Showing posts with label G322. Show all posts
Showing posts with label G322. Show all posts

Monday, 10 May 2010

12E lesson checklist


The seven areas of representation

REPRESENTATIONS – COMMON STEREOTYPES

G322 Exemplar Answer (A grade)

G322 Exemplar Answer Cand A High Level

OCR Summer 2009 G322 textual analysis exam



Video extract
TV Drama sequence: Doctor Who, Series 3, Volume 4
Director: Graham Harper and Colin Teague
Date: 2007
Distributor: BBC
Country: UK
Extract Location: Episode 3, Chapter 8
Extract Length: 5 minutes 06 seconds
Location/Cues: Start: 29:20; End: 34:26

Answer the question below, with detailed reference to specific examples from the extract only.

Discuss the ways in which the extract constructs the representation of gender using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène

[50 marks]

Wednesday, 5 May 2010

G322 Textual Analysis and Representation (Unseen Moving Image Extract)




1 Discuss the ways in which the extract constructs the representation of class using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène
[Total 50]

G322 instititions and audiences exam questions

Audience and Institution Past Papers

LINK

Monday, 26 April 2010

Institutions and Audiences

Answer the question below, making detailed reference to examples from your case study material to support the points made in your answer.

2 “Media production is dominated by global institutions, which sell their products and services to national audiences.” To what extent do you agree with this statement?

Candidates must choose to focus on one of the following media areas. You may make reference to other media in your answer.

• Film
• Music
• Newspapers
• Radio
• Magazines
• Video games

G322 Textual Analysis and Representation (Unseen Moving Image Extract)

Answer the question below, with detailed reference to specific examples from the extract only.

Extract: Hotel Babylon Series 1 Episode 5, written by Adrian Hodges, dir. Jamie Payne

1 Discuss the ways in which the extract constructs the representation of ethnicity using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène
[Total 50]

Wednesday, 21 April 2010

TV drama-generic conventions


You will find that TV dramas all have the following ingredients:

Characters – even particular kinds of characters: eg, at its most simple, ‘good’ and ‘bad’ characters.

Stories – they all tell stories, whether those stories involve adventure, crime or romance and they often, but not always, end happily.

The stories are told against familiar backdrops: – eg, homes, police stations and offices (for crime dramas), hospitals (for medical dramas) – most of which are created in studios. However, most dramas also use outside locations to create particular effects.

Camerawork – particular kinds of shots are used: eg, sequences involving establishing shots followed by mid-shots of characters, shot/reverse shots to show character interaction and, in particular,close-ups to show the characters’ emotions.

Stories use dialogue to tell the stories. Occasionally, monologues are built in (as voiceovers, a character telling a story).

Music is used to punctuate the action, create effects (suspense, tension) and underline emotional moments.

Particular subgenres tend to have items which make them immediately identifiable – police cars, blue lights, operating theatres and scalpels, triage/reception areas in hospitals. Icons of the genre, they symbolise the (sub)genre.

Disability-individual and social models


Dominant notions of disability: the individual model
The societal view of disability generally conforms to the individual or overcoming or medical model of disability. This holds that disability is inherent in the individual, whose responsibility it is to ‘overcome’ her or his ‘tragic’ disability.
Often this ‘overcoming’ is achieved through medical intervention, such as attempts at ‘cures’. For example, top wheelchair athlete Tanni Grey-Thompson was forced as a child to wear heavy leg callipers which gave her blisters, rather than being offered the simple and practical option of using a wheelchair.
This approach to disability aims for the normalisation of disabled people, often through the medicalisation of their condition.

The social model of disability
This distinguishes between impairment (the physical or mental 'problem') and disability (the way society views it as being a negative). It holds that impairments are not inherently disabling, but that disability is caused by society which fails to provide for people with impairments, and which puts obstacles in their way.
Examples include access: the built environment often does not allow access for people with mobility problems. Discriminatory attitudes are also disabling: for example, the idea that disability is a personal tragedy for the ‘sufferer’ impinges upon disabled people in a variety of negative ways, from their social relationships to their ability to get jobs.
"Disability is produced in different forms, and in different proportions, in different cultures" (Oliver, 1996).

Difference
It has been argued that dominant notions of ‘normality’ and beauty do not allow for the natural range of difference in human form. These notions are not only prejudicial to the acceptance of disabled people, but also increasingly impact on non-disabled people. Charlotte Cooper, for example, applies the social model to obesity, and concludes that there are some important categories through which obesity can be defined as a disability:
• A slender body is ‘normal’
• Fatness is a deviation from the norm.
• Fat and disabled people share low social status.
• Fatness is medicalised (e.g. jaw-wiring and stomach-stapling).
• Fat people are blamed for their greed and lack of control over their bodies.
Consider why it is that fat people or disabled people are rarely portrayed as sexually attractive.

Use of disabled stereotypes


The media continue to enforce disability stereotypes portraying disabled individuals in a negative un-empowering way.

In his 1991 study, Paul Hunt identified 10 stereotypes that the media use to portray disabled people:
The disabled person as pitiable or pathetic
An object of curiosity or violence
Sinister or evil
The super cripple
As atmosphere
Laughable
His/her own worst enemy
As a burden
As Non-sexual
Being unable to participate in daily life
In 2006, the British Film Institute's website breaks down this list into a series of film character examples for each stereotype, from the 1920s up to the present day. The BFI's examples include:
the character of Colin from the Secret Garden - a character who falls into the stereotype of "Pitiable and pathetic; sweet and innocent; a miracle cure"
the "sinister or evil" Dr No, with his two false hands, from the Bond film of the same name
Ron Kovic, the disabled war veteran in Born on the Fourth of July, who is portrayed as "non-sexual or incapable of a worthwhile relationship"
Shakespeare (1999) presents a potential reason behind the use of one of these stereotypes:


"The use of disability as character trait, plot device, or as atmosphere is a lazy short-cut. These representations are not accurate or fair reflections of the actual experience of disabled people. Such stereotypes reinforce negative attitudes towards disabled people, and ignorance about the nature of disability"

In other words, the disability itself is often used as a hook by writers and film-makers to draw audiences into the story. These one-dimensional stereotypes are often distanced from the audience - where characters are only viewed through their impairment, and not valued as people.

Shakespeare (1999) continues:


"Above all, the dominant images [of disabled people] are crude, one-dimensional and simplistic."

G322 textual analysis: The Street



How is the representation of disability constructed in this extract?

Monday, 19 April 2010

G322 textual analysis exam



How is the representation of ethnicity constructed in this extract?

Sunday, 14 March 2010

OCR January 2010 G322 textual analysis exam

OCR Summer 2009 G322 textual analysis exam



How is the representation of gender constructed in this extract?

OCR January 2009 G322 textual analysis exam



How is the representation of age constructed in this extract?