G324 coursework checklist
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This document outlines the requirements and deliverables for an advanced media portfolio project. It includes: conducting audience research; creating profiles and boards; experimenting with design techniques; extensive planning with storyboards, schedules, permissions; casting, costuming, location scouting; multiple rough cuts and drafts of collateral pieces; and group meetings. It suggests ways to boost the grade through blogging about inspirations, works-in-progress, feedback, comparisons to other media, documentation of the production process, and theoretical application.
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This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
Media studies as foundation portfolio skills evaluation
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This document provides guidance on creating and pitching a media studies advanced portfolio containing a music video, digipack, and advertisement for a music genre. It instructs the student to produce graphs and analyze research on their chosen sub-genre, storyboard and create drafts of the projects, gather feedback, and create a multimedia director's pitch justifying and evidencing all creative choices through research, feedback, and examples. The director's pitch should pitch each product using evidence from research and prior work to defend video, packaging, and advertising design decisions.
Assignment short film 1 minute proposal, report planning and shoot
This document outlines the tasks and requirements for a short film project assignment. Students must:
1. Develop ideas for a 1-minute short film plot and characters, documenting the process.
2. Conduct primary audience research and background research on elements needed for production.
3. Shoot and edit a 1-minute film using techniques like rule of thirds.
4. Create a report and presentation pitching their film idea to a producer, including why it should be made and how it will appeal to audiences. The pitch must be adjusted based on feedback.
5. Research film production requirements like funding, crews, equipment, locations and regulatory bodies.
Ideas and Research
This document outlines the tasks and requirements for a short film project assignment. It involves developing an idea for a 1-minute short film, conducting research on narrative techniques, audiences, and production elements. Students must create a written report and PowerPoint presentation to pitch their film idea to a producer, explaining why the film should be made and how it will appeal to audiences. They will receive feedback and revise their materials before submitting their final report and presentation. The assignment assesses students' skills in developing film ideas, conducting research, and pitching projects.
Preproductionworksheet
The document discusses the importance of pre-production for creative media projects. It lists the key elements that should be considered during pre-production, including finance, timescale, personnel, facilities, materials, contributors, locations, and codes of practice/regulations. As an example, it provides a table outlining how one might plan the finance element of pre-production, such as identifying funding sources and undertaking research to develop a budget. The document encourages the reader to apply this framework to their own planned production by considering each pre-production element in turn.
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P3 apply editing techniques working within appropriate conventions and with s...
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Assignment short film 1 minute proposal, report planning and shoot
This document outlines the tasks and requirements for a short film project assignment. Students must:
1. Develop ideas for a 1-minute short film plot and characters, documenting the process.
2. Conduct primary audience research and background research on elements needed for production.
3. Shoot and edit a 1-minute film using techniques like rule of thirds.
4. Create a report and presentation pitching their film idea to a producer, including why it should be made and how it will appeal to audiences. The pitch must be adjusted based on feedback.
5. Research film production requirements like funding, crews, equipment, locations and regulatory bodies.
Ideas and Research
This document outlines the tasks and requirements for a short film project assignment. It involves developing an idea for a 1-minute short film, conducting research on narrative techniques, audiences, and production elements. Students must create a written report and PowerPoint presentation to pitch their film idea to a producer, explaining why the film should be made and how it will appeal to audiences. They will receive feedback and revise their materials before submitting their final report and presentation. The assignment assesses students' skills in developing film ideas, conducting research, and pitching projects.
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The document discusses the importance of pre-production for creative media projects. It lists the key elements that should be considered during pre-production, including finance, timescale, personnel, facilities, materials, contributors, locations, and codes of practice/regulations. As an example, it provides a table outlining how one might plan the finance element of pre-production, such as identifying funding sources and undertaking research to develop a budget. The document encourages the reader to apply this framework to their own planned production by considering each pre-production element in turn.
A2 media studies ocr g324
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
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A2 media evaluation
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Socialactioncommunitymediaintro 170307205212
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G324 interim summary of student’s feedback comments 2016
The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
1) Upload drafts of their film poster and provide textual analysis of other film posters to show planning and research.
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This document provides deadlines and instructions for completing a media studies evaluation assignment. Students must answer 7 questions about their media product in Microsoft Word and submit their responses by April 21st after the Easter break. Their written responses will then be transferred into presentations using Prezi, video, and podcasts software. The questions address how the media product uses or challenges conventions, represents social groups, which media institution might distribute it, who the audience is, how the audience was attracted and addressed, what was learned about technologies, and how the project progressed from the preliminary task. All work must be completed over the Easter break and presented on the student's blog.
22b proposal
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Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Evaluation – how to tick all the boxes
The document provides instructions for four evaluation activities for a media production project. The first activity instructs students to select nine frames from their project and analyze how their design uses or challenges conventions of real media like trailers or magazines. The second activity describes feedback students should gather from showing their project to others and posting it online. The third activity asks students to reflect on how they used new media technologies for research, planning, and evaluation. The fourth activity instructs students to take a photo of the equipment they used and annotate it to describe the programs and technologies used for the project.
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عبد الرحمن تيشوري – شهادة عليا بالادارة – شهادة عليا بالاقتصاد
https://www.youtube.com/watch?v=Gw5-YumwMeE
https://twitter.com/abdullrahmantai
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A2 media studies ocr g324
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
Purpose worksheet
This document provides information and examples for using editing techniques to manipulate time, space, and rhythm in film. It describes mainstream continuity techniques like cross cutting, the 180 degree rule, and motivated cuts. It also discusses alternative techniques pioneered by early filmmakers like slow motion, jump cuts, and cutting to music. Examples are provided from films like The Karate Kid, Fight Club, Star Wars, and Avengers to illustrate how editing techniques can shorten or lengthen the perception of time, manipulate spatial relationships, and influence the film's rhythm. The purpose is to analyze how editing techniques are used and have evolved from early cinema to contemporary examples.
A2 media evaluation
The document summarizes the ways in which the student's media products for a class project used, developed, and challenged conventions of real media. Specifically, the trailer, poster, and magazine cover employed conventions like locations, camera shots, music, length, color, lighting, and actors. The student also felt their combination of main products and supporting tasks was effective. Feedback from testing the products with an audience helped the student learn what worked and how to improve. A variety of media technologies were used at different stages, including for research, planning, construction, and evaluation of the project.
Socialactioncommunitymediaintro 170307205212
This document provides an introduction to a unit on social action and community media. It discusses the meaning of key terms like social action, community, and community media. The unit will involve students researching and creating their own social action program in the form of a video or radio show to bring about social change. Examples are provided of different types of social action videos, including public information films, charity videos, community videos, and political broadcasts. Students are tasked with analyzing 4 such videos to understand their aims, techniques used, and effectiveness.
Intial ideas form (september)
This document contains notes on the production of a video project, including excerpts from a book, trailers for the project in different stages, director's commentary explaining shots, weekly production notes, tests of different cameras and shots, call sheets, contracts, schedules, logo designs, location release forms, promotional materials like posters and magazine covers. It also lists character names and plans for character posters.
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The document provides a checklist for the steps required to complete a video brief. It includes 24 items that must be completed, such as choosing a brief, conducting research on editing styles, creating a storyboard and script, filming a preliminary video, evaluating strengths and weaknesses, researching genres and target audiences, creating title designs, developing ideas and a synopsis, storyboarding the opening, creating an animatic, completing risk assessments, and obtaining permission forms. The checklist covers all stages of pre-production, production, and post-production for the video assignment.
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This document provides instructions for a student to complete tasks assessing their understanding of multi-camera production techniques. The student will write a report explaining the conventions of multi-camera filming, comparing formats such as sports/live events and studio productions. They will then plan and perform roles for a multi-camera pilot production, demonstrating organizational skills. The tasks are aimed at developing the student's technical skills and understanding of multi-camera integration with other production areas.
Promo theory worksheet
Corporate videos come in different formats for various purposes such as promotion, training, information, and sales. They utilize techniques like voiceovers, cutaways, interviews, and graphics to convey their intended message in a style matching the brand's needs. Producing corporate videos requires liaising with clients, developing ideas, planning schedules, addressing legal issues, and considering diversity and representation.
G324 interim summary of student’s feedback comments 2016
The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
1) Upload drafts of their film poster and provide textual analysis of other film posters to show planning and research.
2) Discuss how feedback impacted their group's plans for their media production with specific examples.
3) Provide evidence of sketching ideas and researching comparable media products before constructing their own.
4) Evaluate their work in comparison to real media examples and identify successes and limitations.
As Coursework Planning
The document provides guidance and resources for an AS coursework project on creating a film or media product. It includes links to video examples of opening sequences, instructions to plan thoroughly with labeled headings and organized notes. A production brief template is given to outline the project details, target audience, and representations. Feedback from test audiences should be recorded. Meetings must be documented. Examples of a shooting script, music planning, and a mood board purpose are also referenced.
Fmp theory brief
This document outlines the final major project for a course involving pre-production, research techniques, and working to a brief. The project involves producing a short drama video for a streaming service. Students will write three reports on pre-production theory, research theory, and working to a brief. They will then use these skills to plan and produce their own short drama video, conducting research, planning pre-production, and meeting the client brief specifications. Deadlines are provided for submitting the three written reports and the final video production. Grading criteria assess learning outcomes for the relevant course units.
Preproduction reuirements brief
This document outlines the tasks and assessment criteria for a project on understanding pre-production requirements for film, TV, or video production. Task 5a requires researching sources of funding for films and providing examples of how different sources have helped films succeed. Task 5b involves collaboratively researching the requirements, processes, costs, and how production managers organize what is needed for different types of productions. Task 5c is similar but requires a report on pre-production requirements and examples from industry practice. Task 5d requires researching regulatory bodies and compliance rules for general release. Task 5e addresses researching copyright issues and permissions for archive materials or music. Key terms are provided that should be used in the work.
Video Production: Non-fiction
This document discusses documentary filmmaking and provides guidance on creating documentaries. It explains that documentaries rely on non-fiction forms and the director's vision shapes the approach. Common documentary styles are reviewed like expository, observational, and personal documentaries. Advice is provided on finding a subject, conducting interviews, shooting b-roll, scripting, and completing a group documentary project. The overall message is that documentaries tell true stories and understanding different approaches helps find an effective style.
Evaluation tasks as media studies 2015
This document provides deadlines and instructions for completing a media studies evaluation assignment. Students must answer 7 questions about their media product in Microsoft Word and submit their responses by April 21st after the Easter break. Their written responses will then be transferred into presentations using Prezi, video, and podcasts software. The questions address how the media product uses or challenges conventions, represents social groups, which media institution might distribute it, who the audience is, how the audience was attracted and addressed, what was learned about technologies, and how the project progressed from the preliminary task. All work must be completed over the Easter break and presented on the student's blog.
22b proposal
The document outlines requirements for producing a proposal for a digital media product at different levels of achievement. A basic proposal should outline the idea, purpose, target audience and some information about content and production. An adequate proposal needs more detail around the audience, content, and plan, and some research findings. An effective proposal comprehensively describes the idea and audience, and provides a considered plan and research summary. The highest level requires an imaginative and detailed proposal with a fully defined audience, thoughtful content details, comprehensive plan, and research on both the market and audience.
5.audience research guidance
This document provides instructions for conducting audience research to inform the design of a film trailer, poster, and magazine. Students are asked to develop 30 questions across the three areas and pitch them through various social media platforms to gather feedback from their target demographic. They must then evidence the responses on their website and evaluate their findings. The goal is to identify what the target audience would like to see in the magazine design.
OCR G324: A2 Media Studies coursework- "How did you use, develop or challenge...
The document provides guidelines for students on how to effectively answer the evaluation question "How did you USE, DEVELOP or CHALLENGE codes and conventions of real media products?" It outlines the different ways codes and conventions can be used, developed, or challenged in student work. It also gives tips on how to structure the answer by comparing work to real examples, using screenshots and annotations, and presenting through PowerPoints or a short film. Key areas of codes and conventions to address include mise-en-scene, editing, sound, and camerawork.
Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Evaluation – how to tick all the boxes
The document provides instructions for four evaluation activities for a media production project. The first activity instructs students to select nine frames from their project and analyze how their design uses or challenges conventions of real media like trailers or magazines. The second activity describes feedback students should gather from showing their project to others and posting it online. The third activity asks students to reflect on how they used new media technologies for research, planning, and evaluation. The fourth activity instructs students to take a photo of the equipment they used and annotate it to describe the programs and technologies used for the project.
Music video assignment 1 and 2
The document outlines an assignment for a music video theory report, instructing the student to explain the purposes, styles, techniques and conventions of music videos in two parts of their report. It provides details on what should be covered in each part, including the purpose of music videos and how they are used, as well as different music video styles, conventions, and techniques. Guidelines are given for how the assignment will be graded based on pass, merit and distinction level explanations and use of examples.
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سيرة ذاتيّة لعضو الخبرة الاستشاريّة
اشكركم واعتز بصداقتكم ارجو لكم السعادة ارجو ان نبقى على تواصل
عبد الرحمن تيشوري – شهادة عليا بالادارة – شهادة عليا بالاقتصاد
https://www.youtube.com/watch?v=Gw5-YumwMeE
https://twitter.com/abdullrahmantai
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A Practical Guide to How Industry 4.0 is Making Shipping Smarter
Industry 4.0 and the 'smart' revolution is changing the way we live, behave and think, urging businesses to change how they operate and adapt to a fast-changing world. Although late adopters in comparison to many other sectors, the shipping and wider maritime industry is now looking at innovative new ways to thrive in the digital era. Looking at Big Data, Analytics, Automation and Smart Shipping solutions, we're taking a deeper look into the most influential advancements that are changing the shipping sector for the better.
Want to find out more about shipping's digital future? Shipping2030 is connecting people, technology and ideas to answer the big questions on the future of shipping. Follow our blog for more at www.shipping-2030.com
P.S. Interested in attending a new kind of shipping event? Don't Shipping2030 Asia in Singapore, 29 November - 1 December 2016. Book your tickets while you still can! https://maritime.knect365.com/shipping2030-asia/
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Rehan Mumtaz is applying for the position of Mechanical Supervisor. He has over 10 years of experience as a Mechanical Supervisor in India and holds a diploma in Mechanical Engineering. His technical skills include AutoCAD, CATIA V5, CNC programming, and computer software like MS Office. He is responsible for planning jobs, monitoring equipment, introducing lean manufacturing techniques, and ensuring department goals are met. Rehan is looking for immediate employment and possesses the required safety knowledge and physical ability for the role.
سيرة ذاتية قوية تشد الانتباه
سيرتك الذاتية بوابتك إلى عالم الفرص الوظيفية.
ولقد قمنا بتحديد بعض العوامل التي تفرق بين سيرة ذاتية ناجحة وأخرى لن يتم الالتفات إليها.
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E-commerce : The Indonesian Dream
i believe that ecommerce will be "the next big thing in indonesia".
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A2 Media Studies Advanced Portfolio
This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
A2 evaluation
The document provides guidance for completing an evaluation for an Advanced Portfolio media project. It outlines four questions to address in the evaluation: 1) how the media product uses or challenges conventions, 2) the effectiveness of combining the main product with ancillary texts, 3) what was learned from audience feedback, and 4) how media technologies were used in construction, research, and evaluation. It then provides detailed descriptions of what to include when addressing each question, such as describing conventions used, demonstrating skills development, and using examples from the project to support points. The evaluation will help answer part of the first exam question by documenting skills growth throughout the degree program.
AS Media Booklet
For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.
A2 Media Studies Coursework Booklet
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
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IG1 Assignment Brief
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
Unit G325 planning
This document provides guidance and sample questions for students completing a theoretical evaluation of production coursework. It discusses evaluating skills development from foundation to advanced portfolios. Students must answer two compulsory questions - one describing their skills progression, and one analyzing a production using a theoretical concept. Brainstorming ideas and exemplars are provided. Criteria for the evaluation include explaining skills use, providing examples, using terminology, and structure. Students are prompted to consider questions, notes, and resources to help complete their own evaluation.
A2 evaluation 2017
This document provides guidance for evaluating an advanced portfolio in media. It should be completed electronically and address key questions. Parts can be done collectively or individually using appropriate formats like podcasts, DVD extras, or presentations rather than written essays. The potential of the chosen format should be exploited through images, audio, video, and online links. Evaluation questions address how the products use or challenge real media forms and conventions; the effectiveness of combining main products with ancillary texts; learning from audience feedback; and using new media technologies in construction, planning and evaluation.
Evaluation Feedback G324 Final
This document provides examples of how new media technologies (NMTs) can be used at different stages of music video production, including research, planning, construction, and evaluation. It lists specific research activities like searching for similar music videos online and planning activities like uploading schedules. During construction, NMTs allow uploading works in progress and viewing other projects. Evaluation involves uploading the final video and collecting audience feedback online. The document encourages discussing NMT uses with specific examples and using media terminology.
Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
A2 Coursework Outline and Stop Motion Task
This document outlines the marking criteria for an advanced production coursework consisting of a main task, two ancillary tasks, planning, and evaluation. It is awarded as follows:
Main task: 40 marks
Ancillary One: 10 marks
Ancillary Two: 10 marks
Planning: 20 marks
Evaluation: 20 marks
The planning section (20 marks) requires evidence of individual work such as photos, videos or blog posts showing the preliminary tasks, codes and conventions analyzed, and practical skills developed. The evaluation section (20 marks) involves answering four questions about representing forms and conventions, combining the main and ancillary tasks, learning from audience feedback, and using technologies in the construction, planning and
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The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the tasks, grading criteria, and scenario for a student's final major project qualifying them for a Level 3 Extended Diploma in Creative Media Production. The project involves developing and pitching an original media production idea, conducting research, creating pre-production materials, producing the final media product, and evaluating the work. The student must demonstrate skills in planning, project management, addressing challenges, and reflecting on their progress across multiple units to qualify for their diploma.
A2 coursework outline and stop motion task v2
This document outlines the marking criteria for an advanced production coursework consisting of a main task, and two ancillary tasks, as well as a planning and evaluation component. It provides details on how marks will be awarded for each section. 20 marks are allocated for planning, which involves providing evidence of preliminary tasks, research, and production planning through photos, videos, blogs and other materials. 20 marks are also given for the evaluation, which requires students to analyze their product in terms of audience, representation, technology used, and their own development process. Students must answer four evaluation questions relating to how their product did or did not follow conventions, the effectiveness of their ancillary texts, lessons learned from audience feedback, and their use of technology
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
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This document provides guidance for students on completing primary audience research and a treatment sheet for a new music magazine as part of an AS Media coursework assignment. It outlines the aims, deadlines, and milestones for the assignment. Students are instructed to gather primary qualitative audience research through surveys or interviews and to use this to inform a treatment sheet pitching their magazine ideas. Examples of what to include in the treatment sheet are provided, such as design, house style, features, platforms, and cover information. Students are reminded to present their work professionally and use resources on the tutor's blog for guidance. The goal is for students to refine their ideas based on audience insights and convince a publishing house to invest in their proposed magazine concept.
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This document provides examples of how to reference different types of sources for a bibliography, including DVD/film, books, lectures, websites, wiki websites, and magazine articles. Formats are given for listing the title, author, date, medium (such as online or DVD), and other relevant publication details for each source type to properly cite references.
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Unit 16 Part 1 Student Workbook
Early pioneers like the Lumiere Brothers, Thomas Edison, and Georges Méliès experimented with techniques like multiple shots and narrative structure in early films from the 1890s-1900s. Editing techniques then evolved throughout the 1900s-2000s to manipulate time and space, employ varying points of view, and develop pacing through cutting between shots. Modern directors like Alfred Hitchcock, Martin Scorsese, and Quentin Tarantino demonstrate unique styles and use editing techniques like continuity, montage, and parallel cutting to tell compelling stories through film.
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The document is an induction assessment that asks the individual to audit their skills. It requests examples of projects or work experience demonstrating skills in areas like Mac computers, Microsoft Office programs, Photoshop, video editing and cameras. It also asks the individual to rate their confidence in each skill area from 1 to 10 and to set goals for skills they want to achieve by the end of the year.
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This document contains an induction assessment for a student. It asks the student to rate their skills and experience with various software programs and areas of moving image on a scale of 1 to 10. It then provides two assignments for the student to complete: 1) A 500-word written analysis making reference to mise en scene and camera techniques using proper terminology, and 2) Preparing flat plans for a magazine in Photoshop, including a front page using a downloaded font, and embedding the completed document on a blog.
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2. Creating a Pinterest board to collate creative ideas for elements of their music promo package like music videos, design techniques, and advertisements.
3. Analyzing at least one music video in detail for their chosen genre and uploading the analysis to their blog. They are also encouraged to analyze a second video.
4. Counting the shots in a music video from their chosen genre to help determine the target number of shots for
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The document is an initial skills analysis for a media course, where the student rates their confidence with various skills and software on a scale from 1 to 10. It asks the student to comment on their ratings and list 4 skills they hope to develop by the end of the course.
Section a 1 (b) advice sheet
This document provides guidance for answering a 25 mark question relating a media production to a key media concept. To achieve the highest level, candidates must [1] demonstrate a clear understanding of the key concept and relevant media theory and relate it to specific elements of their production, [2] offer a broad range of examples linking the production to theory using conceptual language, and [3] write in a clear, fluent style using appropriate terminology and good grammar. The document recommends focusing on one production, addressing the question and using theory, and following a Point-Evidence-Analysis-Link structure to make specific, relevant points.
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Section A 1 (a) advice sheet
This document provides guidance for a 25 mark question evaluating skills development from Foundation to Advanced Portfolio. It outlines the requirements to achieve a level 4 answer including demonstrating progression, reflective examples, and fluent evaluation. Candidates must address the specific production practices in the question using media terminology. Final key points emphasize timing the answer, directly addressing the question using a P-D-Q structure, and including a range of relevant examples.
A2 portfolio checklist
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The document provides an introduction to key concepts for analyzing music videos, including six features identified by Andrew Goodwin and discussing genre, audience, narrative, and representation. Students are instructed to choose a music video, analyze it using these concepts in a blog post, and may include images and embed their slideshare analysis. The concepts are genre characteristics and their relationship to music and visuals, the demands of record labels, references to looking, and intertextuality. Students should discuss the music video's genre, intended audience, narrative elements like time and any enigmas, and how any stereotypes or the star image are represented.
Get Ahead at A2
HSFC Sally Pickford
Here are a list of tasks which are to be completed and posted onto your blog during the A2 progression period.
Evaluation
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G324 coursework checklist
- 1. G324 ADVANCED PORTFOLIO IN MEDIA 2014 Complete On blog Research 2 x detailed analysis 2 x digipak analysis 2 x advert analysis 9 Frame analysis Evidence and discussion of primary audience research Audience profile Pinterest board to collate ideas for video. Experimentation of Photoshop techniques Planning Storyboard Animatic Lyrics breakdown Permission request Initial ideas Treatment sheet Call sheet Shot list/shooting schedule Risk assessment Casting Costume/props Recce shots Draft ancillary plans Calendar of filming dates Construction Rough cuts (at least 3) Contact sheet of photo shoot Group meetings Test footage Stages of creation of ancillary texts Font experimentation for ancillary texts Draft versions of ancillary texts *****Grade Boosters***** Complete On blog Discussion of media texts (videos/digipak/adverts) which have inspired your ideas. Draft work of versions of ancillary texts. Further audience feedback on productions. Compare and link your products to real media texts. Post video rushes on blog. Evidence of you editing in Final Cut and Photoshop. Evidence of you filming and setting up kit. Regular blog updates on progress made. Regular updates on any changes you have had to make. Ample discussion underneath each blog post. For example, discussion of strengths and areas of improvement of rough cuts and draft work. Theory application to work Discussion of brand identity between all three products