Deadline Date: Tuesday 12th December

You will need to hand in your completed coursework by the end of today's lesson. If your bus has been cancelled due to snow, you will need to hand in your work in on Wednesday instead. Please come and sign the hand-in sheet at the English office.


Ensure that you have included the following pieces of work:

• Research and Planning Powerpoint 
• Magazine Product - Front page, Contents Page and Double Page Spread
• Evaluation

Advice for your evaluation
Some are struggling to limit their word count to 800 words. Make sure you are writing concise sentences which describe what decisions you made. Avoid vague sentences like:


I made my magazine colourful to catch the eye of my target audience.


This is not going to add much to your mark. You need to explain why colour appeals by referencing what you have learnt about your target audience. It would be appropriate to comment on conventions of colour or even connotations behind your chosen colours. By being specific about the effect on the Target Audience or the aesthetic appearance of your product you can justify your choices using media terminology in order to secure the marks.


I used bright primary colours for my masthead font to appeal to a younger demographic. The BBC's CBeebies magazine uses the same bright yellow colour to connote fun and happiness, something that parents are keen to promote for their children. Young readers enjoy bright colours as they are familiar with them from nursery and feel confident that they appeal to them.


This would secure many more marks, as it uses media terminology and fully explains appeal and the things you learnt from the pre-production research and planning stage. 


Task: Improve your evaluation

1. Highlight all of the media terminology words. 
2. Check your word count is less than 800 words.
3. Say what you did, why you did it and the impact on the final product's success with everything you comment on.
4. Cut out vague sentences.

TV comedy research - Peter Kay's Car Share

You need to know the following information: the day, time and channel of the programme (in this case Peter Kay's Car Share).

Research the following:

• Who commissioned the programme? (Details of the company)
• Who produced it? (Company details)
• 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? (Find out what the watershed is)
• Know the audience demographic
• Peter Kay (Other programmes and characters he is known for/notable successes)

TV Comedy: Audience Pleasures

The type of audience pleasures you need to write about in the exam include:

• 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.

Magazine Evaluation

You need to answer the following questions in as much detail as possible. This is a very important part of this project.

Answer each question in as much detail as possible. Add examples from all parts of your work.

• How effective was your research into similar magazines and relevant target audiences. What did you learn from your research into these two areas? In what ways did this shape the creation of your magazine?
• What creative decisions did you have to make at the different stages of your magazine production? How did your magazine change as your work progressed?
• How closely does your magazine follow the forms and conventions of existing magazines? Gives examples of real magazines you reference.
• How successful is your finished magazine? What are its strengths and weaknesses?

Candidates offering a written commentary should aim to write between 500–800 words. 

Complete all work in PowerPoint and then add to your folder.

Magazine Research, Planning & Evaluation - Jasmine Aldridge

GCSE Media Studies Coursework - Magazine research and planning from Neill Ford

Magazine analysis

Analyse the cover, contents and double page spread of your own magazine. Use the format below.

Design Layouts

Click on the link for a useful article on design layouts.

LINK

11W Media - Work To Do

Compare your magazine cover, contents page and double page spread to a real magazine. That means placing the two side by side and comparing. Answer the following questions:

1. Is the text too big?
2. Is the barcode the correct size?
3. Are the margins and gutters the right size?
4. Is the text aligned properly?
5. Is the text legible?
6. Does the colour scheme work?
7. Are the layouts effective (space being used correctly) and easy to read/ navigate?
8. Have you included original images?
9. Is the image quality good enough?

Example exam paper

Click on the image to access the paper.

Grade boundaries

TOTAL MARKS 80

A* 72
A  64
B  56
C  48
D  40
E  32
F  24
G 16

Example exam paper

Click on the image for the example paper.

TV Comedy - the details

Programme: Peter Kay's Car Share
Channel: 

1. iPlayer
2. BBC1

Time: 

1. any time - streamed
2. 9:30pm

Day:

1. Friday - Tuesday (initial run) 24th - 28th April 2015
2. Wednesday 29th April 2015

Production company: Goodnight Vienna ( a co-prouction with BBC). Goodnight Vienna produce the majority of Peter Kay's TV shows.

Programme: Celebrity Juice

Channel: ITV2

Time: 10pm

Day: Thursday

Production company: Talkback Thames - Talkback Thames are an established production company who have over 20 years experience producing a wide range of programmes for ITV and BBC

Revision booklet

• Click on the image to access the booklet.
• Download the booklet
• Work through the booklet

Question 1 Tips

Question 1 – will ask you how the extract you have just seen fits the codes and conventions of action/adventure in general. These are some of the points you could include if asked about how the characters and/or events are conventional :

REMEMBER – you need to use examples from the extract to support your point:

- The protagonist is brave in the face of danger and will often (but not always) easily beat the antagonists even when outnumbered.

- The protagonist is resourceful and clever

- The protagonists are attractive and youthful when compared with the antagonists.

- The antagonists are violent and intimidating (could be seen through their costumes or props).

- There is a clear theme of good vs. evil

- Conflict is resolved through violence. It is possible the extract may NOT be typical in places. This needs to be mentioned.

TV Comedy - Question 4 a & b

4a. Explain why two channels selected different comedy programmes to schedule on particular days and at particular times.

• Programme name:
• Channel:
• Time:
• Date:

Mark scheme:

Level 4 (12-15 marks)

• Discusses the scheduling of two comedies Precise and accurate use of terminology - think about why certain programmes are on at certain times
• Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts - read this on ITV  - read this on the BBC's mission and values and this on its public purposes
• Thorough understanding of how channels use scheduling to reach audiences - think about why programmes are clearly aimed at a particular audience - look at this again and decide on the audiences for both programmes
• Ideas expressed clearly and fluently in well-structured sentences with few, if any, errors of spelling, punctuation and grammar.

Level 3 (9-11 marks)

• Accurately describes and evaluates the scheduling of two comedies Some accurate use of terminology
• Shows sound knowledge of TV or radio channels and scheduling with some understanding of how programmes reflect institutional contexts
• Sound understanding of how channels use scheduling to reach audiences
• Ideas expressed with some clarity and fluency; errors of spelling, punctuation and grammar do not obscure meaning.

4b. Explain how one comedy programme offers a range of pleasures, not just making the audience laugh. Give detailed examples from the programme.

• The type of audience pleasures you need to write about in the exam include:
• 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.

GCSE WORK

Textual analysis and representation

Edge of  Tomorrow

(55-60 minutes - Chapter 7)

Tom Cruise - Major William Cage
Emily Blunt - Sergeant Rita Vrataski

Q 1. Explain two ways the characters and/ or events fit the action adventure genre. 

Use examples from the extract. [10 marks]

Layout as follows:
Explanation 1...
Explanation 2...

Q2. Explain how each of the following is used to create effects:

• soundtrack
• editing
• mise en scene
• camerawork

Use examples from the extract. [20 marks]

Q 3. Discuss the ways in which people and place are represented in the extract. 

Refer to stereotypes in your answer.
Use examples from the extract. [20 marks]

You might consider representations of:

• the soldiers
• the aliens
• gender
• the countryside

Easter homework

Complete the following:

Textual analysis and representation 1

Textual analysis and representation 2

Exam reminder

Terminology refresher

The Hurt Locker - Suicide bomb scene

Q 1. Explain two ways the characters and/ or events fit the action adventure genre. 

Use examples from the extract. [10 marks]

Layout as follows:
Explanation 1...
Explanation 2...

Q2. Explain how each of the following is used to create effects:

• soundtrack
• editing
• mise en scene
• camerawork

Use examples from the extract. [20 marks]

Q 3. Discuss the ways in which people are represented in the extract. 

Refer to stereotypes in your answer.
Use examples from the extract. [20 marks]

You might consider representations of:

• the soldiers
• the suicide bomber
• the bomb disposal expert
• gender
• Afghanistan

Master and Commander: The Far Side of the World - Battle Scene

The extract is from the film Master and Commander: The Far Side of the World (2003 - Peter Weir). We are at sea during the Napoleonic Wars (Britain Vs. France), the French have a powerful ship which could help them win the war. Captain Jack Aubrey has disguised his ship, the Surprise (sailing under the name The Syren), and his crew as a whaling vessel in order to lure the much more powerful French ship, the Acheron, alongside his so he can attack and disable them.

Characters in this extract

The British

Aubrey - Captain (long hair)
Maturin - Doctor (hat and cigar)
Thomas Pullings - Lieutenant (scar)



1. Explain two ways the characters and/or events in the extract fit the action adventure genre. [10]  

2. Explain how each of the following is used to create effects that fit the action adventure genre:

• soundtrack 
• camerawork 
• editing 
• mise-en-scène. [20] 

3. Discuss how people are represented in the extract. [20]

You might consider the representation of:

• age
• British and French
• officers
• sailors

Exam revision

GCSE media studies exam Revision from Mrs Downie

Textual analysis and representation - Skyfall

Watch the clip and the answer the following questions. Use the example answer to help with your own response HERE

Q1. Explain two ways in which the narrative (characters and events) in the extract fits the action adventure genre. Use examples from the extract. (8 marks)

Q2. Explain how each of the following elements is used to create effects:

• soundtrack,
• editing
• mise en scene
• camerawork

You should use at least two examples from the extract for each element. (20 marks)

Remember to use the terminology HERE

Q3. Discuss the representations in the extract.
Refer to stereotypes in your answer.
Use examples from the extract.    (20 marks)

You might consider the representation of:

• gender
• race and nationality
• criminals
• heroes

Action adventure films - Question 3

3. Discuss the representations in the extract.
Refer to stereotypes in your answer.
Use examples from the extract.    (20 marks)

You might consider the representation of:

• gender
• race and nationality
• criminals
• heroes

Action adventure films - Question 2

2. Explain how each of the following is used to create effects that fit the action adventure genre:

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

You should use at least two examples from the extract for each element. (20 marks)

Remember to use the terminology HERE

11W Media - Work to do

Watch the clip (up to the 5 minute mark) and the answer the following question. Use the example answer to help with your own response.

Q1. Explain two ways in which the narrative (characters and events) in the extract fits the action adventure genre. Use examples from the extract. (8 marks)

NEXT

Complete the following tasks:

• Read question 2 on the example paper.
• Under the following headings: soundtrack, editing, mise en scene, camerawork write down the terminology used in the example.
• Watch the clip (up to 5 minutes) two more times.
• Answer the question:

Q2. Explain how each of the following elements is used to create effects:

• soundtrack,
• editing
• mise en scene
• camerawork

You should use at least two examples from the extract for each element. (20 marks)

Action Adventure clip - Lara Croft: Tomb Raider

Action adventure films - Question 1

What is Section A about?

Section A assesses your textual analysis skills. In the exam you will watch a short extract from an action/adventure film (around 6 minutes long) four times and will then be expected to answer three questions about the extract.

Question 1 – will ask you how the extract you have just seen fits the codes and conventions of action/adventure in general. These are some of the points you could include if asked about how the characters and/or events are conventional:

REMEMBER – you need to use examples from the extract to support your point:

• The protagonist is brave in the face of danger and will often (but not always) easily beat the antagonists even when outnumbered.
• The protagonist is resourceful and clever
• The protagonists are attractive and youthful when compared with the antagonists.
• The antagonists are violent and intimidating (could be seen through their costumes or props).
• There is a clear theme of good vs. evil
• Conflict is resolved through violence.

It is possible the extract may NOT be typical in places. This needs to be mentioned.

TV Comedy - Mr Smith - AFL and Revision Grid

Step 1

Use the AFL grid and prepare your work from period 1 for Mr Ford to mark. Glue this grid into your exercise books.

Step 2

Download, print and complete this TV Comedy revision grid

TV COMEDY REVISION GRID

TV Comedy - 4a

Write your own response to question 4a.

Complete the cloze exercise below and then write a response in your own style. Ensure that you get the times, dates and channels correct when first broadcast.

‘Peter Kay’s Car Share’ was initially broadcast on BBC iPlayer between 24th - 28th April 2015. It was premiered on ------------------ at ---------as it was believed by the producers that the target audience aged ---------- would be at home at this time before school / college / work on a------------. (remember that Car Share was on BBC iPlayer first and then moved to BBC1).

‘Celebrity Juice was first broadcast on a ------------------------ as it was believed the target audience would have ------------------------------------. (refer to audience commitments the next day)

‘Peter Kay’s Car Share’ and ‘Celebrity Juice’s’ target audience are contrasting as ‘PKCS’ audience fall into the ------------- demographic category as they are more likely to empathise with the narrative of the sitcom (explain) while ‘’CJ’s’ audience falls into the ------------------ category as the audience are likely to be ------------------------- and find comedy in the ---------------------- of the programme as they are more probable to keep up with current ---------------------.

Both programmes proved to be a success on their niche audience channels and in the case of PKCS  then switched to ---------  a mass audience channel as it ranges over a wide demographic with programmes for all such as -------------------------------. Celebrity Juice stayed on------- (give channel and reason).

Both programmes were aired after 9 pm as part of the ‘watershed’, conveying that they both contain adult humour for a specific audience.

The answer gives time, day and channel for both Peter Kay's Car Share and Celebrity Juice. This fits the level 2 descriptors. Any plausible scheduling is rewarded, as examiners cannot be sure which scheduling decision the candidates have studied and with long-running programmes there may have been many different forms of scheduling. 

Some accurate explanation of why the programmes were scheduled in this way – such as a discussion of the watershed – should raise it into level 3. The answer achieves this with a discussion of why specific nights were chosen, their original scheduling on niche channels and a move to a mass channel, and a mention of the watershed.

To reach a level 4 your answer needs to explain why the channels chose to schedule these programmes and be definite about the time and the days both programmes were broadcast. You also need to link audience demographic to the channel in a clear fashion. Also try to include information about who scheduled and produced the shows and any useful references to the mission/ purpose and vision of both channels.

TV channels - BBC 1

Our mission, vision, and values inform the work of the BBC and are how we promote our public purposes.

The public purposes are set out by the Royal Charter and Agreement, the constitutional basis for the BBC.

Our mission

•  To enrich people's lives with programmes and services that inform, educate and entertain.

Our vision

• To be the most creative organisation in the world.

Our values

• Trust is the foundation of the BBC: we are independent, impartial and honest.
• Audiences are at the heart of everything we do.
• We take pride in delivering quality and value for money.
• Creativity is the lifeblood of our organisation.
• We respect each other and celebrate our diversity so that everyone can give their best.
• We are one BBC: great things happen when we work together.
• The Royal Charter and Agreement also sets out six public purposes for the BBC. See Public purposes.

We run nine national TV services providing entertainment, news, current affairs and arts coverage for the whole of the UK.

Our output is available via digital TV, live online via channel websites and as video-on-demand via BBC iPlayer.

BBC One

On BBC One you'll find news and current affairs, drama, comedy and entertainment programmes.

TV Comedy - 4a

Answer the questions below. You have the whole lesson.

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).

TV Comedy - Question 4a

Make notes that will help you answer question 4a.

Explain why two channels selected different comedy programmes to schedule on particular days and at particular times.

• Programme name:
• Channel:
• Time:
• Date:

Mark scheme:

Level 4 (12-15 marks)

Discusses the scheduling of two comedies Precise and accurate use of terminology - think about why certain programmes are on at certain times

Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts - read this on ITV  - read this on the BBC's mission and values and this on its public purposes

Thorough understanding of how channels use scheduling to reach audiences - think about why programmes are clearly aimed at a particular audience - look at this again and decide on the audiences for both programmes

Ideas expressed clearly and fluently in well-structured sentences with few, if any, errors of spelling, punctuation and grammar.

Level 3 (9-11 marks)

Accurately describes and evaluates the scheduling of two comedies Some accurate use of terminology

Shows sound knowledge of TV or radio channels and scheduling with some understanding of how programmes reflect institutional contexts

Sound understanding of how channels use scheduling to reach audiences

Ideas expressed with some clarity and fluency; errors of spelling, punctuation and grammar do not obscure meaning.

TV Comedy - Question 4b

Using Celebrity Juice as your source material answer the following question:

Explain how one comedy programme offers a range of pleasures, not just making the audience laugh. Give detailed examples from the programme.

Remember to do the following:

• name the pleasure (a different one each time)
• briefly define the pleasure
• offer a clear example of the pleasure from the programme and explain why the audience enjoy it

Peer mark another student's work when you finish.  Award one tick for each of the bullet points above. Write 'peer assessed by your name' and add the date.

Extension task

Make notes that will help you answer question 4a.

Explain why two channels selected different comedy programmes schedule on particular days and at particular times.

• Programme name:
• Channel:
• Time:
• Date:

Mark scheme:

Level 4 (12-15 marks)

Discusses the scheduling of two comedies Precise and accurate use of terminology - think about why certain programmes are on at certain times

Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts - read this on ITV  - read this on the BBC's mission and values and this on its public purposes

Thorough understanding of how channels use scheduling to reach audiences - think about why programmes are clearly aimed at a particular audience - look at this again and decide on the audiences for both programmes

Ideas expressed clearly and fluently in well-structured sentences with few, if any, errors of spelling, punctuation and grammar.

Level 3 (9-11 marks)

Accurately describes and evaluates the scheduling of two comedies Some accurate use of terminology

Shows sound knowledge of TV or radio channels and scheduling with some understanding of how programmes reflect institutional contexts

Sound understanding of how channels use scheduling to reach audiences

Ideas expressed with some clarity and fluency; errors of spelling, punctuation and grammar do not obscure meaning.

Celebrity Juice

Keith Lemon - research task

Task: Find out all about Keith Lemon (Leigh Francis) and create a couple of pages about his unique style of TV Comedy. Use the questions below to help you collect enough detail for a couple of pages in your exercise books explaining your research findings. Remember that this information will be essential for your exam preparation.

Find out what shows have been developed using the character Keith Lemon.

• Create a timeline of his TV Comedy shows.
• What genre of TV Comedy shows has he produced.
• Explore his successful show Celebrity Juice, explaining how it appeals to audiences (consider audience pleasures here).

Read through some of these articles to support your research:

• Guardian
• Digital Spy
• Radio Times
• TV Comedy

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).

Research the following:

• 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

Peter Kay's Car Share - further research

• Compile a biography of Peter Kay - include programmes, tours, records that he has been responsible for.
• Write a brief plot summary of each episode of the show. If possible add broadcast dates and times. Also, include initial viewing figures.

Spy Kids - Textual Analysis

1. Watch the clip.
2. Identify the different elements of camerawork.
3. Screenshot the different shots and angles etc.
4. Explain their use in the clip. Do this in word - you will print this out and add it to your book.
5. Do the same for mise en scene, editing and soundtrack.

Do This Now

Define the following terms:

• establishing shots
• canted angle
• point-of-view shots
• shot/reverse shots
• non-continuity editing
• crosscutting
• fast-paced editing
• post-production effects.

Moving image - terminology

Candidates should be able to recognise and describe a range of media language techniques and

explain how they are deliberately used in a text to create connotative effects. Candidates are

expected to know the following terms and how to comment on their use. However, this is not a

definitive list and candidates should be encouraged to be as flexible as possible in adapting to the demands of the specific extract they are to analyse.

Moving image – Camerawork:

• establishing shots
• low angle, high angle, canted angle or aerial shots
• elaborate camera movement such as tracks, steadicam or crane shots
• hand-held camera
• point-of-view shots
• shallow focus and focus pulls.

Moving image – Editing:

• shot/reverse shot
• juxtaposition
• non-continuity editing
• crosscutting
• fast-paced editing
• less common transitions: dissolve, wipe, fade
• post-production effects.

Moving image – Soundtrack:

• music
• synchronous and asynchronous sound
• diegetic/non-diegetic sound
• sound effects
• sound bridge
• voiceover.

Moving image – Mise en scène:

• lighting (especially low-key lighting)
• location/set
• costume and make-up
• props
• casting and performance style
• blocking (the composition of elements within the shot).

Audience Demographic Categories

What are the codes and conventions of Action Adventure Film?

Narrative

• 12/15 certificate, maximising youth audiences
• Often hybridised with Sci Fi/Adventure/Romance
• Major Hollywood studio produced and distributed
• High production values including CGI FX. Fast paced editing
• Classic Hollywood 3 act narrative structure
• Predictable chain of events – cause and effect
• Single stranded, linear, closed narrative
• Dramatic non-diegetic sound (soundtrack music)
• Clear binary oppositions (good v evil)
• Star Marketing: Audience identification/expectations (Cruise/Pitt/Johnson/Thurman/Jolie/Tatum/Craig/Di Caprio/Damon)
• Generic Typecasting and Secondary Persona apply (stock characters)
• Romantic sub-plot, humorous dialogue
• Relationships with new technology (youth audiences)
• Use of close ups
• Dominant representation of gender: male/female action hero.

• Narrative led films contain tightly woven story arcs, where the dialogue drives the plot rather than builds character.
• An action adventure film is essentially one long quest with a succession of different chase sequences, each one more death defying and seemingly impossible than the one before. The trick for the producers is to ramp up the tension as the film progresses to a storming end sequence. Will our intrepid explorers make it, or will the evil antagonist get there first.
• A strong story ark of a quest for treasure, or an incredibly valuable object, or an item which has occult power.
• Love interest that both hinders and supports the main quest.
• A fast moving narrative with constant set backs that are overcome one by one, leading to fairly complex plots.
• In many respects this genre of films derive their energy from being more exciting, more adult and much more dangerous versions of children’s stories of adventure such as Enid Blyton’s Famous Five or Arthur Ransome’s Swallows and Amazons.
• Thrilling action where the protagonist saves his fellow travellers through a variety of non realistic but apparently logical escapades.

Characters and locations

• These are not realistic films, although the characters must be believable. They are set in a stereotypical world of the not too distant past e.g the 1930s, or the fictional world of storybook adventures e.g. A high tech, futuristic maze.
• A main protagonist who is a seen as a 'normal' person and who just happens to have amazing powers of endurance in the face of extreme danger, and is also very clever. James Bond is a Secret Service agent. Captain Jack Sparrow is at first an ordinary good for nothing pirate with incredible agility and luck, although he later takes on supernatural powers.
• There are always helpers who are a team of innocent characters who happen to get caught up in the action.
• Humorous dialogue often diffuses taught and sometimes frightening situations.
• The characters take the twist and turns of the plot very seriously as they are often in mortal danger from an assortment of unusual animals, machines and monsters orchestrated by an evil antagonist.
• Exotic locations where the characters have to contend with extremes of climate, as well as evil forces.
• The aim is to please the audience by keeping them on the edge of their seats through a series of mind boggling chases, exotic locations and hair raising adventures in historically inaccurate but somehow elementally possible settings.
• Action Adventure films are designed to create an action-filled, energetic experience for the audience who can live vicariously through the exotic locations, conquests, explorations, struggles and situations that confront the main characters

Task: Having read through this description of the action adventure genre (characters and locations), apply each area to an action film of your choice.

The film must be from the last 5 years.

Explain your points, using examples from the film as evidence to support your ideas.