A2 exam section A advice
•
0 likes•1,803 views
The document provides guidance for a media exam on film texts. Students will be asked a question about genre, representation, or narrative for their three main texts. Only two of these three areas will appear on the exam, and students choose which area to answer about. Past exam questions are provided as examples. The strategy of identifying a point and justifying it with a narrative description from the text is emphasized. Students must refer to their chosen texts in their answers to fully justify their points.
Report
Share
Report
Share
Download to read offline
Recommended
A2 media exam approaches
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
How to write and exam answer - including Mark Scheme
The document provides guidance to students on how to structure responses for a media analysis exam. It outlines three levels of achievement and criteria for reaching each level. Level three responses require students to clearly express ideas with some fluency and relevance while maintaining good spelling and grammar. Level four responses expect complex issues to be addressed clearly and fluently using appropriate terminology and well-structured writing. Students are advised to analyze how technical film aspects construct representations of stereotypes through detailed examples and explanations linked to relevant theory.
Mark scheme for tv drama 2017
The document provides guidance for students on how to structure an effective response to an exam question about representation in media texts. It recommends using specific examples from the text, analyzing how production techniques construct representations and stereotypes, and linking examples to representation theories. Higher-level responses should demonstrate a clear understanding of the task, use terminology accurately, provide a range of relevant examples, and connect representations to their social implications and intended audience effects.
Ethnicity and TV Drama
This document provides guidance for students on analyzing representations of ethnicity in media clips. It instructs students to examine the clip for examples of ethnic stereotypes, provide evidence to support the stereotypes, and analyze how ethnicity is dealt with. It advises focusing the analysis on three key areas: ethnic-aesthetic attributes, gendered representations, and theories related to the clip. Theories mentioned include dominant ideology, binary opposition, Laura Mulvey's work on gender, and Bell Hooks' work on interconnectivity of race, class and gender representations.
Age Examples
The document provides exemplar responses from three candidates to questions about representing age in a television drama extract and the functions and institutional relationships of the video game industry.
Candidate A provided a high-level response, analyzing how mise-en-scène, camera work, editing, and sound were used to represent the different age groups. Candidate B's response was also strong, using examples of clothing to represent the ages and discussing shot structures.
Candidate C's response discussed the extract in a descriptive way without much technical analysis. For the second question, the choice of text did not allow a full response, and points made lacked substantiation and exemplification.
Representation of age
The document discusses the representation of age in television drama. It outlines both positive and negative stereotypes associated with youth and old age. Youth are often portrayed as reckless, rebellious, and dependent, while the elderly are depicted as frail, lonely, and a burden. The document also analyzes how technical elements like mise-en-scene, cinematography, sound, and editing are used to construct particular representations of age in television shows. It provides examples of both conforming to and subverting common stereotypes.
Blood brothers mothers comparison act 1
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
03 as a_level_media_studies_unitg322_june2009_q1only_sound&editing_exemplar
03 as a_level_media_studies_unitg322_june2009_q1only_sound&editing_exemplarSpringwood High School Media
1) Candidate A provided an excellent response analyzing representations of gender through sophisticated discussion of editing techniques, sound, and mise-en-scene.
2) Candidate B also analyzed representations of gender through editing and sound, demonstrating command of terminology. Their response was detailed and thorough, meeting level 4 criteria.
3) In contrast, Candidate C's response only briefly discussed sound and editing, and showed basic knowledge and understanding when attempting to engage with technical features. Their response indicated a lower level of understanding.Recommended
A2 media exam approaches
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
How to write and exam answer - including Mark Scheme
The document provides guidance to students on how to structure responses for a media analysis exam. It outlines three levels of achievement and criteria for reaching each level. Level three responses require students to clearly express ideas with some fluency and relevance while maintaining good spelling and grammar. Level four responses expect complex issues to be addressed clearly and fluently using appropriate terminology and well-structured writing. Students are advised to analyze how technical film aspects construct representations of stereotypes through detailed examples and explanations linked to relevant theory.
Mark scheme for tv drama 2017
The document provides guidance for students on how to structure an effective response to an exam question about representation in media texts. It recommends using specific examples from the text, analyzing how production techniques construct representations and stereotypes, and linking examples to representation theories. Higher-level responses should demonstrate a clear understanding of the task, use terminology accurately, provide a range of relevant examples, and connect representations to their social implications and intended audience effects.
Ethnicity and TV Drama
This document provides guidance for students on analyzing representations of ethnicity in media clips. It instructs students to examine the clip for examples of ethnic stereotypes, provide evidence to support the stereotypes, and analyze how ethnicity is dealt with. It advises focusing the analysis on three key areas: ethnic-aesthetic attributes, gendered representations, and theories related to the clip. Theories mentioned include dominant ideology, binary opposition, Laura Mulvey's work on gender, and Bell Hooks' work on interconnectivity of race, class and gender representations.
Age Examples
The document provides exemplar responses from three candidates to questions about representing age in a television drama extract and the functions and institutional relationships of the video game industry.
Candidate A provided a high-level response, analyzing how mise-en-scène, camera work, editing, and sound were used to represent the different age groups. Candidate B's response was also strong, using examples of clothing to represent the ages and discussing shot structures.
Candidate C's response discussed the extract in a descriptive way without much technical analysis. For the second question, the choice of text did not allow a full response, and points made lacked substantiation and exemplification.
Representation of age
The document discusses the representation of age in television drama. It outlines both positive and negative stereotypes associated with youth and old age. Youth are often portrayed as reckless, rebellious, and dependent, while the elderly are depicted as frail, lonely, and a burden. The document also analyzes how technical elements like mise-en-scene, cinematography, sound, and editing are used to construct particular representations of age in television shows. It provides examples of both conforming to and subverting common stereotypes.
Blood brothers mothers comparison act 1
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
03 as a_level_media_studies_unitg322_june2009_q1only_sound&editing_exemplar
03 as a_level_media_studies_unitg322_june2009_q1only_sound&editing_exemplarSpringwood High School Media
1) Candidate A provided an excellent response analyzing representations of gender through sophisticated discussion of editing techniques, sound, and mise-en-scene.
2) Candidate B also analyzed representations of gender through editing and sound, demonstrating command of terminology. Their response was detailed and thorough, meeting level 4 criteria.
3) In contrast, Candidate C's response only briefly discussed sound and editing, and showed basic knowledge and understanding when attempting to engage with technical features. Their response indicated a lower level of understanding.English revision 2015
This document provides guidance for students taking an English language exam that consists of reading and writing sections. It outlines the timing and structure for answering questions, with 5 minutes allotted to read questions and passages, and around 10 minutes for each question. It describes different types of questions, such as "what" questions requiring evidence from the text and "how" questions involving language analysis. Trickier questions involving inference, comparison, or multiple focuses are also discussed. Strategies are presented for achieving high marks on whole text literature questions by linking responses to historical context. Requirements for different grade levels are defined in terms of textual understanding, language analysis, and contextual awareness.
Representation of Age
The document discusses the representation of age in television drama through analyzing youth and old age stereotypes. It presents both positive and negative stereotypes of youth (active, sociable vs. lazy, rebellious) and old age (wise, authoritative vs. fragile, dependent). Specific stereotypes highlighted include youths seen as criminals, pensioners as grumpy, and the elderly as frail and lonely. The document also provides instructions for an activity where students will analyze how technical elements like camerawork, mise-en-scene, sound, and editing are used in a TV sequence to construct particular representations of age.
UPSR ENGLISH EXAMINATION FORMAT
The document provides an overview of the format and content of the UPSR English exam for Year 4, 5 and 6 students in Malaysia. The exam consists of two papers: Paper 1 has 5 sections testing vocabulary, social expressions, grammar, and comprehension; Paper 2 focuses on writing skills. Paper 1 contains 40 multiple choice questions covering a range of language skills to assess students' understanding and knowledge of English.
Lesson 10 - Female representation in Action Adventure films
The document discusses female representation in films and provides examples of how female characters can be categorized as empowered, sexually objectified, or stereotyped. It also includes a marking scheme for assessing answers on female representation with four levels of achievement.
Mark scheme for tv drama
The document provides guidance for students taking an exam on media representation. It outlines the criteria examiners will use to evaluate answers, including explanation/analysis, use of examples, and terminology. Students are advised to structure their responses using clear paragraphs with a point, example, and explanation. The document also discusses representation theories from scholars like Mulvey, Dyer, and Hebdige that students could reference in their answers.
129104332 bull-s-eyes-2-english-paper-1-sk-sjkc
This document provides an overview of the UPSR English Bull's Eye Programme used in Sabah, Malaysia. It is a combination of techniques to help teachers prepare students for the UPSR English exam. The techniques focus on helping teachers use marking scheme briefings to teach students how to properly answer exam questions and exercise thinking skills. It describes the programme's techniques in detail, including having students answer questions within time limits to mimic exam conditions, drilling weak points through memorization and justification of answers, and keeping records of student performance on specific question types to target areas of improvement. The goal is to help both teachers and students master the UPSR English exam format and content.
Lesson 11 - Action Adventure ethnicity and buddy movies
This document provides a rubric for assessing responses to questions about representation in media extracts. It outlines four levels of response with varying criteria for understanding, evidence, and writing quality. The highest level demonstrates thorough understanding of representation issues, offers a range of evidence, and is written clearly with few errors. The lowest level shows minimal understanding, minimal evidence, and ideas obscured by errors. Sample questions are provided about characters, genres, and technical elements used to create effects.
Representationofclassandstatus 121219110918-phpapp01
The document provides guidance on writing an essay analyzing representations of class and status in a TV or film extract, including:
1) Key points to consider when analyzing how class and status are represented through characters' interests, behaviors, and treatment by others.
2) Technical elements to analyze such as camera shots, mise-en-scene, sound, and editing and how they construct representations of class.
3) Instructions to discuss two technical elements from an example extract, using specific examples and terminology while linking it to representations of class.
Heroes exam format
The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
OCR AS Englsh Language Paper 2 2018: things to remember
This document provides guidance for students taking the A-Level English Language Paper 2 exam on May 16th. The exam consists of two sections: Section A involves writing a 500-word piece about a language issue in 40 minutes. Section B involves analyzing how power or gender is represented in a given text in 50 minutes, choosing one topic. The document outlines what examiners look for in each section and provides tips on techniques to employ, such as annotating texts and planning responses around language features, evidence, and relevant concepts. Students are wished the best of luck on the exam.
Breaking Bad: Genre, Narrative, Representation
This document provides guidance for students on analyzing the television show Breaking Bad for an exam. It discusses the exam structure, which focuses on genre, narrative, and representation. Students are instructed to identify examples from Breaking Bad to use in answering potential exam questions covering these areas. In groups, students discuss examples they could use and plan exam answers. The document also provides sample exam questions and has students take notes on examples from the show.
Sound in TV Drama
This document provides lesson objectives, key terms, and questions for analyzing sound in TV drama. It aims to help students identify examples of sound, understand key terminology, and apply the micro-element of sound to representations of gender. Students are asked to listen to and analyze sequences from TV dramas to identify diegetic and non-diegetic sounds, understand how dialogue and tone of voice construct gender and class, and consider how non-diegetic music might differ across drama genres.
Lesson 9 - TV Comedy Q4b mark scheme
The document provides guidance for answering a question about how two television programs provide different audience pleasures, noting that higher levels require detailed examples from both programs for multiple pleasures discussed, while lower levels may cover fewer pleasures or only one program but still require some understanding of pleasures; it also provides two sample student answers with examiner comments on why they received the marks awarded.
Transportation
The document outlines an English language learning task for students with three different levels of difficulty. For beginners, the task involves matching vocabulary words to pictures. For intermediate students, the task involves using present continuous tense to describe pictures in complete sentences. For advanced students, the task involves writing a persuasive essay on a given topic using proper grammar, vocabulary and supporting evidence. Rubrics are provided to assess student performance in each task.
Unit 3 project rubric
This rubric evaluates student projects on four criteria: content, lyrics, primary and secondary sources, and creativity. For each criterion, it provides descriptors to assess work as excellent, good, satisfactory, or poor. For content, it evaluates the level of detail, explanations, historical accuracy, and analysis. For lyrics, it considers rhyme, memorability, understandability. For sources, it examines inclusion of accurate primary and secondary sources and inclusion in a bibliography. For creativity, it judges originality, engagement, visual appeal.
Notes and paragraphs
The document provides guidance on how to take notes and write paragraphs in a specific format for a film analysis exam. It explains that the film clip will be shown 4 times, with breaks in between to take notes. The focus is on noting representations and stereotypes using the "PEAAAALC" paragraph structure: Point, Evidence, Analysis, Link, Compare. Examples are given for each element, along with analytical verbs and connectives to use. Different essay structures combining multiple paragraphs are also outlined. The purpose of the breaks and extensive notes is to have material to write a high-quality exam response within the time limit.
Astorga_ E_&_Jones_ K_Read act 1
This document outlines an activity to analyze the short story "The Story of an Hour" by having students engage with different parts of the story's plot and characters. It involves using pictures and definitions to activate students' prior knowledge, having them read the story in groups and answer questions, working in groups to create alternative plots and apply conditionals, and assigning homework to continue analyzing story elements like plot, characters, traits, and setting. The goal is for students to practice their English skills like pronunciation, comprehension, critical thinking, and using grammatical structures while interpreting and discussing the short story.
Fm4 section a check list
This document provides examination tips and a checklist for answering essay questions about the films "La Haine", "City of God", and "Chungking Express". It emphasizes directly answering the question by referring to film sequences and using film language and key issues like representation, narrative, and social issues. Candidates should compare and contrast the films, discuss characters and sequences, and support their own opinions about the films with evidence from the sequences.
G322 – recap january 2017
This document provides guidance on analyzing representations of ethnicity in film and television using the PEALC (Point, Evidence, Analysis, Link, Compare) method. It explains each component of the PEALC method and provides examples for analyzing a clip from the TV show Silent Witness. Key points covered include making an analytical point about representation, citing evidence from the clip to support the point using technical elements like camerawork, and explaining how the representation reinforces or challenges stereotypes. The document also provides tips on writing introductions and outlines for taking notes on representations analyzed using the PEALC method.
Reminders sec3 mye_paper1
This document provides guidance for students taking the English Language Paper 1 exam for Mid-Year Examinations. It outlines the different parts of the exam, including an essay writing section and a situational writing section. For the situational writing, it emphasizes the importance of understanding the purpose, audience, role, language and appropriate structure. It also lists common mistakes to avoid and tips for time management and formatting responses.
A2 Media - MS4 past questions
This document provides past exam questions for a Media Studies course focusing on media texts, industries, and audiences. For each exam, students must answer one question from Section A on media texts and two questions from Section B on industries and audiences. Section A questions explore representations, narratives, genres, and constructions in three media texts. Section B questions examine industry topics like marketing, distribution, regulation, audiences, technologies, and globalization for three texts across different media industries. Students must refer to the three main texts they have studied for each answer. The questions provided span exam years from 2011 to 2014.
Mark Scheme - Media Studies AS Level
The document provides the marking scheme for the GCE Media Studies exam from Summer 2012. It includes four levels for assessing answers with descriptions of what students need to demonstrate at each level for different assessment objectives. For example, at Level 3 students are expected to have a sound understanding of media concepts and apply appropriate terminology in their analysis. The marking scheme also provides potential points students could discuss for each question to help examiners apply the levels consistently.
More Related Content
What's hot
English revision 2015
This document provides guidance for students taking an English language exam that consists of reading and writing sections. It outlines the timing and structure for answering questions, with 5 minutes allotted to read questions and passages, and around 10 minutes for each question. It describes different types of questions, such as "what" questions requiring evidence from the text and "how" questions involving language analysis. Trickier questions involving inference, comparison, or multiple focuses are also discussed. Strategies are presented for achieving high marks on whole text literature questions by linking responses to historical context. Requirements for different grade levels are defined in terms of textual understanding, language analysis, and contextual awareness.
Representation of Age
The document discusses the representation of age in television drama through analyzing youth and old age stereotypes. It presents both positive and negative stereotypes of youth (active, sociable vs. lazy, rebellious) and old age (wise, authoritative vs. fragile, dependent). Specific stereotypes highlighted include youths seen as criminals, pensioners as grumpy, and the elderly as frail and lonely. The document also provides instructions for an activity where students will analyze how technical elements like camerawork, mise-en-scene, sound, and editing are used in a TV sequence to construct particular representations of age.
UPSR ENGLISH EXAMINATION FORMAT
The document provides an overview of the format and content of the UPSR English exam for Year 4, 5 and 6 students in Malaysia. The exam consists of two papers: Paper 1 has 5 sections testing vocabulary, social expressions, grammar, and comprehension; Paper 2 focuses on writing skills. Paper 1 contains 40 multiple choice questions covering a range of language skills to assess students' understanding and knowledge of English.
Lesson 10 - Female representation in Action Adventure films
The document discusses female representation in films and provides examples of how female characters can be categorized as empowered, sexually objectified, or stereotyped. It also includes a marking scheme for assessing answers on female representation with four levels of achievement.
Mark scheme for tv drama
The document provides guidance for students taking an exam on media representation. It outlines the criteria examiners will use to evaluate answers, including explanation/analysis, use of examples, and terminology. Students are advised to structure their responses using clear paragraphs with a point, example, and explanation. The document also discusses representation theories from scholars like Mulvey, Dyer, and Hebdige that students could reference in their answers.
129104332 bull-s-eyes-2-english-paper-1-sk-sjkc
This document provides an overview of the UPSR English Bull's Eye Programme used in Sabah, Malaysia. It is a combination of techniques to help teachers prepare students for the UPSR English exam. The techniques focus on helping teachers use marking scheme briefings to teach students how to properly answer exam questions and exercise thinking skills. It describes the programme's techniques in detail, including having students answer questions within time limits to mimic exam conditions, drilling weak points through memorization and justification of answers, and keeping records of student performance on specific question types to target areas of improvement. The goal is to help both teachers and students master the UPSR English exam format and content.
Lesson 11 - Action Adventure ethnicity and buddy movies
This document provides a rubric for assessing responses to questions about representation in media extracts. It outlines four levels of response with varying criteria for understanding, evidence, and writing quality. The highest level demonstrates thorough understanding of representation issues, offers a range of evidence, and is written clearly with few errors. The lowest level shows minimal understanding, minimal evidence, and ideas obscured by errors. Sample questions are provided about characters, genres, and technical elements used to create effects.
Representationofclassandstatus 121219110918-phpapp01
The document provides guidance on writing an essay analyzing representations of class and status in a TV or film extract, including:
1) Key points to consider when analyzing how class and status are represented through characters' interests, behaviors, and treatment by others.
2) Technical elements to analyze such as camera shots, mise-en-scene, sound, and editing and how they construct representations of class.
3) Instructions to discuss two technical elements from an example extract, using specific examples and terminology while linking it to representations of class.
Heroes exam format
The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
OCR AS Englsh Language Paper 2 2018: things to remember
This document provides guidance for students taking the A-Level English Language Paper 2 exam on May 16th. The exam consists of two sections: Section A involves writing a 500-word piece about a language issue in 40 minutes. Section B involves analyzing how power or gender is represented in a given text in 50 minutes, choosing one topic. The document outlines what examiners look for in each section and provides tips on techniques to employ, such as annotating texts and planning responses around language features, evidence, and relevant concepts. Students are wished the best of luck on the exam.
Breaking Bad: Genre, Narrative, Representation
This document provides guidance for students on analyzing the television show Breaking Bad for an exam. It discusses the exam structure, which focuses on genre, narrative, and representation. Students are instructed to identify examples from Breaking Bad to use in answering potential exam questions covering these areas. In groups, students discuss examples they could use and plan exam answers. The document also provides sample exam questions and has students take notes on examples from the show.
Sound in TV Drama
This document provides lesson objectives, key terms, and questions for analyzing sound in TV drama. It aims to help students identify examples of sound, understand key terminology, and apply the micro-element of sound to representations of gender. Students are asked to listen to and analyze sequences from TV dramas to identify diegetic and non-diegetic sounds, understand how dialogue and tone of voice construct gender and class, and consider how non-diegetic music might differ across drama genres.
Lesson 9 - TV Comedy Q4b mark scheme
The document provides guidance for answering a question about how two television programs provide different audience pleasures, noting that higher levels require detailed examples from both programs for multiple pleasures discussed, while lower levels may cover fewer pleasures or only one program but still require some understanding of pleasures; it also provides two sample student answers with examiner comments on why they received the marks awarded.
Transportation
The document outlines an English language learning task for students with three different levels of difficulty. For beginners, the task involves matching vocabulary words to pictures. For intermediate students, the task involves using present continuous tense to describe pictures in complete sentences. For advanced students, the task involves writing a persuasive essay on a given topic using proper grammar, vocabulary and supporting evidence. Rubrics are provided to assess student performance in each task.
Unit 3 project rubric
This rubric evaluates student projects on four criteria: content, lyrics, primary and secondary sources, and creativity. For each criterion, it provides descriptors to assess work as excellent, good, satisfactory, or poor. For content, it evaluates the level of detail, explanations, historical accuracy, and analysis. For lyrics, it considers rhyme, memorability, understandability. For sources, it examines inclusion of accurate primary and secondary sources and inclusion in a bibliography. For creativity, it judges originality, engagement, visual appeal.
Notes and paragraphs
The document provides guidance on how to take notes and write paragraphs in a specific format for a film analysis exam. It explains that the film clip will be shown 4 times, with breaks in between to take notes. The focus is on noting representations and stereotypes using the "PEAAAALC" paragraph structure: Point, Evidence, Analysis, Link, Compare. Examples are given for each element, along with analytical verbs and connectives to use. Different essay structures combining multiple paragraphs are also outlined. The purpose of the breaks and extensive notes is to have material to write a high-quality exam response within the time limit.
Astorga_ E_&_Jones_ K_Read act 1
This document outlines an activity to analyze the short story "The Story of an Hour" by having students engage with different parts of the story's plot and characters. It involves using pictures and definitions to activate students' prior knowledge, having them read the story in groups and answer questions, working in groups to create alternative plots and apply conditionals, and assigning homework to continue analyzing story elements like plot, characters, traits, and setting. The goal is for students to practice their English skills like pronunciation, comprehension, critical thinking, and using grammatical structures while interpreting and discussing the short story.
Fm4 section a check list
This document provides examination tips and a checklist for answering essay questions about the films "La Haine", "City of God", and "Chungking Express". It emphasizes directly answering the question by referring to film sequences and using film language and key issues like representation, narrative, and social issues. Candidates should compare and contrast the films, discuss characters and sequences, and support their own opinions about the films with evidence from the sequences.
G322 – recap january 2017
This document provides guidance on analyzing representations of ethnicity in film and television using the PEALC (Point, Evidence, Analysis, Link, Compare) method. It explains each component of the PEALC method and provides examples for analyzing a clip from the TV show Silent Witness. Key points covered include making an analytical point about representation, citing evidence from the clip to support the point using technical elements like camerawork, and explaining how the representation reinforces or challenges stereotypes. The document also provides tips on writing introductions and outlines for taking notes on representations analyzed using the PEALC method.
Reminders sec3 mye_paper1
This document provides guidance for students taking the English Language Paper 1 exam for Mid-Year Examinations. It outlines the different parts of the exam, including an essay writing section and a situational writing section. For the situational writing, it emphasizes the importance of understanding the purpose, audience, role, language and appropriate structure. It also lists common mistakes to avoid and tips for time management and formatting responses.
What's hot (20)
Lesson 10 - Female representation in Action Adventure films
Lesson 10 - Female representation in Action Adventure films
Lesson 11 - Action Adventure ethnicity and buddy movies
Lesson 11 - Action Adventure ethnicity and buddy movies
Representationofclassandstatus 121219110918-phpapp01
Representationofclassandstatus 121219110918-phpapp01
OCR AS Englsh Language Paper 2 2018: things to remember
OCR AS Englsh Language Paper 2 2018: things to remember
Viewers also liked
A2 Media - MS4 past questions
This document provides past exam questions for a Media Studies course focusing on media texts, industries, and audiences. For each exam, students must answer one question from Section A on media texts and two questions from Section B on industries and audiences. Section A questions explore representations, narratives, genres, and constructions in three media texts. Section B questions examine industry topics like marketing, distribution, regulation, audiences, technologies, and globalization for three texts across different media industries. Students must refer to the three main texts they have studied for each answer. The questions provided span exam years from 2011 to 2014.
Mark Scheme - Media Studies AS Level
The document provides the marking scheme for the GCE Media Studies exam from Summer 2012. It includes four levels for assessing answers with descriptions of what students need to demonstrate at each level for different assessment objectives. For example, at Level 3 students are expected to have a sound understanding of media concepts and apply appropriate terminology in their analysis. The marking scheme also provides potential points students could discuss for each question to help examiners apply the levels consistently.
Genre theorists
The document discusses different genre theorists and their perspectives on genre. John Fiske viewed genre as embodying ideological concerns of their time and being convenient for producers and audiences. Henry Jenkins saw genres as constantly breaking rules and evolving in hybrid forms. John Hartley argued that genre is culturally interpreted and a text's genre can change based on time and location. Daniel Chandler viewed genres as potentially too restrictive. Steve Neale stressed that genres are dynamic processes rather than fixed systems. David Buckingham linked genre development to changing identity. Jason Mittell analyzed genre commercially and culturally. Barry Keith Grant referred to genre's meaning in terms of production, consumer indexing, and critical taxonomy. Rick Altman proposed genres are defined by media language elements and
Genre theory
Genre theory posits that genres are defined by certain conventions of content, themes, settings, and forms that are shared among texts belonging to that genre. However, genres are dynamic and open to negotiation rather than fixed forms. Individual texts can also belong to multiple genres depending on factors like location and time period. Genres provide frameworks that position readers and viewers in certain ways, but also offer pleasures through repetition and deviation from expectations.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
Media assessment
This document contains questions and answers related to media assessment of film and television. It addresses key concepts like genre conventions, audience targeting, modes of address, and audience response. Specific topics covered include defining connotations and mode of address, identifying the four categories of genre conventions, explaining preferred/dominant audience readings, and outlining three reasons the TV show Lost targets mainstream audiences. Directors, theories of representation, audience responses to Lost, strands of postmodernism, and the difference between active and passive audiences are also discussed.
How to make a new page and add content
To create a new page on a blog site, login to your dashboard and click the page option. Select new page, title it, and click save. Then go to pages again, find the newly created page tab, and click edit to add content.
Mock exam response
This document provides tips and best practices for answering exam questions on film genres and representation. It recommends:
1) Referring to all texts in the question throughout the response and using a simple introduction-identify and justify points-conclusion structure.
2) Focusing on a few key points and including relevant contextual knowledge about directors and years.
3) Comparing the chosen text to other films from the same genre and using quotations when justifying points.
It also identifies common mistakes like mislabeling conventions or claiming a film belongs to the wrong genre.
Ms4 2011 candidate 1 level 4
The document provides information about Candidate 1. Specifically, it indicates that Candidate 1 has achieved Level 4 status or qualifications. No other details are given about Candidate 1 or what Level 4 represents. The summary is limited due to the brevity of the original document.
Lost audience targeting
The document summarizes key aspects of the television show Lost that help attract a mainstream audience. It discusses how Lost uses an ensemble cast representing a diversity of races, genders, ages, and nationalities. It also combines elements of escapism through its mystical island setting with relatable plotlines featuring in flashbacks and flashforwards. Additionally, Lost is classified as a hybrid genre blending elements of action, adventure, and fantasy. The use of enigma codes, film scores, and mainstream narrative devices further help attract a wide audience.
Ms4
This document provides an overview of Unit MS4 from a media studies course, which focuses on analyzing the links between texts, the industries that produce them, and audiences. It gives examples of industries and texts that could be studied, such as the computer game Tomb Raider: Anniversary and the film Sweet Sixteen. For each text, it suggests exploring aspects like narrative, representation, industry of production, marketing, global impact, and audience. The level of detail provided about analyzing these two sample texts is meant to demonstrate how the unit might approach studying the relationships between texts, industries, and audiences.
Genre completed
The document discusses genre theory and its application to media texts. It defines genre as conventions that classify texts into categories. It outlines several genre theorists and their perspectives, such as Chandler who sees genre as dividing texts based on common elements. Grant discusses subgenres as more specific categories within a genre. The document also discusses how genres appeal to audiences through familiarity and pleasure, and how genres evolve over time through hybridization and changing conventions.
Prop character types (A2 media studies)
Vladimir Propp was a Russian formalist scholar who studied folk tales in the 1920s. He identified that many folk tales shared similar narrative structures and characters fulfilling narrative functions that drive the plot. Propp's theory outlines character archetypes like the hero, villain, donor, and princess. His work influenced filmmaking and showed that fairy tales follow a specific narrative structure. Propp's theory can be applied to analyze the plot and characters of horror films like Halloween and Texas Chainsaw Massacre in terms of the hero confronting the villain while receiving help from donors.
Representation in your chosen media text
This document discusses representation in media, including how the media constructs rather than reflects reality through careful mediation. It defines representation and discusses how certain groups are commonly represented, such as through stereotypes. Several theories of representation are outlined, including how women are often objectified and gazed at from the male perspective. The document also discusses how stereotypes can both enhance realism for audiences but also reinforce dominant ideologies. It questions whether media representations are ever truly realistic or simply simulations that produce our understanding of reality.
Barry Keith Grant Theory
Barry Keith Grant suggests that subgenres allow audiences to more specifically identify genres based on their familiar characteristics. Music videos can target niche audiences through the use of features like costumes, props, representations of artists, locations, and lighting that fit the subgenre and its characteristics. These elements were incorporated into a music video about a love story to signal negativeness, sadness, and convey a dark and cold narrative through a teenager, grandma, flowers, extreme close-ups, dark streets, a care home, and dark lighting.
Quantitative questionnaire
The document summarizes the results of a questionnaire about a short film called "Decisions". Key findings include:
- The target audience is mostly female students aged 17-19. The film's characters will be this age.
- Most respondents are in education, so the film will encourage the 8% not in education to stay in school.
- The highest rated preferred length was 6-10 minutes, so the film will be this length.
- Objects like books and glasses will be included to represent the importance of education.
- As the film has an educational purpose, the 84% unwilling to pay is not an issue.
- Most of the target audience would watch it online, so it will be distributed
Target audience and genre research
Peaky Blinders is a British crime drama series set in post-World War 1 Birmingham, England. The show follows the exploits of the Peaky Blinders gang led by Tommy Shelby as they rise to power in the world of organized crime. The genre is crime fiction and the target audience is television drama enthusiasts and fans attracted to the show airing on BBC Two, as well as a wider audience interested due to the casting of popular actors. While the production value is high, critics note the storylines are less complex than other television dramas due to the shorter six-episode seasons. The show incorporates both conventions of the crime drama genre and some unconventional elements.
Peaky Blinders: A Case Study
This PowerPoint uses the case study of Peaky Blinders. It includes details of when Gemma Nunn and Jo Watkinson, who both worked on Peaky Blinders, visited our school and shared information and advice with us.
World History and Politics quiz: Finals
The document provides details about a quiz on world history and politics conducted by Krishnadev Roy and Ritwik Ghosh. It outlines the format of the 32 question final round, including that the first 16 questions will go clockwise and the next 16 anti-clockwise. It also describes the scoring system and includes 16 sample questions from the quiz covering topics like historical figures, events, and works of art/literature.
Peaky blinders
Peaky Blinders is a BBC crime drama set in 1919 Birmingham following a gang of former soldiers led by Tommy Shelby. While initially aired on BBC Two targeting highbrow audiences, the show uses some mainstream conventions. Some critics argue this diluted the show's artistic merit and realism for popularity. However, others praise its production values and cinematography. The show attracted audiences by breaking stereotypes of Brummies and featuring acclaimed film stars like Cillian Murphy, Sam Neill and Helen McCrory in leading roles.
Viewers also liked (20)
Similar to A2 exam section A advice
English Answer ONE of the following questions from each genre..docx
English
Answer ONE of the following questions from each genre. Copy and paste the question you are answering to your document so I will know which one your are answering; then, answer the question. Each answer is worth 25 points (4 x 25 = 100) Answers must be a fully developed paragraph. DO NOT USE ANY SOURCES FOR YOUR ANSWERS. Answers are to be your thoughts and not what you have taken from the internet.
Novella – Of Mice and Men - Answer ONE of the following questions about this novella.
Of Mice and Men is an allegory. Each character possesses a specific trait that represents something or some group in society that is also linked to reasons they feel loneliness. Compare and contrast at least three of the characters’ traits and/or societal representations during this era to how society views these traits today. Are they the same, different, or no change? Why or why not?
The character names that Steinbeck uses in Of Mice and Men are symbolic. Discuss the symbolism in at least three of the characters’ names. Use evidence from the text to support your claim of this symbolism. You do not have to use a direct quote. Just reference and paraphrase.
_____________________________________________________________
Drama – Answer ONE of the following questions about this novella.
Oedipus
Think about the characters Oedipus, Jocasta, their children, or the people of Thebes, in this drama. Which character do you feel is the biggest victim in this drama? Why? Use details from the text to support your theory.
Trifles
A foil is a character whose main purpose is to offer a contrast to another character. The foil's differences highlight the key qualities of the main character.In what ways can Mrs. Peters be said to be a foil to Mrs. Hale?
Poetry – Choose any poem from your list of readings this term to answer the following question.
The theme of a reading passage and the author’s purpose for writing the passage are two different things. The theme of the passage is the message that the author wants the reader to take from the passage. The author’s purpose is the reason the author wrote the passage – to entertain, to inform, to persuade, to show historical significance, etc.
Choose your poem of choice and tell me the theme of the poem and the author’s purpose for writing this poem.
Short Story – Choose ONE of the following to answer your discussion question - “The Most Dangerous Game”, “A Good Man’s Hard to Find”, or the “A & P”.
Point-of-View helps shape the message that the author wants to reveal about the writing. Using one of the above stories, explain how the point-of-view shapes the plot, and how the message of the theme would be changed if told through the perspective of one of the other characters in the story.
...
Whiplash genre
This document discusses the genre and narrative structure of the film Whiplash. It begins by asking what genre Whiplash belongs to, such as drama, thriller, or sports film, and whether it is a hybrid. It then examines the conventions of different genres like drama, thriller, and sports film and how Whiplash compares to these. The document also explores narrative theory that could be applied to analyze Whiplash, such as Todorov's equilibrium-disequilibrium-equilibrium structure, binary oppositions, Barthes' narrative codes, and character archetypes. It poses exam questions about exploring the genres, narratives, and representations in three main texts.
Stereotypes
Stereotypes are used in media texts to quickly identify characters and aid audience understanding. Stereotypes are exaggerated representations that focus on certain aspects to represent dominant ideologies. In media, stereotypes are simplistic "types" rather than complex characters, and are usually negative representations making broad assumptions. Stereotypes often develop where there are power imbalances in society, such as between genders or social groups. Media institutions dominated by certain demographics may encourage certain stereotypes. The document discusses why stereotypes are used in media, what makes a stereotype, and how audience, genre, and context influence representation of social groups.
A level Representation_Stereotypes, countertypes and archetypes
This document provides definitions and examples for key concepts related to representation and gender stereotypes. It defines stereotypes, archetypes, and countertypes. For stereotypes, it lists examples of common feminine and masculine stereotypes. It also asks the reader to consider representations of gender in Orange is the New Black, including possible archetypes, stereotypes, and countertypes. Finally, it prompts analysis of audiovisual media clips to identify technical elements that convey messages about gender.
The Representation of Gender
This document provides an overview of an exam for a media studies course. It outlines the two sections of the exam:
Section A focuses on textual analysis and representation, requiring analysis of an unseen moving image extract and focusing on the representation of a specific concept.
Section B assesses knowledge of media institutions, production processes, distribution strategies, technologies, and audience reception/consumption through answering a question based on a case study of a specific media industry, in this exam focusing on music magazines.
The exam is 2 hours and consists of two compulsory questions, one for each section, worth 50 marks each. Areas of focus and representation that may be covered are also outlined.
A level media representation lesson 3 stereotypes, countertypes and archetypes
This document discusses concepts related to representation and gender stereotypes, including definitions of key terms like denotation, connotation, stereotype, archetype, and countertype. It provides examples of common gender stereotypes in media and asks readers to analyze representations of gender in examples like Orange is the New Black and popular sayings. Readers are asked to consider how media portrays people of different genders and to identify stereotypes, archetypes or countertypes in examples from current television and film.
Yr12 f l2
This document outlines a British horror film studies course that will focus on analyzing characters and representation. The aims are to explore British horror films and character conventions. Students will create character profiles for Dracula, 28 Days Later, and The Descent, analyzing character representation and gender representation. The document provides potential essay questions and outlines tasks for students to complete character analyses and profiles for the three films.
Yr12 f l2
This document outlines a British horror film studies course that will focus on analyzing characters and representation. The aims are to explore British horror films and character conventions. Students will create character profiles for Dracula, 28 Days Later, and The Descent, analyzing character representation and gender representation. The document provides potential essay questions and outlines tasks for students to complete a character analysis essay and character profiles for each film.
Week 4 stereotypes
The document discusses stereotypes of teenagers in media representations. It summarizes Richard Dyer's theory that stereotypes reduce diversity to a few exaggerated characteristics applied to all members of a social group. The document also discusses how stereotypes can reinforce certain values and assumptions through selective portrayal in media. Several theories are presented on how stereotypes function as a media shorthand and how constant exposure can subtly influence audiences' attitudes over time through cultivation and cultural effects. Examples of common teenage stereotypes in films and television are provided.
Past Questions
This document contains past exam questions about British comedy films from January 2009 to May 2013. The questions focus on several recurring themes: how predictable or genre-specific the narratives and characters are, how British the stories and elements are, how gender is represented, and how genre conventions are used or shape the films. Key elements examined include narratives, messages, values, characters, gender representation, and genre conventions.
Past British Comedy questions
This document contains past exam questions about British comedy films from 2009 to 2013. The questions focus on analyzing the narratives, characters, messages, and genre conventions of the films in relation to their British context and comedy genre. Specific topics examined include predictability of narratives, representations of gender, use of horror/comedy devices, and how distinctly British the storylines, characters, and values are in the films.
Lesson 8_Genre.pptx
The document discusses the concept of genre and provides examples of how genre is expressed in different media like music and film. It defines genre as a type or category of media text with predictable characteristics. Codes are described as systems of symbols that represent ideas, while conventions are typical characteristics of a specific genre that are repeated. The document uses examples from film posters and magazine covers to illustrate how codes and conventions define different genres.
Marxist approach to music videos
The document discusses applying a Marxist approach to analyze music videos. It provides examples of how Missy Elliott rejects conventional representations of women in music videos by displaying atypical gender representations and refusing to conform to stereotypes. The document also introduces key concepts of Marxist criticism, such as dominant ideology, the media's role in society, and hegemony, in order to provide a framework for analyzing music videos through a Marxist lens.
Lesson Plan 1
This lesson plan aims to discuss how Junot Diaz's novel The Brief Wondrous Life of Oscar Wao breaks down gender stereotypes in the Dominican Republic. The class will analyze chapters 1-5 to understand how Diaz critiques the stereotypical portrayals of male and female characters. Students will watch video clips of Junot Diaz discussing these stereotypes and how the female roles are more significant. The lesson includes sample discussion questions about how the narrative voice and science fiction references comment on gender roles and the treatment of women. Assessment will involve an in-class discussion sparked by interview clips and questions from assigned chapter readings.
Im trying to get 4 assignments done separately please.-ONE.docx
Im trying to get 4 assignments done separately please.
-ONE:
1000 word research essay:
Choose
one
of the following topics:
Short Story Topics:
"Sonny's Blues"
1. How does the narrator change from the beginning of the story to the final scene? At what
points in the story do you see these changes occurring? What memories, insights, and
conversations does he have that facilitate his change? (Look closely at paragraphs 177-178,
215-216, and 238.)
2. Discuss the theme of addiction in "Sonny's Blues." You might consider the following approach:
According to the narrator, what causes underlie drug addiction? How does he divide the
responsibility for drug addiction? How do larger, social/economic factors play a role? How do
personal/family factors play a role? In this story, what resources help Sonny control his addiction
and remain in recovery? (Look closely at paragraphs 75-80, 190-200, and 215-225.) If the story
were set today instead of 1955, would Sonny have any better chance of staying in recovery? Why
or why not?
3. Discuss the theme of music in the story. What importance does music serve in the lives of
Baldwin's characters? (Look closely at paragraphs 180-181 and 235-240.)
4. Discuss the theme of racism in the story. (Look especially at paragraphs 81-110).
References:
Byerman, Keith A. “Words and Music: Narrative Ambiguity in ‘Sonny’s Blues’.”
Studies in Short
in Short Fiction
, vol. 19, no. 4, 1982, pp. 367-372.
Literary Reference Center Plus
(EBSCOhost). Accessed on 17 July 2018.
Kowalska, Eva. “Troubled Reading: ‘Sonny’s Blues’ and Empathy.”
Literator
, vol. 36, no. 1, 2015,
Literary Reference Center Plus
(EBSCOhost). Accessed on 16 July 2018.
Murray, Donald C. "James Baldwin's 'Sonny's Blues': Complicated and Simple."
Studies in
Short Fiction
, vol. 14, no. 4, Fall 1977, pp. 353-57.
Literary Reference Center Plus
(EBSCO)host. Accessed on 12 June 2018.
-TWO:
500 word reading journal essay MLA format
pick ONE of the following
1. Do you have a favorite horror film? Explain why you find it particularly effective and a "good" film. Is the film just meant to frighten the audience, or does it also have a "message" about life, society, the universe...? (For example, in "Lusus Naturae" Margaret Atwood is not just writing a "monster" story, but wishes to describe a character who is more "human" and "normal" than the people who mistreat her and are considered the "normal" ones. Her story becomes a critique of society and its tendency to find "scapegoats" to rationalize its cruelty and injustices.)
2. If there is one of the topics from the In-Class #3 assignment list that you would like to write about at greater length, you can choose one of those.
3. If you could return to any time-period in the past, what period would it be? Why? What would you hope to learn from being there, and what problems might you have to deal with that you do not have t ...
1stFor this assignment, please address each of the items below.docx
1st
For this assignment, please address each of the items below:
1. Describe the factors of attraction. What attracts us to one another? Why are we less likely to befriend someone from another culture than someone from a similar background with a similar physical aesthetic? Be sure to identify and describe all six factors in attraction.
2. Discuss the human need to build bonds and relationships. Do we have an innate need to belong? If so, why? How is this need attached to our emotions, our social bonds, and our fear of deprivation?
3. Explain the three types of love: companionate, passionate, and compassionate. What are the differences and similarities among them? What is an example of each type? How does Sternberg’s Triangular Theory of Love distinguish romantic love, from empty love or infatuation? Please thoroughly address each of the components in Figure 12.1.
Include an introduction, thesis statement, and conclusion. Your completed assignment must be three to four pages in length (excluding title and reference pages). It must include a minimum of two to three references, formatted according to APA guidelines.
2nd
You wrote, "
Aggression cues from the media come in various forms, ranging from advertisements, the shows they host, the movies they show and even the news. Many media platforms ranging from the social media online platforms and even the print
media showcase aggressive acts by various people in the world. The movies aired by leading media outlets are also filled with aggressive behaviors, and the villains are depicted as the powerful and can be emulated. In the movie industry, violence sales." I agree completely. Why do you think this is? What about multi media 's effects on today's youth? Every class, multiple students imply that video games, for example, are responsible for aggression in children. Do you agree or disagree with this?
.
gender message frequencies in media entertainment two postings.docx
1. The document discusses gender messages that are frequently and infrequently portrayed in media entertainment.
2. It provides an example of a frequently portrayed gender message from a episode of "I Love Lucy" where the main characters switch traditional gender roles and fail, reinforcing the norms.
3. Students are asked to analyze both common and uncommon gender portrayals in media, and assess the "state of gender in media today", discussing what grade would be given and why based on current portrayals.
Essay On Inspirational Quotes
The document outlines 5 steps for students to get writing help from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, reviewing writer bids and qualifications to select one, reviewing and authorizing payment for completed papers, and having the option to request revisions to ensure satisfaction. The process is described as quick, simple, and focused on providing original, high-quality content or a full refund.
Peter PanLeticia LopezEnglish 98DateHidden Figures and the.docx
Peter Pan
Leticia Lopez
English 98
Date
Hidden Figures and the Impact of Stereotype Threat
Have you ever been impacted by stereotype threat? But first, what does a stereotype threat mean and how does is it impact others? According to Claude Steele, who is the author of “Introduction: The Root of Identity” in the book Whistling Vivaldi, a stereotype threat means if there is one bad stereotype about our identities such as race or gender, that stereotype could be an assumption about us. Stereotypes can impact people in a negative way. People are judged and treated differently depending on the stereotype associated with them. Hidden Figures is a true story about three African American women Dorothy Vaughan, Mary Jackson, and Katherine Johnson who work for NASA as computers who are tasked with calculating math to send humans to space. Three of them and other colored people were treated with disrespect because of their gender and race. For instance, Dorothy and Mary were refused promotions at NASA. Katherine also couldn’t enter the meeting room because of her gender. Therefore, stereotype threats affect these three women by limiting their opportunities to reach their goals, making them to feel bad about their race or gender, and causing them to think about giving up on themselves. Even though these stereotypes created obstacles, having a growth mindset helped these women overcome these obstacles.
The first obstacle that they faced due to the fact stereotypes impacts negatively on everyone, people at NASA were taking away their chances at getting better positions. In the movie, when Dorothy asked for the supervisor position, Vivian Mitchell who is a supervisor at white computer told her “The official answer is no, they are not assigning a official supervisor for the colored group” (Hidden Figures). This sentence means there is no supervisor position for colour people even they do a really good job. When Dorothy heard this she was upset and confused. She felt disappointed and angry because she was already working that of a supervisor; but they refused her because of her race. This has also happened to Mary. She was declined for an engineering position because she wasn’t qualified. They required her to graduate from University of Virginia, which is only a school for white people. Since she is black, she couldn’t get into that school. Therefore, she couldn’t become an engineer. Mary got very upset because she thought that she reached the requirement, and this qualifies for everyone. She got a bachelor's degree in mathematics and physical sciences just like most of the other engineers but they said it wasn't enough. She said “Every time we have a chance to get ahead, they move the finish line.” (Hidden Figures) This quote means there is no chance for colour people to reach their goals; as a result, they have to accept the stereotypes associated with them. Hence, the stereotype threat can limit their quality of life, and their opportunities.
Mary Popp.
Evaluation question 1
The document discusses how the media product uses and develops conventions of real media products. It explains that the teaser trailer uses conventions like color scheme, character introduction, and font to signify that the three products are linked. The color scheme helps define the genre and gives impressions about the characters. Introducing the main characters in the trailer and showing their stereotypical attributes also helps audiences understand the genre. While influenced by teen dramas, the trailer develops conventions by singling characters out from the background and having a moving background with static text.
Similar to A2 exam section A advice (20)
English Answer ONE of the following questions from each genre..docx
English Answer ONE of the following questions from each genre..docx
A level Representation_Stereotypes, countertypes and archetypes
A level Representation_Stereotypes, countertypes and archetypes
A level media representation lesson 3 stereotypes, countertypes and archetypes
A level media representation lesson 3 stereotypes, countertypes and archetypes
Im trying to get 4 assignments done separately please.-ONE.docx
Im trying to get 4 assignments done separately please.-ONE.docx
1stFor this assignment, please address each of the items below.docx
1stFor this assignment, please address each of the items below.docx
gender message frequencies in media entertainment two postings.docx
gender message frequencies in media entertainment two postings.docx
Peter PanLeticia LopezEnglish 98DateHidden Figures and the.docx
Peter PanLeticia LopezEnglish 98DateHidden Figures and the.docx
More from christimothy12
Lady Gaga - Born this way
Lady Gaga has cultivated a large, loyal fan base through her innovative use of social media and online platforms. She forms parasocial relationships with fans by sharing personal details with them and interacting with them online. This strategy helps promote her music and ideology of acceptance. Examples show her rewarding engaged fans, and experts believe this parasocial relationship has significantly contributed to her commercial success, with her album "Born This Way" topping charts in many countries and her social media following of over 50 million on Facebook alone.
Tv link cards
1) The document discusses how television shows appeal to audiences through gratifications as defined in Blumler and Katz's model. It provides examples of how shows like Lost, Mad Men, and Peaky Blinders construct narratives and use techniques to appeal to both active and passive audiences.
2) Specific techniques discussed include the use of flashbacks in Lost to provide models of behavior for audiences, the historical and social information in Mad Men appealing to active viewers, and Peaky Blinders avoiding stereotypes to appeal to local audiences.
3) The document analyzes how texts target different audience types through elements like cinematography, use of non-diegetic sound, genre blending, and inclusion of famous actors.
Tv link cards
1. The document discusses revision techniques for an exam question on audience appeal, including focusing on key points for the audience, exam technique, and adding evidence and examples.
2. It then provides paragraphs analyzing how various television shows appeal to both active and passive audiences through mechanisms like including backstories to provide models of behavior, regularly occurring scores to aid decoding for passive viewers, focusing on historical and social information rather than simple entertainment, avoiding stereotypes, high levels of cinematography, and starring well-known actors.
3. One show, Lost, is discussed as successfully attracting a wide audience through personal identification with characters and situations, and having a hybrid genre.
King of limbs1
1. Radiohead are an award-winning band from Oxford, UK who have released 8 albums and are known for their experimental and innovative music and marketing.
2. With their 2007 album "In Rainbows", Radiohead pioneered a "pay what you want" model for digital sales that highlighted the importance of the fan-artist relationship while also responding to piracy threats.
3. Radiohead's subsequent albums "King of Limbs" and other works demonstrated their self-released and digital-first approach to distribution and promotion, including streaming performances online.
Nirvana v3
This document discusses the music industry and the band Nirvana. It provides background on Nirvana's formation in 1989 and release of their debut album Bleach. In 1991, Nirvana signed to Geffen Records and released their breakthrough album Nevermind, which has now sold over 30 million copies worldwide. The document examines Nirvana's importance in changing the mainstream music industry and genre, combining elements of punk, metal, and pop to help create the new grunge genre. It also explores Nirvana's marketing strategies, including their use of music videos and reliance on television performances for promotion in the pre-internet era.
Evaluation tips
- All students will receive their evaluations and current 50% grades. Students should act on the advice given and any new additions must be in red.
- Only digital submissions via email will be accepted by the deadline of Thursday at 12:00. If a student fails to submit, their original mark will be reported.
- Students must return any old printed evaluations today and not take them at the end of class. Those who have finished evaluations should create revision mind maps.
Evaluation tips
- Students will receive their current 50% grade evaluations and must act on the individual and generic advice provided.
- Any additions to the evaluations must be written in red and students must submit a digital copy by Thursday at 12:00.
- Students must return their old printed evaluations today and will work on revision mind maps if they have finished their evaluations.
Evaluation approach 2
This document outlines guidance for a student to summarize their research into the evolution of the action genre in film into five sentences and five paragraphs. The student is instructed to use their findings to influence the mode of address in their production of a DVD cover and film poster. They must refer to facts, figures, quotations, media theory, and explain any ways they subverted their research findings. The example provided summarizes the student's research findings on gender representation in action films and how they applied this to their print texts by reinforcing stereotypical gender roles and hegemonic masculinity.
Evalaution
This document provides guidance for evaluating a research investigation and three creative productions. It instructs the writer to:
1) Briefly introduce the research investigation topic and summarize key findings.
2) Critically analyze each creative production by justifying the chosen mode of address and how it adheres to or subverts the research findings in terms of genre, representation, and narrative.
3) Reflect on the technical skills or approaches used for each production.
The evaluation should have an introduction and then alternate between justifying the mode of address and reflecting on technical skills for each of the three productions. It aims to be 750 words in length.
Attention to detail print
This document discusses different types of film posters and considerations for magazine design and advertising. It identifies four main types of film posters: teaser posters with minimal information, main theatrical posters with production details and stars, DVD release posters with reviews, and character posters focusing on a main character. For magazine design, it recommends considering font choices, image selection, article topics linked to the genre. Advertising should define an angle to sell a product and benefits to consumers, and strategically place and style products with care for color, lighting, body language and clothing connotations.
Linking production to investigation
The document provides guidance for a student to link their research investigation to a creative production. It prompts the student to reflect on how they have used signifiers and post-production techniques to adhere to or subvert their research findings on how the crime genre has evolved from traditional conventions. Specifically, it asks the student to consider 1) the intended meanings of signifiers in their text, 2) whether an audience can decode their text as intended, and 3) how their text relates to their research findings and how they would justify and convince a marker of that relationship.
Feedback to homework tv audience
This document provides feedback on exam responses about how media texts appeal to audiences. It notes that many responses were graded C or D because they oversimplified the complex relationship between media construction and audience appeal. The document offers guidance on how to move responses to an A grade level by fully discussing this complexity, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also provides examples of stronger and weaker responses and common student errors regarding cinematography and Mad Men to help improve answers. Finally, it provides a homework assignment requiring analysis of targeted audiences and appeals
TV Audience appeal
This document provides feedback on exam responses and guidance on how to improve answers from a C to an A grade when discussing how media texts appeal to audiences. It recommends discussing the complex relationship between media construction and audience appeal, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also addresses common errors and provides homework assigning a multi-part question analyzing the audience appeal of different TV texts.
Lighting recap
This document discusses different types of lighting techniques used in photography, including low key lighting, high key lighting, soft lighting, and hard lighting. It then describes several portrait lighting techniques such as edge lighting, Rembrandt lighting, and butterfly lighting. Understanding different lighting techniques allows photographers to identify the style of images they like and apply similar lighting in their own photos, helping them develop higher quality images and analyze their work more critically.
Media practical coursework v3
When designing print media, it is important to consider research, analysis and planning, linking the design to your research investigation through genre, representation or narrative, and the design quality including images, composition and integration. Some tips for effective design include researching genres and conventions, ensuring the design reflects your research findings, using techniques like silhouettes or still life to showcase narrative content within constraints, employing lighting, color palettes, font choices, rule of thirds composition, and including typical elements for the genre like credits or publication details. The target audience and conforming to conventions of the intended medium or genre should also guide the design approach.
Art4
This document provides guidance for art students on creating brainstorms and mood boards for a controlled assignment. It includes 14 potential questions that could be used, such as exploring how homes reflect personality, conveying a sense of atmosphere, or celebrating the status of workers. For each question, relevant artists and artworks are referenced that could serve as influences or inspiration for visual concepts. Students are instructed to create 3 brainstorms and 3 mood boards, with the mood boards including detailed collages of images to realize their intentions for each of their strongest concepts.
Health check lesson, semiotics1
This document provides an overview of semiotics and how audiences respond differently to texts based on their own experiences and interpretations. It discusses three key stages: understanding semiotic theory, applying semiotics to analyze how audiences respond, and practicing these skills. Semiotics is defined as the study of symbols and their interpretation. Ferdinand de Saussure's key concepts of the signifier (the object carrying meaning), the signified (the meaning), and the sign (the combination of the two) are explained. The document notes that audiences can have preferred responses by interpreting a text as intended, negotiated responses by modifying the meaning, or oppositional responses by rejecting the meaning due to their own beliefs. Groups are then assigned different tasks to complete
What to consider when writing an Artist statement
The artist statement discusses how humans have modified the natural landscape through farming, grazing, burning, and clearing land for development. These practices have caused extensive environmental damage, with few remote places left untouched. The global population is projected to exceed 9 billion by 2050, requiring a 70% increase in food production that could further degrade agricultural lands and contribute to greenhouse gas emissions. Through their artwork, the artist aims to bring awareness to the impacts of human activity on the environment and question whether future generations will be able to feed themselves sustainably. The subject matter is meaningful to the artist because they believe humans have a moral obligation to be responsible stewards of the planet and protect
Mad men context
These texts discuss the television channel AMC and its original series Mad Men. AMC aimed to attract a niche audience with high-quality scripted shows that broke mainstream conventions. Mad Men was AMC's first original series and was critically acclaimed. Its success led AMC to commission other hits like Breaking Bad and The Walking Dead. AMC's business model was to win over critics first and let wider promotion follow, targeting an engaged audience willing to pay for the channel and view advertisements. This slower approach has proven successful for AMC.
Final reminders
This document outlines the requirements for an art student's personal investigation project. It discusses the various components that make up the project, including research, creative making, reflection, and final presentation. These components make up 60% of the student's overall grade and must be completed and submitted before leaving the subject at the end of April. The document provides feedback on the student's progress for each component, noting what aspects have been completed well and what still needs improvement as the deadline approaches.
More from christimothy12 (20)
Recently uploaded
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfA Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Recently uploaded (20)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
A2 exam section A advice
- 1. A2 Media Exam Section A Film industry
- 5. For our film texts we need to be able to answer any question on… Genre Representation Narrative
- 6. Only 2 of these 3 areas will actually appear on your exam and then you decide which one area you will answer the question on. Genre Representation Narrative Genre Representation Narrative 2012 2011 2010
- 7. Past examples of exam questions for our film texts. A1. Explore the narra2ve structure of your three main texts. [30] Or, A2. 'Most texts today mix genres.' How true is this of your three main texts?. [30] A1. To what extent are your chosen texts typical of their genre? [30] Or, A2. Explore the different representa2ons of either women or ethnicity in your chosen texts. [30] A1. Explore the ways in which your chosen texts reinforce or challenge typical representa2ons of gender. [30] Or A2. How do your chosen texts use genre conven2ons? [30] A1. Explore the different representa2ons of either men or age within your three main texts. [30] Or, A2. How important are characters to the narra2ve of your three main texts? [30]
- 8. The strategy you use to answer the question is very important. Structuring your answer and the language you use is vital. You must follow the identify and justify model. You firstly identify a point that you beleive answers the question but you must follow it by Justifying it with a narrative description, you have to refer to the text. For example for the question, “How stereotypical are the representations of gender in your chosen texts?” You could answer The representation of females in my chosen text Fish Tank both conforms and opposes the generic stereotype. For example we see non stereotypical representation due to females often being represented as violent. A clear example of this is when the protagonist Mia argues with a group of girls from her school over their dancing and Mia’s non inclusion. The argument spirals into insults and when Mia is offended she responds by head-butting one of the girls in the nose. You could argue cinema often represents male with this type of behaviour and therefore this is a non-stereotypical representation of a female.