Textual Analysis of Printed Images

Use the image to the left to complete a full textual analysis.

Begin by making notes using denotation and connotation as headings.

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

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 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.

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 Media Studies - London Riots (Audience and Representation)

Media Coverage of the London Riots
(Audience and Representation Issues regarding an EVENT and a PLACE)

What caused the riots in London in August 2011?
What happened during them?
Who was to blame?
What happened afterward?

This event was a thoroughly unexpected outburst of violence perpetrated by a large group of people who destroyed property, stole goods and caused fear and mayhem with their actions.  It apparently started with an escalation of a protest regarding a young black man named Mark Duggan who was shot by the police.  The event is still being discussed by sociologists, politicians and theorists and is a complicated phenomenon with many sides to it:

It could be seen as a political struggle, a racial conflict, a class uprising, an example of an increasingly lawless youth or many other things.
What we are interested in exploring however is how the media represented it.

The O'Reilly Factor

The following extract is from an American TV news and current affairs programme called The O'Reilly Factor.  The programme is transmitted on the Fox News channel and is hosted by a famously opinionated, right wing broadcaster named Bill O'Reilly.

What view might you expect him to take and promote on his show?
What audience do you think the programme is targeting?



Target Audience
L

Audience Needs
L

Other Media Coverage
Look at the following extracts and consider who their target audiences are and how those audiences are being appealed to.  Also, think about what needs are being catered for by these media texts - why might an audience wish to consume this text?







As MS Exam Topic London Riots

Year 12 Media - Case study: Slumdog Millionaire

Representation

How is India represented in Slumdog Millionaire?

1.  Division between wealth and poverty - seen in the train sequence.

2.  Religious conflict - seen when Jamal's mother is killed in the Hindu attack.

3.  Corruption in police force - seen when Jamal is tortured and when police don't help in the Hindu attack.

4.  Brutality and abuse of children - seen in the scene where the child is blinded.  Linked to extreme poverty.

5.  Strong community and culture - seen in scenes of crowds cheering for Jamal, the Bollywood dancing at the ending and the overall picture of India.

6.  Rich heritage - Taj Mahal sequence.

Sample Question

Using your own detailed examples, explore the representation of national identity in media texts.

Essay structure:

Introduce the concept.

Refer to 2-3 detailed examples; ensure you include technical analysis.

Conclude by summing up your points.

Year 12 Media Studies - Exam Topic

EXAM FORMAT

It is important to understand the format for the exam.

Exam Requirements:

A written paper 2½ hours in length

There will be 3 compulsory questions

Question 1  -  requires an analysis of an audio/visual or print based extract in which you will demonstrate your skills of Textual Analysis.  This will be either a print based text or a moving image text.

Question 2 - Based on either representation or audience.  Split into 3 smaller questions - a, b and c.  Part a and b will be based on the source material you are given but part c will be based on your own case studies.

Question 3 - Based on either representation or audience (depending on what the focus was for question 2).  Question 3 is an essay question and will require you to use your own case studies.

Key Point: For question 2c and 3, you will need to refer to your own case studies to answer the questions.


UNIT OVERVIEW
The teaching for this unit will focus on the following key areas:

1.  Textual Analysis - Click here for more info.

2.  Audience - Click here for more info.

3.  Representation - Click here for more info.

To look at examples of past papers please click here.

Please click here for advice on timings and exam strategy.

Please click here for revision advice on this unit

SUMMARIES

KEY ISSUES - TEXTUAL ANALYSIS

A textual analysis is the process by which a media text is examined and deconstructed in order to determine what message and values it contains.

Still Image Analysis

When analysing a still image (such as an advert or movie poster) you will need to use denotation and connotation to deconstruct the media text.

Denotation
- What is shown only.  The image with no meaning attached eg a young woman smiling in a white lacy dress.
Connotation
- What associations and meanings the images have eg. a bride on her wedding day.

Moving Image Analysis

If you are given a moving image text to analyse (such as an extract from a television show or a film for example) you must use the tools of analysis to help you deconstruct the text.  These are:

Mise-en-scene - what is 'in the scene'.  Everything that is seen including props, costumes, lighting, make-up, body language, settings.

Editing - the way the images are cut to together to make meaning. Continuity editing is used to create the sense of seamless chronological  action while montage editing is used to collapse time and give the impression of time flowing quickly.  Transitions are part of editing and all create their own separate meanings.  Possible transitions include fades, wipes and dissolves.

Sound - There are two types of sound, diegetic (within the reality of the text - sound effects, dialogue) and non-diegetic (sound that the characters cannot hear - voice overs, theme music)

Cinematography - The way the camera is used, the size and angle of the shot.  Different shots create different meanings.  Possible shots include close ups, high/low angles, wide shot.

Codes

All of these elements can be categorised as certain codes:
Visual codes
Technical codes
Audio Codes

Year 12 Media Studies - Writing the Report

The pre-production and production must be accompanied by a report of 1200 – 1600 words. This report must be completed individually and will:

•Outline the research undertaken by the candidate.
•Explain how the research has been used to inform the pre-production.
•Outline and justify the target audience for the production – and explain HOW the audience has been targeted.
* Evaluate the production, summarising its strengths and weaknesses; preferably by comparing it with similar products.





Breaking it Down

If you break it down therefore you can see that there are THREE main parts to the essay:

Part 1: 
What research was undertaken?
How did you use the research?
Word Count: 700

Part 2: 
Who was your target audience?
How was this audience targetted?
Word Count: 150-200

Part 3: 
Was the production effective?
What were its strengths?
What were its weaknesses?
Comparison to real crime dramas.
Word Count: 700


Part 1:  Research
What research was undertaken and how did you use it?

1.  Think about what texts you used in your research and how you researched them.
Make a list of these.

2.  Think about what television crime drama conventions you identified.
Make a list of these.

3.  Think about which of these conventions you used.
Did you subvert any conventions? Did you challenge any stereotypes?
Did you stick very closely to the conventions?
Make a list of examples.

Part 2:  Target Audience

Who was your target audience and how did you target them?

1.  Think about who your crime drama was aimed at. 
Note this down.

2.  Think about ways in which you targeted them. 
Did you choose a particular channel?  A time slot?  A style or sub-genre? A particular day for transmission? Graphic violence? Sexual content? A particular character type?
Make a list of examples.

Part 3: Evaluation

Was your production successful?

1.  Think about whether your production was effective in a general sense. 
Note down answers to the following:  Was it good? Did it work as a TV crime drama?  Did it look like a real crime drama?

2.  Identify 2 real television crime dramas which are as close to your production in terms of style, sub genre and target audience as possible.

Use these examples to compare your production against.  Does it look as good as them?  is it in line with them?  In what ways is it?  In what ways is it not?

3.  Identify 3 positive points about your production.


4. Identify 3 negative points about your production.

Wrapping it up.

Create a detailed essay structure.

Identify which examples will be used.

Identify what will be in each paragraph.

Identify how many words each paragraph needs to be.

Year 12 Media Studies - Practical Coursework

Focus Area

You will be basing all of your work in this unit on the genre of TELEVISION CRIME DRAMA.  You will need to have a thorough understanding of the conventions and format of this genre as well as a good knowledge of a number of examples of the genre.

For more information on Television Crime Drama please click here.

Introduction:

This unit is designed to enable candidates to demonstrate knowledge, understanding and skills in media production processes through research, planning, production and evaluation.

Content:

 Candidates will be required to produce three pieces of linked work. 

These will comprise:

• a pre-production reflecting research and demonstrating planning techniques (Script)

• a production which has developed out of the pre-production (Filmed extract from      

      crime/drama)

• a report of 1200 - 1600 words.

(a) Pre-production

"Pre-production tasks must be undertaken individually but may be set on a whole class basis. Pre-production work will focus on the research and planning skills needed to create media productions. Pre-productions may, for example, involve research into comparable products, key aspects of the appropriate industry relevant to the pre-production as well as research into the target audience."

Your pre-production task is to write a 4-6 page screenplay for an extract from an imaginary new crime drama television show.

For information and advice on how to write a screenplay click here.

(b) Production

The production must develop out of the pre-production planning.

Audio-visual productions can be produced individually or by a group (maximum of three). For group tasks the candidates will need to select one of their pre-productions to develop into a production. There must be appropriate opportunities for a significant and definable contribution to be made by each candidate. Audio-visual productions should be up to 3 minutes in length, depending on the nature of the production and the number of candidates.

(c) Report

The pre-production and production must be accompanied by a report of 1200 – 1600 words. This report must be completed individually and will include:

• a discussion of the most significant research findings which informed the pre-production

• a brief justification of the target audience for the production 

• an evaluation of the production which highlights its strengths and

        weaknesses through, for example, a comparison with existing media products.

Click here for detailed information on how to write the report.

Assessment:

This unit will be internally assessed and externally moderated.

Pre-production (20) Production (40) Report of 1200-1600 words (40)

Each of the three pieces of work will be assessed separately and then combined to achieve a total mark.

Year 12 Media Studies - Current Lesson and Homework Information.

Representation in Media and Film

What is representation?

A term used to describe how certain people/places/events/issues are presented to us by the media.
It is a constructed 're-presentation' of reality.
It is a way in which the media reflects and presents attitudes attitudes, behaviour and beliefs.
Representations vary over time.

What is dominant ideology?

Dominant ideology, when applied to an analysis of representation in the media, is a set of common values and beliefs shared by most people in a given society, framing how the majority think about that group of people. This is quite often in line with a stereotype or an often repeated idea or characterisation of a certain group of people.

EXAMPLE

The dominant ideology of gender in the media is that women are more sensitive, less physically able, less aggressive, more caring, better with children than men.  In contrast to this men are stronger, more aggressive, more prone to violence and usually the decision-maker.

These views are not an accurate presentation of reality but they are frequently seen and perpetuated in films and other media products nonetheless.

How to analyse representation:

You will need to ask yourself a series of questions:

What is the overall representation of the person/group of people in general terms?

Is it strong or weak? Positive or negative?  Does it conform to or challenge the dominant ideology attached to that group of people?

What makes you think this?

What other adjectives might you attribute to this person or group of people?

How is the character portrayed?

What do they look like?

Facial expression?  Clothes?  Jewellery? Stance and body language?

What do they sound like?

Tone of voice? Sound of voice? Soundtrack and music associated with them?

How do other characters see them?

What are the reactions of other characters to this person or people?  Accepting? Positive? Angry?  Lustful? Fearful?

Analysis of the Representation of Men in Casino Royale's Intro.

Laura Mulvey and 'The Male Gaze'

Laura Mulvey is a British feminist film theorist who proposed the theory of hte 'male gaze'.  This is that in the majority of media texts, the audience have to 'view' characters from the perspective of a heterosexual male. 

This means that the camera lingers on the curves of the female body and events which occur to women are presented largely in the context of a man's reactions to these events.

It relegates women to the status of objects.  The female viewer must experience the narrative secondarily by identification with the male.