Yr 10 - film poster analysis

Questions:

• Does it contain standard poster features (picture, tagline, credit block, use of star names, use of star, release date, producer/director, enigma)?
• What are the main colours used? What do they connote?
• What symbols are used? Does the audience need foreknowledge to decode them?
• What are the main figures / objects / background? Are they represented photographically, graphically, or illustratively?
• Are the messages primarily visual, verbal, or both?
• Who is the intended audience?
• What genre conventions are there?
• Is a star used as a USP?
• Are 'expert witnesses' quoted?
• What pleasures (gratifications) are promised?
• How is attention gained (humour, shock, surprise, familiar face)?
• How does the tagline work (humour, pun, alliteration)?
• Is it a good poster?
• Does it communicate effectively with the audience?
• Are there any alternative readings which might harm the marketing message?
• Is it offensive?

Yr11 - Action Adventure revision materials

GCSE Media Studies Revision Pack from MissCTurner
 

The Amazing Spiderman assessment clips

Hunger Games - controlled assessment clips

Training scene

Representation of age - theories

Theories of representation from Sarah Ghost

Yr 10 - assessment part 2

You've looked at how teenagers are represented, stereotypes and anti-stereotypes. You also now need to consider HOW the trailer communicates those ideas to you.

Remember your four areas of textual analysis:

• Mise en scene
• Camera work
• Sound
• Editing

You need to provide at least ONE example of each of these areas in your essay.

Mise en scene:

• Colour
• Clothing and hair and makeup
• Lighting
• Body language and facial expressions
• Setting and props

Camera work:

• Long shot, mid shot, close up, extreme close up
• 180 degree rule
• Over the shoulder shot, two shot, establishing shot
• Pan, tracking, crane, zoom
• Birds eye, high and low angle

Sound:

• Diegetic - anything on screen, belonging to the 'real' world
• Non-diegetic - anything not on screen that characters wouldn't hear
• Music, sound effects, voiceovers

Editing:

• Pace
• Special effects, slo-mo
• Cut, shot reverse shot, cross cutting, jump cuts, fade
• Eye line matching

Year 9 - assessment

You have learned a lot this term about the following things:

• Representation of different groups of people
• Representation in the media
• Stereotypes and anti-stereotypes
• Analysing media texts

You now need to demonstrate your knowledge of representation and apply this to the analysis of a short clip.



In your essay response you should write about:

• How each character is represented
• What we learn about each character as a result
• Why you think the character is represented that way
• How this representation meets our expectations of stereotypes
• Any ways the representations don't meet the stereotypes

Assessment success criteria - out of :

Level 1:

• Limited detail selected from the clip
• Unclear meaning in writing
• No terminology or theories applied

Level 2:

• At least one element of representation discussed
• Some general understanding of the concept of representation
• Some general understanding of which areas of representation are covered
• Little terminology or inaccurate terminology applied (theorists / media terminology)

Level 3:

• At least two elements of representation discussed
• Sound understanding of the concept of representation
• Sound understanding of which areas of representation are covered
• Some discussion of stereotyping and anti-stereotyping applied to clip
• Some terminology applied but inconsistent (theorists / media terminology)

Level 4:

• At least two elements of representation discussed in detail
• Clear and consistent understanding of the concept of representation
• Clear and consistent understanding of which areas of representation are covered
• Sustained discussion of stereotyping and anti-stereotyping applied to clip
• Consistently applies terminology accurately (theorists / media terminology)