Common Part 2 110307
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The document provides instructions for watching a music video and analyzing various elements of it such as camera angles, lighting, scenery, tone, and the artist's role. Students are asked to note images that catch their attention, shock or surprise them, and make them feel emotions. After watching, they should discuss with a partner their observations about whether it was a typical hip hop video, how it was different or similar, and what the words and images mean to them. They are also prompted to consider how the artist interacts with others in the video and whether the video and lyrics effectively convey the same message or story.
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Power point for writing about coursework year 10
This document provides guidance on how to critically analyze a music video for a coursework assignment. It outlines key areas to discuss such as the target audience, unique selling point, media language including camera angles and mise-en-scene, narrative style, and genre conventions. The analysis should consider how the video appeals to and reaches its target audience using these formal elements. Students are advised to discuss these areas in around 500 words using bullet points, screenshots, and arrows to highlight specific techniques while focusing on the most relevant details.
Kindness storyboard template
This document contains a storyboard for a video about kindness. It has 6 frames that will show acts of kindness and how to practice kindness. Frame 1 introduces the topic of kindness. Frame 2 defines kindness as going out of your way to be nice or show someone you care. Frame 3 shows kindness cannot be bought and must be practiced. Frame 4 displays friendly acts like caring about others' feelings. Frame 5 shows kindness to oneself like rest and healthy habits. Frame 6 reminds the audience to practice kindness to others and themselves in various situations.
Lesson Plan: 'What Was I Made For'
DESCRIPTION:
In this song-based step-by-step lesson plan for English language teaching, students interact with the lyrics and behind-the-scenes footage of "What Was I Made For" by Billie Eilish. Students guess which words appear in the lyrics, engage in discussion on key themes of the song, and complete a listening comprehension activity using a behind-the-scenes video.
Language level: B1+ B2
Learner type : All ages
Skills : speaking, listening, reading and writing
Topic: Self-Identity, Emotions
Materials : Music video, lyric video, behind-the-scenes video, Genially presentation
Duration: about an hour
How to write your music video treatment
The document provides guidance on writing an effective treatment for a music video. It explains that a treatment is used in the industry to convey directorial ideas in more detail than a pitch. The treatment must take the reader through the story of the video, bringing across characters and events without providing more information than what will be seen. It should be 1-2 pages and grip the reader from the first line, making them want to keep reading until the end. Students must submit an individual treatment and can produce a group storyboard, with the deadline for both being Thursday, October 13. The provided template outlines elements that should be included in the treatment, such as artist, song, genre, concept overview, characters, locations, and visual elements
Martha commentary
The document discusses feedback received on a music video. It aimed for an indie style through colors, trends, and narrative structure following a couple, inspired by artists like Ellie Goulding. While the editing software limited vintage effects, audience feedback confirmed the romantic storyline and described the video as keeping to the indie pop theme through simplistic shots, fashion, and charm conveying natural chemistry. Suggestions are provided on how to effectively answer questions about the feedback, including looking back at comments, examples from the rough cut and final video, and discussing how feedback influenced creative decisions.
Martha commentary
The document discusses feedback received on a music video project. It aimed for an indie style through colors, trends, and narrative structure following a couple, as seen in videos by Ellie Goulding and Colbie Callait. Viewers said it had a romantic storyline. The group wanted a vintage look and researched editing effects, though some software limitations caused problems. Feedback noted smooth cinematography, idyllic shots of Cambridge, and natural chemistry between the performers, keeping to the indie pop theme.
18. return tests, note taking, viral marketing
This document provides announcements and information for a class. It includes:
1) Upcoming assignments that are due, including returning tests, completing reflection questions on vocabulary practice, and submitting a PSU classroom observation report.
2) Details on the PSU observation assignment, which involves commenting on another student's classroom observation video and answering questions about similarities and differences. Extra credit is offered for additional comments.
3) A reminder to check answers on a listening assessment and get help from the teacher or classmates if still confused.
4) The distribution of progress reports and an update to the syllabus available on the class blog.
Year 10 coursework.docx sheet
The document provides guidance for analyzing how a music video appeals to its target audience. Students are instructed to consider the target audience's age, gender, and profession, as well as secondary and unintended audiences. They should analyze the video's unique selling point, media language, narrative style, genre conventions, camera angles, mise-en-scene, and how it relates to the song's lyrics. The analysis should consider uses and gratifications theory and whether the artist's mode of address is direct or indirect. Students are advised to use annotations and screen grabs as evidence in their approximately 500-word response.
1) fmp initial plans final
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