1. Peer Marking Essays
• Learnzone; get mark scheme
• Read and mark essays; giving them a
mark for all three of the areas as well as
an overall mark (adding up the three
marks) and some constructive criticism

2. Developing your Editing Analysis
Fall back on the following:
– Pace (rhythmic relations); this can easily be linked to
representations
– Transitions (which are also used to create rhythmic relations)
– Use of continuity through techniques such as:
• shot-reverse shot: links to macro concept of audience and
their understanding of the sequence; taking them through the
sequence logically
• Eye-line shot: helps the audience understand the characters
in detail/understand their motivation
• This may also link to ‘cause and effect’
• Match-on action
– The juxtaposition of shots and the meaning created/connoted
– Graphic match/discontinuity match
– Parallel editing (cross-cutting between scenes); this can easily
be linked to narrative

3. Editing Example
• Count how many different edits there are:

4. Developing your Sound
Analysis
Fall back on the following:
– Music (non-diegetic)
• Incidental music: adds to the emotion and rhythm to a
drama/can help audiences understanding of characters
• Dissonant music/sounds
• Parallel sounds: compliments the action
– Dialogue (diegetic)
• Pull out quotes from dialogue to support representations
– Sound effects (non-diegetic)
• Foley sounds
– Ambient sounds (diegetic)
– Sound bridge

5. REPRESENTATION
OF AGE
How is age
represented in this
image?
LO: To micro analyse TV drama through the representation
of age

6. Positive and negatives of
youth and old age

7. YOUTH OLD AGE
POSITIVES
NEGATIVES

8. YOUTH OLD AGE
POSITIVES Active Wise
Sociable Authoritative
Innocent Well educated
Strong Freedom
Long future ahead Wealth
Adventurous Stability
Fun
Lazy Weak
NEGATIVES Vulnerable
Rebellious
Fragile
Rude Mentally incompetent
Hormonal Not in control of their own bodies
Vulnerable Lonely
Dependent
Naiive Boring
Dependent Unwilling to try new things

9. Age
Youth:
• All youths believe that the police have it in for them
• negative stereotypes as hoodie wearing criminals
• Young people are portrayed by the media as alcoholics and drug abusers, criminals, lazy, complaining and
aggressive
• A common misconception for parents is that every middle school kid of this generation is conceited, gossip-ridden,
hormone-raging and naive. This is a stereotype. The irony of labeling children with stereotypes is not just
hypocritical, but a huge overgeneralization.
Pensioners and the elderly:
• Pensioners stereotyped as being grumpy
• The elderly are stereotyped as being old, frail and lonely
• They are not wanted and a burden to their family
• The image of old people as childlike has been with us for a long time. there was a high level of agreement that old
people are unproductive, have to go to bed early, need a nap every day, are in the "happiest" period of their lives,
cannot manage their own affairs, and are in their second childhood.
• Pensioners are fed up with being stereotyped on television as grumpy Victor Meldrews or sweet little old ladies,
according to a study.

10. MISE EN SCENE CINEMATOGRAPHY
Costume Close up, extreme close up/long
Lighting shot, mid shot, two shot, POV,
Production Design high/low/canted angle, over the
shoulder,composition, framing,
Props rule of thirds, power points,
Performance (body deep/shallow focus, depth of
language, facial expressions) field, tracking, panning,
Space zooming, tilting, craning
SOUND EDITING How would these
represent
Superior or inferior
Sound bridge, motif, non- Fast/slow pace, qualities?
diegetic/diegetic, long/short takes, fade,
ambient, instrumental, dissolve, cut, transition,
soundtrack, tone, tempo, 180 degree rule,
dialogue, sound effects, montage/continuity
foley editing, match on action,
eyeline match,cross
cutting/parallel editing,
simultaneous action

11. MISE EN SCENE CINEMATOGRAPHY
EDITING
AGE SOUND

12. How could age be represented
through sound?

13. How could age be represented
through mise en scene?

14. How could age be represented
through cinematography
(camera
shot, angle, movement and
composition)?

15. How could age be represented
through editing?

16. Group Activity
• You will be given a number 1-4
• You need to sit in a groups that contain only your number
• Your numbers refer to these technical areas
• 1 = Camera shot, angle, movement and composition
• 2 = Mise en scene
• 3 = Sound
• 4 = Editing
• We will watch the sequence twice and you need to take notes for your focus
areas
• You will then discuss the notes you have written with your group and share
and develop them, adding in any appropriate terminology and linking to any
theory
• You will then, as a group write one paragraph on your focus area
• We will then join all these paragraphs together creating a living essay, and
hopefully an exemplar one

17. Analyse through the four micro
elements for REP of AGE

19. January paper - Section A
TV DRAMA

20. Marking Criteria
Terminology
Frequent and Accurate use of
10 media terminology
Use of Examples Consistent evidence from the extract offered.
Offers frequent relevant examples from the
extract
20
Analysis/Explanation Clear analysis of how the technical
aspects are used to
construct the particular representation
20 Understanding of the constructed
nature of representation

21. Strong Responses
Use note taking effectively and were well practiced in working under
timed conditions.
Understood the constructed nature of representation and were able
to explore this through all four micro elements
Used media terminology frequently.
Selected the most relevant examples form the extract and analysed
how the technical aspects constructed age.
Could see the range of representations rather than ‘old’ and ‘young’
Considered whether these representation were conformed to or
subverted stereotypes
Weak Responses
Described the action rather than analysed
Focused primarily on one area and neglect others
Stray from the relevant question- discuss gender/social class etc
Were concerned with TV Drama as genre rather than focus on
representation
Use terminology rarely or inaccurately
Write a short response, intro and conclusion included

23. P.E.E.
• Now write a PEE for at least two points
• From your notes
• Point – your comment about the area of
representation
e.g. Youth is represented through diegetic sound.
• Evidence – your micro element that tells us this
e.g. The dialogue is colloquial.
• Explain – link the two
e.g. This conforms to a stereotypical view of young
teenagers, that they are rebellious in speaking their
own language.

24. Editing Sound
Weakest area of analysis. Some candidates Was tackled well by some but too much
making no reference at all. focus on dialogue.
Stronger responses discussed the use 180- Clear distinction between diegetic and
degree rule and continuity editing. non-diegetic sound by some candidates.
These candidates also referred to eyeline
matches, shot reverse shot, simultaneous
Need to address use of music in more
action and use of ellipsis.
detail-tempo, pace, sound bridges and link
Also some discussed the pace of editing to specifically to representation.
represent age
Mise-en-scene Cinematography
Often very well discussed but at times too Well handled by most with the most
much focus on this area. Some entirely confident use of terminology in this
focused on mise-en-scene area.
Concentration on clothing and props but
little exploration of lighting. Problems for some in just identifying
camera shots/angle/position and not
linking this to the construction of
Must link to how it constructs
representation.
representation.

25. QUICK QUIZ
• What is the media term for realism?
– What techniques are used in TV dramas to
help create this?
• Sum up the typical representation of old
age in three words
• Sum up the typical representation of youth
in three words