0
Steering the OCR Film Opening Task
www.petesmediablog.blogspot.com
WARNING!this is not an OCR policy slideshow,but a summary of best practicebased on my experience of teachingand seeing the...
Targets•   60 posts on individual blog, each illustrated with a picture    and/or a video•   a structured process with con...
who you gonna call?
Vygotsky! “The zone of proximal development isthe distance between what children cando by themselves and the next learning...
Step 1: assess• what’s the task?• what’s the assessment?• what’s the timeframe?• what’s the equipment?
Task and assessment• Titles and opening of a new fiction film• up to 2 minutes• 20 marks Research and Planning• 60 marks Con...
timeframe and equipment• time to build skills• time to research and plan• time to shoot and edit• access to cameras, edit ...
Step 2: structure• set up blog hub• set up class blogs• set up class youtube and vimeo• set out timeframe• structure serie...
http://candiasthriller11.blogspot.com/                Blog hub
week 1      learning to blog; exercise with camera,                            moodboard activity                         ...
Step 3: activity•   teaching students to use the equipment•   camera exercises•   editing exercises•   audio exercises•   ...
Step 4: investigate•   structuring research activities- classwork and    homework•   film openings: narrative, genre, audie...
http://www.youtube.com/results?search_type=&search_query=opening+scene&aq=f&gl=GB&hl=en-GB
what could be better?
what could be better?• audio• direction of actors• camerawork• editing• mise-en-scene• titles
Step 5: helping the idea• give some possible scenarios for treatments• 25 word pitch• moodboard pitch• peer and teacher fe...
The Pitch• 25 word pitch• Keep it simple• Know the film but make the  opening
A mainstream action film that will appeal                       A supernatural thriller that willto 15-25yr old males     ...
Step 6: Planning• experimenting with camera and editing• recce shots of locations• examples of shots, costumes, props, etc...
Feedback• On pitch, moodboard,  storyboard, animatic, rough  cut and final video• Keep evidence of feedback  and note your ...
Step 6: production•   limiting timeframe for camera loan•   ensuring process is recorded•   extra audio capture e.g. voice...
The Shoot• Check your equipment• Plan people, places, props and  costumes• Practice• Rehearse your actors• Pay attention t...
Step 7: edit• all having a voice/hand in it• screengrabs of process• importance of audio and titles• foley - not just musi...
The Edit• Start with the big picture• Do fine detail later• Titles could all be done  first
Step 8: evaluation• time to do it properly• structure and opportunity
The Evaluation• Seven tasks, not just seven written  answers• www.petesmediablog.blogspot.com
Media Evaluation
In what ways does your media product use, develop or challenge forms                         and conventions of real media...
How does your media product represent particular social groups? Our
media
product
is
aimed
towards
young
adults/teenagers
...
Who would be the audience for your media product?  Our
1ilm
was
created
for
a
speci1ic
audience
in
which
we
took
out
time
...
What have you learnt about technologies from the process of constructing this product?When
creating
this
project
we
all
le...
Looking back at your preliminary task, what do you feel you have learnt                            in the progression from...
http://vimeo.com/23419989
new site: http://ocrmediastudies.weebly.com/               tips from march 25 conference:http://www.wix.com/misslowdon/as-...
http://social.ocr.org.uk/
Step 9: marking•   mark the blogs as you go along•   rank order the videos•   benchmark against INSET material•   best fit ...
Step 10: moderation• prepare the blogs: final product at top,  evaluation next• label everything clearly, make sure links  ...
feel the benefit• knock-on impact on G322 analysis• skills developed for A2• material stacked up for G325 1a/1b• better mar...
Film openings bfi copy
Film openings bfi copy
Film openings bfi copy
Film openings bfi copy
Film openings bfi copy
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Film openings bfi copy

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G321 film openings teacher guidance

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  • Transcript of "Film openings bfi copy"

    1. 1. Steering the OCR Film Opening Task
    2. 2. www.petesmediablog.blogspot.com
    3. 3. WARNING!this is not an OCR policy slideshow,but a summary of best practicebased on my experience of teachingand seeing the work of other centres
    4. 4. Targets• 60 posts on individual blog, each illustrated with a picture and/or a video• a structured process with constant (formative) feedback• students knowing how to work the equipment• a film opening which looks like one• a critically reflective evaluation on the blog with seven different creative tasks• every student achieving their full potential
    5. 5. who you gonna call?
    6. 6. Vygotsky! “The zone of proximal development isthe distance between what children cando by themselves and the next learningthat they can be helped to achieve withcompetent assistance”
    7. 7. Step 1: assess• what’s the task?• what’s the assessment?• what’s the timeframe?• what’s the equipment?
    8. 8. Task and assessment• Titles and opening of a new fiction film• up to 2 minutes• 20 marks Research and Planning• 60 marks Construction• 20 marks Evaluation
    9. 9. timeframe and equipment• time to build skills• time to research and plan• time to shoot and edit• access to cameras, edit program, online resources
    10. 10. Step 2: structure• set up blog hub• set up class blogs• set up class youtube and vimeo• set out timeframe• structure series of tasks- mini-deadlines
    11. 11. http://candiasthriller11.blogspot.com/ Blog hub
    12. 12. week 1 learning to blog; exercise with camera, moodboard activity homework: blog activities so far; week 2 audio exercise; make production company logo, learn edit program, homework: audience/institution research; analyse real film opening week 3 film openings analysis; old student films, frame by frame re-make homework: prepare for frame re-make; analyse old student film week 4 frame by frame re-make, film titles research activity; scenarios inspiration homework: reflection on frame task and titles research work week 5 25 word pitches and feedback; moodboard 2 with titles homework: prepare pitch for scenarios week 6 post-it storyboard and animatic; peer feedback; plan all audio homework: write up responses of others to animatic week 7 planning, scripting, rehearsing, experimenting, recce shots, risk assessment homework: planning and blog all work done week 8 shooting into editing homework: shooting week 9 shooting into editing homework: shooting and blog process week10 rough cut deadline, feedback, make changes homework: blog feedback 10 week11 final deadline; set evaluation tasks work on some evaluation tasks 1 week12 work on evaluation tasks work on some evaluation tasks week13 deadline for evaluation tidy up blogSept 12-Dec 16 or Jan 9- Mar 26+ April 16-27
    13. 13. Step 3: activity• teaching students to use the equipment• camera exercises• editing exercises• audio exercises• make their own production company logo/ident• (b)logging evidence and reflecting critically and creatively
    14. 14. Step 4: investigate• structuring research activities- classwork and homework• film openings: narrative, genre, audience, institution• looking at examples of other student work- critiques and criteria• film titles research timeline activity• film language: storyboarding and re-make activities
    15. 15. http://www.youtube.com/results?search_type=&search_query=opening+scene&aq=f&gl=GB&hl=en-GB
    16. 16. what could be better?
    17. 17. what could be better?• audio• direction of actors• camerawork• editing• mise-en-scene• titles
    18. 18. Step 5: helping the idea• give some possible scenarios for treatments• 25 word pitch• moodboard pitch• peer and teacher feedback• realistic expectations
    19. 19. The Pitch• 25 word pitch• Keep it simple• Know the film but make the opening
    20. 20. A mainstream action film that will appeal A supernatural thriller that willto 15-25yr old males appeal to female audiencesYour film should appear to be based on a "fictional" Your film should appear to be an internationalcomic book co-production possible scenarios A remake of a late 50s/early 60s An independent movie featuring a young Hammer film protagonist Your film should offer a take suitable for the Your film should appear to be financed through modern media-savvy audience regional funding
    21. 21. Step 6: Planning• experimenting with camera and editing• recce shots of locations• examples of shots, costumes, props, etc onto blog• post-it storyboard, animatic, moodboard• logistics planning- including risk assessment
    22. 22. Feedback• On pitch, moodboard, storyboard, animatic, rough cut and final video• Keep evidence of feedback and note your response to it
    23. 23. Step 6: production• limiting timeframe for camera loan• ensuring process is recorded• extra audio capture e.g. voice memo on phone• students becoming directors...
    24. 24. The Shoot• Check your equipment• Plan people, places, props and costumes• Practice• Rehearse your actors• Pay attention to your audio as well as visuals
    25. 25. Step 7: edit• all having a voice/hand in it• screengrabs of process• importance of audio and titles• foley - not just music• rough cut deadline and peer feedback
    26. 26. The Edit• Start with the big picture• Do fine detail later• Titles could all be done first
    27. 27. Step 8: evaluation• time to do it properly• structure and opportunity
    28. 28. The Evaluation• Seven tasks, not just seven written answers• www.petesmediablog.blogspot.com
    29. 29. Media Evaluation
    30. 30. In what ways does your media product use, develop or challenge forms and conventions of real media products?My
media
product
is
a
video
1ilm
which
has
been
created
to
1it
in
with
other
horror
1ilms,
however
at
the
same
time
it
 has
been
made
to
challenge
conventions
of
real
media
products
allowing
it
to
be
considered
as
unique.
There
were
 various
aspects
which
in1luenced
our
decision
to
create
a
1ilm
based
on
the
horror
genre.
It
was
important
that
our
 audience
were
satis1ied
by
the
1ilm
and
all
there
expectations
of
a
horror
1ilm
were
met.
Looking
at
the
typical
conventions
of
a
horror
1ilm,
such
as
blood,
killing,
violence
and
screams
helped
us
to
consider
the
aspects
of
a
typical
horror
1ilm
that
we
did
and
didn’t
wish
to
include.
We
knew
that
to
create
a
good
1ilm
we
needed
to
incorporate
some
 of
the
elements
from
an
ordinary
horror
1ilm,
causing
us
to
place
our
focus
on
a
range
of
similar
1ilms
and
pick
out
ideas
which
we
felt
would
also
1it
into
our
own
work.
Films
such
as
‘Scream’
and
‘Blair
witch
project’
were
considered
 and
ideas
which
we
liked
were
considered
for
our
own
1ilm.
By
using
blood,
violence
and
screaming
we
allowed
our
 movie
to
1it
into
the
same
category
as
general
horror
1ilms,
however
using
a
slight
twist
as
in
Blair
witch
project
by
 creating
a
similar
setting
and
style
of
1ilming
we
were
able
to
challenge
the
conventions
of
real
media
products.
We
 used
a
completely
new
storyline
however
used
old
and
previously
used
ideas
to
put
he
storyline
together
creating
a
new
and
different
type
of
1ilm.
By
then
using
iMovie
to
help
us
with
editing
we
were
able
to
create
effects
to
make
our
 1ilm
more
scary
and
1it
into
its
speci1ic
genre.

    31. 31. How does your media product represent particular social groups? Our
media
product
is
aimed
towards
young
adults/teenagers
so
we
felt
it
would
be
a
good
idea
to
use
the
same
 age
range
in
our
actual
work.
Teenagers
are
often
used
in
horror
1ilms
and
I
feel
this
makes
our
1ilm
seem
 similar
to
those.
People
expect
to
see
there
types
of
characters,
average,
everyday
people
who
wouldn’t
expect
 to
be
targeted.
Both
males
and
females
are
targeted
as
the
audience
in
horror
1ilms
can
appeal
to
both.
Also
 people
of
all
different
ethnic
origins
may
1ind
the
product
appealing
as
a
mix
of
people
from
different
 backgrounds
have
worked
together
to
create
it.
Our
1ilm
however
does
ful1il
a
stereo‐
type
as
it
is
a
young,
 teenage
girl
who
is
attacked
which
happens
in
my
horror
1ilms
as
many
people
may
think
they
are
more
 venerable.
I
feel
that
this
works
in
both
a
positive
and
negative
way.
Positive
as
its
what
the
audience
expect
to
 see
in
a
horror
based
1ilm
and
negative
as
its
very
predictable.
Teenagers
are
often
placed
into
a
stereotype
in
 which
they
are
always
causing
trouble,
this
is
partly
the
reason
they
are
made
out
to
be
the
victim
in
most
 horror
1ilms.
I
feel
that
our
1ilm
1its
in
with
this
stereo‐type
as
we
have
also
used
a
young
female
character
as
 our
victim. What kind of media institution might distribute your media product and why? I
personally
feel
that
if
our
opening
sequence
was
to
be
produced
it
would
1it
into
the
British
1ilm
institution,
I
feel
there
are
many
reasons
behind
this.
As
our
1ilm
is
yet
amateur
I
feel
it
wouldn’t
completely
1it
into
the
American
1ilm
 institution,
however
it
is
professional
enough
to
be
part
of
the
British
institution.
I
de1initely
believe
the
opening
 sequence
could
be
shown
over
the
internet
to
introduce
viewers
to
the
1ilm.
Our
1ilm
is
based
on
a
good
storyline,
 however
many
1ilms
have
similarities
and
in
order
to
make
it
big
in
the
1ilm
institution
I
feel
that
our
1ilm
would
 have
to
be
made
more
original.
YouTube
viewers
in
my
opinion
would
enjoy
watching
our
creation
as
the
storyline
 is
understandable
without
giving
to
much
away
which
leads
viewers
wanting
to
watch
more.

    32. 32. Who would be the audience for your media product? Our
1ilm
was
created
for
a
speci1ic
audience
in
which
we
took
out
time
to
clearly
thing
about
ideas
which
would
let
 our
audience
know
we
had
created
this
for
them.
Teenagers
and
young
adults
were
our
aimed
audience
as
we
used
 these
same
characters
in
our
1ilm.
Depending
on
your
other
taste
in
1ilms
you
would
1ind
our
1ilm
interesting.
Our
audience
feedback
helped
us
in
this
department
as
we
found
out
that
the
majority
of
teenagers
would
enjoy
our
1ilm,
there
own
taste
and
what
they
themselves
like
to
see
is
what
would
determine
whether
our
1ilm
met
there
standards.
 In
our
1ilm
we
have
tried
to
bring
in
mystery
which
we
felt
would
also
help
us
in
drawing
in
a
wider
audience
as
many
are
interested
in
‘what
happens
next?’
Audience
feedback
helped
us
here
and
encourage
us
in
making
decisions
 which
would
help
bring
in
a
wider
audience.
Both
males
and
females,
depending
on
there
taste
would
also
enjoy
our
 opening
sequence
as
we
gave
featured
both
genders.
Also
the
genre
of
the
1ilm
is
appealing
to
both,
however
 audience
feedback
allowed
us
to
see
males
1ind
the
genre
more
interesting.
 How did you attract/address your audience? In
order
to
attract
our
audience
we
had
to
look
at
things
from
there
point
of
view.
What
do
they
expect
to
see?
 What
do
they
want
to
see?
Research
was
essential
and
by
the
time
it
came
to
1ilming
we
realised
there
was
no
 better
way
to
attract
teenagers,
by
using
them
in
the
actual
1ilm!
We
also
looked
at
the
setting,
rather
than
 using
a
place
where
no
teenager
would
ever
be
found,
we
chose
to
pick
the
simple
route
home
and
the
 woodland
area
1itted
perfect
with
our
genre.
By
gathering
audience
research
we
could
see
this
is
what
our
 audience
would
expect
to
see.
The
element
of
mystery
is
what
interested
many
of
them
so
we
chose
to
bring
 this
into
our
media
text.

    33. 33. What have you learnt about technologies from the process of constructing this product?When
creating
this
project
we
all
learnt
a
lot
about
new
technologies
such
as
iMac,
although
the
 device
has
many
positives
and
allowed
us
to
edit
our
media
in
a
professional
way,
I
feel
it
was
 hard
to
get
to
grips
with
at
1irst,
however
after
this
problem
was
solved
we
were
able
to
effectible
make
changes
to
our
1ilm
creating
a
positive
piece
of
media
text.
The
camera
was
easy
 to
get
to
terms
with,
by
playing
around
with
it
we
were
able
to
1ind
applications
such
as
slow
 1ilming
and
snap
shots
which
then
allowed
us
to
use
convections
from
real
media
texts.

    34. 34. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?Looking
back
at
the
production
which
we
created
I
feel
that
we
as
a
group
and
I
individually
have
learnt
a
lot,
not
alone
 from
using
new
technology,
but
also
from
the
way
I
have
worked
myself.
I
realised
just
how
crucial
planning
and
 research
is
and
how
this
can
affect
your
work.
When
watching
1ilms
in
the
past
I
havent
taken
any
particular
notice
in
 camera
shots
however
when
creating
my
own
1ilm
I
realised
just
how
important
it
is
to
ensure
the
a
variety
of
camera
 shots
are
shown.
Although
I
found
1ilming
from
different
angles
quite
easy,
I
realised
how
time
consuming
this
really
 was.
Planning
and
having
a
storyboard
was
de1initely
an
advantage,
although
whilst
1ilming
we
did
decide
to
make
a
 few
changes
in
order
to
be
more
practical.
iMac
then
again
helping
us
in
making
even
more
changes
to
bene1it
our
 work.
I
feel
the
tripod
helped
us
a
lot
especially
1ilming
from
so
many
angles,
it
ensures
our
1ilming
wasn’t
shaky
and
helped
us
in
improving
the
overall
quality
of
the
1ilm.
Overall
I
feel
our
media
production
was
very
successful,
we
didn’t
 just
challenge
other
media
texts,
we
also
created
a
different
and
fun
piece
of
media
text.
From
this
production
I
have
 taken
out
that
research
and
planning
can
make
or
break
your
project.
    35. 35. http://vimeo.com/23419989
    36. 36. new site: http://ocrmediastudies.weebly.com/ tips from march 25 conference:http://www.wix.com/misslowdon/as-foundation-portfolio-video
    37. 37. http://social.ocr.org.uk/
    38. 38. Step 9: marking• mark the blogs as you go along• rank order the videos• benchmark against INSET material• best fit may = bottom of the level• evaluation - covering all questions, critically reflecting, making good use of creative opportunity
    39. 39. Step 10: moderation• prepare the blogs: final product at top, evaluation next• label everything clearly, make sure links work, add candidate numbers on hub• justify your marks with reference to criteria and candidate
    40. 40. feel the benefit• knock-on impact on G322 analysis• skills developed for A2• material stacked up for G325 1a/1b• better marks for this unit
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