Welcome to our Media Courses!

Welcome Years 12 and 13 to what we hope will be an exciting and stimulating term. Year 12 are focusting on Local Radio and 13 on Music videos.We know you will produce some fantastic work;)

Welcome to The Gosford Hill Media Studies

Firstly, we would like to welcome you to Gosford Hill's Media blog. This is where you will find up to date information and useful resources to help you with your study. Please spend some time reading the blog and getting yourself familiar with the course.

If you have any questions or need some extra help you can email your teacher or reply to this post.

The A level Course

The AS GCE is made up of two units that form 50% of the corresponding four-unit Advanced GCE. Candidates complete unit G321 and G322 or G323.

G321: Foundation Portfolio in Media
This is a coursework unit where candidates produce two paired media artefacts from a series of briefs. This process involves progression from a pre-production, preliminary exercise to a more fully realised piece. The briefs offered are: print, video, audio and website. This unit is internally assessed and externally moderated.

G322: Key Media Concepts (TV Drama)
This paper covers the two areas of Textual Analysis and Representation alongside Institutions and Audiences. In Section A, candidates answer questions on an unseen moving image extract that is then linked to some aspect of the representation within the sequence. In Section B, candidates study a specific media industry from a choice of: film, music, newspapers, radio, magazines or video games. This unit is externally examined.

The chosen topic for the G322 examination in 2011 is TV Drama.

The chosen topic for the G321 coursework portfolio in 2011 is Audio.

The coursework portfolio is divided into two parts, a preliminary exercise and a main task. Students need to show progression from the preliminary task to the main task. If a student fails to complete the preliminary task then fifteen marks will be deducted from the total final coursework mark.

Preliminary exercise: the introductory music/jingle for a show on the radio with a presenter introducing and greeting their guest (who must respond) and playing an archive sound clip relating to the guest (approximately 30-40 seconds duration in total).
This exercise is to demonstrate understanding of sound editing and mixing and conventions of radio.

Main task: A five minute news bulletin (local radio) to include title music, presenter, specialist reporters, OBs, recorded interview, a vox pop and appropriate sound fx and structure.

All audio material must be original, produced by the candidate(s), with the exception of music or audio effects from a copyright-free source.

Presentation of work

All work must be submitted via a blog site. Students must create a blog using the blog instructions and teachers should ensure that the blog addresses are recorded, along with student passwords. Students should use the following format for blog addresses www.rjones.blogspot.com

All work must be backed up onto a CD and be available for moderation by the examiner.

Working in a group

The production element and presentation of research and planning may be individual or group work (maximum group size is four candidates). Where candidates have worked in a group, the evidence for assessment may be presented collectively but centres will still assess candidates on an individual basis for their contribution to aspects of the work, from planning, research and production to evaluation.

Assessment procedure

The unit is marked out of a total of 100 marks: 20 marks for the presentation of the planning and research; 60 marks for the construction; 20 marks for the evaluation. Teachers should ensure that a coursework cover sheet has been completed for each student, clearly stating the bog address.









Unit G322 Moving image examination

The examination is two hours (including 30 minutes for viewing and making notes on the moving image extract) and candidates are required to answer two compulsory questions.

The unit is marked out of a total of 100, with each question marked out of 50.

There are two sections to this paper:
Section A: Textual Analysis and Representation (50 marks)
Section B: Institutions and Audiences (50 marks)

Section A: Textual Analysis and Representation

An ‘unseen’ moving image extract with one compulsory question dealing with textual analysis of various technical aspects of the languages and conventions of TV Drama.
Candidates will be asked to link this analysis with a discussion of some aspect of representation within the sequence, such as gender.

The scheme of work for TV Drama will prepare candidates in advance of the examination, using a range of examples from texts to demonstrate textual analysis of all of the following technical areas:

• Camera Angle, Shot, Movement and Composition
• Mise-en-Scène
• Editing
• Sound

The focus of study for Section A is the use of technical aspects of the moving image medium to create meaning for an audience, focusing on the creation of representations of specific social types, groups, events or places within the extract.

Extracts can be found in a variety of places;

www.youtube.co.uk
www.screenonline.org
http://www.bbc.co.uk/iplayer/
http://www.channel4.com/programmes/catch-up
http://www.itv.com/ITVPlayer/

are the easiest websites to download or stream material from.

OCR Website

http://www.ocr.org.uk/qualifications/type/gce/amlw/media_studies/documents/index.html

Audience Demographics website...

Have a look at http://www.barb.co.uk/

which should help you catagorise your target market.

You could also look at slideshare: http://www.slideshare.net/thedinosaw/abc-of-audience-demographics-presentation

for information on how audience demographics have changed due to the internet.

For info on podcast and a variety of music genres audience demographics:
http://answers.google.com/answers/threadview?id=597303
http://answers.google.com/answers/threadview?id=34291
http://www.guardian.co.uk/media/2010/mar/10/6-music-commercial-demographic-bbc

More Audience Theory

Critical Perspectives: Key Media Concept: Audience

The concept includes a consideration of how audiences read texts and how they
interact with them. Media audiences can be defined in terms of location,
consumption, size and subjectivity.

• Location – the domestic consumption of media output raises questions about
regulation and control.
• Consumption – Audiences are defined by what they consume i.e. are they an
audience of a particular genre, medium or text. Fans can be defined as
passionate/ well informed about a programme
• Size – there is a need to distinguish between mass audiences that are
broadcast to and niche audiences who are involved in narrowcasting.
• Subjectivity – The impact that membership of pre‐existing groups will have
on audience members. These groups include: gender, nation, religion,
education, to name but a few.

One of the key areas of concern when discussing the concept of audience is the
‘Passive vs. Active Audience’ debate. The following models will help to explain each
side of the debate.

The Passive Audience and the Effects Tradition:
One way of looking at audiences is the power that the media text has over its
audience. This point of view is represented by the whole tradition of the effects
studies. There are many studies including conspiracy theory, the copycat effect and
desensitisation.

One model of key significance is:
Hypodermic Needle Model (Adorno & Horkheimer, 1970s)

• This model sees the media ‘injecting’ values, ideas and information directly
into each individual as part of a passive, powerless audience, thereby
producing a direct and unmediated effect.
• This model is commonly encountered in debates concerning the mass media
and violence. It rarely discusses the positive outcomes of a direct effect
caused by the media, such as the response to world disasters once the media
begins to portray devastation to its audience.
Active Audiences and Reception Theories:
There are many different theorists who argue that audiences are comprised of
active individuals who are directly involved in the selection and consumption of
media output, one of particular interest is:
2 ACJ

Uses and Gratifications Model (Denis McQuail, 1987)
• This model proposes that audience member consumption of media is
motivated and directed towards the gratification of certain individually
experienced needs.
• The emphasis of this model is on an active audience, actively seeking
combinations of gratifications from the range of media output selected and
used.
• McQuail offers the following typical reasons for media use: information;
personal identity; integration & social interaction and entertainment
• Information – this may include self‐education; seeking advice on practical
matters; information on issues or events that affect the individual; satisfying
curiosity or general interest.
• Personal identity – finding reinforcement for personal values; models of
behaviour; gaining insight into oneself; the contents may be used to explore;
challenge, adjust or confirm the individual’s sense of identity and self.
• Integration & social interaction ‐ gaining insight into the circumstances of
others (social empathy); identifying with others & gaining a sense of
belonging; finding a basis for conversation; substitute for real‐life
companionship.
• Entertainment – escaping or being diverted from problems; relaxing;
emotional release; filling time; aesthetic enjoyment.
• The gratification received from a media output will vary depending on the
individual audience members needs.
The introduction of the uses and gratifications model encourages researchers to get
away from the habit of thinking in terms of ‘what media do to people’ and substitute
it for the idea of ‘what people do to the media’ (Halloran 1970)

Evaluation Questions

In what ways does your media product use, develop or challenge forms and conventions of real media products?

• How does your media product represent particular social groups?
• What kind of media institution might distribute your media product and why?
• Who would be the audience for your media product?
• How did you attract/address your audience?
• What have you learnt about technologies from the process of constructing this product?
• Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

Research and Planning

For your research and planning you must include information on the following:

1) Research into a variety of local radio stations
2) Conventions of local radio news
3) Examples of local radio clips
4) An analysis of how these clips fit into theory of your choice
5) A detailed timeline of your radio News
6) Notes about how you contributed to the task


Level 1 0–7 marks

There is minimal research into similar products and a potential target audience.

There is minimal organisation of actors, locations, costumes or props.

There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.

There is minimal care in the presentation of the research and planning


Time management may be very poor.
Level 2 8–11 marks

There is basic research into similar products and a potential target audience.

There is basic organisation of actors, locations, costumes or props.

There is basic work on shotlists, layouts, drafting, scripting or storyboarding.

There is a basic level of care in the presentation of the research and planning

Time management may not be good.
Level 3 12–15 marks

There is proficient research into similar products and a potential target audience.

There is proficient organisation of actors, locations, costumes or props.

There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.

There is a good level of care in the presentation of the research and planning

Time management is good.
Level 4 16–20 marks

There is excellent research into similar products and a potential target audience.

There is excellent organisation of actors, locations, costumes or props.

There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.

There is an excellent level of care in the presentation of the research and planning

Time management is excellent.
Audio
Level 1 0–23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:

recording voice(s) clearly in studio/confined setting;

recording voice(s) clearly in location/outdoor interviews/presentations;

accurately using language and register;

integrating recorded material, as appropriate;

editing and mixing sounds appropriately;

editing to create continuity and meaning;

integrating jingles, music, location sounds and sound effects, where appropriate.
Level 2 24–35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:

recording voice(s) clearly in studio/confined setting;

recording voice(s) clearly in location/outdoor interviews/presentations;

accurately using language and register;

integrating recorded material, as appropriate;

editing and mixing sounds appropriately;

editing to create continuity and meaning;

integrating jingles, music, location sounds and sound effects, where appropriate.

Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:

recording voice(s) clearly in studio/confined setting;

recording voice(s) clearly in location/outdoor interviews/presentations;

accurately using language and register;

integrating recorded material, as appropriate;

editing and mixing sounds appropriately;

editing to create continuity and meaning;

integrating jingles, music, location sounds and sound effects, where appropriate.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:

recording voice(s) clearly in studio/confined setting;

recording voice(s) clearly in location/outdoor interviews/presentations;

accurately using language and register;

integrating recorded material, as appropriate;

editing and mixing sounds appropriately;

editing to create continuity and meaning;

integrating jingles, music, location sounds and sound effects, where appropriate.