This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It contains (1) instructions for candidates on how to complete the exam, (2) an unseen TV extract that candidates will analyze, and (3) two essay questions - one on representations in the extract and one on institutions and audiences. It also includes a mark scheme that assesses candidates' analysis, use of examples, terminology, and writing skills.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides instructions for a 2-hour exam on key media concepts in TV drama. It contains two sections - Section A involves analyzing representations in an unseen TV extract through camerawork, editing, sound, and mise-en-scène. Section B requires discussing how successful media depends on both production and marketing/distribution to audiences, focusing on one media area. The document provides clear instructions for watching the extract multiple times and taking notes to reference in answers.
The document provides guidance on analyzing a moving image clip that will be shown as part of an exam. It instructs the reader to take thorough notes on specific elements of the clip, including technical codes like camera shots, editing, and audio codes like sound effects and dialogue. It also notes visual codes to analyze like mise-en-scene elements of lighting, costumes, and setting. The purpose is to help the reader understand what aspects of the clip to focus on in their notes so they can fully answer the textual analysis question being asked.
The document is a specimen paper for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It contains instructions for candidates on how to complete the exam, which will last 1 hour and 45 minutes. The exam consists of two sections - Section A contains questions about a film extract, and Section B contains a question about TV or radio comedy programs studied. Candidates must answer all questions in both sections.
This document is an exam paper for a GCSE Media Studies exam focusing on textual analysis and representation in moving images. It provides instructions for candidates and includes an extract from the film Master and Commander: The Far Side of the World. Candidates are asked to watch the extract four times and answer three questions about how the extract fits the action adventure genre through its soundtrack, camerawork, editing, and mise-en-scène. They are also asked to discuss how people are represented in the extract and refer to any stereotypes. The second section asks candidates to compare how and why two comedy programs were scheduled on different channels and to compare the audience pleasures offered by two comedy programs using examples.
This document is a specimen paper for the Advanced GCE Media Studies exam. It consists of two sections: Section A involves theoretical evaluation of media productions and Section B involves answering questions about contemporary media issues. The paper is worth a total of 100 marks and tests students' understanding of critical media concepts and theories.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides instructions for a 2-hour exam on key media concepts in TV drama. It contains two sections - Section A involves analyzing representations in an unseen TV extract through camerawork, editing, sound, and mise-en-scène. Section B requires discussing how successful media depends on both production and marketing/distribution to audiences, focusing on one media area. The document provides clear instructions for watching the extract multiple times and taking notes to reference in answers.
The document provides guidance on analyzing a moving image clip that will be shown as part of an exam. It instructs the reader to take thorough notes on specific elements of the clip, including technical codes like camera shots, editing, and audio codes like sound effects and dialogue. It also notes visual codes to analyze like mise-en-scene elements of lighting, costumes, and setting. The purpose is to help the reader understand what aspects of the clip to focus on in their notes so they can fully answer the textual analysis question being asked.
The document is a specimen paper for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It contains instructions for candidates on how to complete the exam, which will last 1 hour and 45 minutes. The exam consists of two sections - Section A contains questions about a film extract, and Section B contains a question about TV or radio comedy programs studied. Candidates must answer all questions in both sections.
This document is an exam paper for a GCSE Media Studies exam focusing on textual analysis and representation in moving images. It provides instructions for candidates and includes an extract from the film Master and Commander: The Far Side of the World. Candidates are asked to watch the extract four times and answer three questions about how the extract fits the action adventure genre through its soundtrack, camerawork, editing, and mise-en-scène. They are also asked to discuss how people are represented in the extract and refer to any stereotypes. The second section asks candidates to compare how and why two comedy programs were scheduled on different channels and to compare the audience pleasures offered by two comedy programs using examples.
This document is a specimen paper for the Advanced GCE Media Studies exam. It consists of two sections: Section A involves theoretical evaluation of media productions and Section B involves answering questions about contemporary media issues. The paper is worth a total of 100 marks and tests students' understanding of critical media concepts and theories.
The chapter discusses qualitative research methods including focus groups, depth interviews, and projective techniques. Focus groups involve interviewing groups of 6-12 people to explore views in a group setting. Depth interviews use open-ended questions to understand motivations and attitudes. Projective techniques indirectly explore subconscious motivations through activities like word associations. Online methods can reduce costs but lack control over environment.
This document summarizes a survey on speaker recognition systems. It outlines 30 literature sources on topics like using computational auditory scene analysis, independent component analysis, and probabilistic linear discriminant analysis for speaker identification and verification. It also discusses challenges like robustness to noise and variability in recording conditions. The conclusion notes that variability from speakers and channels remains problematic and more work is needed to develop features stable over time and insensitive to variations in speaking style.
This document summarizes research on speaker recognition technologies. It discusses how speaker recognition can be used for biometric authentication by analyzing a person's voiceprint. It reviews literature on MFCC-GMM models for text-independent speaker verification and the use of speaker recognition in biometric security systems. The document also outlines the basic components of a speaker recognition system, including enrollment, feature extraction using MFCCs, and verification through comparison to stored voice templates using algorithms like GMM.
This document provides instructions for an examination on media studies focusing on television drama. It outlines that candidates will watch an unseen extract from the TV series Hustle four times, taking notes during screenings. Section A asks candidates to analyze how the extract constructs representations of gender through techniques like camera work, editing, sound, and mise-en-scene. Section B requires candidates to discuss issues of media ownership and production in their chosen media area, using examples from their case study materials. The document provides two hours for candidates to complete the exam.
This document provides instructions for an examination on media studies focusing on television drama. It outlines that candidates will watch an unseen extract from a TV series four times, taking notes during screenings. They will then answer two questions - one asking candidates to analyze how the extract constructs representations of gender through technical elements like camerawork, editing, sound and mise-en-scene. The second question asks candidates to discuss issues of media ownership and production in their chosen media area like film, music or magazines, making reference to examples from their study. The examination is worth 100 marks total and lasts two hours.
This document discusses using concept maps to improve technical writing skills for computer science majors. It presents research on using different types of concept maps (concept, composition, decision, attribute) to represent various elements of technical documents, including definitions, structures, functions, procedures, and domain-specific sentences. A study was conducted with 22 participants to evaluate the effectiveness of concept maps for comprehension and identify relationships between map type and task. The findings suggest concept maps can help explain technical concepts and represent applications in documents, but performance may depend on map type and task complexity. Future work is proposed to further examine the use of concept maps for different text genres and technical writing tasks.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This document provides instructions for candidates taking an exam on key media concepts related to TV drama. It outlines that candidates will watch an unseen extract from the TV series Hustle four times, taking notes during screenings. Section A asks candidates to analyze how the extract constructs representations of gender through techniques like camera work, editing, sound, and mise en scene. Section B asks candidates to discuss issues of media ownership and production in their chosen media area like film, music, or newspapers, making reference to examples from their study. The exam is worth 100 marks total and lasts 2 hours.
From the beginning, the Zope Catalog has provided Plone with out-of-the-box content search - an important feature not found in all open source content management systems. However, search engine technology has been racing ahead and user expectations of what search should do have been changing. At the same time, search engines have gone from premium enterprise product to cheap commodity. The most important search engine worth considering these days is also open source: Lucene/Solr. Several add-on products exist that integrate Solr with Plone, and interest in this technology is growing.
In this talk, Sally Kleinfeldt provides an information retrieval tutorial and discusses the questions: What does Solr bring to Plone? Should Solr become part of Plone core?
These slides include conclusions from the conference discussion. A link to audio of the presentation is here: http://2011ploneconference.sched.org/event/095b67970b402c319721239711033d65
dialogue act modeling for automatic tagging and recognitionVipul Munot
Aim to present comprehensive framework
for modelling and automatic classification of DA’s
founded on well-known statistical methods
Present results obtained with this approach
on large widely available corpus of
spontaneous conversational speech.
This 3 sentence summary provides the high level information from the document:
The Certificate of Accreditation grants Saddam Altamimi accreditation for successfully completing the Accredited Configuration Engineer (ACE) Exam - PAN-OS 7.0 Version. Linda Moss, VP Global Enablement, issued the certificate on July 4, 2016. The certificate recognizes Saddam Altamimi's successful completion of the Palo Alto Networks ACE exam and accreditation as a PAN-OS 7.0 configuration engineer.
This document is an article from the Journal of the Association for Management Education and Development titled "Safeguarding my own trustworthiness" by Louie Gardiner. The article uses a framework called the Potent 6 Constellation to explore the concepts of trust and trustworthiness from a complexity perspective. It discusses how judgments of trustworthiness are made in relationships and contexts, and how individuals can safeguard their own trustworthiness through understanding the meaning-making processes involved, even if they cannot control how others interpret them.
Sadam Al-Tamimi -ArcSight FlexConnector Configuration-certificateSaddam AlTamimi
Sadam Al-Tamimi completed the ArcSight FlexConnector Configuration training course from November 19-21, 2016. The instructor-led course provided Sadam with skills in configuring FlexConnectors in ArcSight. Sadam successfully finished the FlexConnector Configuration training.
Dr Ahmed Hussein is a professor of nuclear physics at the University of Northern British Columbia and a research scientist at TRIUMF and Los Alamos National Laboratory in the US. Dr Hussein will be speaking about a a new and safer design for a nuclear power plants called dual fluid nuclear fission reactor. Among its other benefits, these reactors can make use of waste from traditional nuclear reactors as fuel while also extracting considerably more energy from existing nuclear fuel.
Listen to the podcast: https://soundcloud.com/bchumanist/dr-ahmed-hussein-a-safer-cheaper-nuclear-reactor-design
O ministro da Defesa, Aldo Rebelo, visitou as instalações da Base Aérea de Guarujá onde será construído o Aeroporto Civil Metropolitano. Rebelo conheceu o projeto e disse que o aeroporto é importante para a economia do país. Alguns serviços públicos terão horários especiais no Natal e Réveillon, mas UPAs, coleta de lixo e limpeza urbana funcionarão normalmente. Moradores da comunidade da Prainha participaram de curso de artesanato natalino.
The document discusses goal setting. It defines goals as dreams with deadlines that provide direction for effort toward achieving measurable objectives. Goals can be short-term and accomplished in weeks or months, or long-term and take years. Setting goals provides clarity, focus, and drives one forward. Goals should be specific, measurable, achievable, relevant and time-bound. The golden rules are to set motivating and smart goals in writing, make an action plan, and stick to it.
Whole Brain Simulations and the Discrepancy/Similarity between Artificial & N...Guillaume Dumas
This document summarizes a seminar on the similarities and differences between artificial and natural neural networks. It discusses how artificial networks like GoogleNet have achieved superhuman performance at games like Go. It also discusses neuromorphic computing projects like IBM's TrueNorth and DARPA's SyNAPSE. The document outlines two main differences between artificial and natural networks: structure, with natural networks having more redundancy, and dynamics, with natural networks evolving versus artificial networks being designed. It then discusses challenges to whole brain simulation projects, like not fully understanding small brains like C. elegans. The document concludes by discussing the history and future of connecting artificial and natural networks through techniques like brain simulations and the human dynamic clamp.
Event Driven Architecture Concepts in Web Technologies - Part 2Hamidreza Soleimani
This document discusses event-driven architectures and event-based web servers. It begins by explaining the differences between processes, threads, and events. It then discusses traditional thread-based web servers versus more modern event-based web servers that can handle more connections with fewer resources by using asynchronous event handling rather than threads. The document also presents a puzzle about the Nginx web server and its architecture to solve. It concludes by providing contact information for any questions.
Telangana became the 29th state of India in 2014 after separating from Andhra Pradesh. It was previously part of the state of Hyderabad and includes 10 districts. The name Telangana is derived from "Trilinga Desa". The economy is driven by agriculture, with rice and cotton as major crops. Industries include automobiles, textiles, pharmaceuticals, and information technology concentrated around Hyderabad. Tourism attractions include the Charminar, Golconda Fort, and various temples. Telugu is the official language and parliamentary democracy is the form of government.
The chapter discusses qualitative research methods including focus groups, depth interviews, and projective techniques. Focus groups involve interviewing groups of 6-12 people to explore views in a group setting. Depth interviews use open-ended questions to understand motivations and attitudes. Projective techniques indirectly explore subconscious motivations through activities like word associations. Online methods can reduce costs but lack control over environment.
This document summarizes a survey on speaker recognition systems. It outlines 30 literature sources on topics like using computational auditory scene analysis, independent component analysis, and probabilistic linear discriminant analysis for speaker identification and verification. It also discusses challenges like robustness to noise and variability in recording conditions. The conclusion notes that variability from speakers and channels remains problematic and more work is needed to develop features stable over time and insensitive to variations in speaking style.
This document summarizes research on speaker recognition technologies. It discusses how speaker recognition can be used for biometric authentication by analyzing a person's voiceprint. It reviews literature on MFCC-GMM models for text-independent speaker verification and the use of speaker recognition in biometric security systems. The document also outlines the basic components of a speaker recognition system, including enrollment, feature extraction using MFCCs, and verification through comparison to stored voice templates using algorithms like GMM.
This document provides instructions for an examination on media studies focusing on television drama. It outlines that candidates will watch an unseen extract from the TV series Hustle four times, taking notes during screenings. Section A asks candidates to analyze how the extract constructs representations of gender through techniques like camera work, editing, sound, and mise-en-scene. Section B requires candidates to discuss issues of media ownership and production in their chosen media area, using examples from their case study materials. The document provides two hours for candidates to complete the exam.
This document provides instructions for an examination on media studies focusing on television drama. It outlines that candidates will watch an unseen extract from a TV series four times, taking notes during screenings. They will then answer two questions - one asking candidates to analyze how the extract constructs representations of gender through technical elements like camerawork, editing, sound and mise-en-scene. The second question asks candidates to discuss issues of media ownership and production in their chosen media area like film, music or magazines, making reference to examples from their study. The examination is worth 100 marks total and lasts two hours.
This document discusses using concept maps to improve technical writing skills for computer science majors. It presents research on using different types of concept maps (concept, composition, decision, attribute) to represent various elements of technical documents, including definitions, structures, functions, procedures, and domain-specific sentences. A study was conducted with 22 participants to evaluate the effectiveness of concept maps for comprehension and identify relationships between map type and task. The findings suggest concept maps can help explain technical concepts and represent applications in documents, but performance may depend on map type and task complexity. Future work is proposed to further examine the use of concept maps for different text genres and technical writing tasks.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This document provides instructions for candidates taking an exam on key media concepts related to TV drama. It outlines that candidates will watch an unseen extract from the TV series Hustle four times, taking notes during screenings. Section A asks candidates to analyze how the extract constructs representations of gender through techniques like camera work, editing, sound, and mise en scene. Section B asks candidates to discuss issues of media ownership and production in their chosen media area like film, music, or newspapers, making reference to examples from their study. The exam is worth 100 marks total and lasts 2 hours.
From the beginning, the Zope Catalog has provided Plone with out-of-the-box content search - an important feature not found in all open source content management systems. However, search engine technology has been racing ahead and user expectations of what search should do have been changing. At the same time, search engines have gone from premium enterprise product to cheap commodity. The most important search engine worth considering these days is also open source: Lucene/Solr. Several add-on products exist that integrate Solr with Plone, and interest in this technology is growing.
In this talk, Sally Kleinfeldt provides an information retrieval tutorial and discusses the questions: What does Solr bring to Plone? Should Solr become part of Plone core?
These slides include conclusions from the conference discussion. A link to audio of the presentation is here: http://2011ploneconference.sched.org/event/095b67970b402c319721239711033d65
dialogue act modeling for automatic tagging and recognitionVipul Munot
Aim to present comprehensive framework
for modelling and automatic classification of DA’s
founded on well-known statistical methods
Present results obtained with this approach
on large widely available corpus of
spontaneous conversational speech.
This 3 sentence summary provides the high level information from the document:
The Certificate of Accreditation grants Saddam Altamimi accreditation for successfully completing the Accredited Configuration Engineer (ACE) Exam - PAN-OS 7.0 Version. Linda Moss, VP Global Enablement, issued the certificate on July 4, 2016. The certificate recognizes Saddam Altamimi's successful completion of the Palo Alto Networks ACE exam and accreditation as a PAN-OS 7.0 configuration engineer.
This document is an article from the Journal of the Association for Management Education and Development titled "Safeguarding my own trustworthiness" by Louie Gardiner. The article uses a framework called the Potent 6 Constellation to explore the concepts of trust and trustworthiness from a complexity perspective. It discusses how judgments of trustworthiness are made in relationships and contexts, and how individuals can safeguard their own trustworthiness through understanding the meaning-making processes involved, even if they cannot control how others interpret them.
Sadam Al-Tamimi -ArcSight FlexConnector Configuration-certificateSaddam AlTamimi
Sadam Al-Tamimi completed the ArcSight FlexConnector Configuration training course from November 19-21, 2016. The instructor-led course provided Sadam with skills in configuring FlexConnectors in ArcSight. Sadam successfully finished the FlexConnector Configuration training.
Dr Ahmed Hussein is a professor of nuclear physics at the University of Northern British Columbia and a research scientist at TRIUMF and Los Alamos National Laboratory in the US. Dr Hussein will be speaking about a a new and safer design for a nuclear power plants called dual fluid nuclear fission reactor. Among its other benefits, these reactors can make use of waste from traditional nuclear reactors as fuel while also extracting considerably more energy from existing nuclear fuel.
Listen to the podcast: https://soundcloud.com/bchumanist/dr-ahmed-hussein-a-safer-cheaper-nuclear-reactor-design
O ministro da Defesa, Aldo Rebelo, visitou as instalações da Base Aérea de Guarujá onde será construído o Aeroporto Civil Metropolitano. Rebelo conheceu o projeto e disse que o aeroporto é importante para a economia do país. Alguns serviços públicos terão horários especiais no Natal e Réveillon, mas UPAs, coleta de lixo e limpeza urbana funcionarão normalmente. Moradores da comunidade da Prainha participaram de curso de artesanato natalino.
The document discusses goal setting. It defines goals as dreams with deadlines that provide direction for effort toward achieving measurable objectives. Goals can be short-term and accomplished in weeks or months, or long-term and take years. Setting goals provides clarity, focus, and drives one forward. Goals should be specific, measurable, achievable, relevant and time-bound. The golden rules are to set motivating and smart goals in writing, make an action plan, and stick to it.
Whole Brain Simulations and the Discrepancy/Similarity between Artificial & N...Guillaume Dumas
This document summarizes a seminar on the similarities and differences between artificial and natural neural networks. It discusses how artificial networks like GoogleNet have achieved superhuman performance at games like Go. It also discusses neuromorphic computing projects like IBM's TrueNorth and DARPA's SyNAPSE. The document outlines two main differences between artificial and natural networks: structure, with natural networks having more redundancy, and dynamics, with natural networks evolving versus artificial networks being designed. It then discusses challenges to whole brain simulation projects, like not fully understanding small brains like C. elegans. The document concludes by discussing the history and future of connecting artificial and natural networks through techniques like brain simulations and the human dynamic clamp.
Event Driven Architecture Concepts in Web Technologies - Part 2Hamidreza Soleimani
This document discusses event-driven architectures and event-based web servers. It begins by explaining the differences between processes, threads, and events. It then discusses traditional thread-based web servers versus more modern event-based web servers that can handle more connections with fewer resources by using asynchronous event handling rather than threads. The document also presents a puzzle about the Nginx web server and its architecture to solve. It concludes by providing contact information for any questions.
Telangana became the 29th state of India in 2014 after separating from Andhra Pradesh. It was previously part of the state of Hyderabad and includes 10 districts. The name Telangana is derived from "Trilinga Desa". The economy is driven by agriculture, with rice and cotton as major crops. Industries include automobiles, textiles, pharmaceuticals, and information technology concentrated around Hyderabad. Tourism attractions include the Charminar, Golconda Fort, and various temples. Telugu is the official language and parliamentary democracy is the form of government.
This document provides an example specimen paper for an Advanced Subsidiary GCE Media Studies exam focusing on key media concepts in TV drama. It includes two sections - Section A involves textual analysis of an unseen TV extract, and Section B addresses institutions and audiences. The document provides sample questions, marking schemes, and indicative content for candidates to potentially discuss and be assessed on regarding representations, technical elements, institutions, and audience targeting.
This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
Critical perspectives in media sample paperjackiemason
This document is a specimen paper for the Advanced GCE Media Studies exam. It consists of two sections: Section A involves theoretical evaluation of media productions and Section B involves answering questions about contemporary media issues. The paper is worth a total of 100 marks and tests students' understanding of critical media concepts, theories, and analysis through long-form essay questions.
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
This document provides guidance on answering exam questions about representations of social groups in TV dramas through technical aspects like camerawork, sound, mise-en-scene, and editing. The question will focus on one social group from gender, sexuality, ethnicity, regional identity, disability, or social class. Students will watch a 4-5 minute British TV drama extract 4 times and take notes. They must discuss all 4 technical aspects and how each helps construct representations of the social group. Answers will be graded on understanding, examples from the extract, terminology, and clarity. Students should introduce their argument, discuss each technical aspect in turn, and conclude by summarizing their key points.
This document provides instructions for a 2-hour exam on key media concepts in TV drama. It contains two sections - Section A involves analyzing representations of sexuality in an unseen TV extract through camerawork, editing, sound, and mise-en-scène. Section B asks students to discuss how digital distribution affects the marketing and consumption of a chosen media area, drawing on case studies. Students are provided an answer booklet and may view the extract up to 4 times, taking notes between viewings.
This document provides instructions for a media studies exam. It outlines the structure of the exam, which has two sections. Section A involves analyzing an unseen moving image extract, which will be screened four times to allow note-taking. Students must answer a question about how the extract constructs regional identity through camera work, editing, sound, and mise-en-scene. Section B involves answering a question about how digital technologies impact marketing and consumption in a chosen media area, with 50 marks allotted to each section.
This document provides instructions for candidates taking an examination on media studies. It outlines that the exam will focus on analyzing an unseen TV drama extract and discussing institutions and audiences. For the first section, candidates will watch the extract four times and take notes to discuss representations of class and status through technical elements. The second section requires answering a question on the extent to which successful media depends on marketing and distribution to audiences, using a case study area as examples. The document provides formatting guidelines and specifies the extract and potential case study areas to focus on.
This document provides instructions for candidates taking an examination on media studies. It outlines that candidates will watch an unseen TV drama extract four times and answer analysis questions based on representations of gender and the significance of digital media for institutions and audiences. Candidates must focus their second question response on film, music, newspapers, radio, magazines, or video games. The extract is from Primeval Series 2 Episode 3 and candidates have 50 marks to discuss camera work, editing, sound, and mise-en-scene in representing gender.
OCR is a leading UK exam board that provides qualifications for students of all ages, including AS/A levels, GCSEs, and vocational qualifications. This document contains the mark scheme for a January 2012 Media Studies exam on television drama. It outlines the requirements examiners will use to award marks for questions about how technical aspects construct representations in a media text and about patterns of media production, distribution, and consumption. Candidates will be assessed on their analysis, use of examples from the given materials, and use of relevant terminology.
This document provides instructions for candidates taking an examination on media studies. It includes:
- Instructions for candidates on writing their details, reading questions, and allocating time.
- Information on watching an unseen TV drama extract multiple times and taking notes.
- Two sections - the first asks candidates to analyze representations of gender in the extract, the second asks candidates to discuss the significance of digital media for institutions and audiences by choosing one media area.
This document provides instructions for candidates taking an examination on media studies. It includes:
- Instructions for candidates on writing their details, reading questions, and allocating time.
- Information on watching an unseen TV drama extract multiple times and taking notes.
- Two sections - the first asks candidates to analyze representations of gender in the extract, the second asks candidates to discuss the significance of digital media for institutions and audiences by choosing one media area.
This document outlines a progression of levels for analyzing how representations are constructed in a TV drama extract through the use of micro-elements. It describes four levels of increasing sophistication in explanation, examples from the text, and use of terminology. Level 1 demonstrates minimal understanding and examples. Level 2 shows basic understanding with some examples and terminology. Level 3 displays proficient understanding, mostly linked examples, and accurate terminology. Level 4 exhibits excellent understanding, clear links to text, full relevant examples, and accurate terminology.
This document provides instructions for candidates taking an exam on media studies. It outlines that the exam will consist of two sections - a textual analysis of an unseen TV drama extract, and a discussion of issues around media ownership. For section A, candidates will watch the extract four times and take notes. They will then answer a question analyzing representations of gender in the extract. Section B requires candidates to choose one media area and discuss the impact of ownership on production and distribution of media texts in that area. The document provides time guidelines and directs candidates to include specific examples from their case studies and notes in their responses.
Assignment brief 32 & 33 idents & sto mo 2012 suevenables
This document provides an assignment brief for two BTEC National Diploma units: Unit 32 Designing Idents for Television and Unit 33 Stop Motion Animation. Students are asked to create a 30-60 second stop motion animation ident for the CWC TV channel. The ident must reflect the style and branding of CWC. Students will work in pairs but submit individual work. The brief outlines four tasks: understanding television idents and stop motion techniques; planning animation ideas; originating television ident plans; and producing a final animation and ident. It also provides grading criteria for evaluating work based on the units' learning outcomes.
This document provides guidance on how to structure an essay for a TV drama exam. It recommends including analysis of technical aspects like camera work, editing, and sound to illustrate how representation is constructed. Students should focus their analysis on one of several representation issues - gender, age, sexuality, ethnicity, class, ability - which are the "macro aspects" that the "micro elements" make up. When taking notes, students should ask questions about the represented issue, stereotypes, and main characters. As an example, it analyzes the representation of ethnicity in the clip "Spooks" and how to discuss this in the essay using relevant examples and terminology while analyzing micro and macro aspects. The introduction should state the question and outline points
The document provides instructions for a GCE Media Studies exam. It outlines the format and timing of the exam sections. Section A involves analyzing an unseen TV drama extract through close study of its technical elements. Section B requires answering a question about how digital distribution affects media marketing and consumption, focusing on one specified media area. Students have one and a half hours to complete each section after viewing the extract multiple times and taking notes.
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
This document outlines a marking scheme for analyzing a text. It defines four levels of performance with criteria for explanation/analysis, use of examples, and terminology. Level 2 earns basic marks for a simple understanding. Level 3 earns higher marks for a proficient understanding demonstrated through consistent examples and accurate terminology. Level 4 achieves the highest marks for an excellent understanding using frequent textual analysis, a full range of relevant examples, and accurate technical terminology expressed clearly.
MS1 Media Camera Positions and Framing 2013Amanda Simmons
This document outlines learning objectives and activities for a lesson on film analysis. It includes:
1. Recapping semiotics terms from the previous week with a matching activity.
2. Continuing analysis of film posters with group feedback sessions.
3. Clarifying conventions of film posters and introducing camera shot and framing terminology.
4. Explaining different camera shots and positions and how they create emotional responses.
This document provides guidance on justifying the need for a school project or unit of work. It instructs the reader to consider who will benefit from the project, how they will benefit, and why the described benefits are important. The reader is told to explain how the skills and knowledge gained will be useful in the future. The document emphasizes that the introduction should show an understanding of why the unit of work is necessary and needed, and justify all the reasons the final products are needed and will provide benefits.
This document outlines the importance of creating an effective design specification. It directly influences the design ideas, final product, and project grades. The specification demonstrates applying research knowledge from earlier stages. Like the personal project, the specification is crucial and dictates what must be done based on informed decisions from research. An effective specification comes from good research, while poor research leads to a poor specification. The specification should consider demands that must be achieved, limits to avoid, and wishes that are ideals but not required for success.
This document provides guidance on justifying why a short film project is needed by addressing several key questions: who will benefit from the project and how, why the described benefits are important, whether the skills and knowledge gained will be useful in the future, and reasons why the films are necessary. The introduction to the project should demonstrate an understanding of why the work is required and provide clear reasons why the films are needed by linking responses back to explaining and justifying the value and purpose of the task.
This document introduces a unit on creativity and innovation in technological health innovations. The key concept is creativity and related concepts are function and innovation. Students will research the benefits of a technological health innovation, and use their creativity and innovation to produce a short educational video about the innovation's health benefits and function for a target audience. The focus of the unit is on understanding filmmaking techniques to effectively create the short video. Students will choose the technological health innovation and target audience to research and create their video about.
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to investigate, research its health benefits and functions, and creatively produce a video to educate their target audience on the innovation. They are encouraged to determine the intended audience and get feedback from end users such as teachers.
The document discusses changes to the design cycle process and assessment criteria. It outlines the four stages of the new design cycle as inquiring and analyzing, developing ideas, creating a solution, and evaluating. It provides details on what is included in each stage and assessment criteria. A high grade now requires more than just completing tasks - it demands high quality work with sufficient detail in each task as well as deeper reflection throughout the design cycle process.
This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to research, investigate its health benefits and functions, and creatively produce a video to educate their target audience on the technology. They can select the target audience and end user, such as students in a particular class, to ensure the video meets their needs.
Students are required to create an effective poster advertisement to advertise an upcoming school event, International Evening in December, to their peers, families, and teachers. The poster must satisfy the end-users' (Miss Daykin and Miss Barton) requirements and convey the theme of the event through manipulation of form, which includes elements like images, text, shapes, and colors. To be successful, the poster must communicate important information to the target audience—the ISM community of students, parents, and teachers—through consideration of its function, form, and collaboration with end-users.
The document discusses changes to the design cycle at the school. It now has 4 stages - inquiring and analyzing, developing ideas, creating a solution, and evaluating. More time will be spent on each stage and more work is expected. Assessment criteria for each stage are also outlined, providing details on what will be graded. A high grade now requires high quality work that demonstrates all tasks for a given level, with reflection throughout the design cycle. Simply completing tasks is not enough - work must show depth, detail, and genuine reflection.
Your Evaluation Stage needs to be finished and submitted by Monday 19th May along with your completed word document containing all Stages. Final Assessment of your work will then take place and your end of year grades calculated based on Unit 1 and 2 marks and group work participation. This will be included in your final end of year report.
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
The document provides instructions for students to follow during the Create Stage of a design project. Students should follow the specification and design prototype, set up the correct page size, and use appropriate software. They also need to maintain a process journal with regular diary entries documenting their progress step-by-step along with screenshots, and reflecting on their progress. Finally, the deadline for posters is October 24th and when finished, students should save their poster, upload it along with their process journal to the required platforms, and evaluate their performance.
The document provides guidance for a student's personal project process journal deadline on Thursday October 17th. It outlines the criteria and objectives the journal will be assessed on, including applying information to make decisions and create solutions related to the project's goal. The student is instructed to have a minimum of 20 pages in their journal. It also provides examples of different types of information sources the student should use, such as experts, published media, surveys, and websites. The student is asked to make a list of questions to guide their investigation and determine if sources have helped answer those questions. Lastly, the document lists ideas that should be considered and recorded in the journal, such as interpreting information to make decisions, finding information to learn new skills,
The document lists dates and times for a school play at the International School of Milan. It includes Wednesday the 11th at 2pm, Thursday the 12th at 5pm, and Friday the 13th at 7:30pm. The play, "Our Day Out" by playwright Willy Russell, will be held at the ISM High School located at Via G. Bellini 1 in Milan.
This document provides guidance for students on the process of developing an independent project for the International Baccalaureate Diploma Programme. It instructs students to review slides in their process journal that relate to approaches to learning, areas of interaction, and expectations for different subject groups. Students are asked to reflect on these areas in written form. The document then outlines specific tasks for brainstorming project ideas, meeting with supervisors, developing goals and specifications to evaluate their project, and identifying necessary resources and skills.
This document provides a worksheet to analyze visual, verbal, and overall effectiveness of a poster. It includes questions about visual elements like colors, shapes, symbols; verbal elements like text amount and readability; and overall impact like intended audience and clear communication of message. The goal is to evaluate the poster's effectiveness as a work of art, means of communication, and advertisement.
The document provides guidance on creating a design brief for addressing a new problem statement. It instructs to gather necessary information from various sources and learn required skills. The design brief should also include goals, target audience, constraints, and criteria. It should describe how the solution will be created and tested with examples of similar products and images for reference.
2. 2
Answer all questions.
Section A: Textual Analysis and Representation (Unseen moving image extract)
• You will be allowed two minutes to read the question for Section A before the extract is
screened.
• The extract will be screened four times.
• First screening: watch the extract; no notes are to be made this time.
• Second screening: watch the extract and make notes.
• There will be a brief break for note-making.
• Third and fourth screening: watch the extract and make notes.
• Your notes for Section A are to be written in the answer booklet provided and must be
handed in at the end of the examination. Rule a diagonal line through your notes
afterwards.
Extract: The Chase (BBC/Rollem Productions) Episode 1, Series 1 written by Kay Mellor,
dir. Jamie Payne
Extract length: 5 minutes max. Timing of extract: First 5 minutes of Episode 1.
Answer the question below, with detailed reference to specific examples from the extract
only.
Please note this extract is not available for purchase from OCR. Copies of this episode
need to be purchased commercially.
1 Discuss the ways in which the extract constructs representations of gender using the following:
• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise-en-scene [50]
3. 3
Section B: Institutions and Audiences
Answer the question below, making detailed reference to examples from your case study
material to support points made in your answer.
2 Discuss the issues raised by an institution’s need to target specific audiences within a media
industry which you have studied.
[50]
Total [100]
6. 2
Question Max
Answer
Number Mark
The purpose of these Units is to firstly assess candidates’ media
textual analysis skills and their understanding of the concept of
representation using a short unseen moving image extract ( AO1 and
AO2); secondly to assess candidates’ knowledge and knowledge of
media institutions and their production processes, distribution
strategies, use of technologies and related issues concerning
audience reception and consumption of media texts ( AO1 and AO2).
Section A: Textual Analysis and Representation (Unseen moving
image extract)
1.
Discuss the ways in which the extract constructs representations of
gender using the following:
(50)
• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise- en-scene
Candidates will be assessed on their ability to understand how
representations are constructed in a media text through the analysis of
different technical areas. Assessment will take place across three
criteria:
• Explanation/analysis/argument (20 marks) AO1 Specific
• Use of examples (20 marks) AO2 Specific
• Use of terminology (10 marks) AO1 Specific
Candidates’ work should be judged on each of these criteria individually
and marks awarded according to the level attained. It should be noted
that it is possible for a candidate to achieve a different level for each
assessment criterion.
General Mark Scheme
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of the technical aspects used
in the extract – general knowledge level
• Minimal discussion of the extract’s representations, with no attempt to
link to textual analysis
• Of minimal relevance to set question or a brief response (under one
and a half sides of answer booklet)
7. 3
Question Max
Answer
Number Mark
Use of examples (0-7 marks)
• Offers minimal textual evidence from the extract
• Offers a limited range of examples (only one technical area covered)
• Offers examples of minimal relevance to the set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of the technical aspects used in
the extract
• Some discussion of the extract’s representations, with some attempt
to link these to textual analysis
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some textual evidence from the extract
• Offers a partial range of examples (at least two technical areas
covered)
• Offers examples with some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some inaccuracies
Some simple ideas have been expressed in an appropriate context.
There are likely to be some errors of spelling, punctuation and grammar
of which some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of the technical aspects used
in the extract
• Proficient discussion of the extract’s representations, mostly linked to
textual analysis
• Mostly relevant to set question
8. 4
Question Max
Answer
Number Mark
Use of examples (12-15 marks)
• Offers consistent textual evidence from the extract
• Offers a range of examples (at least three technical areas covered)
• Offers examples which are mostly relevant to the set question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Relatively straight forward ideas have been expressed with some clarity
and fluency. Arguments are generally relevant, though may stray from the
point of the question. There will be some errors of spelling, punctuation
and grammar, but these are unlikely to be intrusive or obscure meaning.
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of the technical aspects used
in the extract
• Excellent discussion of the extract’s representations, clearly linked to
textual analysis
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent textual analysis from the extract – award marks to
reflect the range and appropriateness of examples
• Offers a full range of examples from each technical area
• Offers examples which are clearly relevant to the set question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex issues have been expressed clearly and fluently using a style of
writing appropriate to the complex subject matter. Sentences and
paragraphs, consistently relevant, have been well structured, using
appropriate technical terminology. There may be few, if any, errors of
spelling, punctuation and grammar.
9. 5
Question Max
Answer
Number Mark
Section B: Institutions and Audiences
2 Discuss the issues raised by institutions’ need to target specific
audiences within a media industry which you have studied. [50]
Candidates will be assessed on their ability to illustrate patterns of
production, distribution, exchange and consumption through relevant case
study examples and their own experiences.
Candidates may cover the following material in their responses to the
question:
• Production practices which allow texts to be constructed for specific
audiences
• Distribution and marketing strategies to raise audience awareness of
specific products or types of products
• The use of new technology to facilitate more accurate targeting of
specific audiences
• Audience strategies in facilitating or challenging institutional
practices
Candidates should be given credit for their knowledge and understanding,
illustrated through case study material, in any of these areas; there is no
requirement that they should all be covered equally. Examiners should also
be prepared to allow points, examples and arguments that have not been
considered if they are relevant and justified.
Explanation/analysis/argument- AO1 Specific
Use of examples- AO2 Specific
Use of terminology- AO1 Specific.
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of institutional/audience
practices – general opinions or assertions predominate
• Minimal argument evident, with little reference to case study material
• Of minimal relevance to set question or a brief response (under one
and a half sides of answer booklet)
Use of examples (0-7 marks)
• Offers minimal use of case study material
• Offers a limited range of or inappropriate examples
• Offers examples of minimal relevance to set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
10. 6
Question Max
Answer
Number Mark
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of institutional/audience
practices – factual knowledge will have some accuracy
• Basic argument evident, with some reference to case study material
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some evidence from case study material
• Offers a partial range of examples from case study and own
experience
• Offers examples of some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some inaccuracies
Some simple ideas have been expressed in an appropriate context.
There are likely to be some errors of spelling, punctuation and grammar
of which some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of institutional/audience
practices – factual knowledge is mostly accurate
• Some developed argument, supported by reference to case study
material
• Mostly relevant to set question
Use of examples (12-15 marks)
• Offers consistent evidence from case study material
• Offers a range of examples from case study and own experience
• Offers examples which are mostly relevant to the set question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Relatively straight forward ideas have been expressed with some clarity
and fluency. Arguments are generally relevant, though may stray from the
point of the question. There will be some errors of spelling, punctuation
and grammar, but these are unlikely to be intrusive or obscure meaning
11. 7
Question Max
Answer
Number Mark
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of institutional/audience
practices – factual knowledge is relevant and accurate
• A clear and developed argument, substantiated by detailed
reference to case study material
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent evidence from case study material – award marks to
reflect the range and appropriateness of examples
• Offers a full range of examples from case study and own experience
• Offers examples which are clearly relevant to the set question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex issues have been expressed clearly and fluently using a style of
writing appropriate to the complex subject matter. Sentences and
paragraphs, consistently relevant, have been well structured, using
appropriate technical terminology. There may be few, if any, errors of
spelling, punctuation and grammar.
12. 8
Question Max
Answer
Number Mark
Indicative Content
Section A: Textual Analysis and Representation
Candidates are expected to study an ‘unseen’ moving image extract with
one compulsory question dealing with textual analysis of various technical
aspects of the languages and conventions of a British television drama.
Candidates will be asked to link this analysis with a discussion of some
aspect of representation within the sequence.
Question 1
Candidates will demonstrate textual analysis of all of the following technical
areas of moving image language and conventions in relation to the unseen
extract:
• Camera Angle, Shot, Movement and Composition
• Mise-en-Scene
• Editing
• Sound
The focus of study for Section A is the use of technical aspects of the
moving image medium to create meaning for an audience, focusing on the
creation of representations of specific social types, groups, events or places
within the extract. Candidates should be prepared to analyse and discuss
the following: technical aspects of the language and conventions of the
moving image medium, in relation to the unseen moving image extract, as
appropriate to the genre and extract specified, in order to discuss the
sequence’s representation of individuals, groups, events or places:
Camera Shots, Angle, Movement and Composition
• Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide
shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and
variations of these
• Angle: high angle, low angle, canted angle
• Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom,
reverse zoom
13. 9
Question Max
Answer
Number Mark
• Composition: framing, rule of thirds, depth of field – deep and shallow
focus, focus pulls
At a basic level, candidates will be able to identify and describe the type of
shots or combination of camera shots used, use of camera angles, camera
movement and shot composition. Analysis will be limited.
At a higher level candidates will be able to show excellent understanding of
the technical construction of shots and show a detailed and through
knowledge and understanding of the technical aspects used in discussion of
the extract’s use of representations. This will be clearly linked to textual
analysis and clearly relevant to the set question.
Editing
Includes transition of image and sound – continuity and non-continuity
systems
• Cutting: shot/reverse shot, eyeline match, graphic match, action match,
jump cut, crosscutting, parallel editing, cutaway; insert;
• Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long
take, short take, slow motion, ellipsis and expansion of time, post-
production, visual effects
At a basic level, candidates will be able to identify and describe the type of
transitions used. They will be able to describe and comment upon the style
of editing. Analysis will be limited.
At a higher level candidates will be able to show excellent understanding of
the editing of the technical aspects used in the extract. Candidates will also
be able to discuss how the editing in the extract assists in signifying the
representations used in the extract, which are clearly linked to textual
analysis and relevant to set question.
Sound
Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound
effects; sound motif, sound bridge, dialogue, voiceover, mode of
address/direct address, sound mixing, sound perspective
• Soundtrack: score, incidental music, themes and stings, ambient sound
At a basic level, candidates will be able to identify and describe the type
of sounds used and will be able to describe and comment upon the use of
sound. Analysis will be limited to identifying the use of sound.
14. 10
Question Max
Answer
Number Mark
At a higher level candidates will be able to show excellent understanding
of the sound as a technical aspect used in the extract and discriminate
between the different uses of sound. Candidates will be able to discuss
how the sound in the extract is used to convey meaning and atmosphere,
which is then examined in relation to representations used. The most
able candidates will use textual analysis and examples relevant to the
question set.
Mise-en-Scene
• Production design: location, studio, set design, costume and make-up,
properties
• Lighting; colour design
At a basic level, candidates will be able to identify and describe the mise-
en-scene used and will be able to describe and comment upon the
production design. Analysis will be limited.
At a higher level candidates will be able to show excellent understanding of
the use of mise en scene as a technical aspect used in the extract.
Candidates will be able to discuss how the mise-en-scene in the extract is
used to convey meaning and how the concept exemplifies any
representations used. Candidates will use textual analysis and examples
relevant to the question set.
It is acknowledged that not every one of the above technical areas will
feature in equal measure in any given extract. Therefore examiners are
instructed to bear this in mind when marking the candidates’ answers and
will not expect each aspect to be covered in the same degree of detail, but
as appropriate to the extract provided and to the discussion of
representation. As indicated by the mark scheme, marks are awarded
according to the degree of coverage the candidate gives to each point, for
example, a response is considered basic if the candidate offers a partial
range of examples (at least two technical areas covered) with basic
knowledge and understanding. Candidates should be prepared to discuss,
in response to the question, how these technical elements create specific
representations of individuals, groups, events or places and help to
articulate specific messages and values, which have social significance.
Particular areas of representation which may be chosen are:
• Gender
• Age
• Ethnicity
• Sexuality
• Class and Status
• Physical ability/disability
• Regional identity
15. 11
Question Max
Answer
Number Mark
Candidates discussion of the concept of representation is integral to a
discussion of the technical elements of the television drama. Where a
candidates work is basic there is some attempt to link the technical
aspects of the television drama to the key concept, with some attempt to
use examples.
An excellent response will show excellent discussion and evaluation of the
extract’s representations, clearly linked to textual analysis. Candidates will
be able to evaluate the range of representations used.