Friday, 5 January 2018

Understanding Context in your exam

In the responses to your exam questions you should attempt to include elements of context. Context is the way in which products reflect the time/period in which they were produced. We have discussed these throughout the year, when we have studied a new set product.


Historical Context

How genre conventions are historically relative. They reflect concerns and ideologies of the society at the time they were made.

This will discuss how the period in history has influenced the product in terms of:
  • the social norms and ideologies/attitudes of the time
  • particular social movements/developments (feminism or civil rights movement)
  • specific events of occurrences (WW2 or changes in law)

EXAMPLE: Humans is an example of a Sci-Fi text that reflects current concerns in society and fears about artificial intelligence. Discussing and exploring the idea of "synthetic" humans being indistinguishable from "real" humans.


Social and Cultural Contexts

The ways in which products reflect the society and culture in which they are produced. There may be some overlap with historical context in terms of genre conventions and representations. Some areas to consider: 
  • the effect of social and cultural context on representations
  • how audience responses to and interpretations of media products reflect social and cultural circumstances
  • how and why particular social groups, in a national and global context, may be underrepresented or misrepresented

EXAMPLE: Dream by Dizzee Rascal reflects Britain in the early 2000s in terms of youth culture and the debate about the banning of ‘hoodies’ – (black and other culturally stereotyped youths are shown in conflict with the police). The overall message of the video is generally positive and the narrative reflects triumph over adversity, implying that 21st century Britain is an inclusive, multicultural society. However, the repeated shots of the TV presenter looking shocked and her patronising tone towards Dizzee Rascal implies that society is not as integrated as the lyrics suggest.


Economic Contexts:

Some areas to consider: 
  • production, distribution and circulation in a global context
  • the significance of patterns of ownership & control, funding and regulation.
Economic contexts can be considered specifically in relation to industry, and in relation to different types of organisation and their sources of funding. Media products reflect their economic and industry contexts in terms of the different organisations and sources of funding that impact on their distribution and circulation.


EXAMPLE: Straight Outta Compton was co-produced by members of NWA and distributed by Universal Pictures, a vertically integrated subsidiary of NBC Universal, which is owned by Comcast. This ensured widespread global distribution of the film.


Political Contexts:

Some areas to consider:
  • how media products reflect the political contexts in which they are made through their representations, values and messages, and through aspects of their ownership and political orientation.
Newspapers offer plentiful opportunities for consideration of political contexts in terms of the political landscape in which news stories are constructed and the political leaning of particular newspapers – the ways in which this influences representations and messages that they construct. 


EXAMPLE: The Daily Mirror front cover set for Component 1 Section A, reporting the US election result, is influenced by the political context in Britain in 2016 (including the recent EU referendum result), as well as the political leaning of the newspaper. The representation of this event as being disastrous, connoted by the image of the Statue of Liberty holding her head in her hands against a post-apocalyptic background, reflects the newspaper’s left leaning political stance and its assumption that this view will be shared by its readers.

Thursday, 4 January 2018

Wednesday, 3 January 2018

A LEVEL EXAM - Component 2: Investigating Media Forms and Products


Component 2: Investigating Media Forms and Products
Written examination: 2 hours
35% of qualification

This examination assesses knowledge and understanding of media language, representation, media industries, audiences and media contexts.
The exam consists of three sections: 

  • Section A – Television There will be one two-part question or one extended response question.
  • Section B – Magazines
    There will be one two-part question or one extended response question.
  • Section C – Online Media
    There will be one two-part question or one extended response question.

Tuesday, 2 January 2018

A LEVEL EXAM - Component 1: Investigating the Media



Component 1: Investigating the Media
Written examination: 1 hour 45 minutes
35% of qualification



The examination assesses media language, representation, media industries, audiences and media contexts. It consists of two sections.  

Section A: Investigating Media Language and Representation. 
This section assesses media language and representation in relation to two of the following media forms: advertising and marketing, music video or newspapers. 
There are two questions in this section:  
·         one question assessing media language in relation to an unseen audio-visual or print resource  
·         one extended response comparison question assessing representation in one set product and an unseen audio-visual or print resource in relation to media contexts.   


Section B: Investigating Media Industries and Audiences 
This section assesses two of the following media forms – advertising and marketing, film, newspapers, radio, video games - and media contexts.  It includes:  
·         one stepped question on media industries  
·         one stepped question on audiences.

Sunday, 31 December 2017

Textual analysis toolkit


Textual analysis toolkit - 2017 specification
The following list outlines the essential media language that you must use when discussing the following media forms.
Media language must be used when textually analysing media products for component 1, section A and component 2. 



Advertising
Print


· Codes and conventions
· Layout and design
· Composition
· Images/photographs - camera shot type, angle, focus
· Font size, type of font (e.g. serif/sans serif), colour
· Mise-en-scène – colour, lighting, location, costume/dress, hair/make-up
· Graphics, logos etc.
· Language – slogan/tagline and copy
· Anchorage of images and text
· Elements of narrative

Moving image 

· Codes and conventions
· Camera work – framing, shot types, angle, position, movement
· Editing – pace, type of edits, continuity/montage Structure/narrative
· Sound – music/dialogue/voiceover
· Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up


Music video


· Codes and conventions – performance/narrative/experimental features
· Camera work (framing – shot types, angle, position, movement)
· Editing – beat-matched?
· Elements of continuity/montage
· How does the video interpret the music and/or lyrics?
· Structure/narrative
· Intertextuality
· Sound
· Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up


Newspapers


· Point of view and ideology 
· Codes and conventions of news products/newspapers/type of newspaper 
· Layout and design
· Composition – positioning of headlines, images, columns, combination of stories
· Images/photographs - camera shot type, angle, focus
· Font size, type of font (e.g. serif/sans serif)
· Mise-en-scène – colour, lighting, location, costume/dress, hair/make-up
· Graphics, logos
· Language – headline, sub-headings, captions
· Copy
· Anchorage of images and text
· Elements of narrative


Television 

· Genre codes and conventions
· Genre theory
· Genre fluidity
· Camera work - framing and composition shot types, angle, position, movement
· Lighting and colour
· Editing – pace, type of edits, continuity
· Narrative construction, related to narrative theory
· Sound – dialogue, music
· Mise-en-scene – setting and location, props, costume/dress, hair/make-up


Magazines 

· Codes and conventions – changes over time?
· Layout and design
· Composition - positioning of masthead/headlines, cover lines, images, columns
· Font size, type, colour
· Images/photographs - shot type, angle, focus
· Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up
· Graphics, logos
· Language – headline, sub-headings, captions – mode of address
· Copy
· Anchorage of images and text
· Elements of narrative

Online media 

· Homepage and other pages
· Codes and conventions
· Layout and design
· Composition
· Font size, type of font (e.g. serif/sans serif), colour
· Images/photographs - camera shot type, angle, focus
· Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up
· Graphics, logos
· Language - formal/informal mode of address?
· Anchorage of images and text
· Elements of narrative/structure around the site
· Interactive features
· Menu bar and navigation – structure and design of the site 

Saturday, 30 December 2017

HOW TO DO WELL IN MEDIA STUDIES...

As you can see from reading the rest of this blog, there are a lot of areas of the media that need to be covered during the course. We will not be able to cover every area of each topic within the lessons and this will mean that you will have to do a lot of research and work outside of the classroom. 

You should not only just focus yourself on the topics of the course but fully immerse yourself in the media! This should be a course which you enjoy and the more you enjoy it and use what you've learnt in lessons, the more you'll be able to get out of it. SO, WATCH TRAILERS AND FILMS, WATCH TV, READ NEWSPAPERS, WATCH MUSIC VIDEOS, WATCH GAME TRAILERS AND PLAY GAMES, READ MAGAZINES and WATCH YOUTUBE!!! 

You will also be asked to keep a media journal to show how you have been engaging with the media and should be frequently updated.