As Pre-production Tasks Feedback Sheet
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The document provides feedback on a student's pre-production tasks for a film project. The teacher comments that while the student has now completed all required tasks, the work lacks detail and analysis in several areas such as genre conventions, target audience research, script details, and use of production terminology. The student is given an initial mark of 8 out of 20 and instructed to add more depth and care in future drafts. In a later review, the teacher gives the student a higher final mark of 13 out of 20, indicating improvement based on the action plan and feedback provided.
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This document provides feedback from a teacher to a student, Sophie Carey, on pre-production tasks for a film project. The teacher comments on 14 pre-production elements, including research, genre analysis, target audience, script, storyboards, locations, costumes, props, actors, and equipment. Feedback includes notes on what elements are missing and areas for improvement. The teacher gives an initial mark of 11 out of 20 and provides guidance for Sophie to address gaps. The final mark after improvements is 17 out of 20.
AS pre production tasks feedback sheet jenner
This document provides feedback on a student's pre-production tasks for a film project. It reviews each task, noting what elements were included and areas that need more detail. Key areas identified as needing improvement include providing more analysis of genres, target audiences, locations, costumes, props, and actors. The production schedule was also identified as needing more details. Overall the teacher found some tasks like the storyboard and equipment breakdown to be good but most needed more information and details. A final mark of 11 out of 20 was given with expectations to address the gaps identified.
Adams william as cw pre production tasks feedback sheet improvements (1)
This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
Harrison gilbert as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Harrison Gilbert, on pre-production tasks for a film project. The teacher notes that some tasks like research, script drafts, and scheduling were completed adequately but others like storyboards, locations, costumes, and props were missing or too brief. The teacher provides guidance on improving the level of detail and formatting. In a final review, the teacher acknowledges most tasks are now complete but some remain at a basic level, and gives the student an improved but still passing mark of 11 out of 20.
preproduction marks
Anisa Yahya received feedback on their pre-production tasks for an AS film production. The teacher provided comments on 14 pre-production elements, noting that some elements like the script, target audience research, and production schedule were well done. However, locations needed photos uploaded, and film opening analysis could be more detailed. Overall the work was at a proficient level but missing some elements, earning a level 2 grade. Anisa addressed the areas that needed improvement, like adding more detailed storyboards and uploading location floor plans and equipment images. The final mark was increased to a high level 3 grade of 15 out of 20.
Bang hieu quang cao dep
Mẫu bảng hiệu quảng cáo đẹp
Thiết kế thi công quảng cáo tại Hồ Chí Minh, Bình Dương, Biên Hòa
Phone: 0938 528 778
Web: www.link24h.net
Evaluation film
Penny is a teenage girl who wants to start an anonymous blog. The short film is set in Hull and follows Penny as she takes pictures in town and then types about her experiences at home. Cinematography techniques like establishing shots, over the shoulder shots, and close-ups were used to film Penny's journey. Simple editing, fades between clips, and adjusted clip speeds were employed to convey realism and a smooth pace. A backing track plays throughout with voiceover. Penny's costume, makeup, and bedroom reflect her personality without sexualizing her. Locations like the city center and bedroom follow romance genre conventions. Overall, the film and blog demonstrate good time management through planning and feedback.
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This document provides feedback from a teacher to a student, Sophie Carey, on pre-production tasks for a film project. The teacher comments on 14 pre-production elements, including research, genre analysis, target audience, script, storyboards, locations, costumes, props, actors, and equipment. Feedback includes notes on what elements are missing and areas for improvement. The teacher gives an initial mark of 11 out of 20 and provides guidance for Sophie to address gaps. The final mark after improvements is 17 out of 20.
AS pre production tasks feedback sheet jenner
This document provides feedback on a student's pre-production tasks for a film project. It reviews each task, noting what elements were included and areas that need more detail. Key areas identified as needing improvement include providing more analysis of genres, target audiences, locations, costumes, props, and actors. The production schedule was also identified as needing more details. Overall the teacher found some tasks like the storyboard and equipment breakdown to be good but most needed more information and details. A final mark of 11 out of 20 was given with expectations to address the gaps identified.
Adams william as cw pre production tasks feedback sheet improvements (1)
This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
Harrison gilbert as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Harrison Gilbert, on pre-production tasks for a film project. The teacher notes that some tasks like research, script drafts, and scheduling were completed adequately but others like storyboards, locations, costumes, and props were missing or too brief. The teacher provides guidance on improving the level of detail and formatting. In a final review, the teacher acknowledges most tasks are now complete but some remain at a basic level, and gives the student an improved but still passing mark of 11 out of 20.
preproduction marks
Anisa Yahya received feedback on their pre-production tasks for an AS film production. The teacher provided comments on 14 pre-production elements, noting that some elements like the script, target audience research, and production schedule were well done. However, locations needed photos uploaded, and film opening analysis could be more detailed. Overall the work was at a proficient level but missing some elements, earning a level 2 grade. Anisa addressed the areas that needed improvement, like adding more detailed storyboards and uploading location floor plans and equipment images. The final mark was increased to a high level 3 grade of 15 out of 20.
Bang hieu quang cao dep
Mẫu bảng hiệu quảng cáo đẹp
Thiết kế thi công quảng cáo tại Hồ Chí Minh, Bình Dương, Biên Hòa
Phone: 0938 528 778
Web: www.link24h.net
Evaluation film
Penny is a teenage girl who wants to start an anonymous blog. The short film is set in Hull and follows Penny as she takes pictures in town and then types about her experiences at home. Cinematography techniques like establishing shots, over the shoulder shots, and close-ups were used to film Penny's journey. Simple editing, fades between clips, and adjusted clip speeds were employed to convey realism and a smooth pace. A backing track plays throughout with voiceover. Penny's costume, makeup, and bedroom reflect her personality without sexualizing her. Locations like the city center and bedroom follow romance genre conventions. Overall, the film and blog demonstrate good time management through planning and feedback.
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- It replicates data across Availability Zones for high availability and durability. Storage grows elastically up to petabyte scale on demand.
- EFS offers very high throughput and low latency SSD-based storage that supports thousands of concurrent NFS connections.
- A preview of EFS is available in winter 2015, with customers able to register on the AWS website.
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As pre production tasks feedback sheet cogdell
The student, Aaron Cogdell, received feedback on their pre-production tasks for a film project. The teacher noted several areas that were missing details or required further work, including analyses of similar films, the target genre and audience, scripts, storyboards, locations, costumes, props, actors, and equipment. The student was instructed to add all missing work. For the areas that did include details, like the production schedule and initial ideas, the teacher provided positive feedback but also suggested further improvements. The student received an initial mark of 4 out of 20 and was told to improve the project based on the feedback. Their final mark after adding the additional work was 17 out of 20.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
patrick thompson as pre production tasks feedback sheet
The document provides feedback on a student's pre-production tasks for an upcoming film project. The teacher comments that while some areas like the script, storyboard, and shotlist are detailed, other elements need more information, such as describing the target audience, costumes, props, and equipment in more depth. The production schedule also requires breaking down into more granular details per scene. Overall, the work demonstrates a level 2 understanding but could be improved further. The student is given an action plan to address the feedback to increase their final mark.
Pre production feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
A2 pre production tasks feedback
This document provides feedback on pre-production tasks for a student music video project. It summarizes the student's blog posts on various pre-production elements and provides comments on each. The teacher notes that more detail and analysis could be added in several areas, such as genre influences, locations, costumes, and equipment. The student is asked to add more production details like post-production and reshoots to their schedule. The teacher awards an initial mark of 13/20 and asks the student to address the feedback and submit an action plan for improvement.
Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
Pre production tasks feedback sheet
Charlotte Lambert completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, locations, costumes, props, and a production schedule. The teacher provided feedback on strengthening some areas of research and adding requested elements like actor choices and equipment details. While some improvements were made, not all feedback was incorporated. The work was deemed proficient overall and received a final mark of 13 out of 20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
Hearn sarah as cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher provides positive feedback on many areas, such as the student's analysis of genre conventions and storyboarding. Some areas need improvement, such as providing evidence for target audience research claims and adding missing sections. The student creates an action plan to address these areas by adding research, examples, and details on genres, audiences, costumes, actors, and equipment. The teacher marks the improvements, raising the student's score.
Pre-Production Sheet
Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Beatrice betsy as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Beatrice Betsy, on her pre-production tasks for a film project. The teacher notes that the student's initial submission was missing several required elements of pre-production planning and only met the minimum level. The teacher provides comments on each task with areas needing improvement. All tasks are now marked as completed by the student with additional details, locations explained, and images added. The final mark awarded is 14 out of 20.
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Gustavo Nava Mireles le escribe al gobernador Roberto Borge Angulo solicitando apoyo financiero para cubrir los gastos de inscripción y uniformes para estudiar gastronomía en Cancún. Detalla los gastos de inscripción que ascienden a $11,038 pesos y los costos de varios artículos de uniforme y equipo necesarios para las clases, cuyo subtotal es de $21,338 pesos, para un total de $32,376 pesos.
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As pre production tasks feedback sheet cogdell
The student, Aaron Cogdell, received feedback on their pre-production tasks for a film project. The teacher noted several areas that were missing details or required further work, including analyses of similar films, the target genre and audience, scripts, storyboards, locations, costumes, props, actors, and equipment. The student was instructed to add all missing work. For the areas that did include details, like the production schedule and initial ideas, the teacher provided positive feedback but also suggested further improvements. The student received an initial mark of 4 out of 20 and was told to improve the project based on the feedback. Their final mark after adding the additional work was 17 out of 20.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
patrick thompson as pre production tasks feedback sheet
The document provides feedback on a student's pre-production tasks for an upcoming film project. The teacher comments that while some areas like the script, storyboard, and shotlist are detailed, other elements need more information, such as describing the target audience, costumes, props, and equipment in more depth. The production schedule also requires breaking down into more granular details per scene. Overall, the work demonstrates a level 2 understanding but could be improved further. The student is given an action plan to address the feedback to increase their final mark.
Pre production feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
A2 pre production tasks feedback
This document provides feedback on pre-production tasks for a student music video project. It summarizes the student's blog posts on various pre-production elements and provides comments on each. The teacher notes that more detail and analysis could be added in several areas, such as genre influences, locations, costumes, and equipment. The student is asked to add more production details like post-production and reshoots to their schedule. The teacher awards an initial mark of 13/20 and asks the student to address the feedback and submit an action plan for improvement.
Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
Pre production tasks feedback sheet
Charlotte Lambert completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, locations, costumes, props, and a production schedule. The teacher provided feedback on strengthening some areas of research and adding requested elements like actor choices and equipment details. While some improvements were made, not all feedback was incorporated. The work was deemed proficient overall and received a final mark of 13 out of 20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
Hearn sarah as cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher provides positive feedback on many areas, such as the student's analysis of genre conventions and storyboarding. Some areas need improvement, such as providing evidence for target audience research claims and adding missing sections. The student creates an action plan to address these areas by adding research, examples, and details on genres, audiences, costumes, actors, and equipment. The teacher marks the improvements, raising the student's score.
Pre-Production Sheet
Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Beatrice betsy as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Beatrice Betsy, on her pre-production tasks for a film project. The teacher notes that the student's initial submission was missing several required elements of pre-production planning and only met the minimum level. The teacher provides comments on each task with areas needing improvement. All tasks are now marked as completed by the student with additional details, locations explained, and images added. The final mark awarded is 14 out of 20.
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
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The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
Pre-Production Feedback
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
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The document outlines Harry Radcliffe's production schedule for creating a music video. It details the pre-production activities from November 2015 to December 2015, including genre research, target audience analysis, storyboarding, and developing a shot list. The filming took place from December 9th to 15th 2015 in a photography studio. Editing occurred from December 17th to February 5th 2016, integrating footage with the song. Post-production was completed on February 5th. Evaluation of the project then took place from February to March 2016, including peer feedback and answering self-reflection questions.
Floor plan
The document lists props and equipment for a film shoot including a desk, chair, door, and two green screen cameras. It also notes that an actor will be seated in the chair for some shots and will be in various places in front of the green screen for other shots.
Actor Costume Props
Joe will play the sole actor in the video portraying a nerdy character. He will have his hair slicked back or parted with thick glasses to emphasize the stereotypical nerdy look. Joe will wear a short-sleeve button-down shirt with pens in the pocket, thick tie, and smart trousers pulled up high to complete the costume. Props will include a desk surrounded by paperwork, a pot of pens, and a clock to set the scene of a bored office worker.
Location
The video will primarily be filmed in a photography studio to take advantage of the beneficial lighting and background. Some shots may also use a green screen to allow for wider angles by increasing the apparent background size. The green screen will also provide flexibility to alter the background during editing if desired.
Ideas drafting
Joe Chapple will play a nerdy character with slicked back hair and big glasses, sitting at a desk doing paperwork to the ticking of a clock. When music starts, he throws his paperwork down and dances, forgetting his worries. The video aims to be comedic as Joe has a good sense of humor and can dance well, inspired by Napoleon Dynamite's dance at the end of the film.
Dreams lyrics ideas
The video will feature someone working at a desk as a clock ticks in the background, contradicting stereotypes of festival attendees. When house music plays and the lyrics "make your dreams come true", the person will start dancing and having fun. The dream depicted is up to the viewer, but represents wanting to have fun dancing to house music, which evokes feelings of happiness.
Advert analysis
The document summarizes a magazine advertisement for Deadmau5's single "Rightthissecond". The ad uses contrasting black and neon blue text that stands out and could replicate the lights of a Deadmau5 performance. The bright color conveys a sense of happiness and fun, matching the feel of the music. Most recognizable is Deadmau5's large mask logo, which helps viewers identify the artist. Additional information at the bottom notes it is a new single, available now, and features a positive review from NME magazine calling it "another killer in his arsenal".
Digipack analysis
The album cover uses a simple but eye-catching font to attract attention. The bright color scheme symbolizes the fun and exciting atmosphere of house music. Calvin Harris is featured prominently on the front to indicate it is a house music album and to appeal to his target audience of younger male listeners. The clean and aesthetically pleasing design mirrors the simplicity but attention to detail in his music.
Target audience for house music
The target audience for house music is broad, including longtime fans since the 1980s as well as younger fans of newer house music genres. The author believes house music appeals to many because of its upbeat and happy feel. People who attend nightclubs, festivals, and events are also likely to listen to house music as it is commonly played at such venues. The primary target audience is identified as 17-25 year olds, as that is the typical age range that frequents nightclubs and festivals where house music is played. However, older fans over 60 also enjoy house music festivals. A music video shows the diverse styles and clothing of house music fans, reflecting house music's broad popularity across different groups.
Why i chose the song
This song was chosen because the creator enjoys the upbeat and unusual style of DJ Q's music that matches the conceptual video they want to make. They are also a fan of DJ Q's live events and music which led them to wanting to use this particular song in their video.
Andrew goodwin (1992)
Andrew Goodwin analyzed the key features of music videos in his book "Dancing in the Distraction Factory". He identified 6 common features of music videos, including demonstrating genre characteristics, relating visuals to lyrics and music, and including references to looking and the female body. Goodwin also described 5 ways to analyze a music video, such as examining the structure and voice of the song, the narrative and star performance, and how the visuals relate to and illustrate, amplify, or create disjuncture with the song.
Andrew goodwin (1992)
Andrew Goodwin wrote a book called "Dancing in the Distraction Factory" in 1992 where he analyzed music videos. He identified 6 key features of music videos including that they demonstrate genre characteristics through relationships between lyrics and visuals as well as music and visuals, are influenced by record label demands, reference looking through screens and mirrors, and make intertextual references to other media. Goodwin also proposed 5 ways to analyze music videos.
Music video theory
Performance based videos simply show the artist performing the song and require varied quick shots to maintain interest. Narrative videos tell a story through footage related to the song's lyrics or theme but are more difficult as more elements must be coordinated. Conceptual videos focus on a single idea or concept but are unusual, challenging to film using effects, and risk being hard to follow.
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As Pre-production Tasks Feedback Sheet
- 1. AS Pre-production Tasks Feedback Student Name: RADCLIFFE Harrison Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – film beginning analysis Casino Royale 3 more needed!!! Taken 2. Genre Analysis Action – needs detail 3. Target Audience Blog – needs detail 4. Script No - Loads to incorrect page - Added 5. Drafts Blog - ideas 6. Storyboard Blog – detail needed 7. Shotlist No - Loads to incorrect page- Added 8. Layouts – floor plan Blog 9. Locations No - Loads to incorrect page- Added 10. Costumes Blog 11. Props Blog – detail and images needed 12. Actors Blog – detail and images needed 13. Equipment No - Added 14. Production schedule No - Added Teachers comments 1. Casino – some detail but far too descriptive. You need to analyse why choices have been made and how this affects the genre. Some detail on technical elements. Taken – good detail on how technical elements have set up character and hints at genre conventions. 2. You have mentioned a lot of info but it all lacks in depth detail. What modern films have female heroes? What are key weapons used? What are key narratives? What are the key films other than Bond? Some conventions identified in diagram 3. Some thought into age range of potential audience with some thought into content but lacks good information. What other interests may they have? Who exactly is your TA? Where have you got all your evidence? 4. Loads to incorrect page - script is too simple, not enough detail. Only clue to genre is the rifle?? 5. No script draft but initial ideas added. 6. Very colourful but lacks any technical detail on camera. 7. Loads to incorrect page – good detail on list, with key info added – location, sound, action. 8. Good detail on one set up, but lacks movement. 9. Loads to incorrect page – good images with some info on how they will be used. 10. Some detail given on why costumes chosen with links to characters. 11. More detail needed on how props will be used and how they link to genre. Some images now added. 12. Some detail given on why actor chosen for their role – but more info needed than just ‘he likes wearing a suit’. What other aspects make him a good choice – physical appearance? 13. Missing – now added with a very brief note on how/why they will be used. 14. Missing – some good info on shooting and editing schedule. No info on pre-prod. Add all missing work! Work now all added. Student has clear understanding of task and conventions. More care and better use of terminology needed. Mark out of 20: 8 Teacher name: MDR Date: Dec 14 Student action plan for improvement
- 2. Final mark out of 20: 13 Date: Mar 2015