1. Make a few notes on the Skins extract we've seen, particularly the second one (episode 1 series 3) making use of the PPT in the previous post.
2. Most people STILL need to put their wider reading notes on their blogs.
3. Watch classic thrillers in preparation for the coursework unit!
NOW IS TIME TO SWITCH TO YOUR THRILLER BLOGS - Start recording good thrillers you've seen, trailers, film posters, iconic shots etc.
The class blog is here: Thriller Opening Project
Your own thriller blogs will be externally moderated. Take good care of them!
EMAIL ME THE URLs - THANK YOU.
Wednesday 11 December 2013
Representation of Age - Skins
Discuss the ways in which representations of age are constructed through the 4 micro-elements, paying particular attention to Tony and his dad (binary opposites) in the opening scene of Skins.
Click here for Series 1 episode 1 (first 4 and a half minutes)
You could respond to the following questions to help you structure your response. Do use specific examples from the extract.
And here are the screenshots to help you focus on specific examples:
Home-Learning: Same question - Use the opening of Skins, series 3 episode 1 (watched in class). Write up your essay and hand it in as soon as possible. The episode is available from 4OD (see link on the right).
Click here for Series 1 episode 1 (first 4 and a half minutes)
You could respond to the following questions to help you structure your response. Do use specific examples from the extract.
And here are the screenshots to help you focus on specific examples:
Home-Learning: Same question - Use the opening of Skins, series 3 episode 1 (watched in class). Write up your essay and hand it in as soon as possible. The episode is available from 4OD (see link on the right).
Wednesday 4 December 2013
Representation of ethnicity
How does the extract construct representations of ethnicity? Refer to the 4 micro-elements.
Read the exemplar answer again.
Here is an exemplar response, marked 39/50 (B+):
Hotel Babylon Grade B answer
Examiner's Report - Take the time to read this carefully! It is detailed and should very helpful when you seek to improve your response.
Read the exemplar answer again.
Here is an exemplar response, marked 39/50 (B+):
Hotel Babylon Grade B answer
Examiner's Report - Take the time to read this carefully! It is detailed and should very helpful when you seek to improve your response.
Wednesday 20 November 2013
Representations of 'The Law' - Home-learning and private study in lieu of next week's triple
You will examine and compare the way the "law" is represented in different dramas. Issues of representation to analyse: class/status/authority, gender, race/ethnicity as well as whether the representations are sympathetic, realistic etc... How do the producers position the audience in relation to the detectives / officers?
Start by going through the PPT and watch the opening credits for both shows.
TASK: Write a comparative essay (or produce a detailed Powerpoint or Prezi or any other relevant site/software, perhaps doing a detailed director's commentary voice-over analysing screenshots) analysing the representations of the ‘law’ in the 2 extracts from The Wire and A Touch of Frost.
This should be ready for the next time I see you (Wed 4th December).
Intro and credits, The Wire, series 1, episode 1.
Frost, Series finale, "If dogs run free".
Finally, make sure you read the article below. The section on The Wire should be very useful in particular:
REMINDER: Post a few notes on your wider reading!!! I need to see that you are doing it and gaining extra knowledge from it.
Start by going through the PPT and watch the opening credits for both shows.
TASK: Write a comparative essay (or produce a detailed Powerpoint or Prezi or any other relevant site/software, perhaps doing a detailed director's commentary voice-over analysing screenshots) analysing the representations of the ‘law’ in the 2 extracts from The Wire and A Touch of Frost.
This should be ready for the next time I see you (Wed 4th December).
Intro and credits, The Wire, series 1, episode 1.
Frost, Series finale, "If dogs run free".
Finally, make sure you read the article below. The section on The Wire should be very useful in particular:
REMINDER: Post a few notes on your wider reading!!! I need to see that you are doing it and gaining extra knowledge from it.
Class and Status - Spooks
Discuss the ways in which representations of class and status are constructed in the extract through the 4 micro-elements:
camerawork
editing
mise-en-scene
sound
camerawork
editing
mise-en-scene
sound
Wednesday 13 November 2013
Work due in Wednesday 20th November
1. Completed work on Shameless
2. Comment on someone else's video on Representation of women (spread your comments)
3. Redrafted posts so far. Make sure your best is showcased (might include redrafting your documentary)
4. Notes / pics from reading, including the chapter on The Language of Film.
5. Tidy up your files!
Aim high. Work hard.
Kareem, let me know when you've posted...
2. Comment on someone else's video on Representation of women (spread your comments)
3. Redrafted posts so far. Make sure your best is showcased (might include redrafting your documentary)
4. Notes / pics from reading, including the chapter on The Language of Film.
5. Tidy up your files!
Aim high. Work hard.
Kareem, let me know when you've posted...
REPRESENTATIONS OF SOCIAL CLASS - SHAMELESS
Exam Practice Task: Analyse how the producers construct representations of working class in the opening credits.
You can watch the episode here.
Make sure you address all 4 areas:
- Camerawork;
- Mise-en-scene;
- Sound;
- Editing.
You should select 10 frames minimum to screengrab as examples for your analysis. I expect 700-1000 words.
BEFORE YOU START WRITING AN ESSAY:
- What social class is being represented? How do you know?
- What are the usual stereotypes associated with this social class in the media?
- Are these stereotypes used here?
- How are the audience positioned by the producers? Why? (Think particularly about the use of camerawork and editing - as well as soundtrack - to create humour).
VERY different representation here from what we are used to; usually, this social class is portrayed through realism / gritty representations.
- Screen grab key shots that you think will help you in your analysis.
You can watch the episode here.
Make sure you address all 4 areas:
- Camerawork;
- Mise-en-scene;
- Sound;
- Editing.
You should select 10 frames minimum to screengrab as examples for your analysis. I expect 700-1000 words.
BEFORE YOU START WRITING AN ESSAY:
- What social class is being represented? How do you know?
- What are the usual stereotypes associated with this social class in the media?
- Are these stereotypes used here?
- How are the audience positioned by the producers? Why? (Think particularly about the use of camerawork and editing - as well as soundtrack - to create humour).
VERY different representation here from what we are used to; usually, this social class is portrayed through realism / gritty representations.
- Screen grab key shots that you think will help you in your analysis.
Tuesday 12 November 2013
Work due in
You should have completed your edit of the Ashes to Ashes extract - the re-creation. You should also have responded to the question set with screengrabs from the original extract/your own.
IN FUTURE, DO MAKE SURE ALL HOME-LEARNING/INDEPENDENT STUDY IS RECORDED ACCURATELY IN YOUR PLANNERS PLEASE.
The question set was to analyse the ways in which representations of gender are constructed in the extract through the usual 4 micro-elements.
You also need to start recording your wider reading (including wider 'watching' = relevant videos and tutorials, some of which on the blog, some of which you should find yourself) and keep notes on your blog. So far, you have read an article on feminism/post-feminism. This should be evidenced on your blog. If you have hand-written notes, take a picture and upload it but make sure you show me your work.
At A Level, independent study is key and you will be getting further reading regularly from now on. FInally, since some of the tasks set require you to use the equipment / the macs, make sure you plan for that time in school during the week. You are welcome to use the pod whilst other classes use it if there is a computer available.
YOU SHOULD NOT HAVE A GAP OF A WEEK OR MORE ON YOUR BLOG!
On Wednesday, we will start looking at representation of social class.
IN FUTURE, DO MAKE SURE ALL HOME-LEARNING/INDEPENDENT STUDY IS RECORDED ACCURATELY IN YOUR PLANNERS PLEASE.
The question set was to analyse the ways in which representations of gender are constructed in the extract through the usual 4 micro-elements.
You also need to start recording your wider reading (including wider 'watching' = relevant videos and tutorials, some of which on the blog, some of which you should find yourself) and keep notes on your blog. So far, you have read an article on feminism/post-feminism. This should be evidenced on your blog. If you have hand-written notes, take a picture and upload it but make sure you show me your work.
At A Level, independent study is key and you will be getting further reading regularly from now on. FInally, since some of the tasks set require you to use the equipment / the macs, make sure you plan for that time in school during the week. You are welcome to use the pod whilst other classes use it if there is a computer available.
YOU SHOULD NOT HAVE A GAP OF A WEEK OR MORE ON YOUR BLOG!
On Wednesday, we will start looking at representation of social class.
Wednesday 6 November 2013
Ashes to Ashes - Recreation and Analysis of Gender Representation
This is the extract from the episode you've looked at.
After recreating the extract, answer the following question in full:
How does the extract construct representations of gender through the 4 micro-elements:
- camerawork
- mise-en-scene
- editing
- sound.
Consider audience positioning as a key element of your analysis.
And here are some screengrabs to support your analysis.
A little bit more here behind the scenes:
PS: Some of your other posts really need developing and redrafting. make sure you do so by the end of the week to allow us to revise some of your grades UP. PC2 deadline for us next Monday.
After recreating the extract, answer the following question in full:
How does the extract construct representations of gender through the 4 micro-elements:
- camerawork
- mise-en-scene
- editing
- sound.
Consider audience positioning as a key element of your analysis.
And here are some screengrabs to support your analysis.
A little bit more here behind the scenes:
PS: Some of your other posts really need developing and redrafting. make sure you do so by the end of the week to allow us to revise some of your grades UP. PC2 deadline for us next Monday.
Wednesday 23 October 2013
Representation of gender - Assessment Week
Discuss the ways in which the extract constructs representations of gender through the four micro-elements:
- camerawork
- editing
- mise-en-scene
- sound
Extract from Primeval:
- camerawork
- editing
- mise-en-scene
- sound
Extract from Primeval:
Wednesday 16 October 2013
Wednesday 9 October 2013
Home Learning and Private Study due in 16.10.13
1. Redraft your response to the Dr Who extract. Make sure you address all 4 micro-elements:
- camerawork
- editing
- mise-en-scene
- sound
Include screenshots as evidence (very much like quotations) if you haven't already.
2. Read and make notes on the Post-Feminism article that was handed out.
3. Make sure you start familiarising yourself with the glossary of Sound and Editing terms.
4. Write up your response to the Cutting It extract - How does the extract construct representations of gender? (and relationships)
5. Continue reading up on the representation of women (and gender more generally) in the media in preparation for your documentary. Come to next lesson with some idea of the sources and points you'll be making.
Here are three links that Scoop.it refuses to let me publish right now:
http://www.bbc.co.uk/news/entertainment-arts-24442268
http://www.theguardian.com/commentisfree/2013/oct/06/miley-cyrus-exploited-empowered-debate
And a reminder that our scoop.it page is here:
http://www.scoop.it/t/women-representation-in-the-media
(You should link it to your blog)
6. Finally, make sure you file up all sheets and bring your file to next lesson.
- camerawork
- editing
- mise-en-scene
- sound
Include screenshots as evidence (very much like quotations) if you haven't already.
2. Read and make notes on the Post-Feminism article that was handed out.
3. Make sure you start familiarising yourself with the glossary of Sound and Editing terms.
4. Write up your response to the Cutting It extract - How does the extract construct representations of gender? (and relationships)
5. Continue reading up on the representation of women (and gender more generally) in the media in preparation for your documentary. Come to next lesson with some idea of the sources and points you'll be making.
Here are three links that Scoop.it refuses to let me publish right now:
http://www.bbc.co.uk/news/entertainment-arts-24442268
http://www.theguardian.com/commentisfree/2013/oct/06/miley-cyrus-exploited-empowered-debate
And a reminder that our scoop.it page is here:
http://www.scoop.it/t/women-representation-in-the-media
(You should link it to your blog)
6. Finally, make sure you file up all sheets and bring your file to next lesson.
Wednesday 2 October 2013
Representation of Gender - Introductory tasks (and home-learning task at the end of the post)
http://www.scoop.it/t/women-representation-in-the-media
Homework:
Discuss the ways in which the extract constructs representations of gender:
Wednesday 25 September 2013
Homework for next Wednesday - The importance of Editing
Watch the clip below from 1:03 to the end then answer the questions that follow. This task should be completed on your brand new Induction blog with the label "Homelearning".
Enemy of the State, Tony Scott, 1998
1. What is the point of this sequence? Describe briefly how tension is created through the editing.
2. Look at the use of CU or Medium CU. Why are they primarily used here? Refer to specific shots (screengrab them if you can [with Fn Print Screen then Control - V on a PC] and embed them within your post).
3. Choose 15-20 seconds from anywhere in the sequence and describe each shot in detail, explaining its effect / function for the audience, as well as commenting on how the cuts (the editing) adds to the meaning.
4. How far does the editing of this sequence fit in with the genre of the thriller? Justify your opinion.
Above all, do your best to engage with the sequence and the task.
Enemy of the State, Tony Scott, 1998
1. What is the point of this sequence? Describe briefly how tension is created through the editing.
2. Look at the use of CU or Medium CU. Why are they primarily used here? Refer to specific shots (screengrab them if you can [with Fn Print Screen then Control - V on a PC] and embed them within your post).
3. Choose 15-20 seconds from anywhere in the sequence and describe each shot in detail, explaining its effect / function for the audience, as well as commenting on how the cuts (the editing) adds to the meaning.
4. How far does the editing of this sequence fit in with the genre of the thriller? Justify your opinion.
Above all, do your best to engage with the sequence and the task.
Monday 23 September 2013
Welcome AS Students!
In the last lesson, we've introduced some important terms and had a first go at some practical work.
Your first blog will document what you were asked to do, with embedded pictures / videos (we will work on this in the next lesson).
In the meantime, you should explain what you did, what you have learnt and reflect on what you have done successfully and less successfully. Try and include as much of the terminology we introduced and explain the term or find an illustration or video online to provide examples.
Impress us!
Your first blog will document what you were asked to do, with embedded pictures / videos (we will work on this in the next lesson).
In the meantime, you should explain what you did, what you have learnt and reflect on what you have done successfully and less successfully. Try and include as much of the terminology we introduced and explain the term or find an illustration or video online to provide examples.
Impress us!
Friday 3 May 2013
Past exams - The extracts
REPRESENTATION OF AGE:
REPRESENTATION OF DISABILITY:
http://www.youtube.com/watch?v=auSAGvpM7W8&feature=related
REPRESENTATION OF CLASS AND STATUS
REPRESENTATION OF GENDER
REPRESENTATION OF GENDER
REPRESENTATION OD SEXUALITY
REPRESENTATION OF REGIONAL IDENTITY
REPRESENTATION OF DISABILITY:
http://www.youtube.com/watch?v=auSAGvpM7W8&feature=related
REPRESENTATION OF CLASS AND STATUS
REPRESENTATION OF GENDER
REPRESENTATION OF GENDER
REPRESENTATION OD SEXUALITY
REPRESENTATION OF REGIONAL IDENTITY
Thursday 2 May 2013
Lesson on 2.5.13 and 3.5.13 - Representation of status/power and ethnicity
Status and Power in Spooks (series 4 episode 3):
Ethnicity in Hotel Babylon:
POST-LESSON: Here is an answer on the extract. It got 39/50 marks. Hotel Babylon g322 exemplar.pdf
And here is the examiner's report on the paper. It is full of tips regarding things to avoid and ideas to include in your answer. (From page 2 particularly)
Ethnicity in Hotel Babylon:
POST-LESSON: Here is an answer on the extract. It got 39/50 marks. Hotel Babylon g322 exemplar.pdf
And here is the examiner's report on the paper. It is full of tips regarding things to avoid and ideas to include in your answer. (From page 2 particularly)
Past papers and candidates' responses
January 2009 paper
TV Drama: Age (see exemplar below - ADDED: Embedded video at the bottom)
Industry: Discuss the ways in which media products are produced and distributed to audiences within a media area you have studied.
June 2009 paper
TV drama: Gender
Industry: How important is technological convergence for institutions and audiences within a media area which you have studied?
January 2010 paper
TV Drama: Ethnicity (exemplar answer here - 39/50)
Industry: "Media production is dominated by global institutions and services which sell their products and services to national audiences." To what extent do you agree with this statement?
June 2010 paper
TV Drama: Gender (see video at the bottom of this post - Primeval. I also gave you 2 exemplars on this one)
Industry: What significance does the continuing development of digital media technology have for media institutions and audiences?
January 2011: Gender again - paper not available but extract from Hustle.
Candidates' reponses - Age (Monarch of the Glen) January 2010 (Find examiner's comments right at the end of each document)
Candidate A:
TV Drama: High Level 3
Script January 09 Age Level 3 4
Candidate B:
TV Drama: low level 4
Film Industry: High level 3
Script Jan 09 4 and 3
Candidate C: That's what an E looks like (levels 1/2) Read carefully to avoid the vague comments made by this candidate. I read a lot of this in some of your practice tasks...
Examiner's Report on G322 TV Drama Unit (January 2010)
Primeval - exam text June 2010
More candidates' scripts including an A grade in this earlier post:
http://parkstvdrama.blogspot.com/2010/04/exemplar-answers.html
TV Drama: Age (see exemplar below - ADDED: Embedded video at the bottom)
Industry: Discuss the ways in which media products are produced and distributed to audiences within a media area you have studied.
June 2009 paper
TV drama: Gender
Industry: How important is technological convergence for institutions and audiences within a media area which you have studied?
January 2010 paper
TV Drama: Ethnicity (exemplar answer here - 39/50)
Industry: "Media production is dominated by global institutions and services which sell their products and services to national audiences." To what extent do you agree with this statement?
June 2010 paper
TV Drama: Gender (see video at the bottom of this post - Primeval. I also gave you 2 exemplars on this one)
Industry: What significance does the continuing development of digital media technology have for media institutions and audiences?
January 2011: Gender again - paper not available but extract from Hustle.
Candidates' reponses - Age (Monarch of the Glen) January 2010 (Find examiner's comments right at the end of each document)
Candidate A:
TV Drama: High Level 3
Script January 09 Age Level 3 4
Candidate B:
TV Drama: low level 4
Film Industry: High level 3
Script Jan 09 4 and 3
Candidate C: That's what an E looks like (levels 1/2) Read carefully to avoid the vague comments made by this candidate. I read a lot of this in some of your practice tasks...
Examiner's Report on G322 TV Drama Unit (January 2010)
Primeval - exam text June 2010
More candidates' scripts including an A grade in this earlier post:
http://parkstvdrama.blogspot.com/2010/04/exemplar-answers.html
Friday 26 April 2013
REPRESENTATION OF AGE - SKINS
Discuss the ways in which representations of age are constructed through the 4 micro-elements, paying particular attentin to Tony and his dad, in the opening scene of Skins.
Click here for Series 1 episode 1 (first 4 and a half minutes)
You could respond to the following questions instead. (Ignore question 4). Do use specific examples.
And here are the screenshots to help you focus on specific examples:
Home-Learning: Same question - Use the opening of Skins, series 3 episode 1 (watched in class). Write up your essay and hand it in as soon as possible. The episode is available from 4OD (see link on the right).
Click here for Series 1 episode 1 (first 4 and a half minutes)
You could respond to the following questions instead. (Ignore question 4). Do use specific examples.
And here are the screenshots to help you focus on specific examples:
Home-Learning: Same question - Use the opening of Skins, series 3 episode 1 (watched in class). Write up your essay and hand it in as soon as possible. The episode is available from 4OD (see link on the right).
Thursday 18 April 2013
Thursday 18.4.13 and Friday 19.4.13 - Classwork
Representation of Class and Status
Shameless series 1 episode 1
http://www.youtube.com/watch?v=a056OjNHuCw&feature=sh_e_se&list=SL
TASK 1: Write up your response to 'How does the extract construct representations of social class?' Screengrabs to add to your evidence would be very worthwhile.
TASK 2: Read and annotate the model answer.
Two level 4 answers (link is also on the right-hand side)
NOTE: The first answer's structure is to write 1 paragraph for each micro-element. The second answer splits the extract in 4 parts and considers how all 4 elements construct certain representations.
TASK 3: Make some notes on the extracts below to write up your extended answer to the question:
How do the 2 extracts construct representations of social class? Refer to the micro-elements.
OR
http://www.youtube.com/watch?v=FvYWRU2ksJE&safe=active
Shameless series 1 episode 1
http://www.youtube.com/watch?v=a056OjNHuCw&feature=sh_e_se&list=SL
TASK 1: Write up your response to 'How does the extract construct representations of social class?' Screengrabs to add to your evidence would be very worthwhile.
TASK 2: Read and annotate the model answer.
Two level 4 answers (link is also on the right-hand side)
NOTE: The first answer's structure is to write 1 paragraph for each micro-element. The second answer splits the extract in 4 parts and considers how all 4 elements construct certain representations.
TASK 3: Make some notes on the extracts below to write up your extended answer to the question:
How do the 2 extracts construct representations of social class? Refer to the micro-elements.
OR
http://www.youtube.com/watch?v=FvYWRU2ksJE&safe=active
Thursday 21 March 2013
Representation of Age and Status in this Touch of Frost extract
Due in after Easter
Discuss the ways in which the extract constructs representations of age and representations of power/status using the following:
- Camera shots, angles, movement and composition
- Editing
- Sound
- Mise-en-scene
Answer the question below, with detailed reference to specific examples from the extract.
Discuss the ways in which the extract constructs representations of age and representations of power/status using the following:
- Camera shots, angles, movement and composition
- Editing
- Sound
- Mise-en-scene
Answer the question below, with detailed reference to specific examples from the extract.
Monday 18 March 2013
Welcome to the Representation in TV Drama Blog 2013!
Here you will find all you need to be successful in Part 1 of your exam:
Analysis of Representations in an unseen extract from a TV Drama.
Set up your new blog if you haven't already done so; send me the url!
To get you started...
If you're unconvinced about the way TV editing can construct representation of people, have a look at this!
And if you really want to get ahead of the game, you MUST read these articles from MediaMag (Also start browsing through the mags at the front of the Media Pod).
Open publication - Free publishing
Open publication - Free publishing
Open publication - Free publishing
Extension for those aiming for a top grade:
Read this analysis of an episode of Sugar Rush. A* quality! (from the Media Mag)
Representations of Teens and teen sexuality in Sugar Rush
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