a level media studies magazine coursework

Programmes & Qualifications

Cambridge international as & a level media studies (9607).

• Published resources

Media Studies for Cambridge International AS & A Level Coursebook with Digital Access

Endorsed by Cambridge Resources align to the syllabus they support, and have been through a detailed quality assurance process.

Stay up to date

Sign up for updates about changes to the syllabuses you teach

• Syllabus overview
• Past papers, examiner reports and specimen papers

A Level Media Studies

Cohort 2020 – 2022

Category: Music Magazine

Marketing timeline and strategy.

KEY TERMS: Viral, guerilla, promotions, AIDA (attractive/attention, interest, desire and call to Action), marketing campaign, timeline, entertainment, information, social interaction, personal identity, teasers. Timing is an essential skill in building a marketing campaign. A good marketing campaign starts with teasers, publishes launch dates, offers sneak peeks, offers interactive experiences, builds the excitement through a series Continue reading Marketing Timeline and Strategy

Digipak – Mission Statement and Marketing Strategy

KEY TERMS: brand, integrated advertising, promotion, audience, USP, mission statement, call to action, reject the text Remember the brief? “A promotion package for the release of an album, to include a music video (major task), together with a social media page for the band and a digipak for the album’s release (minor tasks).” It is Continue reading Digipak – Mission Statement and Marketing Strategy

FINAL COURSEWORK ADVICE

ITS THE FINAL COUNTDOWN TODAY AND TOMORROW Get your magazine finished and uploaded and flipsnacked before EASTER – this will mean for some, after school, lunchtime and independent study, OVER EASTER As some of you have not engaged in independent study time enough this term, some of your will have to: Complete all the CCRs Continue reading FINAL COURSEWORK ADVICE

The Adverts

In order to make the presentation of your pages aesthetically pleasing with the programme Flipsnack, you need another page. Whilst, you won’t be assessed or moderated for this page, it will fit well with evidencing how well you understand your target audience – an advertiser will not advertise in a magazine if the target audience Continue reading The Adverts

Welcome Back

We hope you had a good Christmas and New Year but now we are back, it’s time to get that Media wagon rolling again. This week, your aim is: Get that article into your DPS – now! Droopy Christmas tree! To complete 2nd drafts of Front Page, Contents Page, DPS and get feedback from teacher Continue reading Welcome Back

DPS – Layout tips and self assessment

Revisit the presentation on double page spread layouts and do some research of your own.  Here are two slides of some that we found. Find your photo – lay it out with columns for the article (2-3) Remember you can use place holder text  i’psum lorem’ to act as the text until the article is fully Continue reading DPS – Layout tips and self assessment

Photoshop tricks and techniques

Location shoot – contact sheets.

Upload the contact sheets of the shoot. Introduce and reflect on the post: Where did you go? Why did it work? What could have been better? Choose @ 2 photos that you really like and embed them and reflect on why they work – think of star image, the genre, the narrative you are trying Continue reading Location Shoot – contact sheets

BRIEFING – BREAKTIME TODAY MONDAY 7 DECEMBER – ROOM 70

YOU MUST ATTEND THIS ESSENTIAL MEETING. Also, are you SHOOT READY? PMA – do your models know what they are wearing? Props? Story telling? Locations – look at the photo albums – have an idea of where you are going to head for? Wrap up warm and we mean WARM – proper clothing and a Continue reading BRIEFING – BREAKTIME TODAY MONDAY 7 DECEMBER – ROOM 70

2nd shoot ideas – instagram influences

Your studio shoots were fairly conservative – good head shots were the money shots. However, on the 2nd shoot, as well as some standard mid and close ups, why not experiment and see if you can create some evocative and intriguing photos. Below is a presentation from one of the PEPs this year, who have Continue reading 2nd shoot ideas – instagram influences

Essential Media Theory

Essential media theory, essential theory, a new section of the emt website that's designed to help you revise and master media theory and core concepts:, - 500+ key concept flashcards, - 500+ revision questions, - track your revision using the my revision gyms .

"...a truly insightful book which addresses important changes in today’s media landscape"

Sonia Livingstone: LSE

Stuck on how to develop your character bios? 

Take a look at this easy step-by-step guide

Try out the Essential Media Theory database - contains exemplar applications of of theory to set texts. 

sample database

BAUDRILLARD

A range of student friendly worksheets designed to help learners apply core  concepts to set texts from all exam boards. 

media language

New exemplars for Humans and Woman's Realm are now available, cover audience fandoms and media language.   Use the EMT exemplar database to prepare for this Summer's exams.

• Statement of Intent

Introduction

Before you complete your coursework, you might have to submit a  Statement of Intent which explains your production in terms of your target audience while applying your knowledge and understanding of the theoretical framework of media studies. Put simply, it is your chance to outline your aims and objectives. You can also use the Statement of Intent as an opportunity to justify some of your choices regarding representation and media form.

This document is a compulsory element of the non-exam assessment (NEA) must be submitted to your teacher no later than 1 April and will be sent to the exam board for marking with your product.

The Statement

A Statement of Intent is a broad outline of what you hope to achieve in your cross-media product. However, these details should be supported by the language of Media Studies.

For example, you could define your target audience in terms of their demographics and psychographics. There are a number of theories that define audience and their relationship with the media: Uses and Gratifications, Hypodermic Needle Model, Two-Step Flow Theory, Cultivation Theory, interactive, narrowcast, and niche. If you have any of these theories in mind when you make your choices about your product, you should integrate them into your Statement of Intent.

It is also important to establish some of the codes and conventions that will influence your texts. Think about media form and define the type of product you are creating in terms of genre.

What  marketing techniques  will you apply to target your audience? Are you going to use shock tactics, humour, glamour or celebrity endorsement. Perhaps your narrative will focus on enigma codes to intrigue your audience.

Since representation is one of the key concepts, you could explain how you will ask your actors to pose and what visual codes you are hoping to employ to deliver you message effectively to the audience. Again, make sure you justify your choices.

You need to pick some dominant signifiers and what they might signify to your target audience. These might be clothing and costume, make-up, lighting, body language, facial expression, general appearance, and iconic images. Is stereotyping an aspect of your cross-media product?

Finally, you need to conceptualise and develop the institutions behind the products. Consider your use of slogans and how other lexical codes meet the brand values. Logos are always important.

Generic Example

Even though there might be a 500-word limit at A2 Level, the following example tries to squeeze in lots of media language and theory.

The demographic for my media product are females in the late teens and twenties. In terms of psychographics, this audience likes fast-fixes of celebrity gossip but also want to delve beneath the superficial filters and representation of the Instagram generation. They want something more considered. When it comes to trends, they poke fun at the ridiculous crazes. My target audience would be the fun seekers and armchair rebels of the Youth Facts IAOs: work hard, play hard and have attitude. VALS (Value Life Styles) classification would place audience on the outer-direct category: they are belongers and achievers. There is also the secondary audience of males and a similar age range to the sceptical main audience. Since my target audience have a natural and healthy suspicion of the world, they are not victims of “fake news”. Therefore, humour and irony will be a key element of my branding and representation. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative. I would like several of my images to shock the audience and take advantage of the hypodermic needle model of conveying the message. This should “attract” their attention in line with the AIDA principle. There will certainly be disequilibrium throughout the narrative. I will use enigma codes and sustain the audience’s “interest” (AIDA) until the final reveal and the equilibrium is restored. I think it is important to use celebrity endorsement. This one of Gillian Dyer’s Lines of Appeal. This idea also utilises the Two-Step Flow Theory so my message mediated through my fake celebrity. Representation is incredibly important. I will use well-known signifiers that will immediate connote excitement and glamour. My actor will pose appropriately, directly gazing at the audience to grab their attention. The mise-en-scene will reinforce the sense of fun. Even some angles will be tilted to create that playful tone.

This Statement of Intent is intentionally vague so it can apply to many different briefs. However, you would need to be more specific and focus your ideas on your chosen brief. There are so many other theories and theorists that can be used, so please do not limit your own Statement to the ones in this example.

Statement of Intent Examples

Student Example One

The brief for this particular response required the student to promote a music magazine and a band.

The demographic for my media product are both male and females in early twenties to late thirties who have an interest in the vibrant music scene, particularly in the city of Bristol. The psychographics of my audience could be categorised as free spirits. This group are very laid back but identify heavily with their musical influences, expressing themselves and their views openly. They are a new-age group of young adults with strong political views and a passion for what they believe in and their interests. They also may be open to explore and discover new interests like different music genres and styles. Another psychographic label would be the armchair rebels. Sometimes, reckless and careless, this group do not always follow the norm in society, dressing and acting as individuals. They can be reckless and careless, with no worries for anything like the future or their general wellbeing. Therefore, with such a dynamic target audience, the genre of my magazine is music, but will have an edgy centre in Bristol, focusing on different interests of different social groups in the city such as indie-pop, reggae and rave culture. However, it will be distributed for free at gigs and concerts so I will rely on advertising to pay for the production. I will also rely on the different print advertisements to promote the magazine. The Two-Step Flow Theory would help to promote my magazine because consumers of the product will already have an interest in the local music scene and the connection with the bands they have just seen can spread the magazine’s content with their social circle and people who have similar tastes and views as them. Also, people will have seen the poster advertisements promoting the content of the magazine and will want to read up on it. The Uses and Gratifications Model will also be useful in selling my media product as people will use it to feed their ‘Personal Identity’ which Blumer and Katz define as the need to understand our own identity. Music helps people have a sense of self-identity and purpose, along with the style they develop from their preferred music genre. ‘Diversion’ is also encouragement for an audience to buy my product as it provides entertainment and time to relax, or just to satisfy their interests. Style is an obvious a marketing tactic because it is hand-in-hand with music genre and the culture that comes along with the music people choose to listen to. Different music preferences influence people to adopt a specific fashion sense, attitude and set of views. I will also include information on local venues and events that readers can get involved in or attend themselves and meet other people who share the same musical identity. Representation is important in my media product and the composition of my shots will be equally as important due to the nature of the environment the photos will be taken in. They will include a variety of angles including long shots of live performances in venues and low angle shots of people influenced by music and the style that comes with it. Each of my print medias will appear coherent and will have recurring themes that means an audience will be able to recognise each one as from the same campaign. Example One

This Statement of Intent defines the target audience in tremendous detail, but this could be at the expense of important aspects of representation and industry. Perhaps a more balanced approach would take this response into Level 5.

Student Example Two

This cross-media brief required the candidates to create a lifestyle magazine and advertisements that would appeal to its audience.

I intend to create an art magazine that will showcase a variety of different urban art around Leeds known as “Graffito”. I will also create a series of three print advertisements alongside my magazine to promote local artist’s art shows and special events through billboards, magazines, and bus advertisements. The target demographic is both males and females in their late teens and twenties. Since they are active and energetic, the psychographics would be the free spirits who are laid back and enjoy being outside. They care about the environment and appreciate the beauty of it, as well as being interested in social matters, which can be reflected in urban street art. Another psychographic would be the armchair rebel which consist of the active youth who enjoy exploring and discovering new things. My target audience appreciate the colourful, urban style of street art and are, themselves, unique and alternative. There is also a secondary audience of an older generation of men and women who appreciate urban art around their local city of Leeds and like to look at and know the meaning behind some of the most iconic murals hidden around Leeds in hope to learn more about their local surroundings. I will also create a series of print advertisements to further promote local art in Leeds that is related to my magazine. They have a natural suspicion of the world so branding and representation will evoke debate because, for example, the uses and gratification theories see audiences as active participators in media transactions and not as passive receivers. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative because it is vital that people have their own unique and individual thoughts and interpretations when looking at any type of art. Including the two-step flow theory, the magazine will be “curated” by experts because this theory suggests that information from the media moves from the opinion leaders who pass on their own interpretations of the message in addition to the original media content to the wider audience. This can anchor meaning for the reader. Representation is very important in any product and shot composition is even more vital in an art magazine. Therefore, my variety of images will contain a range of angles including low angles, to make the art look bigger and more powerful; extreme long shots, in order to show the street art in relation to its surroundings to add the style of the photo as the art is located on sides of buildings. The mise-en-scene of these shots will hopefully pierce the viewer, and inject them with an immediate sense of style. My print advertisements will all be unique and individual to each other but will all have an aspect of the same theme and therefore will be able to be related back to each other so that the audience will know each of the advertisements is for the same event. Example Two

Read through the Statement of Intent examples and evaluate their strengths and weaknesses.

Further Reading

Making media products can be tremendous fun, but there are a number of targets you need tor reach if you want to achieve the top grade. Our outline of the coursework assessment objectives might help clarify how your texts are being marked. If you are not sure about what to create, read our guide to media studies indicative content .

Unassessed Participants

Inevitably, you will have friends and family appearing in your products, or you might need help to operate the lighting and sound equipment. You must acknowledge their efforts, stating what they did and outlining what direction you have them to help complete your tasks. This can be done on the Candidate Record Form (CRF) or on a supplementary page.

Rule of Thirds

Negative Space and Media Form

Continuity Editing

Images and Resolution Settings

Research and Preparation

• Indicative Content

Thanks for reading!

Recently Added

The Classification of Advertisements

Narrative Functions

Key concepts.

• Uses and Gratifications

Henry Jenkins and Fandom

• Liesbet van Zoonen

Media Studies

• The Study of Signs
• Ferdinand de Saussure and Signs
• Roland Barthes
• Charles Peirce’s Sign Categories
• Jean Baudrillard’s Simulacra and Simulation
• Binary Opposition
• Vladimir Propp
• Tzvetan Todorov
• Quest Plots
• Barthes’ 5 Narrative Codes
• Key Concepts in Genre
• David Gauntlett and Identity
• Paul Gilroy
• The Male Gaze
• The Bechdel Test
• bell hooks and Intersectionality
• The Cultural Industries
• Hypodermic Needle Theory
• Two-Step Flow Theory
• Cultivation Theory
• Stuart Hall’s Reception Theory
• Abraham Maslow
• Moral Panic
• Camera Shots
• AQA A-Level
• Exam Practice

A Level Media Studies

                       unit 3 - coursework, unit overview.

This is the non-examination assessment (coursework) unit for the A Level Media Studies course.

 The brief can be found here:

To access the resources page for this unit, please click here.

Week 1 - Intro to coursework

Week 2 -research and initial planing, week 3 - past student work, universal music and statement of intent, week 4 - , week 5 - , week 6 - , week 7 - , week 8 - , week 9  - , week 10 - , week 11 - , week 12 - .

A-Level Media Studies

• Wider reading
• Media Focus
• Film studies

Monday 8 October 2018

Aims and intentions - advice and example, what to include, the mark scheme, a grade criteria for the aims and intentions.

An excellent, highly detailed, statement of consistently relevant aims and intentions that clearly responds to the brief, targets the intended audience and reflects the specified industry context through a coherent concept for interrelated products 

The aims and intentions demonstrate a plan for thorough and sustained use of appropriate codes and conventions, and insightful representations 

Excellent evidence of application of knowledge and understanding of the theoretical framework of media through sustained use of highly appropriate subject-specific terminology

A grade criteria for the cross media production

In order to achieve an 'A' grade, you must demonstrate the following over both pieces of the cross-media production Use media language to demonstrate intertextuality and/or generic hybridity Convey a complex representation of a social group using media language Subvert and challenge typical representational stereotypes Present an ideological context typical to an independent music label Create a magazine that demonstrates clear stylistic, thematic and ideological links to your music video 

Use evidence from your research into: similar products; the industry context; your target audience, as well as theoretical perspectives, to explain your decisions: How and why will you use media language in your cross-media production? How and why will you construct representations of individuals, groups and issues/events? How will you target your intended audience? How will your production conform to its industry context? How will your cross-media production demonstrate digital convergence?

An (almost) excellent example

The following example is very close to being excellent, but needs to incorporate more explicit reference to what the student found out during the research project..

• Varied editing pace to fit with the upbeat nature of my track
• A range of shot types, mainly establishing shots to display the city, with performance shots varying between close up and mid shot
• Tracking shots and shots 'from the hip' to form a journey for smoother continuity
• A subtle narrative, but not with the lyrics taken literally
• Little intertextuality, however some shots maybe be reminiscent of a documentary
• Mainly natural light, with some shots using softer and more chiaroscuro/atmospheric lighting
• Colour scheme conforming to genre, with an old-style video overlay and vintage style filter

Another excellent example

This example is also excellent, and makes reference to research. it is, however, a tiny bit too long..

• Colour grading to represent emotions in each shot (e.g. blue for sad, black for angry)
• Mixture of close up and mid shots to establish main focus and convey emotion of artist
• Hard cuts to keep attention and create a harsh and unsettling pace
• Coloured paints symbolising LGBT sexuality confusion as well as confusion in general among teenagers
• Imagery of “cultists” to imply pressure be that social or internal
• Multiple film locations representing different emotions (e.g. depressed in bath, happy in park)

• Eduqas Home chevron_right
• Qualifications

AS/A Level Media Studies

For help with e-submission process click here.

Amended question numbering in exam paper and separate answer booklet provided – see Sample Assessment Materials for AS and A level , and Answer Booklet in the Sample Assessment Materials tab below.

Please see our  e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

Apply now and join our team of examiners.

*Subject dependent, based on marking a full allocation and completion of training (which we pay you to attend).

• Key Documents
• Past Papers / Mark Schemes

The Eduqas AS & A level in media studies offers learners the opportunity to develop a thorough and in depth understanding of key issues, using a comprehensive theoretical framework and a variety of advanced theoretical approaches and theories to support critical exploration and reflection, analysis and debate. The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Learners will work from the product outwards to debate key critical questions related to the social, cultural, political and economic role of the media. Through studying media products holistically in relation to all areas of the theoretical framework, learners will engage with the dynamic relationships between media products, media industries and audiences. Learners will also consider established media forms alongside more contemporary forms, developing an awareness of emerging and evolving media.

Although the primary emphasis in this specification is on the contemporary media, learners will explore how the products relate to their wider historical contexts. Learners will also extend their experience of the media through the study of products with which they may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This specification aims to develop knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

Choice and flexibility are a vital part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for their learners to study in Component 2.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills in different forms, apply their knowledge and understanding of the theoretical framework to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The Eduqas AS & A level in Media Studies offers a broad, engaging and stimulating course of study which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis
• Demonstrate a critical approach to media issues
• Demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy
• Develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
• Demonstrate knowledge and understanding of the global nature of the media
• Apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed
• Make informed arguments, reach substantiated judgements and draw conclusions about media issues
• Engage in critical debate about academic theories used in media studies
• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• Demonstrate sophisticated practical skills by providing opportunities for creative media production.

Any requirements set for entry to a course following this specification are at the discretion of centres. It is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 at KS4. Skills in literacy and analysis will provide a good basis for progression to this Level 3 qualification. Some learners will have already gained knowledge, understanding, and skills through their study of GCSE media studies .

Why choose Eduqas?

• A choice of options for production
• A choice of options for the set products/texts
• Topics and products/texts chosen to appeal to students
• Creative work which is central to the course
• Unlimited access to free resources
• Face-to-face professional learning courses
• Uniform design across GCSE, AS and A level to allow for coherent progression
• Flexibility for teachers to choose relevant and appropriate texts/products
• Direct access to Subject specialists
• Support from our  Regional Representatives

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

• Digital Resources
• Online Exam Review

Discover FREE Digital Resources!

Unlock your learners’ potential with an impressive range of FREE digital resources, teaching tools and materials.

View resources

WJEC/EDUQAS ENDORSED TITLES

WJEC/EDUQAS NON-ENDORSED TITLES

Access a collection of interactive units that bring together a number of elements including general data, exam questions, their marking schemes and examiner comments, which will lead you through a review of exam questions.

Visit OER website

• Upcoming Courses
• Materials from previous events

Download your free Guide to Switching! 

This is a hidden field that will be populated via javascript in preparation for submission to Campaign Monitor letting you know the name of the document the user downloaded

• WJEC Home chevron_right
• Qualifications

AS/A Level Media Studies

For help with e-submission process click here.

Please see our e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

• Key Documents
• Past Papers / Mark Schemes

Our AS/A level Media Studies specification provides learners the opportunity to develop a thorough and in depth understanding of a range of key issues, using key concepts and a variety of critical perspectives to support critical exploration and reflection, analysis and debate.

The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms.

OER is a free interactive teaching and learning tool which includes exam answers and examiner comments.

We offer an extensive range of free digital educational resources.

This subject uses e-submission for candidate work for moderated or assessed units and components.

Grade boundaries are the minimum number of marks needed to achieve each grade.

• Digital Resources
• Online Exam Review

Discover FREE Digital Resources!

Unlock your learners’ potential with an impressive range of FREE digital resources, teaching tools and materials.

View Resources

WJEC/CBAC ENDORSED TITLES

WJEC/CBAC NON-ENDORSED TITLES

Access a collection of interactive units that bring together a number of elements including general data, exam questions, their marking schemes and examiner comments, which will lead you through a review of exam questions.

Visit OER Website

• Upcoming Courses
• On Demand Courses
• Materials from previous events