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; send me the url!
Monday, 27 February 2012
Monday, 16 May 2011
Good luck everyone!
Make good use of the resources here and on the film industry blog. Email me any last minute question if necessary.
:)
PS: some final thoughts on past exam texts from the OCR forums - some good points to pick up!
"One approach to both sound and editing is to look at the way in which technical elements are used to create perspective or viewpoint within a sequence - a key element of the process of representation that goes beyond the identification of 'character traits'.
By understanding how screen time, p.o.v. or reaction shots are distributed, even weaker students can see how hierarchies are established, leading to certain representations being privileged where others are marginalised.
Stronger students are able to develop this further by discussing how the audience is positioned in relation to the representations on offer .
The best answers in the June session of G322 offered some great discussion of the way in which editing frequently shifted the viewer's relationship to dominant views of gender in different scenes, for example. Another important factor is the way that the editing of the sequence grants or witholds narrative information from the audience in order to encourage identification or rejection of particular characters/representations.
As far as the Primeval sequence was concerned, I was thinking of those students who were able to build a discussion of the way in which the content/mise en scene suggest that Cutter's masculinity is undermined by being the victim of the sabre tooth attack in which he requires rescuing by Abby, while the editing of the sequence positions him squarely as the protagonist through the frequent reaction shots, the way in which he motivates the editing through his actions and the final slow-mo shot of his relieved expression, rather than cutting back to Abby who's just saved him! Not many male stars would be happy if they missed out on a triumphant close up at the end of an action sequence.
There are some obvious contrasts to be made to the final sequence of the extract, where Jenny is ostensibly the protagonist but the cutting makes it obvious that she controls situations through dialogue rather than action (arguably feminine vs masculine skills) - she motivates the shot/reverse shots, emphasising her manipulation of West. In addition, her lower status in relation to Cutter is emphasised by the fact that her last minute rescue is not signalled by a cutaway to the team arriving with guns and the fact the sequence cuts to their determined expressions rather than to her."
:)
PS: some final thoughts on past exam texts from the OCR forums - some good points to pick up!
"One approach to both sound and editing is to look at the way in which technical elements are used to create perspective or viewpoint within a sequence - a key element of the process of representation that goes beyond the identification of 'character traits'.
By understanding how screen time, p.o.v. or reaction shots are distributed, even weaker students can see how hierarchies are established, leading to certain representations being privileged where others are marginalised.
Stronger students are able to develop this further by discussing how the audience is positioned in relation to the representations on offer .
The best answers in the June session of G322 offered some great discussion of the way in which editing frequently shifted the viewer's relationship to dominant views of gender in different scenes, for example. Another important factor is the way that the editing of the sequence grants or witholds narrative information from the audience in order to encourage identification or rejection of particular characters/representations.
As far as the Primeval sequence was concerned, I was thinking of those students who were able to build a discussion of the way in which the content/mise en scene suggest that Cutter's masculinity is undermined by being the victim of the sabre tooth attack in which he requires rescuing by Abby, while the editing of the sequence positions him squarely as the protagonist through the frequent reaction shots, the way in which he motivates the editing through his actions and the final slow-mo shot of his relieved expression, rather than cutting back to Abby who's just saved him! Not many male stars would be happy if they missed out on a triumphant close up at the end of an action sequence.
There are some obvious contrasts to be made to the final sequence of the extract, where Jenny is ostensibly the protagonist but the cutting makes it obvious that she controls situations through dialogue rather than action (arguably feminine vs masculine skills) - she motivates the shot/reverse shots, emphasising her manipulation of West. In addition, her lower status in relation to Cutter is emphasised by the fact that her last minute rescue is not signalled by a cutaway to the team arriving with guns and the fact the sequence cuts to their determined expressions rather than to her."
Sunday, 15 May 2011
Practice writing about representation of disability
Have a last practice! How would you tackle the way disability is represented in these extracts?
Secret Diary of A Call Girl extract
Secret Diary of A Call Girl extract
Exam tips and videos of past exams
Pete Fraser has just posted on his blog. He has kindly included embedded videos, including the Monarch of the Glen one (on Age) and others.
Read it here:
http://petesmediablog.blogspot.com/2011/05/as-media-studies-exam-tips.html
UPDATE: In his advice on question B (Institutions and Audiences), the term "Exchange" is used. If you are unsure what it means, go check the Film industry blog now. I am posting a definition/clarification. I have read that some teachers and students are unsure about it...
http://asmediainstitutionsandaudiences.blogspot.com/2011/05/clarification-of-exchange.html
Read it here:
http://petesmediablog.blogspot.com/2011/05/as-media-studies-exam-tips.html
UPDATE: In his advice on question B (Institutions and Audiences), the term "Exchange" is used. If you are unsure what it means, go check the Film industry blog now. I am posting a definition/clarification. I have read that some teachers and students are unsure about it...
http://asmediainstitutionsandaudiences.blogspot.com/2011/05/clarification-of-exchange.html
Past papers and candidates' scripts on Age
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
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