6. ASSESSMENT OF
PLANNING EXAMPLE 1
Planning: 8/10
The planning for the creative artefact demonstrates excellent linking of the
materials to the textual analysis. The candidate does not make these links
explicitly but it is clear from the planning that the key issue in the creative
artefact is the idea and representation of youth.
The storyboard is hand drawn and this is a perfectly acceptable way of
presenting planning especially if it is
clearly laid out and demonstrates a wide range of shot types. There is a clear
sense of what the finished creative artefact may look like. The candidates
work is not top level 4 as there is room for improvement in the amount of
detail about other micro elelments such as costume and sound however it
looks like a document that has been used to inform the creative artefact as
opposed to a planning document produced after the creative artefact.
10. ASSESSMENT OF
PLANNING EXAMPLE 2
Planning 7/10
The planning consists of a shot list and a location report, both of
these demonstrate a link to the textual analysis but lack the
precision of level 4 planning. In the shot list there is evidence that
the candidate has a proficient understanding of how theory
works in practice and its creative application. The location report
is not as detailed as the shot list but the candidate demonstrate
their understanding of how location can inform the spectator of
meaning.
14. CREATIVE ARTEFACT
SCRIPT - ASSESSMENT
Creative artefact: 23/30
The creative artefact is at the lower end of level 4 and this is a slightly
generous mark however the layout and formatting of the work provides a
clear idea as to what is expected for the non-filmed work. The script
should be in the master script format and in places this has been
attempted though at times it moves between this and shot direction.
However meaning is apparent throughout and there is evidence of prior
learning being used as well as application of film language. This is
supported by the 9 key frames which demonstrate a higher level of
creative application and flair than the script writing. The frames illustrate
an understanding of shot types and how these generate meaning but
they should all be consistently framed in landscape and to the same size.
This lack of technical consistency does not match the description of
excellent application of appropriate production skills but is something that
can easily be addressed. Overall it is a clear example of the non-filmed
task and demonstrates the potential issues and opportunities that this
task offers.
16. MASTER SCENE
SCRIPT FORMAT
Useful links:
http://www.wjec.co.uk/u
ploads/publications/105
50.pdf
http://www.oscars.org/a
wards/nicholl/scriptsam
ple.pdf
http://filmschoolonline.c
om/sample_lessons/sa
mple_lesson_format.ht
m
17. LESSON TASKS
1) Write a paragraph outlining your creative
artefact.
•
What will it contain?
•
How does it link to your textual analysis essay?
•
How will it allow you to demonstrate your
understanding of film language and
conventions?
2) Write a paragraph outlining your planning.
•
What planning tasks will you complete?
•
How does it link to your essay?
•
How will it demonstrate your understanding of
key concepts?
3) Begin work on your planning task.
Resources are on the
Film Studies blog
nealewadefilmstudies.
blogspot.com on the
Foundation Portfolio
page.
All resources
including the
exemplar coursework
portfolios can be
found in Student
Share>Media>AS
Film Studies.
