Representation Essay Markscheme (B321)

Marking criteria for assignment

This assignment is marked out of 60.

Level 4 (46–60 marks)

Candidates will demonstrate:

• detailed and thorough knowledge and understanding of the texts studied
• thoughtful and insightful analysis and interpretation of the texts
• very good understanding of how texts represent social and cultural messages and values,
• including proficient identification and interpretation of those messages and values
• very good understanding of how texts use media language and areas of representation
• very good knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• accurate use of technical terms and medium-specific terminology, as appropriate
• very good understanding of the effects of techniques on texts and audiences
• confident comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• personal insights and engagement with objects of study and concepts.

Level 3 (31–45 marks)

Candidates will demonstrate:

• good knowledge and understanding of the texts studied
• sound analysis and interpretation of the texts
• good understanding of how texts represent social and cultural messages and values, including
• competent identification and interpretation of those messages and values
• good understanding of how texts use media language and areas of representation
• good knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• mostly accurate use of technical terms and medium-specific terminology, as appropriate
• good understanding of the effects of techniques on texts and audiences
• comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• some personal insights and engagement with objects of study and concepts.

Level 2 (16–30 marks)

Candidates will demonstrate:

• some knowledge and understanding of the texts studied
• some analysis and interpretation of the texts
• some understanding of how texts represent social and cultural messages and values, including
• clear identification of those messages and values
• some understanding of how texts use media language and areas of representation
• some knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• some accurate use of technical terms and medium-specific terminology, as appropriate
• some understanding of the effects of techniques on texts and audiences
• appropriate use of some examples to support points made.

Level 1 (1–15 marks)

Candidates will demonstrate:

• basic knowledge and understanding of the texts studied
• description, rather than analysis and interpretation of the texts
• basic understanding of how texts represent social and cultural messages and values, including
• basic identification of those messages and values
• basic understanding of how texts use media language and areas of representation
• basic knowledge and understanding of codes and conventions used according to generic
• categorisations of media texts
• minimal use of technical terms and medium-specific terminology, as appropriate
• basic understanding of the effects of techniques on texts and audiences
• minimal reference to appropriate examples to support points made.

0 marks = no response or no response worthy of credit

11W Media Today's Lesson

Find your name on the list below and complete your tasks


Evaluations - LINK TO TASK HERE


Freddy
Troy
Aidan
Tom F
Maddie
Jaisal
Ben
Alfie


Evaluations - Improve


Kitty
Erin


Posters


Teaser poster - Harvey
Adjust credits - Caitlin
Add image - Emily
Resize image - Cameron


All others


Research task on TV Comedy LINK HERE

10W Essay Preparation

The essay question you will answer is:
Compare how teenagers are represented in the action adventure films: The Maze Runner and Tomorrowland.

As part of your preparation you need to watch a selection of these clips (two for each film should do) and make notes on the following areas:

• Mise en scene
• Sound
• Editing
• Camera work

Use the glossary to help with this.


To help you make notes, you need to do the following
STEP 1: SELECT TWO or THREE KEY SHOTS/SEQUENCES in a sequence and print screen them.
STEP 2. COPY THESE INTO WORD
STEP 3. ANNOTATE THEM WITH NOTES ON the four areas.

Year 10 Essay (The Maze Runner & Tomorrowland)

Compare how teenagers are represented in the action adventure films: The Maze Runner and Tomorrowland.

Make notes on:

• Mise en scene
• Sound
• Editing
• Camera work

Tomorrowland - Representation Of Teenagers (Casey)

Consider the ways that teenagers are represented in Tomorrowland (this will really help with your coursework essay).

• Make notes on the representation of  Casey. 
• Consider things such as what she wears, hairstyles, body language and attitude. 
• Is she a stereotypical teenager or is she more realistic (a countertype)? Explain your conclusions.

Find images that illustrate your points.
This example on The Hunger Games has the sort of detail you need.

Tomorrowland Scenes

The Maze Runner Scenes

Bad Eductaion - Research Task Question 4b

4. (b) Discuss in detail how one programme offers audience pleasures. Give examples from the programme. [15 marks]


Create a ppt which analyses each of the main characters in the series and connects them to the exam criteria. You need to create a slide for each character and include


E - C KNOWLEDGE

Character Name - what can we tell about the character from just their name?
Actor's name - do they have star appeal?
Actor's previous comedy/acting roles and TV station shown - often we like to watch people we 'know' are funny?
Character 'use/gratification' - do we identify with certain characters? 
Character stereotype - can we instantly tell what this character will be like? Why?
Character 'role' in series - how do they help 'tell' the story or move the narrative forward?

Include a range of images


THINKING QUESTIONS TO EXTEND YOUR ANSWERS


C - A GRADE EXPLANATIONS (with prompts)


Do we prefer 'characters' or 'stars'? - Do comedy series need a star or do they make a star?
Do we need to 'identify' with the main characters? - Is it important that we like and recognise ourselves in the character?
Why do we like repetition? - Why do we watch when we know how it will end?
How important are stereotypes?

Exam Paper January 2013 (Hancock)

OCR Exam Paper (Jan 2013) Unit b322 01 Textual Analysis and Media Studies Topic Moving Image

10WMS1 - Work To Do (Monday 11th January)

Complete the two activities in the posts below. 

What are the codes and conventions of Action Adventure film? (Tomorrowland)
Tomorrowland - Representation of teenagers (Casey)

Don't rush and try to add as much detail as possible.

These are essential as background for the essay you will be writing soon (How are teenagers represented in The Maze Runner and Tomorrowland?)

Audience Pleasures Question (4b)

4. (b) Discuss in detail how one programme offers audience pleasures. Give examples from the programme. [15 marks]

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.

Remember to include clear examples from the TV comedy you decide to write about.