Question 1: 10 Marks
Analyse the representations of individuals in Sources A and B.
The best candidates stuck to answering the question, using a range of examples from the texts and demonstrating a clear understanding of the way that Media Language is used to construct mediated representations. Assertions about representation were supported with logical analysis focuses on typography, iconography, layout, mise en scene, shot type and language choices. Though Media Language was not explicitly referenced in the language of the question, the best candidates clearly understood that Representation is constructed through the control of Media Language.
Many candidates chose to focus on the audience and ideology of the newspapers and to apply theorists unnecessarily. While this was not penalised, some candidates did tend to self penalise by giving too much time to this element.
Many candidates described the covers with little use of Media Studies terminology. These candidates tended to achieve around 3/4 marks.
Few candidates wrote the 300 - 400 words needed to do justice to this question.
Question 2: 15 Marks
Using Barthes' approach to semiotics, explain what the key messages of these front pages are.
The best candidates began with a paragraph outlining Barthe's approach to semiotics, focusing on ideas about denotation, connotation and myth building (cultural ideology). They then went on to systematically address the bullet points, explicitly referencing the messages of the covers, then contrasting their use of media language and finally linking this to the target audience. The best candidates clearly used terminology well.
Many students failed to mention Barthes at all, though some did use words like connotation and denotation fairly well. Few candidates used the bullet points as a way to structure their responses and therefore failed to really answer the question. Many students also failed to make explicit references to features of Media Language (typography, iconography, layout, mise en scene, shot type and language choices) though this was explicitly referenced in the question.
Few candidates wrote the 500 - 600 words needed to do justice to this question.
Question 3: 10 Marks
Explain how media ownership affects media output. Refer to The Guardian and The Daily Mail newspapers you has studied to support your answer.
The best candidates took a systematic approach to the question. They began by outlining the specific ownership of the two newspapers and then offering some suggestions about how this might affect the contents of the papers themselves. Following this, they made specific and detailed reference to stories in newspapers. The very best candidates compared the way that the same story had been dealt with differently in the two publications linking this explicitly to the ideology of the two papers.
Most students made a good job of explicitly describing the ownership of the newspapers and the possible links that this might have to the ideology on display in the publications. However, very few candidate made any attempt to use examples to support their response, despite the fact that the question explicitly states this. This meant that most candidates scored around 3/4 out of ten and some lower.
Few candidates wrote the 300 - 400 words needed to do justice to this question.
Question 4: 10 Marks
Explain how audiences might respond to newspapers such as either The Guardian or Daily Mail. You should refer to theories of media effects and refer to a newspaper you have studied to support your answer.
The best candidates began by establishing an appropriate theorist. The most appropriate was Stuart Hall, whose Reception Theory explicitly analyses media effects. Candidates who chose other theorists tended to score lower, though were not penalised for their choice. The best candidates made explicit and detailed reference to a range of examples from the publication of their choice.
Almost all candidates chose to write about both newspapers as a comparison, though the question does suggest a focus on only one. This was not penalised, though it did tend to lead to a less focused response. A number of students neglected to establish a theorist and almost all candidates neglected to use specific examples from newspapers they have studied in order to support their response. As a consequence, many candidates scored 3/4 or below in this question.
Few candidates wrote the 300 - 400 words needed to do justice to this question.
Question 5: 10 Marks
To what extent are genre conventions challenged in one of the music videos you have studied?
The best candidates correctly chose 'Titanium' as the music video that most obviously defies genre conventions of music videos. They made explicit reference to the music videos that had established genre conventions and clearly stated how these functioned as a way to communicate with the audience. They then went on to analyse the music video of their choice, using detailed and specific reference to features of the text to support their answers. The best candidates had a clear grasp of moving image terminology and conclusions were logical and considered.
Some candidates chose 'Stop Where You Are' but were not penalised if their attempt at analysis was logical and supported with examples.
Many candidates failed to use specific technical examples, with some simply retelling the narrative of the video. Most candidates failed to reach conclusions about the impact of the defying of genre conventions on the audience.
In general, this was one of the better scoring questions with slightly longer responses helping candidates to explore the ideas a little more thoroughly. However, few candidates wrote the 300 - 400 words needed to do justice to this question.
Question 6: 15 Marks
Explain how stereotypes about beauty are being challenged in this poster advertisement.
The best candidates took a systematic approach to the analysis of the text covering the bullet points carefully and using specific and detailed reference to: typography, iconography, layout, mise en scene, shot type and language choices. The best responses were thorough and had a clear grasp of the way that Media Language is used to construct mediated representations. Though the best candidates did not include reference to AIDA, this would have improved their scores as it did the few candidates that remembered to apply it to the analysis of the text.
Many candidates recongnised the shot type and mise en scene, but were often let down by a descriptive approach to the question which failed to use Media Language terminology in a way that demonstrates the study of media for well over a year.
In general, this was one of the better scoring questions with slightly longer responses helping candidates to explore the ideas a little more thoroughly. However, few candidates wrote the 500 - 600 words needed to do justice to this question.
General Comments
Responses of the best candidates had a clear focus on answering the question, used examples well and progressed logically from one point to the next. There was a clear understanding of the connection between Media Language, Representation and message.
Most candidates seem to have taken a more scattered approach to the questions, with little attention to the question that has been asked. It seems that many have failed to undertake the revision required to use terminology correctly or to use examples to support responses.
Most worrying was the shortness of many responses. By GCSE level, candidates should be working at around 20 words per minute. At A Level, this should be closer to 30. Many candidates were writing at around 10 to 15 words per minute, and in some cases even less than that.
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