Wednesday, 13 November 2019

Key assessment 1/October mock - Mark scheme and feedback

Mark scheme and indicative content


1)                  Explore how the combination of media language creates meaning in the poster for Avengers Endgame (2019) [15]





  • Identification of ideological concepts
  • Identification of conventions of theatrical posters
  • Uses standard conventions of the superhero genre, providing a familiar experience to audiences. Standard conventions for a standard product?
  • Clear branding: Marvel Studios branding, allowing audiences to identify quality and ownership of product
  • Use of distinct character types
  • Distinctive mise-en-scene: superhero costumes, iconographic elements
  • Symbolic connotations of the US flag in Captain America’s shield thing
  • Representational issues, including the roles that male and female characters play. Possible references to Berger, Stuart Hall, etc
  • Densely packed composition, inferring excitement of ensemble cast
  • Use of star appeal: cast black lists a range of high profile actors.
  • Narrative elements: gestures and facial expression indicate a clear disruption of the equilibrium
  • Frequent use of binary oppositions for dramatic impact: male and female, protagonist and antagonist, black and white, human and alien…
  • Possible application of Z-line rule and rule of thirds
  • Students may make comparisons between contemporary poster design and classic, ‘vintage’ style of the Kiss Of The Vampire poster. Such comparisons may briefly focus on respective representations of women etc
  • Representation of women: stereotypically sexualised and marginalised in the background, or subversive, active representations?
  • Potential audience appeal. Identification of primary ‘core’ audience and secondary ‘casual’ audience.
  • Possible use of postcolonial hegemonic norms and values. White characters maintain compositional dominance, the few BME characters take side roles
  • Mise-en-scene and gestures functioning as proairetic and hermeneutic codes, increasing audience engagement and involvement. In particular the proairetic code formed by the mise-en-scene of weapons, and the hermeneutic code formed by the gesture of the performers looking towards and und=seen threat

2 ) Compare how the audio-visual advert for WaterAid and the print advert for Oxfam construct representations [15]
In your answer you must:
•             Consider the choices that producers have made when constructing representations
•             Explore the similarities and differences of representations

•             Comment on how and why representations may be shaped by historical circumstances


  • In order to achieve the highest marks, a response must construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.
  • Stronger answers will explore the differences in ideological intent between the two adverts, as in the ‘pathetic’ representation of African people in the Oxfam advert, and the more nuanced and potentially ‘empowered’ representation of African people in the WaterAid advert
  • Consideration of financial implications 
  • Students may refer to Gilroy’s theory of postcolonial identity
  • Use of audience positioning: audience positioned as white middle class ‘saviour’ 
  • Possible consideration of how hegemonic norms are reinforced through binary oppositions between rich and poor
  • Students may come up with radically different arguments from one another, some seeing simplistic representation as a necessary evil in order to ensure financial success, and others 
  • Use of stereotypical mise-en-scene in the WaterAid advert, with iconographic aspects including the stereotypical African wilderness and village scene
  • Use of emotive language and direct mode of address
  • Use of Hall’s theory, considering how representations are encoded through media language


Feedback legend


i - Media language - you are not using enough key media language! Make sure to revise the textual analysis toolkit. Remember, without media language, you are giving a common-sense response! DON’T DESCRIBE. ANALYSE.

ii- Knowledge and understanding - you are not familiar enough with the set texts... or you are simply not getting this knowledge across in the response. Re-read/watch the media products we have studied in class!

iii - The big concepts- you are not making enough considered reference to concepts such as ideology, cultivation, patriarchal hegemony, polysemic readings and so on. Revise and apply advanced media concepts for a better result.

iv- Theorists – You are either not refereeing to enough theoretical perspectives, or not referring to theories and theorists by name. Sort it out!

v- you must answer the question. If the question asks you to consider representation, then this is what you must write about!

Detailed feedback


You've got to make a plan! Plans are not only essential for structuring your response, but you can also demonstrate knowledge and understanding. If the worst comes to the worst, and you are unable to finish your response, you can still pick up a surprising amount of marks from your plan. It's really absolutely essential! 

Many of you are just not writing enough. This is something that can only come through practice: by taking detailed notes and completing past paper questions! Remember that every lesson is exam practice!

Media language


More successful answers made reference to conventions such as the Z line rule and the rule of thirds

Other successful answers made reference to genre conventions, and how genre conventions can increase audience appeal

There really should have been more references to Barthe's semiotic codes and Levi-Strauss's diametric oppositions. Some students nailed this. Just remember that these theories are GOLD when it comes to textual analysis/media language questions in particular!

Representation


Gilroy's theory of postcolonial identities was Extremely Useful here, and students who applied it well gave themselves a HUGE advantage

Some students didn't make reference to stereotypes. This is very much a case of shooting yourself in the foot. TOP TIP: in a representation question, ALWAYS refer to stereotypes!

Very few students referred to Hall's representation theory. We probably need to go over this in more detail...

There was not nearly enough detailed textual analysis of the Wateraid advert. For example, the use of cinematography (establishing shots, tracking shots, close ups) and mise-en-scene and setting. These would help your discussion of how representation is constructed.