2. My Approach TV Drama
• Summer entry
• Coursework unit selected to provide foundation to
exam skills
• Opening of film
• Develop practical skills- prelim task 360 degree rule,
match on action, shot reverse shot
• Use of blogging
• Main Task- Creating own sound track
• Evaluation- textual analysis of own work
3. My Approach TV Drama
Don’t spend lots of time exploring the genre
Do spend time looking at each technical aspect
in detail particularly editing and sound.
Do look a wide range of TV Drama, US can be a rich
area of study.
Do use practical activities to explore micro aspects as
can consolidate learning more effectively than written
analysis alone.
4. Activities to explore TV Drama
Cinematography
Still Image Analysis
Continue the next three
shots of the scene………
6. Activities to explore TV Drama
Blogging
My students enjoy having their own blogs where
they can embed clips and type their analysis
underneath.
Alternatively you can use http://
www.mediaconverter.org/ to download from
YouTube and can remove the sound from the clips
and record a DVD commentary over the clip
analysing the use of shot types, composition and
camera movement.
7. Activities to explore TV Drama
Sound Select a relevant scene
and remove the
soundtrack
Dialect, tone and language can represent a Using garageband get
great deal about how characters are students to create
represented. A quick activity can be extracting appropriate music to
some lines of dialogue from a some scenes represent the
of the following characters and playing the characters
audio alone:
Posh Kenneth (Skins)
Miles (This Life)
Frank Gallagher (Shameless)
8. The Wire
Students enjoy and
can engage with
Can explore
representations of
Social Class
Sexuality
Gender
Ethnicity
Age
Provides alternatives
to stereotypes
Interesting technical
elements-sound/
editing
10. Sound
Editing
Weakest area of analysis. Some candidates Was tackled well by some but too much
making no reference at all. focus on dialogue.
Stronger responses discussed the use 180- Clear distinction between diegetic and
degree rule and continuity editing. non-diegetic sound by some candidates.
These candidates also referred to eyeline
matches, shot reverse shot, simultaneous Need to address use of music in more
action and use of ellipsis. detail-tempo, pace, sound bridges and link
Also some discussed the pace of editing to specifically to representation.
represent age
Mise-en-scene Cinematography
Often very well discussed but at times too Well handled by most with the most
much focus on this area. Some entirely confident use of terminology in this
focused on mise-en-scene area.
Concentration on clothing and props but
Problems for some in just identifying
little exploration of lighting.
camera shots/angle/position and not
linking this to the construction of
Must link to how it constructs
representation.
representation.
11. Marking Criteria
Terminology
Frequent and Accurate use of
10 media terminology
Use of Examples Consistent evidence from the extract
offered. Offers frequent relevant
20 examples from the extract
Clear analysis of how the technical
Analysis/Explanation
aspects are used to
construct the particular representation
20 Understanding of the constructed
nature of representation
12. Strong Responses
Use note taking effectively and were well practiced in working under
timed conditions.
Understood the constructed nature of representation and were able
to explore this through all four micro elements
Used media terminology frequently.
Selected the most relevant examples form the extract and analysed
how the technical aspects constructed age.
Could see the range of representations rather than ‘old’ and ‘young’
Considered weather these representation were conformed to or
subverted stereotypes
Weak Responses
Described the action rather than analyse
Focus primarily on one area and neglect others
Stray from the relevance question- discuss gender/social class etc
Were concerned with TV Drama as genre rather than focus on
representation
Use terminology rarely or inaccurately
Write a short response
13. Final Advice
1. Students must ensure they cover all four technical areas although
depending on the extract it may not be relevant to cover each in equal
depth.
2. Whilst it must be written in continuous prose students should not waste
time with an introduction and conclusion-go straight into analysis
3. Students should look at a wide variety of TV Drama’s but
representation and how it is ‘constructed’ through the technical areas
must be the primary focus. They do not need to study the genre in
depth.
4. Whilst the extract will be a British TV Drama, US TV Dramas can be
used a rich area of study and provide some interesting representations
that students can engage with.
5. Students should have a lot of practice in note taking and writing under
timed conditions
