
Key knowledge/ skills:
  • discuss the dynamic and changing relationship between the media and its audience
  • discuss the extent of the influence of the media and media audience
  • analyse the regulation of relationships between the media and its audience in Australia
  • analyse issues and challenges relating to regulation and control of the media
  • use media language.

LESSON 1
Big idea/ILO topic: social media role of institutions (industry) influencers:
  • SOCIAL MEDIA platform Facebook
  • Role of media stakeholders – media ownership.
  • Role of institutions and media influencers.
  • Explore relationship between media, government and audience.
 
Structure:

10 MINS: 
  • Overview of lesson
  • PAIR AND SHARE explore together - key common points on board and apply media theories.
10 MINUTES WRITING ON BOARD (see mind map teaching resource appendix).

15 MINUTES:the way media (social media) is used by institutions and individuals.

Activity: TAKE YOUR PHONE OUT - LOOK UP how long we use on social media;
  • Pose question: can anyone tell me why this data is important? Answer: Social media uses data to match your behaviour online to potential advertisers.
  • Why is this important? 
  • Can someone tell me how may active Facebook users there are in Australia?
  • Facts: 15 million active users in 2018, represents 60% of Australia population. 2018 USA 160.5 million, 51.5% of the population.
  • This leads us into the concepts of globalised institution which Facebook clearly is. Can anyone else give examples of other global media institutions?

10 MINS:YOUTUBE, APPLE, GOOGLE, but today we are just focusing on Facebook.
  • Talk about the FB algorithms
  • Comment: why regulation (lack of) has become so important and why governments are responding – particularly after the Christchurch shooting. 
​

15 MINUTES: The implication of these on privacy and government slow to regulate media ethics/legal.
  • FACEBOOK ADMITS TO SECRETLY RECORDING AND TRANSCRIBING USERS CONVERSATION
    • Cambridge Analytica 
    • Sum up discussion: 


Aos 2 learning outcomes and key knowledge/skills this lesson addresses:
  • Discuss the dynamic and changing relationship between the media and its audience
  • Discuss the extent of the influence of mediaand media audience
Student class Activity:
Activity
  • Review clips 
Using theory from text book chapter 13 p. 349. Choose conversation and do a multi flow chart. 
  • Personal regulation and self-regulation in an online environment– Facebook, you tube distributes videos in 87 language, twitter and apple. 2.1 billion viewers. Powerplay. Mobile media dependency – private consumption in public space p. 357 rich lang 2012

Homework:
Activity
11.14  and 11.38 questions to answer
​

Textbook:
Media Reframed: VCE units 1-4, (2018) 
read chapter 11

​

DOWNLOAD ACTIVITY WORKSHEETS
media_control_worksheet_mediareframed_act11.14.docx
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activity_questions_mediareframed_act11.38.docx
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Key resources:
Lamb B, 2013, Lesson Bucket, media communication theories, retrieved 9thJuly 2019, < https://lessonbucket.com/vce-media/units-3-4/agency-and-control/communication-theories/>
Description:  Australian media practitioner Brett Lamb, summarises media communication theories; this is a Key resource for meeting SD 2017 Media language and Key Knowledge area. Apply these theories to case studies so students can understand the theory behind the media/audience relationship. Students please note: these theories should embed into all your analysis and written responses throughout this unit and learning sequence.
Picture
www.lessonbucket.com
  • Media Reframed: VCE units 1-4, (2018) read all of chapter 11 and activity listed below accompanying worksheets
Description Activity list: 11.14, 11.38 and  p. 349 chapter13
specifically relates to AOS2 and covers the key knowledge and key skills requirement listed in SD 2017


  • Screen Australia, fact finders, 2018, retrieved 10thaugust 2019, 
  • https://www.screenaustralia.gov.au/fact-finders/television/industry-trends/content-regulation
Description: direct information update by Screen Australia which is an Australian government funded body. Industry direct connection to regulation and consequences of government policy. 

  • Brett Lamb table – Media Influencers table (communication theories).
https://lessonbucket.com/vce-media/units-3-4/agency-and-control/communication-theories/
Description; Key resource for meeting SD 2017 Media language and Key Knowledge area. Apply these theories  link it to Lesson 2 week 5 case studies, by developing student’s analysis/written responses

  • Creat a Mind map that links these resources: 
    • Cambridge Analytica - https://www.theguardian.com/australia-news/2019/oct/19/australian-privacy-watchdog-fails-to-deliver-findings-on-cambridge-analytica-scandal-after-18-months
    • Algorithms facebook material – https://www.brandwatch.com/blog/the-facebook-algorithm-explained/
Description: This useful resource as it addresses the  globalised media and platforms such as Facebook, you tube relationship to audience. Through discussing the legal and ethical issues of creating algorithms  that target users and privacy issues with Cambridge Analytica examples. Meeting SD 2017 Aos2 outcomes.

The Guardian March 2018 "What is the Cambridge Analytic Scandal?

Extra Resources for (available across the learning sequence) :
  • https://www.communications.gov.au/what-we-do/television/media/updating-australias-media-laws
  • https://www.pmc.gov.au/sites/default/files/publications/Australian_Government_Guide_to_Regulation.pdf
  • https://www.screenaustralia.gov.au/fact-finders/infographics/what-s-the-deal-with-video-on-demand
  • https://www.freetv.com.au/wp-content/uploads/2019/07/Free_TV_Commercial_Television_Industry_Code_of_Practice_2018.pdf
  • https://www.acma.gov.au
Description: key resources for laws and policies of Australian Government and self-regulation (SD 2017  (p, 25).

Lesson 2


Big idea/ILO topic : media platforms for distribution and consumption of  reality doco-drama Television: streaming tv vs free to air content
​
  1. (10 mins recap lesson)
  2. (15 mins)Recap Deadly women extend examples with different view platforms. Do they make a difference?
  3. (30 mins) View clips: student activity
  4. (15 mins) Introduce reality aspect: BONDI RESUCE, 
  5. (5 mins) Recap lesson learning outcome

​Aos 2 learning outcomes and key knowledge/skills this lesson addresses:​​
  • Analyse the issues and challenges relating to regulation and control of the media
  • Evaluate ethical and legalissues in the media production distribution, consumption and reception.
  • ​disucss the relationship between the audience and the media

​Student Activity
  • Students in pairs view video and write:
  1. the issues (legal and ethical issues).
  2. the distribution and consumption of these shows
 research audience response, reception. E.g data and statistics.​
 
Task:

a) Students have homework to write a written response 500 words. 
b) Students can do a video diary value to 500 words equivalent.​
​
HomeWork
Task:

Describe the legal and ethical dilemmas in production, distribution of reality Tv. And how audience respond.
(conduct Research, Show data and statistics).

Key resources:

​Textbook:
Media Reframed: VCE units 1-4, (2018) 
chapter 11
Description:  Chapter 11 specifically relates to AOS2 and covers the key knowledge and key skills requirement listed in SD 2017
 
Picture




Case Study: Bondi Rescue

Reality TV - documentary
  • Maria, A, 2012, Bondi Rescue,Blogger, google, accessed August 2019.

Description;audience response to dilemma with reality TV and real life/death events. Issue of privacy, issue of lifeguards pays, celebrity and ability to do their work.

Key Video clips:
Clip: Bondi Rescue (Free to air)
Clip: Deadly Women (Foxtel/cable)
Clip; Good Cop (Foxtel cable)


Readings:
  • Booner F, “Recording reality on film and television”, in in Hall S, Evans J, Nixon S 2013, 2nded, Representations, Culture and Signifying practices, Sage Publications. (1997 First edition) 
Description: relate with Bondi rescue screening – reality television and construction. This resource relates to key knowledge and skills  “the dynamic and changing relationship between media and its audiences” as well as the ethical and legal issues in production/distribution (SD 2017, p. 25).
Bondi Rescue: Season 8 ep 6,llegefreaks2013, You Tube, Published on 8 Apr 2013, You Tube, by Collegefreaks2000, <https://www.youtube.com/watch?v=sg_Dq8ol_og>
Description: Episode that highlights reality TV based on real-life events. How codes and conventions used with documentary style footage, narrative construction through editing, music to add dramatic effect. Example of audience relationship and ‘Fandom’ for 12 years. SD 2017 (p. 25-26) the legal and ethical issues in production,  distribution, consumption, reception”, as well as “media relationship with audience”.
Deadly Women Trailer, Investigation Discovery, YouTube, Published on 5 Feb 2010, <https://www.youtube.com/watch?v=vimUVGcv8GE&list=PL3YtTVJAP1QAvjMdp3tCEpA4LJpZkP5kM&index=31>
Description:  Deadly Women is a documentary re-enactment show that has a ‘Cult’ following, made for cable Television for running 14 years.Addressed SD 2017 (p. 25-26): legal and ethical issues in production,  distribution, consumption, reception”, as well as “media relationship with audience”.
Crime Investigation Channel, Ron Iddles "The Good Cop".
Description: Codes and conventions of documentary crime genre. Hybrid - documentary vs reality vs drama. How is the narrative constructed?
AFTER WATCHING VIDEOS:

Describe the legal and ethical dilemmas in production, distribution of reality Tv. And how audience respond.
(conduct Research, Show data and statistics).


Lesson 3

Big idea/ILO topic :relationship with media institution and public. E.g network television channel 10:
  1. (10 mins) BONDI RESUCE,
  2. (25 mins) Explore relationship between media, government and audience.Relationship with globalised institutions – privacy  and audience ethical responsibilities.
  3. (15 mins) Link case studies and examples.
  4. (20 mins) Activity Student do concept map.
  5. (5 mins) recap main concepts from class discussion.
​Aos 2 learning outcomes and key knowledge/skills this lesson addresses:
  • Discuss the extentof the influence of mediaand media audience
  • Evaluate ethical and legalissues in the media production distribution, consumption and reception.
  • The way media is used by globalised media institutions, government and individual
Student Activity:
students: Complete concept map.

Student create concept map regarding media theories and the issues presented in Bondi Rescue;
a)Privacy
b)Content- entertainment vs education e.g water safety.
c)Narrative representation: through commentary, interviews, editing structure, music).


HomeWork
Concept map on case-study.
Short answer responses.
 
Using media theories and evidence​




Essential resource:

Bondi Rescue Case Study
  • Maria, A, 2012, Bondi Rescue,Blogger, google, accessed August 2019.
Description;audience response to dilemma with reality TV and real life/death events. Issue of privacy, issue of lifeguards pays, celebrity and ability to do their work.Links to ethical and legal issues in production/distribution (SD 2017, p. 25)

  • Booner F, “Recording reality on film and television”, in in Hall S, Evans J, Nixon S 2013, 2nded, Representations, Culture and Signifying practices, Sage Publications. (1997 First edition) 
Description: to be reading with Bondi rescue screening – reality television and construction This resource relates to key knowledge and skills  “the dynamic and changing relationship between media and its audiences” as well as the ethical and legal issues in production/distribution (SD 2017, p. 25).

  • Bondi Rescue: Season 8 Episode 6,llegefreaks2013, You Tube, Published on 8 Apr 2013, You Tube, by Collegefreaks2000, <https://www.youtube.com/watch?v=sg_Dq8ol_og>
Description: Episode that highlights reality TV based on real-life events. How codes and conventions used with documentary style footage, narrative construction through editing, music to add dramatic effect. Example of audience relationship and ‘Fandom’ for 12 years.Addressed SD 2017 (p. 25-26): legal and ethical issues in production, distribution, consumption, reception”, as well as “media relationship with audience”.
 
Bondi Rescue: Season 8 ep 6,llegefreaks2013, You Tube, Published on 8 Apr 2013, You Tube, by Collegefreaks2000, <https://www.youtube.com/watch?v=sg_Dq8ol_og>
Description: Episode that highlights reality TV based on real-life events. How codes and conventions used with documentary style footage, narrative construction through editing, music to add dramatic effect. Example of audience relationship and ‘Fandom’ for 12 years. SD 2017 (p. 25-26) the legal and ethical issues in production,  distribution, consumption, reception”, as well as “media relationship with audience”.

DISCCUS and EVALUATE Bondi Rescue. 
  • Evaluate ethical and legalissues in the media production distribution, consumption and reception.
  • CONSIDER:
a)Privacy issues
b)Content- entertainment vs education e.g water safety.
c)Narrative representation: through commentary, interviews, editing structure, music.

Supporting resources
  • Screen Australia, 2018, What’s the deal with Video on demand fact finders, www.screen.australia. Gov/research.com retrieved 5thaugust 2019.
 
  • Australian Communications and Media Authority (ACMA), 2018,Free Tv Australia, Commercial Television Industry Code of Practice, December 2015, retrieved 27thJuly 2019, https://www.freetv.com.au/what-we-do/industry-standards/
        formal code for screening content on Australian free to air television channels, sites etc.
 
  • Australian Government, 2014, The Australian Government Guide to Regulation, The Commonwealth of Australia, Department of the Prime Minister and Cabinet, retrieved 27thJuly 2019, <www.cuttingredtape.gov.au>
       definition of regulation and self-regulation. Guidelines for policy makers. Good resource for students to see government report and
        what considerations are needed in media control.

 
  • Booner F, “Recording reality on film and television”, in in Hall S, Evans J, Nixon S 2013, 2nded, Representations, Culture and Signifying practices, Sage Publications. (1997 First edition) 
         to be reading with Bondi rescue screening – reality television and construction
 
  • YouTube has its own set of guidelines including requirements for acceptable content as well as content that may attract advertising. 



 


user_and_audience_relationship___mediareframed_act11.5_-_.docx
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activity_question_.mediareframed_act11.2.docx
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activity_classfication_bodies.docx
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media_control_worksheet_mediareframed_act11.14.docx
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2015-276812_media_reform_fact_sheet-control___ownership_web_sept2016.pdf
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australian_government_guide_to_regulation.pdf
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whats_the_deal_with_video-on-demand__-_infographics_-_fact_finders_-_screen_australia.pdf
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free_tv_commercial_television_industry_code_of_practice_2018.pdf
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media_reform_fact_sheet-overview_web_2017.pdf
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ADDITIONAL SUPPORT
  • https://www.acmi.net.au
         Educational resource section 
  • https://fuse.education.vic.gov.au/Secondary
    Fuse is Victorian government initiative for unified resource in media education 
  • https://nofilmschool.com 
​​        ​ Filmmaking site with education and who to videos
  • https://lessonbucket.com
​​        Australian media practicitioner webpage with insightful resources for teaching and learning.
  • https://www.arteducation.org.au
         Supporting materials for arts in Australia with information on exhibitions
  • https://www.artsaccess.com.au/gallery/
         Reference to contemporary artists 
  • https://www.artshub.com.au
         Information with local knowledge on art, media and events around Melbourne and Australia. Lesson ideas and current arts issues.​​​
  • https://www.nfsa.gov.au/learning/educational-resources/film-australia-collection
    National film and sound archives. Fantastic resource for teachers searching Australian content in film, television and multimedia.

“Every art communicates because it expresses. It enables us to share vividly and deeply in meanings…”
John Dewey, Art as Experience

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  • Welcome
  • FOR MEDIA ARTS TEACHERS
    • MEDIA ARTS ADVOCACY >
      • Flyer For electives Night
    • MEDIA ARTS CURRICULUM
    • Pedagogy/ Strategies
    • RESOURCES FOR TEACHERS
    • ASSESSMENT
    • PROFESSIONAL DEVELOPMENT
  • FOR MEDIA ARTS STUDENTS
    • LESSON RESOURCES FOR STUDENTS YEARS 7-10 >
      • YEAR 7-8 TOPIC 1: Language for the Screen
      • YEAR 7-8 TOPIC 2: Filmmaking
      • YEAR 10 Unit: Representation of Teens in Film
      • YEAR 10 Student work Exhibition
    • LESSON RESOURCES FOR VCE STUDENTS >
      • VCE UNIT 1 & 2 RESOURCES
      • VCE UNIT 3 RESOURCES
      • VCE UNIT 4 RESOURCES
      • VCE Agency and Control learning sequence >
        • Week 1: lesson materials
        • Week 2: lesson materials
        • Week 3: lesson materials
        • Week 4: lesson materials
        • Week 5: lesson materials
    • Blog
  • ENGLISH
    • My Writing Classroom - Ms Smit
  • About me - site curator
  • REFERENCES