a2 media studies genre

–OCR Media Studies Conference 2012

– G235: Critical Perspectives in Media– Theoretical Evaluation of Production: Q 1a and Q

1b

–Victoria Allen–Head of Media Studies at Thomas Rotherham Sixth Form College

–Examiner for A2 Media Studies

Rubric for 1a)Evaluate skills development across media

production work over two years of ‘A’ Level or

any other media production within the areas of:

• Digital Technology• Creativity• Research and Planning• Post Production• Use of Real Media Texts

Question can be based on one or two of the areas.

Rubric for 1b)Evaluate one production piece (AS or A2 main

project or either of the A2 ancillaries) against

one of the below theoretical concepts:

• Genre • Narrative• Representation• Audience• Media Language

Answers can demonstrate how work supports

or challenges ideas within the areas.

Q1a) Structure...It is possible to teach some essay structure for theseoptions if we structure a plan to the three elements ofthe production process (which is what the wholequestion is essentially asking the students toevaluate).

- Pre-Production- Production- Post-Production

The three options that can be taught tothis easy structure are:

- Digital Technology- Creativity- Use of Real Media Texts

An ‘affect on/effects of’ structure can be applied that takes into account the stages of production to more difficult options:

- Research and Planning- Post Production

Applying a simple structure:Digital Technology

AS A2

Pre-Production


AS A2

Production


AS A2

Post-Production

Marks and Timing•All that does seem a lot for the students to

write in 30 minutes.

•But to get the marks the students need examples from their work.

•So – could limit the examples to 3 per section (e.g. 3 digital technologies at AS at pre-production stage and at A2 3 development examples)

•Try to always stick to PDQ format – this helps for the two option questions...

• In terms of essay introductions for 1a), use a three part structure

1. Answer or give point of view to question.2. Outline briefly what they made across both years.3. Explain to the examiner how they are going to structure their essay.

Marks and Timing

Q1a) Theory and Terminology...

It is possible to remind students of basic theory orreferences to ideas and key terms that they can put intotheir essays. (magazines = preferred meaning, starpersona, ideal self/partner) It isn’t vital that there is theory but if it helps supporttheir answer then their application of it andunderstanding can be credited.

Question 1b)

What we can do to help the students structure

their essays?

• Introductions - could follow 3 part structure: 1. Define the concept 2. Outline the production they will evaluate. 3. Tell the examiner they are going to discuss (X

number of ideas about the concept in the essay).

• Again the students should try to follow a PDQ format, but the emphasis is on examples (D) from their work to support or challenge a theory/idea about the concept.

Q1b) Guidance on Teaching

• Genre• Generally, this should cover not just generic

conventions of the particular sub-genre of their product but should include ideas about how genres develop/evolve (in relation to their particular product (e.g. Changing sub-genres of music video, magazines) and how institutions use genre to target audiences.

Q1b) Breakdown of the Options?

• Narrative• Essentially, the basic and familiar narrative theories

can be applied to many video pieces the students have undertaken.

• This is a harder one to apply to print products but can be done in terms of looking a narratives behind the ideologies that are apparent within the text.

• Ideas about juxtaposition of elements are useful in helping to explain how design work and layout in print products creates a logical ‘story’ for the reader.


• Representation• There are numerous theories about representation

of gender, age, ethnicity, regional identity etc. which may have already been covered at AS.

• Students may evaluate how their product has mediated certain representations about social groups/artists/characters.

• They can also evaluate how certain subcultures have been represented within the product.


• Audience• Again, there are numerous ways to tackle this and

an idea about each allows the students to fully show they understand the concept.

• How the audience is represented, how the product can be applied to audience effects/reception/pleasures theories, how the product is a reflection of ideas about changing audience consumption habits, how the audience for the text was constructed and researched.


• Media Language• This is all about the specific medium and how the

language of the medium has been used to create meaning for the audience. The meanings generally are a synoptic round up of other options covered (genre, narrative/stories, representations).

• As part of this it is important to include terminology about how signs work in the media.

• Essentially, however, this is one where a generic approach is more difficult and the language of the medium needs careful revision to encourage students to textually analyse their own essay against medium specific theory (e.g. Goodwin and music videos).


–G235: Critical Perspectives in Media

– Theoretical Evaluation of Production

– –1b) Genre

–Sample Basic Lesson Structure

Definition• ‘Genre’ is a critical tool that helps us study

texts and audience responses to texts by dividing them into categories based on common elements.

• Daniel Chandler (2001) details that the word genre comes from the word for 'kind' or 'class'. The term is widely used in rhetoric, literary theory, media theory to refer to a “distinctive type of ‘text’”.

• All genres have sub genres (genre within a genre).

• This means that they are divided up into more specific categories. Barry Keith Grant (1995) suggests that this allows audiences to identify them specifically by their familiar and what become recognisable characteristics.

Task –Chandler’s and Grant’s theories.

• You have 5 minutes to write down how the production you are writing about for Q1b) fits into a specific genre/sub-genre/hybrid genre.

• Back this up with at least 5 specific elements/examples from this production that show how you have replicated genre conventions.

• Must be specific – headlines, photogaphs, fonts, editing techniques.

Steve Neale

'genres are instances of repetition and difference' (Neale 1980)'difference is absolutely essential to the economy of genre' (Neale1980): mere repetition would not attract an audience.

David Buckingham

'genre is not... simply "given" by the culture: rather, it is in a constant process of negotiation and change' (Buckingham 1993)

Nicholas Abercrombie

'the boundaries between genres are shifting and becoming more permeable' (Abercrombie 1996)

Andrew Tudor

'a genre... defines a moral and social world' (Tudor 1974)

Jason Mittell (2001) argues that industries use genre to sell products to audiences. Media producers use familiar codes and conventions that very often make references to their audience knowledge of society, other texts.

Task – Jason Mittel’s theory.• You have 5 minutes to write down how you

used real media products in your chosen industry to help you construct your product. How, for example, does the local newspaper provide familiar expectations?

• Back this up with at least 5 specific elements/examples from this industry that show how you have replicated/challenged genre conventions.

• Finally, write a sentence about how these choices would make sure your product appealed to your demographic.

• Genre also allows audiences to make choices about what products they want to consume through acceptance in order to fulfil a particular pleasure.

• Theorist Rick Altman (1999) argues that genre offers audiences ‘a set of pleasures’.

• This can also be linked to Denis McQuail’s (1972) theory on ‘uses and gratifications’ of media texts for audiences.

• Basically, the genre of your text will have provided your demographic/subculture with some satisfaction upon their consumption.

Task – Rick Altman’s and Denis McQuail’s theories.

• You have 5 minutes to write down:• Altman’s three pleasures. Decide which

one might relate to your product and write down in detail 5 examples from your product which offer this for your audience.

• McQuail’s four uses and gratifications. Decide which ones might relate to your product and write down in detail 5 examples from your product which offer this for your audience

Genres are not fixed. They constantly change and evolve over time – your coursework productions, as we have discussed, are postmodern pieces and/or adapt to changes to advances in technology.

Christian Metz (1974) argued that genres go through a typical cycle of changes during their lifetime. David Buckingham (1993) argues that 'genre is not... Simply "given" by the culture: rather, it is in a constant process of negotiation and change’.Steve Neale (1995) “genres are processes of systemisation” – they change over time.

Task – ‘Evolving’ genre theories.

• You have 5 minutes to write down:• How your product is part of a genre that

has changed over time. • Give 3 examples of texts that were part of

‘experimental’ or ‘classic’ ideas of your product within the genre and 5 examples that show your text as a ‘classic’ or as an ‘evolving’ piece.

Certain genres are also said to have certain themes.

David Bordwell (1989) notes, 'any theme may appear in any genre‘.

Task – genre themes.

• You have 5 minutes to write down:• 5 themes that appear within your product

that are part of your genre.• Back each one up with examples from

your work.

Plenary

• Write down 3 genre theorists (not including Chandler or Grant) that you have learnt today and what they have said.

• Write down 2 pieces of medium specific theory and relate it to your sub genre.

Homework

“Analyse one of your coursework productions in relation to genre”.

a2 media studies genre

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