What makes a good case study?
Students should complete their own individual case study on the two pre-set topics.
The best case studies include:
• a range of different media products from a range of media platforms
• detailed examples from particular media products
• evidence of research into media debates and issues and relevant wider contexts; theory used to explain and support answers
• real interest in the case study chosen, evidenced by engagement with the products and issues and own opinions.
The main ways students write good Section B essays and achieve higher level marks is to do the following.
Have their own individual case study to answer the question
Students from one centre should not all have the same case study. This does not allow students to show evidence of independent study, which excludes them from the higher levels. For example, in a centre where students are all writing answers on the identity of women in film, with the same or very similar media products, theory, contexts and media debates, the students will not be able to show evidence of independent and individual study.
In addition, students who have their own case study are more engaged and more willing to focus on the question, rather than repeat a prelearned answer of descriptive points. The majority of the media products students use to support and illustrate their answer should also be individual. Centres may want to start the pre-set topics with a class overview that introduces the topic; but then students should do their own individual case study, with their own choice of media products.
Answer the particular question that is asked
Students should not write everything they know about their case study. It is best to do a plan before the question is answered and use the key words in the question.
Show range in their answers
Students should refer to a range of different media products to support their answer; for example, by referring to a wide range of platforms (preferably all three) and products from different genres, targeted at different audiences and produced by different institutions. It often works well if students have four products to refer to in detail and others to which less detailed reference can be made.
Include detailed references to particular media products rather than just general examples
For example, a point explaining that men can reject the masculine identity shown in action films should include detailed references to particular characters, scenes and shots from action films.
Have a clear focus
Students produce better answers when they have a clear and specific focus. Very general case studies, such as gender identity in all of the media, are often too much for one case study.
Apply media issues, debates and theories
Students should ask the question: What does their case study suggest are the current issues and critical debates in the media? The students should apply relevant media theories to their case study and media products, use the theory to answer the question and support the point made, and should not just describe a theory.
Include relevant wider contexts
Students should apply relevant economic, political, social and historical contexts to their own case study.
Example case study grid
The grid below covers the areas that centres and students should study. It will be useful for students when they are planning and researching their individual case study and also as a checklist when they are preparing for the exam.
Example 1
A student doing a case study on national identity and news could choose a major national event, such as the riots in 2011. They would then choose a range and variety of media products to focus on. These could include, for example, BBC news coverage at the time of the riots, YouTube citizen journalist video(s), analysis of the events by an alternative news website, a current affairs documentary on the aftermath of the riots. They would then analyse the products and audiences’ responses in detail using the concepts, and apply relevant media issues, debates and theories in wider contexts. Students could consider the following questions.
What national identity or identities are being constructed?
• What ideas and values do the identities communicate?
• What is the role of mainstream media?
• What is the role of the audience?
• How could audiences and different audiences use and respond to the different products?
What is the impact of social media and user-generated content?
• How and why are collective identities formed?
• Are the products and identities similar or different, why?
• Does one national identity dominate, or are there diverse or contradictory identities? Why is this, considering, for example, producers, production, aims and audiences?
• How do the national identities reflect and reinforce power in society and attitudes to, for example, ethnicity, youth, crime, globalisation?
• What part do the range of identities play in debates about democracy and the media?
• What are the economic reasons behind the identities?
Example 2
A student undertaking a case study on how teenagers use the media to construct their own identities could choose from a range and variety of media products. These could include YouTube, a game or gaming website with online play, a fansite for a film franchise and social media. They would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories and wider contexts.
Example 3
A student engaged in a case study on identity in UK hip hop or US hip hop, including gender, national identity and sexuality, could choose a range and variety of media products on which to focus. These could include the music video of a mainstream male artist, the official website of a more alternative female artist, Twitter or Facebook pages of a gay artist, and/or a global fansite. They would then analyse the products and audiences responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts.
Example 4
A student completing a case study on the identity of men in comedy could choose a range and variety of media products to on which to focus. These could include, for example, a Hollywood film, a UK sketch show, a US sitcom with a cult following including online fansites and an online web drama. Alternatively, they could focus on one media industry and study gender identity in games or focus on a particular genre of music. They would then analyse the products and audiences’ responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts.
Example 5
Students could choose a case study explaining queer or post-feminist identities focusing on TV and film, especially those that cross borders in their production and reception. Texts could include a UK indie film, a US or joint TV drama production and some non-English language TV programmes or films consumed by a UK audience. They would then analyse the products and audiences’ responses in detail, using the concepts, and apply relevant media issues, debates and theories in wider contexts.
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