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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Instructions for Submissions thorugh G- Classroom.pptx
G325: Question 1b - Genre
1. WHAT GENRE IS
THIS?
Look at the posters –
what genre is the film?
Give me three reasons
why.
“Conventional definitions
of genre are based on the
idea that they share
particular convention of
content e.g. Themes or
setting”
David Chandler
2. GENRE
THEORYLO:
1) AM I ABLE TO IDENTIFY ISSUES RELATED TO GENRE?
2) CAN I BEGIN TO EVALUATE MY OWN WORK AND LINK
IT TO KEY GENRE ISSUES?
IN THE EXAM:
YOU SHOULD DEMONSTRATE A CLEAR UNDERSTANDING
OF GENRE AND RELEVANT MEDIA THEORY.
3. TERMINOLOGY
CHECK
Genre: A type or style of media text. e.g. horror, romance
Convention: An element you expect to see in a genre. e.g. In an
action film you expect to see violence, a male hero and the theme
of good vs. evil.
Iconography: A sign (signifier) associated with the genre. e.g.
dark settings and tense music = horror film
Ideology: The beliefs of an individual or group. What they think is
important. e.g. The characters of Downton Abbey think it is
important to be rich so host lots of parties and dinners to show off
their wealth.
Hybrid-genre: When elements of two (or more!) genres are used
within one film. e.g. Johnny English is an action-comedy or Shaun
of the Dead is rom-com-zom (romantic comedy zombie film).
4. THINKING ABOUT
GENRE
• For your exam you will need to link your A2 coursework to
issues relating to genre.
Genre and Institution
-Film producers use genre as a means of minimising the
economic risk in making films.
-Film distributors/exhibitors use genre as a means of advertising
and promoting films.
- Both depend on audiences’ knowledge and past experience.
Genre and Audience
- They have certain expectations of film genres. Surrounding a
set of typical conventions which they are hoping the film
follows.
- Audiences’ expect genre films to involve innovation and
subversion of the generic conventions.
5. “GENRES ARE INSTANCES OF
REPETITION AND DIFFERENCES”
• What does this quote mean?
• What do you think should stay the same in a genre?
• What do you think it is easier to change in a genre?
Task – The ‘Buddy Cop’ Film
Watch the following trailers. In pairs complete the comparison
worksheet. You should look to:
a) Identity any clear genre (action) conventions used.
b) Identify the differences used to make the film ‘unique’.
Trailer One Trailer Two Trailer Three Trailer Four
Steve Neale, 1980
6. “GENRES ARE INSTANCES OF
REPETITION AND DIFFERENCES”
• What do you understand about this quote?
Steve Neale also stated:
“DIFFERENCE IS ABSOLUTELY
ESSENTIAL TO THE ECONOMY OF
GENRE.”
• How do genres ensure their survival?
• Who do you think this benefits more:
a) The audience?
b) The institution?
7. “GENRE IS A CONSTANT
PROCESS OF NEGOTIATION AND
CHANGE” – DAVID BUCKINGHAM
• Buckingham believes that the audience does not just accept
the genre as set. It has to adapt as the culture surrounding it
changes.
• How could it be argued the films below are examples of a
cultural change?
8. LINKING IT TO YOUR
OWN WORK
• For this section of the exam you will be expected to discuss your
work critically.
• Basically, this means you are pretending it is not your work. You
have to analyse it as if it were any other media text we would
study.
Success Criteria: Candidates offer a range of specific, relevant, interesting
and clear examples of how their product can be understood in relation to
relevant theories of genre.
Task
Complete the genre analysis worksheet using the quotes to help you link
your work to the three genre issues we have looked at.
Green = Level 2 (E-D)
Yellow = Level 3 (C-B)
Purple = Level 4 (B-A*)
9. SHARING IS CARING
• Discuss your ideas with your partner.
• REMEMBER: You have seen everyone’s AS
piece.
• Do you agree with your partner’s ideas?
• Have they missed any examples from their work
out?
• How could they improve to deepen their
analysis?
