research techniques for the media industries · copying perm itted for purchasing ... additional...
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Unit 1: Investigating travel and tourism
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 1 [1]
Research techniques for the media industries
Learning outcomes
On completion of this unit learners should:
1.1 understand the purposes of research in the
media industries
1.2 be able to apply a range of research methods
and techniques
1.3 be able to present results of research.
Suggested activities
The student book contains a number of activities designed to
increase the learners’ knowledge and give them opportunities to
practise their research skills. The Theory into Practice activities
are short tasks that allow learners to put into practice some of
the theory they have just read about. Additional guidance note
for each Theory into Practice task are provided in the ‘Tutor
tips’ sections, together with activity sheets and worksheets,
where appropriate, that help learners to get started on the tasks
and provide a structure to them.
The student book also contains assessment activities. These are
more substantial tasks that learners need to undertake to
compile their completed portfolio. Additional guidance and
worksheets for these activities are also included below, along
with ‘Portfolio hints’ to help them with the preparation of their
portfolios. The ‘At a glance’ activity grid on the following
pages shows how the activities in the tutor pack relate to the
content of the unit. You can encourage students to achieve the
higher grades by alerting them to the full assessment criteria in
the unit specification for Merit and Distinction grades and by
encouraging them to use analytical and evaluation skills during
the activities.
1 The purpose of this core unit is to introduce learners to the different purposes
of research within the media industries and to allow them to understand, and
be able to apply, a range of different research methods and techniques. It is
important that they gain an understanding of both market research and
production research and are able to successfully apply both primary and
secondary techniques in the development of their own practical production
work.
Leaners should be given plenty of opportunities to apply their developing
research skills in the pre-production stages of their practical work. They will
then have the opportunity to present the results of their research in the form of a written report, an oral presentation, or both.
unit overview
At-
a-g
lan
ce a
cti
vit
y g
rid
Un
it 1
Res
earc
h T
ech
niq
ues f
or
the M
ed
ia I
nd
ustr
ies
Ac
tiv
ity
T
itle
an
d
de
sc
rip
tio
n
AD
R p
ag
e
nu
mb
er/
CD
D
eli
ve
ry n
ote
s
Ex
tra
re
so
urc
es
L
ink
s t
o
gra
din
g
cri
teri
a
Lin
ks
to
te
xtb
oo
k
Ou
tco
me
1 U
nd
ers
tan
d t
he
pu
rpo
se
s o
f re
se
arc
h in
th
e m
ed
ia in
du
str
ies
Th
eo
ry in
to
pra
ctice
1
Ma
rke
t re
se
arc
h:
Inte
rne
t se
arc
h f
or
co
mm
erc
ial
rese
arc
h
co
mp
an
ies
AD
R,
p 4
an
d 5
Le
arn
ers
fin
d o
ut
mo
re in
form
atio
n a
bo
ut
co
mm
erc
ial co
mp
an
ies t
ha
t
off
er
a m
ark
et
rese
arc
h s
erv
ice
to
me
dia
co
mp
an
ies.
Le
arn
ers
un
de
rta
ke
cle
arl
y f
ocu
sse
d in
tern
et-
ba
se
d r
ese
arc
h t
o
acce
ss s
pe
cifi
c in
form
atio
n.
Th
eo
ry in
to
pra
ctice
2
Ma
rke
t re
se
arc
h:
Ad
ve
rtis
ing
targ
ete
d a
t sp
ecific
ag
e g
rou
ps
AD
R,
p 7
an
d 8
Th
is a
ctivity c
an
be
in
tro
du
ce
d a
s a
gro
up
activity
. L
ea
rne
rs t
he
n
co
nd
uct
rese
arc
h e
ith
er
by t
he
mse
lve
s o
r a
s p
art
of
a s
ma
ll te
am
.
Sh
ow
th
e c
lass c
urr
en
t e
xa
mp
les o
f a
dve
rts t
ha
t a
re c
lea
rly t
arg
ete
d
at
sp
ecific
ag
e g
rou
ps a
s t
he
ba
sis f
or
a g
rou
p d
iscu
ssi
on
.
Sa
mp
les o
f a
dve
rts
P1
Th
eo
ry in
to
pra
ctice
3
Ma
rke
t re
se
arc
h:
Ma
ga
zin
es t
ha
t
targ
et
me
n a
nd
wo
me
n
AD
R,
p 1
0
Th
e a
ctivity c
an
be
in
tro
du
ce
d a
s a
wh
ole
gro
up
ta
sk b
efo
re le
arn
ers
un
de
rta
ke
th
eir
ow
n r
ese
arc
h.
Ca
refu
lly c
ho
osin
g e
xa
mp
les t
ha
t
cle
arl
y illu
str
ate
th
e w
ays in
wh
ich
im
ag
es a
nd
te
xt
are
ma
nip
ula
ted
an
d c
om
bin
ed
to
att
ract
a s
pe
cific
re
ad
ers
hip
will
he
lp t
he
lea
rne
rs t
o
un
de
rsta
nd
th
e k
ey p
oin
ts t
he
y n
ee
d t
o lo
ok o
ut
for
in t
heir
ow
n
rese
arc
h.
Be
gin
with
lo
okin
g a
t e
xa
mp
les o
f fr
on
t p
ag
es b
efo
re e
xa
min
ing
th
e
de
tail
of
actu
al co
nte
nt
of
the
pro
du
cts
.
Sa
mp
les o
f
ma
ga
zin
es
P1
Th
eo
ry in
to
pra
ctice
4
Ma
rke
t re
se
arc
h:
Ro
le o
f a
dve
rtis
ing
in m
ed
ia p
rod
ucts
AD
R,
p 1
3
Intr
od
uce
it
with
th
e f
ollo
win
g d
iscu
ssio
n t
op
ic: ‘S
ho
uld
we
lo
ve
or
ha
te a
dve
rtis
ing
in
th
e m
ed
ia?
’ A
sk le
arn
ers
to
dis
cu
ss t
he t
op
ic in
sm
all
gro
up
s b
efo
re c
on
trib
utin
g t
o a
wh
ole
cla
ss d
eb
ate
.
P
2,
M1
Th
eo
ry in
to
pra
ctice
5
Ma
rke
t re
se
arc
h:
Exa
mp
les o
f
ad
ve
rtis
ing
AD
R,
p 1
3
an
d 1
4
Th
is a
ctivity a
llow
s le
arn
ers
to
fin
d t
he
ir o
wn
exa
mp
les o
f a
dve
rts t
ha
t u
se
a r
an
ge
of
diffe
ren
t m
eth
od
s a
nd
te
ch
niq
ue
s t
o g
et
the
ir m
essa
ge
acro
ss.
Le
arn
ers
sh
ou
ld b
e e
nco
ura
ge
d t
o in
clu
de
a b
roa
d r
an
ge
of
exa
mp
les a
nd
be
ab
le t
o c
ritica
lly d
iscu
ss t
he
me
tho
ds a
nd
te
ch
niq
ue
s
use
d.
P
2,
M1
Th
eo
ry in
to
pra
ctice
6
Ma
rke
t re
se
arc
h:
Co
mp
ari
ng
TV
vie
win
g f
igu
res
AD
R,
p 1
4
Le
arn
ers
re
se
arc
h t
he
vie
win
g f
igu
res f
or
a r
an
ge
of
BB
C a
nd
co
mm
erc
ial T
V p
rog
ram
me
s.
P
1
[2] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC National Media Production Assessment and Delivery Resource
Ac
tiv
ity
T
itle
an
d
de
sc
rip
tio
n
AD
R p
ag
e
nu
mb
er/
CD
D
eli
ve
ry n
ote
s
Ex
tra
re
so
urc
es
L
ink
s t
o
gra
din
g
cri
teri
a
Lin
ks
to
te
xtb
oo
k
Th
eo
ry in
to
pra
ctice
7
Pro
du
ctio
n
rese
arc
h:
On
loca
tio
n
AD
R,
p 1
6
Lin
k in
with
le
arn
ers
actu
al p
rod
uctio
n w
ork
in
th
eir
oth
er
un
its
P
3,M
2,
D1
Th
eo
ry in
to
pra
ctice
8
Pro
du
ctio
n
rese
arc
h:
So
urc
es
of
inco
me
AD
R,
p 1
6
Lin
k in
with
le
arn
ers
actu
al p
rod
uctio
n w
ork
in
th
eir
oth
er
un
its
P
3
Th
eo
ry in
to
pra
ctice
9
Pro
du
ctio
n
rese
arc
h:
So
urc
es
of
Fu
nd
ing
AD
R,
p 1
6
Lin
k in
with
le
arn
ers
actu
al p
rod
uctio
n w
ork
in
th
eir
oth
er
un
its
P
1
Se
e
pa
ge
s
11
-14
Th
eo
ry in
to
pra
ctice
10
Pro
du
ctio
n
rese
arc
h:
Pro
du
ctio
n r
ole
s
AD
R,
p 1
6
Lin
k in
with
le
arn
ers
actu
al p
rod
uctio
n w
ork
in
th
eir
oth
er
un
its
P
1
Se
e
pa
ge
s
11
-14
Th
eo
ry in
to
pra
ctice
11
P
rod
uctio
n
rese
arc
h:
Pro
du
ctio
n s
kill
s
AD
R,
p 1
7
Un
de
rta
ke
an
in
itia
l skill
s a
udit u
sin
g a
SW
OT
an
aly
sis
an
d t
he
n
cre
ate
a s
kill
s d
evelo
pm
en
t p
lan
to
he
lp s
up
po
rt t
he
m in
th
eir
pra
ctica
l
pro
du
ctio
n w
ork
.
P
1
Se
e
pa
ge
15
Th
eo
ry in
to
Pra
ctice
12
Pro
du
ctio
n
rese
arc
h:
Co
st
of
bu
yin
g a
dve
rtis
ing
AD
R,
p 2
0
Lin
k in
with
le
arn
ers
actu
al p
rod
uctio
n w
ork
in
th
eir
oth
er
un
its
P
1
Se
e
pa
ge
s
16
-18
Asse
ssm
en
t
Activity 1
Diffe
ren
t p
urp
ose
s
of
rese
arc
h
AD
R,
p 2
6
an
d 2
7
Wo
rk c
an
be
pre
se
nte
d in
bo
th w
ritt
en
an
d o
ral fo
rm a
nd
sh
ou
ld b
e
acco
mp
an
ied
by a
pp
rop
ria
te n
ote
s,
log
s a
nd
dia
rie
s a
s w
ell
as
exa
mp
les o
f re
se
arc
h m
ate
ria
l stu
die
d.
P
1,
M1
,
D1
Se
e
pa
ge
18
Ou
tco
me
2
Be
ab
le t
o a
pp
ly a
ra
ng
e o
f re
se
arc
h m
eth
od
s a
nd
te
ch
niq
ue
s
Th
eo
ry in
to
Pra
ctice
13
Pri
ma
ry r
ese
arc
h:
fea
ture
s o
f a
qu
estio
nn
air
e
AD
R,
p 2
1
Th
is a
ctivity c
an
be
intr
od
uce
d w
ith
a w
ho
le c
lass d
iscussio
n.
Th
e p
oin
ts m
ad
e s
ho
uld
be
wri
tte
n u
p a
nd
re
co
rde
d b
y t
he
gro
up
as a
wh
ole
so
th
at
the
y c
an
re
me
mb
er
the
m a
nd
in
co
rpo
rate
th
e k
ey
fea
ture
s in
to t
he
qu
estio
nn
air
es t
he
y w
ill p
rod
uce
la
ter.
P
2
Se
e
pa
ge
s
18
-23
Th
eo
ry in
to
Pra
ctice
14
Pri
ma
ry r
ese
arc
h:
pre
se
ntin
g a
qu
estio
nn
air
e
AD
R,
p 2
1
an
d 2
2
Le
arn
ers
an
aly
se
th
e a
dva
nta
ge
s a
nd
dis
ad
va
nta
ge
s o
f th
e d
iffe
ren
t
wa
ys o
f p
rese
ntin
g a
qu
estio
nn
air
e.
P
2
Se
e
pa
ge
23
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [3]
Unit 1: Research Techniques for the Media Industries
Ac
tiv
ity
T
itle
an
d
de
sc
rip
tio
n
AD
R p
ag
e
nu
mb
er/
CD
D
eli
ve
ry n
ote
s
Ex
tra
re
so
urc
es
L
ink
s t
o
gra
din
g
cri
teri
a
Lin
ks
to
te
xtb
oo
k
Th
eo
ry in
to
Pra
ctice
15
P
rim
ary
re
se
arc
h:
de
sig
nin
g a
nd
usin
g a
qu
estio
nn
air
e
AD
R,
p 2
3
Stu
de
nts
wo
rkin
g a
t th
is e
arl
y s
tag
e o
f th
e c
ou
rse
ma
y r
eq
uir
e
co
nsid
era
ble
su
pp
ort
an
d g
uid
an
ce
in
pla
nn
ing
th
e t
he
me
an
d c
on
ten
t
of
the
qu
estio
nn
air
e,
de
vis
ing
an
d w
ritin
g a
pp
rop
ria
te q
uestio
ns a
nd
ch
oo
sin
g t
he
rig
ht
sa
mp
le.
P
2/M
2
P3
Se
e
pa
ge
24
Asse
ssm
en
t
Activity 2
Pri
ma
ry a
nd
se
co
nd
ary
rese
arc
h:
Un
de
rta
kin
g o
wn
rese
arc
h
AD
R,
p 2
6
an
d 2
7
If le
arn
ers
ha
ve
lin
ke
d t
he
ir r
ese
arc
h w
ith
th
eir
pra
ctica
l p
rod
uctio
n
wo
rk a
s s
ug
ge
ste
d t
he
n t
he
ir t
ask h
ere
is t
o o
rga
nis
e t
his
re
se
arc
h
ma
teri
al so
it
sh
ow
s c
lea
r e
vid
en
ce
th
at
all
the
le
arn
ing
outc
om
es f
or
1.2
ha
ve
be
en
me
t.
P
2/M
2/
D2
Se
e
pa
ge
26
Th
eo
ry in
to
Pra
ctice
16
Ow
n
co
mm
un
ica
tio
n
skill
s
AD
R,
p 2
5
A s
imp
le S
WO
T a
na
lysis
ca
n b
e u
se
d h
ere
. S
ee
Th
eo
ry in
to P
ractice
11
P
3
Se
e
pa
ge
s
27
an
d
28
Th
eo
ry in
to
Pra
ctice
17
Co
mm
un
ica
tio
n
skill
s o
f o
the
rs
AD
R,
p 2
5
Th
is a
ctivity c
an
be
co
nd
ucte
d a
s w
ho
le c
lass a
ctivity
with
sh
ort
vid
eo
clip
s o
f skill
ed
po
litic
ian
s a
nd
TV
pre
se
nte
rs u
se
d t
o illu
str
ate
th
e k
ey
po
ints
be
ing
ma
de
.
Re
co
rde
d
exa
mp
les o
f skill
ed
co
mm
un
ica
tors
P3
S
ee
pa
ge
s
29
-31
Th
eo
ry in
to
Pra
ctice
18
Sp
oke
n la
ng
ua
ge
A
DR
, p
25
C
on
str
uctive
fe
ed
ba
ck f
rom
pe
ers
an
d t
uto
rs a
like
is im
po
rta
nt
if a
lea
rne
r’s c
on
fid
en
ce
is t
o incre
ase
an
d t
he
ir a
bili
ty t
o p
rese
nt
in f
ron
t
of
an
au
die
nce
to
im
pro
ve
.
Au
dio
re
co
rdin
g
eq
uip
me
nt
P3
S
ee
pa
ge
31
Th
eo
ry in
to
Pra
ctice
19
ON
T a
nd
Po
we
rPo
int
AD
R,
p 2
5
Le
arn
ers
sh
ou
ld b
e g
ive
n a
cce
ss t
o t
he
ap
pro
pri
ate
te
ch
no
log
y a
nd
tim
e t
o p
ractice
an
d r
efin
e t
he
ir p
rese
nta
tio
ns.
Acce
ss t
o O
HT
or
Po
we
rPo
int
P3
S
ee
pa
ge
32
Th
eo
ry in
to
Pra
ctice
20
Mo
ck p
rese
nta
tio
n
AD
R,
p X
X
Le
arn
ers
ma
y n
ee
d g
uid
an
ce
as t
o t
he
be
st
wa
y t
o s
tru
ctu
re a
nd
org
an
ise
th
eir
pre
se
nta
tio
n.
Vid
eo
re
co
rdin
g p
ractice
pre
se
nta
tio
ns,
an
d t
he
n r
evie
win
g t
he
m w
ith
the
pe
op
le in
vo
lve
d,
is o
ne
of
the
best
wa
ys o
f e
va
lua
tin
g a
nd
imp
rovin
g a
le
arn
er’
s c
om
mu
nic
atio
n s
kill
s a
nd
pre
se
nta
tio
na
l
ab
ilitie
s.
Au
dio
vis
ua
l
reco
rdin
g
eq
uip
me
nt
P3
S
ee
pa
ge
s
00
0-
00
0
Asse
ssm
en
t
Activity 3
Pre
se
nt
resu
lts o
f
rese
arc
h
AD
R,
pp
26
an
d 2
7
Re
co
rd f
ina
l p
rese
nta
tio
ns t
o a
llow
th
e m
od
era
tor
to v
iew
th
is c
rucia
l
pa
rt o
f th
e a
sse
ssm
en
t p
roce
ss f
or
the
un
it.
Au
dio
vis
ua
l
reco
rdin
g
eq
uip
me
nt
P3
/M3
/
D3
Se
e
pa
ge
s
00
0-
00
0
[4] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC National Media Production Assessment and Delivery Resource
Ac
tiv
ity
T
itle
an
d
de
sc
rip
tio
n
AD
R p
ag
e
nu
mb
er/
CD
D
eli
ve
ry n
ote
s
Ex
tra
re
so
urc
es
L
ink
s t
o
gra
din
g
cri
teri
a
Lin
ks
to
te
xtb
oo
k
Ou
tco
me
5 U
nd
ers
tan
d o
wn
ro
le in
accid
en
t re
co
rdin
g a
nd
re
po
rtin
g p
roce
du
res
2.3
A
ccid
en
t re
po
rtin
g
CD
T
he
le
arn
ers
re
ad
an
d a
bso
rb a
n a
ccid
en
t re
po
rt.
Su
gg
estio
ns a
s t
o
ho
w t
his
co
uld
ha
ve
be
en
pre
ve
nte
d a
re r
eq
uir
ed
to
be
esta
blis
he
d
an
d im
ple
me
nte
d o
n t
he
site
.
Pp
t slid
e 1
6,
17
an
d 1
8
D2
2.4
T
he
ro
le o
f th
e
ind
ivid
ua
l
CD
L
ea
rne
rs a
re a
ske
d t
o id
en
tify
th
e k
ey r
ole
s w
ith
in a
po
st
accid
en
t
pro
ce
du
re a
nd
to
de
scri
be
wh
at
ea
ch
wo
uld
do
.
P
6
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [5]
Unit 1: Research Techniques for the Media Industries
BTEC National Travel and Tourism Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [6]
How this unit will be assessed
This unit is assessed internally, through the completion of a number of projects, activities or assignments. Learners
must submit sufficient evidence of their knowledge, understanding and practical ability to meet the unit assessment
criteria in the Edexcel specifications. They can present their evidence in written form, as presentations to class, or in
some other format appropriate to studying the media.
The assessed work will then be moderated by an external moderator appointed by the examination board. It is
important that all of the assessed work is clearly labelled and presented in a logical and coherent manner so that the
moderator is able to see clearly the specific evidence that meets each of the required assessment criteria.
To reach Pass level, the evidence must show that the learner is able to:
P1 describe purposes of research in the media industries expressing ideas with sufficient clarity to communicate
them and with some appropriate use of subject terminology
P2 apply research methods and techniques with some assistance
P3 present results, expressing ideas with sufficient clarity to communicate them and with some appropriate use
of subject terminology.
To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to:
M1 explain purposes of research in the media industries with well-chosen examples expressing ideas with clarity
and with generally appropriate use of subject terminology
M2 apply research methods and techniques competently with only occasional assistance
M3 present results competently, expressing ideas with clarity and with generally appropriate use of subject
terminology.
To reach Distinction level, the evidence must show that, in addition to the Pass and Merit criteria, the learner is able
to:
D1 fully explain purposes of research in the media industries with supporting arguments and elucidated
examples expressing ideas fluently and using subject terminology correctly
D2 apply research methods and techniques to near-professional standards working independently to
professional expectations
D3 present results to near-professional standards, expressing ideas fluently and using subject terminology
correctly.
Scheme of work
This suggested scheme of work an academic year that is split into 36 weeks. A unit will be
delivered in approximately X hours per week over the duration of a semester
Sch
em
e o
f w
ork
BT
EC
Nati
on
al
Me
dia
Pro
du
cti
on
Un
it 1
Res
earc
h t
ec
hn
iqu
es f
or
the m
ed
ia i
nd
us
trie
s
Aca
dem
ic y
ear:
...
......
....
....
....
....
......
....
....
....
....
....
....
....
....
....
....
Bro
ad
aim
: S
uccessfu
l co
mp
letion o
f th
e u
nit
Nu
mb
er
of
wee
ks
: 36
Te
ac
her(
s):
...
....
....
......
....
....
....
....
....
....
......
....
....
......
......
....
Du
rati
on
of
se
ssio
n:
....
......
....
....
....
....
......
....
....
......
......
....
......
.
SB
= S
tude
nt
Bo
ok
Gu
ide
d l
earn
ing
ho
urs
: ..
....
....
....
....
....
....
....
....
....
....
....
....
....
....
AD
R =
Assessm
ent
an
d D
eliv
ery
Resourc
e
We
ek
L
ea
rnin
g o
utc
om
e
Tu
tor
pre
pa
rati
on
S
tud
en
t a
cti
vit
y
Re
so
urc
es
L
ink
s t
o g
rad
ing
cri
teri
a
1
Un
it in
tro
du
ctio
n
C
op
ies o
f u
nit o
utc
om
es a
nd
co
nte
nt
alo
ng
with
gra
din
g c
rite
ria
e
xp
lan
atio
n t
o b
e a
va
ilab
le f
or
lea
rne
rs t
o r
ea
d a
nd
un
de
rsta
nd
Stu
de
nts
re
ad
an
d u
nd
ers
tan
d t
he
un
it
co
nte
nt
an
d t
he
re
qu
ire
me
nts
of
a p
ass,
me
rit
an
d d
istin
ctio
n g
rad
e
Gro
up
dis
cu
ssio
n o
n w
ay t
o a
ch
ieve
o
utc
om
es a
nd
lin
ks t
o o
the
r u
nits
Un
de
rsta
nd
ke
y t
erm
s M
ark
et
rese
arc
h a
nd
p
rod
uctio
n r
ese
arc
h
Ed
exce
l co
urs
e
sp
ecific
atio
n h
an
db
oo
k
2
To
un
de
rsta
nd
th
e r
ole
o
f m
ark
et
rese
arc
h
org
an
isa
tio
ns
We
b s
ite
ad
dre
sse
s f
or
rese
arc
h
org
an
isa
tio
ns
Wo
rksh
ee
ts
Dis
cu
ssio
n a
bo
ut
role
of
ma
rke
t re
se
arc
h
org
an
isa
tio
ns
Re
ad
ing
ab
ou
t th
e o
rga
nis
atio
ns
Acce
ssin
g t
he
ir w
eb
-site
s a
nd
lo
okin
g a
t th
e
da
ta p
rod
uce
d.
Do
ing
Th
eo
ry in
to P
ractice
Activity 1
Inte
rne
t a
cce
ss
SB
p 6
, A
DR
pp
4 a
nd
5
Wo
rksh
ee
t 1
.1
P1
3
To
un
de
rsta
nd
a
ud
ien
ce
se
gm
en
tatio
n (
ag
e a
nd
g
en
de
r)
Sa
mp
le o
f a
pp
rop
ria
te m
ag
azin
es
Wo
rksh
ee
ts
Re
ad
ing
ab
ou
t th
e c
on
ce
pts
D
oin
g T
he
ory
in
to P
ractice
Activity 2
D
oin
g T
he
ory
in
to P
ractice
Activity 3
SB
pp
7 a
nd
8,
AD
R p
p 7
, 8
an
d 1
0
Wo
rksh
ee
ts 1
.2 a
nd
1.3
S
ele
ctio
n o
f m
ag
azin
es
P1
4
To
un
de
rsta
nd
a
ud
ien
ce
se
gm
en
tatio
n (
cu
ltu
re
an
d c
lass)
Bo
llyw
od
film
clip
R
ea
din
g a
bo
ut
the
co
nce
pts
R
ea
din
g a
nd
dis
cu
ssin
g t
he
Bo
llyw
oo
d c
ase
stu
dy
Wa
tch
ing
Bo
llyw
oo
d f
ilm c
lip
Bo
llyw
oo
d f
ilm c
lip
P1
5
To
un
de
rsta
nd
th
e
imp
ort
an
ce
of
ad
ve
rtis
ing
Sa
mp
le o
f a
pp
rop
ria
te
ne
wsp
ap
ers
an
d m
ag
azin
es
Wo
rksh
ee
ts
Do
ing
Th
eo
ry in
to P
ractice
Activity 4
D
oin
g T
he
ory
in
to P
ractice
Activity 5
SB
pp
9 a
nd
10
, A
DR
pp
1
3 a
nd
14
S
ele
ctio
n o
f n
ew
sp
ap
ers
a
nd
ma
ga
zin
es
P1
6
To
un
de
rsta
nd
th
e r
ole
o
f th
e B
BC
In
form
atio
n o
n r
ole
of
BB
C
Sa
mp
le v
iew
ing
fig
ure
s
Wo
rksh
ee
ts
Dis
cu
ssin
g r
ole
of
BB
C
Re
se
arc
hin
g v
iew
ing
fig
ure
s
Do
ing
Th
eo
ry in
to P
ractice
Activity 6
SB
pp
10
an
d 1
1,
AD
R p
1
4
Wo
rksh
ee
t 1
.4
Inte
rne
t a
cce
ss
P1
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [7]
Unit 1: Research techniques for the media industries
Un
it
We
ek
O
utc
om
e/t
op
ic
Tu
tor
pre
pa
rati
on
S
tud
en
t a
cti
vit
y
Re
so
urc
es
L
ink
s t
o g
rad
ing
cri
teri
a
7
To
un
de
rsta
nd
th
e
co
nce
pt
of
Pro
du
ctio
n r
ese
arc
h
Lin
ks m
ad
e t
o o
the
r vo
ca
tio
na
l u
nits
Dis
cu
ss p
rod
uctio
n r
ese
arc
h a
s a
gro
up
M
ake
lin
ks t
o t
he
pra
ctica
l w
ork
un
de
rta
ke
n in
o
the
r u
nits
Pla
n w
he
n T
he
ory
in
to P
ractice
activitie
s 7
-10
w
ill b
e u
nd
ert
ake
n in
th
e p
ractica
l u
nits
Lis
t o
f p
ractica
l u
nits
SB
pp
11
-14
, A
DR
pp
16
P
1
8
To
un
de
rta
ke
a S
kill
s
an
aly
sis
W
ork
sh
ee
ts
Un
de
rta
kin
g a
skill
s a
na
lysi
s u
sin
g S
WO
T
wo
rksh
ee
ts
Pro
du
cin
g a
skill
s d
eve
lop
me
nt
pla
n
Th
eo
ry in
to P
ractice
A
ctivity 1
1,
, S
B p
15
, A
DR
p
17
W
ork
sh
ee
t 1
.5a
an
d 1
.5b
P1
9
To
un
de
rsta
nd
th
e
ele
me
nts
of
pro
du
ctio
n r
ese
arc
h
Wo
rksh
ee
ts
Re
ad
th
rou
gh
th
e d
iffe
ren
t e
lem
en
ts
Dis
cu
ss issu
es w
ith
oth
er
me
mb
ers
of
the
g
rou
p
Ma
ke
lin
ks t
o o
wn
pra
ctica
l p
rod
uctio
n w
ork
U
nd
ert
ake
Th
eo
ry in
to P
ractice
Activity 1
2
SB
p2
6,
AD
R p
p 2
6 a
nd
2
7
P1
10
T
o b
e a
ble
to
exp
lain
w
ha
t th
e m
ain
p
urp
ose
s o
f re
se
arc
h
are
in
th
e m
ed
ia
ind
ustr
ies
Un
it A
sse
ssm
en
t A
ctivity 1
W
ritin
g u
p r
ep
ort
U
nit A
sse
ssm
en
t A
ctivity 1
P
1 M
1 D
1
11
T
o u
nd
ers
tan
d t
he
ke
y r
ese
arc
h t
erm
s
(pri
ma
ry,
se
co
nd
ary
, q
ua
lita
tive
an
d
qu
an
tita
tive
)
Exa
mp
les o
f re
se
arc
h a
nd
da
ta
Re
ad
ing
ab
ou
t ke
y t
erm
s
Stu
dyin
g e
xa
mp
les
Dis
cu
ssin
g t
he
te
ch
niq
ue
s u
se
d
Exa
mp
les o
f re
se
arc
h a
nd
d
ata
P
2
12
T
o u
nd
ers
tan
d t
he
e
lem
en
ts t
ha
t m
ake
a
n e
ffe
ctive
su
rve
y
Wo
rksh
ee
ts
Co
py o
f a
qu
estio
nn
air
e
Re
ad
ab
ou
t th
e c
on
ce
pts
D
iscu
ss t
he
ke
y c
on
ce
pts
(d
esi
gn
, ty
pe
s o
f q
ue
stio
ns,
usin
g a
scale
, p
re-t
estin
g)
Un
de
rta
ke
Th
eo
ry in
to P
ractice
Activity 1
3
Un
de
rta
ke
Th
eo
ry in
to P
ractice
Activity 1
4
SB
pp
18
-23
, A
DR
pp
21
a
nd
22
W
ork
sh
ee
t 1
.6
Co
py o
f a
qu
estio
nn
air
e
P2
13
T
o b
e a
ble
to
de
sig
n
a q
ue
stio
nn
air
e
Wo
rksh
ee
ts
De
sig
n o
wn
qu
estio
nn
air
e
Un
de
rta
ke
Th
eo
ry in
to P
ractice
Activity 1
5
SB
p 2
4,
AD
R p
23
W
ork
sh
ee
t 1
.7
P2
M2
14
T
o u
nd
ers
tan
d w
ha
t e
ffe
ctive
se
co
nd
ary
re
se
arc
h r
eq
uir
es
Ca
se
stu
dy
Re
ad
ab
ou
t e
ffe
ctive
se
co
nd
ary
re
se
arc
h
Dis
cu
ss k
ey e
lem
en
ts
Un
de
rta
ke
so
me
se
co
nd
ary
re
se
arc
h
Dis
cu
ss c
ase
-stu
dy in
stu
de
nt
bo
ok
SB
p 2
6
Inte
rne
t a
cce
ss
Ca
se
stu
dy
14
[8] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC National Media Production Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [9]
Unit 1: Research techniques for the media industries
Un
it
We
ek
O
utc
om
e/t
op
ic
Tu
tor
pre
pa
rati
on
S
tud
en
t a
cti
vit
y
Re
so
urc
es
L
ink
s t
o g
rad
ing
cri
teri
a
15
T
ren
ds a
nd
fa
cto
rs
aff
ectin
g
de
ve
lop
me
nt
of
tra
ve
l a
nd
to
uri
sm
Intr
od
uctio
n –
stu
dy o
f tr
ave
l tr
ad
e
pre
ss –
kn
ow
led
ge
an
d p
rovis
ion
o
f re
so
urc
es
Ru
n d
iscu
ssio
n o
n f
ind
ing
s,
su
mm
ari
se
AD
R I
ntr
od
ucto
ry a
ctivity:
Wh
at’s g
oin
g o
n?
S
tud
y o
f p
ress,
ch
oic
e o
f sto
rie
s f
or
dis
cu
ssio
n
Co
ntr
ibu
te t
o d
iscu
ssio
n,
no
tes o
n s
um
ma
ry
AD
R A
ctivity 1
.13
, p
xx
AD
R A
ctivity 1
.18
, p
xx
Su
nd
ay t
rave
l p
ress,
rele
va
nt
ne
ws s
tori
es,
e
g.
extr
em
e c
lima
tic
co
nd
itio
ns,
bo
mb
s,
he
alth
sca
res
Tra
de
ma
ga
zin
es a
nd
in
tern
et
tra
ve
l n
ew
s s
ite
s
16
T
ren
ds a
nd
fa
cto
rs
aff
ectin
g
de
ve
lop
me
nt
of
tra
ve
l a
nd
to
uri
sm
Ke
y s
tatistics
Stu
dy s
tatistics a
nd
id
en
tify
tre
nd
s
AD
R C
ase
stu
dy:
UK
re
sid
en
ts’ vis
its a
bro
ad
T
rave
l tr
en
ds r
ep
ort
s
AB
TA
tre
nd
s r
ep
ort
(w
ww
.ab
ta.c
om
)
AD
R A
ctivity 1
.19
P5
, M
3
17
T
ren
ds a
nd
fa
cto
rs
aff
ectin
g
de
ve
lop
me
nt
of
tra
ve
l a
nd
to
uri
sm
Re
aso
ns b
eh
ind
tre
nd
s,
facili
tate
d
iscu
ssio
n,
expla
in c
ase
stu
dy –
lif
esty
le
Pa
rtic
ipa
te in
dis
cu
ssio
n
AD
R C
ase
stu
dy:
Life
sty
le
AD
R A
ctivity 1
.20
, p
xx
P4
, P
5,
M3
18
T
ren
ds a
nd
fa
cto
rs
aff
ectin
g
de
ve
lop
me
nt
of
tra
ve
l a
nd
to
uri
sm
Kn
ow
led
ge
of
ke
y d
eve
lop
me
nts
in
all
are
as o
f tr
an
sp
ort
A
DR
Dis
cu
ssio
n:
Wh
at
is a
ne
w d
estin
atio
n?
A
DR
Activity 1
.21
(C
D)
P5
, M
3,
19
T
ren
ds a
nd
fa
cto
rs
aff
ectin
g
de
ve
lop
me
nt
of
tra
ve
l a
nd
to
uri
sm
Kn
ow
led
ge
of
facto
rs a
ffe
ctin
g
de
ve
lop
me
nt,
clim
ate
, te
rro
rism
, e
tc.,
re
vis
it n
ew
s
Ch
eck o
n a
ssig
nm
en
t p
rog
ress
AD
R P
len
ary
dis
cu
ssio
n P
art
icip
ate
in
d
iscu
ssio
n a
bo
ut
wh
at
ca
n b
e d
on
e t
o r
esp
on
d
to f
acto
rs
Sn
ow
ba
ll d
iscu
ssio
n c
ulm
ina
tin
g in
ke
y
reco
mm
en
da
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ctivity 1
.22
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-31
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to P
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9
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p 3
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3
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3,
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,D3
BTEC National Media Production Assessment and Delivery Resource
[10] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [11]
Un
it
31
T
o p
rese
nt
resu
lts o
f re
se
arc
h
Bo
ok r
eco
rdin
g e
qu
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en
t E
nsu
re r
oo
ms a
nd
fa
cili
tie
s a
re
ap
pro
pri
ate
fo
r p
rese
nta
tio
ns
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g p
rese
nta
tio
ns
Active
au
die
nce
me
mb
ers
fo
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the
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tio
ns
A/V
re
co
rdin
g e
qu
ipm
en
t P
3,
M3
,D3
32
T
o p
rod
uce
fin
al
wri
tte
n r
ep
ort
R
ep
ort
gu
ide
line
s
Un
it A
sse
ssm
en
t A
ctivity 3
P
rod
uce
fin
al w
ritt
en
re
po
rt
Pro
du
ce
wri
tte
n m
ate
ria
l to
su
pp
ort
p
rese
nta
tio
n
Un
it A
sse
ssm
en
t A
ctivity 3
S
B p
36
, A
DR
pp
26
an
d
27
P3
, M
3 D
3
33
T
o c
om
pile
fin
al
po
rtfo
lio o
f e
vid
en
ce
P
ort
folio
ch
ecklis
t C
om
pile
fin
al p
ort
folio
of
evid
en
ce
P
ort
folio
A
ll
34
A
sse
ssm
en
t re
vie
w
Ma
rke
d a
sse
ssm
en
ts
Un
de
rta
ke
an
y c
orr
ects
re
qu
ire
d t
o m
ee
t p
ass,
me
rit
an
d d
istin
ctio
n
Le
arn
ers
po
rtfo
lios
All
35
A
sse
ssm
en
t re
vie
w
Ma
rke
d a
sse
ssm
en
ts
Un
de
rta
ke
an
y c
orr
ects
re
qu
ire
d t
o m
ee
t p
ass,
me
rit
an
d d
istin
ctio
n
Le
arn
ers
po
rtfo
lios
All
36
U
nit O
ve
rvie
w
Co
urs
e m
od
ule
ro
un
d u
p w
ha
t h
ave
we
le
arn
t re
fere
nce
d t
o
ou
tco
me
s
Gro
up
dis
cu
ssio
n –
re
vie
w a
nd
fe
ed
ba
ck w
ha
t w
ou
ld y
ou
ha
ve
do
ne
diffe
ren
tly
Co
urs
e s
pe
cific
atio
n
BTEC National Media Production Assessment and Delivery Resource
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How to deliver the unit
In the completion of this unit learners need to demonstrate that they can apply a range of
methods and techniques associated with both primary and secondary research, and cover
both market research and production research. Learners will gain a greater understanding of
these different purposes of research and the associated research methods and techniques by
applying them to their own research projects.
After being introduced to the key research procedures and techniques, perhaps through the
completion of short practical exercises, learners can undertake specific market research and
production research projects that are linked with the production work undertaken in one or
more of their practical units. This will probably mean that the learners are working as part of
a production team, and this method of working offers further challenges to the tutor,
particularly in terms of the accurate documentation and assessment of an individual
learner’s contribution and level of achievement
Group work
Most media production work is undertaken by teams of people working together, rather than
by isolated individuals working alone. If an accurate assessment is to be made of the
progress of each individual learner in research, development and production of team
projects, such as creating video programmes, audio products, magazines or websites, then
witness statements and observational records that comment on the contribution of each
individual learner must be provided. Additional pre-production documentation and
supporting material produced by individual members of the team should also be included.
Minutes of meetings that document individual contributions and agreed action points are
another good source of evidence of an individual’s contribution to the developmental
process. Each learner also needs to get into the habit of producing an ongoing analytical
commentary on their work, the progress that they are making and the lessons that they have
learnt. The aim of this is to give assessors and moderators a clear idea of what learners were
trying to achieve and to what extent they succeeded.
Where possible these notes or commentaries can be written alongside the examples of the
practical work in the final portfolio. Alternatively, they can be collected together in a
separate log or diary. Commentaries do not necessarily have to be written, and some
learners might want to think more creatively and record their thoughts and comments on to
disc or tape to submit with their portfolio.
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 13 [13]
Theory into Practice 1
Do an Internet search for the names and details of some of the commercial companies that offer a market
research service to media companies. What range of services do they offer?
Use Worksheet 1.1 to record and document the commercial companies you find.
1.1: Understand the purposes of research in the media industries
The two main forms of research undertaken by the media industries are market research
and production research and it is important that learners understand the purposes of each
these forms of research and what they involve.
Market research
Several of the following activities make use of current magazine publications. It is a good
idea to accumulate a research bank of current newspapers, comics and magazines to use
with different classes. Having the actual product in the classroom allows the learners to go
beyond just analysing the front page (although this is, of course, very important,
particularly for attracting the potential reader in the first place), and to look in more detail
at the actual content and the type and range of advertisements, stories, articles and features
that it includes.
Commercial research organisations
The student book introduces learners to some of the organisations whose main role is to
undertake market research on media audiences and products. In addition to these
organisations, there is a growing number of commercial agencies that offer research and
analysis services to media producers, advertisers and regulators.
The first Theory into Practice activity allows learners to find out more information about
these commercial companies and involves them undertaking some initial Internet based
research that has a clear focus and requires the finding of specific information.
Tutor tips
Learners will already be familiar with using Internet search engines such as Google to
identify potential sources of information and by simply typing in the phrase “market
research” they will be given an literally millions of potential sites to investigate. An
advanced search can be used to narrow down the options, but at this stage it is useful for
learners to begin to discriminate between the different options.
The portal at marketresearchworld.net is a good starting point and gives definitions of
some of the jargon used as well as a list of current companies.
At the time of writing two interesting companies that specialise in the media sector can be
found at: brmb.co.uk and freshminds.co.uk, but the industry is a fast changing one and
learners should be able to easily find three or four companies to investigate further.
BTEC National Media Production Assessment and Delivery Resource
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Activity sheet 1.1 Secondary research into commercial organisations
Student book 1 pp xx–xx
Use the table below to keep a record of the commercial research organisations that you
found out about when completing the Theory into Practice task on page xx of the student
book. Use the third column to write down a summary of the services that they offer and
any other interesting things that you found out.
Name of organisation Contact details Services offered
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 15 [15]
Theory into Practice 2
Conduct some research of your own to find examples of advertising that is clearly targeted at a specific
age group.
Try to include a range of different media.
For printed media you could look in a selection of comics, newspapers and magazines to see if there is a
clear relationship between the types of products advertised and the target readership.
You could also record a selection of different television programmes from a commercial station to see
what advertising and sponsorship they attract, and look at the pop-ups and banner advertising within a
range of different websites.
Advertising analysis: age targeting
The following Theory into Practice activity can be introduced in class as a group activity
before learners are then set the task of conducting their own research, either by themselves
or as part of a small working team.
Tutor tips
Collect some current examples of adverts that are clearly targeted at specific age groups to
use as the basis for a group discussion. Good printed sources include children’s comics,
teenage magazines such as Bliss and Sugar, lifestyle and computer game magazines.
Choosing examples of adverts that clearly target specific age groups within the readership
profile of a particular newspaper or magazine will help the learners to understand the
relationship and allow them to undertake the rest of the activity on their own.
The adverts can be photocopied and handed out, or scanned and projected on to a
whiteboard. Web adverts and moving image adverts can also be shown to the whole class
via the whiteboard.
After allowing students time to analyse each advert ask:
What is being advertised?
What techniques have been used?
What age group is being targeted?
What media product do you think this is from?
Give the students Worksheet 1.2 to record and document their findings.
The actual details can then be given and the learners given chance to discuss the
relationship is between the adverts and the media products themselves. This is a more
complex part of the activity and you might have to provide a summary of the media
product to the learners and encourage them to make the connections between the content,
style and message of the adverts and the media product within which they are located and
the targeted audience. To illustrate the direct relationship between the advert and the
content of a newspaper of magazine, point out the positioning of adverts next to articles on
related topics. Sunday papers are good for this as they are already divided into subject
sections and the readership profile is readily available from the NRS website.
BTEC National Media Production Assessment and Delivery Resource
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Worksheet 1.2 Advertisement analysis
Student book 1 pp xx–xx
Use this worksheet to help you analyse a selection of the adverts in your chosen media
products. Write down as much information in the boxes provided about what you can see
and what meanings are communicated to you.
Advert Analysis
Name/title of media product: Type of media product:
Target audience
Description of advert
Description of advert
Description of advert
What does this analysis tell you about the relationship between the adverts and the media product?
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 17 [17]
Theory into Practice 3
Look at a range of magazines and identify some of the ways in which they try to target men and women.
Assess how successful you think they have been.
Advertising analysis: Gender targeting
The following Theory into Practice and Activity sheet 1.3 can be used as an extension
activity following on from the age analysis, and allows learners to look at specifically at
gender within the magazine market.
Tutor tips
It can be introduced in class as a whole-group task before learners undertake their own
research. Carefully choosing examples that clearly illustrate the ways in which images and
text are manipulated and combined to attract a specific readership will help the learners to
understand the key points for them to look out for in their own research.
BTEC National Media Production Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 18[18]
Activity sheet 1.3 Magazine analysis – gender
Student book 1 pp xx–xx
Look at a range of magazines and identify some of the ways in which they try to target
men and women. Begin by looking at examples of front pages before examining the more
detail the actual content of the products. Assess how successful you think they have been
Choose one magazine to analyse using the form below. Write down as much information
in the boxes provided about what you can see and what meanings are communicated to
you.
Magazine Analysis
Title of Magazine: Date of Issue: Cost:
Front Page
Main Image
Other Images
Main heading
Other headings
Details of promotions or special offers
Overall colour
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 19 [19]
Inside Pages
Range of articles/features
Types of products/services advertised
Additional features (e.g. crosswords, quizzes, cartoons, competitions)
Audience targeted
BTEC National Media Production Assessment and Delivery Resource
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Theory into Practice 4
Explain why advertising has become such an important part of the media products that we consume.
Do you think advertising is more or less effective than it used to be?
Theory into Practice 5
Find examples of different sorts of advertising within a range of media texts. Consider to what extent these
adverts actually work getting the right message across to the intended audience.
The place of advertising in society
This next Theory into Practice activity allows learners to consider advertising in a little
more detail and to think more carefully about its role and status and the way in which our
knowledge and understanding of advertising, and the effect that it has on us, has changed
over time.
Tutor tips
Introduce the task with the following discussion topic: “Should we love or hate advertising
in the media?”
Try asking learners to discuss the topic in small groups before contributing to a whole
class debate. You can divide the learners into Love and Hate groups to put the case for and
against advertising. This can lead into a more open discussion about why it has become
such an important aspect of most of our media products. Use examples to show how
advertising is now an integral part of most of the media products that we consume and is a
significant source of funding.
Extend the discussion to consider the effectiveness of advertising to an audience that is
more media literate than ever. Use examples of recent advertising campaigns that have use
novel methods and techniques to get their message across.
Different advertising techniques
The following Theory into Practice activity allows learners to find their own examples of
adverts that use a range of different methods and techniques to get their message across.
Learners should be encouraged to include a broad range of examples and be able to
critically discuss the methods and techniques used.
Tutor tips
Learners should be encouraged to look first at the meanings generated at the level of
denotation, by first describing what they can actually see (and hear) in the advert before
then moving on to discuss what messages are communicated at the level of connotation.
Portfolio hint
Copies of a selected sample the actual adverts that they find should be included with their
final portfolio together with their written analysis. These examples are important for those
learners who are aiming for a merit or a distinction grade and they should ensure that they
use the correct terminology when undertaking the evaluation.
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 21 [21]
Theory into Practice 6
Research and compare the latest viewing and listening figures for a range of commercial and BBC programmes. What do the figures tell you about the different programmes. Record your results on Activity
sheet 1.4.
The unique position of the BBC
Although not a requirement of the unit itself, all learners studying the media will benefit
from having a clear understanding of the structure, role and function of the BBC and its
unique status as a licence-fee funded body with a public service remit in an increasingly
commercial and multinational media environment. This activity will require learners to
apply a range of market research skills.
Tutor tips
Viewing figures are readily available in a number of newspapers, magazines and websites.
Extension activity – Relative popularity of programmes
Learners can use the data from Activity sheet 1.4 to draw some conclusions about the
relative popularity of different types of programmes (soaps and reality TV programmes
verses news and documentaries for example), and the extent to which the BBC is seen to
be in competition with the commercial broadcasters.
Tutor tips
The extension activity can be used to encourage a more detailed and in depth approach to
the research undertaken. Learners might want to consider the extent to which the BBC
should be competing with commercial companies by providing similar programme types,
and what the consequences would be if they decided to focus more clearly on their public
service remit.
The future of the BBC is a topic that many people have an opinion on and learners should
be able to find a range of different views and opinions expressed within the media itself.
Their task here is to try to understand the different viewpoints and the politics that
underpin them, and to try to draw their own conclusions as to what the future might hold.
BTEC National Media Production Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 22[22]
Worksheet 1.4 Viewing figures
Student book 1 pp xx–xx
Research and compare the latest viewing and listening figures for a range of commercial
and BBC programmes.
1. What do the figures tell you about the different programmes? Include at least ten
examples of different types of programme.
BBC TV Commercial TV
Programme Title
Channel Viewers Programme Title
Channel Viewers
Unit 1: Research techniques for the media industries
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 23 [23]
Theory into Practice 7
Write a list of the problems a crew might face when out on location. How might a recce help to overcome some of these?
Theory into Practice 8
Write a list of the potential sources of income that are available to your type of media product.
How much income do you think you could generate from these sources?
What would you need to do to try to get this income?
Theory into Practice 9
Do some research to find up to date information about potential source of production funding.
Theory into Practice 10
Write down the different roles that you would need people to undertake if you were to launch your proposed product onto the market?
Production research
The second main type of research covered by the student book is that related to the
production process itself, and the next set of Teaching into Practice activities will all help
the learner to understand what this type of research involves and what skills they need to
apply.
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Theory into Practice 11
Carry out an initial skills audit
To do this you will need to do the following:
1. Write a list of all the equipment you already have experience of using.
2. Describe the level of media production skills and techniques you already have for each item of
equipment.
3. Identify any gaps and any areas that you need to develop further.
4. Draw up an action to further develop your existing skills, and to fill any gaps that you have identified.
Try to use SMART targets in your action plan. This means they need to be Specific, Measurable,
Achievable and Realistic, and within an appropriate Timescale.
Production skills
Learners will be more engaged and motivated if learning activities are linked to the actual
production work that they are undertaking in their practical units, and they can use some
of the worksheets produced for some of these practical units when undertaking these
activities.
Skills audit
Tutor tips
This is a particularly important first step to learners understanding and then developing
their level of skill in operating a range of different media technology. If carried out well, it
should provide learners with a baseline from which they can plan a programme of
developmental activities and measure the progress that they have made.
Activity sheet 1.5a is a skills audit that allows the learners to assess their current
production skills using a SWOT analysis.
Activity sheet 1.5b encourages learners to put an action plan in place to improve their
production skills.
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Activity sheet 1.5a Production skills: SWOT analysis
Student book 1 pp xx–xx
Carry out an initial production skills audit.
1. Write a list of all the equipment you already have experience of using.
2. Describe the level of media production skills and techniques you already have for each
item of equipment.
3. Identify any gaps and any areas that you need to develop further.
Use this SWOT analysis table to identify Strengths, Weaknesses, Opportunities and
Threats in your skills audit.
Strengths Identify the skills that you already have here:
Weaknesses Identify the skills that you need to develop here:
Opportunities Identify the things that will help you to develop
here:
Threats/Barriers Identify things that might hinder your development
here
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Worksheet 1.5b: Production skills action plan
Student book 1 pp xx–xx
1. Draw up an action plan on the form below to further develop your existing skills, and
to fill any gaps that you have identified. Use SMART targets in your action plan. This
means they need to be Specific, Measurable, Achievable and Realistic, and within an
appropriate Timescale.
Skill:
How Help When Progress
Skill:
How Help When Progress
Skill:
How Help When Progress
Skill:
How Help When Progress
Skill:
How Help When Progress
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Theory into Practice 12
Do some research of your own to find out the different costs of buying advertising time in a range of
different media products. To what extent do you think they provide good value for money
Advertising: costs and returns
This final activity of the section links directly to the learners’ production work and
reminds them of the important role that advertising revenue plays in media production,
and the need to also use this powerful resource to successfully market and promote their
own products.
Tutor tips
A careful Internet search will allow learners to research some of the costs of placing
adverts in a range of different products and this can be followed up by direct enquiries to
specific media producers for rate cards.
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Theory into Practice 13
If YOU were completing a questionnaire for somebody else, what are the features that would encourage
you to answer truthfully, and what would put you off?
Theory into Practice 14
What do you think the advantages and disadvantages are of the different ways of presenting your
questionnaire? Use Activity sheet 1.6 to summarise your thoughts.
1.2 Be able to apply a range of research methods and techniques
Undertaking Primary Research
Questionnaires
Questionnaires are a key feature of primary research and it is likely that most, if not all of
the learners will produce and administer their own questionnaire as part of the research
that they will undertake when developing their practical work in their option units.
The first task in this section asks learners to think about the design and format of
questionnaires so that they can begin to identify what constitutes good practice within this
form of primary research.
Tutor tips
This activity can be introduced with a whole class discussion, with half the class asked to
consider the first part of the question and the other half the second.
The points made should be written up and recorded by the group as a whole so that they
can remember them and incorporate the key features into their own questionnaires that
they will produce later.
If they get stuck then you can prompt them to think about:
length of questions
style of questions
the way the questions are presented e.g. on the page or asked in person
what sort of questions are asked
how respondents are asked to reply
location where respondents are asked to complete the questionnaire
offering an incentive
timescale.
They can then go on to do the following individual activity.
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Activity sheet 1.6 Presenting questionnaires
Student book 1 pp xx–xx
1. What do you think the advantages and disadvantages are of the different ways of
presenting your questionnaire?
Use the table below to summarise your thoughts.
Ways of presenting a questionnaire
Method Advantages Disadvantages
Face-to-face in street
Via telephone
By post
By e-mail
On-line website
In a magazine
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Assessment Activity
Design a simple questionnaire that uses a mixture of both open and closed questions as well as at least
one of the scales you have learnt about.
Use the questionnaire to survey a chosen group of people
Analyse the results and write up the findings in a short report
Assessment activity
The following activity using Activity sheet 1.7 can either be used as an assessment activity
that will produce evidence for their final portfolio, or as a formative activity that will
allow the learners to practise and apply the skills needed for this fundamental aspect of
primary research.
Tutor tips
The activity introduces learners to the different aspects of effective questionnaire design,
and it is important to note that students working at this early stage of the course may well
require considerable support and guidance in planning the theme and content of the
questionnaire, devising and writing appropriate questions and choosing the right sample.
If used as a formative task then it is important that it does not become too large or
complex and that the learners do not try to undertake too large a survey that includes too
many questions and too many respondents. It is much better at this stage if they produce
quite a short questionnaire that is then tested out with a small sample of students. The
focus should be on the techniques that they are practising and not the results obtained.
In this formative context it doesn’t really matter what the actual theme of the questionnaire
is. Students could, for example, choose to find out about the media habits of their
classmates or other students at their school or college, and devise a relatively
straightforward set of questions that asks people about the amount of
TVs/computers/DVD and CD players they have access to as well as more probing, open
questions about what they think about particular media products or services.
You can organise this task as an individual or small-group activity and it is also good for
encouraging the more reluctant learners to venture out of the classroom and to interact, in
a purposeful way, with other students.
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Activity sheet 1.7 Designing a questionnaire
Student book 1 pp xx–xx
1. Design a simple questionnaire that uses a mixture of both open and closed questions as
well as at least one of the scales you have learnt about.
2. Use the questionnaire to survey a chosen group of people
3. Analyse the results and write up the findings in a short report
Read pages XXX of the student book and then use the template below to help you design
your first questionnaire.
Title of Research project:
Brief description of what the research project is trying to find out
Some closed questions that will give you some basic information about the people your are completing the questionnaire (e.g. age, gender, occupation)
Mix of open and closed questions that will get you the information and opinions that you need
Information on what people should do after completing the questionnaire.
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Activity sheet 1.8 Tally chart
Student book 1 pp xx–xx
Use the template below to make your own tally chart. This will help you to understand the
answers that you get from your questionnaire. Look at the example on page XXX of the
student book for an example of how to complete the tally
Question Answers Number of responses Total
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Theory into Practice 15
Think about your own communication skills. Are you confident when speaking to other people? What can
you do to improve the way in which you get your ideas across?
Theory into Practice 16
Look carefully at the way in which skilled politicians present themselves to an audience and to the camera. Consider the hand and arm movements that they use. How do these make them look decisive and in
control of the situation?
1.3: Be able to present results of research
The results of the research need to be presented. The form of presentation does not
necessarily have to be in a written report but can be an oral presentation to the rest of the
class or in a suitable audio-visual format.
Developing presentation skills
The following four Theory into Practice activities all help learners to assess and develop
their own presentation skills and prepares them for the final assessment activity in which
they can choose to present their final results in the form of an oral presentation.
Tutor tips
The idea of an oral presentation might be an attractive one to some learners and the
student textbook outlines some of the key aspects of effective communication. Learners
choosing this option will benefit from explanations and demonstrations of the key
communication skills that need to be employed and from being given the opportunity to
practise and refine their techniques.
Learners may need guidance as to the best way to structure and organise their presentation
so as to include all of the salient features and to employ visual aids that are supportive
rather than intrusive. Constructive feedback from peers and tutors alike is important if a
learner’s confidence is to increase and their ability to present in front of an audience is to
improve.
Video recording practice presentations, and then reviewing them with the people involved,
is one of the best ways of evaluating and improving a learner’s communication skills and
presentational abilities, but some might need persuading that it’s a good idea before they
agree to performing in front of the camera!
It is of course important that the final presentations are recorded to allow the moderator to
view this crucial part of the assessment process for the unit.
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Unit assessment activities
End of Unit assessment activity 1
Students need to think carefully about the different purposes of research in the media industries.
Then,describe and explain the different purposes of market and product research, making sure
they cover both market research and product research.
Completed work can be presented in both written and oral form and should be
accompanied by appropriate notes, logs and diaries as well as examples of research
material that the learners have studied.
Appropriate subject terminology should be used throughout and learners should ensure
that they have expressed their ideas clearly and fluently. Initial drafts can be handed in
for formative assessment and feedback and can then be further worked on by the
learners before they submit their final version for summative assessment.
This assessment activity will allow learners to cover P1, M1 and D1 of the learning
outcomes for this unit.
End of Unit assessment activity 2
To successfully cover learning outcomes P2, M2 and D2 learners will need to submit
evidence in their final portfolio that shows that they have applied relevant research
methods and techniques when undertaking both market and product research.
If learners have linked their research with their practical production work as suggested
then their task here is to gather together this research material and organise it so that it
shows clear evidence that all of the learning outcomes for 1.2 have been met.
Worksheets 1.9a and 1.9b can be used to help students log and record their use of
primary research methods and secondary research sources.
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Worksheet 1.9a Primary research
Use the table below to keep a record of the primary research methods that you use.
Method used Notes/Summary Date used
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Worksheet 1.9b Secondary research
Use the table below to keep a record of the secondary sources (e.g. books, magazines and
internet sites) that you use when doing your secondary research.
Title or address Notes/Summary Date used
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If learners decide to do an oral presentation then they will need to include a recording
of it in their final portfolio of evidence as well as any additional supporting material.
They will benefit from undertaking a mock presentation first and reviewing the results
carefully.
As with Assessment Activity 1, learners should be encouraged to submit work for
formative assessment and feedback before handing in their final portfolio of work for
summative assessment.
End of Unit assessment activity 3
To meet the final set of learning outcomes you need to present your research project in the form of
an oral presentation or a written report, or both. The content and quality of this presentation will
mean that you are awarded a pass, merit or distinction grade.
– To achieve a pass grade for this learning outcome you need to present the results of the
research that you have carried out in the form of an oral presentation or a written report, or
both. Whichever form you use you will need to make sure that you have used at least some
appropriate subject terminology to be sure of a pass grade.
– To achieve a merit grade you will need to ensure that the presentation of the results has been
done competently and that your ideas are expressed with clarity.
– To achieve a distinction grade you will need to also ensure that the correct terminology is used
througout and that the language is fluent and used in the right context. Your meaning will need
to be clear at all times and the attention of the reader or audience will need to be maintained
throughout.
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Unit 1 Further resources
Websites
Many of the institutions and organisations listed in the student book have websites. Learners
are encouraged to visit these to obtain the latest up-to-date information.
The website addresses given were correct at the time of writing, and tutors are advised
to check that they are still valid, and that the material is suitable to support student
learning.
The following list contains information on some of the key sites.
Audit Bureau of Circulation www.abc.org.uk independent audit watchdog service for
printed publications.
The Beat Suite www.beatsuite.com a music library specialising in producing and providing
royalty-free production music and sounds for the multimedia, broadcast and computer
games industry.
The British Film Institute www.bfi.org.uk/education promotes understanding and appreciation of Britain's film and television heritage and culture, and contains an education section that provides teaching resources and background reading.
British Board of Film Classification www.bbfc.co.uk the official website of the
independent regulator of the film and video industry in the UK
Broadcasters' Audience Research Board www.barb.co.uk responsible for providing
estimates of the number of people watching television. More detailed reports and data
available to subscribers to the service.
Film Pur http://www.filmpur.com/ established specifically to give advice and support to
film crews coming to shoot in the UK from the Indian subcontinent.
MediaCollege.com www.mediacollege.com a free resource website providing educational
and reference material in the field of electronic media.
Media UK . http://www.mediauk.com independent media directory for the UK, lists
websites, addresses, telephone numbers, programme schedules, live links and more for all
areas of the online media.
Newspaper Marketing Agency www.nmauk.co.uk provides detailed demographic
information on a range of newspapers.
The National Readership Survey www.nrs.co.uk provides estimates of the number and
habits of people reading newspapers and magazines.
Newspaper Society www.newspapersoc.org.uk represents regional newspaper publishers,
providing links to individual member companies’ websites.
Ofcom (Office of Communications) www.ofcom.org.uk the regulator for non-BBC radio
and television and some aspects of the BBC’s output.
Periodical Publishers Association www.ppa.co.uk represents magazine publishers,
providing links to individual member companies’ websites.
Radio Joint Audience Research Limited www.rajar.co.uk measures and profiles the
audiences of UK radio stations.
Sector Skills Councils: The Sector Skills Councils that represent the media industries are:
Skillset www.skillset.org who represent the audio-visual industries
E-skills http://www.e-skills.com/ who represent the multimedia industry
Proskills www.proskills.co.uk who represent the print industry.
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The websites of the leading hardware and software manufacturers are also valuable sources
of information about the latest equipment and technology that is available for media
production.
Further reading
Research
Berger, A. Media Research Techniques (Sage, 1998)
Chater, K. Research for Media Production, 2nd Edition (Focal Press, 2001)
Emm, A. Research for Television and Radio (Routledge, 2002)
Field, M. Researching for Writers (A & C Black, 1996)
Flint, A. User’s Guide to Copyright (Butterworths, 1997)
Mishler, E. Research Interviewing (Harvard University Press, 1986)
Stokes, J. How to Do Media and Cultural Studies (Sage, 2003)
Communication and presentation techniques:
Beck, A, Bennett, P and Wall, P. Communication Studies: The Essential Resource
(Routledge, 2004)
Burton, G. and Dimbleby, R. More Than Words: Introduction to Communication
(Routledge, 1998)
Fisk, J. Introduction to Communication Studies (Routledge, 1990)
Gill, D. and Adams, B. ABC of Communication Studies (Nelson Thornes, 1998)
Hickson, M. and Stacks, D. NVC: Nonverbal Communication : Studies and Applications
(William C. Brown, 1992)