Year 13 Media Studies: The Magazine Industry

The Magazine Industry

Click the links below to see the scans of the front cover, ads, contents page, editors letter and double page spread for each of your case studies.

Case Study 1:  Vogue

Case Study 2:  Men's Health

Case Study 3:  The Big Issue

For each of your texts you need to know the following:

GENRE
Signifiers
Conventions
Iconography

NARRATIVE
Structure
Conventions
Key Codes

REPRESENTATION
People
Places

AUDIENCE
Targetting
Positioning
Debates
Responses

Year 13 Media Studies: Magazine Industry - The Big Issue

Year 13 Media Studies: Magazine Industry - Men's Health

Year 13 Media Studies - Magazine Industry: Vogue

Front Cover

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?

Year 12 Film Studies - Section C: US Film Comparison

 This unit is described in the WJEC exam board specification as follows:

"Section C: US Cinema Comparative Study (40 marks)
 One question from a choice of two.

Candidates are required to compare and contrast two films either from the same genre or dealing with a specific theme. 

Both questions will have an emphasis on the relationship between aspects of the films' narrative in relation to generic characteristics. 

The first question will be based primarily on narrative study. 

The second will be based on contextual study. 

Issues of representation will be common to both questions.

The films to be studied for this unit are:

The War of the Worlds (Byron Haskin 1953)

and 

The War of the Worlds (Steven Spielberg 2005)

Both films are adaptations of the novel by H.G Welles.

Year 12 Film Studies US Comparison SOW

AREAS OF STUDY
You must look at the following areas in relation to both of your focus films.  You will be looking for elements which are similar and different in these areas.

Representation

Social context

Messages and Values

Themes and Ideas

Setting and Place

Narrative/Genre


CLOSE ANALYSIS - The War of the Worlds (Byron Haskin

1953)

AIMS
To develop a critical understanding of the text.

To analyse the messages and values in the film.

To examine representation in the film.

To explore how significant setting and place is to the film’s themes.

To gain an understanding of the social context of the film.

Characters

Themes

Messages and Values

Key Scene 1 - The Ending

Representation

In order to analyse a representation you must ask yourself the following:

How do the characters look?  Costume? Make up? Facial expression?

How do they sound?  Voice?  Aural motifs/ soundtrack?  Diegetic sound design.

How do other people treat them?

Narrative – what happens to them?  What do they do?  What is their function in the narrative?

Setting and Place

Social Context

How does all of this affect the film's themes and messages and values?  Does the film uphold these ideas or challenge them?

CLOSE ANALYSIS - The War of the Worlds (Steven Spielberg 2005)

AIMS 
To develop a critical understanding of the text.

To analyse the messages and values in the film.

To examine representation in the film.

To explore how significant setting and place is to the film’s themes.

To gain an understanding of the social context of the film.

Characters

Themes

Messages and Values

Messages and values can often be identified most clearly in the endings of films.  Put simply, messages and values are what the film is saying is 'good' or 'right'.  What things (ideas, concepts, morals) are being celebrated and what are being denigrated?

Key Scene 1 - The Ending

Representation

Setting and Place

Social Context

Key Scene 2 - 

COMPARISONS BETWEEN THE TEXTS


The exam question will ask you to critically compare the two American films you have studied for this topic - The War of the Worlds.

The areas you must be able to discuss with thorough detail are:

Themes and Issues
Messages and Values
Representation of Gender/Age
Significance of Setting and Place
Wider Social Context
Narrative/Genre

ADVICE FROM THE EXAM BOARD

PAST QUESTIONS

With particular reference to the endings of your chosen American films, compare their messages and values.

How useful have your wider contextual studies been in understanding similarities and differences in the American films you have studied for this topic?

What is significant about setting and/or place in your chosen American films?

In the American films you have studied for this topic, how far do the representations of either women or men reflect the time when they were made?

Year 12 Film Studies - Exam Advice

Exam Advice - Year 12 Film Studies

In order to achieve the best possible results in your exam you must obviously know your subject, revise and ensure you have a thorough understanding of all possible topics.

This is not all however - you can make a huge difference to your overall grade by learning and using good exam technique, knowing the common pitfalls that students fall into and avoiding them.

Common Mistakes (All exam sections)

Below is a list of common mistakes that students make or areas where they fall down.  Use it as a check list to ensure that you don't make the same mistakes.

Not enough reference to examples.
Not including (or mis-spelling) title, director, year.
Time organisation.
Not using specific terminology.
Presentation (illegible writing).
Not keeping focus on the question.
Not having wide or deep enough knowledge to draw from.
Not going into enough detail.
Not bringing in your own case study knowledge.
Not choosing/answering the right question.
Not structuring the response.
No close analysis used.
Not enough debate in the response.
Unsophisticated use of stimulus material.


SECTION A (Audiences and Producers) -
 STEP BY STEP EXAM PLAN

1.  Read both questions carefully
2.  Evaluate how much you know about each question
3.  Decide which question you want to answer
4.  Which point of view do you take on the question?
5.  Read the resource pack
6.  Annotate resource pack with brief notes or thoughts
7.  Weigh up 2 sides of the argument mentally
8.  Make very brief notes on structure using bullet points.
9.  Begin essay with an introduction in which you answer the question in brief.
10.  Argument 1 - try to make 3 points and back them up with evidence from your learning or from the resource pack.
11.  Argument 2 - try to make 3 points and back them up with evidence from your learning or from the resource pack.
12.  Conclude with the question and answer it finally.

SECTION B (British Film and Genre) -

 STEP BY STEP EXAM PLAN

1.  Read both questions carefully

2.  Evaluate how much you know about each question

3.  Decide which question you want to answer

4.  Write a list of conventions/characteristics/points to include very briefly.

5.  Create very brief plan/structure.

6.  Begin essay with introduction in which you refer to the question.

7.  Film 1

8.  Film 2

9.  Film 3

10.  Conclude with reference to the question again.

Year 13 Media Studies Exam - Question 1a: Post Production

If the question you are given in the exam is focussed on the area of POST PRODUCTION, you need to be able to give a full and detailed answer in the time allowed (30 minutes).   In order to do this you must have carried out the necessary preparation and practice activities.

What is Post-production?

This area of focus gives you a wide choice of examples to base your work on.  This includes the following:

Editing - choice of takes to use.

Sound design (diegetic and non-diegetic) - choice of music.

Adding digital effects - brightness/contrast, colouring, VFX

Editing to the beat.

Green screen and chroma keying.

ADR (Additional Dialogue Recording).

Removing sound.

Titles/credits.

Essential Preparation

1.  Select 3 examples of post-production activities you carried out whilst making your AS production.
2.  Select 3 examples of post-production activities you carried out whilst making your A2 production.
3.  Make sure that you remember all examples well and are able to write about them in detail.  Think about and make notes on WHAT you did, HOW you did it, WHY you did it and WHETHER it helped you create a more effective production.
4.  Think about and take notes on how your CREATIVITY developed in this area in reference to these examples.  Remember - every decision you made was a creative one - the whole process was a creative one.  Everything you did was creative to some degree - the question is, how effective was it?

Sample Exam Question

How has your creativity developed through your use of research and planning activities in the completion of your coursework productions?

Year 12 Film Studies: Exam Topic - Audiences and Producers

This unit is worth 30% of your AS grade.

There are two questions to answer.

It is focused on the BUSINESS of film and issues of
how audiences respond to film.

The focus is on the industries of British and
Hollywood cinema – how they are similar and where
they differ throughout all of the stages of a film's 'life'
production, distribution and exhibition. 

The Life of a Film

KEY AREAS

The Hollywood film industry - then and now.

Film finance and film production.

Film distribution.

Film exhibition.

The British film industry – then and now.

Film consumption: the cinema audience.

The star system

Film and new technologies.

Click on any of the topics for detailed information on them.
  
CASE STUDIES  
Teaching and learning on these areas will be orchestrated through a series of case studies of various
examples of different budget and nationality films. We will need to look at case studies on the
following:  

A large budget US Film (Inception- Chris Nolan 2010) 
An independent US Film (Donnie Darko - Richard Kelly 2001) 
A big budget US financed but culturally British film. (Harry Potter and the Philosopher's Stone -
Chris Columbus 2001) 
A medium budget film financed from several sources. (Slumdog Millionaire - Danny Boyle (2009) 
A low budget film. (This is England - Shane Meadows 2006)

EXAM FORMAT

In the exam you will be supplied with a pack of stimulus materials which you must use in your essay
answer.  DO NOT use ONLY these materials.  Use them as a basis for your answer but be sure to bring
in your own case study knowledge and examples of the key areas you have learnt about over the
course of the unit.  The unit rewards strong personal response so be sure to make your answer
individual and unique.  Support any statement or view with strong detailed examples.


EXAM ADVICE


Please click here for detailed information and advice on how to get the best grade you can in the exam.

Year 13 Media Studies Exam - Question 1a

The question will be based on one of the following areas:

Research and Planning


Conventions From Real Media Texts


Digital Technology


Post Production


Please click on each area for detailed information on how to prepare for an exam question with that focus.

Writing the Essay

You must be prepared and able to write a thorough and high quality essay in response to any of these areas.  In order to do this you must follow a plan and have your answer thoroughly prepared.

Essay Structure

Introduction:  A very brief summary of what work you completed for your AS production and your A2 production.  Mention what genre and style of music you used.  Perhaps mention how you have progressed between the two here as well.  You could however do this in a separate paragraph.


Paragraph 1:  AS Production Example 1.  Make sure all your examples are thorough and detailed.  Relate them to how you were able to create your AS production.  For example, if you are using conventions of opening sequences as your example first discuss what conventions you researched and in what texts you identified them.  After this, discuss how you used them in creating your own work.  Make sure you use plenty of appropriate and accurate MEDIA TERMINOLOGY.


Paragraph 2:  AS Production Example 2.


Paragraph 3:  AS Production Example 3.


Paragraph 4:  A2 Production Example 1.


Paragraph 5:  A2 Production Example 2.


Paragraph 6:  A2 Production Example 3.


Conclusion:  Sum up your essay and discuss how your creativity developed in relation to your focus area.

Exemplar Essay Answer

Coming soon.