Revision Guide A2 Media OCR

WORKING WITH CHANGE
Delivering the new A2 OCR Media Studies specification

Adrian Joseph

INTRODUCTION

•  The new A2 syllabus has been developed by OCR to

© Beyond Knowledge 2009
enhance and develop the critical thinking and practical
production skills of the student in relation to current media
issues, debates and production technologies.

•  During this course we will take a collaborative approach
to developing resources and looking at techniques that
will enable us to deliver all aspects of the new syllabus.

2

WHAT’S NEW?
•  Unit G324 is the practical production portfolio. This is a
coursework unit that is internally assessed.

•  Students work to a set brief where they must produce 3 media
products, consisting of a main product and 2 supporting
products.

•  These 3 products must cover 2 or more media.

•  For example in the promotion package for the release of an
album brief the students will cover audio visual media when
creating a music promo video, and print media when designing
a DVD cover and a magazine advertisement. 3

WHAT’S NEW?

•  Unit G325 is the Critical Perspectives in Media externally
assessed and examined unit.

•  Students sit a 2 hour exam that is divided into 2 sections.

•  In section A students answer 2 evaluative questions on
their skills development in the Foundation and Advanced
Portfolios.

•  In section B students answer 1 question from 6
contemporary media issue topics. 4

UNIT G325 SECTION A
teaching theoretical evaluation of production

•  Question 1 of Section A is essentially an evaluation of the

students skills development over the course of the
Foundation and Advanced Media Portfolio.

•  Question 2 is an evaluation of any one of their production
pieces i.e. either the Foundation Portfolio production, the
main production of the Advanced Portfolio or any of the
2 ancillary productions in relation to a theoretical media
concept.
5

UNIT G325 SECTION A

•  Question 1 will focus on one or two of the following:

1.  Digital Technology
2.  Creativity
3.  Research & Planning
4.  Post- Production
5.  Generic Media Conventions

•  Question 2 will focus on only one of the following:

1.  Genre
2.  Narrative
3.  Representation
4.  Audience 6
5.  Media Language

UNIT G325 SECTION A

  Digital Technology

7

UNIT G325 SECTION A

  Digital Technology

  What software was used?

  What equipment was used?

  What were the technical pros and cons of the software and
hardware?

  In what ways was technology used to create the production?

  In what ways did the technology constrain or enable the production
to be developed? 8

UNIT G325 SECTION A

  Creativity

9

UNIT G325 SECTION A

  Creativity

•  What was the intended outcome of the production?

•  How were these outcomes achieved in terms of page
layout and camera shot choices?

•  What stylistic techniques were used to appeal to the
audience?
10

UNIT G325 SECTION A

  Research and Planning

11

UNIT G325 SECTION A

  Research and Planning

•  What primary and secondary research was
undertaken? How did it inform the production?

•  What quantitative and qualitative analysis methods
were employed? How did the results from these inform
the production?

•  How effectively were storyboards and magazine flat
plans followed? 12

UNIT G325 SECTION A

  Post-Production

13

UNIT G325 SECTION A

  Post-Production

•  What editing decisions were made? How did they
inform the production?

•  What particular editing tools were used and to what
effect?

•  How did the post production process enhance the overall
production? 14

UNIT G325 SECTION A

  Generic Media Conventions

•  In what ways were media conventions adhered to? For
example did a music video have fast paced editing?
Did the performers act to the camera?

•  What media theories were utilized? Were the
representations involved appropriate to the product?

15

UNIT G325 SECTION A

•  Students should be looking at charting the skills
development from their initial state in the Foundation

Portfolio to the level they have attained in the
Advanced Portfolio.

•  Specific and in depth descriptions of the skills in
question must be included i.e. how was the razor blade
tool used in Final Cut to edit a clip placed on the
timeline?

•  Explicit descriptions of progress between the 2 units 16
MUST be shown.

UNIT G325 SECTION B

•  For this question students have to choose one of their
productions, either the AS production, the A2 main task, or

any of the 2 ancillary tasks.

•  This question will relate to one of the following media
concepts:

1.  Genre
2.  Narrative
3.  Representation
4.  Audience
17
5.  Media Language

UNIT G325 SECTION B
Genre
•  what genre is the production?

•  what are the codes and conventions of the
production?

•  how is the genre established?

•  how does the mise en scene support the
genre?

•  what is the role of the specific elements of the
mise en scene? Refer to props, costume,
makeup, location, theme etc.

•  have generic conventions been adhered to or
subverted?
18
•  how will the generic elements of the
production appeal to the audience?

UNIT G325 SECTION B
Narrative
•  what is the narrative structure of the
product?

•  how do the specific elements of the
production relate to the narrative structure ?

•  does the production adhere to or subvert
narrative conventions?

•  how does the narrative support the
establishment of the chosen genre of the
production?
Go to
•  how have narrative techniques been used http://www.scribd.com/doc/8332523/
Narrative-theory-notes for more on narrative.
to appeal to the audience? Refer to
enigma, multi strand, restricted, unrestricted, 19
non linear etc.

UNIT G325 SECTION B
Representation
•  identify characters, events or issues within the
production to discuss.

•  what representational concepts are
highlighted? i.e. race, gender, cultural attitudes
etc.

•  what representations have been generated?

•  discuss the specific elements of character
representation i.e. mode of address, facial
For more on representation go to
expressions, clothing, behavior etc. http://www.scribd.com/doc/13364632/
Representation
•  have any stereotypical representations been
http://www.aber.ac.uk/media/Modules/
generated?
MC30820/represent.html
20
•  does the production conform to or subvert any
dominant ideologies?

UNIT G325 SECTION B
Audience
•  who is the target audience for the production?
Define by age, race gender, social class etc.

•  what are the social classifications of the
audience i.e. ABC1, youth tribe, ACORN
classification etc.

•  why will the production appeal to this target
audience?

•  what techniques and lines of appeal has the
For more on audience see the included
production used to attract the target audience? Audience Booklet

•  what uses and pleasures will the target Also go to http://www.uktribes.com you’ll
need a password which is easily
audience get from the production?
obtainable from the site.
21
•  how does the production use narrative theory?
i.e. uses and gratification, hypodermic needle
etc.

UNIT G325 SECTION B
Media Language
•  identify the elements or ‘signs’ within the production that
are going to be discussed.

•  what connotations and significations are apparent?

•  what codes and conventions have been used?

•  what semiotic techniques have been used to generate
meaning?

•  identify and describe the meanings generated.

For more on media language see the
included semiotic analysis booklet

22

UNIT G324
Advanced Portfolio in Media
•  For the Advanced Portfolio students are required to complete
one of the set briefs using a combination of 2 or more media:

1.  Video
2.  Print
3.  Web
4.  Audio
5.  Games Software

•  The set briefs will consist of one main product and 2
subsidiary products.

•  The list of set briefs can be found on pages 31 to 33 of the
23
current specification.

UNIT G324
What do the students need to do for research?

•  Primary Research
1.  distribute the questionnaire to a specific target audience.
2.  use a variety of open and closed questions.

•  Secondary Research
1.  analyze a variety of related media texts
2.  use a variety of sources i.e. websites, journals, media
products.
3.  cite research sources accurately i.e. name and date of
websites accessed, name and publication year date of
journals used. 24

UNIT G324
What students need to do for research:

•  Research Summary
1.  show results in quantitative form i.e. pie charts and graphs
Genre
Horror
Drama
Comedy
Action

2  show results in qualitative form i.e. views and preferences of the
target audience.
3  explain how he results of the research will be used to inform
creative decisions in the production.
25

UNIT G324
What students need to do for preproduction:

•  Generic
1.  roles chart

Student name Role Suitability for role
John Smith Cameraperson Good at framing shots and
setting focal length.
Sarah Jones Director Calm and good at
organization

26

UNIT G324

•  Generic
2.  risk assessment

Risk Assessment
What potential hazards will be encountered? How will these hazards be prevented?
Trailing leads from the video camera Tape leads to the floor

27

UNIT G324

•  Film/TV
1.  storyboards

28

UNIT G324

•  Film/TV
2.  Scripts – see the script layout guide script layout guide.pdf and the
shooting script guide shooting script guide

29

UNIT G324

•  Print
1.  Rough drafts of pages
2.  Rough drafts of content/sample photographs
3.  magazine flat plan

30

UNIT G324

•  Radio

1.  Radio scripts - go to radio script guidelines

2.  Rough drafts of scripts

3.  Radio show storyboards - go to radio show storyboard example

31

UNIT G324

•  Web
1.  website sitemap
2.  rough drafts of pages/content

32

UNIT G324

•  Games
1.  gameplay flowchart

33

UNIT G324

•  Games
2.  level design map

34

UNIT G324
What students need to do for production:

•  Essentially, students are being asked to create a media
product that will engage a specific target audience
through a variety of platforms.

35

UNIT G324

•  They are being asked to create and promote a new
brand.

36

UNIT G324

•  Maintain a consistent house style throughout all 3 media
platforms i.e. the same color schemes, page layouts,
mode of address etc.

•  Maintain a tangible link between all 3 media products
e.g. use still frames from a video sequence within a
poster or DVD cover and/or embed clips of video within
a webpage.

•  Create a logo that will brand the media product across 37
all 3 platforms.

UNIT G324

•  Incorporate the expectations
of their target audience
within the media products.

•  If making a music video for
example does the target
audience have aggressive
and rebellious traits?

•  How will this be reflected in 38
the choice of genre, lighting,
pace of editing etc?

UNIT G324

•  At A2 level students are
expected to show technical
skill and creativity.

•  Students will need to draw
the fine line between
creativity and incoherence
within their print media work
for example and move
beyond standard Publisher 39
layouts .

UNIT G324
•  When editing music video students can employ techniques

such as adding markers to the timeline and cutting their shots
to the beat of the song to show their technical proficiency.

40

UNIT G324

•  Crash zooms and handheld camera can also be used to
show technical skill and creativity within the context of
the production.

41

UNIT G324
What students need to do for the evaluation:

•  Students will need to evaluate their work in an electronic format such
as blog like http://wordpress.com/ or a PowerPoint presentation.

•  Using a blog will be especially effective in gaining audience
feedback.

•  Students will be expected to show creativity in the presentation of
their evaluations.

•  Aesthetically pleasing themes can be selected for the blog.

•  Still images, video and/or audio clips can be embedded into 42
PowerPoint presentations with callouts added with which to annotate
these production examples.

UNIT G324
•  Compare the portfolio work with existing commercial

media products and describe in what ways generic
media conventions have been adhered to or subverted
i.e. “… the action genre in my production was established
in much the same way as …. By using a close up of the
main character …. “

•  How effective has the created brand and media products
been in appealing to the target audience?

43

UNIT G324
•  How effectively have the main and subsidiary products

worked in combination? Was the house style maintained
throughout? Were there coherent links between all 3
products?

•  How has digital media technology been used in the
research, pre-production, production and evaluation stages?

•  Students should be specific and discuss the fine details of
production i.e. “ .. I set the in and out points of this clip and
dragged an dropped it onto the timeline to create the 44
effect of ….”

UNIT G324

•  What improvements can be made to the 3 products?
What evidence is their of audience feedback? How has it
been used to inform discussions re. improvements to the
products?

45

UNIT G325 SECTION B
Contemporary Media Issues
•  Students are required to show their understanding of a
contemporary media issue in one of the following areas

1.  Media Regulation

2.  Global Media

3.  Media and Collective Identity

4.  Media in the Online Age

5.  Post-Modern Media

6.  ‘We Media’ and Democracy 46

UNIT G325 SECTION B
Contemporary Media Issues
  Students can approach this question by developing a case study on
a specific area.

  The case study must engage in some form of critical debate. e.g.
the pros and cons of self and/or statutory media regulation.

  It must refer to at least 2 different media i.e. a media regulation
case study could discuss the Advertising Standards Authority (ASA)
and print media alongside discussion of the Pan European Game
Information (PEGI) rating system and videogames.

  The case study must also refer to the historical development of the
media concept being investigated, contemporary issues that relate
to it and how it may develop in the future.

  Specific examples of media texts, theories and theorists must also
be referred to. 47

UNIT G325 SECTION B
Case Study Starters
How do you regulate
the internet?

China and the censorship
of Google.

Does self regulation
work?
ITC to Ofcom: How
and why have
regulatory bodies The effects debate: is the media
changed over time? responsible for copycat violence?

48

UNIT G325 SECTION B
Case Study Starters
Who are the global
media giants?

CNN and global
news provision

Rupert Murdoch: From the ‘News’ in Adelaide to global
media conglomerate ‘News International’. Cultural imperialism – how does
How and why? Hollywood affect our lives?

49
Marshall McLuhan ‘ the world is now a global village’.
http://archives.cbc.ca/arts_entertainment/media/topics/342-1814/

UNIT G325 SECTION B
Case Study Starters
YouTube and iTunes – how have
they changed online media
consumption?

Online advertising –
the shift from old to
new media. Why?

The history of new media
new media timeline Limewire and P2P file sharing –
its implications for the media
industry

Digital natives and foreigners –
do we all have access to the 50
online media revolution?

UNIT G325 SECTION B
Case Study Starters
Anarchists or activists? – Update your profile –
how are political groups how does the media
What is British cinema? – the represented in the define us in the

struggle for identity in a media? Facebook generation?
Hollywood world

The War on Terror –
how has Islam been
represented post
Jade and Britney – 9/11?
representations of
celebrity in the
media

51

UNIT G325 SECTION B
Case Study Starters
What is postmodern media?
Intertextuality – how
http://www.slideshare.net/
rikhudson/postmodern-media- are media products
refashioned and

postmodern-media-ocr-media-
conference-2009 recontextualized?

Pastiche – media products
Mash Ups, Cut Ups and AMVs – and multiple meanings
Introducing remix culture
http://www.wired.com/wired/
Baudrillard -
archive/13.07/intro.html
http://www.ubishops.ca/
BaudrillardStudies/
vol2_2/statesman.htm

52

UNIT G325 SECTION B
Case Study Starters
More people vote on X Factor More people vote on X Factor
than in elections. Is ‘We Media’ than in elections. Is ‘We Media’
ushering in a new age of ushering in a new age of

democracy? democracy?

The tools of ‘We’ media –
file sharing, blogging,
video uploading. Who benefits? – Is ‘We’ Media
free content for media
producers or the audience
What is ‘We’ Media? expressing themselves?
we_media.pdf
53
Power to the People?
User generated content

UNIT G325 SECTION B
Schemes of Work

•  The purpose of a schemes of work for section B is to enable
the student to develop a case study that has sufficient

information to answer the contemporary media issue successfully.

•  Begin the SOW by providing relevant background information and
resources to introduce the topic.

•  Move onto lessons which allow the student to develop a critical
debate as part of a case study.

•  Ample time should be given to allow the student to develop the
case study.

•  Ample time should also be given to working on exam practice 54
questions.

UNIT G325 SECTION B
Sample Questions

•  Contemporary Media Regulation

1.  ‘Discuss the arguments for and against media
regulation, in relation to two specific examples of
current regulatory practice from two different
media.’
  For – increasing need to bring multiple forms of emerging media
under some kind or regulatory control. Discuss PEGI and regulation
of videogames. Discuss online media and easy availability of adult
content.

  Against – censorship of freedom of speech. Discuss online media
and the threat to file sharing and distribution of content. 55

UNIT G325 SECTION B
Sample Questions

•  Global Media

1.  ‘Consider how far globalization of the media
should be seen as a ‘problem’. Refer to at least
two media to support your answer.’
  Cultural Imperialism – Hollywood cinema is destroying the
indigenous film industry and Americanizing British culture.

  Global media conglomerates dominate media production so their
values and representations become paramount i.e. News and CNN.

56

UNIT G325 SECTION B
Sample Questions

•  Media and the Collective Identity

1.  ‘Discuss the contemporary representation of a
nation, region or social group in the media, using
specific textual examples from at least two media
to support your answer.’
  War on Terror – images such as Guantanamo Bay, the raising of the
US flag during the Iraq invasion and the connotations of the term
‘war on terror itself in print and TV news as representative of Islam.

57

UNIT G325 SECTION B
Sample Questions

•  Media in the Online Age

1.  ‘What difference has the internet made to media
production and consumption? Refer to at least two
media sectors in your answer.’
  Online video – content is changing from the episode to the
webisode to cater for the plethora of YouTube channels.

  Music downloading and file sharing has shifted patterns of
consumption from purchasing CDs via the high street to purchasing
online. Quote Zavvi going into receivership as an example.
58

UNIT G325 SECTION B
Sample Questions

•  Postmodern Media

1.  ‘Discuss two or more more media texts that you would define
as ‘postmodern’ and explain why you would give them this
label. Cover at least two media in your answer.
  MARRS – Pump Up the Volume. A seminal 1987 UK No.1 that was one of the first
tracks to feature samples from other records and had a huge influence on
establishing sampling as a core element of dance music.

  AMV (Anime Music Videos) – fan created cut ups of anime videos using digital
video editing software and alternate music tracks.

  Quentin Tarantino films – numerous intertextual references to a variety of genres
and icons. Kill Bill is a prime example. The martial arts genre is heavily
referenced by Uma Thurman wearing a similar yellow jumpsuit to Bruce Lee and
the use of the original actors from the ‘70s such as David Carradine and Gordon
Liu.
59

UNIT G325 SECTION B
Sample Questions

•  ‘We Media’ and Democracy

1.  “The media have become more democratic in recent
years.” Using specific examples of media media
activity from two media to support your answer,
evaluate the accuracy of this statement.
  For – blogging, user generated content and the uploading of content
have empowered the audience.

  Against – the major media institutions are still the owners and
gatekeepers of the media platforms that distribute user generated
content i.e. Google own YouTube and Rupert Murdoch owns MySpace.

  Against – how able is a solitary weblog to match the global reach of a
media conglomerate.
60

Revision Guide A2 Media OCR

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