MIGRAIN: Genre

Genre is a crucial key concept and underpins our understanding of all media texts. 

If you missed the lesson on genre the key notes are here:

Genre: notes

Genres may be identified by the following:

Narrative structures
Plot
Typical situations, characters and relationships

Visual iconography
Mise-en-scene: props, costumes, locations etc.
Cinematography

Ideology and themes
Representations, values and ideologies

Daniel Chandler suggests definitions of genre tend to be based on the notion that they constitute particular conventions of content (such as themes or settings - iconography) and/or form (including structure and style) which are shared by the texts which are regarded as belonging to them.


Genre: institution and audience

Tolson (1996) suggests that genre “mediates between industry and audience”.

Abercrombie suggests that “television producers set out to exploit genre conventions... It... makes sound economic sense.” 


Abercromie adds: “Genres permit the creation and maintenance of a loyal audience which becomes used to seeing programmes within a genre.”

Genres of order and integration

Some theorists (including Schatz) have suggested there are only two genres:

Genres of order: western, gangster, action, sci-fi etc. Identified by hero (dominant; male), setting (contested, unstable), conflict (external; fighting), resolution (death). 

Genres of integration: comedies, musicals, rom-coms etc. 
Identified by heroes (couple or collective); setting (civilised space); conflict (internal; emotional); resolution (love).


Neale: “Repetition and difference”

Steve Neale declares that “genres are instances of repetition and difference” (Neale 1980). He adds:  “Difference is absolutely essential to the economy of genre” - mere repetition would not attract an audience.


Buckingham (1993) agrees, suggesting contemporary theory sees genre as dynamic: “Genre is not... simply "given" by the culture: rather, it is in a constant process of negotiation and change”.

Schatz develops this idea that genres are dynamic and suggests they go through a cycle:

Innovation: genre codes are established
Classical: conventions are repeated
Parody: codes become clichéd and are mocked
Deconstruction: the genre is experimented with to establish new or different conventions

Genre: blog tasks

Complete the following tasks using the Media Factsheets available on the Media Shared drive. You'll find them in our Media Factsheet archive: M:\Resources\A Level\Media Factsheets. Please note that you won't be able to access these factsheets from home so make sure you save the relevant PDFs to a USB, your Google Drive or email them to yourself.

Create a new blogpost in your Exam blog called 'Genre blog tasks' and complete the following:

Read Media Factsheet 03 - Genre: Categorising texts and answer the following questions:

1) What example is provided of why visual iconographies are so important?

2) What examples are provided of the importance of narrative in identifying genre?

3) What is the difference between character representation in action movies and disaster movies?

4) What are the different ways films can be categorised according to Bordwell? 

5) List three ways genre is used by audiences.

6) List three ways genre is used by institutions or producers.

7) What film genre is used as an example of how genres evolve? What films and conventions are mentioned?


Read Media Factsheet 126 - Superheroes: A Genre Case Study and answer the following questions:

1) List five films the factsheet discusses with regards to the Superhero genre.

2) What examples are provided of how the Superhero genre has reflected the changing values, ideologies and world events of the last 70 years?

3) How can Schatz's theory of genre cycles be applied to the Superhero genre?


Finally, carry out your own genre analysis using the model provided by media theorist Daniel Chandler. Choose a film or TV text and answer the following questions:

General
1) Why did you choose the text you are analysing?
2) In what context did you encounter it?
3) What influence do you think this context might have had on your interpretation of the text?
4) To what genre did you initially assign the text?
5) What is your experience of this genre?
6) What subject matter and basic themes is the text concerned with?
7) How typical of the genre is this text in terms of content?
8) What expectations do you have about texts in this genre?
9) Have you found any formal generic labels for this particular text (where)?
10) What generic labels have others given the same text?
11) Which conventions of the genre do you recognize in the text?
12) To what extent does this text stretch the conventions of its genre?
13) Where and why does the text depart from the conventions of the genre?
14) Which conventions seem more like those of a different genre (and which genre(s))?
15) What familiar motifs or images are used?

Mode of address
1) What sort of audience did you feel that the text was aimed at (and how typical was this of the genre)?
2) How does the text address you?
3) What sort of person does it assume you are?
4) What assumptions seem to be made about your class, age, gender and ethnicity?
5) What interests does it assume you have?

Relationship to other texts
1) What intertextual references are there in the text you are analysing (and to what other texts)?
2) Generically, which other texts does the text you are analysing resemble most closely?
3) What key features are shared by these texts?
4) What major differences do you notice between them?


This is a lot of work - but you will have plenty of lesson time to complete it (including lesson time) plus the long weekend due to the school Inset day. Anything you don't finish this week in the lesson complete for homework - due in your second exam lesson next week. In total, we think this work will take around 2-3 hours so plan accordingly.

Film & TV Language: Lighting

One aspect of mise-en-scène that is particularly important in film and TV is Lighting.

Lighting notes


Traditional studio lighting usually comes from three sources:

• The key light is the brightest and most influential.
• The back light helps to counteract the effects of the key light making the subject appear more ‘rounded’.
• The filler light helps to soften any shadows created by the other lights.  There may be more then one filler light.

The key light can be directed from a variety of angles to create different effects.

Underlighting comes from below the subject leading to a distorted effect.  This is often used in horror or science-fiction films.

Top lighting comes from above and can be used to accentuate the features of a character.  It is often used to make film stars look more glamorous.

Back lighting is when the source comes from behind the object to create a silhouette.    

High-Key and Low-Key Lighting

Low-key lighting is created by using only the key and back lights.  This effect produces strong contrasts of light and dark and creates dramatic shadows.  The effect is known as chiaroscuro, which comes from the Italian words for light (chiaro) and dark (oscuro).


High-key lighting means that more filler lights are used.  The effect appears more realistic and might depict either a sunny day or a more dimly lit scene.  The major difference is that, although shadows are still created, the contrast between light and dark is much less pronounced.  

Lighting blog tasks

You'll need to use the Film Language Powerpoint to work through the Lighting tasks. 

Create a blogpost called 'Lighting blog tasks' and complete the following:

1) Still image analysis

Look at the still images on slides 33-37 of the Film Language Powerpoint linked above. Copy the images into your blog and answer the following questions for each image:

1. Identify examples of high and low-key lighting.
2. Say which depict top, back or under lighting.
3. What effects are created by the lighting in each image?     

2) Film noir research 

Research film noir - focusing on the genre’s distinctive lighting style. Make notes on the genre and particularly the use of lighting - bullet points are fine. 

3) Film noir YouTube clip analysis 

Finally, find a YouTube clip that fits the film noir genre and embed it under your research (the clip can be classic noir from the 1950s or something more recent - neo-noir). How does the clip's lighting fit the film noir genre?

Anything you don't complete in the lesson will be homework, due next week.

Media blogs: setting the standard

Your Media blog is where you will do the vast majority of your work as a Media student - so we need to make sure it looks professional. 

It makes sense to think of your blog like an exercise book - your work here will be marked and you'll also use it for crucial revision before assessments and exams.

These are the guidelines you need to follow when working on your Media blog:

1) Always write a post title that clearly states the piece of work you are producing. The correct post title will almost always be specified on the original blog task. Your post title goes here: 









2) Make sure your written English is perfect - just as you would in an exercise book. This means capital letters, full sentences and accurate spelling and grammar.

3) If you are answering questions on your blog, make sure you clearly number each question. Leave a line break between each question too.

4) When completing larger case study tasks, make sure you use subheadings as directed in the original task.

5) Save your work regularly and publish it before you log off. You can always go back and edit or finish your work but it's vital you don't close your browser before saving and publishing because that's how you can lose work.

6) If you're looking for the higher grades in Media, it's vital you answer questions in well-developed paragraphs and not single sentences. The depth and detail of you analysis will ultimately be what gets you to the top grades - so get into good habits on your blog from day one.

Finally, if you've changed any of your display settings in your blog then make sure it is easy to read and aesthetically pleasing to your reader. In other words, you're a Media student so make sure it looks like it's been designed by someone who knows what they're doing!

Set a high blogging standard from day one and you will be on the way to a top grade in Media!

Film & TV Language: Mise-en-scene video feedback and learner response

Your star persona mise-en-scene makeovers were a brilliant introduction to the challenges and creativity demanded by A Level Media.

Video projects take time - as well as comprehensive planning, organisation and execution. The more projects you complete the better prepared you will be for the practical coursework when we come to it in the summer. As a first assignment, it's fantastic to see how many of you have created superbly innovative and technically proficient videos that meet the brief you were given.

Mise-en-scene makeover: Learner response

Create a new blogpost called 'Star persona video feedback and learner response'. Make sure your completed star persona video is embedded in the blogpost.

1) Type up your feedback from your teacher in full.

2) Type up the comments you received from other students in the class. You may wish to do this in bullet point and you do not need to repeat comments if more than one student wrote the same thing about your work.

3) Use the feedback you've been given to write your own self-assessment of your video using WWW (What Went Well) and EBI (Even Better If...)

4) Now reflect on your own work in more detail. How did your star persona mood board planning help clarify and develop your ideas?

5) Thinking technically, how could you improve your work for future videos? (E.g. filming, editing, sound etc.)

6) Finally, what have you learned regarding the importance of mise-en-scene to character, narrative and the creation of star personas in film and television?

You may have some lesson time to do this but will need to finish for homework - due date confirmed by your coursework teacher.

MIGRAIN: Reception theory

Reception theory is extremely useful when decoding media texts - and allows us to explore how different audiences may react to a media product.

It's also one of AQA's key theories for the new specification which means there may well be an exam question asking you to apply the theory to a particular media text. Make sure you have confidently learned these notes then complete the blog tasks below.

Reception theory: notes

Studying media language means looking at the way in which the sign or text is interpreted and how the meaning comes across to the audience. 

All media is thought to be polysemic in that it can be interpreted in different ways – it is not simply passively accepted by the audience. Stuart Hall introduced the idea of three different readings.

Stuart Hall: reception theory

Hall suggested there are three types of reading:

Dominant, Preferred or Hegemonic Reading: what the producer/creator intends – the ‘natural’ reading

Negotiated Reading: a middle ground between the producer’s intentions and the audience’s individual views

Oppositional or ‘Counter-Hegemonic’ Reading: an alternative reading that is actively against the producer’s intentions.

Reception theory: example exam question

Sample AQA question for new specification:

According to reception theory, ‘the media attempts to transmit specific messages to audiences, but audiences are free to interpret these messages in a variety of ways – or even reject them’.

How valid are reception theory’s claims about audience responses? [25 marks]

Applying reception theory: blog tasks

Create a new blog post called ‘Reception theory’ and write a paragraph for each advert analysing the dominant, negotiated and oppositional readings. 

Look back at the adverts you have been analysing in this week's lessons and homework (RBK 50 Cent and one of your choice). 

1) What are the preferred, negotiated and oppositional readings for the adverts you have studied?

2) Do these adverts provide evidence for the idea that audiences are free to interpret messages in a variety of ways - including rejecting them? Answer this question as a mini-essay, exploring both sides of the argument.

Remember to highlight or bold any media terminology you are using.

Complete for homework if you don't finish this in the lesson - due next week.

MIGRAIN: Reading an image

The ability to 'decode' a media text is a critical skill for A Level Media students.

It's vital that you can break a text down into its key conventions and explore what effect the different aspects may have on an audience.

You'll find the key notes and media terminology on the lesson slides here. If you didn't do so in the lesson, make notes of the key words and what they refer to - they will be invaluable throughout the A Level Media course.

Your blog tasks are to be completed on Media Blog 1 (exam teacher) and are as follows:

Complete the following from our double lesson on reading an image:

Create a new blogpost called 'Reading an image'.

1) Analyse this RBK 50 Cent advert using the key media language you learned today: denotation, connotation, colour, pose, framing, composition, size, type of shot, subject matter, setting, lighting.

2) Next, analyse a print advert of your choice using the same key words.

Remember to put media language in bold or highlight/colour it. Another reminder of the key words:

• Denotation, connotation, colour, pose, framing, composition, size, type of shot, subject matter, setting, lighting.

And always ask the two key questions: Who do you think is the target audience? How does it address/attract that audience? What are the deeper meanings or connotations created by the media language choices in the product?

Due date: confirmed by your exam teacher

Film & TV Language: Mise-en-scene blog tasks

Mise-en-scene is a critical aspect to our work on film language and textual analysis.

Remember the mnemonic that will help you recall the different aspects of mise-en-scene: CLAMPS.

• Costume
• Lighting
• Actor (placement and movement)
• Make-up
• Props
• Setting

This is a great video introduction to mise-en-scene from YouTube:



Mise-en-scene blog task

Create a blogpost called 'Mise-en-scene blog tasks' on your Media 2 coursework blog and complete the following tasks from your Film and TV Language booklet:

1) Find a distinctive still image and write an analysis of the mise-en-scene. Use each of the aspects you've learned in the lesson.

2) Find TWO film or TV extracts on YouTube from different genres (e.g. horror, sci-fi, costume drama). Embed them in your blogpost and write a comparison of the mise-en-scene in each.

You'll have a certain amount of lesson time for this but will need to complete the rest for homework - deadline set by your coursework teacher.

Reminder: your Mise-en-scene star persona video project is also homework for mise-en-scene - make sure you complete all aspects of the task!

MIGRAIN: Semiotics blog tasks

Semiotics is the study of signs and it underpins everything we learn in A Level Media Studies.

There are many key theorists and terms we need to learn connected to semiotics and we will be returning to these ideas at points throughout the two-year course.

Here's a good video introduction:



Ferdinand de Saussure

Ferdinand de Saussure, a Swiss linguist, is considered the godfather of semiotics and heavily influenced Barthes’ ideas. Saussure suggested that meanings:

• Are polysemic – open to interpretation/ more than one meaning.
• Are culturally determined by the society we live in.
• Are open to personal interpretation based on our own experiences.

Signs and semiotics

Signs have TWO parts

The signifier - the thing that does the communication
The signified - that which is communicated

Semiotics is the study of signs, it asks how meaning is created rather than what the meaning is. Roland Barthes studied the cultural ideas and attitudes carried in the images of popular culture and everyday life. 

Barthes

Denotation & Connotation: Literal and implied meanings in signs - building on de Saussure's original work.

Myth: when the connotation is so well established we don’t consider other meanings: a “naturalised meaning” or “dominant connotation”. This is defined by the culture and society we are part of and Barthes suggests that because meaning is “naturalised” we accept it without question.


Semiotics terminology: icon, index, symbol notes

These terms were coined by the American philosopher and scientist Charles Sanders Peirce in the 1800s.

An Icon has a physical resemblance to the signified, the thing being represented. A photograph is a good example as it certainly resembles whatever it depicts.

An Index shows evidence of what’s being represented. A good example is using an image of smoke to indicate fire.

A Symbol has no resemblance between the signifier and the signified. The connection between them must be culturally learned. Numbers and alphabets are good examples.

Source of these definitions: Vanseo Design Blog 



A brief introduction to icons, indexes and symbols:

 



Semiotics: blog tasks


English by Tarun Thind analysis

Watch (or re-watch) the short film English by former Greenford Media student Tarun Thind and then answer the two questions below:


English from Tarun Thind writer | director on Vimeo.

1) What meanings are the audience encouraged to take about the two main characters from the opening of the film?

2) How does the end of the film emphasise de Saussure’s belief that signs are polysemic – open to interpretation or more than one meaning?

Media Magazine theory drop: Semiotics 

Greenford Media department has a subscription to Media Magazine - a brilliant magazine designed exclusively for A Level Media students and published four times a year. We strongly recommend you read it regularly and also set plenty of work for the course based on the articles inside. You can find our Media Magazine archive here and for this task need to go to MM68 (page 24) to read the introduction to Semiotics. Once you've read it, answer the following questions:

1) What did Ferdinand de Saussure suggest are the two parts that make up a sign?

2) What does ‘polysemy’ mean?

3) What does Barthes mean when he suggests signs can become ‘naturalised’?

4) What are Barthes’ 5 narrative codes?


5) How does the writer suggest Russian Doll (Netflix) uses narrative codes?

Icons, indexes and symbols

1) Find two examples for each: icon, index and symbol. Provide images or links.

Icon:

Index:

Symbol: 

2) Why are icons and indexes so important in media texts?

3) Why might global brands try and avoid symbols in their advertising and marketing?

4) Find an example of a media text (e.g. advert) where the producer has accidentally communicated the wrong meaning using icons, indexes or symbols. Why did the media product fail? (This web feature on bad ads and marketing fails provides some compelling examples).

5) Find an example of a media text (e.g. advert) that successfully uses icons or indexes to create a message that can be easily understood across the world.



Extension work: additional semiotics terminology


The new Media specification identifies further semiotics terminology that could potentially appear in an exam question. Read this document with semiotic terms and definitions to become a true semiotician. 

Complete for homework anything you don't finish during the lesson - due date specified by your Exam class teacher.

Film & TV Language: Mise-en-scene star persona

Mise-en-scene is crucial for film and TV producers to communicate genre and create the stars international audiences demand.

Film genres are known for certain aspects of mise-en-scene - lighting, costume, make-up and more. In television, popular shows such as X Factor use costume and make-up to transform 'ordinary' contestants into the next pop star or boyband.

Practical task: create a two-minute time-lapse video that demonstrates how you turn an 'ordinary' student into the next film or TV star. Complete the following:

1) Get into groups of up to four. Note: although the planning and filming can be done as a group, all students MUST edit their OWN time-lapse video.

2) Create a star persona mood board on your blog - a collection of images that demonstrates your research and what kind of star you want to create (Hollywood action hero, film noir femme fatale, horror villain, X Factor sensation etc.)

3) Film your makeover - one fixed shot using a tripod works best.

4) Edit your video to approximately two minutes, adding music, voiceover, effects and anything else that will make your film visually effective and entertaining for an audience. You can edit in school using Premiere Pro but are welcome to edit at home if you have the software to do it.

5) Export your finished video, upload it to YouTube and post it to your blog along with a 100-word explanation of your work.

Here are a couple of superb examples from last year:

Ehsan




Krissah



Deadline: end of next week. Good luck!

Introduction to Media: Media consumption audit

To achieve a top grade in A Level Media Studies, it is absolutely essential you consume a wide variety of different media on a regular basis.

This may mean stepping outside your comfort zone or engaging with media that is no longer so popular with younger generations such as newspapers or radio. The good news is that you may discover something you really enjoy or at the very least helps you with your other A Level subjects.

Create a blogpost on your Media 1 Exam Blog called 'My media consumption'.

Answer the following questions in as much detail as possible to complete your audit:

Newspapers

• Which daily newspapers (if any) do you read?
• What sections of newspapers do you turn to first, and why?
• What sections do you never read, and why?
• What kinds of stories do you usually read and why?
• Do you, or someone else, buy the newspaper you read?
• Do you look at the online versions of any newspapers? Which newspapers? Why do you visit their website and not others?

Magazines

• What magazines (if any) do you buy regularly?  Why
• What sections of the magazines do you read and not read, and why?

Television

• Approximately how many hours a week do you spend watching television?
• What times of day do you usually watch television?
• What programmes do you like best and why?
• Do you watch alone or with others? If you watch with others, who decides what you will watch?
• Do you watch 'live' TV or on-demand/catch-up? Do you use any other devices to watch TV (such as laptop or tablet?)

Radio

• Do you listen to the radio?
• If yes, what stations do you like best and why?
• Do you listen to podcasts?
• If yes, what podcasts have you listened to recently?
• Approximately how many hours a week do you spend listening to podcasts or radio?
• What times of the day do you usually listen to podcasts or radio?
• Where do you listen to podcast or radio?
• What other activities (if any) do you do whilst listening?
• Does anyone else in your house listen to the radio or podcasts? If so, when do they listen?

Film

• What films have you seen in the cinema in the last month?
• What films have you seen in other places – for example, through Netflix, Amazon Prime, satellite/cable film channels (free or otherwise) or streaming?
• Who else watched the films with you?
• Who decided what films to watch?
• What devices do you typically use to watch films: TV, laptop, tablet, phone etc.?

Online

• How often do you access the internet?
• Where do you access the internet?  At home, at college or school, or at work?
• What are the main sites that you access?
• What are the main reasons for accessing these sites – for example, for information, to make purchases, communicate with friends or for entertainment?
• What other activities (if any) do you do whilst accessing the internet?
• What different devices do you use to access the internet? What is your primary device for accessing the internet?
• What social networks do you use regularly (e.g. Twitter, Instagram)? Why do you belong to these networks in particular?

Reflection

• How can you develop the amount and variety of media you consume?
• What will you change in your media consumption habits this year as a result of studying A Level Media?
• List three sources of media (websites/newspapers/apps/TV programmes etc.) that you will start to access this year that you haven't engaged with previously.

Due: next week - date specified by exam class teacher

Film & TV Language: poster analysis

A key aspect to A Level Media Studies is developing the technical knowledge and vocabulary to analyse film and television texts.

The Film & TV Language unit will introduce or revise the key media terminology that is vital across your coursework and exams. Over the next term, you'll be watching clips from some of the most iconic films and TV programmes in history while researching genres and learning the technical language of cinematography, editing, lighting and sound. Alongside this, you'll also be carrying out practical, technical exercises to develop your filming and editing skills.

Your first task involves looking at iconic film posters and considering genre and audience.

Blog task: Complete the 'Film Poster Analysis' from the Film Language PowerPoint:

• Analyse all EIGHT posters in as much detail as possible;
• Try to include media terminology that you might have learnt at GCSE. Highlight media terminology in bold or yellow!
• Explain WHY for each of the three questions for each poster;
• Post up all your answers on your new Media 2 coursework blog;
• Include the actual posters in your blog posting (you'll need to find them, save them to file then add them using the 'insert image' icon in Blogger).

Complete for homework. Due: next week!

Welcome to A Level Media Studies!

We are delighted you have chosen A Level Media Studies and can't wait to get started on the exciting new Media specification. 

We have a track record of excellent results in A Level Media and last year Media A Level was awarded an ALPS 3 grade with a rating of 'Excellent'. Our A Level results were:

59% A-B
100% A-E

You've got a lot of hard work ahead of you but with commitment, creativity and engagement with the Media you WILL be successful!


A Level Media: first tasks

Your first jobs are to get an A4 ring binder folder with dividers (bring it to every lesson) and start your A Level Media blogs. You can find step-by-step text instructions to setting up a blog here. Your new blogs will be:

• Media blog 1 - exam teacher name
• Media blog 2 - coursework teacher name

Once you have your blog URLs, post them as a comment below this post with your name clearly written next to it. For example:

Comment 
John Smith's Media Blog 1 - Mr Halsey: http://mediamacguffinexam.blogspot.co.uk/
John Smith's Media Blog 2 - Mr Bush: http://mediamacguffincoursework.blogspot.co.uk/ 

IMPORTANT: It is absolutely essential you remember your log-in details for blogger.com - it is where your Media work will be posted for the next two years. Make sure you do the following:

• Add your mobile phone number so you can get a code by text if you forget your password
• Email your log-in details to yourself using your SCHOOL email address. This way you'll always have the details close to hand if you have troubled logging in later.

First blog task

Once you've set up your new blogs, create a new blog post on your Media Blog 1 and answer the following questions:

1) Why did you choose A Level Media Studies?

2) Did you take GCSE Media Studies (either here at Greenford or a different school)?

3) If you answered yes to Q2, what grade did you achieve in GCSE Media? What coursework task did you complete? What would you say your strengths and weaknesses were in GCSE Media?

4) What grade do you hope to achieve in A Level Media?

5) What are your current thoughts about your next steps after A Levels - university, apprenticeship, work?

6) What do you think the biggest media story of 2019 has been and why?

7) What media sources do you use to find out about news and current affairs?

8) What was the last film you watched?

9) What is your favourite ever TV series?

10) How many hours do you spend online in an average day? Is this too little, too much or about right? Why? (If you have an iPhone you can use Screen Time to get an accurate figure of how much you use your phone).

If you don't get the questions finished in the lesson, complete for homework - due next lesson.