Media Terminology

What terms do you need to know to complete the Textual Analysis question on the examination? In class you have looked at the basics for Camerawork and Editing last week. Read through and make sure you are confident with all of these.

Editing

Editing from LouiseDownie

Camera

Camera shots revise from LouiseDownie

Today's Task: Create your own revision presentation for the other two key areas of textual analysis: Mise En Scene and Sound.
Present your ideas as a powerpoint document, explaining the terms that are on your Media Terminology Glossary. Try and include examples if you can, but as long as you revise each term that will be fine. Save your presentations for next lesson.

Deadline Day Final Instructions

Hand in your final portfolio by putting these three elements into your blue coursework folder. However, DO NOT THROW ANYTHING AWAY keep any draft work in your plastic folders.

1. Your final magazine extract - Front Cover, Double Page Spread and Contents Page.
2. Research and planning powerpoint.
3. Updated Evaluation (comment on your changes from the first draft to your final product and evaluate the impact of your changes).

Once you have completed your work and handed your folder in, you need to create a blog with the Blogger app via Google and upload your products as images.

Draft Magazine Evaluation

You need to answer the following questions in as much detail as possible. This is a very important part of this project.

• Answer each question in as much detail as possible. Add examples from all parts of your work.
• How effective was your research into similar magazines and relevant target audiences? What did you learn from your research into these two areas? In what ways did this shape the creation of your magazine?
• What creative decisions did you have to make at the different stages of your magazine production? How did your magazine change as your work progressed?
• How closely does your magazine follow the forms and conventions of existing magazines? Gives examples of real magazines you reference.
• How successful is your finished magazine? What are its strengths and weaknesses?

Once you have completed your evaluation. Print out a copy for your folder.

NEXT STEPS: Return to designing your magazine and complete your final version for the deadline.

DEADLINE = Thursday 17th November

Coursework schedule (Thursday 1st September - Friday 14th October)

Welcome back to Year 11. 

Now get ready for some hard work on your magazine coursework.

Thursday 1st September

Today you need to print out your magazine research and planning and put it in your coursework folder by the end of today's lesson.

Monday 5th September - Friday 14th October

Complete the following:

• Flatplans of cover, contents and double page
• Write an article or an interview for your double page
• Take suitable photos for all pages of your magazine (preferably all images will be original)
• Draft version of cover, contents and double page

Deadline for first draft cover, contents page and double page spread - Friday 14th October

Question paper

Remember to create a notes grid before you being watching the clip. Complete your notes fully.

Answer the questions on A4 paper. Clearly label your answer numbers and bullet points.

Hot Fuzz Clip

The conventions of film genre

Task: Can you spot the film genre and answer the following questions for each poster?

a) How do you know which genre the film is just from the film poster? Label your examples. 
b) How do the characters fit with the chosen genre? Explain using examples from the key image.
c) How do the background images suggest the content of the film? Explain using examples from the key image.



1)

2)

3)

4)

5)

Task: Now compare one of the posters with one of the following posters. What are the similarities and differences between your two chosen posters?

Hancock Past Paper

The clip for this paper is not available online. If you have a copy, you can find the clip here:

Hancock (Director: Peter Berg, 2008) 

In point: 37 minutes 48 seconds – Man says “I’m Hancock and I drank and stuff”. 

Out point: 41 minutes and 52 seconds – After “Get me the hell out of here!” 

Exam Paper Jan 2013 Hancock by ldownie77

Hot Fuzz mark scheme

Read the mark scheme to look at where you need to make changes to your answer to gain the extra marks. Make the changes to your own answers before attempting the next past paper. If you are not sure about how to improve your work, then go back to your revision guide for ideas.

Exam Mark Scheme June 2013 by ldownie77

Hot Fuzz Clip

Exam Past Paper Hot Fuzz

Exam Paper June 2013 Hot Fuzz by ldownie77

Section B revision

Once your have read through your feedback for Section A on the Spy Kids mock exam.

Click this Link to Mr Ford's blog for today's revision work

Representation in the extract: Spy kids

Representation Spy Kids by ldownie77

Spy Kids

Mock examination paper

Spy Kids 2014 Exam by ldownie77

Revision Guide

310614172 GCSE Media Revision Booklet 2016 by ldownie77

Action Adventure Stock Character Traits

Section A examination questions

Media Studies Exam Section A: Moving Image from LouiseDownie

Year 10 Evaluation of Film Poster

Evaluation means to discuss what you have learnt? You are going to write about what is good and bad about your final product and how the production process developed during the time you spent making your film poster. It needs you to discuss the impact it will have on your target audience. Why is it an effective product? What changes would you make to improve it?

Task: Use the questions to help you structure your ideas. Create a powerpoint presentation for your evaluation.

How effective was your research into similar film posters and the Action/Adventure film genre. What did you learn from your research?

What creative decisions did you have to make at the different stages of your production?

How closely does your film poster follow the forms and conventions of existing film posters?

How would your film posters appeal to the target audience?

How successful are your finished film posters? What are its strengths and weaknesses?

Master and Commander

1. Explain two ways the characters and/or events in the extract 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
camerawork
editing
mise-en-scène. [20]

3. Discuss how people are represented in the extract. [20]

Exam Techniques

Read through Mr Ford's post.
Click here  to find some great tips about how to deal with the exam questions.
Use this to prepare for our mock exam which is due to take place on Friday 22nd April and Tuesday 26th April.

Year 11 Easter Revision Sessions

There are only 24 places! Sign up for the Easter revision sessions on Tuesday 5th April.

9.00 – 10.30am - GCSE Media Studies - TV Comedy – Year 11

11.00 – 12.30pm - GCSE Media Studies - Textual Analysis & Representation – Year 11

The Hurt Locker Task

Lesson 1 (Tuesday 15th March)

Watch the clip in the post below.
Make notes for all the questions.
Use the terminology where appropriate.

Homework:

Answer the questions.
Use the terminology where appropriate.

DEADLINE: You need to complete this by Tuesday 22nd March. Post it on your blog or email your work in as a Word document.



The Exam Questions

Q 1. Explain two ways the characters and/ or events fit the action adventure genre.

Use examples from the extract. [10 marks]

Layout as follows:
Explanation 1...
Explanation 2...

Q2. Explain how each of the following is used to create effects:
soundtrack
editing
mise en scene
camerawork
Use examples from the extract. [30 marks]

Q 3. Discuss the ways in which people are represented in the extract.

Refer to stereotypes in your answer.
Use examples from the extract. [20 marks]

Marking Q2

To gain the marks you need to:

• Write about all of the four areas of your textual analysis
• Use examples from the clip as evidence - more than one for each area of the film analysis
• Use terminology from the glossary of moving-image
• Explore the director's intention
• Explore the effect on the audience
• Check your spelling, punctuation and grammar
• Make sure your answer reads well and makes sense

Task: Complete your analysis answer. Make sure you read the feedback in your books and use it to improve your answer. Upload your final improved answer onto your blog as your example of a question 2 answer.

Read the example full mark answer below and compare it with your answer. Are there any elements of the answer that you could incorporate into your final answer on your blog.

Complete this for homework DEADLINE = 9am Tuesday 15th March

Example answer (based on a different film) which gained full marks.

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 satinsing 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. 

GCSE Media: Exam Paper June 2012 (Hurt Locker)

Here is an example exam paper which outlines the different questions we have been looking at in class. this will give you an overview of the exam layout.




GCSE Media: Exam Paper June 2012 (Hurt Locker): OCR Exam Paper (2012 HURT LOCKER) Unit b322 01 Textual Analysis and Media Studies Topic Moving Image

Textual Analysis Action Adventure Q2

Q2. Explain how each of the following is used to create effects:

• soundtrack
• editing
• mise en scene
• camerawork

Use examples from the extract. [20 marks]

Edge of Tomorrow

Edge of Tomorrow Film Analysis

Action Adventure Task

Edge of Tomorrow Representation Task

Preferred, Oppositional and Negotiated Readings

When analysing representation it is important to consider not only HOW a character is represented but also HOW the audience react.

In media we refer to films, TV, music, computer games etc as TEXTS. Just like in English, we 'read' these texts and we decide what we think. The creators of TEXTS set out to create a 'preferred' reading; a preferred reading is the one the director wants us to take. However audiences may take an 'oppositional' reading; an oppositional reading is - as you would think - when the audience take the opposite view, we reject the ideas of the director. Finally, and perhaps most commonly, audiences can make a negotiated' reading; a negotiated reading is one where the audience knows what the director wants us to think, knows why that might be an untruthful representation, but forms an opinion which is a combination of both.

I still don't get it!

Think of McDonalds. Think of a Big Mac.

The preferred reading McDonalds would like you to make is that Big Macs are delicious and that you'd like to eat one right now because they have fresh lettuce, gherkins, sauce, cheese, two beef patties etc.

The oppositional reading is that Big Macs are unhealthy, they will make you fat, lead to health issues in later life and never look like the advert.

The negotiated  reading allows us to know that Big Macs may be unhealthy, that they might not always be as attractive as the image BUT that if we eat them in moderation then we wont get fat and we can enjoy them.

When analysing representation in any TEXT, try and consider alternative readings, this will help you access the higher bands when discussing HOW characters are re-presented to an audience.

GCSE Media Course Outline

Coursework Unit (30% of GCSE) B321

• 15% Essay (Representation of teenagers) 60 marks
• 10% Posters 40 marks
•  5% Planning & Evaluation 20 marks

Coursework Unit (30% of GCSE) B324

• 7.5% Research & Planning (Magazine) 30 marks
•  15% Magazine construction (cover, contents, double page) 60 marks
• 7.5% Evaluation (Magazine) 30 marks

Exam (40% of GCSE) B322

• Section A  Action Adventure Films (Textual Analysis and Representation) 50 Marks
• Section B TV Comedy (Audience and Institution) 30 Marks

Year 10YMS1 Schedule (23rd February-7th March)

Over the next five lessons you need to complete the following:

• Create hand drawn mock ups of the teaser and full posters
• Create A3 Photoshop documents
• Create layouts
• Add a suitable background image
• Add all text including credits
• Decide on the images that you want to use on your posters
• Make sure you use the mock up to help with your layout.
• Use the posters you researched to help with further ideas.

TV Comedy Exam Questions

Answer both the questions below. You have the whole lesson.

4. (a) Compare how and why two programmes were scheduled on different channels.

State the day, time and channel of each programme.
Who commissioned the programmes?
Who produced them?
What audience are they aimed at? Why?
Why are they on at that time and on that channel? Link to 'type' of comedy and target audience.
Are they on after the watershed? Why?
Know the audience demographic
You must know:
day
time
channel
for both programmes (Friday Night Dinner and Bad Education).

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

The pleasures are:
narrative pleasures such as those of narrative resolution,
character identification, snowballing narrative, suspense, comedy, and so on
pleasures of recognition, familiarity and anticipation
pleasures of difference-within-repetition
performance unpredictability and spontaneity
transgressive pleasures
specific pleasures associated with performers or personalities.
Remember to include clear examples from the TV comedy you decide to write about.

Audience Demographic Categories

Writing an examination answer

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 Bad Education. 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.


Here is an example answer from the exam board.

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.

Institution: Television Broadcasters

Key terms to support your answer to the 4a scheduling question.

Watershed 9pm is the normal watershed time when television content is not suitable for younger viewers. Programmes shown post watershed may contain inappropriate language or sexual references.

Public Service Broadcasting

Audience Pleasures

Watch the episode and then do the following:

• Make brief notes on all the audience pleasures.
• Answer the question.

Swap with a partner and peer mark. have you included 3 points? have you included 3 examples from the episode? Have you explained how the audience derive pleasure (have you linked the two earlier points?)

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

The pleasures are:

• narrative pleasures such as those of narrative resolution, 
• character identification, snowballing narrative, suspense, comedy, and so on
• pleasures of recognition, familiarity and anticipation
• pleasures of difference-within-repetition
• performance unpredictability and spontaneity
• transgressive pleasures
• specific pleasures associated with performers or personalities.

Audience Pleasures

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

The pleasures are:

• narrative pleasures such as those of narrative resolution, 
• character identification, snowballing narrative, suspense, comedy, and so on
• pleasures of recognition, familiarity and anticipation
• pleasures of difference-within-repetition
• performance unpredictability and spontaneity
• transgressive pleasures
• specific pleasures associated with performers or personalities

Remember to include clear examples from episode one.

What do these terms mean?

Narrative pleasures refer to the audience enjoying how the storyline is constructed. In situation comedy, the plot starts and ends in exactly the same place (narrative resolution). What happens in between is usually a snowballing narrative of one problem added onto another problem, This is usually caused by the stupid decisions of the character and the audience laugh as they make each poor choice.

Character identification is how the audience knows the characters well and can predict how they will behave. Audiences feel they can relate the the characters and they become well loved because of these predictable character traits. How does Mr Wickers appeal to the target audience? He is seen as the worse teacher ever but he is surrounded by some of the weirdest teachers who by comparison make him seem far better than any alternative. His intentions are good and the audience identify with him, even though he is immature and makes such cringe-worthy decisions.

Pleasure of recognition means audiences enjoy the anticipation of what a character will say next. Certain characters have catchphrases or typical behaviours that the audience expect to see. This makes them predictable and adds to them being well-loved by audiences who feel like they know the character well. The action happens in the same setting, which the audience are familiar with.

Pleasures of difference-within-repetition means that the audience can easily recognise this as a situation comedy but the show plays with the repetition of the same narrative structure. Each episode sees the characters facing alternative plots and comedy through the script but the same sort of events happen.


Transgressive pleasures are the comedy elements which go beyond the boundaries and into offensive or rude topics. They are based on taboo and are designed to offend the audience into laughing because they feel uncomfortable.

Performers or personalities appeal to certain target audiences. Jack Whitehall is well known as a comedian and actor. He has an established fan base who would have watched Bad Education on the back of his previous success with Fresh Meat. Simon Bird is well-known for his role as Will McKenzie in the Inbetweeners and would attract a similar audience to Friday Night Dinner. 

Research for Scheduling Question (4a)

4. (a) Compare how and why two programmes were scheduled on different channels.


State the day, time and channel of each programme.

• Who commissioned the programmes?
• Who produced them?
• What audience are they aimed at? Why?
• Why are they on at that time and on that channel? Link to 'type' of comedy and target audience. 
• Are they on after the watershed? Why?
• Know the audience demographic

You must know:

1. day 
2. time
3. channel
4. for both programmes (Friday Night Dinner and Bad Education).

Use the links below to support you to complete the tasks. Post your work onto your own blog by the end of the lesson today.

Friday Night Dinner

Bad Education

Extension work:
Research original scheduling (time of broadcast) for both programmes and any subsequent scheduling that may be different.
Account for the reasons why the programmes were broadcast on their particular days. If this changed from series to series comment on this too.

Year 10 Poster Task

Task:
Select a poster of your choice from the action genre and answer all the questions below.

Posters occupy a space between art and advertising. They have a clear commercial purpose - to promote an event or product - but they also have artistic value. People buy them and hang them on their walls. Museums have whole galleries devoted to poster art. When analysing a poster it is important that you evaluate both how well it fulfills its purpose (i.e. promotion) as well as its aesthetic value.

When analysing a poster, you should consider the following broad questions before you start to focus on the details:
•What are the main colours used in the poster? What do they connote?
•What symbols are used in the poster? Do you need audience foreknowledge to decode the symbols?
•What are the main figures/objects/background of the poster? Are they represented photographically, graphically, or illustratively?
•Are the messages in the poster primarily visual, verbal, or both?
•Who do you think is the intended audience for the poster?

Given that all movie posters have the same purpose - to get audiences to go see a movie -


•What persuasive techniques are used by the poster?
•Which genre conventions are referred to?
•Is a star used as a USP (Unique Selling Point)?
•Are "expert witnesses" (i.e. critics) quoted?
•What pleasures (gratifications) are promised by the poster?
•How is attention gained (humour, shock, surprise familiar face of a star)?
•How does the tagline work? (humour, pun, alliteration etc?)
•Who are the institutions involved in production?
The poster can also give you important information about the production context of the movie:
•How much does the poster tell you about the institutional context of the movie's production?
•How important is this information on the poster (think about information hierarchies)?
•How important a part of the whole marketing campaign is the poster? Where is the poster placed?
•How expensive was this poster to produce?

Critical Evaluation

Finally, you have to pass judgement on the poster:
•Is it a good poster?
•Does it communicate effectively with the audience?
•Are there any alternative readings which might harm the message of the marketing campaign?
•Is the poster offensive in any way? e.g. representation of people or places

Essay criteria

Here is the criteria for a top mark essay. In your conclusion, you need to make sure that you have referred to some of these things in your essay.

Television Comedy Research Task

Here is a good example of the research task.
Media: Sitcoms from alwebley1707: Sitcoms from alwebley1707

Television Comedy

How many different examples of television comedy can you list?  You may find there are a variety of comedy shows that appear on the schedule of British television stations. There are many celebrity panel shows, situation comedies,  and comedy stand-up shows.

Task: Do some research into these programmes, initially focusing on the situation comedies.

1. What is the title of the situation comedy? Make a list and find a marketing image for each programme.
2. What channel is the programme broadcast on? Terrestrial channels include the BBC channels, ITV, Channel 4 and Five. Satellite channels include Sky, Dave etc.
3. What time is the programme scheduled to appear and has this changed as the show has become more popular? How long has the series run for?
4. Who is the target audience for the show?
5. Why do you think people watch television comedy?

Tomorrowland clips

Consider how the director ensures Casey is represented in an appealing way to the audience in these action and narrative sequences from the film. How do they meet the conventions of action adventure and show the film to be a hybrid crossover with the sci-fi genre?
Choose your own clip to include in your film analysis section in your essay. Remember to make notes before you write up your ideas under the headings:

• Camera movements
• Sound
• Editing
• Mise-en-scene

Student Voice

Click here to have your say.....

Essay.

You have to write a comparison essay, using your notes about the Action Adventure films we have analysed in class. Write the title on a Word document. You are going to write your essay in controlled assessment conditions.

Compare how teenagers are represented in action adventure films The Maze Runner and Tomorrowland.

Tomorrowland - Representation Of Teenagers (Casey)

Consider the ways that teenagers are represented in Tomorrowland (this will really help with your coursework essay).
Make notes on the representation of  Casey.
Consider things such as what she wears, hairstyles, body language and attitude.
Is she a stereotypical teenager or is she more realistic (a countertype)? Explain your conclusions.
Find images that illustrate your points.
This example on The Hunger Games has the sort of detail you need.

The Hunger Games: Representation Of Teenagers

What are the codes and conventions of Action Adventure Film? (Tomorrowland)

Narrative
12/15 certificate, maximising youth audiences
Often hybridised with Sci Fi/Adventure/Romance
Major Hollywood studio produced and distributed
High production values including CGI FX. Fast paced editing
Classic Hollywood 3 act narrative structure
Predictable chain of events – cause and effect
Single stranded, linear, closed narrative
Dramatic non-diegetic sound (soundtrack music)
Clear binary oppositions (good v evil)
Star Marketing: Audience identification/expectations (Cruise/Pitt/Johnson/Thurman/Jolie/Tatum/Craig/Di Caprio)
Generic Typecasting and Secondary Persona apply (stock characters)
Romantic sub-plot, humorous dialogue
Relationships with new technology (youth audiences)
Use of close ups
Dominant representation of gender: male/female action hero.

Narrative led films contain tightly woven story arcs, where the dialogue drives the plot rather than builds character.
An action adventure film is essentially one long quest with a succession of different chase sequences, each one more death defying and seemingly impossible than the one before. The trick for the producers is to ramp up the tension as the film progresses to a storming end sequence. Will our intrepid explorers make it, or will the evil antagonist get there first.
A strong story ark of a quest for treasure, or an incredibly valuable object, or an item which has occult power.
Love interest that both hinders and supports the main quest.
A fast moving narrative with constant set backs that are overcome one by one, leading to fairly complex plots.
In many respects this genre of films derive their energy from being more exciting, more adult and much more dangerous versions of children’s stories of adventure such as Enid Blyton’s Famous Five or Arthur Ransome’s Swallows and Amazons.
Thrilling action where the protagonist saves his fellow travellers through a variety of non realistic but apparently logical escapades.

Characters and locations
These are not realistic films, although the characters must be believable. They are set in a stereotypical world of the not too distant past e.g the 1930s, or the fictional world of storybook adventures e.g. A high tech, futuristic maze.
A main protagonist who is a seen as a 'normal' person and who just happens to have amazing powers of endurance in the face of extreme danger, and is also very clever. James Bond is a Secret Service agent. Captain Jack Sparrow is at first an ordinary good for nothing pirate with incredible agility and luck, although he later takes on supernatural powers.
There are always helpers who are a team of innocent characters who happen to get caught up in the action.
Humorous dialogue often diffuses taught and sometimes frightening situations.
The characters take the twist and turns of the plot very seriously as they are often in mortal danger from an assortment of unusual animals, machines and monsters orchestrated by an evil antagonist.
Exotic locations where the characters have to contend with extremes of climate, as well as evil forces.
The aim is to please the audience by keeping them on the edge of their seats through a series of mind boggling chases, exotic locations and hair raising adventures in historically inaccurate but somehow elementally possible settings.
Action Adventure films are designed to create an action-filled, energetic experience for the audience who can live vicariously through the exotic locations, conquests, explorations, struggles and situations that confront the main characters

Task: Having read through this description of the action adventure genre (characters and locations), can you think about how this applies to Tomorrowland?



Explain your points, using the film as evidence to support your ideas.

Creating a Blog

Create your own blog to share your media work. You need to create your own blog and check that the link works on the class blog.
Upload your media products:
1. Film Posters
2. Magazines
3. Upload your research and evaluation work by using the following links.
For Powerpoint documents use SlideShare
For Microsoft Word documents use Scribd
To link your uploaded documents to your own blog, you need to share the document and find the embed code. Copy the embed code and past it to a new post on your blog as HTML. Give it a title and publish.

Preparing for the essay - Tomorrowland

Explore the film ready for writing your essay.

How are you going to show detailed and thorough knowledge of the texts studied?

Action Adventure Genre:
You need to make notes on why Tomorrowland meets the conventions of the action adventure genre. To do this consider the narrative sequences in the film alongside the main action sequences.

Narrative sequences

• Casey's background and belief in Space travel and innovation. Her link to this through her father and her rebellious streak.
• The adventure or quest to find out the truth about the pin.
• Relationships with the other two main characters
• Comedy tone

Action sequences

• The pin revealing the futuristic city
• The shop explosion
• Frank's house

Social and Cultural Message:
What could you consider about the social and cultural message behind the film? Why are Casey amd Frank supposed to be special?

Institution:
This is film is produced by Disney and is linked commercially to the Disney theme park. How does the film link with the ethos of the Disney company?

Representation:
The main protagonist is a female teenager with a sibling. Does this mean the film is only designed for a younger target audience? Her relationship with her father would appeal to teenagers as they can relate to to her life and relationships. What other rlements makes the film appeal to a broader target audience when compared with The Maze Runner?

Film analysis:
How are you going to use film terminology to explain how the film achieves all you have commented on above. You need to use the film as evidence to support your points, Use your film analysis skills to discuss the evidence confidently and in a sophisticated style,

Tomorrowland film analysis

Watch the trailer and make notes on a grid.
Remember to cover the four key areas:

• Camera Shots
• Editing
• Sound
• Mise-en-scene

Using your own notes from the trailer, write a film analysis in your exercise book. Remember to use media terms and write in detail, explaining how the director has presented the film to the audience. Refer back to the analysis you did of the Maze runner.

Here is the criteria from the mark scheme for the film analysis section of the coursework.
Top marks are awarded for:

• detailed and thorough knowledge and understanding of the texts studied
• thoughtful and insightful analysis and interpretation of the texts
• very good understanding of how texts represent social and cultural messages and values, including proficient identification and interpretation of those messages and values
• very good understanding of how texts use media language and areas of representation
• very good knowledge and understanding of the codes and conventions according to generic categorisations of media texts
• accurate use of technical terms and medium-specific terminology, as appropriate
• very good understanding of the effects of techniques on texts and audiences
• confident comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• personal insights and engagement with objects of study and concepts.

Tomorrowland Trailer

Original Trailer from first lesson.

Year 11 Magazine Evaluation

You need to answer the following questions in as much detail as possible. This is a very important part of this project. The evaluation is worth 30 marks, which is 25% of the final mark.

Answer each question in as much detail as possible. Add examples from all parts of your work.

1. How effective was your research into similar magazines and relevant target audiences. What did you learn from your research into these two areas? In what ways did this shape the creation of your magazine?
2. What creative decisions did you have to make at the different stages of your magazine production? How did your magazine change as your work progressed?
3. How closely does your magazine follow the forms and conventions of existing magazines? Gives examples of real magazines you reference.
4. How successful is your finished magazine? What are its strengths and weaknesses?

Complete all work in Word and then add to your folder.


The best evaluations will have these things.

• There is a detailed evaluation of the monitoring of decisions and revisions.
• There is a detailed discussion of how the brief related to research into similar media texts and
target audiences.
• There is excellent understanding of the forms and conventions used in the production.
• There is excellent understanding of the significance of audience feedback.
• There is excellent ability to communicate.
• There is a thorough evaluation of the success of the finished media text in meeting the original
brief.
• There is an accurate command of appropriate medium-specific terminology