Advanced media portfolio guidance task sheets and criteria 2015

1. Advanced Media Portfolio – guidance notes
Set brief:
1. A promotionpackage forthe release of analbum, to include amusicpromovideo,togetherwithtwoof the
followingthree options:
 a website homepageforthe band;
 a cover forits release aspartof a digipak(CD/DVDpackage);
 a magazine advertisementforthe digipak(CD/DVDpackage).
EvaluationQuestions: youshouldbe thinkingabout these throughout the entire productionprocess
1. In whatwaysdoesyourmedia productuse,develop orchallengeformsand conventionsof realmedia
products?
2. Howeffective is the combination of yourmain productand ancillary texts?
3. Whathaveyou learned fromyouraudiencefeedback?
4. Howdid you use media technologiesin the construction and research,planning and evaluation stages?
Marking:
Thisunitis markedoutof a total of 100:
20 marks forthe planningandresearchanditspresentation –itmust be presentedelectronically.
60 marks forthe construction – 40 for maintask. 10 marks eachfor the ancillarytexts.
20 marks forthe evaluation –thismustbe evaluatedelectronically
Marksare allocated individually so if you are in a group it is really importantthatyou all pull yourweight!
Tasks tocomplete inthe Planning and Researchphase: note that everything must be blogged. So, you
must be able to add images and hyperlinks, embed video, scan in storyboards and shot lists etc. All tasks set below are
minimum requirements. Do more, and you will impress your assessors (and that has to be good).
Remember, the best blogs always:
1. Use appropriate language and tone – including correct spelling, grammar and use of capitals
2. Have useful hyperlinks that work
3. Have interesting posts that combine text,images, sound and/or video and are correctly timed and dated
4. Are easy to navigate and are ‘uncluttered’ – so name every post and have an archive at the top of your blog.
5. Have the full names and exam numbers of all membersof the group that is easy to find (ie near the top)
6. Include both draft and finished versions of all your planning, construction and evaluation tasks
Form, Genre and contextual research:
 Carry out initial researchintoMusicVideos.Whatmakesamusicvideoa musicvideo? Whataboutits
history?Whatare the landmarkmusicvideos?Whichartists?Whichdirectors?Conducta‘director’s study’
and postit to the blog.At least one director’sstudy per person.
 Textual analysisof existing musicvideo examples.Use ‘Goodwin’sSix’butalso payparticularattentionto
camerawork,editing,mise-en-sceneandlighting.How dothese elementsworktogether tocreate meaning?
Is ita narrative,performance orconceptbasedvideo,ora mixture?Give detailonthis.Whatnarrative

2. techniquesare employed?Analyse the performance.Whatisthe concept?How successful isitas a video
and why?What do youlike aboutitand why?Isthere anythinghere thatyoumightuse as inspirationfor
your ownwork? At least three examplesper person.
 Previousstudentexamples –analyse andcomment.Summarisestrengthsandweaknesses.Make general
commentsaboutthingsyouwill tryto avoidandwhat youmighttry to achieve. Embedinyourblogpostif
possible. Atleasttwo examplesper person.
 Researchand textual analysisforancillarytexts.Analyse differentexamplesof digipaks,websitesor
advertising(dependingonwhatyouplanto do).What are some of the commonconventions?Isthere aUSP
(unique sellingpoint)? Howisitattemptingtocommunicate to itsaudience? Isthere aconsistentdesign
aesthetic?Whatfontstylesandsizesare used?Whatabout the colourpalette? Use screengrabsandimages
and annotate yourwork. One blogpost per person, per text.
Audience research:
 Whois your target audience? Design,create anddistributeaquestionnaire,use anonline poll orcarryout a
focusgroup.You needto collectandprocessvaluable dataaboutyouraudiences’knowledge andtastes –
whatis theirdemographicprofile?Whatis theirpsychographicprofile? Remember,youdonotalwayshave
to followeverythingyourtargetaudience saysbutithelpstolistentothemandact on theirpreferencesto
effectivelyaimyourproductat youraudience. How will yougainaudience feedback onyourthree texts?
What questionsdoyouwantanswered?How will youtackle thisquestioninthe evaluation?Whatevidence
will youhave tosupport? Detailed blogpostson both audienceresearch youhave conducted (during
planningphase) andaudiencefeedback youhave collected (duringconstructionphase).
Brainstorming:
 Include possible ideas,narrative techniques,cameratechniques(type, movement,angle),settingsand
locations,lightingsetup’s,costumes,props,editingpace andtransitionsetc.Use sketchesanddiagramsas
well aswords.The importantthinghere isto come up with loadsof ideas.Considerthe opinionsof all in
your group. Thendevelopyourideasfurther.Carefullyconsiderwhatispossible withthe variousconstraints
youare workingunder.Eg:budget,time,technology.Rememberthatyouneedtocome up witha simple
and effective ideawhichcanbe completedwithinthe limitsof the technology. Oneblogpostthat includes
scansof initial brainstormingpages.
 Consider,discussandassign possible rolesincluding:storyboardartist,cameraoperator,director,editor,
sounddesign,continuity,actor,setdesigner,props, costume design,lighting,special effects,make-up.
Workloadshouldremainequitablethroughoutthe productionandremember; filmmakingisa collective
process so pullingyour weightin your group is vital to the success of your film. Thismeansa numberof the
above roleswill and mustbe shared.Forexample itisessential thateverygroupmemberisable toshoot
some footage,downloadittoa computerandeditsome footage. Oneblogpost detailingthedivisionof
labourin your group.
Storyboards:
 You do notneedto sketch individual storyboards.Youonlyneedtocreate one storyboard per group.
However,itshouldbe of a highstandardand not justa rough draft.Nostick figures. Sketchesshouldgive an
accurate indicationof compositionand framing.Use pencil firstandadd inkor colourlater.Use arrowsto
indicate movementof characters,objectsorthe camera.Numberyourshotsand include notesonediting,
soundand approximate timings. Yourgroupwill not get access to a camera until you have OK’d your
storyboard with your teacher. There isa goodreasonfor this – generallyif youshootwithoutaplanyou
tendto shootrubbishandwaste time thinkingaboutwhattoshoot. By the time you geta camera you
shouldhave everyshot set-upplanned.Thisdoesn’tmeanyoucan’t,or shouldn’t,shootmaterialthatisn’t
storyboarded.Greatideascancome ‘on the set’and improvisedshotscanbe effective butthe bulkof your
material shouldbe well plannedandwell storyboarded. Oneblogpostthatincludeseither scanned
storyboards,or a animaticofthose storyboards(stillsina powerpointslideshowwithsoundor filmedwith
soundor voiceover descriptionincluded)

3. Shot lists:
 These are essential if youwantawell organisedshootandare particularlyimportantfor forwardplanning
and continuity.You shouldcreate one of these foreachlocationor scene soyou know exactlywhatis
neededintermsof equipment(tripod,dolly,lights,cellophane),actors,extras,props,costumes. Oneblog
post withscanned shotlists (oras a table)
Rememberyour objectives:
 create a highly effective musicvideousingappropriate codesandconventions
 create a seamlessportfoliowithaconsistentdesignaestheticacrossthe mainand ancillarytexts
 showgood,throughto advanced,skillsinall relevanttechnologies
 create a visuallyinteresting,thoughtful andreflective evaluationof yourwork
Initial deadlines:
All planning and research tasks, as above – Friday 9th
of October.
All Principal photography/filming finished - Friday 2nd
of November
All draft construction work (including ancillary texts) complete by Friday 27th
November
Further Deadlines will be given in December for Final Submissions and
Evaluations
Work hard, be organisedand remain focussedinthe planningphase. This will make filmingfar more productive
and enjoyable.
Planningand Research accounts for 20% ofyour final production grade so make sure you do it well.These are the
‘easy’marks!

4. Marking Criteria: Level3 and Level 4 criteria included as 2 or lower is not acceptable – you will re-do it!
Planning and Research
Level 3 12–15 marks
There is proficient researchinto similar products and a potential target audience.
There is proficient organisationof actors, locations, costumes or props.
There is proficient work onshotlists, layouts, drafting, scripting or storyboarding.
Time management is good.
There is a goodlevel of care inthe presentationof the research andplanning.
There is proficient skill inthe use of digital technologyor ICT inthe presentation.
There are proficient communicationskills.
Level 4 16–20 marks
There is excellent researchintosimilar products anda potential target audience.
There is excellent organisation ofactors, locations, costumesor props.
There is excellent workon shotlists, layouts, drafting, scripting or storyboarding.
Time management is excellent.
There is anexcellent level ofcare in the presentationof the research and planning.
There is excellent skillinthe use of digital technologyor ICT inthe presentation.
There are excellent communication skills.
Construction: Film/Video
Level 3 24 – 31 marks
The candidate is expectedto demonstrate proficiencyinthe creative use ofmost ofthe followingtechnical skills:
 holdinga shot steady, where appropriate;
 framing a shot, includingandexcluding elements as appropriate;
 using a varietyof shot distances as appropriate;
 shootingmaterial appropriate to the taskset;
 selectingmise-en-scène including colour, figure, lighting, objects andsetting;
 editing so that meaningis apparent to the viewer;
 using variedshot transitions, captions andother effects selectivelyandappropriatelyfor the task set;
 using soundwith images andeditingappropriatelyfor the task set.
Where a candidate has worked ina group, a proficient contributionto constructionis evident.
Level 4 32 – 40 marks
The candidate is expectedto demonstrate excellence inthe creative use of most of the following technicalskills:
 holdinga shot steady, where appropriate;
 framing a shot, includingandexcluding elements as appropriate;
 using a varietyof shot distances as appropriate;
 shootingmaterial appropriate to the taskset;
 selectingmise-en-scène including colour, figure, lighting, objects andsetting;
 editing so that meaningis apparent to the viewer;
 using variedshot transitions, captions andother effects selectivelyandappropriately;
 using soundwith images andeditingappropriatelyfor the task.
Where a candidate has worked ina group, anexcellent contributionto constructionis evident.
Evaluation:
Level 3 12–15 marks
There is proficient understanding of the forms andconventions usedinthe productions.
There is proficient understanding of the role anduse ofnew media in various stagesof the production.
There is proficient understanding of the combinationof mainproduct andancillarytexts.
There is proficient understanding of the significance of audience feedback.
There is proficient skill inchoice ofform in whichto present the evaluation.
There is proficient abilityto communicate.
There is proficient use of digital technologyor ICT in the evaluation.
Level 4 16–20 marks
There is excellent understanding of the forms and conventions usedinthe productions.
There is excellent understanding of the roleand use of new media invarious stages of the production.
There is excellent understanding of the combination ofmain product andancillarytexts.
There is excellent understanding of the significance of audience feedback.
There is excellent skillinchoice of form inwhichto present the evaluation.
There is excellent abilityto communicate.
There is excellent use of digitaltechnologyor ICT inthe evaluation.