UNIT 1- MEDIA representations

Unit in brief

 Learners will consider how different media representations are constructed by media producers to create meaning, messages and values. 

Unit Introduction

In this unit, you will study a range of media from different sectors, such as music videos, short film extracts, animation, news programmes, websites, digital games and print adverts in order to explore how meaning, messages and values are constructed through formal and stylistic elements. All media express messages through representations that shape perceptions and beliefs about what is valued and undervalued in society. Interrogating media representations through a critical framework will expose underlying values inherent in those representations and lead to an understanding of how audiences can resist preferred readings and negotiate their own meanings. To complete the assessment task within this unit, you will need to draw on your learning from across your programme. This unit will provide a foundation for understanding semiotic analysis and the ‘reading’ of media texts, which is important when consuming messages and producing representations of your own through the production of media in the optional units. In this unit, you will draw on your learning from across the programme to complete assessment tasks. It also provides an introduction to fundamental media theory and analysis that is the basis for many progression routes at higher education level. 

Summary of assessment 

This unit is assessed through an examination onscreen set and marked by Pearson. The examination will last two hours and will consist of short- and long-answer questions. It will be taken under supervised conditions. Learners will have access to the unseen media product(s) or extracts during the examination and will be able to engage independently with onscreen material. Learners will use an electronic template to input their written responses. The number of marks for the paper is 80. The assessment availability is twice a year in January and May/June. The first assessment availability is May/June 2017. Sample assessment materials will be available to help centres prepare learners for assessment. 

Assessment outcomes 

AO1 Demonstrate knowledge and understanding of media terminology, semiotics, theories, concepts and messages Command words: analyse, compare, evaluate, explain, identify, to what extent Marks: ranges from 1 to 4 marks 

AO2 Apply knowledge and understanding of media concepts, semiotics, theories and formal techniques to constructed representations Command words: analyse, compare, evaluate, explain, to what extent Marks: ranges from 1 to 6 marks 

AO3 Analyse media texts to deconstruct representations and decode messages and evaluate their effectiveness and impact Command words: analyse, compare, evaluate, to what extent Marks: ranges from 3 to 6 marks 

AO4 Make connections between polysemic messages underpinning media representations and their related values and effects on wider society Command words: analyse, compare, evaluate, to what extent Marks: ranges from 2 to 4 marks 

Essential content

 The essential content is set out under content areas. Learners must cover all specified content before the assessment. 

A Media messages

 A1 Media representations in context

How media products construct representations – the media messages conveyed and comparisons of representations across media products. 

• Products:

o film and TV clips 

o advertising 

o games 

o music videos 

o magazines. 

• Representations: 

o gender 

o ethnicity 

o age

o social groups 

o places.

 A2 Introduction to theories of media representation 

How theories of media representation have helped to shape and define the concept. 

• Re-presenting (Hall): 

o media products as a ‘re-presentation’ of reality from the producer’s point of view 

o media constructions of ‘truth’ through cultural and technical codes 

o understanding mediated representations 

o challenging and accepting representations. 

• Stereotyping (Dyer): 

o positive and negative representations 

o categorisation and hierarchy o oversimplification (homogeny) of people and social groups constructed through the use of a few immediately recognisable and defining traits 

o used as shorthand and shortcuts to meaning 

o challenging and evolving stereotypes o how identities are constructed, communicated and negotiated. 

• Audience positioning (Mulvey): 

o representations as a construction to be seen from a certain vantage point (the ‘gaze’) 

o audience and spectator positioning (to identify or alienate) o assumed identity of the audience 

o voyeurism, scopophilia and exhibitionism. 

B Understanding media messages 

B1 Constructing messages 

Media products are constructed to convey messages and values through the process of: 

• selection, construction and anchorage 

• presence and absence 

• encoding.

B2 Audience decoding 

Media products are deconstructed as audiences ‘read’ media material and determine their associated messages. 

• Types of reading – preferred, negotiated, oppositional, aberrant.

 • Open and closed texts – polysemy. 

• Intertextuality. 

• Decoding. 

• Passive and active viewing – ‘hypodermic’ and ‘uses and gratifications’ models.

B3 Semiotics: media language

Semiotic analysis is one approach to understanding the messages and meaning in media products: 

• semiotics – signs and symbols which are ‘read’ by the audience (Ferdinand de Saussure, C.S. Peirce) 

• signification – signs, their systems and their role in the construction of meaning when contextualised in a media product • denotation 

• connotation.  

B4 Expectations and subversion of genre 

The construction of media texts using established codes and conventions: 

• audience expectations of genre 

• subversion of expectation and its impact 

• generic codes – content, theme, setting, characterisation 

• subgenres, hybrids and subversions of genre.

C Stylistic codes

C1 Camerawork and photography

The camerawork and photography create meaning and communicate messages through: 

• framing – medium shot, close-up, long shot, medium close-up, extreme close-up, medium long shot 

• establishing shot or lack of (to locate or disorientate) 

• overhead, point of view (POV), two-shot, over shoulder shot, associated POV 

• angle – high, low 

• height – high, low, mid 

• level – straight, canted 

• movement – static, pan, whip pan, tilt, track, dolly, crane, hand-held (Steadicam®), zoom, aerial 

• composition – aspect ratio, rule of thirds, depth of field (deep and shallow focus), focus pulls 

• colour – warm, cold, black and white, multi or monochromatic palette, exposure, filters 

• visual effects – green/blue screen, computer-generated imagery.

C2 Lighting 

Lighting creates meaning and communicates messages through: 

• classic three-point system – key, back, fill 

• direction and shadows – overhead, under, side 

• colour – warm, cold, natural 

• quality – hard or soft, high key, low key.

C3 Editing 

Editing techniques create meaning and communicate messages through: 

• narrative sequencing – continuity and non-continuity editing 

• image editing techniques – 180 degree rule, cutaways, shot/reverse shot, eyeline match, action match, cross-cutting, flashback or forward, intercutting, parallel editing, elliptical editing, montage 

• image editing transitions – continuity cuts, jump cuts, fade in and fade out (to black or white) wipe, dissolve 

• visual effects – slow motion, fast motion, freeze frame.

C4 Sound 

Sound creates meaning and communicates messages through: 

• diegetic and non-diegetic, ambient, synchronous/asynchronous sound 

• music – soundtrack, score, incidental music, theme music, sound/musical motifs 

• sound effects – Foley sound effects, background • dialogue – voice-over, mode of address/direct address, accent, tone, rhythm, overlapping dialogue 

• sound editing transitions – fade in, fade out, sound bridges, edit on the beat, edit on the cut 

• audio effects – reverberation, delay, distortion, echo.

C5 Design

Media products have carefully crafted visual styles that create meaning and communicate messages through: 

• images – mise-en-scène, setting, props, costume (hair and make-up), colour, figure expression 

• sizing, image manipulation and effects, juxtapositions 

• design elements – line, shape, direction, size, texture, colour, 2D, 3D 

• design principles – balance alignment, repetition, contrast, space 

• perspectives – first person, third person, scrolling, aerial, context-sensitive

 • page layout – font, hierarchy of type, typography, white space 

• page composition – consistency, visual hierarchy 

• gaming worlds – interface and interactive elements. 

D Effects of media messages

D1 Effects of representation 

Each representation carries the values of the producer and shapes the opinions and beliefs of the audience. 

• Positive and negative effects: o copycat behaviour (positive and negative) o education and information o socialisation. 

• Objectification. 

• Stereotypes and archetypes. 

• Impact on individuals, groups and society (changes in behaviour, attitudes). • Reinforcement of an ideology (dominant, counter). 

• Challenging dominant ideology.

Grade descriptors 

To achieve a grade a learner is expected to demonstrate these attributes across the essential content of the unit. The principle of best fit will apply in awarding grades. 

Level 3 Pass Learners will be able to demonstrate knowledge and understanding through appropriate references to relevant techniques, theories, and concepts outlined in the unit content. Appropriate arguments and ideas will be included in responses, supported by relevant references to different aspects of media representations within a text. Understanding of the connections between the media representations operating in a text and analysis of their effects and consequences may be present. Questions will be directly addressed and some judgements may be formed around competing debates, ideas and theories where applicable. Learners will use appropriate media terminology, although there may be some inaccuracies. 

Level 3 Distinction Learners will be able to demonstrate accurate and thorough knowledge and understanding of the techniques, theories, and concepts outlined in the unit content. This will be the basis for developed reasoning in responses, supported by detailed textual reference and sophisticated analysis of the effects and consequences of the representations identified within a text. Learners will articulate balanced arguments and justified opinions, leading to reasoned and valid judgements. Questions will be fully addressed and consideration will be given to selected competing debates, ideas and theories where applicable. Learners will use accurate and consistent media terminology throughout their responses.