© George Spencer School 2010 AS Media Studies G322 Key Media Concepts: TV Drama
Editing lesson 1
Learning Objectives of lesson
ALL/grade D
To be able to identify
different types of transitions
Attitudes
Skills
Knowledge
Resources:
(incl syll/NC refs and levels)
MOST/grade C
To be able to understand
why some transitions are
used and analyse the
effects created
SOME/grade A
To be able to analyse the function
of editing within a text with fluency
Projector and Youtube
Copies of the handouts for wider reading
Cards for matching exercise
Extract from McDougall on soaps (pp. 87-88)
**
**
Environment
for
learning/Key
words
CUTTING: shot/reverse shot, eyeline match, graphic match, action match, jump cut,
crosscutting, parallel editing, cutaway, insert
OTHER TRANSITIONS: dissolve, fade-in, fade-out, wipe, superimpose, long take, short
take, slow motion, ellipsis and expansion of time, post-production, visual effects
ICT, Literacy, Numeracy, Inclusion (Gender/IN/G&T) , SMSC
Connect
Starter:
Big Picture:
Meanings Matching exercise. Rules You must only speak to one person at a time, find
a space and confer on your slips. No shouting out across the group. Split groups into
two groups, this could be done on hair colour, gender or some other means. Give half
the class a pile of definitions; give the other half a pile of terms. They take two each and
try to find their matching pair. When they have found a pair that matches they can take
another from their relevant pile.
Editing is one of the harder areas to analyse, but needs to be covered for the exam.
Outcomes:
By the end of the two lessons you will be able to identify different types of transitions
Activate
(Introduction,
VAK)
Additional
comments
30
70
Watch an extract of Eastenders twice and analyse the editing, looking especially at
cross-cutting, shot reverse shot and the ideas of continuity editing.
In pairs students write about how the editing works and the effect of the editing on the
audience.
Watch the opening of Hollyoaks and consider how it uses editing differently
Discussion: How do soaps use editing differently to other genres?
Consolidate
(Plenary,
Homework)
10
Discuss why editing is used. What is its purpose? Students give ideas of how it works
and why.
Explain the concept of Continuity editing.
Watch the opening of Psycho (Hitchcock 1960) http://uk.youtube.com/watch?v=rOCzvyhrCU and ask students to make notes on how the editing works. Feedback then read
through the analysis in Roberts and Wallis pp 49-51
Watch again and comment
Demonstrate
(Development,
MIs)
time
Consolidate on soaps – read through the extract on soaps from McDougall book.
Students return to the cards used for the matching exercise at the beginning of the
lesson and look at all of the definitions. They need to find ways of learning the different
terms eg Spider diagram/ powerpoint/ making their own video
Homework:
1. Learn the terminology for editing
2. Background Reading:
Roberts, G and Wallis, H Introducing Film (Arnold 2001) pp. 35-43
Holland, P The Television Handbook (Routledge 1997) pp. 98-101
This resource is good for editing: http://classes.yale.edu/filmanalysis/htmfiles/editing.htm There are video examples of many of the techniques
Comments from Forum:
I don't think you need to find texts specifically to focus on editing - better to find texts that
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© George Spencer School 2010 AS Media Studies G322 Key Media Concepts: TV Drama
focus on the representation of specific social groups. Any TV drama will construct its
characters out of recognisable social traits and then attempt to position its audience in relation
to these constructions - this is the basis of representation. A great deal of this process occurs
through the editing of a sequence. Your students should be able to see this at work through
the amount of screen time that a character is given, the degree to which their actions or
dialogue motivate the editing, the use of point of view and reaction shots to create or deny
audience proximity, the supply or restriction of narrative information which positions the
audience in relation to characters' knowledge and so on.
James Baker
e-learning
independence
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interdependence information literacy
problem solving enrichment