A Grade Merlin Response
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The examiner provides comments on Candidate C's responses to two film questions. For Question 1, the examiner notes that Candidate C's response was fluent, articulate, and showed sophistication in analyzing the film extract. Examples were used effectively to discuss representations of class and status. Analysis was sustained and covered all technical aspects. For Question 2, the examiner comments that Candidate C cited a range of examples, showed good contrast, and demonstrated knowledge of film distribution and marketing. Technical terminology was used accurately. Both questions were assessed as being at a high level 4.
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A Grade Merlin Analysis
The candidate demonstrated a strong understanding of technical areas related to representations of class and status in media. They received a strong level 4 rating for all categories in question 1. For question 2, the candidate introduced the key concept of synergy in relation to a magazine publisher. They developed an argument about the decline of print magazines and the impact of digital technologies. They received a clear level 4 rating for all categories in question 2 for providing a coherent, well developed argument with strong examples and terminology about the magazine industry.
G321 Exemplar Level 4 Audiences and Institutions
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated analysis that combined discussion of media terminology and technical examples to evaluate how the film subverted stereotypes of class and status. For Question 2, the examiner noted the candidate cited a range of good examples from different contexts to demonstrate knowledgeable understanding of film distribution and marketing practices, and accurately used terminology. The examiner awarded high level four for all categories on both questions.
Candidate b magazine industry
The candidate provided a detailed discussion of technical areas related to representations of class and status in media, specifically mentioning the use of synchronous sound and editing techniques. Their knowledge and use of terminology was accurate.
For the second question, the candidate introduced the key concept of synergy in relation to Kerrang Magazine and Bauer publishing. They discussed the decline of physical magazine sales and the impact of the internet and social media. Convergence was identified and evaluated in terms of production and media ownership. The candidate also analyzed issues like "we media" and the ability of consumers to post magazine content online. It was an excellent response that demonstrated coherent argumentation with relevant examples and terminology.
G322 Section B Exemplar
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and citing many contemporary films, also scoring high level 4 for all categories.
Candidate c film_industry
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and use of contemporary film citations at another high level 4 score.
June 2011 exam A grade
The examiner comments that Candidate C provided a fluent and sophisticated response for Question 1, using accurate media terminology and technical examples to analyze how class and status were represented in an extract. This high level of analysis was sustained across discussion of mise-en-scene and technical aspects. The response demonstrated discrimination in examples to evaluate how class/status were subverted from stereotypes. The examiner awarded a high level four for all categories for Question 1. For Question 2 on film, the candidate cited a range of examples, showed a knowledgeable approach, and accurately used terminology to discuss distribution and marketing practices. This response also merited a high level four for all three categories.
WJEC Media Studies - Specification MS1
The document provides an overview of the GCE AS/A Media Studies specification. It outlines the key features, including analyzing a range of media with an emphasis on representation and how audiences respond. The Advanced Subsidiary unit focuses on media representations and audience responses. Students will analyze genre, narrative, technical codes and language used in texts. They will also explore how media represent groups and issues, and how audiences can interpret texts differently based on their background. A variety of media formats may be examined, including advertisements, magazines, films and websites. The exam consists of analyzing an audio/visual extract and answering questions about representation and audience issues based on the student's own case studies.
Institutions & Audiences Exam Preparation
The document provides guidance on Section B of the Media Institutions and Audiences exam. It discusses that questions will focus on areas like production, distribution, and technology and will require references to case study material. The questions are intentionally vague to allow a wide range of answers across media types. Good answers will demonstrate strong understanding, develop clear arguments supported by relevant examples from case studies, and use correct terminology.
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A Grade Merlin Analysis
The candidate demonstrated a strong understanding of technical areas related to representations of class and status in media. They received a strong level 4 rating for all categories in question 1. For question 2, the candidate introduced the key concept of synergy in relation to a magazine publisher. They developed an argument about the decline of print magazines and the impact of digital technologies. They received a clear level 4 rating for all categories in question 2 for providing a coherent, well developed argument with strong examples and terminology about the magazine industry.
G321 Exemplar Level 4 Audiences and Institutions
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated analysis that combined discussion of media terminology and technical examples to evaluate how the film subverted stereotypes of class and status. For Question 2, the examiner noted the candidate cited a range of good examples from different contexts to demonstrate knowledgeable understanding of film distribution and marketing practices, and accurately used terminology. The examiner awarded high level four for all categories on both questions.
Candidate b magazine industry
The candidate provided a detailed discussion of technical areas related to representations of class and status in media, specifically mentioning the use of synchronous sound and editing techniques. Their knowledge and use of terminology was accurate.
For the second question, the candidate introduced the key concept of synergy in relation to Kerrang Magazine and Bauer publishing. They discussed the decline of physical magazine sales and the impact of the internet and social media. Convergence was identified and evaluated in terms of production and media ownership. The candidate also analyzed issues like "we media" and the ability of consumers to post magazine content online. It was an excellent response that demonstrated coherent argumentation with relevant examples and terminology.
G322 Section B Exemplar
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and citing many contemporary films, also scoring high level 4 for all categories.
Candidate c film_industry
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and use of contemporary film citations at another high level 4 score.
June 2011 exam A grade
The examiner comments that Candidate C provided a fluent and sophisticated response for Question 1, using accurate media terminology and technical examples to analyze how class and status were represented in an extract. This high level of analysis was sustained across discussion of mise-en-scene and technical aspects. The response demonstrated discrimination in examples to evaluate how class/status were subverted from stereotypes. The examiner awarded a high level four for all categories for Question 1. For Question 2 on film, the candidate cited a range of examples, showed a knowledgeable approach, and accurately used terminology to discuss distribution and marketing practices. This response also merited a high level four for all three categories.
WJEC Media Studies - Specification MS1
The document provides an overview of the GCE AS/A Media Studies specification. It outlines the key features, including analyzing a range of media with an emphasis on representation and how audiences respond. The Advanced Subsidiary unit focuses on media representations and audience responses. Students will analyze genre, narrative, technical codes and language used in texts. They will also explore how media represent groups and issues, and how audiences can interpret texts differently based on their background. A variety of media formats may be examined, including advertisements, magazines, films and websites. The exam consists of analyzing an audio/visual extract and answering questions about representation and audience issues based on the student's own case studies.
Institutions & Audiences Exam Preparation
The document provides guidance on Section B of the Media Institutions and Audiences exam. It discusses that questions will focus on areas like production, distribution, and technology and will require references to case study material. The questions are intentionally vague to allow a wide range of answers across media types. Good answers will demonstrate strong understanding, develop clear arguments supported by relevant examples from case studies, and use correct terminology.
Real film title and openings we compare our
The document compares the film "Days of Darkness" to other apocalyptic films and television shows that also depict a spreading infection or disease, destruction of humanity, or a similar opening credit sequence showing global infection. Specifically mentioned are similarities to The Walking Dead in its depiction of a worldwide infection, This is the End in its original title of "The End of Days", Hills Have Eyes in its use of black and white jump cuts in the opening, and Rise of the Planet of the Apes in its ending credits showing infection spreading globally.
'A' Grade Response: Representation of Age / Monarch of the Glenn
This document contains examiners' comments on an undescribed topic. No other context or details are provided about the subject being commented on or the nature of the comments themselves. In short, this document simply indicates that some examiners have provided comments about something, but gives no information about what is being commented on or what the comments say.
How is my Preliminary task is different to my opening sequence?
The preliminary task focused on using basic camera angles like shot reverse shot and the 180 degree rule to tell a simple story of a fight between two characters. It required writing a script and using dialogue. The opening sequence told a single character's story and did not require dialogue, just instructions. It took influence from other opening sequences to develop the idea. Camera angles were more varied in the preliminary task, while the opening sequence used long shots, mid shots, and close ups to complement the simple story. Both used basic editing in iMovie without complicated shots or fast pacing.
Evaluation Q1
The document discusses how the media product, a pop music magazine, uses conventions of real pop magazines. Key conventions included are a bright pink masthead to catch attention, three coverlines and a central image on the front cover. The mode of address is informal and chatty to relate to teenage girls aged 14-16. Images are clean cut and professional looking to portray a happy, fun magazine. Forms like puffs, free posters, and a contents page with a question and answer format follow conventions of real pop magazines. The goal is to create a magazine instantly recognizable in the genre while not challenging conventions to appeal to mainstream audiences.
Conventions
Days of Darkness uses several conventions in its opening thriller sequence. It creates mystery with black and white effects, unsettling sounds, and jump cuts. It establishes that the entire world is affected and shows the large impact through the voice of the president. Mostly music plays to generate tension, as composed by a group member. Titles overlap the images. The production companies are shown at the start. The opening news report provides context about the narrative without revealing the full plot.
Audience profile
This document profiles a target audience of 16-25 year old students, mainly female, from middle-class British or American families, who have disposable income from parents or part-time jobs. They have interests in music, fashion, technology, and social media. They enjoy brands like Hot Topic, Vans, and Smirnoff and prefer artists like Paramore, My Chemical Romance, and Florence + the Machine. They strive to express their individuality while still fitting into social groups.
Student response to Dr Who 2009 exam
1) The document provides a detailed analysis of a scene from the television show Doctor Who, examining how it portrays gender through its use of camerawork, editing, sound, mise-en-scene, and other cinematic techniques.
2) Traditionally masculine gender stereotypes are broken as the female hero Martha comes up with the plan to save the day.
3) Various shots and editing emphasize different characters' emotions and power throughout the scene's dramatic tension, ultimately establishing the Doctor as the most powerful figure.
Doctor Who Analysis.
The document discusses how gender is represented in an extract from Doctor Who through the use of camerawork, mise-en-scene, editing, and sound. Initially, stereotypes are depicted where males are dominant and higher in status than females. However, the character Martha later proves these stereotypes wrong by becoming quite domineering. Camera angles, costumes, props, editing techniques, and music are used to first show Martha as vulnerable but later as powerful as she rises up against the Master.
Title project marking
The document outlines criteria for evaluating two parts of a title project: the planning and research, and the video.
For the planning section, there are four levels of achievement based on evidence of creative use of areas like research, storyboarding, time management, and presentation skills.
For the video, there are also four levels evaluated on appropriately producing material for the audience, using titles and sound editing, shooting with camera skills, and effective editing to convey meaning. Both sections have the highest level reflecting excellence in most criteria.
Tv drama revision_booklet
This document provides terminology related to TV drama production and analysis. It defines various camera shots like close-ups, establishing shots, and point-of-view shots. It also covers editing techniques such as cross-cutting, dissolves, and jump cuts. Finally, it lists sound terminology including ambient sound, asynchronous sound, and contrapuntal sound. The document is intended to help students analyze and discuss elements of TV dramas.
Candidate c film industry
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and use of contemporary film citations at another high level 4 score.
Exemplar Response: G322 - TV Drama and Audiences and Institutions (Film)
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing developed understanding of distribution and marketing practices through many contemporary film citations at another high level 4 score.
June 2011 Exam: A Grade Response
The examiner comments that Candidate C provided a fluent and sophisticated response for Question 1, using accurate media terminology and technical examples to analyze how class and status were represented in an extract. This high level of analysis was sustained across discussion of mise-en-scene and technical aspects. The response demonstrated discrimination in examples to evaluate how class/status were subverted from stereotypes. The examiner awarded a high level four for all categories for Question 1. For Question 2 on film, the candidate cited a range of examples, showed a knowledgeable approach, and accurately used terminology to discuss distribution and marketing practices. This response also merited a high level four for all three categories.
Summary of urban stories 2015 final
This document provides advice and examiner comments for the World Cinema exam. It emphasizes analyzing films in detail using precise technical language to discuss how films work and communicate their messages and themes. Successful exam responses include specific details from films, avoid vague generalizations, and make arguments supported by comparisons between films. Examiners look for a balance of descriptive details and analytical arguments in responses. Strong answers directly address the question while choosing examples that effectively support the argument.
A/B grade answers OCR media
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response discusses mise-en-scène, editing, and sound to analyze how age and innocence are represented. For question two, about funding and distribution for independent and Hollywood films, the response compares Warp Films and Working Title, discussing funding models, technology impacts, and distribution strategies. The commentary evaluates both responses as strong, with good use of examples and terminology to back up explanations and arguments.
15093762 g322-exemplar-cand-b-high-level-answer[1]
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response discusses mise-en-scène, editing, and sound to analyze how age and innocence are represented. For question two, about funding and distribution for independent and major studio films, the response compares strategies of Warp Films and Working Title, discussing the impact of digital technology and conglomerate ownership. The commentary evaluates both responses as strong, with sophisticated use of examples and terminology to develop explanations and arguments.
A level example
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response demonstrated good use of mise-en-scene and technical elements to analyze age and representation. For question two, about funding and distribution for independent and major studio films, the response compared practices of Warp Films and Working Title Films, discussing the impact of funding sources and digital technology. The commentary assessed both answers as strong, with good use of examples and terminology to support detailed explanations.
G322-exemplar-cand-b-high-level-answer
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response demonstrated good use of mise-en-scene and technical elements to analyze age and representation. For question two, about funding and distribution for independent and major studio films, the response compared practices of Warp Films and Working Title Films, discussing the impact of funding sources and digital technology. The commentary assessed both answers as strong, with good use of examples and terminology to back up explanations and arguments.
02 as a_level_media_studies_unitg322_jan2009_highlevelresponseq1+q2
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response demonstrated good use of mise-en-scene and technical elements to analyze age and representation. For question two, about funding and distribution for independent and large film studios, the response compared practices of Warp Films and Working Title, discussing the impact of funding sources and digital technology. The commentary assessed both answers as strong, with good use of examples and terminology to back up explanations and arguments.
02 as a_level_media_studies_unitg322_jan2009_highlevelresponseq1+q2
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response discusses mise-en-scène, editing, and sound to analyze how age and innocence are represented. For question two, about funding and distribution for independent and major studio films, the response compares strategies of Warp Films and Working Title, discussing the impact of digital technology and conglomerate ownership. The commentary evaluates both responses as strong, with sophisticated use of examples and terminology to develop explanations and arguments.
Candidate a music industry
The document contains examiner's comments on two candidates' responses to questions about the music industry.
For question 1, the examiner notes that the candidate integrated accurate technical terminology into their analysis of class and status in a drama extract. Key examples from sound, editing, camera shots and mise-en-scene were used to illustrate this analysis.
For question 2, the candidate demonstrated accurate knowledge of the music industry through discussion of Sony, Bertelsmann and independent labels. They explored how the online age has transformed the industry through examples like iTunes and Spotify. The response linked this to independent bands' marketing strategies and how audiences are targeted.
Issues in targetting an audience exemplar
This document provides an exemplar answer and commentary for a candidate's response to questions on a GCE in Media Studies exam. For question 1, the candidate demonstrated a clear understanding of how mise-en-scene and editing can be used to represent different age groups in a film clip. For question 2, the candidate showed knowledge of how independent film companies like Warp Films obtain funding and the impact of digital technology, and also discussed the relationship between large studios like Working Title and distributors. The examiner provided positive feedback and assessed the candidate's explanation, examples, and use of terminology as meeting the standards for a high grade.
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Real film title and openings we compare our
The document compares the film "Days of Darkness" to other apocalyptic films and television shows that also depict a spreading infection or disease, destruction of humanity, or a similar opening credit sequence showing global infection. Specifically mentioned are similarities to The Walking Dead in its depiction of a worldwide infection, This is the End in its original title of "The End of Days", Hills Have Eyes in its use of black and white jump cuts in the opening, and Rise of the Planet of the Apes in its ending credits showing infection spreading globally.
'A' Grade Response: Representation of Age / Monarch of the Glenn
This document contains examiners' comments on an undescribed topic. No other context or details are provided about the subject being commented on or the nature of the comments themselves. In short, this document simply indicates that some examiners have provided comments about something, but gives no information about what is being commented on or what the comments say.
How is my Preliminary task is different to my opening sequence?
The preliminary task focused on using basic camera angles like shot reverse shot and the 180 degree rule to tell a simple story of a fight between two characters. It required writing a script and using dialogue. The opening sequence told a single character's story and did not require dialogue, just instructions. It took influence from other opening sequences to develop the idea. Camera angles were more varied in the preliminary task, while the opening sequence used long shots, mid shots, and close ups to complement the simple story. Both used basic editing in iMovie without complicated shots or fast pacing.
Evaluation Q1
The document discusses how the media product, a pop music magazine, uses conventions of real pop magazines. Key conventions included are a bright pink masthead to catch attention, three coverlines and a central image on the front cover. The mode of address is informal and chatty to relate to teenage girls aged 14-16. Images are clean cut and professional looking to portray a happy, fun magazine. Forms like puffs, free posters, and a contents page with a question and answer format follow conventions of real pop magazines. The goal is to create a magazine instantly recognizable in the genre while not challenging conventions to appeal to mainstream audiences.
Conventions
Days of Darkness uses several conventions in its opening thriller sequence. It creates mystery with black and white effects, unsettling sounds, and jump cuts. It establishes that the entire world is affected and shows the large impact through the voice of the president. Mostly music plays to generate tension, as composed by a group member. Titles overlap the images. The production companies are shown at the start. The opening news report provides context about the narrative without revealing the full plot.
Audience profile
This document profiles a target audience of 16-25 year old students, mainly female, from middle-class British or American families, who have disposable income from parents or part-time jobs. They have interests in music, fashion, technology, and social media. They enjoy brands like Hot Topic, Vans, and Smirnoff and prefer artists like Paramore, My Chemical Romance, and Florence + the Machine. They strive to express their individuality while still fitting into social groups.
Student response to Dr Who 2009 exam
1) The document provides a detailed analysis of a scene from the television show Doctor Who, examining how it portrays gender through its use of camerawork, editing, sound, mise-en-scene, and other cinematic techniques.
2) Traditionally masculine gender stereotypes are broken as the female hero Martha comes up with the plan to save the day.
3) Various shots and editing emphasize different characters' emotions and power throughout the scene's dramatic tension, ultimately establishing the Doctor as the most powerful figure.
Doctor Who Analysis.
The document discusses how gender is represented in an extract from Doctor Who through the use of camerawork, mise-en-scene, editing, and sound. Initially, stereotypes are depicted where males are dominant and higher in status than females. However, the character Martha later proves these stereotypes wrong by becoming quite domineering. Camera angles, costumes, props, editing techniques, and music are used to first show Martha as vulnerable but later as powerful as she rises up against the Master.
Title project marking
The document outlines criteria for evaluating two parts of a title project: the planning and research, and the video.
For the planning section, there are four levels of achievement based on evidence of creative use of areas like research, storyboarding, time management, and presentation skills.
For the video, there are also four levels evaluated on appropriately producing material for the audience, using titles and sound editing, shooting with camera skills, and effective editing to convey meaning. Both sections have the highest level reflecting excellence in most criteria.
Tv drama revision_booklet
This document provides terminology related to TV drama production and analysis. It defines various camera shots like close-ups, establishing shots, and point-of-view shots. It also covers editing techniques such as cross-cutting, dissolves, and jump cuts. Finally, it lists sound terminology including ambient sound, asynchronous sound, and contrapuntal sound. The document is intended to help students analyze and discuss elements of TV dramas.
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This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and use of contemporary film citations at another high level 4 score.
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This document provides an outline for an A2 Media Studies exam and coursework.
For the exam, Section A involves analyzing two unseen media texts and answering questions about representation, media issues, and contexts. Section B requires an extended essay response drawing on an individual case study and topics of identities/digital media.
The coursework involves a 2,000-word critical investigation of a self-selected media issue, demonstrating research and analysis of primary and secondary sources. A linked practical production is also required. Research accounts for 60% of the coursework grade and production 40%. Extensive independent research and a clear link between the investigation and production are valued.
WJEC - A2 Film Studies FM4 mark scheme & guidance
This document provides marking guidelines for a GCE AS/A Film Studies exam. It outlines the assessment objectives, mark allocations, and level descriptors for evaluating exam responses. Section A focuses on national cinemas and film styles, Section B focuses on spectatorship, and Section C focuses on applying knowledge to critical issues. Responses are judged on knowledge of film concepts and ability to analyze films critically. Higher levels demonstrate thorough knowledge, developed arguments, and sophisticated writing.
MS1 AS Media Studies Summer 2011 mark scheme
This document provides a marking scheme for a GCE Media Studies exam from Summer 2011. It includes four levels to assess students' answers with criteria for each level. The marking scheme provides generic levels to assess how students analyze media products and processes. It also includes a question-specific scheme that lists possible points students may discuss in their answers. The scheme analyzes sample questions on representing audiences and age in magazines.
Mark scheme
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
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Exemplar Response: G322 - TV Drama and Audiences and Institutions (Film)
Exemplar Response: G322 - TV Drama and Audiences and Institutions (Film)
15093762 g322-exemplar-cand-b-high-level-answer[1]
15093762 g322-exemplar-cand-b-high-level-answer[1]
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02 as a_level_media_studies_unitg322_jan2009_highlevelresponseq1+q2
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A grade doc martin analysis
Doc Martin is portrayed as having a different regional identity than the residents of Port Wenn through his appearance and behavior. He wears professional clothing like suits and ties, while the locals wear casual overalls and jackets. Doc Martin is constantly stressed and angry, shown through close-ups, while the Port Wenn residents are laid back with a blasé attitude. Various film techniques like camera work, editing, sound, and mise-en-scene emphasize Doc Martin's alienation from the town and highlight both positive and negative aspects of how his regional identity is portrayed differently from the local identity.
Netflix and the film industry
This document discusses Netflix's role in the film industry through its original film productions and distribution deals. It provides links to research Netflix's relationships with films like Beasts of No Nation, The Ridiculous 6, and Crouching Tiger, Hidden Dragon: Sword of Destiny. The document asks how Netflix's deals with film companies work and the benefits to audiences and institutions. It prompts consolidating what impact Netflix has had and extending the discussion through relevant theories on topics like streaming business models and the future of the film industry.
Representation of sexuality
The document defines key terms related to sexuality such as sex, gender, and sexuality. It then discusses stereotypical representations of homosexuality, bisexuality, and heterosexuality in media. Specifically, it notes that gay men are often portrayed as effeminate while lesbian women are depicted as masculine. It also mentions some outdated ideologies from the past viewed sexuality as immoral or a mental illness. The document concludes by providing facts about the increasing legal protections for LGBTQ individuals in England over recent decades.
Student research on ethnicity
This document discusses common stereotypes and portrayals of different ethnic groups in media and news. Black African American females are often depicted as either victims in need of help or trying to take advantage of resources, while white British working class males tend to be portrayed as underachieving and disruptive. Asians are sometimes seen as threats by taking jobs or being connected to terrorism. Syrian refugees are both positively portrayed as escaping war but also negatively as overusing resources.
Ethnicity
This document discusses several key ideas around British culture and the representation of ethnicity:
- It defines the differences between race, ethnicity, and nationality. Ethnicity encompasses cultural identity through traditions, customs, dress, food, religion and faith.
- Stereotypes often contain elements of truth but can lead to overgeneralizations about entire groups. Positive representations aim to change perceptions.
- Common stereotypes in media include portraying ethnic groups as exotic, dangerous, pitied, or humorous. More recently, groups are sometimes sexualized.
- TV dramas may center storylines of ethnic characters around their culture in ways that can perpetuate negative stereotypes, rather than showing storylines unrelated to ethnicity
Represenation of gender class work
This document discusses representations of gender in media. It notes that traditional portrayals of women as sexualized and emotional are still prevalent but are starting to change as women take on more professional roles. It also examines representations of masculinity, which typically portray men as strong, intelligent and independent. However, emerging representations show men as also being emotional and able to take part in domestic roles. The document explores how both genders are facing increasing pressures and unrealistic standards of appearance imposed by media stereotypes.
Camera work
This document discusses TV drama representation and camera techniques, including different shot types (close-up, medium close-up, mid shot, etc.), camera angles (high, low, bird's eye view), and camera movements (tracking, tilting, panning, zooming). It provides a framework to develop understanding of camera work by filming different techniques and explaining why each was used.
Introduction to TV Drama
This document discusses TV dramas and provides guidance for an assignment on researching a TV drama clip. It asks the reader to consider how they identify a TV drama based on elements like time, episode length, storyline, characters, settings, and themes. It provides context that 50% of the reader's media studies course is based on a textual analysis exam that may feature an unseen TV drama extract. It prompts the reader to select a drama clip and analyze how audiences and institutions appeal to and benefit from the TV drama genre.
Audiences
Audience profiling involves considering factors like age, gender, income, interests, and behaviors to categorize audiences for media products. Demographics categorizes audiences based on their occupation and income using letter codes. Psychographics examines personality traits and behaviors to group audiences based on their position in society, such as traditionalists who dislike change, hedonists who seek enjoyment, individualists who want to stand out, and rebels who challenge traditions. Proper audience profiling is important for creating successful media products.
Mock ups and flat plans
Flat plans are drawings that show the proposed layout of text, images, and graphics on a page. They allow designers to experiment with different layouts quickly before making a final decision. This helps reduce production time and ensures the design is well thought out. More detailed plans can then be made incorporating example content to better visualize how the page will look. Good flat plans presented neatly that show a range of layout ideas will receive higher marks than a single idea or poorly presented work.
Focus on photography
This document provides guidance for students on planning and taking photographs for a magazine project. It discusses key elements to consider like shot type, camera angle, composition, lighting, mise-en-scene, location, and who and when to photograph. Technical terms are defined to help students describe the style of photographs needed. Planning is emphasized to ensure photos fit the magazine style and are of models that look suitable.
Key dps terms Pool E
This document defines key terms used in design and publishing including taboo language, serif and sans serif fonts, drop caps, kerning, tracking, bleed, and drop caps. Taboo language refers to inappropriate words in certain contexts. Serif fonts have small decorative lines while sans serif fonts do not. A drop cap is a large initial letter that extends below the first line. Kerning adjusts spacing between individual letter pairs while tracking consistently increases or decreases spacing between whole words. Bleed refers to printing that extends beyond the edge of the page. A drop cap is a larger initial letter at the start of a word or paragraph.
Key dps terms
This document defines and provides examples of key layout and design terms used in publishing, including picture frames, text wrap, bleed, taboo language, kerning, tracking, bylines, and pull quotes. Picture frames make images stand out, text wrap allows text to flow around images, and bleeds ensure no white borders when pages are cut. Kerning and tracking refer to adjusting letter and word spacing. Bylines provide author information and pull quotes entice readers with excerpts.
Pitch, pitch feedback and style sheet
This document discusses pitching an idea and gaining feedback on the pitch. It recommends posting the pitch online and asking 4-5 target audience members open-ended questions to get their feedback. Examples of feedback questions are provided. The feedback should then be recorded and summarized, explaining how it will inform developing the idea, and posted online. A style sheet is also discussed as a way to organize stylistic elements of a magazine in a quick, simple format including fonts, photography examples, and color scheme.
Contents page anaysis
The document discusses the purpose and design of contents pages in magazines. Contents pages are meant to guide readers through the magazine by allowing them to find specific articles and sections. They also indicate the relative importance of articles and can suggest new ones to readers. When designing contents pages, conventions like layout, page numbers, text to picture ratio, sections, color, fonts and images should be analyzed for their effects on the intended audience. Students are asked to mock-up their own contents page that illustrates generic conventions and receive feedback on their choices.
Pitch and Audience Profile Handout
The document provides guidance for creating a pitch for a new music magazine. It lists the key elements that should be included in the pitch: 1) an overview of the magazine concept including genre and market gap; 2) a mood board reflecting the visual style; 3) the producing institution and why they would produce it; 4) a detailed target audience profile; 5) the brand identity and style; 6) possible names; 7) the music genres covered and how; and 8) an example double-page article. The pitch should be visual and avoid long blocks of text. Feedback should be gathered from the target audience.
Pitch and Audience Profile
The document provides guidance on developing a pitch for a music magazine, including creating a moodboard to visualize the concept, identifying the target audience through profiling factors like demographics and psychographics, and researching potential publishing institutions. It discusses considering people, bands, colors, fonts and other elements for the moodboard, and profiling the audience's age, income, interests and other traits. Demographics and psychographics are explained as methods to understand the audience. Developing an audience profile for the proposed magazine is recommended. Potential publishing institutions are advised to be researched, considering if they are national/global, their existing publications, and why they may publish the new magazine.
Student magazines
Student magazines provide an opportunity for students to gain experience in journalism, design, business and more. They allow students to explore their interests, develop new skills and build their resumes/portfolios. Creating and publishing a magazine requires teamwork, planning, creativity and responsibility.
You tube wesch and vloggers
- YouTube was founded in 2005 by Chad Hurley, Jawed Karim, and Steve Chen.
- It is now owned by Google and has over 1 billion users worldwide.
- 300 hours of video are uploaded to YouTube every minute from users in 75 countries speaking 61 languages.
- 60% of a creator's views come from outside their home country, and half of all YouTube views are on mobile devices.
Wikinomics and soundcloud
Soundcloud is a platform that allows users to democratically upload and access music, enabling ordinary people to contribute their content and listeners to access music for free. It serves as an example of democracy in action as unsigned artists can share their music and gain exposure, such as Ry Legit whose song received over 88,000 listens. However, Soundcloud is only a weak example of a sharing economy since it is difficult for independent artists to directly earn money from the site unless they promote other revenue streams like iTunes downloads or merchandise.
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What's a worker’s market? Job quality and labour market tightness
What's a worker’s market? Job quality and labour market tightnessLabour Market Information Council | Conseil de l’information sur le marché du travail
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.1.2 Business Ideas Business Ideas Busine
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2. Elemental Economics - Mineral demand.pdf
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
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Who Is Abhay Bhutada, MD of Poonawalla Fincorp
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
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- 3. G322 June 2011 Examiner’s comments Candidate C Section B Film Question 1 This is a fluent and articulate response, making accurate use of media terminology and showing a degree of sophistication in analysis of the extract. The candidate has effortlessly combined analysis with the use of technical examples, for example “This slow motion is there to highlight the selfish attitude and high position of the Prince in the status quo as he is able to break the rules of society and effectively break free from the bonds of social conformity as he challenges and fights Merlin in the street.” There is discrimination in the use of examples to discuss the representation of class and status, fitting high level four criteria. This level of analysis is sustained, with all technical aspects being covered, with discussion of mise en scene involving subtle and succinct semiotic analysis, enabling the candidate to evaluate how class and status is subverted from the more obvious stereotypes used. High level four for all categories Question 2 – Film There is a range of examples cited from different contexts, offering some good contrast and a knowledgeable approach to the topic. Terminology is used accurately throughout. Understanding of practices of distribution and marketing is developed and exemplified, with many contemporary films cited. High level 4 for all three categories. G322 June 2011 Examiner’s comments Candidate C Section B Film Question 1 This is a fluent and articulate response, making accurate use of media terminology and showing a degree of sophistication in analysis of the extract. The candidate has effortlessly combined analysis with the use of technical examples, for example “This slow motion is there to highlight the selfish attitude and high position of the Prince in the status quo as he is able to break the rules of society and effectively break free from the bonds of social conformity as he challenges and fights Merlin in the street.” There is discrimination in the use of examples to discuss the representation of class and status, fitting high level four criteria. This level of analysis is sustained, with all technical aspects being covered, with discussion of mise en scene involving subtle and succinct semiotic analysis, enabling the candidate to evaluate how class and status is subverted from the more obvious stereotypes used. High level four for all categories Question 2 – Film There is a range of examples cited from different contexts, offering some good contrast and a knowledgeable approach to the topic. Terminology is used accurately throughout. Understanding of practices of distribution and marketing is developed and exemplified, with many contemporary films cited. High level 4 for all three categories.