Claremont
Fan Court School
GCSE Media Studies Revision Pack
Contents:
Section A – Action/Adventure
Films
1. Terminology Glossary
2. What is Section A about?
3. Action/Adventure
Conventions Revision
4. Superman Returns screenshot
analysis
5. Action/Adventure
Representation Revision
6. Representation screenshot analysis
Section B – TV Comedy
1. Terminology Glossary
2. What
is Section B about?
3. Audience Pleasures
in TV Comedy Revision
4. Institution
and scheduling Revision
Practice Exam Papers
1. Practice
Questions
2. Example
Answers
Glossary of
Moving-Image Terminology
Terminology
|
What it means...
|
Editing
|
|
Continuity editing
|
The system of cutting used in most mainstream
films. The
intention is to establish the illusion of continuous action
and keep the audience’s
attention on the
story.
|
Non-continuity editing
|
Use of editing style which
draws the audience
attention to the film
making process
to reveal that film
is ‘constructed’,
not ‘natural’.
|
Shot-reverse-shot
|
This is when one character is shown looking at another
character (often off-screen), and then the other character is shown looking "back"
at the first
character.
|
Cross-cutting
|
Cross-cutting is an editing technique most often used in films to
establish action occurring at
the same time in two
different locations. In a cross-cut,
the camera will cut away
from one action to another action, which can
suggest the
simultaneity of these two
actions but
this is not always the
case. It can
be used to build suspense.
|
Fast-paced editing
|
When scenes are
edited together using lots of shots cut
together
quickly. Has the effect the action is taking
place quickly and can
build tension.
|
Dissolve
|
The gradual transition from one image to another.
|
Cut
|
An abrupt transition from one shot
to another.
Usually it is used
to
maintain
continuity editing.
|
Wipe
|
A transition from one image to another.
One image is
replaced by
another with a distinct edge that forms a
shape. For example
a simple edge,
an expanding
circle, or
the turning of a page. Makes the audience more ‘aware’
they are watching a film.
|
Fade
|
Transition generally used at the end
of
a scene to signify to
the audience an end of action.
Generally action will
fade to
black.
|
Jump cut
|
Two shots of the same
subject are
taken from
camera
positions that vary only slightly. It causes the subject
to appear to ‘jump’
in an abrupt
way, drawing the audiences’
attention to the editing.
(RARE)
|
CGI
|
Computer generated
imagery. Any still
or moving image created using software.
|
Slow motion
|
A post-production effect in which time
seems to slow down.
|
Camera
|
|
Establishing shot
|
A shot which
establishes the setting for the scene. For
example: A long shot of
a building exterior.
|
Ariel shot
|
Sometimes called a ‘bird’s eye
view’. This is an extreme
high-angle shot.
|
Point-of-view shot
|
A shot intended to show the action from the perspective of
a particular character.
|
Hand-held
camera
|
A shaky effect
created when the cinematographer just
holds the camera.
Has the effect of the audience feeling as
if they are
‘in’ the action.
|
Steadicam
|
Used to achieve a smooth even shot
when shooting action.
|
Crane shot
|
A shot created using a large camera mounting, capable
of achieving high
elevations and movements.
|
Tracking shot
|
A shot in which the camera moves
to
follow a sequence of
action, placed usually on a dolly or specially prepared
|
tracks.
|
|
Shallow Focus
|
Part of the image is in focus
while the rest is out of focus or
blurred. This draws the audiences’ attention to a particular
action/character.
|
Canted Angle
(or Dutch Angle)
|
The camera
is placed on a slant. Often used to portray the
psychological uneasiness or tension in
the
subject being filmed.
|
Dolly Zoom
|
A cinematic technique in which the camera moves
closer
or further from the subject while
at the same time adjusting
the zoom to keep the subject
the same size
in the frame.
The effect
is that the subject appears stationary while
the background size
changes.
|
Sound
|
|
Diegetic
sound
|
Sound which has
a source on-screen. For example:
dialogue.
|
Non-diegetic sound
|
Sound which does not have a source on-screen.
For example: music or voiceover.
|
Sound bridge
|
The sound from
one scene continuing to the next or
the sound from the next scene being used before the audience
see the relevant images.
It gives the sense that the film
is
‘linked’ together.
|
Synchronous sound
|
Sounds which
are expected with
what is viewed. For
example in a birthday party you expect to hear
laughter,
singing and music
|
Asynchronous sound
|
Sound which does not match or is unexpected with
the images on the screen. Can be used to build tension,
suspense or emotion.
|
Voiceover
|
Non-diegetic sound of a person speaking
over a scene.
|
General
|
|
Connotation/connotates
|
What you associate with an image
or the deeper or hidden
meanings and associations. For example: The use
of
a
spaceship set,
green lighting and make-up which makes
the actors
look like
aliens connotates to the audience that
this is a science-fiction film.
|
Signify/signifies
|
The associations that a sign or symbol refers to. For
example: The antagonist
has a gun which
signifies he is violent.
|
Convention
|
A common sets of standards used to make texts easily identifiable.
|
Mise-en-scene
|
What is placed
in a scene. This may include
setting,
lighting, spatial relationships
between actors,
casting, costume, make-up and
props.
|
Hybrid Genre
|
When the films could be categorised as more
than one film
genre. For
example an action/adventure comedy or an
action/adventure sci-fi.
|
Protagonist
|
The hero
|
Antagonist
|
The villain
|
What is Section
A about?
Section A includes assesses your textual analysis skills.
In the exam you will watch a short extract from an
action/adventure film (around 6 minutes long)
four times and will then be expected to answer
three
questions about the extract.
Question 1 – will ask you how the extract you have just seen fits the codes and conventions of
action/adventure in general.
Start by defining the sub-genre. Then use terms
like combat and conflict; spectacle; suspense and
jeopardy; speed and motion.
These are some of
the points you could include if asked
about how
the
characters and/or
events are conventional:
REMEMBER – you need to use
examples from the extract to support your point:
- The protagonist is brave in the face of danger and will often (but
not always) easily
beat
the antagonists even when outnumbered.
- The protagonist is resourceful and clever
- The protagonists are attractive and youthful when compared with the antagonists.
- The antagonists are violent and intimidating (could be seen through their costumes or props).
- There is a clear theme of
good
vs. evil
- Conflict
is resolved through violence.
It is possible the extract may NOT be typical in
places.
This
needs to be mentioned.
Question 2 – will ask you to analyse how the camera, editing, soundtrack and mise-en-scene are used in
the
extract to create a particular effect
which fits the action/adventure genre. You will be expected to give direct examples from the extract and explain
the
connotative effect your examples have on the audience.
You should also link back
to action/adventure conventions.
Question 3 will ask you
to show your understanding of issues of representation used within the extract. You may
be
asked to consider any of the following are represented:
- Gender
- Ethnicity
- Sexuality
- Age
- Disability
- War
- Authority
- Etc...
In your answer you should:
- identify your examples
- describe the representations
of the named area (e.g.
ethnicity)
- describe the messages
and values in these representations
- Shown your wider understanding of issues of representation in Action/Adventure films
Throughout all three questions you will be
expected to
structure
your answers clearly and use media
terminology!
Action/Adventure Conventions Revision Activities
The activities below should
help remind you of
the conventions used in the action/adventure genre to help
you revise for your GCSE mock
exam.
1. Write a bullet point
list
or create a spider-diagram to show
what
characteristics
you
think each of the following character types
have:
a) The protagonist (main character)
b) The antagonist (villain)
c) The side-kick
d) The female lead
You should focus: what
they wear, how they
speak, their personality, their appearance (their looks), their
role
in the film (what
do
they typically want/do?)
2. Look at the different technical elements below. Explain
how
each of the follow elements is used to create a particular effect in action/adventure films.
For
example: An arc
shot could
be
used to create
tension and signify something bad is going to happen, which would build adrenaline for the audience.
You should try to think of an example from an action/adventure film to support your ideas.
a) Camera
a) Close-up
b) Tracking shot c)
Low angle
d) Dolly Zoom
b) Editing
a) Fast-paced
editing
b) Cross-cutting
c) Jump cuts
d) CGI
e) Slow motion
c) Sound
a) Diegetic sound
b) Non-diegetic sound c)
Sound effects
d) Asynchronous sound
d) Mise-en-scene
a) Costume
b) Sets and location
c) Casting choices
d) Props
e) Lighting
Now try
the
other technical elements listed in your glossary. How could they be used?
Action/Adventure Representation Revision Activities
The activities below should
help remind you of
issues of representation used in
the action/adventure genre
to
help you revise for your GCSE mock
exam.
1. Think
about how
you
would expect the following types of social/cultural groups to be represented
in action/adventure. Which characters do you think they would be cast as? For
example: A young, attractive,
white male would
be
represented positively
in action/adventure.
He
would probably be seen in the protagonist’s role and
therefore be represented as heroic, masculine and
brave.
a) An attractive and feminine woman
b) A middle-aged white male with a scar on his face
c) A child
d) An elderly
black person e) A criminal
f) A soldier in the U.S. Army
g) A British scientist
2. Complete the worksheet on the next page. Annotate the pictures analysing how
they you think
they are represented
to
an audience. Try to include a good amount of detail
and analyse all areas of
mise-en-scene
(props, costumes, locations,
lighting, casting etc)
3. Using the notes you have made from the previous
activity. Answer the question: “Which social/cultural groups are
represented the most
positively in
action/adventure films? You should refer to examples
studied.”
Action/Adventure Representation Images
1. How are women represented in
these pictures (below)? Annotate the pictures showing what mise-en-scene has
been used to represent them a particular way.
2. Which one do you think is the more conventional female in
action/adventure? Why?
1. How are men
represented in
these pictures (below)? Annotate the pictures showing what mise-en-scene has been used to represent them a particular way.
2. Why are they conventional
male
protagonists for an action/adventure film?
1. How is ethnicity represented in these pictures (below)? Annotate the pictures showing what mise-en-scene has
been used to represent them a particular way.
2. Which characters are
represented more positively? How do you know from the pictures?
TV Comedy
Glossary
Terminology
|
What it means...
|
TV Comedy
|
|
Institution
|
A large media corporation or company. For
example
Channel 4 or the BBC.
|
Watershed
|
The watershed is
the time
before
9pm on television.
It is in place to protect
younger audience members from offensive
material, such as swearing, sex and violence. Any show
shown after 9pm
is referred to as post-watershed.
|
Intertextuality
|
Intertextuality is when one media text
refers to another. For example when The Simpsons included a reference to JK
Rowling and the Harry Potter books.
It is a way to create
audience pleasure as the
audience would feel clever for
noticing the reference.
|
Audience ‘hook’
|
An audience hook is a method used by television channel
to encourage the audience
to
stay watching that channel.
For example putting on a popular
TV
show before another
show they want to
encourage you to watch.
|
Universal audience
|
A universal audience
is a wide audience which
includes everyone. Everyone will
like the product/media text.
|
Public Service
Broadcaster (PSB)
|
Any terrestrial channel. BBC
1, BBC
2, ITV 1, Channel
4 and Channel 5.
These channels must
follow particular
charters to make the audience happy.
|
Niche audience
|
An small and specific target audience. For example
teenagers.
|
Mass audience
|
A wide audience. For example families.
|
Stripped schedule
|
A stripped schedule is the practice of
running a television
series at
the same time daily (or at
least on Mondays to
Fridays), so that it
appears as a strip straight across the weekly schedule.
|
What is Section B about?
Section B assesses your awareness of audiences & institutions in relation to TV
Comedy. In
the exam you will be asked
two questions in which you should show an understanding of institutions studied and why
audiences enjoy
watching TV Comedy.
Remember the comedies we have focused on
as a class are:
FOR AUDIENCE
PLEASURES: 1. The IT Crowd – sitcom
2. QI – quiz show
FOR
CHANNELS & SCHEDULING:
1.
Bad
Education – shown BBC
Three – Tuesdays at 10 pm
2.
8 out of 10
Cats Does Countdown – shown Channel 4 – Fridays at 10 pm
Question 1 – will ask you to explain why particular comedies are shown on particular channels and on particular days/timeslots. You
should demonstrate your understanding of BBC 3 and Channel 4 and their
differences as institutions. You should also demonstrate your awareness of audience and when they watch
television and how this
effects the scheduling of programmes.
FOR
CHANNELS & SCHEDULING:
3.
Bad
Education – shown BBC
Three – Tuesdays at 10 pm
4.
8 out of 10
Cats Does Countdown – shown Channel 4 – Fridays at 10 pm
Question 2 - needs you to know about two TV Comedies
to
illustrate your answer. Typically, the question
will ask about what
pleasures TV Comedies offer their audiences. You will be expected to not
only be able to name pleasures that all comedies offer but pleasures the programmes you’ve chosen
offer specifically,
depending on their audience. For example a sit-com with a target audience of ‘family’ is
going to have
different pleasures than a comedy quiz show about
politics
aimed at ‘adults’.
FOR
AUDIENCE PLEASURES: 1. The IT Crowd – sitcom 2.
QI
– quiz show
Before you turn over:
a) List below the different pleasures TV
Comedies offer their audiences. Once you have completed
the list
highlight/underline in different colours which ones The IT Crowd offers and which pleasures
QI offers. Remember The IT Crowd is a sit-com; therefore it
follows sit-com
conventions. QI is a panel game, therefore it follows different conventions. Try to think of clear examples from the programmes to support your ideas.
For example:
1) Audience
superiority – When the audience watch The IT
Crowd characters make ridiculous
mistakes they
feel superior to the characters as they know they would not make the same mistakes themselves.
How many
did you manage to remember?
Read
through the list below and again highlight/underline which
pleasures The IT Crowd offers and which ones QI offers. How many pleasures do the two programmes
have in common?
What is distinctive about quiz / panel show pleasures?
Regular timeslot
The narrative and problems are always
resolved at the end of the programme
Intertextuality
Use of celebrities;
comedians; regular panelists / hosts
Different
types of humour
Characters
and situations
that we can relate to (so we can also laugh at ourselves/friends)
Audience escapism
Audience feels superior to characters
as they never learn from their mistakes.
Easy to watch (30 minutes long and self-contained episodes mean audience can ‘dip’ in and
out of
series).
Pleasure gained
from resolution
at the end of
episode; pleasure from competition
Social and family issues
often used (audience can relate to);
friendly rivalry
Themes are easy
for
audience to understand;
questions are challenging but answers given
Warm mode of address -
everyone can watch and enjoy;
hosts are congenial.
Familiarity (e.g.
Catchphrases, stereotypes); repeated jokes
Predictability – For example: audiences know character well and know
how they will react.
New variations of the genre create interest
Now for some detail...
Pick two pleasures The
IT Crowd offers:
a).........................................................................................................................................................................
b).........................................................................................................................................................................
Pick two pleasures QI offers:
a)......................................................................................................................................................................... b).........................................................................................................................................................................
Pick two pleasures both comedies offer:
a).........................................................................................................................................................................
b).........................................................................................................................................................................
Now, using clear
examples from episodes studied answer the question:
“Discuss in detail
how two comedy programmes
offer audience pleasures.” Try to take no
longer than 20 minutes on
your answer.
Institution and Scheduling Revision
BBC THREE
“BBC Three is a television channel from the BBC
which broadcasts via digital cable, terrestrial, IPTV and satellite platforms.
The channel’s target audience includes those in the 16-34-year-old age group,
and has the purpose of providing ‘innovative’ content to younger audiences,
focusing on new talent and new technologies. The channel is on-air from 7 pm to
around 4 am each night, to share terrestrial television bandwidth with CBBC.”
(Wikipedia). The channel will stop broadcasting on TV in February and will
become a web-only channel.
The BBC Trust has formally approved
proposals to move BBC Three online, and has set conditions to ensure that
younger audiences continue to be well served, in its final decision on a
package of proposals from the BBC published today.
Trustees concluded that that there
is clear public value in moving BBC Three online, as independent evidence shows
younger audiences are watching more online and watching less linear TV.
The move will also contribute to the significant savings the BBC is currently
making.
The decision follows a detailed and
rigorous assessment that began in January 2015, which has included two public
consultations, audience research, and a wide range of independent
evidence.
Today’s final decision reflects the
provisional conclusions the Trust published in June, but with amended and strengthened conditions in
direct response to views expressed by the public and stakeholders during the
Trust’s public consultation about the potential impact on younger audiences and
those without reliable internet access:
- A condition requiring BBC Three programmes to be broadcast on BBC One/Two, has been strengthened so that all BBC Three long-form programmes must be broadcast in slots on BBC One and Two, on an ongoing basis, effective immediately on closure of the BBC Three TV channel.
- In addition, BBC Three long-form programmes must be broadcast on both BBC One and Two at a variety of times across the schedule and throughout the UK
- A condition requiring BBC One and Two to offer programmes specifically aimed at younger audiences, including the BBC Three programmes, now requires the channels to offer distinctive programmes designed for younger audiences, including the long-form BBC Three programmes.
The Trust has also added a
requirement to the service licences for BBC One and Two to ensure continued
creative risk-taking and experimenting with new talent and ideas. The
online BBC Three will also be required to have the same accessibility standards
as the TV channel, wherever practicable.
CHANNEL 4
We are a publicly-owned,
commercially-funded public service broadcaster. We do not receive any public
funding and have a remit to be innovative, experimental and distinctive. Read
more about our remit here and here.
Our overall role is to champion innovation in TV, film & digital – nurturing and growing new ideas, formats, views and voices, faces, talent, audiences and production companies.
Our overall role is to champion innovation in TV, film & digital – nurturing and growing new ideas, formats, views and voices, faces, talent, audiences and production companies.
Complete the activities below
to
help you revise information about Channel
4 and BBC Three
Target audience:
Name Channel 4’s 3 core values:
Name 3 rules the BBC have to follow which fit with
1.
2.
3.
Target audience:
Name 3 rules
the BBC have to follow which fit with
BBC 3:
1.
2.
3.
Bad Education
Scheduled day
and time:
Channel:
Give three reasons below
why
you think Bad Education is scheduled at this time and that channel.
Try
to give clear examples to support your ideas either about the institution or from the programme.
1. 
2. 
3. 
8 out of 10 Cats Does Countdown
Scheduled day
and
time:
Channel:
Give three reasons below why you think 8 out of 10 Cats Does Countdown is scheduled at this time and on that channel.
Try to give clear examples to support your ideas either about the institution or from the programme.
1. 
2. 
3. 
Now, using clear examples answer the question: “Pick two TV comedies
you have studied.
Discuss why they were
scheduled:
• On the channels that chose them
• On the days
and times they were transmitted.”
Try to take no longer
than 20 minutes on your answer.
Practice
Exam Questions
Section
A –
Action/Adventure
PIRATES
OF THE CARIBBEAN – JACK AND WILL FIGHT SCENE.
1. Explain two ways in which characters and/or events fit the action/adventure genre. [10]
2. Explain how
each
of the following is used to create effects that fit
the action/adventure genre.
- soundtrack
- camera work
- editing
- mise-en-scene [20]
3. Discuss the ways in which men and/or age are represented in the extract. [20]
Section B
– TV
Comedy Remember
that YOU pick TV Comedy and OUR PREPARED TEXTS!
Answer this question using
Television and/or
Radio Comedy
programmes you have studied.
4 Pick two TV or radio comedies you have studied.
(a) Discuss why they were scheduled:
• On the channels that chose them
• On the days
and times they were transmitted. [15]
(b) Show how these two programmes offer their audiences different pleasures. [15]
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