A2 Photography Art3 coursework Grade C - Ashton Taylor

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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.

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A2 Photography Art3 coursework Grade C - Ashton Taylor

The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.

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WhatsApp can be used as an effective marketing tool for businesses. As a free messaging app available across platforms, it allows businesses to send various media like images, video and audio to multiple customers and prospects without cost limitations. WhatsApp's features like sharing locations and sending mass personalized messages make it a strong marketing channel for generating leads and clients more so than traditional SMS. Its widespread usage means businesses can easily reach large audiences.

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This document discusses an investigation into how color is associated with emotions like happy and angry in photographs. The author will examine works by Hector Sos, Gillian Wearing, and Kyungwoo Chun to analyze how these artists use color in their photos to express emotions. Hector Sos creates paper masks for portraits that use color and paper details to suggest feelings. Gillian Wearing photographs people holding signs with their inner thoughts, using lack of facial expression with messages. Kyungwoo Chun uses blurred portraits and bold colors that the author thinks could emphasize emotions when combined with colored backdrops.

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This document provides information about the A-Level Photography course at Beaumont school. It outlines that photography is a difficult subject requiring hard work, creativity, and a willingness to improve. It describes the course content, including unit assessments and topics that will be covered such as creative, technical, and analytical photography skills. Students are encouraged to take photos over the summer exploring the theme of "The City" and prepare their equipment and materials for the start of the course in September.

An introduction to photography A level

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1) The document summarizes the A Level Photography course offered at Thomas Tallis School Post 16 Centre, which promotes creativity, independent thinking, and experimentation through portfolio development and industry-standard technology and techniques. 2) Students can take the course for one or two years, leading to an AS qualification or full A Level, following the AQA specification and completing coursework and timed assignments. 3) Resources include computer and dark rooms, cameras, and library resources, with support from photography teachers and visits to galleries for viewing works first-hand.

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This document discusses the elements and principles of art as they relate to photography composition. The elements are line, shape/form, space, value, texture, and color. The principles are emphasis, balance, unity, contrast, movement/rhythm, and pattern/repetition. Using these elements and principles intentionally in photographic composition can create more visually interesting and powerful photographs that draw the viewer's eye and engage them.

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The document provides instructions for a photography lesson where students will: 1) Edit a portrait photo in black and white and add layers/effects in Photoshop. 2) Create positive and negative prints of the edited photo. 3) Make photograms by exposing the printed photos on photographic paper in the darkroom. 4) The objectives are to learn Photoshop layering, take good portrait photos, and create photograms from 2D images.

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The photograph depicts a couple sitting in a cafe. The woman is smiling and embracing her partner, but their reflection in the mirror shows the woman with a different, more serious expression. The photograph captures the juxtaposition between public and private emotions. Taken in 1932 in Paris by Hungarian photographer Gyula Halasz, known as Brassai, the black and white photograph used available light to portray intimacy between the couple and raise questions about societal expectations.

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The document outlines the 5C's framework for analyzing photographs, including analyzing the content, composition, context, connection, and providing comments on the image. Specifically, it prompts the reader to define each element - what is included in the image, how elements are arranged, why and where it was taken, how it relates to one's own work, and one's thoughts on its meaning and strengths/weaknesses.

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This document discusses the elements and principles of art as they relate to photography composition. The elements are line, shape, space, value, texture, and color. The principles are emphasis, balance, unity, contrast, movement/rhythm, and pattern/repetition. Understanding and using these elements and principles allows photographers to make intentional compositional choices that make their photographs more visually interesting and impactful.

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This document provides guidance for a photography coursework assignment on choosing and exploring a theme. Students must choose between themes of face, home, past and future, feet, culture, or identity. They will develop their personal exploration of the theme through research, experiments, cultural and historical references in their sketchbook over several weeks. The final outcome will be a completed sketchbook and final photographic pieces presenting their theme. Examples are provided of researching and mind mapping the theme of feet through artistic works, cultural meanings, techniques to try, and exploring connections in different contexts.

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This document features images and descriptions from various experimental artists. It includes photographs by Jim Goldberg in Bangladesh and Greece, images from Matt Siber's "The Untitled Project" exploring power through public language without text, portraits of Holocaust survivors by Jeffrey Wolin, and art by Barbara Kruger, Alexander Apóstol, and Daneile Buetti. It also discusses works by Leon Ferrari critiquing violence and religion, photographs by Lorna Simpson, and experimental techniques by Hiroshi Sugimoto exploring architecture through blurred photography and Osamu James Nakagawa's "Mado" series on isolation and spaces between self and other. The document concludes with collages by Martha Rosler and photographs by Elijah Gowin

AS Photography Art1 Sketchbook Grade E - Jacob Palmer

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Taster day photography

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The document provides information about the AS/A Level Photography course. It outlines the structure and requirements for the first year (AS) which includes two units - ART1 coursework (60%) and ART2 controlled assignment (40%). Some of the genres of photography covered include portrait, documentary, landscape, and experimental. Students will analyze genres and photographers, research technical skills, and create their own photos in assigned genres. The document also details some requirements for assignments like a self-portrait project, artist research, and experimental tasks using Photoshop to manipulate images. Additional information emphasizes that the course focuses on technical skills and genres, rather than casual photography or snapshots.

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The document provides instructions for a summer photography project for an AS Photography course. Students must complete tasks like taking self-portraits and photos of meaningful objects, mounting them in a sketchbook with reflections on techniques used. They must also research the work of one of several historical photographers, analyzing 4 of their images without copying or writing a biography. The work is due at enrollment and students are advised to purchase an SD card and sketchbook in preparation.

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This document provides an overview and schedule for an A2 Photography summer term. It includes: 1) An introduction to the stop motion video assignment and planning for a summer project. 2) A schedule of tasks for the term including developing stop motion videos, brainstorming summer project ideas, and prepping work for an exhibition. 3) An outline of the A2 Photography course requirements and predicted grades. 4) Details of past student exhibitions and plans for student work presentations and technical workshops over the summer term.

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This document outlines three case studies and corresponding questions about representing various topics in the media. Case study 1 focuses on TV/film/video games, case study 2 on ads/music videos, and case study 3 on magazines/newspapers. For each case study, students are asked to explore the representation of a topic in the media by referencing their own detailed examples, and are given 30 marks. Topics include national/regional identities, events, issues, gender, age, and young people. Key terminology and points are also to be discussed.

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This document discusses various print media and their key features for analysis. It covers magazine covers, print advertisements, film posters, web pages, newspapers, CD covers, and computer game covers. For each medium, it identifies important elements to analyze such as visual codes, layout/design, genre, and purpose. The goal is to understand how each medium conveys information and targets its intended audience through textual and visual elements.

AS Media, MS1 Audience theory revision crossword

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Audience theory proposes different ways that audiences engage with media texts, from active interpretation to passive acceptance of messaging. Some key theories include the uses and gratifications perspective where audiences access media to learn or be entertained, and the encoding/decoding model where interpretation can vary from fully sharing ideological codes to making meaning in alternative ways. The mode of address and ideological proximity between audiences and media can influence reactions and levels of cultivation.

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This document provides instructions for answering three questions about analyzing front covers of two magazines, GQ from December 2009 and Saga Magazine from November 2009. The questions address visual codes, layout, language, target audiences, and representations of age in media. Students are asked to comment on design elements and how the magazines appeal to different audiences through examples from the magazine covers.

MS1 AS Media Studies Summer 2011 mark scheme

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This document provides a marking scheme for a GCE Media Studies exam from Summer 2011. It includes four levels to assess students' answers with criteria for each level. The marking scheme provides generic levels to assess how students analyze media products and processes. It also includes a question-specific scheme that lists possible points students may discuss in their answers. The scheme analyzes sample questions on representing audiences and age in magazines.

MS1 AS Media Studies Exam guidance

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This document provides exam guidance for a 2.5 hour print media exam: - Students should spend 10-20 minutes analyzing and making notes on stimulus materials before answering questions. - Question 1 focuses on textual analysis of media materials and assessing purposes and effects of techniques. - Question 2 may have multiple parts and assess representation or audience, requiring students to discuss their own media examples. - Question 3 also focuses on representation or audience, requiring students to deeply analyze 2-3 of their own examples across different media forms.

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The document provides guidelines for students taking the MS1 examination in media studies following issues that arose from the January 2009 exam. It outlines that many students were underprepared to take the exam in January as the course is designed to be taught over the full AS year. It provides guidance on answering different types of questions, including spending adequate time analyzing stimuli for all questions and using detailed examples from multiple media forms and formats in responses. It emphasizes developing coherent, structured essays applying media concepts rather than simply describing or listing theories.

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This document provides exam guidance for a 2.5 hour print media exam: - Students should spend 10-20 minutes analyzing and making notes on stimulus materials before answering questions. - Question 1 focuses on textual analysis of media texts and their visual codes, layout, and genre. Students must analyze purpose and effect, not just describe. - Question 2 may have multiple parts and focus on representation or audience, requiring students to discuss their own media examples in detail. - Question 3 also focuses on representation or audience, requiring in-depth discussion of 2-3 of students' own media examples across different forms and formats.

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The document provides instructions for students to complete their final pieces for an Art4 controlled assignment, including: final prints; an introduction for their sketchbook detailing their process, development and aims; an artist statement; an evaluation; and a stretch and challenge form if incomplete. It details how to save and label final prints, the components and content required for the introduction, artist statement, and evaluation. Specific labeling is also outlined for prints, sketchbooks, and stretch and challenge forms.

Controlled sessions

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This document provides instructions for students completing a controlled photography assignment. It details how to label final prints, save digital files, and write an artist statement and evaluation. The artist statement should explain the concept, purpose, and personal significance of the body of work, while engaging the reader. The evaluation requires students to reflect on their aims, strengths, areas for improvement, and how technical skills were applied to connect images to initial research.

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