Year 13 Final Revision

Year 13, my darling year 13. It's the final day before your exam and you have worked extremely hard. For the last stretch, here is your last PowerPoint! Scroll through for all past exam papers and a break down of what has come up before.

If OCR worked on the basis of what hasn't come up in a while, I would suggest 1a) Post production or using conventions from real media texts and 1b) genre, audience and media language.

Sample Opening Paragraph

The character of Nick is seen at a building site, asking for his old job back. A series of medium close ups and a three-way shot reverse shot between Nick, the man in the van and his employer emphasises the dramatic burns to the side of Nick’s face. The men are seen to appear nervous with frequent eye contact exchanges between the employer and the man in the van showing their discomfort. They apologise for having nothing for him, saying that it is due to a lack of jobs although it is evidently because of his new disabled status. This represents the disabled in a stereotypical way as they are perceived as pitied. The facial expressions and apologetic tone of voice indicate that Nick’s character is pitied by the others who are more able and not afflicted by disability.

Disability / Ability Representation Question

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Unknown

1Discuss the ways in which the extract constructs the representation of disability and ability using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

 

 

A2 : Section 1b

Representation of Age

http://www.youtube.com/watch?v=Fs9vN5kvAmw&list=PLAC15C50BB775177D

This clip will not embed (it's been disabled!) but this is a past OCR example for Age; I am trying to create something for sexuality although I may provide a good example of the existing one we've seen to help you regardless!

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Monarch of the Glen

1Discuss the ways in which the extract constructs the representation of age using the following:

 

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

Representation of Ethnicity

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Bradford Riots

1Discuss the ways in which the extract constructs the representation of ethnicity using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

This clip is from TV Film but effectively gives you the opportunity to analyse ethnicity.

Here is another clip which can be used to analyse ethnicity also from the TV drama 'Spooks'

A2 Homework Question

Describe a range of ways in which you used creativity and how this impacted on the final outcomes of your portfolios. Refer to a range of examples in your answer to show how these skills developed over time. [25]

AS Previous Exam Topics

•2013

–Regional Identity

–Age

•2012

–Ability / disability

–Sexuality

•2011

–class and status

–Gender

•2010

–Gender

–Ethnicity

•2009

–Gender

–Age

Representation of Disability / Ability - Exam Practise

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Casualty

1Discuss the ways in which the extract constructs the representation of disability / ability using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

Sample Paragraphs (Start of analysis)

Sample Paragraphs for the Clip

The clip from Waterloo road is a school-based television drama and the clip focuses on a number of situations within the students and teachers lives.

The clip opens with two schoolboys discussing concealing something. They are approached by an older male teacher. At one point there is a medium long shot with the boys positioned to the left and right of the teacher as he questions them and then states “Give it.” before they hand over a badly damaged camcorder. The costume of the boys establishes they are within a school and are therefore of school age – they are wearing black trousers, white shirts and ties which are loosely fastened and are in the school colours. One wears a black coat and has a shoulder bag. The older male teacher is wearing a tweed style suit with a perfectly tied tie; it looks fairly old fashioned with an old fashioned brown jumper. The representation of youth in this scene is quite stereotypical as the boys are wearing school uniform which looks scruffy and they are stood with their shoulders hunched, facing the teacher. The fact that they are hiding a broken camcorder is also quite stereotypical as young people, especially boys, are often represented as up to no good and engaging in criminal behaviour. They appear unreliable and untrustworthy, as they have broken the camcorder, which also fulfills the stereotype. This conforms to the four suggested stereotypes of teenagers although the boys could be seen to conform two of the suggested stereotypes; the respectable because they are staying and listening to the teacher, and the delinquent which is symbolised through the damaged school property and the fact that they lie to conceal it.

The representation of adults is also stereotypical as the older male teacher is seen as an authority figure who is in control of the situation. He is superior to the young men and this is shown through the use of dialogue where he demands “Give it.” and the boys did as they were told. His old-fashioned costume is juxtaposed with the young teacher who approaches wearing a modern, fitted formal outfit.  There is a medium two shot where both the older teacher and younger teacher are seen. The older teacher has a sarcastic, knowing vocal tone and appears to the audience to undermine the younger teacher with his tone and body language. She is seen looking up towards the older teacher.  Despite their equal job roles, the younger teacher, who has forgotten to insure the camera that is now broken, is undermined. This represents young adults as being less organized, careful and capable than older adults, which is a stereotypical representation; the older male is seen as wise and knowledgeable and quite condescending as adults, especially in this job role, often speak down to people (students) as they are in authority.

Exam Practise

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Waterloo Road

1. Discuss the ways in which the extract constructs the representation of age using the following:

· Camera shots, angles, movement and composition

· Editing

· Sound

· Mise-en-scene

(50 marks)

 

 

Mock Exam

We (all three of us!) had a go at the following clip. Firstly however, I attach a link to an excellent blog which demonstrates a brilliant response to this exact clip, to give you guidance and push you in the right direction.

Exemplar Answer for Primeval

Section A: Textual Analysis and Representation

Answer the question below, with detailed reference to specific examplesfrom the extract only.

Extract: Primeval Series 2 Episode 3, written by Richard Kurti and Bev Doyle, dir. Jamie Payne

1.     Discuss the ways in which the extract constructs the representation of gender using the following:

·      Camera shots, angles, movement and composition

·      Editing

·      Sound

·      Mise-en-scene

 (50 marks)

Yr 12 - Representation Exam Skills

Create a note sheet for the following clip. I will be marking this carefully in your books.

How is the representation of age constructed in the clip from Waterloo Road?

Representation of Class PowerPoint

Complete a notes table for the Cranford clip above using the format we have discussed and used in class; slides 10 and 11 are the most relevant. You should have a completed table for tomorrows lesson when we will be attempting a full size mock of this question for the hour.

If you are away in tomorrows lesson, you will sit it on Wednesday and have to catch up the final area of representation.

Ethnicity PowerPoint

Representation of Sexuality

Watch the extract once without any notes.

Watch the extract three more times, making notes on the different technical elements. Then, for now and for homework, write at least 4 paragraphs about the representation of sexuality in the clip below. Use the attached PowerPoint to help you.

Use the structure that has been stuck in to your books, as closely as possible. I want to see terminology and the word representation numerous times!

Answer the following question below, with detailed reference to specific examples from the extract only.

Extract : Fingersmith (Director : Aisling Walsh, 2005)

1. Discuss the ways in which the extract constructs the representation of sexuality using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise-en-scene

[50 marks]

Gender Representation

Dear AS Students,

Sorry for Friday; I completely forgot to add your work to this blog. I know; awful of me!

Anyway, today's lesson was on Gender representation. I wanted to direct you to some further reading below:

http://www.aber.ac.uk/media/Students/pth9601.html

There are lots of theories embedded which may stick with you, aside from the two we have covered in class. It's definitely worth a read although the focus is on women.

TV Drama Lesson 1

Well done everyone; your blogs are looking superb and you have come on an epic journey so far and now we have the run-up to the end.

The following is the PowerPoint from today's lesson.

AS Media Studies Evaluation - Classroom Handouts

Dear AS and repeat AS students,

I have attached below, the markscheme and questions required for your final project. AS students received this as a handout but the repeats may not have.

Evaluation mark scheme and breakdown from Daybird1987

The PowerPoint used in lesson, re-iterating the need for a quality product that still reflects your ability!

 

Evaluation from Daybird1987

AS Evaluations

You are on the home stretch! Well done!! I am very proud of you all for working so hard this year! Don't let this final bit go down hill as marks can easily be lost!

Just to add here a blog from Pete Fraser who co-wrote the OCR specification for Media Studies. He guides you through some of the options for your evaluations; heed his advise!! He is the one who trains moderators on what to look for and definitely knows his stuff so don't underestimate his advise!

http://petesmediablog.blogspot.co.uk/2010/11/evaluation-for-ocr-coursework.html

It's an old post; but it's relevant.

Stolen from this wonderful website also are a few links to other blogs with great evaluation samples. http://mediastudiesringwood.blogspot.co.uk/2011/03/as-media-studies-example-evaluations.html

Here are the links listed on that websites:

http://lutterworthasdani0910.blogspot.co.uk/
http://steffhumesmedia.blogspot.co.uk/
http://lutterworthasnicky0910.blogspot.co.uk/
http://lutterworthasricken0910.blogspot.co.uk/2010/04/evaluation.html

Remember AS class, you have until Friday 14th March when everything should be finished for you guys! Keep up the great work!