10 C CUFFS MISE-EN-SCENE

In class, we practised the technique of analysing mise-en-scene in Cuffs. The terms that we are expected to know are copied below.You can find Cuffs on Clickview (see below). For prep, you will do the exam question. Remember the three points:

1. T  identify the term  
2. E describe the example  
3. EAA explain, anlayse, argue how meaning is made

PREP Analyse how mise-en-scene is used in the extract from Cuffs to create meaning. Refer to at least two examples from the extract in your answer. (This means that a good candidate will write fully and freely, covering more than just 2 examples, as we practised in class).
Worth 5 marks: write half a side of A4 and post on your blog tonight.

 

 

10 D CUFFS: CAMERAWORK

This afternoon we continue with screening Cuffs to practise learning how to answer exam question 1.

This involves film language (sound, camerawork, editing and mise-en-scene). Today we revise camerawork in preparation for your prep. Below is the terminology that you should know:

PREP Analyse how camerawork is used in the extract to create meaning. Refer to at least two examples from the extract in your answer.
Worth 5 marks: write half a side of A4

10 C THE AVENGERS: SOCIAL, CULTURAL AND HISTORICAL CONTEXT

Today in class we discuss some of the issues that you tackled in your exam question 5 prep on The Avengers in which you analysed aspects of the social, cultural and historical context.

For instance, we discuss the accents, such as the RP accent, and its usage as a social marker. We discuss the formality of the forms of address ("Mrs Peel") and outdated uses of language ("little popsy"), some of which would seem patronising today.

To put the discussion in context, we discuss how language has changed in a variety of social usages, such as language choices when discussing disability, ethnicity, gender, age and regionality. For example, Scope used to be called The Spastics Society and it was only in 2001 that the decision to remove the Golly symbol from Robertson's jam and marmalade jars. We widen the discussion to stereotyping and cultural appropriation.

We identify the ways in which Steed patronises Mrs Peel and how she reacts.

Some of the social behaviours shown, such as the tea service complete with cake stand, silver teapot and boiling kettle, emerging from Steed's carpet bag on the train, we agree are not realistic practice for the period. Rather, they are designed for comic effect, because they are so extreme.

We note the levels of formality in the dress code for both Steed and Mrs Peel; it is important to support this comments, like others, with precise examples from the programme. How is her dress code particularly a product of the 1960s? And Steed's?

We then move on to Cuffs to continue learning how to answer exam question 1.

This involves the media film language (sound, camerawork, editing and mise-en-scene). Today we revise camerawork in preparation for your prep. Below is the terminology that you should know:

PREP Analyse how camerawork is used in the extract to create meaning. Refer to at least two examples from the extract in your answer.
Worth 5 marks: write half a side of A4

01 10D AVENGERS: HOW SOCIAL CONTEXTS INFLUENCE TV

LESSON and PREP

Open Clickview. (If you have Windows 10, you can watch anything from Clickview anywhere, even at home). Find The Avengers in Library / Media Studies / J200 TELEVISION.

Exam question: 'Explain how social contexts influence television programmes. Refer to The Avengers.' You might include:

• the equality of Steed and Mrs Peel in terms of their actions, bravery, skills, responsibility for the success of the mission
• their upper middle class life style (their RP accents, turns of phrase, and those of 'Piggy' Warren)
• their clothes and props, such as fencing, Mrs Peel's op art outfit, their hats
• social behaviours such as the afternoon tea, ordering drinks
• the evidence that the country has recently been at war (the setting, references to war service, the abandoned mess with its bedsteads, dart board and pin-up picture)

Feedback lesson after marking your work:

 

10C Q.5 AVENGERS: HOW SOCIAL CONTEXTS INFLUENCE TV

PREP In class, we viewed The Avengers up to the moment that the villagers were revealed as imposters. For prep, on your blog, answer question 5. 

CLICKVIEW

• We go over the exam content  under pages 01 TELEVISION 
• We have a folder on your desktop called J200 MEDIA STUDIES.  
• In side this folder, create a folder called 01TELEVISION where you save your 2 programmes

01 10D CUFFS: POLICE POV Q.2

Today we look at the second type of question that we answer in the exam 01 TELEVISION. All the material that we cover in class today is on the page above marked 01 TELEVISION.

PREP: Answer on your blog the second exam question, as set out below, using Cuffs that we watched in class. We made notes for your prep. 
Write about half a page and upload it tonight, please.
Here is a link to the programme in case you want to watch a bit again.
We have uploaded the whole programme to ClickView for you, as the DVD arrived yesterday.

The exam is 1 hour 45 minutes long. Section A is on television (for information about Section B, see 01 Promoting Media).
In the exam, the extract will be played. Here is the sample question from the exam.

In simple terms, it asks you to discuss:

• how the opening presents the police force as hard-working, well-trained, good-hearted professionals through the Chief Super's voice-over - how they see their role in society
• how PC Draper's handling of the confrontation between the stag-do revelers and the naturists shows how well he handles a very difficult situation against impossible odds
• By contrast, how badly the naturists and the stag-do revelers behave compared to how professionally PC Draper behaves
• in the self-harming scene, how we see Nathan the heroin addict as a vulnerable person in need of help than a criminal thanks to the way in which he is treated by PC Draper. Front line policing brings out the best in both rookie Jake and PC Draper.
• how the racist stabbing of an Asian student in a supermarket by vicious thugs is handled by DS Jo Moffat who comes across as warm, friendly, caring and determined to bring the criminals to justice. By contrast, the gang are stereotypes of bigoted right wing nationalists as they make racist taunts and their screwdriver attack is racially motivated.

 

MARK SCHEME ANSWERS ABOVE

Team of police officers:

01 10C CUFFS: POLICE POV Q.2

Today we look at the second type of question that you will answer in the exam 01 TELEVISION. All the material that we cover in class today is on the page above marked 01 TELEVISION.

PREP: Answer on your blog the second exam question, as set out below, using Cuffs that we watched in class. We made notes for your prep. 
Write about half a page and upload it tonight, please.
Here is a link to the BBC preview extract. and here is another link. We plan to upload the whole programme to ClickView for you, as the DVD arrived today.

The exam is 1 hour 45 minutes long. Section A is on television (for information about Section B, see 01 Promoting Media).
In the exam, the extract will be played. Here is the sample question from the exam:

Team of police officers:

01 10D CUFFS: SOUND

Today we look at the types of questions that you will answer in the exam 01 TELEVISION. All the material that we cover in class today is on the page above marked 01 TELEVISION.

PREP: Answer on your blog the first exam question, as set out below, using Cuffs that we watched in class. Here is a link to the BBC preview extract. and here is another link, which we will use until we can upload to ClickView.

The types of sound that you may identify could include diegetic sound such as dialogue or sound effects, for  instance, police radio, sirens and vehicles (diegetic = sound from the world of the film).
It could include non-diegetic sound such as music or a voiceover (non-diegetic = sound added in during editing that you wouldn't hear if you were in the world of the film, like a soundtrack). Different types of music and sound create different effects, such as fast-paced music, slow / sad music, tense music.

The exam is 1 hour 45 minutes long. Section A is on television (for information about Section B, see 01 Promoting Media).
In the exam, there will be an extract played. Here are sample questions from the exam paper:

THE AVENGERS: We watch the episode in class

01 CUFFS Q.1 SOUND 10C

Today we look at the types of questions that you will answer in the exam 01 TELEVISION. All the material that we cover in class today is on the page above marked 01 TELEVISION.

PREP: Answer on your blog the first exam question, as set out below, using Cuffs that we watched in class. Here is a link to the BBC preview extract. and here is another link, which we will use until we can upload to ClickView.

The types of sound that you may identify could include diegetic sound such as dialogue or sound effects, for  instance, police radio, sirens and vehicles (diegetic = sound from the world of the film).
It could include non-diegetic sound such as music or a voiceover (non-diegetic = sound added in during editing that you wouldn't hear if you were in the world of the film, like a soundtrack). Different types of music and sound create different effects, such as fast-paced music, slow / sad music, tense music.

The exam is 1 hour 45 minutes long. Section A is on television (for information about Section B, see 01 Promoting Media).
In the exam, there will be an extract played. Here are sample questions from the exam paper:

THE AVENGERS: We watch the episode in class