Revision Guide A2 Media OCR

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Revision Guide A2 Media OCR

  1. 1. WORKING WITH CHANGEDelivering the new A2 OCR Media Studies specification Adrian Joseph
  2. 2. INTRODUCTION•  The new A2 syllabus has been developed by OCR to © Beyond Knowledge 2009 enhance and develop the critical thinking and practical production skills of the student in relation to current media issues, debates and production technologies.•  During this course we will take a collaborative approach to developing resources and looking at techniques that will enable us to deliver all aspects of the new syllabus. 2
  3. 3. WHAT’S NEW?•  Unit G324 is the practical production portfolio. This is a coursework unit that is internally assessed. © Beyond Knowledge 2009•  Students work to a set brief where they must produce 3 media products, consisting of a main product and 2 supporting products.•  These 3 products must cover 2 or more media.•  For example in the promotion package for the release of an album brief the students will cover audio visual media when creating a music promo video, and print media when designing a DVD cover and a magazine advertisement. 3
  4. 4. WHAT’S NEW?•  Unit G325 is the Critical Perspectives in Media externally assessed and examined unit. © Beyond Knowledge 2009•  Students sit a 2 hour exam that is divided into 2 sections.•  In section A students answer 2 evaluative questions on their skills development in the Foundation and Advanced Portfolios.•  In section B students answer 1 question from 6 contemporary media issue topics. 4
  5. 5. UNIT G325 SECTION A teaching theoretical evaluation of production•  Question 1 of Section A is essentially an evaluation of the © Beyond Knowledge 2009 students skills development over the course of the Foundation and Advanced Media Portfolio.•  Question 2 is an evaluation of any one of their production pieces i.e. either the Foundation Portfolio production, the main production of the Advanced Portfolio or any of the 2 ancillary productions in relation to a theoretical media concept. 5
  6. 6. UNIT G325 SECTION A teaching theoretical evaluation of production•  Question 1 will focus on one or two of the following: © Beyond Knowledge 2009 1.  Digital Technology 2.  Creativity 3.  Research & Planning 4.  Post- Production 5.  Generic Media Conventions•  Question 2 will focus on only one of the following: 1.  Genre 2.  Narrative 3.  Representation 4.  Audience 6 5.  Media Language
  7. 7. UNIT G325 SECTION A teaching theoretical evaluation of production  Digital Technology © Beyond Knowledge 2009 7
  8. 8. UNIT G325 SECTION A teaching theoretical evaluation of production  Digital Technology © Beyond Knowledge 2009   What software was used?   What equipment was used?   What were the technical pros and cons of the software and hardware?   In what ways was technology used to create the production?   In what ways did the technology constrain or enable the production to be developed? 8
  9. 9. UNIT G325 SECTION A teaching theoretical evaluation of production  Creativity © Beyond Knowledge 2009 9
  10. 10. UNIT G325 SECTION A teaching theoretical evaluation of production   Creativity © Beyond Knowledge 2009•  What was the intended outcome of the production?•  How were these outcomes achieved in terms of page layout and camera shot choices?•  What stylistic techniques were used to appeal to the audience? 10
  11. 11. UNIT G325 SECTION A teaching theoretical evaluation of production  Research and Planning © Beyond Knowledge 2009 11
  12. 12. UNIT G325 SECTION A teaching theoretical evaluation of production   Research and Planning © Beyond Knowledge 2009•  What primary and secondary research was undertaken? How did it inform the production?•  What quantitative and qualitative analysis methods were employed? How did the results from these inform the production?•  How effectively were storyboards and magazine flat plans followed? 12
  13. 13. UNIT G325 SECTION A teaching theoretical evaluation of production  Post-Production © Beyond Knowledge 2009 13
  14. 14. UNIT G325 SECTION A teaching theoretical evaluation of production   Post-Production © Beyond Knowledge 2009•  What editing decisions were made? How did they inform the production?•  What particular editing tools were used and to what effect?•  How did the post production process enhance the overall production? 14
  15. 15. UNIT G325 SECTION A teaching theoretical evaluation of production   Generic Media Conventions © Beyond Knowledge 2009•  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?•  What media theories were utilized? Were the representations involved appropriate to the product? 15
  16. 16. UNIT G325 SECTION A teaching theoretical evaluation of production•  Students should be looking at charting the skills development from their initial state in the Foundation © Beyond Knowledge 2009 Portfolio to the level they have attained in the Advanced Portfolio.•  Specific and in depth descriptions of the skills in question must be included i.e. how was the razor blade tool used in Final Cut to edit a clip placed on the timeline?•  Explicit descriptions of progress between the 2 units 16 MUST be shown.
  17. 17. UNIT G325 SECTION B teaching theoretical evaluation of production•  For this question students have to choose one of their productions, either the AS production, the A2 main task, or © Beyond Knowledge 2009 any of the 2 ancillary tasks.•  This question will relate to one of the following media concepts:1.  Genre2.  Narrative3.  Representation4.  Audience 175.  Media Language
  18. 18. UNIT G325 SECTION B Genre•  what genre is the production?•  what are the codes and conventions of theproduction? © Beyond Knowledge 2009•  how is the genre established?•  how does the mise en scene support thegenre?•  what is the role of the specific elements of themise en scene? Refer to props, costume,makeup, location, theme etc.•  have generic conventions been adhered to orsubverted? 18•  how will the generic elements of theproduction appeal to the audience?
  19. 19. UNIT G325 SECTION B Narrative•  what is the narrative structure of theproduct? © Beyond Knowledge 2009•  how do the specific elements of theproduction relate to the narrative structure ?•  does the production adhere to or subvertnarrative conventions?•  how does the narrative support theestablishment of the chosen genre of theproduction? Go to•  how have narrative techniques been used http://www.scribd.com/doc/8332523/ Narrative-theory-notes for more on narrative.to appeal to the audience? Refer toenigma, multi strand, restricted, unrestricted, 19non linear etc.
  20. 20. UNIT G325 SECTION B Representation•  identify characters, events or issues within theproduction to discuss. © Beyond Knowledge 2009•  what representational concepts arehighlighted? i.e. race, gender, cultural attitudesetc.•  what representations have been generated?•  discuss the specific elements of characterrepresentation i.e. mode of address, facial For more on representation go toexpressions, clothing, behavior etc. http://www.scribd.com/doc/13364632/ Representation•  have any stereotypical representations been http://www.aber.ac.uk/media/Modules/generated? MC30820/represent.html 20•  does the production conform to or subvert anydominant ideologies?
  21. 21. UNIT G325 SECTION B Audience•  who is the target audience for the production?Define by age, race gender, social class etc. © Beyond Knowledge 2009•  what are the social classifications of theaudience i.e. ABC1, youth tribe, ACORNclassification etc.•  why will the production appeal to this targetaudience?•  what techniques and lines of appeal has the For more on audience see the includedproduction used to attract the target audience? Audience Booklet•  what uses and pleasures will the target Also go to http://www.uktribes.com you’ll need a password which is easilyaudience get from the production? obtainable from the site. 21•  how does the production use narrative theory?i.e. uses and gratification, hypodermic needleetc.
  22. 22. UNIT G325 SECTION B Media Language•  identify the elements or ‘signs’ within the production thatare going to be discussed. © Beyond Knowledge 2009•  what connotations and significations are apparent?•  what codes and conventions have been used?•  what semiotic techniques have been used to generatemeaning?•  identify and describe the meanings generated.For more on media language see theincluded semiotic analysis booklet 22
  23. 23. UNIT G324 Advanced Portfolio in Media•  For the Advanced Portfolio students are required to complete one of the set briefs using a combination of 2 or more media: © Beyond Knowledge 2009 1.  Video 2.  Print 3.  Web 4.  Audio 5.  Games Software•  The set briefs will consist of one main product and 2 subsidiary products.•  The list of set briefs can be found on pages 31 to 33 of the 23 current specification.
  24. 24. UNIT G324 Advanced Portfolio in MediaWhat do the students need to do for research? © Beyond Knowledge 2009•  Primary Research 1.  distribute the questionnaire to a specific target audience. 2.  use a variety of open and closed questions.•  Secondary Research 1.  analyze a variety of related media texts 2.  use a variety of sources i.e. websites, journals, media products. 3.  cite research sources accurately i.e. name and date of websites accessed, name and publication year date of journals used. 24
  25. 25. UNIT G324 Advanced Portfolio in MediaWhat students need to do for research: © Beyond Knowledge 2009•  Research Summary 1.  show results in quantitative form i.e. pie charts and graphs Genre Horror Drama Comedy Action 2  show results in qualitative form i.e. views and preferences of the target audience. 3  explain how he results of the research will be used to inform creative decisions in the production. 25
  26. 26. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Generic 1.  roles chart Student name Role Suitability for role John Smith Cameraperson Good at framing shots and setting focal length. Sarah Jones Director Calm and good at organization 26
  27. 27. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Generic 2.  risk assessment Risk Assessment What potential hazards will be encountered? How will these hazards be prevented? Trailing leads from the video camera Tape leads to the floor 27
  28. 28. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Film/TV 1.  storyboards 28
  29. 29. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Film/TV 2.  Scripts – see the script layout guide script layout guide.pdf and the shooting script guide shooting script guide 29
  30. 30. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Print 1.  Rough drafts of pages 2.  Rough drafts of content/sample photographs 3.  magazine flat plan 30
  31. 31. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Radio 1.  Radio scripts - go to radio script guidelines 2.  Rough drafts of scripts 3.  Radio show storyboards - go to radio show storyboard example 31
  32. 32. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Web 1.  website sitemap 2.  rough drafts of pages/content 32
  33. 33. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Games 1.  gameplay flowchart 33
  34. 34. UNIT G324 Advanced Portfolio in MediaWhat students need to do for preproduction: © Beyond Knowledge 2009•  Games 2.  level design map 34
  35. 35. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  Essentially, students are being asked to create a media product that will engage a specific target audience through a variety of platforms. 35
  36. 36. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  They are being asked to create and promote a new brand. 36
  37. 37. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  Maintain a consistent house style throughout all 3 media platforms i.e. the same color schemes, page layouts, mode of address etc.•  Maintain a tangible link between all 3 media products e.g. use still frames from a video sequence within a poster or DVD cover and/or embed clips of video within a webpage.•  Create a logo that will brand the media product across 37 all 3 platforms.
  38. 38. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  Incorporate the expectations of their target audience within the media products.•  If making a music video for example does the target audience have aggressive and rebellious traits?•  How will this be reflected in 38 the choice of genre, lighting, pace of editing etc?
  39. 39. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  At A2 level students are expected to show technical skill and creativity.•  Students will need to draw the fine line between creativity and incoherence within their print media work for example and move beyond standard Publisher 39 layouts .
  40. 40. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production:•  When editing music video students can employ techniques © Beyond Knowledge 2009 such as adding markers to the timeline and cutting their shots to the beat of the song to show their technical proficiency. 40
  41. 41. UNIT G324 Advanced Portfolio in MediaWhat students need to do for production: © Beyond Knowledge 2009•  Crash zooms and handheld camera can also be used to show technical skill and creativity within the context of the production. 41
  42. 42. UNIT G324 Advanced Portfolio in MediaWhat students need to do for the evaluation: © Beyond Knowledge 2009•  Students will need to evaluate their work in an electronic format such as blog like http://wordpress.com/ or a PowerPoint presentation.•  Using a blog will be especially effective in gaining audience feedback.•  Students will be expected to show creativity in the presentation of their evaluations.•  Aesthetically pleasing themes can be selected for the blog.•  Still images, video and/or audio clips can be embedded into 42 PowerPoint presentations with callouts added with which to annotate these production examples.
  43. 43. UNIT G324 Advanced Portfolio in MediaWhat students need to do for the evaluation:•  Compare the portfolio work with existing commercial © Beyond Knowledge 2009 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? 43
  44. 44. UNIT G324 Advanced Portfolio in MediaWhat students need to do for the evaluation:•  How effectively have the main and subsidiary products © Beyond Knowledge 2009 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?•  Students should 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 44 effect of ….”
  45. 45. UNIT G324 Advanced Portfolio in MediaWhat students need to do for the evaluation: © Beyond Knowledge 2009•  What improvements can be made to the 3 products? What evidence is their of audience feedback? How has it been used to inform discussions re. improvements to the products? 45
  46. 46. UNIT G325 SECTION B Contemporary Media Issues•  Students are required to show their understanding of a contemporary media issue in one of the following areas © Beyond Knowledge 2009 1.  Media Regulation 2.  Global Media 3.  Media and Collective Identity 4.  Media in the Online Age 5.  Post-Modern Media 6.  ‘We Media’ and Democracy 46
  47. 47. UNIT G325 SECTION B Contemporary Media Issues  Students can approach this question by developing a case study on a specific area. © Beyond Knowledge 2009  The case study must 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. 47
  48. 48. UNIT G325 SECTION B Case Study Starters How do you regulate the internet? © Beyond Knowledge 2009 China and the censorship of Google. Does self regulation work?ITC to Ofcom: Howand why haveregulatory bodies The effects debate: is the mediachanged over time? responsible for copycat violence? 48
  49. 49. UNIT G325 SECTION B Case Study Starters Who are the global media giants? © Beyond Knowledge 2009 CNN and global news provisionRupert Murdoch: From the ‘News’ in Adelaide to globalmedia conglomerate ‘News International’. Cultural imperialism – how doesHow and why? Hollywood affect our lives? 49Marshall McLuhan ‘ the world is now a global village’.http://archives.cbc.ca/arts_entertainment/media/topics/342-1814/
  50. 50. UNIT G325 SECTION B Case Study StartersYouTube and iTunes – how havethey changed online mediaconsumption? © Beyond Knowledge 2009 Online advertising – the shift from old to new media. Why?The history of new medianew media timeline Limewire and P2P file sharing – its implications for the media industry Digital natives and foreigners – do we all have access to the 50 online media revolution?
  51. 51. UNIT G325 SECTION B Case Study Starters Anarchists or activists? – Update your profile – how are political groups how does the mediaWhat is British cinema? – the represented in the define us in the © Beyond Knowledge 2009struggle for identity in a media? Facebook generation?Hollywood world The War on Terror – how has Islam been represented post Jade and Britney – 9/11? representations of celebrity in the media 51
  52. 52. UNIT G325 SECTION B Case Study Starters What is postmodern media? Intertextuality – how http://www.slideshare.net/ rikhudson/postmodern-media- are media products refashioned and © Beyond Knowledge 2009 postmodern-media-ocr-media- conference-2009 recontextualized? Pastiche – media productsMash Ups, Cut Ups and AMVs – and multiple meaningsIntroducing remix culturehttp://www.wired.com/wired/ Baudrillard -archive/13.07/intro.html http://www.ubishops.ca/ BaudrillardStudies/ vol2_2/statesman.htm 52
  53. 53. UNIT G325 SECTION B Case Study StartersMore people vote on X Factor More people vote on X Factorthan in elections. Is ‘We Media’ than in elections. Is ‘We Media’ushering in a new age of ushering in a new age of © Beyond Knowledge 2009democracy? democracy? The tools of ‘We’ media – file sharing, blogging, video uploading. Who benefits? – Is ‘We’ Media free content for media producers or the audience What is ‘We’ Media? expressing themselves? we_media.pdf 53 Power to the People? User generated content
  54. 54. UNIT G325 SECTION B Schemes of Work•  The purpose of a schemes of work for section B is to enable the student to develop a case study that has sufficient © Beyond Knowledge 2009 information to answer the contemporary media issue successfully.•  Begin the SOW by providing relevant background information and resources to introduce the topic.•  Move onto lessons which allow the student to develop a critical debate as part of a case study.•  Ample time should be given to allow the student to develop the case study.•  Ample time should also be given to working on exam practice 54 questions.
  55. 55. UNIT G325 SECTION B Sample Questions•  Contemporary Media Regulation © Beyond Knowledge 2009 1.  ‘Discuss the arguments for and against media regulation, in relation to two specific examples of current regulatory practice from two different media.’   For – increasing need to bring multiple forms of emerging media under some kind or regulatory control. Discuss PEGI and regulation of videogames. Discuss online media and easy availability of adult content.   Against – censorship of freedom of speech. Discuss online media and the threat to file sharing and distribution of content. 55
  56. 56. UNIT G325 SECTION B Sample Questions•  Global Media © Beyond Knowledge 2009 1.  ‘Consider how far globalization of the media should be seen as a ‘problem’. Refer to at least two media to support your answer.’   Cultural Imperialism – Hollywood cinema is destroying the indigenous film industry and Americanizing British culture.   Global media conglomerates dominate media production so their values and representations become paramount i.e. News and CNN. 56
  57. 57. UNIT G325 SECTION B Sample Questions•  Media and the Collective Identity © Beyond Knowledge 2009 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.’   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. 57
  58. 58. UNIT G325 SECTION B Sample Questions•  Media in the Online Age © Beyond Knowledge 2009 1.  ‘What difference has the internet made to media production and consumption? Refer to at least two media sectors in your answer.’   Online video – content is changing from the episode to the webisode to cater for the plethora of YouTube channels.   Music downloading and file sharing has shifted patterns of consumption from purchasing CDs via the high street to purchasing online. Quote Zavvi going into receivership as an example. 58
  59. 59. UNIT G325 SECTION B Sample Questions•  Postmodern Media © Beyond Knowledge 2009 1.  ‘Discuss two or more more media texts that you would define as ‘postmodern’ and explain why you would give them this label. Cover at least two media in your answer.   MARRS – Pump Up the Volume. A seminal 1987 UK No.1 that was one of the first tracks to feature samples from other records and had a huge influence on establishing sampling as a core element of dance music.   AMV (Anime Music Videos) – fan created cut ups of anime videos using digital video editing software and alternate music tracks.   Quentin Tarantino films – numerous intertextual references to a variety of genres and icons. Kill Bill is a prime example. The martial arts genre is heavily referenced by Uma Thurman wearing a similar yellow jumpsuit to Bruce Lee and the use of the original actors from the ‘70s such as David Carradine and Gordon Liu. 59
  60. 60. UNIT G325 SECTION B Sample Questions•  ‘We Media’ and Democracy © Beyond Knowledge 2009 1.  “The media have become more democratic in recent years.” Using specific examples of media media activity from two media to support your answer, evaluate the accuracy of this statement.   For – blogging, user generated content and the uploading of content have empowered the audience.   Against – the major media institutions are still the owners and gatekeepers of the media platforms that distribute user generated content i.e. Google own YouTube and Rupert Murdoch owns MySpace.   Against – how able is a solitary weblog to match the global reach of a media conglomerate. 60

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