A clear concern from a number of colleagues since the first iteration of the new AQA Media Studies GCSE has been how to most effectively tackle the individual questions. Actually, “Oh my word, what does that even mean? How’s young Dragon ever going to engage with a question of that complexity?” might have been heard more than once in the slightly bewildered aftermath of those heady June days.
This Is The Way, Step Inside
What's assessed Section A will focus on Media Language and Media Representations.
Questions in this section can test the poor little lambs on any two of the following forms:
• advertising and marketing
• online, social and participatory media and video games
Register now for our subject updates and FREE instant access to this article.
Already registered? Login below to continue reading this article.
NEA Let’s Get Down to The Briefs (Ah I Did Have One More)It’s more than reasonable to say, at this point, that individual teachers and centres have real responsibility when it comes to unpacking the core elements of the briefs the candidates can choose from.Warning Signs Part 1One Shot OnlyAs a prime marker this year, it was fairly obvious that a number of schools did not take enough time to systematically work through each of the opportunities on offer. At the most extreme end of this continuum were the centres who contrived to do completely the wrong brief.
Well hello, again pop pickers. I hope all is well and you’re all enjoying this delightful first half-term return to school, and are reading this, kicking back with a glass of Oranjeboom, some slices of Crackerbarrel and have just dropped a bit of Ted Sheeran on the radiogram.
It’s quite clear, looking at the new set of AQA briefs, that they are considerably more prescriptive and far less generic than the first tranche of five were.That is to be expected in Year 2. It’s essential therefore that teachers make sure they scrutinise BOTH the essential elements (left hand side) AND the equally crucial minimum requirements (right hand side).And not just scrutinise them but sit and THRASH OUT AND DECODE THE REQUIREMENTS with the pupils so they have a crystal clear vision of the focus for their upcoming months of work.
Clearly this topic springs straight from the pupils’ study of I Daniel Blake. If your pupils didn’t take the opportunity to watch IDB the first time round during the CSP prep, then now is definitely the time to do so for those considering this NEA.
What Would Be UsefulDon’t make it abrasively weird. For odd perfume, adverts check out Natasha Lyonne’s Kenzo Winter-Fall 2017 brilliant but madcap offering. The ad, to successfully engage with the target audience, must speak to that 14-18 demographic (Tough ask that by the way). Break that down. What is going to appeal? Mise-en-Scene and detail will be key. It won’t be in the grand gestures because that would be unrealistic. What can students do to create an aspirational characterisation? What would suggest that about somebody? Don’t forget dialogue! A great way to try and present a sense of atmosphere and flesh out a characterisation. Get the mood right. Always have the key ideas of aspiration and successful lifestyle in their minds each time a shot is created.I’m off to meet Jesse Birdsall for a pint. Adios EduSprayers.