Unit 1: media representation exam
A two hour exam that will contain a mixture of short and long answer questions.
The exam paper is an interactive pdf that you complete on a computer.
Accompanying the paper will be set texts that you are able to access for the duration of the exam.
Some of the questions will ask you to directly analyse the set texts in your answers. Other questions might require you to refer to the set texts and examples from your study during the course.
Q1 Explain one way sound has been used within Clip A to create meaning for the audience.
2 marks
Q2 Explain one way that colour has been used in Clip A to attract an audience.
2 marks
Q3 Explain two ways camerawork has been used in Clip B to create meaning for the audience.
4 marks
Q4 Explain one way lighting has been used in Clip C to create meaning for the audience.
2 marks
Q5 Explain two ways that editing has been used in Clip C to create meaning for the audience.
4 marks
Q6 Explain two ways the audience is positioned in Clip D to entice the gamer into the game environment of Mass Effect Andromeda.
4 marks
Q7 The opening sequence of Clip D makes use of mise-en-scène. Analyse how mise-en-scène has been used to create meaning.
8 marks
Q8 Analyse how one character has been represented within Clip C.
10 marks
example questions
a
b
c
d
Other questions will want you to have prepared case studies to support your answers
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Advertising Case Study: Coca Cola
The producers of this advert have selected and combined codes and conventions of the genre to communicate particular meanings, messages and values:
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The familiar Coca-Cola logo (already a well-known brand in the 1960s) is prominently positioned next to an image of four iconic Coke bottles, visually presenting the product.
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The slogan ‘Come on–let’s have a Coke’ emphasises the brand name and the use of the inclusive pronoun: ‘let’s have a Coke’ aims to involve the audience and make them feel close to the brand.
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The layout of the page is quite crowded, a more common convention in older examples of advertising, and includes a lot of written copy about the product.
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The images and language construct a narrative, placing the product within a context. The characters have been playing tennis and the drink provides refreshment for them. The slogan ‘Come on....’ seems to be a quote from one of the characters which brings the narrative to life.
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The advert features drawn images rather than photographs. This reflects the period in which the advert was produced, when this type of image was used more frequently, and the technology available at the time.
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The colour palette is pale and bright, allowing the bright red of the logo and the slogan to stand out. The use of the colour red emphasises the ‘Coke’ brand, consistent with the house style.
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The language uses many codes of the advertising genre:
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Use of an imperative: ‘Drink Coca-Cola’, to sell the product.
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Use of alliteration: ‘real refreshment... delicious drink’ to emphasise these qualities. The words ‘refreshing’ and ‘delicious’ have often been used in advertising for Coke.
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Descriptive language: using adjectives such as ‘pure... wholesome’ to stress the benefits of the drink, in combination with the representations of the fit and active people in the advert, helps to anchor the message that Coke is a nourishing drink.
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Social and Historical Context:
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This advert reflects the prosperous period after World War II when people enjoyed increased leisure time and had disposable income to spend on activities such as belonging to a sports club.
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The 1960's was a time of great social change as both the feminist and civil rights movements were gaining momentum, leading eventually to a greater degree of gender and racial equality. However, this advert constructs a representation of a group of white, middle class characters where the males seem dominant, reflecting more traditional and stereotypical view of the world.
Representation:
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The dominant main image is of a young, stereotypically attractive female.
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The visual codes: tight-waisted white dress, short blonde hair, make-up and tennis racket construct a representation of a healthy, sporty, feminine woman.
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The images construct representations of active females however the males seem to be more dominant, for example the umpire of the tennis match is male. A male arm is foregrounded on the right hand of the page and is holding the female, whose gaze is directed towards him. This suggests that the women have less power than the men.
Using the same foci, how do these more recent coke adverts select and combine codes and conventions of the genre to communicate particular meanings, messages and values about...
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The brand or product?
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Gender?
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Layout and positioning
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The slogan
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The images and language
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The colour palette
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Language codes
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Visual Codes
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Representation
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SEMIOTIC STUDY
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We could argue that this film poster offers polysemy (multiple meanings).
A simple deconstruction of the poster and it is clear that we understand the conventions of layout and arrangement to mean we are looking at a film poster.
There are actually several complex design choices that have been made which allow us to identify and read many signs.
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Here are a few:
Denotation (signifier) - the black tuxedo worn by the male.
Connotations (signified) - He is of high importance, he is a professional.
Denotation: (signifier) - The two women, one wearing a red sparkly dress - holding a gun in the same way as Bond, mirroring his position, the other wearing white with her arms crossed around her body (she has slightly more flesh on show)
Connotations (signified) - The women are positioned behind Bond suggesting that they need his protection. Perhaps the red connotes danger or passion and the white connotes vulnerability and purity. The choice of red and white could connote that they represent the devil and the angel on Bond's shoulder.
Denotation (signifier) - The black and white squares containing different images.
Connotations (signified) - These could represent screens, perhaps other people are looking at them and this shows various people's viewpoints. Perhaps these represent different moments in the film.
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MUSIC VIDEO & SUBCULTURE
Illustrative
Disjunctive
Amplified
Carol Vernallis and Andrew Goodwin both write specifically about music videos; their conventions and what separates them from other media forms.
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Goodwin writes that music videos 'are simply an extension of the lyrics' but that music videos can be illustrative, (images and shots will offer meaning related to the lyrics to further the audience’s understanding), disjunctive (do not correspond with the lyrics at all) or be amplified (the meaning of the song will be exaggerated through the visuals.)
Vernallis relates that we can identify a music video through these characteristics:
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NARRATIVE: The visual is based upon the lyrics (similar to Andrew Goodwin) and it can be performance/narrative or a mixture of both. (But the star and the performance will mostly dominate.)
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DIEGESIS: ‘how a story is created within the video’ ‘the world within the music video.’ Repetition of ideas/themes/shots is key to help create meaning for the audience. May be times when the audience does not understand the diegesis - Gaps in time and space, music, performance, and narrative.
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CAMERA SHOTS/FRAMING: Music videos try to avoid shots such as mid-shots and instead more frequently use shots that sit on the extreme ends of the scale.: LS, ES OR ECU. The adopted styles of framing and movement tend to run all the way through the video. The camera may move in time with the music just for drawing focus onto the artist.
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EDITING: Will be left in a state of disjuncture – rather than following the rules of continuity – the editing might even be made obvious (cuts made to the beat) we frequently cut between performance/narrative – there will often be jumps in time.
Over the years music has become synonymous with culture. It is important to consider how different genres of music are associated with particular representations and how audiences may have been impacted by those representations.
Looking at these videos you could apply Goodwin and Vernallis but also it is important to consider:
What is the subculture?
What do you understand about the subculture?
How does the video support preconceived ideas of the subculture?
If you were to apply the hypodermic needle theory, why might this video be controversial?
What would Stuart Hall say about potential audience reactions?
4
gaming- representation of women
Encouraged to source your own case study for exploration but here are the screenshots from the webinar that you took part in.
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sitcom
Codes and Conventions
F
A
R
T
S
S
S
C
C
Explain one way that red has been used in the image to create meaning for the audience. (2mark)
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Explain one way that either the headline or strapline below the image creates interest in the Doctor's new companion. (2mark)
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Explain two ways that images are used to generate meaning for the audience( 4 marks)
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Explain what is meant by the term 'preferred reading', using one example from any media text that you have studied. (10 marks)
MAGAZINE
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