lipsynching!

Media Language For Question 1b

Dear Year 13,
I was hoping to have seen a few more of you over the last week. Luckily I am going to be around periods 2,3 and4 on Monday if you need help revising, need to ask any questions etc.

A few of you were worried about the term 'media language'. In brief, this refers to the stuff that you analysed at AS for the Tv drama. So what technical codes (specific shots, editing techniques, effects mise-en-scene, sound) did you use to comunicate your message to the audience. Basically how did you encode your production piece.

It may be that you will overlap slightly in things that you say for narrative and genre but that's ok. As long as you are more focused on the more technical aspects of what you did.

Hope that's clear, otherwise see you period 2,3 or 4 on Monday.

Ms Pollard

I WILL BE IN THURSDAY

My Lessons as normal on thursday and friday. It has cost me hundreds of pounds to get back for these lessons, GOD/ALLAH HELP YOU IF YOU DON"T COME!

work for thıs week

Hello team thırteen

Bad news - myself and ms G are both stuck abroad. She ıs ın NYC and ı am ın turkey. Very unlıkely we wıll be wıth you thıs week. Therefore you MUST manage yourselves. DO NOT SEE THIS AS A WEEK OFF. you only have about 5 more weeks before the exam so ALL TIME IS PRECIOUS.

Ok- here ıs what you should do. Fırstly - further down thıs blog there are sample exam questıons for sectıon A of the exam.
You can also prepare for thıs sectıon by plannıng answers to the followıng questıon,:
HOW HAVE YOU USED ____________ IN YOUR PRODUCTION WORK OVER THE LAST TWO YEARS
puttıng ONE of the words ın the gap ; medıa language / narratıve / genre / representatıon.

You can also use thıs tıme to catch up wıth Multıcultural Brıtaın stuff - go through the powerpoınts you have been gıven and try to answer the followıng questıons:

1)Dıscuss the contemporary representatıon of natıon regıon or socıal grou ın the medıa usıng specıfıc textual examples from at least two medıa (fılm and tv ın your case)

2) How far does the representatıon of a specıfıc socıal group change over tıme? refer to at least two medıa ın your answer.


PLEASE DO THIS IN AS MUCH DETAIL AS YOU POSSIBLY CAN. SPEND ALL WEEK WORKING ON IT AND I WILL MARK IT CLOSELY AND GIVE YOU A GRADE. PLEASE DONT WASTE THE WEEK.

See you soon. ı hope.

Ms Pollard

Unit G325 possible questions

Single focus questions
1.How have your creative skills developed?
2.How have your post production skills developed?
3.How have you developed your use of the conventions of real media texts?
4.How have your skills using digital technology developed?
5.How have you Research and Planning skills developed?

Possible combos
1.How has your use of Digital tech improved your research and planning skills?
2.How have your skills in using digital technology enabled you to improve you post production?
3.How has using digital technology enabled you to improve your creativity?
4.How has your understanding of the conventions of real media texts allowed you to improve your creativity?
5.How have your post production skills enabled you to improve your creativity?
6.Creativity in How have your research and planning skills enabled you to improve your creativity?
7.How has your understanding of the conventions of real media texts allowed you to improve your research and planning?

Ashes to Ashes Gender Assessment

Discuss the ways in which the extract constructs the representation of gender using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise-en-scene

Sentence starter ideas:

... challenges the stereotype of Males/Females
... reinforces the stereotype...
... conforms to our expectations....
... is used to show...
... is used to emphasise...
... reinforces the idea that...
The director has deliberately... to create an effect...

Excellent points from TV Drama Mock

CAMERA

•Change from shallow deep focus to shallow focus to show suspicion of man in bus stop/vulnerability of Ben.

•Montage of images with voice over emphasises he is questioning evolution

•High and Low angle shots used with David up the Tree and Ben below with ice cream all over his face – show status (superiority of mind)

•Reaction shot – David disgusted by Ben

•First close up on Ben establishes his disability (down’s Syndrome) immediately

MISE-EN-SCENE

•Props and colour used show the difference between the two boys in the bedroom

•Costume – Ben dresses like normal teenager. Trying to be a normal teenager, held back by disability

•Casting – using an actor with Down’s syndrome indicates the type of struggle

•Different toys at the bus stop shows B is like a child

EDITING

•Fast cuts used in kitchen to show the hectic morning routine

•Shot reverse shot used between D and B to emphasise the conflict or the difference between them

•At bus stop sped up images and cuts to show the different days, different people with B and D there all the time – emphasises the sense of routine and that David is obliged to do the same thing every day

SOUND

•Voiceover (coupled with panning shot round D’s head) expresses the main characters internal thoughts

•“Wouldn’t it be nice if we were older” suggests david feels trapped in his situation – wants to get older – more freedom

•“Wouldn’t it be nice if we were older” cheery music in contrast to the stressful antagonistic atmosphere- their lives are not “nice”

•Dialogue- david uses advanced vocabulary in contrast to Ben – shows his disability’s limitations