Presentation

1. MEDIA STUDIES
Studying the mass
media
with Mrs Mann in The
Media Studio
2018

2. In the Media Studio
We have a suite of Apple Macs with editing software and
iStopMotion, iPods, Canon cameras, Manfrotto tripods, a
glidecam, greenscreen, dollies and iPads. We use a
teaching blog and all pupils have linked individual blogs.

6. OCR MEDIA STUDIES J200
J01: Television &
Promoting Media
35% (written exam, 1 hr 45
including 30 minutes of viewing
time)
J02: Music & News
35% (written exam, I hr 15)
J03: Creating Media
30% (coursework: non-exam assessment)
Overall you will study 9 media forms: TV, film, radio, newspapers, magazines,
advertising & marketing, online media, video games and music video

7. J01: TELEVISION
SECTION A
Case study 1: Cuffs, series one, episode 1, BBC1
25 October 2015 8 pm
Case study 2: The Avengers ‘The Town of No
Return’, series four, episode one, ITV 2 October
1965
An in-depth study of Cuffs and The Avengers offers
contrasting texts that reflect different social, cultural
and historical contexts.
We also investigate other similar media products
from these periods
.
.
In the exam you watch a previously
unseen extract from a TV drama.
You answer questions on genre
conventions, representation & audience
appeal as well as the TV channel ethos &
scheduling.
(

8. J01: TELEVISION
SECTION A
Focus: the continuities and changes in
mainstream tv drama over time, through
one historical and one contemporary
programme.
Case study 1: Cuffs (2015)
A pre-watershed drama that illustrates:
• The dominance of the police drama genre
• The industrial importance of serial narrative
form in tv
• The role of the BBC in the contemporary tv
industry
• How representations reflect contemporary
contexts
• Uses and gratifications theory applied to
mass audiences in an increasingly
segmented market
• The contrasts between the social. cultural,
historical and political contexts of
mainstream texts in the mid-1960s (The
Avengers) and mid-2010s (Cuffs)
Case study 2: The Avengers (1965)
A landmark 1960s tv series that
reflected the brand image of ITV as
more daring in this era:
• Mainstay of 1960s primetime tv
• Became cult tv; important example
of 1960s popular drama; still aired
today on British tv
• Monochrome but comparatively rich
media language for the period
• Series 4 was sold to US tv and
played a role in representing UK to
the rest of the world, showing
worldwide in 20 countries
• Reinforced stereotypes of
traditional British upper class

9. J01: PROMOTING MEDIA
SECTION B Media forms: Film, Advertising and Marketing,
Video Games
Case study 1: The Lego Movie poster
campaign and UK TV trailer
Case study 2: The Lego Movie film
Case study 3: The Lego Movie video game
This section is all about how a major
global studio, Warner Bros, releases a film
in a specific national territory (the UK).
We study how Warner operates through its
patterns of production, distribution and
circulation. We investigate how Warner
uses Lego to promote its own products
(like Batman & Superman), using a
synergetic package of products and
creating representations that target
specific audiences.

10. J01: PROMOTING MEDIA
SECTION B Media forms: Film, Advertising
and Marketing, Video Games

12. J02 MUSIC AND NEWS
We explore how media products use different methods and
language to connect to their different audiences.
Music videos
Music magazines
Newspapers
Online news
Radio

13. J02 MUSIC AND NEWS
SECTION A: MUSIC
This section consists of:
• an in-depth study of magazines: case study:
MOJO magazine
• a comparative study of a pair of music videos:
Wheatus Teenage Dirtbag and Avril Lavigne Sk8ter
Boi
• a study of contemporary radio: case
study Radio 1 Live Lounge

14. Avril Lavigne Sk8er Boi
• Lavigne explores stereotypes in this story of teenage love
and rejection.
• She sings of a girl who rejects Sk8er Boi because she
feels him to be unworthy of her. She is influenced by her
friends and shallow enough not to see his true worth.
They judge him by his clothes. “He was a punk / She did
ballet” suggests the social divide.
• Towards the end, the roles are reversed to reveal the
reality, with the girl feeling crestfallen as the young
man soars to wealth and success. She is left behind,
lonely with her baby at home, while he is the centre of
attention as a superstar, feted by her friends on MTV.
• The singer asserts that she could “see the man that boy
could be” and now has the reward of his love and shares
his success. Together, they write the lyrics for the song
about “pretty face”, the girl who judged him by
appearances and turned him down. The world now will
scorn her. Sk8r Boi has his revenge?
• On the surface, the message of the lyrics and the
representations appears to be: people are judged on
appearances and treated demeaningly by society, which
fails to appreciate their real worth. However, underlying
this is a story of revenge and female insecurity, with
Sk8r Boi exploiting his power to punish his teenage
crush.
• Song Lyrics here.
• He was a punk
She did ballet
What more can I say
• He wanted her
She'd never tell
Secretly she wanted him as well
• But all of her friends
Stuck up their nose
They had a problem with his baggy clothes
• He was a skater boy
She said see you later boy
He wasn't good enough for her
• Too bad that you couldn't see
See the man that boy could be
There is more that meets the eye
I see the soul that is inside…

15. WHEATUS Teenage Dirtbag
“Man I feel like mould, it’s prom night and I am
lonely, low and behold, she’s walking over to me,
this must be fake …. How does she know who I
am?”
Teenage unrequited love is perfectly encapsulated
in Wheatus’s 2000 hit Teenage Dirtbag. Music
channel “The Hits” ranked it number 69 in the
Top 100 Greatest Pop Songs of All Time and it
spent four weeks at number one in Australia.
In true happy-ever-after American style, the shy,
geeky guy – played by Jason Biggs in the music
video – eventually wins over the ‘unattainable
girl’, played by Mena Suvari.
Or was it a dream?
What themes do the two music videos have in
common?
What are the contrasts in their representations?
Consider the differences between their
audiences.
“In the summer of 1984, in the woods behind my
house, there was a Satanic, drug-induced ritual teen
homicide; and the kid who did it was called Ricky
Kasso, and he was arrested wearing an AC/DC T-
shirt. That made all the papers, and the television,
obviously; and here I was, 10 years old, walking
around with a case full of AC/DC and Iron Maiden and
Metallica [songs] – and all the parents and the
teachers and the cops thought I was some kind of
Satan worshipper. So that's the backdrop for that
song." Brown also added that the song's sing-a-long
chorus remains an act of defiance: “Just because I
like AC/DC doesn't mean I'm a devil worshipper. “

16. MOJO
The magazine set media
product, MOJO, is a serious
‘classic rock’ magazine that
targets an upmarket and
mature audience, reflecting
the context of the economic
power of the ‘babyboomer’
generation.
In terms of media industries,
MOJO is a good example of
diversification. A product with
a clear audience address –
engaging the passion of music
fans who consider themselves
discerning – reflected in a
consistent media language
house style that is accessible
for analysis.
We study all four areas of the
media theoretical framework
(language, representation,
industry & audience), including
all relevant theoretical
approaches and social and
cultural contexts.

18. Age rating for video games through
World of Warcraft (PEGI 12 rating)

19. Radio 4: The Media Show discusses How to
monetise Twitter? Crowdfund a sitcom?
Should the BBC employ ex-Culture Ministers?

20. J02 MUSIC & NEWS
For the second section, we study three media forms in
more depth: newspapers, advertising / marketing and
online media.
Investigate online newsStudy three editions of a
national newspaper

21. 03 CREATING MEDIA
NON-EXAMINED ASSESSMENT
You have the opportunity to learn print and
film-making skills throughout the course,
such as making a magazine cover, an
advertisement, making a ‘film swede’, a
production company ident, filming and
editing short sequences, using green screen
technology, sound & editing
- all before your main coursework.

23. Pupil work 2018

30. Vampires ……and vloggers

31. Last week, these four were given 50 minutes
to devise, film and edit a one-minute thriller

35. The Bigger Picture…
Here’s year 10 at the British
Film Institute….
Tom did GCSE with
us and won a place
over half term on a
BFI film making
course

36. THE BRIEFS
You will be given a
specific brief by the exam
board and work on this in
the second year of your
course.
There will be a choice of
print or moving image,
such as making a
magazine cover or the
opening to a film or TV
drama.
Your work is an individual
production but you can
film and act in groups, as
long as you edit on your
own and your work is your
own.

37. Aims
• To enhance your appreciation of the
media in everyday life
• To develop a critical understanding of
media products and concepts
• To explore production processes,
technologies and contexts

38. You’ll develop transferable skills
• Practical application of technical skills
• iMovie, Final Cut Pro, Blogger, YuDu, Prezi, Scoopit,
Animoto, Slideshare, Pinterest
• Photoshop, Comic Life, Adobe InDesign
• Become independent in research skills and their application
• Develop transferable skills in critical thinking and essay
writing
• Team work
• Become media literate

39. The next step…
We get good results at Claremont: last year, all A* and A, the
year before three A*, two As, two Bs.
The skills developed are valuable in a variety of future
pathways. Journalistic and/or production skills in areas such
as radio and video are highly valued by media organizations
looking for new ways to reach internet audiences.
People with bright ideas about how to get messages across to
target audiences using new and social media are sought after
in business.
Media and creative industries are worth over £10 million an
hour to the UK economy, which is a record £92 billion a year.

40. Thanks for watching!
Year 9 parents and pupils are welcome to phone,
email or call in and speak to Mrs Mann for further
discussion about GCSE Media Studies at Claremont.
You can also see the GCSE media class blog at
https://claremontmediagcse.blogspot.co.uk/
where you can view this presentation again.