Reviewing June 2014 Downton Abbey Paper - Question One

GCE Media Studies (H140) Unit G322 Reviewing the external assessment from June 2014

Question 1 
The extract was taken from Downtown Abbey and it was the opening sequence of the first episode. It showed daily life at Downtown Abbey and the day breaking at breakfast with the news that the steamship Titanic had sunk. The extract mediates the reactions of the working class and upper class characters to this press story. Candidates were asked to focus on how social class and status was constructed between and within social groups.

Question 1 

On the slide you can see the method which a candidate has used to record notes during the exam. Note taking on the unseen TV drama extract becomes a key skill to practice.

The unseen examination will require each candidate to view the extract four times. They are permitted two minutes to read Question 1.

This is also a good opportunity for candidates to prepare themselves for note taking. In order to maximise the note taking in the exam, candidates should be dividing a page of paper into four headings, as illustrated by the example on the slide.

If bullet point notes are made under each heading, then candidates can ensure that they address each technical feature under each heading.

Exam instructions 

On the exam paper you will read a series of instructions. Follow the instructions carefully.

The first screening asks the candidate to watch the extract. The second follows immediately and after this screening they can start to make notes. Each candidate is advised to use their time wisely and add notes – not full sentences.

You may want to focus on say camera and mise-en-scene for the first couple of screenings and then editing and sound subsequently. Do use all the time available for note taking and link points together. This advice includes any time remaining after all extracts have been screened.

Marking criteria 

There are four levels which are available on the mark scheme, minimal, basic, proficient and excellent.
Marks are awarded across three categories:
• Explanation, analysis and argument (20 marks)
• Use of examples (20 Marks)
• Use of terminology (10 Marks)

Question 1 - top level response (Criteria)

When candidates work is sustained analysis and media argument - it meets the top level criteria. In order to meet this criteria a response is continually referring back to social class and status. The more focused and detailed discussion of this concept the more reward candidates have enjoyed with their responses. Candidates need to use a full range of examples across all four technical areas – frequently sound and editing is omitted.

Question 1 - top level response 

Here the candidate explored a range of representations and applied technical examples in detail. A
top mark criteria was reached overall for this response. When candidates considered how there was a hierarchy of representations presented, then more credit was awarded. This is demonstrated in this extract where class and status is examined in an integrated approach to textual analysis. In this extract from a candidate’s script, there is a detailed analysis of representation linked to the micro technical analysis of sound, meeting the top level criteria. This detailed and sustained response considers carefully how the representation of social class and status is constructed.
It is key to this exam that candidates reference the technical features that are used. This demonstrates an understanding to the examiner of how meaning is constructed with the support of relevant examples. The analysis here is focused and discriminating and demonstrates how to use mise-en-scene for a top level response. The response also demonstrates excellent use of terminology.

Question 1 - Level 4 response 

In this example we can understand how a candidate meets the top level criteria for explanation and argument. It is important to note that the candidate has used the technical aspect of mise-en-scene with sound in analysis. This approach is common amongst the candidates that achieve highly for the unit. The analysis of colour is significant because the candidate does not make too many assumptions about the use of colour, but instead grounds analysis in understanding hierarchy, and the centrality of different classes of people according to the connotations associated with the framed composition of colour and lighting.

Question 1 - Level 2 response 

Here is an example of a lesser developed analysis. The extract from this response lacks the detail in analysis and is too general and assertive in how meaning is constructed. The candidate offers a basic analysis of the drama which borders on being narrative of the text rather than explanation and analysis. The analysis is basic – more or less descriptive of the drama. This is especially evident through the analysis of mise-en-scene and absence of comment on shot type and composition. Each of the examples lacked detailed explanation of the technical features that is needed for the higher mark levels. The response flatters to deceive with the use of evident terminology, but lacking in accurate analysis. This candidate would benefit from practising analysis of a media text, especially with a focus on connotative meanings.

Question 1 - mid-level response 

Often a candidate asks “Why have I not reached the top level for my exam response?”. It’s evident that many candidates choose to ignore analysis of two key areas: sound and editing. Frequently these areas are ignored or addressed in a superficial way. For example ‘the editing was continuous’ or ‘seamless’ or the use of sound may be restricted to comments on dialogue.


Question 1 - Level 3 example 

Here is an example of where a Level 3 candidate discusses sound. In this extract the candidate achieves a low Level 3 response and they attempt to analyse the use of sound and editing, but in a general ‘on the surface’ analysis. They could have gained more marks with specific analysis of the use of sound beyond dialogue and accents and with simple reference to pacing and shot-reverse-shot. It would have been better for the candidate to discuss the motivation behind the use of sound and editing, for example by providing more detail to how meaning was created through the technical elements used.

Sound and editing 

I would encourage more practise in the classroom. It is good to ask questions such as, what motivates a shot reverse shot? What does this reveal to the viewer? Or explain why the pace of editing represented social status and class in different ways. 

The media areas which are often omitted are those on sound and editing. Candidates struggle to engage with editing in particular, but they need not. Least, we should not forget that editing is passed to create perspective and construct hierarchies – through the use of motivated shots and points of view.