This document contains sample exam questions and responses about understanding conventions of real media texts and how that understanding informs student's own media productions. It provides 6 exam questions from 2010-2015 and outlines parts of student responses that received marks ranging from 10/25 to 20/25. One response from 2011 is included in full as an example of a Level 4 response that clearly describes how the student's understanding of conventions developed over time and incorporated theoretical concepts and specific creative choices.

1. Exam Questions on Real Media
Conventions
Example 1 From 2015
• Explain the most significant ways in which your media productions were informed by
your understanding of the conventions of real media text. Refer to a range of
examples in your answer to show how this understanding developed over time.
Mark – 20/25
Example 2 from 2015
• Explain the most significant ways in which your media productions were informed by
your understanding of the conventions of real media text. Refer to a range of
examples in your answer to show how this understanding developed over time.
Mark – 10/ 25
Example 3 From 2011
• Explain how far your understanding of the conventions of existing media text
influenced the way you created your own media products. Refer to a range of
examples in your answer to show how this understanding developed over time.
Mark – between 22 – 25 out of 25
Example 4 From 2011
• Explain how far your understanding of the conventions of existing media text
influenced the way you created your own media products. Refer to a range of
examples in your answer to show how this understanding developed over time.
Mark – between 18 – 20 out of 25
Example 5 From 2010
• Describe the ways in which your production work was informed by research into real
media texts and how your ability to use such research for production developed over
time.
Mark – 14/20
Example 6 From 2010
• Describe the ways in which your production work was informed by research into real
media texts and how your ability to use such research for production developed over
time.
Mark – 20/25

7. G325 June 2011 Regulation
1a) Explain how far your understanding of the conventions of existing media
influenced the way you created your own media products. Refer to a range of
examples in your answer to show
how this understanding developed over time. By researching the conventions of
existing media I was able to understand how real media texts target specific audiences
and stick to genre, narrative and other conventions. For the Foundation Portfolio I
created a thriller opening sequence titled ‘Dark Summer’ which was aimed at a young
audience and followed the plot of a babysitter who discovers that the child she is
looking after has disappeared. At the Advanced Portfolio stage I created a music
video for debit artist ‘Lexi Grace’ to her new song ‘Meddle’.
The first project required me to focus on specific conventions which I did through
research and development and the use of digital technology. Together with my group
we watched films like Scream (1996, Craven) which follows a similar storyline. I
noticed that thrillers tend to use dark lighting to connote secrecy or colours such as
red to represent danger and blood. We used these conventions to keep to the thriller
genre. Todorov noticed a narrative convention of starting with equilibrium, then
disruption and finally a new equilibrium. This is clear in films like Prom Night (2008)
and again Scream.
However, the music video was less about conforming to rigid conventions and more
focussed on less serious ones like Mulvey’s theory of ‘locking’ and the ‘male gaze’.
By having Lexi look at the camera and close-ups of her lips and legs, for example, it
conformed to the notion of looking as she was treated voyeuristically. The advanced
portfolio had less rigid conventions, as the music video was to establish an image and
I used conventions subtly, to construct a brand rather than a genre.
In creating the music video, my group had access to a HD digital camera, so we were
able to shoot higher quality footage. Since the video is non-linear, the focus was less
on continuity (as opposed to the thriller) and we were able to use much more footage
as less was wasted. Furthermore, I created an album cover and website so I used iWix
to create Lexi’s homepage. Inspired by sites like Pixie Lott’s, I used pages that
audiences could recognise such as ‘live dates’ and ‘merchandise’. Looking at other
existing media I was able to create a professional looking site that audiences could
use. Also, by researching artists in general such as Eliza Doolittle, I could see how she
sold her image to a similar target audience. The thriller, however, was focussed more
on conventions of the thriller genre and continuity so I didn’t research other areas as
much. By looking online at other artists, CD covers, websites and videos, I was able
to get a more in-depth look at this aspect of media.
The main theme of ‘Meddle’ was the reverse technique. Lyrics allow for different
interpretations, such as Goodwin’s theory of amplification and illustration, so my
group decide to interpret the song as meddling with the audience and Lexi’s past
experiences. Therefore, by having reverse footage, she was meddling literally. By
using Adobe Premier Pro, I was able to reverse footage, change speeds, edit contrasts
and split screens. I didn’t do most of this in the foundation portfolio since the aim was
to adhere continuity but I did have knowledge of the software. I learnt new techniques

8. at the advanced stage and they added to the quirky image of Lexi. I watched videos
like The Pharcyde’s ‘Drop’ and Coldplay’s ‘The Scientist’ which were great
inspirations as they used the reverse editing so differently.
Furthermore, Lexi wore a Rolling Stones vest which integrated intertextuality which
is a common convention in a lot of music. I also shot test footage and created mood
boards of London as this was key in Lexi’s British image.
Overall, both projects were influenced by conventions of existing media but to
different extents. While the foundation portfolio focussed on rigid conventions, the
advanced one was more towards using subtle ones to construct an image and brand.
Technically, my knowledge has improved as I researched music more thoroughly and
learnt a lot in doing so.
This is a level 4 response. The answer clearly describes, and evaluates
progression over the course (from following rigid conventions to using more
subtle techniques) and combines a theoretical language (intertextuality,
connotation) with specific details of creative choices made and how these were
informed by conventions. A range of examples of both decisions made and
existing media texts provide conviction and substance and the question is
answered throughout the response.
1b) Analyse one of your coursework productions in relation to the concept of
audience.
The target audience of my music video for debut artist ‘Lexi Grace’ was a huge
consideration as it was important to construct a music video that would entice and
excite them. Lexi is an androgynous artist as she is feminine and can attract male
audiences, yet has short hair and can wear biker boots to represent a ‘girl power’
image.
David Gauntlett addresses ‘fluidity’ in media and Lexi is a prime example of this as
she drifts between sexy red lipstick and girly dresses and yet directly addresses the
camera, subverting traditional stereotypes of passive women which shows her
diversity and appeal to many people. Her target audience is young people of both
genders and her Britishness is a key factor. The video is set in London, with Lexi
walking around different iconic scenes such as Trafalgar Square and Covent Garden.
My aim was that by associating Lexi with iconic places, audiences would associate
her as an icon as well. Also, by incorporating post-modern ides through intertextuality
as Lexi wears a Rolling Stones vest, audiences would recognise this, gratifying their
needs as they would associate Lexi with the band and legendary music in general.
Furthermore, Lexi can be a role model to young people as she is a young person
herself, at 19 years old and audiences can familiarise with her. Laura Mulvey’s idea
on the action of ‘looking’ was an inspiration as Liexi is objectified in someways, for
example through ECUs on her lips or pans across her legs as she walks, yet she
directly addresses the camera and subverts this ‘passive’ role as she almost objectifies

9. 1(a) Explain how far your understanding of the conventions of existing media
influenced the way you created your own media products. Refer to a range of
examples in your answer to show how this understanding developed over time.
Identifying codes and conventions of media texts is essential when creating a
successful text of the same genre. In my AS coursework I created a school magazine
cover and contents page and a music magazine cover, contents and double page. I
then used these developed skills in identifying conventions of texts and creating my
own work in my Advanced Portfolio to create a horror film poster, magazine cover
and horror film trailer.
Textual analysis was essential for identifying convention for my foundation portfolio.
I found a range of examples of existing school magazines cover and contents and
compared and contrasted them. Conventions that I identified were a school
environment in front cover photographs, many bright colours but a consistent house
style, the use of a school logo and happy facial expressions on the student model. The
contents pages were very simplistically formatted with basic text and contents lists
and perhaps one or two smaller images. I used these conventions when creating my
school magazine; I took a mid shot photograph which was required of a happy student
in school uniform (typical and identifiable iconography). I then used Photoshop
computer editing software to create the other parts of the contents and cover. I used a
bold font in bright colour (red) for my masthead. I used my logo from Southfields
which is blue, red and black as the main colours for my housestyle and I think this
made it look more effective and professional rather than using many colours. I
incorporated my school logo on the cover as it makes the ‘school’ genre recognisable
and this was a generic convention that I identified. I also used small, basic font to
create text of a ‘date of issue’, which I think was effective as it wouldn’t draw
attention from more important aspects of the cover. I also used this simple font to
create simple text on top of my image which I used as cover lines and plugs, such as
‘summer prom photos inside’ which I believe would make a student reader want to
read the magazine. The contents was created using simple headlines, black colour
boxes containing page numbers and article information and three smaller, framed
images of a library, school food, and girls at a prom. All of these aspects were
conventional.
Although I stuck to the conventions in this piece I created did not look as professional
and realistic as I had hoped. For example, I used a digital camera with 8 mega pixels
which did not produce a good quality image compared to real life media products. I
also think that the fonts were very simplistic and the layout was not creative. I still
created a genuine conventional school magazine but perhaps my skills were limited at
the start of my course.
Progressing into my Advanced Portfolio there was more work to be completed to a
high degree of professionalism. One if my preliminary tasks was to create a magazine
cover for a film magazine which was very similar to my AS coursework. I noticed
that was able to more thoroughly identify conventions and also apply them to my own
text much quicker. I created a print cover in one hour whereas my AS coursework
took much longer. This is because my skills with technology and my knowledge of
the media has greatly improved.

10. I found examples of many film posters to complete textual analysis on and created a
moodboard of conventions. I also asked a target audience for their preferences in this
area which I think is essential in order to successfully attract your consumers.
Conventions that I identified were bold, graphic fonts for both mastheads and
straplines (such as a glowing effect) very glamorous photography with fashionable
costume, hair, make up and body attitude, good quality photography, many smaller
framed photographs and barcode and edition information. The language created focus
on the on the film industry. Using these conventions I created my front cover. My
photography was taken on SLR camera in order to make it look better quality, which
was successful. I used a long shot of my main character looking glamorous and
beautiful but scared. This fits the convention of the front cover using the theme of the
main featured film. To follow this I created the masthead with a glowing font and
superimposed it onto the character so that her head appeared to be placed on top of the
text using cutting, cropping, copying tools and different layers. This made my cover
seem professional I think. The glowing font was a deep shade of red to connote blood
and danger and fit in with my horror genre. I used more impressive graphic fonts,
such as ‘cracked’ fonts to stick to my horror genre theme. My barcode and date of
edition were essential touches which I created through scanning in an existing
magazine and copying it into my text. This is extremely conventional as all real media
magazines include a barcode for the sales side of the industry.
Overall, over my 2 year coursework I became more confident in identifying generic
conventions of a product. My technology skills and knowledge of the media both
developed and allowed me to create a more realistic and professional piece in my
Advanced Portfolio.
This is a high level 3 response. There is a real sense of progression and a chosen
theme – genre conventions is sustained in detail, along with a wide range of
examples of creative techniques that led to conventional outcomes. The answer
doesn’t quite meet the criteria for level 4 because conventions are sometimes
dealt with in a reductive way – eg a barcode, as opposed to being opened up to an
analysis of their more symbolic qualities.
1(b) Analyse one of your coursework productions in relation to the concept of
audience.
The concept of audience is fundamental to the making of a media text. A producer
must take into account the age, social status and gender and interests of a target
consumer in order to adjust the text to make it as appealing to them as possible. For
my A2 coursework I created a horror called ‘The sleepover’. Classification of age
appropriateness is important in audience identification. Films are screened by an
external board and given a minimum age of viewers. Most horror films are rated 18,
due to extreme gore, violence, sex and disturbance – not to mention emotional trauma
which is why I chose to rate my film as 18 as my film was a very conventional slasher
film.
The Hypodermic Needle effect is the first audience theory. It originated in the 1920s
when mass media first began to be popular. This suggests that a producer has an
intended meaning which is definitely understood by the audience. In this theory the
audience are completely passive. If this was applied to my text the audience would

16. 1(a) Explain how far your understanding of the conventions of existing media
influenced the way you created your own media products. Refer to a range of
examples in your answer to show how this understanding developed over time.
Identifying codes and conventions of media texts is essential when creating a
successful text of the same genre. In my AS coursework I created a school magazine
cover and contents page and a music magazine cover, contents and double page. I
then used these developed skills in identifying conventions of texts and creating my
own work in my Advanced Portfolio to create a horror film poster, magazine cover
and horror film trailer.
Textual analysis was essential for identifying convention for my foundation portfolio.
I found a range of examples of existing school magazines cover and contents and
compared and contrasted them. Conventions that I identified were a school
environment in front cover photographs, many bright colours but a consistent house
style, the use of a school logo and happy facial expressions on the student model. The
contents pages were very simplistically formatted with basic text and contents lists
and perhaps one or two smaller images. I used these conventions when creating my
school magazine; I took a mid shot photograph which was required of a happy student
in school uniform (typical and identifiable iconography). I then used Photoshop
computer editing software to create the other parts of the contents and cover. I used a
bold font in bright colour (red) for my masthead. I used my logo from Southfields
which is blue, red and black as the main colours for my housestyle and I think this
made it look more effective and professional rather than using many colours. I
incorporated my school logo on the cover as it makes the ‘school’ genre recognisable
and this was a generic convention that I identified. I also used small, basic font to
create text of a ‘date of issue’, which I think was effective as it wouldn’t draw
attention from more important aspects of the cover. I also used this simple font to
create simple text on top of my image which I used as cover lines and plugs, such as
‘summer prom photos inside’ which I believe would make a student reader want to
read the magazine. The contents was created using simple headlines, black colour
boxes containing page numbers and article information and three smaller, framed
images of a library, school food, and girls at a prom. All of these aspects were
conventional.
Although I stuck to the conventions in this piece I created did not look as professional
and realistic as I had hoped. For example, I used a digital camera with 8 mega pixels
which did not produce a good quality image compared to real life media products. I
also think that the fonts were very simplistic and the layout was not creative. I still
created a genuine conventional school magazine but perhaps my skills were limited at
the start of my course.
Progressing into my Advanced Portfolio there was more work to be completed to a
high degree of professionalism. One if my preliminary tasks was to create a magazine
cover for a film magazine which was very similar to my AS coursework. I noticed
that was able to more thoroughly identify conventions and also apply them to my own
text much quicker. I created a print cover in one hour whereas my AS coursework
took much longer. This is because my skills with technology and my knowledge of
the media has greatly improved.

17. I found examples of many film posters to complete textual analysis on and created a
moodboard of conventions. I also asked a target audience for their preferences in this
area which I think is essential in order to successfully attract your consumers.
Conventions that I identified were bold, graphic fonts for both mastheads and
straplines (such as a glowing effect) very glamorous photography with fashionable
costume, hair, make up and body attitude, good quality photography, many smaller
framed photographs and barcode and edition information. The language created focus
on the on the film industry. Using these conventions I created my front cover. My
photography was taken on SLR camera in order to make it look better quality, which
was successful. I used a long shot of my main character looking glamorous and
beautiful but scared. This fits the convention of the front cover using the theme of the
main featured film. To follow this I created the masthead with a glowing font and
superimposed it onto the character so that her head appeared to be placed on top of the
text using cutting, cropping, copying tools and different layers. This made my cover
seem professional I think. The glowing font was a deep shade of red to connote blood
and danger and fit in with my horror genre. I used more impressive graphic fonts,
such as ‘cracked’ fonts to stick to my horror genre theme. My barcode and date of
edition were essential touches which I created through scanning in an existing
magazine and copying it into my text. This is extremely conventional as all real media
magazines include a barcode for the sales side of the industry.
Overall, over my 2 year coursework I became more confident in identifying generic
conventions of a product. My technology skills and knowledge of the media both
developed and allowed me to create a more realistic and professional piece in my
Advanced Portfolio.
This is a high level 3 response. There is a real sense of progression and a chosen
theme – genre conventions is sustained in detail, along with a wide range of
examples of creative techniques that led to conventional outcomes. The answer
doesn’t quite meet the criteria for level 4 because conventions are sometimes
dealt with in a reductive way – eg a barcode, as opposed to being opened up to an
analysis of their more symbolic qualities.
1(b) Analyse one of your coursework productions in relation to the concept of
audience.
The concept of audience is fundamental to the making of a media text. A producer
must take into account the age, social status and gender and interests of a target
consumer in order to adjust the text to make it as appealing to them as possible. For
my A2 coursework I created a horror called ‘The sleepover’. Classification of age
appropriateness is important in audience identification. Films are screened by an
external board and given a minimum age of viewers. Most horror films are rated 18,
due to extreme gore, violence, sex and disturbance – not to mention emotional trauma
which is why I chose to rate my film as 18 as my film was a very conventional slasher
film.
The Hypodermic Needle effect is the first audience theory. It originated in the 1920s
when mass media first began to be popular. This suggests that a producer has an
intended meaning which is definitely understood by the audience. In this theory the
audience are completely passive. If this was applied to my text the audience would