Here is the full slidedeck/handout for the role of media we’ve been talking about in class. Feel free to ask questions, and apply what is in the slides to the pop videos we have looked at … (Click on the beard to download the slides!)
I’ll just leave this reminder here for you from the SQA Mark Scheme for the 2015 Higher Media paper. It may help you focus on headings to think about… 😉
Candidates are expected to:
- demonstrate knowledge and understanding of language technical codes and/or cultural codes and/or anchorage as appropriate to the referenced content
- give specific and valid exemplification of the referenced language concepts from at least one example of media content
- make points which analyse the relationship between the language concepts and meaning
- demonstrate knowledge and understanding of categories and/or narrative and/or representation as appropriate to the referenced content
- give specific and valid exemplification of the selected key aspect concept(s) from at least one example of media content
- make points which analyse the relationship between the selected concepts and meaning
If categories is chosen, relevant concepts include: purpose, genre, tone and style.
If narrative is chosen, relevant concepts include: structures, codes and conventions.
If representation is chosen, relevant concepts include: representations, selection and portrayal, ideological discourses.
- demonstrate knowledge and understanding of target audience and mode of address and/or preferred reading and/or differential decoding, as appropriate to the referenced content
- give specific and valid exemplification of the referenced audience concepts from at least one example of media content
- make points which analyse the relationship between audience response and how key aspects are used
Candidates must discuss the role of media referenced in the question. They are expected to:
- make points that communicate ideas and information on the role of media. These points can include relevant issues, facts, perspectives or theories — any valid point should be accepted if it is relevant to the question
- make points of discussion which debate two sides of an argument, offer critical comment or develop a line of argument/opinion
- draw at least one conclusion which provides a judgment in relation to terms of the question, connected to the evidence presented, and provide reasons
I’ll be about tomorrow if you want to look in when you’d normally have media. 🙂
- How are women portrayed in music videos?
- Sex in pop music: what do other female pop stars think?
- Are music videos too sexual or do they represent power in women?
And I’ll leave you with this, the opening statement from the wikipedia entry:
Sexuality in music videos has become more widespread since the 1980s. Because of its commercial function, music videos must attract the audience’s attention and convey a message quickly. The sexual attraction provides a means of both drawing attention and conveying a message quickly.
(PS: I may be pointing out the obvious, but music videos as we understand them did not exist before the 1980s… but that should not detract from the point it is making)
Here is (I hope) a fairly self-explanatory guide to tackling your homework. It is based on the SQA Higher Media marking scheme (2015). I’ve done my best to explain what the relevant bits mean and hint at what to look at/discuss… the rest is up to you.
SQA ask that:
- Language is decoded in detail using at least two different relevant concepts from within or across technical codes and/or cultural codes and/or anchorage.
- There is insightful comment on the relationship between language and meaning.
- Each language concept is exemplified and discussed by developed references to media content.
What you need to do:
Language: techniques used in media to create meaning
Decoded: analysed/interpreted by you
Concept(s): these are the key concepts we’ve been looking at and talking about since day one!
Technical codes: These are things like how the camera is used (framing/movement), how the shots are edited together, and so on — and how these have been used to create meaning
Cultural codes: This addresses aspects like characters, setting, colours, and so on — and specifically, what and how these add to the meaning created
Anchorage: refers to elements that help create a preferred reading, ie. the meaning intended by the creators (this could be the message/ideology/theme…)
Insightful comment: means you show a good and relevant depth of knowledge and/or understanding of how the language has been used to create the meaning conveyed
The relationship between language and meaning: Remember the basics. Media is constructed… somebody made the artefact, and our job is to identify the choices they made and then come up with reasons (hypothesise) about why they made these choices. For example, if the director chooses a Dutch (tilted) angle shot we need to:
- identify/recognise that it has been chosen, and
- suggest a reason such as to suggest that a character is untrustworthy or doing something wrong.
Exemplified: you have used examples from the text to illustrate what you are talking about (P.E.E. anyone?)
Discussed: your thoughts on the choices/reasons
Developed references to media content: You go in to some depth in your answer… and score added brownie points if you are able to reference other texts that use the same or similar concepts/techniques.
Here’s the help as a handy cut out and keep sheet!
REPOST FOR YOU:
Here are Miss Robertson’s slides on PQD. I’ve changed the formatting slightly to give them a higher resolution (i.e.: easier to read the small print!) Any formatting mistakes are mine and mine alone!
PS: Remember there is a download link for the Powerpoint files at the bottom of this post… it includes all the URLs as clickable links.
ASK QUESTIONS if you are unsure of anything!
You are capable of making intelligent and evidence based points on all of the following (I know, I’ve seen your notes!), so just bear these in mind.
The first two (Content-based key aspect analysis and Context-based analysis) are directly addressed when you are answering Question 1 about The Adventures of Priscilla, Queen of the Desert (dir: Stephan Elliott, Australia, 1994) (PQD), while the third one is (obviously) addressed in the Role of Media question, Q2.
From the SQA Marking Guidelines:
Content-based key aspect analysis
- Categories: genre, purpose, tone, style
- Language: medium/form-specific technical codes, cultural codes, anchorage
- Narrative: structures, codes, conventions
- Representation: representations, selection and portrayal, ideological discourses
- Audience: target audience, preferred reading, differential decoding, mode of address
- Institution: internal controls and constraints, external controls and constraints
- Society: time, place
Role of media analysis
- Meeting needs: entertain, educate, inform
- Influencing attitudes and behaviours: intentional, unintentional
- Meeting particular purposes: profit, promotion, public service
Feel free to ask for reminders about any of these. 🙂
It would be really useful if you were to make the time to answer the following task:
The KEY ASPECT that is the focus of the task is “meeting the needs of its [the media’s] audience”
The stem (or initial starting point) is a consideration of whether the media is ‘out of control’. For our purposes, we can consider the demise of The News of the World. Why did it happen, and was it a sign that the media were indeed ‘out of control’.
The task has two parts:
a) give detailed information or ideas about the role of media referenced above, and discuss this by giving some opinions, arguments or conclusions about it
Remember, with regards the role of the media, we have looked at three specific roles. These are in the inverted triangle diagram, and have been mentioned umpteen times so I am not repeating them here!
The task invites you to consider whether the media’s defence — that it is meeting the needs of its audience — are sufficient to justify its actions.
Do not confuse the role of the media with the three analytical perspectives on the media we have been considering, namely: traditional, neoliberal, public service. They are not the same thing. 🙂
b) give specific examples from media content which illustrate the information, ideas or discussion
The second part demands specific examples to illustrate the more general argument/discussion/point of view you have advanced in a). You need to make reference to, and explain the relevance of, specific incidents or newspaper stories, or any other thing you feel helps illustrate your argument that the media is justified or not in how it meets its audience’s needs.
This must be completed by everyone and on my desk by Friday at the latest.
Found some links that may be of use for question 2. They are from 2011 and cover the death of The News of the World.
If you only read one, make it this one:
The Guardian (5/7/11) – “Npower reviews News of the World advertising amid phone-hacking row”
The Daily Telegraph (5/7/11): “News of the World loses adverts over Milly Dowler scandal“
The Daily Mail (7/7/11): “News of the World shuts after key clients pull their adverts” (NB: This is an archived page to prevent the Daily Mail receiving any traffic and/or advertising revenue)
Yahoo News (6/7/11): “Advertisers Ditch News of the World as Cameron Takes Heat“
ABC News (Australia)(8/7/11): “Murdoch ditches News of the World tabloid“
BBC Website (7/7/11): “News of the World: Counting the cost“
And a wee bit of historical info from the previous year when, presumably, the News of the World were still actively trying to find scoops by hacking. Can you think why they may have felt justified? (And which perspective is this related to?)
Mediaweek (22/3/10): “Profits for The Sun and News of The World slip 10%“