Examination Technique One

Writing in-role

To achieve the top levels in the exam, you need to respond to the brief in-role. This means pretending that you are pitching for a real job in the media. Using the wording from the brief will help you with this - and remember the original brief will be in the exam paper you are given. Try these sentence starters to help you:

• Firstly, thank you for taking the time to consider my pitch for the launch of …

• I am excited about this opportunity to use my passion for (SELECTED GENRE) and contribute to this unique new venture…

• I’d like to tell you about the ways that I will provide independent and informed comment on all that is trending in the (SELECTED GENRE) scene…

• After conducting extensive focus groups and market research I have decided to include the following sections and content…

• Like (EXISTING COMPANY), I believe it is important for the (SELECTED PRODUCT) to create opportunities to connect with the Media and I believe that my product will do this by…

• My product will provide opportunities for creative talent from all over the country to be seen and heard. My product will support (name of the company) by…

Controlled Assignment Three - Evaluation guidance

Assignment Three - Evaluation guidance

Evaluate your poster advert and marketing campaign production

Word count: 800 words (10 marks)

Optional essay plan

You may find the following useful. However, you do not have to follow it exactly and will be credited for alternative or original responses that are convincing and highly effective.

Introduction (100 words)

• Introduce your brief and who you worked with (if applicable).
• Give a brief introduction to your product: what is it about? What other products were you inspired by or did you watch as part of your research? Where would your product be shown? How does your product suit the style and audience of the institution?

Target audience (100 words)

• Outline your target audience (using detailed audience demographics: gender, age, social class, education or employment etc.)
• What Psychographic or Youth Facts groups (Armchair Rebels, Free Sprits etc.) do your target audience belong to? Why did you choose these in particular?

Close textual analysis of production (300 words)

• How does your campaign meet the key conventions of poster campaign for teenagers?
• Choose three or four key design decisions from your posters and complete a detailed textual analysis justifying your creative decisions and explaining what the camerawork, or mise-en-scene communicate to the audience.
• Explore the strengths and weaknesses of the key moments you have analysed and how you could have made the production more professional.

Representation (100 words)

• What representation of young people did you create in your production work? Was it a stereotypically negative representation of teenagers? (E.g. violent, involved in bad behaviour or crime etc.)
• Did you try to create a certain representation of young people? (E.g. positive, negative, shocking etc.) How would your target audience respond to your representation of young people?
• Did you create particular representations of any other groups in your production? (Men, women, age, race or ethnicity etc.)

Regulation and control (100 words)

• How did you make sure your project would be suitable for the target audience? (Mention the ASA or quote from their regulations).
• How did you use your knowledge of ASA to ensure your product didn’t cause offense or use false advertising? Was there anything you decided to leave out for these reasons?

Overall effectiveness/conclusion (100 words)

• How effective was your production overall?
• What were the strengths and weaknesses of your project as a whole?
• Did you meet your brief?

Mark scheme:

• Level 6 (9-10 marks)

They evaluate their products making cogent and critical connections between the experience of carrying out the production and all the key concepts. Evaluation responses are communicated using accurate spelling, punctuation and grammar.

KEYWORDS and CONCEPTS to use in your Evaluation:

Genre: hybrid, sub-genre etc.

Representation: of people/places/events; stereotypes, negative/positive representations.

Connotation: of colour, fonts, logos, institutional name and graphic, mise-en-scene, camera shots, etc.

Mise-en-scene: use of costume, lighting, actors, makeup, props, setting, (and what all these tell us about the characters/narrative).

Iconography: how does your poster use the iconography associated with the product (e.g. character types - model/celebrity endorsement?, setting, props etc.)?

Institution: Who produces the product? What expectations will the audience have as a result? How will the product attract a teen (or possibly wider) audience?

Target Audience and demographics: age, gender, social class (and how you know), audience theory (uses and gratifications).

Regulation and Control: ASA, offensive content, protecting young people, false advertising.

Tagline/Slogan: how are the titles and/or taglines used to anchor meaning and help you understand what the product is all about?

Useful phrases to use when analysing or evaluating:

• This tells the audience...
• This could signify...
• A possible interpretation of this is...
• The audience could infer that...
• This shows the audience...
• The objective of this shot was…
• This suggests to the audience...
• From this, the audience will understand that...
• This connotes...
• This is significant because...
• This creates...
• This emphasises...

Controlled Assignment Three - existing product research task

Existing product research

For your existing product research, you need to complete the following:

Research a minimum of five different poster advertisements for your selected genre of product (aimed at a teenage audience).

For each poster, you need to focus your research and analysis on a particular area:

• Poster 1: NCIS analysis
• Poster 2: Camerawork and mise-en-scene analysis
• Poster 3: Target audience analysis
• Poster 4: Representation of young people analysis
• Poster 5: General/combination of the above

Remember: your research is individual. 

Controlled Assignment Three - Initial Research

Assignment Three - initial tasks

You should now have a good idea about who you working with for Assignment Three and what kind of advertising and marketing campaign you plan to make. 

The first stage of the project is Research and Planning and is worth 15 marks. You'll need to complete the following over the next two weeks:

- Research into similar products (annotated screengrabs from existing advertisements and how they are aimed at teenagers)
- Research into your target audience, which must include audience research (interviews, focus groups or questionnaires)
- Clear organisation of project schedule and mise-en-scene: casting, costumes, props, lighting and locations.
- Clear drafting: script, storyboard and shot list.
- Note: Research and planning is entirely individual and no more than 12 pages of research and planning can be submitted.

Initial tasks

Task 1: Start your production log
This will help you keep a record of all the work you have completed. Your first log needs to cover the following:

1. What your initial thoughts are about the brief: what kind of advertisements do you plan to make to help the promotion of your product?
2. Who you plan to work with? In terms of model or brand development?
3. What you hope to achieve in this assignment?

Task 2: Planning your planning

Make a list of all the research and planning work you need to do for your project. Remember: this is individual. Example:

1. Research existing campaigns to see how they are successful with a potential audience - what is their USP?
2. Decide on target audience and design audience profile
3. Design and use audience research questionnaires
4. Write pitch - outline your ideas for each individual advertisement (remember you have to create three different posters in your campaign to show how you will attract a wider target audience). What size and layout will each advertisement be and why? How does it showcase off your product?

Task 3: Project schedule

Produce a project schedule for the next seven weeks. You need to be organised and make sure you complete every part of the project: Research & planning, filming, editing and evaluation. The Excel spreadsheet template is on the Shared Documents Area in Media Studies > Shared documents.

CA2 - Institutional Information Research

Example Institutional Information (for Analytical Task)

1. Research your film’s production company (i.e Warner Brothers, Paramount etc)

2. Explain how the institution has an impact on the promotion of your film (genre, budget, stars, etc)

Example paragraphs:

Shutter Island was produced by Paramount Pictures (they also produced The Lovely Bones, Iron Man 2, How To Train Your Dragon, Paranormal Activity). Paramount Pictures are part of a larger conglomerate called the Paramount Motion Pictures Group (World’s oldest film studio and a subsidiary of Viacom). They are a mainstream company appealing to the mass public with popular genres, well-known stars and big budgets.

Paramount Pictures promoted Shutter Island mainly through posters, trailers and the website. However the biggest reason for its success has been linked to its TV advertising campaign. Trailers we shown during the US Super Bowl and the Winter Olympics. The exposure the movie got with its advertising campaign during the popular Winter Olympics broadcasts was, according to The New York Times, a big reason for its success at the box-office in its opening weekend.

Controlled Assignment Two - Analytical Element Advice

Assignment 2: Analytical task guidance

Analytical task: Compare the impact and effectiveness of two promotional methods used by one film.

Word count: 1,000 (Min)-1,200 (Max) words (20 marks)

Optional essay plan
You may find the following useful. However, you do not have to follow it exactly and will be credited for alternative or original responses that are convincing and highly effective.

Introduction (50 words)

• Introduce the question and how it will be answered.
• Explain what film you have chosen and briefly describe the poster and trailer. 
• Provide some institutional background to the film (you will need to research this on imdb.co.uk)

Institutional information/background information (150 words)

• What companies/films studios created and distributed the film?
• Who directed/acted in/produced the film? 
• What genre does your film belong to?

Close textual analysis of film poster (250 words)

• Analyse the film poster in detail, writing about the key conventions and explaining why they are effective.
• What is the film’s unique selling point (USP)? 
• How does the poster make the most of the film’s USP?

Close textual analysis of film trailer(250 words)

• What institutional information appears in the trailer and when?
• Choose a few key scenes or ‘rich moments’ from the trailer and write a detailed analysis of why the trailer is effective and what impact it has on the audience.
• Use the media theories we have learned, e.g. Barthes’s enigma and action codes; Todorov’s equilibrium etc. 
• Compare the similarities and differences between the trailer and the poster – what remains consistent between the two? What differences can you find – and why are they different?
• What examples of synergy can you find (links between different media texts)

Representation (250 words)

• Write a paragraph (or two) discussing the representation of different people, places or groups in the trailer and poster (e.g. representation of women, men, race or ethnicity, a country or place etc.) 

Overall effectiveness (150 words)

• How effective was the film promotion you have chosen? 
• Use financial figures from your research (box office takings, opening weekend, box office against original budget etc.) to evaluate how successful the film promotion was.

Personal response/conclusion (100 words)

• How effective do you feel the film promotion is? Which is more successful: the poster or the trailer – or do they complement one another?

Mark scheme:

Level 6 (17–20 marks)
Candidates produce convincing and effective analyses of media texts. Media terminology is used extensively and effectively. The nature and impact of media representation is explored convincingly. There is a convincing and clear understanding and appreciation of institutional aspects of media production. Responses, including the explanation, are cogent and well structured with precise and accurate use of language and arguments clearly supported by evidence.

Controlled Assignment Two - Practical Element Advice

Practical Element - Assignment Two: Checklist Update

1) Research and planning: find five film posters and five trailers for five different films and post them to your blog. Write an analysis to go with each one outlining the genre of the film, the key conventions of the poster/trailer and any interesting additional information such as the representation of people or places in the poster/trailer.

2) Brainstorm possible film ideas for your original film idea. Plan the following:

• Genre
• Title
• Narrative
• Characters/actors (advise not using major stars)

3) Write a film pitch for your original film idea.

Film pitch guidance
You need to create a sales pitch for an imaginary film of approximately 150 words. The pitch should be no longer than 150 words and begin with a ‘log line’. 

The pitch will include:

• A ‘log line’ (a one sentence summary of the film's narrative)
• brief reference to your film's genre
• brief reference to at least one similar film
• brief reference to the target audience for your film
• indication of main characters
• brief summary of narrative (what happens in the story)

Websites to help you:
scripthollywood: Hollywood script writing and film pitching 
BBC Writer’s Room: guidance for planning and writing creatively for TV and film

4) Plan your photoshoot for your film poster:

• Who will be in it?
• What location will you use?
• What costume and make-up is required?
• What type of shots are you planning?

5) Carry out your photoshoot, capture the images then design your film poster using Photoshop.

6) Plan your storyboard for your film trailer:

• Camera shots and transitions (remember: plenty of close-ups and fast-paced editing)
• The on-screen text you will include (e.g. release date)
• How your main characters will be introduced
• Script any dialogue in the trailer 
• The different locations your trailer will feature

7) Draw your storyboard on the official AQA storyboard sheets

8) Choose one of the five films you researched to be the film you will analyse in your 1,000 essay. Make sure there is enough for you to analyse.

9) Research the institutions behind the film (film studio, distributor etc.) and post what you find on your blog.

10) Analyse the representation of people, places, events or ideas in your chosen film and post your analysis on your blog.

Extension Activity Two

Extension Activity Two

You need to write an analysis of a film trailer - just like last week's homework - but this time you need to focus on the representation of people, places or groups in the trailer. Make sure you embed the trailer from YouTube and use the key word 'stereotypes' in your analysis. Here's an example for Die Hard 4.0...

A variety of people, places and groups are represented in this trailer. Unusually, the trailer subverts the stereotype of a villain by having the enemy as an American. Often, the villain in an action or action adventure film is foreign. This is largely off-set by the representation of Bruce Willis as a stereotypical white, American patriotic male. He shows key characteristics - bravery, strength, intelligence and a desire to save lives and protect other Americans - that we would expect from the action adventure genre.

The representation of women is less positive and very stereotypical for an action film. The only female characters of note are a woman in one early scene in the trailer who is stereotypically beautiful and wearing tight clothing - exactly what you would expect for a genre aimed primarily at a male audience. The more significant female character is Bruce Willis's daughter who is represented as a classic 'damsel in distress' and requires men to save her.

There is also a stereotypical representation of young people in the trailer. Younger characters are linked to technology and gadgetry and indeed the very last scene of the trailer mocks the younger characters for this ability ("It's not a command centre - it's a basement"). This is in keeping with the stereotype that young people are comfortable with technology and quite 'geeky' and that older people - particularly those who are strong and brave - are the real heroes.

Controlled Assignment 1: Print - Analytical task guidance

Assignment 1: Print

Analytical task: Analyse the cover pages of two popular magazines. How do the covers appeal to their audiences?

Pages 1&2
Write a short paragraph introducing the popular magazine you are analysing and outlining its target audience (if you can find the target audience by researching online this is even better).

You then need to annotate the magazine cover, picking four or five key aspects that target that specific audience (use the 12 key conventions of magazine covers to help you). Remember to use media language throughout and make sure you are ANALYSING rather than just describing. 

Page 3
Your third page should analyse your own magazine cover. First, write a paragraph explaining how your research, planning and sketching helped you produce the final mock-up on Photoshop. Next, explain your target audience in detail (use your notes from the audience demographics lesson to help you).

Then, annotate your magazine, picking four or five key aspects that target your specific audience.

Remember:

D = Denotation = What you can see
C = Connotation = What it means
A = Analysis = WHY it is produced in that way and the EFFECT on the reader/audience

Extension Activity One - Camerawork research task

Camerawork research task

Some of the key knowledge you'll need as you work through GCSE Media involves the 'language' of film and TV. That means how the meanings that we see on our screens are created by directors. Even though you've only just started studying Media, you're already an incredibly advanced consumer of moving image media and will understand a huge amount about the different meanings certain shots or transitions hold. You don't need a media teacher to tell you that a fade to black in a film probably means the passing of time, for example.

Today, we're going to start with camerawork. That means learning the different camera shots, movement and  - if you have time - transitions. Complete the following tasks on your blog:

1) Research the following camera shots: establishing shot, long shot, medium shot, medium close-up, close-up, extreme close-up, over-the-shoulder shot, high-angle shot, low-angle shot. For each one, find a definition or description (or, even better, an image to illustrate).

2) Research a variety of examples of camera movement. Here's a clue: one example is a tracking shot. How many other styles of camera movement can you find? Make sure you also include definitions.

3) A transition refers to editing - something we'll cover in detail another day. But you could research a few different styles of transition: the cut, dissolve or wipe, for example. Again, make sure you also include a definition.

You may feel the urge to cut and paste your responses but I'd strongly advise you to type it out - you'll be much more likely to remember it!

Good luck - and let's hope your final pieces are really showing what fantastic media students we are...

Key Media Concepts

Key Concepts Reviewed

Representation

• The people who consume media products
• How does the media influence its audience? Who holds the power?
• How is an audience targeted? What do the audience enjoy or learn from the media product?
• Audience research: who exactly is buying our product?

Audience

• The people who consume media products
• How does the media influence its audience? Who holds the power?
• How is an audience targeted? What do the audience enjoy or learn from the media product?
• Audience research: who exactly is buying our product?

Conventions

• This means the expectations of the audience and what they want from a media product
• What layout or presentation is expected from a product for an audience?
• How have the company promoted the product?
• What conventions (key elements) have been used in the final design and why?
• What expectations does the audience have from this product and why?

Institution

• The companies or organisations behind the media
• Most aspects of the media are a commodity: something that is bought and sold. There is competition and a demand for profit.
• Huge institutions are called multinationals e.g. News International
• Smaller institutions can include media texts we create ourselves (blogs etc.)

Narrative

• The Language of Media Studies
• How we ‘read’ media texts
• Recognising the codes and conventions of media texts
• Key media terms e.g. genre… denotation… connotation… narrative… 

Genre

• Genre means a type or category for a product, this makes it easier to sell the product to a wider audience
• Has the product used a specific genre? If so, what are the signs that a genre has been used and how does this attract an audience?
• Is the product a hybrid and if so how does that change the target audience?

Welcome Year 10 Media Students 2016/2017

My name is Miss Mayhew, I'm the new Head of Media here at BCHS and I'm very much looking forward to working with you on some brilliant projects over the next year. 

With 75% of GCSE students achieving their expected or well above grades from the Summer 2016 results, Media Studies is up from 39% and has nearly doubled in the last six months I have been at the school. 

In this academic year you will be focusing on completing your controlled assessment one - magazines and understanding the film industry for your next controlled assessment. 

Remember throughout this coursework the more original images you can use in the production elements the more creativity and flair you can demonstrate. 

Your examination board for Media Studies is AQA. On the website you can find the current specification (for certification from June 2014 onwards) available to review the assessment criteria and expectations of literacy elements. 

If you've got any questions about Media, or any concerns about the subject or what the course involves, please come and see me at any time. You'll usually find me in 212 (Media Suite) or the Trojan House office.

Let the outstanding media work begin!

Miss Mayhew
September 2016

Welcome Year 9 Media Studies 2016/2017

Media is a ‘learn by doing’ subject, and you compare your own experiences with what the ‘professionals’ go through. Most of our production in school is done digitally (i.e. using computers) and we have the latest software and equipment to help with this. 

Media Studies can be taken as a GCSE, AS or A-level course and many students go on to study it at university. Success in this subject comes from a combination of creativity and understanding. It is a unique combination of practical and theoretical learning, which, although it can be hard work and very time consuming, is always rewarding. It’s also a lot of fun - what other subject deals with your favourite movies, magazines and TV shows? 

Why is it so important? 
In the 21st century, communications are becoming faster and faster and faster. Think of the millions of different media images you are bombarded with every day. It is as important now to be able to read and make sense of those images, as it has been to be able to read ordinary text. If you do not know how to read the messages coming at you from TV, the Internet, advertising etc, then you may become very lost in the modern world. You also need to have a good idea of how those messages are made, and who is making them, so that you may quickly become aware if someone (or some corporation!) is trying to manipulate your thoughts and feelings. 

Media Studies is also about appreciating the skill and creativity which goes into the production of media texts. Just as analysing the different techniques used in the creation of a poem or novel helps you appreciate the talent of the writer, so does learning about media techniques help you appreciate value the skill with words and pictures that the creators of a media text must possess. 

Media Studies deals with the very latest ideas, although you need to have some understanding of the history of media (particularly how new technological developments have changed things). However, the focus of your studies is what is happening right now, buzzing round the airwaves of the globe. 

Homework due Wednesday 10th September

Media Consumption Diary 
Keep a daily blog of your contact with media products over a three day period. Be sure to record both… 

1. The media products you choose to use (TV shows, CDs, computer programmes) 
2. The media products you see and hear around you by chance (billboard advertising, magazines, music in shops, and media in the classroom!) 

After three days, how much time have you spent consuming media products? What does this reveal about you? Are there any media platforms you should consume more (i.e. listen to more talk radio)?

What is meant by the Media? 
‘The media’ refers to the different channels we use to communicate information in the everyday world. ‘Media’ is the plural of medium (of communication), and the main media are 

• Television 
• Magazines 
• Film 
• Radio 
• Advertising 
• Pop Music 
• Newspapers
• Internet 

What is Media Studies? 
Media Studies involves the close analysis of the images, sounds and text that we experience via the media. It is the study of individual media texts (such as movies, TV shows, magazines, websites) and 

• Who made them (institution)?
• How they were made (process)? 
• Why they were made (purpose)? 
• Who they were made for (audience)? 
• What rules were followed when making them (conventions and genre)? 

As well as essays, research, and reports, Media Studies also involves practical work, where you learn the techniques involved for the production of your own media text. Students at BCHS have recently produced pop videos, TV and radio commercials, magazine advertisements, computer animation, film trailers and posters.