AS Media Learning Page
MEST1, Section A: Investigating Media
MEST1, Section B: Investigating Media
Assessment Objectives
AO1 Demonstrate knowledge and understanding of media concepts contexts and critical debates.
AO2 Apply knowledge and understanding when analysing media products and processes and evaluating their own practical work, to show how meanings and responses are created.
AO3 Demonstrate the ability to plan and construct media products using appropriate technical and creative skills
AO4 Demonstrate the ability to undertake, apply and present appropriate research.
Course Outline
Unit 1, MEST1: Investigating Media
The examination for Unit 1 will take the form of a two hour two-part examination paper. Section A tests AO1 and Section B tests AO2.
Section A (1 hour 15 minutes including 15 minutes reading/viewing time) will consist of four short answer questions, all compulsory, relating to a piece of unseen stimulus material. The unseen material will take the form of one of the following: moving image, audio, e-media or print. Questions will require candidates to focus on: media forms, codes and conventions; media representations; media institutions, media audiences and values and ideologies, and candidates will be required to demonstrate knowledge and understanding of these media concepts and the contexts in which they appear.
Students will be introduced to the key concepts underpinning the specification. Students will learn to:
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Understand Media Studies key concepts
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Understand the relationship between these concepts
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Apply these concepts to a range of media texts
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Evaluate media texts using the key concepts
Section B (45 minutes) will require a sustained response to one of a choice of two questions which will give the candidates the opportunity to write about their cross-media study. Questions will not be topic-specific but designed to allow candidates to show what they know and understand about media products and processes by applying their knowledge and understanding of media concepts and contexts.
The aim of this unit is to enable candidates to investigate how meanings and responses are created and how media texts are produced and consumed at the micro level within individual products (termed texts) and at a macro level in terms of technologies (platforms). Candidates will firstly investigate a wide range of media texts (taken from 3 media platforms) to familiarise themselves with media language and media codes and conventions and then embark upon a cross-media study
The media platforms
Candidates will undertake a study of one or more of the cross-media topic areas (see below) across at least three different media taken from the following media platforms:
Broadcasting – suggested texts: television and radio programmes both factual and fictional; films; advertisements; trailers and other audio/visual promotional material. It is advised that at least one from each type of text should be studied.
E-media – suggested texts: websites; blogs/wikis; podcasts; advertising and promotional materials; radio; television; music or film downloads; games and emerging forms. It is advised that at least one from each type of text should be studied.
Print – suggested texts: newspapers; magazines; advertising and marketing texts including promotional materials. It is advised that at least one from each type of text should be studied.
The Cross-Media Study
The knowledge and understanding of media concepts and contexts gained through the investigation and comparison of individual media texts will then be developed by making a detailed case study chosen from a range of topics. The texts within the cross-media topic will be examined by applying the knowledge and understanding gained through the study of the media concepts introduced during the investigation of media platforms. These include:
Audiences and how they receive and respond to (and create) texts.
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Institutional contexts including the relationship with the advertising industry, the level of independence/business ties and how these contexts may influence the production and content of texts.
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Representations available within the texts and how these are constructed and construed.
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Semiotic, narrative and generic codes and conventions within the individual texts and across the topic, accounting for similarities and differences in codes and conventions across the media.
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Features and issues such as synergy, intertextuality, cross-media promotion, public service remit and other obligations, censorship and control, news and entertainment values, the technologies used in the production and reception process – as relevant to the topic chosen.
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Important changes taking place in the production and reception of the media, and some of the implications of these changes.
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The role of marketing and the advertising industry in financing and promoting media through the investigation of a range of advertising texts and strategies present within and across the media platforms.
Unit 2, MEST 2: Creating Media
In this unit candidates will produce two linked media artefacts taken from two of the three media platforms studied in Unit 1: Investigating Media, with accompanying evaluation and pre-production materials. The pre-production materials, the production work and the evaluation should explicitly and implicitly demonstrate understanding of media concepts. Prior research into the production area will be considered necessary and will be evidenced in the pre-production materials.
The productions undertaken in Unit 2: Creating Media should be linked to the learning undertaken in Unit 1. Thus, the topic areas studied for Unit 1 can link to the practical work for Unit 2, but candidates, even if they work in a group, must undertake individual research, preproduction work and assessment of the success of the production, which will be made clear in the evaluation. Candidates should show awareness of cross-cultural factors, where appropriate.
Assessment Objectives
AO2, AO3, AO4
Practical Portfolio
Candidates need to complete a portfolio based on one of the set briefs for that examination series. They will offer for assessment two productions chosen from two of the three media platforms in their chosen brief, plus an evaluation of both production pieces with reference to the third media platform.
The productions will demonstrate that candidates have planning, technical and creative skills as well as knowledge of relevant codes and conventions within their chosen platforms. The evaluation will be partly a consideration of the candidate’s intentions for the productions, but it will be largely an analysis of the success of the productions in the light of their chosen platforms, target audiences and relevant media concepts.
Pre-production work
Candidates will be expected to research the appropriate media areas relevant to the two production tasks undertaken. Research will include the investigation of existing products (texts) as well as audience research. Candidates will also be required to show evidence of appropriate planning and the targeting of the potential audience as outlined in the brief.
Production work
Candidates will undertake two linked production tasks from two different platform areas, based on one of three Production Briefs supplied by AQA. They will be able to choose from three options for each media platform studied in Unit 1:
• Broadcasting
• Digital/Web-based media (e-media)
• Print.
Evaluation
A combined evaluation will be submitted for both the production pieces. The evaluation should engage with the intentions for the pieces in terms of the candidate’s research, but the body of the text should consist of an analysis of how the productions themselves work in the light of their specific target audiences, research, media concepts and contexts.
Assessment Objectives
AO2, AO3, AO4
MEST 2 - Product Portfolio Guidance
The object of the written work is to demonstrate your understanding, research and engagement with the project. It is a chance for you to show how much you understand about the mediums, the genres and the relationship between texts and audience for your chosen brief. The process of completing this coursework can basically be split into five stages:
1. Research: this should include primary texts related to the Production Briefs chosen by the candidate, as well as exploration of more theoretical issues encountered in Unit 1. This research will then inform their intentions, planning and preproduction process.
2. Intentions: candidates should identify how they intend their particular productions to work; they should consider their specific audiences and how they are going to target them, both in terms of the content of the production pieces themselves and the relevant platforms, e.g. life-styling, discourse, placement, promotion, distribution etc.
3. Pre-production: candidates should create mockups, storyboards or shooting scripts and analyse the strengths and weaknesses of them and amend as necessary. Evidence of research, intentions and pre-production materials should be submitted with the productions as well as being discussed in the evaluation and apparent in the productions.
Note: where group work is undertaken, the evaluation and the majority of the pre-production materials should be original to each candidate. Thus, each candidate should produce individual storyboards pertaining to the production idea before the group decide on a final production.
4. Product
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Two fully realised products consisting substantially of their own words and images. The use of found images, copy or audio will only be acceptable where it would be impractical for the candidate to produce them for themselves and such use must be carefully acknowledged (no more than 20%).
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It should show creativity and skill and have a high degree of finish.
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It should show attention to detail.
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It should show a competent skill at using media technologies (digital camera, video equipment, editing software, etc). In order to achieve maximum grades you should show a high degree of technical proficiency.
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It should show an assured understanding of the codes and conventions of the product in the media currently.
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Try to include examples of similar texts which you have studied and annotated as part of your research to show that you have deconstructed similar texts.
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Label all products produced with the full names of everyone in the group.
5. Evaluation 1500 words
The evaluation should explore the success of the productions in terms of the candidate’s intentions, the target audiences, fitness for purpose in the relevant platform and the media concepts. Candidates should also consider how the ideas might be applied to the third media platform.
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You should detail the specific role of each person who worked on the product (if you have worked in a group).
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It should include an analysis of the finished product, demonstrating an excellent understanding and application of the key concepts. Evaluate your success by considering the following:
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Whether you have included the typical codes and conventions from your chosen genre and how efficiently you have done so.
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How your product relates to existing commercial products on the market.
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How efficiently / effectively you have used key aspects of media language.
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The effectiveness of the representations you have used.
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Whether the ideology of your product is appropriate and clear.
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Whether you product is appropriate for your target audience and whether your product appeals to your target audience.
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Whether your product is appropriate for its institutional context.
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It should show an appropriate and excellent application of technical vocabulary.
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It should contain extended evidence and application of research.
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It should give a clear description of the target audience(s) and how you intended to target them.
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Analyse the strengths and weaknesses of the productions, demonstrating sound understanding of the media concepts and contexts relevant to the work undertaken with clear reference to the third media platform.
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Demonstrate understanding of the Key Concepts through an engaged analysis of the signification process.
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Make clear links to unit 1
Important points:
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Do not give an account of what you did. Instead, explain what decisions you made, in terms of what you were trying to do, why you were doing it, what you were trying to achieve and why this was important.
Private Study
The purpose of private study is to supplement and enhance your understanding of work attempted during scheduled lessons. You are encouraged to use your intellectual independence to explore these areas further and to bring that knowledge back with you to your lessons. Therefore we anticipate that in every session you will be capable of making enlightened, useful and enthusiastic contributions to discussion and debate. You will also be expected to keep a record of your notes and responses in a log book, which will be provided at the start of the course.
Term 1a Week |
Task/Activity (Focus: the Key Concepts) |
2 |
Audience – research the target audiences of the following media organisations: Channel 4, Radio One, Mirror Group Newspapers and Sky. Outline a target audience profile for each institution. Explore some of the ways in which this website of your choice communicates with its target audience.
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3 |
Media Language – research and make notes on the subject of semiotics. Be able to define the following terminology: denotation, connotation, sign, signifier, signified, iconic sign, symbolic sign and indexical sign.
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4 |
Representation – analyse some representations of the same group, event or place across different media and compare the results. OR Consider the view that the current press treatment of teenagers is simply another ‘moral panic’. Use ‘The Daily Mail’ and the ‘Metro’ articles to stimulate your response (to be distributed in lesson).
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5 |
Genre – the Semiotician Roland Barthes suggests that the narrative genre consists of at least five key codes. Research and make notes on the five key codes. Discuss the use of codes and conventions in the construction of a website of your choice. Comment on its success in terms of targeting its audience.
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6 |
Ideology – isolate an ideology that appears to have been naturalised or appears to be just ‘common sense’. Find examples of the repetition of your chosen ideology, which works to reinforce its naturalisation (newspapers or advertisements are good texts to use for this task).
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7 |
Narrative – research the following narrative theorists and make notes in preparation for a whole class discussion: Kuleshov, Todorov, Propp and Claude Levi Strauss.
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Term 1b Week |
Task/Activity (Focus: cross media topic areas) |
1 |
Institution - research the following institutions and make notes: News Corporation, Associated Newspapers, BBC, ITV, Sony, Vivendi Universal, Bertelsmann, Viacom, Walt Disney and AOL Time Warner. The following areas must be considered: ownership, products, type of institution (independent / public service / commercial) and its ideology (objectives, ethos and values).
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2 |
Broadcast or film fiction - in what ways does Hollyoaks both reflect and shape the attitudes, beliefs and values of its youth audience? OR Watch the opening of a film of your choice and analyse in terms of the Key Concepts. Hand in the analysis in a format of your choice (prompt sheet will be provided).
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3 |
Documentary and hybrid forms – research and make brief notes on the following documentary modes: Expository, Poetic/Avant Garde, Observational, Participatory, Reflexive / Interactive, Performative, Docusoaps, Fly-on-the-wall, Drama, Mockumentary and Video Diary. Give examples of each mode. Which style of documentary would you rather watch and why?
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4 |
Lifestyle – how do contemporary men’s lifestyle magazines represent the values of the ‘new man’?
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5 |
Music- analyse the representations in four music videos of your choice.
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6 |
News – research recent examples which highlight the following issues: privacy, sensationalism, moral panics, cheque book journalism and subterfuge.
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7 |
Sport – could sport exist independently from the media, or is it so tightly bound up in the economics of sponsorship, advertising and media revenues that it is no longer able to support itself financially? Discuss.
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Term 2a Week |
Task/Activity (focus: theories, issues and debates) |
1 |
Explore the ways that audiences consume and respond to media products across different media platforms. Support your answer with reference to examples from your case study.
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2 |
Research Reception theory and the work by David Morley.
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3 |
The impact of new/digital media - do you agree that sites like YouTube need to be controlled and censored? If so, who decides on how or where to set the limits of what is acceptable and appropriate? OR List the ways that recent advances in technology have had an impact on news coverage? Provide examples to support your answer. Consider how newspaper institutions have responded to the decline in newspaper sales.
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4 |
Media Effects Theory – research the following theories: Hypodermic Needle, Uses and Gratifications, Cultivation theory and Two-step Flow.
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5 |
Research regulatory bodies and media regulation (Press Complaints Commission, Advertising Standards and OFCOM. Make sure that you have a copy of their regulations. Find examples of disputes that they have resolved.
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6 |
Unseen practice – analyse a moving image text of your choice by applying the key concepts.
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7 |
Unseen practice – analyse a print based text of your choice by applying the key concepts.
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Term 2b Week |
Task/Activity |
1 – 7 |
Unseen practice – analyse an e-based text of your choice by applying the key concepts.
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2-7 |
Research for coursework (individual guidance will be given)
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Term 3a Week |
Task/Activity |
1 – 5 |
Revision
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Deadlines
Pre-production evidence due: Wednesday 4th February
Products due: Wednesday 18th March
Completed portfolio due: Wednesday 1st April
Useful Websites
Exam Preparation
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Complete past exam questions.
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Try to use the appropriate terminology.
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Know and understand how to apply the key concepts.
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Have textual examples that you can use to exemplify your points and explore topic areas (examples of films / TV programmes, advertising campaigns and newspaper reports).
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Practice analysing short moving image textsand print texts under timed conditions.
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Be aware of issues and theories surrounding your topic areas.
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Read through your notes and make revision cards or produce a PowerPoint presentation of key points.