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Mr

Smith

TV Drama Exemplar

AS Media AFL

The headmaster is smartly dressed in a jacket and v neck jumper covering a shirt and tie. This shows
that he is well off and suggests that he is middle class. He drives an estate car which also means that
he wants a plain car for transport rather than to show off. His language and posture shows an
authority which comes with age. His manners while speaking to a younger person shows that he has
power. The girl Sam is at the opposite end of the spectrum. She is shown as a timid character by the
camera angles and the close up facial expressions of worry. We know she is young because she
wears fashionable clothes rather than work clothes.
Camera shots are used to show different situations and character relationships and feelings. The
establishing shot shows a country setting and the next shot shows a character. In the foreground we
see Paul and another character in a shabby hat and in the background we see other middle aged
working class characters all similarly dressed. This long shot shows the community at work and
shows the close relationship between all the men.

Mise en scene is extremely important such as the character costumes and props, most of the
characters are wearing outdoor lumberjack outfits which connote masculinity and outdoor work.
However the girl within the clip is the only character wearing normal feminine clothing. Her top is
cream which has connotations with purity and innocence. This reinforces her youth when she is
juxtaposed with the older characters, therefore creating representations of age. The older character
such as the headmaster is in a formal suit which has connotations (Roland Barthes 1964) with
authority and power making him appear dominant within the group. His red tie could represent danger
and oppositional rivalry between the younger girl and himself. The establishing shot shows the
Scottish highlands and scenery, showing the audience the drama is set in a rural place. The old brick
buildings give a traditional old feeling to the drama, suggesting the girl is out of place within a place
meant for the older generation.

The Extract is set in Scotland where A Girl is obviously staying with another family. It Is Soon
discovered she has run away from home and is not the Age she has claimed to be. It hints towards
this before we (the audience) are even told. When she hesitates whilst driving a car that she says she
can drive...The man Paul McDonald is the older character who is like the father figure to the girl he is
shown as a cleche man of the house character. He works as some kind of builder as he is shown at
the beginning carrying some tools. When he finds out the girl has lied to him he reacts in a way that
most teenagers can relate towards there parents...when the girl and the man [are seen] the camera
seems to be at a lower angle of the man showing his superiority as an adult whereas the girl is viewed
at a higher angle looking down at her representing inferiority.

One way the extract represents age is the way that nearly all the men on the building site are probably
30+, which coincides with the ideology that only older men are into DIY. When we see the headmaster
the camera is pointing slightly upwards which signifies that with age comes importance; and that he
has been at the school for a long time. The general mise en scene of the school suggests that it is a
well established school that has probably been there for quite a long time. From a camera work
perspective the younger people are rarely seen on their own and when they often dont have much on
screen time. This matches the ideology that children must be seen and not heard which influences
the audiences thoughts to focus on if the director does not believe that children are very important or
central characters.

Name............................................................

Mr Smith

TV Drama Exemplar

AS Media AFL

AGE ON TV
The representation of people of different ages has changed massively over the years. Up until the
1950s, there were really only two age groups shown in films and television (adult and child). This was
because that most children left school at a young age and went straight to work and became adults. In
the 1950s more young people started staying in education and began leading very different lives from
both children and adults and so developed the idea of the teenager
Having said that, there are still some stereotypes associated with different ages:
Children often shown as being young, innocent, naive, pure, sweet, helpless, powerless
Teenagers Often shown as being aggressive, moody, lazy, criminals, hate school,
20s-30s Often shown as the ideal age for love, parties, fun, making money, being glamourous
and attractive. In films the heroes are often this age group.
Middle Aged often shown as being past it, unattractive, not aware of popular culture, uncool,
boring lives, dominant over others, no real connection to their kids, grumpy. In films the
villains are often from this age group.
Elderly often shown as being unattractive, slow, weak, ill, confused, pathetic, powerless, not
important, dependent on others. If you get age as an issue in the exam, you should be
thinking about the following things when watching the clip:
Can I identify what approximate age the characters are?
Are people from different age groups shown as having different interests, personalities, attitudes,
behaviours? If so, how?
Is their age represented as being important in their life?
Are people from particular age groups portrayed as being better, more powerful, than others?
Are people from particular age groups portrayed as being abnormal /weaker/ more pathetic than
others?
How do other characters in the clip treat the characters from different age groups?
What is the message the clip is trying to portray about age?

Name............................................................

Mr Smith

TV Drama Exemplar

AS Media AFL

Candidates are expected to demonstrate the following in the context of the content
described:
AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical
debates, using terminology appropriately and with accurate and coherent written
expression.
AO2 Apply knowledge and understanding to show how meanings are created when
analysing media products.
Assessment will take place across three criteria:
Explanation/analysis/argument (20 marks) AO1 Specific
Use of examples (20 marks) AO2 Specific
Use of terminology (10 marks) AO1 Specific
Camera Shots, Angle, Movement and Composition
Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, twoshot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
Angle: high angle, low angle, canted angle.
Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.

Composition: framing, rule of thirds, depth of field deep and shallow focus,
focus pulls.

Editing
Includes transition of image and sound continuity and non-continuity systems
Cutting: shot/reverse shot, eye line match, graphic match, action match, jump cut,
crosscutting, parallel editing, cutaway; insert
Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short
take, slow motion, ellipsis and expansion of time, post-production, visual effects.
Sound
Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects;
sound motif, sound bridge, dialogue, voiceover, mode of address/direct address,
sound mixing, sound perspective
Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise en scne
Production design: location, studio, set design, costume and make-up, properties,
lighting; colour and design.

Task 1
Using the mark scheme overleaf assess and grade the 4 extracts from the January 2010 examination.
Highlight key terminology from the lists above as well as underlining sentences which relate
explicitly to AO1. Similarly highlight where examples have been used (AO2). You must write an
explanation for each extract stating why you have awarded them a specific grade.
Task 2
Improve the lowest band extract. Using word and the track changes function improve the lowest
band response. Ensure that you include key terminology as well as examples and explanation
Name............................................................

Mr Smith

TV Drama Exemplar

AS Media AFL

General Mark Scheme


Level 1
Explanation/analysis/argument (0-7 marks)

Shows minimal understanding of the task

Minimal understanding of the way that technical aspects are used to construct the extracts representations

Of minimal relevance to set question or a brief response (under one and a half sides of answer booklet).
Use of examples (0-7 marks)

Offers minimal textual evidence from the extract

Offers a limited range of examples (only one technical area covered)

Offers examples of minimal relevance to the set question.


Use of terminology (0-3 marks)

Minimal or frequently inaccurate use of appropriate terminology.


Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar, which will be
noticeable and intrusive. Writing may also lack legibility.
Level 2
Explanation/analysis/argument (8-11 marks)

Shows basic understanding of the task

Basic understanding of the way that technical aspects are used to construct the extracts representations

Some relevance to set question.


Use of examples (8-11 marks)

Offers some textual evidence from the extract

Offers a partial range of examples (at least two technical areas covered)

Offers examples with some relevance to the set question.


Use of terminology (4-5 marks)

Some terminology used, although there may be some inaccuracies.


Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation
and grammar of which some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)

Shows proficient understanding of the task

Proficient understanding of the way that technical aspects are used to construct the extracts representations

Mostly relevant to set question.


Use of examples (12-15 marks)

Offers consistent textual evidence from the extract

Offers a range of examples (at least three technical areas covered)

Offers examples which are mostly relevant to the set question.


Use of terminology (6-7 marks)

Use of terminology is mostly accurate.


Straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray
from the point of the question. There will be some errors of spelling, punctuation and grammar, but these are unlikely to be
intrusive or obscure meaning.
Level 4
Explanation/analysis/argument (16-20 marks)
Shows excellent understanding of the task
Excellent knowledge and understanding of the way that technical aspects are used to construct the extracts
representations

Clearly relevant to set question.


Use of examples (16-20 marks)

Offers frequent textual analysis from the extract award marks to reflect the range and appropriateness of examples

Offers a full range of examples from each technical area

Offers examples which are clearly relevant to the set question.


Use of terminology (8-10 marks)

Use of terminology is relevant and accurate.

Complex issues have been expressed clearly and fluently. Sentences and paragraphs, consistently relevant, have been well
structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.

Name............................................................

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