ocr conference notes on evaluation questions

7/31/2019 OCR Conference Notes on Evaluation Questions

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OCR Media StudiesConference 2012

G235: Critical Perspectives inMedia

Theoretical Evaluation ofProduction: Q 1a and Q 1b


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Victoria AllenHead of Media Studiesat Thomas RotherhamSixth Form College

Examiner for A2Media Studies


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Rubric for 1a)

Evaluate skills development across mediaproduction work over two years of A Level

or

any other media production within the areas of: Digital Technology Creativity

Research and Planning

Post Production

Use of Real Media Texts

Question can be based on one or two of the areas.


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Rubric for 1b)

Evaluate one production piece (AS or A2 mainproject or either of the A2 ancillaries) against

one of the below theoretical concepts:

Genre

Narrative

Representation

Audience

Media Language

Answers can demonstrate how work supports

or challenges ideas within the areas.


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What do students find difficult?

In groups from your own

experience, write down what you

think the students find/might find

difficult about Section A in general.


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In my experience as a teacher...

- Students don t like evaluating their ownwork.

- They find it difficult to identify what skills

they have developed over two years (and anyoutside work for 1a).

-They think they already know many aspects

(particularly for 1a).

- They don t like learning or applying the

theory

(for 1b).


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In my experience as an examiner...

- They have misunderstood what is requiredfor 1a) only discuss one product.

- They are vague for 1b) either no real

theory/terms or just a textual analysis of theirproduct.

- Students haven t applied any kind of

structureto either of the questions

- Timing their answers they run out of time

and only do one OR don t write enough to


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Question 1a)

What we can do to help

the students structuretheir thoughts andlearning?


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In groups, write down which

numbers are true or false.

1. For 1a) students don t have to explain what theymade

2. For 1a) have a different structure for each option

3. For 1a) options can t be taught to a structure4. For 1a) we shouldn t teach theory

5. For 1a) options must teach theory

6. 1a) options need less time spent teaching themthan 1b) options

7. 1a) options are all covered in the A2 coursework

evaluations


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Q1a) Structure...

It is possible to teach some essay structure for theseoptions if we structure a plan to the three elements of

the production process (which is what the whole

question is essentially asking the students toevaluate).

- Pre-Production- Production

- Post-Production


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The three options that can be taught to

this easy structure are:

- Digital Technology

- Creativity

- Use of Real Media Texts

An affect on/effects of structure can beapplied that takes into account the stages of

production to more difficult options:

- Research and Planning

- Post Production


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Applying a simple structure:Digital Technology

StarterBegin by asking students to define digital technology andre-call digital technologies across the course.

This generally brings up blogs, cameras, tripods (!!),Photoshop, Premiere... Discuss with them the differencebetween hardware and software (and explain why

tripods arent digital...)


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AS A2

Pre-Production


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AS A2

Production


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AS A2

Post-Production


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Marks and Timing

All that does seem a lot for the students towrite in 30 minutes.

But to get the marks the students needexamples from their work.

Socould limit the examples to 3 persection (e.g. 3 digital technologies at AS atpre-production stage and at A2 3development examples)


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Try to always stick to PDQ format

thishelps for the two option questions...

In terms of essay introductions for 1a), use athree part structure1. Answer or give point of view to question.2. Outline briefly what they made acrossboth years.3. Explain to the examiner how they aregoing to structure their essay.

Marks and Timing


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Q1a) Theory and Terminology...

It is possible to remind students of basic theory or

references to ideas and key terms that they can put into

their essays. (magazines = preferred meaning, star

persona, ideal self/partner)

It isn t vital that there is theory but if it helps support

their answer then their application of it and

understanding can be credited.


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Any Questions about Q1a)??

(happy to go through structure for anyother questions etc...)


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Question 1b)

What we can do to help

the students structuretheir essays?


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The students need to be equipped to take one of their

Productions and apply it to ideas/theory about one of

the five concepts.

The key way to help them do this is not to give them too

much and make the theoretical ideas as generic as

possible (particularly for centres like mine that complete

a variety of coursework options).

It is possible to get them to pick one of their productions

and work through all the options in the syllabus early on.

Q1b) Guidance on Teaching


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Genre Generally, this should cover not just generic

conventions of the particular sub-genre of their

product but should include ideas about how genres

develop/evolve (in relation to their particular

product (e.g. Changing sub-genres of music video,

magazines) and how institutions use genre to target

audiences.

Q1b) Breakdown of the Options?


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Representation There are numerous theories about representation

of gender, age, ethnicity, regional identity etc.

which may have already been covered at AS.

Students may evaluate how their product has

mediated certain representations about social

groups/artists/characters.

They can also evaluate how certain subcultureshave been represented within the product.

Q1b) Breakdown of the Options?


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G235: Critical

Perspectives in MediaTheoretical Evaluation

of Production

1b) GenreSample Basic Lesson Structure


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Aims/Objectives

To introduce the concept of genre

theory and key genre theorists.

To have a basic understanding of howto categorise evaluate your

coursework against genre theory.


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Definition

Genre is a critical tool that helps us

study texts and audience responses to texts

by dividing them into categories based on

common elements.

Daniel Chandler (2001)details that the

word genre comes from the word for 'kind'

or 'class'. The term is widely used in

rhetoric, literary theory, media theory torefer to adistinctive type of text .


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All genres have sub genres (genre

within a genre).

This means that they are divided up

into more specific categories. BarryKeith Grant (1995) suggests that thisallows audiences to identify them

specifically by their familiar andwhat become recognisablecharacteristics.


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TaskChandler s and Grant stheories.

You have 5 minutes to write down how theproduction you are writing about for Q1b)fits into a specific genre/sub-genre/hybrid

genre. Back this up with at least 5 specific

elements/examples from this productionthat show how you have replicated genreconventions.

Must be specific headlines, photogaphs,fonts, editing techniques.


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Genre also allows audiences to make choicesabout what products they want to consumethrough acceptance in order to fulfil aparticular pleasure.

Theorist Rick Altman (1999) argues that genreoffers audiencesa set of pleasures.

This can also be linked to Denis McQuail s(1972) theory onuses and gratifications ofmedia texts for audiences.

Basically, the genre of your text will haveprovided your demographic/subculture withsome satisfaction upon their consumption.


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Genres are not fixed. They constantly changeand evolve over time your courseworkproductions, as we have discussed, are

postmodern pieces and/or adapt to changes toadvances in technology.

Christian Metz (1974)argued that genres gothrough a typical cycle of changes during theirlifetime.David Buckingham (1993) argues that 'genre is

not... Simply "given" by the culture: rather, it is ina constant process of negotiation and change.Steve Neale (1995)genres are processes ofsystemisation they change over time.


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Task Evolving genre

theories. You have 5 minutes to write down:

How your product is part of a genre thathas changed over time.

Give 3 examples of texts that were part ofexperimental orclassic ideas ofyour product within the genre and 5

examples that show your text as aclassic or as anevolving piece.


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Certain genres are also said to have

certain themes.

David Bordwell (1989) notes, 'any

theme may appear in any genre

.


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Task genre themes.

You have 5 minutes to write down:

5 themes that appear within your productthat are part of your genre.

Back each one up with examples fromyour work.


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Plenary

Write down 3 genre theorists (notincluding Chandler or Grant) that you havelearnt today and what they have said.

Write down 2 pieces of medium specifictheory and relate it to your sub genre.


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Any Questions about Q1b)??

(happy to go through theory for anyother questions etc...)

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