Year 12 Media Coursework Evaluation- Question 1Mediamoogle
The document provides an analysis of a student's media coursework project creating a thriller movie opening sequence. It summarizes the student's research into thriller conventions and their analysis of existing thriller openings. It then analyzes multiple elements of the student's opening, including characters, mystery elements, lighting, shots, music, title, locations, effects, editing, and iconography, explaining how each element conforms to or develops thriller conventions based on research and comparison to existing thrillers such as The Sixth Sense, Saw, and Supernatural.
Year 12 Media Coursework Evaluation- Question 2Mediamoogle
The document analyzes how different social groups are portrayed in a media product. It discusses the positive representation of young, cheerful cleaning women from a working class background. It also examines the portrayal of a stressed working class father struggling when his wife is absent, and the innocent stereotypical depiction of a young girl suffering from nightmares. The antagonist has no clear social class as a dark entity, though it only interacts with the oppressed girl and victims, similar to an antisocial character. All characters have stereotypical Welsh accents to make the average working class family more relatable and sympathetic.
Year 12 Media Coursework Evaluation- Question 1Mediamoogle
The document provides an analysis of a student's media coursework project creating a thriller movie opening sequence. It summarizes the student's research into thriller conventions and their analysis of existing thriller openings. It then analyzes multiple elements of the student's opening, including characters, mystery elements, lighting, shots, music, title, locations, effects, editing, and iconography, explaining how each element conforms to or develops thriller conventions based on research and comparison to existing thrillers such as The Sixth Sense, Saw, and Supernatural.
Year 12 Media Coursework Evaluation- Question 2Mediamoogle
The document analyzes how different social groups are portrayed in a media product. It discusses the positive representation of young, cheerful cleaning women from a working class background. It also examines the portrayal of a stressed working class father struggling when his wife is absent, and the innocent stereotypical depiction of a young girl suffering from nightmares. The antagonist has no clear social class as a dark entity, though it only interacts with the oppressed girl and victims, similar to an antisocial character. All characters have stereotypical Welsh accents to make the average working class family more relatable and sympathetic.
This document provides information on representations in TV and film, including:
- Class is often represented through stereotypes like upper class being rich/snobby, working class being poorer/less intelligent.
- Gender is often represented through stereotypes like males being masculine/providers, females being feminine/caregivers.
- Other representations discussed include ethnicity, region, age, sexuality, and ability, each with their own stereotypes.
- Key things to analyze for any representation include how characters are portrayed, treated by others, and any messages about that group.
There are five key stages of film production: development, pre-production, production, post-production, and distribution. During development, financing is secured from investors by pitching the film's revenue potential and creative team. Pre-production involves finalizing scripts, scheduling, casting, and location scouting. Production is the filming and recording of raw footage. Post-production consists of editing, sound mixing, visual effects, and scoring. Distribution is when the completed film is launched in cinemas, home video, and television markets through a carefully planned release cycle and marketing campaign.
Over the next two months, the focus of lessons will transition from coursework to exam preparation. For the next two weeks, half of all lessons will focus on exam preparation and half on completing remaining coursework. After that, all lessons until the May exam will focus on exam preparation. The evaluation assignment, worth 20 marks, is due on January 20th and requires addressing questions about representation, audience, and progression from preliminary to final tasks. All coursework improvements must be completed by February 3rd.
1. SUBTAJUK: DASAR-DASAR LUAR
MALAYSIA
• Asas- asas Pengubalan dasar Luar Malaysia:
• 5 Faktor yang menentukan corak dan arah dasar;
A)FAKTOR SEJARAH
B)FAKTOR EKONOMI
C)FAKTOR POLITIK
D)FAKTOR GEOGRAFI
E)FAKTOR DEMOGRAFI
2. A) FAKTOR SEJARAH
• Terjalin semenjak Zaman Kesultanan Melayu
Melaka seperti dengan Negara China, Arab,
Siam dan lain-lain.
• Ia berbentuk hubungan perdagangan
• Setelah merdeka- hubungan diplomatik
3. B) FAKTOR EKONOMI
• Malaysia mengamalkan pasaran bebas.
• Malaysia menjalin hubungan ekonomi dengan
negara-negara maju bagi meningkatkan
pasaran keluaran Malaysia disamping
mengadakan pelaburan di negara berkenaan.
4. C) FAKTOR POLITIK
• Mengamalkan pemerintahan demokrasi
berparlimen.
• Malaysia berhak menentukan halatuju masa
depannya sendiri berdasarkan prinsip-prinsip
keamanan sejagat.
5. D) FAKTOR GEOGRAFI
• Malaysia mempunyai kedudukan yang
strategik.
• Laluan perdagangan kapal-kapal utama di
dunia.
6. E) FAKTOR DEMOGRAFI
• Hubungan dengan negara Islam kerana
majoriti penduduk beragama Islam.
• Tiada hubungan diplomatik dengan Israel
kerana penindasan terhadap rakyat Palestin.
• Menentang dasar Aparteid.
7. E) FAKTOR DEMOGRAFI
• Hubungan dengan negara Islam kerana
majoriti penduduk beragama Islam.
• Tiada hubungan diplomatik dengan Israel
kerana penindasan terhadap rakyat Palestin.
• Menentang dasar Aparteid.
