Key term
AQA A-Level Media Studies 7572
Media Language
Topic overviewCodes and conventionsConstructing meaning through media languageGenre, hybridity and intertextualityViewpoints, ideology and audience interpretationSemiotics: signs and their typesSemiotics: paradigm, syntagm and anchorageBarthes: denotation, connotation and mythNarratology: narrative codes and diegesisTodorov: equilibrium, disruption and new equilibriumGenre theory as summarised by NealeStructuralism: binary oppositions and mythemesStructuralism: ideological reading and deconstructionPostmodernism: pastiche, bricolage and implosionBaudrillard: simulacra, simulation and hyperreality
Media Representation
Topic overviewConstructing representationsWhy producers make the representational choices they doSocial and cultural context in representationStereotypes: positive and negative useUnder-representation and misrepresentationRepresentation, realism and the values it carriesIndustry contexts and representational choiceDiscourse, ideology and audience positioningTheories of representation: stereotypes and countertypesTheories of representation: misrepresentation and selective representationTheories of representation: ideology, hegemony and constructed realityHall on representation: encoding and decodingTheories of identity as summarised by GauntlettFeminist theories: the male gaze and patriarchyFeminist theories: van Zoonen and hooksTheories of gender performativityTheories around ethnicity and postcolonial theory
Media Industries
Topic overviewProduction, distribution and circulationOwnership and controlEconomics and funding of media industriesMarketing and maintaining audiencesRegulation of media in the UKDigital convergence and the individual producerRegulation in global production and circulationCurran and Seaton: regulation, deregulation and the free marketCurran and Seaton: concentration, conglomerates and public service broadcastingCurran and Seaton: neo-liberalism, surveillance and privacyCurran and Seaton: the central argumentLivingstone and Lunt: the public sphere and governanceLivingstone and Lunt: media literacyLivingstone and Lunt: power, value and globalisationCultural industries as summarised by Hesmondhalgh
Media Audiences
Topic overviewGrouping and categorising audiencesTargeting, attracting, reaching and addressing audiencesMedia technologies and patterns of consumptionMass and specialised audiencesNiche and fan audiencesAudience interpretation and its circumstancesMedia effects: uses and gratificationsMedia effects: hypodermic needle and moral panicMedia effects: media literacyBandura: social learning and imitationCultivation theory: socialisation and the bardic functionGerbner: cultivation differential, mainstreaming and resonanceReception theory: agenda setting, framing and myth makingHall on reception: the three reading positionsFandom'End of audience' theories
Contexts of the Media
Media Forms and Products
The Cross-Media Production and Assessment
The Statement of Intent
- 2 things to know
- Non-exam assessment
Overview
The 500-word limit, the April deadline, and what separates explaining intent from describing a production.
What you need to know
Answer each one before you reveal it.
Your recallNot started
Evaluation
What distinguishes a strong Statement of Intent?
Questions from this subtopic
Each one with the model answer underneath.
- 1
What is the Statement of Intent?
Model answer
A written statement setting out how the student has applied their knowledge and understanding of the theoretical framework to the media product they have created.
- 2
What is the maximum length of the Statement of Intent?
Model answer
Five hundred words.
- 3
By when must the Statement of Intent be submitted to the teacher?
Model answer
No later than the first of April in the year of assessment.
- 4
Where is the template for the Statement of Intent supplied?
Model answer
In the NEA Student Booklet issued by the board along with the briefs.
- 5
What must be submitted to the board alongside the media product?
Model answer
The Statement of Intent.
- 6
Why does the Statement of Intent matter to how the production is assessed?
Model answer
Because it makes the student's intentions explicit, allowing the production to be judged against what it set out to do rather than only on how it appears.
Other ways to work this
The same content, four other ways.
What is inside Levo
Six ways to work the same material.
Every question in The Cross-Media Production and Assessment, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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