AS Y1 Media Studies 1.1 induction 2020
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This document provides an overview of an induction session for a media studies course. It introduces key concepts that will be covered like media language, representation, audience, and institutions. It outlines the agenda for the induction which includes introductions, setting ground rules, and an activity called "Mixed Messages" to demonstrate how media can be interpreted differently. It also provides a brief course outline, explaining the three components will cover investigating media forms and language, industries and audiences, and completing a media production. It sets induction homework of interacting with online media resources to familiarize students with concepts and tools to be used in the course.
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The document provides guidance for writing a response analyzing the role of audience in a soap trailer or music video production piece. It outlines key areas of focus, including audience research conducted to identify the target audience and their consumption trends, as well as the modes of address implemented to appeal to that audience. Feedback on audience response to the final product is also identified as important to analyze, such as how effectively the intended audience was reached and what uses and gratifications the product provided viewers. Theorists like Gerbner and Hall are referenced to aid in analyzing how the media socializes audiences and how audiences interpret media texts based on their own experiences and beliefs.
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This document provides guidance on how to structure a response analyzing one of the student's coursework productions in relation to the concept of narrative. It recommends including an introductory paragraph stating which production will be discussed and how it relates to narrative conventions. The main body should have 4-5 paragraphs analyzing how the production conformed to and challenged narrative concepts, referring to specific examples and media theorists. The conclusion paragraph should summarize how influential narrative was in planning and producing the piece.
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This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
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This document provides guidance on answering exam questions about genre for a media production. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of genres like thriller films and music videos. It prompts the reader to think about how they conformed to or challenged conventions in their own work.
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This document provides guidance on how to structure a response analyzing one of the student's coursework productions in relation to the concept of narrative. It recommends including an introductory paragraph stating which production will be discussed and how it relates to narrative conventions. The main body should have 4-5 paragraphs analyzing how the production conformed to and challenged narrative concepts, referring to specific examples and media theorists. The conclusion paragraph should summarize how influential narrative was in planning and producing the piece.
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This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
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This document provides guidance for a student to analyze one of their coursework productions in relation to genre by evaluating how they conformed to or challenged genre conventions through their creative choices and by applying genre theory and terminology. The student is instructed to consider how genre informed their production decisions and how their work fits within or diverges from the expectations of the genre.
Audience essay examples
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into consideration when creating the film. The student demonstrates understanding of several audience theories and relates them to choices made in their film, such as targeting a specific age range and using certain filmmaking techniques aimed at eliciting emotional responses from the audience. Overall, the response shows a clear application of audience theory to the student's own creative work.
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This document provides an overview of media representation theory and concepts for exam practice. It discusses key theories such as how media representations reflect the ideology and values of the producer. It also addresses how audiences can interpret representations in both passive and active ways and may be impacted both positively and negatively by media effects. Examples of potential impacts include copycat behavior, education, socialization, objectification, and reinforcement or challenging of dominant ideologies.
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The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
Feedback on writing media film institution
Here is a potential outline for the essay:
Introduction
- Define cross media convergence and synergy
- State your media area of study (films Pacific Rim and A Field in England)
Body Paragraph 1
- Point: Pacific Rim benefited greatly from cross media convergence and synergy as a Time Warner film
- Evidence: Extensive marketing across TV, games, toys, etc. leveraging Time Warner properties
- Analysis: This wide reach helped build a large audience
- Link: However, A Field in England had more limited convergence as an independent film
Body Paragraph 2
- Point: A Field in England still utilized some convergence successfully
- Evidence: Promotion through partner organizations Film4 and BFI
Media Theory - Audience Representation Narrative Genre
1. Reception theory examines how audiences receive and make meaning from media texts. It emphasizes that meaning comes from the interaction between the text and the reader/viewer, not from the text itself.
2. David Morley applied reception theory to television with his Nationwide Project, which found that people from different social groups interpreted the same program differently based on their positions.
3. Uses and gratifications theory posits that audiences are active in choosing media to fulfill certain needs, such as escape, social interaction, identity, and information.
G325 1b audience
The document discusses various audience theories that can be applied to media production coursework, including:
1. Effects models which view audiences as passive receivers of media messages.
2. Reception theory which sees audiences as actively interpreting meanings from media texts in preferred, negotiated, or oppositional ways.
3. Active audience models where audiences make choices in how they consume media to fulfill different uses and gratifications.
It provides examples and explanations of these theories, and suggests considering how they apply to developing an understanding of the audience for one's own media productions.
Representation 2
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Unit 1 Representation Exam Revision
1. The document provides guidance for revising skills needed for an exam on media representations. It contains two practice tests to help consolidate knowledge and skills in analyzing media features and writing exam answers.
2. The practice tests include questions that require identifying, explaining, comparing, analyzing, assessing, and evaluating how different techniques are used to create meaning in media texts. Model answers are provided to demonstrate the level of detail and use of concepts expected.
3. For each question, guidance is given on the command term being asked and the number of marks available. Key terms and theories are defined to help explain techniques like stereotyping and apply concepts to the questions.
Music Industry Revision Book (Section B)
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This document contains sample exam questions and responses about understanding conventions of real media texts and how that understanding informs student's own media productions. It provides 6 exam questions from 2010-2015 and outlines parts of student responses that received marks ranging from 10/25 to 20/25. One response from 2011 is included in full as an example of a Level 4 response that clearly describes how the student's understanding of conventions developed over time and incorporated theoretical concepts and specific creative choices.
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G325: Question 1b - Genre
This document discusses genre theory and how it relates to analyzing media texts for an exam. It provides terminology for key concepts in genre theory like genre, convention, ideology, and hybrid genres. It also discusses how genres are defined by both repetition of conventions but also differences that help them evolve. Students are advised to analyze their own media texts and link them to issues of genre for the exam, like how genres are used by institutions and adapted for audiences.
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1) The document provides guidance and sample questions for a media exam, outlining the two sections and what will be required for each. Section A focuses on discussing the student's coursework and progression, while Section B involves analyzing representations of collective identity.
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This document provides guidance for a student to analyze one of their coursework productions in relation to genre by evaluating how they conformed to or challenged genre conventions through their creative choices and by applying genre theory and terminology. The student is instructed to consider how genre informed their production decisions and how their work fits within or diverges from the expectations of the genre.
Audience essay examples
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into consideration when creating the film. The student demonstrates understanding of several audience theories and relates them to choices made in their film, such as targeting a specific age range and using certain filmmaking techniques aimed at eliciting emotional responses from the audience. Overall, the response shows a clear application of audience theory to the student's own creative work.
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This document provides an overview of how to approach audience questions for an exam. It outlines key areas to address, including identifying and describing audiences, how texts construct and position audiences, and techniques used to appeal to audiences. Examples of potential exam questions are given for each area. The document emphasizes using case studies and media language concepts to illustrate points, and considering how different audiences may respond differently to the same text. Revision tips include learning theories, practicing applying them to case studies, and practicing past exam questions within time limits.
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1) Students are asked to evaluate one of their coursework projects using theories of genre, narrative, representation, audience, and media language.
2) They should brainstorm the concepts in pairs and apply relevant theories to their project in detail.
3) Students must create revision documents using various digital technologies like Prezi, Flickr, YouTube to analyze their project through the critical concepts.
4) The documents created will be important study aids for the exam next summer.
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This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
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The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
Theory Continued
This document provides an overview of media representation theory and concepts for exam practice. It discusses key theories such as how media representations reflect the ideology and values of the producer. It also addresses how audiences can interpret representations in both passive and active ways and may be impacted both positively and negatively by media effects. Examples of potential impacts include copycat behavior, education, socialization, objectification, and reinforcement or challenging of dominant ideologies.
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Audience theories examine the complex relationship between media producers and audiences. Producers aim to position audiences through encoded messages, but audiences can interpret these messages differently as active or passive receivers. Different factors like demographics, beliefs, and level of engagement influence how audiences decode media texts.
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The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
Feedback on writing media film institution
Here is a potential outline for the essay:
Introduction
- Define cross media convergence and synergy
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Body Paragraph 1
- Point: Pacific Rim benefited greatly from cross media convergence and synergy as a Time Warner film
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1. Reception theory examines how audiences receive and make meaning from media texts. It emphasizes that meaning comes from the interaction between the text and the reader/viewer, not from the text itself.
2. David Morley applied reception theory to television with his Nationwide Project, which found that people from different social groups interpreted the same program differently based on their positions.
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G325 1b audience
The document discusses various audience theories that can be applied to media production coursework, including:
1. Effects models which view audiences as passive receivers of media messages.
2. Reception theory which sees audiences as actively interpreting meanings from media texts in preferred, negotiated, or oppositional ways.
3. Active audience models where audiences make choices in how they consume media to fulfill different uses and gratifications.
It provides examples and explanations of these theories, and suggests considering how they apply to developing an understanding of the audience for one's own media productions.
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This document discusses representation as a key aspect of media studies. It defines representation as how media presents the real world to audiences through constructed meanings. A popular form of representation is stereotypes, which overgeneralize groups using easily recognized traits. Stereotypes are useful shortcuts for media producers but can also emphasize differences. The accuracy of media representations depends on selection, organization and focus during the mediation process which constructs our perceptions through techniques like camera angles and lighting.
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1. The document provides guidance for revising skills needed for an exam on media representations. It contains two practice tests to help consolidate knowledge and skills in analyzing media features and writing exam answers.
2. The practice tests include questions that require identifying, explaining, comparing, analyzing, assessing, and evaluating how different techniques are used to create meaning in media texts. Model answers are provided to demonstrate the level of detail and use of concepts expected.
3. For each question, guidance is given on the command term being asked and the number of marks available. Key terms and theories are defined to help explain techniques like stereotyping and apply concepts to the questions.
Music Industry Revision Book (Section B)
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele to illustrate relevant concepts.
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This document contains sample exam questions and responses about understanding conventions of real media texts and how that understanding informs student's own media productions. It provides 6 exam questions from 2010-2015 and outlines parts of student responses that received marks ranging from 10/25 to 20/25. One response from 2011 is included in full as an example of a Level 4 response that clearly describes how the student's understanding of conventions developed over time and incorporated theoretical concepts and specific creative choices.
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The document discusses how audiences are positioned when consuming media texts. It identifies several elements that help define audience positioning, including the camera position, mode of address, and whether the gaze is from a male or female perspective. It provides examples of different modes of address and the implied audience roles and relationships that result. The document also discusses reception theory and how audiences can have preferred, negotiated, or oppositional readings of media texts. It concludes by defining open, closed, and polysemic texts and how they allow for varying levels of interpretation.
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G325 Exam Overview
1) The document provides guidance and sample questions for a media exam, outlining the two sections and what will be required for each. Section A focuses on discussing the student's coursework and progression, while Section B involves analyzing representations of collective identity.
2) Key advice includes using specific examples from coursework, showing conceptual understanding, and balancing theory and textual analysis when answering questions. Theorists are provided for each section to help students incorporate relevant ideas.
3) Time management is important, with students advised to spend an hour on each section, using terminology appropriately, and demonstrating learning across their A-Level studies in responses.
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1. Questions 1a and 1b address skills/processes and concepts respectively, prompting analysis of conventions, creativity, research/planning, post-production, digital technology, media language, genre, narrative, and audience in relation to four coursework productions.
2. Section B addresses media and collective identity, asking how contemporary media represent nations, regions, and social/collective groups through stereotypes, dominant ideologies, and heterogeneity/homogeneity.
3. Guidance is provided on applying relevant media theories and concepts to the representations, such as those relating to gender,
G325 Question Section A – Skills and Processes
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed content.
The exam consists of two sections - Section A focuses on evaluating candidates' own production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document outlines the specific skills, concepts, and topics that can be addressed in the exam. It emphasizes applying knowledge of industry, audiences, texts and debates to the chosen topic, and considering historical, contemporary and future aspects. Candid
G325 KNOWLEDGE, SKILLS AND APPLICATION
This document provides information and guidance about the exam for G325 Critical Perspectives in Media from the exam board.
The exam consists of two sections - Section A focuses on evaluating the candidate's own production work, answering two compulsory questions about skills development and applying a theoretical concept. Section B requires answering one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
For Section A, Question 1(a) requires describing and evaluating skills development over productions, focusing on areas like technology, research, or post-production. Question 1(b) requires selecting one production and evaluating it in relation to concepts like genre, narrative or representation.
For Section B
Media G325 Knowledge, Skills and Application of Theory
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed topics.
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The document lists the production practices, media concepts, and contemporary media issues that exam questions may address. It provides guidance on preparing responses for Section B, emphasizing a historical, contemporary and future perspective using at least two media. Overall,
Audiencetheory
This document provides information on various audience theory concepts for a class. It includes summaries of key audience theories such as uses and gratifications theory from the 1970s, which proposes that audiences use media to fulfill needs like diversion, social interaction, identity, and surveillance. It also discusses Stuart Hall's encoding/decoding concept from the 1970s where meanings are encoded in media texts and decoded by audiences based on their background. The document suggests these older theories may need updating given changes in modern media technologies and formats.
Comms ppt 20jan2014
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This document provides an overview of the content covered in a 2-year Media Studies GCSE course. It introduces some key concepts in media including different types of media like film, television, newspapers and how the media can influence society. The document outlines what students will study in each year of the course, including analyzing music videos, films and TV shows. Students will learn industry processes, research and production skills, and terminology to understand how the media works and its role in society.
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[/SUMMARY]
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AS Y1 Media Studies 1.1 induction 2020
- 3. Today: Introductions! • Who am I? • Who are you? - The Name Game • Ground Rules • Quiz! • Induction homework • What are we going to do? • What is Media Studies? • Course outline and key concepts. • Activity • Set homework task.
- 4. Today: Name Game • Name • Favourite Film/TV Show/Video Game • (While doing this register for account with Kahoot/download app if you have not done so already - kahoot.com)
- 5. Today: Ground Rules • In groups, discuss and decide upon 3 rules for the group (staff and students). • Write them down on a post it note. • Stick the note upon the board. • Discuss with the class.
- 6. Mixed Messages All of the media around us contain many messages and ideas. These can influence the way we act and the way that we think. Different people can interpret the same message differently, for a variety of reasons. In the next exercise we will see how the same message can be understood in different ways, depending on who is making it, what their intention is, and who is receiving it.
- 7. Task: Mixed Messages You will be given a slip of paper with a statement. Keep it hidden. Underneath it will be a description of how it should be read. When it is your turn you will read the statement to the class in the suggested manner and we will try and guess your intended meaning.
- 8. Task: Mixed Messages • Nosey • Scared • Bored • Impatient • Joking • Warning • Disgusted • Angry • Instructive • Curious • Commanding • Polite • Reassuring • Rude • Seductive • Casual • Disbelief • Relieved
- 9. Mixed Messages exercise It is important to understand and appreciate that the way that you may respond to a text is different to how someone else might. What factors influence the way that we might respond to a media text? What media texts have you interacted with today? Have they changed the way you act or think in any way? What other examples of media texts influencing their audience can you think of?
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- 11. Why study the Media? To work in a media-related industry To improve ‘Media Literacy’ To gain a better and well-rounded understanding of the modern world Because it is fun and interesting! (Of course!)
- 12. The Media - What is it? “The Media are not so much a thing as a place most of us inhabit” Branston, G. & Stafford, R. What do you think is meant by this statement? What does the word “media” mean to you? What examples of media can you think of?
- 14. The 4 Key Concepts: Media Language How is a media text constructed using its own language to convey meaning? For instance, in film camera angle is important. This may also include the use of colour, sound, editing and text.
- 15. The 4 Key Concepts: Media Representation Who, where or what is being presented in the media text? How is it being presented? – simple or complex? What media language is used to represent the subject? Why is it represented in this way? What is the effect of this?
- 16. The 4 Key Concepts: Media Audience Who is the text aimed at, what is their response, how are they categorised, why do they react, interact and respond to the media the way they do and who else may be in the audience besides the target audience?
- 17. The 4 Key Concepts: Media Institutions The industries and ideologies that produce, promote and distribute the media texts; who they are, why do they do it and how.
- 18. What we do: AS Level / A level Y1 Component 1 [Exam]: Investigating The Media Section A Investigating Media Language & Representation [Advertising/Film Marketing/Music Video/ Newspapers] Section B Investigating Media Industries & Audiences [Film/Newspaper/Advertising/Radio/Video Games] Component 2 [Exam]: Investigating Media Forms & Products Section A: Television Section B: Magazines Section C: Online Media Component 3 [Coursework/NEA]: Media Production
- 20. MEDIA HWK1: INDUCTION • INTERACTIVE VIDEO ON MOODLE ABOUT LANGUAGE OF FILM AND TV • REGISTER ACCOUNTS WITH KAHOOT AND QUIZLET • 'FOLLOW' YOUTUBE CHANNEL • FAMILIARISE YOURSELF WITH CLASSNOTEBOOK