DIRT 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:  - I mentioned a lot of the characters featured in the music video. - I mentioned the looks and clothing of the characters. -  What are the areas you need to improve?  - I need to mention more camera shots and what they represent. - Write more about CBR hersrelf. What do you need to focus on for your next music video assessment?  - To revise the camera shots used.  - Look at CBR more.

Halfway Evaluation

DIRT 4

DIRT ASSESSMENT 4 - GBHS MEDIA STUDIES A LEVEL

Name:      Date:

AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence

AO2 Apply knowledge and understanding of the theoretical framework of media to:

Analyse media products/Evaluate academic theories/ Make judgements and draw conclusions

Level 3 A-B	·     A comprehensive response to the set question ·     Comprehensive and accurate knowledge and understanding ·     Convincing, perceptive and accurate analysis ·     Convincing, perceptive and accurate evaluation ·     Highly developed and accomplished judgements and conclusions The response demonstrates a highly developed and detailed line of reasoning which is coherent and logically structured. The information presented is entirely relevant and substantiated.
Level 2 C	·     An adequate response to the set question ·     Adequate and generally accurate knowledge and understanding ·     Adequate and generally successful analysis ·     Adequate and generally successful evaluation ·     Adequate and generally well-reasoned judgements and conclusions  The response demonstrates a line of reasoning with some structure. The information presented is in the most part relevant and supported by some evidence.
Level 1 D- E	·     A minimal response to the set question ·     Minimal application of knowledge and understanding ·     Analysis is minimal and/or largely descriptive and may not be relevant ·     Evaluation is minimal or brief, and is likely to be largely descriptive  ·     Judgements and conclusions, if present, are minimal with limited support ·      Information presented is basic and may be ambiguous or unstructured. The information is supported by limited evidence.

Identify a strength or strengths in your assessment:  I compared both newspapers and their political leaning and how this would affect their front covers. What are the areas you need to improve? I need to evaluate more and be more time efficient. What do you need to focus on for your next assessment?  To elaborate on certain points more and justify answers to a further extent.

Dirt 5

DIRT ASSESSMENT 5 BIG ISSUE - GBHS MEDIA STUDIES A LEVEL

Name: ​​​​​Date:

AO2: 1 – Apply knowledge and understanding of the theoretical framework of media to analyse media products, including in relation to their contexts and through the use of academic theories. 

AO2: 3 – Apply knowledge and understanding of the theoretical framework of media to make judgements and draw conclusions. AO2 Total: 15 marks 

Identify a strength or strengths in your assessment:  I answered all parts of the question. Used correct information and analysed the political part of the cover. What are the areas you need to improve?  I should try to include even more information so I could gain the extra mark.   I should also aim to improve efficiency when answering.  What do you need to focus on for your next Big Issue assessment?  To repeat the skills I used in this assessment and to revise these skills.

Dirt 6

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:  I wrote about stereotypes and how they affect peoples prejudices against homeless people. I included connotations of certain features of the Shelter advert and explored the deeper meaning. What are the areas you need to improve? I need to include analysis of the smaller text in the bottom centre of the posters.  What do you need to focus on for your next advert assessment? To write more about the copy of the text and how this affects peoples view of homeless people.

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.