Editing representations - classwork

TV Drama revision booklet

Tv Drama Revision Booklet

Game of Thrones - editing task

In order to improve your knowledge and application of editing, look at each of the clips from the Game of Thrones mock exam video. For each section of clip, complete the following tasks:

• Watch the clip
• Identify the editing techniques used in the clip
• Use your glossary
• Don't forget about post-production editing (soundtrack, sound effects, etc.)
• Explain the purpose of the editing technique in relation to the representation of gender. Does it reveal anything about:
• Stereotypes/anti-stereotypes?
• Relationships?
• Characters?
• Is it manipulating audience perception? What perception? How?
• Don't forget about other purposes of editing as a whole - narrative, pace, rhythm, etc. How can these link to gender? 
• Look particularly at characters 'thinking' and 'fighting'.

• 0:00-0:27 - start of clip to where Jaime Lannister says "Which will she choose?"
• 0:27-0:36 - Brienne of Tarth and Jaime Lannister walk along the bridge to where he sits down in the middle of the bridge
• 0:48-1:00 - Jaime Lannister says, "I never used to get corns!" to where he steals Brienne's sword
• 1:03-1:22 - Brienne removes her sword to where they look at each other over their swords eye to eye
• 1:39-1:50 - Jaime Lannister attacks Brienne to where he pushes Brienne backwards over the bridge
• 2:00-2:30 - Jaime Lannister holds his sword towards Brienne to Brienne kicking Jaime in the gut
• 2:31-2:48 - Jaime says "If you were willing to hurt me..." to Jaime leaning back on the wall with his sword out
• 2:49-3:11 - Jaime strikes out from the wall to Brienne standing over the fallen Jaime
• 3:13-3:42 - Jaime gets up off the floor to Jaime looking back at Brienne
• 3.45-4.05 - Jaime says "Let us go..." to the men on horses proceeding over the bridge

Mock exam - year 12

Game of Thrones

Yr12 Mock May15

Sherlock - exam practise

Task 1:

• Get into 4 groups
• Each group is responsible for one area of textual analysis
• Watch the clip
• Write down every feature for your area of TA that you can see in the clip and when it is used
• Swap your paper with another group
• Annotate your new sheets with how the TA feature has been used to represent gender
• Swap your paper with another group
• Add to your peers' discussion with further ideas/different interpretations
• Swap your paper with another group
• Add any theories you've covered in class with relation to gender/representation that you could use to support the arguments on the paper
• Return the paper back to the original group

Task 2:

• Spend 10 mins preparing a short presentation on your area of TA
• Take notes and ideas from your peers' work on representation in the clip

Task 3:

• Using the notes you've made, write up an exam answer to the question: How is gender represented in the clip from Sherlock Holmes?

Examiner's report - Media Studies key concepts G322/3

Examiner's reports are really helpful as they can reveal what the examiner is looking for when marking your exam answers. Some key points from last year's examiner's report:

• Those candidates achieved well offered sustained and detailed responses.
• Responses were frequently punctuated with detailed reference to contemporary and relevant examples.
• Fully rewarded for some insightful and academic use of key media concepts
• Candidates who did not meet the highest levels often lacked detail in arguments and offered a basic response.
• Candidates struggled where they failed to manage their time.

Representation and textual analysis:

• Integration of terminology
• Variety in representations - not just focused on one type
• Fluctuation in representation - not the same all the way through the clip
• Sequenced ideas - work your way through the clip
• Balanced and integrated analysis - covering all areas of TA
• Biggest area of development in all responses is editing
• Links need to be made between areas of TA and the representation

Areas of representation:

• Gender, age, ethnicity, sexuality, class and status, disability/ability, regional identity

Areas of textual analysis:

• Camera shots, angle movements, composition
• Establishing shots, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, variations.
• High angle, low angle, canted angle.
• Pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
• Framing, rule of thirds, depth of field, deep and shallow focus, focus pulls.
• Editing
• Shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway, insert.
• Dissolve, fade-in/out, wipe, superimposition, long/short take, slow motion, ellipsis, expansion of time, post-production, visual effects.
• Sound
• Score, incidental music, themes and strings, ambient sound
• Diegetic and non-diegetic sound, synchronous/asynchronous, sound effects, sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.
• Mise-en-scene
• Production design, location, studio, set design, costume, make up, properties
• Lighting
• Colour design

Representation of sexuality - Fingersmith

Discuss the ways in which the extract constructs the representation of  sexuality using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène
[Total 50]

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks
T: Terminology-10 marks

Representation of ethnicity in Spooks

Discuss the ways in which the extract constructs the representation of ethnicity using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scene

50 marks

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks
T: Terminology-10 marks

Representation of sexuality in Queer as Folk

Representation of sexuality

Gender representation - Sherlock Holmes

Regional identity in TV drama - Our Friends

Regional identity

Task

Create a research pieces on the stereotypes and counter-types of the following regional identities:

• Scottish
• Liverpool
• Newcastle
• Yorkshire
• Birmingham
• Welsh
• Irish
• London
• Essex
• Cornwall/South West

Include examples from TV dramas and post to your blog.

Ethnicity

Class and status

Half-term homework

Tasks:

• Get your blogs FULLY up to date with any missing work
• Complete the following tasks in addition to updating your work
• ALL TASKS must be completed and on your blog by Monday 27th October

Task 1 - ethnicity and class and status in TV drama:
Produce two separate written explorations of ethnicity and class and status in TV drama and post these to your blog.


Your written piece should include, but is not limited to, discussion of:

• Ethnicity and class and status stereotypes and their countertypes
• How ethnicity and class and status is presented in TV drama through the 4 areas of textual analysis
• How ethnicity and class and status link to the other areas of representation (positively and negatively)
• Examples from TV dramas to support your points (including pictures)

Task 2 - ethnicity and class and status clip analysis
Produce two separate written analyses of the following clips.


Class and status:



Ethnicity:

Disability in TV drama - The Street

Disability in TV drama

Task:

Produce a written exploration of disability in TV drama and post this to your blog.

Your written piece should include, but is not limited to, discussion of:

• Disability stereotypes and their countertypes
• How disability is presented in TV drama through the 4 areas of textual analysis
• How disability links to the other 6 areas of representation (positively and negatively)
• Examples from TV dramas to support your points (including pictures)

Secret Diary of a Call Girl - representation of disability

Task

• Analyse this clip looking at how disability is represented
• Embed the clip into your blog along with your written analysis
• Include the 4 areas of textual analysis
• Include the theories of Paul Hunt

Representation of disability

Paul hunt disability from Sarah Ghost