1:
Here we can see the sub genre conventions of the ___________ action/adventure film. This is because we can see evidence of ________ and ___________ in the following examples. The characters involve the protagonist who is usually male, and they are particularly resourceful in their actions; such as_______,____________ and ____________________.
The villain is clearly ______________, we can tell this by their actions, clothing and spoken words, which consist of______________ and _______________.
The hero is isolated, vulnerable and (thriller conventions, insert others if not thriller)
The other characters comply with Propp’s theory, (which suggests there is usually a helper, a sidekick, an anti-hero, a Princess to be rescued).
2:
The use of non-diegetic sound creates the effect of ____________ and is used (when?)
The use of diegetic sound features (what?) and creates the effect of suspense/mystery/realism/contrasts with the previous soundtrack.
The camera involves:
HANDHELD to produce a realistic effect of actually being there,
POV – seeing it through their eyes
OTS – as if following them into the action
PAN – to show the whole scenario
CU – to show their fear/confusion/anger
TRACK – to follow their running and produce a sense of chase.
Mise en scene:
The clothing, hair, props are in keeping with the sub-genre – historical, action hero, pirate, explorer. The props are suitable for this sub-genre – sci-fi, historical weapons, futuristic surroundings. The lighting is candles (historical) bright high key (Sci-fi) or low key (night –time).
3:
In terms of representation, we can see the age range as ___to ___ because the issues such as ___________ would appeal to a younger/older target audience. It might appeal more to a male/female audience due to the main protagonist being _______, or the issues being one of____________.
(Are they a stereotypical woman? Are they a stereotypical male? If not, how are they different?) With who do our sympathies lie? Why?
What about ethnicity – is it represented? Stereotypically? Or not? Is it Class, Age, Gender, Ethnicity, Religion, Region?
Where is set (region?) is it UK accents or American accents? Might it appeal to anyone else? Why?
1. Explain two ways the characters and/or events in the extract fit the action adventure genre. Use examples from the extract [10]
Candidates may discuss various features of the extract that fit the conventions of the
action/adventure genre, for example:
The Captain and his crew are represented as underdog heroes pitted against a
powerful enemy
The Captain is commanding and powerful
Conflict is represented by violence
Use of suspense followed by action
There is a set piece ‘preparing for action’ sequence
Candidates may cite other films they have studied that share these elements as a means
of establishing that they are generic conventions, but these citations should be very brief –
answers should prioritise the use of textual evidence from the extract over description of
other texts.
Level 1 (0-2 marks)
Describe some aspects of the text
Shows minimal understanding of generic conventions
Minimal or inaccurate use of terminology
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (3-5 marks)
States at least one generic narrative feature
Shows some understanding of generic conventions
Offers some textual evidence
Limited use of terminology
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (6-7 marks)
States two generic narrative features
Shows sound understanding of appropriate generic conventions
Offers sound textual evidence
Some accurate use of terminology
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (8-10 marks)
Explain at least two generic narrative features
Shows thorough understanding of appropriate generic conventions
Ideas and arguments supported by evidence
Precise and accurate use of terminology
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
2 Explain how each of the following is used to create effects that fit the action
adventure genre:
soundtrack
camerawork
editing
mise-en-scène.
Use examples from the extract. [20]
Candidates should discuss at least one example of each of the bullet points, explaining
how they create a specific effect. They may choose to discuss the same effect across the
range of media language or pick different effects.
They may, for example, discuss how each of the bullet points creates a sense of action by
discussing:
the loud sound effects of the cannonballs hitting the deck
the tracking shots following the Captain down the deck
the fast cutting in the preparing for action sequence
the confined but densely populated setting.
They may on the contrary, discuss how:
the decreasing soundtrack up to the relative quiet of the point of view shot looking
through the telescope emphasizes the suspense of this sequence
the fast track from the Captain’s belt to his face connotes his hero status
the fast paced montage editing of the ‘beat to quarters’ sequence works with the
close up shots and busy mise en scene to create a sense of action
the setting of a man of war in the fog connotes danger.
Marks will be allocated, whichever approach is chosen, for accurate identification of media
language, using terminology as appropriate, and clear explanation of connotative effect.
Level 1 (0-5 marks)
Attempts one or two bullet points
Describes some aspects of the extract
Minimal or inaccurate use of terminology
Minimal or no understanding of connotative effect
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (6-11 marks)
Attempts at least three bullet points
Offers some textual evidence from the extract
Limited use of terminology
Some understanding of connotative effect
Some simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (12-15 marks)
Comprehensive range of examples (all bullet points covered)
Offers sound textual evidence from the extract
Some accurate use of terminology
Sound understanding of connotative effect
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (16-20 marks)
Comprehensive range of examples
Detailed analysis of textual evidence from the extract
Precise and accurate use of terminology
Thorough understanding of connotative effect
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
3 Discuss how people are represented in the extract.
Use examples from the extract. Refer to stereotypes in your answer. [20]
Candidates should recognise the stereotypical representation of violence or warfare
as a male activity and the absence of women from the cast.
Other representation issues they might discuss include:
unusually for a Hollywood film, the heroes are British
we are only shown the British point of view, not that of the enemy, who remain
faceless
the representation of class and age – younger higher class officers command older
lower class sailors (but the officers lack very upper class accents, perhaps to make
them more accessible to audiences)
the inclusion of a black sailor in a mostly white cast – tokenism?
the inclusion of older characters among the heroes
the extract celebrates violence, duty, teamwork and military leadership.
Level 1 (0-5 marks)
Describes some aspects of the extract
Shows minimal understanding of representation issues
Offers minimal textual evidence from the extract
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (6-11 marks)
Describes aspects of representation in the extract
Shows some limited understanding of representation issues
Offers some textual evidence from the extract
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (12-15 marks)
Discusses one or two issues of the representation of people in the extract
Shows sound understanding of appropriate representation issues
Offers textual evidence from the extract that exemplifies these issues
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (16-20 marks)
Discusses a range of issues of the representation of people in the extract, or discusses
fewer issues in depth
Shows thorough understanding of appropriate representation issues
Offers a range of textual evidence from the extract that exemplifies these issues
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
4 Answer both parts of this question using comedy programmes you have studied.
(a) Compare how and why two programmes were scheduled on different
channels. [15]
The question asks for a discussion of the relationship between institutional context and
scheduling practices, on the one hand, and two texts the candidates have studied, on the
other. Better answers will focus on how the texts fit the institutions and their scheduling.
Weaker answers might focus solely on the texts, or might simply list facts about the
institutions.
Candidates should discuss:
whether the texts are scheduled on mass audience or niche audience
channels/stations
the channels’ brand identity and marketing and programme mix
the days and times of transmission for the texts
how these time slots would attract the target audiences (preferably using evidence
from the schedules, not unsubstantiated assertions)
Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC or
Channel 4)
Level 1 (0-3 marks)
Describes the scheduling of one or two comedies
Minimal or inaccurate use of terminology
Shows minimal knowledge of TV or radio channels and scheduling
Minimal or no understanding of how channels use scheduling to reach audiences
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (4-8 marks)
Accurately describes the scheduling of two comedies
Limited use of terminology
Shows some knowledge of TV or radio channels and scheduling
Some understanding of how channels use scheduling to reach audiences
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (9-11 marks)
Describes and evaluates the scheduling of two comedies
Some accurate use of terminology
Shows sound knowledge of TV or radio channels and scheduling with some understanding
of how programmes reflect institutional contexts
Sound understanding of how channels use scheduling to reach audiences
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (12-15 marks)
Discusses the scheduling of two comedies
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of
how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
(b) Compare the audience pleasures offered by two comedy programmes. [15]
Give examples from the programmes.
Higher level answers will compare several pleasures offered by the texts with
exemplification of these pleasures by reference to one or more episodes of the
programmes.
Middle level answers are likely to discuss fewer pleasures and more limited examples,
probably from only one episode or part of an episode.
Lower level answers are likely to describe the texts with little identification of pleasure
beyond the text ‘being funny’.
Level 1 (0-3 marks)
Describes one or two texts
Shows minimal knowledge of audience pleasures
Minimal or no understanding of how programmes offer audience pleasures
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (4-8 marks)
Shows knowledge of one or two audience pleasures
Basic understanding of how programmes offer audience pleasures
Some textual exemplification
Some ideas expressed appropriately but possibly with some errors of spelling, punctuation
and grammar that obscure meaning.
5B322 Mark Scheme January 2011
6
Level 3 (9-11 marks)
Shows sound knowledge of different audience pleasures
Sound understanding of how programmes offer audience pleasures
Relevant textual exemplification with some detail
Some understanding of differences between programmes
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (12-15 marks)
Shows detailed knowledge of audience pleasures
Thorough understanding of how programmes offer audience pleasures
Detailed and appropriate exemplification
Thorough understanding of differences between programmes
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
1. Explain two ways the characters and/or events in the extract fit the action adventure genre. Use examples from the extract [10]
Candidates may discuss various features of the extract that fit the conventions of the
action/adventure genre, for example:
The Captain and his crew are represented as underdog heroes pitted against a
powerful enemy
The Captain is commanding and powerful
Conflict is represented by violence
Use of suspense followed by action
There is a set piece ‘preparing for action’ sequence
Candidates may cite other films they have studied that share these elements as a means
of establishing that they are generic conventions, but these citations should be very brief –
answers should prioritise the use of textual evidence from the extract over description of
other texts.
Level 1 (0-2 marks)
Describe some aspects of the text
Shows minimal understanding of generic conventions
Minimal or inaccurate use of terminology
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (3-5 marks)
States at least one generic narrative feature
Shows some understanding of generic conventions
Offers some textual evidence
Limited use of terminology
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (6-7 marks)
States two generic narrative features
Shows sound understanding of appropriate generic conventions
Offers sound textual evidence
Some accurate use of terminology
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (8-10 marks)
Explain at least two generic narrative features
Shows thorough understanding of appropriate generic conventions
Ideas and arguments supported by evidence
Precise and accurate use of terminology
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
2 Explain how each of the following is used to create effects that fit the action
adventure genre:
soundtrack
camerawork
editing
mise-en-scène.
Use examples from the extract. [20]
Candidates should discuss at least one example of each of the bullet points, explaining
how they create a specific effect. They may choose to discuss the same effect across the
range of media language or pick different effects.
They may, for example, discuss how each of the bullet points creates a sense of action by
discussing:
the loud sound effects of the cannonballs hitting the deck
the tracking shots following the Captain down the deck
the fast cutting in the preparing for action sequence
the confined but densely populated setting.
They may on the contrary, discuss how:
the decreasing soundtrack up to the relative quiet of the point of view shot looking
through the telescope emphasizes the suspense of this sequence
the fast track from the Captain’s belt to his face connotes his hero status
the fast paced montage editing of the ‘beat to quarters’ sequence works with the
close up shots and busy mise en scene to create a sense of action
the setting of a man of war in the fog connotes danger.
Marks will be allocated, whichever approach is chosen, for accurate identification of media
language, using terminology as appropriate, and clear explanation of connotative effect.
Level 1 (0-5 marks)
Attempts one or two bullet points
Describes some aspects of the extract
Minimal or inaccurate use of terminology
Minimal or no understanding of connotative effect
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (6-11 marks)
Attempts at least three bullet points
Offers some textual evidence from the extract
Limited use of terminology
Some understanding of connotative effect
Some simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (12-15 marks)
Comprehensive range of examples (all bullet points covered)
Offers sound textual evidence from the extract
Some accurate use of terminology
Sound understanding of connotative effect
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (16-20 marks)
Comprehensive range of examples
Detailed analysis of textual evidence from the extract
Precise and accurate use of terminology
Thorough understanding of connotative effect
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
3 Discuss how people are represented in the extract.
Use examples from the extract. Refer to stereotypes in your answer. [20]
Candidates should recognise the stereotypical representation of violence or warfare
as a male activity and the absence of women from the cast.
Other representation issues they might discuss include:
unusually for a Hollywood film, the heroes are British
we are only shown the British point of view, not that of the enemy, who remain
faceless
the representation of class and age – younger higher class officers command older
lower class sailors (but the officers lack very upper class accents, perhaps to make
them more accessible to audiences)
the inclusion of a black sailor in a mostly white cast – tokenism?
the inclusion of older characters among the heroes
the extract celebrates violence, duty, teamwork and military leadership.
Level 1 (0-5 marks)
Describes some aspects of the extract
Shows minimal understanding of representation issues
Offers minimal textual evidence from the extract
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (6-11 marks)
Describes aspects of representation in the extract
Shows some limited understanding of representation issues
Offers some textual evidence from the extract
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (12-15 marks)
Discusses one or two issues of the representation of people in the extract
Shows sound understanding of appropriate representation issues
Offers textual evidence from the extract that exemplifies these issues
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (16-20 marks)
Discusses a range of issues of the representation of people in the extract, or discusses
fewer issues in depth
Shows thorough understanding of appropriate representation issues
Offers a range of textual evidence from the extract that exemplifies these issues
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
4 Answer both parts of this question using comedy programmes you have studied.
(a) Compare how and why two programmes were scheduled on different
channels. [15]
The question asks for a discussion of the relationship between institutional context and
scheduling practices, on the one hand, and two texts the candidates have studied, on the
other. Better answers will focus on how the texts fit the institutions and their scheduling.
Weaker answers might focus solely on the texts, or might simply list facts about the
institutions.
Candidates should discuss:
whether the texts are scheduled on mass audience or niche audience
channels/stations
the channels’ brand identity and marketing and programme mix
the days and times of transmission for the texts
how these time slots would attract the target audiences (preferably using evidence
from the schedules, not unsubstantiated assertions)
Candidates might touch on factors such as:
regulatory requirements (eg Public Service Broadcasting)
channel ethos and history (where relevant, eg the distinctiveness of the BBC or
Channel 4)
Level 1 (0-3 marks)
Describes the scheduling of one or two comedies
Minimal or inaccurate use of terminology
Shows minimal knowledge of TV or radio channels and scheduling
Minimal or no understanding of how channels use scheduling to reach audiences
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (4-8 marks)
Accurately describes the scheduling of two comedies
Limited use of terminology
Shows some knowledge of TV or radio channels and scheduling
Some understanding of how channels use scheduling to reach audiences
Simple ideas expressed appropriately but possibly with some errors of spelling,
punctuation and grammar that obscure meaning.
Level 3 (9-11 marks)
Describes and evaluates the scheduling of two comedies
Some accurate use of terminology
Shows sound knowledge of TV or radio channels and scheduling with some understanding
of how programmes reflect institutional contexts
Sound understanding of how channels use scheduling to reach audiences
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (12-15 marks)
Discusses the scheduling of two comedies
Precise and accurate use of terminology
Shows detailed knowledge of TV or radio channels and scheduling with understanding of
how programmes reflect institutional contexts
Thorough understanding of how channels use scheduling to reach audiences
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
(b) Compare the audience pleasures offered by two comedy programmes. [15]
Give examples from the programmes.
Higher level answers will compare several pleasures offered by the texts with
exemplification of these pleasures by reference to one or more episodes of the
programmes.
Middle level answers are likely to discuss fewer pleasures and more limited examples,
probably from only one episode or part of an episode.
Lower level answers are likely to describe the texts with little identification of pleasure
beyond the text ‘being funny’.
Level 1 (0-3 marks)
Describes one or two texts
Shows minimal knowledge of audience pleasures
Minimal or no understanding of how programmes offer audience pleasures
Some simple ideas expressed with errors of spelling, punctuation and grammar that
obscure meaning. Writing may also lack legibility.
Level 2 (4-8 marks)
Shows knowledge of one or two audience pleasures
Basic understanding of how programmes offer audience pleasures
Some textual exemplification
Some ideas expressed appropriately but possibly with some errors of spelling, punctuation
and grammar that obscure meaning.
5B322 Mark Scheme January 2011
6
Level 3 (9-11 marks)
Shows sound knowledge of different audience pleasures
Sound understanding of how programmes offer audience pleasures
Relevant textual exemplification with some detail
Some understanding of differences between programmes
Ideas expressed with some clarity and fluency; errors of spelling, punctuation and
grammar do not obscure meaning.
Level 4 (12-15 marks)
Shows detailed knowledge of audience pleasures
Thorough understanding of how programmes offer audience pleasures
Detailed and appropriate exemplification
Thorough understanding of differences between programmes
Ideas expressed clearly and fluently in well structured sentences with few, if any, errors of
spelling, punctuation and grammar.
No comments:
Post a Comment