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This document provides guidance for a class exam on representing class and gender in TV drama. It discusses: 1) The aims of recapping key concepts around representing class and gender and how technical elements construct stereotypical or anti-stereotypical portrayals. 2) Students will analyze an unseen video extract and discuss how it represents these areas using techniques like mise-en-scene, cinematography, editing, and dialogue. 3) A homework assignment requires students to write a practice exam response analyzing how a sequence represents class or gender through technical elements.
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- 1. Section A: TVDrama (50 Marks) Class and Gender Wednesday 12th March 2014 Unit G322: Key Concepts Exam 50% of Your AS Level
- 2. Why? Aims & Objectives •Re-cap some of the important areas covered so far for Section A: TV Drama (50 Marks) • Cover another area of representation – Class – alongside one we have covered so far – Gender - and how the technical areas help construct the representation stereotypically and/or anti-stereotypically. • YOU WILL also get the opportunity to expand your knowledge of the 4 Technical areas in the exam and see how they apply in representing a particular group of people/individuals. • Review the learning. So you are prepared and ready to demonstrate your “media textual analysis skills and your understanding of the concept of representation using a short unseen moving image extract (AO1, AO2)” (OCR) YOU SHOULD visit the OCR website and download/read the Unit G322 sections of the specification!
- 3. “…construct the representationof…” In the exam, YOU WILL be asked to analyse ONE of the SEVEN areas of Representation above. This changes EVERY year so YOU WILL need to be prepared to answer a question on ALL SEVEN areas.
- 4. Today we willcover this area of Representation highlighted, as well as re-cap what we already might expect from a sequence that constructs the representation of other areas covered so far ✓ ✓ ✓ ✓
- 5. Starter Task –“60 Seconds!” YOU MUST, in 60 Seconds, write stereotypes/anti-stereotypes associated to ……… YOU MUST, in 60 Seconds, write stereotypes/anti-stereotypes associated to ………
- 6.
- 7. What sub-genre isit according to Glen Creeber (2001)? Teen Drama What do audiences expect from a Teen Drama?
- 8. http://www.youtube.com/watch?v=T05IWRdIqzQ Watch the trailerand on your sheet provided, YOU MUST mind-map some of the Genre codes & conventions that come through from this Teen Drama. Teen Drama – Creeber (2001)
- 9. Unit G322: KeyConcepts (TV Drama) Discuss the ways in which the extract constructs the representation of Class and Gender using the following: You are expected in the exam to analyse and discuss the following: • HOW the extract constructs real World events • HOW people are represented stereotypically OR anti-stereotypically to society's (the audiences) expectations • WHAT technical features allow this representation to take place.
- 10. Divide your exercisebook page into the 4 Technical Features above. YOU SHOULD use your Technical Features Booklet to help you identify the key examples in the scene that help construct the representation of: YOU WILL be shown the scene 4 times. LEFT RIGHT
- 11. Click on imageabove - See the OCR document embedded in the page for further reading on what they are expecting. Your ability to make notes quickly and effectively during Viewings 2 - 4 is CRUCIAL!
- 12. We will nowgo through these 4 Technical areas by going to: http://ncrafts.wordpress.com This page, along with many others under the WILL help you to prepare for this Section of the exam, along with PRACTICE – PRACTICE – PRACTICE!
- 13. This WILL bepresent in your Section A Exam!
- 14. Main Task 1)– 10 Minutes YOU MUST write a PEA paragraph explaining how ONE of the technical features below constructs the representation of Class OR Gender. YOU SHOULD use the worksheet from last lesson for evidence to use. Extension – YOU COULD write more than ONE PEA Paragraph about the same OR a different Technical Feature
- 15. For example: The technicalcode of the __________ shot in the where? scene connotes….. The technical code of the _______________ angle connotes… The non-verbal code of __________ facial expression can be denoted as…. This connotes how people of a higher? Lower? Class/Male? Female? Gender are stereotyped as…. The non-verbal code of _____________ outfit connotes… The diegetic verbal code of dialogue “EXAMPLE HERE” connotes how Class/Gender in this Teen Drama is represented as…
- 16.
- 17. Verbal code Technical code Non-verbalcode We will now get some feedback on some of the Key Technical Features used in the scene to help construct the representation of Class in this Teen Drama (Creeber – 2001)
- 18. FEEDBACK – How doesthis technical area construct the representation of Class?
- 19. FEEDBACK – How doesthis technical area construct the representation of Class?
- 20. FEEDBACK – How doesthis technical area construct the representation of Class?
- 21. FEEDBACK – How doesthis technical area construct the representation of Class?
- 22. What have welearnt in todays lesson?
- 23. YOU MUST explainwhat stereotypes and/or anti- stereotypes are associated to the Teen Drama sub-genre. YOU COULD explain what examples helped construct this representation in the sequence from today’s lesson.
- 24. Homework DUE: Next SectionA Lesson – Wednesday 19th March – NEXT Section A Lesson (2 Weeks away!) YOU MUST pick a sequence to analyse and adapt an exam question to meet the area of representation shown. YOU MUST then spend 45 minutes writing your answer and be prepared to hand this in for Marking.
Editor's Notes
- #14 Go through the Booklet available on the Blog Page aboveParticularly focus on shot-reverse-shot and how this is commonly represented in all sequences in the exam
- #18 Viewing 1 – Get a feel for HOW the gender roles/characters are representedViewing 2 – Break it down (Micro elements)
- #19 Use the whiteboard to get some feedback from the students on 3 of the 4 technical areas
- #20 Use the whiteboard to get some feedback from the students on 3 of the 4 technical areas
- #21 Use the whiteboard to get some feedback from the students on 3 of the 4 technical areas
- #22 Use the whiteboard to get some feedback from the students on 3 of the 4 technical areas