The document provides instructions and guidance for students completing an Advanced Portfolio coursework assignment involving researching, planning, shooting, and editing the opening titles and sequence of a new fiction film. Key details include: - The assignment counts for 50% of the AS grade and 25% of the total A Level mark. - Students must complete preliminary tasks like storyboarding and a short continuity editing exercise. - The main task involves producing original opening titles and footage up to 2 minutes for a new thriller film genre, with individual research, planning, shooting, and editing. - Detailed guidelines are provided on all stages of the process from research and planning deadlines, to shooting protocols, to editing requirements.

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AS Coursework G321AS Coursework G321AS Coursework G321
Advanced PortfolioAdvanced PortfolioAdvanced Portfolio
Weighting: 50% of AS grade; 25% of total A Level mark.Weighting: 50% of AS grade; 25% of total A Level mark.Weighting: 50% of AS grade; 25% of total A Level mark.
September 2014September 2014September 2014———February 2015February 2015February 2015
Research
Research and planning in electronic for-
mat e.g. blogs
 Research into the way audiences
consume film.
 Research into aspects of their
chosen genre.
20 Marks - individually assessed
Practical Component (Constructions):
 Short continuity editing task
demonstrating match on action,
shot/reverse shot and 180 degree
angle.
 Maximum of 2 minutes edited
film footage, including sound and
titles.
60 Marks - group assessment (if work-
ing in group)
Written Component:
EVALUATION
 A response in electronic format.
Students to respond to 7 compul-
sory questions about research,
planning and evaluating their
opening to a new film..
20 Marks - individually assessed
BRIEF:
To produce the titles and opening of a new fiction film, to
last a maximum of two minutes.
And a preliminary exercise; continuity task involving film-
ing and editing a character opening a door, crossing a room
and sitting down in a chair opposite another character,
with whom he/she should exchange a few lines of dia-
logue. Task should demonstrate match on action, shot/
reverse shot and the 180 degree rule.
IMPORTANT
Material
•THE OPENING SEQUENCE OF A NEW THRILLER FILM INCLUDING TITLES AND SOUND TO A MAXIMUM
OF TWO MINUTES.
All video and audio material must be original, produced by the candidate(s), with the exception of music or au-
dio effects from a copyright-free source.
Teams
The film opening may be planned, shot & edited in groups of no more than 4. Students may choose to
work on their own. If need be I will agree groups.
Note: Blogs, analysis and research are an individual effort.

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KEY MEDIA CONCEPTS
Five Key Media Concepts
1. Media Forms and Conventions
In moving image references all visual and aural elements within a mise en scène. This concept focuses on
how media texts are composed, structured and organised according to a variety of narrative forms and
conventions; that genre is a dynamic form identified by visual and aural signifiers which in the opening of
a film include elements of mise en scène, editing, camera shots, generic characters, narrative, inter-
textuality;
Reading media texts allows for personal and critical/academic interpretations. This refers to student
research into real media productions and audience response to their own productions.
For higher marks, references in film productions, and in planning and research, should reflect understand-
ing the purpose and effect of the following theories:
 Theory of Narrative
 Utilising or challenging generic forms and conventions
 The Enigma Code, Todorov, Propp, Barthe, Strauss, Field
**Failure to academically and or creatively engage with media forms and conventions will have a
negative effect on grades.
2. Media Representations
Of gender, cultural groups, place, ideologies (values & beliefs) and to include realistic, accurate and
truthful representations using critical and analytical tools in the deconstruction/analysis of all media texts
(including researched texts and own media texts).
Students should be able to identify and discuss negative messages communicated by crude stereotyping
(gender, race, culture, age, disability) in real media productions and in their own productions.

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3. Media Audiences
All media texts have intended audiences; students should explore the diverse constituency of
audiences; how audiences interpret media texts according to their own contexts, and the plurality of
those responses; how audiences’ expectations and use for media texts can vary; how audiences
consume texts.
4. Media Institutions
The structure and influence of media institutions; in this case the influence on marketing, and outlet
(television, ipods, CD players, internet, games consoles, magazines, retail). For higher marks students
should understand and explain how media institutions are agents of political and cultural influences.
5. Technology
The role new technologies play in the planning, construction, post production, marketing,
audience consumption, and audience feedback.
Reminder: Vladimir Propps Narrative Model;
1. The Villain.
2. The Hero (Usually seeking something).
3. The Donor (Provides an object with magic property).
4. The Helper (Aids Hero).
5. The Princess (Reward for Hero and object of Villain scheme—although Princesses
can be male).
6. Her Father (who rewards Hero).
7. The Dispatcher (Sends the Hero on his way).
8. The False Hero.
Reminder: Tordorov’s Equilibrium;
1. A state of equilibrium (all is well).
2. A disruption of that order by an event.
3. A recognition that disorder has occurred.
4. An attempt to repair the damage or disorder.
5. A return or restoration of new equilibrium.
KEY MEDIA CONCEPTS

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BLOG INSTRUCTIONS AND ASSESSMENT
How to set out your blog for G321
Labels as follows:
 Preliminary Task
 Planning for Preliminary Task—including story-
boards
 Analysis of three to five film openings
 Research into Genre
 Research into the film industry
 Research into potential audience
 Planning film opening—including storyboards.
 Photo evidence of filming
 Planning digipak
 Evaluation
** make sure that you have a G321 label so that you can
separate out your exam work. You may even prefer to
start a new blog for that aspect.
Assessment:
 All elements of research and planning are marked
individually and based on blog entries, and tutor
observations of student commitment during the
planning, shooting and editing process.
 Tutors must explicitly explain to OCR external ex-
aminers how marks are awarded for all elements
of course work. All written work must be in stu-
dent’s own words. Any quotes from other sources
must be highlighted and referenced. Information
from websites is for student research and does
not contribute to marks.
 The video production (shoot and edit) is given a
group mark but this mark is based on strength of
how individual students have contributed to the
shoot and edit. Marks are deducted from individu-
al students who have been consistently absent,
unreliable, uncooperative (within the group) dur-
ing the construction process. If students have any
group problems they must voice their concerns to
me, confidentiality is taken into account should
the circumstances be awkward!
Planning Your Film Opening:
 Keep to deadlines, if there are problems inform me immediately. Persistent problems with meeting deadlines
can result in students being asked to leave the course. Parents and the Sixth Form Management Team are in-
formed if students do not keep up with their work.
 Marks are deducted pro rata if students let down in their group during the planning, shooting and editing pro-
cess. Marks are awarded for quality and individual commitment to the project.
 Research and planning is individually marked. ALL students must post all elements of planning onto their
blogs.
 DO NOT GIVE COMPLETED STORYBOARDS TO OTHER STUDENTS IN YOUR GROUP these are an individu-
al responsibility.
 Avoid chopping and changing ideas.
 Keep ideas simple, plausible and possible.
 Avoid over ambitious /far fetched over complicated plots and reliance on dialogue. Particularly avoid plots
which represent characters and action which are unfamiliar to you.
Remember you are shooting the OPENING to a fiction film thus you will want to
hook the audience, you are NOT shooting a whole story nor are you shooting a

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THE SOUNDTRACK AND EDITING
The soundtrack is a vital component of mise-en-scene;
 It sets the atmosphere and may connote aspects of a particular character and place. Once the narrative is
storyboarded and all elements of mise-en-scene are planned (characters, locations and costumes) begin
research appropriate music for soundtrack. Students may do the following:
 Use existing music, however, it is an OCR requirement that any soundtrack must be copyright free. It must
therefore be over 50 years old, released under a Creative Commons licence or written by yourself. So re-
search is a timely business. Useful websites include mobygratis.com, ccmixter.org and freesound.org (for
sound effects). All require free accounts. For more complete songs, try http//:audio.e2bn.net or
www.freeplaymusic.com. Students can also use jazz, classical music or any popular music written before
1959-1960.
 Students may compose their own soundtrack.
 Use music from unsigned artists (email artists and ask permission first though).
EDITING:
 This is where the art of film or video is evident and takes most time.
 Synchronisation of sound and movement
 Editing that is generic, jump cuts are associated with the medium though cross fades or fades to black are
important, but the type of editing utilised must be appropriate to genre!

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PLANNING—THE OPENING TO A NEW FICTION FILM
DEADLINE: January 2015
 Please note that understanding aspects of your chosen genre, and individual research into films should be reflected in
all aspects of planning. Each student’s blog should include the following
 Brain storming details of initial-to-final ideas.
 A brief synopsis of the plot. No more than 100 words.
 Story boards that are readable and contain image, colour, camera positions/shot types, any dialogue and soundtrack.
 Planning edit: For higher marks students should include details of transitions from one shot to the other so that ed-
iting is planned. For example jump cut to…, or fade to black…, or cross dissolve etc.
 Locations: Annotated photographs/sketches of locations are important. Decisions need to be justified and relate to
genre conventions, if students challenge the thriller generic blue print then they need to explain this.
 Costumes, props and objects: All ideas should be annotated.
 Characters: Brief background details of the nature of the characters are important. Characters can have names that
may give a clue to their personalities or their fate.
 Casting of characters – brief explanations of casting decisions. Some student hold auditions for roles and include pics
or notes related to auditions. Avoid casting 6th
formers who are meant to be hardened gangsters otherwise the film
will be unconvincing. Casting should be discussed with course tutor. You cannot take anyone out of lessons.
 Soundtrack: Ideas for soundtrack which must be evaluated. Explain purpose of final choice and likely influence on
atmosphere within mise-en-scene. Students can upload ideas for soundtrack onto their blogs.
 Equipment list: Digital camera (students must include name of camera), tripod, lights, microphones, filters for cam-
era etc. Details of any special effects.
 Shooting schedule: Organisation of time (dates when going to shoot), to include locations and names of actors re-
quired.
 Evidence of the individual contribution to the planning and individual responsibilities during the shoot and edit.
 Analysis of three to five openings of films in the same genre.
Inter textual references: Student’s ideas need to be explained: 1) Reasons for choice of ideas. 2) Source of ideas with
explicit or implicit references to thrillers you have researched. This could be through location, costume, character,
action, shot type, soundtrack. This is HIGHLY IMPORTANT

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CONSTRUCTION—THE SHOOT
DEADLINE: No later than February Half Term
Equipment
 Lending Policy (cameras) To borrow a school camera or other school equipment students MUST BOOK AT LEAST ONE
DAY IN ADVANCE.
 Responsibility with borrowed equipment: Students must check the camera in with Miss Cowles every two days if you
need it for a longer period than this. Students who flout these rules will be denied access to school equipment on fu-
ture occasions. Students will be charged for any equipment which is damaged or lost.
 Students must inform course work tutor prior to going out on location to shoot their films.
 Equipment available includes: camcorders, stills cameras, tripods, a green screen and various microphones.
 If you return equipment late you will lose ONE mark per day per person from your final coursework grade.
 Using time effectively: Students will be given media lesson time to shoot and edit their films. During the shoot and edit
students can only use the practical lessons for construction. No other media or other subject lessons are allowed for
the shoot and edit. Students will also be expected to use free periods and after school.
Guidelines for shooting film.
 Shooting the action: Students are strongly advised to;
 Take multiple shots of the same action so the most effective shots can be selected for the final cut.
 Hold shots steady where appropriate
 Frame shots carefully including and excluding elements as appropriate.
 Shoot material that is appropriate to an opening to a film in the genre you have selected.
 Use a variety of shot distances appropriately.
 Carefully select mise-en-scene thinking about colour, figure, lighting, objects and setting.
 Camera angles: Students are advised to use an appropriate variety of camera angles and movement in order to add to
the appeal of the film.
 Close up shots: Students are often reluctant to use close ups, but these shot types are most effective in drawing your
audience into the action.
 Lighting: Some student productions are too dark and are thus unreadable. Though you may wish to achieve noir
lighting effect make sure the action is decipherable, professional directors use non ambient lighting to achieve noir or
chiaroscuro effects. Therefore make sure that your action is well lit; when looking at the rushes/raw footage and the
lighting is too dark then students must re shoot the clip.
 Revisions to original ideas: If students shoot action which is different from the original planning (story boards, charac-
ter etc), any revisions can be briefly redrafted and explained on the blog.
 Raw Footage: Students should have at least 9-10 minutes of raw footage to allow for cutting during the edit.
 Do not put health and safety at risk, do not use pretend weapons in public.

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CONSTRUCTION—THE EDIT
DEADLINE: Easter
 Always check with course work tutors that your allotted computer is available.
Hopefully we will be able to use the Each group is allotted a computer for the edit. ALWAYS USE THE SAME COMPUTER.
Downloading raw footage: Once the shoot is complete you need to download the footage from the camera—you can give
me the memory card and I can access the data for you. If you use the HD camera and want to use Movie Maker, the files
will need converting—there are a number of sites which you can use to do this if you do not have a program at home. I
tend to use Zamzar but it does take time. You will need about 8—10 minutes of good footage for your two minute open-
ing.
Selecting what shots to keep: Once students have raw footage, make an editing list of what shots you want to keep and
where in the narrative your selected shots are appropriate.
Soundtrack: When students have chosen the sound track it must be down loaded and saved on your computer.
Using post production time effectively: Editing can be done in course tutor media studies lessons, during free periods and
after school.
Titles: Titles should be included immediately the narrative begins.
If students use their own editing software make sure it is compatible with the school computer system by checking with the
technician
Important guidelines:
Edit so that meaning is apparent to the viewer.
Use varied shot transitions and other effects selectively and appropriately, for example jump cuts, cross dissolve, fade to
black, slow motion etc.
Use sound with images, and titles appropriately.

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WORKING PATTERN
TIME TASK COMPLETE
SEPTEMBER
Introductory tasks—media profile, first draft analysis, mini pre-
liminary...
OCTOBER
Preliminary Task
Analysis of opening of one film
Initial research and planning—identifying genre
NOVEMBER AND
DECEMBER
Planning film opening (all aspects incl. scheduling and casting)
Research into genre, narrative, target audience
Analysis tasks—three film openings
Start shoot (include stills for blog posts)
FOR COMPLETE LIST OF TASKS SEE PAGE 6
JANUARY AND
FEBRUARY
(Mock exam)
Shooting film.
Continue research and planning if not completed
FOR COMPLETE LIST SEE PAGE 7
MARCH
Complete shoot of film opening
Completion of research tasks
Editing of film opening
FOR COMPLETE LIST SEE PAGE 8
APRIL
Project completed
Evaluate
MAY
Prepare for exam
Advised timings. Feel free to complete the tasks earlier if you like! Tick once completed...