June 2014 unit g325 paper
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This document contains exam questions for two sections - Section A on theoretical evaluation of media production, and Section B on contemporary media issues. For Section A, question 1(a) asks students to describe important post-production decisions made for different media productions and explain their significance, referring to examples showing how skills developed over time. Question 1(b) asks students to apply the concept of genre to one of their coursework productions. Section B questions address topics such as media regulation, global media, collective identity, online vs. traditional media, and postmodern media theory. Students must discuss statements and concepts, using evidence from media texts.
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Section A: Theoretical Evaluation of Production Section B: Contemporary Media Issues
You must answer both 1(a) and 1(b). Answer one question.
In question 1(a) you need to write about your work for the Foundation Portfolio and Advanced Portfolio
units and you may refer to other media production work you have undertaken.
Whichever question you answer, you must refer to examples from at least two media areas in your
answer and your answer should include reference to historical, contemporary and future media.
1 (a) Describe the most important post-production decisions you made for your different media
productions and explain why these decisions were significant. Refer to a range of examples in
your answer to show how your skills in post-production developed over time. [25]
Contemporary Media Regulation
2 "We get the media we deserve." Discuss this statement and its implications for media regulation.
[50]
3 How well does contemporary media regulation protect the public? [50]
In question 1(b) you must write about one of your media coursework productions. Global Media
(b) Apply the concept of genre to one of your coursework productions. [25] 4 Discuss the impact of global media on culture. [50]
5 To what extent are you living in a global media village? [50]
Media and Collective Identity
6 Media and collective identity: how does one affect the other? [50]
7 "Media simply represent collective identity, they don't create it." How far do you agree with this
statement? Make reference to one or more group(s) of people in your answer. [50]
Media in the Online Age
8 Which theories of online media are the most convincing to you, and why? [50]
9 "Online media have not replaced traditional media. They live side by side and depend on each
other." Discuss. [50]
Postmodern Media
10 What makes a media text postmodern? Explain, with examples. [50]
11 Explain the most important theories of postmodernism and apply them to media texts you have
studied. [50]
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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.
Comparative analysis advice
This document provides advice for a comparative analysis controlled assessment in media studies. It instructs students to bring their key scene booklets, notes, and to rewatch the key scenes to find extra examples. Students should know the relevant theory, terminology, and review exemplar essays to understand how to structure their own analysis at a high level. The document emphasizes reviewing the mark scheme to understand what the examiner expects to be included in the analysis.
L11 l14 - footnote resource
1. The document provides instructions on how to properly cite sources using footnotes in an essay, including highlighting text, inserting footnotes, and adding source information to each footnote.
2. It lists key terms that must be referenced from specific sources, providing the source information to copy into each footnote.
3. The use of "Ibid" is described to reference the same source in consecutive footnotes.
4. A bibliography page is to be included at the end that alphabetically lists all sources referenced, distinguishing between books, films, and internet sources.
Theory overview rom-com genre
This document provides an overview of theories for a comparative analysis of the romantic comedy genre. It discusses several key elements of romantic comedies, including antagonism between central couples, unrequited love, and the theme of the battle of the sexes. The document also analyzes characters and their representations in the romantic comedy Knocked Up, discussing how characters like Ben Stone conform to or challenge stereotypes. It references several critics and their perspectives on romantic comedy conventions.
Comparative analysis – sentences help
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.
Essay structure new
This document provides guidance for writing a comparative analysis of the films "Knocked Up" and "Forgetting Sarah Marshall" focusing on how they represent gender. The analysis should include an introduction briefly describing the characters and narratives. The main body should analyze how the films similarly and differently represent the male gender through specific scenes, using relevant film theory. It should then analyze female representation in the same way before concluding by looking back at points made in the introduction and focusing on a stereotype example for each gender. Relevant film theorists like Mortimer and Gauntlett should be referenced throughout.
Misogyny vs. misandry
This document provides guidance for a film analysis assignment on the representation of gender roles in the film Fight Club. It begins with learning objectives focused on understanding how ideologies apply to texts and analyzing key scenes. It then discusses the "Wildman" ideology presented by Robert Bly that is embodied by the character Tyler Durden and his guidance of the narrator. Students are instructed to analyze examples of this in their exercise books. Later, it addresses how the characters have been "robbed of their manhood" and the positions of misandry and misogyny presented in the film. Students are tasked with writing a 30 mark response analyzing the representation of gender roles in Fight Club based on the theories and notes discussed.
Nietzsche 'near life experience' task
The document discusses the film Fight Club and the character Tyler Durden. It references several critics' analyses of the film and Durden's representation of Friedrich Nietzsche's ideology. The document examines a key scene where Jack and Tyler have a brutal fist fight. After the fight, Tyler cradles Jack and declares they just had a "near life experience," representing Nietzsche's idea of using pain and suffering to access greater strength. The document suggests this scene embodies Nietzschean philosophy and how the film challenges modern notions of safety.
2014 past paper task
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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Syllabus
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June 2014 unit g325 paper
- 1. 2 3 Section A: Theoretical Evaluation of Production Section B: Contemporary Media Issues You must answer both 1(a) and 1(b). Answer one question. In question 1(a) you need to write about your work for the Foundation Portfolio and Advanced Portfolio units and you may refer to other media production work you have undertaken. Whichever question you answer, you must refer to examples from at least two media areas in your answer and your answer should include reference to historical, contemporary and future media. 1 (a) Describe the most important post-production decisions you made for your different media productions and explain why these decisions were significant. Refer to a range of examples in your answer to show how your skills in post-production developed over time. [25] Contemporary Media Regulation 2 "We get the media we deserve." Discuss this statement and its implications for media regulation. [50] 3 How well does contemporary media regulation protect the public? [50] In question 1(b) you must write about one of your media coursework productions. Global Media (b) Apply the concept of genre to one of your coursework productions. [25] 4 Discuss the impact of global media on culture. [50] 5 To what extent are you living in a global media village? [50] Media and Collective Identity 6 Media and collective identity: how does one affect the other? [50] 7 "Media simply represent collective identity, they don't create it." How far do you agree with this statement? Make reference to one or more group(s) of people in your answer. [50] Media in the Online Age 8 Which theories of online media are the most convincing to you, and why? [50] 9 "Online media have not replaced traditional media. They live side by side and depend on each other." Discuss. [50] Postmodern Media 10 What makes a media text postmodern? Explain, with examples. [50] 11 Explain the most important theories of postmodernism and apply them to media texts you have studied. [50] ©OCR 2014 G325/01 Jun14 ©OCR 2014 G325/01 Jun14 Turn over