2. The students need to be equipped to take one of their
Productions 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
3. • 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
4. • 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?
5. • 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?
6. • 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?
7. • 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?
8. • 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?
10. 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.
11. 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
12. 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.
13. • 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.
14. 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.
15. 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.
16. 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.
17. • 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.
20. 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
21. 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.
22. 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.
23. 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.
