From the examiners spec...
"It is also worth noting that there is no need for students to describe the cross-media study in detail at the beginning of the essay; this doesn't tend to be relevant and wastes their time."
In short, spend 1-2 lines only, telling them what texts make up your case study, so they are prepared for references to them in the rest of your essay.
DON'T
"First of all, we did several weeks of preliminary research, where we looked at a range of potential texts. I then decided upon my texts and started to look at them across the three platforms. First of all I looked at the poster. I then looked at each of the trailers. Eventually I made notes on the media issues evident in each text, and started to prepare blah blah blah who cares..."
DO
"I will answer the above question using my broadcast fiction case study, where I looked at Star Wars The Force Awakens, Deadpool and House of Cards."
Then go...
Tuesday, 16 May 2017
Thursday, 6 April 2017
Ongoing Revision Tasks
Continue to research your case study texts in whatever way necessary
Re-read and re-write your notes over and over, you need to commit it to memory
Don't neglect the print platfom
Don't neglect the e-media platform
Don't neglect the moing image platform
Create flashcards, using this template if neeeded
Ask a friend of family member to test you on key words
Re-write the glossary terms in your assessment book, again and again
Double check the DSFC Glossary for words you should know but don't
Revise technological convergence
Revise synergy
Revise star power
Revise institutions
Revise audience
Revise representation
Analyse these example PEEL paragraphs
Write your own exemplar PEEL paragraphs
Revise Section A media theory that is still applicable in Section B
Make plans for every Section B past paper question
Media Language BOGOFs
Re-read and re-write your notes over and over, you need to commit it to memory
Don't neglect the print platfom
Don't neglect the e-media platform
Don't neglect the moing image platform
Create flashcards, using this template if neeeded
Ask a friend of family member to test you on key words
Re-write the glossary terms in your assessment book, again and again
Double check the DSFC Glossary for words you should know but don't
Revise technological convergence
Revise synergy
Revise star power
Revise institutions
Revise audience
Revise representation
Analyse these example PEEL paragraphs
Write your own exemplar PEEL paragraphs
Revise Section A media theory that is still applicable in Section B
Make plans for every Section B past paper question
Media Language BOGOFs
Wednesday, 5 April 2017
Friday, 31 March 2017
Wednesday, 29 March 2017
Monday, 27 March 2017
Literacy in Media Studies
In both A Levels, and all BTEC assignments, top grades cannot be given, if you have errors in punctuation, grammar and spelling.
Save these reminders as JPEGs to you Google Drive, phones and tablets.
Save these reminders as JPEGs to you Google Drive, phones and tablets.
Wednesday, 22 March 2017
Representation in my Case Study
The next ‘chunk’ of theory we will spend time exploring, is representation, and what types occur on your case study. If you want to move on, try to consider which of the following your case study has…
Stereotypes.
Don’t be frustrated if your case study texts are very stereotypical. You can use that. Stereotypes cater to mainstream audiences because they are familiar and generally risk free which = money
Countertypes
What has been inverted? It is usually (but isn't always) gender. Why has it been inverted? What do countertypes offer? (USP?) Often, groups that are usually stereotyped become disillusioned with the representations of their demographic and become frustrated at the lack of role models. Countertypes offer them opportunities for personal identity that may have been lacking in the past.
Merging, blurring or mixing characteristics or conventions. A character could be evidence of both.
Stereotypes.
Don’t be frustrated if your case study texts are very stereotypical. You can use that. Stereotypes cater to mainstream audiences because they are familiar and generally risk free which = money
Countertypes
What has been inverted? It is usually (but isn't always) gender. Why has it been inverted? What do countertypes offer? (USP?) Often, groups that are usually stereotyped become disillusioned with the representations of their demographic and become frustrated at the lack of role models. Countertypes offer them opportunities for personal identity that may have been lacking in the past.
Hybrid
THIS IS GOOD, as it allows you to EVALUATE.
"However, but..."
Wednesday, 15 March 2017
Exemplar PEEL Paragraphs
In addition to the below post, you can watch Mr Rose type some exemplar PEEL paragraphs for here.
Friday, 10 March 2017
Different Audiences in my Case Study (PEEL Paragraph Exercise)
Use these paragraph starters, to construct Section B paragraphs, that you can drop into any essay question...
The gender split for TEXT FROM YOUR CASE STUDY is because…
The gender split for OTHER TEXT FROM YOUR CASE STUDY is because…
The age bracket for TEXT FROM YOUR CASE STUDY is because…
The age bracket for OTHER TEXT FROM YOUR CASE STUDY is because…
The texts in my case study appeal to ABC1 audiences because...
However, the texts in my case study provide audiences with opportunities for various Audience Gratifications. For example, the texts in my case study could provide audiences with the gratification of escapism. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study could also provide audiences with the gratification of personal identity. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study could also provide audiences with the gratification of personal relationship. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study appeal to a range of the audience psychographics, identified in the Young and Rubicam's audience study. One example of this would be the _____ evident in TEXT FROM YOUR CASE STUDY. For example....
Another Young & Rubicam’s psychographic my case study appeals to is the _____, evident in TEXT FROM YOUR CASE STUDY. For example....
AUDIENCE REVISION
Identifying or segmenting audience members by quantifiable identifiers, or factors.
Link
Audiences are not passive.
That they actively sought experiences from different media products based on their desires.
Disagrees with the notion that everyone gets the same thing from a media text
Acknowledges that different people can get different things from the same product
A theory by a marketing company specialising advertising and brand identity.
Similar to gratifications. Acknowledged that different people would seek out media texts according to their needs and desires, in this case based on their personalities
http://www.4cs.yr.com/public_ftp/_outgoing/downloads/4cs.pdf
THE EXPLORER
THE ASPIRER
THE SUCCEEDER
THE REFORMER
THE MAINSTREAM
THE STRUGGLER
The gender split for TEXT FROM YOUR CASE STUDY is because…
The gender split for OTHER TEXT FROM YOUR CASE STUDY is because…
The age bracket for TEXT FROM YOUR CASE STUDY is because…
The age bracket for OTHER TEXT FROM YOUR CASE STUDY is because…
The texts in my case study appeal to ABC1 audiences because...
However, the texts in my case study provide audiences with opportunities for various Audience Gratifications. For example, the texts in my case study could provide audiences with the gratification of escapism. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study could also provide audiences with the gratification of personal identity. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study could also provide audiences with the gratification of personal relationship. A media text from my case study that supports this is TEXT FROM YOUR CASE STUDY. For example....
The texts in my case study appeal to a range of the audience psychographics, identified in the Young and Rubicam's audience study. One example of this would be the _____ evident in TEXT FROM YOUR CASE STUDY. For example....
Another Young & Rubicam’s psychographic my case study appeals to is the _____, evident in TEXT FROM YOUR CASE STUDY. For example....
AUDIENCE REVISION
Demographics
Identifying or segmenting audience members by quantifiable identifiers, or factors.
- GENDER
- AGE
- RACE
- LOCATION
- SEXUALITY
- RELIGION
- SOCIAL STATUS
- ECONOMIC STATUS
ABC1 AUDIENCES
Link
Audiences Gratifications
Audiences are not passive.
That they actively sought experiences from different media products based on their desires.
Disagrees with the notion that everyone gets the same thing from a media text
Acknowledges that different people can get different things from the same product
- Personal Identity - Audience identifies or relates to a character or theme from the media text, that has some sort of connection or personal resonance with them
- Personal Relationship - Audience forms relationships with others based around a media text, Interested in the social interaction that comes from participating in it.
- Diversion - Also known as escapism, audience member uses the media text to switch off, relax or escape from their usual routine.
- Surveillance - Also known as knowledge, audience member uses a media text to gain information, or to find something out.
Young & Rubicam’s 7 Kinds of People
A theory by a marketing company specialising advertising and brand identity.
Similar to gratifications. Acknowledged that different people would seek out media texts according to their needs and desires, in this case based on their personalities
http://www.4cs.yr.com/public_ftp/_outgoing/downloads/4cs.pdf
THE EXPLORER
THE ASPIRER
THE SUCCEEDER
THE REFORMER
THE MAINSTREAM
THE STRUGGLER
THE RESIGNED
Friday, 3 March 2017
Where in my Case Study texts do I have…
Click here to access the grid, and 'MAKE A COPY' so you can amend it...
Tuesday, 28 February 2017
Picking your Case Study texts...
Lesson Aim...
Your mission, is to investigate and decide upon two CS texts.
Lesson Outcome...
By the end of the lesson all students will have
By the end of the lesson some students will have
Challenge
Set up a professional academic twitter account to use when conducting case study research,
Use The Media Guardian to see what issues are current in the media landscape.
Your mission, is to investigate and decide upon two CS texts.
Lesson Outcome...
By the end of the lesson all students will have
- Used the HOLY GRAIL sheet to assess and evaluate the suitability of potential case study texts
- Created a shortlist of 3-4 possible texts, made up of TV shows and films
By the end of the lesson some students will have
- Had their case study texts authorised, and will have started preliminary research using this CASE STUDY BIBLE for structure and guidance.
Challenge
Set up a professional academic twitter account to use when conducting case study research,
Use The Media Guardian to see what issues are current in the media landscape.
Friday, 13 May 2016
Essay Framework ‘Bingo’ # 6
"How far does the platform on which they are consumed determine the construction of media products in your cross-media study? Support your answer with reference to a range of products from three media platforms."
No plan given for this one. Have a go yourself first before checking the Examiners Report, using the given plan or asking me.
Monday, 9 May 2016
Essay Framework ‘Bingo’ # 5
Before you attempt the question, I want you to read the examiner's report from that year. It will give you some context and advice. Know what they are looking for.
Convergence allows audiences to access media content from multiple platforms on one device. Assess the impact of convergence in your cross-media study.
The definition in the question and the familiarity with related concepts such as synergy meant that many students were able to use their cross-media studies effectively here.
The question also allowed students to explicitly discuss the increasingly blurred boundaries between platforms in their case studies. While many sound responses emphasised the ease of access to media products as a great benefit and the main impact of convergence, there were also some impressive responses where students took a more complex view and often questioned the seemingly positive impact of convergence. Some answers described well the effect of convergence on the audience meaning that the user can never escape the media; that it has enabled a commercial saturation which becomes increasingly difficult to avoid.
There was also a recognition that convergence was often to the financial benefit of institutions rather than audiences – a point made effectively through examples from the print media. Interestingly several responses questioned just how meaningful convergence was or whether it was simply speeding up a process that already existed.
There was also the usual concern for ‘old people’ who can’t use new technology and were therefore missing out on the benefits of convergence (suggesting that the study of user demographics might be a useful area to include in future cross-media studies!)
Some very successful answers considered the technological impacts in original ways – the fact that apps don’t have the same range of information and functionality as websites, the change to our film consumption through watching on tablets and smart phones. One student referred to the ‘intimacy’ of viewing a film on a phone. Some of the strongest answers debated the idea of convergence as a democratic tool, providing access to the media outside of the mainstream institutions, but these optimistic points were often countered by recognition of institutional dominance.
There was a consensus that convergence was part of an increasing speed of turnover of content in the media (and life) which can have a variety of effects. One student discussed the reception of films through convergence and how this digital ‘word of mouth’ has a rapid and devastating impact on the film industry (one example used was the flop Grace of Monaco).
It was notable that very few – if any – students referred to the impact on privacy and access to personal data enabled by convergence which would have been a relevant approach.
Problems in answering the question came through lack of focus when students described the existence of their cross-media study across the three media platforms but didn't consider the effect of access through one device or the impact of convergence.
Task:
Make a note of the media language words you could use in this question from the blue side of the PEEL CHEAT SHEET to form a plan.
Use the suggested POINTS on the blue side of the PEEL CHEAT SHEET to start writing a response.
Convergence allows audiences to access media content from multiple platforms on one device. Assess the impact of convergence in your cross-media study.
The definition in the question and the familiarity with related concepts such as synergy meant that many students were able to use their cross-media studies effectively here.
The question also allowed students to explicitly discuss the increasingly blurred boundaries between platforms in their case studies. While many sound responses emphasised the ease of access to media products as a great benefit and the main impact of convergence, there were also some impressive responses where students took a more complex view and often questioned the seemingly positive impact of convergence. Some answers described well the effect of convergence on the audience meaning that the user can never escape the media; that it has enabled a commercial saturation which becomes increasingly difficult to avoid.
There was also a recognition that convergence was often to the financial benefit of institutions rather than audiences – a point made effectively through examples from the print media. Interestingly several responses questioned just how meaningful convergence was or whether it was simply speeding up a process that already existed.
There was also the usual concern for ‘old people’ who can’t use new technology and were therefore missing out on the benefits of convergence (suggesting that the study of user demographics might be a useful area to include in future cross-media studies!)
Some very successful answers considered the technological impacts in original ways – the fact that apps don’t have the same range of information and functionality as websites, the change to our film consumption through watching on tablets and smart phones. One student referred to the ‘intimacy’ of viewing a film on a phone. Some of the strongest answers debated the idea of convergence as a democratic tool, providing access to the media outside of the mainstream institutions, but these optimistic points were often countered by recognition of institutional dominance.
There was a consensus that convergence was part of an increasing speed of turnover of content in the media (and life) which can have a variety of effects. One student discussed the reception of films through convergence and how this digital ‘word of mouth’ has a rapid and devastating impact on the film industry (one example used was the flop Grace of Monaco).
It was notable that very few – if any – students referred to the impact on privacy and access to personal data enabled by convergence which would have been a relevant approach.
Problems in answering the question came through lack of focus when students described the existence of their cross-media study across the three media platforms but didn't consider the effect of access through one device or the impact of convergence.
Task:
Make a note of the media language words you could use in this question from the blue side of the PEEL CHEAT SHEET to form a plan.
Use the suggested POINTS on the blue side of the PEEL CHEAT SHEET to start writing a response.
Writing an Introduction
From the examiners spec...
"It is also worth noting that there is no need for students to describe the cross-media study in detail at the beginning of the essay; this doesn't tend to be relevant and wastes their time."
In short, spend 1-2 lines only, telling them what texts make up your case study, so they are prepared for references to them in the rest of your essay.
DON'T
"First of all, we did several weeks of preliminary research, where we looked at a range of potential texts. I then decided upon my texts and started to look at them across the three platforms. First of all I looked at the poster. I then looked at each of the trailers. Eventually I made notes on the media issues evident in each text, and started to prepare blah blah blah who cares..."
DO
"I will answer the above question using my broadcast fiction case study, where I looked at Star Wars The Force Awakens, Deadpool and House of Cards."
Then go...
"It is also worth noting that there is no need for students to describe the cross-media study in detail at the beginning of the essay; this doesn't tend to be relevant and wastes their time."
In short, spend 1-2 lines only, telling them what texts make up your case study, so they are prepared for references to them in the rest of your essay.
DON'T
"First of all, we did several weeks of preliminary research, where we looked at a range of potential texts. I then decided upon my texts and started to look at them across the three platforms. First of all I looked at the poster. I then looked at each of the trailers. Eventually I made notes on the media issues evident in each text, and started to prepare blah blah blah who cares..."
DO
"I will answer the above question using my broadcast fiction case study, where I looked at Star Wars The Force Awakens, Deadpool and House of Cards."
Then go...
Friday, 6 May 2016
Essay Framework ‘Bingo’ # 4
Today's Question
...in other words…
“How do your texts promote bigger, larger worlds to make more money?”
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
“Institutions construct large, interconnected universes to maximise profits.” Evaluate how synergy, star power, intertextuality and other USPs have been used in the products in your cross-media study. Support your answer with reference to a range of products from three media platforms.
...in other words…
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
- Synergy and/or Vertical Integration / Merchandise
- Star Power / Unique Selling Points / Intertextuality / Subverted Narrative Structures / Immersion
- Viral Marketing / Social Media Campaigns / Meshing and Stacking
- Audience Gratifications / User Generated Content
USE THE PEEL CHEAT SHEET
Essay Framework ‘Bingo’ # 3
Today's Question
“In order to generate appeal, media institutions must incorporate a mix of traditional and non-traditional representations in their texts.” How far is this true in your Case Study texts? Support your answer with reference to a range of products from three media platforms.
...in other words…
“Where are your texts stereotypical, where are they countertypical, where are they hybrids and why?”
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
Over the course of your response, you MUST include the following words in your PEE paragraphs…
- Stereotypes of gender / race / age / sexuality / disability (where applicable) in print / moving image / emedia
- Countertypes of gender / race / age / sexuality / disability (where applicable) in print / moving image / emedia
- Audience Gratification of Personal Identity / Escapism / Personal Relationship
- Young & Rubicam’s different kinds of people (Explorer, Aspirer in particular) / Tribes
- Extra: Hybrids / Unique Selling Points / User Generated Content
USE THE PEEL CHEAT SHEET
Tuesday, 3 May 2016
Essay Framework ‘Bingo’ # 2
Today's Question
“When we engage with media we both act and are acted upon, use and are used.” Consider how much control audiences have in relation to their use of media products from your cross-media study. Support your answer with reference to a range of examples from three media platforms.
...in other words…
...in other words…
“How do your texts take advantage of ACTIVE (not passive) AUDIENCES”
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
Over the course of your response, you MUST include the following words in your PEE paragraphs…
- User Generated Content / Viral Marketing / Social Media Campaigns / Media Meshing
- Binge Viewing / Technological Convergence / Alternative Consumption Trends / Timeshifting
- Audience Gratification of Escapism
- Audience Gratification of Personal Relationship
- Audience Gratification of Personal Identity
- Young & Rubicam’s different kinds of people (Explorer, Aspirer in particular)
- Extra: Synergy / Intertextuality / Unique Selling Points
USE THE PEEL CHEAT SHEET
Tuesday, 26 April 2016
Essay Framework ‘Bingo’ # 1
Today's Question
‘Media institutions are essentially profit-driven.’ Evaluate how commercial pressures have had an impact on the products in your cross-media study. Support your answer with reference to a range of examples from three media platforms.
...in other words…
...in other words…
How do your texts they MAKE MONEY (and why is this more important than ever?)
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
Plan
Over the course of your response, you MUST include the following words in your PEE paragraphs…
- Synergy and/or Vertical Integration / Intertextuality
- Unique Selling Points
- Viral Marketing / Social Media Campaigns / Meshing and Stacking
- User Generated Content
- Binge Viewing / Technological Convergence / Alternative Consumption Trends
USE THE PEEL CHEAT SHEET
Monday, 25 April 2016
Preparing Opportunities to SHOW OFF your knowledge of Media Language and Theory…
This was a really popular page last year. Students who took advantage of it got high level 4 answers...
Ensure that you have a PEEL paragraph written for EACH of the below suggested sentences, before the exam, and as part of your revision and research...
Ensure that you have a PEEL paragraph written for EACH of the below suggested sentences, before the exam, and as part of your revision and research...
Creating CORRECTLY STRUCTURED paragraphs…
Point -
In respect to the question, the texts in my case study provide audiences with opportunities for Binge Viewing.
Example / Evidence -
For example, in…
Another example would be…
Explanation / Evaluation -
This is impactful because…
This is important because…
This is effective because…
This allows…
This shows...
Examples points to start paragraphs...
The texts in my case study provide audiences with opportunities for Binge Viewing. For example…
The texts in my case study provide audiences with opportunities for Media Meshing. For example...
The texts in my case study provide audiences with opportunities for creating User Generated Content. For example...
The texts in my case study provide audiences with opportunities for various Audience Gratifications. For example, the texts in my case study could provide audiences with the gratification of diversion or escapism. A media text from my case study that supports this is…
The texts in my case study could also provide audiences with the gratification of personal identity. A media text from my case study that supports this is…
The texts in my case study could also provide audiences with the gratification of personal relationship. A media text from my case study that supports this is…
The texts in my case study provide opportunities for various Tribes. An example of this would be…
The texts in my case study appeal to a range of the audience characters, identified in the Young and Rubicam's audience study. An example of this would be…
The texts in my case study take advantage of Star Power. An example of this would be…
The texts in my case study showcase a range of different representations, such as gender, age, class, sexuality or >other<. An example of this would be…
The texts in my case study take advantage of inverted traditional Stereotypes / Proppian Archetypes, by using only countertypes. An example of this would be…
The texts in my case study take advantage of both traditional stereotypes and inverted countertypes. An example of this would be…
The texts in my case study take advantage of inversion of traditional narrative structures, by using intertextuality. An example of this would be…
The texts in my case study take advantage of inversion of traditional narrative structures, by using non-linear or subverted narratives. An example of this would be…
The texts in my case study take advantage of specific, identifiable Brand Values. An example of this would be…
The texts in my case study take advantage of Vertical Integration, providing economic benefits to the institution. An example of this would be…
The texts in my case study take advantage of Synergy with the Music Industry. An example of this would be…
The texts in my case study take advantage of Synergy with the Video Game industry. An example of this would be…
The texts in my case study take advantage of Technological Convergence. An example of this would be…
The texts in my case study construct themselves around a particular Unique Selling Point. An example of this would be…
The texts in my case study use mise-en-scene to construct representations. An example of this would be…
The texts in my case study play up to expected genre codes and conventions. An example of this would be…
The texts in my case study invert expected genre codes and conventions. An example of this would be…
Creating SUPER MEDIA LANGUAGE paragraphs…
Try where possible to write a structured PEE paragraph that ‘doubles up’ on Media Language in the same answer. Try these as a starting point, then create your own.
- Write a paragraph that uses MEDIA MESHING, TECHNOLOGICAL CONVERGENCE, and PERSONAL RELATIONSHIP.
- Write a paragraph that uses BINGE VIEWING, TECHNOLOGICAL CONVERGENCE, and DIVERSION/ESCAPISM.
- Write a paragraph that uses MEDIA MESHING, TECHNOLOGICAL CONVERGENCE, and PERSONAL RELATIONSHIP.
Creating SUPER MEDIA THEORIST paragraphs…
The texts in my case study use Levi Strauss's theory of Binary Opposites. An example of this would be…
The texts in my case study support Tessa Perkins’ theory that stereotypes are not always negative. An example of this would be…
The texts in my case study support Tessa Perkins’ theory that stereotypes can change or evolve. An example of this would be…
The texts in my case study support Richard Dyer’s theory that stereotypes are made up of exaggerated characteristics. An example of this would be…
The texts in my case study support Andy Medhurst’s theory that stereotypes are used by the media as shorthand to communicate quickly with audiences. An example of this would be…
The texts in my case study support Richard Dyer’s theory that stars are constructions, and represent a certain ideology made up of their chosen brand values. An example of this would be…
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