yr12 media afl monarch of the glen

Mr Smith TV Drama Exemplar AS Media AFL

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The headmaster is smartly dressed in a jacket and v neck jumper covering a shirt and tie. This shows that he is well off and suggests that he is middle class. He drives an estate car which also means that he wants a plain car for transport rather than to show off. His language and posture shows an authority which comes with age. His manners while speaking to a younger person shows that he has power. The girl Sam is at the opposite end of the spectrum. She is shown as a timid character by the camera angles and the close up facial expressions of worry. We know she is young because she wears fashionable clothes rather than work clothes.

Camera shots are used to show different situations and character relationships and feelings. The establishing shot shows a country setting and the next shot shows a character. In the foreground we see Paul and another character in a shabby hat and in the background we see other middle aged working class characters all similarly dressed. This long shot shows the community at work and shows the close relationship between all the men.

Mise en scene is extremely important such as the character costumes and props, most of the characters are wearing outdoor lumberjack outfits which connote masculinity and outdoor work. However the girl within the clip is the only character wearing normal feminine clothing. Her top is cream which has connotations with purity and innocence. This reinforces her youth when she is juxtaposed with the older characters, therefore creating representations of age. The older character such as the headmaster is in a formal suit which has connotations (Roland Barthes 1964) with authority and power making him appear dominant within the group. His red tie could represent danger and oppositional rivalry between the younger girl and himself. The establishing shot shows the Scottish highlands and scenery, showing the audience the drama is set in a rural place. The old brick buildings give a traditional old feeling to the drama, suggesting the girl is out of place within a place meant for the older generation.

The Extract is set in Scotland where A Girl is obviously staying with another family. It Is Soon discovered she has run away from home and is not the Age she has claimed to be. It hints towards this before we (the audience) are even told. When she hesitates whilst driving a car that she says she can drive...The man Paul McDonald is the older character who is like the father figure to the girl he is shown as a cleche man of the house character. He works as some kind of builder as he is shown at the beginning carrying some tools. When he finds out the girl has lied to him he reacts in a way that most teenagers can relate towards there parents...when the girl and the man [are seen] the camera seems to be at a lower angle of the man showing his superiority as an adult whereas the girl is viewed at a higher angle looking down at her representing inferiority.

One way the extract represents age is the way that nearly all the men on the building site are probably 30+, which coincides with the ideology that only older men are into DIY. When we see the headmaster the camera is pointing slightly upwards which signifies that with age comes importance; and that he has been at the school for a long time. The general mise en scene of the school suggests that it is a well established school that has probably been there for quite a long time. From a camera work perspective the younger people are rarely seen on their own and when they often dont have much on screen time. This matches the ideology that children must be seen and not heard which influences the audiences thoughts to focus on if the director does not believe that children are very important or central characters.


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AGE ON TV

The representation of people of different ages has changed massively over the years. Up until the 1950s, there were really only two age groups shown in films and television (adult and child). This was because that most children left school at a young age and went straight to work and became adults. In the 1950s more young people started staying in education and began leading very different lives from both children and adults and so developed the idea of the teenager

Having said that, there are still some stereotypes associated with different ages:

Children often shown as being young, innocent, naive, pure, sweet, helpless, powerless

Teenagers Often shown as being aggressive, moody, lazy, criminals, hate school,

20s-30s Often shown as the ideal age for love, parties, fun, making money, being glamourous and attractive. In films the heroes are often this age group.

Middle Aged often shown as being past it, unattractive, not aware of popular culture, uncool, boring lives, dominant over others, no real connection to their kids, grumpy. In films the villains are often from this age group.

Elderly often shown as being unattractive, slow, weak, ill, confused, pathetic, powerless, not important, dependent on others. If you get age as an issue in the exam, you should be thinking about the following things when watching the clip:

Can I identify what approximate age the characters are?

Are people from different age groups shown as having different interests, personalities, attitudes, behaviours? If so, how?

Is their age represented as being important in their life?

Are people from particular age groups portrayed as being better, more powerful, than others?

Are people from particular age groups portrayed as being abnormal /weaker/ more pathetic than others?

How do other characters in the clip treat the characters from different age groups?

What is the message the clip is trying to portray about age?


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Candidates are expected to demonstrate the following in the context of the content described:

AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using terminology appropriately and with accurate and coherent written expression.

AO2 Apply knowledge and understanding to show how meanings are created when analysing media products. Assessment will take place across three criteria: Explanation/analysis/argument (20 marks) AO1 Specific Use of examples (20 marks) AO2 Specific Use of terminology (10 marks) AO1 Specific Camera Shots, Angle, Movement and Composition

Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.

Angle: high angle, low angle, canted angle. Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom. Composition: framing, rule of thirds, depth of field deep and shallow focus,

focus pulls. Editing

Includes transition of image and sound continuity and non-continuity systems Cutting: shot/reverse shot, eye line match, graphic match, action match, jump cut,

crosscutting, parallel editing, cutaway; insert Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short

take, slow motion, ellipsis and expansion of time, post-production, visual effects. Sound

Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective

Soundtrack: score, incidental music, themes and stings, ambient sound. Mise en scne

Production design: location, studio, set design, costume and make-up, properties, lighting; colour and design.

Task 1

Using the mark scheme overleaf assess and grade the 4 extracts from the January 2010 examination. Highlight key terminology from the lists above as well as underlining sentences which relate explicitly to AO1. Similarly highlight where examples have been used (AO2). You must write an explanation for each extract stating why you have awarded them a specific grade.

Task 2

Improve the lowest band extract. Using word and the track changes function improve the lowest band response. Ensure that you include key terminology as well as examples and explanation


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General Mark Scheme Level 1 Explanation/analysis/argument (0-7 marks)

Shows minimal understanding of the task Minimal understanding of the way that technical aspects are used to construct the extracts representations Of minimal relevance to set question or a brief response (under one and a half sides of answer booklet).

Use of examples (0-7 marks)

Offers minimal textual evidence from the extract Offers a limited range of examples (only one technical area covered) Offers examples of minimal relevance to the set question.

Use of terminology (0-3 marks)

Minimal or frequently inaccurate use of appropriate terminology. Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar, which will be noticeable and intrusive. Writing may also lack legibility. Level 2 Explanation/analysis/argument (8-11 marks)

Shows basic understanding of the task Basic understanding of the way that technical aspects are used to construct the extracts representations Some relevance to set question.


Offers some textual evidence from the extract Offers a partial range of examples (at least two technical areas covered) Offers examples with some relevance to the set question.


Some terminology used, although there may be some inaccuracies. Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and grammar of which some may be noticeable and intrusive. Level 3 Explanation/analysis/argument (12-15 marks)

Shows proficient understanding of the task Proficient understanding of the way that technical aspects are used to construct the extracts representations Mostly relevant to set question.


Offers consistent textual evidence from the extract Offers a range of examples (at least three technical areas covered) Offers examples which are mostly relevant to the set question.


Use of terminology is mostly accurate. Straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray from the point of the question. There will be some errors of spelling, punctuation and grammar, but these are unlikely to be intrusive or obscure meaning. Level 4

Explanation/analysis/argument (16-20 marks)

Shows excellent understanding of the task Excellent knowledge and understanding of the way that technical aspects are used to construct the extracts

representations Clearly relevant to set question.

Use of examples (16-20 marks) Offers frequent textual analysis from the extract award marks to reflect the range and appropriateness of examples Offers a full range of examples from each technical area Offers examples which are clearly relevant to the set question.

Use of terminology (8-10 marks) Use of terminology is relevant and accurate.

Complex issues have been expressed clearly and fluently. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.

yr12 media afl monarch of the glen

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