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The document provides guidance for students taking media exams, including tips and examples of past exam questions and responses. It emphasizes critically reflecting on one's work, considering all skills and concepts covered, practicing all topic areas, and analyzing examples from multiple media texts rather than just one. For the Section A exam, it notes genres, representations, narratives, audiences and languages could come up, and responses should choose one topic in advance and apply critical distance. For Section B, it lists potential topic areas and advises answering the specific question set while drawing on examples from two or more media.
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1ab copy
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The document provides guidance on structuring an OCR Film Opening Task, including:
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This document provides guidance and materials for studying representations in TV drama. It includes a list of possible representations to analyze such as gender, ethnicity, age, and disability. It also lists common TV drama genres and technical codes to consider like mise-en-scene, camerawork, editing, and sound. The document provides examples of how these elements have been addressed in past exam questions. It offers tips for effective note-taking, analysis, and structuring answers.
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This document discusses media representations of collective identity and offers advice for answering exam questions on the topic. It defines collective identity as an individual's sense of belonging to a group and part of personal identity. Media can both construct and reflect collective identities through representations of social groups. Examples are given of representations of youth in news, fiction, and on social media like Facebook. Theories from cultural critics like Jenkins and Gauntlett are referenced for understanding how audiences interpret and construct their own identities through engaging with different media. Advice is provided on selecting examples, making arguments, and using theory for exam answers.
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1) The document provides guidance on how to structure responses for Section A and Section B of the G322 AS Media exam.
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The document provides steps for creating a music video remake. It outlines planning the project, choosing a song, storyboarding, preparing equipment, shooting from different angles and close-ups, organizing footage, editing together the performances, and getting feedback on the final product. The goal is to create a "doable" remake concept and shoot more footage than needed to have flexibility in editing.
Film openings 2
This document provides a 9 step guide for making effective film openings for an assessment task. It discusses the importance of researching existing films and student work, brainstorming original ideas, thorough planning, strong execution of the shoot, careful editing, and reflective evaluation. The steps emphasize skills development, investigating film techniques, maintaining evidence of the process in a blog, gaining feedback, and addressing common student mistakes to achieve high marks.
Film openings 1 copy
This document discusses key features of film openings such as genre, narrative elements like enigma, character introduction, atmosphere, and setting. It recommends starting with general film openings and focusing research on specific examples that are relevant. Key influences on film openings mentioned include the work of graphic designer Saul Bass and analyzing titles on the website artofthetitle.com, with the film Juno used as an example title to examine.
Australia final copy
The document discusses the OCR Media Studies A-Level qualification taken in the UK. It notes that Media Studies has grown significantly in popularity compared to other subjects like Art, English, and Math. The current OCR specification introduced in 2008 takes a digital approach using blogging and web tools. Students complete coursework portfolios and exams assessing their knowledge of key concepts and critical perspectives. While new digital approaches allow for more active, connected learning, fully realizing their benefits relies on adequate teacher training, resources, and institutional support.
G325 tips
The exam will take place on June 15th and last 2 hours. It consists of 3 questions worth 100 marks total, split into sections of 25, 25, and 50 marks. The exam is worth half of the A2 grade. Various grade boundaries are provided, with a grade of A requiring 80/100 marks. Strategies for the exam are discussed, including doing the higher-weighted question first and using a highlighter. Sample past exam questions are presented focusing on skills development, research, conventions, and representation. Tips for answering questions about one's own coursework and developing skills over time with examples are also provided.
Film openings event
This document provides guidance on creating effective film openings. It outlines 8 steps: 1) define the task and equipment; 2) create a blog to document the process; 3) build skills in sound, camerawork, and editing; 4) research existing film openings; 5) brainstorm ideas; 6) plan shots and storyboards; 7) shoot footage; 8) edit the opening. Common mistakes are discussed such as openings that resemble trailers or using overdone tropes. Evaluation is the final step to reflect on the opening.
Rich mix2
The document outlines 10 steps for making a music video. It provides tips for each step such as choosing a short track, writing a treatment with a clear concept, planning equipment needs, shooting with different angles and lighting, properly organizing footage, editing to sync performances and add effects, screening for feedback, and analyzing the final video. The overall process involves preparation, shooting extra footage, editing together shots that match the music, and getting feedback to improve the video.
Riots
The document discusses media representations of riots and youth. It finds that media coverage of riots tends to focus on violence, crime, and negative portrayals of youth, often depicting young people as "yobs, thugs, sick, feral, hoodies [and] louts." Experts argue that such misrepresentations may contribute to moral panics about youth in society. Commentators have also debated the role of new media in enabling riots as well as explanations that point to socioeconomic factors like cuts, unemployment, and inequality in Britain.
Presentation nov 4
This document provides advice for students on how to get the most out of practical projects. It outlines 9 key areas of focus: research, planning, evidence, ideas, feedback, logistics, equipment, production, and reflection. For each area, it provides bulleted tips, such as conducting thorough research from multiple angles, planning for all possible issues, gathering evidence of creative processes, keeping ideas simple, soliciting feedback at all stages of a project from peers and teachers, and reflecting on work ongoing and at completion. The overall message is to be diligent in preparation, documentation of creative work, and self-evaluation.
Narrative theory hand out copy
This document discusses various concepts and theories related to narrative structure in film. It defines key terms like narrative, diegesis, story and plot. It also describes different types of narrative range, depth, and theories put forward by Vladimir Propp and Tzvetan Todorov regarding character types and conventional narrative structure. Finally, it outlines Allan Cameron's theory of modular narratives, identifying four types: anachronic, forking paths, episodic, and split screens narratives.
Edmunds as
The document provides guidance for a timed exam question on analyzing representations in TV drama. Students have 30 minutes for note-taking on a provided stimulus, then 45 minutes for writing a response. The response should include explanation, argument, and analysis supported by examples and using relevant terminology. It suggests structuring the response by addressing each technical area like sound, camerawork, and editing in turn while relating it back to representations and avoiding simply describing elements blow-by-blow. Further sections provide guidance on newspaper industry questions addressing topics like production, funding, distribution, marketing, and technological changes.
Double page spread 01
Miss Metal grew up in a tough neighborhood in London and discovered a passion for rock music despite her brother's teasing. Her brother Rhys helped fund her guitar lessons and the two developed a close relationship, though he became involved in street crime. When Rhys was arrested and sentenced to 10 years in prison, Miss Metal turned her anger and rebellious spirit towards music, learning to play guitar and write her own songs. She began distributing homemade music tapes around London, eventually catching the attention of a major record producer who signed her and launched her music career.
Contents page final 2 pdf
To scream or not to scream! This 3 sentence summary discusses the band Macbeth and whether they will continue to scream in their music or move in a new direction. The article provides an overview of recent music news and reviews, including discussions of various bands, musicians, concerts, and the gothic music genre. It also previews upcoming tours and album releases from prominent artists.
Jenny
10 things media students need to know:
1. No teacher can know everything about the constantly changing field of media studies, so students should take guidance from teachers to help them become experts through their own research.
2. The best media work is collaborative - students should share ideas, work, skills and mistakes to strengthen teamwork over competition.
3. Students should diversify their media consumption by exploring new genres, moving outside their comfort zone, and using the MediaMag archive to broaden their perspectives.
4. There are no right answers in media - students should apply concepts and skills across different mediums through a series of debates rather than focusing on set terminology.
Summit
The document discusses changes made to the OCR Media Studies A Level curriculum and assessments. Specifically:
- Traditional exams and coursework were replaced with new assessments focusing more on digital production work and online platforms.
- Coursework now requires digital research planning and creative evaluations. Exams include critical reflection on students' own production work.
- Analysis found students reluctant to write exam answers about their experiences. Most coursework used blogging or PowerPoint. Evaluations were often entirely text-based.
- Teachers commented that blogging engages students more than traditional paper assignments. However, some teachers and schools face issues with technology skills, resources, and restrictive web filtering that impact adopting more digital approaches.
Db for emc
This document discusses the debate around Media Studies as an academic subject in schools and universities. It presents perspectives from politicians, education ministers, and journalists that are critical of Media Studies, seeing it as a "soft option" or "worthless qualification" that does not provide real skills for employment. It also shares views from education philosophers that argue for focusing on high-quality literary and cultural works instead of popular culture. The document aims to examine both sides of the debate around whether Media Studies is a serious academic subject or the "end of civilization."
Mm conf
Thorough research and planning is essential for practical production projects. This includes researching examples, keeping records of the planning process, and getting feedback at all stages from peers and teachers. When producing the project, thoroughly prepare equipment, logistics like scheduling people and locations early, and shoot extra footage for coverage. The production process involves organizing materials before editing, establishing the big picture, and fine-tuning details later.
Diploma1
The document summarizes the first year of a 14-19 diploma program, noting that students achieved level 3.5 A levels, level 2 GCSEs, and completed various media-focused projects at levels 2 and 3. It discusses the emphasis on teamwork, collaboration, visits from other schools and professionals, and playing and displaying student work. Key issues addressed include functional skills, organizing a one-year level 2 program, and cross-college collaboration. Results showed students progressing to level 3/AS programs, with 17 passes achieved at level 2 nationally in the first year.
Show skeleton
The document discusses the student's contributions to researching and creating web shows. It describes the student's work developing three shows, including planning the content, publicity and distribution for each show. It also covers organizing jobs and teams, measuring audience response and feedback, and reflecting on what was learned over the course of the project.
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Main session 25th copy
- 1. Resources
- 2. all linked on the conference blog
- 11. Aberystwyth film blogs film a week for 8 weeks
- 18. Blogs need to show a journey of research and planning leading to construction
- 20. NOT
- 21. X
- 22. Presenting work
- 23. YES!
- 26. 56 posts- very positive!
- 27. Evaluation • critical, creative reflection • enable different skills to be assessed • allows responses in different ways
- 29. • still too generous, especially on construction • for Level 4 must be genuinely excellent (as below)
- 35. G322 AS Exam
- 36. won’t always be gender! Section A
- 37. 2013 exam (and thereafter) can be a US Drama
- 38. Section B
- 39. examples should be contemporary
- 40. G325 A2 exam
- 41. 1a
- 42. what can come up
- 43. digital 1a creativity technology Text conventions research post- of real media production
- 44. what should be considered
- 45. all development all skills production over time work Text process examples reflection
- 47. practice write keep all five about records topics all work from Student! start practice Text to time to now process prepare for crossover and examples questions progress
- 48. January exam: level 4 response on digital technology and creativity (download pdf from conference blog)
- 49. good intro program technique why used Terms what done why
- 50. technology what done why impact another program term how used Absences: specific reference to creativity- but implied throughout; references to online use; more achievement than reflection
- 51. 1b
- 52. what can come up
- 53. representation narrative 1b Text media genre audience language
- 54. what should be considered
- 55. one choose production 1b in advance Text adapt to analyse NOT about the finished process question text
- 57. have two apply to practice critical finished all five positions text concepts critical The practice distance Work to Text time analyse each main task others’ work works best examples
- 58. January exam: level 4 response on narrative (pdf on blog)
- 59. Intro research on narrative; terminology more terminology
- 60. ref to theory and another more key terms But not wholly integrated and written more as if the video was made to fit the theory rather than a distanced analysis of the finished text
- 61. Section B Media in the Online Age Collective Identity WeMedia and Democracy Global Media Contemporary Media Regulation Postmodernism
- 63. Egypt WeMedia and Democracy Online Age Global Media Collective Identity
- 65. Lady Gaga Postmodernism Regulation Online Age
- 67. Call of Duty Postmodernism Regulation Online Age
- 69. Dream School Collective Identity Online age
- 71. Alan Partridge Online Age
- 72. answer the question set choose the one that suits best
- 73. One hour: 50 marks EAA 20, EG 20, T10 examples from two media or more
- 74. past, PRESENT and future
- 75. at least two critics/theorists explained and applied challenge the theory!
- 76. Explain the theory accurately Analyse the ideas Make an argument Support with EXAMPLES