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Sunday 13 December 2015

Representation: age. Waterloo Road extract.


Discuss the ways in which the extract constructs the representation of age using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scene

50 marks

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks

T: Terminology-10 marks

Use the big moving image glossary to help you.  Click here to download it.

My expectations:

  • Relevant examples all linked to the representation of age.  Do your examples meet or challenge stereotypical representations of age?  Which ones?  BE SPECIFIC AND CLEAR;

  • Accurate use of terminology as you will use the moving image glossary;

  • All four areas of textual analysis covered;



Representation - Age


Narrative Codes - revision


  1. Action Code
  2. Enigma Code
  3. Semic Code
  4. Symbolic Code
  5. Referential Code

Barthes' Codes:

Action Code: (proairetic code)something the audience knows and doesn't need explaining e.g. someone being wheeled out on a stretcher tells us they are going to hospital

Enigma Code: (hermeneutic code)something hidden from the audience (creates intrigue)

Semic Code:something that the audience recognize through connotations

Symbolic Code: Something that symbolizes a more abstract concept e.g. a darker than usual room of a murder scene could symbolize the depth of darkness and depravity

Cultural Code: (referential code)Something that is read with understanding due to cultural awareness (e.g. youth culture use certain words that are understood by that culture)

Representation of Sexuality. The Street extract.



Discuss the ways in which the extract constructs the representation of  sexuality using the following:

• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène

[Total 50]

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks

T: Terminology-10 marks


Link to The Big Glossary here.

Sunday 29 November 2015

Class and Status


Click on image to access clip.

Discuss the ways in which the extract constructs the representation of class & status using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scene

50 marks

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks
T: Terminology-10 marks

Representation of Class and Status



Find two examples (a mixture of images and clips) from UK and US TV dramas for each of the following:

  • Upper Class (rich/posh)
  • Middle Class (neither rich nor poor/in the middle)
  • Working Class (poor/common)

Add a brief justification for each choice.

Possible programmes:

Mad Men
Capital (BBC)
Peaky Blinders
Breaking Bad
Misfits
Downton Abbey
The Village
Ripper Street
Whitechapel
Spooks
Doctor Who
Atlantis
Merlin
Sherlock
Last Tango in Halifax
Game of Thrones
Silk
Upstairs Downstairs (2012 series)
The Mill
The Go-Between (2015 version)
Mr Selfridge
The Paradise (BBC)
The Wire

Class and status: what class are you?








What class are you?




Representation of ethnicity extract



Click here to watch the extract from the BBC2 series Line of Duty.  The extract is from series one, aired in 2012.

Work in your groups, to answer this question:


Discuss the ways in which the extract constructs the representation of ethnicity using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scene




50 marks

EAA: Explanation, analysis, argument-20 marks
EG: Use of example-20 marks

T: Terminology-10 marks



Use this glossary to help you.


Making progress with your use of terminology.

Post your findings to your blog, under the title 'Representation of ethnicity - Line of Duty extract.'

As you are using the detailed glossary, I am expecting to see that you are broadening your use of accurate terminology.


Area of focus:

EDITING: Hannah F, Jordan, Frazer and Niamh

SOUND: Ross F, Grace, James T, Jake G.

MISE-EN-SCENE: Aviv, Louisa, Lewis, Ellie.

CAMERA WORK: Dom, Ryan, Nathan, Georgina.

EDITING: Ethan, Rayan, Angel, Tom C.

CAMERA WORK: Harry, Taylor, Leah, Rob.


Sunday 22 November 2015

TV Drama suggestions


The Wire
The Walking Dead
Breaking Bad
Chicago Fire
Game of Thrones
Doctor Who
Happy Valley
The Fall
Peaky Blinders
The Missing
Boardwalk Empire
Downton Abbey
House of Cards
Spooks
True Detective
Misfits
Gossip Girl
Mr Robot
Ironside
ER
The Good Wife
Suits
Top Boy
Broadchurch
The Villiage
The Mill
Skins
Line of Duty
Homeland
Prison Break
Heroes
Lost
Agents of SHIELD
Waking the Dead
Luther
The Vampire Diaries
True Blood
Hustle
Empire
Power
Law & Order
NCIS: Los Angeles

Hawaii 5-O
My Mad Fat Diary
Last Tango in Halifax
Ripper Street
Silk
Scott and Bailey

Representation of ethnicity




Find examples of how the following ethnic groups are represented in TV drama (British or American):

  • Black
  • White
  • East-Asian
  • South-Asian

Find examples from three TV dramas (not soaps or films) for each ethnic group.  Make it clear which TV dramas your examples are from.  Post your examples to your blog, and answer the following questions about each of them:

  1. Are the representations stereotypical or not?
  2. How and why is this the case?


Representations of ethnicity: the theory.



Four key themes in racial representations:

  • exotic or 'other'
  • dangerous
  • humorous
  • pitied

(Alvarado et al. 1987: 153)

Unity and Conflict

Conflict is often the theme between ethnic groups and the wider society.


Unity is often an element of the representation of ethnicity.  This hits a stereotype of ethnicity: that of close families and tight communities.

TV Dramas: generic conventions



You will find that TV dramas all have the following ingredients:

Characters – even particular kinds of characters: eg, at its most simple, ‘good’ and ‘bad’ characters.

Stories – they all tell stories, whether those stories involve adventure, crime or romance and they often, but not always, end happily.

The stories are told against familiar backdrops: – eg, homes, police stations and offices (for crime dramas), hospitals (for medical dramas) – most of which are created in studios. However, most dramas also use outside locations to create particular effects.

Camerawork – particular kinds of shots are used: eg, sequences involving establishing shots followed by mid-shots of characters, shot/reverse shots to show character interaction and, in particular,close-ups to show the characters’ emotions.

Stories use dialogue to tell the stories. Occasionally, monologues are built in (as voiceovers, a character telling a story).

Music is used to punctuate the action, create effects (suspense, tension) and underline emotional moments.


Particular subgenres tend to have items which make them immediately identifiable – police cars, blue lights, operating theatres and scalpels, triage/reception areas in hospitals. Icons of the genre, they symbolise the (sub)genre.

Saturday 14 November 2015

Representations of Disability. Work to do.

Watch the clip below from the BBC drama 'The Street', and make notes on the four key areas:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scene
Plan a response to the question. You will be answering this in class tomorrow (question is below the clip). You will use your notes in tomorrow's lesson, to help you to answer the question.


Use your glossaries to help with terminology.




QUESTION: Discuss the ways in which the extract constructs the representation of disability using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scene


50 marks

EAA: Explanation, analysis, argument-20 marks
EG: Use of examples-20 marks

T: Terminology-10 marks

Remember: only use relevant examples that can be linked to the question.  Use accurate terminology consistently.  Link your analysis to Paul Hunt's stereotypes.  

Representation of disability: stereotypes and examples



Here are some stereotypical portrayals of disabled characters, which meet some of Paul Hunt's 10 stereotypes of disabled people in the media:

As sinister or evil:







As a burden:


The super cripple:





As an object of curiosity or violence:




As non-sexual:





Many characters bridge two or more stereotypes of people with disabilities.  e.g. the husband in Lady Chatterley's Lover can also be seen as unable to participate in daily life, and as a burden - 2 more of the stereotypes.

TASK:


  • Find 4 or 5 more examples of stereotypical disabled characters;
  • Name the character and the drama, and illustrate with a clip or image;
  • State which stereotype they meet, out of Paul Hunt's 10 stereotypes of disabled representations in the media;  
  • You cannot repeat my examples above;
  • Post to your blog by the end of the lesson.


Representation of disability in TV drama


By portraying disabled characters according to stereotypes, the media are perpetuating (continuing) out-dated ideas about disability.  The media itself is arguably responsible for misconceptions about ability and disability, by regurgitating portrayals of disabled characters that fit stereotypical ideas about disability.  Paul Hunt, in his 1991 study states:

Stereotype assumptions about people with impairments are based on superstition, myths and beliefs from earlier less enlightened times. They are inherent to our culture and persist partly because they are constantly reproduced through the communications media; books, films, television, newspapers and advertising.


The stereotypes:

In his 1991 study, Paul Hunt found that there are 10 stereotypes of disabled people, used in the media:

  1. The disabled person as pitiable or pathetic
  2. An object of curiosity or violence
  3. Sinister or evil
  4. The super cripple
  5. As atmosphere
  6. Laughable
  7. His/her own worst enemy
  8. As a burden
  9. As Non-sexual
  10. Being unable to participate in daily life
Shakespeare (1999) presents a potential reason behind the use of one of these stereotypes:

"The use of disability as character trait, plot device, or as atmosphere is a lazy short-cut. These representations are not accurate or fair reflections of the actual experience of disabled people. Such stereotypes reinforce negative attitudes towards disabled people, and ignorance about the nature of disability"

In other words, the disability itself is often used as a hook by writers and film-makers to draw audiences into the story. These one-dimensional stereotypes are often distanced from the audience - where characters are only viewed through their impairment, and not valued as people.

Shakespeare (1999) continues:

"Above all, the dominant images [of disabled people] are crude, one-dimensional and simplistic."




Sunday 8 November 2015

Representations of disability. Individual and social models.


Dominant notions of disability: the individual model

The societal view of disability generally conforms to the individual or overcoming or medical model of disability. This holds that disability is inherent in the individual, whose responsibility it is to ‘overcome’ her or his ‘tragic’ disability.

Often this ‘overcoming’ is achieved through medical intervention, such as attempts at ‘cures’. For example, top wheelchair athlete Tanni Grey-Thompson was forced as a child to wear heavy leg callipers which gave her blisters, rather than being offered the simple and practical option of using a wheelchair.

This approach to disability aims for the normalisation of disabled people, often through the medicalisation of their condition.

The social model of disability:

This distinguishes between impairment (the physical or mental 'problem') and disability (the way society views it as being a negative). It holds that impairments are not inherently disabling, but that disability is caused by society which fails to provide for people with impairments, and which puts obstacles in their way.

Examples include access: the built environment often does not allow access for people with mobility problems. Discriminatory attitudes are also disabling: for example, the idea that disability is a personal tragedy for the ‘sufferer’ impinges upon disabled people in a variety of negative ways, from their social relationships to their ability to get jobs.

"Disability is produced in different forms, and in different proportions, in different cultures" (Oliver, 1996).

Difference:

It has been argued that dominant notions of ‘normality’ and beauty do not allow for the natural range of difference in human form. These notions are not only prejudicial to the acceptance of disabled people, but also increasingly impact on non-disabled people. Charlotte Cooper, for example, applies the social model to obesity, and concludes that there are some important categories through which obesity can be defined as a disability:

• A slender body is ‘normal’
• Fatness is a deviation from the norm.
• Fat and disabled people share low social status.
• Fatness is medicalised (e.g. jaw-wiring and stomach-stapling).
• Fat people are blamed for their greed and lack of control over their bodies.
Consider why it is that fat people or disabled people are rarely portrayed as sexually attractive.

TV drama. Representation feedback and mark scheme 2014.




Saturday 31 October 2015

Representation. Stereotypes and countertypes in TV drama.

Definitions:

Stereotype: a widely held and oversimplified image or idea about a type of person or group of people. Usually created by selecting the negative characteristics of that person/group of people.

Countertype: a widely held and oversimplified positive image or idea about a type of person or group of people.  e.g. all religious people are kind.

Task:

To fully understand the seven areas of representation, you need to know the stereotypes and countertypes of the given area.  For example, we worked on the idea of the stereotypical villainous female with the character of Alice in the Luther clip.

To broaden your understanding of the stereotypes and countertypes in the seven areas of representation, do the following:

Make a presentation on the stereotypes and countertypes within your given area of representation.

Use the information from the stereotypes booklet, which can be found by clicking here.

Present in a format of your choice.


Illustrate with images and clips from British or American TV dramas.

It's your job to teach the class about the stereotypes and countertypes of your given area of representation.  Your presentation should be detailed and informative.  You are teaching.

The groups:


  1. GENDER: Grace, Dom C, Ross F.
  2. AGE: Lewis T, Taylor, Jordan W.
  3. ETHNICITY: Tom C, Ethan, Jacob G.
  4. SEXUALITY: Leah, Georgina, Nathan.
  5. DISABILITY/ABILITY: Frazer, Ellie, Ryan B.  
  6. REGIONAL IDENTITY: Hannah Franks, Louisa Hill, Harry. 
  7. CLASS AND STATUS: Angel, Niamh, James T. 
  8. AGE: Rob, Rayan, Aviv.





Tuesday 13 October 2015

Sound


Find definitions and clips (use tube chop to edit them) for the following sound terms:

•diegetic sound

•non-diegetic sound

•synchronous sound

•asynchronous sound

•sound effects

•sound motif

•sound bridge

•dialogue

•voiceover

•direct address

•sound perspective
Post these terms on your blog, accompanied by their definitions and an example of each.

Below is an example of a sound bridge (listen carefully at the end of the clip for the sound of the alarm clock).




Below is an excellent example of direct address (breaking the 'fourth wall') from the start of the 1986 film Ferris Bueller's Day Off.




Then, here is a good example of a voice over; courtesy of Carrie Bradshaw in Sex and the City:



Lots of sound effects needed for this scene from The Dark Knight Rises:




An example of a sound motif.  If you listen, at around 30 seconds in to this clip from Mission Impossible - Rogue Nation, you will hear the Mission Impossible theme tune. (a motif = a dominant or recurring theme/sound).




This well known scene from Saving Private Ryan is a great example of sound effects and sound perspective.  The best way to experience the sound in this clip is by not looking at the action: just listen.  Listen to how 'far away' some of the sounds seem and how 'close' they seem.  There is always the dull thump of bullets and shells from afar, amongst the 'closer' hits and near misses.


Sunday 11 October 2015

Representation of Gender



Discuss the ways in which the extract constructs the representation of gender using the following:

  • Camera shots, angles, movement and composition
  • Editing
  • Sound
  • Mise en scène





 The Grammar of Film will help as well as your moving image glossary.


Try to refer to the following:

Camera shots:

establishing shot
close up
mid shot
two shot

Camera angles:

wide angle
high angle
low angle
Camera movement
pan
tilt



Composition
framing

Editing
shot/ reverse shot
long take
short take



Sound

diegetic sound-ambient sound/background noise
non diegetic sound-soundtrack/music

Mise en scene

costume
make up
setting/ location
set/ props
lighting


The information in this sheet about gender should help you.  If you haven't printed this out already, you need to do so.  Bring it with you for every Media lesson from now on.




Narrative Codes.




Roland Barthes describes narrative as a series of codes that are read and interpreted by the audience:

  1. Action Code
  2. Enigma Code
  3. Semic Code
  4. Symbolic Code
  5. Referential Code

Barthes' Codes:

Action Code: (proairetic code)something the audience knows and doesn't need explaining e.g. someone being wheeled out on a stretcher tells us they are going to hospital

Enigma Code: (hermeneutic code)something hidden from the audience (creates intrigue)

Semic Code:something that the audience recognize through connotations

Symbolic Code: Something that symbolizes a more abstract concept e.g. a darker than usual room of a murder scene could symbolize the depth of darkness and depravity

Cultural Code: (referential code)Something that is read with understanding due to cultural awareness (e.g. youth culture use certain words that are understood by that culture)



Applying these ideas:

You have actually already applied these ideas, without knowing it.  You do it any time you watch a film/TV drama.  What narrative codes were we reading when we analysed the mise-en-scene in this shot, last week?




The shot below is taken when the featured character has just realised that her husband is having an affair with another woman.  


What do you notice about the mise-en-scene/lighting of the shot?  What narrative code(s) might we be reading here, and what are the effects?





Editing

Editing is one of the four areas of textual analysis.


You already have some examples of editing terminology below.  If you haven't already, you need to print this off and keep it in your folder.  You need to bring it with you to every Media lesson from now on.




Below are examples of some common editing techniques that you need to know and be able to identify:

Continuity - the viewer should not notice the cuts.  Shots should flow together naturally.  Hence the action should seem continuous.





Montages.  There are TWO TYPES of montage.

The Hollywood Montage sequence is a short sequence in a film/TV drama where narrative information is presented in a condensed way.




The Soviet Montage is a highly political montage that seeks to create a new meaning from seemingly unconnected shots.  This was used a lot during the 1920's.




Transitions - A ‘transition’ is the term for how an editor moves from one ‘shot’ to another. The use of an inappropriate transition can destroy the mood or pace of a scene.

As we watch the following transitions write down what you think the effect on the audience is.


Cross Cutting/parallel editing - Editing that alternates shots of two or more lines of action occurring in different places, usually simultaneously.




A Dissolve - A transition between two shots during which the first image gradually disappears while the second image gradually appears.




A wipe - one image is replaced by another, with a distinct edge that forms a shape.




A fade - a transition usually used at the end of a scene to signify to the audience the end of the action.  It usually fades to black.  The end of this clip is a good example:




Jump cuts - two shots of the same subject are taken from different camera positions that vary only slightly.




Fast-paced editing - when scenes are edited together using lots of shots put together quickly.




More editing terms:


The oner or 'long take' -  an uninterrupted film shot which lasts much longer than the conventional editing pace of the film.drama itself.  These shots usually last several minutes.  These long takes are usually accomplished by using a steadicam shot or dolly shot.






Shot reverse shot - one character is often shown looking at something/someone and then that person is shown looking back.


Wednesday 7 October 2015

Mise-en-Scene



  1. Watch this clip without sound, and embed it in your blog.
  2. Make notes on the following areas of mise-en-scene and post them to your blog:
  • setting/ location
  • colours
  • props/ objects
  • hairstyle
  • costume (clothes)
  • make-up
  • posture/ gesture
  • position in frame
  • choice of actor
  • performance
  • lighting
How does each element help to construct the representation of the characters? 

Sunday 27 September 2015

12X. Music video male gaze task. (Tues/Weds).



  1. Choose a music video of your choice
  2. Analyse it for the male gaze.
  3. Post your analysis to your blogs.  Detailed notes are required.  Use screen grabs and clips to illustrate your findings. (You may wish to use Tubechop).
Use this post by Millie Leader to help and include/do the following:


  • Track the video e.g. "At 13 seconds in the audience sees...";
  • Identify camera shots/angle/movement e.g. "At 13 seconds in the audience is presented with a low angle close up shot of....";
  • What effect is the shot/angle/movement having on the viewer?  OR what effect is the director trying to achieve?
  • FINALLY: is the video and use of the male gaze empowering or degrading in your selected video?  You must give reasons for your response.


The Female Gaze (12X)


The female gaze consists of three different gazes:

  • that of the person behind the camera,
  • that of the characters within the representation or film itself, and
  • the gaze of the spectator.




The video below is helpful in explaining the female gaze (it is also very American...)


The Female Gaze Adverts





The Male Gaze (12X Monday)



The male gaze is a concept coined by feminist film critic Laura Mulvey. It refers to the way visual arts are structured around a masculine viewer. 

It describes the tendency in visual culture to depict the world and women from a masculine point of view and in terms of men's attitudes.

The male gaze consists of three different gazes:

  • that of the person behind the camera,
  • that of the characters within the representation or film itself, and
  • the gaze of the spectator.







Male Gaze in Adverts









Tuesday 22 September 2015

Mise-en-scene



Here is the powerpoint.  It explains what you need to know for this activity:




In your pairs, annotate and analyse the mise-en-scene of your image.


How does the mise-en-scene help to construct the representation of the character(s) in the scene?

Please note:  I am NOT asking 'what is going on in this scene?'.  Answer the question I have set.


NEXT:
  1. find a screen grab of your choice.  It can be from a TV drama, music video or a film.  
  2. Embed the image on your blog.
  3. Analyse the mise-en-scene in the image.  Answer this question: how does the mise-en-scene help to construct the representation of the character(s)? Post your notes and findings on your blog.

Tuesday 15 September 2015

Camera shots, angles, movement and composition.


Camera shots, angle, movement and composition is one of the 4 areas of textual analysis.

You will be asked to discuss how your extract constructs a representation of a person/group of people through the use of camera shots, angles, movement and composition in the exam.

Do the following:

  1. Watch the three clips below;
  2. Embed the clips on to your own blog;
  3. For each shot described, find an example and post it to your blog.  You will need to use Tubechop to do this.  A quick video tutorial on how to use Tubechop can be found here.  Have a go. Use my examples at the bottom of this post to help.
The three clips:










My Examples:


Common Camera Shots.

Establishing shot and close up shot.





Close up.




Long shot.



Mid shot.

12X/Ms1. Work to do.


You need to make sure you have read and understood this post, then you need to copy and paste it to your own blog.


Do the same with this post.


Then I want you to think about how you construct your own representation.
  • Use UK Tribes to find the group or groups (there can be crossover) that you think you belong to. Why do you belong to this group(s)? (If you are having trouble getting on to this website, try searching for it through Yahoo).
  • What media figures (actors, musicians, sportspeople, celebrities) do you consider similar to you. In what way are they similar to you/ are you similar to them?
  • Do you consciously 'model' (copy modes of dress, style yourself, act like) yourself on any of these media figures? Why is that?
Post your findings and notes to your blog, with images.  I am expecting detailed notes.

Sunday 13 September 2015

The Man, The Woman and The Man 2


Make notes  speculating about the man in the image


  • Who is he?
  • What does he do?
  • What is his story?
  • WHY?  How do you know?

Do the same for this woman:




The do the same for the Man 2:



Post all of these images to your blogs, with notes accompanying each image answering the bullet points and revealing what you know about each person.









The Man 1 = Doug Bihlmaier buyer for Ralph Lauren.
The Woman = actress Julie Christie.
The Man 2 = Christian Louboutin, shoe designer.











Tuesday 8 September 2015

The 4 areas of textual analysis

These are the 4 things you use to analyse the clip and answer the exam question.  These 4 things will all help to construct the representation of the individual/group (the 7 areas of representation).  It is your job to discuss how.

Camera Shots, Angle, Movement, Composition.
  • Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
  • Angle: high angle, low angle, canted angle.
  • Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
  • Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.

Editing

Includes transition of image and sound – continuity and non-continuity systems.
  • Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
  • Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.

Sound
  • Soundtrack: score, incidental music, themes and stings, ambient sound.
  • Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.

Mise-en-Scène
  • Production design: location, studio, set design, costume and make-up, properties.
  • Lighting; colour design


7 areas of representation


You need to understand how specific representations of individuals, groups, events or places are created.

Particular areas of representation that may be chosen are:

  1. Gender
  2. Age
  3. Ethnicity
  4. Sexuality
  5. Class and status
  6. Physical ability/disability
  7. Regional identity.


You will be asked to discuss the ways a clip from a TV drama constructs the representation of one of the above.

Monday 24 August 2015

Welcome to Year 12!



You need to complete the following tasks:


1.Set up a blog using Blogger. You'll need a Google account for this. The address needs to be yournamelcm1516.blogspot.com

2.Add the following gadgets to your blog (as a minimum):

  • labels 
  • blog list 
  • link to teacher blogs (also follow all teacher blogs)


3.Set up accounts in the following:

  • Scribd - used to embed text documents
  • Slideshare - used to embed powerpoint. (This may be blocked in college,you can create the account at home)
  • Flickr - used to embed image galleries and slideshows
  • Dropbox - useful for saving files 
  • Soundcloud - you'll use this for some of your presentations
  • Mixcloud - this will enable you to post themed mixes that will link to your music magazine coursework