Evaluation q1
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This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
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This document provides guidance for answering an exam question about skills development in media studies. It outlines five key areas that may be addressed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity. The document advises making lists of examples for each area, including production activities, technologies used, how work was creative, different types of research conducted, conventions applied for each project, and what was involved in post-production. Preparing these lists of examples from AS and A2 coursework as well as other experiences will help craft a strong response to the exam question.
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This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
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2. Highlighting the key examples from each production stage that will be discussed in the essay.
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This document provides an introduction and overview for Section 1b of the A2 Media Studies exam. It discusses:
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- The five key concepts that may be examined: representation, media language, narrative, audience, and genre.
- Examples of relevant media theories for each concept.
- Homework requiring students to analyze their music video production using some of the media theories from the provided "critic sheet."
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1. The document provides a checklist of 20 common mistakes students make in blogs that can cost them marks. It addresses issues like missing or broken links between blogs, disorganized content, illegible formatting, and lack of key planning documents.
2. Students are advised to have their blogs logically link to each other, contain all evaluation questions in order, use readable font sizes and colors, and ensure all embedded media works properly.
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This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
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This document provides guidance to students on how to structure their answer for an exam question about using conventions of real media texts in their coursework productions. It recommends:
1. Splitting the answer into three stages of production - pre-production, production, and post-production - and listing examples from each stage.
2. Highlighting the key examples from each production stage that will be discussed in the essay.
3. Writing an introduction that answers the exam question, briefly outlines productions from AS and A2 years, and explains the essay structure.
4. Using PDQ paragraphs with a Point, Data, and link to the Question in analyzing examples from each production stage.
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This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Answering question 1 a
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
G325 Q1A Feedback
This document contains feedback on improving student work. It notes that evaluations will depend on how well tasks are completed, not just whether they are done. Students can find exemplars online. The feedback also provides comments on specific areas for improvement, such as clearly explaining how research informed choices, giving multiple benefits of internet research over physical research, discussing how camera equipment impacted ideas, including more details and analysis in essays, and using larger sample sizes for credible findings.
Introduction to section 1b
This document provides an introduction and overview for Section 1b of the A2 Media Studies exam. It discusses:
- The structure of the exam, which will focus on analyzing one of the student's coursework productions using relevant media theory.
- The five key concepts that may be examined: representation, media language, narrative, audience, and genre.
- Examples of relevant media theories for each concept.
- Homework requiring students to analyze their music video production using some of the media theories from the provided "critic sheet."
Blogs & Common Mistakes
1. The document provides a checklist of 20 common mistakes students make in blogs that can cost them marks. It addresses issues like missing or broken links between blogs, disorganized content, illegible formatting, and lack of key planning documents.
2. Students are advised to have their blogs logically link to each other, contain all evaluation questions in order, use readable font sizes and colors, and ensure all embedded media works properly.
3. The planning blog specifically should include copies of scripts, treatments, storyboards, schedules and other documentation of the group's production planning to demonstrate their preparation.
A2 evaluation 2017
This document provides guidance for evaluating an advanced portfolio in media. It should be completed electronically and address key questions. Parts can be done collectively or individually using appropriate formats like podcasts, DVD extras, or presentations rather than written essays. The potential of the chosen format should be exploited through images, audio, video, and online links. Evaluation questions address how the products use or challenge real media forms and conventions; the effectiveness of combining main products with ancillary texts; learning from audience feedback; and using new media technologies in construction, planning and evaluation.
1a research and planning question
The document provides guidance for answering an exam question about how a student's research and planning skills developed over time and contributed to their media production work. It instructs the student to introduce the projects they produced in AS and A2 levels, then discuss specific examples of how their research and planning skills at each level helped improve their work and what they are now able to do, such as conducting audience research or developing scripts. The student is also prompted to evaluate their overall progress in research and planning skills between AS and A2 and how these skills help them create successful media productions.
G325 AS Media Exam Question 1a
This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
- The question is worth 25 marks and requires students to evaluate their skills development over their AS and A2 coursework.
- Answers are marked on explanation/analysis (20 marks), examples (20 marks), and terminology (10 marks).
- Students should describe skills growth in areas like research, technology use, conventions, and more, using specific examples from their work.
- Strong answers will critically reflect and evaluate skills growth over time, not just describe
As media revision session
The document provides guidance and tips for revising and preparing for a media exam, including:
1) Details about mock exam dates in different time periods and the importance of punctuality.
2) Advice for the television drama section including referring to four technical areas, using examples and terminology, explaining effects, and linking to stereotypes over 45 minutes.
3) Tips for the written analysis such as including at least three examples from each technical area and explaining effects and links between elements.
1a conventions
This document provides guidance for a lesson that asks students to identify examples of conventions used in their coursework, evaluate one example from AS and one from A2, and discuss how their use of conventions has progressed. Students are instructed to identify at least 3 conventions used at AS and 5 at A2. For evaluation, they must identify an example, explain it, evaluate its effectiveness, and discuss how it demonstrates skills development and progression.
Grevatt daniel as cw evaluation and overall feedback sheet
Daniel Grevatt received a grade of B for his AS coursework with marks of 16/20 for planning, 46/60 for construction, and 16/20 for evaluation. His evaluations showed a good understanding of the task, audience, and genre, though he could have strengthened some answers with additional research. Overall his work demonstrated clear layout and understanding, but needed improvement on spelling, punctuation, and capitalization.
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The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
Research and planning introductory ppt revision to unit so far
This document provides guidance for students on Sections 1a and 1b of their A Level Media Studies exam. Section 1a focuses on reflecting on the development of skills over the two-year course, while Section 1b assesses theoretical concepts. The document gives advice on what to include in introductions for Section 1a and provides an in-depth look at the skills of research and planning, including definitions, past exam questions, and homework assigning a reflective essay on how these skills have developed over the two years of study.
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Grevatt daniel as cw evaluation and overall feedback sheet
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Conventions Of Music Videos
Music videos employ various camera techniques, editing styles, and mise-en-scene elements to represent the mood and themes of songs. Common shots include long shots, close-ups, and mid shots to emphasize artists, locations, and emotions. Jump cuts are frequently used to transition between scenes. Mise-en-scene arranges performers and props to reflect elements of the song through settings, costumes, and lighting. Different genres also have distinguishing conventions - for example, indie videos often use black and white with dark locations while hip hop features expensive displays of wealth and pop emphasizes bright colors and upbeat emotions.
Conventions of pop music
Pop music conventions include:
1) Artists dressing in stylish, fashionable outfits and portrayed as happy and enjoying life.
2) Songs typically focus on love and relationships, with lyrics aimed at teens.
3) A verse-chorus-verse structure is followed with catchy hooks that stay in the mind.
A2 Star persona lesson
This document discusses the concept of a star persona and how artists represent themselves through music videos. It addresses:
- How music videos can be used to construct and support an artist's image.
- Analyzing representation of gender, race, and other attributes in music videos.
- Developing a unique selling point (USP) to stand out in a saturated market.
- Creating your own star persona for a genre by portraying an image through media and reinforcing or challenging stereotypes.
R&B codes + conventions
R&B music videos follow certain conventions regarding the fashion and imagery of male and female artists. Male artists are typically depicted as topless with tattoos and subtle jewelry. Females wear minimal clothing and makeup that emphasizes their eyes and sexuality. Both genders convey sexuality, though females are sometimes portrayed as more powerful by challenging gender stereotypes. Slow love songs feature artists in colorful, goddess-like clothing while breakup songs use a grayscale filter and dark colors. Fast songs have bright colors, choreography, and portray the female artist as powerful.
marysresume-2015
Mary V Jennings is seeking a career in accounting with over 20 years of experience in accounts payable and accounting roles. She has held positions at various companies processing invoices, entering purchase orders, reconciling statements, and performing payroll duties. Her most recent role was as an Accounts Payable Specialist at ServiceNow from 2012 to 2014 where she entered invoices, answered vendor questions, and assisted coworkers.
What Is A Music Video?
A music video is a short film that accompanies a piece of music to help market and promote music recordings. While music videos date back further, they became prominent in the 1980s with MTV's format centered around them. Music videos use various filmmaking techniques like animation, live action, documentaries, and non-narrative approaches. They can also blend styles or simply film a live performance. Music videos are categorized based on their style, such as performance, narrative, or animation, and use different editing and sound techniques.
Hoi suc tim phoi mới nhất (năm 2015) theo hướng dẫn của Hiệp hội tim mạch Ho...
Hoi suc tim phoi mới nhất (năm 2015) theo hướng dẫn của Hiệp hội tim mạch Hoa Kì bao gồm: hồi sức cơ bản và nâng cao dành cho người không chuyên và nhân viên y tế
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The document discusses the codes and conventions of a digipak, which is a cardboard packaging for CDs or DVDs with an internal plastic holder. It describes the typical elements found on the front, back, inside, and barcode of a digipak. The front usually displays the artist and album title as well as imagery relating to their brand. The back typically includes another image, track listing, copyright information, and record label logos. The inside panels commonly feature additional background images, song lyrics, credits, and behind-the-scenes photos. Overall, the digipak aims to promote the artist and their music through visual elements that establish their brand and encourage fans to buy their album.
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Evaluation q1
- 1. Q1: In what ways does your media product use, develop or challenge forms and conventions of real media products? Level 3: Give least at 2 ways you USED conventions? Level 4: How did you DEVELOP conventions? Critical Evaluation (20 Marks) Objectives: To understand how to address this question to achieve a LEVEL 3 and LEVEL 4 mark Make progress by planning your response and peer assessing To consider past examples and consider ways new technologies can be used to present this question to moderators.
- 2. • The four questions that must be addressed in the evaluation are: • In what ways does your media product use, develop or challenge forms and conventions of real media products? • How effective is the combination of your main product and ancillary texts? • What have you learned from your audience feedback? • How did you use media technologies in the construction and research, planning and evaluation stages?
- 3. Watch/Read the example you have been given • 1) What LEVEL would you give this? • 2) Do you think they have used technology effectively? • 3)Which is the strongest and why?
- 5. Level 3 Level 4 There is proficient/excellent skill in the use of digital technology or ICT in the evaluation. There is proficient/excellent understanding of the forms and conventions used in the productions. There is proficient/excellent understanding of the role and use of new media in various stages of the production. There is proficient/excellent understanding of the combination of main product and ancillary texts. There is proficient/excellent understanding of the significance of audience feedback. There is proficient/excellent of form in which to present the evaluation. There is proficient ability to communicate.
- 6. Planning your response: Following either the level 3 or 4 criteria PLAN your answer for Q1 in your books. Explain below HOW you will present your work to the moderator? PEER ASSESS: If you want your work DRAFT marked it needs to be handed in by FRIDAY
- 7. Question 2: How effective is the combination of your main product and ancillary texts?
- 8. What have you learnt from your audience feedback?
- 9. How did you use new media technologies in the construction and research, planning and evaluation stages?
- 10. AUDIENCE/PEER FEEDBACK Do we care? Are we too nice? How do we record and reflect on it? HOW do we use it? What have you learnt from your audience feedback?
- 11. GIVING LEVEL 4 FEEDBACK ‘Being a Critical Friend’ Lesson Aims: To understand the importance of audience feedback during production and the IMPACT of this on your work. Level 3: Give specific and detailed feedback from a MODERATORS perspective Give feedback from an AUDIENCE perspective Level 4: Offer suggestions for improvements-solutions to problems from a TEACHER/MENTOR perspective * Conrad will give us feedback from an INDUSTRY/CILENT perspective.
- 12. The Moderator Perspective Level 4 Criteria Met? Comments Level Excellent creative use of camera shots, angles, movement and framing/ Close attention to framing and a wide variety of shot types. Excellent and creative use of editing so that meaning is clear. and use of post production techniques. Excellent use of transitions and titles. Close attention to mise en scene. Excellent creative use of locations, props, costume and use of lighting. Editing that is relevant to the genre and cuts to the beat, tempo of the song. Perfect lip-syncing Level 2- Basic Level 3- Good Level 4- Excellent and Creative
- 13. The AUDIENCE Perspective Comments What genre is this video and what conventions have they used? How does this compare to other REAL videos in the genre? Did it hold your attention for the whole song? If not why. What is it about? What happens in the video? In 5 words describe the star persona of this band/artist? What is most memorable part of the video?
- 14. The MENTOR Perspective Comments How does this compare to the ideas they outlined in their pitch? Which conventions of the genre do they use effectively? What are the weakest parts of the work? How could these be improved? What Minor suggestion do you have for improving this work?
- 15. Using your ‘Perspective’ use the coloured post its to give feedback on the digipaks and posters on the board
- 16. In Groups HOW WILL YOU USE the feedback form the audience? At what points did you get audience feedback How will you present this feedback?