This document summarizes the history and styles of music videos. It discusses early styles like in-concert videos and animation. It also covers narrative videos and parody/pastiche videos. The document then outlines the influence of MTV in the 1980s and innovations like Michael Jackson's "Thriller" video. It concludes by noting the impact of computer animation, Dire Straits' "Money For Nothing" video, and the internet/YouTube on the distribution and styles of modern music videos.
The document provides guidance for students on completing the evaluation section of their foundation media portfolio. It includes prompts for the student to discuss how they used and developed conventions of genre and opening sequences in their media product, how they represented social groups, what type of institution might distribute their product, who their target audience is, how they addressed this audience, the technologies they learned, and what they learned from their preliminary task to the full product. The student is directed to include examples, discuss their process, and make their responses visual.
This document outlines areas to focus on for an exam, including media language, genre, narrative, representation, and audience. It recommends practicing constructing responses by drafting 2 essays for each area ahead of time. It also provides guidance on essay structure, suggesting introducing the project, target audience, applying 1-2 relevant theories, and concluding.
The A Level Media Studies course aims to help students understand the huge impact of media on daily lives and provide practical skills in using new technologies that are important for many careers. It offers experience with software like iMovie and Photoshop, examines contemporary media issues, and involves practical productions and written analysis. Assessment includes examinations of media representations, industries, and theories, as well as coursework involving practical productions. The course has good resources and experienced teachers, and students generally enjoy it and achieve good results.
This project examines how films are remade over time by analyzing three versions of the same story released in different decades. It considers how the remakes update themes, characters, and settings to reflect the social contexts of their eras. Key findings include that more recent remakes included stronger female leads and themes of empowerment compared to older versions from the 1930s and 1950s.
This document contains a list of filmmaking and cinematography terms related to various elements of production including lighting, camera techniques, editing, sound, and more. Key areas covered include shot types, lighting styles, editing techniques, sound design elements, and other technical terms used in filmmaking and media analysis.
This document discusses the music industry and how media industries target audiences. It notes that music videos now typically cost between $15,000 and $50,000, more than in previous eras. Artists should research their target audiences in terms of age, gender, ethnicity and interests to better appeal to fans. Media industries use tactics like celebrity cameos, popular messages, controversial imagery and viral content to attract audiences. The document also recommends artists get feedback from peers on works-in-progress to improve audience understanding and engagement.
This document summarizes the history and styles of music videos. It discusses early styles like in-concert videos and animation. It also covers narrative videos and parody/pastiche videos. The document then outlines the influence of MTV in the 1980s and innovations like Michael Jackson's "Thriller" video. It concludes by noting the impact of computer animation, Dire Straits' "Money For Nothing" video, and the internet/YouTube on the distribution and styles of modern music videos.
The document provides guidance for students on completing the evaluation section of their foundation media portfolio. It includes prompts for the student to discuss how they used and developed conventions of genre and opening sequences in their media product, how they represented social groups, what type of institution might distribute their product, who their target audience is, how they addressed this audience, the technologies they learned, and what they learned from their preliminary task to the full product. The student is directed to include examples, discuss their process, and make their responses visual.
This document outlines areas to focus on for an exam, including media language, genre, narrative, representation, and audience. It recommends practicing constructing responses by drafting 2 essays for each area ahead of time. It also provides guidance on essay structure, suggesting introducing the project, target audience, applying 1-2 relevant theories, and concluding.
The A Level Media Studies course aims to help students understand the huge impact of media on daily lives and provide practical skills in using new technologies that are important for many careers. It offers experience with software like iMovie and Photoshop, examines contemporary media issues, and involves practical productions and written analysis. Assessment includes examinations of media representations, industries, and theories, as well as coursework involving practical productions. The course has good resources and experienced teachers, and students generally enjoy it and achieve good results.
This project examines how films are remade over time by analyzing three versions of the same story released in different decades. It considers how the remakes update themes, characters, and settings to reflect the social contexts of their eras. Key findings include that more recent remakes included stronger female leads and themes of empowerment compared to older versions from the 1930s and 1950s.
This document contains a list of filmmaking and cinematography terms related to various elements of production including lighting, camera techniques, editing, sound, and more. Key areas covered include shot types, lighting styles, editing techniques, sound design elements, and other technical terms used in filmmaking and media analysis.
This document discusses the music industry and how media industries target audiences. It notes that music videos now typically cost between $15,000 and $50,000, more than in previous eras. Artists should research their target audiences in terms of age, gender, ethnicity and interests to better appeal to fans. Media industries use tactics like celebrity cameos, popular messages, controversial imagery and viral content to attract audiences. The document also recommends artists get feedback from peers on works-in-progress to improve audience understanding and engagement.
Advertisement and Album Cover Annotation Exampleslpgsmedia
This document provides instructions for an assignment analyzing conventions of music CD covers and advertisements. Students are asked to find examples of conventional CD covers and advertisements, one each for a solo artist and band. They should annotate the examples, identifying conventions and explaining how they relate to the artist's persona and target audience. Examples are provided of conventions like the artist's image, song lists, and design elements that appeal to different genres and audiences.
The evaluation criteria outlines what is required for an excellent understanding and evaluation of a media production project in several key areas:
1) Understanding the target audience through research examples from the work.
2) Understanding how institutional factors like distributors may affect production with examples.
3) Demonstrating understanding of the technologies used and how they created meaning with examples.
4) Explaining how different groups are represented and if it challenges conventions, with examples.
5) Discussing the forms and conventions of genre and how they were used/developed/challenged in the work with examples.
Completion of all questions and posts is required along with specific visual examples from the work and a demonstrated understanding
The examiner provides comments on a candidate's answers to two questions on a television drama exam. For question one on gender representation, the examiner found the candidate took an integrated chronological approach but could have done more to explicitly link their analysis to gender through a wider range of examples. For question two on the music industry, the examiner felt the candidate initially did not directly address the question but later engaged with the argument through some case studies, though in a more descriptive than analytical way. The examiner assessed an overall competent response with accurate terminology for both sections.
This document provides a detailed analysis of a student's media coursework over two years producing magazines and a horror film trailer. The student discusses how researching existing media texts helped them develop their skills and apply techniques from real examples. They analyzed magazines, trailers, posters and films to inform the layout, editing, symbols and genre conventions used in their own horror trailer. Researching techniques like camera angles, lighting and pacing allowed the student to subvert some conventions and create an engaging trailer that has been viewed over 4,000 times on YouTube. The analysis explains how applying genre conventions and creative variations helped make their media pieces recognizable while putting their own spin on the horror genre.
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.
A Level Media Studies aims to (1) provide students with an understanding of how the media impacts daily life in today's digital world and (2) equip students with skills in using creative software and new technologies that are increasingly important for many careers. While some claim the course is just watching films, it actually involves analyzing media texts, industries, and practical production work. Strong results and resources make it a popular option, but the course may require more independent learning compared to some other subjects. Admission typically requires at least a C grade in English GCSE.
This document provides information about the Film Studies course offered at Langley Park School for Girls. It discusses what is covered in the course, how it is designed, and the benefits of taking Film Studies. The course focuses on analyzing films from different historical, social, and cultural perspectives rather than just watching blockbuster films for entertainment. Students conduct research and practical filmmaking projects to develop their skills. Past results for the course show 100% of students received A-C grades at both AS and A2 Level.
The document provides guidance for students to create a magazine cover as an ancillary task for their film project, worth 10 marks, and due in 2 weeks. It explains that the magazine cover should be similar to their film trailer and poster in showcasing the film's settings, characters, and connection to the story. Students are instructed on including conventions of a magazine cover like the masthead, taglines, and teasers in their A4-sized design while demonstrating layout, fonts, images, and language appropriate for the chosen magazine type.
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and citing many contemporary films, also scoring high level 4 for all categories.
This document discusses several film editing techniques including jump cuts, ellipsis, shot/reverse shot, and inserts. These techniques are used to transition between scenes or shots and convey information in a concise manner through 3 sentences or less.
The document does not contain any text to summarize. It appears to be blank or missing the intended content. I am unable to generate a meaningful summary with 3 sentences or less without the actual text from the document.
This document provides a list of different camera shots and techniques including aerial shots from high angles, establishing shots, over the shoulder shots, jump cuts, crane shots, and close up shots which can be used to film a scene from different perspectives and distances.
The director Nicolas Roeg discusses how filmmakers use cinematography to tell stories and convey meaning in movies, noting that while it may seem simple, realizing he could shape meaning through visuals was a profound revelation for him as a director.
The document analyzes the student's horror film trailer coursework production in relation to genre. It discusses how the trailer fits conventions of the slasher horror subgenre through its characters, plot, editing techniques, lighting and more. Specifically, it uses stereotypical "final girl" and "scream queen" character archetypes. It also leaves the killer's identity ambiguous until the end to build suspense, as is common in slasher films. While limited by budget, the production effectively utilizes genre codes and signifiers to situate itself within the horror genre for audiences.
The document analyzes the student's horror film trailer coursework production in relation to genre. It discusses how the trailer fits conventions of the slasher horror subgenre through its characters, plot, editing techniques, lighting and more. Specifically, it uses stereotypical "final girl" and "scream queen" character archetypes. It also leaves the killer's identity ambiguous until the end to build suspense, as is common in slasher films. While limited by budget, the production effectively utilizes genre codes and signifiers to situate itself within the horror genre for audiences.
The document discusses several key aspects of the film industry, including media conglomerates, synergy and cross-media convergence, new media technologies, and the production cycle of films. It notes that massive media companies own film studios, TV stations, music labels, and other assets, allowing them to synergistically market and distribute films across their various subsidiaries. New technologies have enabled more ways for audiences to consume films at home or on the go through devices. The four stages of a film's life are production, distribution, exhibition, and marketing.
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
This document summarizes the Film Studies course offered at Langley Park School for Girls. The course involves an in-depth study of films from historical, economic, and social perspectives. Students closely analyze selected films and do not just watch blockbuster entertainment. They study concepts like film stars and how films are marketed. The course also includes practical filmmaking skills and producing a short film. It is assessed through coursework, essays, and exams covering areas like film forms, industries, and critical analysis. Past results have shown high rates of students receiving A-C grades. Film Studies provides academic and analytical skills compared to similar but more practical media courses.
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
Advertisement and Album Cover Annotation Exampleslpgsmedia
This document provides instructions for an assignment analyzing conventions of music CD covers and advertisements. Students are asked to find examples of conventional CD covers and advertisements, one each for a solo artist and band. They should annotate the examples, identifying conventions and explaining how they relate to the artist's persona and target audience. Examples are provided of conventions like the artist's image, song lists, and design elements that appeal to different genres and audiences.
The evaluation criteria outlines what is required for an excellent understanding and evaluation of a media production project in several key areas:
1) Understanding the target audience through research examples from the work.
2) Understanding how institutional factors like distributors may affect production with examples.
3) Demonstrating understanding of the technologies used and how they created meaning with examples.
4) Explaining how different groups are represented and if it challenges conventions, with examples.
5) Discussing the forms and conventions of genre and how they were used/developed/challenged in the work with examples.
Completion of all questions and posts is required along with specific visual examples from the work and a demonstrated understanding
The examiner provides comments on a candidate's answers to two questions on a television drama exam. For question one on gender representation, the examiner found the candidate took an integrated chronological approach but could have done more to explicitly link their analysis to gender through a wider range of examples. For question two on the music industry, the examiner felt the candidate initially did not directly address the question but later engaged with the argument through some case studies, though in a more descriptive than analytical way. The examiner assessed an overall competent response with accurate terminology for both sections.
This document provides a detailed analysis of a student's media coursework over two years producing magazines and a horror film trailer. The student discusses how researching existing media texts helped them develop their skills and apply techniques from real examples. They analyzed magazines, trailers, posters and films to inform the layout, editing, symbols and genre conventions used in their own horror trailer. Researching techniques like camera angles, lighting and pacing allowed the student to subvert some conventions and create an engaging trailer that has been viewed over 4,000 times on YouTube. The analysis explains how applying genre conventions and creative variations helped make their media pieces recognizable while putting their own spin on the horror genre.
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.
A Level Media Studies aims to (1) provide students with an understanding of how the media impacts daily life in today's digital world and (2) equip students with skills in using creative software and new technologies that are increasingly important for many careers. While some claim the course is just watching films, it actually involves analyzing media texts, industries, and practical production work. Strong results and resources make it a popular option, but the course may require more independent learning compared to some other subjects. Admission typically requires at least a C grade in English GCSE.
This document provides information about the Film Studies course offered at Langley Park School for Girls. It discusses what is covered in the course, how it is designed, and the benefits of taking Film Studies. The course focuses on analyzing films from different historical, social, and cultural perspectives rather than just watching blockbuster films for entertainment. Students conduct research and practical filmmaking projects to develop their skills. Past results for the course show 100% of students received A-C grades at both AS and A2 Level.
The document provides guidance for students to create a magazine cover as an ancillary task for their film project, worth 10 marks, and due in 2 weeks. It explains that the magazine cover should be similar to their film trailer and poster in showcasing the film's settings, characters, and connection to the story. Students are instructed on including conventions of a magazine cover like the masthead, taglines, and teasers in their A4-sized design while demonstrating layout, fonts, images, and language appropriate for the chosen magazine type.
This examiner's comments summarize the performance of Candidate C on two film analysis questions. For Question 1, the examiner praised the candidate's fluent and sophisticated response that combined analysis with technical examples to discuss representations of class and status in the extract. The analysis was sustained and covered all technical aspects at a high level 4 criteria. For Question 2, the examiner noted the candidate cited a range of good examples contrasting different contexts with accurate terminology, showing knowledge of distribution, marketing practices and citing many contemporary films, also scoring high level 4 for all categories.
This document discusses several film editing techniques including jump cuts, ellipsis, shot/reverse shot, and inserts. These techniques are used to transition between scenes or shots and convey information in a concise manner through 3 sentences or less.
The document does not contain any text to summarize. It appears to be blank or missing the intended content. I am unable to generate a meaningful summary with 3 sentences or less without the actual text from the document.
This document provides a list of different camera shots and techniques including aerial shots from high angles, establishing shots, over the shoulder shots, jump cuts, crane shots, and close up shots which can be used to film a scene from different perspectives and distances.
The director Nicolas Roeg discusses how filmmakers use cinematography to tell stories and convey meaning in movies, noting that while it may seem simple, realizing he could shape meaning through visuals was a profound revelation for him as a director.
The document analyzes the student's horror film trailer coursework production in relation to genre. It discusses how the trailer fits conventions of the slasher horror subgenre through its characters, plot, editing techniques, lighting and more. Specifically, it uses stereotypical "final girl" and "scream queen" character archetypes. It also leaves the killer's identity ambiguous until the end to build suspense, as is common in slasher films. While limited by budget, the production effectively utilizes genre codes and signifiers to situate itself within the horror genre for audiences.
The document analyzes the student's horror film trailer coursework production in relation to genre. It discusses how the trailer fits conventions of the slasher horror subgenre through its characters, plot, editing techniques, lighting and more. Specifically, it uses stereotypical "final girl" and "scream queen" character archetypes. It also leaves the killer's identity ambiguous until the end to build suspense, as is common in slasher films. While limited by budget, the production effectively utilizes genre codes and signifiers to situate itself within the horror genre for audiences.
The document discusses several key aspects of the film industry, including media conglomerates, synergy and cross-media convergence, new media technologies, and the production cycle of films. It notes that massive media companies own film studios, TV stations, music labels, and other assets, allowing them to synergistically market and distribute films across their various subsidiaries. New technologies have enabled more ways for audiences to consume films at home or on the go through devices. The four stages of a film's life are production, distribution, exhibition, and marketing.
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
This document summarizes the Film Studies course offered at Langley Park School for Girls. The course involves an in-depth study of films from historical, economic, and social perspectives. Students closely analyze selected films and do not just watch blockbuster entertainment. They study concepts like film stars and how films are marketed. The course also includes practical filmmaking skills and producing a short film. It is assessed through coursework, essays, and exams covering areas like film forms, industries, and critical analysis. Past results have shown high rates of students receiving A-C grades. Film Studies provides academic and analytical skills compared to similar but more practical media courses.
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.