Res Media - Highlights of the Examiners Reports

8/15/2019 Res Media - Highlights of the Examiners Reports

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RES MEDIA – SUMMARY OF THE EXAMINERS’ REPORTS

A-LevelMedia StudiesCritical Perspectives/Unit 3 – MEST3 Report on theExamination2570 June 2015

General

The unseen extracts in this year’s exam were a Google advertisement for theNexus 5 smartphone and a short film by Bluefish TV, with both texts providing a

range of points for analysis. Students across the ability range were able to access

the products, and provided a range of responses that showed some real

engagement with what they had been presented with. The detail in the vast

majority of the responses suggests that students were well prepared for the

examination in terms of understanding, with the quality of note taking skills in

evidence being particularly impressive.

Equally, the vast majority of students had prepared effective independent case

studies around which to base their responses in Section B. It was evident how

much time and effort had gone into preparing for the exam, with many students

showing the ability to write in a sophisticated manner about a range of different

example products while simultaneously applying media theory effectively and

exploring relevant wider contexts. Weaker students tended to focus on just one

or two example products, and

it was occasionally disappointing to note that a number of case studies were not

contemporary; for example, “Fight Club” (1999) and “Memento” (2000) were

used as the key focus products on more than one occasion. Primarily basing an

individual case study around films of this age meant that students found it

difficult to then explore contemporary wider context issues, thus precludingthem from reaching the higher levels of the mark scheme.

It was frustrating to note that a number of students opted to copy out the

wording of each question in turn, thereby limiting the amount of time that they

had to actually finish the paper. Equally, there were a handful of students who

neglected to put the question number in the margin for each question being

answered; these students placed themselves at huge risk of not being assessed

for each of the four questions that they completed during the examination. It is

always worth reminding students to complete exam papers accurately; it is their

own best interests.


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Section A

The focus of the 3 questions is:

Question 1 - Media concepts

Question 2 - Media issues and debates

Question 3 - Wider contexts

Question 1:

Contrast the techniques used by each product to communicate its message.

This question encouraged students to engage specifically with the unseen

extracts that they were shown at the start of the examination itself, and provided

an opportunity to use those analytical skills that have been developed during the

AS course in analysing unseen material, albeit at the higher level required for A2.

The most successful responses made reference to a range of construction factors

in each product, including:

• the use of sound, both diegetic and non-diegetic, and how this impactedupon an audience’s response to the products

• the use of graphics that appear on screen• representational issues, particularly those that show attitudes of

acceptance and community

• the use of montage to celebrate the universality of marriage

• the use of direct address in the “Who are you?” questioning

• the use of editing, particularly to generate pace in order to create

audience appeal

• the notion that one text creates a desire to own a product, while the other

encourages self- realisation.

High level responses engaged with many of these features, while using

theoretical and conceptual frameworks to reveal detailed knowledge and

understanding of how media products are constructed and what impact they are

likely to have upon an audience.

Weaker students tended to focus on fairly simple points of analysis, in some

cases being limited to brief references to one or two media language examples,

such as the use of a particular camera shot or soundtrack. These answers did not

engage with the specific wording of the question, which encouraged students to

consider what the “message” behind each product might be, and then explorehow this message was communicated. It is useful to set MEST3 topic class work

and case studies to remind students of analysis skills using the concepts. This

will help with the detailed analysis required in Section B, but also assist with

developing skills needed to answer Question 1 effectively.

Question 2: In what ways are issues of personal identity presented in the media?

You may refer to other products to support your answer.

This question provided students with the opportunity to refer not only to the

unseen products shown at the start of the examination, but also some of theirexamples. Students were therefore able to use some of the material that they had


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prepared in their Independent Case Study. Effective answers to this question

included many of the following points:

• identification with celebrity

• response to lifestyle activities and celebration of choices

• modification of audience behaviour

• online identity and manipulation• creation of personal spectacle

• pros and cons of social networks

• increased opportunity for members of the public to control their own

representations.

Stronger responses made reference to a range of products, ranging from the

unseen texts provided to their own use of social media sites such as YouTube,

Facebook and Twitter. Many students made excellent use of particularly

contemporary issues, such as the story of Caitlyn Jenner (which became a news

headline just four days before the date of the actual examination) and the on-

going narrative involving ISIS. These responses revealed a very real awareness

of how individuals are increasingly able to reveal their identity in ways that were

unavailable even a decade ago. They also revealed students to have an interest

in, and on-going engagement with, the world around them as expressed through

a wide variety of media products. Additionally, a number of very good responses

were seen which considered the notion of whether audiences could trust all

identities as they were portrayed, particularly on social media sites; the highest

performing students showed some excellent critical autonomy in debating

whether technological developments, while enabling individuals to express

themselves more fully, were a positive or negative thing.

Weaker responses tended to remain focused on the unseen extracts that were

shown at the start of the exam, and did not involve reference to additional media

products. Students were therefore somewhat limited in their ability to explore

the range of technologies and platforms available to individuals when revealing

their identity. The language of t he question (“may”) invites students to make

reference to other media products, and it would be particularly worthwhile

encouraging students to use that invitation to their benefit.

Question 3:

How important is it to media producers that audiences adopt a positive attitude

to the use of new and digital media?

You must refer to other products to support your answer.

This question encouraged students to consider the relationship between media

producers and media audiences, particularly against a backdrop of ever-

changing technologies and cultural circumstances. The question demands that

they make reference to a broad range of media products, and many students

showed some very good knowledge and understanding in this response.

Stronger responses included reference to many of the following points:

• a positive audience response being key to advertising/marketing revenuefor producers


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• the growth of the e-Media economy and the impact of this upontraditional media producers

• the illusion of empowerment offered by new media technologies and

platforms

• direct audience feedback and how producers used these to their own

ends• demographic targeting

• cross media promotion.Stronger responses made reference to a range of products and companies, with

the bankruptcy of Blockbuster after their refusal to purchase Netflix being just

one of the examples that appeared on a number of occasions. Many students

made use of a broad range of media theory in exploring this question, including

some particularly effective discussion of the idea of “pro-sumers” and some

interesting exploration of the “Cage of Identity”. Students at the higher end of theability range made good use of their own product examples in responding to this

question, showing understanding of a range of examples.

• illusion of empowerment

REPORT ON THE EXAMINATION – A-LEVEL MEDIA STUDIES – MEST3 – JUNE

2015

Weaker students tended to make fairly simplistic points, often referring just tothe presence of Twitter rather than exploring the RAMIFICATIONS of its use for

media producers and audiences, or by only making passing reference to the

opportunity for audiences to express a preference for a performer in “The X

Factor” by voting online. Such responses, being limited to isolated examples,lacked depth and detail required in order to access the higher marks available.

Section B

Candidates had the choice of four questions, of which two were on New and

Digital Media and two were on the new topic of Identities and the Media, which

replaced Representations in the Media for this exam. More students took the

opportunity to respond to the question on New and Digital Media, perhaps

suggesting a lack of confidence or awareness in teachers in the differences

between Identities and Representations as an exam topic. It is hoped that there

will be more balance between responses in future years, now that centres have

an exam paper that should provide greater understanding of the type of

questions that could appear under the heading of Identities and the Media.

Problematic case studies tend to fall into one or more of the following areas:

• it doesn’t have a clear link to the impact of either New and Digital MediaOR Identities and the Media

• they either tried to do too much. Some students had case studies thatcould be best described as sprawling; indeed, one candidate, in exploring the


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identity of teenage girls in the media, made reference to the Disney film “Frozen”,the role of ISIS, the Charlie Hebdo attacks in Paris, a Daily Express article on

exam performance and a Daily Mail website article on body image. It was difficult

to create a coherent and logical argument when making reference to such

disparate products.

• or they did not try to do enough. Equally, some candidates just explored

one product or celebrity, thus limiting the scope of debate available. Responses

were seen that just focused on Beyoncé, the NME and the existence of Twitter. Asa result, students had restricted their own ability to fully answer a question as

they could not explore a range of examples to support their argument.

Question 4:

Access to social media has empowered people to assert their true identity. Does

evidence from your case study suggest that this is the case?

This was a popular question, with stronger responses exploring some of the

following points:

• identification/acknowledgement of problem of ‘true’ identity• multiple and mutable identities

• balance of power producer/audience

• exemplification, via case study, of impact.

Stronger responses tended to focus on the development of Twitter, Instagram,

Snapchat etc and debated how such platforms enabled individuals to express

themselves. A number of students made some insightful comments about the

notion of power within the media, arguing that having 200 Twitter followersdoes not represent real power in comparison to the global presence of Warner

Bros, the BBC or Rupert Murdoch. There was also some astute analysis that

explored the difference between online identity and the image people project to

each other in real life. A wide range of media products were used to support

arguments and it was particularly pleasing to see that students were engaged

with international products rather than merely relying on those that had been

produced in Britain; this enabled students to engage wider contexts on a global

scale.

Weaker students tended to make reference to just one or two examples which,

while being largely relevant to the wording of the question, primarily argued that

people have been empowered just because platforms such as Facebook and

Twitter now exist. Such responses did not have the depth of awareness to

explore wider contexts effectively.


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Question 5:

“To argue that audiences have their identities shaped by the media they consumeis simply to insult them. People are much smarter than that.’’ Does your case

study indicate that people are ‘much smarter than that’?

Not as popular as question 4 for those students who opted to answer in Section Bon Identities and the Media. The better responses to this question included

reference to some of the following points:

• media impact on identities• discriminatory power of audience

• audience passivity versus audience resistance• audience empowerment in consumption

• exemplification via case study.

Stronger answers explored the idea that the life of the vast majority of

individuals is not shaped by the media alone. While offering some very good

consideration of the impact of media products and platforms upon everyday life,

stronger students were able to take a step back from the question and also

consider the role of family, environment etc. They also explored media theory

effectively, including some withering criticisms of Hypodermic Needle theory,

arguing that audiences are entirely capable of independent thought, and that the

role of the media is important but not all- encompassing.

Weaker responses did not use media theory in order to explore the notion

posited in the question. Additionally, they failed to maintain a focus on the

wording of the quotation in the question. Instead, answers tended to discusstheir chosen case study in as much detail as they could before attempting to

shoe-horn specific reference to the question into an, often all too brief,

concluding paragraph. As a result, these students did not actually address the

idea of the actual question.

Question 6:

One of the great benefits of new and digital media is that they have enabled

audiences to set their own agenda in terms of how they use the media. Does

evidence from your case study support this view?

This was probably the most popular question amongst all of those available in

Section B, with stronger answers making reference to points such as:

• agenda setting via consumption

• agenda setting via production

• role of e-commerce• globalisation and media manipulation

• exemplification via case study.

Successful responses to this question explored the issue from the perspective of

both audiences and producers. In doing so, they debated the extent to whichaudiences are now able to set their own agenda and also discuss the ways that


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media producers have had to respond as a result. Students therefore explored

the different ways that audiences could use a variety of media services and

platforms to enhance their individual lives and look at the impact of hashtags,

online voting systems and website forums as part of that debate. This led to the

question being debated from both sides, rather than revolving around a fixed

binary position.

Weaker students, however, tended to take a binary position and run with it,

using their case study to force a point, rather than consider the nuances and

subtleties that exist within the question. Weaker students also tended to explore

the more basic features of new and digital media, such as the ability to create an

individualised avatar as a method of self-expression, rather than explore the

concept of having an agenda. Arguments therefore became quite simplistic,

suggesting that having an individual Snapchat or Twitter account was enough to

allow audiences to be in control of how they use the media.

A range of theories were used by students across the ability range, including

Gauntlett, Uses and Gratifications, Stuart Hall, Marxism and Liberal Pluralism.

Some students continue to throw media theory at a question, seemingly in the

hope that some of it will stick. Some essays are constructed in a list-like fashion,

with each new paragraph detailing a different theory while making sometimes

limited reference to the case study products. It might be worthwhile re-visiting

media theory in preparing students for the A2 exam, and perhaps encouraging

students to only attempt to apply theory if they are confident that they know

how it can be used to progress an analytical argument.

Question 7:

“We stand for a single internet where all of humanity has equal access toknowledge and ideas.’’ Hillary Clinton, former United States Secretary of State,

January 2010. Does your case study suggest that new and digital media have

made a positive contribution to humanity?

There were some very good responses seen here. The best of these made

reference to some of the following points:

• government control of web based technologies

• individual freedom

• global nature of e-Media

• repressive regimes and emergent democracies• information and democracy

• folk devils such as terrorism and paedophilia.

This is perhaps the question in Section B where more students made use of

contemporary news events in order to develop their answer. As a result, many

students explored the on-going narrative of ISIS, and there were some superb

responses which explored western media’s response to the “craze” of terror

groups around the world. Additionally, a number of students took anoppositional response to the quotation in the question, arguing, largely very


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effectively, that new and digital media have actually made a negative

contribution to humanity, primarily because terror groups are able to

communicate far more readily than in previous years. It was pleasing to see that

students were using news stories and media products that were very “current”,

with

one student making excellent use of a Guardianarticle that had been published on June 4th, 24 hours

ahead of the actual exam. Stronger students applied theory in theirresponses with aplomb, considering a range of approaches to how the media

impacts upon our daily lives. While it may not have been the most popular

question in Section B, it did lead to a number of the more successful, and more

engaging, responses. There was some good consideration of the role of

regulation and censorship online, with many students, perhaps surprisingly,

arguing for a change in the amount and type of material that is available online

without restriction.

Weaker responses, meanwhile, seemed to ignore the quotation that was at the

heart of this, instead focusing on the wording of the question itself. As a result,

these answers tended to simply agree with the phrasing of the question, stating

that new and digital media have made a positive contribution to humanity, just

because they exist. These responses failed to debate the issue, and thus did not

engage with wider contexts, and students were unable to show that they

developed a sense of critical autonomy.

SUMMARY

The quality of MEST3 responses suggests that the majority of students are

engaging in their own independent case studies, which are well researched and

have good focus on the set topics of Identities and the Media and/or New and

Digital Media. Some case studies remain too simplistic, however, and do not

provide students with the opportunity to develop an argument making

reference to relevant wider contexts. Now that centres have access to an exam

paper which includes questions under the new topic of Identities and the Media,

it is hoped that students will approach this topic with greater confidence in

future years

A-LEVELMEDIA STUDIESCritical Perspectives/Unit 3 – MEST3 Report on theExamination2570 June 2014

MEST 3 June 2014 Exam Report


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The focus of the 3 questions is:

Question 1 - Media concepts

Use the unseen products to answer a question on concepts – forms (including

media language, genre and narrative), representations, institutions, audiences or

values. This year’s question was on media language.

Students are rewarded for:• analysis of both media products, preferably detailed analysis with

detailed reference to the products

• understanding of concepts, in particular in this question media language.

Question 2 - Media issues and debates

Use the unseen products to answer a question on media issues and debates.

Students may refer to other media products to support their answer. The ‘may’ is

intended to encourage students to move beyond the two unseen exam products

and include examples of and from media products other than the two exam

products. However they can also support their answers with examples from the

two exam products.

Students are rewarded for:

• evaluation using media issues/debates/theories

• supporting their answers with a range of examples.

Question 3 - Wider contexts

Use the unseen products to answer a question on wider contexts. Students

should refer to other media products to support their answer. The ‘should’ is

intended to tell students they will be expected to move beyond the two unseenproducts and include other examples.


• evaluation using wider contexts• supporting their answers with a range of examples.

For Questions 2 and 3 students can include examples from a wide range of

sources, for example their individual case studies, their MEST4 coursework, AS

work, other AS and A-level class work and from their own media use. It is always

good to see up to date and topical examples that students used to show their

interest in the media, for example this year the Twitter campaign

#bringbackourgirls.

Students should read the introductions to the two media products carefully to

provide useful background that can help answer the questions. For example, the

aims and objectives of Real News would be useful in Question 3. However

students must use the information to answer the question, not just repeat the

information descriptively in their answer.


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Students should also be reminded to take time and care to read the Section A

questions before they view the products and again before they answer the

questions. It is useful for them to underline the key words and make notes using

these key words as they watch the two products. For example, in Question 1 to

consider how media language techniques are used to make the two media

products appear believable and authoritative, not just a general media languageanalysis. Also in Question 3 both advantages and disadvantages were included to

encourage students to debate wider contexts so they could access the higher

levels of the mark scheme.

Students are rewarded if they make a number of different points and for higher

levels a range of different points in each question. They will not achieve as high a

level if they only include one point in an answer, even if that one point is

answered well. This was a weakness in Question 2 where a minority of students

focused only on the valid point of lack of money.

There were lots of good answers in Section A.

1. How are media language techniques used to make the two media products

appear believable and authoritative?

Good answers included reference to some of the following points:

• the use of camera, including straight angles and mid and close ups toposition the audience within the action. This was reinforced by the diegetic

sound of chanting

• the long shot/establishing shot to set the scene, promise an overview ofevents and to emphasise the scale

• hand held camera to claim realism and again position the audience withthe demonstrators • interviews to camera of those involved in the

demonstration, including the use of interviewees with high status jobs

• the use of a non-diegetic voice over to explain the context and persuade

the viewer

• the branding of the news organisations with the logo and slogan repeated

and the mission explained to make it appear trustworthy and to have status • the

use of emotive language in both products

• the serious and formal mode of address. Also the use of direct address in

both the video and website

• the emphasis on transparency and audience involvement, for example theforum, social media links

• the thumbnails with links to a range of hard news stories

• high level answers also analysed the use of many of the conventions of TVnews, news websites and newspapers to claim authority. Very good answers also

considered the use of the conventions of citizen journalist conventions to suggest

realism and lack of mediation. A minority of weak answers didn’t understand themedia concept of media language and only analysed written or spoken language.

It is useful to use MEST3 pre-set topic class work and case studies to remind

students of analysis skills using the concepts. This will help them include

detailed analysis in Section B, but also to practice the skills needed for Question

1


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• the strongest answers often included a range of different codes, not justcamera distance or use of written language, but also sound, lighting, camera

movement and angle.

Some weaker students also failed to include detailed references to the two

products, for example the use of dramatic language but no example of this

language. This would be a good way for students who struggle with analysis to

improve their marks. Stronger students included detailed references to both

products.

2. How successful are audiences in using new and digital media to represent

themselves? You may also refer to other media products to support your answer.

Good answers focused sharply on a range of media debates, issues and theories,

with lots of examples to support their points. Weaker answers described

examples of self-representation, but didn’t develop these in to wider mediaissues or debates points. Question 2 is assessing media issues, debates and

theories so this is what really separates the lower and higher level answers.

Answers should also avoid very basic descriptions of how, for example Twitter

works. Higher level answers included a range of different points and

sophisticated answers explored and debated some of the points in their answers.


• the accessibility of NDM through new technological developments• the opportunity for those to have a voice who may not have one in

mainstream media

• the ability to form online communities and campaigns, especially using

social media

• audiences can have multiple identities and self-representations

• audiences can have control over production and distribution, with

debates about increasing audience power, pluralism and prosumers

• citizen journalism was a popular issue that was discussed and stronger

answers explored and debated it

• the ability for representations to reach a global audience

• the lack of regulation and debates about freedom of speech. Higher level

answers debated the advantages and disadvantages of this

• the cult of the amateur.

Higher level answers included debate and discussed media issues that suggested

audiences aren’t always successful in self -representation. For example – • Different audience receptions.

• Self-representations being lost in a crowd and/or unable to compete with

big mainstream media institutions.

• Loser generated content.

• Unreliable identities and representations, sophisticated answers debatedboth the positive and negatives of this.


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• The digital divide in the UK and worldwide meaning not everyone hadaccess to self-representation.

• The influence of previous and present mainstream representations on

how self- representation is constructed.

• Censorship of forums and social media sites.

• Whether mainstream media still dominates.

Theories that were successfully used to support points included Clay Shirkey

Keen and the Cult of the Amateur, Gautlett Web 2.0 and media Gods, Lister and

O’Reilly. Most answers focused on social media such as Twitter, Facebook andInstagram, but other answers also included points about and examples from

blogs, vlogs and unofficial and campaigning websites. Examples included those

from the exam products such as the use of Twitter and Facebook to organise the

march, the online forum, requests for citizen journalism and the filming of the

march on mobile phones. Examples from outside the exam were mostly used

well, the most popular being the #bringback our girls campaign, the London riots

and Stephen Sutton. Some students used examples from their own Section B case

studies well, for example the Everyday Sexism campaign.

3. What are the advantages and disadvantages for audiences of media products

that do not rely on advertising, government or business funding? You should

refer to other media products to support your answer.

This question was answered well across a range of levels. Good answers focused

sharply on a range of wider contexts, with lots of examples from other media

products to support their points. Straightforward answers tended to focus on

economic wider contexts while higher level answers included political ones aswell. Again as in Question 2 higher level answers included debate and explored

some of their points. However the ‘advantages’ and ‘disadvantages’ of thequestion encouraged most students to include points on both sides.

Good answers on advantages included reference to some of the following points:

• fairly basic but valid points about the appeal to audiences of less

advertising in a product that might get in the way of the content

• independence and editorial independence. Most answers argued thatthose free from such influences could be less biased. Higher level answers had a

more sophisticated take on bias and used the website and introductory

information to explore the political bias of all news sources

• issues of censorship

• marxist and pluralist debates

• less pressure to produce media to please advertisers with products notjust being a device to deliver audiences to advertisers and big business

• less pressure to produce media that makes a profit, with some good

answers explaining the effect this might have on news

• freedom of the press, with examples of some countries with repressive

governments

• freedom of speech

• opportunities for global media

• the dominance of media by majors or the rise of independents


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• public service broadcasting and the BBC’s relationship with thegovernment.

Good answers on disadvantages included reference to some of the following

points:

• fairly basic but valid points on lower budgets and the danger of going outof business

• the risk of extreme or offensive material. Higher level answers debatedwho decides this

• problems with regulation and whether it is possible or desirable• lower production values

• the audience it can reach, especially compared to major mediainstitutions and whether it is just reaching a small audience who agree with the

values anyway.

Popular examples included, Rupert Murdoch and the News of the World hacking

case, The Sun, the BBC often compared to commercial TV companies such as Sky

and ITV, Channel 4 and WikiLeaks.

Theories that were successfully used included Gauntlett Web 2.0 and media

Gods, Gillmor We Media, McLuhan Global Village, liberal pluralism/Marxism

debates, including hegemony.

SECTION B

Students were asked to choose one out of four possible questions, two from each

of the two pre- set topics, Representation and the Impact of New and Digitalmedia.

Students are reminded on the exam paper that they would be rewarded for

showing evidence of independent study by using their:

• own individual case study topic

• own individual media products to answer thequestion.

Students were rewarded for:

It was good to see schools/colleges with a real variety of case studies thatreflected students own interests and it was a pleasure to reward those students

who had obviously worked hard throughout the year.

For Representation, the most popular group was still young people/teenagers.

Other popular social groups were women, people with disabilities and gay men.

Especially popular this year was benefit claimants, politicians, police,

immigration and women in the music industry showing that students and

schools/colleges are responding to media controversies and current issues. Good

representation case studies often had a sharp and original focus, rather than a

very general case study. For example rather than the representation of women, a

sharper focus, would be on the representation of women in the music industry.

Some weaker case studies lost their media focus and drifted into discussions


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about wider social events without clearly applying these to media

representations and products.

For the Impact of New and Digital Media case studies the most popular were

gaming, news and YouTube. Schools/colleges should remind students to study a

number of examples in detail, so not just YouTube but a number of particularvideos or channels. A sharp focus and a selection of a number of actual media

products with detailed analysis would help. Students do need actual detailed

examples and analysis, rather than just a reference to the Arab Spring on

YouTube or the attack on Lee Rigby on Twitter. Some students did not have a

clear case study but did have a range of relevant examples. While these were

rewarded they could lead to an essay that became a list of descriptive examples.

One coherent case study makes it easier for students to construct a fluent

argument and focus on media issues and debates.

Schools/colleges should also tell their students not to choose case studies based

on a technological development, such as the iPhone. There were also a few very

weak case studies on companies such as ASOS or Amazon. These case studies did

not lead to detailed examples of actual media products/texts and often lacked a

media focus.

The best case studies included:

• a range of different media products from a number of platforms, with

different representation/values/genres/producers, etc.

• detailed examples from particular media products with detailed analysisof particular media products

• evidence of research into media debates and issues and relevant wider

contexts

• theory applied to media products used to explain and support

• a genuine interest in the case study they had chosen to do, seen byengagement with the issues and their own opinions.

The main ways students achieved higher level marks was by having their own

individual case study to answer the question. There is still a small minority of

schools/colleges doing centre led case studies with only schools/colleges led

examples.

Students from one school/college shouldn’t all have the same case study. This

doesn’t allow students to show evidence of independent study, which excludesthem from the higher levels. For example a school/college all writing answers on

the representation of youth, with the same or very similar media products is

disadvantaging their students. In addition students who had their own case

study were more engaged and more willing to focus on the question, rather than

repeat a pre learned answer of descriptive points.

Schools/colleges can start the pre-set topics with a class overview on

Representation and The Impact of New and Digital media to introduce the topicand may want to do a mini class case study as an example, but then students


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should do their own individual case study, with their own choice of media

products. Schools/colleges are reminded that Representation has now been

replaced with Identities and the Media.

Good Section B Answers:

• answered the particular question, not writing ‘everything I know aboutmy case study’. Stronger answers identified and addressed the key words from

the question in their answer and answered the question directly in their

conclusion. There is a list of possible question topics in the specification and a

checklist grid on the AQA website. This can be used by students when they are

planning their case studies and also as a revision tool before their exam. Some

solid answers lost marks because they didn’t complete a conclusion meaningthey struggled to show the ‘clear’ or ‘sharp’ focus in Level 3 and 4 of the mark

scheme

• included detailed analysis of and references to particular media products,

rather than just general examples. For example not just YouTube videos about

the Arab Spring, but an example of a particular video with detailed references to

a particular scene, shot, mise en scene, etc. or not just Sherlock, but a particular

scene, shot, mise en scene, etc. from a particular episode

• showed a range in their answers. For example referring to a wide range of

platforms, preferably all three and/or using products from different

genres/institutions/representations/values. Students were also rewarded for

referring to a range of media products to support their answer. Answers couldn’tachieve the higher levels if they only used one or two

• applied media issues and debates, what does their case study suggest arethe current issues in the media? Applying relevant media theories to their case

study and media products throughout their answers, using the theory to answerthe question and support the point they are making, not just describing a theory.

Weaker answers tended to list pre learned schools/colleges led theories, that

although relevant were not clearly applied to media products or used to answer

the question

• included relevant wider contexts and again applying them to their own

case study. Weaker answers tended to include lists of facts and statistics or the

history of a particular topic to introduce their essay but didn’t use them toanswer the question.

REPRESENTATION

Representation in its last year was answered well, it is obviously a topicthat schools/colleges and students have enjoyed studying giving them the

chance to explore issues that they feel strongly about. Good answers showed a

clear understanding of how their group, place etc. was represented and included

a number of different ways they were represented. Higher level answers had a

range of complex representations, both dominant and alternative and often

contradictory. There is a lot for students to do in MEST3, but they should not

forget to analyse and evaluate how their group or place is actually represented.

4. Using your own case study, evaluate the appeal of stereotypical

representations for producers and audiences.


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This question was answered well. All students managed to explain what the

stereotypical representations of their case study were. Good answers explored

the appeal; the why of the question which is what really separates the good

answers.

• Stronger answers analysed and evaluated different stereotypicalrepresentations. Choosing a variety of media products carefully when planning

their case study would help this.

• Weaker answers described and analysed stereotypical representations of

their group or place, but failed to answer the ‘appeal’ of the question. • Higher level answers also had a range of different reasons these

representations appealed and included audience and producer reasons. Weaker

answers tended to repeat the same reason throughout their essay or included

only vague or fairly simplistic appeals such as audiences like them.

• Higher level answers used media issues and debates and social, historical

and economic wider contexts to explain the appeal.

• Popular appeals included – audiences pleasures of being familiar with thestereotypes, stereotypes used as representational shorthand by producers,

stereotypes as a reflection of dominant hegemonic values, elements of truth in

stereotypes to make them plausible to audiences, commercial appeals to

producers, for example repeating successful formulas or not taking risks, the

media’s role in normalising stereotypes.

• Some sophisticated answers explored the appeal of representations that

weren’t stereotypical, especially for some audiences. Able students should be

encouraged to challenge the question.

• Sophisticated answers discussed the role of audiences and used active

audience theories to discuss the different possible readings different audiencescould get, but also the power of preferred readings.

5. Does your case study suggest it is possible to challenge dominant ideologies

and values?

This question was more popular than Question 4 and was answered well.

• This reflected that almost all students had studied a range of differentproducts and representations in their case studies.

• Most students addressed the values and ideologies of the question.

Students should make sure they develop their research and analysis of the

representation of their group or place to values and ideologies.

• The question allowed almost all students to include debate in their

answer. Good answers often came to a complex conclusion arguing it was

possible, but...

• Higher level answers had a good range of social wider contexts in their

answer and used them to evaluate how their own case study reflected or

reinforced values and ideologies in society.

• Good answers discussed the reasons why representations challenged

dominant ideologies. They used media issues, debates and wider contexts, to

explore this.


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• Sophisticated answers discussed the role of audiences and used activeaudience theories to discuss the different possible readings different audiences

could get, but also the power of preferred readings.

THE IMPACT OF NEW/DIGITAL MEDIA

Almost all students showed good understanding of the impact of new/digitalmedia. A minority of weaker students got bogged down in only knowledge of

new/digital media and their answers tended to be descriptive lists of products or

technological innovations. For example a case study on gaming shouldn’t includelengthy descriptions of the features of a particular console or game.

6. New and digital media have contributed to the process of globalisation: the

idea that the world is becoming increasingly interconnected through one global

culture. Using your case study, evaluate the impact new and digital media has

had on globalisation.

This question was answered well by students who had studied the concept of

globalisation.

• Some weaker students only included a very general and repeated pointabout bringing the world together. Stronger answers showed an excellent

understanding of the concept of globalisation and debates around it.

• Almost all students could include examples of globalisation. Weakeranswers however just described these with a concluding sentence saying that it

was proof of globalisation. They did not address the ‘impact’ of the question.

• Stronger answers explored their examples and evaluated the impact ofNDM on globalisation.

• Higher level answers had studied a really wide range of media issues anddebates and wider contexts that they could use to evaluate, for example

commercialisation and the exploration of NDM by large profit driven

multinationals,

hegemonic values,

pluralist debates,

audience power or lack of it,

cultural imperialism or globalisation,

standardised culture or variety.

• Good answers explored a range of ways that NDM had impacted onglobalisation. Higher level answers went on to debate whether this has a positive

or negative impact. Higher level answers are often marked by debate and

complexity.

• Good answers often used a positive and negative impact structure to their

answers.

• Stronger answers always included a conclusion that answered the

question directly, often again summarising different arguments and coming to

their own conclusion.

7. Use your case study to evaluate whether new and digital media are a threat or

an opportunity for media producers.


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This was a popular question and was answered well.

• The ‘threat’ and ‘opportunity’ encouraged almost all students to includearguments for and against and higher level answers to debate.

• Most answers included debates about the changing role and power of

producers. Many good answers included sophisticated debates on the role ofproducers and avoided simplistic arguments of mainstream media being all bad

and user generated content all good.

• Arguments supporting a threat included for example, the increasing

power of audiences with examples of user generated content, specific examples

of industries effected such as the music and newspaper industry, problems with

piracy, competition, lack of regulation and control, democracy.

• Arguments supporting an opportunity included for example, new ways to

reach audiences, convergence and synergy, new marketing opportunities,

particular examples of industries that had adapted for example the TV industry,

opportunities for new producers, the audience as producer, audience

involvement in production of mainstream major production.

• Economic, political and social wider contexts were particularly useful for

this question.

• Some weaker answers got bogged down in an audience essay they had

practiced in class.

Students should read the question carefully, underline the key words, plan their

answer and answer the question asked.

• High level answers came to a complex conclusion, arguing that NDM hadbeen both a threat and opportunity and then explaining their own opinion on

their own case study.

A-LEVELMEDIA STUDIESMEST3 Critical Perspectives Report on the Examination

2570 June 2013

SECTION A

Section A of this year’s exam was the magazine front cover and website homepage of Kerrang!

The questions encouraged students to critically analyse the products and in

Question 2 and 3 to address the more complex ideas of media, issues, debates,

theories and wider contexts.

The focus of the three questions is:

Question 1 Media concepts


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Use the unseen products to answer a question on concepts – forms (includingmedia language, genre and narrative), representations, institutions, audiences or

values. This year’s question was on media language and institution, in particular

branding.

Students are rewarded for:• analysis of both media products, preferably detailed analysis with

detailed reference to the products

• understanding of concepts, in particular in this question media language

and institution – brandimage.

Question 2 Media issues and debates


Students may refer to other media products to support their answer. The ‘may’ isintended to encourage students to move beyond the two unseen exam products

and include examples of and from media products other than the two exam

products.


• evaluation using media issues/debates/theories

• supporting their answers with a range of examples.

Question 3 Wider contexts


should refer to other media products to support their answer. The ‘should’ isintended to tell students they will be expected to move beyond the two unseen

products and include other examples.


• evaluation using wider contexts

• supporting their answers using a range of examples from other relevant

media products.

For Question 2 and 3 students can include examples from a wide range of

sources, for example their individual case studies, their MEST4 coursework, AS

work, other AS and A-Level class work and from their own media use. There

were lots of really up to date and topical examples that students used to show

their interest in the media.

Students should read the introductions to the two media products carefully to

provide useful background that can help answer the questions. For example the

range of platforms used by Kerrang! would be useful for Question 3, the target

audience information would be useful for Question 1 and 3. However students

must use the information to answer the question, not just repeat the information

in their answer. Students who did this wasted valuable time.


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Students should also be reminded to take time and care to read the Section A

questions before they look at the products, and again before they answer the

questions. They should underline the key words and make notes using these key

words as they read the two products. For example in Question 2 students needed

to answer both parts of the question on representation and audience.

Students are rewarded if they make a number of different points. For the higherlevels a range of different points is required in each question. They cannot

achieve a high a level if they only include one point in an answer, even if that one

point is made well. This was a weakness in some answers to Question 3, with

only a general focus on reaching a larger audience.

There were lots of good answers in Section A.

1. How does Kerrang! create a strong brand identity in these print and

online products?

Answers to Question 1 were rewarded for explaining what the brand image is

and then analysing how it was created in detail in the two products.


• explanations of the brand image. Good responses explored a range ofideas linked to words such as individual, rebellious, alternative, against social

norms, self-expression, stand out from the crowd, outsiders, loud, confident.

Sophisticated answers discussed how it created a community of people invited to

buy in to the brand and share the brand values

• media language that communicated the genre, for example the photos,

names and coverlines of rock bands, the advertising, eg The Darkness game, the

use of dark colours to reflect the rock genre, the name Kerrang!

• the repetition of the distinctive Kerrang! logo. Stronger answers analysedit in detail, commenting on the distressed, grunge style font, the exclamation

mark and name that communicated the loud, anarchic and rebellious brand

image

• the use of direct address to encourage an intimate relationship betweenthe brand and their audience

• the names and photos of famous bands from the rock genre were used.

Some students needed to develop this valid but very straightforward point. For

example the use of well known more mainstream bands and smaller up and

coming ones to promise the audience Kerrang! are ‘in the know’. This was

reinforced with words such as, ‘special issue’. The word ‘new’ was repeated onthe website home page promising the audience Kerrang! is an up-to-date brand

• the tattoos that communicated the brand image of rebellion against the

norms of society and of individual self expression. Higher level answers didn’tlose sight of the humour used on the front cover

• the consistent house style across platforms, including the use oflanguage, the logo and brand colours to create and reinforce a strong multi-

platform brand image

• the use of social media logos to promise a community of like-mindedpeople

• sophisticated answers also discussed the more gossipy side of themagazine. Kerrang! showed a brand image of being a serious music magazine but


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still promised the celebrity and gossip side of the music industry with, for

example ‘Rockstar confessions’ and ‘the stars come clean on love, life andregret !’.

2. How is the representation of masculinity constructed to appeal to the

audience? You may also refer to other media products to support your answer.

This question was answered well by almost all students. The best answers

addressed all parts of the question, the representation of masculinity and the

appeal to the audience. Weaker answers just focused on one part.

Good answers focused sharply on a range of media debates, issues and theories,

with lots of examples to support their points. Weaker answers did solid analysis

on the representation and audience appeal of the two exam products, but didn’tdevelop these in to wider media issues or debate points, about for example,

masculinity in the media in general. Question 2 is assessing media issues,

debates and theories so this is what really separates the lower and higher level

answers.


• how the representation of masculinity supported dominant

representations and values. For example the advert for a violent game and the

dominance of men on the cover and in the rock genre. Also the values of

rebellion in the images and coverlines, stronger answers linked this to the appeal

of the rock genre

• how the representation challenged dominant representations and values

about masculinity. For example the sexualisation of men as objects for women tolook at, although this was undercut by the humour. Sophisticated answers

developed this in to a discussion about the use of sex to sell and debates about

increasing sexualisation. Dominant representations were also challenged by the

focus on emotions, ‘confessions’ and the vulnerability in the key image • higher level answers argued that Kerrang! did both and their answer was

complex

• sophisticated answers discussed how the rock genre’s ideal of masculinitysometimes challenged mainstream dominant values, for example with the long

hair and skinny body

• sophisticated answers discussed how masculinity has changed and ischanging, including a range of often contradictory values and ideologies

• higher level answers discussed how representations of masculinity were

constructed to appeal to different audiences. For example the sexualisation of

the male cover star to appeal to women as an object or the appeal to a male

audience as an aspirational or escapist figure.

Good answers also linked this to other products that used a similar or different

representation to appeal to their particular audience

• sophisticated answers evaluated how the alternative representations ofmasculinity were constructed to appeal to an audience that saw themselves as

individual, different, outsiders and against the norms of society. This also fittedin to Kerrang!’s brand image


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• there was a wide range of examples used to support points made. Goodanswers used their examples to explain and support points, weaker answers just

described the example

Examples included, other men’s magazines such as Attitude, Men’s Health, Zoo

and Nuts. Women’s magazines such as Grazia, Comsmopolitan, Vogue and Heatand the website heatworld. David Beckham was used as an example including his

appearance on magazine front pages and advertising campaigns. Action films

such as Skyfall and the James Bond franchise, The Expendables and comic

book/superhero films such as The Avengers, the reboot of the Spiderman

franchise and the new Superman. Reality TV programmes such as TOWIE were

explored. Plus a wide range of music artists and bands and their videos from a

range of different genres, the most popular of which was Rihanna.

Theories that were successfully used to support points included Mulvey Male

Gaze, Butler Gender Trouble was used especially well, Uses and Gratifications,

Hall Encoding Decoding, Dyer Star theory, Perkins Stereotypes, Gammon and

Marshment Female Gaze, Medhurst Stereotypes.

3. How important is it for producers of print products to have a multi-

platform presence? You should refer to other media products to support your

answer.

This question was answered well. Good answers focused sharply on a range of

wider contexts, with lots of examples from other media products to support their

points.

Again what really separated the lower level answers from the mid and higher

level ones was the ability not to just describe what a multi-platform presence

was, but to develop this into wider contexts points, in particular here social and

economic ones.


• the decline of print media and a fall in profits. Sophisticated answers

explored the idea that we are in a transitional phase where print and online both

exist

• a multi-platform presence media could add value to an already

established brand

• online in particular could add more content, be more up to date and easyto access, allow audience interaction and allow commercial opportunities such as

merchandise

• there could be cross promotion between platforms, with concepts such assynergy and convergence explored. A consistent house style and branding

helped this

• expansion in to online media could meet the needs of an increasinglyactive audience who expect audience interaction. Higher level answers explored

the changes in media consumption. Sophisticated audiences developed this into


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the idea of creating or building an imagined community, offering a sense of

community that is used to market the brand

• new platforms can be used to reach out to new audiences and to further

engage and make profit from existing audiences. Social media can offer a goodvalue way of doing this with peer to peer marketing and social media chat

• the rise of tablets and smart phones could signal the return of or help thesurvival of existing magazine brands with online versions

• multi-platform can allow for global reach and extend the brand to othercountries. Sophisticated answers explored the debates about globalisation

including cultural imperialism or global village

• the music industry has moved online so it is important for music

magazines especially to do this

Higher level answers also explored the downsides of having a multi-platform

presence. For example how it could damage profits and lead to the

disappearance of the print version and whether print products have yet

developed a way to make their online versions profitable. The ability to have this

type of complex answer should be encouraged and is a good way of students

accessing the higher levels.

There were lots of good up to date and topical examples to support points. The

Guardian and the Daily Mail were the most popular examples, plus other

newspapers such as The Telegraph, The New York Times, The Independent, The

Times. There were also lots of magazine examples, including Heat and

Heatworld, Vogue, Cosmopolitan and NME. Examples of companies that had gone

out of business because of online competition were included, such as HMV, Gameand Blockbuster.

Theories that were successfully used included Gauntlett Web 2.0, Gillmor We

Media, Anderson New Media and Audiences, Dyer’s Utopian Pleasures of

Community, McLuhan Global Village, Robertson Glocalisation, liberal

pluralism/Marxism debates, post modernism.

SECTION B

Students were asked to choose one out of four possible questions, two from each

of the two pre- set topics, Representation and the Impact of New and Digital

media. Students are reminded on the exam paper that they would be rewarded

for showing evidence of independent study by using their:

• own individual case study topic

• own individual media products to answer the question.Students were rewarded for:

• an individual case study with a range of examples

• understanding of representation or the impact of new and digital media

• application of relevant media issues/debates/theories/wider contexts

• focus on the question


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position. Question 2 Media issues and debates


Students may refer to other media products to support their answer. The ‘may’ isintended to encourage students to move beyond the two unseen exam products

and include examples of and from media products other than the two examproducts.


• evaluation using media issues/debates/theories• supporting their answers with a range of examples.

Question 3 Wider contexts


should refer to other media products to support their answer. The‘should’

is

intended to tell students they will be expected to move beyond the two unseen

products and include other examples.


• a range of different media products from the three platforms, with

different representation/values/genres/producers, etc. detailed examples from

particular media products with detailed analysis of particular media products

evidence of research into media debates and issues and relevant wider contexts

• theory applied to media products used to explain and support

• a genuine interest in the case study they had chosen to do, seen by

engagement with the issues and their own opinions.

The main ways students achieved higher level marks was by having their own

individual case study to answer the question. There is still a minority of

schools/colleges doing centre led case studies with only centre led examples.

Students from one centre shouldn’t all have the same case study. This doesn’tallow students to show evidence of independent study, which excludes them

from the higher levels. For example a centre all writing answers on the

representation of youth, with the same or very similar media products is

disadvantaging their students. In addition students who had their own case

study were more engaged and more willing to focus on the question, rather than

repeat a pre learned answer of descriptive points. All or at least the vast majority

of the media products students use to support their answer should also be

individual.

Schools/colleges can start the pre-set topics with a class overview on

Representation and The impact of New/Digital Media to introduce the topic and

may want to do a mini class case study as an example, but then students should

do their own individual case study, with their own choice of media products.


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Good Section B answers:

• answered the particular question, not writing ‘everything I know aboutmy case study’.

Stronger answers identified and addressed the key words from the question in

their answer and answered the question directly in their conclusion. Studentsshould also answer all parts of the question, not just latch on to a few words. If a

student hasn’t studied a particular topic, for example representation andglobalisation, they should be advised not to answer that question. There is a list

of possible question topics in the specification and a checklist grid on the AQA

website under Key Materials. Good answers always included a conclusion that

answered the question directly, often summarising different arguments and

coming to their own conclusion

• included detailed analysis of and references to particular media products,rather than just general examples. For example not just YouTube videos about

the Arab Spring, but an example of a particular video with detailed references to

a particular scene, shot, mise en scene, etc or not just Sherlock, but a particular

scene, shot, mise en scene, etc from a particular episode

• showed a range in their answers. For example referring to a wide range ofplatforms, preferably all three and/or using products from different

genres/institutions/representations/values. Students were also rewarded for

referring to a range of media products to support their answers. Answers

couldn’t achieve the higher levels if they only used one or two

• applied media issues and debates, what does their case study suggest are

the current issues in the media? Applied relevant media theories to their case

study and media products throughout their answers, using the theory to answer

the question and support the point they are making, not just describing a theory.Weaker answers tended to list pre learned centre led theories, that although

relevant were not clearly applied to media products or used to answer the

question

• included relevant wider contexts and again applying them to their owncase study. Weaker answers tended to include lists of facts and statistics or the

history of a particular topic with no evaluation or link to the question.

REPRESENTATION

Good answers didn’t lose sight of explaining how their group or place was

actually represented in individual products. There is a lot for students to do in

MEST3, but they should not forget to analyse and evaluate how their group or

place is actually represented. This shouldn’t just be one or two points, for

example that women are represented as sexual objects and victims, but should

aim to include a range of ways that group or place arerepresented. Higher level answers also included complex and contradictory

representations. Higher level answers did this in detail, with in depth examples

from media products.

A few weaker answers wrote a very general essay about the representation of

their group or place or re wrote a past question they had obviously done in class,

rather than focusing on the question form the exam paper.


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4. Does globalisation mean that audiences have a wider range of

representations to choose from or does it result in a particular representation

being dominant? Use your own case study to evaluate the impact of globalisation

on media representations.

This question was answered with mixed success. Some students had obviouslynot studied globalisation and their answers showed little understanding of the

concept or the issues. They would have been better choosing Question 5.

• Stronger answers analysed and evaluated a range of differentrepresentations of their group or place to evaluate the ‘wider range of

representations’ of the question. They could then come to a conclusion on widerrange or one dominant. Choosing a variety of media products carefully when

planning their case study would help this.

• Good answers came to a complex conclusion, arguing to varying degrees

depending on their group or place that there was a dominant representation but

also other challenging representations.

• A reasonable case study and satisfactory understanding of representation

usually got students in to Level 2. It was the ‘why’ that really allowed students toachieve the higher level answers. Good answers discussed the reasons why a

particular representation dominated or why there was a wider range. They used

media issues, debates and wider social, political and economic contexts, to

explore this, for example values, ideologies and hegemony, the role and

motivations of media producers, the role of audiences, globalisation and cultural

imperialism.

• Sophisticated answers discussed the role of audiences and used active

audience theories to discuss the different possible readings different audiencescould get, but also the power of preferred readings.

5. How and why does the representation of the group or place you have

studied reflect and reinforce dominant values and ideologies.

This question was more popular than Question 4 and was answered well.

Most students addressed the values and ideologies of the question. Weaker

answers only focused on dominant representations. Students should make sure

they develop their research and analysis of the representation of their group or

place to values and ideologies.

• Higher level answers discussed the range of representations of their

group or place. Higher level answers included some examples that didn’t reflect

or reinforce. When students are planning their case study they should choose a

wide range of examples that represent their group or place in different ways and

communicate different values and ideologies.

• Good answers discussed the reasons why representationsreflected and reinforced or challenged dominant ideologies. They used

media issues, debates and wider contexts, to explore this. Answers really

benefited from economic and social wider context reason for the

representations.


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Res Media - Highlights of the Examiners Reports

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