Section 1A
Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. [25 marks] – January 2010
Essentially, this question is asking you to:
Talk about research and planning in terms of your AS & A2 productions
How your research and planning has developed over the (2) years (GIVE EXAMPLES!)
Evaluate how the skills you have developed have helped with your creativity
- Creativity can be anything to do with your production, be it camera work, editing; absolutely anything you can justify
Also refer back to your ancillary tasks
USE EXAMPLES!
Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time. [25 marks] – June 2010
Similar to January 2010
Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. [25 marks] – January 2011
Essentially, this question is asking you to:
Talk about your skills in terms of digital technology
- REMEMBERsplit digital technology up in terms of hardware and software, examples can be found on page 2 in the revision booklet
The pros and cons of using these different types of hardware and software
Mention how these skills have developed from AS to A2
Refer back to creativity
- Creativity can be anything to do with your production, be it camera work, editing; absolutely anything you can justify
Also refer back to your ancillary tasks
USE EXAMPLES!
Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Refer to a range of examples in your answer to show how this understanding developed over time. [25 marks] – June 2011
Essentially, this question is asking you to:
Explain how you used other media texts (e.g. other short films) and state whether or not they influenced your own short piece
Did you use them to conform to them? (I.e. take ideas and base it on them) or did you use them to challenge your short piece? (I.e. to go against the codes and conventions they may have used in the genre)
Also refer back to your ancillary tasks
Describe how your analysis of the conventions of real media texts informed your own creative media practice. Refer to a range of examples in your answer to show how these skills developed over time. [25 marks] – January 2012
Similar to June 2011
Describe a range of creative decisions that you made in post-production and how these decisions made a difference to final outcomes. Refer to a range of examples in your answer to show how these skills developed over time. [25 marks] –June 2012
Essentially, this question is about:
EVERYTHINGAFTER FILMING
- Editing, ancillary tasks
Describe how and give examples of when you made creative decisions throughout these stages
How have these particular skills developed since AS
Explain how your research and planning skills developed over time and contributed to your media production outcomes. Refer to a range of examples in your answer. [25 marks] – January 2013
Similar to January 2010
Explain how your skills in the creative use of digital technology developed over time. Refer to a range of examples from our media productions in your answer. [25 marks] – June 2013
Similar to January 2011
Hints and tips:
Ensure you are comparing throughout! Be analytical and really look back at the pros and cons of your progression over the course (over the past two years)
Refer to AS & A2 and reflect on how you have developed over time as this is what the examiner is really looking for
Use EXAMPLES!
The questions are essentially asking you to evaluate your own work and performance over the two years, remember this. Despite the questions seeming different, they all want the same thing – EVALUATE YOUR OWN WORK AND PROGRESSION OVER THE TWO YEARS in terms of which aspect they have asked you about, one of the following:
- Creativity – notice that over the past few years, this has never been asked alone, this is because it’s more likely to be paired up with another aspect (one of the ones below, but this doesn’t mean it will never come up alone, it may! Be aware of this.)
- Post Production
- Conventions From Real Media Texts
- Research & Planning
- Digital Technology
Section 1B
Analyse one of your coursework productions in relation to genre. (25 marks)
Plan:
Introduction:
A2 production – short film: drama
Typically met the codes & conventions general narrative also
As the director I was able to use the genre to supervise the relationship between the producer and audience
Derrida: ‘there is no genre-less text’
Paragraph No.1: general themes
Having stuck to generic codes & conventions: used music, costume (red tie symbolic), atmosphere, cinematography etc.
Steve Neal said that ‘genre is a repetition with an underlying pattern of variations’
which meant certain generic features had to be included and repeated which in my
case the sadness and sorrow and tension
Specifically sound; recurring sound signified what was yet to occur
Stereotypical character of James
Paragraph No.2: apply to theorist, explain further
Robert Hodge & Gunter Kress – suggest that genre can limit the creativity & often merely conform to the audiences’ expectation – arguably correct… explain
Says ‘genres control the behaviour of producers of such texts & the expectations of potential consumers’ – again arguably correct – relate to Implosion and the mere title
Needless to say, editing and mise-en-scene gave away the genre, e.g. character clothing, props of alcohol bottle at the beginning, as did the score
Paragraph No.3: more theorists & zeitgeist
‘Generic conventions embody the crucial ideological concerns of the time in which they are popular’ – John Fiske
Suggesting genres tell us something about the way of the world in the time in which they are popular, i.e. currently, the topic of alcohol dependency, somewhat a norm, explain further
Conclusion:
The generic conventions we chose to use were all important to the success of ourproduct and since distributing it on YouTube we have over many views which I am reallypleased with and gives me the confidence that we obviously stuck to the genre enoughto capture our intended target audience but were creative enough to make people wantto keep watching the trailer and virally sharing it with others.
Genre places a media text into a grouping giving it an identity which can berecognised by the mainstream society and I believe my product is successfully fittedto the drama genre using the narrative theory…
Analyse one of your coursework productions in relation to representation. (25 marks)
Plan:
Introduction:
Throughout our AS media production creating the opening sequence we had to use various representations that would appeal to the audience and stick to the type of representations that are shown throughout a drama genre.
Paragraph No.1: general themes
Raynor describes representation as “the process by which the media present the ‘real world’” which means that everything in the media is a representation; everything we see is being represented and this is to portray the stereotypical view of the world
Specific stereotypes? Subverted?
Race?
Gender i.e. lazy, unorganised – Eldon teacher
Paragraph No.2: apply to theorist, explain further
Jacques Lacan, ideal ego mirror stage:
Why our target audience was older than infants, may see Eldon as superior due to representation and strength when hitting James thus copy him – not good
Louis Sassure: signifier/signified: E.g. Eldon’s red tie, Eldon’s untucked shirt, the score music…
Paragraph No.3: advanced analysis and more theorists
Do not use Laura Mulvey’s theory of the male gaze
No main character is a female
Only male main characters
Therefore not applicable, also no romance
How did I use cinematography, sound, editing, mise-en-scene etc. to convey meaning and representation?
Conclusion:
Representation in our Advanced Portfolio is vital, without attention to representations of the characters and storyline, the message and purpose of the short film would be far less forceful and clear and it would be increasingly difficult for the audience to relate to the goings-on in the film. This is such a hugely important factor of our film as we are trying to convey such a strong message about alcoholism and without strong representations; we would struggle to achieve this.
Analyse one of your coursework productions in relation to narrative. (25 marks)
Plan:
Introduction:
In this essay I am going to discuss the key elements and the concept of narrative for my A2 media production. I will achieve this by using genuine evidence and valid reasoning. I will use examples and quotes from theorists to support my points.
Paragraph No.1: general themes
The basic elements of a narrative, according to Aristotle is that “the most important is the plot, the ordering of the incidents: for a tragedy I a representation, not of men, but of action and life”
Paragraph No.2: apply to theorist, explain further
I also used inspiration from ‘Roland Barthes’ – his codes theory, in particular ‘enigma code’.
I.e. when Eldon is in bed receiving multiple missed calls, why is he?
Why has Eldon turned to alcohol? Why has he split up with his ex-wife?
Open & closed text perhaps
Symbolic codes, Eldon’s clothing i.e. mise-en-scene
Cultural code perhapsi.e. alcoholism being somewhat normal in the culture of today and general society, morals having changed, alcohol may not be a rather large issue
Perhaps discuss how you can apply a few bits of Todorov’s theory is applicable to Implosion
Paragraph No.3: advanced analysis and more theorists
Clause Levi-Strauss’ theory of Binary Oppositions:
Young/old – teacher/student
Teacher/alcoholic
This theory implemented that there is to be a deeper arrangement to themes, it isn’t so much interested in the structure or order of events
Eldon gets angered whereas James is only out to laugh and annoy him
Pam Cook’s theory: we created a fictional world whichcontains verisimilitude.
There is a linearity of cause-and-effect i.e. Eldon’s cause of drinking alcohol and having problems outside of work has effected the situation he found himself in at work
Cause and effect is much used within our film as the events are triggered by the main leads actions, however there isn’t necessarily an enigma resolution
Conclusion:
“ “
Analyse one of your coursework productions in relation to audience. (25 marks)
Plan:
Introduction:
A2 production – short film: drama
Our target audience was, generally speaking, was those of 12-35, male and females of socio economic groups D, E as we mainly targeted young people
I believe that the short film generally provides a sense of realism and a distraction from everyday worries; it almost allows the audience to put themselves in the shoes of the main character, Eldon and see life through is eyes – a drunken mess
Paragraph No.1:
As A-list actors have a certain dominance over us as consumers as they rue our perception of appearance, mainstream actors are usually very attractive, often set fashion trend. By mimicking this and using attractive actors in our text we are somewhat adhering to the hegemonic ideal, yet also portraying a pluralist one as everyone seems to understand the meaning of the text.
Hypodermic Needle Theory: this theory suggests audiences merely injects its messages straight in to the passive audience & the passive audience is immediately affected by these messages – the public essentially cannot escape from the media’s influence – however positive is that our short film portrays the negative consequences of short temper & alcoholism…
Paragraph No.2: apply to theorist, explain further
Uses & Gratification Theory: the media can be grouped in to 5 uses, a specific one that my short film had mainly used was to allow the audience to identify with the characters and as simple entertainment
However our film generally conforms to 3/5 of the goals i.e. enhances social interaction – promotional methods with the integration of twitter and Facebook in our marketing strategies AND promotional strategies – e.g. ancillary tasks
Paragraph No.3: advanced analysis and more theorists
Stuart Hall - argued that actually, people interpret things differently, i.e. it’s dependent on their background, upbringing, etc.
Therefore people will all take information in different perspectives through things like cinematography, mise-en-scene, editing, sound, etc. These factors will all play a role in how the audience perceive the short film – some may interpret it as the underlying story being about alcoholism and others may simply thinking it’s about a school teacher having a bad day and therefore getting angry at a child.
KEY WORD(s): ENCODING/DECODING
Conclusion:
General summary
Section 2
Past Examination Questions
January 2010:
- Analyse the ways in which the media represent one group of people that you have studied.
- “The media do not construct collective identity; they merely reflect it”. Discuss.
June 2010:
- With reference to any one group of people that you have studied, discuss how their identity has been ‘mediated’.
- “Media representations are complex, not simple and straightforward”. How far do you agree with this statement in relation to the collective group that you have studied?
January 2011:
- Analyse the ways in which the media represent groups of people.
- What is collective identity and how is it mediated?
June 2011:
- Discuss how one or more groups of people are represented through the media.
- Explain the role played by the media in the construction of collective identity.
January 2012:
- How do media representations influence collective identity? You may refer to one group of people or more in your answer.
- Discuss the different ways in which groups of people are represented by media. You may refer to one group of people or more in your answer.
June 2012:
- Analyse the ways in which at least one group of people is ‘mediated’.
- Discuss the social implications of media in relation to collective identity. You may refer to one group of people or more in your answer.
January 2013:
- Analyse the impact of media representation on the collective identity of one or more groups of people.
- Compare the different ways in which one or more groups of people are represented by media.
June 2013:
- Explain what is meant by ‘collective identity’ and the role of media in its construction.
- “Media representations are just reflections of reality, not constructions or distortions.” Discuss with reference to one or more group(s) of people.
June 2014:
- Media and collective identity: how does one affect the other?
“Media simply represent identity, they don’t create it.” How far do you agree with this statement? Make reference to one or more group(s) of people in your answer.
Firstly, this is how the exam is broken down:
Explanation/analysis/argument / 20 marksUse of examples / 20 marks
Use of terminology / 10 marks
For this theme you need to learn about the following, in relation to at least two areas of the media:
Term / DefinitionCollective Identity / The individual sense of belonging to a group
Demonisation / To be represented as a demon/evil
Mediation / A process whereby different mediums such as newspapers go through to alter information and almost manipulate it to make it seem more “interesting” to, say, an audience
Culture / In terms of media, culture refers to the “the current western capitalist society that emerged and developed from the 20th century”– Wikipedia. This may be influenced by the mass media
Controversy / A disagreement between two opposing/different sides; usually associated with the press/is public
Archetype / A very typical example of a person/thing
Stereotype / Generalised/simplified view of a person/group based on limited evidence
Representation / A portrayal of something/someone in a particular way
Ideology / “The set of beliefs characteristic of a social group or individual”– thefreedictionairy.com
Realism / The degree and the variety of ways in which media texts represent and fit with ideas about reality
- How these representations can be seen as different to historical representations of the same groups
- The effects in society of particular kinds of media representation of collective identities
- Ways in which people might use the media actively to form a collective identity
- Debates around the idea that our identities are increasingly constructed by, or through, or in response to the media (and arguments against this notion)
- How media that are in public circulation now represent groups of people in different ways
General definitions: (specifically for key terminology)
Although you don’t necessarily need to define these in your essay(s), it’s good to keep them in mind and refer to them often because don’t forget, you get marked out of 10 for terminology!
Question 1: Analyse the ways in which the media represent one group of people that you have studied. – January 2010
- Youth
Essentially, this question is asking you:
- How do the contemporary media represent British Youth and Youth Culture in different ways?
- How does contemporary representation compare to previous time periods?
- What are the social implications of different media representations of British Youth and Youth Culture?
- To what extent is human identity increasingly mediated?