This document outlines an evaluation assignment for a media studies course. It provides details on 6 questions students must answer by creating digital presentations using tools like Prezi, blogs, and videos. For each question, it describes the learning activity, teacher role, concepts to be covered, and expected outcomes. Students are expected to spend 3 hours per week outside of class on homework to complete the assignment.

1. AS MEDIA STUDIES EVALUATION POL FEB/MARCH 2016
contact time – 2 hours per week plus homework time – students are expected to complete 3 hours home study as a minimum. Evidence will be
presented as a prezi OR a website embedded into your blog. Use video, photos, hyperlinks and text in various different styles. HY 11/02/16
Date /
done
Focus / question learner activity teacher activity / role knowledge / skill / concept /
understanding
outcome expectations /
deadline
Q1. In what
ways does your
media product
use, develop or
challenge forms
and conventions
of real media
products?
Starter – quick fire Q&A – group identifying the def of key terms /
conventions and breakers:
Main activity – create an interactive digital presentation including
comparative screen shots of own production/real texts. include at
least 9 pairs of images.
PLENARY – problem solving – model a good example
hmwk. Complete this question on EvalWS
management of
starter
model how to upload
PowerPoints to
slideshare
reminder tutorial on
using Prezi
• Length / form / structure
• Titles / studio, distribution
company, production company,
actors, production teams.
Director etc
• Representation
• Narrative: enigma, exposition,
hook style, included/excluded…..
• Sound: dialogue, soundtrack,
foley
interactive presentation
/ or Powerpoint
uploaded to Slideshare
then embedded in your
webpage
add reflective
evaluation comments
and rich detail
EXTENSION:
include images and
sound files
Q2. How does
your media
product
represent
particular social
groups?
Starter – starter phrases – those listed to the right – in pairs identify
how they represent social groups
Main activity – create a multi-layered presentation – prezi or Emaze
for example to show answer to the question
PLENARY - problem solving – model a good example
hmwk. Complete this question on EvalWS
production of starter
materials
model using Emaze
one to one target
setting
feedback on web-
pages for Q1
• character representations
• locations, mis-en-scene, props
• dialogue / accent
• semiotic representations through
sound / symbols . icons
• analysis of the locations/lighting
etc
• discussion on the target
audience and how you pleased
them (generic pleasures)
• scheduling/exhibition
• audience theory
A multi-layered mixed
media presentation
such as
prezi/voicethread /
emaze
make direct critical
comparisons between
examples in existing
texts and your own
constructions
Q3. What kind
of media
institution
might distribute
your media
product and
why
Starter – identify what we mean by media institution – as a group
come up with a list of suitable companies – identify their status/links
Main activity. Discuss how online / offline instruments have been
used to launch movie to a wider/niche audience, then explain/discuss
which model you would use.( context – this response would be
realistic about a student film release. Your film, for example, is a low
budget student video which will be released over the internet on
Vimeo, embedded onto a blog and may find its way onto YouTube. It
has an independent, low budget production company (ie you!) It will
get a cinematic screening and shared screenings amongst your
starter management
– organisation of
groups
Use competition OR
silent debate
approach
model use of voice
thread/video as a
tool for presentation
• Discuss/analyse the difference
between online/offline
institutions and which yours will
fit
• use/reference the work studied
in the film case study unit here.
• distribution / exhibition
discussions / comparison /
consideration
• reference poster/magazine
distribution
Record a video
discussion including
visual examples such as
other production
examples as well as
your own.
OR
create an interactive
presentation including

2. peers and maybe your family. It will get a DVD release of
200 copies. The internet could be used to further distribute and
market your movie should you wish, and potentially reach a global
audience)
Or
You can place your OTS film into the real world of general cinematic
release, discussing whether it would get a mainstream or independent
type of release (think of the different audiences they target). Screen
grab pictures of the type of cinemas at which it would be shown, and
find examples of the style of marketing campaign you would envisage
for your movie. Also find examples of the type of media which would
promote your movie, from magazines and newspapers to potential
sponsors and synergy tie-ins
PLENARY – discussion on presentation ideas
hmwk. . Complete this question on EvalWS
– model cue cards for
student use and
adaption
ensure enough
cameras are available
• you need to show full some video footage and
your own voice
Before recording write
cue cards to ensure
coverage of all key
language
Q4, Who would
be the audience
for your media
product
Starter Create a montage of images depicting the contents of the bag
belonging to the typical target audience member for your
movie. Write up a little lifestyle summary like this: “Kenny, 27, an
aspirer working in an advertising agency, loves going to the cinema,
shops in H&M…..” etc . You may realise that your original target
audience is not actually suitable for the film you have produced – so
you may show how this has been adapted
Main activity
Using cameras, your film and your blog as starter resources record,
edit and upload a discussion to answer the question. If you work in a
team everyone must play an equal part and the examiner must be
able to identify which one is you. You must use supportive evidence
such as video/stills/props and intertextuality
PLENARY – discussion on presentation ideas
hmwk. . Complete this question on EvalWS
Model the use of
Emaze again.
provide literacy
support – key
words / audience &
narrative theory
lead students to
identify how
intertextual context
is relevant / used
model what ‘other’
resources could be
used
• links to the target audience
research on your blog
• evidence of distribution /
exhibition research
• Evidence of the focus group –
who they are and why / Photos
of them
• Reasons why – link to critical
theory
• Links to sites on audience
research including your own
• Reflect on how successful other
similar productions were and
how this influenced your target
audience decision
Either
Create a Powerpoint or
interactive Prezi
exploring:
or
Combine data analysis,
slides and clips from
market research to
support your reflective
answer
Q5. How did
you
attract/address
your audience
Starter – in film groups create a list/bullet point of how many ways
you have elicited feedback or audience opinion
Main activity – plan a way to present this – im for a visual collage
(Voice thread would be an excellent vehicle) – you will also need to
add more evidence. Instruments that you could use include:
• a film of a discussion about your title sequence and its impact
• a mash up of soundbites
• A concept board
provide cameras
charged and with SD
cards
oversee student time
management
– model cue cards for
student use and
• Meeting their desires and
interests
• Research into audiences
likes/dislikes
• Planning styles and content of
the OTS
• Narrative decisions
• Representation decisions
• Exhibition methods and sites:
create a ‘collage’
presentation using a
variety of instruments
with a software such as
Final Cut/imovie,
Powerpoint/Emaze – or
a similar as the focus
presentation method

3. • Images of the institution and industries where you would exhibit
plus critic/consumer reviews and their corporate ethos
• A visual literacy presentation - perhaps a‘word cloud’ made on
software such as wordle (www.wordle.net) from typed up
feedback comments
• Video feedback of focus group responses plus commentary by
you
• something else you think of!
A developed and intelligent response would also show some thought
about whether the audience responding to your film is the actual
target audience for your film…
PLENARY – discussion on presentation ideas / Q&A – is my
construction what I intended?
hmwk. . Complete this question on EvalWS
adaption
model
wordle/moodle etc
example ethos / from
companies like
channel 4/5, film 4
and the BBC
making the film accessible
• OTS sequence assessed by
peers/teacher as a videoed focus
group session – post the video
• Using titles / hook / enigma /
tension…..
• Include critical theory references
Q6. What have
you learnt
about
technologies
from the
process of
constructing
this product?
Hint: the best responses will explore how technologies worked
together in the creation of the product
Starter – competition – who can list the most technologies used by
anyone in the group – challenge – find images / photograph them
Main activity - Make an animatic movie / detailed image based
/interactive presentation (using found still images or still screen grabs)
with a voiceover about your own journey through the maze of
technology you have encountered on the course (eg: from
using blogger, google and YouTube to research movies, to creating
original imagery, from using social media to construction of sound,
using the digital cameras/marantz, software, FCP to edit and create
animatics, sound software – and how they can be imported/exported
Or:
Screen grab stills from the various programmes or websites you have
used and explain how they have worked together in the creation of
your sequence
PLENARY – discussion on presentation challenges? Scheduling catch
up time
hmwk. . Complete this question on EvalWS
starter activity –
show technological
determinism
slideshow
critique it
manage starter
activity then act as
technical support
whilst student self-
direct and organise –
model cue cards for
student use and
adaption
diff: direct to more
static methods such
as Powerpoint or
photogrid
• Research processes, methods
and sites used (such as Blogging,
televion, reading, survey
monkey….Slideshare. Prezi,
IMDB.com,)
• Construction: pre-production,
production and post-production.
– filming / sound / Editing /
Uploading / SFX…….
• Evidence of resources and
hardware:– add images of
equipment used and analysis of
what you had to do with it – to
extend - compare
• Exhibition and distribution using
online technologies
• Market testing / use of social
networking sites
mixed media
presentation OR
reflective talking head
video: include critical
theory / reference
essays - see my
technological
determinism
Powerpoint. /
evaluations by
Morrighan Humpleby,
Courtney, Chulain Ivers,
Blaine Keneally, Dan
Knights or James
Wigger for inspiration

4. Q7. Looking
back at your
preliminary
task, what do
you feel you
have learnt in
the progression
from it to the
full product?
Starter – review both of you own films – wear your critics head
main activity - Export some short clips /stills from your preliminary
task and compare them with some clips from your final production to
demonstrate how you and your skills have progressed – present it as
an illustrated comparison with strong visual content – show
understanding of TECHNICAL, VISUAL & SYMBOLIC CODES.
Complete a ‘talking head’ or ‘sound cloud’ recording to accompany
the images – keep it succinct and smile – max 5 minutes – add a
timeline to the accompany the video
PLENARY – identifying holes / TFS
hmwk. – meet deadline
manage starter
activity then act as
technical support
whilst student self-
direct and organise
diff: direct to more
static methods such
as Powerpoint or
Photogrid – act as
interviewer
• Feedback on Technical
difficulties
• Photographs from filming
preliminary set task/main task.
• Photographs/footage of groups
planning / scripts
• Storyboard changes
• Recorded/filmed conversations
of your group planning and
reviewing the final pieces –
compare the two
• Reflective bullet points on your
own progress – strengths &
weaknesses
• Use lots of comparative and
opinion language
free choice of format
submission date assessment and feedback
start to revise for the film industry unit – set case study 2
NURTURE STUDENTS CPG CHALLENGE STUDENTS CPG AMBITION STUDENTS CPG
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