Showing posts with label Year 12 Media - G322 Exam TV Drama. Show all posts
Showing posts with label Year 12 Media - G322 Exam TV Drama. Show all posts

Sunday, 10 May 2009

Some resources to help you better understand and analyse EDITING

From marking your TV Drama mocks, it has become apparent that EDITING is the weakest link! Often considered invisible, editing can be tricky to write about, but you must explore how it aids the construction of meaning about representation. To help you, here are some goodies:

Editing is a way of compressing time and space or creating the effect of a dream sequence or flashback; it usually is ‘seamless’ and natural-seeming such that we tend not to even notice it.

  • Editing is the cutting and joining of lengths of film to place separate shots together yet still manage to suggest a sense of a continuing, connected and realistic flow of events and narrative 
  • A montage is an edited series of shots that works as an ‘individual unit’ of meaning greater than the individual mise-en-scenes from which it is created. 
  • Continuity editing refers to editing techniques that keep the sense of narrative flow such as matched or eye-line cuts. 
  • A jump-cut is a dramatic edit that breaks time / space continuity yet still appears 
  • continuous and ‘natural’; an MTV edit is a rapid sequence of fast jump cuts that creates a conscious effect such as in music videos; a cross-cut follows action in two separate scenes; a follow-cut follow action to its consequence, e.g. a character looking out cuts to what they look at. 
  • Fades (sometimes to black) and dissolves create the sense of scenes moving forward. A sound-bridge carries sound across shots. 
  • Parallel action allows two scenes to be viewed yet still retain the continuity and realism and uses cross cuts. 
  • A sequence is a series of shots (i.e. a montage) that leads up to a climax as in a story sequence.
Daniel Chandler's Grammar of TV site is great for supporting you in developing your vocabulary and extending/reinforcing your K and U of TV production technique:


Ohhhhh......I love Adrian Leicester! Check out Hustle in readiness for the TV Drama exam.



This drama is extremely slick even filmic in its construction with its exaggerated postproduction work and highly stylised cinematography and choreography. The editing is fantastic and helps to make the implausible - plausible! Look out for how the character 'Mickey' breaks the fourth wall and consider the impact this has on audience engagement with character and narrative? If you like this Drama....have a look at Hotel Babylon too.

Thursday, 9 April 2009

Media Magazine - the latest edition for you...



























Here is the latest edition of Media Magazine with two great articles for Year 12 Media students on preparing for the A/S Media exam on TV Drama and a super textual analysis of the representation of disability in 'Skins'. If you can't get in for any reason check the access info via the 'Noodle' zone 'Media Magazine Access Information':

http://www.englishandmedia.co.uk/download/archive_mm/_more_mm/issue28/MM28_download.pdf

Here is the extract from 'Skins' analysed in the magazine:


Wednesday, 8 April 2009

Year 12 Media - Great Blog you should check out!

Hope you are all enjoying your holibobs! Whilst soaking-up a bit of sunshine, I discovered this super blog that has a great section on Representation - a super resource for everyone studying TV Drama in Year 12:

http://blackpoolmedia.wordpress.com/category/representation/

Monday, 23 March 2009

Textual Analysis of 'The 'Fruity' Tudors' - PowerPoints to help you with your essays

Thank you Year 12's for your excellent presentations on the opening sequence of 'The Tudors' today. As promised, I have posted your presentations here to support you with the writing of your first TV Drama analysis due NEXT MONDAY (for those of you I teach on a Monday) and Wednesday for those of you I teach on a Wednesday!

Here is the question again:
Discuss the ways in which the extract constructs representations of the Tudor period using the following:
•Camera shots, angles, movement and composition
•Editing
•Sound
•Mise-en-scene

Remember to write about all four areas and try to 'blend' your analysis of these areas rather than talk about each one as a seperate entity. Good Luck!
Period Drama - Sound




'the Tudors ' Cinematography by Kirsty, Ross and George





'the Tudors' - Editing




Tudor Presentation Mise en Scene

Saturday, 7 March 2009

Year 12 Media - 'Crits' and sample exam paper






















Evening all. I hope you are having a fabulous weekend. I thought I'd remind you all that 'crit' sessions are taking place next week to critique your blogs and opening title sequences. The aim is that you will all be involved in peer assessment and I will be publicly grading your work. 
The project is marked out of 100 with marks allocated in the following way: 

Skill Area Mark
Planning (max 20)
Construction (max 60)
Evaluation (max 20)

The first crit will take place Period 1/2 on Monday 9th March in my double lesson and the other crit will take place in Alan's Media double on Friday 13th March (unlucky for some!) Sadly we are unable to showcase all of the work to all of you in one single hit because I am not able to withdraw you from other lessons. It will however, still be an excellent opportunity to evaluate your work and offer ideas for improvements. 

For those of you interested in what the TV Drama paper is going to look like, here is an example with a marking scheme. We will refer to it in lessons, but should you choose to be ahead of the game, here is the link:

Tuesday, 17 February 2009

Year 12 Media - TV Drama Workbook





























As we move through the TV Drama unit this half-term, your teachers will be looking at, and asking you to complete for homework some of the sheets in the BFI TV Drama workbook below. Although the focus for this exam is on the micro analysis of representation through sound, mise-en-scene, editing and camera angles, movement and position, reading and studying wider contextual issues related to TV drama can only benefit you. 
http://www.bfi.org.uk/education/teaching/tfms/downloads/tvdrama/TV%20Drama%20ws%20complete.pdf

Friday, 13 February 2009

Year 12 Media - TV Drama Sequences for Micro Analysis

I am going to begin to post extracts from TV Dramas here that will be used in class and posted for homework and revision purposes. In this exam, you will have to undertake a 'Micro' textual analysis of a 4-5 minute sequence from a British TV Drama. The drama extract will be screened as part of the exam and you will NOT know in advance what the extract will be.

"The fundamental focus of this unit for exam purposes is understanding the relationship between how meaning within a text is constructed though the use of sounds, clothing, lighting, performance and camera angles, and tpyes of shot used. Much of TV Drama uses the same techniques for creating moving image as film. Core differences are production values which are constrained because of costs. The use of extremly expensive sets and models along with casts of thousands or even extensive use of very expensive special effects which are seen in Action-Adventure Films is simply not possible in TV. Another major difference between films made for cinema release compared to made for TV films is the way in which the characters perform more centrally on the screen. The action tends to take place here because many millions of people still have squareish TVs rather than widescreen TVs. Increasingly TV programmes are designed for widescreen format and if you are watching on an older TV you will lose some of the credits. Having a digital box there will be a "wide mode" on the handset that will change the proportions of the image.

In order to fully understand how a preferred meaning is created by the makers of a media text you will need to understand the concept of media representation. Remember the term media means being in the middle or inbetween things. People and places you see on TV or in film are re-presentations of a real person or event if it is a a documentary or imagined in a particular way if it is fictional like a feature film or TV drama. When you see people on screen for example how you see them is constructed using technical conventions such as lighting and camera shots / angles to create a preferred meaning by the makers." Kinoeye

You will be required to show skill in closely deconstructing how MEANING ABOUT REPRESENTATION IS CREATED AND COMMUNICATED through Mise-en-scene, Camera Angles movement and position, Sound and Editing. The more practice you get at analysing short Drama sequences, the better off you will be in this exam. The extract could be from any British drama - Period Drama, Crime Drama, Soap, Medical Drama, Political Drama etc. 

Here are some extracts to deconstruct at a micro level:

1. Spooks



2. The Tudors: Opening Title Sequence followed + sequence from series




3. Mistresses: Representations of Sexuality



Here is a really useful link to the homepage of BBC Drama where you can read more widely around the policies and institutional procedures associated with the commissioning of British TV Drama:
http://www.bbc.co.uk/drama/

Monday, 9 February 2009

TV Drama Introduction: Another PowerPoint to support your studies

Check out this SlideShare Presentation:

Year 12 Media: Introduction to TV Drama


Uploaded on authorSTREAM by peskyredherrings

Year 12 Media Studies : TV Drama Exemplar Essay on 'Spooks'




















Close Textual Analysis of Sequence from 'Spooks'
'Catch Up'  December 2007 episode –  1 minute 43 seconds.

The clip starts by launching the plot with a close up of the main character. He is white, young with piercing blue eyes, dressed casually in a crew neck shirt and jacket with a quiet voice, suggesting authority, control and independence. This man takes no prisoners – you can tell by his voice, the use of close up and his sense of authority, but not by his clothing.

The use of intense close ups increases the audience involvement with the characters, and immediately suggests the intensity of their drama, and connotes tension, conflict and narrative thrust.

He is talking to a young, woman. She has short, blonde hair with intelligent, sharp eyes, representing her dynamic and maybe ruthless but feminine character. The next shot is a close up of a man in agony – low lighting, dark colours and an inconclusive background.

An exterior two-shot follows of two men in suits. The one on the right has power, suggested by his tie and authoritarian voice. He is suggesting to the younger man that anyone who falls into the hands of the captors will be tortured. The younger man clearly has to try to ‘save’ the tortured man we briefly saw.

A low angle interior shot of a large empty, pillared office suggests the man walking towards the other man has power, and is able to negotiate. It intentially reminds the viewer of a gun fight set up from a Western, but the weapons are words. The building suggests a neutral, lonely location where conversations will not be overheard. This connotes a meeting with an enemy agent of some kind.

Big close ups of the two men negotiating suggest they have equal power. The American at camera left is older and represents power derived from superior information and surveillance operations.

Cut to the next shot the young woman is holding a mobile and walking in a flurry of movement within the frame, creating a sense of urgency and representing an active, dynamic person who is getting on with the narrative.

The shot is shadowy and suggests repressed power, dynamic action, a person who is ready for anything. The shot is held and we see that she is being followed by a shady but innocuous looking character in a shirt and cotton casual jacket, who is clearly spying on her. Their activities are explored in a split screen two-shot.

He is coming towards camera, and she is going away from the camera- he is therefore denoted as being in the ascendance. Non diegetic spooky, dramatic music suggests deceit, treachery and imminent danger.

Cut to the the first main character picking up a mobile phone; the message is he has a meeting with the adversary in one hour. He is represented as calm, in control, alert and capable. The audience connotates that all is going to be well for our hero.

Cut to exterior shot of a fast, expensive, latest model BMW car connotating power, and a modern hi tech set up. Inside the car, in a tight two-shot, an American character pulls a gun and makes demands. He is in the dominant position, screen right in full face big close up.

Cut to a low angle shot from below a large board-room table. Three men in shirt sleeves and a woman clearly in distress sit around the table– a high tech screen behind them indicates a type of control room.

The camera zooms in to a mid close up of the older boss, who indicates that his adversary’s agents will be killed. Our sympathies lie with the main character, the younger white man, but he is shown in shadows, suggesting a trap, worry and lack of control – in contrast to how we saw him at the beginning. This is the Todorovian conceit essential to TV drama – the disequilibrium.

Cut to the woman in a darkly lit shot revealing details of the shocking tortures used.

Cut back to the empty office and a larger meeting with the bosses, all the characters we have seen are there – negotiation is taking place. The woman offers to give up names – this could be connotated as representing a stereotypical female response of sacrifice. She says ‘you have to help me’ – she is represented as being in severe distress, and revealed as an MI5 officer, who must now be sacrificed. She is handed over as a prisoner.

Time cut to heavily armed men breaking into a house.

Cut to the younger man and the woman inside in distress as hostages.

A two-shot reveals his emotional support and reassurance for her – cliffhanger will they be saved?


A/S Media Studies - Unit G322 Exam TV Drama

















After half-term, we will commence work on preparing for the G322 examination which has two distinct parts:

1. Section A: Textual Analysis and Representation: TV Drama
2. Section B: Institutions and Audiences - A Specific case study into a specific studio or production company within a contemporary film industry that targets a British audience (eg Hollywood, Bollywood, UK film), including its patterns of production, distribution, exhibition and consumption by audiences. This should be accompanied by study of contemporary film distribution practices (digital cinemas, DVD, HD-DVD, downloads, etc) and their 
impact upon production, marketing and consumption.

Section A: Textual Analysis and Representation
An ‘unseen’ moving image extract with one compulsory question dealing with textual analysis of various technical aspects of the languages and conventions of moving image media. Candidates will be asked to link this analysis with a discussion of some aspect of representation within the sequence.

The moving image extract will be provided by OCR in DVD format, with full instructions for the administration of the examination, viewing conditions and note-making time. Centres must prepare candidates in advance of the examination, using a range of examples from texts from TV Drama to demonstrate textual analysis of all of the following technical areas of moving image language and conventions in relation to the unseen extract:

Camera Angle, Shot, Movement and Composition
• Mise-en-Scène
• Editing
• Sound


The focus of study for Section A is the use of technical aspects of the moving image medium to create meaning for an audience, focussing on the creation of representations of specific social types, groups, events or places within the extract of a TV Drama. It is not necessary to study the history of the genre specified. The sequence will be taken from a contemporary British one-off or series or serial drama programme. 

Candidates should be prepared to discuss, in response to the question, how these technical
elements create specific representations of individuals, groups, events or places and help to
articulate specific messages and values that have social significance. Particular areas of
representation that may be chosen are:

• Gender
• Age
• Ethnicity
• Sexuality
• Class and status
• Physical ability/disability
• Regional identity


Have a look at this example exam paper to see what you will be preparing for and the style of question you will be asked: