Media Paper 1 PPE - Learner response
1) Type up your feedback in full (you do not need to write mark/grade if you do not wish to).
2) Did you succeed in meeting or exceeding your target grade for A Level Media? If not, how many additional marks do you need to achieve your target grade in this paper?
I wasn't extremely far off but I most definitely still need to put a lot more work in if I want to meet my target grade as it is obviously my main goal for the summer. I need only 10 more marks to get a B so I need to work on key areas and make sure to get the marks necessary.
The grade boundaries for this paper:
A* = 78; A = 68; B = 56; C = 46; D = 36; E = 26.
Now read through the AQA mark scheme. This is vital as the paper was an official specimen exam paper and therefore the mark scheme tells us a lot about what AQA are expecting us to produce. The original question paper is here if that is helpful too.
3) Write a question-by-question analysis of your performance. For each question, write how many marks you got from the number available and identify any points that you missed by carefully studying the AQA indicative content in the mark scheme:
Q1:
5/8- The information carried by the collection of symbols below is
transactional (what, when, where) suggesting perhaps that the proof of
the pudding is in the eating
Q2:
8/12- the Common song is part of an album entitled Black America Again: a
call to social action that asks its audience to stand up and be counted.
This function is enhanced by the contemporary context
-the title makes explicit reference to the audience since we are,
potentially, ‘the free’ and are connected culturally to a tradition of protest
songs
Q3:
6/9- the music video is a relatively recent form (late 1970s) and the
development of its own conventions are evident here – the artist
performing, lip syncing, dancing – against a narrative background is
entirely conventional of the form
Q4:
11/20-the woman in the advert isn’t objectified or sexualised (because the
heteronormative element is absent)
- responses may consider the differences in audiences reading the advert
in the 1960s and today and the ways in which this context may shape the
response.
Q5.2:
3/3
Q6:
6/9- electronic presence was vital to the production, distribution and impact of
the film (esp. social media presence: twitter, facebook etc.)
Q7:
5/20- the intention of every issue is bound up with requirements to be
educational and socially useful (give an example from a particular
episode)
-negotiated readings could include the explicit association of the ‘aliens’
with Nazi invaders which caused some panic
4) Look at Question 4 - a 20-mark essay evaluating how useful Judith Butler's theory of gender performativity is. Write a full essay plan for this question using the indicative content in the mark scheme and with enough content to meet the criteria for Level 4 (top level). This will be somewhere between 4-6 well-developed paragraphs planned in some detail.
Introduction: Introduce what I will be arguing in my essay, making mention of Judith Butler and how she and her theory relates to the two CSP's.
Paragraph 1: the contemporary social and cultural context of gender as fluid and
preformative is represented in the Maybelline advert the male model subverts traditional gender expectations through appearance, body language, transformation through make up usually associated with femininity.
Paragraph 2: the male and female characters are equally interested in the product –
the mascara the woman in the advert isn’t objectified or sexualised (because the
heteronormative element is absent) the male and female characters are represented as equals and friends rather than part of a power relation. Make links to race and ethnicity.
Paragraph 3: the advert emphasizes the historical character of gender: it is constituted in time. Time makes this once more coherent but never substantial construction of
masculinity farcical
Paragraph 4: the only remaining ‘danger’ is in its desperate attempt to seem funny or
playful (the use of costumes and dressing up might indicate this)
Conclusion: Summarise my point into once final closing statement/argument, link the two CSPs. both products record performances of gender in specific historical
contexts this is how gender is constituted as the repetition of stylised acts.
5) Based on the whole of your Paper 1 learner response, plan FIVE topics / concepts / CSPs / theories that you will prioritise in your summer exam Media revision timetable.
-Judith Butler, Gender theory
-Common Letter to the Free
-Life Hacks/The Surgery
-Masculinity a bit more, Gauntlett
-Cultural Industries
WWW- Overall, this shouldn't be a D grade paper but weaknesses in key areas have cost. However, you clearly engage with the CSPs and media debates and with a bit of work on exam technique you should be looking at B+ in the summer
EBI- Section B weaknesses: revise industry terminology and radio (was Q7 a timing issue?)
EBI- Section B weaknesses: revise industry terminology and radio (was Q7 a timing issue?)
I wasn't extremely far off but I most definitely still need to put a lot more work in if I want to meet my target grade as it is obviously my main goal for the summer. I need only 10 more marks to get a B so I need to work on key areas and make sure to get the marks necessary.
The grade boundaries for this paper:
A* = 78; A = 68; B = 56; C = 46; D = 36; E = 26.
Now read through the AQA mark scheme. This is vital as the paper was an official specimen exam paper and therefore the mark scheme tells us a lot about what AQA are expecting us to produce. The original question paper is here if that is helpful too.
3) Write a question-by-question analysis of your performance. For each question, write how many marks you got from the number available and identify any points that you missed by carefully studying the AQA indicative content in the mark scheme:
Q1:
5/8- The information carried by the collection of symbols below is
transactional (what, when, where) suggesting perhaps that the proof of
the pudding is in the eating
Q2:
8/12- the Common song is part of an album entitled Black America Again: a
call to social action that asks its audience to stand up and be counted.
This function is enhanced by the contemporary context
-the title makes explicit reference to the audience since we are,
potentially, ‘the free’ and are connected culturally to a tradition of protest
songs
Q3:
6/9- the music video is a relatively recent form (late 1970s) and the
development of its own conventions are evident here – the artist
performing, lip syncing, dancing – against a narrative background is
entirely conventional of the form
Q4:
11/20-the woman in the advert isn’t objectified or sexualised (because the
heteronormative element is absent)
- responses may consider the differences in audiences reading the advert
in the 1960s and today and the ways in which this context may shape the
response.
Q5.2:
3/3
Q6:
6/9- electronic presence was vital to the production, distribution and impact of
the film (esp. social media presence: twitter, facebook etc.)
Q7:
5/20- the intention of every issue is bound up with requirements to be
educational and socially useful (give an example from a particular
episode)
-negotiated readings could include the explicit association of the ‘aliens’
with Nazi invaders which caused some panic
4) Look at Question 4 - a 20-mark essay evaluating how useful Judith Butler's theory of gender performativity is. Write a full essay plan for this question using the indicative content in the mark scheme and with enough content to meet the criteria for Level 4 (top level). This will be somewhere between 4-6 well-developed paragraphs planned in some detail.
Introduction: Introduce what I will be arguing in my essay, making mention of Judith Butler and how she and her theory relates to the two CSP's.
Paragraph 1: the contemporary social and cultural context of gender as fluid and
preformative is represented in the Maybelline advert the male model subverts traditional gender expectations through appearance, body language, transformation through make up usually associated with femininity.
Paragraph 2: the male and female characters are equally interested in the product –
the mascara the woman in the advert isn’t objectified or sexualised (because the
heteronormative element is absent) the male and female characters are represented as equals and friends rather than part of a power relation. Make links to race and ethnicity.
Paragraph 3: the advert emphasizes the historical character of gender: it is constituted in time. Time makes this once more coherent but never substantial construction of
masculinity farcical
Paragraph 4: the only remaining ‘danger’ is in its desperate attempt to seem funny or
playful (the use of costumes and dressing up might indicate this)
Conclusion: Summarise my point into once final closing statement/argument, link the two CSPs. both products record performances of gender in specific historical
contexts this is how gender is constituted as the repetition of stylised acts.
5) Based on the whole of your Paper 1 learner response, plan FIVE topics / concepts / CSPs / theories that you will prioritise in your summer exam Media revision timetable.
-Judith Butler, Gender theory
-Common Letter to the Free
-Life Hacks/The Surgery
-Masculinity a bit more, Gauntlett
-Cultural Industries
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