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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
Developing your Editing AnalysisFall 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
Editing Example
• Count how many different edits there are:
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
REPRESENTATION OF AGE
LO: To micro analyse TV drama through the representation of age
How is age represented in this
image?
Positive and negatives of youth and old age
YOUTH OLD AGE
POSITIVES
NEGATIVES
YOUTH OLD AGE
POSITIVES Active
Sociable
Innocent
Strong
Long future ahead
Adventurous
Fun
Wise
Authoritative
Well educated
Freedom
Wealth
Stability
NEGATIVES Lazy
Rebellious
Rude
Hormonal
Vulnerable
Naiive
Dependent
Weak
Vulnerable
Fragile
Mentally incompetent
Not in control of their own bodies
Lonely
Dependent
Boring
Unwilling to try new things
AgeYouth:•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.
MISE EN SCENE
Costume
Lighting
Production Design
Props
Performance (body language, facial expressions)
Space
CINEMATOGRAPHY
Close up, extreme close up/long shot, mid shot, two shot, POV, high/low/canted angle, over the shoulder,composition, framing, rule of thirds, power points, deep/shallow focus, depth of field, tracking, panning, zooming, tilting, craning
SOUND
Sound bridge, motif, non-diegetic/diegetic, ambient, instrumental, soundtrack, tone, tempo, dialogue, sound effects, foley
EDITING
Fast/slow pace, long/short takes, fade, dissolve, cut, transition, 180 degree rule, montage/continuity editing, match on action, eyeline match,cross cutting/parallel editing, simultaneous action
How would these representSuperior or inferior qualities?
MISE EN SCENE CINEMATOGRAPHY
EDITING SOUNDAGE
How could age be represented through sound?
How could age be represented through mise en scene?
How could age be represented through cinematography
(camera shot, angle, movement and composition)?
How could age be represented through editing?
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
Marking Criteria
Frequent and Accurate use of media terminology
Consistent evidence from the extract offered. Offers frequent relevant examples from the extract
Clear analysis of how the technical aspects are used to construct the particular representationUnderstanding of the constructed nature of representation
10
Terminology
20
20
Use of Examples
Analysis/Explanation
Weak Responses
Described the action rather than analysedFocused primarily on one area and neglect othersStray from the relevant question- discuss gender/social class etcWere concerned with TV Drama as genre rather than focus onrepresentationUse terminology rarely or inaccuratelyWrite a short response, intro and conclusion included
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 elementsUsed 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
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.
EditingWeakest area of analysis. Some candidates making no reference at all.
Stronger responses discussed the use 180-degree rule and continuity editing.
These candidates also referred to eyeline matches, shot reverse shot, simultaneous action and use of ellipsis.
Also some discussed the pace of editing to represent age
SoundWas tackled well by some but too much focus on dialogue.
Clear distinction between diegetic and non-diegetic sound by some candidates.
Need to address use of music in more detail-tempo, pace, sound bridges and link specifically to representation.
Mise-en-sceneOften very well discussed but at times too much focus on this area. Some entirely focused on mise-en-scene
Concentration on clothing and props but little exploration of lighting.
Must link to how it constructs representation.
CinematographyWell handled by most with the most confident use of terminology in this area.
Problems for some in just identifying camera shots/angle/position and not linking this to the construction of representation.
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
