Film Marketing
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The document discusses different types of film marketing, including word of mouth, posters, trailers, online/mobile, media advertising, publicity, promotional partnerships, merchandising, premieres, previews/screenings, festivals, and viral marketing. It instructs the reader to watch videos about film marketing and viral marketing, taking notes on the different types mentioned and how viral marketing works. Finally, it notes that a successful viral marketing campaign for The Dark Knight (2008) will be discussed in another video.
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Lionsgate would be a suitable independent distributor for the film as they have experience distributing similar horror films. However, a major studio like Warner Brothers could also effectively distribute the film globally using high budget marketing strategies. The filmmaker also believes distributing the film through social media and YouTube would be ideal to gain worldwide publicity and build an audience through positive word of mouth, leading to the potential for the film to become a franchise.
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Trailers are an important marketing tool for films to generate interest and box office revenue. Trailers must convey a sense of the film's narrative, genre, and unique selling point, as well as the release date, in order to appeal to the target audience. Trailers capture viewers' imaginations to influence them to purchase tickets. They are released in advance of a film through various media channels, from cinemas to television to online, in order to build hype in the weeks or months leading up to the release. Analyzing a film's entire marketing package, including elements emphasized across different advertisements, can provide clues to the genre being promoted.
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The document provides guidance for an essay comparing historical and contemporary representations of youth in media. It includes lesson objectives, profiles of relevant theorists like Gramsci and Hebdige, and discussion questions analyzing films like "Rebel Without a Cause" and television shows like "Misfits". The document outlines an essay structure with an introduction, sections on historical representations, 2000s newspaper articles and films, contemporary film and TV, and a conclusion. It emphasizes relating representations to theory, comparing over time, and addressing how far representations have changed and their ideological implications.
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Tv drama examiners report jan 2010
This document discusses different aspects of how representations of ethnicity are constructed in a scene from the TV drama Hotel Babylon, including camera work, mise-en-scène, sound, and editing. For camera work, stronger responses analyzed how shots, angles, and camera movements positioned viewers in relation to immigration officials and immigrants. For mise-en-scène, most discussed how costumes denoted power and status along ethnic lines. Sound analysis focused on the use of foreign languages and music to represent characters. Most editing discussions centered on pace and shot types like shot reverse shot to enhance tension. Weaker responses tended to make isolated points rather than coherent analyses or lacked explicit links between techniques and representations.
1a research and planning question
The document provides guidance for answering an exam question about how a student's research and planning skills developed over time and contributed to their media production work. It instructs the student to introduce the projects they produced in AS and A2 levels, then discuss specific examples of how their research and planning skills at each level helped improve their work and what they are now able to do, such as conducting audience research or developing scripts. The student is also prompted to evaluate their overall progress in research and planning skills between AS and A2 and how these skills help them create successful media productions.
1(a) Research and Planning Essay Plan Grid
The document provides guidance on answering an exam question about how a student's research and planning skills developed over time and contributed to their media production outcomes. It suggests referring to examples from AS and A2 coursework, such as analyzing music magazines to identify conventions, completing audience research and draft layouts, and using technologies like iMovie in additional research at A2 involving scripting and storyboarding.
Question 1a Research and Planning Exemplar Essay
1. The document discusses the development of the author's research and planning skills over time from their Foundation Portfolio to their Advanced Portfolio.
2. For their Foundation Portfolio, the author conducted semiotic analysis of music videos and magazines to inform their music magazine project. They also did quantitative and qualitative research through interviews, questionnaires, and an online survey. This research helped with planning and creating a preliminary magazine using basic software.
3. For their Advanced Portfolio, the author again did primary research through interviews and questionnaires and secondary research analyzing other students' work. They storyboarded scenes and created schedules to plan their music video. A preliminary video created in basic software helped prepare for the final production.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
1a conventions
This document provides guidance for a lesson that asks students to identify examples of conventions used in their coursework, evaluate one example from AS and one from A2, and discuss how their use of conventions has progressed. Students are instructed to identify at least 3 conventions used at AS and 5 at A2. For evaluation, they must identify an example, explain it, evaluate its effectiveness, and discuss how it demonstrates skills development and progression.
Question 4 technology
The document discusses the various technologies used by the student in their coursework. They used a digital video camera and tripod to record footage for their project. They edited footage using iMovie and Adobe Premiere. Microsoft programs like Word, PowerPoint, and Publisher were used to write reports and create drafts and final products. Online programs like Prezi and Popplet helped with planning. Survey Monkey and Padlet were used to collect audience feedback. Fireworks helped edit images. A range of technologies were also used to present the evaluation.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Summary of ancillary products findings
This document summarizes the conventions used in the design of two ancillary products - a magazine cover and film poster - for a horror film or franchise.
The magazine cover uses conventions like a bold masthead, route of the eye layout, cover lines, imagery showing the main story, and colors like red, white, and black. The poster also employs conventions such as credits at the top, bold film name, blocking bill and copyright at the bottom, full-page imagery, and similar colors.
Both products effectively utilize conventions of the horror genre through elements like font, imagery involving darkness and blood, and use of red, white, and black colors. The document compares the ancillary products to real-life examples
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