OCR GCSE (9-1) Media Studies

OCR GCSE (9-1) Media Studies
Media Studies Autumn 2017 Get Started OCR GCSE (9-1) Media Studies

GCSE Media Studies Accessible products engaging to student age ranges and both genders Three clearly defined in-depth studies Straightforward structures to teach Equally weighted exams (75 mins assessment time)* Provides clear progression to OCR A Level Logistically straightforward moving image exam** * Paper 1 has 30 minutes additional viewing time ** No confusion possible over what extract to view in exams, centres all provided with the same, single, extract

What’s new? Only one option (unlike old spec B322 or B323) Individual coursework (NEA) – new briefs released each year on 1 March – 30% Set products to study for the exam Nine media forms to cover Three in-depth studies Explicit requirement to: study contexts study set theoretical perspectives

Discussion one Collect burning issues and questions from the delegates

Examined Units Assessment Objectives AO1: knowledge and understanding Of the framework Of the influence of media contexts AO2: apply the framework to Analyse products (representation and media language only) Make judgements and draw conclusions These AOs are very important in understanding the exam structure, but it is unlikely that students will need to know them, as what will be needed in each question will be clearly signposted in the question (often in the bullet points). Students should, however, understadn what is meant by ‘make judgements and draw conclusions’.

Discussion two How are you explaining the concept of media contexts to GCSE students?

Key terms Theoretical framework = media language, representations, industries and audiences Students need to know what is meant by ‘theoretical framework’ (referenced in the synoptic question) Theoretical perspectives = those listed in the spec: semiotic analysis, genre, narrative theory (Propp), representation, feminist theory, audience, uses and grats (Blumler and Katz) Students don’t need to know what is meant by the term ‘theoretical perspectives’ as these will be referenced specifically in questions (e.g. the term is not used in the SAMs)

Key terms continued Study these elements of the perspectives: semiotic analysis = denotation and connotation genre = repetition/variation, change, hybridity, intertextuality narrative = Proppian character types representation = selection, construction and mediation feminist theory = patriarchy, objectification, stereotyping audiences = active/passive, response & interpretation uses and gratifications = personal identity, social integration, entertainment, surveillance

Key terms continued Media contexts: Social (all media forms)* Cultural (all media forms)* Political (radio, print and online newspapers) Historical (television and newspapers – study these by explaining the differences between the historical and contemporary products) *Film is to be studied in terms of media industries only, this will limit opportunities to study the influence of contexts Note that the dates for the historical TV and newspaper products are similar to aid elucidation of historical contexts

Key terms continued Contexts should not be studied except in relation to how they influence the media There is significant overlap between different types of context, e.g. changing attitudes to gender and sexualities, consumerism, multiculturalism and celebrity culture may all be seen either as social or cultural contexts

Key terms continued Political contexts include The role of newspapers in democracy – the concept of press freedom Post-Leveson debates about regulation The party political affiliation and influence of newspapers Political debates about the role of the BBC, what counts as PSB, and privatisation

STRUCTURE #1 3 Components 2 x Exams (70%) and 1 x NEA (30%) Both exams 75 mins assessment time (Paper 1 has an additional 30 mins viewing time for TV drama extract)

STRUCTURE #2 Two sections per exam Exam 1: Section A: TV in-depth study (moving image extract) Section B: Promoting The Lego Movie Film, Video Games Advertising & Marketing Exam 2: Section A: Music Magazines in-depth study Music video Radio Section B: News Online news in-depth study Newspapers Stepped questions in each section (e.g. 1, 4, 5, 10, 15 mark questions) Mixture of analysis of extracts provided in exam and recall

Paper #1: Section A (45 marks) – TV 5 questions, mixture of 5 mark, 10 mark and 15 marks First three questions are on a three minute extract from the set episode of Cuffs or The Avengers Q1 is likely* to be a 5 mark media language analysis question Q2 is likely to be an 10 mark analysis question that requires judgements and conclusions (e.g. a ‘How far…’ question) so may cover media language and/or representation and may include contexts Q3 is likely to be a 15 mark synoptic question including analysis and conclusions, so it is likely to start from media language and/or representation, but students can draw on other areas of the framework for their judgements and conclusions *NB: The word ‘likely’ is used throughout in relation to questions as we expect questions to continue to follow this pattern but trainers and subject advisors are not part of the question setting process and cannot guarantee this.

Paper #1: Section A (45 marks) – TV The final two questions will be broader and may ask for exemplification from the other set TV drama not featured in the extract, or both set TV dramas Q4 is likely to be a 5 mark knowledge and understanding question about television as a media form; this can cover any of the four areas of the theoretical framework, including audience and industries Q5 is likely to be a 10 mark knowledge and understanding question on the influence of media contexts on television programmes – these may be historical media contexts, contemporary media contexts, or both. This question will require reference to the set contemporary and/or historical Cuffs and The Avengers programmes. a NB: Learners must study both The Avengers and Cuffs

Paper #1: Section B (25 marks) In-depth Study: Promoting Media (The Lego Movie) 4 questions Mixture of 1, 4 and 10 mark questions No extended response questions Questions about The Lego Movie film only cover media industries Questions about The Lego Movie video game can cover media industries and audiences (and intertextuality from media language) Questions about The Lego Movie advertising and marketing campaign can cover media language and representation (plus targeting audiences and difference in audience interpretations from audience) Can be taught as a case study of how a major studio (WB) funds, produces, distributes, markets and advertises and further monetises its product by extending it into other markets, e.g. video games.

Paper #1: Section B (25 marks) Q6 is likely to be a 1 mark question asking for knowledge only of film, advertising or video games, so can cover any area of the framework including media industries and audiences (advertising or video games only) Questions 7 and 8 are likely to be 4 and 10 mark questions asking for knowledge and understanding of film, advertising or video games, so can cover any area of the framework including media industries and audiences (advertising or video games only) Q9 is likely to be a 10 mark analysis question focusing on media language or representation, so may be based on the advertising campaign or intertextuality in the video game

Paper #2: Section A (35 marks) Music This section includes: An in-depth study of Magazines (MOJO); s and additional studies of: s Music video (choice of one pair from four) Radio (The BBC Radio 1 Live Lounge)

Paper #2: Section A (35 marks) Music 4 questions Mixture of 1, 4, 5, 10 and 15 mark questions Questions about magazines, e.g. MOJO can cover all four areas of theoretical framework Questions about music video can cover media language and representation and differences in audience interpretations and identity from media audiences Questions about radio, e.g. Radio 1 Live Lounge can cover media industries and audiences This section looks at how different media producers intersect with the music industry to create media products for audiences e.g. MOJO and Radio 1 Live Lounge and construct representations, messages and values and points of view about their artists e.g. MOJO and Music Videos.

Paper #2: Section A (35 marks) Q1 is likely to be a 1 mark knowledge only question about radio, magazines or music video, so can cover any area of the framework, including media industries and audiences Q2 is likely to be a 4 mark knowledge and understanding question about radio, magazines or music video, so can cover any area of the framework Q3 is likely to be a 10 mark knowledge and understanding question about radio, and/or magazines and/or music video, so can cover any area of the framework Q4 is likely to be a 5 mark analysis question (perhaps with an extract) focusing on media language or representation Q5 is likely to be a 15 mark analysis and conclusion question focusing on comparison of media language in two extracts – this extended response question (or Q9) may offer synopticity, in which case students will have to apply more than one area of the theoretical framework in their judgements and conclusion (the SAM question is not synoptic). Media language comparison is likely to be of magazines for practical reasons.

Discussion three Which other music magazines could you use to practice media language comparison with MOJO?

Paper #2: Section B (35 marks) News This section includes: An in-depth study of Online, Social and Participatory news (the Observer website, Twitter, Instagram and Facebook feeds) s …and additional studies of… s Newspapers (contemporary covers and historical covers of The Observer)

Paper #2: Section B (35 marks) News 4 questions Mixture of 1, 4, 5, 10 and 15 mark questions Questions about Online, Social & Participatory news can cover all four areas of theoretical framework Questions about Print newspapers can cover media language and representation and industry This section looks at how newspapers have evolved into cross-media products spanning both the offline and online world and an overarching understanding of the newspaper industry through study of the set products, in terms of, for example, funding, ownership, technology, distribution, marketing, identifying audiences, use of media language to construct representations, points of view and messages and values. NB: We would recommend you teach media industries content for both the offline and online products together as they are very interlinked.

Paper #2: Section B (35 marks) Q6 is likely to be a 1 mark question asking for knowledge only of newspapers, so can cover any area of the framework including media industries and audiences Q7 is likely to be a 4 mark question asking for knowledge and understanding of newspapers, so can cover any area of the framework including media industries and audiences Q8 is likely to be a 5 mark analysis question focusing on media language or representation in an extract from the print or online Observer Q9 is likely to be a 15 mark analysis and conclusion question focusing on media language or representation in the print or online Observer; this question (or Q5) may be synoptic – Q9 in the SAM is synoptic Q10 is likely to be a 10 mark knowledge and understanding question on the influence of media contexts on newspapers – these may be historical media contexts, contemporary media contexts, or both. This question will require reference to stories from the set contemporary and/or historical newspapers.

Historical newspapers Students are not expected to memorise the three historical newspaper front pages They should be able to cite news stories for representation examples and the main differences in media language to contemporary newspapers They do not have to remember dates or locate the stories in a specific edition of the newspaper – the question will not ask for a specific edition (as in the SAM) Explain that the question in the SAM was written when that front page was the only one to be studied – hence putting the date in the question

Discussion four What key representational differences do you see in the historical newspapers? To which contexts would you link these differences? What would you look for in the contemporary editions that you choose? Copies of the historical editions needed for this activity

COMPONENT #3 NEA (Coursework) Choice of four briefs Magazines Online, social and participatory Music Video Television Applying knowledge of Media Language and Representation In other words, like the current B321 unit but without the analytical assignment and with a more in-depth fully-realised product NB: Print advertising brief removed to meet Ofqual feedback about comparability of briefs and avoid issues of overlap with the AS advertising briefs.

COMPONENT #3 NEA (Coursework) All marks are for the product itself Note the changed mark scheme – less emphasis on technical quality No marks for research and planning or Statement of Intent a On the positive side, less marking for you! Some research and planning must be completed to enable the teacher to authenticate the work, but is not sent to the moderator Must complete a Statement of Intent, failure to do so means learners can’t achieve the top mark bands The statement of Intent must be sent to the moderator Briefs will change each year (they are released 1st March of Year 1 of a course) The paper currently published is a specimen – these won’t be the actual briefs (despite the dating on the front page)

NEA briefs The choice of four media forms remain the same year on year Changes: Target audience age (10-13 or 14-18) Genre (of music video, of TV programme, or magazine, of website) Some specified content may change to fit the specific genre

Discussion five Which genres and target audiences (10-13 or only) are most accessible for all students for each option?

COMPONENT #3 NEA (Coursework) All work must be the outcome of an individual student Students don’t have to use the equipment – more like a creative director ‘Un-assessed learners’ can either be performers or operate equipment For example, there could be ‘group’ music video but students should ensure they have researched and planned their own footage and take on the video. We strongly recommend students do have some of their own footage in their work but they may share some footage with others e.g. they might use the same establishing shot in a TV sequence. The key difference / authentication of individual work will be in the edit, which must be individual.

Discussion six When is the best time to carry out the NEA? Review burning issues and questions Suggestions for extra resources that OCR could supply

Media form Set product Product Availability Television **In-depth study** Cuffs, Series 1, Episode 1, BBC 1 and The Avengers, Series 4, Episode 1, ITV Centres need to purchase the set episodes from a commercial retailer Advertising and marketing Media Lang / Rep plus a small focus on audience The Lego Movie poster campaign and UK TV trailer spot Posters to be made freely available online (can be viewed here in the interim main Lego poster with ensemble cast, Vitruvius close-up (not extreme close-up poster), Lord Business close-up, Wyldstyle close-up, Emmet close-up) UK TV Trailer freely available online: (whole ad break 3m 20 seconds) Film* Media Industry only The Lego Movie film Purchasable from commercial retailer NB. Textual analysis of the film is not required Video games Media Industries, Audience and a small focus on Lang The Lego Movie Video Game Purchasable from commercial retailer NB. There is no requirement for learners to play the game. Teachers are recommended to make use of freely available online clips of gameplay. Magazines* **In-depth Study** MOJO Magazine Centres need to purchase at least two magazines so that learners can study one whole edition and at least two covers. Music video One pair from the following four options: 1 Wheatus – Teenage Dirtbag Avril Lavigne – Sk8ter Boi 2 Mark Ronson, Bruno Mars – Uptown Funk Beyonce – If I Were a Boy 3 The Vamps – Somebody To You ft. Demi Lovato Little Mix – Black Magic 4 Tinie Tempah, Jess Glynne – Not Letting Go Paloma Faith – Picking Up the Pieces All freely available online e.g. YouTube or Vimeo Radio Media industries and audience The Live Lounge, BBC Radio 1 Centre selected episode, freely available online via BBC Radio iPlayer Online, social and participatory media The Observer/Guardian website and social media Freely available online Newspapers* Media Lang / Rep plus industries Two contemporary front covers of The Observer AND the front covers of: The Observer 30 October 1966 The Observer 6 November 1966 The Observer 20 October 1968 Centres need to purchase two newspapers to ensure learners can study two contemporary covers, OCR will provide historical covers

Media Studies Hodder Education are publishing partners for GCSE & A Level Media Contact Hodder for more details:

Further Information Contact details:
Contact centre: OCR CPD Hub (training events and networks) Sign up for subject updates Almost, finally, REALLY IMPORTANT Let us know if you are teaching our Media & Film subjects in 2017 Fill out an EXPRESSION OF INTEREST form

Finally… Worried about your cohort handling new-reformed GCSEs and A Levels with 70% examination? Looking for accredited Vocational Media qualifications? Schools (14-16) OCR Level 2 Cambridge National in Creative iMedia Performance points available from 2018 assessments 60% internal assessment, 40% examination Sixth forms and FE institutions (16-19) OCR Cambridge Technicals 2012 Level 2 / 3 Suite in Media 100% internally assessed Visiting moderation Attracts UCAS points at Level 3 OCR Cambridge Technicals 2016 Level 3 suite in Digital Media 60-70% internal assessment, 30-40% examination* Eligible for Key Stage 5 performance points from 2018 performance tables *Depends on size of qualification taken

OCR GCSE (9-1) Media Studies

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