3. Key issues after marking mock exam
• Still using the term suggest instead of signifies or
connote!
• Could use the term lexis instead of language
• Not placing the media text in context, e.g.
comedy, newspaper and how this impact on the
stereotypes or representations
• Not using examples for the texts to conclude
whether the text subverts of reinforces the
stereotype
• Too generalised- case studies are being used
but…
• Not explaining how primary & secondary codes
have an IMPACT on the audience
4. Q1 Feedback & Guidance
• Strong responses developed a complex &
detailed semiotic analysis of the two texts.
• Key concepts and terms used as basis to
construct a coherent analysis and argument
about the creation of meanings.
• Sophisticated & perceptive grasp of key signifiers
and techniques used. Good grasp of primary &
secondary codes.
• Awareness of polysemic & ideological issues.
Complex issues expressed with confidence and
accuracy. Response: 3-4 sides of A4.
5. Q1: Main issues
• Make sure you do a PLAN for all questions (bar
the 4 pointer) and cross of points covered as you
go.
• Look at the question (visual codes,
layout/design/language & mode of address) and
base your response around these key terms.
Compare and contrast
• Don’t forget that media texts are polysemic and
will be anchored by cover lines etc.
• Don’t forget about the IMPACT on the audience
6. Q2 Feedback & Guidance
• Strong responses show a sophisticated
understanding & response to concept of
audience.
• Draws on own knowledge & understanding of
audience response issues & debates using case
studies.
• Engages with relevant theoretical issues e.g.
representation, needs, ideologies & aspirations.
• Response length: 3-4 sides
7. Q3 Feedback & Guidance
• Strong responses show a sophisticated grasp
of representation.
• Clear links to current and relevant thinking &
theories.
• Confident exploration of media concepts,
issues and debates.
• A wide range of media text examples (at least
2-3) from candidates and Centre. Response: 3-
4 sides.
8. Feedback on Q3:
Try to get the theories right…
• Dick Hebdige – representation of youths as
fun or trouble
• Graham Burton – problematisation
9. Overview
• Write as much as you can – preferably 3-4 sides per
question depending on scope and complexity of
question. Create a coherent argument or analysis,
especially for larger questions.
• Show knowledge & understanding through use of
appropriate terms, language and concepts.
• Provide examples, must be quite detailed where
appropriate to your point or argument.
• Good spelling, punctuation and grammar are vital.
• Create an essay plan for each Q even if just a mind
map!
10. Revision Task
• Create an action plan based on your mock
performance and feedback.
• Identify key areas for improvement and
specific action to improve or address those
areas.
• Create mind maps for revision of all key terms
and concepts.
• Populate mind maps with your own examples.
11. Group Task
• Representation task – groups to discuss what
makes a good representation essay response.
• Groups will use template to construct an essay
response to representation of ethnicity.
12. • What you must include in any representation
question introduction….
- What is representation– define it
- What is mediation – show you know what it is?
- What is dominant ideology and how does this
occur?
- What are stereotypes - define?
- Why does the media use stereotypes so often?
- Give an overview of the main stereotypes for that
group/event/issue, e.g. Alvarado 4 types, negative
In groups: Introductions to
representation essay
13. Q3 Feedback: Remember to introduce
the media text
• For example:
• Four lions (2010) is a controversial British film
directed by Chris Morris that focuses upon
four hopeless Asian suicide bombers (Omar,
Waj, Faisal, Barry and Hassan) living in the
north of England and making plans to bomb
the UK.
14. Outline the representation within the media text.
At the beginning of the film the four characters appear to fit
one of the traditional stereotypes of Asian men that we
often see in the media – The Terrorist (evil, clever and
calculated, serious and brutal – often very religious.)
However as the film progresses we begin to realise that
Morris’ representation is actually challenging this
stereotype by the use of satire (Comedy genre) and the
characters appear stupid, inept and their plans to bomb the
London Marathon fall apart due to their idiocy. We laugh at
the idea of the stereotype.
Q3: Writing about case studies
15. • This is where you need to include evidence
(key scenes) from the media text to support
the previous points – don’t forget to use
your VAT codes!
• In the film trailer – there are establishing shots which
set the Location. Mise en scene – clothing, associated
with terrorism, props include guns, cargo nets, bombs.
Religious iconography, e.g. prayer mats,
• Context - comedic elements – visual and lexis
• And… the Impact on the audience
Q3: Prove your point!
16. Q3: Remember Mediation!
• Mediation: Representations are constructed
through mediation process
• How is each representation formed through
primary and secondary codes? What IMPACT
do these codes have on the audience? What’s
been left out? WHY?
17. Mediation
Mediation is the process of taking something real (a
person or an event) and changing its form to produce a
media text.
Mediation is achieved through:
• Selection
• Organisation
• Focusing
In life we make our own decisions about what is worth our
attention. Through mediation, the media text tries to decide this
for us. As a result our version of reality is altered
18. Constructionist Approach:
• Representation is a mixture of:
• The person or group being represented
• The opinions of those encoding (making) the
representation – through use of symbolic, visual,
technical and written codes.
• The reaction of the target audience (decoders)
• The context of the society – how the representation
fits in with certain dominant ideologies
19. Then finally ( to get the top marks) you need to explore WHY
the producer represented this group this way.
Morris has deliberately aimed to get us to laugh at the
idea ( and our preconceptions) that all young Asian men
are terrorists-trying to get the white British audience to
see the truth!
He does this though the use of Comedy (satire.)
Could link to the issue of Islamaphobia in British
society.
Hinweis der Redaktion
To communicate complex information about a character, time period, location etc. as quickly as possible (narrative shortcut)
To communicate complex information about a character, time period, location etc. as quickly as possible (narrative shortcut)
They are able to do this as, they do not simply create stereotypes, they reflect the stereotypes that already exist within a culture.
