Film logos
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The document discusses film logos that appear in trailers and introduces the reader to several trailer examples to analyze. It tasks the reader with watching 3 trailers to identify how many logos and graphic elements are used, noting key design features. The reader is then to create 2 original logos of their own to include in an advanced portfolio, following specifications to create the files in Photoshop.
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A2 evaluation question 1
The document provides evaluation questions for a media production project involving a film trailer, film poster, and magazine cover created to promote the film. The evaluation consists of 4 questions to be answered in blog posts with various presentation techniques and evidence from the media products. Question 1 asks how the products used, developed, or challenged conventions of real media forms. The response should discuss the communication forms used for promotion and how conventions were approached in each product, citing examples.
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VideoRobot is an all-in-one video creation tool that allows users to create professional videos without experience or design skills. It provides over 100 done-for-you video templates in categories like 3D avatars, whiteboards, and kinetic animations that can be customized. Users can also create videos from scratch. Additional upgrades provide extra features like increased video length, human spokespersons, video subtitles, and GIF creation. The conclusion recommends VideoRobot as an affordable way for online entrepreneurs to benefit from video marketing.
Evaluation3
Our media trailer uses many common conventions seen in real movie trailers, such as fast pacing, showing clips to build tension and reveal parts of the narrative, and including the film title, release date, and production logos. However, it challenges conventions by using a slower, more relaxed soundtrack for the action sequences rather than dramatic fast-paced music typically used. The trailer aims to engage audiences while having an individual feel through its selective use and challenging of conventions.
2. production and distribution hollywood copy
The document discusses how blockbuster films move through three key stages: production, distribution, and exhibition. It notes that blockbusters were originally defined by audience popularity but are now big-budget films aimed at mass markets. Successful blockbusters rely on high production values, popular franchises, well-known casts, and large marketing campaigns from major studios to achieve global summer releases in formats like IMAX and 3D.
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Technical magazine deconstruction
The document defines and explains common terminology used in magazines, including elements found on the front cover and inside pages. It discusses the masthead, main image, taglines, and sell lines typically seen on the front cover. Internally, it describes typography styles like serif and sans serif fonts and the use of drop caps and pull quotes. It provides a task that involves selecting magazine pages and technically deconstructing them to identify features and conventions, and writing a paragraph on how this work will influence the student.
Representation of ability 2015
The document provides instructions for students to analyze representations of ability and disability in various media sources using technical codes. Students are asked to watch video clips and analyze how the clips use isolation, displacement, vulnerability, incapability, and reliance to represent disability. They are also instructed to analyze how ability is represented in an additional video extract and how the technical codes construct this representation. The document concludes by assigning students a homework essay analyzing representations of ability and disability in the media sources provided, to be completed and submitted by a deadline.
Cinematography 2015
The document discusses various cinematography techniques used in film including shot types (ELS, LS, MS, CU), camera angles (low angle, high angle), framing (open, closed), the rule of thirds, eyeline, and depth of field (DOF). Shot types like establishing shots (ELS) set the scene while medium shots (MS) show body language. Camera angles like low angles make characters seem dominant while high angles suggest vulnerability. Framing can be open to suggest freedom or closed to imply entrapment. The rule of thirds, eyeline, and DOF are also techniques to guide viewer attention and engagement. An activity is assigned to identify these techniques in another document.
Creating your pitch
The document outlines the requirements for creating a music video pitch, which should include:
1) Details on the track being used and permission from the record label (in a letter uploaded to a blog); inspiration from other music videos, packaging, and websites pinned on Pinterest and linked in the blog.
2) A synopsis and timeline outlining what would be shot for the music video.
3) Flat plan designs for a 6-panel digipak and all pages of a website promoting the track.
Students are instructed to include all content in appropriately titled blog posts and link them in a Prezi pitch to present to the class by the following week, gathering feedback to incorporate improvements.
Sound 15
The document discusses different types of sounds that can be present in a TV drama. It distinguishes between diegetic sounds, which are sounds that exist within the world of the characters, and non-diegetic sounds, which are only heard by the audience. The key factor for categorizing a sound is whether a character could hear or see it within the story world.
Pete's Top tips for QE
The document provides tips and guidance for students completing a media production project involving creating a music video, website, and album packaging. It outlines the key tasks, recommends maintaining a detailed blog to document the entire process, and suggests ways to gather evidence such as researching other artists, taking photos and video clips during the process, and getting feedback from peers. Students are also given a random exercise to design an imaginary album cover by combining random words and images from Wikipedia, quotes, and Flickr photos.
Gender in music videos
The document discusses various theories and perspectives related to gender representation in music videos. It describes how women are often hyper-sexualized in music videos and positioned for the male gaze. However, some female artists challenge stereotypes by being rarely sexualized and offering empowering lyrics. The document also discusses hegemonic masculinity in music, referring to competitive tendencies among males to dominate others and subordinate females, exhibiting traits like aggression and misogyny. It questions whether these aspects of hegemonic masculinity are still prevalent in contemporary music genres.
An overview of media studies 2015
This document provides an overview of the AS and A2 Media Studies courses offered at a German institution. The courses focus on developing students' critical thinking skills around media through practical production work and theoretical analysis.
The AS course includes a foundation portfolio where students complete video or print productions, and a key concepts unit examining representations in TV and the music industry.
At A2 level, students produce a promotional package for a band. They also complete an advanced portfolio and a critical perspectives exam involving theoretical evaluation of their work and contemporary media issues.
Support resources include unit-specific blogs and contact information for the course leader is provided.
Gender representation in music videos
The document discusses theories of gender representation in music videos. It outlines how women are often hyper-sexualized in music videos, dancing provocatively or touching themselves. This leads to a debate around whether this is empowering self-expression or damaging. The document also discusses Laura Mulvey's theory of the "male gaze" and how women are objectified for the erotic pleasure of male viewers. However, some female artists like Adele challenge stereotypes by offering empowering lyrics without sexualization. The document also covers theories of hegemonic masculinity in music, and how traits like aggression and dominance are emphasized in genres like rap and hip hop.
Representation in Music Videos. Lesson 1
This document discusses key concepts around representation in media including:
- Representations re-present events that have already occurred rather than presenting reality directly.
- Representations invite audiences to understand and agree with a particular interpretation.
- Media institutions have power and responsibility over representations that can influence social attitudes.
- Stereotypes simplify representations and focus on exaggerating aspects to enable quick audience understanding but often have negative assumptions.
- Ideologies embedded in media texts reflect dominant beliefs and expectations in a culture.
- Genres may have associated representations and stereotypes that aid understanding of narratives.
Music video & narrative theory (1)
1) The document discusses different types of music videos including performance-based, narrative-based, and concept-based videos.
2) Performance videos focus on shots of the artist performing, narrative videos tell a story either based on or suggested by the song's lyrics, and concept videos are based around a single idea or concept.
3) The relationship between the music, lyrics, and visuals in a video is also examined, including how the visuals can illustrate, amplify, contradict, or create disjuncture from the lyrics and tone of the music.
Genre theory 2015 lesson 2
This document discusses several theoretical perspectives on genre:
1. Rick Altman breaks genre down into semantic (props, characters, etc.) and syntactic (ideologies, narratives) elements which must be analyzed separately.
2. David Buckingham argues that genre is constantly negotiated and changing through hybridization.
3. Nicholas Abercrombie suggests that economic pressures lead to the "dismantling of genre" through pursuing new audiences.
4. Todorov argues that new genres transform old genres, similar to postmodern bricolage combining multiple genres.
5. Some Marxists see genre as social control reproducing dominant ideologies, while feminists examine how genres produce hegemonic representations viewed as common sense.
Genre 2015 lesson 1
Genres are ways of categorizing and organizing different types of texts to simplify the mass of available information for both audiences and producers. They create order and appeal to our need to organize chaos. Genres are categories based on common textual elements that attempt to structure some order into the wide range of circulating cultural texts. All genres have sub-genres that divide them into more specific categories, and texts can also evidence hybridity by combining elements of two or more genres. Hybridity and sub-genres allow audiences to identify texts through their familiar and recognizable genre characteristics.
OCR chief examiner reports on question 1
The document summarizes an examiner's report on student responses to a question about representing class and status in the TV show Downton Abbey. The summary covers the strengths and weaknesses seen in student answers regarding different technical areas like camerawork, mise-en-scene, sound, and editing. Overall, responses were generally good, with most students able to analyze representations of different class groups. However, weaker students struggled to integrate analysis of all technical elements or lapsed into description without connecting to class and status.
A2 Music Video: List of blog posts for R&P
This document outlines the various stages of producing a music video, including developing skills through workshops, researching genres and target audiences, storyboarding, planning locations and sets, producing test shots, and creating website and album packaging designs. It culminates in the final production and release of the music video, website, and digipak. Reflection on feedback is incorporated throughout the process to improve the final products.
Mise en-scene 2014
The document discusses the concept of mise-en-scène in filmmaking, which refers to everything visible on screen including actors, lighting, decor, props, and costumes. It also discusses how signs and symbols in media can have multiple interpretations depending on how they are interpreted and the cultural background of the viewer. Various elements of mise-en-scène, such as lighting, decor, costumes, props, and location are described in terms of how they can be used to convey meaning and provide context. Students are instructed to analyze examples of film or print media using concepts of mise-en-scène and genre.
Initial title research
This document instructs the reader to create timelines for the opening titles of at least 3 films using a website. They should identify the number of titles and job roles in each film. A brief paragraph should discuss on average how many titles are in a 2 minute opening and the variety of job roles, and state that any future work must adhere to the findings. The completed prezi should be posted after a video prelim with the title "initial title research".
What should be in my A2 Blog by Friday 5th September 2014
The document outlines 20 topics that should be covered in a blog for a 'The Pitch' music video work assignment. The topics include reflections on skills developed from various workshops and events, discussions on music video techniques and theories, analyses of example music videos, research on genre conventions and target audiences, and updates on the development of initial ideas for their own music video. Completing blog posts on all 20 topics will allow the student to thoroughly document their research and creative process.
Creating your music video pitch
The document provides instructions for creating a music video pitch that includes three parts:
1. Details of the track, inspiration sources, and permission to use the song. This is presented on a Pinterest board with a link in the student's blog.
2. A rough timeline and synopsis of the music video.
3. Flat plan designs for a 6-panel digipak and all pages of a website.
Students then present their pitch as a Prezi, film it as a video, and gather feedback on how to improve their ideas in subsequent blog posts and lessons. Pitches will take place in the second lesson of the following week.
Music video audience research
This document provides instructions for students to research and understand their target audience for a promotional music video project. Students are asked to create a character on Bitstrips to represent their target audience, then build a strip describing the audience's interests and lifestyle. They are to reflect on how the audience will impact their video's content and style. For homework, students must interview at least 6 people from their target audience about music videos in their genre and reflect on what they liked and disliked to help shape their own video.
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Chapter-1
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Chapter 2
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Chapter 3
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Film logos
- 1. Film Logos There are a number of different logos that you’ll need to use in your trailers. How many logos can you identify in the following? http://www.youtube.com/watch?v=RYL_T7f59o8 http://www.youtube.com/watch?v=hMWTcDJGycA
- 2. The Range of Production and distribution logos
- 3. There are obviously a lot more logos but it’s worth noting how they are relatively simple in design, clearly stating the name of the institution. Watch the opening 30 seconds of the sex and the city trailer. How have the logos being adapted to meet the genre of the film and take into account the target audience? Also, how have they been subtly animated? http://www.youtube.com/watch?v=X5-aOpznm44 Moreover, think about the use of graphics elsewhere
- 4. Your task is to watch a the following 3 trailers, note down how many logos and graphic elements are used and pick out key design features of them. You will then create 2 logos of your own that can be used in your advanced portfolio. http://www.youtube.com/watch?v=ELIpHd7idP4&feature=relmfu http://www.youtube.com/watch?v=E1YbOMDI59k&feature=related http://www.youtube.com/watch?v=wZJ0TP4nTaE
- 5. In photoshop you should open a new file > select custom > and set your page to 720 pixels by 576 pixels. Change the DPI to 72 and colour mode to RGB