Question 3: Representation

This is the final question for Section A, based on the Action Adventure clip. The first part of the question is always the same but the areas of representation are chosen to fit with the clip. You are given bullet points to help guide you so make sure you read them carefully. They are designed to help you look at the representation of the main groups featured in the clip.
Task: Looking again at the James Bond extract, read through the Q3 and the examiner tips. Attempt to write your answer in your book.
Discuss the representations in the extract.
Refer to stereotypes in your answer.
Use examples from the extract.
You may consider the representation of:

• gender
• race and nationality
• Istanbul and London
• criminals
• heroes

Some tips from the examiners:

Some of these seem harder than others to discuss, but you only need to explore one in detail or three more broadly. Make sure you use the term stereotyping within your answer to gain more than a level 2 mark. However, you must show that you understand the concept of stereotypes by demonstrating your knowledge in your answer so avoid simply using the term without any examples. Name the stereotype clearly so it does not come across as simply your own opinion.
The best answers for the Bond extract textual analysis question discussed the anti-stereotypical representation of women, especially M’s position of power and Eve’s active involvement in the conflict. Successful candidates were able to identify the gender stereotyping when Bond grabs the wheel from Eve. Many answers discussed the ambiguity in the representations, such as M being authoritative and unsentimental and Eve having agency yet both still not taking a full part in the violence.
You could also discuss the contrast of professional London and chaotic under-developed Istanbul without lots of experience of the two places. There are lots of images and sounds that could exemplify what you mean.

GCSE media studies exam Revision from LouiseDownie

A-grade Magazine Coursework looks like this.

Certain students need to look again at elements of their coursework before the marks go to the examiner. If that's you, your teacher will have spoken to you about any missing elements you need to address and given you a NEXT STEPS sheet to complete. Use these examples of previous successful students to make sure your coursework gains all of the marks it deserves.

Question 4a

This will get you started.

‘Peter Kay’s Car Share’ was first broadcast on --------------------- as it was believed by the producers that the target audience aged ---------- would be at home at this time before school / college / work on a------------.

‘Celebrity Juice was first broadcast on a ------------------------ as it was believed the target audience would have ------------------------------------.

‘Peter Kay’s Car Share’ and ‘Celebrity Juice’s’ target audience are contrasting as ‘PKCS’ audience fall into the ------------- demographic category as they are more likely to empathise with the narrative of the sitcom while ‘’CJ’s’ audience falls into the ------------------ category as the audience are likely to be ------------------------- and find comedy in the ---------------------- of the programme as they are more probable to keep up with current ---------------------.

Both programmes proved to be a success on their niche audience channels and were then switched to ----------------------, mass audience channels as they ranges over a wide demographic with programmes for all such as -------------------------------.

Both programmes were aired after 9pm as part of ‘watershed’, conveying that they both contain adult humour for a specific audience.

The exemplar answer from last lesson 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 specific nights were chosen, their original scheduling on niche channels and a move to a mass channel, and a mention of the watershed.

To reach a level 4 your answer needs to explain why the channels chose to schedule these programmes and be definite about the time and the days both programmes were broadcast. You also need to link audience demographic to the channel in a clear fashion.

Celebrity Juice

Watch the very first episode and look at the audience pleasure examples (make a note of anything that you think will add to your 4b answer). How has the show changed over the years?

4a exemplar answer

Click Exemplar material and read through how to gain the marks. To find the document:
1. Go to support materials
2. Scroll down the June 2013 Exemplar Candidate work
3. Download it and save a copy to your user area


There are example answers from the 2013 exam. Look at how the students gained the marks and how you need to structure your 4a answer to secure full marks.


Task: Write your own 4a answer in your book.

TV Comedy - Question 4a

What is the difference between commercial and public service broadcasting? You should have noticed that we are comparing two comedy shows that are scheduled by different broadcasters. This is really important and you need to know what makes these companies so different.

Make notes that will help you answer question 4a. You may have some notes on your blog already so it is fine if you just want to simply add to your work.

Task:
1. Explain why two channels selected different comedy programmes to schedule on particular days and at particular times.
Programme name:
Channel:
Time:
Date:

2. Create two separate blog posts with information about the two main terrestrial channels:

• BBC 
• ITV

Why am I looking at this for my exam? If you're asking yourself this very question then take a look at the mark scheme below to find out.

Level 4 (12-15 marks)
Discusses the scheduling of two comedies Precise and accurate use of terminology - think about why certain programmes are on at certain times
Shows detailed knowledge of TV or radio channels and scheduling with understanding of how programmes reflect institutional contexts - read this on ITV  - read this on the BBC's mission and values and this on its public purposes
Thorough understanding of how channels use scheduling to reach audiences - think about why programmes are clearly aimed at a particular audience - look at this again and decide on the audiences for both programmes
Ideas expressed clearly and fluently in well-structured sentences with few, if any, errors of spelling, punctuation and grammar.

Level 3 (9-11 marks)
Accurately describes and evaluates the scheduling of two comedies Some accurate use of terminology
Shows sound knowledge of TV or radio channels and scheduling with some understanding of how programmes reflect institutional contexts
Sound understanding of how channels use scheduling to reach audiences
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and grammar do not obscure meaning.

Need extra help?
You can look here at Mr Ford's blog for some helpful information about the BBC. You need to write about ITV in just as much detail.