Exam Revision Booklet

GCSE Media Revision Booklet 2018 by Mrs Downie on Scribd

Hancock Exam Paper

Download your own copy of the Exam paper and Mark scheme.
Click here for the Exam paper
Click here for the mark scheme

Read through the mark scheme for each question.

Task: Mark your own answer, using the mark scheme. Can you set an EBI target for yourself to improve and then attempt to rewrite one or more paragraphs from your answers in green pen.

Need extra help? You can use the Student B exemplar, from today's lesson, to help your get started with writing an answer for Question 2.

To create effects for the sequence, the makers of the film had to keep with the genre conventions of the film. At the beginning of the sequence, the viewer can hear heavy beats of a drum, which could connote a mental war drum being played as the battle is a about to begin. During the fight scene, the music is orchestral and anxious, playing dramatic notes quickly And at the part where Dagonet is lying on the ground, the orchestra plays a melodic, minor piece with violins, which usually are associated with sadness.

The mise-en-scene of the sequence comes into play too. The dark, gloomy lighting contrast with the glistening snow, which possibly connote good vs. evil, a key narrative. The costumes create a time code for the scene, showing that the movie is based in the Arthurian times, not present day. The means of violence also show the time setting, with arrows and axes being the primary weapons. The protagonists wear nice dresses and shirts in blues and blacks, While the antagonists wear fading and ragged browns. This, along wit their tattered flags, show the poverty levels of that ride.

Camera work is crucial in the sequence it starts with clans and bird-eye views to show the different sides and the size of each party. When Cynric’s group advances, it starts with the groups feet, and tills up towards their heads to get a full view of them and along with the deadly music suggests that it wouldn’t be a smart idea to proceed. During the fight, the camera angle is fitted and mostly hand-held, when filming the antagonists to show they are evil and chaotic. Since there are less of Arthur’s group close-ups are used with steadi-cam to show they are central characters and their emotions. When the CGI’s of the underwater view come into play, it shows gradually the ice cracking to foretell the audience that soon there will be chaos.

Along with camera-work editing is fast and snappy, cutting from the chaos of the antagonists defeat to the expressions and sorrow from Arthur’s group. It is also done that way to show exactly in time what each central character is doing and how they feel. These cuts create a sense that the viewer is actually there, and can know what is happening all at once.

WWW:

• The use of generic conventions to create the text and manipulate audience emotions is recognised. The examples selected are appropriate to the comments made.
• The soundtrack and its variation as the sequence unfolds is clearly understood; specifically music moods include threat, excitement and sadness.
• Mise-en-scene is explored through lighting contrasts and costumes. The latter is recognised as reflecting the qualities of the opposing sides – hence there is evidence of an understanding of connotation.
• Camerawork is explored in terms of the variety of angles selected to explore narrative as well as character.
• The use of technical description is appropriate and explores examples in the text.
• There is also a clear explanation of choice of shot to enhance audience anticipation and tension relating to impending chaos.
• Editing is recognised as being used to make narrative clear, as well as explore character through the reactions to events.

EBI:

• Use accurate terminology consistently throughout an answer. Remember, think about the What How Why structure that you may have used for English analysis work.

Hancock: Past Paper Textual Analysis

The extract is from the film ‘Hancock’ (Director: Peter Berg, 2008).

We are in Los Angeles. Hancock is a superhero and a drunk. He is very rude and unpopular. His friend Ray has been trying to teach him to be more polite. He thinks Hancock should say ‘Good job’ to the police so they like him more. He has persuaded Hancock to accept going to prison to pay for the damage he has caused.

Characters in the Extract

• Hancock
• Red The lead bank robber. He wears a mask and holds the switch for the bombs. 
• Police Sergeant Is in charge of the police at the bank.
• Policewoman Is trapped behind a police car.

Answer all three questions:

1. Explain two ways in which the narrative (the characters and events) in the extract fits the action adventure genre. Use examples from the extract.  [10 marks]

2. Explain how each of the following is used to create effects:

• soundtrack
• editing
• mise-en-scène
• camerawork.

Use examples from the extract. [20 marks]

3. Discuss the representations in the extract. Refer to stereotypes in your answer.

Use examples from the extract.
You might consider the representation of:

• gender
  
• race and nationality
  
• the big city
  
• criminals
  
• superheroes.  [20 marks]

Task: Read through these tips for how to write an effective Q3 answer and then attempt your own answers in your book.

When approaching the exam questions you need to identify the stereotypes that are being explored in the clip. To gain full marks, you need to either discuss the stereotyping of one group in lots of sophisticated detail or discuss the representation of a range of social groups seen in the clip in less detail.

Q1: State two clearly different generic conventions using terminology. Here you should focus on the heroic qualities of the protagonist and the villainous qualities of the antagonists, the conflict, the spectacular explosions and the peril to gain full marks.

Q2: Always give two or more examples for each of the four textual analysis bullet points. 
For soundtrack, you could comment on the different uses of music and the sound effects of gunshots and explosions.
For editing, you could comment on the use of CGI and establish an understanding of post-production effects rather than just referring to them as generalised 'Special effects'. You could look at the effect of the use of slow motion, the cross cutting between Hancock and the bank robbers, and the use of shot-reverse shot. Good answers will comment on the abrupt transition to the bank robbery scene.
For mise en scène, there is costume to focus on such as the superhero suit, the lighting, the guns, masks, bombs, explosions, and the detonator. Always pick examples to link to connotative effects.
For camerawork, you could pick out examples of the hand-held camerawork, the close ups, the tracking shots, the aerial shots, the whip pan, and the sudden zooms and then comment on the director's intentions.

Q3: In the final question, students gain marks for spotting any of the following stereotypes or anti-stereotypes (you can also call this a counter-stereotype):

• the stereotypical representation of violence as a male activity and representation of a male hero role
• the representation of Black and White Americans as heroes and a White American as the villain
• the differing representations of women – Mary appears to be defined by her looks, whereas the policewoman is actively putting her life in danger
• the negative stereotypical representation of the bank robbers as uncaring and greedy
• the stereotypical equation of heroism with mature adulthood and lack of disability or disfigurement
• the stereotypical representation of the city as a place of danger
• the representation of the Police as brave mixed race and mixed gender workers

You also need to explore current ideologies that are prevalent in western culture or society. This means you need to show an understanding of how we see certain groups as a society and whether the clip confirms or challenges our understanding of how these groups fit in to society. State whether stereotypes are shown as negative or positive in the clip by considering where the director is positioning the audience (think carefully about who's side you as the viewer is on).

It is vital that you refer closely to the extract and use plenty of examples from the clip to support what you are discussing in your answer.

The best answers will analyse gender stereotyping in the male superhero and female 'damsel in distress'. Discuss the policewoman's ambiguous representation as both stereotypically vulnerable but at the same time an anti-stereotypical representation of female activity and power. What about the anti- stereotypical representation of an African-American hero, but also question the rarity of such a representation in the contemporary media. Hollywood often portrays Americans and heroism as a natural thing so you can discuss media stereotyping in this way.