G321 Planning
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This document provides guidance on how to write an effective planning report to receive full marks. The planning report should explain the group's production decisions and reasons for their choices, rather than just describing what has already been done. Additional marks are given based on teacher observation of individual contributions to planning and production stages, as well as evidence presented in individual/group blogs of draft scripts, storyboards, schedules, and permission documentation. Finally, the quality of the finished production will demonstrate how well it was planned regarding typical codes and conventions of the chosen media genre.
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Media Planning G324
This document provides guidance on how to write an effective planning report to earn full marks. The planning report should explain the group's production decisions and reasons for their choices, rather than just describing what has already been done. Additional marks are given based on teacher observation of individual contributions, such as attendance, meeting deadlines, and contributing ideas. Students should provide evidence of planning activities in individual/group blogs, including draft scripts, storyboards, schedules, and permission documentation. The quality of the finished production will demonstrate how well it was planned regarding typical codes and conventions of the chosen media genre.
A2 Evaluation tasks
This document provides guidance and assessment criteria for a media production coursework assignment. Students must apply their knowledge of how meanings are created in media to analyze existing media products and evaluate their own practical work. The assignment will be assessed based on a planning document (20%), the completed media product (60%), and a reflective evaluation (20%). The evaluation must address how conventions were used or challenged, how ancillary materials worked with the main product, what was learned from audience feedback, and the use of technology.
13 media q3
The document provides guidance on how to answer Question 3 at different levels of achievement. It lists objectives of understanding how to achieve a Level 3 or Level 4 mark, considering past examples, and using new technologies. Examples of student responses are provided and categorized as Level 2, Level 3 or Level 4. The document also includes a planning template to help structure a response to Question 3 about learning from audience feedback.
Evaluation q1
This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
Evaluation q2
This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
How to get an a as media studies
The document outlines the requirements and grading criteria for the AS Media Studies Foundation Portfolio assignment, which is 50% of the AS Media Studies course. It is divided into three sections - Research and Planning (20 marks), Production of an Opening Sequence (60 marks), and Evaluation (20 marks). To receive an A/A* grade, students must achieve 80-100 total marks across the three sections by demonstrating excellence in their research, production skills, and evaluation abilities.
Coursework evaluation
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
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Media Planning G324
This document provides guidance on how to write an effective planning report to earn full marks. The planning report should explain the group's production decisions and reasons for their choices, rather than just describing what has already been done. Additional marks are given based on teacher observation of individual contributions, such as attendance, meeting deadlines, and contributing ideas. Students should provide evidence of planning activities in individual/group blogs, including draft scripts, storyboards, schedules, and permission documentation. The quality of the finished production will demonstrate how well it was planned regarding typical codes and conventions of the chosen media genre.
A2 Evaluation tasks
This document provides guidance and assessment criteria for a media production coursework assignment. Students must apply their knowledge of how meanings are created in media to analyze existing media products and evaluate their own practical work. The assignment will be assessed based on a planning document (20%), the completed media product (60%), and a reflective evaluation (20%). The evaluation must address how conventions were used or challenged, how ancillary materials worked with the main product, what was learned from audience feedback, and the use of technology.
13 media q3
The document provides guidance on how to answer Question 3 at different levels of achievement. It lists objectives of understanding how to achieve a Level 3 or Level 4 mark, considering past examples, and using new technologies. Examples of student responses are provided and categorized as Level 2, Level 3 or Level 4. The document also includes a planning template to help structure a response to Question 3 about learning from audience feedback.
Evaluation q1
This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
Evaluation q2
This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
How to get an a as media studies
The document outlines the requirements and grading criteria for the AS Media Studies Foundation Portfolio assignment, which is 50% of the AS Media Studies course. It is divided into three sections - Research and Planning (20 marks), Production of an Opening Sequence (60 marks), and Evaluation (20 marks). To receive an A/A* grade, students must achieve 80-100 total marks across the three sections by demonstrating excellence in their research, production skills, and evaluation abilities.
Coursework evaluation
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
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This document contains a student's grades from Year 1 and areas they want to develop for their Final Major Project (FMP). The student received all D grades in Year 1 for their FMP, client work, and factual development. For their FMP, the student wants to focus on improving their production skills so they can showcase all their abilities. They also want to strengthen their theory writing to do well on university coursework. While planning is in a satisfactory place, the student will plan their FMP in great detail to ensure smooth execution. To develop these areas, the student will thoroughly document all thoughts, ideas, and choices to establish production guidelines and references for university.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
A2 Media Studies Advanced Portfolio
This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
G325 intro section a 1 a
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
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This document contains feedback from a teacher on a student's research and planning for a project.
The teacher gives the student low marks for their planning and research, noting there is little evidence the student considered key films to analyze, researched target audiences, or included storyboards, shot lists or a detailed script.
The teacher is also concerned the student seems to be missing the last four weeks of work.
For evaluation, the teacher again gives low marks and notes there is no evidence the student has evaluated their process, the media used, or gathered audience feedback as required. The teacher urges the student to use available support sessions to get their blog up to date.
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The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input and reviewing common problems can help customize content by industry or region. Courses should have clear modular structure alternating between knowledge and skills, while addressing different learning styles for each module.
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The document provides an assessment of a student's advertising pitch presentation for their product "Mist". It includes the grading criteria used, comments on each criteria, and the grade received. An action plan is provided to improve eye contact with the audience and interaction, in order to achieve a distinction grade. The student signed to acknowledge the feedback and action plan.
Introduction to coursework
Please find attached our first lesson introducing the Media course and coursework expectations. Miss Beckles
A2 introduction 2014 (september) - full
This document outlines the requirements and timeline for an A2 Media course involving two units: G324 and G325. G324 involves creating a media portfolio combining at least two media types, along with research, planning and electronic evaluation. G325 is a written exam involving theoretical evaluation of student work and a contemporary media issue. The timeline provided gives deadlines for pitching a brief, production, and completion of ancillary media pieces and evaluation through April. Students are expected to link their work to exam requirements and concepts involving skills, genres, representation and audiences.
As media ilp map 1
Tyler Salisbury's individual learning plan outlines goals and targets for their AS Media Studies course. Their aspirational grade is an induction assessment grade of C. Short term goals include continuing to develop analysis of texts, completing Photoshop tutorials to increase software confidence, and developing camera control. The long term goal is to improve analysis, camera techniques, and Photoshop skills to achieve their aspirational grade by the end of the course.
Controlled Assessment A2 - Research & PLANNING
This document provides guidance and questions for a controlled assessment task to prepare students for upcoming summer exams. It outlines areas students should focus on, including preparation for exam questions on how their media product uses or challenges conventions. It provides marks for planning, construction, research carried out so far, including analysis of similar media, audience research, and marketing/institutional research. Students are asked two questions focusing on how their research has influenced planning decisions and how useful new media technologies have been for research and planning.
Foundation portfolio evaluation
This document provides guidance for students on evaluating a coursework product by answering 7 questions on a blog. It emphasizes creatively using the blog format to structure the evaluation, with examples like embedding presentations, images, videos and audio. High-quality evaluations clearly address each question, show understanding of issues like audience and technology, and demonstrate learning throughout the project. Students must obtain audience feedback and comment on how their work developed from preliminary tasks.
Mastery objective plc protocol
This document provides an agenda for a Professional Learning Community meeting focused on writing mastery objectives and exit ticket questions. The objectives of the meeting are to write clear mastery objectives defining what students will know and how mastery will be measured, and to evaluate whether exit ticket questions accurately measure the objectives. The agenda includes sharing mastery objectives and exit tickets, getting feedback from colleagues, and reflecting on how to improve the process.
Target audience questions
Audience profiling involves considering various demographic and psychographic factors about a target audience in order to effectively market a new media product. Demographic factors examine attributes like age, gender, income and education level. Psychographic profiling looks at lifestyle traits, personality, values and media interests. Understanding an audience at this level allows media companies to appropriately position their brands and ensure content aligns with what the audience wants.
Evidence of Research, Planning & Construction
The product is called "Streets Stripe" shoes. The name refers to stripes on the shoes and contains alliteration to make it memorable. The target audience is 13-19 year old males because the creator understands their psychology best. The shoes will appeal to their need for affiliation, prominence, attention, and aesthetic sensation. As a new brand, it will market to their need for autonomy. The slogans emphasize the city and walking. The unique selling point is the unique appearance of the shoes, which is important to the target demographic.
G325 Q1a Mock Feedback
This document provides feedback on areas for improvement. It notes that evaluations will depend on how well tasks are completed, not just whether they are done. It suggests discussing the benefits of internet research over physical research, describing how an SLR camera impacted production ideas, and the advantages of email over traditional communication. Examiners rely solely on the details provided, so more evidence of research and sticking closely to the assigned topic are important.
G325 section-a-reasearch and-planning
1. The document discusses the importance of research and planning skills for media coursework, including different types of primary and secondary research, and how those skills developed from AS to A2 levels.
2. It addresses the organization of research materials through blogs and references, noting how skills in organizing research improved over time with experience.
3. Planning skills are examined, including organizing timelines, personnel, equipment, and gaining audience feedback - noting the role of digital technology in aiding the planning and organization process.
Happiness short film and Website tv briefs
Students are assigned to complete either a short film sequence, website, or other ancillary production task as part of their media studies coursework. They must follow specific requirements and deadlines for planning, filming, editing, and completing their assignments. Failure to attend lessons or meet deadlines will result in marks being deducted. Students are expected to work a minimum of 3 hours per week outside of lessons to successfully finish all coursework assignments.
Question 1A & Q1B – Skills and Processes
The document contains questions about media concepts and skills used in media coursework productions. It asks the student to discuss concepts like media language, genre, audience, narrative, and representation in their work. It also prompts the student to reflect on how they developed skills like research and planning, digital technology use, post-production techniques, and creativity over the course of their AS and A2 studies. The student is asked to provide examples from their productions and evaluate how these concepts and skills were applied and developed.
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This document contains a student's grades from Year 1 and areas they want to develop for their Final Major Project (FMP). The student received all D grades in Year 1 for their FMP, client work, and factual development. For their FMP, the student wants to focus on improving their production skills so they can showcase all their abilities. They also want to strengthen their theory writing to do well on university coursework. While planning is in a satisfactory place, the student will plan their FMP in great detail to ensure smooth execution. To develop these areas, the student will thoroughly document all thoughts, ideas, and choices to establish production guidelines and references for university.
Scheme f4 t3-2016
This document provides the scheme of work for a Theatre Arts class at Mt Hope Secondary for the third term of Form Four. Over the course of 11 weeks, students will learn about critiquing films, promoting productions through marketing and design, using multimedia like film techniques in performances, and performing improvisation. The objectives are to prepare students for the CXC exam through practical improv, teach promotion strategies, design a marketing campaign, develop front of house skills, and understand film critique and analysis. Lessons cover critiquing, promotion and marketing, using multimedia, and improvisation techniques.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
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This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
G325 intro section a 1 a
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
Savannah marks 2
This document contains feedback from a teacher on a student's research and planning for a project.
The teacher gives the student low marks for their planning and research, noting there is little evidence the student considered key films to analyze, researched target audiences, or included storyboards, shot lists or a detailed script.
The teacher is also concerned the student seems to be missing the last four weeks of work.
For evaluation, the teacher again gives low marks and notes there is no evidence the student has evaluated their process, the media used, or gathered audience feedback as required. The teacher urges the student to use available support sessions to get their blog up to date.
4. Course Design: Putting it All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
4: Course Design Putting It All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input and reviewing common problems can help customize content by industry or region. Courses should have clear modular structure alternating between knowledge and skills, while addressing different learning styles for each module.
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This lesson plan is for a 7th grade mixed ability English class on The Hunger Games. The learning goal is for students to write up their creative assessments in a neat format. All students will write up the draft assessments they created in the last lesson, adhering to writing targets posted at the front of the class. Formative assessment will involve students writing up their drafts while meeting writing conventions. Students will have to apply their descriptive writing skills from drafting their creative pieces to writing up the final versions neatly.
gghhgg
The document provides an assessment of a student's advertising pitch presentation for their product "Mist". It includes the grading criteria used, comments on each criteria, and the grade received. An action plan is provided to improve eye contact with the audience and interaction, in order to achieve a distinction grade. The student signed to acknowledge the feedback and action plan.
Introduction to coursework
Please find attached our first lesson introducing the Media course and coursework expectations. Miss Beckles
A2 introduction 2014 (september) - full
This document outlines the requirements and timeline for an A2 Media course involving two units: G324 and G325. G324 involves creating a media portfolio combining at least two media types, along with research, planning and electronic evaluation. G325 is a written exam involving theoretical evaluation of student work and a contemporary media issue. The timeline provided gives deadlines for pitching a brief, production, and completion of ancillary media pieces and evaluation through April. Students are expected to link their work to exam requirements and concepts involving skills, genres, representation and audiences.
As media ilp map 1
Tyler Salisbury's individual learning plan outlines goals and targets for their AS Media Studies course. Their aspirational grade is an induction assessment grade of C. Short term goals include continuing to develop analysis of texts, completing Photoshop tutorials to increase software confidence, and developing camera control. The long term goal is to improve analysis, camera techniques, and Photoshop skills to achieve their aspirational grade by the end of the course.
Controlled Assessment A2 - Research & PLANNING
This document provides guidance and questions for a controlled assessment task to prepare students for upcoming summer exams. It outlines areas students should focus on, including preparation for exam questions on how their media product uses or challenges conventions. It provides marks for planning, construction, research carried out so far, including analysis of similar media, audience research, and marketing/institutional research. Students are asked two questions focusing on how their research has influenced planning decisions and how useful new media technologies have been for research and planning.
Foundation portfolio evaluation
This document provides guidance for students on evaluating a coursework product by answering 7 questions on a blog. It emphasizes creatively using the blog format to structure the evaluation, with examples like embedding presentations, images, videos and audio. High-quality evaluations clearly address each question, show understanding of issues like audience and technology, and demonstrate learning throughout the project. Students must obtain audience feedback and comment on how their work developed from preliminary tasks.
Mastery objective plc protocol
This document provides an agenda for a Professional Learning Community meeting focused on writing mastery objectives and exit ticket questions. The objectives of the meeting are to write clear mastery objectives defining what students will know and how mastery will be measured, and to evaluate whether exit ticket questions accurately measure the objectives. The agenda includes sharing mastery objectives and exit tickets, getting feedback from colleagues, and reflecting on how to improve the process.
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Target audience questions
Audience profiling involves considering various demographic and psychographic factors about a target audience in order to effectively market a new media product. Demographic factors examine attributes like age, gender, income and education level. Psychographic profiling looks at lifestyle traits, personality, values and media interests. Understanding an audience at this level allows media companies to appropriately position their brands and ensure content aligns with what the audience wants.
Evidence of Research, Planning & Construction
The product is called "Streets Stripe" shoes. The name refers to stripes on the shoes and contains alliteration to make it memorable. The target audience is 13-19 year old males because the creator understands their psychology best. The shoes will appeal to their need for affiliation, prominence, attention, and aesthetic sensation. As a new brand, it will market to their need for autonomy. The slogans emphasize the city and walking. The unique selling point is the unique appearance of the shoes, which is important to the target demographic.
G325 Q1a Mock Feedback
This document provides feedback on areas for improvement. It notes that evaluations will depend on how well tasks are completed, not just whether they are done. It suggests discussing the benefits of internet research over physical research, describing how an SLR camera impacted production ideas, and the advantages of email over traditional communication. Examiners rely solely on the details provided, so more evidence of research and sticking closely to the assigned topic are important.
G325 section-a-reasearch and-planning
1. The document discusses the importance of research and planning skills for media coursework, including different types of primary and secondary research, and how those skills developed from AS to A2 levels.
2. It addresses the organization of research materials through blogs and references, noting how skills in organizing research improved over time with experience.
3. Planning skills are examined, including organizing timelines, personnel, equipment, and gaining audience feedback - noting the role of digital technology in aiding the planning and organization process.
Happiness short film and Website tv briefs
Students are assigned to complete either a short film sequence, website, or other ancillary production task as part of their media studies coursework. They must follow specific requirements and deadlines for planning, filming, editing, and completing their assignments. Failure to attend lessons or meet deadlines will result in marks being deducted. Students are expected to work a minimum of 3 hours per week outside of lessons to successfully finish all coursework assignments.
Question 1A & Q1B – Skills and Processes
The document contains questions about media concepts and skills used in media coursework productions. It asks the student to discuss concepts like media language, genre, audience, narrative, and representation in their work. It also prompts the student to reflect on how they developed skills like research and planning, digital technology use, post-production techniques, and creativity over the course of their AS and A2 studies. The student is asked to provide examples from their productions and evaluate how these concepts and skills were applied and developed.
G325 q1a Research & Planning notes
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
G325 1a - Question 1a: Explain how your research and planning skills develope...
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
OCR media A level - genre, section 1 exam
The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
A2 Media Studies: Representation Intro
Representations in media do not present objective reality, but rather a constructed version of events or situations. They invite audiences to interpret them in preferred or dominant ways. Whatever representations are used implicitly convey ideologies, meanings, and values. This gives media institutions power and responsibility over how they represent social groups and influence attitudes. Stereotypes simplify representations but often rely on assumptions. They are commonly used against minority or disadvantaged groups. Ideologies in media serve the interests of those in power and reinforce dominant beliefs in society through representations and stereotypes.
A2 media exam
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
Media Theory - Audience Representation Narrative Genre
1. Reception theory examines how audiences receive and make meaning from media texts. It emphasizes that meaning comes from the interaction between the text and the reader/viewer, not from the text itself.
2. David Morley applied reception theory to television with his Nationwide Project, which found that people from different social groups interpreted the same program differently based on their positions.
3. Uses and gratifications theory posits that audiences are active in choosing media to fulfill certain needs, such as escape, social interaction, identity, and information.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
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G325 1a - Question 1a: Explain how your research and planning skills develope...
G325 1a - Question 1a: Explain how your research and planning skills develope...
Media Theory - Audience Representation Narrative Genre
Media Theory - Audience Representation Narrative Genre
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1) A case study of Disney Studios covering its ownership, operating model, products, marketing position, and competitors.
2) An analytical film review of Star Wars: The Force Awakens trailer using media language and examples.
3) Audience research and profiling of the film's target demographic along with a survey of an audience group.
4) A timeline of the production, distribution, and advertising of The Force Awakens.
5) A report on the legal, ethical, and regulatory issues surrounding the film and its impact and representation. Learners must complete all
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Foundation portfolio
This document outlines the requirements and assessment criteria for a foundation portfolio coursework assignment. Students must create the front page layout of a school/college magazine, including an original photo and text. They will also create a mock contents page layout. The main task is to produce the front page, contents page, and a double-page article spread for an original music magazine. Research and planning, construction, and evaluation are each worth a percentage of the final grade. Work will be assessed based on technical skills, organization, creativity, and understanding of audience and conventions.
Q1a essay structure
This document provides guidance for planning an essay response to an exam question about skills development in media production. It lists 7 possible scenarios that could be the topic of the exam question and emphasizes the importance of discussing the student's own skills, supporting all points with specific examples from their work, and evaluating their own understanding and progression of skills over the two-year course. The student is advised to refer to developing skills in using digital technology and creativity, and to discuss all 5 of their outcomes from the AS and A2 coursework units.
Foundation portfolio – improvement and evaluation
The document provides guidance for students to improve their coursework portfolio and complete an evaluation. It outlines deadlines to finish all assignments by July 4th and gives 6 weeks to: complete/improve coursework, get audience feedback, and finish the evaluation. Students are instructed to address evaluator comments, conduct a focus group or survey to collect feedback, and choose blog or PowerPoint formats for their evaluation. The evaluation must answer 7 questions about representation, audience, and skills learned. Students are also given tips to improve their research, production, and use of media like images and links in the portfolio and evaluation.
Unit 1 student guidebook and checklist
The document provides information and tasks for learners related to analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks that require learners to: 1) create a case study of Disney Studios; 2) analyze the trailer for The Force Awakens; 3) research and profile the target audience; 4) create a timeline of the production, distribution, and advertising of The Force Awakens; and 5) explore the legal, ethical, and regulatory issues surrounding the film.
- Guidance is provided on formatting,
03. unit 1 student guidebook and checklist
The document provides information and tasks for learners related to analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks that require learners to: 1) create a case study of Disney Studios; 2) analyze the trailer for The Force Awakens; 3) research and profile the target audience; 4) create a timeline of the production, distribution, and advertising of The Force Awakens; and 5) explore the legal, ethical, and regulatory issues surrounding the film.
- Guidance is provided on formatting,
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on the film industry focusing on Disney and Star Wars: The Force Awakens.
- 5 tasks involving researching Disney Studios as a case study, analysing the trailer for The Force Awakens, profiling the target audience, creating a timeline of the production/distribution/advertising of the film, and exploring the legal and ethical issues surrounding the film.
- Guidance on formatting, research, and submission requirements for each task. The tasks assess learning outcomes related to understanding media institutions, products, audiences and the relationship between them
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and audience representation within the film.
- Instructions on formatting, sources, and presenting findings for each task. Learners will design webpages for their online resource using the information
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films for other media students. They will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: 1) A case study of Disney Studios, 2) An analytical film review of The Force Awakens trailer, 3) Audience research and profiling of the film's target demographic, 4) A timeline of the film's production, distribution and advertising, and 5) A report on the legal, ethical and regulatory issues surrounding the film.
- Instructions
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues surrounding the film.
- Instructions on formatting, sources, and what to submit are provided for each task.
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learners' understanding of media institutions,
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens trailer; audience profiling and research; a timeline of the production, distribution and advertising of The Force Awakens; and a report on the legal, ethical and representation issues surrounding the film.
- Instructions on formatting, research and analysis required to complete each task successfully. Support
Media Requirements for A2
This document provides details for an Advanced Portfolio in Media coursework assignment involving creating a promotion package for a music promo, including a trailer and additional advertising materials. Students must demonstrate planning, research, and evaluation skills. The assignment involves creating a trailer, film magazine cover, and poster that establish a clear brand identity and relationship between the promotional products.
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Crime Gcse Media
The Crime Channel is launching a new television crime drama writing competition. Entrants are asked to submit an idea for a pilot episode of a new crime drama series aimed at a family audience. The pilot episode should have an engaging storyline, realistic settings, and interesting characters. If the pilot is popular, the winner will have their series commissioned and screened next year. Entries are due by June 14th and should be suitable for pre-watershed viewing. Promotional materials and marketing strategies for the new series should also be proposed. The competition aims to find new original crime drama ideas to engage family audiences.
News Production
The document is a press release from The News Network announcing plans to launch a new early evening news program targeted at 16-24 year olds. They are inviting young people to get involved by choosing the lead story and order for other stories in a pilot bulletin and providing additional suggestions. Participants will complete four tasks showing their understanding of appealing television news formats to this audience. Suggestions are needed by June 15th and should include examples and illustrations to support ideas.
Bfi film language glossary
This document provides definitions for various film language terms used in film production and analysis. It includes over 50 terms related to camera shots, editing techniques, sound, and other elements of cinematography. Key terms defined include 180 degree rule, close-up, establishing shot, jump cut, line of action, point of view shot, and shot size among many others. The glossary serves as a reference for understanding cinematic techniques and conventions.
Film language
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
Q1b language phoebe b may 2014
The candidate discusses how they constructed meaning in their music video coursework production through the use of media language. They explain how they used conventions like illustrating the relationship between lyrics and visuals, employing close-ups of the artist as demanded by record labels, and establishing the mise-en-scene through mid shots and long shots. The candidate also discusses applying Carol Vernallis' four concepts of how music videos construct meaning - narrative, editing, camera movements/framing, and sound - through a love story narrative, frequent cuts between shots under 5 seconds, and a close-up of the artist singing followed by a mid shot of them walking.
G325 1b narrative
The document discusses how media has become more democratic now than in the past. It provides two case studies as evidence: Burma VJ, which showed how citizen video journalism helped bring democracy to Burma by exposing government issues; and Wikileaks, which provided secret information and whistleblowing opportunities that increased transparency. While media technologies now allow more individual participation and sharing of information, the document notes it is still a developing topic and democracy remains difficult to fully achieve when accounting for all voices.
G324 comments marking summer 2016 3
The candidate provides evidence of audience research and planning for a music video production. Comparable media products were analyzed and generic conventions considered to help inform production choices. Feedback was gathered from audiences and used to refine elements of the three related products created - the music video, website, and digipak. The candidate demonstrates knowledge of production technologies and digital skills. Overall planning and use of audience input was thorough, though could have been more detailed in discussing the combined finished products and audience reception.
Hannah lenane genre essay
The document provides feedback on a student's coursework analyzing their music video production in relation to genre. It discusses how the student addressed both syntactic and semantic genre elements in their video. Syntactically, they used fragmented nonlinear editing and an opening enigma to portray indie genre's anti-mainstream ideology similarly to The Kooks' video. Semantically, they emphasized fashionable costumes, artistic location of Brighton associated with indie culture, and band performance through shots highlighting style. The feedback suggests discussing postmodern concepts of intertextuality and genre fluidity in introductions and referencing more genre theorists.
Homework task-science-fiction-poster-design
The document provides guidance for designing a movie poster for a science fiction film by listing the key elements that should be included such as a title, main image, review, tagline, rating, production details, stars, release date, and critic quote to follow conventions of the genre. It advises considering how real movie posters attract audiences and notes there are many ways to create an interesting poster that catches people's eyes.
G325 Q1 B INTRO
This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.
G325 Q1A Conventions Essay
The document discusses how the author's understanding of conventions in media influenced their media productions from AS level to A2 level. At AS, the author used mainstream conventions that they researched but were not confident challenging conventions. By A2, the author looked closely at tiny conventions and had confidence challenging conventions if it attracted their target audience. The author also discusses how they applied their understanding of conventions, such as clothing styles, language, and use of social media, to their opening film clip, website, and digipak designs at AS and A2 levels to properly represent their band and attract their audience.
AS/A2 Exam Example candidate-answers-June 2013
This document contains exemplar responses from A-Level Media Studies students on exam questions related to representing regional identity in a TV drama extract. It includes four student responses to the first question, along with examiner commentaries analyzing the strengths and weaknesses of each answer. The full mark schemes for all questions are also provided.
G324 interim summary of student’s feedback comments 2016
The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
1) Upload drafts of their film poster and provide textual analysis of other film posters to show planning and research.
2) Discuss how feedback impacted their group's plans for their media production with specific examples.
3) Provide evidence of sketching ideas and researching comparable media products before constructing their own.
4) Evaluate their work in comparison to real media examples and identify successes and limitations.
G324 excellent examples of evaluation tasks
The document provides examples of excellent coursework from candidates evaluating their final products for a media studies course. It notes that the examples demonstrate key moments from their own work and others' to support their arguments. They also show excellent use of specialist terminology and references to academic theory. Each presentation was produced with care and genuine critical reflection.
Gcse contolled trainers assessment evaluation Dec 2016
The document provides guidance for evaluating a student's advertisement for "Streets" trainers. It lists 8 questions the student should answer to reflect on the effectiveness of their ad, including what images and design elements they used and why, how well it appeals to the target audience, and how it compares to real ads. The summary emphasizes using media language and explaining choices, with the goal of showing understanding of how the ad appeals to its audience.
G324 excellent examples of research and planning
The document provides examples of research and planning for a level 4 coursework on media production. It includes several slides analyzing magazine advertisements for indie rock bands such as The Enemy, Kaiser Chiefs, and Stereophonics. The slides examine the advertisements' design elements, references to the bands' album covers and music videos, and how they target a young adult audience through their imagery, fonts, and intertextual references in order to appeal to fans of indie rock music.
Sci fi mise en scene presentation: student collection
The mise en scene in science fiction films commonly features futuristic settings like outer space or alien planets. Props often showcase advanced technology through weapons, vehicles, and computers. Costumes may indicate a character's role and can feature bright colors for heroes or dark colors for villains. The lighting is typically low-key and uses colors like blue to set a futuristic tone. Settings establish the narrative and technological progression through their depictions of space, dystopian worlds, or alternate versions of the past and future.
Action adventure a star-exemplar-2011
This document summarizes an exemplar script for a GCSE Media Studies exam on action adventure films. The script received full marks across its four tasks. It demonstrated knowledge of genre conventions and audience appeal. The pitch created an imaginative idea for a family action adventure film. The rationale explained the film's universal appeal. The storyboard confidently utilized conventions to promote the film through a trailer. Overall, the script showed creativity and a strong grasp of how to analyze and design media texts.
Storyboard: GCSE Media Examiner Example
The document provides feedback on a student's film trailer storyboard. It notes that the storyboard successfully utilizes a variety of techniques within its ten frames, including different camera shots, edits, and sound effects. This demonstrates the student's excellent knowledge of how to construct an action-adventure film trailer based on their pitch. The storyboard is seen as persuasive in its promotion of the film to audiences through techniques like the integration of voiceovers with film clips. Overall, the feedback commends the student's strong understanding of how to design a film trailer that follows genre conventions and markets the film effectively.
Characteristics of a Sci-Fi Heroes, Villain and Anti Hero
This document outlines some common characteristics of heroes, villains, and anti-heroes in sci-fi films. Heroes are typically ordinary humans who are forced to face extraordinary challenges and use their skills and courage to defeat villains. They are often associated with brighter colors and work in teams. Villains commonly have inhuman or monstrous qualities, and are associated with darker colors like black and green that symbolize evil, power, and ambition. Anti-heroes possess both heroic and villainous traits, using questionable methods to ultimately do good. They may appear physically intimidating and emotionally detached.
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G321 Planning
- 2. Planning:Guide to getting full marks Q:What is the purpose of my planning ? A:This is your opportunity to explain to the examiner your groups decisions and reasons for your choices before starting your production i.e. a discussion on what your group plans to do and not what your group has already done. Q: What should I put into my planning report? A: Avoid giving a blow by blow account of group’s ambitions. Instead focus on talking the examiner through exact plans and how your group plans to technically and/or practically achieve your productions goals. For more precise details of what you should include see mark sheet and sample essays of past students work.
- 3. Planning:Guide to getting full marks Q:How else are planning marks allocated? A: Additional marks are allocated based on: Teacher observation of individual contributions to group productions. Q: what areas can individual group members be expected to be observed in? A: Levels of attendance, punctuality and ability to meet group deadlines scripting and storyboarding prior to filming, and contribution to group ideas and activities. Individual blogs – all group members must make it clear in their essay their contribution to all stages of planning and that of their fellow group members. Examiners will use student essays as further evidence of the extent/significance, of individual contributions to all stages of planning.
- 4. Planning:Guide to getting full marks Evidence presented in individual/ group blog: Drafts and completed scripts Drafts and completed animatic storyboard Wreckie photos of intended locations Schedules – time management Permission letters Organising of locations, props, equipment and actors etc. Any other planning activities. Finally! The quality of your finished production will be read as further evidence of how well your production was planned. For example, the examiner will expect most of your groups decisions to be planned in the context of those codes and conventions which are typical of your chosen media text.
- 5. Planning Level 4 16–20 marks There is excellent research into similar products and a potential target audience. There is excellent organisation of actors, locations, costumes or props. There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. Time management is excellent. There is an excellent level of care in the presentation of the research and planning. Where used, there is excellent skill in the use of digital technology or ICT in the presentation. There are excellent communication skills. Level 3 - proficient rather than excellent - Level 2- basic - Level 1 minimal Evaluation-You can also add to your evaluation marks by keeping in mind the following when blogging your planning: Make it clear how/when aspects of your planning media develops or challenge forms and conventions of real media products? If you obtain any audience feedback during the planning stages make it clear what have you learned from your audience feedback?