Opposition - When an audience reads a text in the opposite way that the media intended it to.
Negotiated Reading - When an audience is allowed to bring their son experiences alongside the media’s intention (when it is left more for you to decide what you think) different audiences will mean different readings.
Preferred Reading - When an audience reads a text in the way that the media intended it to.
Stereotypes are mostly negatively portrayed by the media.
Hegemonic power - Dominant groups in society controlling those with less power
AO1: Demonstrate knowledge and
understanding of the theoretical framework of media and contexts of media and
their influence
AO2 Apply knowledge and understanding of
the theoretical framework of media to:
Analise media products/Evaluate
academic theories/ Make judgments and draw conclusions
Level
3
57+
A/B
·A comprehensive response to the set question
·Comprehensive and
accurate knowledge and understanding
·Convincing, perceptive and accurate analysis
·Convincing, perceptive and accurate evaluation
·Highly developed and accomplished judgments
and conclusions
The
response demonstrates a highly developed and detailed line of reasoning which
is coherent and logically structured. The information presented is entirely
relevant and substantiated.
Level
2
40-56
C/D
·An adequate response to the set question
·Adequate and generally accurate knowledge and understanding
·Adequate and generally successful analysis
·Adequate and
generally successful evaluation
·Adequate and
generally well-reasoned judgements and conclusions
The
response demonstrates a line of reasoning with some structure. The
information presented is in the most part relevant and supported by some
evidence.
Level
1
Up
to 40
D/U
·A minimal response to the set question
·Minimal application of knowledge and understanding
·Analysis is minimal
and/or largely descriptive and may not be relevant
·Evaluation is
minimal or brief, and is likely to be largely descriptive
·Judgments and
conclusions, if present, are minimal with limited support
·
Information
presented is basic and may be ambiguous or unstructured. The information is
supported by limited evidence.
Identify a strength or strengths in your
assessment:
What are the areas you need to improve?
Next time I need to read the question
properly in order to answer the question correctly.
Question1 - Deutschland ’83
The left side of the spy drama advert
presented:
Communist leaders
No capitalism
Aggressive graffiti
Red communist flag
Fist symbolizes revolution
Barbed wire and prison building in the
background
Berlin wall separating families
Politics in history
The East
The right side of the spy drama advert
presented:
Capitalism
Fruit choice symbolises trade
Wealth/freshness of fruit
Video games 1980s
‘rock and roll’ symbol – shows the music
variety
Kites represents the freedom
Love – couple kissing – romance
The West
Question 2
Audience – Sunday 3rd January
9pm
The TV programme will be available for
viewing at 9pm for the reason that after this time, there are adult themes –
including sexual themes, offensive language or graphic scenes. Sunday is a
school night therefore children are unlikely to be awake or watching the spy
drama. The targeted audience is boys due to the fact he main character is a
boy. Therefore, teenagers and young adults will watch the programme. Those
who are interested in history or politics would also be the targeted
audience.
Question 3
Messages shared through both sides
Two sides contrasting views
Question 4
Genre theory – Steve Neale
Remember DISTINCT
Genre – repeating themes
Question 5
Agree/disagree?
TV/Radio = Ofcom – complaints can be sent to
Ofcom
Video Games = Pegi
Film = BBFC – hard to control
News = IPSO
Advertisement = ASA
What do you need to focus on for your next
assessment?
The things above show the right answers to each of the questions and the improvements i need to focus on; such as Industry and the theorists.
The Questions:
LANGUAGE
With
reference to the TV drama poster, answer questions 1-3
Q1: How is media language used to create meaning?
With reference to Media Language
– Camera, Mise En Scene, Denotation, Connotation, Layout, Colour, Text
Q2. Who is the target audience and how do you know?
Q3. What are the various readings and interpretations of the advert?
(40)
GENRE
Q4:
What is genre? How does the theorist Steve Neale define genre? What codes and conventions are used to
identify genre?
Give examples of media texts to support your answer.
(25)
INDUSTRY
Q5. With reference to the industry you have researched and presented:
·How far do you agree with Curran and Seaton's ideas that media
concentration generally limits or inhibits variety, creativity
and quality?
·How have advances in technology
affected the distribution and consumption of the media products?
·How is the media industry you have
studied regulated and are there any areas which you think may be hard to
enforce?
(35)
MARK SCHEME
Questions 1-3 Media
Language (40)
(Comprehensive 28-40,
Adequate 18-27, Minimal 1-17, 0 No response or no response worthy of credit)
·Comprehensive, detailed and accurate application
of knowledge and understanding of
Media language to analyse source A.
·Explaining how the media language fits these
conventions, mise en scene to include layout, typography
·Convincing, perceptive and accurate analysis of
representations in Source A, which consistently provides logical connections
and a good line of reasoning.
·Reference to Source is detailed and accurate.
·Target audience defined by main character,
themes, title of programme, genre, channel 4, Sunday night at 9pm (school
night). Sponsored by Lexus.
(Comprehensive 17-25,
Adequate 10-16, Minimal 1-9, 0 No response or no response worthy of credit)
·Precise and relevant reference to Steve Neale’s
genre theory – repetition and difference / hybrid
·Comprehensive, detailed and accurate application
of knowledge and understanding with media examples of codes and convention of
genre (ie. DISTINCT)
Question 5 Industry
(35)
(Comprehensive 22-35,
Adequate 11-21, Minimal 1-10, 0 No response or no response worthy of credit)
·A comprehensive response to the set question.
·A comprehensive and accurate knowledge and
understanding of the industry studied
·Answer is supported by detailed and accurate
reference to Curran and Seaton.
·Clear and precise and balanced explanation of
the impact of digitally convergent media platforms on production, distribution
and consumption
Cameras, editing techniques, special
effects, marketing tricks online, clever campaigns that go viral, cinemas 3D,
super screen, IMAX, 4D, screen X for film for eg
Podcasts, social media, interactive
websites, comments etc
·Answer is supported by generally accurate
reference to the regulation of industry studied.
1) What was the task you were given and who was your target audience? As the audience wasn't typical of the product how did you manage to sell it? What was the name of your brand? We had to create an engaging advert that is aimed at the younger generation and anyone who is facing bullying or abuse in school environments, and are scared to speak out. The overall message is to help those there are scared of speaking out - to reassure them hat they aren't alone and there are others in the same position. We wanted to show a sense of realism and teen lifestyle examples. So based our charity advert on 'Childline' and the clips shown in the advert display the hurtful name calling words bullies have said to them (and they have been labelled with). Words such as 'loser', 'ugly' and 'fat' are written in a pen ink up the children's arms and neck. The characters have been affected by the abuse they've been given and are starting to believe it themselves. Illustrated are the contact details, in order to show a support team that can be offered for the teens that need help. The advert will be plastered on Tv, in-between programmes that are likely to be watched by the younger generation. The trusted volunteer work is branded as the 'Teen's Trust' - alongside the letters "AJEL" - the initials of each of our names: Anjelica, Jonah, Ella and Louis. 2) Who did you work with and how did you divide the research, planning, filming and responsibilities? As suggested on the instructions we divided the roles individually but together planned how the advert was going to be presented. We worked to our strengths, which is how we named the responsibilities against the members in the group. Jonah edited the film clips and inserted them into 'premier pro' in order to craft the advert. Anjelica featured in the advert alongside Louis to show the kinds of people who were victimized. Louis and Jonah took it in turns to film the action. I was the blogger. For me this meant planning the storyboard of scenes - what was going to be included and the overall message of the advert and charity. My role was to research three similar topics of charity adverts and to analyze the language, audience and representation of them. 3) How did you plan your sequence? When planning the sequence, we randomly filmed the actors in different settings to show the effects - such as the words written on their body. We used the lockers, the corridor, classrooms and stairwell to use as a setting. Using a basic storyline of two teenagers in school and the effects of the abuse, it is clear to the audience the kind of things that people are called and how people deal with the bullying. For example, people think they are alone originally and they become introverted. Then they start to realize that there are other people going through similar things and that by reaching out to someone - or asking for help - that there is someone there that can listen and support you. Ensuring we used a variety of camera shots to build the suspense that engages the audience into watching more. The close up shots show the actors emotions and the long shots emphasize them feeling alone. 4) What research and planning did you undertake? As the blogger, I undertook research of three similar adverts. I decided to choose 'Save the Children' campaign, 'Childline' and John Lewis' Christmas advert. As a group, we looked at how the adverts displayed different emotions and the language used to influence the viewer. Using controlled silences helps to create the dramatic scenes. The key things within the adverts were how the producer would portray the language audience and representation. 5) What was your initial feedback? What did others say about your production? How successful was your sequence? The initial feedback was positive and people said that it made them feel sorry for the teens in the advert - which was the overall aim. It needed to be relatable, using real life examples, to show that after watching the advert and seeing support the charity are offering - people will contact them. Feedback we received stated that it was clear and the camera shots were effective. 6) Identify what went well and with hindsight what you do to improve/do differently. In my opinion, the shots filmed were effective and clear, with a good message streaming throughout. If we were to re-do our sequence, I would have suggested we included a more descriptive voice-over on the footage. Or filmed more scenes of the characters with more hurtful words and feelings displayed on a whiteboard or over their body. 7) What have you learnt from completing this task (groups skills, communication, compromise, using your initiative, creative input, production skills, editing etc) Working as a part of a team produced difficulty, ensuring ideas are compromised, what looks good and doesn't. However, our group worked well as a team with good communication skills when using visions for what we wanted the charity advert to stand for. Together we used our initiative and creativity to make an advert that was engaging and portrayed bullying as well as something that would be remembered by the audience. I have learnt that the different settings can make the advert more interesting. And the more practise of editing the better it is to use the software - which I was finding easier. 8) Looking ahead, how will this learning be significant when completing your future productions? This task will make the learning more significant because we were able to experiment with different ideas and filmed different shots, followed by the editing which enabled us to put everything together. I will be more confident in participating in the group activities, because working as a part of a team makes me feel more comfortable - knowing there are more ideas and skills that can improve our product as a whole.
What is an advert?
An advert is an announcement online, in a newspaper, TV, a poster about something such as a product, event or job. We use advertisement in order to address audiences on different topics.
Three similar examples of charity adverts;
- Child-line
- John Lewis Christmas advert (for age)
- Save the Children
Child-line
Audience - Child-line is a well-known advert used to target the younger generation, in order to give them confidence to speak out about mental illnesses or abuse aimed at them or people they know. The organization is a non-profit company whose main purpose is the development of society and ensuring people feel safe and protected - as their own rights. 'Child', being the key word, clearly shows that it is targeted at the younger generation.
Language - The advert uses persuasive language to present the genre and what is being talked about. The bullying and affects of abuse are being shown through the tone of voice, setting the tone for the audience to watch. There are topics used in the advert that would be controversial such as the stereotypes of backgrounds, gender, looks, race or religion. The main purpose is to address discrimination and how people can be separated for the wrong reasons.
Representation - Teenage school pupils are being used to present the feelings of children who need help. By doing this, it shows the audience that there are people out there in society who are similar to those watching the advert; and that by reaching out to 'Child-line', you can receive voluntary help from people with their best interests to help you.
John Lewis - "The man on the moon"
Audience - John Lewis want to engage the audiences' senses and emotions, placing themselves in the spirit of Christmas, as the season is starting. It is for a wide selected audience and wants to engage people in feeling sorry for the old man who's on the moon on his own. This will make the audience feel sorry for him and therefore go to John Lewis.
Language - "half the world away" is speaking literally when it is showing the man being on the moon and the young girl being on earth at home, looking through her bedroom window through a telescope. The balloons, presents and Christmas tree that is used as props in the advert shows that John Lewis provides a variety and these objects all symbolize Christmas and love - the aim being that love is everywhere. It is very contagious and encouraging. The soft music is easy to listen to, fits with the theme. the camera shots vary; extra long shot to show the lonely man on the moon (isolated from society), extreme close up of the girls face when she is happy she has cared for the man. You can see the eyes as a close up. the girl is happy and the man is crying from joy.
Representation - Presented in the advert is an old man and a young girl. Old people have connotations of being sweet and innocent. Sometimes people do community or volunteer work to help old people, so the fact that the old man is sat on his own and doesn't his wife, shows an empathizing screen. the young girl is reaching out to the old man which draws on the viewer's heart strings. The overall message is to say that everyone is loved and that we should show people the love with have for each other.
Save the Children - One Child
Audience - Save the Children use their charity to inspire people with the positive work done, whilst also connecting the audience to the stories of children left behind. They wanted to reach those people who were prepared to help them give aid to the most vulnerable children. The rhetorical questions are used to get the audiences' attention - they want people to see the pain that the children are put through and to question what they can do to help.
Language - persuasive language and graphic images are displayed to show the pain the children are facing. Included in the advert are skinny African babies crying and in pain which isn't nice to see as a viewer, but the thought of not helping makes the viewer feel bad. There is slow soft music and close up images suggest the intensity.
Representation - the African children are being represented in their homes or with parents with limited food and shelter. They are helpless and are not shown to be as fortunate as people in England.
Abused, Juniors, League, Entrustment
Abused, juniours, league and entrustment stands for the children and teens that are abused
mentally and physically as a result of bullying at school. The charity is a trusted volunteered company that supports and addresses the problems people are facing. Providing confidence to those that feel they don't have a voice to speak out against the bullies; contact details and services are offered in the duration of the advert.
This is the teen trust logo.
AJEL - The reason behind using these letters as the title is that AJEL are the beginning letters of the members of the group... Anjelica, Jonah, Ella and Louis.
Job roles:
Anjelica - actor
Jonah - editor and camera work
Louis - actor and camera work
Ella - blogger
Storyboard/Plan:
> Soft music in the background throughout the advert alongside text talking about the charity 'teen trust'
Scenes (Chronological):
1 - Empty drama studio (dark)
2 - Empty classroom (dark)
3 - Empty playground (dark)
4 - Louis walking through link corridor. Shows writing on arms.
5 - Louis sitting on ground outside against wall.
6 - Shot of Louis walking into class slow motion. Group of 3 people staring in background.
> Louis walks through the corridor with 'loser' and 'ugly' written up his arms
> Anjelica shouts at Louis calling him names and walking away
> Anjelica and Louis 'loser' clip. They are standing next to each saying the word at the same time
> Louis is sitting in the dark, with a shadow behind his head and someone is holding his hand. Text overlapping this clip says 'there are other people like him too...'
> Fat written on Anjelica's neck and Louis can see he isn't the only one
> Wipes 'UGLY' off of arm, but it has stained. Written over the clip 'words stain'
> 'I'm Sorry' clip in slow motion - a tissue being dropped in the bin... written over the clip 'we need to acknowledge people around us. It doesn't hurt to be kind
Todorov's narrative theory suggests that all narratives follow a three part structure where they begin with equilibrium, where everything is balanced, progress as something comes along to disrupt that equilibrium, and finally reach a resolution, when equilibrium is restored.
We created and edited a video to engage students in learning theories in media. Written on whiteboards are the different parts of the narrative theory which enables the audience to visually see what is being talked about. The voice-over will describe the narrative theory with a short clip showing an example.
In the video that I uploaded onto Youtube, the storyline:
- The main boy is having a good day and he is happy
- Water is thrown on him, making him sad
- Then he is thrown across the lockers - After, the bully comes to make things better again and apologise - The boy understands and is equilibrium is returned
Examples of organisations include: BBC, Disney, New Corp, Nintendo, Marvel, The Guardian. Media texts can be used to inform, entertain, or promote or products. Audiences can consume media texts in many different formats on a range of platforms.
Traditional media:
- Computer games
- Newspapers
- Music
- Magazines and comics
- Film
- Television
- Advertisement
- Radio
New media is on-demand content that is accessed through the internet using digital devices, including personal computers/smartphones. Media interacts with the audiences' engagement and feedback. Audiences are able to use one platform to display varies types of media.
For instance, on a smartphone, tablet, or laptop you can listen to the radio or download music, watch videos, read newspapers or magazine articles and communicate over social media. popular social media sites include Twitter and Facebook, which drives people to share information and other forms of media online.
Media industry marketing and promotion:
Celebrity endorsement - actor interviews on chat shows just before a film releases.
cross-media campaigns - advertising films on television, radio and the internet.
market research of audience likes and dislikes through surveys and consumer reviews.
Competitive strategies - X-Factor, for example is scheduled at a different time to The Voice - in order to reach maximum viewers.
Media texts such as Hollywood films or tabloid newspapers are aimed at a mass market audience.
Whereas, newspapers such as the Guardian would target a specific niche audience.
Media regulation: U, PG, 12A, 12, 15, 18, R18
The film ratings are used by the BBFC.
Media producers are always looking for ways to grab our attention and every try and influence the way in which we live our lives.
Curran and Seaton theory - power and media industries
- this is the idea that the media is controlled by a small number of companies, driven by the logic of profit and power.
Who owns the media?
Comcast
Walt disney
CBS
Viacom
21st Century Fox
Time Warner
UK Media
newspapers
news corp
amg:media
trinity mirror
N&S
telegraph
independence
guardian
BBC acts as a counterweight public service broadcaster = PSB
The BBC doesn't rely on advertising. However, faces cuts and other media competition such as SKY.
