A2 media studies_list_of_things_to_do
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This document outlines the requirements for an A2 Media Studies blog post due by November 3rd, 2014. It includes: writing a treatment and explanation of music video types; analyzing 2-3 existing music videos; a director case study; analyzing inspiration sources and adapting techniques for a proposed music video; writing a proposal and target audience profile; creating a spidergram, storyboard, lyrics plan, and animatic; analyzing the music videos "It's All About That Bass" and an existing video; and producing a lip synching video with camera angle analysis. The blog post must cover all of these elements and topics.
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A2 media studies list of things to do
The document outlines the requirements for an A2 Media Studies blog post due by Monday, October 6th, 2014. It includes: a treatment, explanation of music video types, analysis of 2-3 music videos, a director case study, analysis of student music videos, Goodwin's theory analysis with examples, inspiration sources and how techniques will be adapted, a proposal, target audience profile and paragraph, a spidergram, storyboard of a music video section, lyrics with a shot-by-shot plan, schedule, lighting analysis, frame-by-frame re-shoot of an existing music video, animatic, lip synching video, and camera angle analysis from the lip synching video.
Brief
The document provides ideas for a music video and related packaging for the Brockhampton song "Sweet." It describes planning to feature different members of the group rapping in various locations relating to the lyrics. The music video and digipak designs aim to match the style of previous Brockhampton releases. A proposed magazine advert centers the album cover and highlights that the song is a new single from their Saturation III album.
A2 Media Studies - Evaluation Question 2
The document discusses the themes, mise-en-scene, motifs, and target audience of various promotional materials for the album "B.E.A.S.T.Y." and single "Beast Mode" by artist WhosFiz. The front cover features a composite image of the artist's face with a beastly creature to represent the album title. Scenes in the music video alternate between black and white and color. Elements from the music video also appear on the back of the digipak. The promotional materials aim to present the artist in a positive yet simple way to appeal to younger audiences and focus their attention on the music and artist.
Analysis digipak
The document analyzes common elements of album packaging designs such as digipaks. It notes that most designs prominently feature a close-up portrait of the artist to make them recognizable. They also usually display the artist's name in bold text to connect the name to the artist. Additionally, album titles are included to differentiate each release while relating to the music contained. Other standard elements include barcodes for identification, track listings, company logos and copyright information. The conclusion states that successful album designs attract audiences with bold, eye-catching elements focused on the artist to build their star image and reputation.
A2 media studies_list_of_things_to_do
This document outlines the requirements for an A2 Media Studies blog that is due by December 12th. It includes a variety of elements that must be included such as a treatment, analysis of music videos and directors, Goodwin's theory analysis with examples, proposals, audience profiles, storyboards, costumes and lighting analysis, video diaries, rough cuts, and feedback. It provides example blog posts and websites for different elements. Students are expected to be original and creative in their blog posts while addressing the essential topics listed.
Digipaks and adverts.
The document provides information about different types of CD/DVD packaging including digipaks. It notes that digipaks typically have a paperboard outer binding and one or more plastic trays inside to hold a CD or DVD. The term "digipak" is often used generically for similar packaging from other companies. Digipak-style packaging is commonly used for CD singles or special editions and tends to show signs of wear more quickly than jewel cases unless coated with a protective UV coating. The document also analyzes and compares different album/single cover designs and advertisements in terms of themes, imagery, target audiences, and how they relate to the genre of music.
Music vidoe pitch
The proposed music video is for the song "Lines of the Broken" by Droeleo and San Holo featuring CUT_. It will focus on an individual's inner struggle with unrealistic societal pressures of perfection and their journey of self-acceptance. The video aims to build awareness of the importance of imperfection through symbolism relating to the song lyrics and influences from photographers known for unique perspectives. It will start with a melancholy tone and transition to a vibrant, liberating mood as the individual lets go of restrictive norms.
Evaluation question one
In what ways does your media product use, develop or challenge forms and conventions of real media products?
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A2 media studies list of things to do
The document outlines the requirements for an A2 Media Studies blog post due by Monday, October 6th, 2014. It includes: a treatment, explanation of music video types, analysis of 2-3 music videos, a director case study, analysis of student music videos, Goodwin's theory analysis with examples, inspiration sources and how techniques will be adapted, a proposal, target audience profile and paragraph, a spidergram, storyboard of a music video section, lyrics with a shot-by-shot plan, schedule, lighting analysis, frame-by-frame re-shoot of an existing music video, animatic, lip synching video, and camera angle analysis from the lip synching video.
Brief
The document provides ideas for a music video and related packaging for the Brockhampton song "Sweet." It describes planning to feature different members of the group rapping in various locations relating to the lyrics. The music video and digipak designs aim to match the style of previous Brockhampton releases. A proposed magazine advert centers the album cover and highlights that the song is a new single from their Saturation III album.
A2 Media Studies - Evaluation Question 2
The document discusses the themes, mise-en-scene, motifs, and target audience of various promotional materials for the album "B.E.A.S.T.Y." and single "Beast Mode" by artist WhosFiz. The front cover features a composite image of the artist's face with a beastly creature to represent the album title. Scenes in the music video alternate between black and white and color. Elements from the music video also appear on the back of the digipak. The promotional materials aim to present the artist in a positive yet simple way to appeal to younger audiences and focus their attention on the music and artist.
Analysis digipak
The document analyzes common elements of album packaging designs such as digipaks. It notes that most designs prominently feature a close-up portrait of the artist to make them recognizable. They also usually display the artist's name in bold text to connect the name to the artist. Additionally, album titles are included to differentiate each release while relating to the music contained. Other standard elements include barcodes for identification, track listings, company logos and copyright information. The conclusion states that successful album designs attract audiences with bold, eye-catching elements focused on the artist to build their star image and reputation.
A2 media studies_list_of_things_to_do
This document outlines the requirements for an A2 Media Studies blog that is due by December 12th. It includes a variety of elements that must be included such as a treatment, analysis of music videos and directors, Goodwin's theory analysis with examples, proposals, audience profiles, storyboards, costumes and lighting analysis, video diaries, rough cuts, and feedback. It provides example blog posts and websites for different elements. Students are expected to be original and creative in their blog posts while addressing the essential topics listed.
Digipaks and adverts.
The document provides information about different types of CD/DVD packaging including digipaks. It notes that digipaks typically have a paperboard outer binding and one or more plastic trays inside to hold a CD or DVD. The term "digipak" is often used generically for similar packaging from other companies. Digipak-style packaging is commonly used for CD singles or special editions and tends to show signs of wear more quickly than jewel cases unless coated with a protective UV coating. The document also analyzes and compares different album/single cover designs and advertisements in terms of themes, imagery, target audiences, and how they relate to the genre of music.
Music vidoe pitch
The proposed music video is for the song "Lines of the Broken" by Droeleo and San Holo featuring CUT_. It will focus on an individual's inner struggle with unrealistic societal pressures of perfection and their journey of self-acceptance. The video aims to build awareness of the importance of imperfection through symbolism relating to the song lyrics and influences from photographers known for unique perspectives. It will start with a melancholy tone and transition to a vibrant, liberating mood as the individual lets go of restrictive norms.
Evaluation question one
In what ways does your media product use, develop or challenge forms and conventions of real media products?
Presentation research and planning.[1].ppt christianah222
The document summarizes the student's research and planning for their media studies advanced portfolio project. They will create a dubstep music video as their main project, with additional projects being a CD cover design and advertisement. Through researching popular music videos, the student learned common techniques used like cuts, camera angles, themes and lighting. For the dubstep genre specifically, the student found techniques like close-up shots, low key lighting and fades were commonly used. Their music video will incorporate these elements along with locations around London to appeal to their target audience of males and females aged 16-25.
Summer hw
The document discusses conventions used in album cover design, analyzing covers for albums by J. Cole, Drake, and Bastille. It examines the use of camerawork, mise-en-scene, design elements, and how they relate to conveying the artist's image and themes of the music. Camera angles, facial expressions, costumes, and background settings are described in the covers. Design elements like fonts, colors, and coordinated front/back covers are also discussed in relaying messages to the audience.
Question 1
The document discusses theories related to music video promotion and analyzes a student music video project. It examines how the student project used amplification to relate the video visually to lyrics from the song. While most of the video used amplification, one shot at the end showed slight disjunction by contradicting one lyric. The document also discusses how the student video challenged theories about gender representation and the male gaze by keeping the artist fully clothed and not focusing on body parts. Conventions used in designing the album packaging and magazine advertisement are also reviewed.
Market research focus vid
The focus group viewed and discussed three music videos: Arctic Monkeys' "I bet that you look good on the dance floor" featuring only live performance; Bastille's "Things we lost in the fire" containing only narrative; and OneRepublic's "Counting stars" with a mixture of both. Participants generally favored OneRepublic's video for its variety, but found its storylines difficult to follow at times. Bastille's video was praised for its atmosphere and themes, though some elements were deemed irrelevant. Arctic Monkeys' live-only video was straightforward but could have benefited from additional visual elements. Overall, the group agreed the best videos include both narrative and live performance.
Front cover:back cover research
The document discusses front and back cover design ideas for an album. For the front cover, it considers using a medium shot of the artist with a natural background to represent their expression, style, and the narrative of their music. Back cover ideas include incorporating elements that relate back to the front cover, music video, and artist identity, such as drawings, trees, or colors. Maintaining consistency between the front and back covers as well as including production details are important considerations.
Magazine Layout Design Analysis
This document provides instructions for designing an advertisement for a song. It will include the song title at the top in large text to grab attention. Below will be the names of the artists, Skrillex and Justin Bieber. The producer's logo will also be displayed to recognize their contribution. The main image will feature a pixelated male figure with a glowing box for a head, standing in Eastside Park to tie into the music video. The release date will be prominently featured to inform people when the song comes out. Symbols indicating where to stream and purchase the song will be included.
Post production
Post-production involves editing filmed or photographed material using software like Final Cut or Photoshop to put together titles, music, text, and images. It includes all steps after filming or photographing such as editing, adding soundtracks, sound effects, and special effects. The summary should discuss techniques used, style, pace, transitions, and how editing, sound, and effects impact audiences and communicate meaning.
Possible questions
This document provides guidance on discussing and evaluating various aspects of digital media production work for a course. It includes prompts to discuss how digital technology has impacted creativity; how media language and genre conventions were used or subverted; how research and planning skills developed and informed creative decisions; how narrative approaches were used; post-production decisions; how representations were used or challenged; how understanding of media conventions influenced original work; and how work was constructed to target audiences. Students are to analyze and reflect on their own media production work in response to these prompts.
Media proposal a2
This proposal outlines a music video for the song "Ex's and Oh's" by Elle King. It will tell the story of a woman feeling trapped by her insecurities and past relationships. There will be three locations: a studio for performance shots, a cemetery to represent her past haunting her, and an airport to show her desire to escape her problems by running away. A variety of camera angles, quick editing, and changes between low key, high key, and natural lighting will be used. Props like beer bottles, candles, photos, and a suitcase will help convey the story and message of the song.
Research into lyrics
This song analyzes past relationships and suggests the singer is in control. She had a boy who she turned into a man and taught things to sexually. Now exes curse her name but still want attention. She finds new lovers in other places to make exes jealous. The exes will come running back to her because she is the best lover they will ever have, though the relationships never last. The song references past lovers in New Orleans and how seasons change relationships.
Creativity
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This document outlines the requirements and aims of researching and planning for a media production coursework project. It discusses the importance of thorough pre-production research and planning, using both primary and secondary sources. A range of research methods and planning tools are described, including audience feedback collection and utilization of production schedules. The document emphasizes organizing research findings through blogging and digital tools. It suggests students' research and planning skills should improve between lower and upper sixth form levels of the course.
Evaluation
This document contains guidance and questions for an evaluation element that is worth 20% of coursework marks. It instructs students to experiment with digital forms and provides 4 questions to answer: 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 new media technologies were used in construction, research, planning and evaluation. Links are provided to examples of student work answering each question.
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This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
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This document provides an overview of key concepts related to representation in media, including:
- Representation refers to how media shows aspects of society through mediation and shared recognition. All representations have underlying ideologies.
- Groups are commonly represented through lenses of Marxism (reinforcing dominant ideologies), feminism (challenging patriarchal power structures), postmodernism, and through stereotypes.
- Stereotypes are simplifications that define our understanding but can enhance perceived realism; they are not always negative, untrue, or rigidly defined.
- Students should consider how their own media products use or challenge simplistic representations and reinforce or question dominant ideologies.
Purpose and director case study1
The purpose of music videos is to promote artists and songs in several ways:
1) They are advertisements that illustrate and draw attention to songs while expressing emotions and stories to appeal to visual audiences.
2) Videos help create and market artist brands to inspire audiences to identify with and purchase those brands.
3) They allow artists to promote songs when unavailable via live performances by providing content to music channels and programs.
4) Videos extend artists' incomes and outlets through increased music, DVD, and merchandise sales, as well as synergistic opportunities like film placements.
Major record labels, independent labels, and self-produced artists all utilize different video production strategies to promote songs and artists. Case studies of
Media language a2
This document provides an overview of key concepts in media language and semiotics. It defines media language as how a text constructs meaning for its audience. It then discusses several important semiotic concepts:
- Denotation refers to what is literally depicted, while connotation refers to cultural and social meanings associated with signs.
- Semiotics examines how signs like mise-en-scene, editing, sound construct meaning. A sign has two parts - the signifier (form) and the signified (concept). Meaning depends on the interpretation of the signified.
- Media texts have denotative and connotative levels of meaning. Context is important for interpreting signs, which can have multiple meanings depending
Analysis questions
This document provides guidance for analyzing album covers and music videos. It includes questions to consider when deconstructing elements of album covers like images, text, and relationships between elements. It also provides topics for researching the target audience of a genre of music, including how the audience consumes and identifies with the music. Finally, it lists essential questions for analyzing the relationship between music, lyrics, and visuals in music videos, considering genre, performance, narrative elements, and references.
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Audience Profile
The summary analyzes the key findings from research conducted on the target audience for a music video:
- The target audience is primarily 14-22 year olds interested in rock, indie, and alternative music. Most plan to attend university but many also want to take a gap year traveling first.
- They are socially oriented and value time with friends while listening to music. Music is taken seriously as a hobby and social tool. They also enjoy films and value appearance/individuality.
- The target audience believes music videos can influence a song's success, both positively and negatively. Visuals matching the song are most important to them in a music video.
- While neutral on representations of women, most
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Presentation research and planning.[1].ppt christianah222
The document summarizes the student's research and planning for their media studies advanced portfolio project. They will create a dubstep music video as their main project, with additional projects being a CD cover design and advertisement. Through researching popular music videos, the student learned common techniques used like cuts, camera angles, themes and lighting. For the dubstep genre specifically, the student found techniques like close-up shots, low key lighting and fades were commonly used. Their music video will incorporate these elements along with locations around London to appeal to their target audience of males and females aged 16-25.
Summer hw
The document discusses conventions used in album cover design, analyzing covers for albums by J. Cole, Drake, and Bastille. It examines the use of camerawork, mise-en-scene, design elements, and how they relate to conveying the artist's image and themes of the music. Camera angles, facial expressions, costumes, and background settings are described in the covers. Design elements like fonts, colors, and coordinated front/back covers are also discussed in relaying messages to the audience.
Question 1
The document discusses theories related to music video promotion and analyzes a student music video project. It examines how the student project used amplification to relate the video visually to lyrics from the song. While most of the video used amplification, one shot at the end showed slight disjunction by contradicting one lyric. The document also discusses how the student video challenged theories about gender representation and the male gaze by keeping the artist fully clothed and not focusing on body parts. Conventions used in designing the album packaging and magazine advertisement are also reviewed.
Market research focus vid
The focus group viewed and discussed three music videos: Arctic Monkeys' "I bet that you look good on the dance floor" featuring only live performance; Bastille's "Things we lost in the fire" containing only narrative; and OneRepublic's "Counting stars" with a mixture of both. Participants generally favored OneRepublic's video for its variety, but found its storylines difficult to follow at times. Bastille's video was praised for its atmosphere and themes, though some elements were deemed irrelevant. Arctic Monkeys' live-only video was straightforward but could have benefited from additional visual elements. Overall, the group agreed the best videos include both narrative and live performance.
Front cover:back cover research
The document discusses front and back cover design ideas for an album. For the front cover, it considers using a medium shot of the artist with a natural background to represent their expression, style, and the narrative of their music. Back cover ideas include incorporating elements that relate back to the front cover, music video, and artist identity, such as drawings, trees, or colors. Maintaining consistency between the front and back covers as well as including production details are important considerations.
Magazine Layout Design Analysis
This document provides instructions for designing an advertisement for a song. It will include the song title at the top in large text to grab attention. Below will be the names of the artists, Skrillex and Justin Bieber. The producer's logo will also be displayed to recognize their contribution. The main image will feature a pixelated male figure with a glowing box for a head, standing in Eastside Park to tie into the music video. The release date will be prominently featured to inform people when the song comes out. Symbols indicating where to stream and purchase the song will be included.
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Post production
Post-production involves editing filmed or photographed material using software like Final Cut or Photoshop to put together titles, music, text, and images. It includes all steps after filming or photographing such as editing, adding soundtracks, sound effects, and special effects. The summary should discuss techniques used, style, pace, transitions, and how editing, sound, and effects impact audiences and communicate meaning.
Possible questions
This document provides guidance on discussing and evaluating various aspects of digital media production work for a course. It includes prompts to discuss how digital technology has impacted creativity; how media language and genre conventions were used or subverted; how research and planning skills developed and informed creative decisions; how narrative approaches were used; post-production decisions; how representations were used or challenged; how understanding of media conventions influenced original work; and how work was constructed to target audiences. Students are to analyze and reflect on their own media production work in response to these prompts.
Media proposal a2
This proposal outlines a music video for the song "Ex's and Oh's" by Elle King. It will tell the story of a woman feeling trapped by her insecurities and past relationships. There will be three locations: a studio for performance shots, a cemetery to represent her past haunting her, and an airport to show her desire to escape her problems by running away. A variety of camera angles, quick editing, and changes between low key, high key, and natural lighting will be used. Props like beer bottles, candles, photos, and a suitcase will help convey the story and message of the song.
Research into lyrics
This song analyzes past relationships and suggests the singer is in control. She had a boy who she turned into a man and taught things to sexually. Now exes curse her name but still want attention. She finds new lovers in other places to make exes jealous. The exes will come running back to her because she is the best lover they will ever have, though the relationships never last. The song references past lovers in New Orleans and how seasons change relationships.
Creativity
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how genre influenced their work, and if they overcame any blocks or limits to their creativity.
1 research and planning
This document outlines the requirements and aims of researching and planning for a media production coursework project. It discusses the importance of thorough pre-production research and planning, using both primary and secondary sources. A range of research methods and planning tools are described, including audience feedback collection and utilization of production schedules. The document emphasizes organizing research findings through blogging and digital tools. It suggests students' research and planning skills should improve between lower and upper sixth form levels of the course.
Evaluation
This document contains guidance and questions for an evaluation element that is worth 20% of coursework marks. It instructs students to experiment with digital forms and provides 4 questions to answer: 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 new media technologies were used in construction, research, planning and evaluation. Links are provided to examples of student work answering each question.
1a digital technology
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
Representation (2)
This document provides an overview of key concepts related to representation in media, including:
- Representation refers to how media shows aspects of society through mediation and shared recognition. All representations have underlying ideologies.
- Groups are commonly represented through lenses of Marxism (reinforcing dominant ideologies), feminism (challenging patriarchal power structures), postmodernism, and through stereotypes.
- Stereotypes are simplifications that define our understanding but can enhance perceived realism; they are not always negative, untrue, or rigidly defined.
- Students should consider how their own media products use or challenge simplistic representations and reinforce or question dominant ideologies.
Purpose and director case study1
The purpose of music videos is to promote artists and songs in several ways:
1) They are advertisements that illustrate and draw attention to songs while expressing emotions and stories to appeal to visual audiences.
2) Videos help create and market artist brands to inspire audiences to identify with and purchase those brands.
3) They allow artists to promote songs when unavailable via live performances by providing content to music channels and programs.
4) Videos extend artists' incomes and outlets through increased music, DVD, and merchandise sales, as well as synergistic opportunities like film placements.
Major record labels, independent labels, and self-produced artists all utilize different video production strategies to promote songs and artists. Case studies of
Media language a2
This document provides an overview of key concepts in media language and semiotics. It defines media language as how a text constructs meaning for its audience. It then discusses several important semiotic concepts:
- Denotation refers to what is literally depicted, while connotation refers to cultural and social meanings associated with signs.
- Semiotics examines how signs like mise-en-scene, editing, sound construct meaning. A sign has two parts - the signifier (form) and the signified (concept). Meaning depends on the interpretation of the signified.
- Media texts have denotative and connotative levels of meaning. Context is important for interpreting signs, which can have multiple meanings depending
Analysis questions
This document provides guidance for analyzing album covers and music videos. It includes questions to consider when deconstructing elements of album covers like images, text, and relationships between elements. It also provides topics for researching the target audience of a genre of music, including how the audience consumes and identifies with the music. Finally, it lists essential questions for analyzing the relationship between music, lyrics, and visuals in music videos, considering genre, performance, narrative elements, and references.
disco
Slidecasting involves creating presentations that combine slides and audio. It allows users to explain visual concepts with audio, and is easier to edit than a screencast. Users need a slide file like PowerPoint, an MP3 audio file, a Slideshare account, and audio editing software like Audacity. The presentation walks through uploading slides and audio to Slideshare to sync them and share the slidecast. While initial slidecasts take time, users get faster at creating and maintaining content, providing a good return on their investment.
How to make a photoshop advert a4 poster
This document provides instructions for creating an A4 poster advert using Photoshop. It describes how to set up an A4 size document, add a solid color, gradient or image as the background, import a photo and cut out the background, and add text. The key steps are to create a new A4 size document, add a background using various tools, import images and cut out parts as needed, and add text layers that can be formatted and repositioned. Layers are used to build up the poster with the background on bottom and photo and text above.
Audience Profile
The summary analyzes the key findings from research conducted on the target audience for a music video:
- The target audience is primarily 14-22 year olds interested in rock, indie, and alternative music. Most plan to attend university but many also want to take a gap year traveling first.
- They are socially oriented and value time with friends while listening to music. Music is taken seriously as a hobby and social tool. They also enjoy films and value appearance/individuality.
- The target audience believes music videos can influence a song's success, both positively and negatively. Visuals matching the song are most important to them in a music video.
- While neutral on representations of women, most
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Audience powerpoint
The document discusses three main audience theory models: the effects model which sees audiences as passive, the uses and gratifications model which views audiences as active in using media to fulfill needs, and reception theory which examines how audiences decode meanings from texts in different ways from dominant to negotiated to oppositional readings. It analyzes these theories and applies them to understanding audience relationships with media texts like music videos.
Narrative (3)
This document discusses various narrative theories and theorists that are important for analyzing media texts and productions. It outlines key concepts such as narrative structure, characters, linear vs nonlinear narratives, and restricted vs multi-strand narratives. Theories discussed include Propp's character archetypes, Todorov's 5-stage model, Barthes' plot development, and Levi-Strauss' idea of binary opposites. It also covers the Kuleshov effect and how editing can influence audience perception.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
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This document provides information for students taking the A2 G324 Advanced Portfolio in Media course. It outlines the course content, which involves students producing a media portfolio including a music video, website, and digital packaging. Students will be assessed on their technical skills, knowledge, research, and evaluation. The document provides guidance on choosing a brief, developing a blog to document the process, conducting audience research, and various planning and production tasks to complete the portfolio. Students must work in a group to produce a music video and complete individual ancillary projects of a website and digital packaging.
Mv u29 assignment 1 form
This document provides guidance for a case study assignment on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analysis of at least three music videos. The case study should discuss the videos' purposes, styles, techniques, intertextuality, camerawork/editing, and adherence to genre conventions. Students are encouraged to include video and image examples in their responses.
Lesson 1 nea brief annotations
The document provides requirements for producing a three-minute music video and two website pages for a fictional protest band. The music video must include a narrative, various camera shots and editing, different uses of mise-en-scène, and at least two characters representing different social groups. The website must promote the band to a socially-conscious 16-25 demographic and include original audio/visual content, images, and working links between pages.
Assignment brief unit 29__music video production
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must:
1) Research the purposes of music videos by analyzing examples from major labels, independent labels, and self-produced artists. They will create a timeline of music video history and reports on promotional strategies.
2) Explain styles, conventions, and techniques of different music genres through examples on their website.
3) Demonstrate music video production techniques practically and compare to examples using correct terminology. They will create edited music videos and an instructional tutorial report.
The brief outlines the tasks, evidence required, assessment focus, and grading criteria to meet the learning
1516 a2 blog checklist
This document provides a checklist and guidance for creating a blog for a music video production project. It lists 16 blog posts that should be included, such as researching similar music videos, analyzing target audiences, developing shot lists and storyboards, and reflecting on progress. For each post, it provides a topic, related tasks, and due dates. It emphasizes researching and planning the production, using digital tools to present work, and getting feedback from audiences. The goal is to demonstrate understanding of real music video forms and conventions through an effective blog documenting the planning and evaluation process.
Mv Presentation Final Full Version
This document outlines a teaching plan for a Year 12 A2 music video course at The Latymer School. It discusses the organization of the course from June to December, focusing on teaching music video construction, performance, analysis, planning, production, and evaluation. Examples of successful student music videos from previous years are provided, as well as resources, practical exercises, concepts to teach, and assessment guidelines. The goal is to build students' confidence and understanding of music videos through exposure, analysis, workshops, and culminating in their own music video production and evaluation.
Teaching music video by nikki blackborrow
This document outlines a teaching plan for a Year 12 A2 music video course at The Latymer School. It describes teaching the course from June to December of Year 12, focusing on music video construction, performance, and portfolio development. Students will analyze music videos, develop their own music video projects through planning, production, and screening work. Past student music videos produced through this course have achieved success, with over 300,000 YouTube views for one project. The document provides guidance on resources, concepts, and practical exercises to support student learning and skill development for the music video brief.
Annotated - Assignment brief unit 29__music video production
The document provides instructions for a music video production assignment. Students must research and produce a music video for an up-and-coming artist. They are required to:
1) Understand the purposes of music videos such as promotion, extending income streams, and producers' strategies.
2) Understand styles, conventions, and techniques of music videos like different genres, editing to the beat, camera angles.
3) Originate and plan a music video by choosing a track, researching the target audience, and storyboarding.
4) Work on completing production through directing, editing, shooting footage and more.
The assignment tasks involve explaining music video purposes to different record labels, demonstrating styles and techniques
1718 a2 blog checklist
This document provides a checklist and assignments for creating a blog about planning a music video production. It includes:
- A list of over 25 assignments that students should complete to research different aspects of planning a music video such as researching genres, target audiences, conventions, and inspiration.
- Suggestions for additional blog content like behind the scenes videos, reviews, and audience feedback.
- Instructions for students to present individual initial ideas for their own music video including songs, artist styling, a video idea summary, and inspiration.
- Evaluation questions to help students reflect on how their media product does or doesn't follow real music video conventions and how they have used media technologies.
1718 a2 blog checklist
This document outlines a checklist for creating an effective blog to plan a music video project. It recommends including approximately 75-100 posts with detailed research into similar products, target audiences, locations, costumes, props, actors, storyboards, and shot lists. It also provides suggestions for additional blogging activities like behind-the-scenes videos, vlogs, reviews, and audience feedback. The checklist is accompanied by assignment descriptions and due dates to guide students in researching music video conventions, planning ideas, pitching concepts, and evaluating their work throughout the project.
Unit 29: Music Video Production (Brief)
This document provides the assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must produce a music video for an up-and-coming artist/band. The brief outlines 4 tasks: 1) explaining the purposes of music videos through research and a presentation; 2) explaining styles, conventions, and techniques of music videos through reports and examples; 3) originating and planning a music video for a specific track; and 4) completing production of the music video. Key elements that must be demonstrated include understanding the target audience, research on artist style/image, and use of editing techniques like cutting to the beat, camera movements, and effects.
A2 whole blog checklist
This document outlines blog post assignments for a music video production course. It includes 18 assignments focused on researching music videos, developing planning documents, and reflecting on the process. The assignments include analyzing existing music videos, researching target audiences, developing initial ideas, and summarizing music video theories. Students are asked to embed relevant videos and images in their blog posts. The goals are to help students learn about all aspects of music video production through hands-on research, planning and evaluation.
Blog Checklist
This document outlines the requirements for blogs to be created by a group of students. It lists over 20 topics that need to be covered in posts on their blogs, including: full names and exam numbers of group members, archive of work, labels for posts, draft and final music videos, evaluations, theories, director studies, iconic older and controversial music videos, history of music videos, textual analysis of existing music videos, audience research, brainstorming evidence, division of labor, storyboards, shotlists, production planning, and documentation of the production process with pictures, clips and links. Students are expected to post regularly about their progress and cover these key areas in their blogs.
Music video brief
This document outlines three assignments for a music video production course. Assignment 1 involves researching and reporting on the purpose, styles, techniques and conventions of music videos. Students will analyze example videos and include screenshots in their report. Assignment 2 requires students to plan a music video through pre-production documents like storyboards, budgets, schedules and location scouting. Assignment 3 will involve producing the planned music video. Students must meet deadlines and show an understanding of music video concepts and pre-production to pass each assignment.
Music video assignment 1 and 2
The document outlines an assignment for a music video theory report, instructing the student to explain the purposes, styles, techniques and conventions of music videos in two parts of their report. It provides details on what should be covered in each part, including the purpose of music videos and how they are used, as well as different music video styles, conventions, and techniques. Guidelines are given for how the assignment will be graded based on pass, merit and distinction level explanations and use of examples.
Nea brief alevel media2019
This document provides instructions and guidance for students completing a non-examination assessment (NEA) brief for an A Level Media Studies course. It outlines rules for the media production, including that students must not reproduce an existing media product and must use original content. It provides information on the number of marks and percentage of the A Level the NEA component is worth. The document gives guidance to teachers on advising students, including explaining they can review initial work but not improve it, and provides a checklist of blog post titles and descriptions that students must include to document their work.
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Annotated - Assignment brief unit 29__music video production
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