Unit g322 summer 2013 overview and feedback

GCE Media Studies (H140) Unit G322

Reviewing the external

assessment from June 2013

GCE Media Studies (H140) : G322 - June 2013

This presentation is part of the

OCR Professional Development Programme


Introduction

PE's comments

This presentation aims to give an insight into candidate performance in the June 2013 session and to help prepare candidates for future sessions, avoiding common pitfalls. Examples of extracts from candidates’ work will be shown, to illustrate some of the points made. This should help teachers to get an idea of how marks are allocated by examiners, with the aim of benefitting future candidates. The presentation will feature Question 1, analysing TV Drama, with tips for note-taking, structuring answers and how to achieve the best marks, followed by Question 2 with general advice on approaches and some specific points about responses on particular media areas.


Question 1 - note-taking

PE's comments

Every year, examiners comment on candidates’ note-taking skills; though there are no marks allocated for notes, examiners are of course able to see the notes made and often they can see a correlation between the final score for Question 1 and the quality of this note-taking. It is often evident that candidates have no pre-prepared method for their notes and as a consequence may miss important elements from the extract. Some divide the page into four (one quadrant for each of the technical areas) and some use spider diagrams, but many seem to write random points as they occur to them. The most successful candidates seem to have been prepared with a clear method for note-taking, knowing what to look for systematically and how to use their points with examples from the text to answer the question.


Note-taking - a method

Camera Mise-en-scène (continuity) Editing Sound Angle

Colour Shot/reverse shot Diegetic/non-diegetic

Shot Distance

Costume 180 degree rule music

Movement

Objects Match on action dialogue

Focus

Setting Establishing shot foley

Framing

Human figure Eyeline match silence

How this impacts upon representation




PE's comments

One very successful method, used by a small number of schools and colleges, is to have a grid which features five sub-headings under the main technical code heading and to ask candidates to find examples of each of the five areas for each of the four codes, which they can then relate to the question. This helps to focus their thoughts and to ensure they have a good range of points to cover. An example is shown here.


Note-taking example script

PE's comments

In this example, though the candidate has made some good observations, there are some errors (such as the reference to a jump cut) and significant omissions due to a lack of systematic approach. Though the candidate may have performed well regardless, she has not done herself any favours with such a random approach from the outset.


Question 1 - general points

PE's comments

The question set was: ‘Discuss the ways in which the extract constructs the representation of regional identity using the following: * Camera shots, angles, movement and composition * Editing * Sound * and Mise-en-Scène. The extract was taken from the first episode of ‘Doc Martin’ and shows the main character dealing with his new surroundings and its population. This familiar narrative device - the ‘fish out of water’ story was selected as the contrasts between Doc Martin as the city dweller transposed to a village and everyone else were foregrounded quite strongly. Candidates could thus focus on how ‘difference’ was constructed rather than being too concerned about precise geographical locations and regionality.


Marking

Marking categories: • Explanation, Argument and Analysis (20 marks)

• Examples (20 marks)

• Terminology (10 marks).

PE's comments

It is always important to remember that the marking is divided up into three categories: Explanation, Argument and Analysis (20 marks)Examples (20 marks) and Terminology (10 marks). It is possible for candidates to score highly on one category, but much lower on the others. Frequently, examples chosen from the extract to back up explanations and arguments aren’t as developed or thought out as they could be. In preparation for the exam, it is worth using the mark scheme for formative feedback so that candidates know which area they need to focus upon for improvement.


Structure

Candidates tended to use one of: 1. Working through the sequence chronologically

2. Dealing with each of the four technical codes in turn

3. Interweaving discussion of all codes throughout.

PE's comments

Candidates tended to use one of three ways of structuring their responses; in some cases they worked through the sequence chronologically, in others they took the four technical codes and dealt with each in turn and in the third case, they interwove discussion of all codes throughout. The first of these approaches tended to be least successful as it usually resulted in a descriptive account; the third approach was usually limited to the most sophisticated responses, able to weave between technical features and the production of meaning. The most common approach was the second one, breaking the sequence down into the four codes and discussing each in turn. There is no problem with this, provided that candidates pull together analytical points in doing so.


Camerawork

PE's comments

In the particular sequence used in the June exam, the best responses identified the purpose of a range of different shots and how these related to the representation under consideration. The establishing shots at the start of the sequence, which set up the location of the extract, the use of particular angles in the interior shots and the functions of moving shots in the sequence were all key to a top level response. For example: the extract shown. This kind of detail, applied to the representation, helps candidates to achieve a Level 3 or 4 mark.


Mise-en-scène

PE's comments

Most candidates were able to discuss mise-en-scène in terms of the locations used, costume and key props. Stronger candidates were able to show a coherent set of values attached to the rural community through the various locations and the ways in which Doc Martin stood in opposition to this. There was also some awareness of counter typical representations such as the receptionist's dreadlocks or the costume of the young women who called Doc Martin 'Bodmin'. Weaker candidates tended to fall back on unsustainable assumptions - 'she is wearing red which signifies danger'. There were many references to Doc Martin’s attire and how he stood out from the more informally dressed ‘locals’. Sometimes, responses can be too vague and make too many assumptions, as in the extract shown.Candidates need to be much more explicit, in order not to fall into stereotyping themselves.


Sound

PE's comments

Most candidates were able to discuss the use of diegetic and non-diegetic sound in relation to the location and the character’s actions. There was also good discussion about the ambient sounds in the clip and the use of score. Many candidates picked up on the use of the soundtrack in relation to the character’s mood and associated behaviour and how this signalled difference in regional identities. Many candidates picked up on the use of dialogue, such as: ‘down here we go with the flow’ as an illustration of how relaxed and laid back the rural community is in comparison to Doc Martin. In this extract the range of points about sound help to show the candidate’s awareness of how representation is constructed.


Editing

PE's comments

Where candidates focused on continuity editing and explained features such as the use of shot reverse shot and ellipsis to explain the unfolding sets of events in the extract, they tended to achieve well. Weaker candidates tended to describe the cutting from shot to shot or the pace of editing without reference to its significance. Many candidates dealt well with ‘eyeline matches’ and ‘match on action’ sequences in this session and there were fewer guesses about editing transitions used. There were some candidates, as always, who referred to jump cuts in the sequence, which were not present. For many candidates, editing was the weakest area of analysis, with some omitting it altogether. In a number of cases, candidates were not prepared with sufficient editing terminology to discuss the sequence in detail. In this example, we can see that the candidate is struggling to find things to say about editing. Whilst this could be the start of something interesting for the candidate to pursue, his lack of knowledge of continuity editing terminology prevents him from making more use of it.


Question 2

PE's comments

This question asked candidates to: ‘Evaluate the role of digital technologies in the marketing and consumption of products in the media area you have studied’. The choice of areas, as in previous sessions, comprised: film, music, newspapers, radio, magazines and video games. Once again, Film was the most popular option, followed by music and then magazines. Responses on the other three areas were in a small minority. Where candidates focused on the question set, they were able to achieve well. Those candidates who explored how a range of products were marketed through the use of digital technology tended to be the most successful. These candidates were able to offer sustained arguments and detailed case studies in exploring how marketing practices are being transformed in the online age. Candidates who struggled with this question tended to either have little case study material to work from or to ignore the question and write about distribution or production.


Film

• Major film contrasted with an independent film

• Viral marketing campaigns

• Compare US and UK film releases

Workshop materials: http://ocrmedia13links.weebly.com/morris--berrisford.html

PE's comments

The most able candidates were well prepared, which enabled them to compare and contrast a range of examples through the case studies set. Some of the best responses took a major film and contrasted this with an independent.Many candidates drew upon the use of viral marketing campaigns and how these promoted a film’s release. They were also able to compare US and UK film releases and discuss the role of digital technology via ideas about synergy and cross media promotion or convergence of technologies. There was some well-informed discussion of how US film companies had more power to market a product globally by comparison with British companies. Those who achieved less well lacked focus on the question set and at times offered too much textual analysis from their case study films. There was also still an over-reliance on outdated examples, which do not give candidates the opportunity to discuss the major role that digital marketing and technology play in the contemporary film industry.The March 2013 OCR conference included an excellent workshop on approaches to teaching this option. The materials from the session are online at: http://ocrmedia13links.weebly.com/morris--berrisford.html


Film - candidate examples (1 of 2)

PE's comments

In this extract, the candidate shows good understanding of one way in which majors use digital technology for marketing.This extract refers specifically to examples from case studies.


Film - candidate examples (2 of 2)

PE's comments

A weaker response might just talk in more general terms. In both examples, this is just one point in a whole answer but, for the previous candidate, this indicates that they are heading for Level 3 or better. For this candidate, it will be difficult to move out of Level 1 if the examples are not more precise.


Summary

PE's comments

For Question 1, the main advice is to ensure a familiarity with a wide range of technical terms and their application and to prepare candidates with a model for note-taking.For Question 2, candidates need some flexible and up-to-date case study examples which offer sufficient contrast to be adaptable for any possible question.Thank you for listening to this presentation.


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Unit g322 summer 2013 overview and feedback

Business

Transcript of Unit g322 summer 2013 overview and feedback