MS1 AS Media Studies Exam guidance
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This document provides exam guidance for a 2.5 hour print media exam: - Students should spend 10-20 minutes analyzing and making notes on stimulus materials before answering questions. - Question 1 focuses on textual analysis of media materials and assessing purposes and effects of techniques. - Question 2 may have multiple parts and assess representation or audience, requiring students to discuss their own media examples. - Question 3 also focuses on representation or audience, requiring students to deeply analyze 2-3 of their own examples across different media forms.
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![Example from Jan 2012 paper
Study the two film posters for Winter’s Bone (2010)
and Unknown (2011).
1. Analyse the two film posters commenting on:
• visual codes
• Layout and design
• genre
[40]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document provides guidelines for students taking the MS1 examination in media studies following issues that arose from the January 2009 exam. It outlines that many students were underprepared to take the exam in January as the course is designed to be taught over the full AS year. It provides guidance on answering different types of questions, including spending adequate time analyzing stimuli for all questions and using detailed examples from multiple media forms and formats in responses. It emphasizes developing coherent, structured essays applying media concepts rather than simply describing or listing theories.
Exam guidance ms1
This document provides exam guidance for a 2.5 hour print media exam:
- Students should spend 10-20 minutes analyzing and making notes on stimulus materials before answering questions.
- Question 1 focuses on textual analysis of media texts and their visual codes, layout, and genre. Students must analyze purpose and effect, not just describe.
- Question 2 may have multiple parts and focus on representation or audience, requiring students to discuss their own media examples in detail.
- Question 3 also focuses on representation or audience, requiring in-depth discussion of 2-3 of students' own media examples across different forms and formats.
Ms1 summary of exam
The exam for media studies lasts 2 1/2 hours and contains 3 questions. Question 1 involves analyzing a 5-minute audiovisual clip over 3 viewings and writing a response analyzing technical, visual, and audio codes. Question 2 involves either audience or representation, split into short and long-form parts requiring reference to the first clip. Question 3 is also on either audience or representation, requiring a longer essay referring to at least 3 additional case studies from different media. Representation essays involve analyzing stereotypes while audience essays explore reception theory.
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This document provides exam guidance for a 2.5 hour print media exam:
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- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
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حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
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JustinLessonDraft Revised
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
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This document outlines an oral presentation assignment for a course on effective public communication. It instructs students to work in groups of 6-8 and prepare a 25-minute presentation analyzing two different businesses based on background, competitors/challenges, nature of business, and recommendations. Students must submit a soft copy of their presentation and references on November 23rd. The assessment criteria include demonstrated understanding of the brief, content and organization of ideas, use of references, and grammar. Suggested references and a sample cover page format are also provided.
Fnbe january 2015 assignment 2 (1)
This document provides instructions for a group research assignment comparing two similar businesses in different locations. Students must form groups of up to 7 members, select two businesses in the same industry, conduct primary and secondary research, and write a 2,500-3,000 word report. The report must include background on the businesses and industry, a comparative analysis, and recommendations. Students will also present their findings in a 20-25 minute presentation. The assignment aims to help students improve their research, writing, and presentation skills.
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حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...
حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...
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This document outlines three case studies and corresponding questions about representing various topics in the media. Case study 1 focuses on TV/film/video games, case study 2 on ads/music videos, and case study 3 on magazines/newspapers. For each case study, students are asked to explore the representation of a topic in the media by referencing their own detailed examples, and are given 30 marks. Topics include national/regional identities, events, issues, gender, age, and young people. Key terminology and points are also to be discussed.
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Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
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The document discusses regional identity and stereotypes within the United Kingdom. It describes stereotypes associated with being Scottish (money-obsessed, drinks alcohol, loves outdoors), Welsh (lives in countryside, jokes about shagging sheep), Irish (lives in countryside, works on farms, religious, good at music), English (racist, obsessed with beer and football), and people from various cities and regions like London, Manchester, Liverpool, Essex, Yorkshire, and Cornwall. It also contrasts stereotypes of northern and southern England, associating the north with poverty, weather, lower class jobs and the south with culture, wealth, and professional jobs. The document provides questions to consider when analyzing regional identity in media clips.
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This document discusses regional identity in the UK and how it is portrayed in television and film. It examines stereotypes of different regions including Northerners, Southerners, Scousers, Welsh, and Londoners. Key theorists are discussed who argue that media plays a role in constructing national and regional identities through appealing to shared values and traditions. However, some media presents a more fragmented picture and must find ways of representing diverse identities in multicultural Britain. The use of stereotypes in establishing characters and identities is also examined.
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The document compares the representations of age in the programs "Baby Face Brides" and "Strippers". "Baby Face Brides" portrays three girls aged 17-18 who are getting married, showing them as too young and immature to understand the commitment. Their behavior at hen nights and choosing a recycled dress leads viewers to see them as lacking maturity and tradition. "Strippers" portrays mature, independent women who choose that career out of necessity despite societal views. However, some similarities exist, as one stripper was only 18 and left college, while another at 21 hadn't told her family about her job.
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The document discusses various aspects of representation in media. It begins by explaining that all media texts are representations of reality crafted by producers to portray their concept of existence. It then discusses how media both extends and restricts our experience of reality by selectively showing us only parts of it. The document also examines how media representations influence our perceptions of truth and reality. It analyzes common representations of gender, race, age and other groups and how these representations can promote stereotypes.
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This documentary follows a group of strippers at the Glasgow club "Diamond Dolls" and aims to provide understanding of their lives and challenge stereotypes about strippers. Visual codes like low lighting in the club and interviews focusing on the faces rather than bodies aim to give insight beyond the stereotypes. While the strippers fit some stereotypes like being young and skinny, the documentary shows they have ambitions beyond stripping and more complexity to their identities and lives.
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MS1 AS Media Studies Exam guidance
- 1. Exam guidance: 23rd May 2014 AM • The exam is 2hours and 30mins Before you begin answering the questions you should spend 10-20 minutes analysing and writing brief notes or bullet points on the print based media. Question 1 • This will always focus on textual analysis and will test the students' ability to analyse a media text in detail using appropriate language. • Students must be able not only to recognise a layout technique etc. but also to examine their purpose and effect. Those students who only describe are limiting their chances of achieving higher marks. Spend 45-50minutes on this question
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- 3. Question 2 • The focus of Question 2 can be either representation or audience and this question may be stepped. • Take note of the mark allocation of the various parts of the question and relate this to the length of your answers. • In the final part of question 2, students will be asked to refer to their own examples. Discuss approximately 2/3 detailed examples relevant to the question and covering more than one media form or format. • Generalised examples e.g. ‘newspapers offer negative representations of youth’ should be avoided. Students must not rely on the stimulus material for this part of the question Spend 35-40minutes on this question
- 4. Example from Jan 2012 paper 2. (a) Choose one of the film posters and suggest two different audiences for this film. Give brief reasons for your suggestions. [6] (b) With reference to the other film poster, explore how audiences are attracted to this film. [9] (c) With reference to your own detailed examples, which must not include the resource material examples, explore why audiences may respond differently to the same media text. [15] [30]
- 5. Question 3 • The focus for Question 3 will be either representation or audience depending on the area set for Question 2. • Students will be expected to explore 2/3 of their own examples in depth considering more than one form or format (e.g. magazines, films, computer games etc) For example, an exploration of representations of youth in the media could include an analysis of: • a television programme e.g. Waterloo Road • a teenage magazine e.g. Sugar • a local newspaper If audience is the focus, they will use 2/3 of their own detailed examples to consider, for example: • how audiences are attracted to texts • what affects the way in which different audiences respond to texts • how texts construct and position audiences • how theories can help to understand audience responses, where appropriate. Spend 35-40minutes on this question
- 6. Example from Jan 2012 paper 3. With reference to your own detailed examples, explore the representation of gender in the media today. [30]
- 7. More Detailed Guidance For more detailed guidance see the full guidance notes pdf on the blog or go to WJEC website here: http://www.wjec.co.uk/uploads/publications/76 94.pdf