Happy holidays!

Well done on completing the first term of the year!

As a special Xmas treat, here's an interview with Michael on the radio this morning, talking (very briefly) about why we watch soap operas, and why they get so dramatic around Christmas. It starts at about 1 hour and 40 minutes.

From everybody in the A Level Media team, have an awesome holiday, and see you next year!

AS Media report

The deadline for the submission of the draft AS Media report is your first lesson back after the holiday. The report is a little confusing, so make things easy for yourself by following this advice:

1. The 500 word thriller film research homework you completed is the first part of your report!
2. Click the 'report' label above this post. This allows you to view every post related to the report.
3. Ask your teacher (or just ask in the Media office) for an exemplar report.
4. Include as many pictures, subheadings and bullet points as you like.
5. It's essentially two essays, and it would help to give each a separate title. The first half is research, and the second is an evaluation. 

Any further questions? Make sure you ask your teacher or Michael for advice before you leave for the holiday!

What makes a British film a British film?

One thing that Media practitioners often argue about is exactly where a film, television program or indeed any media text actually comes from. This is a much harder question to answer than you may think.

For example, Aliens (Cameron, 1986) features an almost exclusively US cast blasting their way through an array of adversaries. The otherworldly special effects were masterminded by an American company, and the plot, featuring a gang of tough yet futuristic US marines trying and failing to conquer a foreign land is pure Americana.

However, despite being such an American film, it was exclusively shot in two locations in West London. So is it American, or is it British purely by virtue of being filmed here?

Things get even more confusing when you research the Harry Potter series. And with producers now routinely trying to tap in to the huge potential East Asian market, cinema is becoming more and more transnational.

Transnational media 

"The ever increasing ways in which media products are produced by producers from different countries and targeted towards audiences from several different countries."

As transnationalism becomes a dominant model of Media production, this throws a spanner in works for awards ceremonies, where films are often categorized by nationality. This article outlines the precise criteria the BAFTA awards uses to define if a film is British or not. Do you agree with it?

Thanks to Nathan in AS Media U block for finding this article! If you find anything interesting in your wider reading, please let your teacher know, and we can link to it on the blog.

Exporting your production for YouTube

Now you have exported a high quality version of your production, (a thriller opening or music video depending on whether you are in first or second year), you will need to export your production in to a format appropriate to uploading it to YouTube. Please follow these steps:

File - Export - Media (or cmd & M)
Format: H.264
Preset: YouTube (or VIMEO) HD 1080p 25
Output name: [your film title]. Make sure you save the file to your area! 
Click export
Give the file to your teacher

Writing Phrases/ Terms

These terms/connectives will help the reader to ‘navigate’ your reports/evaluations more effectively. They will also help hit the  " quality of written communication" aspect of the mark scheme.  

For example:

At the beginning of the film…

At the start of…

At first / firstly…

Later on in the text…

Further on…

Next we see…

Subsequent scenes…

Secondly…

As stated by....
An opposing argument suggests that....
Audiences have stated that .....  "insert quote"
In terms of the uses & gratifications theory this means that.....
Reviews state that ...."insert quote"

This a subversion because...

The text conforms to...

At the end of the text…

As the text draws to a close…

In conclusion / To conclude

Finally / My final point is…

Similarly / Likewise

In addition / additionally

Furthermore

Moreover

As well as this

However

Whereas

Whilst

Although

Even though

As a result

Due to (the fact that)

Since / Because

Consequently / As a consequence

Subsequently

Thriller opening: A guide to opening credits

While you are focusing on making sure your thriller opening sequence contains as many conventions of the thriller genre as possible, another aspect you must consider is a key convention of any film opening; the opening credits.

This is a great way of demonstrating to your teacher that you are able to use technical codes in a conventional yet sophisticated way.

This article includes examples of opening credits, and also includes a detailed run down of exactly what you could be including. While you definitely don't need to include every role on your opening titles, there are a few you definitely will not want to miss off.

Production - crunch time

Regardless of if you are making a thriller opening or if you are finishing your music video production, you will now be up against a very tight deadline. As you add the finishing touches, it would be useful to have the A grade criteria for all Media production work in front of you.

Excellent ability to construct a video (essentially your video must very clearly be either a crime drama or a music video, and must contain as many conventions as possible!)

Sophisticated use of editing, camera angles, lighting and graphics

Sophisticated use of colour, framing, costume etc

You will have seen examples of what A grade work looks like. There are still images on the walls of the Media classrooms and in the corridor just outside.

Good luck everyone!

Export settings

Thanks to Lewis for providing the following export settings, which should be applied when exporting all A Level Media audiovisual work.

Click the previews to see the instructions in full resolution.

Media Terminology

A few good websites that will help you improve your media terminology/knowledge - be sure to use this when writing your report. You get marked for effective use of media terms!

https://brianair.wordpress.com/film-theory/glossary-of-media-terminology/

http://www.mediaknowall.com/as_alevel/alevel.php

Thinking about codes

In Media Studies, one of the most important tools at our disposal  are visual codes and technical codes. We may also refer to sound codes, editing codes, narrative codes... the list goes on. It could be useful to stop a moment and consider the significance of this term.

Codes:

Systems of meaning production, both textual and at production levels

Essentially codes are things we hear or see that allow us to understand what is going on in a media text. When we see or hear codes, we immediately attempt to decode them. Most of us are pretty good at this! We call the study of codes semiotics

Semiotics

Literally ‘the study of signs’, this is a concept referring to how meaning is constructed in language.

For example, think of the word rose. At its simplest level, it is just that, a word. However, it is not just a word by itself. The second you read or hear this term, an image is formed in your head. Stop for a moment, and think what the word rose connotes.

It is likely that when you hear the word rose, you think of love and passion and romance. Imagine giving a rose to your best friend, and the conclusions they would instantly jump to!

So just by looking at four letters, meaning has been constructed through language.

The word ‘rose’ is a signifier, something that produces meaning.

The concept of the rose in your head, regardless of size, colour or how many thorns it has, is referred to as the signified.

Symbolic codes

The symbolism or the deeper meaning behind an image. Seeing a character smoking a cigarette for example could symbolise rebellion, lower social status, being an outsider, or even criminality. Of course a lot of this depends on the audience's own opinions of smoking. An active audience can arguably come up with any interpretation they would like!

The power of language

The way we perceive reality is constructed by language we use. We use certain terms for certain things. For example in English, we only have a few words for ‘snow’. Snow, slush, sleet…

We don’t need to use many terms for it, so we don’t have many terms for it. The Koyukon Indians have many more words for snow, however.

Koyukon Indian words for ‘snow’ include...

snow;

deep snow;

falling snow;

blowing snow;

snow on the ground;

granular snow beneath the surface;

hard drifted snow;

snow thawed previously and then frozen;

earliest crusted snow in spring;

thinly crusted snow;

snow drifted over a steep bank, making it steeper;

snow cornice on a mountain;

heavy drifting snow;

slushy snow on the ground;

snow caught on tree branches;

fluffy or powder snow

Rain

One thing we do know all  about from living in Britain is rain. You should be able to come up with many synonyms for rain. Pouring, drizzle, downpour, cats and dogs, spitting, chucking it down...

What is the signified for each word? How severe is each signified? Would you leave the house if it was chucking it down? What if it was drizzling?

"Should I put on a jacket?"

"Nah, it's just spitting"

Though we probably don't think about it, language is very powerful, and a word can have meaning beyond its basic meaning, completely dependent on the context it is used in.

Using different terms or signifiers can completely alter our perception of the world, and this does not just extend to he weather. Nelson Mandela was for many years described (even in UK newspapers) as a terrorist, but is now largely referred to as a freedom fighter. What is the effect of the use of these terms?What is the fundamental difference between these terms?


Conclusion

We can see that language can construct meaning for all of us. Media uses a completely different language, one based on visual codes and technical codes, but we can read it in pretty much the same way as we read English. Media Studies can make sure we are all speaking the same language. .


Links

Semiotics for beginners - If you want to read more about signs and signifiers, this online article is a great place to start.

AS Media Report - what you absolutely need to include

The AS Media report is where you discuss the research you put in to the thriller genre, and then explains exactly how successful your short film is as a thriller opening. The following bullet points could work as a useful plan as you work on completing your report. 

Part 1 – Research

• Independent research
• What thriller films have you watched?
• How did these films target their audience?
• What genre conventions do these films use?
• Who are the audience for your own thriller film, and how did you target them?
• What genre conventions and positioning techniques have you included in your storyboard?
• Research must inform the storyboard

Part 2 – Evaluation

• Discuss your use of  visual and technical codes to evaluate your thriller. You must include reference to at least three camera techniques, editing techniques, aspects of mise en scene and sound design, and how these effectively address the audience.
• Evaluate the film’s effectiveness as a thriller. (genre conventions). Again, discuss three genre conventions you used, and how you know you were successful.
• Make reference to other thriller films (including their visual codes, technical codes and genre conventions). How does your film compare? If you were 'heavily influenced' by a film, point out exactly what scenes inspired you. Side-by-side comparisons using screenshots of your film and your research film could be really help your point here.

Top tips

• Use bullet points, sub headings and pictures. It helps the teacher/moderator mark your essay!
• Split the report in to two distinct sections.
• Copy-paste the above bullet points in to a word document, and strike them through as you address them
• Ask your teacher for exemplar material!

A2 Evaluation Guidance

Here is guidance for the MS3 Evaluation, this takes you through how to approach it.
Read carefully as it will really help you structure your work and maximise your grade! Good luck, Amanda.

EVALUATION: 10 marks. 500-700 words.

This evaluation is very different in content and structure from the report you completed at AS Level. The evaluation is NOT an evaluation of the process but an evaluation of the link between your research investigation and you music video. It must focus on:

• Key decisions your made as a result of your research investigation
• How these decisions impacted upon your production

For example the evaluation may focus on your key findings in your research investigation and then highlight examples within your production or it may focus on elements used within the production and relate back to your research findings.

How do I demonstrate the links?

Think of four or five key elements you found out as a result of your investigation.


Identify clearly how you used these in your own production; you can also say how you subverted them. These could be:

• Camera shots
• Editing techniques
• Narrative construction
• Genre codes and conventions including visual codes and iconography
   

It is helpful to demonstrate the links, for example use screen shots from your music video alongside the videos you looked at in your investigation to demonstrate how you used similar shots.


As you worked in a group you must ONLY link it to your own research investigation.


It may be relevant to refer to some of your secondary sources too, e.g. a theory you applied in your research investigation.



TOP TIP
Starting your evaluation with a short bullet point list of your key findings will help to focus

Example of an opening:

For my MS3 coursework I conducted an investigation into the representation of youth in pop music videos. The investigation focused on two texts: “TEXT ONE” and “TEXT TWO”. As a result of my investigation I discovered:

• The effect of construction techniques on the representation in pop music videos
• The determination of representation based upon genre
• The issue of youth as a product of stereotypical ideologies of youth culture
   

To present my findings I produced a pop music video focusing on two young men trying to live out their dreams and be successful in their life. I aimed to create a product that conformed to the conventions of its genre whilst challenging the traditional representations of young people apparent in this genre.

The music video evaluation

Compared to the first two pieces of MS3 coursework (the research investigation and the music video production), the evaluation is very straightforward. At 10 marks (vs 90 marks for the rest of the coursework combined), it's also much shorter.

Do remember, however, that 10 marks can be the difference between grade boundaries. And given that it's a relatively simple assignment, everyone has the potential to get top marks.

You only need to cover two main things in this essay:

Excellent ability to apply knowledge and understanding when evaluating the [music video production].

Knowledge and understanding here refers to media language. You will need to discuss how you have used cinematography, editing and mise-en-scene, and to what extent you used this effectively. If something didn't quite work, mention it, and discuss how you could have improved it.

You also must consider the conventions of music videos themselves! Examples of these conventions include the relationship between sound and vision (which can be addressed by cutting to the beat), using an often excessive range of editing techniques, the difference between narrative and abstract music videos... In short, is your production a conventional music video, and have you subverted any conventions?

Sophisticated reference to degree to which research informs the [music video production].

Every part of the A2 coursework is linked. The research investigation is applied to the production. The evaluation needs to cover how you applied what you learned in the investigation, and how you applied it to the production. For example, if you wrote an essay on the representation of women, were you successful in either conforming to or subverting the representation of women in your video? 

You will submit your evaluation as an essay. Please use bullet points and pictures from your production and from videos you researched.

The word count is between 500-750 words.

The evaluation draft will be submitted in the week beginning Monday 7th December 2015.

Report - Visual and technical codes task

Evaluate the effectiveness of your thriller opening in terms of the visual and technical codes that you have selected.

Examples of visual codes include:

• Colour
• Iconography
• Mise-en-scene
• Lighting

Examples of technical codes include

• Shot types
• Camera angles
• Camera movement
• Editing
• Colour correction
• Special effects
• Sound effects
• Music
• Dialogue

Remember to include specific examples from your thriller opening. Be evaluative rather than descriptive. If something worked, explain why. If something didn't quite work, you need to explain exactly what you could have done to improve it. 

Minimum:  400 words 

Introduction

Welcome to the A Level Media Studies blog for Long Road VI Form College, Cambridge.

The purpose of this blog is collect a range of resources, case studies, revision material and relevant information pertaining to the WJEC A Level exam. For ease of use, you may find it helpful to click the 'labels' bar towards the top of the page to find appropriate section.

It's early days yet, so as a subject, we would be delighted to get your feedback. If you can think of anything you would like us to include, any suggestions for the design of the blog or even if you would like us to feature your work, please let us know.

Good luck and enjoy!

The A Level Media team.