G235 1a) Digital technology
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This document provides guidance for students on summarizing how their use of digital technology developed over their course of study. It instructs students to work in pairs to define digital technology and recall the digital tools they have used. It provides exam questions focusing on how skills have grown between Year 1 (AS) and Year 2 (A2) of the course. It breaks down production work into three stages - pre-production, production, and post-production - and asks students to consider what technologies they used at each stage. Students are to complete a chart tracking their proficiency with various digital tools at the start of the course, how each was used and skills developed in AS, how each was further used and developed in A2, and
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This document discusses the technologies Phillipa Carr learned during the process of creating a magazine product. She used Photoshop to enhance photos and place images professionally. Indesign allowed her to lay out pages with structure and consistency. Other technologies like Prezi, YouTube, and Blogger supported presenting research, justifying arguments, and tracking her development process. Overall, the project required working to a specification and taught skills applicable in a professional context while retaining artistic ability.
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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
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This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
Industrial technology
This document provides guidance for teachers on setting up and teaching an Industrial Technology Multimedia course. It discusses introducing the course to attract both girls and "less academic students", and provides resources for teachers and students. It also outlines sample curriculum structures used at different schools, including integrating theory and practical lessons, and managing major works projects. Requirements for portfolios and practical projects are covered, along with preparing students for their exams. The key aspects are teamwork, tutorials, teaching skills, and choosing interesting major works.
Q1a essay structure
This document provides guidance for planning an essay response to an exam question about skills development in media production. It lists 7 possible scenarios that could be the topic of the exam question and emphasizes the importance of discussing the student's own skills, supporting all points with specific examples from their work, and evaluating their own understanding and progression of skills over the two-year course. The student is advised to refer to developing skills in using digital technology and creativity, and to discuss all 5 of their outcomes from the AS and A2 coursework units.
Q4 evaluation guidance
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.
G325 a2 q1 a revision part1
This document provides guidance for students on answering an exam question about developing skills for media production from AS to A2. It emphasizes using specific examples to show progression over time in areas like digital technology, creativity, research and planning. The examiner advises practicing writing essays on each skill area and using technical terminology. Students are told to focus on evaluation and reflection rather than just description. Examples of high-scoring student responses are provided to illustrate evaluating the importance and impact of skills.
Digital Technology and Narrative
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.
Answering question 1 a
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.
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This document provides guidance for a student to evaluate a preliminary media production task. It outlines three key stages to evaluate: planning and pre-production, production and shooting, and post-production. For each stage, it lists several questions for the student to consider in their evaluation, such as what planning methods they used, how the shoot went, what software and editing decisions they made. It also prompts the student to reflect on how they documented the process in their blog and how they will present their evaluation.
Sedgwick e0498336-d0105-30533a-assessment 02-visual diary
This assessment submission from a graphic design student contains four parts covering different progress challenges related to investigating and experimenting with design software. Part A includes a software research analysis of Photoshop, Roxio Photosuite, and Olympus Master 2. Part B reflects on selecting Illustrator, Google Drawings, or Inkscape for further exploration. Part C documents tutorials completed in Photoshop and original artwork created. Part D proposes ways to continuously improve skills and manage the software sustainably.
As evaluation 6 technology
This document provides evaluation objectives and guidance for students to evaluate their use of technology in producing a magazine. It instructs students to identify the specific technologies used such as cameras, image editing software, and internet resources. Students are asked to explain how each technology was used and what it allowed them to do, providing examples from their magazine. Students are also prompted to reflect on what they have learned about using technology in media production and the skills they have developed. When presenting their response, students should include visual examples and screenshots from their magazine to support their points.
Intro to G325 Exam section 1a
This document provides guidance on Section A of the A2 exam, which requires students to write about their coursework. Question 1a asks students to discuss how their skills and use of technology have developed throughout the course by addressing their two production pieces. Question 1b requires students to analyze one piece of coursework as a finished product. The document lists five areas that Question 1a may ask about: digital technology, creativity, research and planning, post-production, and conventions of real media texts. Students are instructed to make a list of tasks from their coursework and sort them into a grid according to these categories to prepare their response.
Q1a revision
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.
Post production
The document provides instructions for brainstorming and summarizing skills developed during the post-production stages of two media products created for an AS and A2 course. For the AS product, post-production involved manipulating photographs and assembling text, graphics, and banners in Quark. For the A2 product, it included editing video footage in Adobe Premiere, editing audio in Adobe Audition, and assembling assets in Quark. The document prompts consideration of progression of skills from Movie Maker to Premiere, use of software pros/cons, and relating choices to key media concepts like representation and audience.
The Technology Process (Updated)
A guide for students working through AS 1.1, 1.2, 1.5, 1.6 and US 18735, designing a website for NetGuide Web Challenge (updated).
A level media A2- section A part 1
For all media students in the second year of A levels, for the written exam at the end of the year, this is some help for the first part of the first section of that exam!
Q1a revision
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.
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Sedgwick e0498336-d0105-30533a-assessment 02-visual diary
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G235 1a) Digital technology
- 1. Starter Work in pairs to : •- Define digital technology •- Recall all the digital technologies you have used across the course. •
- 2. Exam question 1a Learning Objective: Consider how our use of digital technology has developed through our production work.
- 3. Exam question 1a • You must write about both AS and A2. • The aim is to show how your skills developed over the two years.
- 4. The stages of production work • Your coursework (production work) can be split into 3 simple stages: – Pre- production (this is all your research and planning). – Production (this is the actual process of photographing/ filming, etc). – Post- production (this is everything that happen after you’ve filmed – editing, work on Photoshop, audience feedback, the evaluation process).
- 5. Digital Technology and the stages of production • Which technologies did you use during the different stages?
- 6. Tracking our digital technology skills • Use the chart provided to consider, in detail, how your skills have developed throughout the course. • This will become an essay plan. • For example: Digital technology Aptitude at start of course What was learned and how it was used during AS What was learned and how it was used during A2 Overall comment Blog (blogger and blog.com) No previous experience Basic skills learned – how to set up a blog and create posts. Had lots of trouble (sometimes due to school internet restrictions). Did not use a range of technology or really customise. New blog site. Found it much easier to customise and was more confident. Made blog look a lot better, and style of blog designed to fit in with project. Learned how to embed video and presentations. As blog was easier to use, posted more regularly – blog became a useful tool in developing and noting down ideas. Blogging became a really valuable part of my coursework, as I regularly recorded progress. The blog helped me to to consider what I was doing and why. It also allowed me to consider how I was using tehcnology generally, in order to present things in interesting ways.
- 7. Plenary • In pairs, swap charts and compare answers.