AS Radio Coursework - Setting Up Soundcloud

AS Radio Coursework - Getting Started with Blogger

The majority of the marks that you receive for you AS Media Studies coursework are for the five minute radio extract that you produce. You do, however, receive substantial marks for both your Research and Planning and your Evaluation.

These elements of your coursework must be recorded on a blog, so that I can chart your progress but also so that the moderator can access this information at the end of the year.

The first thing that you must do, before you get started on the research and planning, is set up a blogger account. It is easy to do and, thankfully, blogger is easy to use! Blogger enables you to write text (in a similar way to word), but also offers the opportunity to add images, sound clips, videos and links to websites that you may have used in your research.

Speak to Alex or Jon about setting up a blog account or simply click on the link below to begin.

Blogger

If you already have a google/gmail account, you can log in that way. Give your blog a title (something along the lines of your name and AS Media Blog) and create a blog address - and you are good to go. I will show you all individually how to use the blog, but it really is easy to use. Just play around with it and you will find you will know exactly what you are doing in next to no time!

When using blogger, it is essential that you do not simply write huge chunks of text - instead, every post that you put up should include other elements that help illuminate what you are saying.

Get into the habit of adding images related to what you are saying, sound clips from various stages of your recording and editing, links to external websites and to your own posts and even videos that help support the points you are making.



The board expect you to use blogger's full capabilities and this will enable me to give you the highest marks possible for both the Research and Planning and the Evaluation sections of your coursework.

Click on the links below to get a better idea of what I mean regarding images, links, sound clips and videos.

 Blog Post with Images

Blog Post with Sound Clips 

Blog Post with Video Clips 

Blog Post with Links 

AS Foundation Production Coursework - Introduction

Now the term has properly started, we will be focusing our efforts in the first few months on the AS coursework - researching and planning a local radio show that you must script, record and edit.

Keep an eye on the blog for tips regarding the planning tasks and examples of previous students' work that should help you with your planning.

I will try and post help and advice for each of the planning tasks, but also support regarding the recording and editing process and the evaluation (which you will complete after Christmas).

Textual Analysis and Representation - Sexuality Clip

Here's another clip for you to analyse as practice for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper.

The extract is taken from the TV Drama The Street and should be used to analyse the representation of sexuality. While the clip is a little shorter than the one you will get in the exam, it is still a useful clip to attempt.

Please email me your essay to alexmorphey@btinternet.com and i'll mark it and provide feedback.

Textual Analysis and Representation - Class/Status Clip

Here is the clip from the TV Drama Merlin for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper - some of you have seen it before (or you may have read my analysis of it on a previous post) BUT it is an excellent clip to attempt.



The area of representation is class/status - look at the contrast of the mise-en-scene in particular, such as the costumes and setting related to Merlin and Arthur.

Have a go at the clip BEFORE you read my analysis and email me your notes and essay to alexmorphey@btinternet.com, and i'll mark them for you as soon as possible.

Textual Analysis and Representation - Gender Clip

Here's an excellent clip to analyse ahead of the exam for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper.



The scene is taken from the TV Drama The Street and focuses on the representation of gender (remember to discuss how both the women and the men are presented).

Email me your essays to alexmorphey@btinternet.com and i'll mark them as soon as possible.

Tips on Note Taking

Most of you will have done a number of practice essays by now, for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper, and you will have been through the process of making notes whilst watching the screening of the clip.

Having read a number of your essays, it is clear that the more comprehensive the notes taken, the better the essay - invariably, those taking fewer notes, struggle when it comes to the right level of detail in the essay. Relying on memory is not good enough (it is inevitable that you will get shot distances muddled up, or leave them out altogether) and it is essential that you take your notes in the right way, if you are to gain a decent grade for this section of the exam.

The most important thing to consider when it comes to note taking is that YOU understand them clearly - it doesn't matter whether the examiner can make sense of them. They are there to help you write a detailed analysis of the clip and as long as they help you, it doesn't really matter what form they are in. You must, however, make sure that the notes you take are detailed enough for you to write the essay!

Students often struggle with the note taking for a number of reasons. They find it difficult to watch the screen and write at the same time and complain that the room is too dark to see their notes clearly. The clip moves too quickly, meaning that they miss out important sections of the extract. They forget some of the terms or try to write detailed sentences instead of notes (which is obviously time-consuming).

Don't panic if the above seems all too familiar - it is not unusual for students new to timed textual analysis to struggle when taking the notes. The most obvious thing to say is that practice makes perfect. it will get easier the more times you attempt note taking. If you like, instead of writing the whole essay for the clips i've posted on the blog, just practice making notes - watch the clip as you would in the exam, take the notes and email them to me at alexmorphey@btinternet.com. I'll mark them and give you some tips about how to improve them.

Think about the following before you attempt any more note taking:

• Make sure that you have learnt all of the terms - you will really struggle to take notes if you are spending time trying to remember the difference between a long shot and a medium close up, or a cut and a wipe!
• You could split your page into separate sections - one each for camerawork, editing, sound and mise-en-scene. Write down any points related to each area under the relevant heading. Be aware, though, that this only really works if you intend to write the essay in separate paragraphs for camerawork, editing, sound and mise-en-scene. This isn't the most sophisticated way to do it BUT if it helps you, then it's fine - don't worry, you can still get a top grade doing it this way. My only real concern is that you could end up talking about the same bit of the clip four times at separate points in your essay (once each for camerawork, editing, sound and mise-en-scene).
• Many students, however, prefer to take the notes chronologically - as they realise that meaning is more often created by a combination of all of the elements of film language, rather than one in isolation. If you are going to do it this way, just be aware that it is inevitable that you will miss key bits of the scene whilst you are writing. Just leave appropriate gaps in your notes and fill in the gaps during the next screening. Split your page into four vertically, with a heading in each section for camerawork, mise-en-scene, sound and editing - DO IT IN THIS ORDER! 

• During the first screening, write down the camera shots (vertically, in the order they appear) - use abbreviations rather than the full term in your notes, as this will save you time (for example, use CU for close up, ELS for extreme long shot, HA for high angle, 2S for two shot, B-E-V for bird's-eye-view - some terms already have obvious abbreviations, for the others, come up with your own, but make sure that they are ones that you will instantly remember!). If you want, during your note taking you can write down the reasons why these shots are used BUT just remember that this will be time-consuming. If you have learnt all the terms, you should also have learnt why they are most commonly used and the effects that they generally create for the audience. YOU DON'T NEED TO WRITE THIS IN YOUR NOTES - ADD THESE BITS DURING THE ESSAY!
• During the break between the second and third screening, try to jot down some notes about mise-en-scene, in the second vertical section on your page. Obviously, some of this will be from memory BUT it is important that you use the breaks between screenings productively - you must use the time to write, rather than staring out of the window! Whilst you might need to add to the mise-en-scene section during the third screening, you will already have noticed certain elements of mise-en-scene such as setting, costume, props and figure behaviour. Jot down what you can - even if it is just a key phrase to jog your memory for the next screening.
• During the third screening, fill in the gaps regarding mise-en-scene. Make the notes in the gaps next to the camera shots that you have identified. During this screening, flesh out the points you have made about mise-en-scene BUT also begin making any notes (at the relevant points) about sound and editing.
• During the break between the third and fourth screening, look over the notes you have made so far and begin thinking in more detail about the use of sound (particularly non-diegetic music) and editing (particularly any noticeable changes in pace). Again, you must use this time to write as much as you can - if you like, this would be a good time to jot down ideas about what certain aspects of film language suggest about the area of representation.
• During the fourth and final screening of the extract you must work quickly to fill in any gaps regarding camerawork and mise-en-scene BUT what is most important is that you make some notes about sound and editing. Four, strong points on each of these areas will more than likely be enough (don't forget that you will be constantly referencing editing in your essay by using "...the director cuts to..." as linking sentences between the shots you analyse).
• In the final break, before you begin writing the essay, try and scribble down anything that you think you may have missed, and begin linking the comments that you have made on each area of film language.
• During the note taking you can make notes on the area of representation BUT I would advise against this, as you don't want to waste time! Save these comments until your essay - remember, that you will be analysing the way that the use of certain aspects of film language creates meaning, before describing specifically what happens in the clip. This should take up the first two-thirds of your paragraph - in the last third of each paragraph, you should discuss what is being suggested about the area of representation.

Note taking is tough BUT it is important that you get it right. You need as much practice as possible. Try different ways of note taking until you find one that suits you best. Practice by looking at the clips on the blog, simply making notes - not writing the essays. You can write the essays when you have mastered the note taking!

Tips for Textual Analysis and Representation - Sound and Editing

I have noticed when marking your practice essays for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper, that almost all students are barely mentioning SOUND or EDITING. The clips below show examples of contrapuntal sound (from Reservoir Dogs) and montage (taken from Naked Gun) - whilst neither of these are TV Dramas, they contain good examples of both techniques.





It is essential that you discuss these areas of film language in much more detail - if you fail to discuss one of these areas then you will struggle to get a 'C' grade for this section in the exam. Most students are fine when it comes to discussing the more obviously visual elements of film language such as camerawork and mise-en-scene BUT the syllabus states that each of the four areas of film language (camerawork, mise-en-scene, sound and editing) must be discussed in roughly equal measure - BELOW ARE SOME TIPS TO HELP MAKE SURE THAT YOU DISCUSS SOUND AND EDITING IN ENOUGH DETAIL! 



If you find yourself barely mentioning sound or editing when analysing a clip, try this: choose one of the clips on the blog (such as the one above from Coming Down the Mountain, focusing on disability) and watch it as you would in the real exam (that is, once without making notes and three further times, making notes). Instead of making any notes on camerawork and mise-en-scene only take notes on sound and editing - whilst this doesn't exactly replicate what you would do in the exam, it will help focus your attention on the areas of film language that most of you are neglecting. Do this for a couple of clips, and by blanking out camerawork and mise-en-scene, hopefully it will help you see the importance of sound and editing in terms of making meaning. If you want to send me the notes for this exercise, I will happily mark them - send them to alexmorphey@btinternet.com. Once you feel more confident at spotting these elements, go back to analysing scenes normally - I am sure you will now think more carefully about sound and editing!

Aim to make four comments about sound and four comments about editing in your essay - obviously, if you can make more, then great - BUT you should aim for this to be your absolute minimum. There are bound to be significant points where the tempo or key of the music changes, or the pace of the editing increases/decreases - make a note of them and try to link to the area of representation. Below are some examples of the sound and editing techniques that are likely to come up in any clip that you are given. Aim to discuss these and you will have said more than enough about both sound and editing.

EDITING

One way to at least make it appear that you are discussing editing is to get into the habit of using the phrase "The director cuts to..." as a link in your essay from discussion of one shot to another. The more often you use the term cut (or dissolve, fade or wipe - if it is one of these types of transition), the better - whilst you may not be saying anything specific about how the cut creates meaning, or even how it may link to the area of representation, the simple use of the term as part of your description will make the examiner feel that you are at least attempting to discuss editing. This kind of description should become the norm in your essay!

Something that is almost certain to happen a number of times throughout the clip you will be analysing, is a change of pace in the editing. Slower editing, with a series of relatively long takes, often has the effect of creating anticipation, tension and suspense for the audience. Quicker editing, with a series of relatively short takes creates excitement for the audience and often reflects a characters sense of panic. Discussing the pace of editing is relatively straightforward BUT remember to try and link it to the chosen area of representation! The scene below is not from a TV Drama (it is from the Alfred Hitchcock film Psycho) BUT it is a good example of the way that a change in the pace of editing can create very specific effects for the audience - have a look at it and think about how the director alters the pace of the editing to create effects for the viewer BUT also to reflect how the character is feeling.



Other useful editing terms that it is possible you will want to discuss include montage and parallel editing/crosscutting - though because the clip will only be roughly 5 minutes in length, it is possible that neither of these editing techniques will be used (though montage is used in the clip on disability from Coming Down the Mountain, that is earlier in this post). Montage is the condensing of a reasonably long period of story time into a relatively short period of screen time - often accompanied by a piece of music or a voiceover, the editing is likely to be quick and the technique is often used to summarise action or to reveal important information about character. In the clip from Coming Down the Mountain, montage is used to show to the audience that the older brother consistently has to look after his younger disabled brother - each day involves him taking his disabled brother to school and, therefore, the younger brother's disability has become a determining factor on the older brother's routine, effectively governing his life.

Parallel editing or crosscutting creates tension, suspense and anticipation for the audience as the director cuts back and forth between two, or more, lines of narrative action - the implication to the audience is that these moments of action are taking place at the same time and that they are somehow related to each other (we are often led to believe that they will meet). Below is a good example of crosscutting or parallel editing, taken from the film Inception - whilst this is a film and not TV Drama, you can get a good idea of how the technique works.



Of course you can discuss other aspects of editing, such as jump cuts, wipes, dissolves and anything that breaks some of the rules of continuity editing BUT if you stick to montage, crosscutting, changes in pace, long takes, short takes and cuts - then you will have more than enough to discuss! Don't spend too long trying to find examples of the more obscure, more difficult editing techniques - instead, stick to the stuff that is more straightforward and obvious. Just remember to link these comment to the area of representation as often as you can!

SOUND

As with editing, you must make reference to the way that aspects of sound are used to create meaning in the clip, and you should try to link them to the area of representation that you are being asked to discuss. Because sound isn't 'visual', students often forget to mention its use during their analysis - and this results in them getting a much lower mark than they could have done, with just the use of a few simple sound terms.

It is inevitable that the clip you will be analysing will contain music, and it is even more likely that this music will change throughout the clip. This may be a change in tone, pace or key OR there may be a number of different music tracks used throughout the scene. It is likely that the music will be used to create an emotional response from the audience OR to reflect the way that a character is feeling. 

The first thing that you should do is make a note of any time during the scene that an excerpt of music is used. Try to do this three or four times throughout the clip!

Once you have identified the significant use of music, you should attempt to describe it in terms of genre, pace and tone. Crucially, you must identify whether it is non-diegetic music or diegetic music. Never simply use the word 'music' - instead, get into the habit of identifying whether it is non-diegetic or diegetic (and use these labels!).

Non-diegetic music (as in the clip below from an episode of the TV Drama, Primeval) is music that the audience can hear BUT the characters cannot - this is the most common type of music you are likely to discuss and it is this type of music that is most often used to lead the audience's response. This type of music creates an emotional effect for the audience (such as making them scared, sad or excited) and it should be relatively easy to relate this type of music to the chosen area of representation (for example, a character is scared because their age/gender/disability has put them in a vulnerable position). 

Diegetic music (that both the characters and the audience can hear) tends to be used to create verisimilitude (to create a sense of realism and authenticity) - though, this can be used in a similar way to non-diegetic music, to create an emotional response from the audience or to reflect a character's feelings. The music in the clip from Reservoir Dogs is diegetic - it is playing on the radio and both the audience and the characters can hear it. What is important is that you use the right term - remember that 10 of the 50 marks available are for the appropriate use of terminology, so it is important that you use the right terms and that you use them frequently!

Other elements of sound that are likely to feature prominently include amplified or enhanced sound effects - these are used to shock the audience, or to reflect a character's shock. You may want to mention ambient sound (background noise) and there may be examples of sound bridges (music or voiceover that connects two or more scenes) and contrapuntal sound (music that seems to contrast or work against the images seen on screen - the clip at the top of the blog post from Reservoir Dogs is a good example of this).

One final element of sound that it is very likely that you will discuss is voiceover - voiceover is used to position the audience closely with character (often the narrative's central protagonist). In the clip from Coming Down the Mountain (earlier in this blog post) the older brother's voiceover positions the audience with him, leading us to think about how his younger brother's disability affects him (rather than the disabled brother).

Practice looking at clips and making notes on sound and editing - if you like, forget about everything else for now. Once you feel a little more confident about both of these areas of film form, start looking out for camerawork and mise-en-scene. Hopefully, once you have done this, you will spot elements of editing and sound more quickly and easily!

Textual Analysis and Representation - Disability Clip

Some of you have attempted to analyse this clip for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper - but if you didn't do the mock (or just fancy having another go at it) here it is again.



The clip comes from a TV Drama called Coming Down the Mountain. The clip was used for the Summer 2012 exam and the area of representation is disability.

The clip contains excellent examples of a range of camera distances and angles (think about the significance of the bird's eye view shot that opens the scene), lots of opportunity to carefully discuss mise-en-scene and sound, and a wonderful use of montage. Remember to link comments about the use of these techniques to disability.

Please email me any practice essays to alexmorphey@btinternet.com and i'll mark them for you!

Textual Analysis and Representation - Disability Clip

For the AS mock exam for Section A: Textual Analysis and Representation for the G322 Key Media Concepts (TV Drama) paper, I gave you a clip to analyse that focused on the representation of disability. Here is another clip for disability - the question is exactly the same. The scene comes from a TV Drama called Secret Diary of a Call Girl.



As before, i'm happy to mark your practice essay - email it to alexmorphey@btinternet.com.

Textual Analysis and Representation - Sexuality Clip

Here is a clip for sexuality for Section A: Textual Analysis and Representation from the G322 Key Media Concepts (TV Drama) paper.



This is the first clip that i've put up for this area of representation - it is important that you attempt this clip as students often find it a tricky area to discuss. The scene is from the TV Drama Fingersmith and is taken from the January 2012 exam.

Please email me your answers to alexmorphey@btinternet.com and i'll mark them as soon as I can.

Textual Analysis and Representation - Age OR Gender Clip

Here's another clip for you to use as practice for Section A: Textual Analysis and Representation for the G322 Key Media Concepts (TV Drama) paper.



The clip is taken from the TV Drama Blackpool and could be used to discuss either age or gender (you could always analyse it twice, once for each area of representation).

Even though the clip is a little shorter than five minutes, it is still a useful clip to look at. Email me your responses to alexmorphey@btinternet.com.

Textual Analysis and Representation - Race/Ethnicity Clip

Here's another clip for you to analyse, again from the Soap Opera Eastenders. Again, the area of representation is race/ethnicity.



Email me your answers please, to alexmorphey@btinternet.com.

I'll put up some clips for disability and sexuality soon!

Textual Analysis and Representation - Race/Ethnicity Clip

Here's another clip for you to attempt for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper. The question is exactly the same, though this time the area of representation is race/ethnicity.



The clip is taken from an episode of the Soap Opera Eastenders - and even though the board definitely will not use a clip from a Soap Opera in the real exam, it is still a useful clip to use as practice.

Email me your essay to alexmorphey@btinternet.com and i'll get it marked for you as soon as I can.

Textual Analysis and Representation - Age Clip

Here's the second clip from Monarch of the Glen about age, as promised.



This clip was taken from the January 2009 paper - it is exactly the same question as before.

Usual procedure - email me the answer to alexmorphey@btinternet.com and i'll mark it as soon as possible!

Textual Analysis and Representation - Age Clip

Here's another clip to use as practice for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper. It is taken from a show called Monarch of the Glen.



The structure of the question is the same, though this time the area of representation is age.

Soon, I will be posting another, slightly shorter, clip from the same episode of Monarch of the Glen - which will also be about age. Have a go at this one first and if you want further practice, try the next one as well.

You can email me your essays for feedback to alexmorphey@btinternet.com.

Textual Analysis and Representation - Class/Status or Regional Identity Clip

The is is a useful clip to analyse for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper - it could be used to discuss either class/status OR regional identity.



The clip comes from a TV drama called North and South. The question will be exactly the same as previous questions, just change the area of representation to class/status OR regional identity (choose the one that you feel you have had less practice with).

You could always do one analysis of the clip in terms of class/status and then one analysis for regional identity - the notes you make for each will obviously be slightly different BUT many of the key features of film form will be the same.

Email me your answers for either, or both, to alexmorphey@btinternet.com and i'll mark them with plenty of feedback.

Textual Analysis and Representation - Gender Clip

Here's another clip from Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper - taken from the Summer 2009 exam.



We looked at the clip below from Doctor Who and discussed it in class - BUT you may find it useful to analyse it yourselves. The area of representation is gender and the question is the same as the previous clips on Scott and Bailey and Hustle.

Try it and email me your answers to alexmorphey@btinternet.com. If you want to try a clip that you haven't seen before, I will post some more in the coming days.

Textual Analysis and Representation - Age Clip

Here's another clip that you can use as practice for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper.



This time the area of representation is age and the clip is taken from a TV show called Waterloo Road.

See the previous blog post for the Scott and Bailey clip on gender, for tips about how to answer the question. The question will be exactly the same as before - just replace the word gender with the word age.

Again - once you have attempted the essay, email me your answer to alexmorphey@btinternet.com.

Textual Analysis and Representation - Gender Clip

Here's another clip on Gender for Section A: Textual Analysis and Representation on the G322 Key Media Concepts (TV Drama) paper.



This clip is taken from the TV Drama Hustle, and was on the January 2011 paper. It is quite a tricky clip and many students found it difficult to discuss in terms of gender.

Have a go at it, as I think it is good practice to try clips that are tough - remember, it is certainly possible that you will get a challenging clip in the exam and you need to be prepared for all eventualities!

This clip includes four screenings of the extract and the time breaks in between - exactly as they will appear in the real exam. It may, therefore, be a useful one to attempt in timed conditions, closer to the exam when you are a little more confident.

As ever, I am keen to mark your practice essays - so once you have completed it email it to me at alexmorphey@btinternet.com. I'll mark it and provide plenty of feedback.

By now, you should be attempting two or three clips per week - the more practice you have, the less likely you are to make mistakes in the exam!