Film industry tech essay plan grid
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This document outlines an essay plan grid for a film industry essay, assigning points to different sections including explanation/analysis/argument, examples, and terminology. It also provides learning objectives and outcomes, asking students to produce a notes grid and apply it to write a timed essay on the significance of digital technology for institutions and audiences in the media industry.
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Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for Ryan Bailey's PR1: Research Techniques in Film assignment. The assignment requires Ryan to describe how media producers define audiences and create products for specific audiences through 5 tasks analyzing research techniques, an exit poll, promotional materials, and a summary. Ryan must meet performance criteria at pass, merit and distinction levels by using subject terminology appropriately and providing examples to explain how producers target audiences. Ryan will submit his work by October 17th and declares the work as his own.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production course. The assignment requires research into how media producers define and create products for audiences. It outlines five tasks for the student to complete, providing evidence for assessment criteria examining their understanding and use of relevant terminology. The tasks include describing audience definition and product creation, explaining these with examples, and comprehensively analyzing a promotional campaign's success. Web links are given for where evidence for each assessment criteria can be found online. The document also includes a learner declaration of authenticity.
Exam question 1 (b)
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing how film producers define audiences through research techniques like exit polls, and how they create promotional materials like posters and trailers for specific audiences. The tasks are linked to criteria for passing the assignment at different levels, from describing techniques to comprehensively explaining them. Upon completion, the student will submit their work and blog links serving as evidence for meeting the criteria.
Pr1 assignment front sheet
This assignment brief outlines three tasks for a student to complete to analyze how media producers define and create products for audiences. The student will describe how producers define audiences in Task 1 with some appropriate terminology. In Task 2, the student will explain audience definition with detailed examples and generally correct terminology. Task 3 requires a comprehensive explanation of audience definition with clear examples and consistent terminology. The student will also describe in Tasks 3 and 4 how producers create products for specific audiences. Finally, in Task 5 the student will comprehensively explain how a media campaign created products for its intended audience. The student must submit evidence of completing each task by the deadline of October 17th by linking to their blog posts on the given topics.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research how media producers define and create products for audiences. The student must complete 5 tasks analyzing research techniques, exit polls, promotional materials, and summarizing their findings on a blog. The tasks address criteria for the student to describe, explain, and comprehensively analyze how media producers approach audiences at different levels of detail and use of terminology. Upon completion, the student will submit their work by the deadline and declare the work as their own.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to meet regarding how media producers define and create products for audiences. The student must complete 5 tasks analyzing examples like an exit poll, promotional poster and trailer, and summarizing a campaign's success. For each criteria, the brief lists the evidence required, such as using terminology and examples, and links to the student's blog where evidence will be posted. Upon completion, the student must sign a declaration that the work is their own.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing promotional materials for a film campaign and describing how producers define audiences and create products for specific audiences. The tasks will be assessed against criteria examining the appropriate use of terminology, examples provided, and explanations given to achieve pass, merit, or distinction level results. All evidence must be referenced and submitted before the deadline of October 17th.
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Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for Ryan Bailey's PR1: Research Techniques in Film assignment. The assignment requires Ryan to describe how media producers define audiences and create products for specific audiences through 5 tasks analyzing research techniques, an exit poll, promotional materials, and a summary. Ryan must meet performance criteria at pass, merit and distinction levels by using subject terminology appropriately and providing examples to explain how producers target audiences. Ryan will submit his work by October 17th and declares the work as his own.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production course. The assignment requires research into how media producers define and create products for audiences. It outlines five tasks for the student to complete, providing evidence for assessment criteria examining their understanding and use of relevant terminology. The tasks include describing audience definition and product creation, explaining these with examples, and comprehensively analyzing a promotional campaign's success. Web links are given for where evidence for each assessment criteria can be found online. The document also includes a learner declaration of authenticity.
Exam question 1 (b)
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing how film producers define audiences through research techniques like exit polls, and how they create promotional materials like posters and trailers for specific audiences. The tasks are linked to criteria for passing the assignment at different levels, from describing techniques to comprehensively explaining them. Upon completion, the student will submit their work and blog links serving as evidence for meeting the criteria.
Pr1 assignment front sheet
This assignment brief outlines three tasks for a student to complete to analyze how media producers define and create products for audiences. The student will describe how producers define audiences in Task 1 with some appropriate terminology. In Task 2, the student will explain audience definition with detailed examples and generally correct terminology. Task 3 requires a comprehensive explanation of audience definition with clear examples and consistent terminology. The student will also describe in Tasks 3 and 4 how producers create products for specific audiences. Finally, in Task 5 the student will comprehensively explain how a media campaign created products for its intended audience. The student must submit evidence of completing each task by the deadline of October 17th by linking to their blog posts on the given topics.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research how media producers define and create products for audiences. The student must complete 5 tasks analyzing research techniques, exit polls, promotional materials, and summarizing their findings on a blog. The tasks address criteria for the student to describe, explain, and comprehensively analyze how media producers approach audiences at different levels of detail and use of terminology. Upon completion, the student will submit their work by the deadline and declare the work as their own.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to meet regarding how media producers define and create products for audiences. The student must complete 5 tasks analyzing examples like an exit poll, promotional poster and trailer, and summarizing a campaign's success. For each criteria, the brief lists the evidence required, such as using terminology and examples, and links to the student's blog where evidence will be posted. Upon completion, the student must sign a declaration that the work is their own.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing promotional materials for a film campaign and describing how producers define audiences and create products for specific audiences. The tasks will be assessed against criteria examining the appropriate use of terminology, examples provided, and explanations given to achieve pass, merit, or distinction level results. All evidence must be referenced and submitted before the deadline of October 17th.
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This assignment brief outlines the tasks and criteria for Ewan Gregory's PR1: Research Techniques in Film assignment. The assignment requires Ewan to complete 5 tasks analyzing how media producers define and create products for audiences. For each task, Ewan must provide evidence of his ability to describe or explain audience definition and product creation at different levels of detail and using relevant terminology. Ewan will submit his completed tasks and evidence on a blog by the deadline of October 17th.
Pr1 assignment front sheet
This document provides an assignment brief for a student to research how media producers define and create products for audiences. It outlines the criteria and evidence required to complete the tasks, which include describing audience definition techniques, explaining them with examples, and analyzing how a film promotional campaign targeted specific audiences. The student must submit blog posts for each task providing evidence of meeting the criteria and referencing sources, and declare the work as their own.
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This assignment brief outlines the tasks and criteria for Alice Burgess' unit on critical approaches to creative media. She must complete 5 tasks analyzing how media producers define and create products for audiences. For each task, she needs to provide evidence of her understanding and ability to use relevant terminology as outlined by the criteria. Her work will be assessed on her ability to describe, explain, and comprehensively analyze audience definition and product creation by media producers. She must provide references and sources for her work and declare it as her own original work.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to meet regarding how media producers define and create products for audiences. The student must complete 5 tasks analyzing techniques used to research audiences and evaluate the success of promotional campaigns for specific audiences. For each task, the brief lists the criteria the student must fulfill, including using appropriate terminology (P1, P2) and providing detailed examples and explanations (M1, M2, D1, D2). Upon completion, the student must declare the work as their own and submit it before the deadline of October 17th.
Holley matthew evaluation and overall feedback sheet
Matthew Holley received marks for various coursework assignments. He received full marks for planning and high marks for his main construction task and ancillary tasks of designing a digipak and poster. In his evaluation, he provided excellent breakdowns and analyses of how his video conformed to genre conventions and how audience feedback validated his work. Overall, his work showed a great understanding of the tasks and he earned a total mark of 89 out of 100 and a grade of A.
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Matthew Holley completed the main A2 coursework task of creating a music video. The video showed excellent camerawork, beautiful shots in color and black and white, and strong long shots of the artist Oscar walking. The edits were good and told a clear story that matched the beat of the music. For the ancillary tasks, Holley designed a digipak with an excellent creative design that clearly fit the genre and artist with strong technical skills. He also created a poster with a proficient design that showed a clear understanding of conventions and technical ability. Overall, Holley received a high level score of 53 out of 60 for his coursework.
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This assignment brief outlines the tasks and criteria for a student to research techniques used by media producers to define and create products for audiences. The student must complete 5 tasks analyzing examples like an exit poll, promotional poster and trailer. For each task, the student will be assessed on their ability to describe, explain and comprehensively analyze how media producers reach audiences, with increasing use of terminology (P1, M1, D1 and P2, M2, D2). All sources and examples used must be referenced. The student declares the submitted work as their own.
Pr1 assignment front sheet l
This assignment brief outlines the tasks and criteria for a unit on critical approaches to creative media. The learner, Liam Macdonald, must complete 5 tasks analyzing how media producers define and create products for audiences. Task 1 requires describing audience definition with subject terminology. Task 2a involves explaining audience definition with examples, while Task 2b reports on an exit poll. Task 3 analyzes a promotional campaign poster and its audience. Task 4 examines a promotional trailer. Task 5 summarizes the success of the campaign. All tasks must meet criteria for description, explanation, and use of terminology, and be submitted on the learner's blog by the deadline.
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PR1 assignment front sheet
This assignment brief outlines the tasks and criteria for Stephen Buckley's unit on critical approaches to creative media. He must complete 5 tasks analyzing how media producers define and create products for audiences. The tasks include researching techniques used to define audiences, analyzing an exit poll, promotional materials for a film, and a summary of the success of a promotional campaign. For each task, Buckley must meet different criteria regarding his use of terminology, examples, and explanations to demonstrate his understanding of how media producers target specific audiences. All evidence for the tasks will be submitted on Buckley's blog by the deadline of October 17th.
A2 cw mark sheet jarvis-ferentinos
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- The main video construction assignment showed proficiency in technical skills, well-matched editing, controlled camera work, and a strong narrative that followed genre conventions.
- Ancillary assignments like the digipak and poster showed basic technical skills but would have benefited from additional thought and own images rather than just screengrabs.
- The evaluation assignment answered all questions well and showed understanding, but could have provided clearer
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Eleanor Penfold received marks for various coursework assignments. She scored 18/20 for planning, 32/40 for her main construction task, 7/10 for her digipak ancillary task, and 7/10 for her poster ancillary task. For her evaluation, she received 17/20. Her work showed a strong understanding of tasks, genre conventions, and she provided evidence from real examples. Overall, her work demonstrated a great understanding of the tasks and she received a total of 81/100 and a grade of A.
my evaluation and overall feedback sheet
Megan Howden received marks for various components of an A2 coursework project. She received full marks for planning and high marks for her main construction task. Her ancillary tasks involving a digipak and poster showed proficient and basic technical skills respectively. In her evaluation, she provided excellent analysis of how meaning was created in a video and how her products conformed to genre conventions, receiving high marks. Overall, she demonstrated a great understanding of the tasks and received a total mark of 84 out of 100, equating to a grade of A.
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Pr1 assignment front sheet
This document provides an assignment brief for a student to research how media producers define and create products for audiences. It outlines the criteria and evidence required to complete the tasks, which include describing audience definition techniques, explaining them with examples, and analyzing how a film promotional campaign targeted specific audiences. The student must submit blog posts for each task providing evidence of meeting the criteria and referencing sources, and declare the work as their own.
Pr1 assignment front sheet (1)
This assignment brief outlines the tasks and criteria for Alice Burgess' unit on critical approaches to creative media. She must complete 5 tasks analyzing how media producers define and create products for audiences. For each task, she needs to provide evidence of her understanding and ability to use relevant terminology as outlined by the criteria. Her work will be assessed on her ability to describe, explain, and comprehensively analyze audience definition and product creation by media producers. She must provide references and sources for her work and declare it as her own original work.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to meet regarding how media producers define and create products for audiences. The student must complete 5 tasks analyzing techniques used to research audiences and evaluate the success of promotional campaigns for specific audiences. For each task, the brief lists the criteria the student must fulfill, including using appropriate terminology (P1, P2) and providing detailed examples and explanations (M1, M2, D1, D2). Upon completion, the student must declare the work as their own and submit it before the deadline of October 17th.
Holley matthew evaluation and overall feedback sheet
Matthew Holley received marks for various coursework assignments. He received full marks for planning and high marks for his main construction task and ancillary tasks of designing a digipak and poster. In his evaluation, he provided excellent breakdowns and analyses of how his video conformed to genre conventions and how audience feedback validated his work. Overall, his work showed a great understanding of the tasks and he earned a total mark of 89 out of 100 and a grade of A.
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Matthew Holley completed the main A2 coursework task of creating a music video. The video showed excellent camerawork, beautiful shots in color and black and white, and strong long shots of the artist Oscar walking. The edits were good and told a clear story that matched the beat of the music. For the ancillary tasks, Holley designed a digipak with an excellent creative design that clearly fit the genre and artist with strong technical skills. He also created a poster with a proficient design that showed a clear understanding of conventions and technical ability. Overall, Holley received a high level score of 53 out of 60 for his coursework.
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This assignment brief outlines the tasks and criteria for a student to research techniques used by media producers to define and create products for audiences. The student must complete 5 tasks analyzing examples like an exit poll, promotional poster and trailer. For each task, the student will be assessed on their ability to describe, explain and comprehensively analyze how media producers reach audiences, with increasing use of terminology (P1, M1, D1 and P2, M2, D2). All sources and examples used must be referenced. The student declares the submitted work as their own.
Pr1 assignment front sheet l
This assignment brief outlines the tasks and criteria for a unit on critical approaches to creative media. The learner, Liam Macdonald, must complete 5 tasks analyzing how media producers define and create products for audiences. Task 1 requires describing audience definition with subject terminology. Task 2a involves explaining audience definition with examples, while Task 2b reports on an exit poll. Task 3 analyzes a promotional campaign poster and its audience. Task 4 examines a promotional trailer. Task 5 summarizes the success of the campaign. All tasks must meet criteria for description, explanation, and use of terminology, and be submitted on the learner's blog by the deadline.
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This document provides an assignment brief for a critical approaches to creative media production unit. Students are asked to provide critical responses to two media products by presenting a descriptive response with terminology for one criteria, a discussion with examples for another, and an analysis with arguments and examples for the third highest criteria. The tasks are due on January 20th, 2016 and students must submit their critical responses and analyses as a feature article or podcast online along with declaring the work as their own.
PR1 assignment front sheet
This assignment brief outlines the tasks and criteria for Stephen Buckley's unit on critical approaches to creative media. He must complete 5 tasks analyzing how media producers define and create products for audiences. The tasks include researching techniques used to define audiences, analyzing an exit poll, promotional materials for a film, and a summary of the success of a promotional campaign. For each task, Buckley must meet different criteria regarding his use of terminology, examples, and explanations to demonstrate his understanding of how media producers target specific audiences. All evidence for the tasks will be submitted on Buckley's blog by the deadline of October 17th.
A2 cw mark sheet jarvis-ferentinos
- The student, Alexandra Jarvis-Ferentinos, received marks and feedback for various coursework assignments related to planning, constructing, and evaluating a video project.
- For the planning assignment, the student's work showed clear understanding but could have added more analysis and stronger links to theory.
- The main video construction assignment showed proficiency in technical skills, well-matched editing, controlled camera work, and a strong narrative that followed genre conventions.
- Ancillary assignments like the digipak and poster showed basic technical skills but would have benefited from additional thought and own images rather than just screengrabs.
- The evaluation assignment answered all questions well and showed understanding, but could have provided clearer
Penfold eleanor evaluation and overall feedback sheet
Eleanor Penfold received marks for various coursework assignments. She scored 18/20 for planning, 32/40 for her main construction task, 7/10 for her digipak ancillary task, and 7/10 for her poster ancillary task. For her evaluation, she received 17/20. Her work showed a strong understanding of tasks, genre conventions, and she provided evidence from real examples. Overall, her work demonstrated a great understanding of the tasks and she received a total of 81/100 and a grade of A.
my evaluation and overall feedback sheet
Megan Howden received marks for various components of an A2 coursework project. She received full marks for planning and high marks for her main construction task. Her ancillary tasks involving a digipak and poster showed proficient and basic technical skills respectively. In her evaluation, she provided excellent analysis of how meaning was created in a video and how her products conformed to genre conventions, receiving high marks. Overall, she demonstrated a great understanding of the tasks and received a total mark of 84 out of 100, equating to a grade of A.
PR4 Brief
This assignment brief outlines a task for a student to write a feature article explaining genre analysis and auteur theory. The article is to be published in an online blog for an upcoming film magazine aimed at 16-25 year olds. The article must demonstrate analytical approaches to films, covering genres that appeal to young people. It should apply techniques developed in class workshops and screenings. The student must present their analysis with arguments and examples, using correct film terminology. The assignment is due on January 31st and will be assessed based on criteria mapping to the student's qualification level for applying different analytical approaches to films.
L3 media pr1_analyse_film_brief_120115
This assignment brief outlines a task for a student to write a feature article explaining genre analysis and auteur theory. The article is to be published in an online blog for an upcoming film magazine aimed at 16-25 year olds. The article must demonstrate analytical approaches to films, covering genres that appeal to young people. It should apply techniques developed in class workshops and screenings. The student must present their analysis with arguments and examples, using correct film terminology. The assignment is due on January 31st and will be assessed based on criteria mapping to the student's qualification level for applying different analytical approaches to films.
L3 media pr1_analyse_film_brief_120115
This assignment brief outlines a task for a student to write a feature article explaining genre analysis and auteur theory. The article is to be published in an online blog for an upcoming film magazine aimed at 16-25 year olds. The article must demonstrate analytical approaches to films, covering genres that appeal to young people. It should apply techniques developed in class workshops and screenings. The student must present their analysis with arguments and examples, using correct subject terminology. The assignment is due on January 31st and will be assessed based on criteria mapping to the student's qualification level for applying different analytical approaches to films.
L3 media pr1_analyse_film_brief_120115
This assignment brief outlines a task for a student to write a feature article explaining genre analysis and auteur theory. The article is to be written for an upcoming film magazine aimed at 16-25 year olds. The article should demonstrate analytical approaches to film, covering genres that appeal to young people. It should explain genre analysis, auteur theory, narrative conventions, and issues with representation. The student must apply techniques learned in class and from screenings. The article is to be published on the student's blog by January 31st and will be assessed on correctly applying analytical approaches to film critically with arguments, examples, and terminology.
Film studies
This document provides information on a unit related to film studies, including the aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
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Holley matthew evaluation and overall feedback sheet
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The document discusses implications of new media technologies for the British film industry. It provides examples of how technologies have benefited film production, marketing, and distribution through tools like 3D, viral marketing, and digital distribution. However, it also notes technologies have drawbacks like piracy and declining DVD sales. The document advocates exploring both advantages and disadvantages of new technologies for producers, audiences, and one's own experiences as a consumer.
G322b revisionhelp
1. Picturehouse Cinemas aims to provide an alternative to multiplex cinemas by showing both independent and mainstream films in city center locations. As part of the Digital Screen Network, Picturehouse cinemas are required to show specialized films and have access to digital projection technologies.
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The document provides learning aims, content, and assessment criteria for evaluating student work for each unit. It also outlines responsibilities and contact information for the course.
Multimedia2017_A4 Brochure.indd_New
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1a digital technology
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
Mock exam feedback (June 2010)
The document provides feedback on a mock exam response about the significance of digital media technology developments for media institutions and audiences. The summary identifies several positives in the response, including mentions of digital cameras, CGI, and audiences as "prosumers." However, it notes areas for improvement, such as needing more use of case study examples and referring to production, distribution, and marketing issues. It provides sample essay structure and comments that the response showed a systematic attempt to address the impact of digital initiatives but was let down by a lack of specific examples. More detailed case studies could have earned higher marks.
A2 Coursework Mark - Anthony Underwood
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
Goldman andrew evaluation and overall feedback sheet
Andrew Goldman received marks for his various coursework assignments. For planning, he received a mark out of 17/20, though full comments are in a separate sheet. For his main construction task he received 33/40 marks, with details in another sheet. For his ancillary construction tasks of a digipak and poster he received marks of 8/10 and 7/10 respectively, with comments on his technical skills and design fitting the genre and artist. In his evaluation, he received 16/20 marks and positive feedback for addressing all questions thoroughly and demonstrating understanding of the tasks, genre conventions, and use of feedback. Overall his work showed a good grasp of the tasks and use of technology, earning him a total of 81/
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This document provides information on a unit related to film studies, including its aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
Db8
This 3-sentence summary provides an overview of the key points in the document:
The document outlines the tasks and assessment criteria for a unit on understanding employment opportunities and job roles in the creative media sector, including television and film industries. Learners will create a blog explaining various job roles and research three roles in more depth, covering areas like training requirements, professional responsibilities, and typical work patterns. Upon completion, the work will be graded based on criteria such as depth of research, use of examples, and application of industry terminology.
DB8 Assignment Brief
This 3-sentence summary provides an overview of the key points in the document:
The document outlines the tasks and assessment criteria for a unit on understanding employment opportunities and job roles in the creative media sector, including television and film industries. Learners will create a blog explaining various job roles and research three roles in more depth, covering areas like training requirements, professional responsibilities, and typical work patterns. Upon completion, the work will be graded based on demonstrated understanding of opportunities and depth of explanations provided.
Obs lesson
The document discusses how new media technology and technological convergence have revolutionized the film industry. It defines new media technology and technological convergence. Students will analyze how new media technology in film distribution has impacted audiences. Examples are given of technological convergence in devices like mobile phones and how they allow users to be both media producers and consumers. The key question is about how new media technology and technological convergence affect the film industry. Students will create a new piece of media technology for film distribution and consider how to advertise it on social networking sites. Social networking is changing how audiences interact with films and how films are distributed.
L23 cross media convergence and synergy
This document outlines the aims, objectives, and content for an exam lesson on cross media convergence and synergy in the contemporary film industry. It provides case study examples for students to research, such as A Field in England's multi-platform release. Key terms are defined, like cross media convergence being the ability to market and exhibit films across multiple devices. Students are assigned homework researching product placement examples and how film marketing utilizes social media. The impact of new media technologies on film consumption is discussed.
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G322 section b using your case study
- Working Title Films started as an independent British production company but sought financial backing from larger media companies like Polygram and Universal to fund their films.
- They are now majority owned by Universal Pictures, but have maintained considerable creative autonomy and their operations remain based in London.
- While gaining security and resources from Universal, Working Title still must ensure their films are commercially successful to meet Universal's expectations.
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3 audiences and representation
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Presentation1
The viral marketing campaign for Cloverfield started with a vague trailer that generated interest. An accompanying website provided photos and sounds to build an atmosphere of mystery and conspiracy. The producers furthered engagement by changing project details and dates. They also created realistic MySpace pages for the film's characters using blogs and photos, making some people believe the characters were real people. The poster revealed an apocalyptic landscape without explanation, enticing audiences to see the film to understand what happened.
G322 section b topics 1
Working Title Films started as an independent British production company but had to seek financial backing from larger media companies like Polygram and Channel 4 to fund their films. They were eventually acquired by Universal Pictures, making them part of the large NBCUniversal media conglomerate. However, Working Title has retained a degree of creative autonomy and independence while benefitting from Universal's financial support and distribution capabilities. Their relationship with a major studio allows them to focus on development and production rather than chasing funding but also brings pressure to achieve commercial success.
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2. Structuring the process by setting up blogs, timeframes, and a series of creative tasks.
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Film industry tech essay plan grid
- 1. Explanation, Analysis, Argument 20 Marks Examples 20 Marks Terminology 10 Marks Pre- prod uctio n Production Post-Production Audience/ Exhibition G322B Film Industry Essay Plan Grid
- 2. Learning Objectives Understanding the importance of organising your notes – responding to ‘Side by Side’ All will: show basic understanding of the terminology and how to apply it to digital technology in the film industry Most will: show proficient understanding of the terminology and how to apply it to digital technology in the film industry Some will: show excellent understanding of the terminology and how to apply it to digital technology in the film industry Learning Outcomes Producing a notes grid and applying to essay All will: Contribute to note taking grid and use it to write timed essay Most will: Provide accurate and varied description of terminology and how it might affect the film industry Some will: Provide accurate and varied description of terminology and how it might affect the film industry – with examples from case study’s and personal
- 3. What significance does the continuing development and proliferation of digital technology have for institutions and audiences in a media industry you have studied? G322 Part B 9 June 2010