Evaluations
•Download as PPTX, PDF•
0 likes•762 views
The document provides guidance for students on completing evaluations of their preliminary filmmaking task. It instructs students to brainstorm in groups how to complete the evaluations, including what needs to be done, who will do it, how long it will take, and how they will present their evaluation questions. It suggests students be creative in their evaluation formats, providing examples like using Prezi for presentations, Powtoon for cartoon presentations to upload to YouTube, or GoAnimate for free animated videos. Key evaluation questions are outlined, focusing on how students used film techniques in their preliminary task and how it could be improved technically and in developing individual and group skills.
Report
Share
Report
Share
Recommended
Final cut master classes for blog
This document outlines techniques for green screen, split screen, keyframing, and color manipulation effects that can be demonstrated in Final Cut video editing software. It provides examples of projects from past students that utilized these techniques, such as green screen replacements, split screens, effects that fade in/out or move/resize over time. The document instructs students to work in groups to plan, film footage, learn an editing technique, script and create a screencast demonstration of that technique in Final Cut to share with others.
Advanced media portfolio guidance task sheets and criteria.
The document provides guidance for students on an advanced media portfolio assignment. Students must create a music video promotion package, which includes the music video along with two additional promotional elements. They will be evaluated on their use of forms and conventions, effectiveness of combining elements, learning from feedback, and use of technology. The document outlines planning, research, production and evaluation requirements, including conducting research on music videos and promotional examples, audience research, storyboarding, filming, and creating a reflective evaluation blog. Marks will be awarded for planning, production of the main video and ancillary elements, and evaluation.
Multicamera powerpoint 2
This document discusses multi-camera filming techniques for student groups working on productions. It emphasizes the importance of professionalism, productivity, and positivity. Students are tasked with continuing to plan their multi-camera game shows or music shows, setting individual goals, and providing feedback on whether goals were achieved and how teams can improve. Key aspects of multi-camera filming covered include live events, studio programs, and the benefits of the multi-camera format.
Question 7
The student learned several important lessons from their preliminary task to the full production:
They developed better research, analysis, and presentation skills. Time management was difficult working alone but the student learned to spread work out over time. The student also learned how to properly apply genre conventions and technical techniques like mise-en-scène and lighting to create a more polished video. Evaluating their own work helped the student learn to be more critical and identify areas for future improvement. Overall, the knowledge gained from the preliminary task greatly benefited the production and will aid the student's long-term success working in media.
Evaluation question 7...
The document discusses the skills the author has developed from the preliminary project to completing the opening title sequence. Some of the key skills developed include filming techniques like framing shots and camera movements, editing software like Premier Pro and After Effects, collaboration and teamwork, and the ability to work independently. The author notes improvements in areas like reducing jump cuts, adding advanced effects, and distributing tasks when a team member was missing. Overall, the author feels more confident in their abilities to create, film, and edit an opening title sequence.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Question 7!!!!!!!!!!!!!
The document discusses the progression from the author's preliminary task to their final product. They learned about different shot types for the preliminary task but felt it lacked quality. For the final product, the author was able to incorporate more advanced shots like cross-cutting and faster editing. Planning and research were key to producing the higher quality final product.
Photography plan
This document outlines a photography project plan, asking the student to consider:
- The type of photos they will take, what/where they will photograph, and how the photos will be used
- Potential risks in their environment and any photography equipment needed
- Photography techniques they will use and potential obstacles
- When photos will be taken and how images will be captured, selected, and printed
- Collecting feedback on the completed project and critiquing what went well, poorly, and could be improved next time.
Recommended
Final cut master classes for blog
This document outlines techniques for green screen, split screen, keyframing, and color manipulation effects that can be demonstrated in Final Cut video editing software. It provides examples of projects from past students that utilized these techniques, such as green screen replacements, split screens, effects that fade in/out or move/resize over time. The document instructs students to work in groups to plan, film footage, learn an editing technique, script and create a screencast demonstration of that technique in Final Cut to share with others.
Advanced media portfolio guidance task sheets and criteria.
The document provides guidance for students on an advanced media portfolio assignment. Students must create a music video promotion package, which includes the music video along with two additional promotional elements. They will be evaluated on their use of forms and conventions, effectiveness of combining elements, learning from feedback, and use of technology. The document outlines planning, research, production and evaluation requirements, including conducting research on music videos and promotional examples, audience research, storyboarding, filming, and creating a reflective evaluation blog. Marks will be awarded for planning, production of the main video and ancillary elements, and evaluation.
Multicamera powerpoint 2
This document discusses multi-camera filming techniques for student groups working on productions. It emphasizes the importance of professionalism, productivity, and positivity. Students are tasked with continuing to plan their multi-camera game shows or music shows, setting individual goals, and providing feedback on whether goals were achieved and how teams can improve. Key aspects of multi-camera filming covered include live events, studio programs, and the benefits of the multi-camera format.
Question 7
The student learned several important lessons from their preliminary task to the full production:
They developed better research, analysis, and presentation skills. Time management was difficult working alone but the student learned to spread work out over time. The student also learned how to properly apply genre conventions and technical techniques like mise-en-scène and lighting to create a more polished video. Evaluating their own work helped the student learn to be more critical and identify areas for future improvement. Overall, the knowledge gained from the preliminary task greatly benefited the production and will aid the student's long-term success working in media.
Evaluation question 7...
The document discusses the skills the author has developed from the preliminary project to completing the opening title sequence. Some of the key skills developed include filming techniques like framing shots and camera movements, editing software like Premier Pro and After Effects, collaboration and teamwork, and the ability to work independently. The author notes improvements in areas like reducing jump cuts, adding advanced effects, and distributing tasks when a team member was missing. Overall, the author feels more confident in their abilities to create, film, and edit an opening title sequence.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Question 7!!!!!!!!!!!!!
The document discusses the progression from the author's preliminary task to their final product. They learned about different shot types for the preliminary task but felt it lacked quality. For the final product, the author was able to incorporate more advanced shots like cross-cutting and faster editing. Planning and research were key to producing the higher quality final product.
Photography plan
This document outlines a photography project plan, asking the student to consider:
- The type of photos they will take, what/where they will photograph, and how the photos will be used
- Potential risks in their environment and any photography equipment needed
- Photography techniques they will use and potential obstacles
- When photos will be taken and how images will be captured, selected, and printed
- Collecting feedback on the completed project and critiquing what went well, poorly, and could be improved next time.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
Social action video - workshop
This document outlines a social action workshop focused on completing public information film (PIF) videos by an upcoming deadline. Students are instructed to identify unfinished work and set goals to complete during the workshop. They review progress, with most still in planning or filming stages. Examples of effective PIF techniques are discussed, like shocking audiences and clearly communicating impactful messages. Students update task lists and set new goals to work towards in their PIF production during the allotted workshop time.
Tv news practical
This document outlines the tasks involved in a practical production project for a factual programming course. Students will work in small groups to plan and film a multi-camera show. They must decide on a format (talk show, review show, or magazine show), pitch their idea to an executive producer, research a theme, plan guests and scripts, and film the final production in a studio. Individual deliverables include an in-depth research portfolio and group planning portfolio. The tasks guide students through choosing a format, theme, and research topics to inform their show planning.
Evaluation q7
The document discusses the progression of the author's skills from an initial basic preliminary task created in Microsoft Word to a full magazine product created in Adobe Photoshop. The author feels they have learned significant skills in using Photoshop including cutting, editing, and manipulating images as well as working with backgrounds, fonts, and shapes. The final magazine represents a complete transformation and improvement over the initial task, demonstrating the extensive skills acquired over the past 5 months.
What have you learnt from technologies from the
The document discusses the student's experience creating a film product. It describes using YouTube and social media like WhatsApp, Twitter, and Snapchat to promote the film. The student discusses being proud of getting over 150 views with only 3 subscribers. Technically, the student gained experience editing with Final Cut Pro software and learned about planning camera shots and the time involved in editing a film. Areas for improvement include better time management during filming and using the camera. Overall, the student sees the project as a positive learning experience.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
Video Camera techniques - A-level
This document discusses various camera techniques that can be applied to video footage, including:
- Shots (e.g. close-up, wide) and mise-en-scene elements that can be used stylistically.
- White balance and how it can be manually adjusted to add or remove blue or orange casts.
- Depth of field and how adjusting the focus can make shots appear shallow or deep.
- Using external microphones, manual focus and zoom to improve audio and shot composition.
- Why in-camera digital effects should be avoided and done in editing instead.
The overall learning outcome is for students to be able to apply these techniques to their coursework.
Fateh Khaled Audit AS
The document summarizes Fateh Khaled's research and planning for an opening title sequence media project. It describes how Fateh analyzed three thriller title sequences to understand their representation, camera work, sound, editing, and mise-en-scene. Fateh also analyzed previous student projects to identify successful and weak aspects. Extensive pre-production included creating a shot list and risk assessment to plan filming. The goal of Fateh's research was to understand how to construct an effective thriller opening title sequence.
Evaluation question 3
This document discusses how the individual's film production skills developed throughout a project. It covers areas like creativity and vision in coming up with plot ideas and choosing filming locations and angles. Technical skills like camera angles, movements, and their effects were learned through practice filming. Planning and organizational abilities improved by creating shot lists, schedules, and conducting risk assessments. Leadership and communication skills were used in leading parts of the planning and filming while working collaboratively with a team.
5. production reflection sf 2017
This document provides a weekly summary of a student's progress on their production project over 5 weeks. In week 1, the student practiced using camera, tripod, and sound equipment and began developing initial project ideas. In week 2, the student researched technology's role in everyday life and camera techniques for their futuristic thriller concept. In weeks 3 and 4, the student completed pre-production, including storyboards, permits, and began filming. In week 5, the student edited their short film and added sound effects to convey the desired thriller atmosphere.
Q6- What have learnt about technologies from the process of constructing this...
This document summarizes the various technologies used to create a product and what was learned from using each technology. Software like Adobe Premiere, Prezi, Blogger, Emaze, PowerPoint, Photoshop and Survey Monkey were used. Skills like video editing, presentation creation, blog design, survey development and image editing were developed. Areas for improvement included making transitions smoother, being more creative with layouts, ensuring posts are in the right order and making content easier to find. A camera, tripod, phone and various online sharing platforms were also utilized.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
Stop motion
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
Photoshop lesson 2
The document provides instructions for a Photoshop lesson. The objectives are to develop an understanding of the clone stamp and blur tools in Photoshop and to be able to use prior tools like quick selection, move, and rubber tools to create an effective image. Students are instructed to create head swaps using images and the demonstrated tools, discussing their progress. They are asked to complete another head swap using all tools and then reflect on their learning progress.
Question 6 - G321 Evaluation
The document discusses several challenges faced during the filming of a student media project. It describes issues with time management which rushed the project and prevented refinements. It also addresses problems with camera battery life draining quickly and unstable tripods interfering with smooth camerawork. Suggested improvements include adding more varied cinematography and changing the filming location.
Magazine blogging
This document discusses various digital platforms that can be used for media blogging and presenting student work. It describes platforms like Blogger, Slideshare, Prezi, Powtoon and YouTube that allow students to create blogs, present presentations, host videos and audio, and share their projects. The goal is to encourage students to use multiple platforms to present their work in visual and engaging ways, as examiners may prefer different platforms each year.
production reflection sf 2017
This document contains a student's weekly reflections on their film production work. Over several weeks, the student learned film techniques, practiced shooting and editing skills, completed necessary paperwork, filmed their project, helped others, and used a green screen studio. They finished by editing their film and evaluating their overall work.
Photoshop lesson 1
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
Shotlist
This shot list outlines the filming of a preliminary task, including locations, camera instructions, descriptions of actions, actors involved, and any necessary equipment. Scenes will include dialogue and lyrics being performed on a page by actors.
Treatment and focus group
This document provides guidance for students to conduct a focus group about a music video project. It outlines lesson objectives, outcomes, example focus group questions, instructions for conducting and filming the focus group, and creating a draft treatment summarizing the music video idea based on focus group feedback. The goal is for students to get input from peers to develop their initial music video ideas.
More Related Content
What's hot
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
Social action video - workshop
This document outlines a social action workshop focused on completing public information film (PIF) videos by an upcoming deadline. Students are instructed to identify unfinished work and set goals to complete during the workshop. They review progress, with most still in planning or filming stages. Examples of effective PIF techniques are discussed, like shocking audiences and clearly communicating impactful messages. Students update task lists and set new goals to work towards in their PIF production during the allotted workshop time.
Tv news practical
This document outlines the tasks involved in a practical production project for a factual programming course. Students will work in small groups to plan and film a multi-camera show. They must decide on a format (talk show, review show, or magazine show), pitch their idea to an executive producer, research a theme, plan guests and scripts, and film the final production in a studio. Individual deliverables include an in-depth research portfolio and group planning portfolio. The tasks guide students through choosing a format, theme, and research topics to inform their show planning.
Evaluation q7
The document discusses the progression of the author's skills from an initial basic preliminary task created in Microsoft Word to a full magazine product created in Adobe Photoshop. The author feels they have learned significant skills in using Photoshop including cutting, editing, and manipulating images as well as working with backgrounds, fonts, and shapes. The final magazine represents a complete transformation and improvement over the initial task, demonstrating the extensive skills acquired over the past 5 months.
What have you learnt from technologies from the
The document discusses the student's experience creating a film product. It describes using YouTube and social media like WhatsApp, Twitter, and Snapchat to promote the film. The student discusses being proud of getting over 150 views with only 3 subscribers. Technically, the student gained experience editing with Final Cut Pro software and learned about planning camera shots and the time involved in editing a film. Areas for improvement include better time management during filming and using the camera. Overall, the student sees the project as a positive learning experience.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
Video Camera techniques - A-level
This document discusses various camera techniques that can be applied to video footage, including:
- Shots (e.g. close-up, wide) and mise-en-scene elements that can be used stylistically.
- White balance and how it can be manually adjusted to add or remove blue or orange casts.
- Depth of field and how adjusting the focus can make shots appear shallow or deep.
- Using external microphones, manual focus and zoom to improve audio and shot composition.
- Why in-camera digital effects should be avoided and done in editing instead.
The overall learning outcome is for students to be able to apply these techniques to their coursework.
Fateh Khaled Audit AS
The document summarizes Fateh Khaled's research and planning for an opening title sequence media project. It describes how Fateh analyzed three thriller title sequences to understand their representation, camera work, sound, editing, and mise-en-scene. Fateh also analyzed previous student projects to identify successful and weak aspects. Extensive pre-production included creating a shot list and risk assessment to plan filming. The goal of Fateh's research was to understand how to construct an effective thriller opening title sequence.
Evaluation question 3
This document discusses how the individual's film production skills developed throughout a project. It covers areas like creativity and vision in coming up with plot ideas and choosing filming locations and angles. Technical skills like camera angles, movements, and their effects were learned through practice filming. Planning and organizational abilities improved by creating shot lists, schedules, and conducting risk assessments. Leadership and communication skills were used in leading parts of the planning and filming while working collaboratively with a team.
5. production reflection sf 2017
This document provides a weekly summary of a student's progress on their production project over 5 weeks. In week 1, the student practiced using camera, tripod, and sound equipment and began developing initial project ideas. In week 2, the student researched technology's role in everyday life and camera techniques for their futuristic thriller concept. In weeks 3 and 4, the student completed pre-production, including storyboards, permits, and began filming. In week 5, the student edited their short film and added sound effects to convey the desired thriller atmosphere.
Q6- What have learnt about technologies from the process of constructing this...
This document summarizes the various technologies used to create a product and what was learned from using each technology. Software like Adobe Premiere, Prezi, Blogger, Emaze, PowerPoint, Photoshop and Survey Monkey were used. Skills like video editing, presentation creation, blog design, survey development and image editing were developed. Areas for improvement included making transitions smoother, being more creative with layouts, ensuring posts are in the right order and making content easier to find. A camera, tripod, phone and various online sharing platforms were also utilized.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
Stop motion
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
Photoshop lesson 2
The document provides instructions for a Photoshop lesson. The objectives are to develop an understanding of the clone stamp and blur tools in Photoshop and to be able to use prior tools like quick selection, move, and rubber tools to create an effective image. Students are instructed to create head swaps using images and the demonstrated tools, discussing their progress. They are asked to complete another head swap using all tools and then reflect on their learning progress.
Question 6 - G321 Evaluation
The document discusses several challenges faced during the filming of a student media project. It describes issues with time management which rushed the project and prevented refinements. It also addresses problems with camera battery life draining quickly and unstable tripods interfering with smooth camerawork. Suggested improvements include adding more varied cinematography and changing the filming location.
Magazine blogging
This document discusses various digital platforms that can be used for media blogging and presenting student work. It describes platforms like Blogger, Slideshare, Prezi, Powtoon and YouTube that allow students to create blogs, present presentations, host videos and audio, and share their projects. The goal is to encourage students to use multiple platforms to present their work in visual and engaging ways, as examiners may prefer different platforms each year.
production reflection sf 2017
This document contains a student's weekly reflections on their film production work. Over several weeks, the student learned film techniques, practiced shooting and editing skills, completed necessary paperwork, filmed their project, helped others, and used a green screen studio. They finished by editing their film and evaluating their overall work.
Photoshop lesson 1
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
What's hot (20)
Q6- What have learnt about technologies from the process of constructing this...
Q6- What have learnt about technologies from the process of constructing this...
Viewers also liked
Shotlist
This shot list outlines the filming of a preliminary task, including locations, camera instructions, descriptions of actions, actors involved, and any necessary equipment. Scenes will include dialogue and lyrics being performed on a page by actors.
Treatment and focus group
This document provides guidance for students to conduct a focus group about a music video project. It outlines lesson objectives, outcomes, example focus group questions, instructions for conducting and filming the focus group, and creating a draft treatment summarizing the music video idea based on focus group feedback. The goal is for students to get input from peers to develop their initial music video ideas.
Storyboard
The document is a storyboard that plans out the shots, angles, dialogue, sounds, camera movements, and timing for a video. Each shot is numbered and includes details about the type of shot, any dialogue or sounds, camera movements if any, and the timing. The storyboard is broken into pages and includes notes for editing.
Film pitch for horror film titles project
This document outlines a film pitch for a horror film titled "Tick Tock". The genre is described as paranormal horror, inspired by films like "Paranormal Activity" and "The Woman in Black". The logline introduces the concept of newlyweds Casey and Taylor discovering strange noises coming from an antique grandfather clock in their new home, which they document through vlogs. A 3 paragraph synopsis then details the narrative over 10 nights of increasing paranormal activity surrounding the clock, culminating in the disappearance of Casey and Taylor. Required resources, filming locations, and main characters are also listed. Justification is provided for how the ideas fit the horror genre and target younger audience interests in found footage and poltergeist themes.
1a and 1b Final Exam Revision
This document provides guidance for students on summarizing their skills development from foundation to advanced portfolio work. It outlines areas of focus like digital technology, creativity, and research. It also provides layout tips for evaluating a selected production using media theory. Students are advised to clearly demonstrate their improved skills in each year and relate their work explicitly to theorists without assuming the examiner's background knowledge. Past exam questions and reports emphasize analyzing one's own creative and technical growth while directly applying relevant concepts from theorists to evidence from the production.
Evaluation
This document provides guidance for completing a detailed, creative evaluation of a coursework project in 3 sentences or less:
The evaluation should include a varied and interesting use of digital technology while accurately discussing the key terms and referencing specific examples from the project using screenshots or video clips and commenting on how the work has evolved. Students are asked to thoughtfully consider the presentation and framing of the evaluation as a showcase of their talents.
AS and A2 Blog Posts
The document outlines the blog post requirements for an A2 media studies course. Students must create several blog posts that describe an activity completed, what was learned from it, and how it impacts their final project. The posts include an introductory post, storyboards, demonstrations of film techniques like the 180 degree rule and match on action, preliminary tasks, audience analysis, and a music video convention analysis. Proper literacy is important for the blog posts.
Certificate rating media
The document discusses age ratings for movies and content. It states that children under 12 must be accompanied by an adult over 18 to see movies. Anyone 12 or older does not need to be accompanied. Some horror movies may have a 12 rating if disturbing scenes are not frequent. Movies rated 15 are prohibited for those under 15 and contain strong violence, language, sexual content, or depictions of drug use or discriminatory behavior. Films rated 18 are only for adults and prohibited for those under 18, and may contain very strong language, sexual activity, graphic violence, or bad behavior.
Step outline for film opening of The Possession
The document outlines the opening credits and sequence for the horror film "The Possession" over 1 minute and 2 seconds. It consists of several shots including fading title cards that establish the producers and film title. The sequence then shows the exterior of a house and tracks inside to an older woman looking at a mysterious wooden box with an unfamiliar inscription on a mantelpiece. As she reaches for the box, a thump sounds and she pulls her hand away looking disturbed.
Film title analysis
This document provides guidance and lesson objectives for analyzing film titles and openings. It discusses key terminology for film titles and outlines steps for creating analyses of horror film openings, including reviewing camera shots, angles, movements, typography, and providing a detailed cut-by-cut breakdown of the first two minutes. Students are instructed to design their own film company ident rather than using existing ones and to use accurate terminology in their analyses.
Representation of class
This document provides guidance for completing a peer assessment of representations of ethnicity in two written paragraphs. It outlines a 7-step structure for the assessment: 1) Introduce the topic in 2 sentences or less, 2) Identify techniques used, 3) Reference the text, 4) Analyze the effect on readers, 5) Discuss representations and stereotypes, 6) Optionally embed relevant theory, and 7) Discuss the impact on social groups. The document also provides context on representing social class and stereotypes to consider in media representations.
Representation of Sexuality
This document provides definitions of gender and sexuality and discusses the representation of various sexual identities in television shows. It begins by distinguishing gender from sexuality and listing different aspects of sexuality. It then examines common stereotypes of gay, lesbian, bisexual and heterosexual characters. These include the gay diva, repressed homosexual, colorful gay man, butch lesbian, and feminine lesbian. The document notes how representation of sexuality has become more prevalent recently due to social changes like gay rights movements and same-sex marriage laws. It concludes by suggesting note-taking elements to analyze representation in a film clip.
Richard Dyer - Paradox of the Star
Richard Dyer suggests that there are two paradoxes of stars. First, that a star is both ordinary and extraordinary - they need to seem like regular people but also possess a special quality that makes them stand out. Second, that a star is both present and absent - they are part of our lives through their influence on our conversations, styles, and consumption, but are ultimately out of reach physically. The lesson objective is to complete star image work by embedding relevant theory and references to existing artists that exemplify these paradoxes.
Audience Research PPT
The document discusses conducting audience research to help plan a music promo project. It provides examples of demographic and psychographic questions to include in a target audience questionnaire. Research identified several distinct youth "tribes" based on shared interests in music, fashion, sports, or technology. The document instructs to devise a questionnaire asking the audience about their interests and what they want to see in music videos. It emphasizes including questions about age, gender, and music preferences to better understand the target demographic and tailor the final product.
Representation of ethnicity
Ethnicity refers to shared cultural heritage and ancestry that distinguishes one group from another. Alvarado (1987) identified common stereotypes of black people in films, including being used for comic relief, presented as exotic, objects of pity, or dangerous criminals. To increase diversity, some productions included token minority characters without meaningful representation. Common stereotypes found in textbooks include black people portrayed as villains, gangsters, or athletes and Asians depicted as intelligent doctors or running takeaway shops. The lesson teaches analysis of representation of ethnicity in TV and film using examples.
How to upload to slideshare and embed in blogger
This document provides instructions for embedding a SlideShare presentation into a Blogger blog post. It outlines uploading a file to SlideShare, making it public, copying the embed code, and pasting that code into an HTML view of a Blogger post to display the presentation thumbnail and link. The process allows blog readers to view embedded presentations directly in the blog.
Viewers also liked (16)
Similar to Evaluations
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
As evaluation instructions
This document provides instructions for students to complete an evaluation assignment consisting of 7 questions in various formats. The questions assess understanding of audience, technology, forms and conventions in relation to their media product. Students must complete the questions in specific formats by certain due dates, such as a news report, radio show, or Prezi presentation. Websites are provided to help with certain formats. The document also includes a mark scheme and assessment focus for grading. Students are directed to demonstrate skills and understanding of key concepts in their responses.
A2 media section 1a
The document outlines an assignment to assess progression in various skills from AS to A2, including using technologies like Photoshop and cameras, increasing creativity through ideas and shots, strengthening planning through research, and advancing post
Question1a
This document provides guidance for answering a question about skills development in digital technology, creativity, research and planning, post-production, and use of media conventions over the course of a student's production work. It includes lists of software, hardware, online tools and example questions to consider for each area. The document advises being specific about what technologies were used, how skills progressed, and how elements like planning, research and post-production impacted the creative work. It suggests structuring the response with an introduction, paragraphs on each portfolio project addressing areas of growth, and a conclusion summarizing skills progression.
G321 Evaluation 2014
The document provides guidance for students on completing an evaluation assignment for a media studies course. It includes 7 questions to answer about the student's media product and process. Students are instructed to answer the questions using a variety of digital technologies and platforms. Examples of possible technologies to use are provided. Marking criteria emphasizes excellent communication skills and use of technology. Students are to submit draft answers to each question by a given deadline and provide final draft answers afterwards.
HND - TV Show Evaluation
This document provides guidance on evaluating a student's TV show project. To evaluate their project, students must:
1. Create a survey to gather feedback from various sources on their film segment and overall TV show.
2. Analyze the survey responses to evaluate the success of their project, drawing conclusions about what the feedback indicates and how it changes their view.
3. Give a 15-minute presentation evaluating their project based on audience feedback and self-reflection. Key things to evaluate include the student's segment, the overall TV show, and the impact of their planning and participation. The evaluation process involves understanding what is being evaluated, setting criteria, gathering multiple perspectives, and presenting conclusions.
G321 foundation media portfolio
The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
1) The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding in evaluating work.
2) Students will engage with contemporary media technologies and develop presentation skills required for further study and work.
3) The brief requires students to complete a preliminary continuity editing exercise and a main task of creating the titles and opening of an original two-minute fiction film.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
As evaluation instructions
This document provides instructions and support for answering evaluation questions about a media production project. It includes 7 questions to be answered, formatting guidelines for answering each question, and additional information to support responses. Students are asked to collaboratively answer the questions using various digital tools like Prezi, Emaze, YouTube annotations, and screen recordings. Marking criteria emphasize skills with technology, understanding of audience, representation, forms and conventions, and learning from preliminary work to the final product. Close adherence to instructions is stressed to achieve high marks.
a2 exam
This document provides guidance for answering Question 1(a) on an exam about media production. Question 1(a) requires students to describe and evaluate their skills development over multiple projects in one or two specific areas, such as digital technology, research/planning, post-production, use of conventions, or creativity. The document provides details on each of these skills areas and advises on how to structure the answer by introducing the selected skills, discussing early projects, later projects, and concluding with demonstrated development. Sample questions are included to check understanding of the question requirements.
AS FILM OPENING EVALUATION GUIDANCE
This document provides guidance on evaluation questions for a film opening sequence project. It includes questions about how the film uses or challenges conventions, represents social groups, might be distributed, who the intended audience is, how the audience was attracted, what was learned about technologies, and reflections on progress from preliminary work. Students are advised to answer in a minimum of 1000 words and maximum of 1500 words, using content and examples to illustrate their points.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
Evaluation v1.1
The candidate discusses their A2 media studies final project of creating a short film along with ancillary tasks of a film review page and poster. They explain how the different elements were linked together through consistent branding, fonts, colors, and inclusion of stills from the film. Feedback was gathered from audiences on websites like Facebook, YouTube, and through a survey to improve the work. A variety of new media technologies were used in the research, planning, construction, and evaluation stages including online databases to research other films, online project planning tools, digital cameras and editing software to create the film, and social media to share and get feedback on the work.
Guide to section a of the exam
This document provides guidance for students taking Section A of the A2 Media Studies exam. Section A focuses on theoretical evaluation of the student's own media production work. It consists of two questions worth 50 marks total. Question 1(a) asks students to describe and evaluate their skills development over their AS and A2 coursework. Question 1(b) requires students to analyze one of their coursework pieces in relation to a key media concept. The document outlines the requirements and marking schemes for each question, and provides sample exam questions and an exemplar response to help prepare students.
A2 media studies - section A
This lesson introduces the skills development question for a media studies exam. It explains that the question will focus on reflecting on the student's skills progression over their AS and A2 coursework. There are five areas that may be assessed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity.
The student is instructed to prepare for the exam by making notes on flashcards or post-its addressing questions about their production activities, technology used, how their work can be considered creative, the different types of research conducted, conventions of media texts, and their understanding of post-production. Organizing their thoughts and experiences in this way will help them
G321evaluationtechniques
The document provides guidance for students on how to structure and present their responses to 7 questions evaluating their media production project. It recommends using a variety of presentation methods like PowerPoint, Word documents, videos, avatars, and websites. For each question, students should demonstrate their skills, keep responses concise, and include relevant examples, links and references to support their points. The questions address genre conventions, representation, target audience, marketing, technical skills learned, and improvements from preliminary work.
G325 revision guide
This document provides guidance for students taking the A2 Critical Perspectives exam. It outlines the two sections of the exam - Section A focuses on evaluating a student's own media productions, while Section B involves analyzing a contemporary media issue. For Section A, students will answer one question about how their skills have developed from AS to A2 levels. They should discuss topics like digital technology, creativity, research and planning, post-production, or conventions in relation to real examples from their work. Proper research and planning were essential to developing creativity and high-quality finished products. Overall, the document offers advice on how to structure answers to maximize grades by thoroughly evaluating skill development topics rather than just describing them.
G325 a2 q1 a revision part1
This document provides guidance for students on answering an exam question about developing skills for media production from AS to A2. It emphasizes using specific examples to show progression over time in areas like digital technology, creativity, research and planning. The examiner advises practicing writing essays on each skill area and using technical terminology. Students are told to focus on evaluation and reflection rather than just description. Examples of high-scoring student responses are provided to illustrate evaluating the importance and impact of skills.
Design and plan 2.5
This document provides guidance for students on the requirements and expectations for producing a design and plan for a developed media product. It outlines eight sections that must be included in the pre-production plan: 1) visual treatment, 2) conventions of the genre, 3) location scouting, 4) test shots, 5) scripting and storyboarding, 6) font choices, 7) visual effects, and 8) revisions. Additionally, it describes the components that must be addressed for each section, such as describing the visual style, identifying conventions, taking test photos at locations, developing a script, and demonstrating reflection and refinement of ideas. Guidance is also provided on audio treatment, production schedules, permissions, and other pre-production paperwork
Introduction to the evaluation
This document provides guidance for students on the evaluation component of a media production course. It outlines the objectives to understand coursework evaluation formats and requirements, and explain use of media conventions. Students choose one evaluation question to answer by referring to their media product and using examples. Effective evaluations are creative, detailed, and use various digital platforms. Students should obtain audience feedback and begin work on the first evaluation question about use of media conventions in their product.
Similar to Evaluations (20)
More from Daybird1987
Draft treatment
This document outlines ideas for a music video including a narrative concept, characters, and resources needed. It also provides justification for the ideas by relating them to information about the artist, genre of music, and feedback from audience focus groups and questionnaires.
Treatment and focus group lesson
This document provides guidance to students on developing a treatment for a music video. It instructs students to conduct a poll to choose a song, annotate lyrics with initial ideas, and identify areas needing further exploration in a focus group. Students are then told to schedule a focus group, ask solid questions to develop their ideas, and write a draft treatment summarizing their concept. The document provides examples of lyrics, a sample treatment, and questions for the focus group. The objective is for students to learn how to construct a draft treatment integrating feedback from their focus group research.
Year 13 summer homework
The document provides guidance for summer homework assignments for a Year 13 Media course. Students are instructed to complete blog posts over the summer holidays summarizing and analyzing various topics covered in class such as conventions in music videos, star images, audience theory, copyright, and genre and artist research. Each post must include what the student did, what they learned, and how it will impact their final production. Suggested topics for additional independent posts include analyzing the male gaze in music videos using Laura Mulvey's theory, researching the history and audience of a selected genre, and researching a selected artist. Students are reminded to present their work using a variety of media platforms and to proofread for spelling, grammar, and clarity.
C4 youth tribes_booklet
This document provides an overview and introduction to a research project on UK youth tribes conducted by Channel 4 and Crowd DNA. The research utilized video diaries from 50 young people across 23 tribes to explore topics like identity, gaming, leisure, hopes and fears, and brands. Emerging trends from the research found UK youth feeling achievement fatigue, viewing friends as a key support system, and feeling anxious about lack of control over their lives. The document summarizes initial findings on each topic and indicates more detailed findings and videos will be released monthly on each topic from May to September 2011. Participants can sign up to receive updates on additional research results.
Audience theory
This document discusses two audience theories - the effects model and the uses and gratifications model - and applies them to analyzing music videos. The effects model views audiences as passive recipients of media messages that directly influence them. The uses and gratifications model sees audiences as active, using media to fulfill needs like information, identity, social interaction and entertainment. Students will learn these models, discuss how they apply broadly to music videos, and analyze how one specific video relates to the theories.
Section 1b (25 marks)
This document provides guidance on answering a question about genre and audience for an exam. It discusses choosing a project from the student's portfolio to analyze in terms of genre and theory. The document recommends focusing on 5 key theorists regardless of the specific question. It gives examples of how to apply the theories of Mulvey on sexuality and Goodwin on music video conventions to a hypothetical music video project. The final section prompts the student to explain how they applied genre and audience perspectives in their own work.
TV Drama Lesson 1
This document provides information about Section A of the AS television drama exam. It defines key terms like television drama, representation, stereotypes, conforms, and subverts. It explains that Section A focuses on textual analysis and representation in a short, unseen TV drama clip. Students will have 30 minutes to view and take notes on the clip before answering a 45-minute exam question about how a specified social group (e.g. gender, ethnicity) is represented in terms of conforming to or subverting stereotypes. Sample questions and a video example are provided to illustrate these concepts.
Evaluation mark scheme and breakdown
The document provides guidance for evaluating a student's coursework on creating a horror film title opening. It lists 7 questions that must be addressed, including how the media product uses or challenges conventions of real horror films, how it represents social groups, what media institution might distribute it, and who the intended audience is. Students will evaluate their work digitally and be graded on their understanding of these issues, ability to discuss their creative choices and development, and communication skills when using digital technologies for the evaluation. The evaluation can be done individually or collectively for group work, and suggested formats include a podcast, DVD extras, blog, PowerPoint, or combination of methods.
Step outline blank
The document provides a step-by-step outline for the opening of a film, breaking it down into sections for genre, description of action with timings, mise-en-scene, sound, camerawork, editing, and typography.
Typography
This document discusses four main font types - serif, sans serif, script, and decorative - and how they visually differ from each other. Serif fonts have tails on the ends of letters and are more formal, while sans serif fonts lack tails and appear modern. Script fonts mimic handwriting and can look sophisticated, but decorative fonts can be over the top if not used carefully for the right text. The visual differences in fonts can affect how mature, formal, modern, or interesting the reader perceives the text.
Essay writing
This document provides guidance on essay writing structure and content. It recommends planning main points and evidence from the prompt. A good essay has a logical argument, clear structure, and arguments based on evidence from the prompt and case studies. It should discuss texts as constructed artifacts and consider historical context. A five-stage structure is outlined: 1) introduction, 2) argument, 3) body paragraphs with points, evidence, and analysis, 4) revisiting the question, 5) conclusion. Body paragraphs should make a point, provide evidence, explain the evidence's relevance, and link back to the question.
Essaywriting
The document provides guidance on writing effective essays, emphasizing the importance of developing a clear structure and argument. It advises students to begin with a solid introduction, organize analysis around key themes in logical order, and conclude by tying ideas together. Students are warned against superficial writing techniques like waffling and told to focus on substantive analysis supported by evidence.
Fm2 question paper_january_2009
This document provides resource material for a GCE AS/A level exam on British and American film. The exam consists of three sections and students must answer one question from each section. Section A focuses on producers and audiences and provides three items for analysis: a film download website, a film promotional website, and a newspaper article about viral marketing of a film. Section B focuses on appealing to UK audiences and provides information on elements that make Hollywood films successful, a poster for a popular UK film without stars, and a box office list of top films in the UK for 2007. The exam then provides 14 additional questions, with topics including genre, stars, production companies, cultural and social-political contexts, and a comparative American film section.
Fm2 question paper_january_2009
This document provides resource material for a GCE AS/A level Film Studies exam. It includes three parts: Part A examines the relationship between producers and audiences in the digital age, featuring a film download website, movie website, and newspaper article on viral marketing. Part B looks at elements that make Hollywood films appealing to UK audiences, including a list of successful films' stars and directors, a poster for a popular UK film without stars, and the top 10 UK films of 2007 by box office earnings. The exam questions require students to analyze these resources and discuss related topics such as how the internet benefits producers and audiences, and whether Hollywood's use of stars makes films more appealing than UK films.
More from Daybird1987 (16)
Evaluations
- 1. EVALUATIONS Lesson objective To complete preliminary task filming, editing and moving on to evaluations. Starter On white boards, in groups, establish; a) What needs to be done? b) Who needs to do it? On Thursday, period 1, I have an observation with you (Miss Lewis is watching). Therefore, I may seat you differently, ask you to work in different groups, give you work that is different. We will also be doing the next related aspect for your coursework, because watching you doing practical isn’t an observation…! c) How long will it take? d) How will you present your evaluation questions?
- 2. EVALUATIONS • You need to get into the habit of being creative with your evaluations and other areas of your work. • Formats for your evaluations: • • • • • • • http://prezi.com/ - presentation website http://www.powtoon.com/ - presentation software (cartoon) which is free to upload to youtube and share. http://goanimate.com/ - free (up to 30 seconds animation; perfect for faux adverts) Film and edit an interview with each of you tackling an exam question. A fake chat show where the hosts interviews you. News bulletin with embedded footage from your actual piece. Each of you could create the answer to the questions in a different way and embed onto one prezi which is uploaded to all of your slide shares.
- 3. KEY QUESTIONS 1. How have you used media conventions and media language in your preliminary task? i.e. mise-en-scene such as costume to present the idea that the film is about teenagers 2. How successful was your inclusion of match on action, shot reverse shot and maintaining the 180 degree rule? Use examples from your filming or explain what processes you used to be successful. 3. How could this preliminary task be improved technically (think editing, camerawork, staging, acting)? 4. What skills have you developed as individuals (some as working in a group dynamic) through the preliminary task? (Analytical, research, planning, production, editing).