Cambridge A Level Media Studies 9607 — 2015 May/June Paper 4 · Variant 1

This document consists of 3 printed pages and 1 blank page. DC (KN) 98609/1 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 1 8 3 6 1 0 1 7 0 3 * MEDIA STUDIES 9607/04 Paper 4 Critical Perspectives May/June 2015 2 hours Additional Materials: 16-page Answer Booklet READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer Section A and one question from Section B. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.

2 9607/04/M/J/15 © UCLES 2015 Section A: Evaluation of skills development In this section you need to write about your work for the Foundation Portfolio and Advanced Portfolio components. You must answer both 1(a) and 1(b). 1 (a) In what ways did you engage with the conventions of real media texts in your own productions? [25] (b) Analyse one of your productions in relation to ideas about representation. [25]

3 9607/04/M/J/15 © UCLES 2015 Section B: Contemporary media issues Answer one question from Section B. You should refer to at least two different media and support your answer with reference to contemporary examples. Contemporary media regulation 2 How effective is contemporary media regulation? [50] OR 3 Evaluate the arguments for stricter regulation of the media. [50] Global media 4 Assess the arguments for and against global media. [50] OR 5 To what extent is the audience for the media now ‘global’? [50] Media and collective identity 6 Discuss the social implications of media representation. [50] OR 7 To what extent does the representation of a particular social group change over time? [50] Media in the online age 8 “The online age has totally destroyed traditional media distribution methods.” How far do you agree with this statement? [50] OR 9 How far has the online age changed the way audiences use the media? [50] Post-modern media 10 How far does the concept of post-modernism help you to understand some of the media texts you have studied? [50] OR 11 To what extent do post-modern media blur the boundaries between reality and representation? [50]

4 9607/04/M/J/15 © UCLES 2015 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Level MARK SCHEME for the May/June 2015 series 9607 MEDIA STUDIES 9607/04 Paper 4 (Critical Perspectives), maximum raw mark 50 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Question 1 Section A: Evaluation of skills development In this section you need to write about your work for the Foundation Portfolio and Advanced Portfolio components. You must answer both 1(a) and 1(b). 1 (a) In what ways did you engage with the conventions of real media texts in your own productions? [25] Assessment will take place across two criteria: • explanation/argument/analysis [15 marks] • use of examples [10 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Level 5 13–15 marks Explanation/argument /analysis • There is a clear sense of progression established by the answer. • Offers a full range of articulate reflections on the production process. Level 4 10–12 marks Explanation/argument /analysis • There is a sense of progression established by the answer. • Offers a range of reflections on the production process. Level 3 7–9 marks Explanation/argument /analysis • There is some sense of progression established by the answer. • Offers some reflections on the production process. Level 2 4–6 marks Explanation/argument /analysis • There is a limited sense of progression established by the answer. • Offers limited reflections on the production process. Level 1 1–3 marks Explanation/argument /analysis • There is a minimal sense of progression established by the answer. • Offers minimal reflections on the production process. Level 0 0 marks No response or response does not answer the question. Level 5 9–10 marks Use of examples • Offers a broad range of specific, relevant and clear examples from their production work of the use of conventions of real media texts in relation to creative skills development. • Shows an excellent understanding of how the use of conventions of real media texts has helped create meaning. Level 4 7–8 marks • Offers a range of relevant and clear

Page 3 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Use of examples examples from their production work of the use of conventions of real media texts in relation to creative skills development. • Shows a competent understanding of how the use of conventions of real media texts has helped create meaning. Level 3 5–6 marks Use of examples • Offers some examples from their production work of the use of conventions of real media texts in relation to creative skills development. • Shows satisfactory understanding of how the use of conventions of real media texts has helped create meaning. Level 2 3–4 marks Use of examples • Offers limited examples from their production work of the use of conventions of real media texts in relation to creative skills development. • Shows limited understanding of how the use of conventions of real media texts has helped create meaning. Level 1 1–2 marks Use of examples • Offers minimal examples from their production work of the use of conventions of real media texts in relation to creative skills development. • Shows minimal understanding of how the use of conventions of real media texts has helped create meaning. Level 0 0 marks No response or response does not answer the question.

Page 4 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Question 1(b) Analyse one of your productions in relation to ideas about representation [25] Assessment will take place across two criteria: • explanation/argument/analysis [15 marks] • use of examples [10 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Level 5 13–15 marks Explanation/argument/analysis • Offers a full range of articulate reflections on the production. • Shows an excellent understanding of representation as a concept. Level 4 10–12 marks Explanation/argument/analysis • Offers a range of reflections on the production. • Shows a competent understanding of representation as a concept. Level 3 7–9 marks Explanation/argument/analysis • Offers some reflections on the production. • Shows some understanding of representation as a concept. Level 2 4–6 marks Explanation/argument/analysis • There is a limited reflection on the production. • Shows limited understanding of representation as a concept. Level 1 1–3 marks Explanation/argument/analysis • There is minimal reflection on the production. • Shows minimal understanding of representation as a concept. Level 0 0 marks No response or response does not answer the question. Level 5 9–10 marks Use of examples • Offers a broad range of specific, relevant and clear examples from their production in relation to representation. Level 4 7–8 marks Use of examples • Offers a range of relevant and clear examples from their production in relation to representation. Level 3 5–6 marks Use of examples • Offers some relevant and clear examples from their production in relation to representation.

Page 5 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Level 2 3–4 marks Use of examples • Offers limited examples from their production in relation to representation. Level 1 1–3 marks Use of examples • Offers minimal examples from their production in relation to representation. Level 0 0 marks No response or response does not answer the question. Section B Contemporary media regulation 2 How effective is contemporary media regulation? [50] OR 3 Evaluate the arguments for stricter regulation of the media [50] Global media 4 Assess the arguments for and against global media [50]OR 5 To what extent is the audience for the media now ‘global’? [50] Media and collective identity 6 Discuss the social implications of media representation. [50] OR 7 To what extent does the representation of a particular social group change over time? [50] Media in the online age 8 “The online age has totally destroyed traditional media distribution methods” How far do you agree with this statement? [50] OR 9 How far has the online age changed the way audiences use the media? [50] Post-modern media 10 How far does the concept of post-modernism help you to understand some of the media texts you have studied? [50]OR 11 To what extent do postmodern media blur the boundaries between reality and representation? [50] Assessment will take place across two criteria: • explanation/argument/analysis [30 marks] • use of examples [20 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Level 5 24–30 marks Explanation/argument /analysis • Shows excellent understanding of the task. • Offers a clear, articulate balance of media theories, knowledge of texts and industries and personal engagement with issues and debates. • A coherent and developed argument. • Clearly relevant to set question.

Page 6 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Level 4 18–23 marks Explanation/argument /analysis • Shows proficient understanding of the task. • Offers clear evidence of understanding media theories, knowledge of texts and industries and personal engagement with issues and debates. • A clear argument. • Relevant to set question. Level 3 12–17 marks Explanation/argument /analysis • Shows satisfactory understanding of the task. • Offers some evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Some evidence of an argument, though likely to be lacking in detail. • Some relevance to set question. Level 2 7–11 marks Explanation/argument /analysis • Shows limited understanding of the task. • Offers limited evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Limited evidence of an argument, though lacking in detail. • Limited relevance to set question. Level 1 1–6 marks Explanation/argument /analysis • Shows minimal understanding of the task. • Offers minimal evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Minimal evidence of an argument, though lacking in detail. • Minimal relevance to set question. Level 0 0 marks Explanation/argument /analysis No response or response does not answer the question. Level 5 16–20 marks Use of examples • Offers examples which are clearly relevant to the set question. • Examples of texts, industries and theories are accurate, and clearly connected together in the answer.

Page 7 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2015 9607 04 © Cambridge International Examinations 2015 Level 4 12–15 marks Use of examples • Offers a range of evidence which is relevant to the set question. • Examples of texts, industries and theories are mostly accurate, and connected together in the answer. Level 3 8–11 marks Use of examples • Offers evidence which is of some relevance to the set question. • Examples of texts, industries and theories are referenced some of the time in support of points. Level 2 4–7 marks Use of examples • Evidence is of limited relevance to the set question. • Offers a narrow range of examples related to texts, industries or audiences. Level 1 1–3 marks Use of examples • Evidence is of minimal relevance to the set question. • Offers a minimal range of examples related to texts, industries or audiences. Level 0 0 marks No response or response does not answer the question.