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.
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.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
Year 12 media coursework g321 evaluation techniquesMediaGeorge
This document provides tips and evaluation criteria for a Year 12 Media coursework presentation. It outlines how to structure the presentation, including introducing yourself and the project, addressing the seven evaluation questions using different multimedia formats, and concluding by thanking the audience. For each question, it suggests spending 1-3 slides analyzing how the media product uses or challenges conventions, represents social groups, might be distributed, who the audience is, how it appeals to audiences, what technologies were learned, and progression from preliminary work. A variety of formats like videos, avatars, blogs, and websites are recommended for responding to the questions.
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
This document provides an overview of a dissertation examining the problems in distributing independent films. It begins with an introduction outlining the purpose and objectives of the dissertation, which are to investigate the reasons for the failure of independent films to reach intended audiences.
The literature review covers traditional distribution theories and theories specific to film distribution. It discusses concepts like distribution planning, channels, and intermediaries. It also examines the film distribution process and differences between large studio and independent distribution.
The methodology section outlines the qualitative and quantitative research methods used, including secondary research of articles and primary interviews. The findings chapter analyzes the structure of the film industry, distribution channels, distributors, exhibitors, and the future outlook.
The conclusions
AS Media studies course handbook 2015-16ALEVELFILM
This document provides an overview of the AS Media Studies course for 2015-2016, including assessment details, schedules, resources and policies. The course consists of two units - MS1 on media representations and responses, assessed via exam; and MS2 on media production processes, assessed via coursework. Key deadlines and topics are outlined week-by-week across the academic year. Resources for independent study and the completion of assessed work are also highlighted.
This document outlines the requirements for a media studies unit on media production processes. Students must complete three linked pieces of work: a pre-production outlining research and planning, a production developed from the pre-production, and a 1200-1600 word report. The pre-production and production can cover areas like magazine covers, websites, or film trailers. Students may work individually or in groups of up to four for productions. The report will discuss research, target audiences, and evaluate strengths and weaknesses of the production. The unit assesses planning, production, and evaluation skills and is internally assessed and externally moderated.
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.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
Year 12 media coursework g321 evaluation techniquesMediaGeorge
This document provides tips and evaluation criteria for a Year 12 Media coursework presentation. It outlines how to structure the presentation, including introducing yourself and the project, addressing the seven evaluation questions using different multimedia formats, and concluding by thanking the audience. For each question, it suggests spending 1-3 slides analyzing how the media product uses or challenges conventions, represents social groups, might be distributed, who the audience is, how it appeals to audiences, what technologies were learned, and progression from preliminary work. A variety of formats like videos, avatars, blogs, and websites are recommended for responding to the questions.
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
This document provides an overview of a dissertation examining the problems in distributing independent films. It begins with an introduction outlining the purpose and objectives of the dissertation, which are to investigate the reasons for the failure of independent films to reach intended audiences.
The literature review covers traditional distribution theories and theories specific to film distribution. It discusses concepts like distribution planning, channels, and intermediaries. It also examines the film distribution process and differences between large studio and independent distribution.
The methodology section outlines the qualitative and quantitative research methods used, including secondary research of articles and primary interviews. The findings chapter analyzes the structure of the film industry, distribution channels, distributors, exhibitors, and the future outlook.
The conclusions
AS Media studies course handbook 2015-16ALEVELFILM
This document provides an overview of the AS Media Studies course for 2015-2016, including assessment details, schedules, resources and policies. The course consists of two units - MS1 on media representations and responses, assessed via exam; and MS2 on media production processes, assessed via coursework. Key deadlines and topics are outlined week-by-week across the academic year. Resources for independent study and the completion of assessed work are also highlighted.
This document outlines the requirements for a media studies unit on media production processes. Students must complete three linked pieces of work: a pre-production outlining research and planning, a production developed from the pre-production, and a 1200-1600 word report. The pre-production and production can cover areas like magazine covers, websites, or film trailers. Students may work individually or in groups of up to four for productions. The report will discuss research, target audiences, and evaluate strengths and weaknesses of the production. The unit assesses planning, production, and evaluation skills and is internally assessed and externally moderated.
This document outlines the requirements and marking criteria for two sections of an exam on critical perspectives in media:
Section A requires students to describe and evaluate their skills development over two coursework productions, and select one production to evaluate in relation to a media concept. Section B requires students to answer one question from six topic areas, demonstrating understanding of contemporary issues, industries and debates within the chosen topic. Marking criteria assess explanation, use of examples, and use of terminology.
This document provides information about Close Study Products (CSPs) that must be analyzed for the A-Level Media Studies course and exam. It outlines that one television program (either Capital and Deutschland 83, Witnesses and The Missing, or No Offence and The Killing), one print magazine, one online/social media product, and one video game must be studied in depth in relation to media language, representations, industries, and audiences. It then provides details about the television series Capital, identifying it as a CSP that requires analysis across all four theoretical frameworks and exploration of its social and political contexts.
The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b).
For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas.
For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.
The document outlines the structure and requirements for a 2 hour examination on critical perspectives in media. It is divided into two sections:
Section A requires candidates to describe their skills development over two portfolios and evaluate one production in relation to a theoretical concept.
Section B focuses on the contemporary issue of media in the online age, requiring candidates to demonstrate understanding via case studies and debates, combining knowledge of at least two media forms.
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.
This document outlines the marking criteria for an assignment involving creating a film opening. It is divided into three sections: research and planning, construction, and evaluation. For research and planning, marks are awarded based on the depth of research, organization, and presentation. Construction marks are based on technical skills like shot composition, editing, and sound use. The evaluation requires students to analyze audience, representation, media forms, and what they learned through completing the preliminary task and full project.
This document outlines the tasks and assessments for two units - Unit 25: Television and Video Studies and Unit 26: Film Studies - of the BTEC Level Three Diploma in Creative Media Production course. It provides introductions and learning outcomes for each unit before detailing five tasks related to applying analytical approaches, exploring production contexts, relationships between producers/audiences, and the structure of the television industry. Assessment criteria are also described for grading task responses from Pass to Distinction.
The document provides guidance for a student's non-exam assessment assignment to create the front page, contents page, and double-page spread for a new gaming magazine. It includes details on initial research, developing a target reader profile, conducting a questionnaire, creating a media pack, and textual analysis of similar magazines. Research techniques like primary and secondary research, as well as audience, market, and production research are also discussed to inform the student's work.
This document outlines the structure and requirements for a 2-hour media examination. It is divided into two sections:
Section A requires candidates to answer two compulsory questions evaluating their skills development and one of their productions in relation to theoretical concepts.
Section B focuses on the contemporary issue of media in the online age. Candidates must demonstrate understanding of this topic through case studies and debates, combining knowledge of at least two media forms.
This document provides guidance for a media studies exam assessing students' knowledge of contemporary media issues and ability to evaluate their own practical work theoretically.
The exam is divided into two sections - the first requires students to describe and evaluate their skills development and analyze one of their productions using a media concept. The second asks students to answer one question from a choice of topics related to a contemporary issue such as how online media has developed.
The document provides details on what students need to cover for each section, including lists of production practices and media concepts for Section 1, and prompts for each topic area in Section 2. Centers are advised to guide students in ongoing reflective evaluation of their work and ensure topics are studied with historical, contemporary,
This document provides an overview of key concepts for the Creative Digital Media exam, including understanding different media sectors and platforms, how audiences engage with digital media, and different types of audience research. It covers pre-production, production and post-production tasks, passive and active audiences, and techniques for analyzing meaning and narrative in media like mise-en-scene, lighting, color, sound, and story structure. Front cover analysis of a magazine is used as an example to demonstrate these concepts.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
The document outlines past exam questions and focus areas for a media studies course over multiple years. It provides examples of question topics for section A, which often involve describing the development of skills like using digital technology, research, and applying conventions from real media. Section B questions typically involve analyzing a coursework production in relation to concepts like genre, narrative, representation, audience, and media language. The document also provides definitions and advice for preparing answers addressing the common skills and concepts.
This document outlines the course requirements and units for a BTEC Level Three Diploma in Creative Media Production. It includes introductions and learning outcomes for four units: Unit 4 on creative media production management, Unit 5 on working to a brief in the creative media industries, Unit 24 on writing for television and video, and Unit 31 on social action and community media production. The document provides guidance to students on their responsibilities, contacting their teacher, and assessment criteria for the different units.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
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.
Unit 57 photography_and_photographic_practiceJo Lowes
This document provides an overview of the Edexcel BTEC Level 3 Nationals specification for the unit "Photography and Photographic Practice". The unit aims to develop learners' knowledge and practical skills in photography through investigating different areas of photography and producing their own practical examples. Learners will explore both digital and traditional photographic techniques and equipment, and develop an understanding of different applications of photography as well as planning, producing, and reflecting on photographic work for a specified purpose. The unit content and assessment criteria are also outlined.
This document provides guidance and definitions for factual programming. It discusses key concepts like accuracy, balance, impartiality, objectivity, subjectivity, opinion, bias, representation, privacy, and OFCOM rules and regulations. Examples are given of documentaries that demonstrate these concepts well, such as maintaining accuracy in interviews, showing both sides of an issue for balance, and protecting subjects' privacy. The document also notes challenges like avoiding one's own biases and obtaining interviews from people who may be camera shy.
This document discusses factual television programming such as documentaries and news. It outlines different types of documentaries, including observational and participatory modes. It also covers conventions used in documentaries and news programs, such as voiceovers, camera work, and graphics. The document addresses issues that can arise with factual programs like bias, accuracy, and representations. It provides examples of when programs were accused of manipulating footage or duping participants. The conclusion discusses an assignment involving creating a Prezi presentation analyzing issues, codes, and examples from factual programming.
This document discusses factual media production. It begins by defining factual media as products that report true information, as opposed to fictional media. It then examines some common types of factual media like documentaries, news broadcasts, newspapers and magazines. The document outlines some key conventions used in factual media, such as formal language, quoting sources verbatim and citing facts. It also compares the structures of radio news programs and documentary TV programs. Finally, it provides guidance on developing a factual media idea, conducting research, creating a proposal, pre-production planning and the production and post-production processes.
The document discusses the format and structure of a research report. It begins by outlining the main sections, which are the preliminary section, body of the report, and reference section. The preliminary section includes things like the title page, preface/acknowledgements, table of contents, and lists of tables/figures. The body of the report includes the introduction, design of the study, analysis and interpretation of data, and summary and conclusions. The reference section includes the bibliography and appendix. General rules for typing the report are also provided, such as margins, spacing, and abbreviations.
The document provides guidance on preparing and presenting a research report. It discusses that a research report communicates the purpose, scope, objectives, methodology, findings, limitations and recommendations of a research project. It should convince the client that the findings can benefit them. The document outlines the typical sections of a research report including the executive summary, introduction, methodology, results, conclusions and recommendations. It emphasizes that a report must be well-organized, easy to follow and written objectively to accurately present the research.
This document outlines the requirements and marking criteria for two sections of an exam on critical perspectives in media:
Section A requires students to describe and evaluate their skills development over two coursework productions, and select one production to evaluate in relation to a media concept. Section B requires students to answer one question from six topic areas, demonstrating understanding of contemporary issues, industries and debates within the chosen topic. Marking criteria assess explanation, use of examples, and use of terminology.
This document provides information about Close Study Products (CSPs) that must be analyzed for the A-Level Media Studies course and exam. It outlines that one television program (either Capital and Deutschland 83, Witnesses and The Missing, or No Offence and The Killing), one print magazine, one online/social media product, and one video game must be studied in depth in relation to media language, representations, industries, and audiences. It then provides details about the television series Capital, identifying it as a CSP that requires analysis across all four theoretical frameworks and exploration of its social and political contexts.
The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b).
For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas.
For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.
The document outlines the structure and requirements for a 2 hour examination on critical perspectives in media. It is divided into two sections:
Section A requires candidates to describe their skills development over two portfolios and evaluate one production in relation to a theoretical concept.
Section B focuses on the contemporary issue of media in the online age, requiring candidates to demonstrate understanding via case studies and debates, combining knowledge of at least two media forms.
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.
This document outlines the marking criteria for an assignment involving creating a film opening. It is divided into three sections: research and planning, construction, and evaluation. For research and planning, marks are awarded based on the depth of research, organization, and presentation. Construction marks are based on technical skills like shot composition, editing, and sound use. The evaluation requires students to analyze audience, representation, media forms, and what they learned through completing the preliminary task and full project.
This document outlines the tasks and assessments for two units - Unit 25: Television and Video Studies and Unit 26: Film Studies - of the BTEC Level Three Diploma in Creative Media Production course. It provides introductions and learning outcomes for each unit before detailing five tasks related to applying analytical approaches, exploring production contexts, relationships between producers/audiences, and the structure of the television industry. Assessment criteria are also described for grading task responses from Pass to Distinction.
The document provides guidance for a student's non-exam assessment assignment to create the front page, contents page, and double-page spread for a new gaming magazine. It includes details on initial research, developing a target reader profile, conducting a questionnaire, creating a media pack, and textual analysis of similar magazines. Research techniques like primary and secondary research, as well as audience, market, and production research are also discussed to inform the student's work.
This document outlines the structure and requirements for a 2-hour media examination. It is divided into two sections:
Section A requires candidates to answer two compulsory questions evaluating their skills development and one of their productions in relation to theoretical concepts.
Section B focuses on the contemporary issue of media in the online age. Candidates must demonstrate understanding of this topic through case studies and debates, combining knowledge of at least two media forms.
This document provides guidance for a media studies exam assessing students' knowledge of contemporary media issues and ability to evaluate their own practical work theoretically.
The exam is divided into two sections - the first requires students to describe and evaluate their skills development and analyze one of their productions using a media concept. The second asks students to answer one question from a choice of topics related to a contemporary issue such as how online media has developed.
The document provides details on what students need to cover for each section, including lists of production practices and media concepts for Section 1, and prompts for each topic area in Section 2. Centers are advised to guide students in ongoing reflective evaluation of their work and ensure topics are studied with historical, contemporary,
This document provides an overview of key concepts for the Creative Digital Media exam, including understanding different media sectors and platforms, how audiences engage with digital media, and different types of audience research. It covers pre-production, production and post-production tasks, passive and active audiences, and techniques for analyzing meaning and narrative in media like mise-en-scene, lighting, color, sound, and story structure. Front cover analysis of a magazine is used as an example to demonstrate these concepts.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
The document outlines past exam questions and focus areas for a media studies course over multiple years. It provides examples of question topics for section A, which often involve describing the development of skills like using digital technology, research, and applying conventions from real media. Section B questions typically involve analyzing a coursework production in relation to concepts like genre, narrative, representation, audience, and media language. The document also provides definitions and advice for preparing answers addressing the common skills and concepts.
This document outlines the course requirements and units for a BTEC Level Three Diploma in Creative Media Production. It includes introductions and learning outcomes for four units: Unit 4 on creative media production management, Unit 5 on working to a brief in the creative media industries, Unit 24 on writing for television and video, and Unit 31 on social action and community media production. The document provides guidance to students on their responsibilities, contacting their teacher, and assessment criteria for the different units.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
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.
Unit 57 photography_and_photographic_practiceJo Lowes
This document provides an overview of the Edexcel BTEC Level 3 Nationals specification for the unit "Photography and Photographic Practice". The unit aims to develop learners' knowledge and practical skills in photography through investigating different areas of photography and producing their own practical examples. Learners will explore both digital and traditional photographic techniques and equipment, and develop an understanding of different applications of photography as well as planning, producing, and reflecting on photographic work for a specified purpose. The unit content and assessment criteria are also outlined.
This document provides guidance and definitions for factual programming. It discusses key concepts like accuracy, balance, impartiality, objectivity, subjectivity, opinion, bias, representation, privacy, and OFCOM rules and regulations. Examples are given of documentaries that demonstrate these concepts well, such as maintaining accuracy in interviews, showing both sides of an issue for balance, and protecting subjects' privacy. The document also notes challenges like avoiding one's own biases and obtaining interviews from people who may be camera shy.
This document discusses factual television programming such as documentaries and news. It outlines different types of documentaries, including observational and participatory modes. It also covers conventions used in documentaries and news programs, such as voiceovers, camera work, and graphics. The document addresses issues that can arise with factual programs like bias, accuracy, and representations. It provides examples of when programs were accused of manipulating footage or duping participants. The conclusion discusses an assignment involving creating a Prezi presentation analyzing issues, codes, and examples from factual programming.
This document discusses factual media production. It begins by defining factual media as products that report true information, as opposed to fictional media. It then examines some common types of factual media like documentaries, news broadcasts, newspapers and magazines. The document outlines some key conventions used in factual media, such as formal language, quoting sources verbatim and citing facts. It also compares the structures of radio news programs and documentary TV programs. Finally, it provides guidance on developing a factual media idea, conducting research, creating a proposal, pre-production planning and the production and post-production processes.
The document discusses the format and structure of a research report. It begins by outlining the main sections, which are the preliminary section, body of the report, and reference section. The preliminary section includes things like the title page, preface/acknowledgements, table of contents, and lists of tables/figures. The body of the report includes the introduction, design of the study, analysis and interpretation of data, and summary and conclusions. The reference section includes the bibliography and appendix. General rules for typing the report are also provided, such as margins, spacing, and abbreviations.
The document provides guidance on preparing and presenting a research report. It discusses that a research report communicates the purpose, scope, objectives, methodology, findings, limitations and recommendations of a research project. It should convince the client that the findings can benefit them. The document outlines the typical sections of a research report including the executive summary, introduction, methodology, results, conclusions and recommendations. It emphasizes that a report must be well-organized, easy to follow and written objectively to accurately present the research.
This document provides an overview of key concepts in research methodology, including:
1. It defines research as an organized and systematic process of finding answers to questions through a defined set of steps and procedures.
2. It discusses different types of research including quantitative, qualitative, basic, applied, longitudinal, descriptive, classification, comparative, exploratory, explanatory, causal, theory testing, and theory building research.
3. It also discusses alternatives to research-based knowledge such as relying on authority, tradition, common sense, media, and personal experience.
This unit aims to develop learners' understanding of how films are created for specific audiences and how they make meaning through exploration of industry practices and theoretical approaches. Learners will develop an understanding of analytical approaches to film and apply them to specific films. They will also explore how films are influenced by their production context as well as the complex relationships between producers, audiences, and films. The unit provides opportunities for practical audience research and helps contextualize production work done in other units.
This document provides guidance and activities for teaching a unit on the film industry as part of a media studies course. It begins with an introduction to the unit's learning objectives and key concepts. Section 1 guides students through introductory activities to experience different stages of film production and distribution. These activities have students plan, film, and market a short parody film called a "swede." Section 2 will explore real film industry examples as case studies. Section 3 will involve constructing arguments using the case studies and unit concepts. The activities aim to help students understand and apply terminology as well as analyze institutional and audience relationships in the film industry.
This document provides information on a unit related to pre-production techniques for creative media industries. The unit aims to develop learner's understanding and skills in planning for production and post-production by covering requirements like resources, health and safety issues, and organizing deployment. Successful pre-production requires research and planning to ensure all elements are in place for production.
This document provides guidance for studying the film industry section of a media studies exam. It discusses key topics students should be prepared to write about, including film production, distribution, and audience consumption as related to contemporary media institutions. The nature of technological convergence and its impact on the film industry is emphasized. Students are advised to choose a specific studio or production company to use as a case study and consider how its films are produced, distributed, exhibited, and consumed by audiences. The impact of digital technologies and changing formats are areas of focus. Sample exam questions are provided that may ask students to discuss issues around targeting audiences or responding to changes in the media industry.
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
This document provides information on a unit related to film and video editing techniques. It discusses the aims of developing learners' skills in and understanding of post-production processes through exploring professional editing practice and developing their own technical and creative abilities. Key topics covered include understanding the development and principles of editing, preparing moving image material for editing, and applying editing techniques to moving image material. Learning outcomes and assessment criteria are also outlined.
This document provides information on a unit related to pre-production techniques for creative media industries. The unit aims to develop learners' understanding and skills in planning media productions, including locating resources, organizing deployment of resources, and health and safety issues. Key aspects of pre-production covered include research, planning, budgets, scheduling, risk assessments and legal requirements. Learners will learn how to identify production requirements and plan to fulfill these within time and budget constraints.
The document provides the marking scheme for the GCE Media Studies exam from Summer 2012. It includes four levels for assessing answers with descriptions of what students need to demonstrate at each level for different assessment objectives. For example, at Level 3 students are expected to have a sound understanding of media concepts and apply appropriate terminology in their analysis. The marking scheme also provides potential points students could discuss for each question to help examiners apply the levels consistently.
Unit 3 research_techniques_for_the_creative_media_industriesnigelcollege
This unit focuses on research techniques for the creative media industries. The unit aims to develop learner's understanding and skills in research relevant to creative media production. Learners will present their findings both orally and in writing, and will learn how to cite and reference sources. Research is fundamental to all aspects of creative media and is used to determine viability, gather content information, and assist with planning. Learners will apply both primary and secondary research methods and techniques to conduct audience, market, and production research. They will then present the results of their research in written reports, oral presentations, and with illustrations.
This document outlines the assessment objectives and structure for a 2-hour exam in Critical Perspectives in Media. The exam consists of two sections. Section A involves a theoretical evaluation of a student's own media production work and accounts for 50 marks. Section B covers contemporary media issues and also accounts for 50 marks. Students will choose one question from a selection related to "Media in the Online Age" that involves discussing the historical, contemporary, and future aspects of specified online media forms or issues. The document provides examples and definitions to help students prepare for the different question types and topics that may appear. It stresses the importance of using correct terminology, applying concepts from the course, and drawing from up-to-date examples and evidence in exam
Unit 7 understanding_the_creative_media_sectornigelcollege
This unit aims to give learners an understanding of the creative media sector, including its industries and ownership structures, legal and regulatory issues, and employment opportunities. Learners will develop knowledge of the diverse media organizations that operate locally, nationally, and globally. They will also gain essential understanding of the various job roles in the sector and how to develop skills for employment through training and experience. The unit enables learners to understand their professional roles and responsibilities within legal and ethical constraints.
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
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.
2. Warp Films is an independent production company that produces low-budget films through its Warp X initiative. It is funded through various sources including FilmFour and collaborates with distributors like Madman Entertainment. While independent, it benefits from synergies with its sister companies Warp Records and Bleep.
3. Working Title Productions retains creative control over its films despite being owned by NBCUniversal. This ownership provides stability
This document provides instructions and assessment criteria for an A2 coursework assignment on planning and creating a promotional package for an unsigned British band. It includes:
- An overview of the assignment which involves creating a music video, album cover, and magazine advertisement to promote a band.
- Details on the written research and planning components, including researching music videos, album covers, advertisements, audiences and aspects of the music industry.
- Criteria for the practical constructions of the music video, album cover, and advertisement. Emphasis is placed on creative use of conventions, visual links between pieces, and appeal to the target audience.
- Guidelines for setting up blogs to document the planning, research, and evaluations
This document provides information about Section A and Section B of the AS G322 exam on key media concepts related to TV drama.
Section A involves analyzing an unseen TV drama extract through discussion of its technical elements like camerawork, editing, sound and mise-en-scene and how they create representations of characters. Section B involves answering a question about a chosen media industry by discussing its production, distribution, marketing and audience reception using case studies. The exam is 2 hours including 30 minutes to view and note take on the extract.
Cheetham elfie level 3 unit 01 - student record sheetelfiecheetham
The document is an assessment record for a student named Elfie Cheetham. It summarizes 5 tasks completed as part of a Media studies course focusing on analyzing media products and audiences. For each task, the document provides the assessment criteria, teacher feedback, and grades for elements assessed at Pass, Merit, and Distinction level. The tasks included a case study of Disney Studios, an analysis of the film Star Wars: The Force Awakens, audience research about the film's target demographic, an investigation of the film's production and distribution process, and a report on legal and ethical considerations in its creation. The student received a overall grade of Pass for the assessment.
This document outlines the specification for WJEC's GCSE Media Studies qualification. It provides an overview of the subject content, assessment, and key information. The specification is based on a theoretical framework covering media language, representation, industries, and audiences. Learners will study a range of media forms and contexts through three components: exploring media; understanding forms and products; and creating a media product.
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
The document discusses procedures for cleaning cameras, noting that the manufacturer's manual displays which cleaning products can be used on different camera parts. While the author has never cleaned a camera before, they have received instructions on the cleaning process. The document also mentions the cleaning equipment used but does not provide details.
The document describes storing camera equipment safely and securely by using metal cases with separate compartments for chargers, batteries, accessories and the camera itself. Photos are attached showing the storage containers and where each item is kept.
This document discusses the organization and storage of video and audio files during the editing process. It explains that files can be stored in different locations depending on their resolution and format. Folders are used to organize the different file types and ensure they meet technical standards. High and low resolution files can be kept separately, as can good and bad clips. The system also includes redundancy through RAID storage to prevent loss of files from hardware failures.
Soundtrack production for the moving imageJohnRobson15
This document provides specifications for a unit on soundtrack production for moving images. The unit aims to develop skills in acquiring original sound, using existing audio resources, and operating post-production software to produce soundtracks. Key areas covered include understanding relationships between sound and pictures, recording audio in studio and on location, planning a soundtrack, and applying audio editing techniques to produce a finished soundtrack. The unit content details concepts and techniques in areas such as environments, equipment, microphones, synchronization, intellectual property, and mixing sound sources.
Apps provide opportunities to exploit converging technologies through advertisements shown within apps. Using location data, advertisers can learn about consumer trends. The document describes testing an opportunity involving making a short drumming video using a smartphone instead of a dedicated video camera. This demonstrates convergence by using a smartphone's portability to perform a task normally requiring separate equipment.
This document discusses contributing to good working relationships. It emphasizes the importance of setting benchmarks and timelines for projects, communicating decisions clearly, resolving conflicts, and liaising with colleagues. Clarifying roles and responsibilities, holding discussions to address issues, and ensuring everyone understands each other promotes effective teamwork and productive working relationships.
This document discusses maintaining good working relationships. It emphasizes balancing tasks and people's needs when assigning work. It also stresses the importance of sharing information with colleagues through clear communication and record keeping. When requesting changes to improve productivity, it advises bringing up issues supportively rather than confrontationally. Explaining decisions should focus on positives as well as negatives and avoid technical terms. Resolving conflicts requires getting information from all sides without bias and keeping things confidential. Open communication between colleagues helps ensure awareness of tasks and progress for better productivity.
Unit 5 - Contribute to good working relationships
The document discusses identifying key roles and tasks in a production process. For a talk show/podcast called "The John and Joe Show", the roles were identified as the author sorting out guests and questions, while the colleague set up the studio layout and liaised with staff. They created a PowerPoint specifying roles and equipment. They devised their working arrangements by discussing roles each were best suited for and agreeing terms in a professional manner to promote a good working relationship.
Audiences now expect 24/7 access to media content on portable devices like smartphones and tablets. They purchase digital content through app stores on these devices using the internet. Gmail is an example of how a multi-platform approach across devices and online helped generate revenue. Gmail grew by making its email service seem exclusive through invitation-only access, making customers feel part of something new and popular.
Converging technology refers to different media organizations collaborating together, such as a music label working with a film company to produce a music video. Within the music industry, converging technologies like YouTube, Spotify, and SoundCloud give smaller artists a platform to gain recognition more easily. However, this exposure of new rising artists through free streaming can negatively impact larger music labels by taking away some of their spotlight, despite their greater promotional spending. But musicians can still earn money from plays on these free platforms through royalty collection organizations like PRS.
Digital technology has converged the creative media sector by allowing music, video, and gaming content to be accessed through various devices like mobile phones, game consoles, and smart TVs using apps. This convergence has created relationships between previously separate industries. Additionally, the easy accessibility of open source data through digital means raised intellectual property issues, leading to the creation of licenses like Creative Commons to protect creators' work while allowing some uses with attribution.
The Pluto Factor Presentation - first draftJohnRobson15
The document outlines plans for a talent show called "Pluto Has Talent" to be held in The Pluto Room to promote Red Dreams. It will have 12-24 contestants, and the winner will receive a half-price package from Red Dreams. Three judges and two hosts will oversee the event. Marketing will include posters, leaflets, and social media. Costs and profits are estimated to result in over £130 profit from ticket and refreshment sales. Roles and responsibilities are assigned for setup and the event. Health and safety plans include covered wires and designated first-aiders.
There are three types of employment in the creative media sector: employed, self-employed, and voluntary work. Employed workers have contracts that set terms like hours and are guaranteed an income with benefits. Self-employed workers are freelance and must pay their own taxes and costs but can potentially earn more. Voluntary work provides experience without taxes. The types of employers include private individuals, corporations, and film/TV companies, with jobs in photography, corporate work, editing, and film/TV production.
This document provides information on a unit related to digital graphics for print from the Edexcel BTEC Level 3 Certificate in Creative and Digital Media. The unit aims to give learners knowledge and skills in producing, processing, controlling and manipulating digital graphics for print, interactive and moving image media. Key learning outcomes include understanding graphic file formats and applications, using appropriate image design software, producing digital graphics in response to a brief, and reflecting on one's own digital graphics work. Assessment criteria and content are also outlined.
This document outlines the learning outcomes and assessment criteria for a unit on undertaking photographic assignments as part of a Level 3 Diploma in Creative and Digital Media. The unit aims to enable learners to take images under various circumstances, using different camera types and formats, both indoors and outdoors. Learners will prepare for assignments by identifying requirements, selecting equipment, and ensuring necessary permissions are acquired. They will then take, store, and support images, before dismantling equipment safely. Learners will also evaluate their performance, identify relevant legislation and ethics, and comply with health and safety requirements.
This document outlines the learning outcomes and assessment criteria for a unit on planning and organizing photographic assignments. The unit aims to enable learners to prepare for assignments by covering administrative activities like setting up locations, hiring equipment, and addressing legal and ethical issues. Learners must demonstrate arranging activities in priority order, identifying equipment and location needs and constraints, obtaining permissions, and maintaining professionalism and records. They must also understand relevant legislation, ethics, health and safety requirements.
This document outlines a unit on capturing pictures and sound for non-linear editing. It discusses key issues like equipment functions, reasons for capture, log formats, copyright, and quality considerations. The unit aims to enable learners to capture various source materials in preparation for editing. Learners will understand how to prepare sources, operate equipment, capture materials accurately, store them properly, and liaise with relevant parties about any issues. The learning outcomes and assessment criteria specify the skills and knowledge required to pass the unit.
This document outlines the learning outcomes and assessment criteria for a unit on preparing camera equipment for shoots. The unit aims to teach learners how to identify, handle, store, transport, and set up camera equipment. It covers understanding equipment characteristics, testing and handling techniques, storage, cleaning and maintenance procedures. Learners will learn how to liaise with parties to confirm equipment requirements for shoots, select, prepare, organize and manage equipment, interpret call sheets, test and transport equipment to locations, and understand health and safety procedures.
This document outlines a unit on health and safety awareness in the creative media sector. The unit aims to prepare learners to comply with relevant health and safety procedures and regulations. It lists two learning outcomes: 1) understand key health and safety regulations and safe working practices for a creative media job role, and 2) be able to comply with relevant health and safety procedures such as conducting risk assessments and reporting hazards. Learners must meet the listed assessment criteria to pass the unit.
This document outlines the learning outcomes and assessment criteria for Unit 8: Creative Media Industry Awareness. The unit aims to develop understanding of how the Creative Media sector is structured, the role of a specific team, and individual roles and responsibilities within a Creative Media life cycle. It describes 4 learning outcomes: 1) knowing how the Creative Media sector is structured, 2) understanding a specific Creative Media project life cycle, 3) understanding the role of a specific team within an organization, and 4) understanding individual team roles and responsibilities within a specific project life cycle. Each learning outcome has 2-4 associated assessment criteria for evaluating student learning.