AQA Media Studies
Introduction.
Media Studies provides a great opportunity to explore and evaluate why we engage with a wide range of media texts. Representation and media form are other important aspects of the course. AQA’s course also requires you to develop the practical skills needed to create your own exciting products.
Close Study Products
To demonstrate your understanding of the key concepts in media studies, you need to analyse various media texts from a broad range of media forms, such as television, newspapers, magazines, digital media and computer games. The following guides apply the relevant theoretical frameworks to AQA's list of A-Level Close Study Products.
- AQA A-Level
Media One - Advertising and Marketing
Sephora – Black Beauty is Beauty Campaign
Score Hair Cream
Media one - music videos.
Old Town Road
Media one - newspapers.
The Daily Mail
The Guardian Newspaper
Media one - media industries and audience.
The War of the Worlds
BBC Radio 1’s Newsbeat
Blinded by the Light
Zendaya, Social Media and Celebrity Culture
The Gentlewoman Magazine
Analysis of GQ Magazine
BBC’s Capital
Deutschland 83
Media two - video games.
The Sims FreePlay
Horizon Forbidden West and Genre
Representation in Horizon Forbidden West
Unseen questions.
Past Papers and Mark Schemes
You can access various materials from the dedicated AQA assessment resources page .
Non-exam Assessment
You need to create a cross-media production which demonstrates your knowledge and understanding of the theoretical framework. You also need to produce a Statement of Intent - a 500 word commentary on your chosen brief and how you intend to fulfill its demands.
Research and Preparation
- Statement of Intent
- Indicative Content
Assessment Objectives
AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence on media products and processes.
AO2: Apply knowledge and understanding of the theoretical framework of media to:
(a) analyse media products, including in relation to their contexts and through the use of academic theories; (b) evaluate academic theories; and (c) make judgements and draw conclusions.
AO3: Create media products for an intended audience, by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Recently Added
Rule of Thirds
The Classification of Advertisements
Narrative Functions
Key concepts.
- Hypodermic Needle Theory
- Paul Gilroy
Media Studies
- The Study of Signs
- Ferdinand de Saussure and Signs
- Roland Barthes
- Charles Peirce’s Sign Categories
- Jean Baudrillard’s Simulacra and Simulation
- Binary Opposition
- Vladimir Propp
- Tzvetan Todorov
- Quest Plots
- Barthes’ 5 Narrative Codes
- Key Concepts in Genre
- David Gauntlett and Identity
- Liesbet van Zoonen
- The Male Gaze
- The Bechdel Test
- bell hooks and Intersectionality
- The Cultural Industries
- Two-Step Flow Theory
- Cultivation Theory
- Stuart Hall’s Reception Theory
- Abraham Maslow
- Uses and Gratifications
- Moral Panic
- Camera Shots
- Exam Practice
AQA GCSE Media Studies: Past Papers
Browse our range of AQA GCSE Media Studies Past Papers and Mark Schemes below. Testing yourself with GCSE Media Studies past papers is a great way to identify which topics need more revision, so you can ensure that you are revising as effectively as possible to help you get ready for your GCSE Media Studies exam.
Visit all of our AQA GCSE Past Papers here .
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AS and A Level: Media Studies
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"Jurassic Shark" was broadcast as part of a series of related programs and feature films on Channel 5, which was titled the "Terrors of the Deep - Weekend". This essay will focus on the contents of the documentary
Introduction: "Jurassic Shark" was broadcast as part of a series of related programs and feature films on Channel 5, which was titled the "Terrors of the Deep - Weekend". This essay will focus on the contents of the documentary as well as its approach towards the audience. The spirit of the program: By being part of the "Terrors of the Deep - Weekend" it seems unlikely that this documentary was just aiming to attract unbiased hobby-marine-biologists. Since the film "Jaws" 1 at the latest the word shark already attracts attention on its own. So what can the viewer expect when hearing a title like "Jurassic Shark"? The close relation of the name to "Jurassic Park"2 is surely not just coincidental. The one-hour documentary's intention was to inform about the history and evolution of sharks from the Jurassic period until today. Considering this special weekend though the viewer would also be expecting something a bit more frightening than just a normal documentary. Approach: Documentaries have become very popular again over the lost couple of years. This might also be due to the fact that computers have made it possible to give a far better impression of how life may have looked like, in a time that could not be captured by photography yet. "Jurassic Shark" opens with a teaser. It shows a huge shark passing by from the screen towards the endless ocean. The viewer's position
- Word count: 1703
- Level: AS and A Level
- Subject: Media Studies
Soap is the most common form of drama on British Television: is this beneficial or detrimental to the future welfare of British drama
Soap is the most common form of drama on British Television: is this beneficial or detrimental to the future welfare of British drama? Soap opera is the most popular genre of television programming across the globe and has been the leading favourite of British television for the past forty-six years. The trend evolved from the radio soap operas of the 1930s and 1940s, surfacing first in the United States and later spreading across the world. It attracted large audiences consisting mainly of female listeners and with the growing popularity of television it soon became firmly rooted on the screen. The long running Coronation Street was the first British soap opera to make a significant impact on UK drama in 1960s. Its aim was to target mainly working class people in creating a microcosm of the working world we live in, focusing on realism as opposed to the escapism forms of the American soaps. In order to conclude on whether the dominance of this genre is beneficial or detrimental to the future welfare of British drama, I'm going to study the pros and cons of soap opera as a form of British Television. Over the years soap operas have been continuously praised and condemned by the general public and despite of its popularity the genre continues to carry the connotation of a degraded cultural form of television drama. There is the common belief that soap operas are for
- Word count: 1342
Soap opera history.
By Luke kyriakdes Since their introduction back in the thirties, people have rushed home from work or hurried their chores so they are able to watch or listen to their favourite soap opera. For most families, the soap has become the focal point of their day. For some, it's to escape, when they come back from work, or have just had a bad day, they can watch someone else's problems on their favourite soap, to take their mind off real life problems. The name 'Soap Opera' originated all the way back in the thirties in America. In the early thirties, drama series were broadcasted on afternoon radio, aimed at female audiences. The shows were broadcast in between soap powder commercials - mostly sponsored by large companies such as Procter & Gamble. The first British radio soap opera began in 1942, it was called Front Line Family. From the 1950's, soaps took over television, with the very first soap launched on BBC in 1954 running until 1957. ITV launched in 1956, By 1960 it flag shipped the very first mass-watched drama, which realistically reflected real life. It is still running today. BBC finally learnt in 1984, when it launched Eastenders. Eastenders is also still running today. The soap world has witnessed a number of failures. For example, BBC launched Eldorado in 1992, with a rage of publicity. The BBC foolishly spent £2m building a village in Spain. It failed miserably
- Word count: 1379
Soap opera scheme of work.
Year 10. Soap opera scheme of work. In this essay I am going to analyse the representation of women and young people in Hollyoaks and Eastenders. The target audience of Hollyoaks are young people because there are young people in Hollyoaks. It won't be for an older audience because they will be watching other soaps like Eastenders because there are old and young people in it. Hollyoaks is on at 6:30 on Monday, Tuesday, Thursday and Friday, some people will be at work but the younger people would of come home from school a couple of hours before Hollyoaks starts. Older people will be able to watch Hollyoaks on Sunday because they might not be working on a Sunday. It's on at 12:00 so they will be able to watch it if they what to. There is a range of characters in Hollyoaks young school kids, young women and some old people. Old and young people watch Eastenders because most people would of come home work, young people would of come home from school so all ages could watch it. Eastenders starts at 8:00 and sometimes at 7:30 so old and young people have time to watch it. It is also on, on Sunday. There is a range of characters in Eastenders, there are old people like Dot and Pat, there are middle-aged women like Laura and Kat, and there are young people like Zoel and Sonya. The main ingredients of soaps are things like: affairs, murders, most people get pregnant, generally
- Word count: 661
Soap operas or 'soaps' criteria
This work is all about soap operas or `soaps'. A soap is a drama on TV which shows various aspects of family, or ordinary daily life. Soaps include aspects of family life, issues within families are greatly used parts in soaps. With family life you can see people growing up, people's attitudes towards each other changing, for better and for worse. You can see families develop, falling in love, getting married like Nat and Barry in Eastenders. You get to see what the outcome is when one partner of a relationship goes behind the back of the other one, they have an affair. Eventually the good partner finds out the there are a lot of questions, will they stay together, will they not, what about the baby if there is one. Also what about the person the partner was having an affair with, what happens when the people around them find out. There are a lot of issues that can be raised by family life and an almost endless list of situations that can be created. These family life storylines are based around real life and shows good information and hidden messages to people, especially younger people about what goes on in life. They also show a number of outcomes and resolutions to help viewers. A soap is generally set in a limited location because as they concern family life the soaps stay around the area in which the families live, the house, the work place and public places like pubs
- Word count: 3052
Television and the distortion of reality
Television and the distortion of reality TV in today's society often distorts our view of the world and its reality. This often happens when people start to relate to everything they see to be real, or "Written in Stone," as some may say. Hopefully at the end of this article you will look at television a little more unrealistic than realistic. When looking at this subject, it is easiest to break it down into six categories, which are derived from cultural critic George Gerbner's research: Sex, age, race, work, health, and crime. (Waters 166.) The most common role in the sex category is the way the family is portrayed. The perfect example is the show the Wonder Years. It is often portrayed as the way families were set up in through out the fifty's and sixties. There is the male, father, and man of the house. He is expected to be in charge. What he says goes, and everyone listens. The mother is usually known as the common housewife, not daring to get a job, because the husband is the so-called "Bread winner." Her role is to clean the house, cook all the meals, and tend after the children. Even all-major decision-making is left to the male. It's always, ask your father. The children may try to talk their way out of trouble with the mother, but very rarely with the father. They know he will get mad and say no. In the second category, age, we will consider as people over the
- Word count: 1031
Television Institutions.
When we home from school, work or aver fining we switch on the television to watch a particular programme. We have certain expectations that the programme will start and finish at a specific time. We see television as it is a normal part of everyday life. Like reading a newspaper, shopping or going to school. One of the biggest channels is BBC. BBC is funded through the licence fee. Everyone in England how has TV must pay for this licence. This licence pays for the programmes on the BBC and on the radio stations owned by the BBC (radio 1, 2, 3, 4 and 5). There are no adverts on the BBC or these radio stations. It is a non-commercial (not there to make a profit) stations whereas ITV, Channel 4 and Channel 5 are commercial stations (there to make profit). Channel ITV, channel 4 and channel 5 are been owned by large moneymaking organisations whose aim is to make profit for their shareholders. So they charging advertisers large sums of promote their products on these stations (usually six minutes of adverts per hour). SKY and cable have no restrictions on how many adverts they show in any hours, therefore, have far more adverts as this means more profit for theme. Most of the channels complement with each other, for example on Thursday the 20 of April on ITV there is Emmerdaleand at 7.00o'clock and on BBC1 there is watchdog with Anne Robinson at 7.00. Then at on 7.30 on BBC1
- Word count: 715
Television is the scapegoat for society's ills." Discuss.
Television is the scapegoat for society's ills." Discuss. In the past few decades, the cultural and moral values of our society have been decaying rapidly, partly due to the unhealthy competition in society that had arisen together with the insatiable demand for wealth. In fact, this decay is taking place so rapidly that people are desperately searching for the root of the problem. Naturally, the various groups of citizens in this society would be less than willing to put the blame on themselves and as a result, television, a form of mass media whose popularity has rise so alarmingly in the past few years, has conveniently been made a scapegoat for our own mistakes and problems. Unfortunately, it is undeniable that in a small way, television has contributed to some of the problems in our society. In a bid to boost ratings, producers have added much violence and sex to programmes to make them exciting. As a result, minors have been exposed to the wrong ideas. Besides, some programmes are so "exciting" that people spend too much time watching television, neglecting their work or studies. The promotion of sexual liberalization has also destroyed the conservative cultures of >numerous nations. Hence, many people have blamed their problems on television. However, television is merely a tool of mass communication. The actual masterminds behind the popularity and content of
- Word count: 510
Television show volume vs. commercial volume.
Television Show Volume vs. Commercial Volume Have you ever flipped through channels on a television and decided to watch a commercial? If you have, you probably decided to watch the commercial because something grabbed your attention. The attention grabber was probably the audio level. Sound waves are usually the only attention grabber of commercials. Most commercials do sound louder than television shows. Television sound waves give many interpretations to the brain. As television sound waves contact ear drums, the ear drums move and convert the energy of sound waves into electrical surges that are sent to the brain. The stronger the sound waves are, the louder it sounds. However, the brain does interpret sounds in different ways. This means that some waves may seem to have a sound louder than others, even if the loud and soft sounds have the same volume (Hislop, 2001). A way to measure loudness of sound is by using the decibel. It is one tenth of a bel (named after Alexander Bell). However, the larger unit, bel, is rarely used. The decibel uses many different scales to measure sound. One scale, the dBFS, uses zero as the highest sound that can be reached. The dB stands for decibel and the FS stands for full scale. The dBFS uses negatives to describe sound. The farther away a sound from zero in negatives, the lower the sound is. For example, if a sound was
- Word count: 1263
Television Violence and the Effects on Children
Television Violence and the Effects on Children Television Violence: Effects, and Solutions Allison Thornton University of Lethbridge April 1, 2002 "Every television show is educational. The lessons taught can vary infinitely." (Spicer). What lesson is violent television teaching our children? It is a sad reflection on today's media when children are hurt because other children are reenacting what they have seen on television. The cases in the news are many, the boy who thinking he was a "Power Ranger" and seriously injuring a friend. More recently the Taber, Alberta and Littleton, Colorado shootings, where the perpetrators at Colombine mimicked a scene from a movie, and with Taber mimicking the Colombine incident. This essay will cover three major effects of television violence on children and what can be done to protect children from television violence. The Issue "Media are means. We aim, through media, to indulge and serve our hungers by inviting images and sounds into our lives, making them come and go with ease in a never-ending quest for stimulus and sensation." (MacIntyre, 2002) Television can influence you everyday to buy certain products by advertisements, and influences your beliefs by the dramas, documentaries and newscasts. The concern is that Television can influence your actions after you walk away from the television. This makes the effect of violent
- Word count: 3699
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A-level MEDIA STUDIES
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A-level Media Studies
- Specification
- Teaching resources
- Assessment resources
- Introduction
- Specification at a glance
- Close study products (CSPs)
- Contexts of the media
- Extended response and synopticity
- Media language
- Media representation
- Media industries
- Media audiences
Non-exam assessment (NEA)
- Scheme of assessment
- Non-exam assessment administration
- General administration
- music video
- advertising/marketing
- online, social and participatory media
- video games
- communicate meaning to an intended audience.
To complete the NEA, students must independently create a cross-media production in response to a brief set by AQA. AQA will release six briefs on 1 March in the year preceding the exam via Secure Key Materials. These briefs will change annually . The briefs will be linked to the A-level Media Studies CSPs. AQA will specify the media form and the intended audience for the media products. The media products that are devised and realised by the student must communicate meaning to a specified audience, draw on what they know and understand about the theoretical framework of media studies and demonstrate understanding of the digitally convergent nature of media products.
The Marking criteria detail what students will be expected to demonstrate and provide evidence of when completing the NEA task. Additional task-specific content will be issued with each of the briefs. Please refer to Non-exam assessment administration for more information about the instructions for conducting the NEA.
The Statement of Intent
Students must complete a Statement of Intent that outlines how they have applied their knowledge and understanding of the theoretical framework to their media product. This must be submitted to AQA with the media product.
This Statement of Intent should be a maximum of 500 words long and it should be submitted to the teacher no later than 1 April in the year of assessment. The template for the Statement of Intent will be supplied by AQA in the NEA Student Booklet along with the briefs.
Size and duration of products
Each brief will specify the required length, amount or duration of the media product that must be created.
Unassessed participants
- appear in their media products
- operate equipment under the direction of the assessed student.
All unassessed participants involved in the products must be listed on the Candidate Record Form (CRF). Assessed students can only be credited for work they have undertaken themselves or has been completed under their direction. Students and teachers will be required to sign the CRF to confirm that this is the case.
Credit can only be given for contributions made by unassessed participants under the clear direction of the assessed student. Details of what each of the unassessed participants contributed to the product and how the assessed student directed that contribution should be listed on the Candidate Record Form.
Time spent on NEA
There is no limit to the amount of time that students can spend on their NEA but we recommend they spend around 30 hours on the physical creation of their products. It should be noted that excessive time spent on this component in the classroom could be detrimental to the overall attainment of the students. Teachers should strike a balance between the completion of the NEA and preparation for the examined components. Additionally, demonstration of knowledge and understanding of the theoretical framework is key to success in the NEA so time spent teaching the framework will inform the development of the NEA products.
Use of non-original material
With the exception of musical performances, students should not use any non-original material in their media products. All images, footage and text is to be created by the student. If a student does use any non-original images, footage or text, they should be aware that their marks will be limited by the marking criteria (see Guidance on applying the marking criteria ). They must acknowledge any non-original material on the Candidate Record Form.
Students do not have to write and record their own musical performances, either to use as part of a soundtrack or in a music video. Musical tracks that they use should be acknowledged on the Candidate Record Form.
Websites and video games
For briefs where website or video game creation is required, students do not need to be able to code. Students can use website design apps, online templates and game design software. Students are responsible for the design of the website or game and the content (such as language, images, audio-visual material) must be created by the student. Students must acknowledge any software or templates which have been used on the appropriate Candidate Record Form.
Marking criteria
Guidance on applying the marking criteria.
Level of response marking instructions are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level.
Before you apply the mark scheme to a student’s media product, review the product and annotate it and/or make notes on it to show the qualities that are being looked for. You can then apply the marking criteria.
Start at the lowest level of the marking criteria and use it as a ladder to see whether the product meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s product for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the product.
You can compare your student’s product with the standardisation examples to determine if it is the same standard, better or worse.
When assigning a level you should look at the overall quality of the product. If the product covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the product to help decide the mark within the level, ie if the product is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
- Level 5: Both products within the cross-media brief are completed to an equal standard.
- Level 4: Both products within the cross-media brief are be completed to a generally equal standard, although one product may be slightly better than the other.
- Level 3: Both products within the cross-media brief are be completed, but one product may be better than the other.
- Level 2: Both products within the cross-media brief are attempted, but one product may be significantly better than the other.
- Level 1: Only one of the cross-media products may be attempted.
If a student submits a Statement of Intent with no accompanying media products then this should be awarded a mark of zero.
If a student creates an audio-visual product that is longer than the stipulated duration then you should only mark the work that falls within the time limit.
If a student creates a print or online product that exceeds the stipulated length or amount then you should mark all of the pages and only give credit for the best pages up to the number of pages stipulated in the brief.
If a product is shorter than the stipulated size or duration then no penalty is to be applied as the work is likely to be self-penalising – particularly in relation to the Effectiveness and engagement with industry and audience section.
If a student has used any non-original images, footage or text or has failed to clearly demonstrate how they directed the activity of any unassessed participants in the media product then they should not be awarded marks above Level 2 in the Effectiveness and engagement with industry and audience section of the marking criteria.
Statement of intent
Students will be expected to complete and submit a statement of intent which includes their interpretation of the brief, the research they have done, how that research has informed their ideas and the strength of the ideas they have developed.
The statement of intent should be submitted to the teacher in April before the submission of the final product. It should then be submitted to the moderator along with the students' final products.
| Level | Marks | Description |
|---|---|---|
| 5 | 9–10 | |
| 4 | 7–8 | |
| 3 | 5–6 | |
| 2 | 3–4 | |
| 1 | 1–2 | |
| 0 | Nothing worthy of credit. |
Media Language
In this section students will be rewarded for the degree of expertise they demonstrate in using media language within the chosen media form.
| Level | Marks | Description |
|---|---|---|
| 5 | 13–15 | |
| 4 | 10–12 | |
| 3 | 7–9 | |
| 2 | 4–6 | |
| 1 | 1–3 | |
| 0 | Nothing worthy of credit. |
Media Representations
In this section students will be rewarded for the degree of expertise they demonstrate in creating and using appropriate representations within the chosen media form.
Effectiveness and engagement with industry and audience
In this section students will be rewarded for how well their media product communicates meanings, reflect the industry specified in the brief, whether or not they have met the requirements stipulated in the brief and the extent to which they have exploited the potential for digital convergence. Teachers/assessors are to use their professional judgement rather than looking for evidence of testing the product on a live audience.
| Level | Marks | Description |
|---|---|---|
| 5 | 17–20 | |
| 4 | 13–16 | |
| 3 | 9–12 | |
| 2 | 5–8 | |
| 1 | 1–4 | For marks towards the top of the band these must be, at least, recognisable media products. |
| 0 | Nothing worthy of credit. |
A2 Media Coursework
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Monthly Archives: September 2013
This is the storyboard for my music video. I have used it to plan my shots, duration of clips, and editing, in order to ensure a more efficient construction of music video. It is indeed likely that I will not stick strictly to what you see here, but as an initial starting point, I feel it will be very helpful in giving me a great deal of direction in where to go with my video.
What is the importance of a music video as a promotional tool?
I see a music video as having various purposes.
The main reason, in my opinion, is to act as a promotional tool in the distribution of a new song by an artist. This is done my creating a visual to go along with the song, and an audience will often take great interest in anythign that is visually appealing. Music videos get uploaded onto websites such as YouTube, and are therefore easily accessible. A visual form of the song will allow an audience to create a stronger relationship and interest in the band, hence, resulting in increased sales of the single. A music video will also allow a song to be made more memorable.
Cross-media Advertising/Promotion
Cross-media marketing is a way of promotion which allows brands and companies to go beyond more traditional methods of advertising, such as print based media and newspaper adverts, and enter into the digital age. Due to the fact that there is now a much larger variety of promotional methods available to use, this makes it possible for a brand to access the minds of its target audience far easier. For example, companies who’s aim it is to target a teenage audience may find it makes sense to create a viral ad which can be seen on social networking sites, as sites such as facebook and twitter are outragiously popular among young adults and teens. Or create a television advert that can also be viewed on YouTube, and music video sites such s MTV. Whilst this is important, it must be remembered that it is not wise to only target an audience in one way, just to hold stronger emphasis on one method over the others.
Methods of cross-media advertising consist of:
- Online/Websites
- Online Video
- Hardware (CDs/dvds)
- News Papers
- Mobile Phones
- Pod-casting
My chosen methods of promotion for my portfolio will be a music video, digipak (hardware, CD’s), and a promotional poster to be seen mainly in magazines.
Audience & Focus Group Research
The target audience for my music video is girls between the ages of 11 and 16 years old. This is because it is generally this type of audience that tends to be enticed by the vibrant colours and fast movements (such as transitions and jumping from clip to clip.) I also chose girls to be a part of my target audience, as I will know what attracts them, as I can speak from experience. Whichever girls view my music video, will hopefully show an interest in the girls singing in the video, due to the fact that they’re young, attractive, and also trend aware. As I have previously stated, the lyrics in the song, are most adapted and relevant to females, especially teens. In my opinion, girls of this age are attracted to two types of band/artist in a music video; attractive boy bands they can swoon over, and young, pretty girls they can aspire to be just like and match up to. I have questioned a few people whom fit the criteria of my target audience, and probed their thoughts and views on my idea.
Favorite Band/Artist: Jessie J, One Direction, Girls Aloud
“I think it sounds really good, and think it will go very well with the song. I like when music videos have bright colours and exciting dance routines because it makes it more interesting and fun to watch. There isn’t many girl bands in the charts at the minute so I think choosing to put a girl band in the video is a really good idea. I think it sounds very girly and that’s exactly the kind of thing that I like. I love Little Mix as well, so I really love the song!”
Jasmine Lummis Aged 13 Favorite Band/Artist: One Direction, The Saturdays, Cover Drive
“I have heard the song before and think its so good! I think it sounds like a really good idea for a video, because it suits the bubbly song really well and the girl band sounds good too. I like it when there’s pretty girls in a music video because it makes you want to be like them. Sometimes when I don’t know what to wear I make my outfit look like the girls in the videos.”
Aged 16 Favorite Band/Artist: Little Mix, Stooshe, Rihanna
“I think it sounds really great! The concept of the video just sounds very much like the ones you see in the chart, and it just sounds really fun to watch! Sometimes when I’m watching UK Top 40, I get really bored on some videos, especially if the song is a bit dull! But this sounds really exciting and the song is great too! It’s the kind of song that makes me wanna get up and dance, and a video that did this too would be good! I like the lyrics and find them really relatable, which makes the whole song more interesting to be honest.”
I chose to ask these specific people because they fit the criteria for my target audience perfectly, and they all seemed to show great interest in the idea for my music video, which is good, and exactly what I predicted and hoped for.
How will my album be marketed?
Although a music video is somewhat considered a form of promotion, I must have other plans for how my album shall be marketed, in order to spread awareness and ensure it reaches the awareness of my target audience. There are various ways for an album to be promoted, however I must insure that I choose the methods in which are adapted based upon the criteria of my target audience, and that it is definitely likely to be seen by them. It would be pointless marketing my album in a way that will mostly be seen by perhaps an older or male audience, as it is not aimed at, and has not been suited to appeal to this age group. This would mean that spending money on a method of promotion such as that would be wasteful.
Methods of promotion you currently see for albums of the same genre as mine, are TV adverts, viral adverts, and magazine adverts.
My chosen method of promotion will be a poster. My reasoning behind this is because it can be located and distributed in a number of ways, in order to ensure it reaches the eye of my target audience. You see album posters on billboards, outside supermarkets, in magazines, and perhaps even online. If my poster were to be located on a billboard, especially outside somewhere such as a supermarket, this would definitely be seen by many female children and teens, due to the number of mothers that must take their children to the shops with them. This strategic method could then lead to the parents being pressured into purchasing the album by their children, once in the store. I would distribute the posters in children’s magazines, but only the ones aimed at girls. Magazines such as Top of the Pops, or We Pop! are an ideal way of raising awareness, specifically by girls aged 5-16.
We can see that this poster is very simple yet effective. It boldly labels the name of the artist, the album, ant the fact that it is available to buy now. This is all that must be known by the customer to leave them wanting to know more, and to perhaps even urge them to purchase the album. We can see it has been cleverly situated in what looks to be a car park, and this car park is likely to be for a shopping mall of some description. This is a very clever and strategic form of promotion, as the customer could easily now go and purchase the album without going out of their way. This could even be described as a impulse buy.
Copyright Issues
Before diving into the construction of my music video, I felt it was necessary to contact the record label, Syco Records, to request permission to use the song ‘Move’ by Little Mix. I felt this was necessary in order to comply with copyright infringement law. The email read:
Premise & Synopsis of Video
My video will be performance based, and show the band members singing and dancing enthusiastically, and generally having a fun and enjoyable time together. The video will be funky and upbeat, and feature the girls performing in various locations, both individually and as a group, whilst looking stylish and wearing bold, chic make-up. The locations will be bold backdrops, to accommodate the outgoing, vibrant sound of the track. I may also decide to use environments such as perhaps a brick wall or graffiti painted wall, to add a slight urban essence and trend to the video. I will continue to use footage such as this throughout the whole video, however, I will use a great deal of editing to make my video more interesting and draw it all together. I have seen this done in other pop music videos, and I feel it works incredibly well.
Effects, such as the ones shown above which fraction the page, I hope to use quite often in my music video. I also hope to use various other effects such as ones that edit lighting and contrast, as well as techniques which slow down and speed up footage.
The overall concept of my music video sounds very basic and straightforward, however, this is only because I hope to use the editing process and actual construction of my video to really make it come alive.
Artist/Band Persona – ‘Sugar Rush’
I have chosen to create a girl band named ‘Sugar Rush’ to feature in my music video. They will all be the age of 17 years old, they will all be attractive and wear up to date, high street trends, as this will have the affect of audience members aspiring to be like them, creating a greater interest in the video. There will be three 17 year old members in my girl band:-
Other bands I have looked at, and would like to compare my band to are ones such as Little Mix, Stooshe, and The Saturdays.
My girl band will be called ‘Sugar Rush’, as I feel that this is a name which fits in well with the lively tone and light hearted nature of the music, and also has vibrant and lively connotations. They will however possess a subtle urban quality, and this is because this is the current trend that can be found within the majority of popular high street stores. Examples of this urban essence will be present throughout my video.
The name of my album will be ‘Blowout’, as this is a synonym for party, which a highly connoted from this kind of music, this age of girls, and the video I intend to create. It also happens to be a slang word, so will be known and understood by my target audience, which is girls between the ages of 5 and 16 years old. The cover will feature the three girls looking happy, lively, and they will be against a plain backdrop to make the cover appear more bold. I may potentially change my mind, and decide to use a brick or graffiti painted wall as the backdrop, to make it appear more interesting, yet without appearing too street. I choose to inspire my album come by those of the bands I modelled my band upon, as they possess the same image I admired, and chose to grant to my band.
As you can see, all of these album covers feature the girl bands wearing trendy, brightly coloured clothes, and they’re all stood in front of fairly, if not completely plain backgrounds, as this helps them as artists to stand out from the rest of the cover. Albums such as these is where I shall take my inspiration from, for when it comes to creating my own album cover.
For my video, digipak and poster, my band will be wearing bright and trendy clothes, such as the ones below. I constructed these outfits using a website called Polyvore, to create a larger sense of imagery.
Song Lyrics
[Jade] Hey baby Tell me your name I gotta fever for you I just can’t explain But there’s just one problem I’m a bit old school When it comes to lovin’ I ain’t chasing you Hate waiting I’m on a roll You’ve got to let yourself go
[Perrie] Whoa You know that I’ve been waiting for you Don’t leave me standing all by myself Cause I ain’t looking at no one else
[Jesy] Hey Get your back off the wall Don’t you get comfortable Looking so hot I think that I might fall Feeling like it’s my birthday Like Christmas day came early Just what I want So when we move You move
[All] Hey Get your back off the wall Don’t you get comfortable Looking so hot I think that I might fall Feeling like it’s my birthday Like Christmas day came early Just what I want So when we move You move
[Leigh-Anne] Oh silly Why you afraid Don’t be a big baby Quit playing games Put your arms around me You know what to do And we can take it down low
[Perrie] Whoa You know that I’ve been waiting for you Don’t leave me standing all by myself Cause I ain’t looking at no one else Looking at no one else
[All] Get your back off the wall Don’t you get comfortable Looking so hot I think that I might fall Feeling like it’s my birthday Like Christmas day came early Just what I want So when we move You move
[Leigh-Anne] I know that you wanna But you can’t cause you gotta Stay cool in the corner When the truth is that you wanna move So move I know that you wanna But you can’t cause you gotta Stay cool in the corner When the truth is that you wanna move So move
[Perrie] Move it baby, whoa You know that I’ve been waiting for you Don’t leave me standing all by myself Cause I ain’t looking at no one else Looking at no one else Looking at no one else
[All] Hey! Hey! I’m ready, hey Boy come and get me Don’t be scared Show me what you do Don’t you know a girl Like a boy who moves Hey! Hey! I’m ready, hey Boy come and get me Don’t be scared Show me what you do Don’t you know a girl Like a boy who moves
[Jesy] Get your back off the wall Don’t you get comfortable Looking so hot I think that I might fall Feeling like it’s my birthday Like Christmas day came early Just what I want So when we move You move
[All] I’m ready, hey Boy come and get me
Don’t be scared Show me what you do Don’t you know a girl Like a boy who moves
Lyrically, the song talks of boys who think they are too cool to dance and ultimately leads to Little Mix telling them to move.
Final Song Choice: Move – Little Mix
Final Song Choice: Move – Little Mix
I have come to the conclusion that my final song choice will be the pop song Move by Little MIx. I chose this song because I admire its upbeat, positive tune and the lyrics that go alongside. In my opinion, rather than requiring an excessive amount of skill when filming, a song such as this requires a larger amount of skill when being edited, and I feel that this is where my ability lies, so intend to create a music video that is both professional and realistic.
The lyrics of the song are fun and light hearted, and are not so emotional and deep that when it comes to filming I may struggle to capture footage to match up to the intensity of the song. That could be a factor that leads to my video appearing less professional.
The target audience for my music video will be girls aged 10-16. This is based on various factors. The bright, eye catching colours are generally used to attract peoples of this criteria in other existing pop videos, as well as the clothes worn by the artists. If the artists in the video are wearing the latest trends, then young girls and teens will be interested in this, and perhaps aspire to appear in the same way.
I feel the lyrics and mood of this song will guide me to creating a distinctive and fitting music video. It so happens that the song itself does not already possess its own music video, therefore it will be a good opportunity for me to experiment and create a unique product. The lyrics of the song relate to the age, gender and also the emotions held by the girls in my video.
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AS Media Coursework 2013
With great blogging comes great marks., introduction.
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Over the next few months i will be taking you on a journey from pre production to the final piece of film of our 2 minute film opening
I will be keeping a regular diary to keep you all posted on my progress throughout
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Programmes & Qualifications
Cambridge international as & a level media studies (9607).
- Published resources
Media Studies for Cambridge International AS & A Level Coursebook with Digital Access
Endorsed by Cambridge Resources align to the syllabus they support, and have been through a detailed quality assurance process.
| Description | This series helps learners to develop a critical understanding of international media, from production processes and technologies to media power and regulation. With a skills-based approach, the coursebook with digital access guides learners through activities of progressive complexity as they develop essential critical and analytical skills. Find out more about this resource: >
> |
|---|---|
| Publisher | Cambridge University Press |
| Author | Stoklosa, T, Marshall, I and Naisbett, N |
| ISBN | 9781009262248 |
| Published Date | 2023 |
| Website |
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New Media Coursework 3
Michael johnson m00435834, monthly archives: may 2013.
I did some research regarding advertising a product in the real world, also some of the research i did involves steps to take when advertising a product through the means of social media.
The steps to take comprises of:
1 Understanding the the target audience for any specific product thats being advertised from many levels.
2 Conducting like a per-production survey poll the target audience for your product.
3 Performing a measurement for brand chatter on the sites.
4 Ensuring that one’s brand is contextually relevant.
5 Assessing the available advertisement units.
6 Exploring ad opportunities that are not as conventional as banners, buttons, text links and skyscrapers.
7 Conducting a test campaign flighting for up to a month if the publisher agrees.
8 Testing multiple creative concepts and ad units.
9 Monitoring, tracking, analyzing and optimizing more than clicks and click through.
The Next task for the following week 2 will be on more research on Media tools used for production, as well as concept generation for the product.
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Browse Course Material
Course info.
- Prof. D. Fox Harrell
Departments
- Comparative Media Studies/Writing
As Taught In
- Digital Media
- Graphic Design
Media and Methods: Seeing and Expression
Course meeting times.
Seminars: 1 session / week, 3 hours / session
Course Description
Students create digital visual images and analyze designs from historical and theoretical perspectives with an emphasis on art and design. Students will examine visual experience in broad terms, from the perspectives of creators and viewers. The course will address a number of key topics including: image-making as a cognitive and perceptual practice, production of visual significance and meaning, and the role of technology in creating and understanding digitally-produced images. Students will be given design problems growing out of their reading and present solutions using technologies such as the Adobe Creative Suite and/or similar applications.
Prerequisites
CMS.100 Introduction to Media Studies , 21L.011 The Film Experience , or permission of instructor.
Learning Objectives
After taking this course you should be able to:
- Create more compelling visual compositions for digital media, informed by a working knowledge of the basic elements and structures of visual design.
- Use the theories and works presented in this course to frame and support discussions and critiques of contemporary visual design particularly objects of digital media.
Put another way, you should be able to “create” and “think about” visual designs in a more skilled, knowledgeable and critical manner, and this should further your capabilities as both digital media producers and scholars.
Two themes will be woven through the course. These are: (1) the aesthetics of ambiguity vs. clarity and (2) social aspects of design including the role of the author/reader nexus and the social impact of design. Bear these in mind during all critiques.
The total grade for the class will be based upon the following factors and weights:
| ACTIVITIES | PERCENTAGES |
|---|---|
| Class Participation | 20% |
| Exercises | 15% |
| Assignments | 45% |
| Final Project | 20% |
Coursework will consist of exercises, assignments, and a final project. Exercises are of a smaller scale than assignments, which are smaller than the final project.
All coursework *must be submitted online* at least an hour ahead of class on the day it is due.
Production Note
You will not be taught specific software in this course such as Adobe Photoshop or Flash. The assumption is that, as MIT students, you can learn to use such applications through the execution of projects. This allows us to focus on design concepts and practice. However, I am more than happy to connect you to online resources to assist with this. Though you can use free software tools such as Processing to complete your work, there is a computer cluster with multimedia development software available at the New Media Center, which features multiple online tutorials on their help site.
Attendance & Participation
Class attendance and participation are mandatory. Participation in class discussion is imperative because it allows you to explore the texts and themes collaboratively, and in the process, discover meanings and issues that you probably would not discover on your own. Participation in class also challenges you to continuously question, refine and articulate your own ideas and interpretations.
In addition, much of this class is based on critiques, which require full participation and cannot be replicated outside of class. Critiques are a central aspect of a studio culture. Extensive teaching and learning occur through critiques: it is through critiques that you will develop your skills for both creating and discussing designs.
Missing more than 3 classes (unexcused) will result in a loss of one letter grade.
Required Texts
You are required to purchase the following books. All other texts will be provided to you either as print-outs or pdfs. These books are available from a variety of online booksellers.
McCloud, Scott. Understanding Comics: The Invisible Art . William Morrow Paperbacks, 1994. ISBN: 9780060976255.
Required readings are to be completed before class.
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Media Studies Examples of Students’ Work
The pieces of work shown below were all created by students working to a brief within their nea coursework module of aqa gce media studies., they have used the dedicated production resources and editing software within the department to create the work..
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Accused Florida Carjacker Caught On Video Stealing Vehicle -- And Baby!
Guess The Shirtless Singer Playing Pool In This Studly Shot!
Badminton Star Zhang Zhijie Dead At 17 After Collapsing During Match
Sarah Walker On 'Chuck' 'Memba Her?!
Rudy Giuliani Disbarred in New York Over 2020 Election Fraud
Donald trump and joe biden fart debate breaks out on social media, donald trump or joe biden who farted during the debate.
There's a hot debate brewing right now on social media after this week's Biden - Trump debate – and it has to do with who allegedly cut the cheese onstage.
As everyone knows, Donald Trump went toe-to-toe with his Democratic rival and current commander in chief, Joe Biden, at their first 2024 debate in Atlanta, Georgia.
During Thursday's Q&A session with CNN hosts Jake Tapper and Dana Bash , Trump was standing at a podium talking about tariffs he imposed on China while he was President and how Joe wouldn't remove them due to the influx of money into the U.S. after The Donald left office.
Joe was also standing at a podium quietly listening when, suddenly, one of the two candidates apparently passed gas.
Check out the video making the rounds on social media ... The strange noise certainly sounded like either Trump or Biden let one rip.
Who Cut The Cheese?
The big questions are ... Was it actually a fart and, if so, who dealt it?
Social media users seemed to be leaning more toward Biden, with one writing in the comments section: "I knew i heard it. Look at joes face afterwards i think he pooped himself."
Another one said, Is it even possible to fart and talk at the same time??? So it has to be Biden!!!!
But a third stated, "Bidens mic would have been muted. It would have been trump."
We're gonna let the American people decide. Watch the video yourself.
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Old news is old news be first.
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 ElektrostalOur editors will review what you’ve submitted and determine whether to revise the article.  Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189. 
State Housing Inspectorate of the Moscow RegionPhone 8 (496) 575-02-20 8 (496) 575-02-20 Phone 8 (496) 511-20-80 8 (496) 511-20-80 Public administration near State Housing Inspectorate of the Moscow Region |
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The document discusses the challenges of AQA Media Studies A Level Coursework 2013. It requires thorough research, critical thinking, and the ability to articulate ideas effectively. Students must demonstrate a deep understanding of media theories and texts, and apply concepts to real examples. Seeking assistance from HelpWriting.net is presented as a viable option for students who need expert ...
a2 Media Studies Coursework 2013 - Free download as PDF File (.pdf), Text File (.txt) or read online for free. The document discusses the challenges of writing A2 Media Studies coursework, including complex media theories, intensive research requirements, the need for creativity and originality, and strong analytical skills. It then notes that seeking assistance from expert writing services ...
A2 Example Coursework Examples. Click here to view a list of Exemplar Critical Investigation Work. Below is a gallery of some the best A2 coursework. Each magazine cover evidences photography composition & placement skills, photoshop skills, knowledge of magazine codes & conventions and most importantly, they look like magazines!
Students will examine several forms of media in this course, including music and television. This course looks at the functions of media and its cultural impact on our daily lives. (Image courtesy of Eugenia Loli on flickr. License CC BY.) Download Course. This course provides a critical analysis of mass media in our culture.
A-Level Media Studies is tough, but our detailed guides to the Close Study Products and NEA will help get you ready for the exams. Media Studies. Media Studies. Theory. ... If you want to know more about the coursework, you might want to read our suggested NEA minimum requirements and our guide to the Statement of Intent. Close Study Products.
Coursework Handbook. nternational AS & A Level Media StudiesFor examination from 2018 2In order to help us develop the highest quality resources, we are undertaking a continuous programme of review; not only to measure the success of our resources but also to. highlight areas for improvement and to identify new development nee.
Paper 1 Media One (MS) Paper 2 Media Two (QP) Paper 2 Media Two (MS) Visit all of our AQA GCSE Past Papers here. Exam paper questions organised by topic and difficulty. Our worksheets cover all topics from GCSE, IGCSE and A Level courses. Give them a try and see how you do!
Media Studies. Relevance. 2873 results found. "Jurassic Shark" was broadcast as part of a series of related programs and feature films on Channel 5, which was titled the "Terrors of the Deep - Weekend". This essay will focus on the contents of the documentary. Introduction: "Jurassic Shark" was broadcast as part of a series of related programs ...
Constructed for Media Studies students and teachers, by experienced A level practitioners to help you with coursework, essays, exam revision, advice & guidance. Follow us on Twitter @alevelmedia for the latest news and media literacy articles.
To complete the NEA, students must independently create a cross-media production in response to a brief set by AQA. AQA will release six briefs on 1 March in the year preceding the exam via Secure Key Materials. These briefs will change annually. The briefs will be linked to the A-level Media Studies CSPs. AQA will specify the media form and ...
2. How does your media product represent particular social groups? We had noticed that most of the coming-of-age films had male actors as the main character, we decided to challenge this and go for female characters this time, to see what we could do with this and make it different.
A2 Media Coursework A great WordPress.com site. Search. Main menu. Home; Monthly Archives: September 2013 Post navigation. ← Older posts. Storyboard. Posted on September 27, 2013 by 07foster. Reply. This is the storyboard for my music video. I have used it to plan my shots, duration of clips, and editing, in order to ensure a more efficient ...
AS Media Coursework 2013 With great blogging comes great marks. Deconstructions; Introduction; Introduction. Posted by bradleygilbey on November 22, 2013. Posted in: Uncategorized. Leave a comment. Welcome to my blog.
Media Studies for Cambridge International AS & A Level Coursebook with Digital Access. Supports the full syllabus for examination from 2024. This series helps learners to develop a critical understanding of international media, from production processes and technologies to media power and regulation. With a skills-based approach, the coursebook ...
New Media Coursework 3 Michael Johnson M00435834. Menu. Skip to content. Home; About; Monthly Archives: May 2013. Week 1. Posted on May 28, 2013 by susprince. I did some research regarding advertising a product in the real world, also some of the research i did involves steps to take when advertising a product through the means of social media.
Coursework. Coursework will consist of exercises, assignments, and a final project. Exercises are of a smaller scale than assignments, which are smaller than the final project. All coursework *must be submitted online* at least an hour ahead of class on the day it is due. Production Note
A-Level Media Studies - Magazine Planning. (Primary Coursework) Dec 1, 2011 • Download as PPT, PDF •. 2 likes • 9,853 views. AI-enhanced description. R. RyaaanWard. The document outlines plans for a music magazine focusing on alternative, indie, punk, and metal genres. It discusses typical codes and conventions for a music magazine ...
Media Studies Examples of Students' Work. The pieces of work shown below were all created by students working to a brief within their NEA coursework module of AQA GCE Media Studies. They have used the dedicated production resources and editing software within the department to create the work.
Objectives. Gain a broad introduction to the key questions, sub-fields, and methodologies of media studies. Apply these approaches to a range of global media contexts both past and present. Practice and sharpen media analysis and communication skills through class discussion, presentations, research, and writing.
There's a hot debate brewing right now on social media after this week's Biden-Trump debate - and it has to do with who allegedly cut the cheese onstage. As everyone knows, Donald Trump went toe ...
Law #11/2013-OZ of January 31, 2013 On the Administrative-Territorial Structure of Moscow Oblast, as amended by the Law #249/2019-OZ of November 29, 2019 On ... Media related to Elektrostal at Wikimedia Commons; Official website of Elektrostal (in Russian) Elektrostal Business Directory (in Russian)
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Elektrostal, city, Moscow oblast (province), western Russia.It lies 36 miles (58 km) east of Moscow city. The name, meaning "electric steel," derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II, parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the ...
Social Media . Address Ulitsa Korneyeva, 6, Elektrostal, Moscow Oblast, Russia, 144009. City: Elektrostal. Postal: 144009. Administrative region: Moscow Oblast. Country: Russia. 0. About. State Housing Inspectorate of the Moscow Region is located in Elektrostal. State Housing Inspectorate of the Moscow Region is working in Public administration ...