Genre What have we learnt so far? You have been presented with numerous terms over the last few lessons. Now it’s time to check what you do know and don’t know. Let’s play Taboo!

So, so far... When considering Genre we have looked at: Iconography Semiotics Active and passive audiences The Uses and Gratification Model Rick Altman Steve Neale Intertextuality Feminism How can we link the concept of genre to our own work? Please fill in the consensus mat.

How can we link the concept of genre to our own work?

What’s left to consider? Based on the image above, what might our final idea concerning genre be?

Voyeurism Voyeurism in its most simplistic terms is basically watching someone. Often those being watched may not be aware that they are being observed. In the past voyeurism was commonly associated with those who watched others involved in intimate or sexual acts. Nowadays, the term ‘voyeurism’ has changed. Reality TV programmes are seen to voyeuristic where the audience are able to watch particular individuals without having any real bond or attachment to that person. Andrew Goodwin talks in detail about voyeurism within the music video industry, especially the way in which female bodies are presented and watched. Editing and choice of camera angle/shot is where he believes women are objectified and sexualised.

Something to discuss Can you think of particular genres of music that use voyeurism, especially the way in which women’s bodies are presented? Can you think of how else voyeurism is presented in specific music videos? Who do you think voyeurism is geared towards in music videos? Are any artists challenging the concept of voyeurism?

‘Crazy in Love’ Is voyeurism apparent in the music video? Make notes as we watch the video.

Some ideas/answers Screen within the screen (TV, CCTV, webcam, etc within videos) Women being sexually provocative and in control. Can you think of any specific videos or music artists? Are male artists objectified? Do women watch men in music videos?

The mark scheme Level 4 Explanation/analysis/argument (8-10 marks) Candidates demonstrate a clear understanding of genre and can relate concepts articulately to the production outcome, describing specific elements in relation to theoretical ideas about how media texts are produced, distributed and exchanged according to generic categories. Use of examples (8-10 marks) Candidates offer a broad range of specific, relevant, interesting and clear examples of how their product can be understood in relation to theories of genre. Use of terminology (4-5 marks) The use of conceptual language is excellent. Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.

An exam question Analyse one of your coursework pieces in relation to genre.

Suggested structure for 1B: P 1 Intro: which of your projects are you going to write about? briefly describe it P 2: what are some of the key features of the concept you are being asked to apply? maybe outline two of the theories/ideas of particular writers briefly P 3: start to apply the concept, making close reference to your production to show how the concept is evident in it P 4: try to show ways in which ideas work in relation to your production and also ways in which those ideas might not apply/could be challenged P 5: conclusion Again remember you only have 30 minutes and that you really need to analyse the finished production, rather than tell the marker how you made it

Plan your response Use the suggested structure to help you plan a response to the exam question. You have 15 minutes to create a really detailed plan. Use the essay plan sheet to help you do this.

Peer assess Please swap your work. Read through the plan. In the box provided on the sheet, please give constructive and helpful feedback.

Extra practice for Section 1a Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.