What Are The Issues Raised By Media Ownership?

We discussed issues raised by media ownership for major and independent companies during the lesson.

The slides below summarise what we talked about.

You need to have a clear understanding, supported by relevant examples, which explain what the positives and negatives are for 'institutions' (companies) in relation to media ownership.

How else can you develop your knowledge and understanding?

What Are Media Institutions?

We discussed media institutions in class.

Key Learning Points

You need to understand the meaning of the following key vocabulary. It is likely that you will have to use this in the exam:

• production
• distribution
• major film production company
• independent film production company
• media conglomorate
• horizontal integration
• vertical integration
• synergy

Here are the slides that I used.

Key Words : The Basics

We discussed the following key terms from the syllabus in class.

You need to understand what each of these means.

Introduction To Section B

The slides below were used to introduce Section B to you:

Additional Points Not Covered In Class

The following bullet points reflect how your understanding of the film industry needs to develop in preparation for the exam.

Through work undertaken in class and your own independent study you need to understand:

• the issues raised by media ownership in the film industry

• the importance of cross media convergence and synergy in production, distribution and marketing in the film industry

• the technologies that have been introduced in the film industry in recent years at the levels of production, distribution, marketing and exchange

• the significance of proliferation in hardware and content for institutions and audiences relating to the film industry

• the importance of technological convergence for institutions and audiences relating to the film industry

• the issues raised in the targeting of national and local audiences (specifically, British) by international or global institutions relating to the film industry

• the ways in which the candidates’ own experiences of consuming films illustrate wider patterns and trends of audience behaviour.

SECTION B Starts Here

Representation Of Class and Status : Downton Abbey

Class and Status

Social Class

A status hierarchy in which individuals and groups are classified on the basis of esteem and prestige acquired mainly through economic success and accumulation of wealth. Social class may also refer to any particular level in such a hierarchy.

Four common social classes informally recognized in many societies are: 

(1) Upper class, 
(2) Middle class, 
(3) Working class, and 
(4) Lower class.

Social Status

Status is different to class. Social Status is a person's standing or importance in relation to other people within a society.

If you get “class and status” as an issue in the exam, you should be thinking about the following things when watching the clip:

• Can I identify what class/status characters are?
• Are people from different classes or of different statuses shown as having different interests, personalities, attitudes, behaviours?  If so, how?
• Is their class/status represented as being important in their life?
• Are people from particular classes/statuses represented as being better, more powerful, than others?
• Are people from particular classes/ statuses represented as being abnormal /weaker/ more pathetic than others?  
• How do other characters in the clip treat the characters from different classes or of different statuses?
• What is the message the clip is trying to portray about class/status?

Representation Toolkit

You can access a useful document relating to stereotypes and countertypes by CLICKING HERE

Exam Responses A and B : Examiner's Marks and Comments

Candidate A : 35/50

Explanation, Analysis and Argument  = 14

Use of Examples = 14

Use of terminology = 7

Candidate B : 31/50

Explanation, Analysis and Argument  = 12

Use of Examples = 12

Use of terminology = 7

Section A General Mark Scheme

Section A: Textual Analysis and Representation (Unseen moving image extract)

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

Candidates will be assessed on their ability to understand how representations are constructed in a media text through the analysis of different technical areas. Assessment will take place across three criteria:

•  Explanation/analysis/argument (20 marks
•  Use of examples (20 marks
•  Use of terminology (10 marks

Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. 

It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion.

General Mark Scheme

Level 1

Explanation/analysis/argument (0-7 marks)

•  Shows minimal understanding of the task
•  Minimal understanding of the way that technical aspects are used to construct the extract’s representations
•  Of minimal relevance to set question or a brief response (under one and a half sides of answer booklet).

Use of examples (0-7 marks)

•  Offers minimal textual evidence from the extract
•  Offers a limited range of examples (only one technical area covered)
•  Offers examples of minimal relevance to the set question.

Use of terminology (0-3 marks)

•  Minimal or frequently inaccurate use of terminology.

Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar which will be noticeable and intrusive. Writing may also lack legibility.

Level 2

Explanation/analysis/argument (8-11 marks)

•  Shows basic understanding of the task
•  Basic understanding of the way that technical aspects are used to construct the extract’s representations
•  Some relevance to set question.

Use of examples (8-11 marks)

•  Offers some textual evidence from the extract
•  Offers a partial range of examples (at least two technical area covered)
•  Offers examples with some relevance to the set question.

Use of terminology (4-5 marks)

•  Some terminology used, although there may be some inaccuracies.

Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and grammar of which some may be noticeable and intrusive.

Level 3

Explanation/analysis/argument (12-15 marks)

•  Shows proficient understanding of the task
•  Proficient understanding of the way that technical aspects are used to construct the extract’s representations
•  Mostly relevant to set question.

Use of examples (12-15 marks)

•  Offers consistent textual evidence from the extract
•  Offers a range of examples (at least three technical areas covered)
•  Offers examples which are mostly relevant to the set question.

Use of terminology (6-7 marks)

•  Use of terminology is mostly accurate.

Straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray from the point of the question. There will be some errors of spelling, punctuation and grammar, but these are unlikely to be intrusive or obscure meaning.

Level 4

Explanation/analysis/argument (16-20 marks)

•  Shows excellent understanding of the task
•  Excellent knowledge and understanding of the way that technical aspects are to construct the extract’s representations
•  Clearly relevant to set question.

Use of examples (16-20 marks)

•  Offers frequent textual analysis from the extract - award marks to reflect the range and appropriateness of examples
•  Offers a full range of examples from each technical area
•  Offers examples which are clearly relevant to the set question.

Use of terminology (8-10 marks)

•  Use of terminology is relevant and accurate.

Complex issues have been expressed clearly and fluently. 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.

Exam Response : Candidate B

Exam Response : Candidate A