This document provides instructions for students to create film posters and give peer feedback on draft posters. Students are paired up to create a list of elements that should be included in a film poster. They are then instructed to peer review a classmate's draft poster by noting any errors, how clear the meaning is, the intended audience, photography and design quality, and suggestions for improvements. The document outlines the steps for students to rotate reviewing draft posters and receiving feedback to incorporate.

1. (Cross-)Marketing Film:(Cross-)Marketing Film:
Refresh, redraft, research,Refresh, redraft, research,
rebootreboot

2. Total Recall?Total Recall?
TWO MINUTE TASKTWO MINUTE TASK
Pair up and create (write) a list of whatPair up and create (write) a list of what
you think should be featured in a filmyou think should be featured in a film
poster.poster.
BE SPECIFIC!BE SPECIFIC!

3. Did you include…Did you include…
 Title (largest text; font orTitle (largest text; font or
typefacetypeface signifiessignifies genre)genre)
 Main star/s (‘Main star/s (‘billingbilling’)’)
 Feature ‘from the…’ director,Feature ‘from the…’ director,
writer or producer IFwriter or producer IF
associated with other hit filmsassociated with other hit films
 Reviews (star ratings, quotesReviews (star ratings, quotes
–– drop quotedrop quote?, source)?, source)
 Awards/nominationsAwards/nominations
 Film Festival/s including logoFilm Festival/s including logo
+ any award/nomination+ any award/nomination
(Cannes, TIFF, EIFF…)(Cannes, TIFF, EIFF…)
 Age rating (BBFC icon)Age rating (BBFC icon)
 TaglineTagline (crucial sales tool)(crucial sales tool)
 Main imageMain image
 Secondary image (layered)Secondary image (layered)
 Colour scheme orColour scheme or filtering/FXfiltering/FX toto
connoteconnote genregenre
 Release dateRelease date
 ‘‘Billing blockBilling block’ (credits, carefully’ (credits, carefully
formatted)formatted)
 Company logosCompany logos
 URL/s (website/s)URL/s (website/s)
 Social media icons/hashtagSocial media icons/hashtag
 QR codeQR code
We will also review to what extent you clearly considered your audience,
and reflected this through your ‘mode of address’ – how you ‘addressed’
an imaginary audience (eg tagline, humour, direct gaze)

4. We will review research (later)We will review research (later)
Consider how specific your research isConsider how specific your research is
How many examples you scrutinisedHow many examples you scrutinised
Whether you distinguished betweenWhether you distinguished between
generalgeneral poster conventions and specificposter conventions and specific
genregenre conventionsconventions
Please make sure you’ve
emailed me any research
you may wish to be
included with your
evidence – make a note
NOW to do so!

5. Hall of … Fame?Hall of … Fame?
 You will each now have a chance to peer reviewYou will each now have a chance to peer review
someone else’s poster, noting:someone else’s poster, noting:
 Any obvious errors (Any obvious errors (egeg spelling)spelling)
 How clear is the meaningHow clear is the meaning
 What audience you think this is for, and whatWhat audience you think this is for, and what
evidence you can find for thisevidence you can find for this
 How many ORIGINAL images you think there areHow many ORIGINAL images you think there are
 Mark the photography from 1 (not good) to 5Mark the photography from 1 (not good) to 5
(excellent!)(excellent!)
 Mark the technical complexity or sophistication of theMark the technical complexity or sophistication of the
Photoshop skills displayed from 1 to 5Photoshop skills displayed from 1 to 5
 Add any suggestions (up to 3) for ideas orAdd any suggestions (up to 3) for ideas or
improvementsimprovements

6. Year 10 draftsYear 10 drafts

7. Year 10 draftsYear 10 drafts

8. Year 10 draftsYear 10 drafts

9. Year 10 draftsYear 10 drafts

10. Year 10 draftsYear 10 drafts

11. Year 10Year 10
draftsdrafts

12. Steps for Peer ReviewsSteps for Peer Reviews
1. You will each review one Year 10 current draft, making
notes in the worksheet.
2. Then you will swap posters and notes sheet (this
document!) with another classmate, and if you disagree
with anything they have noted for this, or have
additional suggestions for ideas/improvements, then
write in yours on the same sheet (don’t cross anything
out!).
3. You will rotate so that, in pairs, each person gets
feedback on their current draft
4. Finally … before each of you, at the end of the lesson,
sums up the feedback you got, and what your initial
response is (do you now plan to change anything?).