media coursework dvd cover

Are you sure you want to delete your annotation? You cannot undo this action.

Analyse the DVD cover (consider media language, genre, narrative, audience, industry).

• Eduqas GCSE Media
• AQA GCSE Media
• OCR GCSE Media
• GCSE Mock Exam Packs
• GCSE Live Scripts
• Knowledge Organisers
• Teaching GCSE Media
• GCSE Unit Guides
• A Level Media
• AQA A Level
• Eduqas A Level
• OCR A Level
• Examination Strategies
• A Level Mock Exam Packs
• AQA A Level Live Scripts
• Teaching A Level Media
• A Level Unit Guides

Secret Examiner

• A Level Media ‘Big Issues’
• ‘Read All About It’ HERE!
• AQA - Summer Exams

Codes & Conventions

• Understanding Media Language
• Documentary Codes & Conventions
• Action Adventure Genre
• Period Drama
• Fantasy Genre
• Television Drama
• Horror Genre
• Postmodernism Implosion

Legacy Resources

• Legacy GCSE Media Studies
• Legacy A Level Media Studies
• Vocational Media Studies

Useful Materials

• Christmas Quizzes
• Codes & Conventions
• CCEA GCSE Moving Image Arts
• WJEC GCSE Film Studies
• WJEC GCSE Media Studies
• WJEC A2 Film Studies
• WJEC A2 Media Studies
• WJEC AS Film Studies
• WJEC AS Media Studies
• Level 2 Creative Media Production
• Level 3 Creative Media Production
• Certificate J817
• Diploma J827
• NCFE Level 1
• NCFE Level 2
• WJEC Certificates
• BTEC Firsts
• Cartoonists
• Intro to Advertising
• More on Advertising
• TV Advertising
• Viral Advertising
• Intro into Identities
• National Identity
• Representation of Age
• Representation of Sexuality
• Representation of Women
• Representation of Youth
• Analysing Comics
• Drawing Comics
• Media & Film Studies Dictionary
• 1908 - 1928
• 1928 - 1945
• 1945 - 1970
• 1970 - 1990
• 1990 to Present Day
• DIY Animation
• Animation Links
• Action Adventure
• British Film
• Costume Melodrama
• Crime Drama
• Disaster Movies
• Audience / Stereotypes
• Soviet Union
• Nazi Propaganda
• Cinema Verite
• Documentarists
• Contemporary
• Mockumentary
• Bibliography
• Documentaries Links
• Film Analysis
• Film Industry
• Film Language
• Film Magazines
• Film Opening Analysis
• Film Promotion
• Film Storyboarding
• Film Trailers
• Film Studies
• Historical Drama
• Independent Film
• Mise-en-scene
• Science Fiction
• Social Realism
• Title Sequences
• Battlefield 4
• Intro to Key Concepts
• Intro to Media Audiences
• Intro to Media Institutions
• Intro to Media Languages
• Intro to Media Representations
• Audience Consumption & Platforms
• Digital Graphics
• Distribution
• Intro to Institutions
• Censorship & Regulation
• Media Language
• Representation & Stereotyping
• Typeface & Typography
• Understanding Key Concepts
• Understanding Key Skills
• Understanding Key Topics
• Gossip Magazines
• Image Analysis
• Intro to Magazines
• Listings Magazines
• Magazine Design
• Masculinity in Men’s Magazines
• More on Magazines
• Music Press Audience
• Music Press History
• Music Press Institution
• Music Press Key Images
• Music Press Language
• Music Press Mock One
• Music Press Mock Two
• Music Press Production
• Music Press Smash Hits Demise
• More on Music Press
• Music Press Links One
• Music Press Links Two
• Music Press Downloads
• Online Magazines
• Street Magazines
• Teenage & Lifestyle Magazines
• British Pop Music
• Fan Websites
• Music Distribution
• Music Industry
• Music Promotion
• Music Video
• Convergence
• Digital Media
• Globalisation
• Integration
• Defining Social Networks
• Offline Social Networks
• History of the Internet
• Politics and Social Networking
• Mobile Phones
• Public Vs Privacy
• Child Safety
• Making Money
• Communications
• New Technologies
• Postmodernism
• User Generated Content
• Web Based Drama
• Intro to News
• More on News
• 24 Hour News
• Rupert Murdoch Case Study
• News Values
• News Websites
• Popular Press
• Regional News
• Television News
• Iconography
• Moving Images
• Film Poster Analysis
• Poster Design
• Print Advertising
• Print Media Production
• Audio Production
• Digital Photography
• New Media Production
• Print Production
• Video Production
• Web Production
• Media Studies Quizzes
• Intro to Radio
• Radio Comedy
• Radio Drama
• Radio Interviewing
• Radio Podcasts
• More on Radio
• Graphic Design
• Key Tutorials
• Mind Mapping
• Press Releases
• Referencing
• Script Writing
• Textual Analysis
• Video Camera Skills
• Visualisation Diagrams
• KS4 Media Studies Starters
• Teaching Ideas & Skills Development
• KS5 Media Studies Starters
• Higher Education
• Improve Your Teaching
• iTraining Workshops
• Procurement
• Essay Plans
• Exemplar Materials
• Media Studies Vacancies
• Podcasts for Students
• Podcasts for Teachers
• The Case for Media Studies
• American Quality Television (AQT)
• Commissioning
• Intro to Television
• Lifestyle Programming
• Medical Drama
• Musical Drama
• News (Television)
• Pop Music on TV
• Scriptwriting
• Serial Drama
• Situation Comedy
• Sport on TV
• Storyboarding
• Television Advertising
• Television Comedy
• Television Crime Drama
• Television Documentary
• Television Industry
• Television Quiz Shows
• Television Situation Comedy
• TV Interviewing
• Video Journalism
• Long Form TV Drama
• Apparatus Theory
• Application of Theory
• Audience Theory
• Feminist Theory
• Formalist Theory
• Gender Theory
• Genre Theory
• Marxist Theory
• Media Theorists
• Misc Theory
• Postcolonial Theory
• Postmodern Theory
• Poststructuralist Theory
• Psychoanalytic Theory
• Queer Theory
• Race Theory
• Representation Theory
• Screen Theory
• Semiotic Theory
• Social Realist Theory
• Structuralist Theory
• Subcultures
• Theory Downloads
• Social Networking Analysis
• Extra Logins
• Finding Things
• Subscribing
• Terms & Conditions

Viewing entries from category: DVD Covers

CD Cover Design & Analysis »

jeremy | Thursday May 07, 2009

Categories: Music , Other Topics , Skills , CD Covers , DVD Covers

DVD Covers Downloads »

Richard Gent | Tuesday August 18, 2009

Categories: Skills , CD Covers , DVD Covers

You are currently not logged in.

Social Media

Mailing List

Join | Update

Newest Resources

• AQA A Level Unit 10 2024
• AQA A Level Unit 10 2024 - Teacher Guide
• Eduqas GCSE Unit 5
• Eduqas GCSE Unit 4

More »

A Level Media Studies Coursework | DVD Press Kit

View Full Project

Creative Fields

Digital Art

Attribution, Non-commercial, No Derivatives

Miss Brown's Blog

All things media…, category: gcse media studies, saving your first draft practical.

• File –> Save as…
• Type ‘yournamedraft1’ e.g. MissBrownDraft1
• Drop down menu for file type – choose JPEG
• Save them in your documents and upload to GoogleDrive
• Email it to me, I will print them in colour and mark them for next Friday.

Success criteria magazine covers

Success criteria for front covers:

• Does your cover have a clear masthead/logo?
• Is the price appropriate for your target audience?
• Is there a clear brand identity/colour scheme?
• Is the text engaging?
• Is the image clear and does it feature direct address (the model looking at the camera/audience)?
• Have you used a range of fonts?
• Have you included all the essential conventions: barcode, slogan, price, puffs, plugs, website etc.?
• Is your target audience clear?
• Have you looked at existing magazine covers and checked that it is professional and conventional looking?

Here are some excellent links for you to look at for some great tips for magazine cover design, have a read, but also look at the magazine covers they feature – all very engaging and highly creative.

Institutions focus – Genre essay

It is crucial that all genre essays mention the company that was behind the film. Without this you will not be able to access the top level within the mark scheme.

Therefore I have created this worksheet to help you develop your research and awareness of institution and how significant it might be to the design and engagement with the DVD cover.

Film genre essay – institutions

DVD cover genre analysis – what to include?

Here is a PowerPoint that quickly summarises genre and gives you categories for your analysis essay. Remember to relate each point to genre.

Research – Genre conventions – DVD covers

Research task

Progress tracker version 1 and 2

So today, it is time to move onto tracker number 2:

I have added the next practical stages that must happen ASAP to allow you to complete a full coursework folder. Great to see some people making the most of the photography equipment in 62 – I hope to see more of this as soon as possible!

Here is the updated version of tracker 1:

Only a few bits and pieces to complete on here. Obviously some improvements can be made to move you up to green. So go back and add more detail/media terminology where possible.

Progress tracker

Intervention set up with Brandon, Leshann, Wilson and Isaac for this week.

Next week: Jakup, Alex, Rafael, Charmaye.

Jakup – double page analysis and flat plans

Rafael –other research/planning work needs completion

Lashann – Proposal, 2 nd analysis and double page analysis

Ilyas – 2 nd front cover analysis, double page and 2 nd flat plan annotation

Ammar – complete double page annotation

Chloe – complete research grid and double page spread.

Charmaye – double page spread analysis.

Alex – complete research grid and front page analysis.

Firdous – need to bring in stuff from home. Proposal needs typing.

Teah – need 2 nd flat plan, research grid, complete double page

Wilson – annotate your flat plans

Adrianna – improvements need to be made to work submitted so far and double page needs completing.

Kafui – Proposal

Oliwia – 2 nd flat plan and proposal

Isaac – Double page analysis, typing up and emailing all work.

Brandon – proposal and double page spread

Geni – double page analysis

Progress tracker 7

Starting your magazine covers…

If you have completed your research and planning documents then today is finally the day that you can start designing your magazine!

• Open a new A4 document in Photoshop. Save it as magazine cover draft 1.
• Use the snipping tool to cut the font that you like and then copy it into a new document on Photoshop.
• Then use the magic eraser tool to get rid of the background.
• Next you can double click on the text in the layer palette and play around with colour (colour overlay) and shadows etc. to make it look professional.
• Then you need to copy it into the magazine cover document and place it at the top.
• Photography – use your own images throughout the cover and inside page. You must arrange this if you have not yet done it. Room 62 is available every break and lunch and equipment is bookable through Miss Brown. Use this guide for taking photos . This is also a great guide for magazine cover photography:  http://www.goodeyeblog.com/2010/03/tips-for-magazine-cover-photography-design-photography/ 
• Puffs, standfirsts, plug, cover lines etc. etc. – Look at your flat plans and your existing examples to see what language they use and where this language is placed.

TOP TIPS –  http://www.magazinedesigning.com/55-best-tips-for-a-sucessful-magazine-cover/ 

SOME PRACTICAL DESIGN TIPS –  https://design.tutsplus.com/articles/10-tips-for-designing-high-impact-magazines–cms-25956

Fashion magazine tutorial

Use this tutorial as a guide for the overall layout – just use it for ideas on layout and placement. DO NOT COPY ANY TEXT! Also all images will need to be your own.

Men’s Health magazine tutorial

Again this tutorial is a good starting point and has some very simple ideas for you to follow and attempt to employ.

Photoshop tutorial week

Today marks the start of our production work and therefore we need to refresh your Photoshop skills.

You will need to use an image that you have got from Google, ensuring that it is large enough quality (as stated at the start of the video).

You must then follow this tutorial closely, with your image. Ensuring that you use the images available in the resources section at the top of the page (wound, meat, rust etc.).

You can then explore other tutorials on the following website:

https://design.tutsplus.com/articles/50-great-photoshop-tutorials-for-clever-beginners–psd-785 

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Report this content
• View site in Reader
• Manage subscriptions
• Collapse this bar

144. DTP Coursework

Description.

This Media Studies Factsheet provides a practical, step by step guide to producing: • A film poster. • A magazine cover. • A DVD Cover.

Download Type

.PDF (pdf) 636.613 KB

Publication Date

January 2016

ISSN / ISBN

ISSN: 1351-5136

Copyright Disclaimer

The materials published on this website are protected by the Copyright Act of 1988. No part of our online resources may be reproduced or reused for any commercial purpose, or transmitted, in any other form or by any other means, without the prior permission of Curriculum Press Ltd.

Similar Resources

What our customers say, find exactly what you’re looking for..

• Popular Searches
• A Level Media Studies
• A Level Sociology

Work with us

Get in touch.

• © 2024 Curriculum Press
• | Terms & Conditions
• | Privacy & Cookies |
• Website MadeByShape

Skip to content

Get Revising

Join get revising, already a member.

MS1 DVD covers and film posters

• Media Studies
• DVD covers and film posters
• Created by: Penny roper
• Created on: 06-04-14 11:54
• Hybrid (mix of two or more genres)
• Intertextuality
• Proppian roles eg. hero/villian
• Stereotypes being reinfored or challenged
• Do the prozemics between characters/objects signify anything
• Are characters/objects juxtaposed in any way and why?
• Referential codes eg. Statue of Liberty visible so you know it's set in New York
• Todorov and the equilibrium/distuption ect
• Levi-Strauss and binary oppositions
• However remember that if you get a DVD COVER some members of the audience may have already seen the film at the cinema
• Soundtrack perhaps, media platforms, convergence
• Cultural sterotyping
• Niche audiences (specialised minority) eg.arthouse cinema
• Tag line, bankable starts, star marketing, tie-ins, merchandising, reviews, word of mouth, director

No comments have yet been made

Related discussions on The Student Room

• media coursework crisis- help »
• Does anyone still buy films on DVD/BLU RAY? »
• i had a nasty surprise this evening... »
• Film portfolio »
• Ideas for my AS Film Studies coursework? »
• Parents were late to graduation... missed it by minutes »
• What to take to University - essentials and the unnecessary »
• Higher English - The Cheviot, the Stag, and the Black, Black Oil »
• What do you want for Christmas this year? »
• French IRP »

Similar Media Studies resources:

Section B Case Study: Harry Potter 0.0 / 5

Hidden Figures 4.0 / 5 based on 1 rating

Representation case studies 4.0 / 5 based on 1 rating

Media Revision 0.0 / 5

Key Terms for Repersentations and Responses 4.5 / 5 based on 3 ratings

The Avengers (2012) 0.0 / 5

Film4, Warp X and Digital Cinema 4.0 / 5 based on 2 ratings

AS Media - Audiences & Institutions 4.0 / 5 based on 5 ratings

Media Studies 3.0 / 5 based on 5 ratings

Media Studies Mest 1 4.0 / 5 based on 3 ratings

• TOP CATEGORIES
• AS and A Level
• University Degree
• International Baccalaureate
• Uncategorised
• 5 Star Essays
• Study Tools
• Study Guides
• Meet the Team
• Media Studies
• Audience and Production Analysis

Media Studies - Analysis of DVD Cover and Film Trailer Example

Analysis of DVD cover and film trailer

The film I will be analysing is Memoirs of a Geisha. The film certificate for the film is people aged twelve and up. The film genre is a romance/drama film. This film can be seen by either female or male but mostly female because the people who star in the film are mostly female actresses.

        The audience would expect to see a film about a little girl who grew to become Japans most celebrated Geisha in the 1920’s. They would also expect to see three main female characters in the film. The film is taken from a novel. People who have read the novel would like to see this film because I think they would like to see the film version of the novel. They would also like to see this film because the film trailer makes the audience want to see the film by playing short exciting clips on television for advertisement of the film.

This is a preview of the whole essay

            There are three main stars in this film. The main stars are Chiyo/Sayuri (Ziyi Zhang), Hatsumomo (Li Gong) and Mahema (Michelle Yeoh).  Most of the people in this film are female but there are some male. The soundtrack used in trailer is the sound of drums and Japanese classical music. Music in a trailer makes the trailer seem more exciting. In the beginning of the trailer there is a narrator speaking, the main character is speaking as the narrator in the trailer. The trailer then shows different quick clips from the movie along with the music. The clips are quick and short, there are some clips which show the characters speaking.  The trailer for this film is appealing to its audience because it is not too long; it is quick and short to leave the audience wanting more. This trailer is an enigma; people have to watch this film to find out more.

          The DVD cover denotes a picture of the main character who is a woman; she is wearing white make-up with red lipstick, this connotes that this woman is from Japan because Geisha’s in Japan wear this sort of make-up and also on the DVD cover is the other characters who are in the film, the females are wearing Kimonos which is a type of clothing in Japan. The DVD cover has the title of the movie in capital letters; they have used capital letters to make it stand out. On the bottom of the cover it says ‘6 academy award nominations’ they have put this here to make the buyer think it’s a good film because the film has been nominated for 6 awards. At the top of the cover it says ‘2 Disc widescreen special edition’ this tells the buyer that this DVD is a special edition of the film so the buyer would be more interested in buying it. They have used the colours red, black and white on the cover. These colours are bright and bold, they have used these colours to make the DVD stand out so when the buyer comes into the shop, the bright colours of the DVD cover catches the person’s eye. On the back of the DVD cover it shows a short summary of the film so you know what the film is about, it also shows some pictures of scenes from the film. The star credits are on the back of the cover along with the studio that made the film. There is also a film certificate on the back to show what age you have to be to watch the film. The DVD cover is the most important things when selling a DVD because it is the first thing you see when you are buying a DVD.

               I would watch this film and I have seen this film before and I think that this is a good film. The storyline is interesting and the scenes from the film are exciting.  When I saw the trailers on TV at first I didn’t want to watch it but then I did after my sister read the book and told me about it. The trailer of the film was quite good although it did not make me want to watch the film straight away; I thought the DVD cover looked quite attractive but not as good as the trailer.  This film is worth seeing because it has a good storyline, exciting scenes and the actors and actresses in the film were quite good.

Document Details

• Word Count 753
• Page Count 2
• Subject Media Studies

Related Essays

Existing film cover and DVD cover analysis. (Memoirs of a geisha)

Media Studies Revision - Video production techniques. Film genres.

Practical Production: Movie Trailer

Media Studies analysis of a modern scripted film - Borat

Horror DVD covers (codes and conventions)

Thursday 3 march 2011, analysing and contrasting horror dvd covers.

For my Media coursework I am doing research on 'Densely coding of opening sequences of specific genre films'. I wanted to analyse three films but then the requirement was 1800 words so i could only do two out of the three; which are Horror and Action and had to cut out Comedy. The film analysed from the horror genre is 'The Nightmare On Elm Street 2010' and the film in the Action genre is ' Terminator: The Rise of The Machines'. It was announced that whatever media research you do must be connected to the production piece. This production piece was said to be film/video and not print. So I felt this would be good because it relates to my question really well; i had the idea of doing a hybrid of a horror/action genre, which would be really good. However, my teachers decided to change it to print instead and this has left things to be very difficult for me. So now i am doing horror DVD covers, because they are my favourite genre in films. So let the process begin.

No comments:

Post a comment.

Media Coursework

Tuesday 27 october 2009.

• DVD cover analysis.

Posted by Chloe Barnham at 04:02  

0 comments:

Post a Comment

Blog Archive

• ► April ( 1 )
• ► January ( 3 )
• ► November ( 1 )
• Analysis of The Silence of the Lambs opening.
• Analysis of The Bourne Supremacy opening
• A record of Thriller Screenings
• Martin Scorsese
• Genre and Sub-types
• Analysis of short thriller film clip
• Analysis of Practical task.
• Narrative Theories

This website works best with JavaScript switched on. Please enable JavaScript

• Centre Services
• Associate Extranet
• All About Maths

GCSE Media Studies

• Specification
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Close study products (CSPs)
• 3.2 Contexts of the media
• 3.3 Extended response and synopticity
• 3.4 Media language
• 3.5 Media representations
• 3.6 Media industries
• 3.7 Media audiences

3.8 Non-exam assessment (NEA)

• Scheme of assessment
• Non-exam assessment administration
• General administration

• music video
• advertising/marketing
• online, social and participatory media
• video games
• use media language in a single media form to express and communicate meaning to an intended audience.

To complete the NEA, students must independently create a media product in response to a brief set by AQA. AQA will release five 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 GCSE Media Studies CSPs. AQA will specify the media form and the intended audience for the media product. The media product that is devised and realised by the student must communicate meaning to a specified audience and must draw on what they know and understand about the theoretical framework of media language and representation. Students will submit:

• a Statement of Intent on the form supplied with the NEA brief
• a media product.

The Marking criteria detail what students will be expected to demonstrate and provide evidence of when completing the NEA task. Additional, task-specific indicative 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 their aims for their media product. This must be submitted to AQA with the media product.

This Statement of Intent should be a maximum of 300 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. 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 Candidate Record Form 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 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.

No marks will be awarded for an answer containing nothing worthy of credit.

If a student only submits a Statement of Intent with no accompanying media product 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 Production: Effectiveness in communicating meaning to an 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 Production: Effectiveness in communicating meaning to an audience section of the marking criteria.

Statement of intent

In this section students will be awarded marks for their response to the brief and their ability to communicate their knowledge and understanding of language and representation to the reader.

Production: 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.

Production: Representation

In this section students will be rewarded for their ability to understand and create representations in the chosen media form.

Production: Effectiveness in communicating meaning to an audience

In this section students will be rewarded for how well their media product communicates meanings and whether or not they have met the requirements stipulated in the brief. Teachers/assessors are to use their professional judgement rather than looking for evidence of testing the product on a live audience.

• International
• Schools directory
• Resources Jobs Schools directory News Search

Analysing and Creating DVD covers

Subject: English

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

25 January 2017

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Creative Commons "Sharealike"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Thank you very much, I didn't know how to start and this really helps. I'm an English teacher in France and the final task is to create a DVD cover for the movie Jaws!

Empty reply does not make any sense for the end user

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

• Education, training and skills
• School curriculum
• Secondary curriculum, key stage 3 and key stage 4 (GCSEs)
• GCSE subject content and requirements
• GCSE subject-level conditions for 2022

GCSE subject-level conditions and requirements for media studies (2022)

Published 11 November 2021

Applies to England

© Crown copyright 2021

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/gcse-subject-level-conditions-for-2022/gcse-subject-level-conditions-and-requirements-for-media-studies-2022

Introduction

About this document.

This document is part of a suite of documents which sets out the regulatory requirements for awarding organisations offering GCSE qualifications (graded from 9 to 1) in 2022.

We have developed these requirements with the intention that GCSE qualifications (graded from 9 to 1) should provide:

• evidence of students’ achievements against demanding and fulfilling content
• a strong foundation for further academic and vocational study and for employment
• a basis for schools and colleges to be held accountable for the performance of all of their students, if required

Requirements set out in this document

This document sets out the GCSE Subject Level Conditions for Media Studies (2022). These conditions will come into effect at 09:30 on 12 November 2021 for all GCSE qualifications (graded from 9 to 1) in Media Studies for Learners completing the qualification in 2022, except where the General Qualifications Alternative Awarding Framework applies.

It also sets out our requirements in relation to:

• interpretation of the content document - an awarding organisation must comply with these requirements under Condition GCSE (Media Studies)1.1(c)
• assessment objectives - awarding organisations must comply with these requirements under Condition GCSE (Media Studies)1.2
• assessment - awarding organisations must comply with these requirements under Condition GCSE (Media Studies) 2.3

With respect to GCSE qualifications (graded from 9 to 1) in Media Studies in 2022, awarding organisations must also comply with:

• our General Conditions of Recognition , which apply to all awarding organisations and qualifications
• our GCSE Qualification Level Conditions
• all relevant Regulatory Documents

With respect to GCSE qualifications in Media Studies taken by Learners completing the qualification in 2023 and after, an awarding organisation must continue to comply with the GCSE Subject Level Conditions and Requirements for Media Studies .

Subject level conditions

Gcse subject level conditions for media studies, condition gcse (media studies) 1: compliance with content requirements, gcse (media studies)1.1.

In respect of each GCSE Qualification in Media Studies which it makes available, or proposes to make available, an awarding organisation must -

• (a) comply with the requirements relating to that qualification set out in the document published by the Secretary of State entitled ‘Media studies GCSE subject content’ , document reference DFE-00032-2016,
• (b) have regard to any recommendations or guidelines relating to that qualification set out in that document, and
• (c) interpret that document in accordance with any requirements, and having regard to any guidance, which may be published by Ofqual and revised from time to time.

GCSE (Media Studies)1.2

In respect of each GCSE Qualification in Media Studies which it makes available, or proposes to make available, an awarding organisation must comply with any requirements, and have regard to any guidance, relating to the objectives to be met by any assessment for that qualification which may be published by Ofqual and revised from time to time.

Condition GCSE (Media Studies) 2: Assessment

Gcse (media studies)2.1.

Condition GCSE4.1 does not apply to any GCSE Qualification in Media Studies which an awarding organisation makes available or proposes to make available.

GCSE (Media Studies)2.2

In respect of the total marks available for a GCSE Qualification in Media Studies which it makes available, an awarding organisation must ensure that -

• (a) 70 per cent of those marks are made available through Assessments by Examination, and
• (b) 30 per cent of those marks are made available through assessments set by the awarding organisation that are not Assessments by Examination.

GCSE (Media Studies)2.3

An awarding organisation must ensure that in respect of each assessment for a GCSE Qualification in Media Studies which it makes available it complies with any requirements, and has regard to any guidance, which may be published by Ofqual and revised from time to time.

Subject content requirements

Requirements in relation to subject content for gcse qualifications in media studies.

The subject content for GCSE Qualifications (graded 9 to 1) in Media Studies is set out in the Department for Education’s Media Studies GCSE subject content , document reference DFE-00032-2016 (the ‘Content Document’).

Condition GCSE (Media Studies) 1.1(c) requires awarding organisations to interpret the Content Document in line with any requirements, and having regard to any guidance, published by Ofqual.

We set out our requirements for the purposes of Condition GCSE (Media Studies)1.1(c) below.

Media products

An awarding organisation must interpret paragraphs 11 and 18 of the Content Document as if the requirement for Learners to complete one individual media production can be met through the submission by the Learner of a mock-up or prototype rather than a finished product.

Assessment objectives

Assessment objectives - gcse qualifications in media studies.

Condition GCSE (Media Studies)1.2 allows us to specify requirements relating to the objectives to be met by any assessment for GCSE Qualifications in Media Studies.

The assessment objectives set out below constitute requirements for the purposes of Condition GCSE (Media Studies)1.2. Awarding organisations must comply with these requirements in relation to all GCSE Qualifications in Media Studies they make available.

Assessment requirements

Assessment requirements - gcse qualifications in media studies.

Condition GCSE (Media Studies) 2.3 allows us to specify requirements in relation to assessments for GCSE Qualifications in Media Studies.

We set out below our requirements for the purposes of Condition GCSE (Media Studies)2.3. Awarding organisations must comply with these requirements in relation to all GCSE Qualifications in Media Studies they make available.

Non-examination Assessment

Condition GCSE (Media Studies) 2.2(b) states that an awarding organisation must ensure that, of the total marks available for a GCSE Qualification in Media Studies, 30 per cent of those marks are made available through assessments that are not Assessments by Examination.

An awarding organisation must ensure that all of that 30 per cent of marks are made available in respect of assessment objective AO3 (i.e. assessing AO3 in its entirety).

In respect of the assessments that are not Assessments by Examination, an awarding organisation must ensure that each Learner is required to complete a single task which -

• (a) requires that Learner to complete one individual media production, or a mock- up or prototype of such a production with supporting evidence as necessary, in response to a brief set by the awarding organisation, and
• (b) must be taken under conditions specified by the awarding organisations, including, in particular, conditions which ensure that the evidence generated by each Learner can be Authenticated.

Where a mock-up or prototype is provided, the supporting evidence provided may include -

• (a) original and non-original photographs, images, drawings or sketches with annotations to illustrate intentions,
• (b) storyboards,
• (c) a television screenplay,
• (d) a shooting script, or
• (e) a radio script and directions

An awarding organisation may set more than one brief, although the evidence generated by each Learner, as described above, must respond only to a single brief.

Marking of assessments

Evidence generated by a Learner in an assessment for a GCSE Qualification in Media Studies which is not an Assessment by Examination may be marked -

• (a) by the awarding organisation or a person connected to the awarding organisation,
• (b) by a Centre, or
• (c) through a combination of (a) and (b).

In any event, the awarding organisation must demonstrate to Ofqual’s satisfaction in its assessment strategy that -

• (a) it has taken all reasonable steps to identify the risk of any Adverse Effect which may result from its approach to marking the assessments (and to Moderation where appropriate), and
• (b) where such a risk is identified, it has taken all reasonable steps to prevent that Adverse Effect or, where it cannot be prevented, to mitigate that Adverse Effect.

Is this page useful?

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. Please fill in this survey (opens in a new tab) .