13 media q3
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The document provides guidance on how to answer Question 3 at different levels of achievement. It lists objectives of understanding how to achieve a Level 3 or Level 4 mark, considering past examples, and using new technologies. Examples of student responses are provided and categorized as Level 2, Level 3 or Level 4. The document also includes a planning template to help structure a response to Question 3 about learning from audience feedback.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
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This document provides guidance for answering an exam question about skills development in media studies. It outlines five key areas that may be addressed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity. The document advises making lists of examples for each area, including production activities, technologies used, how work was creative, different types of research conducted, conventions applied for each project, and what was involved in post-production. Preparing these lists of examples from AS and A2 coursework as well as other experiences will help craft a strong response to the exam question.
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This document outlines the requirements and timeline for an A2 Media course involving two units: G324 and G325. G324 involves creating a media portfolio combining at least two media types, along with research, planning and electronic evaluation. G325 is a written exam involving theoretical evaluation of student work and a contemporary media issue. The timeline provided gives deadlines for pitching a brief, production, and completion of ancillary media pieces and evaluation through April. Students are expected to link their work to exam requirements and concepts involving skills, genres, representation and audiences.
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This document provides learning objectives and guidance for revising film conventions in trailers, magazines, and posters. It instructs students to consider how their understanding of conventions influenced their own production work. It then recaps the structure of an exam question, including the time allotted, possible skill/technology areas that could be asked about, and the overall aim of tracking skills development throughout the course. Next, it prompts students to review blog posts on conventions used in movie trailers, such as character types, editing techniques, and technical aspects. Finally, it instructs students to revisit blog research on film magazines and posters, noting key points and screenshot examples.
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The document provides guidance and tips for revising and preparing for a media exam, including:
1) Details about mock exam dates in different time periods and the importance of punctuality.
2) Advice for the television drama section including referring to four technical areas, using examples and terminology, explaining effects, and linking to stereotypes over 45 minutes.
3) Tips for the written analysis such as including at least three examples from each technical area and explaining effects and links between elements.
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This document provides guidance for students on answering an exam question about progression in creativity and use of digital technology from AS to A2 level coursework. It includes examples and theories students should reference in their response. Students are instructed to identify one area of creativity in their AS and A2 work, comparing the impact. The document emphasizes using multiple examples from coursework, comparing skills in digital technology usage and how it expressed creativity. Feedback from exam moderators emphasizes limiting the response to 25-30 minutes and revising for similar practice questions.
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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.
Evaluation Feedback Sheet
Oliver Booth received a mark of 70 out of 100 for his AS coursework. He scored 16 out of 20 for planning, 39 out of 60 for construction of his main task, and 15 out of 20 for his evaluation. The evaluation comments indicate that Oliver provided proficient answers to the evaluation questions, demonstrating his understanding of conventions, representation, distribution, audience, and reflection on his work, though some answers could have benefited from more examples or been made more visual.
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This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
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This document provides guidance for a lesson that asks students to identify examples of conventions used in their coursework, evaluate one example from AS and one from A2, and discuss how their use of conventions has progressed. Students are instructed to identify at least 3 conventions used at AS and 5 at A2. For evaluation, they must identify an example, explain it, evaluate its effectiveness, and discuss how it demonstrates skills development and progression.
Question 1 a) Research & Planning
This document provides guidance for answering an exam question about developing research and planning skills from AS to A2 level coursework. It discusses key theories from Fraser and Bennett, Slater, and Wall around professionalism, organization, and learning from other media. It instructs the student to identify at least two examples demonstrating progression in these areas. Feedback is provided on defining primary, secondary, and qualitative research methods and noting what was replicated from AS to A2 based on influence from other media. The document concludes by assigning homework of drafting a 25 mark written response evaluating skill development through referenced examples, with 1 week to complete.
Using real media conventions
This document provides guidance for summarizing the progression of skills and understanding of real media conventions from AS to A2 levels. It suggests discussing how basic skills like textual analysis, shot types, and genre knowledge developed between preliminary and main tasks. Features of print like layout, images and video like editing should be analyzed. Theorists like semiotics can relate decisions to genre expectations. Continuity across platforms is key. Being reflective on how conventions shaped the quality and genre fit of final productions is important.
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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.
Real media texts
This document provides guidance to students on how to structure their answer for an exam question about using conventions of real media texts in their coursework productions. It recommends:
1. Splitting the answer into three stages of production - pre-production, production, and post-production - and listing examples from each stage.
2. Highlighting the key examples from each production stage that will be discussed in the essay.
3. Writing an introduction that answers the exam question, briefly outlines productions from AS and A2 years, and explains the essay structure.
4. Using PDQ paragraphs with a Point, Data, and link to the Question in analyzing examples from each production stage.
Question 1 b) media language
This document provides guidance for students on preparing for an exam question on media language. It defines key terms like denotation and connotation and emphasizes describing specific examples from productions using codes and conventions. Students are instructed to analyze their trailer and ancillary products for non-verbal codes, technical codes, verbal codes, denotations and connotations. A practice question requires students to analyze one of their coursework productions in relation to media language over 25 marks. Homework is to complete a media language question in preparation for the exam.
Question 1 a) Post-Production
This document provides guidance for answering an exam question about progression in post-production skills from AS to A2 level coursework. It instructs students to identify three examples from their work demonstrating progression in editing/photo manipulation, audience feedback methods, and evaluation. Students are advised to plan what examples they will discuss and to answer using the PEA paragraph structure. They should refer to a range of examples over time to show how their post-production skills developed. The document establishes expectations for spending 25-30 minutes on this question with 1-2 minutes for planning and introduction, 20 minutes discussing three detailed examples comparing AS to A2 skills, and 2-3 minutes for conclusion.
Question 1a advice handout
This document provides guidance on preparing for Section A Question 1a of the G325 Critical Perspectives exam. It advises the student to quickly move from describing their production activities to analyzing and reflecting on what they learned. There are five possible topic areas for the question: digital technology, research and planning, conventions of real media, post-production, and creativity. The student should make lists of their production activities, the digital technologies used, how their work can be considered creative, the different forms of research conducted, conventions of real media explored, and their understanding of post-production. For each list, examples should be produced to back up points made in the exam. The question will focus on skills development over time and reflection on the
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The internet provides opportunities for filmmakers through crowdfunding sites like Kickstarter and IndieGoGo for production funding. Online companies like Netflix and Amazon now produce their own films and Amazon allows audiences to choose scripts for future production. The internet also aids distribution by allowing video on demand (VOD) or simultaneous online and theater releases, as evidenced by films that have used these methods successfully. Specific articles are cited that provide examples of how VOD has helped box office numbers for films.
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Film intro to multiplex and megaplex
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Future of film
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The document discusses factors that led to the decline of town center cinemas and the rise of the multiplex in the UK film industry. Sociological factors like strikes and economic recession negatively impacted audiences and reduced box office sales. This weakened town center cinemas. Meanwhile, the rise of blockbuster films drew large audiences and profits, encouraging film institutions to embrace new technologies. The multiplex offered audiences new amenities and blockbusters special effects, leading multiplexes to replace town center cinemas as the dominant film venue in the UK.
Research on the codes and convention of a digipak
The document discusses the codes and conventions of a digipak, which is a cardboard packaging for CDs or DVDs with an internal plastic holder. It describes the typical elements found on the front, back, inside, and barcode of a digipak. The front usually displays the artist and album title as well as imagery relating to their brand. The back typically includes another image, track listing, copyright information, and record label logos. The inside panels commonly feature additional background images, song lyrics, credits, and behind-the-scenes photos. Overall, the digipak aims to promote the artist and their music through visual elements that establish their brand and encourage fans to buy their album.
Emergence of Blockbuster
The document discusses factors that led to the emergence of blockbuster movies in Hollywood. Key factors included the decline of the film industry prior to the 1970s, the success of films like The Godfather and Jaws which demonstrated that large profits could be made from a single film, and the rise of new technologies and marketing strategies for wide releases and franchises like Star Wars. These breakthrough hits established the blockbuster model that studios use today to seek huge box office revenues from major films.
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This document contains letters and forms from an applicant seeking to participate in a private financial opportunity. It includes: a cover letter listing the enclosed documents; an understanding of the program rules; an affidavit requesting information and confirming the applicant's identity and source of funds; a client information sheet providing details about the applicant's corporation and officers; a corporate resolution authorizing an officer to represent the corporation; a letter of exclusivity granting the program manager exclusive rights to work with the applicant's funds for 3 months; and a letter of intent to participate in the program.
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- 1. Objectives: To understand how to address this question to achieve a LEVEL 3 and LEVEL 4 mark To consider past examples and consider ways new technologies can be used to present this question to moderators. Make progress by planning your response and peer assessing Q3: What have you learnt from your audience feedback?
- 2. Examples http://blogs.grammar.sch.gg/gabriellesmith/ http://queenie9.wix.com/zaynahdeecassi#!__qu estion-1 http://blogs.grammar.sch.gg/00laner01/ RUBY , MAX, RAHIM and SAM HILARY, ELIAS AND AMY TURGUL, SUHAYLAH, SAM AND JAMES
- 4. Level 3 VS Level 4? Objectives: To understand how to address this question to achieve a LEVEL 3 and LEVEL 4 mark To consider past examples and consider ways new technologies can be used to present this question to moderators. Make progress by planning your response and peer assessing
- 5. Level 2/ Level 3/ Level 4? Objectives: To understand how to address this question to achieve a LEVEL 3 and LEVEL 4 mark To consider past examples and consider ways new technologies can be used to present this question to moderators. Make progress by planning your response and peer assessing
- 6. Planning a Q3 Response: What have you learnt from your audience feedback? How will I present this answer? When did I receive feedback? What IMPACT did this feedback have on my work? What feedback did they give? Which points were most relevant?