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.

Through the Keyhole: TV Research

Through the Keyhole is Keith Lemon's own comedy panel show. This combines the comedy elements of Celebrity Juice with an updated version of a game show Through the Keyhole. Click on the image above to find out more information.

Task: Watch the episode and complete the same audience pleasures sheet you have from Car Share.

Homework Task:
Research the following and post your answers onto your own media blog:

• Who commissioned the programme?
• Who produced it?
• What audience is it aimed at? Why?
• Why is it on at that time and on that channel? Link to 'type' of comedy and target audience. 
• Is it on after the watershed? Why?
• Know the  audience demographic

Create a blog post about the show outlining your findings.

TV Comedy Research - Celebrity Juice

You need to know the following information: the day, time and channel of the programme (in this case Celebrity Juice).

Task 1: Research the following and post your answers onto your own media blog:

• Who commissioned the programme?
• Who produced it?
• What audience is it aimed at? Why?
• Why is it on at that time and on that channel? Link to 'type' of comedy and target audience. 
• Is it on after the watershed? Why?
• Know the  audience demographic

Task 2: Using this information, answer the exam questions below. You have the whole lesson and will need to write your response in your book to hand in to your teacher to be marked. Want to see how to structure your answer? For more help Click here.

4. (a) Compare how and why two programmes were scheduled on different channels.

State the day, time and channel of each programme.

• Who commissioned the programmes?
• Who produced them?
• What audience are they aimed at? Why?
• Why are they on at that time and on that channel? Link to 'type' of comedy and target audience. 
• Are they on after the watershed? Why?
• Know the audience demographic

You must know:

1. day 
2. time
3. channel

for both programmes (Car Share and Celebrity Juice).

Audience Pleasures: Preparing for the exam question

Why do audiences consume any media product? Most media theorists agree it is because they need to fulfil certain needs and have tried to explain these needs. One famous theory is the Uses and Gratifications theory which lists why people are driven to buy media products.


Theory:  Katz’ Uses & Gratifications theory

• Personal Identification – Where the audience can relate to a character or their situation
• Personal Relationship – Where the audience builds a close bond with a character or group of characters
• Inform & Educate – Where the audience LEARN something from consuming the text
• Diversion – Where the audience can ESCAPE from their reality and immerse themselves in the text.

You can see why this might be useful when analysing the success of a television programme. In the exam, you also have to look closely at the pleasures associated with watch a TV Comedy.


The pleasures are:

• narrative pleasures such as those of narrative resolution, 
• character identification, snowballing narrative, suspense, comedy, and so on
• pleasures of recognition, familiarity and anticipation
• pleasures of difference-within-repetition
• performance unpredictability and spontaneity
• transgressive pleasures
• specific pleasures associated with performers or personalities.

Here is an example exam question:
4. (b) Discuss in detail how one programme offers audience pleasures. Give examples from the programme. [15 marks]


Task: You need to watch the next Car Share episode and make notes on the handout provided about the audience pleasures you can spot in the programme.

Example notes from episode one.

Television Comedy: Car Share: Series 1, Episode 1.

As the first episode in the series, it is important to establish the comedy genre and the characters. Both are established conventions of TV situation comedy and this 30-minute programme is designed to develop a connection between the audience and characters while making them laugh. There are several methods to ensure the programme meets the needs of the audience and these audience pleasures are designed to appeal to the audience.

The episode begins with a sketch-show style joke, mocking people’s interaction with an in-car satellite navigation system. This is situation comedy as many viewers will have had experience of this irrational anger at a computerized system, speaking to the voice as if it is a real and can actually make mistakes. This recognized behaviour sets the humourous tone for the programme while introducing Peter Kay’s character John. He has a mundane job as a supermarket manager and is often ready to complain or to quickly lose his temper about little annoying things on his way driving to work each day.

The programme narrative is structured around John offering a lift to Kayleigh, played by Sian Gibson, as part of a workforce Car Share initiative where employees share vehicles and commute together. The format is the same each episode, as the characters drive to work, then there is a jump forward or ellipsis in the narrative sequence to them driving home at the end of the working day. All of the scenes are filmed in the same car setting, which is another convention of situation comedy where the viewer only sees the actors in limited settings. The trolley man Ted is a familiar part of the programme format which is developed later in the series.

Kayleigh is established as lacking intelligence and being rather naïve and outspoken. But she has endearing qualities which the programme develops during the initial episode as she sings to her favourite songs. She is different to John and this contrast between the characters implies potential romance, which keeps the viewers involved in the narrative. They discuss their love lives and establish that they are both single.

The comedy ranges from farce, such as the sequence with the urine in a water bottle. The accident is awkwardly embarrassing, particularly as they are colleagues and do not have a personal relationship. This is illustrated by the awkward small talk in the car. The urine joke is repeated throughout the episode with her saying ‘See you in a wee while.’ shaking the bottle at him when they arrive at work and him wearing a Beyoncé vest top, a homosexual stereotypical outfit, while proclaiming he is heterosexual. Kayleigh calls it a ‘big gay vest’ to make the joke explicit and the episode ends with John’s line: ‘I am what I am’ as a reference to a stereotypical song about freedom. In fact, the programme uses cultural references to appeal to their 30-45-year-old target audience demographic. Many of the songs played by the programme’s own in-car radio ‘Forever FM’, a parody of UK regional radio stations, would be known by the audience. This nostalgic soundtrack from the 1980s/1990s would appeal to the audience and is part of the dialogue when Kayleigh uses a line from TLC ‘I don’t want no Scrubs’ or when she sings Alanis Morrisette in the car or imagines herself in a music video during the cut-scene. There are also references to television characters Cilla Black and Kermit the Frog.

Forever FM has humour embedded within the programme through wordplay and parody. There is an advert for a window company with the slogan ‘Smashing the cost of conservatories’, an advert for Brillington College which is a parody of adverts for less academic universities and an advert for the Shed Surgery using hyperbole as a comedy device.