December Mock Exam: Learner Response Blog Tasks

 

1) Type up any feedback on your paper (you don't need to write the mark and grade if you want to keep this confidential). If you only have marks and a grade on the paper, write a WWW/Next Steps yourself based on your scores.

Zeinab some knowledge of lyra is charters tics in this dark material episode.
next steps; you need to complete all blog work to ensure you know/remmber the csp content.
2.complete past papers to make sure your exam ready
2) Use the mark scheme for this Paper 2 mock (posted on GC) to read the answers AQA were looking for. First, write down a definition and example of non-diegetic sound (Q1.1 and 1.2).  sounds that the characters and auidence can hear 
2.dialouge

3) Next, identify three points you could have made in Q1.3 - camerawork and the extract. Look for the indicative content in the mark scheme - these are the suggested answers from AQA.
The opening shot in the extract focuses on the omelette in Will’s hand – almost a
close-up – with handheld camera movement following the plate to the table. This
focus on the food Will has cooked seems to establish him as the less dominant
person in the relationship. The medium shot of Lyra suspiciously looking at the food
reinforces this power imbalance in their relationship.

• Camera angle is used in an interesting way in the extract. Will is often shown from a low angle which should suggest power or dominance. 

• The wide shot and slow dolly/tracking through the open doors shows both characters together sitting at the table. This deliberately places both characters in the same frame as the conversation becomes more friendly and less guarded. 

4) Now look at Q1.4 in the mark scheme - pick out two points from the mark scheme that you could have included in your answers.
Non-verbal communication/Mise-en-scene

5) Look at Q2 - the 20-mark essay on representations of age and social and cultural contexts. Pick out three points from the mark scheme that you didn't include in your answe• Although the idea of ‘teenage’ was not new, teenagers as a distinct category
developed rapidly in the post-war years and was well established by 1963. The idea
of the ‘generation gap’ as a social issue was still new and much-discussed.
• Media representations of teens/young adults usually identify this group by their
attitudes, behaviour, language, clothing and music. There are many negative
stereotypes of teenagers in television drama in which characteristics such as
laziness, anti-social behaviour, inability to concentrate and self-indulgence are
portrayed as ‘typical’.
• There are also positive representations of teens in which attributes such as freedom,
independence, creativity and social awareness are likely to be emphasised. Some
frequently represented characteristics of teenagers may be seen as positive by
younger audiences but as negative by older audiences'.

6) Turning your attention to Section B, write a definition and example of user-generated content - use the mark scheme to check it.

7) Look at Q4 - the 20-mark essay on the power of influencers. Pick out three points from the mark scheme that you didn't include in your own answer. 

8) Now look at Q5 - the 20-mark essay on regulation and the internet. Again, pick out three points from the mark scheme that you didn't include in your own answer.
everything
9) On a scale of 1-10 (1 = low, 10 = high), how much revision and preparation did you do for your Media mock exam? Be honest here - it's a good chance to think about how to approach the next set of mock exams.6-7

10) List three key things you want to revise before the next mock exams in February (e.g. particular CSPs, terminology, exam technique etc.)/ exam technique the movie start.
cps terminology exam technique

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