A2 Media Studies Student Handbook

2009-2010

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Table of Contents

Handbook Purpose

A2 Media Studies at a Glance

Policies—Homework, Attendance & Punctuality, Class Materials

English/Media Faculty KS5 Work/Behavioural Policy

A2 Course Overview

Sequence of Course

Coursework Deadlines

Coursework Tips—General, Main Task (Music Video), Ancillary Tasks, Blog,

PowerPoint

Marking Criteria for Unit G324: Advanced Portfolio in Media: Music Video

and Ancillary Tasks (Website, Cover of CD/DVD, Magazine Advertisement)

Marking Criteria for Research and Planning (Blog)

Marking Criteria for Evaluation (PowerPoint)

OCR G324 Guidance Notes and Music Websites

Unit G325: Critical Perspectives in Media Exam Information

G325 Exam Tips

G325 Sample Exam Questions

Grade Boundaries

Out-of-Class Time

Must Know Media Terms

Exam Specimen Paper: G325

Health and Safety for Filming

Working Off-site

Handbook Purpose

The purpose the A2 Media Studies Course handbook is to outline the tasks, requirements and coursework deadlines of the A2 Course. Furthermore, this handbook is expected to be used as a reference tool, where by students refer to its sections for guidance regarding homework, coursework expectations, marking criteria and examination tips.

A2 Media Studies At a Glance

The purpose of this course is to develop a range of media production skills and to assess a candidate’s knowledge and understanding of media concepts, contexts and critical debates.

The ‘G324 Advanced Portfolio in Media’ is a coursework unit. Students are expected to create and promote a brand identify for a band/music group/recording artist. The students must create a music promo video and at least two of the following three choice; (1) website, (2) CD/DVD cover, (3) magazine advertisement. In doing so, students must ensure their media products engage a specific target audience through a variety of platforms, maintaining a consistent house style throughout all three of their mediums. Students track their research and planning via a blog and present a PowerPoint evaluation in front of the class at the conclusion of the coursework unit.

The ‘G325 Critical Perspectives in Media’ exam consists of two sections. Section A consists of two questions and section B consist of one question.

In Section A, Question 1, candidates are asked to evaluate their progression of skills in one or two areas from their Foundation Portfolio to their Advanced Portfolio. In Section A, Question 2, candidates must evaluation any one of their production pieces in relation to only one theoretical media concept.

In Section B, candidates are required to have an understanding of contemporary media texts, industries, audiences and debates within the Media and Collective Identity topic.

This is a practical course that involves an intense amount of writing, a moderate to advanced level of computer/editing software skills and the discipline to spend a substantial amount of time working outside of the classroom.

Policies—Homework, Sanctions, Attendance & Punctuality, Class Materials

HomeworkStudents are set homework every lesson. This may include;

1. Preparation or the following lesson2. Reading and focussed note-taking3. Background research/reading4. Viewing Films/TV Dramas5. Preparation for presentations6. Preparing essay plans7. Short answer questions8. Blogging9. Writing-up and revisiting lesson notes10. Filming/Interviewing/Storyboarding

Incomplete or late work will not be tolerated. Failure to complete homework on time may negatively affect the student’s research and planning coursework mark (grade).

Attendance & PunctualityStudents are expected to arrive to class on time. A student who is late without a valid reason will not be permitted to enter the room. Where attendance becomes a concern, the Head of KS5 and the Sixth Form Management will be informed. Students are not permitted to leave the lesson prior to the teacher’s dismissal.

Exactly the same standards and rules apply to the Sixth Form students as to the rest of the school regarding:

Politeness and respect to staff and fellow pupils Eating, drinking and chewing in lessons (No eating in the Media Lab) Appropriateness of language in class Completion of work both in and out of the classroom Appearance Plagiarism Attendance and punctuality

Class MaterialsStudents are expected to bring the following items to every lesson.

Notebook/Binder A2 Media Studies Handbook 2 Pens and 2 Pencils Planner/Homework Diary Homework/Notes

English/Media Faculty KS5 Work/Behavioural Policy

CLASSROOM TEACHER:Any rudeness, laziness, persistent lateness or absence, failure to complete homework and/or lack of preparedness.

KEY STAGE 5 COORDINATOR INTERVENTION or HEAD of MEDIA:Persistent/blatant offenders will be reported to the KS5 Coordinator or Head of Media.

HEAD OF FACULTY INTERVENTION:

If no significant improvements are seen the student will be withdrawn from studying English/Media.

A2 Media Studies Course OutlineExam: G325 Critical Perspectives in Media50% of A2, 25% of A-LevelSections Task Marks Allotted

TimeSection A, Question 1 : Theoretical Evaluation of Production

Question one requires you to describe and evaluate your skills development over the course of their production work, from Foundation Portfolio to Advanced Portfolio. The focus of this evaluation must be on skills development, and the question will require you to adapt this to one or two specific production practices. The list of practices to which questions will relate is as follows:

Digital Technology Creativity Research and planning Post-production Using conventions from real media texts

In the examination, questions will be posed using one or two of these categories.

Where candidates have produced relevant work outside the context of their A Level media course, they are free to additionally refer to this experience.

25 2 Hours

Section A, Question 2 : Theoretical Evaluation of Production

Question two requires you to identify one production and evaluate it in relation to one media concept. The list of concepts to which questions will relate is as follows:

Genre Narrative Representation Audience Media language

In the examination, questions will be set using one of these concepts only. In some circumstances, you will be expected to select the production that appears to relate most effectively to the specific concept that arises in the exam question. However, the requirement for you to evaluate one of their productions in relation to a concept does not assume that the concept will necessarily always fit easily and in an orthodox way. Thus in some cases you will be describing you productions in terms of them not relating straightforwardly to the concept. Whether you apply the concept to the product or use the production to challenge the concept, it is essential that you are sufficiently knowledgeable about the concept for either approach.You may choose to write about work undertaken at AS or A2, main task or preliminary/ancillary.

25 See Above

Section B: Contemporary Media Issues

You must answer one question of a choice of two questions under the area of Media and Collective Identify You are required to have an understanding of contemporary media texts, industries, audiences and debates within the Media and Collective Identity topic.

You must prepare beforehand for this section of the exam by evaluating specific case studies, texts and debates, so you can demonstrate understanding of the contemporary issue. This understanding must combine knowledge of at least two media and a range of texts, industries, audiences and debates, but these are to be selected by you.

You must be prepared to answer an exam question that relates to one or more of the following four points.

Media and Collective Identity

How do the contemporary media represent nations, regions and ethnic / social / collective groups of people in different ways?

How does contemporary representation compare to previous time periods? What are the social implications of different media representations of groups of people? To what extent is human identity increasingly ‘mediated’?

There should be emphasis on the historical, the contemporary and the future in relation to media and collective identify, with most attention on the present.

You may explore combinations of any media representation across two media, or two different representations across two media. Some examples are: National cinema, television representations, magazines and gender, representations of youth and youth culture, post-9/11 representations of Islam, absence / presence of people with disability in two media.

50 See above

Coursework: G324: Advanced Portfolio in Media50% of A2, 25% of A-Level

Artefact Task MarksProduction A promotion package for the release of an album, to include a music promo video, together with two of the following three

options: a website homepage for the band;

60 marks

a cover for its release as part of a digipak (CD/DVD package); a magazine advertisement for the digipak (CD/DVD package).

All of the above material must be produced by you with the exception of acknowledged non-original sound or image material used in a limited way in video/radio work.

For music video, permission should be sought from the artist for use of the audio track.

Production work for the main text in the Advanced Portfolio may be in the same medium as AS work or a different medium.The ancillary tasks will ensure that you have the opportunity to explore a different medium at some point in their production work.

G324 Blog (Research and Planning)

You will evaluate and reflect upon the creative process and their experience of it. You will do this by using a blog. You must track your progress and make sure the below areas are continually addressed. Many of the class work and homework assignments that are set will relate the below areas and/or aide in the development of the below areas.

Research into similar products and a potential target audience. Organisation of actors, locations, costumes or props. Work on shot lists, layouts, drafting, scripting or storyboarding. Time management. Presentation of the research and planning. Skill in the use of digital technology or ICT. Communication skills.

20 Marks

PowerPoint Presentation (Evaluation)

You will evaluate you work electronically via a PowerPoint Presentation. The evaluation must answer the following questions:

In what ways does your media product use, develop or challenge forms and conventions of real media products? How effective is the combination of your main product and ancillary texts? What have you learned from your audience feedback? How did you use media technologies in the construction and research, planning and evaluation stages?

20 Marks

Blog OutlineYou will keep two sections in your blog. Outlined below is what should be included in each blog section.

G325 Blog Section: Case Study Work, Work Relating to Miss Hendley’s classes. G324 Blog Section: Production Work, Work relating to Mr. Dunford’s classes.

Sequence of Course

Autumn Spring Summer

Teacher A Coursework: deadline Xmas

Theoretical Evaluation – linked to coursework

Revision

Teacher B Contemporary Media Issues: Collective Identity

Contemporary Media Issues: Collective Identity

Revision

Coursework Deadlines

Item Date Method of DeliveryRough Ancillary Task One and Two

Posted on Blog.

Rough Cut—Music Video

Posted on Blog.

Final Cut—Music Video and Ancillary Tasks One and Two

Embedded on blog and burned on CD with menu screen. The menu screen MUST contain your name, school, centre number and candidate number. Write this information on your CD as well.

PowerPoint Presentation and Completed Blog

Presentation in front of class. You MUST burn the presentation on to a CD with your name, school, centre number and candidate number. Write this information on your CD as well.

Coursework Tips—Music Video, Ancillary Tasks, Blog, PowerPoint

General1. Conduct thorough research

Primary Research-distribute the questionnaire to a specific target audience.-use a variety of open and closed questions.

Secondary Research-analyze a variety of related media texts-use a variety of sources i.e. websites, journals, media products.

Tip: cite research sources accurately i.e. name and date of websites accessed, name and publication year date.Tip: Show results in quantitative form i.e. pie charts and graphs.Tip: Show results in qualitative form i.e. views and preferences of the target audience.Tip: Explain how the results of the research will be used to inform creative decisions in the production.

2. Develop Role Charts3. Conduct Risk Assessments4. Show drafting process of storyboards5. Develop Shooting Scripts6. For websites, include site map7. Include rough drafts of websites, CD/DVD Covers, Magazine Advertisements8. Maintain a tangible link between all three media products

Use still frames from a video sequence within a poster or DVD cover and/or embed clips of video within a webpage/blog.

9. Create a logo that will brand the media product across all three platforms.10. Always incorporate the expectations of their target audience within the media products.

For example, when making a music video, ask yourself, ‘does the target audience have aggressive and rebellious traits?’

Think: How will this be reflected in the choice of genre, lighting, pace of editing etc?

11, Be creative and technical savvy Students will need to draw the fine line between creativity and incoherence

within their print media work. For example, move beyond standard publisher layouts and create your own layout.

When editing music videos, employ techniques such as adding markers to the timeline and cutting shots to the beat of the song. This will show technical proficiency.

Experiment with crash zooms and handheld cameras. They can be used to show technical skill and creativity within the context of the production.

12. Use the blog to gain audience feedback (polls, comments, charts, etc.)13. Be technically creative in your evaluation (still images, video/audio clips, links, production examples)14. Make the blog aesthetically pleasing by selecting themes that are appropriate for the task.15. Audit, Audit, Audit—Routinely audit your work for the skills you have developed. This will help section A of the exam.

Main Task and Ancillary Tasks1. Keep a production log. Keep it organized.2. Shoot a good range of shots (different angles, positions, etc.). The more

material you have, the more material you can manipulate during the editing process.

3. Think about editing techniques and how the sounds will match the visuals while you storyboard. Show how you will use these editing techniques in your storyboard.

4. Use the marking criteria as a tool to continually assess the production of your work---have you done everything you need to?

5. Make sure you organize everything (times, dates, props, locations, permission, signing out the camera). Keep track of this on your blog.

Blog1. Use media language as much as possible.2. Keep your entries organized.3. Don’t retell—Analyze!4. Make is a habit to blog every day, even it is for fifteen minutes.5. Research and connection between the research (reading, viewing,

interviewing) you do and your practical/theoretical work is vital. Do it a lot.6. Read articles related to the media. Reflect on these articles on your blog.

PowerPoint1. Use media language as much as possible.2. Show-off your digital technology skills by embedding images, posts, etc. and

creating graphs. Be original and creative.3. Connect media theories to the ideas you present and express how they were

reflected/not reflected in your opening sequence.4. Find ‘nuggets of information’ in your blog, and use these ‘nuggets’ to

reinforce the points you make in your presentation.5. Growth must be communicated in the presentation. How have you progressed

as a Media student? How does your thriller opening sequence show growth when compared to your preliminary exercise?

6. Rehearse—Practice your speech. Marks are awarded for your ability to communicate in writing and in speaking.

7. Review the following questions. Make sure you have answered them all in detail. Compare your advanced portfolio work with existing commercial media

products and describe in what ways generic media conventions have been adhered to or subverted i.e. “… the action genre in my production was established in much the same way as …. By using a close up of the main character …. “

How effective has the created brand and media products been in appealing to the target audience?

How effectively have the main and subsidiary products worked in combination? Was the house style maintained throughout? Were there coherent links between all 3 products?

How has digital media technology been used in the research, pre-production, production and evaluation stages?

Be specific and discuss the fine details of production i.e. “ .. I set the in and out points of this clip and dragged an dropped it onto the timeline to create the effect of ….” What improvements can be made to the 3 products?

Note: The above questions will also help when self-auditing.

Marking Criteria for A2 Media Texts (Music Video and Ancillary Tasks)

In this piece of work, in terms of production 40 marks will be allocated to the main task and 10 marks each for the two ancillary tasks.

Main Task Subsidiary Task (Ancillary Task) Level One 0 – 14 marks 0 – 3 marks

Level Two 15 – 23 marks 4 – 6 marks

Level Three 24 – 31 marks 7 – 8 marks

Level Four 32 – 40 marks 9 – 10 marks

Film/Television/Video

Level 1 Work likely to be unfinished There is evidence of minimal ability in the creative use of any of the following technical skills:

the ability to hold a shot steady; framing a shot appropriately; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène; editing so that meaning is apparent to the viewer; using varied shot transitions, captions and other effects selectively and appropriately; using sound with images and editing appropriately.

Level 2 There is evidence of a basic level of ability in the creative use of some of the following technical skills:

holding a shot steady, where appropriate; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène including colour, figure, lighting, objects and setting; editing so that meaning is apparent to the viewer; using varied shot transitions, captions and other effects selectively and appropriately for the

task set; using sound with images and editing appropriately for the task set.

Level 3 The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:

holding a shot steady, where appropriate; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène including colour, figure, lighting, objects and setting; editing so that meaning is apparent to the viewer; using varied shot transitions, captions and other effects selectively and appropriately for the

task set; using sound with images and editing appropriately for the task set.

Level 4 The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:

holding a shot steady, where appropriate; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set;

selecting mise-en-scène including colour, figure, lighting, objects and setting; editing so that meaning is apparent to the viewer; using varied shot transitions, captions and other effects selectively and appropriately; using sound with images and editing appropriately for the task.

Print

Level 1: Work is likely to be unfinished. There is evidence of minimal ability in the creative use of any of the following technical skills:

the appropriate use of IT for the task set; understanding of conventions of layout and page design; awareness of the need for variety in fonts and text size; accurate use of language and register; appropriate integration of illustration and text; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène including colour, figure, lighting, objects and setting; manipulating photographs as appropriate to the context for presentation.

Level 2 There is evidence of basic ability in the creative use of some of the following technical skills:

the appropriate use of IT for the task set; understanding of conventions of layout and page design; awareness of the need for variety in fonts and text size; accurate use of language and register; appropriate integration of illustration and text; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène including colour, figure, lighting, objects and setting; manipulating photographs as appropriate to the context for presentation, including within text,

within particular IT programmes, cropping and resizing.

Level 3 The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:

use IT appropriately for the task set; show understanding of conventions of layout and page design; show awareness of the need for variety in fonts and text size; accurate use of language and register; appropriately integrating illustration and text; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set; selecting mise-en-scène including colour, figure, lighting, objects and setting; manipulating photographs as appropriate to the context for presentation, including within text,

within particular IT programmes, cropping and resizing.

Level 4 The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:

using IT appropriately for the task set; showing understanding of conventions of layout and page design; showing awareness of the need for variety in fonts and text size; accurate use of language and register; appropriately integrating illustration and text; framing a shot, including and excluding elements as appropriate; using a variety of shot distances as appropriate; shooting material appropriate to the task set;

selecting mise-en-scène including colour, figure, lighting, objects and setting; manipulating photographs as appropriate to the context for presentation, including within text,

within particular IT programmes, cropping and resizing.

Website Level 1: Work is likely to be unfinished. There is evidence of minimal ability in the creative use of any of the following technical skills:

combining some or all of images, text, sound and video as appropriate for the task set; using ICT effectively to facilitate the combination of such material; producing material so that it communicates clearly to the ‘reader’; using the conventions of web publishing to enable the ‘reader’ to navigate the material

appropriately.

Level 2 There is evidence of basic ability in the creative use of some of the following technical skills:

combining some or all of images, text, sound and video as appropriate for the task set; using ICT effectively to facilitate the combination of such material; producing material so that it communicates clearly to the ‘reader’; using the conventions of web publishing to enable the ‘reader’ to navigate the material

appropriately.

Level 3 The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:

combining some or all of images, text, sound and video as appropriate for the task set; using ICT effectively to facilitate the combination of such material; producing material so that it communicates clearly to the ‘reader’; using the conventions of web publishing to enable the ‘reader’ to navigate the material

appropriately.

Level 4 The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:

combining some or all of images, text, sound and video as appropriate for the task set; using ICT effectively to facilitate the combination of such material; producing material so that it communicates clearly to the ‘reader’; using the conventions of web publishing to enable the ‘reader’ to navigate the material

appropriately.

Marking Criteria for A2 Research and Planning (Blog)Research and Planning must be presented in electronic format. Where candidates have worked as a group, the research may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on

the assessment sheet. As part of the moderation sample, the moderator will request some research/planning material.

Level 1 0–7 marks There is minimal research into similar products and a potential target audience. There is minimal organisation of actors, locations, costumes or props. There is minimal work on shotlists, layouts, drafting, scripting or storyboarding. Time management may be very poor. There is minimal care in the presentation of the research and planning. There is minimal skill in the use of digital technology or ICT in the presentation. There are minimal communication skills.

Level 2 8–11 marks There is basic research into similar products and a potential target audience. There is basic organisation of actors, locations, costumes or props. There is basic work on shotlists, layouts, drafting, scripting or storyboarding. Time management may not be good. There is a basic level of care in the presentation of the research and planning. There is basic skill in the use of digital technology or ICT in the presentation. There are basic communication skills.

Level 3 12–15 marks There is proficient research into similar products and a potential target audience. There is proficient organisation of actors, locations, costumes or props. There is proficient work on shotlists, layouts, drafting, scripting or storyboarding. Time management is good. There is a good level of care in the presentation of the research and planning. There is proficient skill in the use of digital technology or ICT in the presentation. There are proficient communication skills.

Level 4 16–20 marks There is excellent research into similar products and a potential target audience. There is excellent organisation of actors, locations, costumes or props. There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. Time management is excellent. There is an excellent level of care in the presentation of the research and planning. There is excellent skill in the use of digital technology or ICT in the presentation. There are excellent communication skills.

Marking Criteria for A2 Evaluation (PowerPoint)Each candidate will evaluate and reflect on the creative process and their experience of it. Candidates will evaluate their work electronically. The format of the evaluation has some flexibility and its form can be negotiated between teacher and student: it may take place with individual candidates or with the production group as a whole, or each individual candidate or production group may make a formal or informal presentation to the whole class.

The questions that must be addressed in the evaluation are: In what ways does your media product use, develop or challenge forms and conventions of

real media products? How effective is the combination of your main product and ancillary texts? What have you learned from your audience feedback? How did you use new media technologies in the construction and research, planning and

evaluation stages? Level 1 0–7 marks

There is minimal understanding of the forms and conventions used in the productions. There is minimal understanding of the role and use of new media in various stages of the

production. There is minimal understanding of the combination of main product and ancillary texts. There is minimal understanding of the significance of audience feedback. There is minimal skill in choice of form in which to present the evaluation. There is minimal ability to communicate. There is minimal use of digital technology or ICT in the evaluation.

Level 2 8–11 marks There is basic understanding of the forms and conventions used in the productions. There is basic understanding of the role and use of new media in various stages of the

production. There is basic understanding of the combination of main product and ancillary texts. There is basic understanding of the significance of audience feedback. There is basic skill in choice of form in which to present the evaluation. There is basic ability to communicate. There is basic use of digital technology or ICT in the evaluation.

Level 3 12–15 marks There is proficient understanding of the forms and conventions used in the productions. There is proficient understanding of the role and use of new media in various stages of the

production. There is proficient understanding of the combination of main product and ancillary texts. There is proficient understanding of the significance of audience feedback. There is proficient skill in choice of form in which to present the evaluation. There is proficient ability to communicate. There is proficient use of digital technology or ICT in the evaluation.

Level 4 16–20 marks There is excellent understanding of the forms and conventions used in the productions. There is excellent understanding of the role and use of new media in various stages of the

production. There is excellent understanding of the combination of main product and ancillary texts. There is excellent understanding of the significance of audience feedback. There is excellent skill in choice of form in which to present the evaluation. There is excellent ability to communicate. There is excellent use of digital technology or ICT in the evaluation.

Unit 325: Critical Perspectives in Media Exam Information

There are two sections to this paper: Section A: Theoretical Evaluation of Production (50 marks). This section

consists of two questions. Section B: Contemporary Media Issues (50 marks). This section consists of

one question.

Theoretical Evaluation of Production: Section A, Question One

Question 1(a) directly requests an evaluation of how candidates’ media production skills have developed progressively from AS to A2, so centres are advised to guide candidates through regular ‘audits’ of skills development. The focus of this evaluation must be on skills development, and the question will require them to adapt this to one or two specific production practices. The list of practices to which questions will relate is as follows:

Digital Technology Creativity Research and Planning Post-production Using conventions from real media texts

In the examination, questions will be posed using one or two of these categories.Where candidates have produced relevant work outside the context of their A Level media course, they are free to additionally refer to this experience.

Section A, Question TwoQuestion 1(b) requires candidates to select one production and evaluate it in relation to a media. For this question students have to choose one of their productions, either the AS production, the A2 main task, or any of the 2 ancillary tasks.

This question will relate to one of the following media concepts:

1. Genre2. Narrative3. Representation4. Audience5. Media Language

As the question for 1(b) is different in focus for each assessment session, and draws from a list of possible concepts, candidates should either prepare to answer on more than one of their productions (so they can choose the production in response to the specific demands of the question) or prepare an evaluation of one production which covers all of the possible concepts.

Section B, Question OneThere will be a choice of six areas to choose from. The focus of the case studies on this course will be Media and the Collective Identity. Thus, candidates should result to the question relating to this area. Additionally, candidates should be aware of the following questions, all of which may relate to the exam question.

How do the contemporary media represent nations, regions and ethnic / social / collective groups of people in different ways?

How does contemporary representation compare to previous time periods? What are the social implications of different media representations of groups

of people? To what extent is human identity increasingly ‘mediated’?

In order to be fully prepared for the specific requirements of the question, the material studied by candidates must cover these three elements:

Historical – dependent on the requirements of the topic, candidates must summarise the development of the media forms in question in theoretical contexts.

Contemporary – current issues within the topic area. Future – candidates must demonstrate personal engagement with debates about

the future of the media forms / issues that the topic relates to.

Credit will be given for work which can be adapted to the specific requirements of the question.

Some Examples: For example, a candidate studying computer / video games for Post-modern Media will need to consider the status of games as post-modern in relation to their subversion of traditional textreader relations, and discuss the avatar (embodiment of the player in character form onscreen) in terms of how this might challenge a traditional understanding of media representation. To cover the historical, contemporary and future perspectives, they will need to study the history of computergames as a media form, the current industry and contemporary theories / debates, andperspectives on the future of gaming in terms of players, designers and industries.In addition, candidates will need to offer a balance of media theories, knowledge of texts and industries and personal engagement with issues and debates. For example, a candidate studying British Cinema for ‘The Media and Collective Identity’ should discuss theories of film representation and realism in relation to the history of British cinema, a range of British films from recent years, funding, Government and industry practices, and offer a critically informed point of view on how Britain is represented to itself and to the wider audience at the present time.

G325 Exam Tips

Section A: Question One Use specific and in depth descriptions of the skills uses. For example, explain

how the razor blade tool was used in Final Cut to edit a clip placed on the timeline.

Use explicit descriptions of progression between As and A2. Link media theories to questions. Do NOT, however, simply say the theory

apply it, reflect on it’s effectiveness. ‘Theory dropping’ will gain no points and upset the examiner.

Conduct personal audits. Blog your audits. Use the questions below to assist the auditing process.

Below are the types of questions you need to ask yourself when answering the section A part of the exam.

Digital Technology (hardware and software)o What software was used?o What equipment was used?o What were the technical pros and cons of the software and

hardware? Limitations?o In what ways was the technology used to create the productions?

How it influenced your creative decisions?o In what ways was the technology used to create the production?o In what ways did technology constrain or enable the production to

be developed? Creativity (the decisions you made…your ideas)

o What was the intended outcome of the production?o How did your creative decisions impact/relate to the target

audience?o How were these outcomes achieved in terms of camera shot

choices?o What stylistic techniques (colour schemes, layout, fonts, mise en

scene, etc.) were used to appeal to the audience? Research and Planning

o What primary and secondary research was undertaken? How did it inform the production?

o What quantitative and qualitative analysis methods were employed? How did the results from these inform the production?

o How effectively were storyboards followed? Post-Production

o What editing decisions were made? How did they inform the production? (effects, tools, techniques)

o What particular editing tools were used and to what effect?o How did the post production process enhance the overall

production? Generic Media Convention

o In what ways were media conventions adhered to? For example, did a music video have fast paced editing? Did the performers act to the camera?

o What media theories were utilized? Were the representations involved appropriate to the product?

Section A: Question Two Follow the same tips noted above for section A, question one. Conduct personal audits. Blog your audits. Use the questions below to assist

the auditing process.

Below are the types of questions you need to ask yourself when answering the section B part of the exam.

Genre what genre is the production? what are the codes and conventions of the production?

how is the genre established? how does the mise en scene support the genre? what is the role of the specific elements of the mise en scene? Refer to props,

costume, makeup, location, theme etc. have generic conventions been adhered to or subverted? how will the generic elements of the production appeal to the audience?

Narrative what is the narrative structure of the product? how do the specific elements of the production relate to the narrative

structure? does the production adhere to or subvert narrative conventions? how does the narrative support the establishment of the chosen genre of the

production? how have narrative techniques been used to appeal to the audience? Refer to

enigma, multi strand, restricted, unrestricted, non linear etc. Website helper: http://www.scribd.com/doc/8332523/Narrative-theory-notes

Representation identify characters, events or issues within the production to discuss. what representational concepts are highlighted? i.e. race, gender, cultural

attitudes etc. what representations have been generated? discuss the specific elements of character representation i.e. mode of address,

facial expressions, clothing, behavior etc. have any stereotypical representations been generated? does the production conform to or subvert any dominant ideologies? Websire Helped: http://www.scribd.com/doc/13364632/ and

http://www.aber.ac.uk/media/Modules/MC30820/represent.html

Audience who is the target audience for the production? Define by age, race gender,

social class etc. what are the social classifications of the audience i.e. ABC1, youth tribe,

ACORN classification etc. why will the production appeal to this target audience? what techniques and lines of appeal has the production used to attract the

target audience? what uses and pleasures will the target audience get from the production? how does the production use narrative theory? i.e. uses and gratification,

hypodermic needle etc. Extra Help: Refer to the Audience Booklet and the Website:

http://www.uktribes.com Obtain a password from the site.

Media Language identify the elements or ‘signs’ within the production that are going to be

discussed. what connotations and significations are apparent? what codes and conventions have been used? what semiotic techniques have been used to generate meaning?

identify and describe the meanings generated. Extra Help: Refer to the Semiotic Analysis Booklet

Section B, Question One Use specific case studies to develop response. Make sure the case studies engage in some form of critical debate. e.g. the

pros and cons of self and/or statutory media regulation. It must refer to at least 2 different media i.e. a media regulation case study

could discuss the Advertising Standards Authority (ASA) and print media alongside discussion of the Pan European Game Information (PEGI) rating system and videogames.

The case study must also refer to the historical development of the media concept being investigated, contemporary issues that relate to it and how it may develop in the future.

Specific examples of media texts, theories and theorists must also be referred to. Listed theories will get no marks. Explain its use and effect. Show critical analysis.

It is better to adopt a 60/40 approach when developing a response. Make sure you explain both sides of the argument but argue one side more. Explain your response.

G325 Sample Exam Questions

Section A, Question One

See G325 Specimen Exam Paper

Section A, Question Two

See G325 Specimen Exam Paper

Section B, Question One (Media and the Collective Identity)

1. Discuss the contemporary representation of a nation, region or social group in the media, using specific textual examples from at least two media to support your answer.’

(Possible Examples in Media) War on Terror – images such as Guantanamo Bay, the raising of the US flag during the Iraq invasion and the connotations of the term ‘war on terror’ itself in print and TV news as representative of Islam.

Grade Boundaries

AS Coursework: 100-80 (A), 79-70 (B), 69-60 (C), 59-50 (D), 49-40 (E), 39-0 (U)AS Exam: 100-80 (A), 79-70 (B), 69-60 (C), 59-50 (D), 49-40 (E), 39-0 (U)AS Total: 200–160 (A), 159–140 (B), 139–120 (C), 119–100 (D), 99–80 (E), 79–0 (U)

A2 Coursework: 100-80 (A), 79-70 (B), 69-60 (C), 59-50 (D), 49-40 (E), 39-0 (U)A2 Exam: 100-80 (A), 79-70 (B), 69-60 (C), 59-50 (D), 49-40 (E), 39-0 (U)A2 Total: 200–160 (A), 159–140 (B), 139–120 (C), 119–100 (D), 99–80 (E), 79–0

A2 & A2=Advanced GCE: 400–320 (A), 319–280 (B), 279–240 (C), 239–200 (D), 199–160 (E), 159-0 (U)

Candidates achieving at least 320 UMS marks in their Advanced GCE, ie grade A and who also gain at least 180 UMS in their two A2 units will receive an A* grade.

Out-of-Class TimeIn order to successfully produce coursework and prepare for the exam you must do some work outside of class. At least nine hours per week should be spent out class working on Media productions/homework. Here are some suggestions.

Watch all the material posted on www.mrjdu.wordpress.com blog., noting points of interest, uploading your points as posts to your blog. Items will be categorized ‘A2’ when they relate directly to the A2 course.

Searching the web for material about music videos, e.g. on youtube; again creating links or paste videos/pics/film posters etc into your blog. Comment on their significance. This can also be done for band websites, particularly of bands in the similar genre. Remember, you are creating a ‘brand identify’ that fits in the genre and has conventions of that genre.

Have a look on the web for visual ideas in any kinds of text- photos of props, costumes, facial expressions, locations, fonts, anything that you might use- paste these into your blog as a kind of planning/ideas scrapbook/sketchbook.

Research the various media theories, making notes on their significance and use in media that you have been exposed to. It doesn’t mean much if you know a media theory if you can’t recognize its application, effect and reason for use. Thus, learn to apply the theories, particularly when blogging.

Conduct more research on your case study. It is better to be armed with a variety of examples, rather than one large example. This way you have an array of substantial material to use when in the exam.

Practice using the software. The best media students know the software inside and out. Why not read a tutorial and complete the set task that goes with it. Why note explore WebPlus? Make an animation video? These experiences will sharpen your skills. Plus, you’ll be armed with more material to discuss in the exam.

Media Terms Camera Shots

Aerial Shot – A camera shot taken from an overhead position. Often used as an establishing shot.

Close Up – A head and shoulders shot often used to show expressions/emotions of a character. Also can be a shot of an object, filmed from close to the object or zoomed in to it, that reveals detail.

Extreme Close Up – A shot where a part of a face or body of a character fills the whole frame/dominates the frame. Also can be a shot of an object where only a small part of it dominates the frame.

Establishing Shot – A shot that establishes a scene, often giving ther viewer information about where the scene is set. Can be a close up shot (of a sign etc) but is often a wide/long shot and usually appears at the beginning of a scene.

Medium Shot – the framing of a subject from waist up. Two Shot – A shot of two characters, possible engaging in conversation.

Usually to signify/establish some sort of relationship Point-Of-View Shot (POV) – Shows a view from the subject’s perspective.

This shot is usually edited so that the viewer is aware who’s point of view it is. Over the Shoulder Shot – looking from behind a character’s shoulder, at a

subject. The character facing the subject usually occupies 1/3 of the frame but it depends on what meaning the director wants to create (for example, if the subject is an inferior character, the character facing them may take up more of the frame to emphaise this)

Overhead Shot – a type of camera shot in which the camera is positioned above the character, action or object being filmed.

Reaction Shot – a shot that shows the reaction of a character either to another character or an event within the sequence.

Camera Angles Camera Angle – the position of the camera in relation to the subject of a shot.

The camera might be at a high angle, a low angle or at eye level with what is being filmed.

High Angle – A camera angle that looks down upon a subject or object. Often used to make the subject or object appear small or vulnerable.

Low Angle – A camera angle that looks up at a subject or object. Often used to make the subject/object appear powerful/dominant.

Canted framing (or oblique) – camera angle that makes what is shot appear to be skewed or tilted.

Camera Movement Pan – Where the camera pivots horizontally, either from right to left or left to

right to reveal a set or setting. This can be used to give the viewer a panoramic view. Sometimes used to establish a scene.

Track - a shot whjere the camera follows a subject/object. The tracking shot can include smooth movements forward, backward, along the side of the subject, or on a curve but cannot include complex movement around a subject. ‘Track’ refers to rails in which a wheeled platform (which has the camera on it) sits on in order to carry out smooth movement.

Crane – A crane shot is sometimes used to signify the end of a scene/ programme /film. The effect is achieved by the camera being put onto a crane that can move upward.

Stedicam - A steadicam is a stabilising mount for a camera which mechanically isolates the operator's movement from the camera, allowing a very smooth shot even when the operator is moving quickly over an uneven surface. Informally, the word may also be used to refer to the combination of the mount and camera.

Tilt - where a camera scans a set or setting vertically (otherwise similar to a pan).

Zoom – Using a zoom lens to appear to be moving closer to (zoom in) or further away from (zoom out) a subject/object when in fact the camera may not move (so, strictly not camera movement). Can be used for dramatic effect.

Editing Editing – the stage in the film-making process in which sound and images are

organised into an overall narrative. Continuity Editing – the most common type of editing, which aims to create a

sense of reality and time moving forward. Also nick named invisible editing referring to how the technique does not draw attention to the editing process.

Jump Cut – An abrupt, disorientating transitional device in the middle of a continuos shot in which the action is noticeably advanced in time and/or cut between two similar shots, usually done to create discontinuity for artistic effect.

Credits – the information at the beginning and end of a film, which gives details of cast and crew etc.

Cross Cutting – the editing technique of alternating, interweaving, or interspersing one narrative action (scene, sequence or event) with another – usually in different locations or places, thus combining the two: this editing technique usually suggests Parallel action (that takes place simultaneously). Often used to dramatically build tension and/or suspense in chase scenes or to compare two different scenes. Also known as inter-cutting or parallel editing

Cutaways – A brief shot that momentarily interrupts continuous action by briefly inserting another related action. Object, or person (sometimes not part of the principle scene or main action), followed by a cutback to the original shot.

Freeze Frame – the effect of seemingly stopping a film in order to focus in on one event or element.

Eye-line Match – a type of edit which cuts from one character to what that character has been looking at.

Flashback – a scene or moment in a film in which the audience is shown an event that happened earlier in the film’s narrative.

Graphic Match – an edit effect in which two different objects of the same shape are dissolved from one into the other.

Juxtaposition – the placement of two (often opposed) images on either side of an edit to create an effect.

Linear Narrative – a style of storytelling in which events happen chronologically.

Montage Editing – the juxtaposition of seemingly unconnected images in order to create meaning.

Parallel Editing – a type of editing in which events in two locations are cut together, in order to imply a connection between the two sets of events.

Visual Effects - visual effects are usually used to alter previously-filmed elements by adding, removing or enhancing objects within the scene.

Match on Action - A shot that emphasises continuity of space and time by matching the action of the preceding shot with the continuation of the action. (For example a shot of a door opening after a shot of a close up of a character’s hand turning a door handle)

Sound Diegetic Sound – sound that can be heard by the characters within a scene/

sound part of the imaginary world. Non-diegetic Sound – sound that the characters cannot hear and is not part of

the imaginary world of the story. This includes a musical soundtrack or a voiceover (however this excludes a narration by a character within the story – referred to as an internal monologue and is diegetic).

Score – The musical component of a programme’s soundtrack, usually composed specifically for the scene.

Sound Effects – sounds that are added to a film during the post-production stage (folly).

Other Key Terms Artificial Light – A source of light created by lighting equipment, rather than

from natural sources. Convention – a frequently used element which becomes standard. Disequilibrium – the period of instability and insecurity in a film’s narrative. Enigma – the question or mystery that is posed within a film’s narrative. Equilibrium – a state of peace and calm, which often exists at the beginning of

a film’s narrative. Framing – the selection of elements such as characters, setting and

iconography that appear within a shot. Genre – a system of film identification, in which films that have the same

elements are grouped together. Iconography – the objects within a film that are used to evoke particular

meanings Intertextuality – reference within a film to another film, media product, work

of literature or piece of artwork. Mise en scene – a French term, which literally means ‘put into the frame’.

When analysing a sequence the term refers to everything you see in the frame (props, costume, lighting, colour, makeup etc.)

Narrative – a story that is created in a constructed format (eg. A programme) that describes a series of fictional or non-fictional events.

Health & Safety for FilmingFollow the guidelines below while filming.

Remember that although you might be concentrating on your filming, you still need to be aware of traffic.

Always be polite and respectful when interacting with the public. Do not attempt to film anything which could be construed by a passer by as

illegal. If you are going to try and film in a public place, you should approach the

people who are in charge of that place for permission.

Do not film in dangerous places. Ask permission when you are about to film somebody.

Working Off-sitePlease ensure that if you work offsite during college time:

You do not miss other lessons! You behave sensibly and safely! You do not annoy any members of the public

That if you are asked not to film somewhere, you move on !