Evaluation tips
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- All students will receive their evaluations and current 50% grades. Students should act on the advice given and any new additions must be in red. - Only digital submissions via email will be accepted by the deadline of Thursday at 12:00. If a student fails to submit, their original mark will be reported. - Students must return any old printed evaluations today and not take them at the end of class. Those who have finished evaluations should create revision mind maps.
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Evaluation tips
- Students will receive their current 50% grade evaluations and must act on the individual and generic advice provided.
- Any additions to the evaluations must be written in red and students must submit a digital copy by Thursday at 12:00.
- Students must return their old printed evaluations today and will work on revision mind maps if they have finished their evaluations.
Sixth form and upper band 4
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
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This document provides tips and strategies for studying for and passing the APR accreditation exam. It summarizes findings from previous exam takers, describes the types of questions on the exam, and offers opportunities to get involved in study groups. Key points include: 1) 100% of online course participants who completed at least 75% of course materials passed the exam; 2) Questions are scenario-based and focus on what a PR professional's next steps would be, rather than memorization; 3) Presenting mock exam questions and cases to others is recommended for preparation.
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The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
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Evaluation tips
- Students will receive their current 50% grade evaluations and must act on the individual and generic advice provided.
- Any additions to the evaluations must be written in red and students must submit a digital copy by Thursday at 12:00.
- Students must return their old printed evaluations today and will work on revision mind maps if they have finished their evaluations.
Sixth form and upper band 4
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
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This document provides tips and strategies for studying for and passing the APR accreditation exam. It summarizes findings from previous exam takers, describes the types of questions on the exam, and offers opportunities to get involved in study groups. Key points include: 1) 100% of online course participants who completed at least 75% of course materials passed the exam; 2) Questions are scenario-based and focus on what a PR professional's next steps would be, rather than memorization; 3) Presenting mock exam questions and cases to others is recommended for preparation.
Gallery critique
The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
MagicBox Digital Video Assessments Brochure
MagicBox video assessments allow publishers and teachers to create sets of questions or assessments and assign them to students. The platform supports both standard & adaptive assessments. Assessment reports for teachers to track student performance. Exclusive assessment reports for school and district administration.
Field testing chunk 1b
Teachers will create an assessment to measure students' problem solving skills after implementing the first part of the TIPS strategy. They will analyze student work and determine the next steps. The meeting will include sharing resources and developing a focus quiz to give students with a word problem and space for justification. Teachers will bring student work and assessment results to the next meeting.
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This document discusses a blended learning format for problem analysis courses delivered by Delft University of Technology. It provides statistics showing higher passing rates and grades after implementing this new format. A survey found students found the format stimulating and motivating. The blended format includes situational sketches, explanations with animations, examples from experts, assignments, and potential pitfalls. It allows students to work independently but also cooperate in groups. Former students were involved in designing, building, and testing the new courses. The conclusion discusses maintaining quality, cross-fertilization, and efficiency in campus courses, online courses, and MOOCs.
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1. The document discusses revision techniques for an exam question on audience appeal, including focusing on key points for the audience, exam technique, and adding evidence and examples.
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3. Rearranging lectures into facilitation sessions and moving to a flat classroom setup to better support group work.
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VCP 118-2 Fall Class information
This document provides an overview of the Digital Imaging III course. The course advances students' graphic design skills using Adobe Illustrator, Photoshop, and InDesign. Students will learn to combine typography and images, and will develop portfolio projects from concept to final design. The course requires prerequisites, and students will master communication of ideas through graphic design. They will learn software tools and principles to create strong graphic designs for exhibition and publication. Students will complete assignments, quizzes, and develop a portfolio demonstrating their skills.
02 introduction information
This document provides information about the VCP 118-2 Digital Imaging III course. The course uses Adobe Illustrator and InDesign to advance students' graphic design skills. Students will learn to combine typography and images, develop portfolio projects, and explore digital publishing. The course consists of lectures, labs, and homework over 15 weeks. Students will master communication of ideas through graphic design, develop projects using industry software and equipment, and complete a portfolio. The document outlines course goals, assignments, grading criteria, required equipment, conduct standards, and other policies.
01 introduction information
This document provides information about the VCP 118 Digital Imaging III course offered on August 20, 2016 from 6:30 pm to 9:20 pm in Room 114 of the Arts & Science Building. The course focuses on advanced graphic design using Adobe Illustrator and Indesign to combine images and text. Students will further develop their portfolios and learn real-world skills for graphic design careers. The course requires passing VCP117 as a prerequisite and consists of lectures, labs, homework and a student exhibit. Students will master graphic design principles, software tools and develop strong portfolio projects. Grades are based on attendance, assignments, quizzes and portfolio quality. The document outlines course goals, expectations, resources and policies.
Exciting Strategies And Technology for Detroit GED Test Prep
This document summarizes a workshop on preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, increased cognitive complexity, 100% computer-based testing, and intertwined subject areas. The workshop covered implications for instruction and included activities for participants to create interdisciplinary lesson plans using technology and explore GED test resources. Participants worked in groups and used an online platform to collaborate.
Test Blueprinting and Exam Revision
Writing exam questions is one of the most important parts of teaching nursing. Having the right roadmap to what to include must be in the minds of nurse educators while developing those exams. This presentation provided directions on how to develop the test blueprint and how to revise questions.
BROOKS Classroom expectations 2017
Please see the following presentation if you are joining our Geometry or Statistics class already in progress :)
Syllabus intro fall2010
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
Syllabus intro myp-fall2010
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
Robotics Syllabus 2016 2017
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
Syllabus dp1 myp-fall2010
This document provides information about the Drawing & Painting 1 class including the teacher's contact information, prerequisites, course description, methodologies, objectives, textbook, student responsibilities, grading criteria, assignment expectations, and the units of study. The class focuses on developing fundamental drawing skills and the transition to painting, incorporating art history, criticism, and aesthetics. Students will be assessed on their craftsmanship, participation, and completion of creative projects exploring concepts like composition, value, color, perspective, and gesture drawing.
Cad syllabus 2016 2017
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
Coding syllabus 2016 2017
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
B bus 446 course description 2015
This document outlines the syllabus for the course "B BUS 446: Strategic Retail Promotion" taught Winter Quarter 2015. The course examines key strategies and methods for using promotion to achieve competitive advantage in retail. It meets Monday and Wednesday from 1:15-3:15pm in room UW1 020. The course objectives include developing knowledge of retail profitability, marketing concepts, metrics, traditional and emerging promotional strategies. Grading will be based on assignments, exams, a group project, and participation. The professor is Mary Ann Odegaard and the textbook is "The Fusion Marketing Bible."
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Evaluation approach 2
This document outlines guidance for a student to summarize their research into the evolution of the action genre in film into five sentences and five paragraphs. The student is instructed to use their findings to influence the mode of address in their production of a DVD cover and film poster. They must refer to facts, figures, quotations, media theory, and explain any ways they subverted their research findings. The example provided summarizes the student's research findings on gender representation in action films and how they applied this to their print texts by reinforcing stereotypical gender roles and hegemonic masculinity.
Evalaution
This document provides guidance for evaluating a research investigation and three creative productions. It instructs the writer to:
1) Briefly introduce the research investigation topic and summarize key findings.
2) Critically analyze each creative production by justifying the chosen mode of address and how it adheres to or subverts the research findings in terms of genre, representation, and narrative.
3) Reflect on the technical skills or approaches used for each production.
The evaluation should have an introduction and then alternate between justifying the mode of address and reflecting on technical skills for each of the three productions. It aims to be 750 words in length.
Attention to detail print
This document discusses different types of film posters and considerations for magazine design and advertising. It identifies four main types of film posters: teaser posters with minimal information, main theatrical posters with production details and stars, DVD release posters with reviews, and character posters focusing on a main character. For magazine design, it recommends considering font choices, image selection, article topics linked to the genre. Advertising should define an angle to sell a product and benefits to consumers, and strategically place and style products with care for color, lighting, body language and clothing connotations.
Linking production to investigation
The document provides guidance for a student to link their research investigation to a creative production. It prompts the student to reflect on how they have used signifiers and post-production techniques to adhere to or subvert their research findings on how the crime genre has evolved from traditional conventions. Specifically, it asks the student to consider 1) the intended meanings of signifiers in their text, 2) whether an audience can decode their text as intended, and 3) how their text relates to their research findings and how they would justify and convince a marker of that relationship.
Feedback to homework tv audience
This document provides feedback on exam responses about how media texts appeal to audiences. It notes that many responses were graded C or D because they oversimplified the complex relationship between media construction and audience appeal. The document offers guidance on how to move responses to an A grade level by fully discussing this complexity, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also provides examples of stronger and weaker responses and common student errors regarding cinematography and Mad Men to help improve answers. Finally, it provides a homework assignment requiring analysis of targeted audiences and appeals
TV Audience appeal
This document provides feedback on exam responses and guidance on how to improve answers from a C to an A grade when discussing how media texts appeal to audiences. It recommends discussing the complex relationship between media construction and audience appeal, using encoding/decoding theory, linking points to specific audience types, comparing/contrasting texts, and applying a four-stage formula of identifying a point, linking it to an audience, justifying the appeal, and giving an example. It also addresses common errors and provides homework assigning a multi-part question analyzing the audience appeal of different TV texts.
Lighting recap
This document discusses different types of lighting techniques used in photography, including low key lighting, high key lighting, soft lighting, and hard lighting. It then describes several portrait lighting techniques such as edge lighting, Rembrandt lighting, and butterfly lighting. Understanding different lighting techniques allows photographers to identify the style of images they like and apply similar lighting in their own photos, helping them develop higher quality images and analyze their work more critically.
Media practical coursework v3
When designing print media, it is important to consider research, analysis and planning, linking the design to your research investigation through genre, representation or narrative, and the design quality including images, composition and integration. Some tips for effective design include researching genres and conventions, ensuring the design reflects your research findings, using techniques like silhouettes or still life to showcase narrative content within constraints, employing lighting, color palettes, font choices, rule of thirds composition, and including typical elements for the genre like credits or publication details. The target audience and conforming to conventions of the intended medium or genre should also guide the design approach.
Art4
This document provides guidance for art students on creating brainstorms and mood boards for a controlled assignment. It includes 14 potential questions that could be used, such as exploring how homes reflect personality, conveying a sense of atmosphere, or celebrating the status of workers. For each question, relevant artists and artworks are referenced that could serve as influences or inspiration for visual concepts. Students are instructed to create 3 brainstorms and 3 mood boards, with the mood boards including detailed collages of images to realize their intentions for each of their strongest concepts.
Peaky blinders
Peaky Blinders is a BBC crime drama set in 1919 Birmingham following a gang of former soldiers led by Tommy Shelby. While initially aired on BBC Two targeting highbrow audiences, the show uses some mainstream conventions. Some critics argue this diluted the show's artistic merit and realism for popularity. However, others praise its production values and cinematography. The show attracted audiences by breaking stereotypes of Brummies and featuring acclaimed film stars like Cillian Murphy, Sam Neill and Helen McCrory in leading roles.
Health check lesson, semiotics1
This document provides an overview of semiotics and how audiences respond differently to texts based on their own experiences and interpretations. It discusses three key stages: understanding semiotic theory, applying semiotics to analyze how audiences respond, and practicing these skills. Semiotics is defined as the study of symbols and their interpretation. Ferdinand de Saussure's key concepts of the signifier (the object carrying meaning), the signified (the meaning), and the sign (the combination of the two) are explained. The document notes that audiences can have preferred responses by interpreting a text as intended, negotiated responses by modifying the meaning, or oppositional responses by rejecting the meaning due to their own beliefs. Groups are then assigned different tasks to complete
What to consider when writing an Artist statement
The artist statement discusses how humans have modified the natural landscape through farming, grazing, burning, and clearing land for development. These practices have caused extensive environmental damage, with few remote places left untouched. The global population is projected to exceed 9 billion by 2050, requiring a 70% increase in food production that could further degrade agricultural lands and contribute to greenhouse gas emissions. Through their artwork, the artist aims to bring awareness to the impacts of human activity on the environment and question whether future generations will be able to feed themselves sustainably. The subject matter is meaningful to the artist because they believe humans have a moral obligation to be responsible stewards of the planet and protect
Mad men context
These texts discuss the television channel AMC and its original series Mad Men. AMC aimed to attract a niche audience with high-quality scripted shows that broke mainstream conventions. Mad Men was AMC's first original series and was critically acclaimed. Its success led AMC to commission other hits like Breaking Bad and The Walking Dead. AMC's business model was to win over critics first and let wider promotion follow, targeting an engaged audience willing to pay for the channel and view advertisements. This slower approach has proven successful for AMC.
Lost audience targeting
The document summarizes key aspects of the television show Lost that help attract a mainstream audience. It discusses how Lost uses an ensemble cast representing a diversity of races, genders, ages, and nationalities. It also combines elements of escapism through its mystical island setting with relatable plotlines featuring in flashbacks and flashforwards. Additionally, Lost is classified as a hybrid genre blending elements of action, adventure, and fantasy. The use of enigma codes, film scores, and mainstream narrative devices further help attract a wide audience.
How to make a new page and add content
To create a new page on a blog site, login to your dashboard and click the page option. Select new page, title it, and click save. Then go to pages again, find the newly created page tab, and click edit to add content.
Final reminders
This document outlines the requirements for an art student's personal investigation project. It discusses the various components that make up the project, including research, creative making, reflection, and final presentation. These components make up 60% of the student's overall grade and must be completed and submitted before leaving the subject at the end of April. The document provides feedback on the student's progress for each component, noting what aspects have been completed well and what still needs improvement as the deadline approaches.
Mock exam response
This document provides tips and best practices for answering exam questions on film genres and representation. It recommends:
1) Referring to all texts in the question throughout the response and using a simple introduction-identify and justify points-conclusion structure.
2) Focusing on a few key points and including relevant contextual knowledge about directors and years.
3) Comparing the chosen text to other films from the same genre and using quotations when justifying points.
It also identifies common mistakes like mislabeling conventions or claiming a film belongs to the wrong genre.
Compositon
This document discusses different compositional techniques for framing images, including the rule of thirds, accurate balance, and natural framing. The rule of thirds involves imagining a 3x3 grid over the frame and placing subjects of interest at the intersection points. Accurate balance aims to distribute visual weight evenly across the frame. Natural framing uses existing frames in the environment, like doors or windows, to compose the shot. Following these basic rules can help improve image quality and make the photo more aesthetically pleasing to viewers.
Research investigation after first draft
This document provides guidance for a research investigation essay. It states that the essay must:
- Be evidenced by credible primary and/or secondary sources
- Include quotations that are properly cited
- Not exceed 1800-2000 words
- Analyze how a director uses technical conventions to support points
- Cite reputable internet and print secondary sources
It also gives an example of analyzing how the film Sin City objectifies women through its representations and use of camera techniques, aligning with patriarchal ideologies. Finally, it suggests discussing how technical elements in a scene from Sex and the City 2 aim to shape the audience's perspective.
Social realism update 3
The document provides information about the genre of social realism films. It defines social realism as presenting a realistic and hard look at contemporary Britain. It outlines several key conventions of social realism films, including the portrayal of working class protagonists striving for better lives, dysfunctional families, and representation of females in a negative light. It also discusses common narrative themes around hardships, struggles, and social injustices faced by underrepresented groups. The document concludes by describing typical technical conventions used in social realism films, such as diegetic sound, handheld camerawork, and location choices that reflect working class environments.
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Evaluation tips
- 1. • All students to have evaluations returned. • Students to be given current 50% grade. • All students to act upon individual and generic advice. • Any new content added to Evaluation must be in red. • Only a digital emailed hand-in will be accepted. • If you fail to hand-in, the original mark will be entered to exam board on Friday. • All old printed Evaluations must be handed back to me today and not taken away at the end of the lesson. • Final deadline is Thursday at 12:00. • Feel free to hand-in today. • Students who have finished Evaluations will continue to create revision mind maps for TV and film texts. Today
- 2. Lost Audience response Online cult communities Fan criticism of too many enigma codes Critical acclaim Text Ques)on Point Example/details
- 3. 80+ = A 69-79 = B 60-69 = C 49-59= D This equals 50% of your A2 grade. Grade boundaries for Coursework
- 4. Evaluation tips Read back each paragraph and question have you evaluated the extend your research investigation informed your production? Remember, you separated your investigation into aims and had a variety of findings not only one.
- 5. Evaluation tips Try to include images of your full production pieces and cropped sections of specific areas of discussion to help illustrate your points.
- 6. Evaluation tips Only “Quote” quotations from your research investigation sources. You can include your own sentences from your investigation but you do not need to quote them. If you do quote a source include the reference for example (Mulvey. L, 1990)
- 7. Evaluation tips When did you last read your investigation intro/analysis/ conclusion? If you haven't there is little chance you can do a good job on your evaluation.