A11
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This document contains information from 3 students about forming a group project. Each student lists their strengths they bring to the group, individual targets to improve working in a group, and their preferred genre for the project. The strengths include skills like camera work, technology knowledge, creativity, editing, and being a hard worker. Individual targets center around time management, attendance, effort, focus, and motivation. The preferred genres are drama, horror/thriller, and drama.
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A student evaluated their experience planning a dialogue for an induction assignment in film school. They worked in a group to choose a dialogue between a mother and son. In planning the dialogue, the student learned about using different camera shots like panning shots to show a character's actions or set a mood. Planning involved deliberating with the group to choose one dialogue and considering how to utilize camera techniques.
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The document summarizes an induction task that required producing a plan for a 2-minute film involving a character arriving at a door, crossing a room, sitting in a chair, and exchanging dialogue. The student's group chose a dialogue between a mother and son. They storyboarded various camera shots including a panning shot of a character walking to the door, a point-of-view shot from the mother's perspective, and close-ups of characters' faces. The student then edited the film together in Final Cut, applying effects and arranging shots on the timeline.
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Assignment 3
The document discusses the drama genre in film. It notes that the purpose of drama is to get audiences thinking and convey moral messages or address controversial issues. Common conventions include depictions of single parents, abuse, violence, illness, and addiction. The genre first emerged in the late 1800s as a way to seriously address topics without offense. Examples of classic dramas from different decades are provided. The document also discusses drama subgenres like teen drama and crime drama, and notes hybrid genres can mix drama with other genres for interest.
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Media evaluation old
A student evaluated their experience planning a dialogue for an induction assignment in film school. They worked in a group to choose a dialogue between a mother and son. In planning the dialogue, the student learned about using different camera shots like panning shots to show a character's actions or set a mood. Planning involved deliberating with the group to choose one dialogue and considering how to utilize camera techniques.
Media evaluation for preliminary task
The document summarizes an induction task that required producing a plan for a 2-minute film involving a character arriving at a door, crossing a room, sitting in a chair, and exchanging dialogue. The student's group chose a dialogue between a mother and son. They storyboarded various camera shots including a panning shot of a character walking to the door, a point-of-view shot from the mother's perspective, and close-ups of characters' faces. The student then edited the film together in Final Cut, applying effects and arranging shots on the timeline.
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The document discusses using silent debates and discussions to promote effective learning. It argues that silent debates encourage reflection, analysis, interpretation, and collaboration between learners. The document provides tips for implementing silent debates from KS1 through post-16, including starting with less contentious topics, building up expectations gradually, and having learners justify and explain their feelings. Silent debates support personalised and meaningful learning through dialogue and requiring active participation from all learners.
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The document provides research and information on themes related to drink spiking, including different drugs used, their effects, statistics on victims, and newspaper articles about victims. It discusses Rohypnol and Ketamine as common drugs used for drink spiking and their symptoms like slurred speech, confusion, and paralysis. Statistics show a rise in reported victims over the years, with over 9,000 reports total and over 600 reports in 2007 alone. Newspaper articles can provide real examples of victims, such as those who have died after being drugged.
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This document provides a list of movies distributed by Film 4 between 1994 and 2011. It includes the movie title, year of release, any other production or distribution companies involved, and a placeholder for a cover image. Some of the movies distributed include 127 Hours (2010), The Iron Lady (2011), The Lovely Bones (2009), Four Weddings and A Funeral (1994), and East Is East (1999). The list shows Film 4's role in distributing independent British films over nearly two decades.
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Assignment 3
The document discusses the drama genre in film. It notes that the purpose of drama is to get audiences thinking and convey moral messages or address controversial issues. Common conventions include depictions of single parents, abuse, violence, illness, and addiction. The genre first emerged in the late 1800s as a way to seriously address topics without offense. Examples of classic dramas from different decades are provided. The document also discusses drama subgenres like teen drama and crime drama, and notes hybrid genres can mix drama with other genres for interest.
Evaluation powerpoint question 2
Our main character does not clearly belong to a social group as she is portrayed as an outcast. Previously she was a typical working class teenager, but now she uses alcohol to cope with her isolation. The film represents her changing social status through changes in her costume from formal black clothes to ripped tights and a loose army jacket. Her facial expressions and body language shown through various shot types depict her unhappiness and depression.
Draft 3 - Research and Planning
This document contains Fatou Panzout's candidate number and color code, followed by storyboards summarizing scenes in her opening sequence. The sequence follows Sophie, a teenage alcoholic, as she sits by steps drinking, takes a bus where she is verbally abused, walks through a shopping center having a flashback, walks alone and gets drunk, bumping into a boy. It then shows her waking up in a mysterious room and leaving. The document analyzes conventions used and targeted audience. It also lists similar films and potential filming locations and costumes for characters before and after shots.
Draft 5 planning
This document contains a draft storyline and planning details for a project. It lists candidates' names and numbers, provides a timeline of events involving the character Sophie drinking and having flashbacks, and includes sections for storyboarding, scripting, selecting similar products, conventions, target audience, locations, and descriptions of characters and their costumes/props.
Assignment 9
This summary analyzes the opening sequence of the 1962 film "To Kill a Mockingbird".
1) The sequence begins by zooming in closely on a child's toys, creating mystery and intrigue for the audience. Various film techniques like extreme close-ups and canted angles are used to disorient the viewer.
2) Shots of a clock and the child's activities indicate the setting is a bedroom, with artificial lighting. A bird drawing represents the film's title.
3) The sequence has a slow pace and uses continuity editing with matching shots. It follows the child's actions chronologically but leaves questions about their identity and role in the larger story.
4) Analyzing the
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The document provides details for an assignment involving a group planning session, listing the names of 4 students and their student IDs. It also includes a timeline, discussions of genre and target audience, and considerations around locations, risks, and other production elements for a short film.
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The document provides details for a research and planning project including a timeline, storyboard, script, shotlist, target audience, locations, characters, costumes and props. The main character is a teenage girl struggling with alcohol abuse and the target audience is ages 15+ of any gender, social class or sexuality. Locations include public places like a park, shop and bus. Costumes and props were chosen to represent the characters' social classes and situations.
Assigneny 12
This document provides information for an opening sequence for a drama film. It includes descriptions of 3 main characters - a teenage girl, her mother, and a doctor. It also outlines the setting, conventions that will be used, potential titles, and intended audience. The sequence will show a typical family brought together by the girl's terminal illness caused by her excessive drug and alcohol abuse at parties.
Assignment 10..
The document summarizes the opening credits of the 1994 film Forrest Gump. It provides details about the style, length, fonts, colors, and animations used in the opening sequence over the course of 2 minutes and 43 seconds. It then lists the 21 credits that appear throughout the opening, including the distribution company, production company, main actor, director, and other positions. Each credit includes the time it appears and information about the person or role being credited.
Group 5 media presentation draft 2
Group 5 has outlined their initial ideas and strengths for their class assignment. Rianne, Helen, Maria, and Marisha each identify their individual strengths such as attention to detail, photography skills, listening skills, and creativity. They also list individual targets like completing tasks on time and remaining organized. The group targets are to meet biweekly to discuss progress and keep consistent records. Their chosen genre is drama/thriller.
Group 5 media presentation draft 2
Group 5 has outlined their initial ideas and strengths for their class assignment. Rianne, Helen, Maria, and Marisha each identify their individual strengths such as attention to detail, photography skills, listening skills, and creativity. They also list individual targets like completing tasks on time and remaining organized. The group targets are to meet biweekly to discuss progress and keep consistent records. Their chosen genre is drama/thriller.
Assignment 11
This document contains introductions from four students - Pamela, Jodie, Monae, and Amy - who will be working in a group together. Each student lists their strengths and individual targets for working well in the group. Their preferred genres include horror, abuse drama, drama, and psychological drama. The group targets are to meet deadlines, meet at least 2-3 times per week, and work as a group. The consequence for not meeting group targets is a next day deadline or first warning. The group's chosen genre is thriller drama with psychological elements.
Assignment 11
The document outlines contributions and targets for a group project from three students - Russ, Nicole, and Abigail. Russ contributes ideas and enthusiasm. Nicole contributes creativity and conflict resolution. Abigail contributes time management and organization. The group targets keeping in contact and communicating if they disagree. Breaking targets will result in telling the teacher or being removed from the group. The chosen genre is drama.
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This document contains information from four students - Rianne, Helen, Maria, and Marisha - about their strengths and targets for a group project. It also outlines the group's targets to meet weekly on Mondays and Fridays to ensure progress is made. The group chose the genre of drama/thriller for their project and will address any issues by having meetings or reporting to their teacher if needed.
Group 5 media presentation draft 2
This document contains information from four students - Rianne, Helen, Maria, and Marisha - about their strengths and targets for a group project. It also outlines the group's targets to meet weekly on Mondays and Fridays to ensure progress is made. The group chose the genre of drama/thriller for their project and will address any issues by having meetings or reporting to their teacher if needed.
Assignment 11
The document outlines the members and targets of a group assignment. The group consists of Chelsea, Laura, and Rosie. Each member lists their strengths and individual targets. Their preferred and chosen genre is drama. The group targets are to listen to each other, contribute equally, and understand their roles. If targets are broken, they will notify their teacher. They created a mind map exploring the drama genre, specifically psychological crime drama.
Assignment 9 final
The document summarizes reflections from four students - Kauana, Luara, Debbie, and Maria - on their group assignment work. Each student identifies their individual strengths and areas for improvement. They also discuss what they bring to the group, their strengths and weaknesses working in a group, and goals for improving their group work. Potential topics for future projects are also proposed and reviewed based on strengths and areas for improvement.
Assignment 9 final
The document summarizes the group's discussion on their assignment. Each member discusses their individual strengths and weaknesses. They also identify areas of success and improvement for their coursework. The group discusses what each member brings and their responsibilities. They choose a final topic of "Transsexualism" and identify targets for research.
Assignment 11
This document contains information from four students - Russ, Nicole, Abigail, and the group - on their strengths, targets, preferred genres, and group targets for a project. Russ likes coming up with new ideas and being enthusiastic. Nicole is creative and good at resolving conflicts. Abigail is good at time management, organization, and ensuring everyone understands their roles. The group targets are to stay in contact and communicate if they disagree on the opening sequence. The chosen genre is drama.
Assignment 11
This document contains information from four students - Russ, Nicole, Abigail, and the group - on their strengths, targets, preferred genres, and group targets for a project. Russ likes coming up with new ideas and being enthusiastic. Nicole is creative and good at resolving conflicts. Abigail is good at time management, organization, and ensuring everyone understands their roles. The group targets are to stay in contact and communicate if they disagree on the opening sequence. The chosen genre is drama.
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Evaluation powerpoint question 2
Our main character does not clearly belong to a social group as she is portrayed as an outcast. Previously she was a typical working class teenager, but now she uses alcohol to cope with her isolation. The film represents her changing social status through changes in her costume from formal black clothes to ripped tights and a loose army jacket. Her facial expressions and body language shown through various shot types depict her unhappiness and depression.
Draft 3 - Research and Planning
This document contains Fatou Panzout's candidate number and color code, followed by storyboards summarizing scenes in her opening sequence. The sequence follows Sophie, a teenage alcoholic, as she sits by steps drinking, takes a bus where she is verbally abused, walks through a shopping center having a flashback, walks alone and gets drunk, bumping into a boy. It then shows her waking up in a mysterious room and leaving. The document analyzes conventions used and targeted audience. It also lists similar films and potential filming locations and costumes for characters before and after shots.
Draft 5 planning
This document contains a draft storyline and planning details for a project. It lists candidates' names and numbers, provides a timeline of events involving the character Sophie drinking and having flashbacks, and includes sections for storyboarding, scripting, selecting similar products, conventions, target audience, locations, and descriptions of characters and their costumes/props.
Assignment 9
This summary analyzes the opening sequence of the 1962 film "To Kill a Mockingbird".
1) The sequence begins by zooming in closely on a child's toys, creating mystery and intrigue for the audience. Various film techniques like extreme close-ups and canted angles are used to disorient the viewer.
2) Shots of a clock and the child's activities indicate the setting is a bedroom, with artificial lighting. A bird drawing represents the film's title.
3) The sequence has a slow pace and uses continuity editing with matching shots. It follows the child's actions chronologically but leaves questions about their identity and role in the larger story.
4) Analyzing the
Draft 4 research and planning
This document contains research and planning for a film opening sequence. It analyzes the stereotypes portrayed in several films involving teenage alcohol abuse and peer pressure. Four main characters are developed - Sophie, the depressed teenage protagonist; Michaela, her wealthy influential friend; Jhané, a casual friend on the bus; and Ingrid, a posh lady. For each character, stereotypical outfits are described before and after shots to emphasize their roles. Locations and conventions around alcohol abuse, domestic abuse, and stereotypical teenage behavior are also discussed.
Assignment 16
The document provides details for an assignment involving a group planning session, listing the names of 4 students and their student IDs. It also includes a timeline, discussions of genre and target audience, and considerations around locations, risks, and other production elements for a short film.
Sound annal
The document discusses different types of sound used in The Hunger Games film, including diegetic sounds that characters can hear within the story world (such as audience clapping and a man speaking) and non-diegetic sounds that are added for the audience but not heard by characters (such as a heartbeat). It also describes how sound perspectives and camera techniques are used, such as ambient clapping becoming more muffled as the camera zooms back and audience clapping heard as an out of field vision.
draft 2 research
The document provides details for a research and planning project including a timeline, storyboard, script, shotlist, target audience, locations, characters, costumes and props. The main character is a teenage girl struggling with alcohol abuse and the target audience is ages 15+ of any gender, social class or sexuality. Locations include public places like a park, shop and bus. Costumes and props were chosen to represent the characters' social classes and situations.
Assigneny 12
This document provides information for an opening sequence for a drama film. It includes descriptions of 3 main characters - a teenage girl, her mother, and a doctor. It also outlines the setting, conventions that will be used, potential titles, and intended audience. The sequence will show a typical family brought together by the girl's terminal illness caused by her excessive drug and alcohol abuse at parties.
Assignment 10..
The document summarizes the opening credits of the 1994 film Forrest Gump. It provides details about the style, length, fonts, colors, and animations used in the opening sequence over the course of 2 minutes and 43 seconds. It then lists the 21 credits that appear throughout the opening, including the distribution company, production company, main actor, director, and other positions. Each credit includes the time it appears and information about the person or role being credited.
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Group 5 has outlined their initial ideas and strengths for their class assignment. Rianne, Helen, Maria, and Marisha each identify their individual strengths such as attention to detail, photography skills, listening skills, and creativity. They also list individual targets like completing tasks on time and remaining organized. The group targets are to meet biweekly to discuss progress and keep consistent records. Their chosen genre is drama/thriller.
Group 5 media presentation draft 2
Group 5 has outlined their initial ideas and strengths for their class assignment. Rianne, Helen, Maria, and Marisha each identify their individual strengths such as attention to detail, photography skills, listening skills, and creativity. They also list individual targets like completing tasks on time and remaining organized. The group targets are to meet biweekly to discuss progress and keep consistent records. Their chosen genre is drama/thriller.
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This document contains introductions from four students - Pamela, Jodie, Monae, and Amy - who will be working in a group together. Each student lists their strengths and individual targets for working well in the group. Their preferred genres include horror, abuse drama, drama, and psychological drama. The group targets are to meet deadlines, meet at least 2-3 times per week, and work as a group. The consequence for not meeting group targets is a next day deadline or first warning. The group's chosen genre is thriller drama with psychological elements.
Assignment 11
The document outlines contributions and targets for a group project from three students - Russ, Nicole, and Abigail. Russ contributes ideas and enthusiasm. Nicole contributes creativity and conflict resolution. Abigail contributes time management and organization. The group targets keeping in contact and communicating if they disagree. Breaking targets will result in telling the teacher or being removed from the group. The chosen genre is drama.
Group 5 media presentation draft 2
This document contains information from four students - Rianne, Helen, Maria, and Marisha - about their strengths and targets for a group project. It also outlines the group's targets to meet weekly on Mondays and Fridays to ensure progress is made. The group chose the genre of drama/thriller for their project and will address any issues by having meetings or reporting to their teacher if needed.
Group 5 media presentation draft 2
This document contains information from four students - Rianne, Helen, Maria, and Marisha - about their strengths and targets for a group project. It also outlines the group's targets to meet weekly on Mondays and Fridays to ensure progress is made. The group chose the genre of drama/thriller for their project and will address any issues by having meetings or reporting to their teacher if needed.
Assignment 11
The document outlines the members and targets of a group assignment. The group consists of Chelsea, Laura, and Rosie. Each member lists their strengths and individual targets. Their preferred and chosen genre is drama. The group targets are to listen to each other, contribute equally, and understand their roles. If targets are broken, they will notify their teacher. They created a mind map exploring the drama genre, specifically psychological crime drama.
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The document summarizes reflections from four students - Kauana, Luara, Debbie, and Maria - on their group assignment work. Each student identifies their individual strengths and areas for improvement. They also discuss what they bring to the group, their strengths and weaknesses working in a group, and goals for improving their group work. Potential topics for future projects are also proposed and reviewed based on strengths and areas for improvement.
Assignment 9 final
The document summarizes the group's discussion on their assignment. Each member discusses their individual strengths and weaknesses. They also identify areas of success and improvement for their coursework. The group discusses what each member brings and their responsibilities. They choose a final topic of "Transsexualism" and identify targets for research.
Assignment 11
This document contains information from four students - Russ, Nicole, Abigail, and the group - on their strengths, targets, preferred genres, and group targets for a project. Russ likes coming up with new ideas and being enthusiastic. Nicole is creative and good at resolving conflicts. Abigail is good at time management, organization, and ensuring everyone understands their roles. The group targets are to stay in contact and communicate if they disagree on the opening sequence. The chosen genre is drama.
Assignment 11
This document contains information from four students - Russ, Nicole, Abigail, and the group - on their strengths, targets, preferred genres, and group targets for a project. Russ likes coming up with new ideas and being enthusiastic. Nicole is creative and good at resolving conflicts. Abigail is good at time management, organization, and ensuring everyone understands their roles. The group targets are to stay in contact and communicate if they disagree on the opening sequence. The chosen genre is drama.
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The document provides research and information on themes related to drink spiking, including different drugs used, their effects, statistics on victims, and newspaper articles about victims. It discusses common drugs used like Rohypnol and Ketamine, their symptoms which can include amnesia, slurred speech and paralysis. Statistics show over 9,000 reported victims in the UK from 2007, with the majority being female. Newspaper articles profile victims who have died after their drinks were spiked.
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The document summarizes the opening credits of the 1994 film Forrest Gump. It describes the opening sequence where the camera falls a feather before zooming in on the main character Forrest sitting at a bus stop. It then lists 21 credits that appear throughout the 2 minute and 43 second opening credits sequence, including the distribution company, production company, main actor, director, and other film crew. It provides the time each credit appears and identifies the type of credit.
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A11
- 1. Assignment 11 Getting Together in a group
- 2. Fatou Panzout Strengths to bring to Individual targets to work group well with group • I’m fairly good with • To not be so negative camera work • To talk more to get on • I have a good better with the group understanding on • To make sure out time technology management is on time • I can be creative when necessary Preffered Genre Drama – as it is easy to be creative with
- 3. Ingrid De Souza STRENGHTS TO BRING TO INDIVIUAL TARGETS TO WORK GROUP WELL IN GROUP • I would be able to work • Be on time to every filming well on the mise-en-scene. sessions • I would bring my own ideas • Attend every group to the group meeting session • I have good editing skills • Put extra effort in order to achieve a good grade Preferred genre Drama
- 4. Jhané Ormsby STRENGTHS TO BRING TO INDIVIDUAL TARGETS TO THE GROUP WORK WELL IN GROUP I am a hard working • Keep on top of my student who will bring work motivation to the group. • Motivate other workers • Don’t drop my level of focus or aim. PREFERRED GENRE: • Horror • Thriller
- 5. Michaela Ives-Kingshott. Preferred genre Drama.