A2 portfolio planning evidence
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This document outlines the criteria and requirements for a media production blog assignment. Students must post evidence of their research, planning, and design work for a local newspaper to their blog. There are three grading criteria related to blog presentation: ease of browsing, organization of posted content, and communication skills. Students must complete research on conventions of local newspapers, target audiences, ownership of local papers, and potential stories. They must design sketches of newspaper pages and plans for additional promotional materials. All evidence must be posted to the blog by deadlines.
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Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
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A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
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2) Present their research, planning, and evaluation of the project electronically.
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Work through this presentation to help you prepare for the Q1(a) section of the A2 Media Exam with a focus on research and planning.
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The Advanced Portfolio is a coursework unit worth 100 marks, comprising 50% of the A2 Media Studies course and 25% of the overall A Level. Students can choose from one of three briefs involving creating promotional materials for a music album, film, or local newspaper. The main task such as a music video or trailer can be completed in groups, while ancillary tasks like advertisements or posters must be done individually. Research and planning is worth 20 marks, construction of the main task 40 marks, and each ancillary task 10 marks. Evaluation is worth 20 marks. The deadline to complete the coursework is December 21st.
G324 advanced portfolio briefs and assessment criteria
The Advanced Portfolio is a coursework unit worth 100 marks, comprising 50% of the A2 Media Studies course and 25% of the overall A Level. Students can choose from one of three briefs involving creating promotional materials for a music album, film, or local newspaper. The main task such as a music video can be completed in groups, while ancillary tasks like advertisements must be done individually. Research and planning is worth 20 marks, construction of the main task 40 marks, and each ancillary task 10 marks. Evaluation is worth 20 marks. The deadline to complete the coursework is December 21st.
A2 assessment criteria eval qs - q1a-1b topics
This document outlines the criteria for assessing a promotional media package for an album release. It includes a music video and choice of a CD/DVD cover or magazine advertisement. Students will be evaluated on research and planning (20%), production (60%), and evaluation (20%). The production consists of a music video (40% of marks), CD/DVD cover (10% of marks), and magazine ad (10% of marks). Students must address evaluation questions on conventions, effectiveness of texts, audience feedback, and use of technology. They should analyze their work based on specific production practices and media concepts. Marks will be given based on minimal, basic, proficient, or excellent work as defined by research thoroughness, understanding of
A2 assessment criteria eval qs - q1a-1b topics
This document outlines the criteria for assessing a promotional media package for a music album. It includes a music promo video and either a CD/DVD cover or magazine advertisement. Students will be evaluated on research and planning (20%), production (60%), and evaluation (20%). The production consists of a music video (40% of marks), CD/DVD cover (10% of marks), and magazine ad (10% of marks). Evaluation questions focus on conventions, audience feedback, and use of technology. Students must also analyze their work based on production practices and media concepts. Marks are awarded on a scale from Minimal to Excellent. Criteria for Excellent marks emphasize excellence in research, understanding, skill, and contribution
Q1a Research and Planning
This document provides guidance for exam preparation on the topic of research and planning skills for media production. It begins by listing different areas of skills development that could be asked about, including research and planning. It then focuses on defining and providing examples of research versus planning. Research involves analyzing real media texts, audiences and technical aspects, while planning encompasses developing ideas, storyboarding, scheduling and organizing a production. The document prompts reviewing one's portfolio and production work to evaluate how research and planning skills developed between AS and A2 levels, noting any improvements that allowed for better creative decision making and production quality over time.
Ms 11 gce_g322
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
10 jun gce_g322
This document provides instructions for candidates taking an examination on media studies. It outlines that candidates will watch an unseen TV drama extract four times and answer analysis questions based on representations of gender and the significance of digital media for institutions and audiences. Candidates must focus their second question response on film, music, newspapers, radio, magazines, or video games. The extract is from Primeval Series 2 Episode 3 and candidates have 50 marks to discuss camera work, editing, sound, and mise-en-scene in representing gender.
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A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
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Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
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This document outlines the tasks and requirements for a short film project assignment. It involves developing an idea for a 1-minute short film, conducting research on narrative techniques, audiences, and production elements. Students must create a written report and PowerPoint presentation to pitch their film idea to a producer, explaining why the film should be made and how it will appeal to audiences. They will receive feedback and revise their materials before submitting their final report and presentation. The assignment assesses students' skills in developing film ideas, conducting research, and pitching projects.
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This document outlines the tasks and requirements for a short film project assignment. Students must:
1. Develop ideas for a 1-minute short film plot and characters, documenting the process.
2. Conduct primary audience research and background research on elements needed for production.
3. Shoot and edit a 1-minute film using techniques like rule of thirds.
4. Create a report and presentation pitching their film idea to a producer, including why it should be made and how it will appeal to audiences. The pitch must be adjusted based on feedback.
5. Research film production requirements like funding, crews, equipment, locations and regulatory bodies.
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The document provides guidance for students completing an advanced media portfolio project. It outlines the requirements of creating a music video and two additional promotional items. Students must blog all planning and research, which includes analyzing existing media examples, audience research, brainstorming ideas and storyboards. Production roles must be assigned and filming deadlines provided. The portfolio will be evaluated on effective use of conventions, audience feedback, and use of technologies. Marks will be awarded for planning, construction of tasks, and evaluation.
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This document provides instructions and guidance for a media studies assignment involving the production of a local newspaper, accompanying poster, and website pages. Students are asked to:
1) Produce the first two pages of a new local newspaper, along with a poster for the newspaper and two linked webpage articles.
2) Present their research, planning, and evaluation of the project electronically.
3) The newspaper, poster, and webpages will be produced using both print and digital media.
4) Students must also evaluate the creative process and their experience in a blog post, podcast, or presentation, answering specific questions about how their work uses or challenges media conventions.
The assignment is worth 100 total marks
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This document provides instructions for Project 3, which asks students to create an infographic conveying scientific information to a non-scientific audience. Students must identify a scientific subject, data set, or process to visualize; an intended lay audience; and design their infographic using principles of visual communication like color theory and Gestalt design. The infographic will be graded based on how well it conveys significant scientific information tailored for a non-expert audience in a clear, compelling visual format.
Unit 13 planning and pitching a print based media product
This document provides guidance for a unit on planning and pitching a print-based media product. It outlines the learning outcomes, assessment criteria, content to be taught, and delivery guidance. The key goals of the unit are for learners to understand existing print products, generate ideas for an original product, develop proposals and sample materials for two ideas, pitch the ideas to gain feedback, and use the feedback to inform a production plan. Learners will analyze existing products, generate appropriate ideas, create proposals and samples, deliver an effective pitch, and produce a detailed production plan informed by feedback.
Year 12 AS Media Studies
This document outlines the course requirements for two units in AS Media Studies: Unit G321 Foundation Portfolio in Media and Unit G322 Key Concepts in Media (TV Drama).
For Unit G321, students will plan, produce, and evaluate a short media product along with research. They will create an opening sequence for a fiction film no longer than 2 minutes. Research, planning, production, and evaluation will be documented in a digital portfolio.
Unit G322 involves a written exam with two sections - textual analysis of an unseen TV drama extract, and questions on media institutions and audiences focusing on the film industry. Key dates and resources are provided to help students complete the required work.
Q1a Research & Planning 2017
Work through this presentation to help you prepare for the Q1(a) section of the A2 Media Exam with a focus on research and planning.
G324 advanced portfolio briefs and assessment criteria
The Advanced Portfolio is a coursework unit worth 100 marks, comprising 50% of the A2 Media Studies course and 25% of the overall A Level. Students can choose from one of three briefs involving creating promotional materials for a music album, film, or local newspaper. The main task such as a music video or trailer can be completed in groups, while ancillary tasks like advertisements or posters must be done individually. Research and planning is worth 20 marks, construction of the main task 40 marks, and each ancillary task 10 marks. Evaluation is worth 20 marks. The deadline to complete the coursework is December 21st.
G324 advanced portfolio briefs and assessment criteria
The Advanced Portfolio is a coursework unit worth 100 marks, comprising 50% of the A2 Media Studies course and 25% of the overall A Level. Students can choose from one of three briefs involving creating promotional materials for a music album, film, or local newspaper. The main task such as a music video can be completed in groups, while ancillary tasks like advertisements must be done individually. Research and planning is worth 20 marks, construction of the main task 40 marks, and each ancillary task 10 marks. Evaluation is worth 20 marks. The deadline to complete the coursework is December 21st.
A2 assessment criteria eval qs - q1a-1b topics
This document outlines the criteria for assessing a promotional media package for an album release. It includes a music video and choice of a CD/DVD cover or magazine advertisement. Students will be evaluated on research and planning (20%), production (60%), and evaluation (20%). The production consists of a music video (40% of marks), CD/DVD cover (10% of marks), and magazine ad (10% of marks). Students must address evaluation questions on conventions, effectiveness of texts, audience feedback, and use of technology. They should analyze their work based on specific production practices and media concepts. Marks will be given based on minimal, basic, proficient, or excellent work as defined by research thoroughness, understanding of
A2 assessment criteria eval qs - q1a-1b topics
This document outlines the criteria for assessing a promotional media package for a music album. It includes a music promo video and either a CD/DVD cover or magazine advertisement. Students will be evaluated on research and planning (20%), production (60%), and evaluation (20%). The production consists of a music video (40% of marks), CD/DVD cover (10% of marks), and magazine ad (10% of marks). Evaluation questions focus on conventions, audience feedback, and use of technology. Students must also analyze their work based on production practices and media concepts. Marks are awarded on a scale from Minimal to Excellent. Criteria for Excellent marks emphasize excellence in research, understanding, skill, and contribution
Q1a Research and Planning
This document provides guidance for exam preparation on the topic of research and planning skills for media production. It begins by listing different areas of skills development that could be asked about, including research and planning. It then focuses on defining and providing examples of research versus planning. Research involves analyzing real media texts, audiences and technical aspects, while planning encompasses developing ideas, storyboarding, scheduling and organizing a production. The document prompts reviewing one's portfolio and production work to evaluate how research and planning skills developed between AS and A2 levels, noting any improvements that allowed for better creative decision making and production quality over time.
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Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
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Assignment short film 1 minute proposal, report planning and shoot
Assignment short film 1 minute proposal, report planning and shoot
Advanced media portfolio guidance task sheets and criteria
Advanced media portfolio guidance task sheets and criteria
ENGL 318 SP18 Project 3 Assignment Sheet: Visualizing Science
ENGL 318 SP18 Project 3 Assignment Sheet: Visualizing Science
Unit 13 planning and pitching a print based media product
Unit 13 planning and pitching a print based media product
G324 advanced portfolio briefs and assessment criteria
G324 advanced portfolio briefs and assessment criteria
G324 advanced portfolio briefs and assessment criteria
G324 advanced portfolio briefs and assessment criteria
More from Mrs Ward
Ms 11 gce_g322
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
10 jun gce_g322
This document provides instructions for candidates taking an examination on media studies. It outlines that candidates will watch an unseen TV drama extract four times and answer analysis questions based on representations of gender and the significance of digital media for institutions and audiences. Candidates must focus their second question response on film, music, newspapers, radio, magazines, or video games. The extract is from Primeval Series 2 Episode 3 and candidates have 50 marks to discuss camera work, editing, sound, and mise-en-scene in representing gender.
11 jan gce_g322
This document provides instructions for candidates taking an exam on key media concepts related to TV drama. It outlines that candidates will watch an unseen extract from the TV series Hustle four times, taking notes during screenings. Section A asks candidates to analyze how the extract constructs representations of gender through techniques like camera work, editing, sound, and mise en scene. Section B asks candidates to discuss issues of media ownership and production in their chosen media area like film, music, or newspapers, making reference to examples from their study. The exam is worth 100 marks total and lasts 2 hours.
Criterion two essay
This document discusses the lack of female directors in the mainstream film industry and possible explanations for this gender gap. It notes that while women now have equal educational opportunities, they remain underrepresented among top film directors. The role of director is often perceived as a masculine pursuit due to the "auteur theory" that views the director as the sole creative author. However, some female directors like Kathryn Bigelow have achieved success by following the "unwritten rules" of the male-dominated industry, such as working in masculine genres and distancing themselves from feminism. The document argues that for more women to enter directing, they need to strategically observe and emulate the behaviors of successful male directors rather than focusing only on representing a
Criterion one essay
The document discusses the underrepresentation of female directors in the film industry and proposes reasons for this disparity. It suggests that auteur theory, which elevated directors to artist/author status, excluded or sidelined female directors, influencing perceptions that directing is a male role. Statistics show few female directors and mentoring programs aim to boost women's confidence in their abilities. The author's artifact will highlight influential female directors and Kathryn Bigelow's Oscar win to challenge the perception that women cannot succeed as directors and inspire more young women to pursue directing careers.
Grading criterion 4 essay
The document discusses the target audience and goals for a film created by the author to highlight gender inequality in the film industry for their 16-18 year old female students. It aimed to raise awareness of how gender is represented and the lack of female directors. Student responses to viewing the film showed most were unaware of gender issues and few could name female directors. While most found the film interesting, one top female student said it made her reconsider her career choice due to the challenges of succeeding in a male-dominated industry.
Criterion 5 appendix
Karen proposes exploring creativity in education for her next assignment. Her colleagues Mark and Pete suggest this topic would be better suited for a later pedagogy unit and advise Karen to choose a more practice-oriented topic for this current unit. Karen then proposes two new topics on representations of young women in TV drama and the concepts of consumerism and authorship in film. After receiving feedback, Karen decides to focus on the lack of female directors in film as role models and the impact of the gender gap in the industry. She begins filming interviews and researching the topic. Colleagues provide feedback on her draft film, praising the direct approach and potential for sparking discussion.
Criterion 5 essay
The document summarizes the process of developing and realizing an idea for a media project on reflecting gender gaps in the film industry. It describes how the author initially struggled to settle on a clear idea due to overthinking feedback and losing confidence. Through further reading, discussion, and focusing on a single research question, the author was able to develop the idea of exploring why there are so few female directors. Interviews were conducted but not fully utilized in the final 5-8 minute film, which instead focused on exploring the topic through an academic lens of auteur theory.
Criterion one essay
The document discusses why directing is often perceived as a male pursuit. It notes that research has found women lack confidence in their ability to be directors and often leave the film industry earlier than men. The development of auteur theory, which viewed the director as the author or artist of a film, excluded female directors. As a result, young women today have few female role models in the history of film directing. The document proposes creating an artifact that introduces statistics on female directors and links this to the exclusion of women in the development of auteur theory, in order to spark conversation about changing perceptions of directing as a male-dominated field.
Criterion one essay
This document discusses why directing is often perceived as a male pursuit. It notes that statistics show that very few women work as directors, and cites lack of confidence as a key reason for this disparity. The development of auteur theory in film studies, which focused on male directors as artists, excluded female directors and influenced the perception that directing is a male role. The document aims to produce an artifact that introduces students to statistics on female directors and the connection between those statistics and the historical exclusion of women in the development of auteur theory, in order to spark conversation about changing perceptions of gender roles in the film industry.
Shot audio list v2
Half of all female filmmakers drop out of the industry by age 35, and only 7% ever become directors. This is due to gender bias, as many pioneering female directors like Alice Guy and Dorothy Arzner are overlooked in film history in favor of focusing on males. Auteur theory in particular promoted the idea that only male directors could be considered artists, ignoring the contributions of women. While progress has been made, most top directors lists and awards are still dominated by men, showing that the gender gap in filmmaking remains a significant issue.
Shot audio list
This document summarizes research showing that female directors face significant barriers in the film industry. It notes that only 50% of ambitious young female filmmakers remain active by age 35, and only 8% ever become mainstream directors. While some pioneering female directors like Alice Guy and Dorothy Arzner directed influential early films, they are often omitted from accounts of cinema history. Theories of auteurship in film also traditionally focused on male directors and excluded women. Kathryn Bigelow is now one of the few female directors recognized as a "great auteur," but statistics still show a large gender gap in opportunities and pay for female directors.
Wftv notes 01 11 11
The documentary film will focus on the gender gap in mainstream film directing by acknowledging reasons for the shortage of female directors and examining whether gender biased language that portrays directing as a male role has created barriers. Interviews will explore the experiences of women in directing and how language differs in describing male and female directors. Footage will also highlight the work of an organization to increase networking and mentoring opportunities for women directors.
Shot log for wftv
1) The document summarizes interviews with three women - Kate, Rebecca, and Nicky - about the challenges women face in the television industry and initiatives to promote gender equality.
2) It discusses obstacles women encounter such as less confidence, difficulties returning to work after having children, lack of role models, and perceived biases against women in leadership roles.
3) Programs described aim to provide mentoring, networking opportunities, and skills training to help women advance their careers and be retained in the industry. The goal is to see more women in top directing and executive positions over time.
Generic mark scheme for collective identity G325
This document provides a summary of the marking scheme and levels for the G325 exam. It outlines 4 levels for student responses with criteria in the areas of explanation/analysis/argument, use of examples, and use of terminology. Level 1 indicates a limited response that may lack relevance or conviction. Level 2 is a basic response that connects some elements with limited discussion of history or the future. Level 3 is a proficient response that offers a clear argument using relevant examples and terminology. Level 4 responses adapt learning excellently, present a coherent argument using clear examples and terminology, and show informed engagement.
Metro second page
This document discusses a mobile app that provides weather alerts and forecasts for both the UK and Europe, allowing users to check weather conditions when traveling. It also mentions advertising flights from Heathrow Airport to various European countries seen on a side page of the app. Private user details submitted through the app will not be publicly shared due to privacy policies.
Similar Media Products: Metro
The document describes the layout and design of a newspaper, noting similarities to the Bromley Times newspaper, including a five column structure, bold and large headlines to grab attention, and ads at the bottom. Key details like the date, website and stories include images and captions. The blue background color is described as conservative versus a more tabloid red color.
Media and Collective Identity: British Males
These are our final revision notes for the exam. This is the condensed version - use all your notes to ensure a broad topic knowledge.
Newspaper Revision Notes in Brief
The document provides an in-depth case study analysis of The Guardian newspaper. It examines The Guardian's ownership structure, audience consumption across print and online platforms, production process integrating print and digital, innovation adopting new technologies, efforts to cut costs while maintaining journalism quality, and multi-channel distribution both traditionally and through new platforms. The Guardian remains nonprofit due to ownership by the Scott Trust, but turns profits in other holdings. It has pioneered changes like web-first stories and open platform APIs to distribute content widely.
More from Mrs Ward (20)
A2 portfolio planning evidence
- 1. UNIT G324 ADVANCED PORTFOLIO PLANNING BLOG (Newspaper) Level 4 16–20 marks a) There is excellent research into similar products and a potential target audience. b) There is excellent organisation of actors, locations, costumes or props. c) There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. d) Time management is excellent. e) There is an excellent level of care in the presentation of the research and planning f) There is excellent skill in the use of digital technology or ICT in the presentation g) There are excellent communication skills The blog is actually marked as a piece of media production work in itself. This is why THREE grading criteria have been allocated to the presentation of work alone (e,f,g). Each post you make must be skilfully presented to make it easy (and interesting) for the intended audience to browse. Possible Evidence Tick List POSTED ALL EVIDENCE POSTED TO AS BLOG BY SET DEADLINE Y/N Research into conventions using THE BROMLEY TIMES - front and second page. You can scan the sketches and upload to your blog. Summarise with what you have learned about local paper conventions. Print screens from the METRO, annotated to demonstrate understanding of conventions i.e. masthead, columns, byline, jumpline, main photo, anchorage, lead story, typography… AND an ANALYSIS OF SIGNS AND CODES. Institutional Research – How many local papers? Who owns them? Circulation? Funding? What else do they own? Target Audience Research for your paper. Define your typical reader. Consider demographics and psychographics (use terminology). Full Proposal under the RIVALING key concepts Design sketches of front and second page annotated and uploaded to blog (+ evidence of drafting) Research into 10 possible stories that would appeal to your audience, explaining how they ‘fit’ your paper. Final decision on 3 with explanation. Production schedule/diary/planning notes Target audience feedback & changes you will make (VERY IMPORTANT). Use print screens of original work and annotate with feedback comments and action points. Sketches/scripts and notes for your ancillary tasks i.e. poster/radio advert/2 hyperlinked pages from newspaper website (choose 2) Blog posts made by set deadlines