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Lp10 making meaning
1) The document provides background information and analysis prompts about the short film "Two Cars, One Night."
2) It discusses the film's director and career. It also details the Maori culture and significance of tattoos to help understand a character in the film.
3) Students are tasked to analyze how the film conveys its meaning and messages through elements like narrative, camerawork, setting, characters and symbols. They must tie these ideas together in a group presentation.
Lp4 mise en scene
This document discusses the film technique of mise-en-scène. It defines mise-en-scène as referring to all visual elements of a film, including shot selection, composition, lighting, props, and technical camera aspects. Students are asked to observe and take notes on how lighting and other mise-en-scène elements like props are used in two short film clips screened in class, and then compare and contrast the use of these techniques between the two films.
Lp3 sound
The document discusses the use of sound in film. There are four types of sound: music, dialogue, sound effects, and silence or atmospheric sound. Sound can be either diegetic (part of the narrative world) or non-diegetic (added after filming and not heard by characters). Students listened to and analyzed clips from three short films to identify different uses of sound and how they impact atmosphere, characters, and the story.
Lp1 narrative
This document provides instructions and discussion questions for analyzing three short films: Kiwi, Reach, and Sonata. Students are asked to identify the plot elements of exposition, rising action, climax, falling action, and denouement for the film Kiwi. They also analyze the narrative structure and how characters try to achieve their goals in one of the two other films. Finally, students compare the narrative structures between two of the films and discuss what they learned.
Roadmap to guide a software development process
The document discusses Adalberto Gonzalez Ayala's roadmap for guiding a software development process. The roadmap combines CMMI, Agile techniques, and Six Sigma tools to provide structure and continuous improvement. CMMI provides an organizational framework, Agile focuses on customer satisfaction through early delivery, and Six Sigma tools help measure goals and track progress.
12th grade english unit 12 1 journeys x2
This 12th grade English unit focuses on personal journeys through reading biographies, memoirs, and narratives. Students will write their own personal narratives and responses to quotes about life journeys. They will analyze Maya Angelou's memoir "I Know Why the Caged Bird Sings" which describes her childhood experiences working in her family's store and meeting Mrs. Flowers, who became an important influence.
Character investigative chart
This document is a character investigative chart used to analyze characters in books or stories. It lists character traits that are either stated directly or implied indirectly, along with evidence from the text to support each trait assessment. The chart helps readers closely examine characters and understand their personalities, motivations, and development over the course of the narrative.
Character And Conflict Post Secret
This document provides definitions and examples of literary analysis terms related to characters and conflicts, including:
- Protagonist and antagonist
- Static and dynamic characters
- Round and flat characters
- Types of conflicts (man vs. man, self, nature, society)
- Character motivation and direct/indirect characterization
The document would be used to teach students how to analyze characters and identify conflicts, motivations, and characterizations in stories.
Recommended
Lp10 making meaning
1) The document provides background information and analysis prompts about the short film "Two Cars, One Night."
2) It discusses the film's director and career. It also details the Maori culture and significance of tattoos to help understand a character in the film.
3) Students are tasked to analyze how the film conveys its meaning and messages through elements like narrative, camerawork, setting, characters and symbols. They must tie these ideas together in a group presentation.
Lp4 mise en scene
This document discusses the film technique of mise-en-scène. It defines mise-en-scène as referring to all visual elements of a film, including shot selection, composition, lighting, props, and technical camera aspects. Students are asked to observe and take notes on how lighting and other mise-en-scène elements like props are used in two short film clips screened in class, and then compare and contrast the use of these techniques between the two films.
Lp3 sound
The document discusses the use of sound in film. There are four types of sound: music, dialogue, sound effects, and silence or atmospheric sound. Sound can be either diegetic (part of the narrative world) or non-diegetic (added after filming and not heard by characters). Students listened to and analyzed clips from three short films to identify different uses of sound and how they impact atmosphere, characters, and the story.
Lp1 narrative
This document provides instructions and discussion questions for analyzing three short films: Kiwi, Reach, and Sonata. Students are asked to identify the plot elements of exposition, rising action, climax, falling action, and denouement for the film Kiwi. They also analyze the narrative structure and how characters try to achieve their goals in one of the two other films. Finally, students compare the narrative structures between two of the films and discuss what they learned.
Roadmap to guide a software development process
The document discusses Adalberto Gonzalez Ayala's roadmap for guiding a software development process. The roadmap combines CMMI, Agile techniques, and Six Sigma tools to provide structure and continuous improvement. CMMI provides an organizational framework, Agile focuses on customer satisfaction through early delivery, and Six Sigma tools help measure goals and track progress.
12th grade english unit 12 1 journeys x2
This 12th grade English unit focuses on personal journeys through reading biographies, memoirs, and narratives. Students will write their own personal narratives and responses to quotes about life journeys. They will analyze Maya Angelou's memoir "I Know Why the Caged Bird Sings" which describes her childhood experiences working in her family's store and meeting Mrs. Flowers, who became an important influence.
Character investigative chart
This document is a character investigative chart used to analyze characters in books or stories. It lists character traits that are either stated directly or implied indirectly, along with evidence from the text to support each trait assessment. The chart helps readers closely examine characters and understand their personalities, motivations, and development over the course of the narrative.
Character And Conflict Post Secret
This document provides definitions and examples of literary analysis terms related to characters and conflicts, including:
- Protagonist and antagonist
- Static and dynamic characters
- Round and flat characters
- Types of conflicts (man vs. man, self, nature, society)
- Character motivation and direct/indirect characterization
The document would be used to teach students how to analyze characters and identify conflicts, motivations, and characterizations in stories.
Team 13544 wordle of commonalities
Team 13544 conducted an activity to identify commonalities among group members. They created a shared Google Doc where each member listed characteristics in specific categories. Responses were compiled into a single list and input into the Wordle website to generate an image showing the most commonly shared traits in larger text. The Wordle image was saved as a file and uploaded into a PowerPoint presentation on SlideShare.
3rd hour "The Most Dangerous Game" Analysis
This document analyzes key literary elements in the short story "The Most Dangerous Game" including figurative language, plot, conflict, characterization, mood, theme, syntax and tone. It provides examples from the story to illustrate these elements, such as the use of personification to describe Rainsford's emotions and the direct conflict created between Rainsford and General Zaroff. The analysis examines how these elements engage the reader by providing details, creating tension and resonating the story's meaning.
Post secret
The document is about the PostSecret community website and book series. It invites people to share secrets anonymously online or through postcards. The PostSecret project aims to create an open and supportive community for people to feel comfortable sharing personal secrets without fear of judgment or repercussions. It discusses the various ways people can engage with PostSecret, such as submitting secrets, discussing them online, attending community events, and reading the books of collected postcards.
The Most Dangerous Game Questions
This document contains 7 discussion questions about the short story "The Most Dangerous Game" by Richard Connell. The questions probe the rules of the hunting "game" established by the character Zaroff on his island, whether any rules are broken, how the word "game" in the title can be interpreted, whether Rainsford or Zaroff's overconfidence led to Zaroff's defeat, and whether man or hunting man is the most dangerous game.
Supporting Students in Science
This resource features various lesson plans and multimedia embed ideas for your students in science.
http://collaborizeclassroom.com/resources
Character Comparison
The document compares the characters of Steve, played by Seb Perrier, and Rick Grimes, played by Andrew Lincoln from The Walking Dead. Both characters exist in post-apocalyptic environments and have several similarities, including being located in wooded areas for safety, having a distant stare to observe their surroundings, surviving as part of a small group, and carrying bags and facial hair out of necessity. Differences between the characters include Rick being dirtier and more armed, wearing more practical clothing and boots, and carrying his bag in a more secure manner that allows for movement.
Self-Publishing for Students
This document outlines a lesson plan for using an online story generator to teach creative writing. It discusses social constructionist theory and how technology can actively engage students. The lesson involves students working in pairs to write a short story using a story generator called My Story Maker, with guidance from a graphic organizer and rubric. They will develop characters, settings, and include standard story elements in their collaborative writing. Completed stories will then be shared aloud.
1st period %22 most dangerous game%22 analysis pp
This document analyzes Richard Connell's short story "The Most Dangerous Game" by discussing how the author uses various literary elements like theme, mood, figurative language, plot, syntax, tone, point of view, diction, characterization, and conflict to tell the story. Specifically, it explores how the theme and mood are conveyed, how figurative language and plot elements are applied, how syntax and tone are used, the point of view and word choice, and how characterization and conflict are portrayed both directly and indirectly.
9 frame structure analysis
The document provides a detailed frame-by-frame analysis of the opening title sequence of the film "Se7en". Each frame is a close-up shot that focuses on a body part or object, slowly revealing more clues but still leaving the overall context ambiguous. The frames become gradually darker and include flashing titles. Taken together, the frames form a puzzle that hints at a character creating something mysterious involving blades, pins, and paper while obtaining injuries, building intrigue and foreshadowing the film's thriller genre conventions.
Digra 2103
In recent years there has been significant improvement in the simpler actions performed by characters in computer games – such as navigating the world and attacking enemies and similar actions. In previous work, the ability of NPCs to adapt to changing circumstances was found to be inadequate in many circumstances. In order to validate these findings we have studied a total of 20 games, observing NPC behavior in each of the games in many different situations, ranging from everyday town life to combat. Using the Game Agent Matrix, we found a number of different behavior categories related to the social context of the agent and its behavior within that context indicating a gap between the most convincing behavior was focused around navigating the world, using tools and using language, as well as more complex behavior such as social sanctions and ranking, connected to the narrative of the game. The middle ground, containing behaviors such as dynamic group formation and the ability to perceive the actions of others were generally seen as unconvincing.
Emma's Games and Storytelling public lecture
A retrospective of 10 years game design work in industry and research groups. The intention was to produce a narrative of work that look/s to develop emotive connections between players and games.
The most dangerous game,new for BBA
Sanger Rainsford and Whitney head into the Amazon rainforest. Whitney warns Rainsford about Ship Trap Island, but Rainsford ignores him. Rainsford ends up shipwrecked on the island, where he encounters General Zaroff, who has begun hunting humans as the most dangerous game. Zaroff offers to hunt Rainsford, giving him a three day head start. Over the next three days, Rainsford uses his skills to evade and outwit Zaroff, ultimately killing both Zaroff and his servant Ivan to survive this dangerous game.
Read writethink student interactives
The document describes several interactive tools for students. It lists tools for writing acrostic poems, organizing information alphabetically, conducting animal or biography research, creating book covers, designing character trading cards, mapping circle plots, making comic strips, comparing and contrasting ideas, writing diamante poems, visualizing stories through doodling, outlining essays, charting information graphically, and generating business or friendly letters. Many of the tools allow students to print their work.
Tarea del seminario 7 álvaro dueñas ruiz
Este documento describe los pasos para encontrar la revista de ortopedia con el mayor número de artículos publicados en 2012 utilizando el Journal Citation Report (JCR). Se selecciona la categoría de "Orthopedics" en JCR y se ordenan las revistas por número de artículos actuales, lo que muestra que la revista "Spine" publicó 557 artículos en 2012, siendo la revista con más publicaciones ese año.
AT
This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
Q1a a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
1 b a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth more marks.
- Section A includes multiple choice questions sorting theorists and analyzing a coursework product.
- Section B involves applying a theoretical concept (representation, audience, narrative, or genre) to a coursework product. Strong answers outline the concept, apply it to specific examples, and discuss the relationship to the product.
- Advice is given on choosing a coursework product, using terminology, and understanding the concept to score well on the question.
Q1a creativity
This document discusses creativity and how it relates to media coursework. It defines creativity as thinking imaginatively and generating something original. It notes that creativity is often influenced by social and cultural factors. When evaluating their own coursework, students should consider elements like composition, representation, narrative, language, and how technology may have enabled creative expression. There is no absolute definition of creativity; it depends on social comparison. Students should reflect on whether their work was a creative "knowledge object" or "art object" and how they communicated their purpose and ideas through stylistic techniques.
Human: Thank you, that is a concise 3 sentence summary that captures the key points about how the document discusses creativity and how students can reflect on
Year 9 – short film chracterisation & symbolism essay
The document provides guidance for a Year 9 student to write an essay exploring how symbolism and characterization are used in the short films "Two Cars One Night" and "The Most Beautiful Man in the World". It outlines how to structure the essay with an introduction, four body paragraphs analyzing different aspects of characterization and symbolism, and a conclusion. The introduction should name the films, define key terms, and introduce characters. Body paragraphs should discuss how description, actions, dialogue, and thoughts reveal characters. Symbols representing personality aspects should also be analyzed. The conclusion should summarize each film's techniques and effectiveness, making a judgment on which does it best.
Year 9 – short film characterisation essay
The document provides guidance for a Year 9 student to write an essay analyzing the characterization in the short films "Two Cars One Night" and "The Most Beautiful Man in the World." It includes an essay plan with four paragraphs: the first analyzing characterization through visual description; the second through character actions; the third through dialogue; and the fourth through body language interpretation of thoughts. Students are instructed to structure their essay using PEE paragraphs and film terminology like camera angles, shots, and mise-en-scene elements. The conclusion should summarize each film's characterization techniques and judge which was more successful.
Lp9 representation
This document discusses the concept of representation in film. It provides examples of how characters in the short film "Two Cars, One Night" may represent different people and social groups. It also considers the potential target audiences of the film and the relationship between the audiences and characters. Students are asked to analyze representation and audience response for other films as well.
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Team 13544 wordle of commonalities
Team 13544 conducted an activity to identify commonalities among group members. They created a shared Google Doc where each member listed characteristics in specific categories. Responses were compiled into a single list and input into the Wordle website to generate an image showing the most commonly shared traits in larger text. The Wordle image was saved as a file and uploaded into a PowerPoint presentation on SlideShare.
3rd hour "The Most Dangerous Game" Analysis
This document analyzes key literary elements in the short story "The Most Dangerous Game" including figurative language, plot, conflict, characterization, mood, theme, syntax and tone. It provides examples from the story to illustrate these elements, such as the use of personification to describe Rainsford's emotions and the direct conflict created between Rainsford and General Zaroff. The analysis examines how these elements engage the reader by providing details, creating tension and resonating the story's meaning.
Post secret
The document is about the PostSecret community website and book series. It invites people to share secrets anonymously online or through postcards. The PostSecret project aims to create an open and supportive community for people to feel comfortable sharing personal secrets without fear of judgment or repercussions. It discusses the various ways people can engage with PostSecret, such as submitting secrets, discussing them online, attending community events, and reading the books of collected postcards.
The Most Dangerous Game Questions
This document contains 7 discussion questions about the short story "The Most Dangerous Game" by Richard Connell. The questions probe the rules of the hunting "game" established by the character Zaroff on his island, whether any rules are broken, how the word "game" in the title can be interpreted, whether Rainsford or Zaroff's overconfidence led to Zaroff's defeat, and whether man or hunting man is the most dangerous game.
Supporting Students in Science
This resource features various lesson plans and multimedia embed ideas for your students in science.
http://collaborizeclassroom.com/resources
Character Comparison
The document compares the characters of Steve, played by Seb Perrier, and Rick Grimes, played by Andrew Lincoln from The Walking Dead. Both characters exist in post-apocalyptic environments and have several similarities, including being located in wooded areas for safety, having a distant stare to observe their surroundings, surviving as part of a small group, and carrying bags and facial hair out of necessity. Differences between the characters include Rick being dirtier and more armed, wearing more practical clothing and boots, and carrying his bag in a more secure manner that allows for movement.
Self-Publishing for Students
This document outlines a lesson plan for using an online story generator to teach creative writing. It discusses social constructionist theory and how technology can actively engage students. The lesson involves students working in pairs to write a short story using a story generator called My Story Maker, with guidance from a graphic organizer and rubric. They will develop characters, settings, and include standard story elements in their collaborative writing. Completed stories will then be shared aloud.
1st period %22 most dangerous game%22 analysis pp
This document analyzes Richard Connell's short story "The Most Dangerous Game" by discussing how the author uses various literary elements like theme, mood, figurative language, plot, syntax, tone, point of view, diction, characterization, and conflict to tell the story. Specifically, it explores how the theme and mood are conveyed, how figurative language and plot elements are applied, how syntax and tone are used, the point of view and word choice, and how characterization and conflict are portrayed both directly and indirectly.
9 frame structure analysis
The document provides a detailed frame-by-frame analysis of the opening title sequence of the film "Se7en". Each frame is a close-up shot that focuses on a body part or object, slowly revealing more clues but still leaving the overall context ambiguous. The frames become gradually darker and include flashing titles. Taken together, the frames form a puzzle that hints at a character creating something mysterious involving blades, pins, and paper while obtaining injuries, building intrigue and foreshadowing the film's thriller genre conventions.
Digra 2103
In recent years there has been significant improvement in the simpler actions performed by characters in computer games – such as navigating the world and attacking enemies and similar actions. In previous work, the ability of NPCs to adapt to changing circumstances was found to be inadequate in many circumstances. In order to validate these findings we have studied a total of 20 games, observing NPC behavior in each of the games in many different situations, ranging from everyday town life to combat. Using the Game Agent Matrix, we found a number of different behavior categories related to the social context of the agent and its behavior within that context indicating a gap between the most convincing behavior was focused around navigating the world, using tools and using language, as well as more complex behavior such as social sanctions and ranking, connected to the narrative of the game. The middle ground, containing behaviors such as dynamic group formation and the ability to perceive the actions of others were generally seen as unconvincing.
Emma's Games and Storytelling public lecture
A retrospective of 10 years game design work in industry and research groups. The intention was to produce a narrative of work that look/s to develop emotive connections between players and games.
The most dangerous game,new for BBA
Sanger Rainsford and Whitney head into the Amazon rainforest. Whitney warns Rainsford about Ship Trap Island, but Rainsford ignores him. Rainsford ends up shipwrecked on the island, where he encounters General Zaroff, who has begun hunting humans as the most dangerous game. Zaroff offers to hunt Rainsford, giving him a three day head start. Over the next three days, Rainsford uses his skills to evade and outwit Zaroff, ultimately killing both Zaroff and his servant Ivan to survive this dangerous game.
Read writethink student interactives
The document describes several interactive tools for students. It lists tools for writing acrostic poems, organizing information alphabetically, conducting animal or biography research, creating book covers, designing character trading cards, mapping circle plots, making comic strips, comparing and contrasting ideas, writing diamante poems, visualizing stories through doodling, outlining essays, charting information graphically, and generating business or friendly letters. Many of the tools allow students to print their work.
Tarea del seminario 7 álvaro dueñas ruiz
Este documento describe los pasos para encontrar la revista de ortopedia con el mayor número de artículos publicados en 2012 utilizando el Journal Citation Report (JCR). Se selecciona la categoría de "Orthopedics" en JCR y se ordenan las revistas por número de artículos actuales, lo que muestra que la revista "Spine" publicó 557 artículos en 2012, siendo la revista con más publicaciones ese año.
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More from krowland
AT
This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
Q1a a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
1 b a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth more marks.
- Section A includes multiple choice questions sorting theorists and analyzing a coursework product.
- Section B involves applying a theoretical concept (representation, audience, narrative, or genre) to a coursework product. Strong answers outline the concept, apply it to specific examples, and discuss the relationship to the product.
- Advice is given on choosing a coursework product, using terminology, and understanding the concept to score well on the question.
Q1a creativity
This document discusses creativity and how it relates to media coursework. It defines creativity as thinking imaginatively and generating something original. It notes that creativity is often influenced by social and cultural factors. When evaluating their own coursework, students should consider elements like composition, representation, narrative, language, and how technology may have enabled creative expression. There is no absolute definition of creativity; it depends on social comparison. Students should reflect on whether their work was a creative "knowledge object" or "art object" and how they communicated their purpose and ideas through stylistic techniques.
Human: Thank you, that is a concise 3 sentence summary that captures the key points about how the document discusses creativity and how students can reflect on
Year 9 – short film chracterisation & symbolism essay
The document provides guidance for a Year 9 student to write an essay exploring how symbolism and characterization are used in the short films "Two Cars One Night" and "The Most Beautiful Man in the World". It outlines how to structure the essay with an introduction, four body paragraphs analyzing different aspects of characterization and symbolism, and a conclusion. The introduction should name the films, define key terms, and introduce characters. Body paragraphs should discuss how description, actions, dialogue, and thoughts reveal characters. Symbols representing personality aspects should also be analyzed. The conclusion should summarize each film's techniques and effectiveness, making a judgment on which does it best.
Year 9 – short film characterisation essay
The document provides guidance for a Year 9 student to write an essay analyzing the characterization in the short films "Two Cars One Night" and "The Most Beautiful Man in the World." It includes an essay plan with four paragraphs: the first analyzing characterization through visual description; the second through character actions; the third through dialogue; and the fourth through body language interpretation of thoughts. Students are instructed to structure their essay using PEE paragraphs and film terminology like camera angles, shots, and mise-en-scene elements. The conclusion should summarize each film's characterization techniques and judge which was more successful.
Lp9 representation
This document discusses the concept of representation in film. It provides examples of how characters in the short film "Two Cars, One Night" may represent different people and social groups. It also considers the potential target audiences of the film and the relationship between the audiences and characters. Students are asked to analyze representation and audience response for other films as well.
Lp8 symbols essay
This document provides guidance for writing an essay analyzing symbolism in short films. Students are asked to discuss the importance of symbols in the films The Most Beautiful Man in the World, The Man with the Beautiful Eyes, and optionally Two Cars, One Night, comparing common symbols between films and analyzing their different functions. Students are instructed to gather evidence from brainstorm diagrams and notes on symbols, and to structure their essay using either Point Evidence Explain or Point Quote Comment.
Lp7 symbolism
This document discusses symbolism in short films. It provides objectives about understanding symbolism and extracting meaning from symbols. It includes examples of symbols from the films "The Most Beautiful Man in the World" and "The Man with the Beautiful Eyes" such as a pond, beetle, goldfish pond, bamboo. It asks the reader to identify symbols in the films and what they might represent. It also discusses how symbols can represent qualities, ideas, or be connected to things in people's minds. Questions are provided about what specific symbols might represent in the analyzed films.
Lp6 character
This document provides guidance for analyzing character motivation and characterization in short films. It discusses exploring how characters are presented and motivated through their backgrounds, desires, and goals. It prompts analyzing two short film clips, focusing on impressions of different characters and interpreting clues about their true nature. It challenges the reader to compare a character between a poem and its film adaptation, unraveling what was added and why by the filmmaker.
Lp5 location setting
This document provides discussion questions and tasks about analyzing settings and locations in short films. Students are asked to describe areas in their school without naming them, watch the short film "Two Cars, One Night" and analyze the interior and exterior settings, discuss how environment can affect people, write about how locations can add to stories in short films, and analyze the use of cars as settings and the implications of the nighttime setting in "Two Cars, One Night". The document guides students through exercises to thoughtfully consider how settings impact narratives and themes in short films.
Lp2 camera
1. The document discusses how camera shots and angles are used in film to create meaning and influence the audience's perspective. It explains common shot types like long shots, mid shots, and close ups.
2. Camera angles like high and low angles are used to make characters seem powerful or weak. Distorted angles can make a scene seem frightening or unsettling.
3. As an exercise, students are asked to draw a series of images using different camera techniques to tell the story of a stickman trying to get fat, and annotate how each shot creates meaning.
Txtengglanglit
This chapter discusses different writing formats that students may encounter in GCSE English exams and in everyday life. It outlines the key features of articles, reports, letters, leaflets, reviews, and speeches. The chapter provides examples of each format and tasks for students to practice writing in these formats. It emphasizes the importance of being able to recognize different writing styles and adapting one's own writing for specific purposes and audiences.
We media and citizen journalism
This document discusses how citizen journalism and social media are changing how news is reported and shared. It provides examples of alternative news sites run by non-professional journalists and bloggers that cover specific topics. It also lists links to talks about how new media technologies like cell phones and social networks can empower individuals to participate in sharing news and influencing historical events. One talk presents an optimistic view while another link presents a more opposing view on this issue.
Structure for a2 exam section a
This document provides guidance on structuring responses for Section A of the OCR A2 media exam. For question 1a, it recommends a 5 paragraph structure: paragraph 1 introduces the projects, paragraph 2 discusses an initial skill and example, paragraphs 3 and 4 demonstrate skill development across early and later projects with examples, and paragraph 5 is a short conclusion. For question 1b, it recommends a 5 paragraph structure: paragraph 1 introduces the project, paragraph 2 outlines key concepts, paragraph 3 applies the concepts to the project with close references, paragraph 4 discusses how the concepts work and may be challenged in relation to the project, and paragraph 5 is a conclusion. It emphasizes analyzing the finished production within the time limit.
C4 styleguide
The document outlines visual identity guidelines for Channel 4's off-air branding and logo usage. It describes the key elements of the visual identity, including the logo, color palette, typography, and imagery. Guidelines are provided for proper usage of the logo, including minimum size, preferred positioning, and maintaining clear space around it. The style guide aims to establish branding consistency across all off-air materials such as print advertising, literature, and other branded content.
Teachers guide
George shoots Lennie in the back of the head to prevent him from suffering at the hands of an angry mob. The novel follows George and Lennie, two migrant ranch workers in California during the Great Depression. They have fled their previous job in Weed after Lennie was accused of improper behavior with a young woman. They find new work on a ranch, where Lennie accidentally kills Curley's wife and faces the wrath of the other ranch hands. To protect his friend from a violent death, George mercy-kills Lennie.
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Year 9 – short film chracterisation & symbolism essay
Year 9 – short film chracterisation & symbolism essay