Practical Application of Learning (storyboard) Coursework

Brief

There are 3 distinct parts to your PAL coursework.  These are:

1)  Aims and context.

A clarification of the aims and context of the sequence to be completed on the appropriate cover sheet.

2)  Film Sequence Storyboard
(40 Marks)

A photographed storyboard of between 10 and 25 different shots (some of which may be repeated) plus up to 5 found shots (shots which would be difficult to photograph or where locations need to be established).  The 5 found shots must be acknowledged.

3)  Reflective analysis -  approximately 750 words
(10 Marks)
The reflective analysis should select key micro features of the sequence and demonstrate how they make meaning(s) and aim to provoke response(s) in audiences.

1)  Aims and Context

You must include the following information on your aims and context cover sheet:

• Genre of film (or equivalent if it’s not in an obvious genre)

• Whether it’s a short film or extract (and if so, whether it’s opening, climactic sequences etc)

• Target audience

• Key stylistic elements of sequence (cinematography, editing)

2)  The Storyboard

Your coursework task will be to put into practice what you have learnt about how the micro-features create effect and meaning in a film sequence.  You must create a photographic storyboard for a sequence from a movie using all the micro-elements to create a specific and planned meaning.

Descriptors

The slug line defines interior (INT) or exterior (EXT).
It defines the location.
It defines the time of day (Day or night).
The action descriptor should simply say what is happening in the shot.
It should include what characters and what action are present.

ECU – Extreme close up
CU – Close up
MCU – Medium close up
MS – Medium shot
MLS – Medium long shot
LS – Long shot
ELS – Extreme long shot

H/A – High Angle Shot
L/A – Low Angle Shot
POV – Point of View Shot
OTS – Over the Shoulder shot
ZOOM – Inward or outward movement with lens.
TRACK or DOLLY – Inward or outward movement with camera.
CRANE – Vertical camera movement

The dialogue descriptor simply defines the opening and closing dialogue in the shot as well as who speaks it.
This may be a single line or part of a line. In longer speeches, only the opening word and final word should be indicated.
Both diegetic and non-diegetic sound must be described.
It should give an indication of atmosphere – ambient sound. Perhaps traffic in the distance to show an urban scene or water dripping nearby to indicate a cave setting.
It may give information about the music used in the scene
It may tell us about any specific sound effects needed.

Transition will usually simply state ‘cut’ but where required will indicate particular effects such as:
Fade to or dissolve
Match on Action
Graphic Match
Wipe
BEGIN MONTAGE or END MONTAGE.
The duration of each shot should be expressed in seconds. Try to consider realistic times for the actions you are illustrating.

Effect and Meaning

The purpose of the task is to use the micro-features of film to create a planned and specific effect and meaning.  It is important therefore to create a sequence which has a strong effect.  Make it an important sequence from the larger (imaginary) film.  Make it dramatic and strong in meaning.  Think about how you want your audience to feel and react.  Do you want them to feel fear?  Sadness?  Emotion? Romance? Triumph?  Excitement?  Elation?  Repulsion?  Love?  Hate?  Anything else?

Getting Started

Begin by considering the genre of film you wish to work in.  You can choose any genre or combination of genres, sub-genres or hybrids but make sure that you make a definite decision as this will affect your effect and meaning and target audience.

Think about what sort of characters you will include in your sequence, what will they look like?  How will they act?  Will they be conventional or non-conventional?

Think about what will happen in broad terms in the sequence.

Begin by creating a list of things that will happen in the sequence.  Each of these will translate to a shot so they should be only small moments from the sequence.  Number these.

Once this is done, you will have a strong idea of your sequence and will be ready to start filling in the descriptor details.  Use the example below to get a feel for how detailed you need to be.

Example
Storyboard Cabin in the Woods (MC)


Advice
Your storyboard should demonstrate how micro-features are used to create meaning.
Your storyboard should consist of indicative images – images that show the intended compositions and content.
The storyboard must also include descriptors which sit against the images and give more information abut the sequence.
Images should be 16:9 (rectangular).
Restrictions are accepted but images should show framing, composition and mise-en-scene.

Break actions into smaller actions – each with a shot accompanying it.
LS pushes audiences away and CU brings them into the action.
30 degree rule.
180 degree rule.


  Assessment


Storyboard Sequence 

Level 4 32-40 

• Excellent understanding of micro features demonstrated in sequence

• Excellent, creative use of appropriate micro features

• Excellent visualisation, demonstrating high degree of understanding

of appropriate conventions.

Quality of written communication 

• Excellently structured and accurate use of appropriate language to

communicate clearly.


3)  Reflective Analysis

Brief

Reflective analysis:  approximately 750 words.  (10 marks)

The reflective analysis should select key micro features of the sequence and demonstrate how they make meaning(s) and aim to provoke response(s) in audiences. 

Essay Structure

It is important to plan your essay well.  Use the following structure to plan what points you will make and how many words you will attribute to each of them before you start writing.

1.  Introduce your sequence explaining its macro features - what genre it is and what happens in it (in broad terms).  Describe the overall effects and meaning.

2.  Go through the sequence chronologically (in normal time order). Begin explaining how you have used the micro-features to create specific aspects of the effect and meaning.

3.  Break your points into paragraphs and focus on the larger points in detail rather than trying to cover every single aspect of your sequence.

4.  Conclude your account by very briefly summing up your main points.

Assessment

Reflective Analysis

Level 4: 8-10

• Excellent, perceptive analysis of how the sequence uses micro features to make meaning(s) for audiences.

Quality of (written) communication

• Excellently structured and accurate use of appropriate language to communicate clearly.

Script Writing - Crime Drama

Writing the Script 

The script is the first assessed piece of the coursework and it is vital that you produce a high quality piece of work which not only adheres to the codes and conventions of television crime drama but also emulates the format and style of a real industry standard screenplay.

Screenplays have a very strict form and style and you must write your script according to this.  Look at the document below - it provides the basic rules of screenwriting and shows how a screenplay should look.
Screenplay Format



Further Advice

A page of properly formatted screenplay is roughly equivalent to about a minute of screen time.

Scene headings change every time the scene does (that is, whenever the time or location change).  A scene could very easily be just one sentence long - especially if it is an establishing shot.

The first time we are introduced to a new place or person, give a brief description of them.  This shouldn't be in depth but should simply raise a couple of vivid visual points about the person or place which summarise the rest of it.

Don't go heavy on the dialogue.  Less is more when it comes to dialogue - a screenplay is much more than simply what people are saying.  Often the dialogue gets in the way of the action and slows it down.  Shorten it wherever you can.

Break up your action into small blocks of no more than about 5 lines.  There is nothing wrong with having a block of action which is only a single line long.  Show the pacing of your script with the way you write your action.  A fast paced fight scene would consist of very short sentences.  A slow paced mood-setting scene would consist of much longer paragraphs.

Real Examples

The absolute best way of getting to grips with the correct form and style of professional screenplays is to read some examples.

Below are links to the full scripts from various television shows.  There some excellent examples of crime dramas amongst them.  Read as many as you can and see how the screenplay form is used in reality.  Your job is to emulate (copy) this style and form as much as you possibly can.  Write a script which looks and reads like these examples.


Life on Mars - Series 1 Episode 1

Spooks - Series 6 Episode 1

Ashes to Ashes Series 1 Episode 1

Luther Series 1 Episode 1

Luther Series 1 Episode 6

Luther Series 1 Episode 2

Luther Series 1 Episode 3

New Tricks Series 9 Episode

Sherlock Series 1 Episode 2

Being Human Series 1 Episode 1

Micro-Analysis Coursework

Click here for advice on writing the essay.

Micro-Analysis Essay Advice

Film Studies:  AS Level Coursework Essay Advice

Brief:  Write an analysis of how two micro-features create effect and meaning in a 3-5 minute extract from a movie of your choice.

Word count:  1500 – In order to stand any chance of writing the appropriate amount of detail you MUST meet the word count.  1500 words.  No less.

General Advice

Structure:  Make sure that you follow a plan.  There is a sample plan on the other side of this handout.  Use it.

Analysis:  You are not re-telling the story or simply saying what happens.  You must ANALYSE the micro-elements to really ‘get under the skin’ of the movie.

Depth and detail:   Always try to go deeper in your analysis.  Look beyond the surface layer.

Proof reading:  Spelling and grammar mistakes lose you A LOT of marks.  There is no need to make them.  Use a spell check and proof read your essay.

Images –It is an essential part of the assessment to include images from the film.  These should back up or illustrate major points from your essay.

Meanings:  You MUST explain what meaning is created in DETAIL.

What emotions and feelings are created by the sequence?

Think about as many different words which describe the meaning as possible -  Drama, tension, fear, horror, revulsion, suspense, tension, anger, sadness, love, lust, terror, wonder, awe, excitement, envy, pity, loathing.

Genre – How is the genre shown in the sequence? Are there any genre conventions you can talk about?

Character – What information are we told about the characters? Are they strong, weak? Happy? Sad? Angry? Calm? Powerful? Powerless?

Narrative – Do the micro-elements tell us anything about the story? Any clues as to what may happen or insights into what has happened already?

Mark Scheme

The exam board issues a set of criteria which the highest achieving essays will meet.  You should all be aiming for the very highest level and as such would benefit from examining the mark scheme very carefully. 

Make sure that your essay meets the following standards:

Level 4: 24-30 Marks

•            Candidates will be distinguished by an excellent knowledge and confident understanding of the micro features of the film they are concentrating on.

•            This will be reflected both in their ability to refer in detail and with accuracy to their chosen film and in their analysis of how micro features produce meaning(s).

•            Personal response will be characterised by a high level of analysis of the production of meaning(s) through the interaction of film and spectator.

• The interaction between film and spectator will be perceived as complex, subtle and resistant to simplistic assumptions.

Quality of written communication

•            Excellently structured and accurate use of appropriate language to communicate clearly.

Basic Essay Plan

INTRODUCTION:  Introduce what film you are analysing and which micro-elements you are focusing on.  Briefly explain the main storyline, genre and any relevant background info. No more than 150 words.

PARAGRAPH 1:  State which sequence you are analysing. Briefly explain what happens in the sequence. Explain what overall meaning is created in the sequence.

PARAGRAPH 2: Begin at the start of the sequence and start explaining how the micro-elements create meaning.  Analyse both elements at the same time.  Use a new paragraph for each major point.

PARAGRAPH 3 +: Continue through the sequence making your points.

CONCLUSION:  Sum up your main points and state the main meaning created in the sequence.  Do not evaluate how well the director has done his job.

Representation - Richard Dyer

Introduction to Representation - Richard Dyer

Representation Theory - David Chandler

Representation David Chandler

Conventions of Television Crime Drama

The genre of television crime drama is extremely large.  There are many different examples of the genre   with many different styles, formats and sub-genres.  Not all conventions will apply to all texts.  This is merely a list of typical characteristics of crime dramas.  It is unlikely that any one text will exhibit them all but many of them will be present in many examples of the genre.




Examples of Crime Drama

A Touch of Frost
The Wire
Miss Marple
Midsummer Murders
Dexter
Luther
Cracker
Lewis
Monk
Diagnosis Murder
Ironside
Columbo
Kojak
CSI
Scott and Bailey
Poirot
Boardwalk Empire
The Sopranos
Sherlock
Life on Mars
Ashes to Ashes
Starsky and Hutch

As you can see, many crime dramas are named after their lead character.  This is a strong convention of the genre.  The lead character is integral to the show and it is usually very much 'their' story.


Characters
The lead character will often be a detective or some sort of police investigator.  They will usually be a white male - 40 years old plus.  The lead character will have some sort of major personality defect or flaw such as a failed marriage, alcoholism, gambling addiction etc, sometimes there may be a physical one as well eg Ironside is confined to a wheelchair whilst Columbo has a glass eye..

There will often be a sidekick character - a younger and more inexperienced individual.  This is sometimes a woman though women are usually in scientific advisor roles.  If there is a woman there will usually be some sort of sexual tension between the two.

There will often be a group of support characters or 'gang' who help the lead character in their investigation.

There will often be a superior officer or 'police chief' who the lead character must report to and will often be in trouble with.

Narrative and Theme

The narrative will usually be centred around a detective trying to solve a crime - often a murder.  There will be an investigation taking place which involves clues and red herrings.  The killer's identity will often be revealed at the end of the episode.

There will often be chase scenes present.  There may also be an interrogation scene.  There will usually be a teaser or 'hook' sequence at the start which shows the crime being committed or maybe the body being discovered.  Its purpose is to draw the viewer into the narrative.

The theme of justice and good vs evil will be prevalent in the narrative.

Format:  Episodic but usually with stand alone episodes.

Iconography

 Police cars, blue flashing lights, crime scenes, police tape (do not cross), murders, dark lighting, guns and weapons.  Flashlights in dark places.

Sound

Serious and dramatic non-diegetic music.  Often this is very sombre and brooding during dark moments and fast-paced and bombastic as action sequences occur.

Settings

 Interview rooms, urban settings, police stations, crime scenes, forensics labs, morgues, the killer's lair - often dark, ominous and threatening.

Case Studies

Luther:  Series 1, episode 1.

Conventions Conformed to:

The show is named after the protagonist.
Luther is a detective with personal problems - he has a failed marriage and is emotionally unstable, perhaps even suicidal.
He has a younger, more inexperienced sidekick who looks up to him.
He has a group of allies who help him.

What other conventions does this crime drama conform to?  Think about the examples stated above.

Conventions Subverted:

John Luther is not a white man though he is in all other ways a fairly conventional crime drama protagonist.

Are there any other ways that you think Luther subverts or challenges the generic conventions?

A Touch of Cloth

Conventions Conformed to:

This is an example of a parody of the genre and as such it uses the conventions to create comedy.  How many genre conventions can you identify in the first episode of A Touch of Cloth?

Conventions Subverted:

All of the conventions seen in this example are actually subverting the genre at the same time as they are conforming to it as they are parodying the genre.

Year 13 Film Studies - Practical Coursework

What do you have to do?

(i) aims and context

A clarification of the aims and context of the product to be completed on the appropriate cover sheet.

Please note: the 'Aims and Context' must be completed on the appropriate cover sheet, otherwise the Creative Project and accompanying Reflective Analysis cannot be adequately assessed.

(ii) creative product (45 marks)

A complete short film (3-5 minutes in length).

Group work is permitted for this option (maximum 3) but members of the group must be responsible for a clearly defined role on which they are assessed.

(iii) reflective analysis - approximately 1000 words or equivalent

(15 marks, including aims and context)

The reflective analysis should select key features of the creative product and reflect critically on both the creative process and the product. Candidates working in a group should focus on the construction and impact of their role.
How will you be marked?


Product

• Product fulfils its aims highly creatively and effectively

• An excellent understanding of the form and conventions of the chosen medium

• An excellent, highly creative and confident use of the relevant medium with a strong sense of reaching its intended audience.

Quality of written communication (where relevant)

• Excellently structured and accurate use of appropriate language to communicate clearly.

Reflective analysis

• A detailed and perceptive account of the creative process and production

• Excellent, perceptive consideration of the relative success of the product in relation to its aims, audience and context

• An excellent sense of how far it has been possible to work creatively within the conventions of the chosen product’s medium.

Quality of (written) communication

• Excellently structured and accurate use of appropriate language to communicate clearly.

What is the short film format?

Are short films important?

Examples of Short Film

In order to have a better idea of what is possible for your own project it is a good idea to watch examples of the form.
You should also construct an informed opinion about these films.
Do they work? Are they good? Do they tell a good story? Do they tell it well? Is the sound effective? Are the visuals striking? Are the performances engaging? Is it a genre film? Is it enjoyable?

Still Life - http://www.youtube.com/watch?v=La6T8Bq6CsU

Bubbling Under - http://vimeo.com/24232786

The Room at the Top of the Stairs

There’s a Lot of ‘em About

Luvstruck Run Free - http://www.youtube.com/watch?v=uyx_xa3Us_M

Dead End - http://www.youtube.com/watch?v=yq-ykmGAa1k

The Halloween Kid

Erica Wexler is Online

A Heap of Trouble - http://www.youtube.com/watch?v=nE_wbO45FYE

The Sandman - http://www.youtube.com/watch?v=UjgHbRrnjhU

The Process

1.  Idea Generation

2. Building the Idea

3.  Writing a logline

4.  Story Beats

5.  Writing a synopsis

6.  Writing the script

7.  Re-writing the script

8.  Writing a Shot List

9.  Planning the shoot

10.  Shooting the film

Year 10 Media Studies: Ongoing lesson and Homework Information

Wednesday 19/9/12

Subject of Lesson:  T

Homework:  W

Revision Posters

Below are some helpful revision resources you may want to download and print off.


Yr12 FS Examiner's Reports Poster




Narrative in Film - Revision Sheet

Year 12 Film Studies Section C:  US Comparison SOW

Year 12 Media Studies Revision Advice

Year 12 Media Studies Revision

Audience and Representation Questions

In the exam you will need to refer to your own detailed examples in the questions on audience and representation.

You will need to know the same set of information for each of the case study examples we have looked at.

It would also be helpful if you had examples of your own which you could draw on.

For each example you must know the following:

 Who is the target audience (be specific – not just age and gender)?

How are the target audience targeted?

What is the preferred reading of the text?

What is the negotiated reading of the text?

What is the oppositional reading of the text?

Who might hold those views of the text?

Uses and Gratifications –

What ‘audience needs’ does it provide for? 

What ‘pleasures’ does it offer?

Entertainment and diversion – a form of escape from everyday life.

Personal relationships (the water cooler moment) – Pleasure in discussing media texts with others.

Personal identity – pleasure in comparing your life to characters in media texts.

Information / education – To learn about what is going on in the world.

What areas of representation are addressed most strongly? Age, gender, issues, events?

How are these things addressed?

Remember to look at all the tools of analysis and to have strong textual examples for your points.

Start by asking, Is it a positive or negative representation?  From there ask yourself why and how.  

KEY CASE STUDIES

Slumdog Millionaire (Danny Boyle 2009)

Areas of representation:  

Issue - poverty, religious discrimination; Abuse

Place - India 

Gender
National/regional Identity

Misfits

Areas of representation:  

Issue - teen delinquency

Place - Inner city urban areas
Regional Identity

Age 

Gender

The O'Reilly Factor

Areas of representation:  

Event - London Riots

Place - London, England
Issue - Civil unrest

Age

BBC News

Areas of representation:  

Event - London Riots

Place - London, England
Issue - Civil Unrest

Age

Beyonce - Crazy in Love (Music Video)

Areas of representation:  

Gender

Ethnicity

Call of Duty:  Modern Warfare 2

Areas of representation:  

Event - War

Issues - War 

Gender

Olympics 2012 Visa Advert

Areas of representation:  

Event - Olympics

Issues - Cultural diversity

Gender, disability, ethnicity

Year 12 Media Studies - Exam Advice

Year 12 Media Studies Exam Advice

Timings

2 ½ Hours in total.

3 Minutes reading exam

25 Minutes watching DVD and taking notes

2 Hours Completing the written exam

Firstly, read the exam paper carefully.  Take notice of what the questions are asking and what information you will need to gather from the text in order to answer them.

Question 1:

You will watch the extract 3 times and during the allocated time will be included 10 minutes for note taking.  This is very valuable time - use it to make as many notes as you can on the text.  Be specific and focused in your note taking – use subheadings (the different codes, different audiences etc) to organize your note-taking.

There is a great deal you can get done in this time – DO NOT waste it!

Once the exam begins you will have 2 hours to answer all questions.

Spend 40 minutes on EACH question.

Question 2:

Question 2 is divided into 3 sections with different marks available for each part.

2a is worth 4 marks.  Spend no more than about 5-6 minutes on this part.  Write a short paragraph.

2b is worth 10 marks.  Spend no more than about 15 minutes on this part.  Aim to write about a page.

2c is worth 16 marks.  Spend about 20 minutes on this part.  Aim to write about 2 pages.

Question 3:

Question 3 is a single essay answer.  It is worth 30 marks and you should spend 40 minutes writing this answer.  Ensure that you plan the essay before you start writing and that you know what examples you are going to use.  It would be advantageous to spend the first five minutes jotting down a very brief plan which you can then use to write the essay.

Make sure that you read the question carefully and respond appropriately – eg. if it asks for two events to be explored make sure you refer to two events.

The Descent - Analysis

There are several different areas to concentrate your analysis on for the British Film and Genre topic.  These are:

The Descent as a British Film.
The Descent and the horror genre.
Narrative structure of The Descent.
Representation in The Descent.
Key Sequences.

The Descent as a British Film.


The film's key cast and crew were all British as was its financing.  It was written & directed by Neil Marshall (a British director, editor and screenwriter), it was filmed entirely in the UK (even though it was set in North America), the cast & crew is predominately British, the main production company is Celador Films which is a UK company, and the Producer was Christian Colson (another Brit).

Despite this, the film does not use the typical British iconography or overall 'style'.  It does in fact look much more similar to Hollywood-produced fare. There are some characteristics of British film apparent despite the surface sheen however.  The story and script are more character-based than typical American Horror movies.  There is also a sub-plot involving an affair one of the characters (Juno) had with one of the other's (Sarah) husband.  This could be argued is a characteristic of British film.  Most significantly however, the ending of the film is very downbeat and pessimistic.  Sarah hallucinates her escape from the cave and the audience believe this to be true and that she is safe (though her friends are all dead) but then there is the sudden cut back to the cave and the audience sees that Sarah is in fact still trapped underground.  As she hallucinates her dead daughter appearing in front of her, we hear the sounds of approaching crawlers and the camera pulls back revealing just how deep underground she really is.  This firmly states to the audience that Sarah's chances of survival are virtually non-existent.  

It is particularly relevant that the American theatrical release of this film cut this ending out and the film ended with Sarah escaping the cave system.

The Descent and the horror genre.


The film is quite clearly part of the horror genre due to its use of horror conventions:

The Crawlers:

The use of blood and gore:

Scary music:

Narrative structure of The Descent.
The Descent uses the 3 act structure typical of the vast majority of American films.  It has a clear set-up, conflict and resolution.  What makes it different however is the fact that for the first half of the film the main 'villains' or antagonists (the vicious and carnivorous crawlers) do not appear and are only very subtly hinted at.  The main drama and tension is derived from the girls' attempts to escape from the cave.

Act 1:  Set-up:  The film introduces the group of girls and we meet each of them and learn a little about their characters.  They enter the caves.
Act 2: The girls become stuck after a cave-in and try to find a way out by travelling through the caves.  they overcome various obstacles before being attacked by the creatures at the mid-point.
Act 3:  Juno and Sarah are the only ones left alive and they begin to fight back.  Just as the big face-off against the creatures seems about to happen however, Sarah stabs Juno with her pick and leaves her for dead.  She then hallucinates her escape.

Todorov's theory of a classic Hollywood narrative also applies to this film.

Representation in The Descent.
Gender is obviously a very significant area of representation in this film.  It is unusual for a film to focus solely on a group of female characters and especially so for a horror film.

Key Sequences.

Fight Club - Student-Taught Lessons

The following presentations are the resources and lesson plans created entirely by Year 13 students (2012).  They contain some excellent insight and information.  They are very valuable revision resources - please use them!

Themes in Fight Club
Theme in Fight Club

Critical Response
Fight Club - Critical Reception

Critical Theories
Fight Club - Critical Theories

The Significance of Marla Singer
Fight Club - Marla





Anti-Capitalism in Fight Club
Anti-Capitalism in Fight Club

Call of Duty: Modern Warfare 2

Call of Duty:  Modern Warfare 2 is a video game developed for the Xbox 360 and PS3.  It was released in 2009.

It is part of a genre of video game called 'first person shooters'.  This means that the player controls a character from the perspective of looking through the character's eyes.  It also means that the nature of the gameplay will include guns, violence and shooting.

The player alternates control between two characters, a British SAS commando and a US Army Ranger.  The narrative concerns a fictional war against an Eastern European terrorist threat.

The action is presented in a realistic manner with a great deal of violence, explosions and attention to detail regarding the military language and hardware used.

Take a look at the trailer:



Controversy

The game has been the centre of a lot of controversy due to its graphic violent content.  One particular level of the game caused a great deal of offense.
This was due to one notorious scene in which the player must infiltrate a terrorist organisation and prove their loyalty. This is done by participating in an attack on civilians in an airport.

Watch the following clip and think about what you think of this. Is it making a point? If so, what? Is it gratuitous violence? If so, why include it? Is it offensive? Why?
This level can be viewed below.



Audience

Who is the media text aimed at?  Which audience is it targeting?

Male audience.
18-40 years old.
Primarily British and American.
People interested in army/military/war.
Gamers.

HOW is this audience targeted?

The nature of the game and subject matter appeal to a stereotypically male audience - guns, war, violence, explosions etc.
The realistic nature of the game and attention to detail will attract those who are interested in the subject matter in particular.
The rating of the game is 18 which means that an older audience are being sought and catered for.
The cover art depicts a male solider in muted colours in a heroic stance.  This shows that the male gender is more dominant in the game.  it also shows the serious and realistic nature of the game.  It also shows that war is being somewhat glamourised.
The fact that the player is put into the perspective of British and American troops clearly will attract gamers of those nationalities as opposed to Russian gamers who may be put off due to the fact that Russians are portrayed in the games the villains.
The game has gained much critical acclaim and won many awards for its quality and playability which will attract those interested in games in general.

What is the preferred reading of this media text?

The preferred reading is that war is violent, brutal and cruel.  It is also however exciting and providers a backdrop against which people can stand out as heroes.  There is honour and nobility in being a soldier and fighting for your country and for your fellow soldier - 'brothers'.

What is the negotiated reading of this text?
Who might hold this view?

The negotiated reading could be that the game is clearly very effective and enjoyable to play but that perhaps it goes too far in its realistic portrayal of war and armed conflicts.  Perhaps the terrorist level will be crossing boundaries of taste for some players.  Some people may object to the glamorisation of violence in the game yet still enjoy it seeing it as something of a 'guilty pleasure'.
Perhaps this view is more likely to be held by people who are not  part of the core target audience - older gamers maybe? Female gamers? Gamers of other nationalities?  People in positions of responsibility?

What is the oppositional reading of the text?
Who might hold this view?

The oppositional reading is that the game is morally wrong, the portrayal of violence is dangerously positive and that it could lead to people copying these actions in real life.  The Norwegian mass murderer, Anders Breivik said that he played this game as he was planning the shootings in which he murdered many people.  The Effects Model (hypodermic needle) could be discussed in relation to this though it should always be stated that this is an outmoded and largely discredited idea.

Uses and Gratifications

Entertainment and diversion – a form of escape from everyday life. 
- It is a game and as such this is its principal aim.

Personal relationships (the water cooler moment) – Pleasure in discussing media texts with others.
- The shocking or controversial content could be a source of discussion amongst people.  There is also the fact that people can talk to each other via headsets whilst playing the game.  This increases the appeal of the game to many people.

Personal identity – pleasure in comparing your life to characters in media texts.

-  Players of the game will often  think about what how they would act in the situations portrayed in the game.

Information / education – To learn about what is going on in the world.

- There is a lot of information about guns and military hardware as well as military practices and slang.

Representation

War is obviously a large issue in this game. It could also qualify as an ‘event’ for the purposes of an exam answer.

How is it represented?

What words would you use to describe it?

What makes you think this?





Gender Representation

How is gender represented in this media text?

In groups put together your thoughts on this and prepare to feedback to the class in 5 minutes.

Consider what messages are constructed?

What is the game saying about gender roles and archetypes?

Who is represented?

Who is absent?