This document contains instructions and questions for a GCE A level Media Studies exam. Students must answer one question from Section A about media texts and two questions from Section B about the media industry and audience. They are instructed to choose a different media industry for each of their three answers. The document provides four questions in Section A about genre and representation and four questions in Section B about topics like the internet's importance, regulation, and targeting of audiences. Details like the exam date, duration, and number of marks for each question are also provided.
This document provides past exam questions for a Media Studies course focusing on media texts, industries, and audiences. For each exam, students must answer one question from Section A on media texts and two questions from Section B on industries and audiences. Section A questions explore representations, narratives, genres, and constructions in three media texts. Section B questions examine industry topics like marketing, distribution, regulation, audiences, technologies, and globalization for three texts across different media industries. Students must refer to the three main texts they have studied for each answer. The questions provided span exam years from 2011 to 2014.
The document provides a summary and analysis of the 2008 horror film Eden Lake and the 2009 science fiction film District 9. For Eden Lake, it notes that the film plays on societal fears of youth and features an unexpected ending where the main character does not achieve revenge. For District 9, it summarizes that the film subverts alien invasion tropes and serves as an allegory for apartheid in South Africa through the relationship between the human and alien characters. It also analyzes both films through lenses such as genre, narrative structure, representation, and ideology.
The document provides information about Candidate 1. Specifically, it indicates that Candidate 1 has achieved Level 4 status or qualifications. No other details are given about Candidate 1 or what Level 4 represents. The summary is limited due to the brevity of the original document.
The document discusses how a media product was created to use and develop the forms and conventions of real media. Specifically:
1) Research was conducted into existing film trailers, magazines, and posters to analyze techniques like shots, sounds, layout, and design elements.
2) This research informed the creation of the media product - a film trailer adhered closely to horror genre conventions, while a magazine was based on the popular format of Empire magazine.
3) Following real-world codes and conventions helped make the created media products seem professional and appeal to audiences familiar with those real media formats.
Film Fiction Sky Fall from 2012, directed by Sam Mendez, is an action/spy thriller starring James Bond. While conforming to some genre codes like exotic locations, weapons, and a heroic protagonist, the film breaks conventions in several ways: it features non-stop action throughout instead of isolated scenes, Bond is shot in an unexpected setting on a train, and the villain dies in an unusually violent explosion rather than a standard final confrontation.
This document provides an overview of Unit MS4 from a media studies course, which focuses on analyzing the links between texts, the industries that produce them, and audiences. It gives examples of industries and texts that could be studied, such as the computer game Tomb Raider: Anniversary and the film Sweet Sixteen. For each text, it suggests exploring aspects like narrative, representation, industry of production, marketing, global impact, and audience. The level of detail provided about analyzing these two sample texts is meant to demonstrate how the unit might approach studying the relationships between texts, industries, and audiences.
A2 Media Music Industry & Digital Technologyiangbland
The document discusses how three musical artists - Arctic Monkeys, Beyoncé, and Lana Del Rey - have utilized digital technology. It explains that Arctic Monkeys gained early success through the social media site Myspace, while Beyoncé leverages YouTube, Instagram, and Tumblr to market herself and foster connections with fans. Lana Del Rey was discovered through blogs and understands how to create content that appeals to online audiences. All three artists stream music online and deploy surprise digital releases and social media campaigns to promote their work in the new music industry landscape.
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
This document provides past exam questions for a Media Studies course focusing on media texts, industries, and audiences. For each exam, students must answer one question from Section A on media texts and two questions from Section B on industries and audiences. Section A questions explore representations, narratives, genres, and constructions in three media texts. Section B questions examine industry topics like marketing, distribution, regulation, audiences, technologies, and globalization for three texts across different media industries. Students must refer to the three main texts they have studied for each answer. The questions provided span exam years from 2011 to 2014.
The document provides a summary and analysis of the 2008 horror film Eden Lake and the 2009 science fiction film District 9. For Eden Lake, it notes that the film plays on societal fears of youth and features an unexpected ending where the main character does not achieve revenge. For District 9, it summarizes that the film subverts alien invasion tropes and serves as an allegory for apartheid in South Africa through the relationship between the human and alien characters. It also analyzes both films through lenses such as genre, narrative structure, representation, and ideology.
The document provides information about Candidate 1. Specifically, it indicates that Candidate 1 has achieved Level 4 status or qualifications. No other details are given about Candidate 1 or what Level 4 represents. The summary is limited due to the brevity of the original document.
The document discusses how a media product was created to use and develop the forms and conventions of real media. Specifically:
1) Research was conducted into existing film trailers, magazines, and posters to analyze techniques like shots, sounds, layout, and design elements.
2) This research informed the creation of the media product - a film trailer adhered closely to horror genre conventions, while a magazine was based on the popular format of Empire magazine.
3) Following real-world codes and conventions helped make the created media products seem professional and appeal to audiences familiar with those real media formats.
Film Fiction Sky Fall from 2012, directed by Sam Mendez, is an action/spy thriller starring James Bond. While conforming to some genre codes like exotic locations, weapons, and a heroic protagonist, the film breaks conventions in several ways: it features non-stop action throughout instead of isolated scenes, Bond is shot in an unexpected setting on a train, and the villain dies in an unusually violent explosion rather than a standard final confrontation.
This document provides an overview of Unit MS4 from a media studies course, which focuses on analyzing the links between texts, the industries that produce them, and audiences. It gives examples of industries and texts that could be studied, such as the computer game Tomb Raider: Anniversary and the film Sweet Sixteen. For each text, it suggests exploring aspects like narrative, representation, industry of production, marketing, global impact, and audience. The level of detail provided about analyzing these two sample texts is meant to demonstrate how the unit might approach studying the relationships between texts, industries, and audiences.
A2 Media Music Industry & Digital Technologyiangbland
The document discusses how three musical artists - Arctic Monkeys, Beyoncé, and Lana Del Rey - have utilized digital technology. It explains that Arctic Monkeys gained early success through the social media site Myspace, while Beyoncé leverages YouTube, Instagram, and Tumblr to market herself and foster connections with fans. Lana Del Rey was discovered through blogs and understands how to create content that appeals to online audiences. All three artists stream music online and deploy surprise digital releases and social media campaigns to promote their work in the new music industry landscape.
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
WJEC A2 Media exam. These essay plans refer to TV and Ad industries. Texts: Sherlock, Come dine With Me and Friends. Barnardo's, Crunchy Nut and Cadbury.
A2 media studies deconstruction of newspapersCBadger
The document compares and contrasts the front page layout of broadsheet and tabloid newspapers. Broadsheet newspapers contain more text organized into columns with fewer pictures compared to tabloid newspapers. The front pages of tabloid newspapers typically have bold headlines, prominent pictures and less overall text to draw readers in. Examples of both broadsheet and tabloid newspapers are also listed.
This document provides an introduction to genre theory and how it can be applied to analyze media texts. It discusses how genre categorizes texts based on common elements and conventions. Key aspects covered include definitions of genre, common genre conventions and codes, how genres engage and please audiences, and different genre theories and models. The document also discusses how genre is useful for producers, audiences and scholars but is also constantly evolving through a process of negotiation.
This document discusses genre theory and how genres are defined. It notes that genres can overlap and there are mixed genres. While genres rely on repetition, difference is also essential to attract audiences. The document presents Nick Lacey's framework for analyzing genres which breaks down a text into setting, character, narrative, iconography, and style. It also discusses how audiences derive pleasure from recognizing genres and anticipating their conventions.
This document summarizes several theorists' perspectives on genre theory:
1. It discusses five key functions of genre identified by The Five Functions of Genre: reinforcement of cultural ideas, creation of audience expectations, recognizable characteristics, relationship between audiences and producers to minimize financial risk, and dynamism and flexibility over time.
2. It briefly outlines four genre theorists' views: Chandler defines genre by shared conventions of content; Neale sees genres as instances of repetition and difference for audience pleasure; Hartley notes the same text can belong to different genres in different contexts; and Buckingham sees genre as a constant process of negotiation and change.
3. It poses several questions about defining and understanding genres, including whether they are
The hierarchy-of-effects model is a predominant advertising theory that shows how advertising works through a step-by-step process. It can be visualized as a pyramid, with awareness and knowledge of a brand at the bottom and actual purchase behavior at the top. The model proposes that advertising first builds awareness of a brand, then increases knowledge about what it stands for, then forms liking and preference toward the brand before ultimately convincing customers to purchase it. As consumers move up the pyramid through each successive step, the percentage who reach the next level declines.
This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
This document provides guidance for answering Section B of a media exam on the topic of media and collective identity. It outlines the assessment criteria and structure expected for the essay response. Students should choose two historical and two contemporary media texts to analyze how youth are represented and how those representations may influence understanding of collective identity. While media generally aims to encourage conformity, identities are complex and audience responses vary, from accepting to rejecting media portrayals. A successful essay will develop a balanced argument weighing different views on the relationship between media and collective identity.
1. The document discusses various models and elements of communication, including traditional and interactive models that account for increased consumer choice and control over messages.
2. It examines factors that influence the effectiveness of communication, such as the source, message characteristics, and appeals used in advertising. Different types of appeals like emotional, rational, and humor are discussed.
3. Models of persuasion and attitude change are presented, including the elaboration likelihood model which describes central and peripheral routes to persuasion depending on level of involvement.
This document discusses theories about how media audiences are influenced. It describes the "hypodermic needle" or "effects" model, which suggests the media directly influences audiences like a syringe injecting ideas. It also discusses the cultivation theory, which is that repeated media exposure shapes audiences' views of social reality over time. The document notes criticisms of theories that portray audiences as passive masses, pointing instead to more active audience interpretations and the two-step flow of influence through opinion leaders. It suggests modern versions look at how moral panics can emerge from media coverage. Overall, the document examines debates around the power and passiveness of audiences in relation to media effects and influence.
This document discusses genre theory as it relates to film studies. It provides definitions of genre from several scholars and discusses how genre is used to categorize and organize films into groups based on common attributes. However, the boundaries between genres are noted to be fuzzy rather than clearly defined. Most films contain elements of multiple genres. Genre theory examines how a text relates to other similar texts and the context in which it is consumed. While genres help audiences and producers, they also come with criticisms such as being restrictive to creators and risk-averse for institutions.
The document provides information about the AS Media Studies exam, which has two sections. Section A focuses on analyzing representations in a TV drama extract, while Section B examines issues related to the film industry, including institutions, audiences, ownership, marketing, and technology. Key concepts discussed include concentration of media ownership, cross-media convergence, synergy, viral marketing, changing models of distribution, and the impacts of new technologies. Disney is used as a case study to illustrate synergy and how a major media conglomerate leverages its various subsidiaries and platforms.
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
The document discusses layout techniques for print publications. It compares conventional and modern layout methods, with conventional using physical cut-and-paste and modern using desktop publishing software. Key aspects of layout covered include use of illustrations, text, fonts, and balancing elements through principles such as proportion, unity, balance, emphasis, and contrast. Color models CMYK for print and RGB for screens are also distinguished. Sample layouts and guidelines for effective layout are provided.
This document provides instructions for a media studies exam. Candidates must answer one question from Section A and two questions from Section B. They must use a different media industry for each answer. Section A focuses on media texts, while Section B focuses on industry and audience factors. The exam tests understanding of connections between different elements of media studies. Candidates are reminded to choose their questions and fill in the front page before answering in the allotted time of 2.5 hours.
This document provides instructions for a media studies exam. Candidates must answer one question from Section A and two questions from Section B. They must use a different media industry for each answer. Section A focuses on media texts, while Section B focuses on industry and audience factors. The exam tests understanding of connections between different elements of media studies. Candidates are reminded to choose their questions and fill in the provided box, and that assessment will consider written communication quality.
This document provides instructions for candidates taking an exam on media studies. It states that candidates must answer one question from Section A and two questions from Section B, using a different media industry for each answer. Section A focuses on representations in texts, while Section B focuses on industry, audience and marketing aspects. Candidates are reminded that responses will be assessed on written communication skills and demonstrating connections between different elements of the subject. The document provides the various exam questions to choose from under each section and sub-section.
This document provides instructions for an exam on media studies. Candidates must answer 3 questions, choosing 1 from Section A and 2 from Section B. They must use a different media industry for each answer. Section A focuses on text and Section B on industry and audience. Candidates are reminded to refer to the 3 main texts they have studied for each media industry and that the exam will test their understanding of connections in the subject. They must fill in the front page to indicate their chosen questions and media industries before beginning the exam.
This document provides instructions for an exam on media studies. Candidates must answer 3 questions, choosing 1 from Section A and 2 from Section B. They must use a different media industry for each answer. Section A focuses on text and Section B on industry and audience. Candidates are reminded to refer to the 3 main texts they have studied for each media industry and that the exam will test their understanding of connections in the subject. They must fill in the front page to indicate their chosen questions and media industries before beginning the exam.
This document provides instructions for a media studies exam. Candidates must choose one question from Section A and two questions from Section B. They must use a different media industry for each answer. The exam tests understanding of media texts, industries, and audiences through questions about genres, representations, marketing, production values, and audiences. It reminds candidates to refer to their three main study texts for each answer.
This document provides instructions for a media studies exam. Candidates must choose one question from Section A and two questions from Section B. For each question, they must refer to the three main texts they have studied within a specific media industry. Section A focuses on representations and genres within texts. Section B focuses on the role of stars/celebrities, how texts target audiences, how audiences interact with texts, and the importance of distribution. Candidates are reminded that this is a synoptic exam testing their understanding of connections between different elements of media studies.
This document provides instructions for a media studies exam. Students must answer 3 questions, choosing 1 from Section A on media texts and 2 from Section B on media industries and audiences. For each answer, they must refer to the 3 main texts they have studied for that particular media industry. Section A has 2 possible questions about representation in texts or how typical texts are of their genre. Section B has 4 possible questions about audience appeal, regulation, marketing, or the function of entertaining audiences. Students fill in the front page to indicate their chosen questions and media industries.
WJEC A2 Media exam. These essay plans refer to TV and Ad industries. Texts: Sherlock, Come dine With Me and Friends. Barnardo's, Crunchy Nut and Cadbury.
A2 media studies deconstruction of newspapersCBadger
The document compares and contrasts the front page layout of broadsheet and tabloid newspapers. Broadsheet newspapers contain more text organized into columns with fewer pictures compared to tabloid newspapers. The front pages of tabloid newspapers typically have bold headlines, prominent pictures and less overall text to draw readers in. Examples of both broadsheet and tabloid newspapers are also listed.
This document provides an introduction to genre theory and how it can be applied to analyze media texts. It discusses how genre categorizes texts based on common elements and conventions. Key aspects covered include definitions of genre, common genre conventions and codes, how genres engage and please audiences, and different genre theories and models. The document also discusses how genre is useful for producers, audiences and scholars but is also constantly evolving through a process of negotiation.
This document discusses genre theory and how genres are defined. It notes that genres can overlap and there are mixed genres. While genres rely on repetition, difference is also essential to attract audiences. The document presents Nick Lacey's framework for analyzing genres which breaks down a text into setting, character, narrative, iconography, and style. It also discusses how audiences derive pleasure from recognizing genres and anticipating their conventions.
This document summarizes several theorists' perspectives on genre theory:
1. It discusses five key functions of genre identified by The Five Functions of Genre: reinforcement of cultural ideas, creation of audience expectations, recognizable characteristics, relationship between audiences and producers to minimize financial risk, and dynamism and flexibility over time.
2. It briefly outlines four genre theorists' views: Chandler defines genre by shared conventions of content; Neale sees genres as instances of repetition and difference for audience pleasure; Hartley notes the same text can belong to different genres in different contexts; and Buckingham sees genre as a constant process of negotiation and change.
3. It poses several questions about defining and understanding genres, including whether they are
The hierarchy-of-effects model is a predominant advertising theory that shows how advertising works through a step-by-step process. It can be visualized as a pyramid, with awareness and knowledge of a brand at the bottom and actual purchase behavior at the top. The model proposes that advertising first builds awareness of a brand, then increases knowledge about what it stands for, then forms liking and preference toward the brand before ultimately convincing customers to purchase it. As consumers move up the pyramid through each successive step, the percentage who reach the next level declines.
This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
This document provides guidance for answering Section B of a media exam on the topic of media and collective identity. It outlines the assessment criteria and structure expected for the essay response. Students should choose two historical and two contemporary media texts to analyze how youth are represented and how those representations may influence understanding of collective identity. While media generally aims to encourage conformity, identities are complex and audience responses vary, from accepting to rejecting media portrayals. A successful essay will develop a balanced argument weighing different views on the relationship between media and collective identity.
1. The document discusses various models and elements of communication, including traditional and interactive models that account for increased consumer choice and control over messages.
2. It examines factors that influence the effectiveness of communication, such as the source, message characteristics, and appeals used in advertising. Different types of appeals like emotional, rational, and humor are discussed.
3. Models of persuasion and attitude change are presented, including the elaboration likelihood model which describes central and peripheral routes to persuasion depending on level of involvement.
This document discusses theories about how media audiences are influenced. It describes the "hypodermic needle" or "effects" model, which suggests the media directly influences audiences like a syringe injecting ideas. It also discusses the cultivation theory, which is that repeated media exposure shapes audiences' views of social reality over time. The document notes criticisms of theories that portray audiences as passive masses, pointing instead to more active audience interpretations and the two-step flow of influence through opinion leaders. It suggests modern versions look at how moral panics can emerge from media coverage. Overall, the document examines debates around the power and passiveness of audiences in relation to media effects and influence.
This document discusses genre theory as it relates to film studies. It provides definitions of genre from several scholars and discusses how genre is used to categorize and organize films into groups based on common attributes. However, the boundaries between genres are noted to be fuzzy rather than clearly defined. Most films contain elements of multiple genres. Genre theory examines how a text relates to other similar texts and the context in which it is consumed. While genres help audiences and producers, they also come with criticisms such as being restrictive to creators and risk-averse for institutions.
The document provides information about the AS Media Studies exam, which has two sections. Section A focuses on analyzing representations in a TV drama extract, while Section B examines issues related to the film industry, including institutions, audiences, ownership, marketing, and technology. Key concepts discussed include concentration of media ownership, cross-media convergence, synergy, viral marketing, changing models of distribution, and the impacts of new technologies. Disney is used as a case study to illustrate synergy and how a major media conglomerate leverages its various subsidiaries and platforms.
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
The document discusses layout techniques for print publications. It compares conventional and modern layout methods, with conventional using physical cut-and-paste and modern using desktop publishing software. Key aspects of layout covered include use of illustrations, text, fonts, and balancing elements through principles such as proportion, unity, balance, emphasis, and contrast. Color models CMYK for print and RGB for screens are also distinguished. Sample layouts and guidelines for effective layout are provided.
This document provides instructions for a media studies exam. Candidates must answer one question from Section A and two questions from Section B. They must use a different media industry for each answer. Section A focuses on media texts, while Section B focuses on industry and audience factors. The exam tests understanding of connections between different elements of media studies. Candidates are reminded to choose their questions and fill in the front page before answering in the allotted time of 2.5 hours.
This document provides instructions for a media studies exam. Candidates must answer one question from Section A and two questions from Section B. They must use a different media industry for each answer. Section A focuses on media texts, while Section B focuses on industry and audience factors. The exam tests understanding of connections between different elements of media studies. Candidates are reminded to choose their questions and fill in the provided box, and that assessment will consider written communication quality.
This document provides instructions for candidates taking an exam on media studies. It states that candidates must answer one question from Section A and two questions from Section B, using a different media industry for each answer. Section A focuses on representations in texts, while Section B focuses on industry, audience and marketing aspects. Candidates are reminded that responses will be assessed on written communication skills and demonstrating connections between different elements of the subject. The document provides the various exam questions to choose from under each section and sub-section.
This document provides instructions for an exam on media studies. Candidates must answer 3 questions, choosing 1 from Section A and 2 from Section B. They must use a different media industry for each answer. Section A focuses on text and Section B on industry and audience. Candidates are reminded to refer to the 3 main texts they have studied for each media industry and that the exam will test their understanding of connections in the subject. They must fill in the front page to indicate their chosen questions and media industries before beginning the exam.
This document provides instructions for an exam on media studies. Candidates must answer 3 questions, choosing 1 from Section A and 2 from Section B. They must use a different media industry for each answer. Section A focuses on text and Section B on industry and audience. Candidates are reminded to refer to the 3 main texts they have studied for each media industry and that the exam will test their understanding of connections in the subject. They must fill in the front page to indicate their chosen questions and media industries before beginning the exam.
This document provides instructions for a media studies exam. Candidates must choose one question from Section A and two questions from Section B. They must use a different media industry for each answer. The exam tests understanding of media texts, industries, and audiences through questions about genres, representations, marketing, production values, and audiences. It reminds candidates to refer to their three main study texts for each answer.
This document provides instructions for a media studies exam. Candidates must choose one question from Section A and two questions from Section B. For each question, they must refer to the three main texts they have studied within a specific media industry. Section A focuses on representations and genres within texts. Section B focuses on the role of stars/celebrities, how texts target audiences, how audiences interact with texts, and the importance of distribution. Candidates are reminded that this is a synoptic exam testing their understanding of connections between different elements of media studies.
This document provides instructions for a media studies exam. Students must answer 3 questions, choosing 1 from Section A on media texts and 2 from Section B on media industries and audiences. For each answer, they must refer to the 3 main texts they have studied for that particular media industry. Section A has 2 possible questions about representation in texts or how typical texts are of their genre. Section B has 4 possible questions about audience appeal, regulation, marketing, or the function of entertaining audiences. Students fill in the front page to indicate their chosen questions and media industries.
The document provides instructions for a media studies exam. Students must answer 3 questions, choosing 1 from Section A and 2 from Section B. They must use a different media industry for each answer. Section A focuses on representations in texts, while Section B addresses industry, distribution, audience attraction, and global appeal. Students are reminded that answers will be assessed on written communication and synoptic understanding across the subject.
This document provides instructions for an exam on media studies. Students must choose one question from Section A and two questions from Section B. For each answer, they must refer to the three main media texts they have studied from a specific media industry. Section A focuses on analyzing media texts, while Section B focuses on the industry, audience and functions of the texts. Students are reminded that their responses will be assessed on the quality of their writing and demonstration of understanding connections between different elements of media studies.
This document provides instructions for a media studies exam involving analysis of three advertisements from 2009 for Adidas, Stella Artois and KFC. Students will watch the advertisements three times and are allowed to take notes. They must then answer three questions. Question 1 involves analysing the advertisements' visual, technical and audio codes. Question 2 requires suggesting how men are represented in the ads and exploring how one chosen ad uses representations of men to sell the product. Question 3 examines why audiences respond differently to media texts using detailed examples.
A Field in England is a 2013 British black-and-white film directed by Ben Wheatley and produced by Film 4.0. It had a very small budget of £300,000 which was funded through Film 4.0, Rook Films, and the BFI. The film was shot in only 12 days with a small cast. It featured an unconventional narrative, setting, themes, and genre. Significantly, it was released simultaneously in cinemas, DVD/Blu-ray, download, VOD, and the Film 4 channel, representing Film 4.0's modern approach to film distribution and exhibition.
The document provides information about a case study on video games, including statistics about gamers and the gaming industry. It discusses different genres of video games like first-person shooters, third-person shooters, and simulators. It also addresses topics like moral panic around violent games, regulation of games, and how games use intertextuality by referencing other media like films. The document contains questions to prompt discussion and activities like analyzing game trailers and reviews, applying theories like Stan Cohen's model of moral panic, and writing an exam response using examples from the case studies.
Lil Wayne had a breakthrough career as a rapper starting in the late 1990s. He began rapping at age 11 and was signed to Cash Money Records. Some of his most popular albums include Tha Block Is Hot, Tha Carter III, and I Am Not a Human Being. Lil Wayne helped establish Young Money Entertainment as a successful record label. His songs often discuss his rap skills, wealth, and lifestyle. However, some critics argue his lyrics promote misogynistic attitudes through objectifying and degrading language about women.
This document provides instructions for an AS coursework assignment to design magazine covers and contents pages. Students must research two lifestyle magazines by analyzing aspects like target age group, masthead design, color schemes, cover features, interview styles, photo placement, and layout techniques. Detailed notes should be taken on these elements of the chosen magazines to inform the original designs that will be created.
The document provides instructions for a report assignment that involves creating magazine front pages and a double page spread (40 marks total). Students must:
1) Write 500 words on how research of existing magazines informed their pre-production pages, covering conventions like typography and images.
2) Write 200 words about the target audience for their double page spread.
3) Spend 900-1000 words evaluating the strengths and weaknesses of their double page spread by comparing to existing magazines, covering design influences, conventions, representation, and narrative elements.
The evaluation should show how research informed their design choices.
The music industry in Britain has seen significant changes over the past two decades. Recording artists now rely primarily on live performances and merchandise for income rather than recorded music sales. Record companies have introduced "360 deals" where they take a percentage of artists' revenues from all sources in order to benefit from their entire income stream. While digital singles sales are rising, digital and physical album sales continue to decline in the UK due to high levels of illegal downloading. More than three-quarters of downloaded music in Britain is obtained illegally, costing the music industry over £1 billion since 2007.
The Saturdays are a British pop girl group formed in 2007 consisting of 5 members. They were signed to Polydor Records and have released 4 studio albums between 2008-2013 that blend pop, R&B, and dance music. Their music and image have evolved over time, incorporating more sexualized styles. This has generated debate about their influence on young fans and role in the sexualization of children.
Using In-Design to create newspaper and magazine pages
1. Open In-Design and choose a new document layout with A4 paper size and 5 columns.
2. Draw text boxes and import pictures, using tools like the hand tool to move and size items and snap to guides for alignment.
3. Add borders to pictures using the stroke window, and format text using options in the type menu for fonts, size, and style to create a cohesive magazine layout.
The document provides tips for designing a masthead including setting the leading and tracking, changing font styles, colors, and sizes. It also lists effects that can be added like drop shadows, inner shadows, outer and inner glows, bevels, and embossing to enhance the masthead design.
This document provides guidance for students completing an assignment to design magazine covers and a double page spread for a lifestyle magazine, as well as write an evaluative commentary. It outlines pre-production tasks like researching cover designs and terminology. It also gives instructions for the production components, which include designing two magazine covers, a contents page, and double page spread. Students are advised to follow conventions found in their research and be creative with images, text, fonts, and mode of address.
This document outlines the learning outcomes and activities for a class on production processes and research for lifestyle magazines. Students will discuss genre conventions, annotate influential magazine covers focusing on visual elements, and learn tips for taking good photographs and lighting pictures. Their homework is to take photos applying the photography principles from class and upload them to their blog.
This document provides guidance on analyzing advertisements through a structured response. It outlines analyzing the genre, significant features and their effects, and how the target audience is engaged. Notes sections provide prompts on technical elements like camera shots, symbolic codes, editing, sound, and representation of the product. The analysis should discuss all parts of the ad and how effectively it engages the target audience.
This document outlines the preparation process for producing lifestyle magazines. It includes learning outcomes around researching magazine formats and blogging findings. Students are instructed to analyze sample magazines to understand representation, ideology, prescribed lifestyles, and progressiveness. They are then directed to create blogs to upload annotations of magazine pages focusing on audience and representation. The document concludes by informing students they will create front pages for a new lifestyle magazine and directing them to continue blogging research on the chosen magazine topic and lifestyle.
The document provides guidance for students taking an A Level Film Studies exam (FM3) to improve their exam performance. It recommends that students view multiple entries from websites like IMDb or Wikipedia as a single source when citing. YouTube clips from directors or documentaries are encouraged. Weaker annotations did not clearly explain how sources contributed to the project. The best candidates created presentations that utilized different presentation tools and frameworks, directly referencing sources to support their chosen framework. Students must ensure the framework guides the investigation and presentation of findings.
This magazine issue features articles on fashion trends, relationships, beauty, health, and lifestyle topics. Some of the headlines include "23 Dial 'F' For Fashion" about the latest fashion trends, "I Dated My Teen Crush 10 Years Later" on rekindling a past romance, and "Be A Best-Selling Author" giving tips for writing a successful book. The issue also has sections on love, sex, and success with articles like "The Rise Of The Friendship Fling" and advice from an agony aunt. An advertisement promotes using a shopping app to purchase fashion and beauty items featured in the magazine.
Zodiac Signs and Food Preferences_ What Your Sign Says About Your Tastemy Pandit
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
How MJ Global Leads the Packaging Industry.pdfMJ Global
MJ Global's success in staying ahead of the curve in the packaging industry is a testament to its dedication to innovation, sustainability, and customer-centricity. By embracing technological advancements, leading in eco-friendly solutions, collaborating with industry leaders, and adapting to evolving consumer preferences, MJ Global continues to set new standards in the packaging sector.
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
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Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
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Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
buy old yahoo accounts buy yahoo accountsSusan Laney
As a business owner, I understand the importance of having a strong online presence and leveraging various digital platforms to reach and engage with your target audience. One often overlooked yet highly valuable asset in this regard is the humble Yahoo account. While many may perceive Yahoo as a relic of the past, the truth is that these accounts still hold immense potential for businesses of all sizes.
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
1. Candidate Centre Candidate
Name Number Number
GCE A level
1294/01
MEDIA STUDIES
MS4
Media – Text, Industry and Audience
A.M. TUESDAY, 15 June 2010
21⁄2 hours
01
Section Question Media Industry Chosen Examiner use
Chosen only
1294 01
Mark
A
B
B
Total (90)
INSTRUCTIONS TO CANDIDATES
Answer three questions: one question from Section A and two questions from Section B. You must use
a different media industry for each question you choose.
Once you have chosen your questions, fill in the box above.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
You are reminded that assessment will take into account the quality of written communication used in
your answers.
You are reminded that this paper is synoptic and so will test understanding of the connections between
the different elements of the subject.
CJ*(S10-1294-01)
2. 2
Answer one question from Section A and two questions from Section B.
Once you have chosen your questions, fill in the box on the front page of this Answer Book.
You must use a different media industry for each question.
For each industry, refer to the three main texts you have studied.
SECTION A: TEXT
Answer one question from this section.
Either,
A1. To what extent are your chosen texts typical of their genre? [30]
Or,
A2. Explore the different representations of either women or ethnicity in your chosen texts. [30]
SECTION B: INDUSTRY AND AUDIENCE
Answer two questions from this section, using a different media industry for each.
B1. How important is the internet to your selected industry? Refer to your chosen texts in your answer.
[30]
B2. How effectively is your selected industry regulated? Refer to your chosen texts in your answer.
[30]
B3. How successful have your chosen texts been for their industry? [30]
B4. ‘Most media texts target a range of different audiences.’ How true is this for your chosen texts?
[30]
(1294-01)