Question 1b)

What we can do to help the students structure

their essays?

The students need to be equipped to take one of theirProductions and apply it to ideas/theory about one of the five concepts.

The key way to help them do this is not to give them too much and make the theoretical ideas as generic as possible.

Q1b) Guidance on Teaching

• Introductions - could follow 3 part structure: 1. Define the concept 2. Outline the production they will evaluate. 3. Tell the examiner they are going to discuss (X number

of ideas about the concept in the essay).

• Again the students should try to follow a PEET format, but the emphasis is on examples (E) from their work to support or challenge a theory/idea about the concept.

Q1b) Guidance on Teaching

• Genre• Generally, this should cover not just generic

conventions of the particular sub-genre of their product but should include ideas about how genres develop/evolve (in relation to their particular product (e.g. Changing sub-genres of music video, magazines) and how institutions use genre to target audiences.

Q1b) Breakdown of the Options?

• Narrative• Essentially, the basic and familiar narrative theories can be

applied to many video pieces the students have undertaken.

• This is a harder one to apply to print products but can be done in terms of looking a narratives behind the ideologies that are apparent within the text.

• Ideas about juxtaposition of elements are useful in helping to explain how design work and layout in print products creates a logical ‘story’ for the reader.

Q1b) Breakdown of the Options?

• Representation• There are numerous theories about representation

of gender, age, ethnicity, regional identity etc. which may have already been covered at AS.

• Students may evaluate how their product has mediated certain representations about social groups/artists/characters.

• They can also evaluate how certain subcultures have been represented within the product.

Q1b) Breakdown of the Options?

• Audience• Again, there are numerous ways to tackle this and an

idea about each allows the students to fully show they understand the concept.

• How the audience is represented, how the product can be applied to audience effects/reception/pleasures theories, how the product is a reflection of ideas about changing audience consumption habits, how the audience for the text was constructed and researched.

Q1b) Breakdown of the Options?

• Media Language• This is all about the specific medium and how the language of the

medium has been used to create meaning for the audience. The meanings generally are a synoptic round up of other options covered (genre, narrative/stories, representations).

• As part of this it is important to include terminology about how signs work in the media.

• Essentially, however, this is one where a generic approach is more difficult and the language of the medium needs careful revision to encourage students to textually analyse their own essay against medium specific theory (e.g. Goodwin and music videos).

Q1b) Breakdown of the Options?

G235: Critical Perspectives in Media

Theoretical Evaluation of Production

1b) Genre

Sample Basic Lesson Structure

Aims/Objectives

• To introduce the concept of genre theory and key genre theorists.

• To have a basic understanding of how to categorise evaluate your coursework against genre theory.

Definition• ‘Genre’ is a critical tool that helps us study texts

and audience responses to texts by dividing them into categories based on common elements.

• Daniel Chandler (2001) details that the word genre comes from the word for 'kind' or 'class'. The term is widely used in rhetoric, literary theory, media theory to refer to a “distinctive type of ‘text’”. Goodwin’s theory regarding music videos.(See sheet)

• Michael Rabiger (Directing the Documentary, 1998) See separate sheet

Goodwin (Music video)Rabiger (Documentary)

• You have 5 minutes to bullet point some of the conventions of the genre of either documentary or music video as stated by one of the theorists above.

• All genres have sub genres (genre within a genre).

• This means that they are divided up into more specific categories. Barry Keith Grant (1995) suggests that this allows audiences to identify them specifically by their familiar and what become recognisable characteristics.

Task –Chandler’s and Grant’s theories.

• You have 5 minutes to write down how the production you are writing about for Q1b) fits into a specific genre/sub-genre/hybrid genre.

• Back this up with at least 5 specific elements/examples from this production that show how you have replicated genre conventions – shot style, editing technique, content, fonts etc.

Jason Mittell (2001) argues that industries use genre to sell products to audiences. Media producers use familiar codes and conventions that very often make references to their audience knowledge of society or other texts.

Task – Jason Mittel’s theory.• You have 5 minutes to write down how you used real

media products in your chosen industry to help you construct your product. How, for example, do music videos/documentaries provide familiar expectations?

• Back this up with at least 3 specific elements/examples from this industry that show how you have replicated/challenged genre conventions.

• Finally, write a sentence about how these choices would make sure your product appealed to your demographic.

• Genre also allows audiences to make choices about what products they want to consume in order to fulfil a particular pleasure.

• This can be linked to Denis McQuail’s (1972) theory on ‘uses and gratifications’ of media texts for audiences.• Basically, the genre of your text will have provided your demographic/subculture with some satisfaction upon their

consumption.

Uses and Gratifications theory

Task – Denis McQuail theory.

• You have 5 minutes to write down:.• McQuail’s four uses and gratifications.

Decide which ones might relate to your product and write down in detail 5 examples from your product which offer this for your audience

Genres are not fixed. They constantly change and evolve over time – your coursework productions will change/adapt to changes to advances in technology.

Christian Metz (1974) argued that genres go through a typical cycle of changes during their lifetime. David Buckingham (1993) argues that 'genre is not... Simply "given" by the culture: rather, it is in a constant process of negotiation and change’.Steve Neale (1995) “genres are processes of systemisation” – they change over time.

Task – ‘Evolving’ genre theories.

• You have 5 minutes to write down:• How your product is part of a genre that

has changed over time. • Give 3 examples of texts that were part of

‘experimental’ or ‘classic’ ideas of your product within the genre and examples that show your text as a ‘classic’ or as an ‘evolving’ piece.

Plenary

• Write down 3 genre theorists (not including Chandler or Grant) that you have learnt today and what they have said.

• Write down 2 pieces of medium specific theory and relate it to your sub genre.

Homework

“Analyse one of your coursework productions in relation to genre”.