"Blackfish" National 4/5 Media Documentaries Unit

National 4/5 Media
Non-Fiction

Overall Learning Intentions
• To understand, analyse and evaluate a variety of non-fiction media texts
• To compare and contrast two documentaries
• To gain knowledge and understanding of the key aspects of media literacy
• To understand the role of media within society
• To create media content

Documentaries
Think-Pair-Share
• What is a documentary?
• What do you expect to see and hear in a documentary?
• What is the purpose of this type of film?
• Who do you think would be interested in watching documentaries?

Key Aspect 3 - Narrative
Quite simply the story or the message of the media text.
• This involves the analysis of:
• Story: the actual events that take place
• Plot: the organisation of the events and how they are shown
• Structure: the order of events and how they are arranged (e.g. normality-disruption-
resolution-return to normality)
• How do certain techniques add to the creation of a story/plot?

Key Aspect 1 - Categories
• Media texts may be categorised in terms of:
• medium (eg press, television, film, radio)
• purpose (eg to inform, to entertain, to persuade, to
educate, for profit)
• form (eg serial, light entertainment)
• genre (eg soap opera, action movie)
• tone (eg comic, serious)
• style (surrealistic, conventional)

● Non-fiction
● About the ‘real’ (historical, political cultural events etc.)
● ‘Unstaged’
● Based on observation
● Informative, educational
Documentaries usually have four purposes:
• to record, reveal, or preserve
• to persuade or promote
• to analyse or interrogate
• to express

Key Aspect 2 - Language
• This may involve, where appropriate, analysis of:
• Sign: the smallest unit of communication which conveys meaning — eg
word, image, sound
• Denotation: the description of a sign — eg dictionary definition of a word
• Connotation: the meanings associated with a sign — eg visions of white
beaches, blue seas, surf, hot sunshine evoked by the word ‘palm’
• Codes: systems of signs which can be analysed in terms of denotation and
connotation. These may be technically and/or culturally produced. For
example, a high angle camera shot of a human figure suggests the
vulnerability of that person; in some cultures, a red rose symbolises love
• Motivation: the reason for the use of a specific code.

Voice Over
The voiceover will usually be authoritative in some way,
encouraging the audience to think that they either have
some kind of specialist knowledge or, as in the case of
people like Michael Moore and Nick Broomfield: ‘the
right’ opinions that people should pay attention to.

“Real” Footage of Events
● Documentary is essentially seen as ‘non-fiction’ although there
are debates around this.
● However, a convention of documentary is that all events
presented to us are to be seen as ‘real’ by the audience.
● Documentarians often go to great lengths to convince us that
the footage is real and unaltered in anyway, although editing
and voiceover can affect the ‘reality’ we, as viewers, see.

Interviews with “Experts”
● Used to authenticate the views expressed in the
documentary.
● Sometimes, they will disagree with the message of
the documentary, although the filmmaker will
usually disprove them in some way.

Sound
● Listen out for the use of non-diegetic (sound added in by
filmakers) sound.
● Has music been added?
● Why? What effects does it have?

“The Intelligent Killer Whale”
Before we watch, answer the following questions and be prepared to share
your thoughts with the rest of the class.
1. What do you know about National Geographic?
2. What sort of documentary do you think they would make and why?
3. Before we watch, what are your predictions for this programme made by
National Geographic?
Think about: What might its purpose be? Who might want to watch it?

National Geographic aim to bring geography, social studies and science to life.
They use a variety of media to educate people about our planet: Magazines,
Facebook, webpages, documentaries, pod-casts, blogs. They even run
educational workshops for schools.

Key Aspect 6 - Institutions
• The name we give to things that influence how, when and where a media text is created.
• An institution can be a place or an idea.
• Shared ideas, meanings and processes.
• An analysis of the idea that media texts are made within an institution and controlled.
• Media production is an industrial and commercial process and it takes place in a social,
cultural and political context.
• Constraints on production - economic, legal etc.
• Censorship

Learning Intentions:
• To analyse and evaluate a non-fiction media text
• To develop knowledge of key aspects

Re-Cap
What did we learn about the orcas’ lives in the
wild?
Who do they live with?
How do they communicate with each other?
How do they hunt etc?
What happened after the film “Free Willy” was
made?

Analysis of Media
1. Media texts are carefully constructed to target particular audiences.
• Who do you think this text is aimed at?
• Explain how the text has been made attractive to this particular audience?
2. Media texts are created in order to tell a story or a message.
• What do you think the message of “The Intelligent Killer Whale” is?
• Explain how the filmmaker puts across this message?
3. Genres are usually very easy to recognise.
• Describe four ways this film is easily recognised as a non-fiction documentary.
4. Media is a powerful part of our society.
• Explain how this media text helps you to understand the media’s power.

“The Intelligent Killer
Whale”https://www.youtube.com/watch?v=P9h5Z3xHEIg
As you watch this documentary, make notes on the following headings:
• Purpose – Why was this made? What is the message of the film?
• Audience – Who is it aimed at? (age/gender/hobbies/interests)
• Technical Codes – Voice over, sound, music, footage, interviews, genre, form
• National Geographic – Their motive, problems they may have faced etc
• Impact - How you feel as an audience member? Also, the impact media can
have on society.
• Interesting facts/information about whales/their lives etc

• Categories
• The way in which a text is described.
• Purpose, genre
• Language
• How the text is constructed
• Technical Codes – Music, Lighting, Camera
• Denotation and connotation of technical and cultural codes
• Narrative
• How the text is organised
• View point, structure, plot
• Representation
• How people and places are created within the text
• Stereotypes and non-stereotypes, other representations of places/people
• Audience
• Who the text is made for and how they react to the text
• Target audience, different audience reactions
• Institutions
• The factors both internal and external that effect the production of the text
• Ownership, age rating, internal control, external control, personnel

Learning Intentions
• To compare and contrast two documentaries
• To strengthen understanding of they key aspects of media literacy

“Blackfish” is a 2013
documentary following the
controversial captivity of killer
whales, and its dangers for both
humans and whales.

“Blackfish” Trailer
https://www.youtube.com/watch?v=pqvAM0tHTAA
• As you watch think about how this trailer makes you feel as an audience.
• Does this seem different or similar to “The Intelligent Killer Whale”? Why/why
not?
• Is this what you would expect from a documentary trailer? Why/why not?

“A mesmerising psychological thriller with a killer whale at its
centre, Blackfish is the first film since Grizzly Man to show how
nature can get revenge on man when pushed to its limits.”
“Blackfish” was made by Gabriela Cowperthwaite.
“In the summer of 2010, Dawn Brancheau, a renowned SeaWorld trainer, was killed by Tilikum, a 12,000-pound
orca. I remember fragments: something about a ponytail, something about her slipping and falling, something about
how this almost never happens because in these parks, the animals are happy and the trainers are safe.
But something wasn’t right. Why would a highly intelligent animal attack its trainer – in effect, bite the hand that
feeds it? I set out to understand this incident not as an activist, but as a mother (who had just taken her kids to
SeaWorld) and as a documentary filmmaker (who can’t let sleeping dogs lie).
I brought Manny Oteyza aboard as the film’s producer and he soon became my right arm. I spoke to Tim
Zimmermann, who wrote a phenomenal article about the incident for Outside Magazine, and asked him to be my
associate producer. I wrote a treatment and executive producer and long time friend Rick Brookwell put me in touch
with first-time executive producers Judy Bart and Erica Kahn, who funded the film. We worked with
cinematographers Jon Ingalls and Chris Towey with whom both Manny and I have had a shorthand for decades, and
we set out to tell a story. What story? At that point, I hadn’t the foggiest clue.
Thus began my journey of shock and discovery.
I have made TV documentaries for 12 years but Blackfish is my second feature length documentary and one that I
call my “labour of tough love.” I can’t say this was an easy film to make. For two years we were bombarded with
terrifying facts, autopsy reports, sobbing interviewees, and unhappy animals – a place diametrically opposite to its
carefully refined image. But as I moved forward, I knew that we had a chance to fix some things that had come
unravelled along the way. And that all I had to do was tell the truth.” https://www.youtube.com/watch?v=LK6rs1QmfMM

Key Aspect 4 - Representations
• Using symbols to stand for things.
• Who is doing the representing and for what purpose.
• Who is being represented and in what way.
• Stereotypes and gender representation.
• How ideas are selected to represent a particular time, place, group or
individual by using words, sounds and images.

“Blackfish”As you watch this documentary, make notes on the following headings:
• Purpose – Why was this made?
• Audience – Who is it aimed at? (age/gender/hobbies/interests)
• Technical Codes – Voice over, sound, music, footage, interviews, genre,
form
• How is SeaWorld presented to the audience? Hero? Villian?
• The film maker – What is her motive? What problems may they have
faced? Etc.
• Impact - How do you feel as an audience member?
• Similarities/differences to “The Intelligent Killer Whale”
• Important facts/information about the lives of killer whales

Media Analysis
1. Media texts are created in order to tell a story or a message.
• What do you think the message of “Blackfish” is?
• Explain how the filmmaker puts across this message?
2. Media texts are used to create representations.
• Describe how “Blackfish” represents certain characters in the film.
• Are they represented equally? Fairly? Why/why not?
3. Genres are usually very easy to recognise.
• Describe three ways this film is easily recognised as a non-fiction documentary.
• Discuss why some audiences believe “Blackfish” is a documentary like no other.
4. Media has the power to impact audiences and even society.
• Explain how this media text helps you to understand the media’s power over you and also a
larger audience.

Key Aspect 5 - Audience
Remember - Media is nothing without an
audience!
• Groups and individuals addressed by media industries.
• The way the media addresses us.
• Target audiences - who the product is made for.
• Preferred reading - dominant meaning is recognised and agreed with.
• Factors outside and within the text which shape the views of
audience members

Compare and Contrast
Do you think the target audience of these
two media texts is the same? Why/why not?
• Give detailed reasons for your answer bringing in the key aspects we
have been learning about.
• Such as: Categories, Language/technical codes, Narrative,
Representation

Learning Intention
To understand the role of media in society.

The Role of Media in Society
There are many different opinions and beliefs about the
role the media plays in our society.
What do you think some of these “roles” could be?

Roles of Media
•Every media text has a role in society, whether or not it ends up
being the role intended for it by its creators.
•The roles can be divided into three categories:
• Meeting Needs
• Influencing Attitudes and Behaviours
• Meeting Particular Purposes

The Power of Film• The writers of the “ Finding Nemo” sequel: “Finding Dory” changed the ending of
their film as a result of the public outrage after the release of “Blackfish”.
• Since the release of “Blackfish” in 2013, SeaWorld’s number of visitors has fallen from
3.5 million in 2013 to 3.05 million. That’s 495,000 less people in two years.
• Also, since the film was released 1.2 million people have since signed a petition urging
California to ban killer whale shows in the state.
• It has been reported that SeaWorld makes over $16 billion each year. However,
Seaworld’s profits have fallen by 20% ($3.2 billion per year) since 2013.
http://www.onegreenplanet.org/animalsandnature/worst-things-to-happen-to-
seaworld-since-the-release-of-blackfish/

The Free Willy Story:
Keiko’s Journey Home
https://www.youtube.com/watch?v=YYyU3USJ-8E

Learning Intention
• To strengthen my understanding of the role of the media.
Success Criteria
• To create a thorough response on the role of the media which
answers a National 5 Media Exam question.

The need for a film like “Blackfish”
Many believe the role of “Blackfish” in our society is to alter
our perceptions of animals in conservation and to influence
our behaviour.
Building on what we have learned over the past fortnight,
answer the following question in detail:
Media has the power to affect our society. Explain
how a media texts has helped you to understand the
role of media in today’s society.

• Paragraph One – Introduction – What is the role of these films? (To influence our
behaviour and attitude)
• Paragraph Two – “The Intelligent Killer Whale” (P.E.E) or “Keiko’s Journey Home”
• Paragraph Three – “Blackfish” (P.E.E)
• Paragraph Four – Conclusion - Overall, how have these media texts helped you
to understand the role of the media is to influence our behaviour and attitude?
Media has the power to affect our society. Explain how
these documentaries have helped you to understand the
role of media in today’s society.

Learning Intentions
To develop our understanding of media key
aspects – institutions.
To apply research skills.

Institutions
When we think about institutions in media, we should consider:
• Who paid for the text?
• Who made the text? (These two thing are not necessarily the
same)
• Where and how the text was released to the public?
• What restrictions or controls influenced how it was made (For
example: law, regulatory bodies, how much money was
available, resources etc)

Institutions and Media Bias
We must always remember that every media text
is created with some sort of agenda… Every film,
advert or newspaper article has been created to
make you feel or think a certain way. Therefore
we cannot always trust what we see or hear from
the media.

Compare and Contrast
“Empty the Tanks”
https://www.youtube.com/watch?v=38MDpPz1SU0
“SeaWorld’s New Advertising Campaign”
https://www.youtube.com/watch?v=-YEOaZFXRrM

Research TaskFind out SeaWorld’s side of the story.
With a partner, you will be researching SeaWorld’s response to “Blackfish”.
Think about the following questions:
• Who created “Blackfish”? Why?
• Who paid for the film? Why?
• What statements has SeaWorld released since the film came out?
• Has their website changed?
• How are they promoting their parks?
• What problems have they encountered?
• Did they try to stop the filming of “Blackfish”?
• Do they feel they have they been represented fairly by the “Blackfish”?
• Have we as an audience been mislead by “Blackfish” in any way?

Your Opinion
• Now we have both sides of the story, you are going to decide which side you feel
has presented their argument in the best way.
• Using the evidence you have gathered over the past week answer the
following question in as much detail as possible:
Do you believe “Blackfish” and the horror of SeaWorld? Or, do
you think our views have been influenced to be biased by the
filmmaker playing on our sympathies?

Creating Media Content
Learning Intention
To create a persuasive media text about orcas in
captivity.

Research Tasks• Who created “Blackfish”? Why?
• Who paid for the film? Why?
• What statements has SeaWorld released since the film came out?
• Has their website changed?
• How are they promoting their parks?
• What problems have they encountered?
• Did they try to stop the filming of “Blackfish”?
• Do they feel they have they been represented fairly by the “Blackfish”?
• Have we as an audience been mislead by “Blackfish” in any way?
• How many SeaWorlds are there in America?
• Who owns SeaWorld?
• Why did the not want to take part in the filming of “Blackfish”?
• How much do SeaWorld make per year?
• What do SeaWorld stand for? What are their visions/values?

CREATING MEDIA CONTENT
National 4/5 Assessment Standards:
• Pupils will be required to provide evidence of the skills and
knowledge that are needed to plan and create media content,
and evaluate production processes.
• Pupils will apply knowledge of the relevant key aspects of media
literacy central to creating media content.

This text will be used to inform the public about orcas
in captivity.
Your leaflet should either be about:
• The benefits of places like SeaWorld, why we need zoos and what
people can do in order to support animals in captivity/endangered
animals.
OR
• The dangers of captivity, why people should avoid visiting zoos,
information about what happens behind the scenes and what people
can do to help the situation.

Creating Media Texts
STRUCTURAL FEATURES:
1) Title
2) Slogan
3) Introduction
4) Subheadings
5) Attractive illustrations and photographs
6) Contact/company details

BE PERSUASIVE:
1) Give a solution to a problem
2) Be specific, state the benefit clearly in the text
3) Use compelling language that makes people think – emotive
language, commands, questions
4) Tell people why this event/cause is good for them to be interested in.
5) Be clear what the text is promoting

CONTENT:
1) Your text must be easy to understand
2) Create a clear meaning/preferred reading
3) Be factual
4) Use evidence – research, facts and figures
5) Carefully consider layout, placement, colour, font

Creating Media Content
Success Criteria
• Use the six key aspects to help you plan your leaflet
• Give facts and evidence about the dangers/benefits of SeaWorld
• Make the text clear and easy to follow
• Make the text bright and eye catching
• Use persuasive/emotive language
• Use correct spelling, grammar, punctuation so your media texts makes sense

Today
•Decide which sort of text you want to produce –
positive/negative
•Complete some research on other examples of similar media
texts – look for charities, images, examples of emotive
language etc
•Create a plan for the layout your media text using the key
aspects of media – categories, language, representation,
audience, institutions

Learning Intention
To evaluate my media text against key aspects.

• Categories
• The way in which a text is described.
• Purpose, genre
• Language
• How the text is constructed
• Colour, placement, language
• Denotation and connotation of words/images
• Representation
• How people and places are created within the text
• Stereotypes and non-stereotypes, other representations of places/people
• Audience
• Who the text is made for and how they react to the text
• Target audience, different audience reactions
• Institutions
• The factors both internal and external that effect the production of the text
• Ownership, age rating, internal control, external control, personnel

"Blackfish" National 4/5 Media Documentaries Unit

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

En vedette

En vedette (20)

Similaire à "Blackfish" National 4/5 Media Documentaries Unit

Similaire à "Blackfish" National 4/5 Media Documentaries Unit (20)

Plus de ccowan73

Plus de ccowan73 (6)

Dernier

Dernier (20)

"Blackfish" National 4/5 Media Documentaries Unit