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Mark Scheme

Additional Sample Assessment Materials

Pearson BTEC Level 3 – Creative Media

Unit 1 Media Representations: 31668


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September 2018
All the material in this publication is copyright
© Pearson Education Ltd 2018
Unit 1: Media Representations– sample
marking grid

General marking guidance

 All learners must receive the same treatment. Examiners must mark the first learner
in exactly the same way as they mark the last.
 Marking grids should be applied positively. Learners must be rewarded for what they
have shown they can do, rather than be penalised for omissions.
 Examiners should mark according to the marking grid, not according to their
perception of where the grade boundaries may lie.
 All marks on the marking grid should be used appropriately.
 All the marks on the marking grid are designed to be awarded. Examiners should
always award full marks if deserved. Examiners should also be prepared to award
zero marks, if the learner’s response is not rewardable according to the marking grid.
 Where judgement is required, a marking grid will provide the principles by which
marks will be awarded.
 When examiners are in doubt regarding the application of the marking grid to a
learner’s response, a senior examiner should be consulted.

Specific marking guidance

The marking grids have been designed to assess learner work holistically.

Rows in the grids identify the assessment focus/outcome being targeted. When using a
marking grid, the ‘best fit’ approach should be used.

● Examiners should first make a holistic judgement on which band most closely
matches the learner’s response and place it within that band. Learners will be
placed in the band that best describes their answer.
● The mark awarded within the band will be decided based on the quality of the
answer, in response to the assessment focus/outcome and will be modified
according to how securely all bullet points are displayed at that band.
● Marks will be awarded towards the top or bottom of that band, depending on
how they have evidenced each of the descriptor bullet points.
Question Explain one way that red has been used in Image 1 to 2 marks
1 create meaning for the audience.
2 marks for each linked response:

 Dark red is associated with rage/anger/courage/malice (1),


which are emotions/qualities that the Doctor will
experience/require when faced with monsters (1)
 Dark red is the colour of blood and often associated with
danger (1) which indicates that the Doctor will be in danger
when facing monsters or in the 8 ‘scary’ episodes (1)
 Red is an emotionally intense colour (1) which signifies that the
Doctor will require vigour/strength/willpower/determination to
overcome the monsters (1)
 Red represents love/passion/desire/drama (1) signifying that
the Doctor is an intense/fiery/emotional/spirited character (1)
 Red is a high visibility colour (1) that has been used here to
stimulate a response from the reader e.g. turn to the wall chart
or the guide to 8 scary episodes (1)

Do not accept
 Red is used as the background colour (1) because it makes the
white/yellow text stand out (1)

Accept any other appropriate explanation.

Question Explain one way that either the headline or strapline in 2 marks
2 Image 1 creates interest in the Doctor's new companion.
2 marks for a linked response:

 The headline ‘Who’s that girl?’ is a rhetorical question (1) that


suggests the Doctor’s new companion is mysterious/enigmatic
(1)
 The strapline ‘haven’t they met before?’ (1) suggests the
Doctor’s new companion is a time traveller/enigma (1)
 Text is cryptic (1) suggesting that the Doctor’s new companion
is mysterious/enigmatic (1)

Accept any other appropriate answer.


Question Explain two ways that images are used to generate 4 marks
3 meaning for the audience in Image 1.
2 marks for each linked response:

The Doctor and the girl are positioned centrally/are the focus of the
image (1) suggesting they are the main/most important characters (1)

The Doctor and the girl are positioned in close proximity (1)
suggesting they have a close/intimate relationship (1)

The girl (Doctor’s companion) is holding onto the Doctor (1)


suggesting they are facing danger (1)

The Doctor is pointing (his sonic screwdriver) directly at the reader (1)
making the reader share the sense of danger/threat (1)

The Doctor and the girl are looking directly at the reader/look scared
(1) making the reader share the sense of danger/threat (1)

Use of layering with the characters in front of the masthead creates a


cramped/crowded image (1) generating a sense of excitement and
energy to reflect the programme content (1)

Positioning three ‘monsters’ behind the Doctor and the girl (1)
signifies that they pose a threat to the Doctor (1)

Accept any other appropriate explanation.

Question Explain what is meant by the term 'preferred reading', 2 marks


4 using one example from any media text that you have
studied.
1 mark for the definition.

Preferred reading is also known as the dominant reading (1)


The audience uncritically accepts the meaning of the text (1)
The consumer of the text takes the intended meaning within the text
without questioning it (1)

1 mark for a relevant example of preferred reading of a media text (1)

Accept any other appropriate explanation.


Question Explain two ways that typography is used in Image 2 to 4 marks
5 create meaning for the reader.
2 marks for each linked response:

The masthead uses a black font on a white background (1) to suggest


this is a serious/down-to-earth/straightforward magazine (1)

The masthead uses a bold/sans-serif typeface (1) to suggest this is a


confident/mature/assured magazine (1)

The headline uses a display/cartoon/comic typeface (1) suggesting


that the headline is tongue-in-cheek/sarcastic/ironic/insincere (1)

The headline has a drop shadow (1) to suggest the story is about a
shady/questionable/dubious/underhand character (1)

The speech bubble uses a display typeface/cartoon/comic typeface


(1) to create the sense that the words being spoken by the character
(Donald Trump) and are a joke/flippant/not serious/satirical/frivolous
(1)

The speech bubble uses upper case letters/capitals (1) to suggest the
words are being shouted/screamed (1)

The speech bubble uses a display typeface/cartoon/comic typeface or


upper case letters/capitals (1) to mock/taunt/ridicule the character
(Donald Trump) (1)

‘Plus’ uses a handwritten typeface (1) to suggest informality (1)

‘ANALYSIS CARL BERNSTEIN’ is upper case/sans-serif (1) to


suggest seriousness/authenticity (1)

Cover lines use display/cartoon/comic typeface (1) suggesting light


hearted/amusing/blithe content (1)

Do not accept
 Description of typeface (1) because it makes it noticeable to
the reader/stand out (1)

Accept any other appropriate explanation.


Question Explain two ways that design principles have been used 4 marks
6 in Image 2 to create meaning for the audience.
2 marks for each linked response:

The asymmetrical design/composition means the design is


unbalanced (1) which makes the design more dynamic and the
audience less secure/comfortable (1)

The alignment of the image of planet Earth, Donald Trump, the


headline (and speech bubble) means each element is visually
connected to the other elements (1) suggesting Donald Trump could
have a huge/catastrophic/destructive/effect on the planet (1)

Repetition of comic/cartoon typeface (1) reinforces the


sarcastic/satirical/flippant tone of the magazine (1)

Repetition of yellow as the background for the cover lines (1)


suggests positive/joyful/lively/stimulating content (1)

Yellow background for cover lines creates contrast (1) suggesting


these articles with be friendlier/brighter than the front cover story (1)

The space between Putin riding an eagle and the image of planet
Earth/the size of Trump compared to Putin (1) suggests Putin has less
influence over the future of planet earth than Trump (1)

The space between Putin riding an eagle and the other images
creates close proximity/distance between Putin and Trump (1)
suggesting they are/are not connected (1)

Accept any other appropriate explanation.


Question Analyse the ways that image manipulation has been 10 marks
7 used to create specific representations in Image 2.
Indicative content

Image manipulation can be used to make subtle or profound changes


that can impact significantly on the way the reader judges or interprets
an image:

 Donald Trump’s head has been enlarged to emphasise his self-


importance or arrogance
 Donald Trump’s overly-large head creates a figure of ridicule
 Donald Trump’s overly large head could signify his intelligence
 The Earth with a white outer glow could signify how Trump is
going to impact on the world
 Using Vladimir Putin and Donald Trump on the cover could
signify a close relationship between the two
 The lightning bolts suggest Donald Trump could have a
cataclysmic/catastrophic/disastrous/devastating/profound effect
on Earth
 Topless Vladimir Putin riding on an eagle further emphasises
the comic representation of world leaders
 The man running from the White House is looking up at Trump
in terror signifying how powerful Trump is
 Composition of images is absurd/comic/humourous/ridiculous
juxtaposes serious consequences of Trump’s actions
 Vladimir Putin riding the America emblem eagle could signify
how he is influencing America

Level Descriptor
1 Some appropriate media terminology is used.
1-4 marks
Mostly appropriate examples are described.

The descriptions of the technical and stylistic codes lack detail and
there is little, or no, analysis of the possible meaning(s) being
constructed.

2 Appropriate media terminology is used throughout.


5-7 marks
A range of relevant examples is analysed.

Each example describes the technical and stylistic codes operating


within the text accurately and offers some analysis of the possible
meaning(s) being constructed.

3 The use of media terminology is fluent, confident and accurate


throughout.
8-10
marks A wide range of relevant examples is carefully selected to meet the
requirements of the question.

Each example describes the technical and stylistic codes operating


within the text accurately and offers a detailed and sophisticated
analysis of the possible meaning(s) being constructed.

Question Analyse how the character has been represented in 10 marks


8 Image 3.
Indicative content

The character (Big Issue vendor David Duncan Howe) is represented


as:

 An heroic figure through the association with Jack Bauer


(protagonist of TV series ‘24’)
 One of the capital’s homeless people who could play a part in
counter-terrorism (off-grid and on the street)
 Someone who is at the very heart of London – iconic images of
London in the background
 Someone of importance and influence – he dominates
London’s iconic images
 A real (rather than fictitious) character – headline (This is the
Real 24) suggests his situation is a reality
 Appearance is ordinary/unspectacular suggests he’s an
everyman/relatable figure
 Direct gaze at the audience makes him connect to us as an
ordinary person
 Use of beard and benign expression represent him as a
fatherly grandfather figure
 Use of baseball cap represents him as streetwise
 Placing him in the center foreground represents him as a
powerful person in London
 The use of the colour red represents how the magazine is at
the heart of the community

Consequently, homelessness is shown:

 In a more positive light

Accept any other appropriate answer.


Level Descriptor
1 Some appropriate media terminology is used.
1-4 marks
Mostly appropriate examples are described.
The descriptions of the representations lack detail and there is little, or
no, analysis of the possible meaning(s) being constructed.

2 Appropriate media terminology is used throughout.


5-7 marks
A range of relevant examples is analysed.

Each example describes the representations operating within the text


accurately and offers some analysis of the possible meaning(s) being
constructed.

3 The use of media terminology is fluent, confident and accurate


8-10 throughout.
marks
A wide range of relevant examples is carefully selected to meet the
requirements of the question.

Each example describes the representations operating within the text


accurately and offers a detailed and sophisticated analysis of the
possible meaning(s) being constructed.

Question Explain the term hypodermic model, using one example 2 marks
9 from any media text that you have studied.
1 mark for the definition

How easily passive audiences are affected by media messages (1)


Media messages are injected into the audience like a drug (1)
Audiences accept media messages/text without question (1)
Audiences do what media messages/text tell them to do (1)

1 mark for a relevant example of the hypodermic model applied to a


media text (1)

Accept any other appropriate explanation.


Question With specific references to the front and back cover in 10 marks
10 Image 4, discuss how media texts can be interpreted
differently by audiences.
Indicative content

Readings:
o preferred
o oppositional
o negotiated
o aberrant reading
o polysemic reading

Uses and gratification

Audience types:
o gender
o ethnicity
o age
o class
o religion
o culture

Learners could make reference to:

 Male protagonist being relatable to a male audience


 The use of a black male as main character/hero type
subverting stereotype
 Use of red throughout the cover signifying danger making the
character/content seem edgy/sinister
 Positioning of main protagonist dominating the cityscape
makes him seem domineering
 Use of scenes from the programme on the back page give
hints to genre and act as ‘hook’ to the audience
 Use of quotes to show audience engagement and appreciation,
allows potential viewer to relate to content
 Audience engagement may be based on personal preference
and cultural background

Level Descriptor
1 Some appropriate media terminology is used.
1-4 marks
Mostly appropriate examples are described.

The descriptions of the technical and stylistic codes lack detail and
there is little, or no, analysis of the possible meaning(s) being
constructed.
2 Appropriate media terminology is used throughout.
5-7 marks
A range of relevant examples is analysed.

Each example describes the technical and stylistic codes operating


within the text accurately and offers some analysis of the possible
meaning(s) being constructed.

3 The use of media terminology is fluent, confident and accurate


8-10 throughout.
marks
A wide range of relevant examples is carefully selected to meet the
requirements of the question.

Each example describes the technical and stylistic codes operating


within the text accurately and offers a detailed and sophisticated
analysis of the possible meaning(s) being constructed.

Question Analyse how masculinity is represented in any media 10 marks


11 texts that you have studied.
You may choose to refer to Image 4 in your response.
Indicative content

Stereotypical representations include:


o strong silent type
o aggressive
o violent
o dominant
o athletic (the six pack)
o breadwinner
o heterosexual
o dynamic entrepreneur
o traditional male jobs

Subversion of stereotypes:
o the new man
o the single father
o caring and sensitive
o gender fluid
o effeminate
o non-traditional jobs for males, e.g. babysitting

Accept any other appropriate answer.


Level Descriptor
1 Some appropriate media terminology is used.
1-4 marks
Mostly appropriate examples are described.

The descriptions of stereotypes lack detail and there is little, or no,


analysis of the possible meaning(s) being constructed.
2 Appropriate media terminology is used throughout.
5-7 marks
A range of relevant examples is analysed.

Each example describes stereotypes operating within the text


accurately and offers some analysis of the possible meaning(s) being
constructed.
3 The use of media terminology is fluent, confident and accurate
8-10 throughout.
marks
A wide range of relevant examples is carefully selected to meet the
requirements of the question.

Each example describes stereotypes operating within the text


accurately and offers a detailed and sophisticated analysis of the
possible meaning(s) being constructed.
Question The media is often said to offer us 'a window on the 20 marks
12 world'.
Evaluate how media texts represent reality using
examples from media texts that you have studied.
Indicative content

Media texts represent reality in a number of different ways.

 Reality can be created by the producer to represent their own


‘understanding’ of reality
 Media texts can subvert reality for a particular purpose
 The media don’t just offer us a window on the world, although
they may claim to offer a ‘snapshot’ of a moment in time
 Media producers don’t just present reality, they represent it
 Media producers select and combine elements to represent
meaning to generate audience effect
 Media producers make events into stories and tell them in their
own way
 Media producers create characters and represent them to us
with enhanced or over exaggerated characteristics
 Media producers try to make us to see the world in a particular
way, depending on their view point
 The reader may be aware that the representation isn’t real but
accept the elements of reality being provided
 The meaning of the text may have to be negotiated or
renegotiated by the reader
 Media producers rely on suspension of disbelief

Candidates should make reference to specific texts from their studies


and use them for exemplification.
Level Descriptor
1 Some appropriate media terminology is used.
0-5 marks
Mostly appropriate ideas are mentioned but there is no supporting
evidence and no connection between the representations identified
and their effects and consequences.

2 Appropriate media terminology is used throughout.


6-10
marks Appropriate reference to relevant theories.

Appropriate arguments and ideas are included, supported by


reference to the text, although the connections between
representations within the text and their effects and consequences
are undeveloped.

The question is directly addressed and superficial evaluative


comments are made regarding competing debates, ideas and
theories.
3 Fluent, confident and accurate use of media terminology throughout.
11-15
marks Accurate knowledge and understanding of relevant theories and
theorists.

Developed reasoning throughout, supported by relevant textual


reference and analysis of the effects and consequences of the
representations identified within the text.

Arguments are well developed and sound judgements are made


regarding competing debates, ideas and theories.
4 Fluent, confident and accurate use of media terminology throughout.
16-20
marks Accurate and thorough knowledge and understanding of relevant
theories.

Developed reasoning throughout, supported by detailed textual


reference and sophisticated analysis of the effects and consequences
of the representations identified within the text. Arguments are
developed.

Consideration is given to competing debates, ideas and theories


within a balanced response. An argument is made using supported
judgements, leading to an effective conclusion.