Evaluation
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This document provides evaluation questions for a 12E Star Nominations media project. It includes 7 questions that evaluate how the media product used or challenged conventions, represented social groups, would be distributed, attracted its intended audience, and what was learned about technologies and through the production process. Students are encouraged to answer the questions without writing essays and can use presentation technologies like Prezi, PowerPoint, or voice-overs to demonstrate their responses.
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Evaluation
This document provides evaluation questions for a media project and suggestions for how to answer them without writing an essay. The questions address how the media product uses or challenges conventions, represents social groups, would be distributed, who the audience is, how the audience was attracted, what technologies were learned, and how the product improved from preliminary work. Suggestions for answering include discussing similar existing products, the target audience, distribution options, what attracted the audience, technologies used, and the creative and skills development process. Students are encouraged to use new technologies for the evaluation presentation, such as Prezi, PowerPoint, or adding audio commentary to their film.
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Pre production intro
Your production company is called Click Here Productions. It consists of a director, camera operator, and producer. You will be promoting the artist Example Artist by making a music video for their song. The genre will be pop and the video will use common conventions like a narrative storyline, special effects, dancing, and on-location shoots. It will be promoted on social media, through merchandise, and by playing on music video channels.
Task 2 b cutting on the beat
Cutting to the beat in a music video refers to changing shots or cutting between different camera angles in time with the beat of the song. The document provides instructions for an activity where students will analyze Adele's "Rolling in the Deep" music video by highlighting lyrics where the shot changes and identifying different shot types. They will then discuss how cutting the shots to match the beat enhances the music video by closely linking the visuals and audio. The effect of cutting on the beat is that it synchronizes the images with the music, bringing the viewer out of the dark through a rising fire and fever pitch.
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Evaluation
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Pre production intro
Your production company is called Click Here Productions. It consists of a director, camera operator, and producer. You will be promoting the artist Example Artist by making a music video for their song. The genre will be pop and the video will use common conventions like a narrative storyline, special effects, dancing, and on-location shoots. It will be promoted on social media, through merchandise, and by playing on music video channels.
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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.
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The document provides instructions for evaluating a media product (a music magazine) created by a student. It lists 7 questions that must be answered as part of the evaluation. For each question, it provides details on what should be presented and examples of how the question can be addressed. The questions cover topics such as how the magazine compares to real products, how it represents its audience, how it might be distributed, its target readership, how it attracts audiences, what technologies were used in its creation, and what was learned from an earlier preliminary task. A variety of media such as Voicethread, Prezi, Powtoon, YouTube, and SlideShare can be used to present the answers.
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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.
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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.
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This document provides an outline for pitching a new magazine concept, including developing a moodboard, researching similar existing magazines and feedback, generating masthead and story ideas tailored to the target audience, defining the magazine's concept and unique selling point, and planning its marketing, publishing, models, locations, and initial sketches. The pitch will cover these essential elements for bringing the new magazine to market on Thursday, March 8th, 2012.
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The document discusses institutions, audiences, and technological convergence in the video game industry. It defines institutions as companies that produce, distribute, and market media. It discusses how platforms like consoles, computers, and mobile devices allow for technological convergence in production, distribution, and access for audiences. Proliferation of hardware and content has both benefits and challenges for institutions and audiences.
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This document outlines key concepts in narrative theory, including narrative structures, forms, theorists, and their theories. It discusses Vladimir Propp's identification of 8 character roles and 31 narrative functions in folk tales. It also summarizes Tzvetan Todorov's theory of disrupted equilibrium, Roland Barthes' 5 action codes, Claude Levi-Strauss' theory of binary oppositions, Victor Shklovsky's distinction between plot and story, and theories by David Bordwell/Kristin Thompson and Gill Branston/Roy Stafford. The document provides examples and activities for students to apply these narrative theories.
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This document provides instructions for a music video techniques lesson that teaches about chroma keying. It explains that chroma keying, also known as green/blue screening, is a compositing technique used to replace a solid color background with another image or video. Students are asked to watch a Beyonce music video to identify where chroma keying was used. They are then instructed to choose an emotion, find 3 images representing that emotion, take photos of themselves in front of a green screen, key in the images, and upload the result to their websites.
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2. It then instructs students to stick to their assigned computer number for a BTEC Year 12 class.
3. Various music video styles are defined, including narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche and parody. Examples of narrative music videos are provided.
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1. The document lists various music video styles including popular genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche and parody.
2. Impressionist music videos are described as using brief, seemingly unrelated shots that are linked by the lyrics of the song.
3. Students are tasked with choosing a theme, taking various impressionist shots to symbolize the theme, and filming a video to explain how the shots create the theme. Different levels of passing criteria are provided based on the quality of the theme, shots, and explanation.
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This document discusses gender representation and stereotypes. It contains terms related to masculinity, femininity, and challenging gender norms. Students are asked to define terms, list examples of gender stereotypes, and analyze whether certain artists adhere to or subvert stereotypes through consideration of concepts like the patriarchal society and the male gaze.
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12 mv techniques analyse chroma key
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How to Effectively Lead Focus Groups: Presented at ProductTank Toronto
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L. the film process
This document provides information about the film production and distribution process. It begins with an overview of the main stages in the process: production, marketing, distribution 1, exhibition, distribution 2, and exchange. It then lists some of the key roles involved in filmmaking, such as producers, directors, and editors. The document presents five potential film briefs and asks the reader to choose one to develop. It asks how the reader would make the film, get it to cinemas, market it, distribute it to audiences, and get people talking about it. In the end, the reader is asked to summarize their proposed film idea and distribution plan.
Impressionist music style
The document discusses different styles of music videos including impressionist style. Impressionist music videos use brief, unrelated shots that are loosely linked by the lyrics of the song rather than having a clear narrative. To analyze an impressionist music video, students are asked to take screenshots from Adele's "Rolling in the Deep" video, analyze how the images relate to each other and the lyrics, and explain the effect of the images on the overall video. Different levels are described for the analysis, with higher levels requiring more screenshots and a deeper explanation of how the images connect to the lyrics and each other.
12 mv styles of music video
1. The document lists the names of students in a Year 12 BTEC class.
2. It instructs students to stick to their assigned computer number.
3. The document also outlines different styles of music videos including popular music genres, narrative, animation, in-concert footage, interpretative, impressionist, surrealist, pastiche, and parody.
12 mvl1 conventions
This document provides guidance on analyzing music videos through both macro and micro elements. At the macro level, it discusses analyzing the genre, representations, institutions, audiences, and narrative portrayed in a music video. At the micro level, it examines the editing, sound, mise-en-scene, and cinematography techniques used. It also lists some key macro elements to analyze for a specific Katy Perry music video called "Last Friday Night".
Task 2a what is an auteur
The document defines and discusses the auteur theory, which originated in France and means "author." The auteur theory holds that the director of a film reflects their own vision, style, technique, innovation and creativity through their work. The theory was originally founded by Francois Truffaut in the 1950s. Examples of recognizable auteurs are provided and students are assigned a task to further explain the auteur theory and provide examples of auteurs' distinctive directorial styles.
Representation tayla, paige and callum
Representation involves how identities are portrayed in media texts, focusing on characteristics like age, gender, race, financial status, and job. Certain features are highlighted and enhanced to construct representations. Representation theory examines both the processes of representation and their products, especially how identities are constructed in production and reception in relation to markers like class, age, gender, and ethnicity. Representation theorists note that representations often categorize and evaluate groups through emphasizing easily recognized features that lead audiences to draw conclusions about the represented group, usually but not always negatively.
Narrative theory mini lesson lydia
This document discusses two narrative theories: Todorov's and Vladimir Propp's. Todorov's theory states that narratives follow the structure of equilibrium, disequilibrium, recognition of the disruption, resolution to resolve it, and restoration of equilibrium. Vladimir Propp analyzed folktales and identified eight recurring character roles. The document asks students to consider how these theories apply and to put the stages of Todorov's theory in order.
Audience theory lewis and emma
This document discusses several psychological and social theories that attempt to explain why people are attracted to horror films:
1. Sigmund Freud's theory of the "uncanny" proposes that horror films produce cognitive dissonance by combining something familiar with something frightening, like a ghost that resembles a human.
2. Feminist film theorist Laura Mulvey's "sadistic voyeurism" theory suggests people enjoy scenes in horror films where a male character invades and abuses a female character's privacy.
3. The "snuggle theory" proposes that watching horror films with a romantic partner allows people to resort to traditional gender roles, with males providing support and protection to scared females, strengthening their bond.
Task 4 hollywood, british and third world films intro
Third World Cinema aims to question structures of power like colonialism and liberate oppressed groups. It engages with issues of identity and community for diaspora populations. Third World films challenge history and reveal struggles of minorities. They show experiences of poverty to facilitate education and dialogue rather than imagine poverty. The document discusses defining Third World Cinema and provides tasks to analyze a Third World film's conventions, funding, distribution, marketing, and how it differs from Hollywood and British films.
Task 3b conventions of a brit film
The document discusses the conventions of British social realist films, including the use of British actors and locations, sepia tones, dim lighting, satirical and emotional stories about social issues like crime and racism, hand-held camera work, wide shots that emphasize location setting, and low budgets. It also provides tasks for students to analyze images from three low-budget British indie films, storyboard the opening of their own British indie film, film their project over a weekend, and edit it using iMovie software.
Task 3b british indie film project
This document outlines the tasks for two British indie film projects. Task 3a involves researching a single film and splitting the research into production, distribution, and exhibition sections. Task 3b requires students to choose 3 low-budget British indie films, analyze screenshots for what makes a British indie film, storyboard and film the opening of their own indie film in groups of 3-4 students, and edit the film using iMovie. Both projects are due by November 26, 2012.
Task 3 british indie fims
The document provides instructions for students to submit their film poster assignments to an online site by the deadline, where they will be displayed and evaluated out of 10 points by other students rotating through different seats. It also introduces the next task on researching British independent films.
Task 2 what is an auteur
The document discusses tasks and lessons related to studying the film industry and production process. It provides details about creating a website and presentation on the film industry production process, with a deadline of September 21st. The document also covers the auteur theory, explaining it was founded in the 1950s by Francois Truffaut to describe directors who bring their own personal vision and style to films.
Task 1 yola and film inductry
This document provides instructions for a Year 12 Media Studies task on the film production process. Students are asked to create a PowerPoint presentation discussing the key stages in the film production process, including pre-production, production, and post-production. The presentation should draw from notes on the film industry and is due on September 21st. Students are also instructed to create a website using Yola to organize research and work for the task.
Production film industry
The document discusses the film production process and creating a production company. It asks questions about the various stages of filmmaking like development, pre-production, production, and post-production. This includes fundraising, budgeting, targeting audiences, and marketing films. Students are tasked with creating a PowerPoint on the production process and pitching their own film idea for potential investment.
Task 4 hollywood, british and third world films intro
Third World Cinema aims to question structures of power like colonialism and liberate oppressed groups facing gender, class, race, religion or ethnic oppression. It engages with questions of identity and diaspora communities, challenges views of history, and facilitates interaction between intellectuals and the public to imagine new possibilities through inclusion. The document discusses defining Third World Cinema and provides tasks to analyze a Third World film's conventions, funding, distribution, marketing, and how it differs from Hollywood and British films.
Task 3b conventions of a brit film
British social realist films are characterized by their use of British actors and locations filmed with dull, dim lighting to reflect bleak weather conditions. They typically have low budgets, focus on small personal dramas of emotionally dramatic individuals, and address social issues through a satirical lens with a dry sense of humor. The document provides instructions for a school project analyzing conventions of British indie films and creating a storyboarded trailer for a low-budget British indie film.
Task 3b conventions of a brit film
British social realist films are characterized by their use of British actors and locations filmed with dull, dim lighting to reflect bleak weather conditions. They typically have low budgets, focus on small personal dramas of emotionally dramatic individuals, and address social issues through a satirical lens with a dry sense of humor. The document provides instructions for a school project analyzing conventions of British indie films and creating a storyboarded trailer for a low-budget British indie film.
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Task 4 hollywood, british and third world films intro
Task 4 hollywood, british and third world films intro
Task 4 hollywood, british and third world films intro
Task 4 hollywood, british and third world films intro
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Evaluation
- 2. Evaluation Lesson Objective •What are the evaluation questions? •Which ones do I need to complete during the Easter holidays? Think Tank How can you evaluate your work without writing an essay?
- 3. The Evaluation 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. In what ways does your media product use, develop or challenge forms and conventions of real media products? • Similar products • Have you conformed to the conventions of your genre (with a few challenges: give e.gs) • How similar is your film/print to existing products? • Should be very similar
- 5. How does your media product represent particular social groups? • Who is your target audience? • What features did you use to target that audience? • E.g. how did you target teenagers that are into indie music? • What colours? • Images? • Bands? • Language used in your magazine? • Layout? • Price?
- 6. What kind of media institution might distribute your media product and why? • Think about the publishing houses you researched • Why did you choose them and why? • In order to attract your target audience; • Where could you sell your magazine • Talk about digital distribution • Phone app • Website • Can you download issues of the internet?
- 7. Who would be the audience for your media product? • Look at your target audience profile • Talk about who your target audience is • (you can use Xtranormal here or another avatar website)
- 8. How did you attract/address your audience? • What conventions did you use to attract your audience? • Why would your audience buy your magazine? • What is your USP? • Why would they like the concept of your magazine?
- 9. What have you learnt about technologies from the process of constructing this product? • What media technologies did you use? • Software • Prezi • Yolasite • Slideshare More • Youtube variety of • Handbrake media the • Premiere • Photoshop more points • Xtranormal you get • Screen-o-matic • Hardware • Camera • Sound • Lighting • Green screen
- 10. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? • How have you progressed from your pre-lim exercise • Comment on your creative journey • Comment on your use of variety of digital technologies journey • Did you learn how to attract your audiences more? • What further research stages did you take? • What further planning stages did you take? • How did you improve your photography skills? • How did you improve your photoshop skills? • Overall what have you learnt from this production process?
- 11. Evaluation Presentation • NOT an essay • Prezi • Powerpoint • Director commentary )talk over your final film) screen-o-matic Use the evaluation to use technologies you have not yet used!