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
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
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”
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 Construction• 20 marks Evaluation
timeframe and equipment• time to build skills• time to research and plan• time to shoot and edit• access to cameras, edit program, online resources
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
http://candiasthriller11.blogspot.com/ Blog hub
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
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
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
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 feedback• realistic expectations
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 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
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
Feedback• On pitch, moodboard, storyboard, animatic, rough cut and ﬁnal video• Keep evidence of feedback and note your response to it
Step 6: production• limiting timeframe for camera loan• ensuring process is recorded• extra audio capture e.g. voice memo on phone• students becoming directors...
The Shoot• Check your equipment• Plan people, places, props and costumes• Practice• Rehearse your actors• Pay attention to your audio as well as visuals
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
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
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.
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.
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.
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.
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.
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
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
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