Model answers Q4 B
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Practice question 3
Women are often stereotypically represented in action adventure films through damsel in distress tropes that portray them as needing to be rescued by male heroes. This perpetuates negative stereotypes that minimize women's agency and strength. While stereotypes can simplify complex ideas, relying on them risks promoting inaccurate or harmful generalizations about groups.
Full pleasures table blank
Comedy entertainment provides pleasure through making audiences laugh and relieving stress. It uses simple, easily understood conventions like stereotypical characters and situations that audiences can predict. This doesn't require much thinking from audiences and allows them to enjoy familiar narratives and characters that reflect everyday life experiences and issues. Audiences also find pleasure in seeing awkward situations that make them feel better about their own lives, as well as narrative resolutions that tie up all loose ends.
Answering question 4 A and 4B.
This document provides instructions for answering two questions about comedy television programs. Question 4A asks the student to discuss in detail how and why one comedy program was scheduled on a particular channel or channels. The response must include paragraphs on the day and time of airing, references to the Public Broadcasting Act and OFCOM regulations, the channel's mission or aims, and its target audience. Examples from the program should also be discussed. Question 4B asks the student to discuss four different types of audience pleasures offered by two comedy programs they have studied. The response must include an example from each program that uses one pleasure well, an analysis of which program best delivers a specific pleasure and why, and a pleasure used well in one program but not the
Quick guide to question two
This document provides a quick guide for answering question two, advising the student to use technical terms correctly, give a detailed example from the extract, and explain how techniques are important to action adventure films and their purpose of making the audience feel a certain way. The student should structure their answer using the Rule of Five, talk about one technique at a time, and provide two examples for each technical area discussed.
Essay on gender
This document discusses how masculinity and men are represented in action genre films. It argues that action heroes are typically portrayed as hyper-masculine, physically fit, and able to command women, contrasting with research suggesting men also experience vulnerability. It analyzes how such portrayals reinforce dominant societal ideologies around gender, sexuality, race and nationalism.
BBC1 and My Family
My Family was scheduled on BBC One on Friday nights after the 9pm watershed to appeal to its target mass audience. As a long-running, popular flagship comedy program, My Family helped BBC One fulfill its aims of providing entertaining programming and revitalizing family comedy. It also allowed the channel to build its brand identity and draw large audiences on Friday nights. Additionally, reruns of My Family were scheduled on the BBC-owned Watch channel to generate revenue and further entertain audiences with the popular comedy series.
Question 1 answers
The document provides information about student scores on a past exam question, with the first student scoring 9/10, the second and third students 7/10, and the last student 6/10. It then instructs readers to write a top five list of tips to help write the best possible answer.
Exam Revision
This document provides information about character types, events, technical terms, and representation that are commonly used in action-adventure films. It discusses the protagonist, antagonist, sidekick, and female lead character archetypes and why they are used. It also outlines common events like fight scenes, chase scenes, and surprise scenes and their purposes. Technical filmmaking terms are defined like mise-en-scene, sound, editing, and camerawork. Finally, it addresses topics like gender and ethnic stereotypes as well as how and why stereotypes are used or challenged in films.
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Practice question 3
Women are often stereotypically represented in action adventure films through damsel in distress tropes that portray them as needing to be rescued by male heroes. This perpetuates negative stereotypes that minimize women's agency and strength. While stereotypes can simplify complex ideas, relying on them risks promoting inaccurate or harmful generalizations about groups.
Full pleasures table blank
Comedy entertainment provides pleasure through making audiences laugh and relieving stress. It uses simple, easily understood conventions like stereotypical characters and situations that audiences can predict. This doesn't require much thinking from audiences and allows them to enjoy familiar narratives and characters that reflect everyday life experiences and issues. Audiences also find pleasure in seeing awkward situations that make them feel better about their own lives, as well as narrative resolutions that tie up all loose ends.
Answering question 4 A and 4B.
This document provides instructions for answering two questions about comedy television programs. Question 4A asks the student to discuss in detail how and why one comedy program was scheduled on a particular channel or channels. The response must include paragraphs on the day and time of airing, references to the Public Broadcasting Act and OFCOM regulations, the channel's mission or aims, and its target audience. Examples from the program should also be discussed. Question 4B asks the student to discuss four different types of audience pleasures offered by two comedy programs they have studied. The response must include an example from each program that uses one pleasure well, an analysis of which program best delivers a specific pleasure and why, and a pleasure used well in one program but not the
Quick guide to question two
This document provides a quick guide for answering question two, advising the student to use technical terms correctly, give a detailed example from the extract, and explain how techniques are important to action adventure films and their purpose of making the audience feel a certain way. The student should structure their answer using the Rule of Five, talk about one technique at a time, and provide two examples for each technical area discussed.
Essay on gender
This document discusses how masculinity and men are represented in action genre films. It argues that action heroes are typically portrayed as hyper-masculine, physically fit, and able to command women, contrasting with research suggesting men also experience vulnerability. It analyzes how such portrayals reinforce dominant societal ideologies around gender, sexuality, race and nationalism.
BBC1 and My Family
My Family was scheduled on BBC One on Friday nights after the 9pm watershed to appeal to its target mass audience. As a long-running, popular flagship comedy program, My Family helped BBC One fulfill its aims of providing entertaining programming and revitalizing family comedy. It also allowed the channel to build its brand identity and draw large audiences on Friday nights. Additionally, reruns of My Family were scheduled on the BBC-owned Watch channel to generate revenue and further entertain audiences with the popular comedy series.
Question 1 answers
The document provides information about student scores on a past exam question, with the first student scoring 9/10, the second and third students 7/10, and the last student 6/10. It then instructs readers to write a top five list of tips to help write the best possible answer.
Exam Revision
This document provides information about character types, events, technical terms, and representation that are commonly used in action-adventure films. It discusses the protagonist, antagonist, sidekick, and female lead character archetypes and why they are used. It also outlines common events like fight scenes, chase scenes, and surprise scenes and their purposes. Technical filmmaking terms are defined like mise-en-scene, sound, editing, and camerawork. Finally, it addresses topics like gender and ethnic stereotypes as well as how and why stereotypes are used or challenged in films.
Sherlock 1
The Sherlock series draws attention to its constructed nature as a postmodern text through various techniques:
1) It is self-aware of being a narrative and acknowledges the intertextual references and knowledge of both the historical Sherlock Holmes stories as well as the TV series itself that the audience possesses.
2) Characters like Mrs. Hudson point out their own functions within the narrative and the constructed nature of their roles.
3) Scenes and dialogue directly reference and parody elements from the original Sherlock Holmes stories and previous episodes, blurring the lines between reality and fiction.
Post Modern Essays Top Level Responses
Postmodern media differs from other media in several key ways:
1) It opposes modernist ideas like objective truth and focuses instead on subjectivity and relativism.
2) It frequently references and comments on other media texts through techniques like parody and pastiche.
3) It lacks linear narratives and instead embraces fragmentation and irony.
The big short as a pomo text
The Big Short is a 2015 film about the 2007-2008 financial crisis directed by Adam McKay. It uses unconventional techniques like celebrity cameos and breaking the fourth wall to explain complex financial instruments. The film follows three separate but interconnected stories of men who predicted the housing market collapse. It combines elements of drama, comedy, documentary, and music videos. The film challenges conventions by blurring the lines between hero and villain. It also represents bankers and banks critically but conventionally through their appearance and actions. It explores an unconventional postmodern representation of the audience by highlighting their initial lack of understanding of the financial concepts covered in the film.
Genre examples
This document provides exam resources and guidance for a media production question. It instructs students to write about one of their coursework productions in question 1(b), applying the concept of genre. It provides two examples of student answers that received 18/25 and 16/25 marks respectively to serve as models.
Representation examples
This document provides exam resources and examples for writing about one of your media coursework productions in response to Question 1(b). It lists representation as the topic for January 2010 and 2012, instructing students to analyze media representation in one of their coursework productions. For June 2013, it asks students to apply the concept of representation to one of their coursework productions.
Audience essay examples
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into account when creating the film. The response demonstrates understanding of several audience theories (hypodermic needle, uses and gratifications, reception theory) and relates them to choices made in the filmmaking process, such as targeting a specific age range and incorporating feedback. Overall, the summary highlights the student's ability to apply media theories to their own creative work through relevant examples and explanations.
Question 1 b revision
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
Essay plan for 1 b
This document outlines an essay plan discussing an important concept, its impact, and relevant theorists. It includes discussing three examples of how the concept was used and its effects, as well as one example of how the concept was challenged.
Research and planning exemplars
This document contains examiner comments on student responses to a question about how their media production work was informed by research into real media texts and how their ability to use such research developed over time.
The examiner notes that higher scoring responses were able to provide specific examples of how research influenced creative decisions, critically reflect on the research process, and discuss progression from earlier work. Weaker responses lacked applied examples or evaluation. The examiner advises focusing responses and being clear about research outcomes rather than just listing sources. Higher scores required synthesis of examples, critical reflection, and awareness of development. Research can inform work in various ways beyond just genres, such as technical or institutional aspects.
Inception 2018
The document provides information about the 2010 film Inception, directed by Christopher Nolan. It discusses the film's plot about sharing ideas through invading and stealing another's dreams. The document also reviews the film's box office revenue, awards, and themes it explores like confusing dreams and reality and having no single narrative.
Supernatural handout one
The episode confuses boundaries between reality and fiction by having the main characters transported from their fictional supernatural TV show into the "real world" of the TV show's production. This postmodern narrative technique blurs the lines between the constructed nature of the media text and reality. The characters struggle to understand what is real as they interact with actors playing themselves and the director. The episode also comments on celebrity culture and fans' obsession with social media through its portrayal of the characters uncomfortable with their celebrity lifestyle.
Essay plan fotc
Flight of the Conchords can be defined as a postmodern text based on several criteria. The TV show incorporates elements of postmodern theory as described by Strinati, such as blurring genre boundaries and playing with audience expectations. However, it also employs traditional media concepts at times. Overall, while Flight of the Conchords displays some postmodern features, it cannot be purely defined as postmodern and still incorporates traditional elements of narrative and representation. The show challenges rigid definitions of postmodernism.
Post modern concepts
This document discusses key concepts in traditional media and how postmodern texts challenge those concepts in three main ways. It outlines how postmodern media draws attention to its construction, challenges genre conventions through hybridity and subversion, and subverts audience expectations of representation, ideology and narrative through new stereotypes, ideas, and non-linear or open-ended structures. The postmodern audience is also described as diverse, fragmented, and active rather than passive.
Section A audience
The document discusses several theories of media audiences, including reception theory which states that audiences interpret media texts in different ways based on their own experiences and perspectives, rather than just accepting the producer's intended meaning. It also examines the hypodermic needle theory, which suggests audiences passively accept messages from media, and uses and gratifications theory, which proposes that audiences actively engage with media to fulfill various needs and desires.
Audience theory
This document summarizes several theories about media audiences:
- Cultivation theory suggests that repeated exposure to similar media representations can shape people's views of the world.
- Reception theory examines how audiences can interpret media messages in preferred, negotiated, or oppositional ways.
- Participatory culture theory describes how audiences actively engage with media texts by creating and sharing their own works.
- More recent theories argue that digital technologies have transformed passive audiences into active producers who can respond to and create their own media content.
Media language
This document discusses film techniques including camerawork, editing, mise en scene, and sound. It provides a specific example of each technique and explains how they relate to meaning and audience response. In a concise manner, the document outlines key cinematic elements.
Media language section a
The document discusses various concepts relating to how meaning is created through media language. It defines key terms like denotation and connotation, and how they relate to encoding and decoding meaning. Elements of media language that create meaning are explained, such as mise-en-scene, camerawork, editing, and sound. The importance of understanding how these micro-level techniques construct intended meanings and can allow for alternative readings is highlighted. Analyzing one's own media products in terms of the specific examples of how these elements create key meanings and audiences' potential alternative interpretations is presented as a task for revising one's work.
Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
skeleton System.pdf (skeleton system wow)
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More from Naamah Hill
Sherlock 1
The Sherlock series draws attention to its constructed nature as a postmodern text through various techniques:
1) It is self-aware of being a narrative and acknowledges the intertextual references and knowledge of both the historical Sherlock Holmes stories as well as the TV series itself that the audience possesses.
2) Characters like Mrs. Hudson point out their own functions within the narrative and the constructed nature of their roles.
3) Scenes and dialogue directly reference and parody elements from the original Sherlock Holmes stories and previous episodes, blurring the lines between reality and fiction.
Post Modern Essays Top Level Responses
Postmodern media differs from other media in several key ways:
1) It opposes modernist ideas like objective truth and focuses instead on subjectivity and relativism.
2) It frequently references and comments on other media texts through techniques like parody and pastiche.
3) It lacks linear narratives and instead embraces fragmentation and irony.
The big short as a pomo text
The Big Short is a 2015 film about the 2007-2008 financial crisis directed by Adam McKay. It uses unconventional techniques like celebrity cameos and breaking the fourth wall to explain complex financial instruments. The film follows three separate but interconnected stories of men who predicted the housing market collapse. It combines elements of drama, comedy, documentary, and music videos. The film challenges conventions by blurring the lines between hero and villain. It also represents bankers and banks critically but conventionally through their appearance and actions. It explores an unconventional postmodern representation of the audience by highlighting their initial lack of understanding of the financial concepts covered in the film.
Genre examples
This document provides exam resources and guidance for a media production question. It instructs students to write about one of their coursework productions in question 1(b), applying the concept of genre. It provides two examples of student answers that received 18/25 and 16/25 marks respectively to serve as models.
Representation examples
This document provides exam resources and examples for writing about one of your media coursework productions in response to Question 1(b). It lists representation as the topic for January 2010 and 2012, instructing students to analyze media representation in one of their coursework productions. For June 2013, it asks students to apply the concept of representation to one of their coursework productions.
Audience essay examples
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into account when creating the film. The response demonstrates understanding of several audience theories (hypodermic needle, uses and gratifications, reception theory) and relates them to choices made in the filmmaking process, such as targeting a specific age range and incorporating feedback. Overall, the summary highlights the student's ability to apply media theories to their own creative work through relevant examples and explanations.
Question 1 b revision
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
Essay plan for 1 b
This document outlines an essay plan discussing an important concept, its impact, and relevant theorists. It includes discussing three examples of how the concept was used and its effects, as well as one example of how the concept was challenged.
Research and planning exemplars
This document contains examiner comments on student responses to a question about how their media production work was informed by research into real media texts and how their ability to use such research developed over time.
The examiner notes that higher scoring responses were able to provide specific examples of how research influenced creative decisions, critically reflect on the research process, and discuss progression from earlier work. Weaker responses lacked applied examples or evaluation. The examiner advises focusing responses and being clear about research outcomes rather than just listing sources. Higher scores required synthesis of examples, critical reflection, and awareness of development. Research can inform work in various ways beyond just genres, such as technical or institutional aspects.
Inception 2018
The document provides information about the 2010 film Inception, directed by Christopher Nolan. It discusses the film's plot about sharing ideas through invading and stealing another's dreams. The document also reviews the film's box office revenue, awards, and themes it explores like confusing dreams and reality and having no single narrative.
Supernatural handout one
The episode confuses boundaries between reality and fiction by having the main characters transported from their fictional supernatural TV show into the "real world" of the TV show's production. This postmodern narrative technique blurs the lines between the constructed nature of the media text and reality. The characters struggle to understand what is real as they interact with actors playing themselves and the director. The episode also comments on celebrity culture and fans' obsession with social media through its portrayal of the characters uncomfortable with their celebrity lifestyle.
Essay plan fotc
Flight of the Conchords can be defined as a postmodern text based on several criteria. The TV show incorporates elements of postmodern theory as described by Strinati, such as blurring genre boundaries and playing with audience expectations. However, it also employs traditional media concepts at times. Overall, while Flight of the Conchords displays some postmodern features, it cannot be purely defined as postmodern and still incorporates traditional elements of narrative and representation. The show challenges rigid definitions of postmodernism.
Post modern concepts
This document discusses key concepts in traditional media and how postmodern texts challenge those concepts in three main ways. It outlines how postmodern media draws attention to its construction, challenges genre conventions through hybridity and subversion, and subverts audience expectations of representation, ideology and narrative through new stereotypes, ideas, and non-linear or open-ended structures. The postmodern audience is also described as diverse, fragmented, and active rather than passive.
Section A audience
The document discusses several theories of media audiences, including reception theory which states that audiences interpret media texts in different ways based on their own experiences and perspectives, rather than just accepting the producer's intended meaning. It also examines the hypodermic needle theory, which suggests audiences passively accept messages from media, and uses and gratifications theory, which proposes that audiences actively engage with media to fulfill various needs and desires.
Audience theory
This document summarizes several theories about media audiences:
- Cultivation theory suggests that repeated exposure to similar media representations can shape people's views of the world.
- Reception theory examines how audiences can interpret media messages in preferred, negotiated, or oppositional ways.
- Participatory culture theory describes how audiences actively engage with media texts by creating and sharing their own works.
- More recent theories argue that digital technologies have transformed passive audiences into active producers who can respond to and create their own media content.
Media language
This document discusses film techniques including camerawork, editing, mise en scene, and sound. It provides a specific example of each technique and explains how they relate to meaning and audience response. In a concise manner, the document outlines key cinematic elements.
Media language section a
The document discusses various concepts relating to how meaning is created through media language. It defines key terms like denotation and connotation, and how they relate to encoding and decoding meaning. Elements of media language that create meaning are explained, such as mise-en-scene, camerawork, editing, and sound. The importance of understanding how these micro-level techniques construct intended meanings and can allow for alternative readings is highlighted. Analyzing one's own media products in terms of the specific examples of how these elements create key meanings and audiences' potential alternative interpretations is presented as a task for revising one's work.
Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
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skeleton System.pdf (skeleton system wow)
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
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ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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