Downton abbey may 2014 class & social status paper
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The document discusses how the status quo, or existing social order, is conveyed in an extract. It analyzes various filmmaking techniques used in the extract to portray the contrast between the opulence experienced by the ruling classes upstairs and the mayhem of the working classes downstairs. Techniques examined include settings, props, costumes, shots, camera movements, angles, sound, terminology used, and pace of transitions. The analysis suggests these techniques are used to convey the dominance of the ruling classes over the inferior working class.
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June 2014
The document provides instructions for answering questions on an unseen moving image extract from Downton Abbey. It will be screened four times, with breaks for note-taking. Section A involves analyzing how the extract represents class and status through camera work, editing, sound, and mise-en-scene. Section B involves discussing the effect of increased media hardware and content on institutions and audiences in the media area being studied.
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This document outlines the lesson plan and homework for a media studies class focusing on representing age through technical codes. It includes a test on technical areas, analysis of a TV drama scene showing different generations at a school, and homework to revise for an upcoming mock exam on representing gender and age in TV drama. Students are encouraged to identify both stereotypes and anti-stereotypes used in media representations.
Gender
This document provides information and instructions for a lesson on analyzing how technical features construct representations of gender in TV dramas. It includes homework assigning a paragraph analysis of how technical areas represent disability in Downton Abbey. The lesson will review representing gender and analyze a soap opera clip. Students are given tasks to identify stereotypes, analyze footage using a worksheet, and define technical terms. The homework is to revise for an upcoming mock exam and test using provided online resources and notes.
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This document outlines homework and preparation for an upcoming exam on TV drama. Students are instructed to:
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2) Ensure their blog is up to date and get a head start on revising the exam topics recommended.
3) The exam will focus on textual analysis of how technical features represent particular groups in a TV drama, followed by a section on the film industry. Key areas to learn include sound types, mise-en-scene, verbal/technical/non-verbal codes, and stereotypes.
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This document provides guidance for a class exam on representing class and gender in TV drama. It discusses:
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2) Students will analyze an unseen video extract and discuss how it represents these areas using techniques like mise-en-scene, cinematography, editing, and dialogue.
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This document provides instructions and guidance for a media studies exam on representing regional identity in TV dramas. It includes:
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- A recap of key concepts like sound types, mise-en-scene, codes and shots to analyze representation.
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This document provides guidance for a 50-mark exam on representing ethnicity in TV drama. It recaps the technical features of mise-en-scene, sound, camera shots, and codes. Students analyze an unseen drama clip to identify how the features construct representations of ethnicity. The document outlines the exam structure, provides example questions, and guides analysis of a sample clip where stereotypes of white and non-white ethnic groups are represented. Students are instructed to practice applying the analysis framework and technical terminology to prepare for the exam.
Recommended
June 2014
The document provides instructions for answering questions on an unseen moving image extract from Downton Abbey. It will be screened four times, with breaks for note-taking. Section A involves analyzing how the extract represents class and status through camera work, editing, sound, and mise-en-scene. Section B involves discussing the effect of increased media hardware and content on institutions and audiences in the media area being studied.
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This document outlines the lesson plan and homework for a media studies class focusing on representing age through technical codes. It includes a test on technical areas, analysis of a TV drama scene showing different generations at a school, and homework to revise for an upcoming mock exam on representing gender and age in TV drama. Students are encouraged to identify both stereotypes and anti-stereotypes used in media representations.
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This document provides guidance for a timed exam on analyzing how technical features in a TV drama represent sexuality. It discusses the exam structure, different types of TV drama, key technical features to analyze, representations of sexuality, and stereotypes. Students are instructed to practice analyzing excerpts using the technical features of mise-en-scene, editing, sound, and camerawork to understand how they construct representations of sexuality and potentially influence audience views. Practice questions are provided for students to analyze sexuality in short clips and prepare for the exam.
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G325 theorist revision
This document discusses collective identity and media representations. It provides background information on key concepts like representation, collective identity, and theories of audience reception. It examines historical and current representations of groups like women and youth in media. It discusses theorists like Gramsci, Giddens, Gauntlett, and theories of hegemony, identity construction, and active/passive audiences. The document is a study guide for a media exam focusing on analyzing how media shapes collective identities.
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- The main institutions in the film industry are production companies, distributors, and cinemas/home video retailers. Each has distinct roles in creating, marketing, and exhibiting films.
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1) Establish a publication date and work backwards to create a schedule allowing time for each production task and mistakes.
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3) Layout the content using desktop publishing software, proofread hardcopies, and send files to the printer for production and distribution by set deadlines.
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This document provides a flat plan, or table of contents, for a magazine. It lists the various sections and pages that will be included such as: the contents page, interviews, articles, reviews, advertisements, tour dates, competitions, and more. The main facts provided are that the main story will be on pages 33-34, there will be a total of 54 pages, NME magazines typically have 48 pages, and the page numbers and e-media address will be in the top right corner of each page.
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Patrick Coll is preparing a portfolio for his media studies course. He plans to take various photos at his home and school to include in his portfolio. For the front cover, he will take a photo of himself holding a guitar at home on October 24th, using natural lighting. For the contents page, he will take a close-up photo of himself at home for the editor's notes, wearing different clothing. He will also take a photo of himself with his friend Sean at school on October 26th for the contents page. Patrick has requested permission from his mother, the school head, and Sean to take the photos. Potential risks include bad weather, electrical hazards, falling equipment, or interruptions.
TV Drama - Class & Status
Here are two example sentences from the exemplar essay on the Merlin extract:
The low-angle shot of Merlin looking up at Arthur constructs Arthur as powerful and dominant, representing his high social status and position of authority over Merlin.
The close two-shot of Merlin and Arthur sitting side by side at a similar eye level challenges this hierarchical representation by positioning them as equals.
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This document provides instructions for a film studies exam consisting of three sections. Candidates must choose one question from each of the three sections and write their responses in a separate answer book. Section A focuses on world cinema topics, Section B on spectatorship topics, and Section C involves a close analysis of a single film. Candidates are reminded to refer to a minimum of two films in Sections A and B and that the film chosen for Section C cannot be reused in the other sections. The document lists various film movements, national cinemas, and individual films that candidates can base their answers on.
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This document provides guidance for a student completing an assignment analyzing a music magazine. It outlines various sections and content that should be included, such as logos for the publisher and magazine, information about the publisher and product, ownership structure, brand ideology, target audience analysis using various audience theories, primary and secondary research on the magazine's audience and impact, advertising and marketing strategies, and discussion of relevant regulatory issues. The student is directed to analyze conventions of the front cover and spreads, as well as the magazine's production process, distribution, and relationship to social media platforms.
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1. The document provides analysis questions for three scenes from the films Knocked Up and Forgetting Sarah Marshall. The questions require identifying and analyzing various verbal, non-verbal, and technical codes that establish characters, generate laughter, represent gender, and move the narrative.
2. Specific codes and theories mentioned include facial expressions, shot types, dialogue, editing, the representation of immaturity, new masculinity, the battle of the sexes, and the role of suffering in romantic comedies.
3. Students are asked to identify examples from the scenes and support their analysis using evidence from media language codes.
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This document provides analysis tasks for three scenes from the film "Knocked Up". The tasks require analyzing verbal, non-verbal and technical codes that establish characters, representations, and narrative elements. For the first scene, codes are identified that show Alison's superiority over Ben through her facial expressions in a high angle shot and Ben's carefree lifestyle through his dialogue in another high angle shot. Technical codes are also noted that construct Ben as the "new man" and confirm his status as a "loveable loser". Similar analysis is provided for two additional scenes regarding establishing Ben's immaturity, the central couple's antagonism, generating audience laughter, and conforming to romantic comedy genre tropes about tears and suffering.
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The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up (2007) and Forgetting Sarah Marshall (2008). Both films depict male protagonists that are "well meaning, but immature" - Ben lives a carefree lifestyle until he gets a woman pregnant, while Peter experiences a dramatic breakup. Through analyses of scenes, the document finds that both films portray the male characters as "emasculated" and generate laughter through highlighting their lack of maturity and masculinity. The portrayal of the immature, emotionally vulnerable male is a common theme and gender representation in the romantic comedy genre.
6994 comparative b321
The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up and Forgetting Sarah Marshall. It summarizes that in both films, the male protagonists are portrayed as lazy and carefree, in contrast to the hardworking female protagonists who are superior. Both films present examples of the "new man" archetype through characters like Seth Rogen's slacker character in Knocked Up and Jason Segel's lazy character in Forgetting Sarah Marshall. The analysis examines how the films use techniques like camera shots, dialogue and character behaviors to represent the gender dynamics and "battle of the sexes" between the male and female leads.
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The document discusses the representation of male and female genders in two romantic comedy films, "Knocked Up" and "Forgetting Sarah Marshall". It notes that the male lead in "Knocked Up", Ben, can be described as challenging stereotypes by being "well meaning but immature". Examples from the films are given to support how the male characters are portrayed as immature. The female characters are said to be represented in binary opposition to the males. The impact of these gender representations on the target audience is discussed.
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This document discusses Sigmund Freud's theory of "penis envy" and how it relates to the film Fight Club. The theory suggests that females experience anxiety upon realizing they do not have a penis. The document instructs students to produce a presentation arguing both for and against this view of the film, using evidence from the text itself. Students are asked to present their findings to the class and allow time for questions and debate.
Section a theories
Social disorganization theory claims that delinquency results from the inability of a community to realize shared values and solve resident problems, leading to a breakdown in social control. Strain theory suggests that social structures can pressure individuals into crime by creating goals they cannot legally achieve. For example, the gang in City of God forces Steak to kill a child through threats of violence, and the poverty and instability of the city provide an environment of frustration that strains residents and may lead them to criminal decisions in hopes of escaping their situation.
L36 la haine character analysis
This document provides homework and lesson content on the film "La Haine". Students are asked to:
1) Complete a 1 page character analysis of one of the main protagonists, discussing what character role they conform to based on Propp's theories.
2) Complete some revision on film analysis techniques from a provided resource.
3) Identify problems faced by the three male protagonists in the banlieue where they live, based on lyrics from the film's soundtrack.
4) Analyze two key characters - Vinz and Hubert - discussing how they are represented as poor, angry, and idle based on suggested scenes and poetry.
5) List three characteristics they learned
L34 la haine key scene analysis
This document provides guidance and questions for students to analyze the film "La Haine" (1995, dir. Mathieu Kassovitz). It begins with entrance questions about what a character is doing in a mirror scene and how that compares to characters in another work. The document then provides learning objectives for students to re-cap prior knowledge, develop understanding of a final exam text, and analyze two key scenes. It suggests three themes represented in the film - disillusioned youth, prejudice, neglect & poverty. Students are instructed to analyze example scenes showing these themes. The document concludes with homework assignments to complete a character analysis and revision questions.
Jack connell preliminary planning & research
This document provides details about a student's preliminary tasks and planning for a music magazine project. It includes step-by-step descriptions of creating a front cover and contents page layout. It also includes research on the rock music genre market and target audiences for established music magazines Q and Kerrang. The unique selling points are identified as exclusive content and featuring popular artists. The publisher Bauer Media aims to connect deeply with readers through music-focused content.
Preliminary task and planning & research template
This document provides details on Zeyan Mirza's preliminary work for their music magazine project, including:
1) Ten step-by-step descriptions of creating a preliminary front cover design, incorporating elements like background color, images, text, and promotions.
2) Six step-by-step descriptions of creating a preliminary contents page design, adding elements like masthead, text, images, and article previews.
3) Research on the rap music genre and target audience for a proposed rap-focused magazine called "Rapture," including price point considerations and the unique selling proposition.
4) An analysis of potential publisher Bauer Media and why their approach would be a good fit for the rap magazine
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