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NEA coursework briefs

Nicholas Dean
Nichola ...
Posts: 5

Hello Community. I was just wondering if i was the only person out there that was a little perplexed with the NEA brief for year two. Firstly the rather bizarre demographic and how if it exists, how it fits with the chosen briefs. For me, 'A culturally sophisticated 16-25 class AB demographic' is rather thin on the ground. How many 16 year old professional, higher managerial people are there out there and don't forget sophisticated. If they do exist then how many of them would come from a background that embraced popular culture and in particular dance music. Dance music is very much a genre aimed at the working class. Also the nature of dance music video's does not fit the brief, they do not tend to have narrative, linear elements to them. I also feel that this demographic would not watch much of the content on channel four or listen to radio one. Also does anybody feel it is a bit odd to specify exactly three minutes for a music video, surely it can just be a music video.

Replies

jhibbert
jhibbert
Posts: 4

16-25 year olds in full-time education are classed by the occupation of the heads of household; those in permanent employment by their occupation.  So it is likely that this demographic would be children of those in the AB social class.  The AB social group accounts for around a quarter of the population, and encompasses a range of professions including middle managers and teachers.  The brief identifies the audience as being ‘culturally sophisticated’ which should be interpreted in relation to their understanding and expectations of media language, audience address, and representation.  Whilst it is important that students consider the set target audience, music videos obviously construct audience address in a range of ways, and this should not be interpreted in an overly restrictive way.       

Dance music is a very broad genre that targets a range of audiences.  There is no requirement in the brief to produce a video that contains a linear narrative; that is suggested simply as being indicative of typical content of music videos.  The indicative content suggest students are likely to include ‘an appropriate concept – interpretation of the song, identity of artist or band - for the specified music genre and target audience, and an appropriate use of genre conventions in relation to the set brief’.

The length of the video is specified to ensure comparability.  Where videos exceed three minutes students will not be penalised, however they will not receive credit for the content beyond three minutes.  Where videos are shorter than three minutes, again students will not be penalised, however where videos are significantly under length students may not be able fully access the assessment criteria.

Nicholas Dean
Nichola ...
Posts: 5
Quote:
Originally posted by jhibbert, 9:36, 13th June 2018

16-25 year olds in full-time education are classed by the occupation of the heads of household; those in permanent employment by their occupation.  So it is likely that this demographic would be ...

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16-25 year olds in full-time education are classed by the occupation of the heads of household; those in permanent employment by their occupation.  So it is likely that this demographic would be children of those in the AB social class.  The AB social group accounts for around a quarter of the population, and encompasses a range of professions including middle managers and teachers.  The brief identifies the audience as being ‘culturally sophisticated’ which should be interpreted in relation to their understanding and expectations of media language, audience address, and representation.  Whilst it is important that students consider the set target audience, music videos obviously construct audience address in a range of ways, and this should not be interpreted in an overly restrictive way.       

Dance music is a very broad genre that targets a range of audiences.  There is no requirement in the brief to produce a video that contains a linear narrative; that is suggested simply as being indicative of typical content of music videos.  The indicative content suggest students are likely to include ‘an appropriate concept – interpretation of the song, identity of artist or band - for the specified music genre and target audience, and an appropriate use of genre conventions in relation to the set brief’.

The length of the video is specified to ensure comparability.  Where videos exceed three minutes students will not be penalised, however they will not receive credit for the content beyond three minutes.  Where videos are shorter than three minutes, again students will not be penalised, however where videos are significantly under length students may not be able fully access the assessment criteria.

Thank you for your reply. So the target audience are actually the children of middle aged, middle management professionals. Thank you for pointing out the diverse areas of the dance genre, especially as I had not considered how many children from the middle class background you highlight would have a vastly superior understanding of media concepts due to the fact that their father is a Bank Manager in Slough. I have e-mailed OCR asking for some clarification on the term 'Dance' but am still awaiting a reply.

Seeing as you are quite keen to refer back to the brief and rightly so, may I also quote the brief.

'The Music video must feature a narrative appropriate to a music video (e.g a performance montage, a linear narrative illustrating or commenting on the song, or a mix of performance montage and other narrative elements).  

jhibbert
jhibbert
Posts: 4
Quote:
Originally posted by Nicholas Dean, 14:12, 13th June 2018

Thank you for your reply. So the target audience are actually the children of middle aged, middle management professionals. Thank you for pointing out the diverse areas of the dance genre, especially ...

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Read less

Thank you for your reply. So the target audience are actually the children of middle aged, middle management professionals. Thank you for pointing out the diverse areas of the dance genre, especially as I had not considered how many children from the middle class background you highlight would have a vastly superior understanding of media concepts due to the fact that their father is a Bank Manager in Slough. I have e-mailed OCR asking for some clarification on the term 'Dance' but am still awaiting a reply.

Seeing as you are quite keen to refer back to the brief and rightly so, may I also quote the brief.

'The Music video must feature a narrative appropriate to a music video (e.g a performance montage, a linear narrative illustrating or commenting on the song, or a mix of performance montage and other narrative elements).  

Your email query hasn't come through to me yet, but the guidance I have been giving in relation to dance music is that it was chosen because it is a broad genre that offers considerable scope for students, and hybridity with other genres.  Dance music should not be interpreted in an overly restrictive way, however, anything which is clearly from a different genre would prevent the student from fully meeting the requirements of the brief.  The brief does call for a narrative appropriate to a music video, which allows students the scope to interpret it as is suitable to the track they use and the concept they develop.  This does not have to be a linear narrative, and students may want to employ a disjointed narrative in line with conventions.

foster
foster
Posts: 7

Absolutely agree with your post - been having the same sleepless nights about this NEA for the reasons you outlined.