Evaluation
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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.
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Evaluation
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 just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.
G321 Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Evaluation
The evaluation for the G321 Project must answer set questions about how the media product uses or challenges conventions, how it represents social groups, and what institution might distribute it. It cannot simply be a written response, but must use digital technology. Common formats include a PowerPoint presentation, blog, podcast, or DVD with extras. Students are encouraged to use multimedia like photos and video to reduce the word count. The evaluation is due by April 9th and can be completed during the Easter break in digital form. Students will receive guidance on answering each question and make an initial plan for presenting their responses.
G321 evaluation
This document provides guidance for evaluating a magazine production project in G321 Magazine Production. Students are given a set of questions to answer about their practical work using digital technologies rather than a written evaluation. The questions address how the media product uses or challenges conventions, how it represents social groups, what type of institution might distribute it, who the audience is, and how the audience was attracted or addressed. Students can present their evaluation as a PowerPoint, blog post, or PDF with screenshots and images. There is no word limit to allow for use of multimedia to reduce the length. The completed evaluation is due by April 8th.
Research and planning
This document discusses the importance of research and planning skills for media coursework. It provides examples of the types of research skills developed over the past two years, including textual analysis, audience research, and use of blogs. Various research and planning methods are described, along with their advantages and disadvantages. The document also discusses how to organize research materials, planning materials, and the presentation of research on blogs. Finally, it addresses how research and planning has informed practical work and how those skills have improved from AS to A2 levels.
Using conventions
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.
Pp1 11 week 1
- This document outlines the goals and requirements for the first part of a two-part production project module, which focuses on planning a major creative project.
- The aims are to develop research, time management, and self-assessment skills through practical work and to produce an individual work.
- Assessments include a 25% pitch due November 1st describing the project plan, and a 75% treatment due December 13th providing details of the planned production. The treatment must also include a sample of the planned work.
Planning & Producing Videos: A Two-Part Workshop on Writing Scripts & Making ...
The document discusses planning videos for library instruction. It recommends spending 70-80% of time planning, which includes needs assessment, audience analysis, objectives, content outline, treatment, and storyboard. The workshop will help participants with preliminary planning, audience analysis, objectives, treatment, and scriptwriting exercises to create a script and storyboard. Additional resources are available online.
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Evaluation
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 just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.
G321 Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Evaluation
The evaluation for the G321 Project must answer set questions about how the media product uses or challenges conventions, how it represents social groups, and what institution might distribute it. It cannot simply be a written response, but must use digital technology. Common formats include a PowerPoint presentation, blog, podcast, or DVD with extras. Students are encouraged to use multimedia like photos and video to reduce the word count. The evaluation is due by April 9th and can be completed during the Easter break in digital form. Students will receive guidance on answering each question and make an initial plan for presenting their responses.
G321 evaluation
This document provides guidance for evaluating a magazine production project in G321 Magazine Production. Students are given a set of questions to answer about their practical work using digital technologies rather than a written evaluation. The questions address how the media product uses or challenges conventions, how it represents social groups, what type of institution might distribute it, who the audience is, and how the audience was attracted or addressed. Students can present their evaluation as a PowerPoint, blog post, or PDF with screenshots and images. There is no word limit to allow for use of multimedia to reduce the length. The completed evaluation is due by April 8th.
Research and planning
This document discusses the importance of research and planning skills for media coursework. It provides examples of the types of research skills developed over the past two years, including textual analysis, audience research, and use of blogs. Various research and planning methods are described, along with their advantages and disadvantages. The document also discusses how to organize research materials, planning materials, and the presentation of research on blogs. Finally, it addresses how research and planning has informed practical work and how those skills have improved from AS to A2 levels.
Using conventions
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.
Pp1 11 week 1
- This document outlines the goals and requirements for the first part of a two-part production project module, which focuses on planning a major creative project.
- The aims are to develop research, time management, and self-assessment skills through practical work and to produce an individual work.
- Assessments include a 25% pitch due November 1st describing the project plan, and a 75% treatment due December 13th providing details of the planned production. The treatment must also include a sample of the planned work.
Planning & Producing Videos: A Two-Part Workshop on Writing Scripts & Making ...
The document discusses planning videos for library instruction. It recommends spending 70-80% of time planning, which includes needs assessment, audience analysis, objectives, content outline, treatment, and storyboard. The workshop will help participants with preliminary planning, audience analysis, objectives, treatment, and scriptwriting exercises to create a script and storyboard. Additional resources are available online.
Savannah marks 2
This document contains feedback from a teacher on a student's research and planning for a project.
The teacher gives the student low marks for their planning and research, noting there is little evidence the student considered key films to analyze, researched target audiences, or included storyboards, shot lists or a detailed script.
The teacher is also concerned the student seems to be missing the last four weeks of work.
For evaluation, the teacher again gives low marks and notes there is no evidence the student has evaluated their process, the media used, or gathered audience feedback as required. The teacher urges the student to use available support sessions to get their blog up to date.
Research at a2
The document discusses diversifying research for a media project portfolio by utilizing a variety of research methods. These include questionnaires, surveys, forums, message boards, emails, audience feedback, interviews, analyzing existing products and amateur videos, and case studies of directors. The document encourages supplementing core research with additional sources to make one's portfolio stand out and achieve higher grades. It provides examples of research tools and methods like Survey Monkey, video diaries, YouTube, MySpace, and closed versus open-ended questions.
OCR G321 Evaluation Questions
This document provides guidance for a media studies evaluation assignment. Students are instructed to copy the PowerPoint into their area and add materials weekly. The evaluation consists of 7 questions relating to the student's media product and process. Students should demonstrate their digital media skills through visual and engaging responses. They are asked to submit at least 5 slides per question, which can include links, charts and embedded media. The document models how responses should be formatted and provides examples of the types of questions that will be asked, including about audience, representation, technologies used, conventions, distribution and lessons learned.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
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The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
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This document provides guidance for students completing a Year 12 Media Coursework presentation. It instructs students to include their name, course details, and any film images on the opening slide. Throughout the presentation, students should keep slides interesting but not overcrowded. The document outlines using techniques like PowerPoint, word documents, videos, avatars, blogs, and websites to address the seven evaluation questions. It emphasizes using various media and being creative while accurately referencing sources. The goal is for students to demonstrate their skills, knowledge gained, and progression over the course of the project.
G324 audience research
This document provides instructions for an audience research assignment. Students are asked to research what audiences like and dislike about television advertisements. They must choose a research method, conduct research outside of class, and post the results, a discussion of their method, and evidence that the research took place on their blog. The goal is for students to gain insight into audience preferences to inform their future work, which will contribute to the research component of their coursework unit.
What to include in your Pitch
This document provides guidance on what to include in a pitch for a media project. It recommends including an elevator pitch that describes the product idea and how it meets the brief, key messages, and ideas from research. It also suggests explaining the target audience, necessary research, production schedule, evaluation plans, and optional details like storyboards or team roles. The document advises preparing and practicing the pitch while avoiding simply reading slides or including too much text.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
G325 intro section a 1 a
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 grid proposal
1. The student will create a brand identity project focused on 16-24 year olds living in York using video production skills.
2. Research on the target audience will be a key part of the project, including surveys and analyzing answers to help develop ideas.
3. The student will apply skills and research techniques learned from past projects, such as a fanzine project, to the brand identity project. Progress will be evaluated weekly through individual reviews.
What is a learning agreement formulating one year 3 26 sept 2011
This document outlines the key components of a learning agreement proposal, including why the learner is undertaking the study, what they plan to study and produce, how they will achieve their goals, the assessment work and form it will take, a schedule of work, and any required resources. The proposal should connect the study to the learner's practice and professional development, clearly define the scope and goals, and include a realistic schedule and budget to show the plan is achievable within the time available.
Grade reflection
This document contains a student's reflections on their grades and action plans for improving their work for an upcoming filmmaking project (FMP). The student received passes on all their previous project work and wants to improve in all aspects, especially production. Their action plan includes daily reflections, further research on existing products and audiences, conducting additional experiments and surveys, and adding more details to pre-production planning and scheduling. They aim to discuss the tools and methods used each day during production and reflect on progress.
The Evaluation 2016
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.
evaluation
This document provides instructions for an evaluation task that requires students to create either a podcast or video summarizing their bag-making project without a written report. Students must discuss how their final product compared to their plan, the process and tools used to make and print the bag, strengths and weaknesses, and any changes they would make if doing the project again.
Photoshop Lesson 7
This document provides instructions for a Photoshop assignment. Students are asked to use their Photoshop skills to create a high-quality original image, then annotate and explain the image, describing the techniques used. They will fill out an assessment sheet reflecting on their work. The objectives are to produce an original Photoshop image and annotate it, explaining the design and techniques. Outcomes expect students will create masterpieces using basic and advanced Photoshop skills, while some may also research additional techniques.
Q1a phrases
This document provides tips for students on how to achieve high marks in answering questions about progress made from AS to A2 levels in media studies coursework. To get at least 60%, students must discuss progress made in each piece of coursework and evaluate their work objectively. To get over 80%, students must give clear examples of improved skills in areas like conventions, technology, creativity, and planning. Answers should focus on skills, progress, understanding, and be self-critical using phrases provided as examples to compare and evaluate AS vs A2 work and improved skills. Specific examples are needed rather than generalizations.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
L5
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students are asked to create a viral ad for a future technology they previously explored and plan it using a provided document on the Jogle platform.
Magazine Cover
This document outlines an assignment for students to create a magazine cover promoting their film project. It must be completed in 2 weeks and is worth 10% of the overall project grade. The cover should be in the style and genre of the student's film. Guidelines are provided on the key elements of a magazine cover like the masthead, tagline, and teasers. The assignment will be evaluated based on conventions of layout, design, language use, and integration of images and text.
Film Studies Open Evening Presentation
This document summarizes the Film Studies course offered at Langley Park School for Girls. The course involves an in-depth study of films from historical, economic, and social perspectives. Students closely analyze selected films and do not just watch blockbuster entertainment. They study concepts like film stars and how films are marketed. The course also includes practical filmmaking skills and producing a short film. It is assessed through coursework, essays, and exams covering areas like film forms, industries, and critical analysis. Past results have shown high rates of students receiving A-C grades. Film Studies provides academic and analytical skills compared to similar but more practical media courses.
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Savannah marks 2
This document contains feedback from a teacher on a student's research and planning for a project.
The teacher gives the student low marks for their planning and research, noting there is little evidence the student considered key films to analyze, researched target audiences, or included storyboards, shot lists or a detailed script.
The teacher is also concerned the student seems to be missing the last four weeks of work.
For evaluation, the teacher again gives low marks and notes there is no evidence the student has evaluated their process, the media used, or gathered audience feedback as required. The teacher urges the student to use available support sessions to get their blog up to date.
Research at a2
The document discusses diversifying research for a media project portfolio by utilizing a variety of research methods. These include questionnaires, surveys, forums, message boards, emails, audience feedback, interviews, analyzing existing products and amateur videos, and case studies of directors. The document encourages supplementing core research with additional sources to make one's portfolio stand out and achieve higher grades. It provides examples of research tools and methods like Survey Monkey, video diaries, YouTube, MySpace, and closed versus open-ended questions.
OCR G321 Evaluation Questions
This document provides guidance for a media studies evaluation assignment. Students are instructed to copy the PowerPoint into their area and add materials weekly. The evaluation consists of 7 questions relating to the student's media product and process. Students should demonstrate their digital media skills through visual and engaging responses. They are asked to submit at least 5 slides per question, which can include links, charts and embedded media. The document models how responses should be formatted and provides examples of the types of questions that will be asked, including about audience, representation, technologies used, conventions, distribution and lessons learned.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
Blog audit for Music Video Coursework
The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
Year 12 media_coursework_g321_eval_gr
This document provides guidance for students completing a Year 12 Media Coursework presentation. It instructs students to include their name, course details, and any film images on the opening slide. Throughout the presentation, students should keep slides interesting but not overcrowded. The document outlines using techniques like PowerPoint, word documents, videos, avatars, blogs, and websites to address the seven evaluation questions. It emphasizes using various media and being creative while accurately referencing sources. The goal is for students to demonstrate their skills, knowledge gained, and progression over the course of the project.
G324 audience research
This document provides instructions for an audience research assignment. Students are asked to research what audiences like and dislike about television advertisements. They must choose a research method, conduct research outside of class, and post the results, a discussion of their method, and evidence that the research took place on their blog. The goal is for students to gain insight into audience preferences to inform their future work, which will contribute to the research component of their coursework unit.
What to include in your Pitch
This document provides guidance on what to include in a pitch for a media project. It recommends including an elevator pitch that describes the product idea and how it meets the brief, key messages, and ideas from research. It also suggests explaining the target audience, necessary research, production schedule, evaluation plans, and optional details like storyboards or team roles. The document advises preparing and practicing the pitch while avoiding simply reading slides or including too much text.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
G325 intro section a 1 a
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 grid proposal
1. The student will create a brand identity project focused on 16-24 year olds living in York using video production skills.
2. Research on the target audience will be a key part of the project, including surveys and analyzing answers to help develop ideas.
3. The student will apply skills and research techniques learned from past projects, such as a fanzine project, to the brand identity project. Progress will be evaluated weekly through individual reviews.
What is a learning agreement formulating one year 3 26 sept 2011
This document outlines the key components of a learning agreement proposal, including why the learner is undertaking the study, what they plan to study and produce, how they will achieve their goals, the assessment work and form it will take, a schedule of work, and any required resources. The proposal should connect the study to the learner's practice and professional development, clearly define the scope and goals, and include a realistic schedule and budget to show the plan is achievable within the time available.
Grade reflection
This document contains a student's reflections on their grades and action plans for improving their work for an upcoming filmmaking project (FMP). The student received passes on all their previous project work and wants to improve in all aspects, especially production. Their action plan includes daily reflections, further research on existing products and audiences, conducting additional experiments and surveys, and adding more details to pre-production planning and scheduling. They aim to discuss the tools and methods used each day during production and reflect on progress.
The Evaluation 2016
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.
evaluation
This document provides instructions for an evaluation task that requires students to create either a podcast or video summarizing their bag-making project without a written report. Students must discuss how their final product compared to their plan, the process and tools used to make and print the bag, strengths and weaknesses, and any changes they would make if doing the project again.
Photoshop Lesson 7
This document provides instructions for a Photoshop assignment. Students are asked to use their Photoshop skills to create a high-quality original image, then annotate and explain the image, describing the techniques used. They will fill out an assessment sheet reflecting on their work. The objectives are to produce an original Photoshop image and annotate it, explaining the design and techniques. Outcomes expect students will create masterpieces using basic and advanced Photoshop skills, while some may also research additional techniques.
Q1a phrases
This document provides tips for students on how to achieve high marks in answering questions about progress made from AS to A2 levels in media studies coursework. To get at least 60%, students must discuss progress made in each piece of coursework and evaluate their work objectively. To get over 80%, students must give clear examples of improved skills in areas like conventions, technology, creativity, and planning. Answers should focus on skills, progress, understanding, and be self-critical using phrases provided as examples to compare and evaluate AS vs A2 work and improved skills. Specific examples are needed rather than generalizations.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
L5
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students are asked to create a viral ad for a future technology they previously explored and plan it using a provided document on the Jogle platform.
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What is a learning agreement formulating one year 3 26 sept 2011
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This document outlines an assignment for students to create a magazine cover promoting their film project. It must be completed in 2 weeks and is worth 10% of the overall project grade. The cover should be in the style and genre of the student's film. Guidelines are provided on the key elements of a magazine cover like the masthead, tagline, and teasers. The assignment will be evaluated based on conventions of layout, design, language use, and integration of images and text.
Film Studies Open Evening Presentation
This document summarizes the Film Studies course offered at Langley Park School for Girls. The course involves an in-depth study of films from historical, economic, and social perspectives. Students closely analyze selected films and do not just watch blockbuster entertainment. They study concepts like film stars and how films are marketed. The course also includes practical filmmaking skills and producing a short film. It is assessed through coursework, essays, and exams covering areas like film forms, industries, and critical analysis. Past results have shown high rates of students receiving A-C grades. Film Studies provides academic and analytical skills compared to similar but more practical media courses.
All evaluation posts
The document provides guidance for students on completing the evaluation section of their foundation media portfolio. It includes prompts for the student to discuss how they used and developed conventions of genre and opening sequences in their media product, how they represented social groups, what type of institution might distribute their product, who their target audience is, how they addressed this audience, the technologies they learned, and what they learned from their preliminary task to the full product. The student is directed to include examples, discuss their process, and make their responses visual.
Media studies open evening presentation
A Level Media Studies aims to (1) provide students with an understanding of how the media impacts daily life in today's digital world and (2) equip students with skills in using creative software and new technologies that are increasingly important for many careers. While some claim the course is just watching films, it actually involves analyzing media texts, industries, and practical production work. Strong results and resources make it a popular option, but the course may require more independent learning compared to some other subjects. Admission typically requires at least a C grade in English GCSE.
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G322 Section B Exemplar
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62 marks section b music
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This document provides instructions for creating a film poster as an ancillary task for a project. It must be completed by December 2nd and is worth 10% of the total marks. Guidelines specify that the poster should be an extension of the teaser trailer and feature the same people and places. Conventions of film posters must be followed. The format section lists criteria for layout, fonts, language, illustrations, and manipulating photographs. Example posters of good and poor quality are linked. Students must blog about the poster creation process, including influences, target audience, initial designs, and the finished poster. Sizes and terminology for film posters are also defined. Students are instructed to first design the poster with pencil and paper using film influence posters.
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Advertisement and Album Cover Annotation Examples
This document provides instructions for an assignment analyzing conventions of music CD covers and advertisements. Students are asked to find examples of conventional CD covers and advertisements, one each for a solo artist and band. They should annotate the examples, identifying conventions and explaining how they relate to the artist's persona and target audience. Examples are provided of conventions like the artist's image, song lists, and design elements that appeal to different genres and audiences.
Media Studies Open Evening Presentation
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June 2010 exemplar 1 (highlighted)
This document provides a detailed analysis of a student's media coursework over two years producing magazines and a horror film trailer. The student discusses how researching existing media texts helped them develop their skills and apply techniques from real examples. They analyzed magazines, trailers, posters and films to inform the layout, editing, symbols and genre conventions used in their own horror trailer. Researching techniques like camera angles, lighting and pacing allowed the student to subvert some conventions and create an engaging trailer that has been viewed over 4,000 times on YouTube. The analysis explains how applying genre conventions and creative variations helped make their media pieces recognizable while putting their own spin on the horror genre.
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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.
G321 foundation portfolio in media evaluation
1. The document provides instructions for students to create a digital evaluation of their media production portfolio in a format such as a podcast, DVD extras, blog, PowerPoint, or website.
2. Students must view the evaluation as a creative task and make use of multimedia elements like images, audio, and video.
3. The evaluation should address 7 questions relating to genre, representation, distribution, audience, and the learning process. Students are encouraged to answer each question in a different digital format.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
Cw yr 12 g321 outline
This document outlines the coursework requirements for the G321: Foundation Portfolio in Media course, which counts for 50% of the AS grade. Students must complete a preliminary exercise creating the front page of a school/college magazine using DTP and image editing software. For the main task, students must produce the front page, contents page, and a double page magazine spread, following a consistent style. Research and planning is worth 20 marks and must include audience research and production planning presented digitally. Construction of the magazine is worth 60 marks and will be assessed based on layout, design, language use, and integration of images and text. Evaluation is worth 20 marks and requires students to reflect on their process and production using digital tools
A2 Media Studies Coursework Booklet
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
Introduction to the evaluation
This document provides guidance for students on the evaluation component of a media production course. It outlines the objectives to understand coursework evaluation formats and requirements, and explain use of media conventions. Students choose one evaluation question to answer by referring to their media product and using examples. Effective evaluations are creative, detailed, and use various digital platforms. Students should obtain audience feedback and begin work on the first evaluation question about use of media conventions in their product.
Research and planning
The document discusses the importance of research and planning for media productions. It provides guidance on different types of research, including primary research conducted by the student and secondary research using existing sources. The document also addresses organizing research materials through blogging, planning productions with storyboards and schedules, and how research and planning can inform and impact the practical production work. Students are prompted to reflect on how their research and planning skills have developed over time from AS to A2 levels and how those skills contributed to their media production outcomes.
A2 media studies - section A
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
PRCA Medallions: Bringing Home the Trophy
This document provides tips for entering the PRCA Medallion Awards competition, which recognizes excellence in public relations. It discusses the award tiers based on project length, why professionals should enter to gain recognition and training, and how to select projects to submit. Detailed instructions are provided on gathering materials, writing the entry in the four-step PR process format of research, planning, implementation and evaluation, and dressing up the collateral. The deadline, categories, and judging process are also outlined.
G235 1a) Digital technology
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
Evaluation lesson mer
The document provides guidance for students on evaluating their final media production project. It includes success criteria for basic, proficient, and excellent evaluations. Students are instructed to write one of their evaluation responses addressing how their media product used or developed conventions of real media. They are also provided with example digital tools they could use for each evaluation question.
Information Analysis, Repackaging and Consolidation
The document discusses various types of digital content that can be created for marketing purposes such as blogs, videos, podcasts, newsletters, and more. It outlines the digital content creation process, including researching audience needs, planning content topics and formats, creating the content, and measuring performance. Various content ideas are provided such as blog posts, gated content like whitepapers and ebooks, graphics, videos, podcasts, newsletters, and other informational products. The key benefits of digital content creation are building trust, authority and visibility to attract and convert more customers.
G325 Section A
The document provides guidance on answering exam questions for a media studies course that require students to analyze and evaluate their own media production work. It outlines the key areas and concepts they should discuss, including developing skills in areas like digital technology and creativity, how they conducted research and planning, and how they approached post-production and use of conventions. Students are advised on how to deconstruct one of their own media pieces by applying concepts like genre, narrative, representation, audience, and media language.
Research and planning theory
This document outlines the key aspects of research and planning that students should consider for their media production coursework. It discusses several theories on how important research, planning, and organization are for strong media projects. Students are given tasks to reflect on how they applied these theories in their AS Foundation and A2 Advanced portfolios, including analyzing real media texts, identifying target audiences, and improving their research and planning skills over time.
A2 g324 evaluation questions
This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
1 research and planning
This document outlines the requirements and aims of researching and planning for a media production coursework project. It discusses the importance of thorough pre-production research and planning, using both primary and secondary sources. A range of research methods and planning tools are described, including audience feedback collection and utilization of production schedules. The document emphasizes organizing research findings through blogging and digital tools. It suggests students' research and planning skills should improve between lower and upper sixth form levels of the course.
AS Media Booklet
For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
L5
This document provides information and deadlines for students regarding their advanced media portfolio. It reminds students that the deadline for ancillary texts is this Friday and that they must show their planning, research, and production process as well as the final products. It also notes that students should have started or considered starting their evaluations. Finally, it offers one-on-one meetings for feedback and emphasizes that time is running out. It provides some homework questions about the representation of youth in Geordie Shore and asks students to give each other feedback on their responses.
How to do lantern entries 2012 presentation for pral nola (condensed version)
The document provides tips on entering the SPRF Lantern Awards competition, which recognizes excellence in public relations work done between May 2011 and April 2012. It outlines the categories and timeline for submissions, encourages attendees to enter projects that demonstrate best work and the PR process. It offers advice on gathering supporting documents, telling a compelling story in the entry, and planning future submissions by archiving materials from the start of projects.
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Evaluation criteria
The evaluation criteria outlines what is required for an excellent understanding and evaluation of a media production project in several key areas:
1) Understanding the target audience through research examples from the work.
2) Understanding how institutional factors like distributors may affect production with examples.
3) Demonstrating understanding of the technologies used and how they created meaning with examples.
4) Explaining how different groups are represented and if it challenges conventions, with examples.
5) Discussing the forms and conventions of genre and how they were used/developed/challenged in the work with examples.
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Evaluation
- 2. Evaluation Starting Points • The syllabus provides you with set questions that you will need to answer in terms of evaluating your practical work. • You are not permitted to simply write your evaluation. Instead it will need to use digital technology. • There is no word limit
- 3. The Set Questions • In what ways does your media product use, develop or challenge forms and conventions of real media products? • How does your media product represent particular social groups? • What kind of media institution might distribute your media product and why? • Who would be the audience for your media product? • How did you attract/address your audience? • What have you learnt about technologies from the process of constructing this product? • Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 4. Form • The presentation of the evaluation may take the form of any one or combination of the following: - A presentation using slideshow software such as Powerpoint - A blog or website - A podcast - A DVD with ‘extras’
- 5. Word Limit • No word limits will be provided. You are strongly encouraged to use your ICT skills and use photos and video to aid your evaluation. This will obviously reduce the traditional notion of a ‘word count’
- 6. Due Date • Your evaluation (and your research & planning), in whatever form, must be completed by Friday, April 6th at 5 p.m. • You will have two weeks of class time to work on your evaluation in terms of doing something ‘creative’ and technological with some of the questions and then one additional week of homework to improve any aspects of your blog. • We MUST spend some lessons in the last week starting your revision.
- 7. What To Do • Your group will be provided with suggestions for each question by one of the chief examiners for Media Studies. You will also be given a sheet with each question and a small amount of space underneath for you to write. • You need to write an initial account of what you need to include and how you plan to present this information. You can then work out a plan as to how you will use the rest of this term to complete as much of this as possible.