PLEASE REMEMBER

Enter quickly and quietly. No food or drink allowed. No headphones to be visible. Get out all equipment needed.

LEARNING OBJECTIVE
To start research and planning for production element of the coursework.

LEARNING OUTCOMES
Students aiming for a C should be identifying codes and conventions of their chosen gender and music genre. Students aiming for a B should also be examining a range of representations within the music genre of choice.

Students aiming for A and A* should also be using media language to express their ideas when analysing existing media texts.

A QUESTION OF GENRE?
All of these artists produce music in the R & B genre of music. What do they have in common in terms of how they are represented? (Use the different codes when discussing) How much of this is down to their personalities and how much is dictated by what the audience expect? How does this compare to women in the R & B genre?

TASK 1
Choose whether you are going to produce a CD cover for a male or a female artist. What genre are you going to produce a CD cover for?
Consider: Pop R&B Rock Dance music Easy listening Is this representation going to be stereotypical or countertypical? Turn this into a production brief at the start of a new Keynote presentation entitled CD COVER RESEARCH AND PLANNING. i.e. For my GCSE Individual Portfolio I am going to produce a CD cover for a male rock artist. I am going to create a stereotypical artist for this genre.

TASK 2
Find a CD cover on the internet that is appropriate for your artist and genre. Place it in the middle of a slide.

Label the signs and the connotations or meanings that are signified by them.
A*-B students should be stating whether these signs are personal, performance, technical or visual codes.