Exam Paper January 2013 (Hancock)

OCR Exam Paper (Jan 2013) Unit b322 01 Textual Analysis and Media Studies Topic Moving Image

Revise Audience Pleasures for Q4b

Mrs Downie GCSE Media: Why do audiences watch TV Comedy?: Audience Pleasures Narrative pleasures such as those of narrative resolution-  Each programme has an end to the story so you always k...

Mrs Downie GCSE Media: Audience Demographics

Remember to include these codes when answering question 4a. They will help you to be specific when discussing audience demographics.

Mrs Downie GCSE Media: Audience Demographics: When discussing audience demographics, you should be able to talk about occupation using this table above. Using this alongside, age and ...

Example Exam Answers: Q1

1. Explain two ways in which the narrative (characters and events) in the extract fits the action
adventure genre. Use examples from the extract. (10)

This question is the Action Adventure Genre question where you have to show that you understand the conventions of the genre. You need to identify the genre conventions and then use the clip as examples in your answer.This is the easier question and you must attempt it.

Extract from Candidate Script 1: This answer gained 8/10 marks.

The narrative in the extract fits the action adventure genre in various ways. There is a battle between the good and evil which is conventional of the genre, the protagonist (Nic) is shown as confident and able to fight because it’s almost like a one-man army. He is up against more ‘villains’ which makes him outnumbered as they have more weapons too, which again is conventional of action adventure, because it emphasizes his victory (or defeat) in the end.

Another way the extract fits the genre of action adventure is making Nic, the protagonist, independent and confident. The fact that the protagonist is chewing gum in the close-up at the beginning ‘shows’ his confident attitude as if he wasn’t expecting a difficult battle but has come prepared with weapons/objects and team.

COMMENTARY

The candidate doesn’t use the term ‘hero’, and the statement that ‘there is a protagonist’ does not count, in itself, as a generic convention. However, the heroic quality is clearly implied in the candidate’s description of the protagonist as ‘confident’ and like a ‘one man army’ so this answer does just enough to establish the heroic protagonist as a convention.

So the answer clearly states two conventions: a battle between good and evil and the outnumbered hero. The answer has already reached at least level three in the mark scheme by the end of the first page.

The fact the answer then uses some key terms – ‘conventional’ and ‘protagonist’ – raises the answer into level four, but there isn’t a confident, well-exemplified statement of conventions needed for the top of the band.

Example Exam Answers: Textual Analysis Q2

Question 2: Textual Analysis Answer.
This question is about film analysis and requires you to use media terminology to show how the director intends to share ideas with the viewer. You need to use the key words and find examples and show how they affect the audience.

Here is an example answer from a candidate. It gained full marks in the exam. 20/20

Soundtrack

The soundtrack is notably used to create effects for the audience which fit the genre. For example, the introduction of Nic Angel is combined with a majestic soundtrack which emulates the hero’s power and status. This is regularly used in the genre to emphasize the power of the protagonist to the audience. The soundtrack also crescendoes, which aims to create tension which will be subverted by the inevitable convergence of characters. Western sounds are also used to create the effect of hybridizing comedy with action as the audience recognizes the cliché. In addition, it also serves

to imply there is an upcoming fight scene where the characters will ‘draw’ weapons, reminiscent of Western films. The soundtrack also abruptly stops to mimic the surprise of the audience at Butterman helping Nic Angel.

Editing

Editing is also utilized in different manners to create effects which help to heighten the action. For example, editing is very slow-paced at first to create a tense atmosphere which again hints at an upcoming convergence. The editing then speeds up, and cross-cutting is used frequently to help to bring together the characters in an imminent fight-scene, and the fast editing builds-up to the action, heightening tension. The cross cuts then start to match the soundtrack to emphasize tension, and the cut pace is momentarily slowed down when Nic delivers the line ‘Morning’ before speeding up again. During the fight shot-reverse-shot editing is used to show the conflicting emotions of antagonist and protagonists, and discontinuous editing is used to mimic the chaos of the situation.

Mise-en-scène

Mise-en-scène is predominantly utilised at the start of the extract, with Nic on a horse to make him higher-up, to the effect of conveying his power and presence. In addition, Nic features a distinctive costume, to further isolate him from the antagonists and make him stand-out to the audience.

The conventional set-design of English suburbia creates the effect of comedy when the tranquility is displaced for action, as it is unexpected to the audience. The props also mainly consist of weapons, providing a catalyst for action, which also creates comedy by satirising the genre through having excessive amounts of weapons. Lighting is natural simply to create the effect of realism in the town.

Camerawork

Camera devices are extensively used to connote ideals and create effects. For example, a high-angle shot is used on the school children to show their obedience and Nic’s power over them. In addition, many mid-shots and close-up shots are utilised before the action to portray the characters’ fear. An establishing shot is also utilised near the start to depict the quiet suburbia, which is then displaced when the action begins. During the conflict, a handheld camera is employed when the glass window breaks to mimic the chaos and disorientation the fighting creates. In addition a focus pull is used to bring the armed old lady into focus, and similarly the camera zooms in to the sidekick near the

start, both the establish the character importance.

COMMENTARY

This is an example of an answer that easily achieves full marks by giving a number of examples that are accurately described and analysed in a sophisticated manner.

Marks awarded and rationale: 20 marks
The section on soundtrack gives four examples – the ‘majestic soundtrack’, how it ‘crescendoes’ (sic), the use of ‘Western’ music, and the rapid stop to the soundtrack – and gives a succinct analysis of the effect of each. Not all of these examples are as specific as one might like, but enough are, and the quality of the connotative analysis makes up for any lack of specificity.
The section on editing again has four well-made examples with analysis.
The section on mise-en-scène contains at least two sophisticated and well-argued examples – the horse and the excessive weaponry – among some more mundane ones.
The section on camerawork again gives two excellent examples of analysis – of the high angle and the hand held camera – plus a couple more.
Two examples plus connotative effect per bullet point establishes an answer in level 4. This reaches the top of band on two counts – the number of examples analysed and the sophistication of the analysis. Some answers would make it to the same mark on just one of those counts.
An answer does not need to be perfect to earn full marks. It just needs to be at the top end of the range of answers produced in exam conditions. This is so that the full range of marks is used, which serves to differentiate between candidates more accurately.

Examples of what to include.

Soundtrack
Reward ‘diagetic’/’diegetic’ as terminology, but the description of sound as diegetic or non-diegetic does not count as an example.
Accept:
• Heroic brass and choral (spaghetti western) music at the start of the extract
• Sound effects emphasising the whip pans
• Sound effect of horse’s hooves over the montage of the townspeople’s reactions
• Suspense music as Angel dismounts
• Sound effect of a bird flying as one is seen in the windscreen
• Exaggerated sound effects of clothes opening to reveal weaponry
• Exaggerated sound effects of echoing gunfire
• Computer game sound as fight starts
• Sound effect of the shop alarm as the kids rush in followed by a woman’s scream
• Sound effect of Angel being hit by a bullet
• Sound effect of collision and a bicycle bell as woman hits Danny’s car door
• Short silence – calm before the storm – as Danny gets out of car
• Sound effect as the thrown gun flies through the air
• 70s buddy cop music as Danny and Angel fight together
• Any other relevant example.

Editing
Only accept answers other than visual editing if there is an explicit link made to the editing process (so soundtrack elements, for
example, should only be rewarded if there is a clear explanation that they are post-production sound effects).
The term ‘jump cut’ should only be rewarded where there is a clear breach of continuity editing.
Accept:
• Use of body wipes (eg Angel on his horse – do accept ‘jump cut’ for this transition, but no other – and on the man looking
through the supermarket window)
• The montage of the townspeople’s reactions to Angel
• The increasing pace of editing of this montage as the tension increases
• The faster pace of editing as the fighting starts
• Use of slow motion (eg when Angel rises from crouching near the fountain)
• Shot-reverse shots during the gun fight
• Any other relevant example.

Mise-en-scène
This media language element can lead to very descriptive answers (eg ‘there is a man on a horse, he is in a town’) so reward
explanation of connotative effects.
Candidates might comment on:
• Angel’s ‘warrior’ costume and white horse
• The unusual location of a sunny English country town decorated with bunting, natural lighting emphasising this
• The kids dressed in identical school uniforms and ‘hoodies’
• The townspeople dressed in traditional clothing – tweed jacket, vicar’s dog collar, duffel jacket.

Camerawork
Accept:
• Slow tracking in to the faces of the townspeople (accept ‘zooming’ for this, but tracking is more accurate)
• High angle (eg of the kids on the wall)
• Low angle (eg of Angel on his horse)
• Over the shoulder shot (eg of Angel on his horse)
• Close up (eg of ‘Zitto Colour’ spray cans)
• Whip pans (eg between walkie talkies, from the shop window to Angel, as the kids enter the shop, the shoot out around the
pillars)
• Handheld camera (eg Angel at the fountain then looking up at the window)
• Focus pulls (eg from CU of end of gun barrel to Angel’s face, from Angel to the woman under the hanging basket)
• Tracking shots (eg of woman on bicycle, as Danny and Angel run down the road)
• Crash/whip zoom (eg to the woman under the hanging basket)
• Any other relevant example.

Q3 Example Exam Answer

3. Discuss the representations in the extract.
Refer to stereotypes in your answer.
Use examples from the extract.
You might consider the representation of:
• age
• gender
• race and nationality
• the English country town
• the police. [20]

Question 3: Representation Answer
This question focuses on Representation and how a character is constructed for the audience. Avoid just describing what the character looks like and consider what group of people the characters are presenting. You need to discuss stereotypes of key social groups in our society to fully gain the marks for Representation.

Extract from Candidate Script 1: This answer gained 20/20
Throughout the extract, characters are portrayed stereotypically and atypically to connote and celebrate different values and ideals. For instance, the representation of age is predominantly unconventional, as it doesn’t follow the stereotype of older people being weaker and calmer. This is shown through the elderly women with a machine gun, who is represented as a powerful, and a threat to Nic. Similarly, most of the adults fighting Nic are fairly old, and so their uncharacteristic representation of using extensive violence perhaps celebrates older people, but also creates humour
as there counter hegemonical role is unexpected. The only main stereotype of age is the hero being fairly young.
Gender is also mainly utilised counter-stereotypically, as the genre stereotype of women is to be weaker and less violent and less powerful than men, however, the female antagonists the same violence and power as the male ones, therefore celebrating and connoting gender equality. The fact that women are equal to men also make the hero’s role harder and so his success even more impressive. Again, the only stereotypical representation of gender lies in the hero – he is male, strong and dominant – which are dominant features.
Race and Nationality are not represented prominently – except for the fact that it is an all-white cast, and this representation is stereotypical to the setting of a rural English town. In addition the hero is English, which therefore is patriotic in celebrating England – the country in which the film was produced. The town is similarly stereotypical as it is quintessentially English – pubs, schools and bunting – and the stereotype of the ‘stiff upper lip’ is represented through the antagonists’ serious emotions and nuances such as the ‘one school child’ sign. Finally, the police are mainly represented counter-stereotypically – although Danny Butterman at first fits the lazy, sluggish stereotype – this is
subverted by the counter stereotype of him and Nic being powerful and successful in the conflict. This is suprising to the audience and hybridizes action with comedy. The sidekick is also stereotypically portrayed through his overweight build, making him more endearing and vulnerable for the audience. Similarly, the hero is stereotypically represented as powerful, male, calm and violent – thus fulfilling the expectations of the target audience.

COMMENTARY
This answer analyses the representation of age, gender, race and nationality, the country town and the Police. Any answer covering such a range of groups effectively will certainly reach level 4 in the mark scheme. This answer, however, uses the concepts of stereotyping and hegemony exceptionally fluently and is clearly aware of the deliberate use of a particular representational strategy
by the text. This means that the answer easily achieves full marks.
An answer does not need to be perfect to earn full marks. It just needs to be at the top end of the range of answers produced in exam conditions. This is so that the full range of marks is used, which serves to differentiate between candidates more accurately.

Q4: Example Exam Answers: Television Comedy

4. (a) Compare how and why two programmes were scheduled on different channels.
State the day, time and channel of each programme. [15]

This question is about Audience and Institution. You need to know about the different channels, the role of Public Service Broadcasters in contrast to Commercial broadcasters, scheduling for different demographics and mainstream verses niche audiences.

Extract from Candidate Script 2: This answer gained 10/15

‘Gavin & Stacey’ was first broadcast on a Sunday night at 9pm on BBC3 as it was believed by the producers that the target audience aged 16-34 would be at home at this time before school / college / work on a Monday morning. ‘Have I Got News For You’ was first broadcast on a Friday night at 10pm on BBC2 as it was believed the target audience would have finished a week at work and be looking to relax.

‘Gavin & Stacey’s’ and ‘Have I Got News For You’s’ target audience are contrasting as ‘Gavin and Stacey’s’ audience fall into the C, D and E category as they are more likely to empathise with the narrative of the sitcom while ‘Have I Got News for You’s audience falls into the A, B and C1 category as the audience are likely to be more educated and find comedy in the satire of the programme as they are more probable to keep up with current affairs.

Both programmes proved to be a success on their niche audience channels and were then switched to BBC1, a mass audience channel as it ranges over a wide demographic with programmes for all such as ‘Eastenders’ and ‘Countryfile’. Both programmes were aired after 9pm as part of ‘watershed’ conveying that they both contain adult humour for a specific audience.

COMMENTARY

Marks awarded and rationale: 10 marks

The script gives time, day and channel for both Gavin and Stacey and Have I Got News For You. This fits the level 2 descriptors.

Any plausible scheduling is rewarded, as examiners cannot be sure which scheduling decision the candidates have studied and with long running programmes there may have been many different forms of scheduling. Some accurate explanation of why the programmes were scheduled in this way – such as a discussion of the watershed – should raise it into level 3. The answer achieves

this with a discussion of why Sunday and Friday nights were chosen, their original scheduling on niche channels and a move to a mass channel, and a mention of the watershed.

However, the answer does not explain why BBC3 and BBC2 chose to schedule these programmes (the rather speculative discussion of audience demographics is not linked to channel) and is perfunctory on time and day, so it cannot reach level 4. Mid-level 3.

4. (b) Discuss in detail how one programme offers audience pleasures. Give examples from the
programme. [15]

This 4b question is about Audience Pleasures and what inspires audiences to watch TV Comedy. You need to focus on Miranda and Bad Education and use them to add examples. Remember this is also about textual analysis, so you must include examples. The examiners say this question is often rushed so make sure you have left enough time to answer it fully.

Extract from Candidate Script 1: Marks awarded and rationale: 10 marks

‘Benidorm’ is a sitcom which is a comedy which is set in the same location with the same characters. This allows the audience to build a relationship with each of the characters as they get to know them, plus the audience is also included in the storyline as they they get to see each episode unfold.

‘Benidorm’ offers us audience gratification because of the various stereotypes presented in the programme. One stereotype presented is the ‘chav’ stereotype, in which we see this in the Garvey family. This can be seen as they are a white British family on holiday in Spain with their own set of normal and values. We can also see the ‘chav’ stereotype come through in them due to the fact that their teenage daughter is pregnant, which is also another stereotype shown in the programme which is teenage pregnancies. This can be pleasurable to the audience as it enables the audience to

feel superior towards to the family allowing the audience to look down upon the characters.

Another stereotype presented is the “snob” stereotype in which we see two of the characters. We see this by the way they both look down upon the other characters, and how they make crude remarks about the IQ of the Garvey family. This can be seen in one episode in which Mrs Garvey was speaking to one of the snobby characters and the snobby character spoke to Mrs Garvey in a very patronising way, making Mrs Garvey look rather stupid. This offers the audience

gratification because of humorous it is to see certain characters being ridiculed. Plus, in some sense it establishes a relationship the snobby characters and the audience due to the audience being able to relate with the characters with them agreeing with.

COMMENTARY

This is a good example of an answer that fails to earn the textual analysis marks for the question as it fails to give detailed exemplification.

This answer shows understanding of audience pleasures by citing various pleasures, such as ‘building a relationship with the characters’, feeling superior to stereotyped characters, and humour. However, the answer suffers from the common fault of lacking detailed examples. This limits its mark to level 3 at best.

There is a reference to the nature of the family, but the section on stereotypes solely refers to characters and does not give examples of narrative events that express their characterisation. This reliance on characters is very typical of answers in this band. There is one more promising reference to one episode that featured a snobby incident, but this is too vague to count as detailed.

Compare how Teenagers are Represented in two Action Adventure Films: The Amazing Spiderman and The Hunger Games

As the final piece of work, you are expected to write an essay.
This essay is a mix of film analysis skills and knowledge about how audiences are sold these kinds of Action Adventure films.

Task: Using your notes about the clips we have analysed in class, and the research looking at the main teenage characters (how they are dressed and represented), you should be able to write about how Teenagers are represented in The Hunger Games and The Amazing Spiderman.

1. Find all of your research.

• Representation notes based on the two main characters
• Narrative that appeals to the target audience
• Film analysis notes based on the clips below

2. Look at the title and plan what you intend to write about (use the example structure to help you).

Clips to use for Film Analysis

Compare how teenagers are represented in Action Adventure films: Hunger Games and The Amazing Spiderman

Writing the Comparative Analysis Essay

Essay Writing Frame: Media GCSE

Compare how teenagers are represented in action/fantasy film.

800-1500 words

Introduction: Knowledge and understanding of the texts studied Name the two films Explain the conventions of the film genre (using media terminology) Explore how the two films meet these conventions

Analysis and Interpretation of the texts/ Representation Explain the film’s key message and structure Highlight its Unique Selling Point Identify the Target Audience and why the characters would appeal to that audience – comment on aspiration and representation

Representation of social and cultural message and values/ Media Language Highlight the social and cultural message behind the film Discuss why this message would impact on the Target Audience

Media Language/ Codes and Conventions Close film analysis of a key scene from the film Comment on the effect on camera shots/ camera movements/ sound/ mise en scene

Conclusion Comparison of how the characters are represented to link to essay title

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