Thursday 28 November 2019

DIRT Sheet 7


DIRT Marksheet 7 – H409 Music Videos Artist representations in mv’s

Name:                                           Date:
AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence
Assessment Objectives AO1: 1a 1b – Demonstrate knowledge and understanding of the theoretical framework of media.
AO1 Total: 10 marks.

The content below is not prescriptive and all valid points should be credited. It is not expected that responses will include all of the points listed.
AO1:1 How producers may choose to include different representations in music videos to promote the artist(s), for example:
· producers of music videos may construct representations of the artist(s) that emphasise key aspects of their image, such as their performance prowess, which depending on the genre of music video could be high paced, coordinated dance routines, or performance highlighting the artist’s (or artists’) musical prowess and artistry, or narrative performance highlighting the artist’s (or artists’) image. Music videos may focus on one element of those highlighted above in depth but producers are more likely to select a combination of these elements to strongly emphasise key aspects of the artist’s (or artists’) mediated image.
 · producers of music videos may construct representations of the target audience for the artist(s), for example the storyline of narrative elements of a music video may feature representations (or idealised representations) of fans (the target audience) interacting with the artist(s) in order to elicit within fans a feeling of belonging and loyalty with regard to the mediated image and/or music of the artist’s (or artists’).
· producers of music videos may promote the artist(s) to their fan-base (target audience) through elicit value-transference to the artist(s) through representations other than those of the artist(s), for example: o through artistic excellence and high production values, e.g. a highly cinematic in style narrative music video; or through more abstract, ‘high art’ expressionist videos (that may be live action, animated or feature digital CGI; or feature a combination of these elements) that appeal to the artist’s (or artists’) fan-base (target audience) o through the use of glamour, for example, featuring representations artist(s) through the use of performers (which may be real, digital or animated) in ‘glamorous’ and / or highly aspirational situations o music videos may also elicit value

· List A videos using social realist representation of ‘street life’ to represent the authenticity and cultural currency of the Corinne Bailey Rae video, aiming to transfer that value of transcendence to the artist
· the use of intertextual, postmodern representations in List B videos. the cinéphiliac recreation of Spielbergian 80s suburban America in the David Guetta video
· the use of messages and viewpoints in videos that aim to bolster the image of the artist and chime with those of the positioned audience - the very filmic representation of teenage alienation in Guetta’s video creates an ambiguous message that adds to the sophistication of Guetta’s image and fits the large-scale nature of the song.
·       Comprehensive demonstration of knowledge and understanding of representations in music videos.
·       Comprehensive, detailed and accurate knowledge and understanding of representations in music videos.
·       Clear and precise and balanced explanation of how representations are chosen to promote the artist(s) in music videos.
7–10  Answer is supported by detailed and accurate reference to one set music video.
4–6  An adequate demonstration of knowledge and understanding of representations in music videos.
·       Adequate and generally accurate knowledge and understanding of representations in music videos.
· Generally accurate explanation of how representations are chosen to promote the artist(s) in music videos.
· Answer is supported by general accurate reference to one set music video
1–3 A minimal demonstration of knowledge and understanding of representations in music videos. · Knowledge of representation in music videos is minimal, demonstrating little understanding.
· Explanation of how representations are used in music videos is minimal and may not always be accurate. · Reference to a set music video to support the answer is minimal and may be inaccurate.
0 No response or no response worthy of credit.

Have a look at all the points you could have made from Miss Brookes’ feedback (next page) and reflect on what you did well and what was missing.


Identify a strength or strengths in your assessment:

·       Good analysis of representations
·       Good use of messages within the video and good analysis








What are the areas you need to improve?

·       Refer to more specific camera shots
·       Use mise en scene







What do you need to focus on for your next music video assessment?

·       Focus on camera shots
·       Use Mise En Scene
·       Analyse the various scenes















Tuesday 26 November 2019

Minecraft Revision

  • Focus on Industry and audience
-Industry- Educational, ways to turn off violence, supports creativity. Can be addictive and violent. Competitors such as: Playstation, Google Stadia and Steam.
-Ownership- Notch and Mojang- Microsoft.
-Production- The way the game is created to target the audience of 5-20 year olds.
-Distribution- Advertising and everything to help promote the game.
-Circulation- The way in which is is played by YouTubers and also the amount of games its sold.

Thursday 21 November 2019

Question 6 DIRT Sheet


DIRT ASSESSMENT 6 SHELTER - GBHS MEDIA STUDIES A LEVEL

Name:                                           Date:

Any advert set text question will ask you to demonstrate knowledge and understanding about media language and representations. It may further ask you to refer to the set product (s) you have studied.
Examiners are looking for:
·      How comprehensive, detailed and accurate is your knowledge of media language and/or representations in this media form.
·      The clarity, precision and balance of your explanations in answering the question
·      The detail and accuracy of your references to the set product(s) if required.

Total: 10 marks
Have a look at all the points you could have made from Miss Brookes’ feedback (next page) and reflect on what you did well and what was missing.



Identify a strength or strengths in your assessment:

Good evaluation and a clear use of CLIFT within the exam









What are the areas you need to improve?

Need to develop on the textual meaning within the text







What do you need to focus on for your next advert assessment?

Key points regarding the adverts and their background history


















Explain how representations in advertisements are constructed and reflect the social and cultural contexts in which they were made. Refer to the Shelter advertising campaign in your answer (10)

Write down the list of bullet points that could have been included in your answer.