Dirt sheet 7

DIRT Marksheet 7 – H409 Music Videos Artist representations in mv’s

Name:                                      Date:

AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence

Assessment Objectives AO1: 1a 1b – Demonstrate knowledge and understanding of the theoretical framework of media.

AO1 Total: 10 marks.

The content below is not prescriptive and all valid points should be credited. It is not expected that responses will include all of the points listed.

AO1:1 How producers may choose to include different representations in music videos to promote the artist(s), for example:

· producers of music videos may construct representations of the artist(s) that emphasise key aspects of their image, such as their performance prowess, which depending on the genre of music video could be high paced, coordinated dance routines, or performance highlighting the artist’s (or artists’) musical prowess and artistry, or narrative performance highlighting the artist’s (or artists’) image. Music videos may focus on one element of those highlighted above in depth but producers are more likely to select a combination of these elements to strongly emphasise key aspects of the artist’s (or artists’) mediated image.

 · producers of music videos may construct representations of the target audience for the artist(s), for example the storyline of narrative elements of a music video may feature representations (or idealised representations) of fans (the target audience) interacting with the artist(s) in order to elicit within fans a feeling of belonging and loyalty with regard to the mediated image and/or music of the artist’s (or artists’).

· producers of music videos may promote the artist(s) to their fan-base (target audience) through elicit value-transference to the artist(s) through representations other than those of the artist(s), for example: o through artistic excellence and high production values, e.g. a highly cinematic in style narrative music video; or through more abstract, ‘high art’ expressionist videos (that may be live action, animated or feature digital CGI; or feature a combination of these elements) that appeal to the artist’s (or artists’) fan-base (target audience) o through the use of glamour, for example, featuring representations artist(s) through the use of performers (which may be real, digital or animated) in ‘glamorous’ and / or highly aspirational situations o music videos may also elicit value

· List A videos using social realist representation of ‘street life’ to represent the authenticity and cultural currency of the Corinne Bailey Rae video, aiming to transfer that value of transcendence to the artist

· the use of intertextual, postmodern representations in List B videos. the cinéphiliac recreation of Spielbergian 80s suburban America in the David Guetta video

· the use of messages and viewpoints in videos that aim to bolster the image of the artist and chime with those of the positioned audience - the very filmic representation of teenage alienation in Guetta’s video creates an ambiguous message that adds to the sophistication of Guetta’s image and fits the large-scale nature of the song.

·         Comprehensive demonstration of knowledge and understanding of representations in music videos.

·         Comprehensive, detailed and accurate knowledge and understanding of representations in music videos.

·         Clear and precise and balanced explanation of how representations are chosen to promote the artist(s) in music videos.

7–10  Answer is supported by detailed and accurate reference to one set music video.

4–6  An adequate demonstration of knowledge and understanding of representations in music videos.

·         Adequate and generally accurate knowledge and understanding of representations in music videos.

· Generally accurate explanation of how representations are chosen to promote the artist(s) in music videos.

· Answer is supported by general accurate reference to one set music video

1–3 A minimal demonstration of knowledge and understanding of representations in music videos. · Knowledge of representation in music videos is minimal, demonstrating little understanding.

· Explanation of how representations are used in music videos is minimal and may not always be accurate. · Reference to a set music video to support the answer is minimal and may be inaccurate.

0 No response or no response worthy of credit.

Have a look at all the points you could have made from Miss Brookes’ feedback (next page) and reflect on what you did well and what was missing.

Identify a strength or strengths in your assessment: What are the areas you need to improve? What do you need to focus on for your next music video assessment? Points that could have been said: - shots, analysing - In 'stop where you are', CBR uses her own identity to celebrate diversity - Example: artist emerges from the shadows in slow motion. The close up of her heels shows the stereotypical feminine beauty in binary opposition to the urban environment (it looks like a grey colour pallet) - The light shining through presents her being angelic - A gendered stereotype cut against a social realist, urban environment. - Grey concrete, blurred focus, brutal - Long shot reveals a young woman - isolated against the concrete walls. A reaction shot shows her vulnerability. It then cuts to a low angle of CBR in sharp focus. It connotates her status - architecture is behind her in blurred focus. Secondary characters are introduced, suggesting that this is a disclosure on challenging stereotypes and promotes diversity. - Parallel sound matches the visual images: "Life is shining around you, don't miss a day" - A long take in low angle juxtaposes the beauty of the sky and the birds; it connotates that whoever you are, you're equal. - Dominant female representation - Characters 'on the edge of society' - the stereotypes of an angry homeless person and an uncaring businessman - this point view is challenged by wide shot of them together/chatting - Two shot challenging homeless, gender, ABC1 profession - Challenging stereotypes - Close up of heels reinforces stereotypical/gendered representation - Young black boy street dancing - urban connotations but also celebrates diversity - Dance off/performance/respect - Skill, poise, control - Life affirming messages and values

Halfway Evaluation

Dirt sheet 5

DIRT ASSESSMENT 5 BIG ISSUE - GBHS MEDIA STUDIES A LEVEL

Name:                                      Date:

AO2: 1 – Apply knowledge and understanding of the theoretical framework of media to analyse media products, including in relation to their contexts and through the use of academic theories.

AO2: 3 – Apply knowledge and understanding of the theoretical framework of media to make judgements and draw conclusions. AO2 Total: 15 marks

Identify a strength or strengths in your assessment: - good analysis of the front cover - understanding of the disco ball representing the world and that it is a world issue - colours associating  What are the areas you need to improve? - the big issue is making light of the serious political situation - using humour and ABBA lyrics - enlarging the politicians heads makes them look silly, which tasks them away from their everyday jobs - include what the lyrics represent, the two people on the left and the two people on the right, have different political views / stand for different things.  What do you need to focus on for your next Big Issue assessment? - revise Brexit and politics (so i also understand the left and right wing/key words) - CLAMPS - CLIFT The content below is not prescriptive and all valid points should be credited. It is not expected that responses will include all of the points listed. AO2:1  the pastiche of Abba lyrics suggests an affectionate attitude towards the group and/or confidence that the lyrics are so culturally-embedded that they will be instantly recognisable  the satirical effect of placing politician’s heads on ill-fitting bodies, connotes that the magazine does not hold politicians in high regard  the use of a pop group as the basis of the intertextual references and using images of the politicians at their most performative suggests a preferred meaning that the politicians are courting popularity, striking an attitude, and strutting a stage  the use of political images combined with those from popular culture refers to a history of satirical cartoons  the anchoring text ‘the winner takes it all’ connotes both the significance of the event and that the magazine is not taking a clearly partisan position in relation to the referendum, and continues the intertextual conceit  the use of a globe instead of a disco ball, perhaps connoting the far-flung consequences of the vote, or that the world is watching. AO2:3 the use of intertexuality is intended to help the magazine look informal and witty, and that it addresses a sophisticated audience – responses may conclude that this strategy works or does not work  the approach suggest that the magazine is outside the political mainstream, looking critically at events, which fits its status as a charity helping the homeless  the approach enables the magazines to take a neutral viewpoint on the referendum, a divisive event, in order not to alienate any potential buyers of the magazine and thus disadvantage some street vendors  this approach allows the magazine to summarise an abstract event visually  the referendum campaign was long and repetitive and the magazine may have felt the need for a fresh approach to the topic. https://www.ocr.org.uk/Images/472303-media-messages.pdf Source C – front cover of The Big Issue, 13 June 2016 Source C shows four politicians’ heads on the bodies of the members of the group Abba. The words are taken from famous Abba songs. The issue was published before the British referendum on remaining in or leaving the European Union. From left to right, the politicians are: Nicola Sturgeon, Scotland’s First Minister, David Cameron, Britain’s Prime Minister, Boris Johnson and Nigel Farage, both prominent Leave campaigners. Analyse why The Big Issue magazine has used an intertextual approach to the referendum on its front cover.  In your answer you must: • Analyse the use of intertextuality to create meaning in the source • make judgements and reach a conclusion about the advantages of this use of intertextuality to The Big Issue magazine

Dirt sheet 4

DIRT ASSESSMENT 4 - GBHS MEDIA STUDIES A LEVEL

Name:                                      Date:

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:

Analyse media products/Evaluate academic theories/ Make judgements and draw conclusions

Level 3 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 judgements 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 C	·         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 D- E	·         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 ·         Judgements 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: - I stated one usefulness of the theory in paragraph two - I identified what the theory was and what it meant - what it represents  What are the areas you need to improve? - use examples - identify the usefulness  - apply and evaluate, don't just define the theory  What do you need to focus on for your next assessment? - revise the theorists thoroughly  - work on timings so that you have time to conclude the answer

Dirt sheet 6

DIRT ASSESSMENT 6 SHELTER - GBHS MEDIA STUDIES A LEVEL

Name:                                      Date:

Any advert set text question will ask you to demonstrate knowledge and understanding about media language and representations. It may further ask you to refer to the set product (s) you have studied.

Examiners are looking for:

·         How comprehensive, detailed and accurate is your knowledge of media language and/or representations in this media form.

·         The clarity, precision and balance of your explanations in answering the question

·         The detail and accuracy of your references to the set product(s) if required.

Total: 10 marks

Have a look at all the points you could have made from Miss Brookes’ feedback (next page) and reflect on what you did well and what was missing.

Identify a strength or strengths in your assessment: Strengths included: -          Identifying the impact, the campaign had on the audience (making them sympathise) and addressing that it created a negative image. -          I stated the colours and dark shades of colour that was used to draw on the loss and pain shown. -          Outlining the contexts which are societies anxieties – portraying people to feel pressure about money, jobs and homes. -          I discussed the use of bold, capital letters which draws the attention on the red associating with blood or anger. -          On the other hand, I included the ratio of women to men which makes people feel sorry for the stereotypical ‘weak’ gender. What are the areas you need to improve? -          To improve, I could have expanded on point about more women being shown than men – to say that these problems can occur to anyone. -          I need to be more specific with examples of typography -          Remember to layout the answer using … ‘this’ represents… which shows… is used because… What do you need to focus on for your next advert assessment? -          I need to revise the shelter advert in detail to ensure I know what the full stories were and what the text actually says so that if I get an unseen advert or a question without the advert to reference, then I know what to write. (how to write in more depth) -          Remember DRCAGES and CLIFT to receive high marks Points that could have been made: -       The red font resembles pain, danger and death. It also is shown on the logo – therefore they both link to one another. -       The colour red conveys a negative image to the audience -       The normal looking women make them seem relatable -       Being able to see through the font suggests that you are able to see through the problem they are facing -       There are three different situations shown on the advertising campaign; one in debt, tenant kicks him out so they don’t have a home, lose their job -       They all have anxious facial expressions which identify the impact the issue is having on them -       The black background draws on the faces making them stand out -       The close up images draws on accurate depiction of their emotions – so it is clear and visible -       Adverts are designed to make the audience feel empathy towards the people. The overall aim is to create awareness -       The advert also features web links and a number to call which shows that the audience can reach out and help the victims. It also makes them feel guilty for not helping if they ignore it.   -       Similar people but in different situations show that they are all one and that situations like these can happen to anyone. On the other hand, the use of two women enforces this message – that it can be anyone in this position. The use of women is unexpected and makes the audience realise that it isn’t just lower class men that it happens to.

Explain how representations in advertisements are constructed and reflect the social and cultural contexts in which they were made. Refer to the Shelter advertising campaign in your answer (10)

Write down the list of bullet points that could have been included in your answer.