The document analyzes the student's A2 media studies coursework, which involves creating the opening 5 minutes of a documentary, a radio trailer, and a magazine spread about the documentary. It discusses how their documentary "Video Shame" examines the effects of violent video games on teenagers' behavior. It uses conventions from real documentaries like starting with relevant footage, including facts on the timeline, and interviewing an expert in the field. The student reflects on how their work develops or challenges real documentary forms and conventions.
The document discusses the conventions used in the student's documentary and radio trailer project. It examines how they employed typical documentary conventions like voiceovers, interviews, titles/captions, and stock footage. It also analyzed their radio trailer based on conventions from existing radio programs, such as using intro music/sounds to set the topic and a voiceover to convey information. The student aimed to follow real conventions to make their media products seem professional while utilizing the forms and styles of documentary films and radio programs.
The document analyzes how the author's media product used and developed conventions of real documentaries. It discusses how the author's documentary on youth smoking adopted the expository sub-genre and serious tone. It also examined how the documentary adhered to conventions like direct address to viewers and use of statistics while also challenging conventions by remaining impartial. The document also discusses how the author's documentary was influenced by styles of other documentaries on similar topics like "Sun, Sex and Suspicious Parents" and "Smoking - A Documentary".
The document discusses the process of creating a short documentary, radio trail, and magazine article for an A2 media coursework. It describes researching conventions of those media to make the products look professional. The documentary focused on social networking and cyberbullying. Research included analyzing documentaries, radio trails, and magazine articles. Conventions like interviews, voiceovers, and establishing shots were included. The magazine article and radio trail also utilized typical conventions seen in those media like prominent images and headlines, and providing broadcast details.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document discusses a student's television documentary project on binge drinking among young people.
The student researched documentary conventions by watching many examples. The opening 5 minutes of their documentary uses an expositional style with narrative, voiceover, and facts/statistics to set the tone and guide viewers.
Interviews and sound are used conventionally, with professional lighting and positioning. Some conventions like reconstructions are avoided as unnecessary. Overall the documentary effectively uses many real documentary codes and conventions while challenging a few that do not fit its topic or audience.
The document discusses the process of creating a 5-minute documentary, radio trailer, and double page spread for an A2 coursework project. It outlines the research conducted on documentary conventions, similar documentaries, radio trailers, and double page spreads. The document then describes how various documentary techniques and conventions were applied to the projects, including voiceover narration, interviews, footage selection, and examining the works under Bill Nichols' documentary modes.
The document discusses the process of creating a documentary. It explains that the filmmakers researched conventions like formal interviews, vox pops, rule of thirds, and sound used in other documentaries. It also discusses different documentary types and how the filmmakers incorporated editing techniques like adding banners, transitions, and blurring to make their documentary look more professional. The target audience was college students and the documentary focused on health topics like eating and exercise.
The document discusses the conventions used in the student's documentary and radio trailer project. It examines how they employed typical documentary conventions like voiceovers, interviews, titles/captions, and stock footage. It also analyzed their radio trailer based on conventions from existing radio programs, such as using intro music/sounds to set the topic and a voiceover to convey information. The student aimed to follow real conventions to make their media products seem professional while utilizing the forms and styles of documentary films and radio programs.
The document analyzes how the author's media product used and developed conventions of real documentaries. It discusses how the author's documentary on youth smoking adopted the expository sub-genre and serious tone. It also examined how the documentary adhered to conventions like direct address to viewers and use of statistics while also challenging conventions by remaining impartial. The document also discusses how the author's documentary was influenced by styles of other documentaries on similar topics like "Sun, Sex and Suspicious Parents" and "Smoking - A Documentary".
The document discusses the process of creating a short documentary, radio trail, and magazine article for an A2 media coursework. It describes researching conventions of those media to make the products look professional. The documentary focused on social networking and cyberbullying. Research included analyzing documentaries, radio trails, and magazine articles. Conventions like interviews, voiceovers, and establishing shots were included. The magazine article and radio trail also utilized typical conventions seen in those media like prominent images and headlines, and providing broadcast details.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document discusses a student's television documentary project on binge drinking among young people.
The student researched documentary conventions by watching many examples. The opening 5 minutes of their documentary uses an expositional style with narrative, voiceover, and facts/statistics to set the tone and guide viewers.
Interviews and sound are used conventionally, with professional lighting and positioning. Some conventions like reconstructions are avoided as unnecessary. Overall the documentary effectively uses many real documentary codes and conventions while challenging a few that do not fit its topic or audience.
The document discusses the process of creating a 5-minute documentary, radio trailer, and double page spread for an A2 coursework project. It outlines the research conducted on documentary conventions, similar documentaries, radio trailers, and double page spreads. The document then describes how various documentary techniques and conventions were applied to the projects, including voiceover narration, interviews, footage selection, and examining the works under Bill Nichols' documentary modes.
The document discusses the process of creating a documentary. It explains that the filmmakers researched conventions like formal interviews, vox pops, rule of thirds, and sound used in other documentaries. It also discusses different documentary types and how the filmmakers incorporated editing techniques like adding banners, transitions, and blurring to make their documentary look more professional. The target audience was college students and the documentary focused on health topics like eating and exercise.
This document summarizes the process of creating a short film about deafness awareness. The group conducted research on deafness, reviewed similar films to identify conventions, and considered representation and target audiences. They decided on a storyline where the main character becomes deaf after an attack to bring awareness to challenges of living with disabilities. Advanced technology like DSLR cameras and editing software allowed professional-quality production. Ancillary materials like a poster further promoted the film's educational message.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like interviews, voiceovers, and archival footage. It explains how the documentary uses an expository style to present facts on both sides of the tuition fee issue through interviews. The document also reflects on documentary genres and how examining examples like "Super Size Me" informed shooting and editing decisions.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like voiceovers, interviews, and archival footage. It explains how these elements were incorporated, such as using interviews, statistics, and a neutral voiceover to take an expository approach and inform viewers on the topic factually. Overall it provides a behind-the-scenes look at the considerations that went into crafting the 5-minute documentary introduction.
The document discusses how the media product adheres to and challenges documentary conventions. It follows standard conventions like interviews and archival footage to effectively portray a serious message. However, some shots challenge conventions by using unconventional camera angles. Statistics are incorporated to help audiences understand key information, and an intimate interview format directly engages viewers. The goal is to educate audiences while pushing the boundaries of traditional documentary styles.
The document discusses how a group presented their answers to question 3 about learning from audience feedback for their media project on homosexuality. They analyzed what worked well for their audience such as music choice and interviews, and areas for improvement like adding more statistics and diversity of interview subjects. The presentation also covered defining their target audience as ages 15-30, researching this audience, and selecting the appropriate TV channel and time slot to broadcast their documentary.
This document discusses the key elements and conventions of documentaries. It notes that documentaries focus on factual elements through real footage and interviews to inform audiences. The document outlines different modes of documentaries, including expository, observational, and participatory. It states that the student's documentary will take a participatory approach involving interviews between the filmmaker and subjects. The conventions that will be used include real footage, interviews, and text to anchor and inform the audience.
Our documentary uses conventions of real media in several ways:
1) In the introduction, we use quick shots and close-ups intervened by questions on a black frame, mimicking storytelling techniques used on Channel 4 docs.
2) Interviews are conducted without an interviewer, focusing on the subject, and others are positioned to the side to set the location.
3) The documentary has a simple white title and uses lighting to brighten the mood and engage audiences on this delicate subject.
Framing and shots are carefully chosen to focus on the subject and set the location while keeping audiences engaged throughout. Feedback has helped us improve the audio quality and remove inappropriate content to make the documentary more
In what way does your media product use[1]a2columnd12
This document summarizes a student's media studies coursework on creating a documentary about cyber bullying. The student produced a 5-minute documentary video on the topic, as well as supplementary materials like a double-page magazine spread and 30-second radio trailer. The documentary used real interviews and facts to raise awareness about cyber bullying. While emulating real documentaries and media formats, the student's work also challenged conventions through their own creative elements. The student concluded their projects both developed and challenged forms of real media products.
The document discusses the evaluation of a media student's documentary project. It describes how the student researched conventions of documentaries like Super Size Me to inform their own documentary. They analyzed techniques like camera shots, voiceovers, and interviews. They also created an accompanying radio trailer and magazine spread. Feedback showed the reconstruction scene was effective but the magazine design could have been more engaging. Overall, the student learned how audience research and applying documentary conventions helped the project, but their magazine design may have benefited from more work.
The document discusses how the media product followed conventions of real documentaries and radio/magazine products. It analyzed documentaries like "Supersize Me" and "Panorama" to understand typical shots, structure, and storytelling techniques. The documentary was influenced by the expository and poetic modes of Bill Nicholls' documentary theory. The radio trailer and magazine article utilized conventions like clear voiceovers, background music, facts/details about the documentary, and advertising the channel/air time to effectively promote the media product. Some conventions like statistics were challenged to better engage the target youth audience.
This document discusses how a student media project on the topic of "Meninism" utilizes and develops conventions of real media forms such as documentaries, radio advertisements, and magazine listings. It examines conventions found in documentaries like voiceover narration, interviews, and using images to support dialogue. It also discusses conventions of radio advertisements and magazine listings that were referenced, such as length, end slates, and layout. Real documentaries about social issues and internet movements also informed the techniques used.
The document discusses a student media evaluation of their documentary called "Under My Skin". The 5-minute documentary explores stereotypes related to body modification. In researching documentary styles, the students determined that an expository mode would best suit their topic as it allows for presenting facts to support arguments on both sides of the issue. The document describes several codes and conventions the students employed from real documentaries to develop their project, such as using interviews, statistics, establishing shots and narration. It also reflects on ways they could have further developed elements like lighting and font sizes.
The document discusses how the media product challenges and develops documentary conventions. It created a 5-minute documentary on body modification, alongside a radio trailer and magazine spread. It analyzed documentary modes like expository, and strove to educate audiences through facts and multiple perspectives. Care was taken to professionally film interviews in line with conventions, use establishing shots, statistics, and represent experts' professions. The radio trailer and magazine spread similarly followed conventions to effectively promote the documentary.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
Codes and Conventions of Factual Programmingemmanuella_mmj
The document discusses the codes and conventions of factual programming and news broadcasts. It outlines 5 types of factual programming - expository, observational, participatory, reflexive, and performative documentaries - and describes their main conventions. It also discusses the roles and skills of news readers, their appearance, and typical elements of a news program like sets and anchors addressing the audience.
The student was assigned to create a 5 minute documentary introduction along with additional promotional materials. To ensure high quality, they conducted research on documentary conventions by analyzing exemplar documentaries. Their documentary explores body modification and uses conventions like voiceover, interviews, and archival footage to present various views on the topic. They followed conventions from documentaries like SuperSize Me in their shots and interview styles. Their documentary takes an open narrative structure to reflect the ongoing nature of the issues presented.
Freya Downs used over 20 different media technologies and outlets in the construction, research, planning, and evaluation of her project. She utilized basic programs like Microsoft Word, PowerPoint, and Excel in early planning stages for their ease of use. For research, she created online surveys using Survey Monkey and distributed them on Facebook to gather responses from her target audience. In pre-production, she found style models on streaming services like Netflix to inform her documentary approach. Communication technologies like Facebook messaging and email were vital for group collaboration and arranging interviews. Hardware including a video camera, microphone, and editing software were used to capture and produce high quality footage and finalize her documentary and supplemental pieces.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
The document analyzes the student's media product which included a television documentary, radio trail, and magazine spread. It discusses how the student's documentary utilized conventions of the expository documentary mode, including the use of rhetoric to present a persuasive argument about bullying in higher education. It addresses how the documentary spoke directly to the audience and used expert interviews and footage to strengthen the spoken narrative. The student also researched documentaries like "Super Size Me" to help develop their understanding and use of real documentary forms and techniques.
The document summarizes the ways in which the media product uses and develops conventions of real media forms. It discusses how the creator researched documentaries like Bill Nichols' Documentary Modes to understand different styles. It focused on using conventions of expository documentaries, which aim to present a strong argument through rhetoric. Examples of how it employed conventions from documentaries like Super Size Me and Airline through techniques like addressing the audience directly and using varied camera shots are provided. Overall it sought to create a balanced yet persuasive documentary on bullying by developing real conventions seen in other successful media products.
The document analyzes how the media product uses conventions of real documentary forms. It discusses how the expository documentary mode was chosen and how forms like addressing the audience directly, using rhetoric to make persuasive arguments, and including expert opinions were employed. Specific documentaries like "Super Size Me" were analyzed to see how they effectively used these conventions to convey a strong message.
This document summarizes the process of creating a short film about deafness awareness. The group conducted research on deafness, reviewed similar films to identify conventions, and considered representation and target audiences. They decided on a storyline where the main character becomes deaf after an attack to bring awareness to challenges of living with disabilities. Advanced technology like DSLR cameras and editing software allowed professional-quality production. Ancillary materials like a poster further promoted the film's educational message.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like interviews, voiceovers, and archival footage. It explains how the documentary uses an expository style to present facts on both sides of the tuition fee issue through interviews. The document also reflects on documentary genres and how examining examples like "Super Size Me" informed shooting and editing decisions.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like voiceovers, interviews, and archival footage. It explains how these elements were incorporated, such as using interviews, statistics, and a neutral voiceover to take an expository approach and inform viewers on the topic factually. Overall it provides a behind-the-scenes look at the considerations that went into crafting the 5-minute documentary introduction.
The document discusses how the media product adheres to and challenges documentary conventions. It follows standard conventions like interviews and archival footage to effectively portray a serious message. However, some shots challenge conventions by using unconventional camera angles. Statistics are incorporated to help audiences understand key information, and an intimate interview format directly engages viewers. The goal is to educate audiences while pushing the boundaries of traditional documentary styles.
The document discusses how a group presented their answers to question 3 about learning from audience feedback for their media project on homosexuality. They analyzed what worked well for their audience such as music choice and interviews, and areas for improvement like adding more statistics and diversity of interview subjects. The presentation also covered defining their target audience as ages 15-30, researching this audience, and selecting the appropriate TV channel and time slot to broadcast their documentary.
This document discusses the key elements and conventions of documentaries. It notes that documentaries focus on factual elements through real footage and interviews to inform audiences. The document outlines different modes of documentaries, including expository, observational, and participatory. It states that the student's documentary will take a participatory approach involving interviews between the filmmaker and subjects. The conventions that will be used include real footage, interviews, and text to anchor and inform the audience.
Our documentary uses conventions of real media in several ways:
1) In the introduction, we use quick shots and close-ups intervened by questions on a black frame, mimicking storytelling techniques used on Channel 4 docs.
2) Interviews are conducted without an interviewer, focusing on the subject, and others are positioned to the side to set the location.
3) The documentary has a simple white title and uses lighting to brighten the mood and engage audiences on this delicate subject.
Framing and shots are carefully chosen to focus on the subject and set the location while keeping audiences engaged throughout. Feedback has helped us improve the audio quality and remove inappropriate content to make the documentary more
In what way does your media product use[1]a2columnd12
This document summarizes a student's media studies coursework on creating a documentary about cyber bullying. The student produced a 5-minute documentary video on the topic, as well as supplementary materials like a double-page magazine spread and 30-second radio trailer. The documentary used real interviews and facts to raise awareness about cyber bullying. While emulating real documentaries and media formats, the student's work also challenged conventions through their own creative elements. The student concluded their projects both developed and challenged forms of real media products.
The document discusses the evaluation of a media student's documentary project. It describes how the student researched conventions of documentaries like Super Size Me to inform their own documentary. They analyzed techniques like camera shots, voiceovers, and interviews. They also created an accompanying radio trailer and magazine spread. Feedback showed the reconstruction scene was effective but the magazine design could have been more engaging. Overall, the student learned how audience research and applying documentary conventions helped the project, but their magazine design may have benefited from more work.
The document discusses how the media product followed conventions of real documentaries and radio/magazine products. It analyzed documentaries like "Supersize Me" and "Panorama" to understand typical shots, structure, and storytelling techniques. The documentary was influenced by the expository and poetic modes of Bill Nicholls' documentary theory. The radio trailer and magazine article utilized conventions like clear voiceovers, background music, facts/details about the documentary, and advertising the channel/air time to effectively promote the media product. Some conventions like statistics were challenged to better engage the target youth audience.
This document discusses how a student media project on the topic of "Meninism" utilizes and develops conventions of real media forms such as documentaries, radio advertisements, and magazine listings. It examines conventions found in documentaries like voiceover narration, interviews, and using images to support dialogue. It also discusses conventions of radio advertisements and magazine listings that were referenced, such as length, end slates, and layout. Real documentaries about social issues and internet movements also informed the techniques used.
The document discusses a student media evaluation of their documentary called "Under My Skin". The 5-minute documentary explores stereotypes related to body modification. In researching documentary styles, the students determined that an expository mode would best suit their topic as it allows for presenting facts to support arguments on both sides of the issue. The document describes several codes and conventions the students employed from real documentaries to develop their project, such as using interviews, statistics, establishing shots and narration. It also reflects on ways they could have further developed elements like lighting and font sizes.
The document discusses how the media product challenges and develops documentary conventions. It created a 5-minute documentary on body modification, alongside a radio trailer and magazine spread. It analyzed documentary modes like expository, and strove to educate audiences through facts and multiple perspectives. Care was taken to professionally film interviews in line with conventions, use establishing shots, statistics, and represent experts' professions. The radio trailer and magazine spread similarly followed conventions to effectively promote the documentary.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
Codes and Conventions of Factual Programmingemmanuella_mmj
The document discusses the codes and conventions of factual programming and news broadcasts. It outlines 5 types of factual programming - expository, observational, participatory, reflexive, and performative documentaries - and describes their main conventions. It also discusses the roles and skills of news readers, their appearance, and typical elements of a news program like sets and anchors addressing the audience.
The student was assigned to create a 5 minute documentary introduction along with additional promotional materials. To ensure high quality, they conducted research on documentary conventions by analyzing exemplar documentaries. Their documentary explores body modification and uses conventions like voiceover, interviews, and archival footage to present various views on the topic. They followed conventions from documentaries like SuperSize Me in their shots and interview styles. Their documentary takes an open narrative structure to reflect the ongoing nature of the issues presented.
Freya Downs used over 20 different media technologies and outlets in the construction, research, planning, and evaluation of her project. She utilized basic programs like Microsoft Word, PowerPoint, and Excel in early planning stages for their ease of use. For research, she created online surveys using Survey Monkey and distributed them on Facebook to gather responses from her target audience. In pre-production, she found style models on streaming services like Netflix to inform her documentary approach. Communication technologies like Facebook messaging and email were vital for group collaboration and arranging interviews. Hardware including a video camera, microphone, and editing software were used to capture and produce high quality footage and finalize her documentary and supplemental pieces.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
The document analyzes the student's media product which included a television documentary, radio trail, and magazine spread. It discusses how the student's documentary utilized conventions of the expository documentary mode, including the use of rhetoric to present a persuasive argument about bullying in higher education. It addresses how the documentary spoke directly to the audience and used expert interviews and footage to strengthen the spoken narrative. The student also researched documentaries like "Super Size Me" to help develop their understanding and use of real documentary forms and techniques.
The document summarizes the ways in which the media product uses and develops conventions of real media forms. It discusses how the creator researched documentaries like Bill Nichols' Documentary Modes to understand different styles. It focused on using conventions of expository documentaries, which aim to present a strong argument through rhetoric. Examples of how it employed conventions from documentaries like Super Size Me and Airline through techniques like addressing the audience directly and using varied camera shots are provided. Overall it sought to create a balanced yet persuasive documentary on bullying by developing real conventions seen in other successful media products.
The document analyzes how the media product uses conventions of real documentary forms. It discusses how the expository documentary mode was chosen and how forms like addressing the audience directly, using rhetoric to make persuasive arguments, and including expert opinions were employed. Specific documentaries like "Super Size Me" were analyzed to see how they effectively used these conventions to convey a strong message.
The document provides an evaluation of a media product created for an assignment. It discusses how the product utilized conventions of real media forms, specifically focusing on the expository documentary mode. It analyzed how the product employed rhetoric, spoke directly to the audience, and used footage and interviews to strengthen the narrative. Research on documentary styles informed the direction, and conventions from films like "Super Size Me" and "Airline" influenced elements like camera shots and reconstructing a scene. The evaluation demonstrates an in-depth understanding of documentary conventions and how the student's media product developed real forms for impact.
The document analyzes the student's media project, which included a 5-minute television documentary, a radio advertisement, and magazine spread. The student researched different documentary styles and chose to emulate the expository style, which aims to present a strong argument through rhetoric, footage, and addressing the audience directly. Examples of how the student employed expository conventions included using rhetoric to emphasize the problem of bullying, incorporating expert opinions, and choosing footage that supported the narrative. The student also studied the documentary "Super Size Me" and aimed to replicate how it effectively conveyed a message through expository techniques like directly addressing the audience.
The document analyzes a media evaluation for a documentary and accompanying radio and magazine pieces on bullying. It discusses how the documentary draws from the expository documentary mode, using rhetoric, speaking directly to the audience, and presenting a balanced argument. Footage and interviews are used as evidence to strengthen the narrative. Conventions from documentaries like Super Size Me and Airline, such as varied camera shots and addressing the audience, were also employed. The evaluation demonstrates an in-depth understanding of documentary forms and conventions.
The document analyzes a media evaluation for a documentary, radio spot, and magazine spread created for a class assignment. It summarizes that the documentary took an expository approach, using conventions like rhetoric, speaking directly to the audience, and using footage and interviews to strengthen the narrative. Research on documentary styles informed the creative choices. The documentary aimed to persuasively argue that bullying is underreported and needs more attention, particularly in academia.
The document analyzes the media evaluation of a student's media project that included a television documentary, radio spot, and magazine spread about bullying in higher education. It discusses how the student's documentary employed conventions of the expository documentary mode, including using rhetoric, speaking directly to the audience, and presenting a balanced argument through interviews. It also summarizes how the student drew from other documentaries like "Super Size Me" and "Airline" in their use of camera shots, reconstruction scenes, and addressing the audience to develop a compelling product.
The student's media project follows conventions of real documentaries in several ways:
1) It uses a dramatic opening with archival footage and a voiceover to set the scene.
2) It includes vox pops and expert interviews to provide different perspectives on the topic. Shots are framed using the rule of thirds and interviews have appropriate backgrounds.
3) Sound levels are adjusted to highlight important parts, and music is used but faded during interviews. Cutaways, fades and dissolves are also used to transition between clips.
4) The documentary aims to be aesthetically pleasing while also informing audiences on the topic, drawing from the poetic and expository modes of documentary.
The document summarizes how the student's media project on body modification used and developed conventions of documentary films. Their 5-minute documentary focused on challenging stereotypes about body modification. They researched documentary modes and chose to use an expository approach with voiceover, interviews, facts and archival footage. They also produced a magazine article and radio trailer following conventions of those media. While they effectively utilized many conventions, they note ways their project could have been improved, such as clearer writing and lighting during interviews.
The document discusses how a student's media documentary about legalizing cannabis uses and develops conventions of real documentaries. It uses conventions like a serious tone in the opening, factual voiceovers, interviews with experts, statistics, and an expository style. It discusses the different documentary modes and how the student incorporated elements of various modes. The student researched documentaries to incorporate conventions like shot types, handheld camera work, graphics, and proper interview setup. The goal was to create a well-rounded documentary that felt professional while addressing its topic through common documentary techniques.
Our documentary fits into the expository mode of documentaries as it uses a voiceover and visual aids to present arguments and facts. It also features elements of the reflexive and poetic modes. We studied techniques used in documentaries like Supersize Me such as camera shots, sound, background music, and facts/figures to develop our documentary. Our double page magazine spread and radio trailer employ conventions of those real media formats to advertise our documentary, like layouts, drop caps, and appealing music.
The document discusses the production of a 5-minute documentary as part of an A2 Media Studies coursework task. It describes how the student researched conventions of documentaries and incorporated many of them into their documentary. This included using a voiceover, interviews, archival footage, and actuality to inform viewers on the topic of underage drinking. The student assessed their documentary and determined it fits the expository documentary mode, using commentary and images to make an argument. They utilized various camera shots, lighting, locations, and a voiceover to guide viewers through the piece and present it in a professional manner.
Our media product uses and develops conventions of real documentaries in several ways:
1) It follows the expository documentary mode with a "voice of god" narrator and includes interviews, archival footage, and facts/statistics to investigate the topic of underage drinking.
2) Shots and editing mirror those in exemplar documentaries like "Supersize Me" with medium close-ups in interviews and title sequences.
3) The radio trailer and magazine article employ conventions like sound bites, pacing, and layouts seen in other media to engage the target audience.
4) While generally conforming to expectations, some elements like additional background images in the article and mixed narrator voices in
Our media product challenges some conventions while adhering to others. We produced a 5-minute documentary on tattoo discrimination that follows an expository mode. It includes interviews, facts, and archival footage but no reconstructions. For promotion, we created a radio trailer featuring clips from the documentary and a double-page magazine spread in the style of Radio Times. While meeting conventions for time length and elements, the trailer and spread tweak conventions by excluding additional images and graphics. Overall, the goal was to inform viewers on our topic while mirroring real media forms.
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
The document discusses how the student's media product followed conventions of real documentaries in various ways. It included expert interviews, a voiceover, opening montage, filler footage, captions during interviews, cutaways, transitions between clips, and establishing shots. The documentary used expository and poetic modes of documentary. The radio trailer and magazine article promoted the documentary by including sound bites and quotes from interviews. Both the documentary and ancillary texts appealed to parents by featuring experts alongside student opinions.
The document discusses how the media product, a TV documentary, uses conventions from real documentaries. It includes three expert interviews, a voiceover, backing music, and opening montage to set up the topic. Vox pops from students are included to represent different opinions on the topic. Captions are used during interviews to identify the expert and their topic expertise. Transitions fade between clips to make them flow smoothly. The documentary follows conventions like those seen in documentaries like "Supersize Me" to appear professional and informative for the audience.
In what ways does your media product use, develop or challenge forms and conv...a2cole13
The document discusses a group of teenagers creating a documentary called "Could You Live Without Your Mobile Phone?". It describes how they researched documentary conventions by watching examples like "Supersize Me" and "Teen Species". It explains how their documentary uses an expository mode with facts, statistics, interviews and voiceover narration. It also discusses how they challenged some conventions with slowed footage, graphics, and music choices. Overall the document analyzes how their documentary fits with and challenges real documentary conventions.
The student conducted research on documentary forms and conventions before creating their own documentary extract. They looked at examples like propaganda films from WWII and modern documentaries. Key forms and conventions they explored included voice-overs, interviews, archival footage, reconstructions, and montages. For their own extract, they incorporated interviews and archival footage to make it more conventional while also challenging conventions with an animated talking head. They created ancillary products for a magazine and poster that matched the theme of their extract. Audience feedback praised aspects they didn't expect and identified areas for improvement like limiting unused footage.
Similar to Q1: In what ways does your media product use, develop or challenge forms and conventions of real media products? (20)
Draft article text + images (For double page spread)richyyevans
The document discusses the potential effects that violent video games have on children's minds. It notes that 85% of UK children play explicit games before the age restriction. The Columbine High School massacre in 1999 was potentially influenced by the shooters' obsession with violent video games like Doom. Students at a sixth form college had differing views on whether violent games cause aggression, with some believing they have no effect. A psychology teacher was interviewed to provide insight into the theory that violent games impact teenagers' mental health. The document is draft text and images for a blog post on this topic.
The document discusses the fonts, artists, history, and styles typically seen on the covers of R&B music magazines. It notes that bold fonts are often used that stand out well. It provides a list of popular R&B artists and defines R&B as 'Rhythm and Blues' or 'Contemporary R&B,' which combines hip-hop, soul, R&B and funk. The history section outlines the evolution of R&B in the 1980s, 1990s, 2000s to present. Regarding styles, it states that artists on the covers are usually fashionably dressed in the latest clothing and accessories, posing seriously or as if they do not care, with females wearing minimal clothing and males appearing top
The document discusses the history and genres of R&B music. It provides examples of popular R&B artists from the 1980s to present, including Jason Derulo, Chris Brown, Akon, Drake, and Adele. R&B stands for "Rhythm and Blues" but is now called "Contemporary R&B", which combines hip-hop, soul, R&B, and funk. In the 1980s, mainstream R&B was pop-oriented while the 1990s brought R&B into the mainstream through artists like R. Kelly and Michael Jackson. By the 2000s, R&B crossed over more with hip-hop and focused on solo artists, with top acts including Beyoncé
This document discusses fonts used on R&B music magazine covers and provides examples of popular R&B artists. It defines R&B as "Rhythm and Blues" and explains how the genre evolved from being pop-oriented in the 1980s to incorporating more hip-hop influences in the 2000s. The history section outlines some of the major R&B musicians and trends from each decade from the 1980s to the present.
This document discusses fonts used on R&B music magazine covers and provides examples of popular R&B artists. It defines R&B as "Rhythm and Blues" and explains how the genre evolved from being pop-oriented in the 1980s to incorporating more hip-hop influences in the 2000s. The history section outlines some of the major R&B musicians and trends from each decade from the 1980s to the present.
IPC has been associated with publishing magazines targeted towards older generations as well as hobby-specific magazines throughout the 1900s and 2000s. In the 1910s-1930s, IPC began publishing more women-focused magazines such as Woman's Weekly and Woman's Own. In the 1950s, IPC published New Musical Express, setting the standard for music charts in the UK. IPC went on to publish various magazines focused on genres like lifestyle, cars, boats, and parenting. Due to IPC's reputation and experience publishing a wide range of magazines, they would be well-suited to publish a new music magazine covering genres like R&B that have broad appeal. However, alternative publishers specializing in music magazines like
2. Brief Outline Of Our Task
For A2 Media Studies, our coursework unit (Advance Portfolio In Media) consists of 50% of the overall
marks we will be awarded for A2. The A2 Media Studies coursework consists of:
• The opening 5 minutes of a new TV Documentary programme (Main Task: 40 Marks)
• A Radio Trailer fro the Documentary (Ancillary Task: 10 Marks)
• A double-paged spread from a listings magazine focused on the documentary (Ancillary Task: 10 Marks)
In addition to this you will be marked on our planning and research (20 Marks) and our evaluation of your
production (20 Marks)
• We have a blog that all of our group will share; this is where we will upload all of our coursework on to.
Our A2 Media Studies coursework is a lot different to our AS Media coursework task, which was to create a
Music Magazine; we had to create one each, as the AS coursework was not a group task, but in fact a solo
task that we had to work on and complete on our own. For the music magazine, we each had to decide on
a genre we would base the magazine around. We had to create:
• A front cover to the music magazine.
• A contents page to go inside of the magazine.
• A double-page spread article on something in relation to our chosen topic/genre. Most people tended to
do some sort of interview.
3. Question 1: In what ways does your media
product use, develop or challenge forms and
conventions of real media products?
Documentary
4. From the beginning of our A2 media studies course, we watched several
documentaries about all sorts of thing to allow us to get an insight into the
features, modes and codes & conventions they contained; this gave us an idea of
what we needed to include in our own student documentary.
We began to understand the differences between various genres of documentary.
The one documentary that stood out to us the most was
‘Supersize Me’ as it used a wide range of shots that would
be relevant to us; a lot of them were to show reactions or
where Morgan Spurlock was currently located (when eating
the McDonalds fast food for his challenge).
Watching Supersize me gave us a grateful insight into how
documentaries should be structured; we benefitted from
this massively.
5. About Our Documentary… ‘Video Shame’
We came to the conclusion that our documentary would need (in order to be professional) to follow certain codes and
conventions of documentaries that already exist, but still use our own ideas and unique features, of course. They
needed to be the best they possibly could but we had to ensure they were still relevant to our documentary and
audience.
Our documentary was aimed adults that are the parents of teenagers; this was so we would be able to inform the
viewer about the effects of violent video games, and what impact they could have on their children's’ behaviour. As our
documentary was aimed at adults and would display clips from violent video games (rated 18+), we decided the only
suitable timing for the documentary to be aired would have to be after the 9pm watershed. Eventually, we decided
that 9pm would be suitable as we would not display too much violent media. – this could allow us to reach a wider
audience.
Before planning our documentary properly, we had to do sufficient detailed research into existing documentaries and
their features. This was so we could be able to find relevant things that we could then suitably use in our own
documentary.
Channel 4 has documentaries of all genres, which is why we thought it would be a suitable channel to have own
documentary broadcast on. Channel 4 reaches a wide audience, meaning we would be able to inform many more
people about our topic and have a less ‘secluded’ audience.
The main documentary that influenced us substantially was ‘History
Day 2011 – Columbine High School Massacre’ as this was a horrific
event that video game violence has been brought forward as
something that could be to blame for it. We used some parts of this
documentary as found footage for better effect, and to help show
that we actually took time into researching real life events caused by
video game violence.
6. Question 1: In what ways does your media product use, develop
or challenge forms and conventions of real media products?
Most documentaries tend to begin by going straight into the topic, or by
showing something related to the topic. On our documentary we started with
a piece of found footage, showing a major incident that occurred in Columbine
High School in Littleton, Colorado where two senior students chose to make
the ultimate decision. On April 20th 1999, Eric Harrison and Dylan Klebold
chose to enter their school with a range of different firearms and pipe bombs.
They went on to kill 16 people (15 students and 1 teacher) and left another 24
injured. This brought our topic of video game violence into the media
limelight, as one of the likely things to blame for what made Eric Harrison and
Dylan Klebold act in such a horrifying way. This is why we found that it was
highly appropriate for us to assess this awful event in our documentary. It was
known as the ‘Columbine High School Massacre’.
7. Question 1: In what ways does your media product use, develop
or challenge forms and conventions of real media products?
Real life documentaries use many factual pieces of information;
this is done to inform and educate the viewer, whilst keeping
them entertained they are being taught visually (through the
documentary). In our documentary, we stated many factual
pieces of information, including the two to the right.
We placed the facts on the documentary timeline in the exact
same time as where the voiceover stated the facts verbally; this
something most real life documentaries tend to do. So with this
aspect we have clearly used a typical convention here in an
effective way.
All professional documentaries contain factual
information, otherwise they would not fulfil their purpose of
being able to inform the viewer of the necessary relevant
information they need to know on/about the topic.
8. Documentary - Use of Expert Interview
An essential aspect of a real-life documentary is to have an interview with an expert; this is so the
viewer can get an expert’s view on the topic from a professional point of view. This allows a more factual
approach to the topic, rather than having just peoples opinions generated in the voxpops we have in our
documentary. The professional interview(s) is always longer too, and sometimes broken down into
smaller sections spread out through a certain part of the documentary that relates to what they are
talking about. We did not choose to break ours down into smaller parts to spread out – but if we had it
may have made our documentary even more effective and look more professional. This is something we
could improve on if we had the chance to have a second try at producing the documentary.
This is one of the many experts that were
used in the ‘Supersize Me’ documentary
This is the expert we spoke to. Amanda Morris is the head of
the psychology department at The Sixth Form College,
Solihull. She knew all about our topic, and gave us an insight
to what she knew; this was a very important part of our
documentary, although, we should have spoken to more than
just one expert (to get a more in-depth analysis of the topic)
9. Documentary - Use of Expert Interview
This is one of the many experts that were
used in the ‘History Day 2011 – Columbine
High School Massacre’ documentary.
When using expertise, it comes
with increased professionalism…
This is the expert we spoke to. Amanda Morris is the head of
the psychology department at The Sixth Form College,
Solihull. She knew all about our topic, and gave us an insight
to what she knew; this was a very important part of our
documentary, although, we should have spoken to more than
just one expert (to get a more in-depth analysis of the topic)
10. Documentary - Use of Onscreen Text
This is how we introduced the
expert we interviewed.
Real life documentaries use a many pieces of text
onscreen, displaying many different things such
as; the title of the documentary, what the
documentary will be about, important statistics
and the interviewees’ names and their profession.
Text is a key feature of any documentary, it allows
the interviewee to be introduced
properly, meaning the viewer is aware of who is This is how we introduced
onscreen and why they are important/relevant to Tom, emulating how people may react if
the topic. their character gets killed on ‘Call Of
Duty’ (a violent war game)
Having more visual items onscreen means the
viewer has a range of different things to see and
take in (rather than just the same style of
component going on and on throughout the
whole documentary).
11. Documentary - Rule of Thirds
There is no real way around this, so in order to make our documentary professional
we had to use the rule of thirds effectively and correctly. This is a very important
aspect of documentaries when interviewing people, especially experts.
The rule of thirds means that the interviewee should be looking across the shot into
an empty space whilst simultaneously being positioned a third of the way into the
shot (from either side, left or right). The interviewee’s eye level should also be a third
of the way down too; all three of these make it look like the interviewee is looking
towards the interviewer which automatically makes the whole scene look a lot more
professional.
Here is a freeze frame of how the rule of thirds is Here is a freeze frame of how we used the rule of
used in an expert interview in ‘Supersize Me’ thirds within our own documentary.
12. Documentary - Sound
Sound is always important in documentaries, and is made up of diegetic and non-
diegetic sounds.
• Diegetic sounds are the sound that the actors onscreen can hear, e.g. the voice of other
people in the shot.
• Non-diegetic sounds are the ones that are added in later, e.g. the voiceover, presenter (if
there is one) and background music.
Of course, our documentary contained combination of both.
Having a combination of both means the documentary is able to look (and sound) a
lot more professional. We was not in need of a presenter, so we just used a
voiceover which still worked very effectively.
Our background music was created on
‘Garage band’, by us
13. Documentary – Background Music
All documentaries need their own background music, whether it’s a copyrighted
piece that they have the owner’s permission to use, or an original piece they created
themselves. We created ours on the piece of software we felt was the most
appropriate and most professional. We needed a background track that could start
off slowly with the more serious parts of the documentary to break the viewer into
the topic slowly; this allows tension to be built meaning the music can be allowed to
have a ‘drop’ where it builds up for so long – and then just drops and becomes much
more ‘upbeat’ allowing it to become more fast-paced.
The background music begins with an Arab man singing, which we believed linked in
to the whole Afghanistan warfare gameplay style of the violent video game series;
‘Call of Duty’. Then after 21 seconds, it drops into the more upbeat part of the track.
Garage Band logo
Call of Duty
Garage Band
software interface
14. Documentary - Overview
Throughout the whole of our documentary creation, we used the main
conventions as this seemed the best way to make our documentary more
professional-like.
One thing we did change and add into our documentary was transitions.
Most documentaries just use the straight cut; this is when the cut just
changes straight to the next piece of footage, without any fuss in-between.
We did choose to use some transitions as we felt it was the appropriate thing
for us to do, and it can be a great way of filling up those spare seconds you
sometimes have that you cant possibly find anything else that could suitably
fill them.
But just because we chose to use the odd few transitions, does not mean
there is anything wrong with our documentary – we just decided to go
challenge the typical conventions slightly here.
15. Question 1: In what ways does your media
product use, develop or challenge forms and
conventions of real media products?
Magazine Double Page Spread
16. Magazine Double Page Spread
This is what the magazine double page spread we created
finally looked like…
Firstly, we looked at many magazines of all different
names to find out what their double page spreads
looked like, and how they are effective by the use of
their conventions. One of the magazines we looked at
was ‘Radio Times’. Layout was an important factor for
us as we needed to ensure it could be easily
associated with our topic to ensure it continues to
look professional overall. Simple layouts tend to be
quite popular for topics that are serious; it makes it
straight to the point and allows the audience to read
all the information easily which then enables them to
digest the information quickly and effectively.
As our topic could be seen as quite serious (due to murders that have had video game violence blamed for
why the horrific events occurred), so we kept to a simple layout; this allows the double page spread to
continually looks more professional.
17. Double Page Spread - Masthead
A ‘masthead’ is the title/headline of the page. Mastheads are ALWAYS use din
magazines and newspapers. It is very important that the masthead stands out and
should be bigger than all other text on the page. Mastheads be worded in a way
that allows them to be related to the plotline and/or contain puns. Our masthead
(the documentary’s title) is a play on words. Instead of the words ‘video games’
and ‘shame’, they were combined to make ‘Video Shame’. This adds a slight
entertaining aspect to the whole style of our produced medias, but because of
how cunning it is – it shows how serious we really were about the topic.
18. Double Page Spread - Columns
Practically all magazine articles
use columns for the text that’s
on the pages.
We went against this tradition and did not use any columns for the article. We found
that this would be an appropriate thing to do if we was to successfully relate it to
teenagers. Teenagers are renown for being scruffy writers, being messy, being
unorganised etc. We believed if we were able to portray this in the article then it
would show the adult readers who have teenaged kids, that they should be restricted
from playing violent video games in order to ensure they are kept ‘normal’; rather than
becoming violent after playing them.
After our deadline, I sat down with my group members and we came to the conclusion
that not using columns was potentially a really bad decision to make, and if we now
had the chance to alter it – we definitely would.
19. Double Page Spread - Images
When an article about a TV programme or documentary appears in
a TV listings magazine, most of the time there will be at least one
image that is a freeze frame of something from within the
programme itself. For example, we used four images, and one of
them was indeed from the documentary.
Here is an example of a real double
page spread from a TV listings magazine
advertising an episode of Doctor Who
(top left corner shows it is Doctor Who).
The image above the article is one of
what would be seen within the actual
episode itself.
20. Double Page Spread – Broadcast Info
All professional double page spread articles from TV listings magazines will always
have a small piece of text that says the following:
• Date the programme will be broadcasted
• Time the programme will be broadcasted
• Channel the programme will be broadcasted on
This is an essential part of the double page spread as it informs the audience of
when they programme will be on etc., and if it interests them they can then set a
reminder on their TV for the date/time it will be on.
This is what ours came to look like, we placed it at the bottom of
the page, so it would be the last thing the reader sees before
leaving the page; this means it should stay in their head and
they will remember to actually go and watch the documentary
We would probably ‘jazz up’ the way we placed this if we had a second go at
making the magazine spread as I believe it doesn’t really look very professional;
too plain in fact. On the other hand, we would keep it placed at the bottom of the
page as we believe it is important that this specific information stays on the
readers mind, even after they have left the page.
21. Question 1: In what ways does your media
product use, develop or challenge forms and
conventions of real media products?
Radio Trailer
22. Radio Trailer - Research
Before creating our own radio trailer, we had to research into some
previous successful ones in order to discover what different features
and conventions we needed to have in our own in order to make it be
as professional-sounding as possible. We listened to several different
radio trailers off BBC Radio 5 Live, Capital FM and some other radio
stations that also broadcast advertisements to allow us to absorb the
conventions and understand how we could use them ourselves in the
upmost effective way.
23. Radio Trailer – Rhetorical Questions
Many radio trailers include rhetorical questions - why? Because it makes the
listener think to themselves about the question, but not actually answer it so they
are continually thinking about it; this also makes them want to investigate, e.g.
after listening to our radio trailer, they would then want to go off to watch the
actual documentary to then answer any questions they may have in their head. In
fact, our documentary begins with a rhetorical question:
‘Have you ever wondered what effect video games are having on your children?’
The question is personal, and directed straight at the listener – ‘Have YOU ever
wondered…’. This also makes the listener feel connected to the topic as they have
been addressed directly by the vocals on the radio trail.
Right at the end of the radio trailer, the listener hears: ‘Tune in, Thursday, at 9 o
clock, to channel 4 to find out...’ – this tells the listener how to resolve their
unanswered questions (by tuning in to watch the documentary when it is on), and
as it is the last thing they will hear, it is the thing that they will remember for the
longest period of time.
24. Radio Trailer - Clips
Radio trailers that advertise TV shows or documentaries will often have
snippets/clips of things that appear within the actual documentary itself.
As it is the norm to do this – we also did this. We used clips from our
voxpops and voiceover to link the two together effectively and enable us
to continue to have a professional grasp on the situation.
We exported the sound off the voxpops in Final Cut Express as .mp3 files
which we could then import into Garage Band to allow us to order the
clips how we wanted them and cut them if we needed to.
This is one of the voxpops that we used
clips of that we felt were appropriate
to use for our radio trailer
25. Radio Trailer – The Making of It…
Firstly, we extracted parts of the voiceover and voxpops (sound only) to an mp3 form
which we could then import into Garage Band; this is the application that our radio trailer
was solely created on.
We also had our own background (also made on Garage Band) playing quietly throughout
the radio trailer to again allow the radio trail to relate back to the documentary as much
as possible.
The date, time and channel that the documentary would be broadcast on was also an
important feature that we included as it allows the listener to discover when they will be
able to find out more and answer any questions they may have.
Radio trailers tend to be 25 – 45 seconds long, but we thought 45 seconds could be too
long and the listener may become uninterested before they have heard the whole of it.
Ours ended up being 29 seconds long with the background music fading out for 2 seconds
after the vocals on the radio trailer end; we did this so it didn’t just suddenly end, but
gradually, subtly faded out.
This is the Garage Band interface
This is the Garage Band logo