This student describes how their skills in using digital technology for media production developed over two years of study. In their preliminary work, they had basic skills in editing software and camera use. Through their AS project of an opening sequence, they learned techniques like match cuts and following continuity rules. For their A2 music video, they had stronger editing skills and broke continuity rules as required by the genre. They also used a more advanced camera. Their skills allowed them to take on work at the BFI and use professional equipment. Overall, they demonstrate growth in their technical abilities and applying techniques appropriately based on genre.
This document provides guidance on answering questions about use of digital technology for a media studies project. It discusses considering the digital technology used in pre-production, production, and post-production stages. This includes cameras, computers, software, and online programs. It also discusses Web 2.0 technologies like blogs, YouTube, and social media for collaboration, research, and gathering audience feedback. The document provides examples of how students could discuss using digital technologies and the impact on their role as active media producers.
Advanced media portfolio Evaluation GuidanceNaamah Hill
This document provides guidance for students on evaluating their advanced media portfolio project. It outlines the marking criteria and focus areas for the four evaluation questions: 1) How the media product used or developed conventions of real media, 2) The effectiveness of combining the main product with ancillary texts, 3) What was learned from audience feedback, and 4) How media technologies were used in construction, research, planning and evaluation. Students are advised to present their evaluation electronically using technologies like Prezi, video podcast, edited video, blog post, or PowerPoint. They should demonstrate excellent understanding and communication skills across all areas to achieve the highest Level 4 marks.
This document outlines the requirements for a 4-question media evaluation worth 20 marks. Students must answer questions about how their media product used or challenged conventions, the effectiveness of combining elements, what they learned from audience feedback, and how they used technology. They are assessed on their understanding, analysis, skills, and communication. Sample questions and guidance are provided on what examiners are looking for in responses.
The document provides guidance on discussing digital technology use for a school assignment. It outlines key areas to address, including the digital tools used for pre-production, production, and post-production, as well as how these interlink. Students are advised to consider why different technologies were used and how their skills improved. The impact of technologies like web 2.0 and how they enable consumers to participate is also highlighted. Questions are provided to help structure an answer around the organization, audience feedback, creative works, research, and combining of tasks that were aided by digital technologies.
This document provides an overview of the A2 Media Studies course, which includes two main components: 1) an Advanced Media Portfolio coursework unit involving creating a music video and additional supporting media products, and 2) a Critical Perspectives in Media exam unit focusing on postmodernism and media theory. Students are encouraged to improve their technical skills in areas like editing and to regularly engage with media through blogs, websites, and other platforms to support their studies and productions. The goal is to help students achieve the highest grades through organization, skill-building, thoughtful evaluations, and dedicated work.
This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
The document provides guidance on how to structure a response for a question about improving skills in areas like digital technology, creativity, research and planning, and post-production. It recommends choosing 3-4 key parts of a skill area and discussing your skill level in Year 12, how it limited your work, and how your skill level improved in Year 13 and benefited your work. It also suggests addressing any problems encountered and how they affected your work.
This document outlines the requirements for a media evaluation assignment, including:
- It consists of 4 questions worth 20 marks that must be answered at a Level 3 or higher.
- The questions address how the media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used.
- Criteria for assessment include understanding of forms/conventions, the role of new media, audience feedback, and skills in digital technology and communication.
- Guidance is provided for each question, emphasizing research, specific examples, and use of evidence like screen grabs or video clips. Past student evaluations should also be reviewed for examples of how
This document provides guidance on answering questions about use of digital technology for a media studies project. It discusses considering the digital technology used in pre-production, production, and post-production stages. This includes cameras, computers, software, and online programs. It also discusses Web 2.0 technologies like blogs, YouTube, and social media for collaboration, research, and gathering audience feedback. The document provides examples of how students could discuss using digital technologies and the impact on their role as active media producers.
Advanced media portfolio Evaluation GuidanceNaamah Hill
This document provides guidance for students on evaluating their advanced media portfolio project. It outlines the marking criteria and focus areas for the four evaluation questions: 1) How the media product used or developed conventions of real media, 2) The effectiveness of combining the main product with ancillary texts, 3) What was learned from audience feedback, and 4) How media technologies were used in construction, research, planning and evaluation. Students are advised to present their evaluation electronically using technologies like Prezi, video podcast, edited video, blog post, or PowerPoint. They should demonstrate excellent understanding and communication skills across all areas to achieve the highest Level 4 marks.
This document outlines the requirements for a 4-question media evaluation worth 20 marks. Students must answer questions about how their media product used or challenged conventions, the effectiveness of combining elements, what they learned from audience feedback, and how they used technology. They are assessed on their understanding, analysis, skills, and communication. Sample questions and guidance are provided on what examiners are looking for in responses.
The document provides guidance on discussing digital technology use for a school assignment. It outlines key areas to address, including the digital tools used for pre-production, production, and post-production, as well as how these interlink. Students are advised to consider why different technologies were used and how their skills improved. The impact of technologies like web 2.0 and how they enable consumers to participate is also highlighted. Questions are provided to help structure an answer around the organization, audience feedback, creative works, research, and combining of tasks that were aided by digital technologies.
This document provides an overview of the A2 Media Studies course, which includes two main components: 1) an Advanced Media Portfolio coursework unit involving creating a music video and additional supporting media products, and 2) a Critical Perspectives in Media exam unit focusing on postmodernism and media theory. Students are encouraged to improve their technical skills in areas like editing and to regularly engage with media through blogs, websites, and other platforms to support their studies and productions. The goal is to help students achieve the highest grades through organization, skill-building, thoughtful evaluations, and dedicated work.
This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
The document provides guidance on how to structure a response for a question about improving skills in areas like digital technology, creativity, research and planning, and post-production. It recommends choosing 3-4 key parts of a skill area and discussing your skill level in Year 12, how it limited your work, and how your skill level improved in Year 13 and benefited your work. It also suggests addressing any problems encountered and how they affected your work.
This document outlines the requirements for a media evaluation assignment, including:
- It consists of 4 questions worth 20 marks that must be answered at a Level 3 or higher.
- The questions address how the media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used.
- Criteria for assessment include understanding of forms/conventions, the role of new media, audience feedback, and skills in digital technology and communication.
- Guidance is provided for each question, emphasizing research, specific examples, and use of evidence like screen grabs or video clips. Past student evaluations should also be reviewed for examples of how
Post production involves editing filmed/photographed material using software to transform it into a finished product. The document discusses the post production process for several of the author's school assignments from AS level to A2, involving editing footage in software like iMovie, Final Cut Pro, and manipulating photos in Photoshop. It prompts the author to reflect on the progression of their technical skills in these programs and how post production choices related to key media concepts like media language, representation, audiences, and institutions.
This document provides guidance for students on writing an evaluation for their A2 Media Studies course. It outlines that the evaluation is worth 20 marks and research and planning is also worth 20 marks. Students must blog their individual evaluation using available digital technologies like links, images, and videos. They must answer 4 questions, using different technologies appropriately for each question. Thorough planning of responses is essential. The document provides details on what should be covered for each question and suggests possible digital technologies to use.
This lesson introduces the skills development question for a media studies exam. It explains that the question will focus on reflecting on the student's skills progression over their AS and A2 coursework. There are five areas that may be assessed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity.
The student is instructed to prepare for the exam by making notes on flashcards or post-its addressing questions about their production activities, technology used, how their work can be considered creative, the different types of research conducted, conventions of media texts, and their understanding of post-production. Organizing their thoughts and experiences in this way will help them
The document outlines an evaluation script containing 7 questions about a media product. Each question prompts the respondent to identify the technologies and visual elements they will use to answer in bullet points. The questions cover how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, engages audiences, lessons learned about technologies during construction, and progression from preliminary tasks.
This student describes how their skills in using digital technology for media production developed over two years of study. In their preliminary work, they had basic skills in editing software and camera use. Through completing projects in years 1 and 2 exploring different genres, their skills improved. They learned techniques like matching cuts and following continuity rules. By year 2, they had advanced skills and could be more creative by breaking conventions. They applied these skills in an internship, showing their progression over time and ability to work professionally.
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
This document provides guidance for students taking the Section A exam on theoretical evaluation of media productions. It outlines the structure of Section A, including a question evaluating skills development from AS to A2 and a question analyzing a production using media concepts. It emphasizes reflecting on progression, using examples and terminology. It prompts students to consider how their use of digital technology developed across their productions, with benefits like increased creativity and distribution options. An example exam question and guidance to plan an essay response is also provided.
The document provides guidance for A Level media students on explaining the role of digital technologies and narrative in their coursework productions. It includes discussion of key concepts around digital technologies, narrative theories, and sample exam questions. For digital technologies, it highlights considering their use across pre-production, production, post-production, and evaluations. For narrative, it introduces several theorists like Propp, Todorov, and Neale and encourages applying their ideas to one of the student's productions. Homework involves outlining the digital technologies and narrative elements used in their projects.
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria for assessment, including demonstrating understanding of forms and conventions in productions, use of new media, audience feedback, and use of digital technology. Students must answer four questions about their media products and illustrate their answers using a variety of multimedia sources, with an emphasis on using the electronic format. Tips are provided for a successful evaluation, including taking a multimedia approach that integrates video, images, and links within the written response.
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
This document provides a checklist for evaluating a media studies portfolio project. It includes four questions that must be addressed: 1) How the media products use, develop, or challenge conventions of real media genres through examples from all three products. 2) How the main product and ancillary texts effectively combine through examples showing synergy from all products. 3) What was learned from audience feedback gathered from at least two formats about all three products. 4) How media technologies were used for construction, research, planning, and evaluation stages by referring to specific software features used to create each product. The checklist ensures examples are provided for all products and stages, feedback is obtained, and technologies beyond Word/PowerPoint are used.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
This production used digital technology to create a creative work. The digital technology allowed for creative expression and helped bring the work to life. Conventions of real media texts, such as certain technical aspects, were considered to help ensure the work was effective and properly conveyed its message.
This document provides guidance for answering Question 3 of an evaluation for an A2 Media coursework. It instructs students to collect audience feedback on their three media products through online platforms like YouTube, social media, and surveys. Students are told to gather feedback using various digital formats like videos and images. The document offers tips on structuring the response, including outlining the feedback collection plan, generating questions, and discussing what was learned from the feedback about audience reception and potential improvements.
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
The document provides guidance on preparing for Section A, Question 1a of the A2 Media exam. This question requires students to evaluate their skills development over the AS and A2 courses across areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are advised to describe their skills in each area, supported by specific examples, and reflect on how their abilities have improved over time. The document outlines what should be covered for each skills area and offers tips for a successful critical reflection.
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
Post production involves editing filmed/photographed material using software to transform it into a finished product. The document discusses the post production process for several of the author's school assignments from AS level to A2, involving editing footage in software like iMovie, Final Cut Pro, and manipulating photos in Photoshop. It prompts the author to reflect on the progression of their technical skills in these programs and how post production choices related to key media concepts like media language, representation, audiences, and institutions.
This document provides guidance for students on writing an evaluation for their A2 Media Studies course. It outlines that the evaluation is worth 20 marks and research and planning is also worth 20 marks. Students must blog their individual evaluation using available digital technologies like links, images, and videos. They must answer 4 questions, using different technologies appropriately for each question. Thorough planning of responses is essential. The document provides details on what should be covered for each question and suggests possible digital technologies to use.
This lesson introduces the skills development question for a media studies exam. It explains that the question will focus on reflecting on the student's skills progression over their AS and A2 coursework. There are five areas that may be assessed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity.
The student is instructed to prepare for the exam by making notes on flashcards or post-its addressing questions about their production activities, technology used, how their work can be considered creative, the different types of research conducted, conventions of media texts, and their understanding of post-production. Organizing their thoughts and experiences in this way will help them
The document outlines an evaluation script containing 7 questions about a media product. Each question prompts the respondent to identify the technologies and visual elements they will use to answer in bullet points. The questions cover how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, engages audiences, lessons learned about technologies during construction, and progression from preliminary tasks.
This student describes how their skills in using digital technology for media production developed over two years of study. In their preliminary work, they had basic skills in editing software and camera use. Through completing projects in years 1 and 2 exploring different genres, their skills improved. They learned techniques like matching cuts and following continuity rules. By year 2, they had advanced skills and could be more creative by breaking conventions. They applied these skills in an internship, showing their progression over time and ability to work professionally.
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
This document provides guidance for students taking the Section A exam on theoretical evaluation of media productions. It outlines the structure of Section A, including a question evaluating skills development from AS to A2 and a question analyzing a production using media concepts. It emphasizes reflecting on progression, using examples and terminology. It prompts students to consider how their use of digital technology developed across their productions, with benefits like increased creativity and distribution options. An example exam question and guidance to plan an essay response is also provided.
The document provides guidance for A Level media students on explaining the role of digital technologies and narrative in their coursework productions. It includes discussion of key concepts around digital technologies, narrative theories, and sample exam questions. For digital technologies, it highlights considering their use across pre-production, production, post-production, and evaluations. For narrative, it introduces several theorists like Propp, Todorov, and Neale and encourages applying their ideas to one of the student's productions. Homework involves outlining the digital technologies and narrative elements used in their projects.
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria for assessment, including demonstrating understanding of forms and conventions in productions, use of new media, audience feedback, and use of digital technology. Students must answer four questions about their media products and illustrate their answers using a variety of multimedia sources, with an emphasis on using the electronic format. Tips are provided for a successful evaluation, including taking a multimedia approach that integrates video, images, and links within the written response.
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
This document provides a checklist for evaluating a media studies portfolio project. It includes four questions that must be addressed: 1) How the media products use, develop, or challenge conventions of real media genres through examples from all three products. 2) How the main product and ancillary texts effectively combine through examples showing synergy from all products. 3) What was learned from audience feedback gathered from at least two formats about all three products. 4) How media technologies were used for construction, research, planning, and evaluation stages by referring to specific software features used to create each product. The checklist ensures examples are provided for all products and stages, feedback is obtained, and technologies beyond Word/PowerPoint are used.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
This production used digital technology to create a creative work. The digital technology allowed for creative expression and helped bring the work to life. Conventions of real media texts, such as certain technical aspects, were considered to help ensure the work was effective and properly conveyed its message.
This document provides guidance for answering Question 3 of an evaluation for an A2 Media coursework. It instructs students to collect audience feedback on their three media products through online platforms like YouTube, social media, and surveys. Students are told to gather feedback using various digital formats like videos and images. The document offers tips on structuring the response, including outlining the feedback collection plan, generating questions, and discussing what was learned from the feedback about audience reception and potential improvements.
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
The document provides guidance on preparing for Section A, Question 1a of the A2 Media exam. This question requires students to evaluate their skills development over the AS and A2 courses across areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are advised to describe their skills in each area, supported by specific examples, and reflect on how their abilities have improved over time. The document outlines what should be covered for each skills area and offers tips for a successful critical reflection.
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
- The question is worth 25 marks and requires students to evaluate their skills development over their AS and A2 coursework.
- Answers are marked on explanation/analysis (20 marks), examples (20 marks), and terminology (10 marks).
- Students should describe skills growth in areas like research, technology use, conventions, and more, using specific examples from their work.
- Strong answers will critically reflect and evaluate skills growth over time, not just describe
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
This document provides guidance and sample questions for students completing a theoretical evaluation of production coursework. It discusses evaluating skills development from foundation to advanced portfolios. Students must answer two compulsory questions - one describing their skills progression, and one analyzing a production using a theoretical concept. Brainstorming ideas and exemplars are provided. Criteria for the evaluation include explaining skills use, providing examples, using terminology, and structure. Students are prompted to consider questions, notes, and resources to help complete their own evaluation.
Here are the key points to cover in your genre analysis of your production for Section A Question 1b:
- State the genre of your production (e.g. horror, comedy, thriller etc.)
- Identify the codes and conventions typical of this genre (e.g. for horror - scary music, dark lighting, violent scenes etc.)
- Explain how these codes and conventions are established in your production through specific examples from it
- Analyze how the mise-en-scène (sets, props, costumes, locations etc.) support and signify the genre
- Discuss any themes commonly associated with the genre that are present
- Consider if your production adheres to or subverts
Section A Digital technology model answersNaamah Hill
The candidate's skills in using digital technology developed significantly over their AS and A2 courses. At the start of AS, they had basic editing skills but learned techniques like match cuts. By A2, they could efficiently edit music videos and apply genre conventions creatively. They also progressed from using basic cameras to more advanced equipment, allowing more creative shots. Their research skills improved, enabling more sophisticated projects utilizing different software and online resources. Overall, their skills and creative use of technology progressed substantially from initial basics to an advanced professional level.
The document provides guidance for a skills evaluation question for a media studies exam. It discusses five key areas students should evaluate in their coursework: digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each area, it prompts students to reflect on the skills and techniques used in their coursework assignments.
This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
The document provides guidance on answering Question 1a which asks students to describe and evaluate how their skills in research and planning, using conventions of real media texts, digital technology, and post-production developed over time. It includes examples of different types of research and planning, conventions to consider, digital technologies, and post-production skills. The document also provides an essay structure for answering the question across the different skill areas and emphasizes using examples from the student's work to demonstrate skill development.
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
The document provides guidance on answering Question 1a which asks students to describe and evaluate how their skills in research and planning, using conventions of real media texts, digital technology, and post-production developed over time. It includes examples of the types of skills that could be discussed for each area and advises planning responses using a five paragraph structure with examples to support the development of skills over multiple projects. Students are asked to apply this structure to essay plans for each of the four skill areas.
This document provides essay plans and outlines for different topics that could be used to structure an essay about a student's media coursework produced in AS and A2 levels. It includes potential topics like digital technology, creativity, use of conventions from real media texts, and research and planning. For each topic, it offers introduction templates, possible essay structures comparing the student's work in AS and A2, examples that could be discussed, and planning templates to fill out. The document aims to help the student choose an essay topic and structure their writing in a clear, organized way comparing their skills and work across both years of study.
The document provides guidance for completing an evaluation for an Advanced Portfolio media project. It outlines four questions to address in the evaluation: 1) how the media product uses or challenges conventions, 2) the effectiveness of combining the main product with ancillary texts, 3) what was learned from audience feedback, and 4) how media technologies were used in construction, research, and evaluation. It then provides detailed descriptions of what to include when addressing each question, such as describing conventions used, demonstrating skills development, and using examples from the project to support points. The evaluation will help answer part of the first exam question by documenting skills growth throughout the degree program.
Intro to a2 course g325 critical perspectives in media - question aMr Smith
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
This document provides details for an Advanced Portfolio in Media coursework assignment involving creating a promotion package for a music promo, including a trailer and additional advertising materials. Students must demonstrate planning, research, and evaluation skills. The assignment involves creating a trailer, film magazine cover, and poster that establish a clear brand identity and relationship between the promotional products.
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
This document provides guidance for answering Question 1A on a media studies exam. It suggests discussing projects done outside of class, like designing merchandise. It says Question 1A evaluates skills developed over the course, and higher-scoring answers will critically reflect on skills from AS to A Level work. It then provides sample responses addressing terms like digital technology, creativity, research and planning, post-production, and using conventions. For each term, it gives examples and suggests linking work to media theories and concepts about representation, mediation, genre, and audience.
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
The Sherlock series draws attention to its constructed nature as a postmodern text through various techniques:
1) It is self-aware of being a narrative and acknowledges the intertextual references and knowledge of both the historical Sherlock Holmes stories as well as the TV series itself that the audience possesses.
2) Characters like Mrs. Hudson point out their own functions within the narrative and the constructed nature of their roles.
3) Scenes and dialogue directly reference and parody elements from the original Sherlock Holmes stories and previous episodes, blurring the lines between reality and fiction.
Postmodern media differs from other media in several key ways:
1) It opposes modernist ideas like objective truth and focuses instead on subjectivity and relativism.
2) It frequently references and comments on other media texts through techniques like parody and pastiche.
3) It lacks linear narratives and instead embraces fragmentation and irony.
The Big Short is a 2015 film about the 2007-2008 financial crisis directed by Adam McKay. It uses unconventional techniques like celebrity cameos and breaking the fourth wall to explain complex financial instruments. The film follows three separate but interconnected stories of men who predicted the housing market collapse. It combines elements of drama, comedy, documentary, and music videos. The film challenges conventions by blurring the lines between hero and villain. It also represents bankers and banks critically but conventionally through their appearance and actions. It explores an unconventional postmodern representation of the audience by highlighting their initial lack of understanding of the financial concepts covered in the film.
This document provides exam resources and guidance for a media production question. It instructs students to write about one of their coursework productions in question 1(b), applying the concept of genre. It provides two examples of student answers that received 18/25 and 16/25 marks respectively to serve as models.
This document provides exam resources and examples for writing about one of your media coursework productions in response to Question 1(b). It lists representation as the topic for January 2010 and 2012, instructing students to analyze media representation in one of their coursework productions. For June 2013, it asks students to apply the concept of representation to one of their coursework productions.
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into account when creating the film. The response demonstrates understanding of several audience theories (hypodermic needle, uses and gratifications, reception theory) and relates them to choices made in the filmmaking process, such as targeting a specific age range and incorporating feedback. Overall, the summary highlights the student's ability to apply media theories to their own creative work through relevant examples and explanations.
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
This document outlines an essay plan discussing an important concept, its impact, and relevant theorists. It includes discussing three examples of how the concept was used and its effects, as well as one example of how the concept was challenged.
This document contains examiner comments on student responses to a question about how their media production work was informed by research into real media texts and how their ability to use such research developed over time.
The examiner notes that higher scoring responses were able to provide specific examples of how research influenced creative decisions, critically reflect on the research process, and discuss progression from earlier work. Weaker responses lacked applied examples or evaluation. The examiner advises focusing responses and being clear about research outcomes rather than just listing sources. Higher scores required synthesis of examples, critical reflection, and awareness of development. Research can inform work in various ways beyond just genres, such as technical or institutional aspects.
The document provides information about the 2010 film Inception, directed by Christopher Nolan. It discusses the film's plot about sharing ideas through invading and stealing another's dreams. The document also reviews the film's box office revenue, awards, and themes it explores like confusing dreams and reality and having no single narrative.
The episode confuses boundaries between reality and fiction by having the main characters transported from their fictional supernatural TV show into the "real world" of the TV show's production. This postmodern narrative technique blurs the lines between the constructed nature of the media text and reality. The characters struggle to understand what is real as they interact with actors playing themselves and the director. The episode also comments on celebrity culture and fans' obsession with social media through its portrayal of the characters uncomfortable with their celebrity lifestyle.
Flight of the Conchords can be defined as a postmodern text based on several criteria. The TV show incorporates elements of postmodern theory as described by Strinati, such as blurring genre boundaries and playing with audience expectations. However, it also employs traditional media concepts at times. Overall, while Flight of the Conchords displays some postmodern features, it cannot be purely defined as postmodern and still incorporates traditional elements of narrative and representation. The show challenges rigid definitions of postmodernism.
This document discusses key concepts in traditional media and how postmodern texts challenge those concepts in three main ways. It outlines how postmodern media draws attention to its construction, challenges genre conventions through hybridity and subversion, and subverts audience expectations of representation, ideology and narrative through new stereotypes, ideas, and non-linear or open-ended structures. The postmodern audience is also described as diverse, fragmented, and active rather than passive.
The document discusses several theories of media audiences, including reception theory which states that audiences interpret media texts in different ways based on their own experiences and perspectives, rather than just accepting the producer's intended meaning. It also examines the hypodermic needle theory, which suggests audiences passively accept messages from media, and uses and gratifications theory, which proposes that audiences actively engage with media to fulfill various needs and desires.
This document summarizes several theories about media audiences:
- Cultivation theory suggests that repeated exposure to similar media representations can shape people's views of the world.
- Reception theory examines how audiences can interpret media messages in preferred, negotiated, or oppositional ways.
- Participatory culture theory describes how audiences actively engage with media texts by creating and sharing their own works.
- More recent theories argue that digital technologies have transformed passive audiences into active producers who can respond to and create their own media content.
This document discusses film techniques including camerawork, editing, mise en scene, and sound. It provides a specific example of each technique and explains how they relate to meaning and audience response. In a concise manner, the document outlines key cinematic elements.
The document discusses various concepts relating to how meaning is created through media language. It defines key terms like denotation and connotation, and how they relate to encoding and decoding meaning. Elements of media language that create meaning are explained, such as mise-en-scene, camerawork, editing, and sound. The importance of understanding how these micro-level techniques construct intended meanings and can allow for alternative readings is highlighted. Analyzing one's own media products in terms of the specific examples of how these elements create key meanings and audiences' potential alternative interpretations is presented as a task for revising one's work.
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
How to Make a Field Mandatory in Odoo 17Celine George
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. EXAM RESOURCE
Section A: Theoretical Evaluation of Production
In Question 1(a) you need to write about your work for the Foundation
Portfolio and Advanced Portfolio units and you may refer to other media
production work you have undertaken.
Digital
Technology
Examples
Jan
2011
Describe
how
you
developed
your
skills
in
the
use
of
digital
technology
for
media
production
and
evaluate
how
these
skills
contributed
to
your
creative
decision
making.
Refer
to
a
range
of
examples
in
your
answer
to
show
how
these
skills
developed
over
time.
June
2013
Explain
how
your
skills
in
the
creative
use
of
digital
technology
developed
over
time.
Refer
to
a
range
of
examples
from
your
media
productions
in
your
answer
2. EXEMPLAR CANDIDATE WORKA LEVEL MEDIA STUDIES
38
MARK SCHEME AND ADDITIONAL GUIDANCE
Question Expected Answers Marks Guidance
1 (a) Level 4 (21–25 marks)
There is a clear sense of progression and of how examples have been selected,
and a range of articulate reflections on the use of digital technology. There is a
fluent evaluation of progress made over time. Candidates offer a range of specific,
relevant and clear examples of digital skills and creative decision making. The use of
media terminology is excellent.
Complex issues have been expressed clearly and fluently using a style of writing
appropriate to the complex subject matter. Sentences and paragraphs, consistently
relevant, have been well structured, using appropriate technical terminology. There
may be few, if any, errors of spelling, punctuation and grammar.
25 Candidates will need to refer to their work for the Foundation Portfolio and
Advanced Portfolio. Additionally, they may make reference to other media
production work but this is strictly optional.
Level 3 (16–20 marks)
There is some sense of progression and of how examples have been selected, and
some useful descriptions of the use of digital tools. Progress made is described and
evaluated with clarity.
Candidates offer a mostly clear, mostly relevant and reasonable range of examples
of digital technology in relation to decisions and outcomes. The answer makes
proficient use of media terminology throughout.
Straightforward ideas have been expressed with some clarity and fluency.
Arguments are generally relevant, though may stray from the point of the question.
There will be some errors of spelling, punctuation and grammar but these are
unlikely to be intrusive or obscure meaning.
Level 2 (10–15 marks)
Candidates offer a mostly clear, partly relevant and narrow range of examples of
digital technology and creative decision making. The account of progress made
is limited. Examples are described with some discussion of their significance in
relation to decisions and outcomes. The answer makes basic use of relevant media
terminology.
Some simple ideas have been expressed in an appropriate context. There are likely
to be some errors of spelling, punctuation and grammar of which some may be
noticeable and intrusive.
3. EXEMPLAR CANDIDATE WORK
33
A LEVEL MEDIA STUDIES
Extract from Candidate Script 2
For my AS coursework we were given the task of designing a music magazine which introduced me to a number of
digital technologies which we used creatively. We decided to create a music magazine within the pop genre, thus we
tried to make it appeal to a target audience of young teenagers, as this is the group the pop genre aims to appeal to.
For our A2 coursework we used digital technologies to a more advanced level as we had to create a music video, again
in the pop genre. We tried to make it appeal to the same target audience by following various codes and conventions,
such as using quick cuts to create a fast pace.
For our AS coursework we were introduced to‘Photoshop’in order to edit images for our pop music magazine. I was
introduced to simple tools, such as the‘spot healer’tool in order to edit a close-up of my main front cover artist and
give the image a conventional, airbrushed look so our target audience would be able to easily identify the magazine. In
A2 I had the opportunity to use‘Photoshop’to a more advanced level as I had to create an anallary digi-face alongside
a music video. Here, I used tools to a more professional level. For example, for the rear album cover I took individual
images of monetary notes and cropped them out using the‘Magic wand’tool on‘Photoshop’. Here, I superimposed
the money images onto the mid long-shot of my main artist in order to create the illusion of money falling. This is
conventional as it is iconography from our music video, thus audiences would be able to identify it easily.
I was also introduced to the video editing software,‘IMovie’during our AS research and planning. We filmed interviews
for our audience research and uploaded them to‘IMovie’in order to edit the clips. Here, we learnt basic functions, such
as‘trimming’to make clips shorter in length. For A2,‘IMovie’became more prominent as we used it to an advanced
level in order to edit our pop music video. We used the‘trim’tool to edit clips to as short a length as possible as it is
conventional for pop videos to be fast-paced through quick-cuts. We also used various filters to create escapism for our
audience eg We edited outside shots with a high saturation filter in order to create a bright and colourful atmosphere.
This is a further convention of the pop genre, thus appeals to our target audience.
We had to create good lightning to a basic effect for our AS music magazine. When taking medium close-up image
of an artist for my contents page, I used a white sheet in the background to create bright lighting and a conventional
studio feel. For our A2 music video lighting was even more of a problem as we had to shoot flashback sequences in
the dark, with colourful disco lighting to create a party atmosphere. We conducted a lighting test and decided to use
the video camera’s light in order to see the artist more broadly. This created a good effect and the flashing disco lights
created a party atmosphere, which is a further pop convention.
We also used editing tools to an advanced level for our A2 music video, which we were unable to do in AS as we
created a still image product. For our music video we sped up clips on‘IMovie’to create under-cranking in certain areas.
This made the video move at an even faster pace and also conveyed a sense of panic, which we aimed to create. In
contrast, we used over-cranking in party sequences, such as when money is thrown in order to highlight how it is lost.
This makes the video more recognisable to audience as it matches the visuals with the song title of‘When The Money’s
Gone’.
In conclusion, we were able to use new digital technologies to a more professional standard in A2, as we were able to
progress and work upon skills that were taught to us in AS. We were able to use the technologies creatively, to create a
conventional product, which our target audience would accept and recognise.
G325 QUESTION 1(a): EXEMPLAR 2
1. In question 1(a) you need to write about your work for the Foundation Portfolio and Advanced
Portfolio units and you may refer to other media production work you have undertaken.
(a) Explain how your skills in the creative use of digital technology developed over time. Refer to a
range of examples from your media productions in your answer. [25]
4. EXEMPLAR CANDIDATE WORK
34
A LEVEL MEDIA STUDIES
COMMENTARY
Question context/content/style
Question 1(a) requires candidates to describe and evaluate their skills development over the course of their production work, from
Foundation Portfolio to Advanced Portfolio. The focus of this evaluation must be on skills development, and the question will require
them to adapt this to one or two specific production practices.
Reason for selection:
This answer illustrates a level 3 response against the mark scheme.
Marks awarded and rationale: 18/25
A detailed account of relevant examples of the use of technology is provided, with a sense of progression over time. In places,
creative outcomes are described, whereas in others the value of technological application is taken for granted. This prevents it
accessing level 4.
See pages 38-39 to see the full Mark Scheme for G325 Question 1(a).
5. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
6. EXEMPLAR CANDIDATE WORK
35
A LEVEL MEDIA STUDIES
Extract from Candidate Script 3
My AS media production group produced an opening sequence to a supernatural horror/thriller hybrid entitled
‘Through The Window’. It focused on 3 male protagonists who go to a dentist house to see if its worthly for a potential
location they where they want to create their horror video. However little to their knowledge 2 possessed Victorian
girls will haunt anyone who dares enter their domain. Whereas our A2 media production focused on a music video for
the artist‘Childish Gambino’and his song‘heartbeat’in this case we wanted to be more creative and therefore came up
with a distinct storyline of a couples relationship breakdown after a crazy party in a manor house. In both years digital
technology was a key process in learning new skills and developing our creativity.
During the preliminary stage at the start of the course the groups knowledge of post-production and editing software
was at the very best rudimentary as our only requirement was to edit the footage using final cut pro X, a software I was
unfamiliar with, therefore I paid no attention to transitions and pace and music selection and simply focused on the
required shots. For example match cuts, that reverse that and following the 180° rule.
During year 12 our software skills had improved and upon having looked at other thrillers and researching the real
conventions of a film we were able to establish what would look best in an edit. For example from looking at the film
‘The Woman In Black’we focused on cross-cuts between the leading protagonist Daniel Radcliffe and the woman as
she becomes closer to him. By focusing on how these shots were actually cut we were able to see how they were so, so
they were subservient to the flow of the narrative,‘thus enabling them to closely follow the narrative and storyline.
When it came round to producing our music video in year 13 (Y13) we had already gained a standardised knowledge
in editing skills, thus enabling us to work quicker and more efficiently. However working with a new medium, music
video’s meant that the continuity rules learned in the first year were broken as most music video’s followed the rules
of disjuncture therefore enabling us to be more creative in terms of shot types. For example likewise to Example’s
music video‘natural disaster’, we too were able to use cuts and transitions between two parallel stories. For example,
we focused on one at a manor house, whereby a party scene was used which focused on the relationships aspect
of the video. And then we also had another location, the airfield hanger whereby our artist was shown singing. This
therefore enabled us to engage our audience as the artist was shown in 2 different narrative styles therefore keeping it
interesting for the audience.
Another crucial aspect was the digital camera during our prelim we used a basic video camera however during year 12
and 13 we used a more technologically advanced camera the Canon EOS 600b.
In terms of year 12, the thriller genre meant that we had to closely follow cinematic techniques and shots in order for
intended audience to suspend their disbelief, otherwise if our shots strayed too far they may have became dissatisfied
and bored, therefore we followed the genre’s expectations.
Whereas at A2 music video’s followed the rules of disjuncture meaning that more creative shot types were accepted
by the audience due to the music video style. Therefore we used a low angle shot where our artist visually dominated
the screen therefore portraying him in a big and powerful way which was our intention. This also meant we could use a
G325 QUESTION 1(a): EXEMPLAR 3
1. In question 1(a) you need to write about your work for the Foundation Portfolio and Advanced
Portfolio units and you may refer to other media production work you have undertaken.
(a) Explain how your skills in the creative use of digital technology developed over time. Refer to a
range of examples from your media productions in your answer. [25]
7. EXEMPLAR CANDIDATE WORK
36
A LEVEL MEDIA STUDIES
range of creative mid closeup’s of our artist which worked seemingly well.
This lead to my existing media skills to be involved outside of the course as I embarked on the opportunity to work at
the BFI talent campus in 2013, during this time my role consisted of being the cinematographer in which I worked with
the arri alexa camera, therefore I was able to put my existing media skills into practice by working on a professional and
real film set where I was able to come up with creative shots and depict which lense to use for the style, mood, and
type of shots.
Another crucial aspect of digital technology, was the use of the internet, having developed our the 2 years standardised
research skills this meant we could use the internet wisely and to our advantage which were thereby reflected in our
2 successful pieces of media. Whereas at the prelim stage our internet knowledge was very undeveloped. So having
these skills we were able to use different programmes and softwares to add our creative ability. For example in year
12 we used Photoshop to come up with poster ideas whereas during year 12 we moved onto a more technologically
advanced software called Gimp, whereby we created our ancillary tasks/a digipack and a magazine advert. This showed
our skills had developed over the 2 years. In addition we made a creative decision to create a‘housestyle’for our
audience this consisted of colours to represent the artist as a brand and an iconic image, thereby in the mise en scene
costume we had the artist in 3 distinct colours blue, white and black and also our editing colour grading consisted of
an electric blue tint.
In addition we were able to find new up to date software to show our digital skills in terms of our project thereby we
used a programme called pre2 to show presentations. We also came across a t-shirt website on the internet whereby
we created promotional merchandise for our artist consisting of representative colours which were previously stated.
This was likewise to other artists such as Ed Sheeran and orange and Justin Bieber with purple.
As previously stated our final cut pro skills were developed during A2 this meant that we could up with more creative
ideas in terms of editing thereby in our video shots of 3 iphones are used whereby we see shots of both footage from
the hanger and manor house, so by putting a green screen on each iphone we were able to chroma key each image
so that footage would be visible on top of the screens therefore creating a new and creative take on the use of phones
in a music video, something that had not previously been done. Therefore I believe digital technology was very helpful
in producing to effective pieces of media over the 2 years. As my skills further improved and my creative decisions
enabled the group to create 2 professional and successful looking media texts which were well regarded by their
audiences.
8. EXEMPLAR CANDIDATE WORK
37
A LEVEL MEDIA STUDIES
COMMENTARY
Question context/content/style
Question 1(a) requires candidates to describe and evaluate their skills development over the course of their production work, from
Foundation Portfolio to Advanced Portfolio. The focus of this evaluation must be on skills development, and the question will require
them to adapt this to one or two specific production practices.
Reason for selection:
This answer illustrates a full level 4 answer.
Marks awarded and rationale: 25/25
Throughout the answer the focus is on the difference the use of technology made to creative outcomes, with detailed, reflective
discussion and a clear sense of progression over time, from the use of green screen to more effective cross-cutting. The balance of
examples, reflection, progression and address of the question justifies a top mark.
See pages 38-39 to see the full Mark Scheme for G325 Question 1(a).
9. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
10.
11.
12.
13. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
14.
15.
16.
17.
18. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
19. Structure
for
Section
A
Question
1
Skill
Areas
Digital
Technology
Creativity
Research
and
Planning
Post
Production
Using
Conventions
Central
Argument
–
The
skill
area
is
very
important
and
you
have
dramatically
improved.
This
has
meant
that
your
products
are
much
better/more
thoughtfully
done/
appeal
to
a
target
audience
more/
are
more
creative
or
original
etc
Select
3
-‐4
key
parts
of
the
skill
area.
For
each
part:
• Talk
about
what
your
skill
level
was
like
in
Year
12
and
how
this
limited
work
–
give
specific
examples
from
your
work
• Talk
about
how
your
skill
level
has
improved
in
Year
13
and
how
this
has
benefitted
your
work,
been
an
advantage,
with
reasons.
This
is
where
you
can
often
link
in
the
second
skill
area
(often
Creativity)
Counter
Argument
–
Talk
about
any
problems
you
had
and
how
this
affected
your
work
e.g.
time
to
learn
tec,
overwhelmed
by
research
findings,
things
that
could
not
be
planned
for
Skill
Area
What
you
could
talk
about
Digital
Technology
Editing
Software
Cameras
3
-‐4
specific
things
around
3
Photoshop
different
tec
and
how
you
used
it
Blogger
better
(reasons/thoughtfully)
Creativity
Limited
by
Knowledge
Limited
by
Skills
Limited
Brief
Research
and
Planning
More
Research
Better
Research
(specific)
More
detailed
analysis
More
Audience
Research
Better
Audience
Research
Better
Storyboards,
shot
list,
script
and
organisation.
Post
Production
Editing
Software
3
-‐4
specific
things
about
Photoshop
each
one
(and
how
you
used
better/more
thoughtfully
Using
Conventions
Using
Developing
Say
why
you
did
all
three
Challenging
(better/thoughtfully/more
creatively
.
used)
Focus
is
on
Progress,
Evaluation,
specific
examples,
media
language
20.
Section
1A
Essay
Plan
for____________________________________________________________________________________________
Central
Argument
(why
is
this
thing
important
and
how
did
being
better
at
it
impact
your
work)
What
were
you
like
in
Year
12?
What
effect
did
this
have?
Examples
from
media
products
How
were
you
better
in
Year
13?
What
effect
did
this
have?
Examples
from
media
products
Why
is
this
concept
so
important?
(Think
about
creativity,
the
impact
on
the
audience,
whatever
the
second
element
in
the
question)