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GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL 2009 - 2010 AS/A LEVEL MEDIA STUDIES SPECIMEN QUESTION PAPERS SPECIMEN MARKING SCHEMES GCE MEDIA STUDIES Specimen Assessment Materials 3 Contents Page Question Papers MS1 Media Representations and Responses 5 MS4 Media - Text, Industry and Audience 11 Mark Schemes MS1 Media Representations and Responses 13 MS4 Media - Text, Industry and Audience 18 GCE MEDIA STUDIES Specimen Assessment Materials 5 CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol Uwch Gyfrannol/Uwch WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary/Advanced MEDIA STUDIES MS1 Media Representations and Responses SPECIMEN PAPER 2 ½ hours ADDITIONAL MATERIALS In addition to this examination paper, you will need: • the printed resource material • a 12 page answer book INSTRUCTIONS TO CANDIDATES Answer all three questions. Write your answers in the separate answer book provided. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the examination. GCE MEDIA STUDIES Specimen Assessment Materials 6 Answer all three questions. Study the front covers of the magazines Sugar Lad Mag and Men's Health. 1. Analyse the two front covers commenting on: • • • 2. 3. Visual codes Layout and design Language. [40] (a) Choose one of the magazine front covers. Suggest two different audiences for this magazine. Give brief reasons for your choice. [6] (b) Using the same magazine front cover chosen for 2 (a), explain how the main audience for this magazine has been targeted. [9] (c) In what ways do different audiences respond differently to the same media text? Refer to your own detailed examples. [15] With reference to your own detailed examples, explore the different representations of men in the media today. [30] GCE MEDIA STUDIES Specimen Assessment Materials 7 CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol Uwch Gyfrannol/Uwch WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary/Advanced MEDIA STUDIES MS1 Media Representations and Responses SPECIMEN PAPER 2 ½ hours Resource Material for use with Section A GCE MEDIA STUDIES Specimen Assessment Materials 8 The resource material consists of the front covers for two magazines, both published in November 2006: Sugar Lad Mag and Men's Health. Study both front covers carefully before answering the questions in Section A. GCE MEDIA STUDIES Specimen Assessment Materials 9 GCE MEDIA STUDIES Specimen Assessment Materials 11 WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary/Advanced CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol Uwch Gyfrannol/Uwch MEDIA STUDIES MS4 Media - Text, Industry and Audience SPECIMEN PAPER 2 ½ hours ADDITIONAL MATERIALS In addition to this examination paper, you will need: • a 12 page answer book INSTRUCTIONS TO CANDIDATES Answer three questions: one question from Section A and two questions from Section B. Write your answers in the separate answer book provided. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the examination. You are reminded that this paper is synoptic and so will test understanding of the connections between the different elements of the subject. GCE MEDIA STUDIES Specimen Assessment Materials 12 Answer three questions. Answer one question from Section A and two questions from Section B. Use a different media industry for each answer. Complete the box below to indicate which media industry you will use for each question you answer. Section Question Chosen Media Industry E.g., Television, Film, Computer Games etc. A B B For each answer, you should use examples from the three main texts studied. SECTION A: TEXT Answer one question from this section. Either A1. Explore the ways in which your chosen texts reinforce or challenge typical representations of gender. [30] Or A2. How do your chosen texts use genre conventions? [30] SECTION B: INDUSTRY AND AUDIENCE Answer two questions from this section B1. Briefly outline the ways in which your selected industry is regulated. What impact has regulation had on your chosen texts? [30] B2. Explore the impact of digital technologies on your selected industry. [30] B3. How do your chosen texts attract their audiences? [30] B4. Explore the marketing strategies used by your selected industry. Use the examples you have studied to illustrate your answer. [30] GCE MEDIA STUDIES Specimen Assessment Materials 13 MARKING SCHEMES MS1: Representations and Responses MS1: Generic Marking Scheme Question 1 Level AO2: Apply knowledge and understanding when analysing media products and processes, and when evaluating their own practical work, to show how meanings and responses are created. Level 1: 0 -15 Superficial view of texts at a common-sense level. Lack of focus on text. Descriptive rather than analytical. Some unsupported assertion or irrelevance. Lack of fluency. Uninformed by media knowledge or understanding. Level 2: 16-23 At the lower end of this level, there will be a basic sense of how meanings are created although there may be some attempt to analyse key features. Some recognition of connotations but a tendency to over-elaborate the simple. Descriptive. (16-19) (20-23) Level 3: 24-31 (24 -27) (28-31) Level 4: 32-40 At the upper end of this level, candidates will demonstrate an understanding of media texts and their conventions linked with an ability to analyse. Recognition of connotations and representations but undeveloped. An understanding of how texts make meanings. Tendency to describe. At the lower end of this level, there will be a sound understanding of media texts and their conventions linked with a sound ability to analyse. Sound grasp of connotations. At this level, points will be established, using the appropriate media terminology. Individual point of view beginning to emerge. At the upper end of the level, candidates will reveal a good understanding of media texts and conventions linked with a good ability to analyse. Confident use of media terminology and a well-structured argument, possibly drawing on different approaches. Exploration of ideas to give a valid interpretation of the text, appropriately supported. Sophisticated and perceptive analysis, revealing a thorough understanding of key signifiers and techniques. Complex ideas expressed with coherence. Awareness of the polysemic nature of texts with a possible recognition of the ideological. Evidence of an overview. Well-developed use of media terminology. GCE MEDIA STUDIES Specimen Assessment Materials 14 Question 2 Level AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates. Level 1: 0 -11 Little or no sense of concept of audience. Level 2: 12-17 Basic understanding of the concept of audience. simplified. (12-14) (15-17) Level 3: 18-23 (18 -20) (21-23) Level 4: 24-30 Descriptive and over- An understanding of the concept of audience emerging but undeveloped. May be implicit references to critical debates surrounding audience. Sound knowledge and understanding of concept of audience. May begin to cite relevant audience response issues, theories or debates. Good knowledge and understanding of concept of audience. Relevant reference to audience response issues linked to a range of appropriate examples. Awareness of relevant theories, changing debates, different views and approaches. Sophisticated understanding of concept of audience. Draws on audience response issues and debates and engages with relevant theoretical issues e.g. representation, needs, ideologies and aspirations. Question 3 Level AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates. Level 1: 0 -11 Superficial argument. Relies heavily on description. Lacks appropriate examples. Little evidence of understanding of the concept of representation. Level 2: 12-17 (12-14) A basic attempt to engage with media concepts and debates. A simple view of texts. Lacks depth and development. (15-17) Sense of media concepts and debates Approach may be overly descriptive. Response may be limited to stimulus material with no other examples. Level 3: 18 -23 (18-20) (21-23) Level 4: 24-30 Sound understanding of representation issues. A sound attempt to engage with media concepts and debates using appropriate examples. Moderately complex ideas will be expressed clearly with some evidence of a personal interpretation. Good understanding of representation issues. Good exploration of relevant media concepts and debates using a range of appropriate examples. Likely to draw on different approaches. Sophisticated understanding of representation issues linked to current thinking and theories. Confident exploration of media concepts. Good sense of issues and debates surrounding a wide range of media texts. GCE MEDIA STUDIES Specimen Assessment Materials 15 MS1: Question-specific marking scheme Candidates are awarded marks for each of the assessment objectives. Markers need to ensure that candidates are placed within the correct Levels and given marks accordingly. This question-specific marking scheme provides points which candidates may refer to in their answers. It must be used in conjunction with the grid above. Examiners are however reminded that this is not a definitive list and that they should remain open-minded and engage with what the candidates have written. Relevant answers, which cover material not included below, must be rewarded on merit. There is likely to be a variety of approaches to the Questions 2 and 3 and centres are likely to have studied a range of different examples. This is wholly acceptable and each response must be considered individually. Study the front covers of the magazines, Sugar Lad Mag and Men's Health. 1. Analyse the two magazine front covers commenting on: • • • Visual codes Layout and design Language. Visual Codes • • • • • • use of colour e.g. effect of black and white, connotations clothing and physical appearance body language facial expression and 'gaze' photographic codes – angle, shot type, composition lighting Layout and design • • • • • typography e.g. font style, size, colour use of graphics design techniques e.g. corner banner, sell lines cropping and editing composition e.g. placement of images Language • • • • • • • • connotations of title cover lines sell lines mode of address e.g. imperatives, rhetorical questioning, quotations persuasive techniques e.g. alliteration, hyperbole, superlatives, punctuation, puns use of slogans enigmas intertextuality [40] GCE MEDIA STUDIES Specimen Assessment Materials 16 2. (a) Choose one of the magazine front covers. Suggest two different audiences for this magazine. Give brief reasons for your choice. [6] • teenage girls, their boyfriends, younger girls aspiring to teenage sophistication, mothers (Sugar Lad Mag) • (heterosexual) men in their 20s, teenage boys aspiring to the lifestyle implied, girlfriends, gay men (Men's Health) Reasons based on: • polysemic interpretation of front cover • awareness of secondary and alternative readership for magazines. (b) Using the same magazine front cover chosen for 2 (a), explain how the main audience for this magazine has been targeted. [9] Sugar Lad Mag – teenage girls • use of 'stereotypical' good looking boys • the gaze • 'chatty' language giving sense of belonging • relevant celebrity endorsement • idea of finding out answers…'why boys change on you – weird male moods explained' • use of 'pin-ups' • sell lines with pun 'all-new bigger boys bits' Men's Health – 20+ men • 'sophisticated' colour scheme i.e., use of black and white • aspirational use of image • cover lines – idea of selling a lifestyle • the gaze • understated sexual content • content concerned with being healthy • targeting 'new' man with different priorites • absence of half-naked women on cover – clue to audience (c) In what ways do different audiences respond differently to the same media text? Refer to your own detailed examples in your answer. [15] • • • • • • responses affected by social and cultural background e.g. gender, ethnicity etc. other influences on audience responses e.g. age, situated culture etc. context e.g. men in men's magazines, men in women's magazines etc. active and passive users of the media the way in which texts construct and position audiences e.g. through visual, technical and language codes and modes of address notions of the polysemic readings of different texts GCE MEDIA STUDIES Specimen Assessment Materials 17 3. With reference to your own detailed examples, discuss the different representations of men in the media today. [30] Discussion of representation of men, some relying on traditional stereotyping of male macho power, whilst others being more challenging (sensitive, empathetic men). Degree to which men are represented more in terms of sexuality in more contemporary media (in some contexts). Examples may be drawn from and may suggest that the media context affects the nature of the representation. • • • • • • • men in advertising e.g. men's fragrances, sports advertising men in film e.g. action heroes, romantic heroes men in other magazines e.g. Nuts, Cosmopolitan men in television e.g. The Simpsons, situation comedies, men in news e.g. political figures, hoodies, news anchors men in popular music e.g. CD covers, pop videos, music programmes men in computer games e.g. Grand Theft Auto, Sims GCE MEDIA STUDIES Specimen Assessment Materials 18 MS4: Media – Text, Industry and Audience MS4: Generic Marking Scheme As no fractions are used, please note that the numbers used to achieve levels for the two Assessment Objectives are guidelines and are placed in square brackets […]. A candidate's final mark within a level should be established on the basis of the total out of 30 as noted below. Level/Marks AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates Level 1: 0-11 A basic, common-sense response. Superficial understanding of the texts studied and their industry and audience contexts. Response characterised by irrelevant detail. [0-7] At the lower end of this level, there will be the beginnings of a relevant response but it will lack focus. There will be a tendency to concentrate on one (or two) texts although a basic knowledge of their industry and audience contexts is evident. Level 2: 12 – 17 (12-14) (15-17) Level 3: 18 - 23 (18-20) (21-23) Level 4: 24 - 30 At the upper end of this level, a viewpoint will be emerging and examples may be used more relevantly. Answers are likely to be more descriptive. [8-11] At the lower end of this level, there will be a sound response which demonstrates knowledge and understanding of texts and their industry and audience contexts. At the higher end of this level, a good understanding of texts, their industry and audience contexts will be demonstrated through relevant and detailed examples plus the appropriate use of relevant media terminology. [12-15] A sophisticated understanding of media texts, their industry and audience contexts. Examples used will be detailed and lead towards a well-established point of view. Highly appropriate use of relevant media terminology. [16-20] AO2 Apply knowledge and understanding when analysing media products and processes, and when evaluating their own practical work, to show how meanings and responses are created Analysis will be weak and lack depth, tending to be generalised without any supporting examples. [0-3] At the lower end of this level, there will be a basic but inconsistent analysis of the relationship between text, industry and audience. Any analysis is likely to be simply expressed demonstrating a basic understanding of how meanings and responses are created. At the upper end of this level, the analysis of the relationship between text, industry and audience will tend to be descriptive. An understanding of how meanings are responses are created will be evident. [4-5] At the lower end of this level, there will be a sound analysis of the relationship between text, industry and audience. A sound understanding of how meanings and responses are created will be evident. At the higher end of this level, there will be a good understanding of how meanings and responses are created. [6-7] A sophisticated analysis of the relationship between text, industry and audience. Similarly, there will be a sophisticated understanding of how meanings and responses are created. [8-10] GCE MEDIA STUDIES Specimen Assessment Materials 19 MS4: Question-specific marking scheme Candidates are awarded marks for each of the assessment objectives. Examiners need to ensure that candidates are placed within the correct levels and given marks accordingly. This question-specific marking scheme offers points which candidates may include in their answers. It must be used in conjunction with the grid above. Examiners are however reminded that this is not a definitive list and that they should remain open-minded and engage with what the candidates have written. Relevant answers, which cover material not included below, must be rewarded on merit. As centres will have selected a wide variety of texts to study, there is likely to be a variety of approaches to the questions. This is wholly acceptable and each response must be considered individually. SECTION A: TEXT A1. Explore the ways in which your chosen texts reinforce or challenge typical representations of gender. Candidates’ response will be dependent on the industry selected. They may decide that the representations are typical or challenging or a mix of the two. This is acceptable. For higher grades candidates may be linking their responses to theoretical perspectives. Candidates may refer to some of the following points in their answer, depending on the media industry selected: • character roles • stereotypical, conventional or challenging representations • theoretical perspectives which may include: - gendered perspectives linked, for example, to Laura Mulvey - post-feminist perspectives - postmodern perspectives - ideological perspectives: dominant v oppositional. A2. How do your chosen texts use genre conventions? Candidates may open their answers by outlining what they understand by genre conventions. Responses are likely to be based on how most media texts replicate, with some variation, standard conventions. Better answers will demonstrate some of the reasons for that approach (e.g., a balance between industry and audience interests) whilst the most sophisticated may consider the ideological implications of conforming to or challenging standard conventions. GCE MEDIA STUDIES Specimen Assessment Materials 20 SECTION B: INDUSTRY AND AUDIENCE B1. Outline the ways in which your selected industry is regulated. What impact has regulation had on your chosen texts? Candidates’ responses will be largely dependent on the industry they have selected, but their answers are likely demonstrate an understanding of the relevant regulatory body (e.g. OFCOM, PCC, ASA, BBFC) and codes of practice. The impact that regulation has (or has not) had on the selected industry is likely to differ but points may include: • subject matter • content • placement • language/image used • certification/guidance. B2. Explore the impact of digital technologies on your selected industry. The impact of technology on the industry will differ depending on the industry selected. Higher grade candidates are likely to be engaging with ‘explore’ whilst weaker candidates may simply list connections between technologies and the selected industry. Points may include reference to: • the impact on the production of texts • the impact of convergence – the way the internet, satellite and mobile communications systems have affected production, distribution and audiences/users, particularly the potential for users to become ‘participative producers’. B3. How do your chosen texts attract their audiences? It is likely that candidates will need to begin by explaining (defining) the target audience for the text/s. Candidates may refer to some of the following points in their answer, depending on the media industry selected: • content: form and structure • content: representations, characters • mode of address • placement/scheduling • some references may be made to theories such as the uses and gratifications theory and to ways in which audiences are attracted to texts depending on the cultural positioning. B4. Explore the marketing strategies used by your selected industry. Use the examples you have studied to illustrate your response. Higher grade candidates are likely to discuss a range of strategies and may engage with an exploration of their effectiveness. Weaker candidates may simply list the strategies used by their selected industry. Depending on the industry selected the following points may occur. • Use of television, film, print and radio advertising • Market research and audience questioning • References to theoretical frameworks such as those provided by Maslow, the 4 P’s, Young and Rubicam • Links to specialist agencies • Use of technologies such as the internet and mobile phones/handsets • Use of mail shots, freebies and special offers. GCE Media Studies (WBA) SAMs - 2009-2010/ED 13 September 2007