G321 year 12 evaluation questions
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Candidates will evaluate their individual work or group work digitally, addressing questions about how their media product uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it, who the intended audience is, how the audience was addressed, what was learned about technologies, and what progress was made from the preliminary task to the final product. The teacher will allocate individual marks according to each candidate's contribution to any group work.
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Evaluation questions for advanced portfolio
Candidates will evaluate and reflect on their creative process and work digitally, with some flexibility in format including individual, group, or class presentations. The teacher must allocate a mark based on each individual candidate's contribution and understanding demonstrated. Candidates must address how their media product uses, develops, or challenges real media conventions; the effectiveness of combining the main product with ancillary texts; what they learned from audience feedback; and how they used media technologies in construction, research, planning and evaluation.
Evaluation Questions
Candidates will evaluate their creative work digitally and reflect on the creative process. The evaluation can be done individually or with their production group, and may involve a formal or informal presentation. It must address four questions: how their media product uses or challenges real media conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in construction, research, planning and evaluation. To receive the top mark, candidates must demonstrate excellent understanding and skills in using digital technology, understanding forms and conventions, the role of new media, combining main products with ancillary texts, significance of feedback, and ability to communicate.
G321 year 12 evaluation questions
Over the next two months, the focus of lessons will transition from coursework to exam preparation. For the next two weeks, half of all lessons will focus on exam preparation and half on completing remaining coursework. After that, all lessons until the May exam will focus on exam preparation. The evaluation assignment, worth 20 marks, is due on January 20th and requires addressing questions about representation, audience, and progression from preliminary to final tasks. All coursework improvements must be completed by February 3rd.
Evaluation
This document contains 7 evaluation questions for a media studies practical task. The questions assess how the product uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from creating the product, and what was learned overall from the initial task to the final product.
G321 Marking Criteria
This document outlines the marking criteria for a media foundation portfolio assignment. It is divided into 3 sections: 1) Research and Planning, 2) Construction, and 3) Evaluation. For each section, it describes the levels of achievement from Minimal to Excellent and the criteria for each level. The criteria address aspects of the assignment like quality of research, organization, technical skills, audience feedback, and ability to discuss lessons learned. Students will be marked on their ability to complete the different stages of production, address key questions in their evaluation, and demonstrate their progression overall.
What can you expect from the exam
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
Media studies - A2 course
This document outlines the details of a Media Studies A2 course taken by James Ellis. The course consists of two units, each worth 50% of the final grade. Unit 1 involves completing an advanced media portfolio, including a music promotion package. Unit 2 is an exam assessing theoretical and critical perspectives of contemporary media issues. Students will be evaluated on their use of technology and conventions in both units.
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Evaluation questions for advanced portfolio
Candidates will evaluate and reflect on their creative process and work digitally, with some flexibility in format including individual, group, or class presentations. The teacher must allocate a mark based on each individual candidate's contribution and understanding demonstrated. Candidates must address how their media product uses, develops, or challenges real media conventions; the effectiveness of combining the main product with ancillary texts; what they learned from audience feedback; and how they used media technologies in construction, research, planning and evaluation.
Evaluation Questions
Candidates will evaluate their creative work digitally and reflect on the creative process. The evaluation can be done individually or with their production group, and may involve a formal or informal presentation. It must address four questions: how their media product uses or challenges real media conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in construction, research, planning and evaluation. To receive the top mark, candidates must demonstrate excellent understanding and skills in using digital technology, understanding forms and conventions, the role of new media, combining main products with ancillary texts, significance of feedback, and ability to communicate.
G321 year 12 evaluation questions
Over the next two months, the focus of lessons will transition from coursework to exam preparation. For the next two weeks, half of all lessons will focus on exam preparation and half on completing remaining coursework. After that, all lessons until the May exam will focus on exam preparation. The evaluation assignment, worth 20 marks, is due on January 20th and requires addressing questions about representation, audience, and progression from preliminary to final tasks. All coursework improvements must be completed by February 3rd.
Evaluation
This document contains 7 evaluation questions for a media studies practical task. The questions assess how the product uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from creating the product, and what was learned overall from the initial task to the final product.
G321 Marking Criteria
This document outlines the marking criteria for a media foundation portfolio assignment. It is divided into 3 sections: 1) Research and Planning, 2) Construction, and 3) Evaluation. For each section, it describes the levels of achievement from Minimal to Excellent and the criteria for each level. The criteria address aspects of the assignment like quality of research, organization, technical skills, audience feedback, and ability to discuss lessons learned. Students will be marked on their ability to complete the different stages of production, address key questions in their evaluation, and demonstrate their progression overall.
What can you expect from the exam
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
Media studies - A2 course
This document outlines the details of a Media Studies A2 course taken by James Ellis. The course consists of two units, each worth 50% of the final grade. Unit 1 involves completing an advanced media portfolio, including a music promotion package. Unit 2 is an exam assessing theoretical and critical perspectives of contemporary media issues. Students will be evaluated on their use of technology and conventions in both units.
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A2 explained
This document summarizes the two units for an A2 Media Studies course: Advanced Portfolio in Media coursework and Critical Perspectives exam. The coursework consists of a promotion package with three products - a music promo video, digipak, and magazine ad. Research, planning and evaluation are also required. The exam has two sections - theoretical evaluation of a student production and discussion of contemporary media issues and regulation. Both units are equally weighted at 50% of the final grade.
Stretch and Challenge - July 9th
The document discusses the new OCR Media A Level specification and how it aims to stretch and challenge students. It addresses issues with the previous specification and how the new one attempts to improve integration of practical and theoretical skills. Suggestions are provided for teaching the new AS and A2 courses, including using electronic media, peer assessment, and preparatory tasks to build skills progressively. Challenges of the new specification are also mentioned, such as pushing technical skills and building an integrated model for coursework.
Final Presentation BIG(1)
The document outlines a supplier diversity project with the goal of increasing student awareness of supplier diversity. It discusses conducting market research through initial and follow-up surveys and focus groups to understand student perceptions and shape a marketing plan. The project's spring objectives are to develop a long-term structure and identify marketing messages. Next steps include transitioning documents, increasing student awareness through social media in the fall, engaging students directly in the winter, and measuring results in the spring by releasing another survey.
G325 exam section a โ coursework questions
The document outlines the questions that will be asked in Section A of the G325 exam for media coursework. Question 1(a) asks students to describe and evaluate their skills development over their portfolio projects, focusing on one or two specific production practices such as digital technology or post-production. Question 1(b) requires students to select one of their media productions and evaluate how it relates to concepts like genre, narrative, or audience. The exam will test students on either their AS or A2 portfolio work.
G324 advanced production mark breakdown
The document outlines the requirements for an advanced media portfolio coursework assignment. Students must produce a music promo video and accompanying packaging to promote a music album release. They will be evaluated on their research and planning, the creative construction of the media products, and an evaluation analyzing the conventions and effectiveness of the projects. Students will be assessed on technical skills in areas like shot composition, editing, sound use, and specialized skills required for their projects. A high level of creative work, organization, and self-reflection is expected for top marks.
Foundation Portfolio Evaluation
Students must evaluate their media studies foundation portfolio in 3 sentences or less by addressing several key questions. The evaluation can be submitted individually or with a group and must incorporate audience feedback. It will be graded on a scale from 0-20 based on the student's understanding of conventions, media texts, audience feedback, and presentation skills. Higher marks are given for excellent comprehension in these areas and proficient use of technology.
The evaluation (lesson notes)
This document provides lesson notes for an evaluation that requires students to discuss 7 technologies used in their media product, address questions about how their product represents social groups and who the intended audience is, and demonstrate what they learned about technologies and their progression from a preliminary task to the main task. Students must achieve at least a Level 3 to pass and planning is important to script strong answers for each question. The marking criteria focus on appropriate use of technology, understanding development from preliminary to main task, and effective communication.
As evaluation
The document contains questions for evaluating a media production project. It asks about how the media product used or developed conventions of real products, how it represented social groups, what type of institution would distribute it, who the audience is, how the audience was attracted, what was learned about technologies, and what was learned from the preliminary task to the full project. It provides sub-questions to further explore each of these areas. The marking criteria assess excellent skills in using technology, understanding of audience, representation, forms and conventions, ability to refer to choices and outcomes, and understanding of development from preliminary to full task.
Introduction to Evaluations
This document provides information and guidance about an evaluation assignment. It includes:
- An overview of the 7 questions that must be addressed individually in a digital blog format, using creative ICT approaches.
- Criteria for high levels of achievement, including excellent skills in technology use, understanding of audience and conventions, and ability to refer to choices made.
- Advice that the 7 questions should structure the evaluation and responses should make creative use of digital media.
- A list of the 7 questions addressing representation, distribution, audience, learning, and progression from preliminary work.
Intro to foundation portfolio evaluation 2014
This document provides information and guidance about an evaluation assignment for a Foundation Portfolio in Media course. It outlines that the evaluation will consist of answering 7 questions about a digital media product individually in a blog. It describes the marking criteria for an excellent evaluation and advises that students should structure their evaluation around the 7 questions provided, make creative use of digital media, and obtain audience feedback to integrate into their responses.
A2 g324 evaluation questions
This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
A2 evaluation guidance 2017
The document provides guidance for a coursework evaluation consisting of 4 questions. It outlines what should be addressed in each question response, including considering genre conventions and audience feedback. For question 1, students are to analyze how their media product conforms to or challenges real media forms and conventions. For question 2, they must design an audience questionnaire and analyze the feedback. For question 3, they should illustrate how their main product and ancillary texts work together effectively. And for question 4, students are to reflect on their use of media technologies throughout the project. The evaluation will be graded on a student's understanding, skills, and ability to communicate responses to the 4 questions.
A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questions
The document provides guidance for evaluating a media production coursework unit. It outlines how the unit will be marked out of 100 total marks, with different aspects allocated different point values. It also provides guidance on how students will evaluate their own creative process and media products electronically. Suggested questions for students to consider in their evaluations address how their products used or challenged real media conventions; the effectiveness of combining the main product with supplemental texts; what was learned from audience feedback; and how media technologies were used in different stages of production.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
A2 Media Studies: Intro to the Evaluation
This document provides guidance for students on preparing for a practical evaluation of their media production work. It outlines the learning objectives, which focus on understanding evaluation success criteria and applying it to their own learning. It then discusses reflecting on a previous evaluation, the success criteria, and breaking down the evaluation questions by key words, relevant work examples, and linking to success criteria. Students will then work in pairs to analyze sample evaluation questions in more detail before sharing ideas with the full class.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
As evaluation
This document provides guidance for students on evaluating their media production coursework. It lists 7 questions to be answered in the evaluation, covering topics like how the media product uses or challenges conventions, how it represents social groups, its target audience, and what technologies were used. It recommends answering each question in 3 sentences or less and using digital formats like video commentaries with images. Example high-scoring student evaluations are referenced that used explanations, annotations, and screenshots to professionally analyze and communicate their lessons learned.
As production mark sheet video
This document outlines the marking criteria for three parts of a media portfolio: research and planning, construction, and evaluation. For research and planning, candidates can submit electronic or physical materials showing their preliminary work. Construction refers to the main media product, which should show progression from any preliminary tasks. Evaluation must include audience feedback and address questions about the media product's form, audience, and what the candidate learned. Marks are awarded on a scale of four levels - Minimal, Basic, Proficient, and Excellent. The portfolio will receive an overall mark out of 100.
Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
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A2 explained
This document summarizes the two units for an A2 Media Studies course: Advanced Portfolio in Media coursework and Critical Perspectives exam. The coursework consists of a promotion package with three products - a music promo video, digipak, and magazine ad. Research, planning and evaluation are also required. The exam has two sections - theoretical evaluation of a student production and discussion of contemporary media issues and regulation. Both units are equally weighted at 50% of the final grade.
Stretch and Challenge - July 9th
The document discusses the new OCR Media A Level specification and how it aims to stretch and challenge students. It addresses issues with the previous specification and how the new one attempts to improve integration of practical and theoretical skills. Suggestions are provided for teaching the new AS and A2 courses, including using electronic media, peer assessment, and preparatory tasks to build skills progressively. Challenges of the new specification are also mentioned, such as pushing technical skills and building an integrated model for coursework.
Final Presentation BIG(1)
The document outlines a supplier diversity project with the goal of increasing student awareness of supplier diversity. It discusses conducting market research through initial and follow-up surveys and focus groups to understand student perceptions and shape a marketing plan. The project's spring objectives are to develop a long-term structure and identify marketing messages. Next steps include transitioning documents, increasing student awareness through social media in the fall, engaging students directly in the winter, and measuring results in the spring by releasing another survey.
G325 exam section a โ coursework questions
The document outlines the questions that will be asked in Section A of the G325 exam for media coursework. Question 1(a) asks students to describe and evaluate their skills development over their portfolio projects, focusing on one or two specific production practices such as digital technology or post-production. Question 1(b) requires students to select one of their media productions and evaluate how it relates to concepts like genre, narrative, or audience. The exam will test students on either their AS or A2 portfolio work.
G324 advanced production mark breakdown
The document outlines the requirements for an advanced media portfolio coursework assignment. Students must produce a music promo video and accompanying packaging to promote a music album release. They will be evaluated on their research and planning, the creative construction of the media products, and an evaluation analyzing the conventions and effectiveness of the projects. Students will be assessed on technical skills in areas like shot composition, editing, sound use, and specialized skills required for their projects. A high level of creative work, organization, and self-reflection is expected for top marks.
Foundation Portfolio Evaluation
Students must evaluate their media studies foundation portfolio in 3 sentences or less by addressing several key questions. The evaluation can be submitted individually or with a group and must incorporate audience feedback. It will be graded on a scale from 0-20 based on the student's understanding of conventions, media texts, audience feedback, and presentation skills. Higher marks are given for excellent comprehension in these areas and proficient use of technology.
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The evaluation (lesson notes)
This document provides lesson notes for an evaluation that requires students to discuss 7 technologies used in their media product, address questions about how their product represents social groups and who the intended audience is, and demonstrate what they learned about technologies and their progression from a preliminary task to the main task. Students must achieve at least a Level 3 to pass and planning is important to script strong answers for each question. The marking criteria focus on appropriate use of technology, understanding development from preliminary to main task, and effective communication.
As evaluation
The document contains questions for evaluating a media production project. It asks about how the media product used or developed conventions of real products, how it represented social groups, what type of institution would distribute it, who the audience is, how the audience was attracted, what was learned about technologies, and what was learned from the preliminary task to the full project. It provides sub-questions to further explore each of these areas. The marking criteria assess excellent skills in using technology, understanding of audience, representation, forms and conventions, ability to refer to choices and outcomes, and understanding of development from preliminary to full task.
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This document provides information and guidance about an evaluation assignment. It includes:
- An overview of the 7 questions that must be addressed individually in a digital blog format, using creative ICT approaches.
- Criteria for high levels of achievement, including excellent skills in technology use, understanding of audience and conventions, and ability to refer to choices made.
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- A list of the 7 questions addressing representation, distribution, audience, learning, and progression from preliminary work.
Intro to foundation portfolio evaluation 2014
This document provides information and guidance about an evaluation assignment for a Foundation Portfolio in Media course. It outlines that the evaluation will consist of answering 7 questions about a digital media product individually in a blog. It describes the marking criteria for an excellent evaluation and advises that students should structure their evaluation around the 7 questions provided, make creative use of digital media, and obtain audience feedback to integrate into their responses.
A2 g324 evaluation questions
This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
A2 evaluation guidance 2017
The document provides guidance for a coursework evaluation consisting of 4 questions. It outlines what should be addressed in each question response, including considering genre conventions and audience feedback. For question 1, students are to analyze how their media product conforms to or challenges real media forms and conventions. For question 2, they must design an audience questionnaire and analyze the feedback. For question 3, they should illustrate how their main product and ancillary texts work together effectively. And for question 4, students are to reflect on their use of media technologies throughout the project. The evaluation will be graded on a student's understanding, skills, and ability to communicate responses to the 4 questions.
A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questions
The document provides guidance for evaluating a media production coursework unit. It outlines how the unit will be marked out of 100 total marks, with different aspects allocated different point values. It also provides guidance on how students will evaluate their own creative process and media products electronically. Suggested questions for students to consider in their evaluations address how their products used or challenged real media conventions; the effectiveness of combining the main product with supplemental texts; what was learned from audience feedback; and how media technologies were used in different stages of production.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
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This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
As evaluation
This document provides guidance for students on evaluating their media production coursework. It lists 7 questions to be answered in the evaluation, covering topics like how the media product uses or challenges conventions, how it represents social groups, its target audience, and what technologies were used. It recommends answering each question in 3 sentences or less and using digital formats like video commentaries with images. Example high-scoring student evaluations are referenced that used explanations, annotations, and screenshots to professionally analyze and communicate their lessons learned.
As production mark sheet video
This document outlines the marking criteria for three parts of a media portfolio: research and planning, construction, and evaluation. For research and planning, candidates can submit electronic or physical materials showing their preliminary work. Construction refers to the main media product, which should show progression from any preliminary tasks. Evaluation must include audience feedback and address questions about the media product's form, audience, and what the candidate learned. Marks are awarded on a scale of four levels - Minimal, Basic, Proficient, and Excellent. The portfolio will receive an overall mark out of 100.
Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
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This document provides guidance on answering questions for an A2 media evaluation. Question 1 addresses how the student's media product used, developed, or challenged conventions of real media genres. Key concepts addressed are genre and media language. Question 2 asks about the effectiveness of combining the main product with ancillary texts. The key concept is audience. Question 3 asks what was learned from audience feedback. This relates to the audience concept. Finally, Question 4 addresses the student's use of media technologies in production and evaluation, rather than key concepts. The document provides suggestions for using relevant media theories to analyze and justify answers.
G321 foundation portfolio in media evaluation
1. The document provides instructions for students to create a digital evaluation of their media production portfolio in a format such as a podcast, DVD extras, blog, PowerPoint, or website.
2. Students must view the evaluation as a creative task and make use of multimedia elements like images, audio, and video.
3. The evaluation should address 7 questions relating to genre, representation, distribution, audience, and the learning process. Students are encouraged to answer each question in a different digital format.
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Evaluation mark scheme and breakdown
The document provides guidance for evaluating a student's coursework on creating a horror film title opening. It lists 7 questions that must be addressed, including how the media product uses or challenges conventions of real horror films, how it represents social groups, what media institution might distribute it, and who the intended audience is. Students will evaluate their work digitally and be graded on their understanding of these issues, ability to discuss their creative choices and development, and communication skills when using digital technologies for the evaluation. The evaluation can be done individually or collectively for group work, and suggested formats include a podcast, DVD extras, blog, PowerPoint, or combination of methods.
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A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questions
A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questions
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This response describes a student's progression in a course from following rigid conventions to using more subtle techniques. It combines theoretical language with specific creative choices and how they were informed by conventions. Examples of decisions made and existing media texts are provided to substantiate the student's development and answer the question thoroughly.
1a conventions exemplar
The document discusses how the author's understanding of media conventions influenced two media projects they created at different stages. For a foundation portfolio thriller, they adhered closely to genre conventions of thrillers researched from films. However, for an advanced portfolio music video, conventions were used more subtly to establish an artist's brand rather than strictly follow a genre. Over time, the author gained more technical skills and a deeper understanding of the music industry by researching other artists' websites, videos, and marketing strategies.
Industries introduction
The document discusses the industries surrounding two TV shows: "The Bridge" and "Life on Mars". It examines factors like production, distribution, ownership, funding, audiences, and regulations. For "The Bridge", it notes that it is a Swedish/Danish co-production involving public broadcasters SVT and DR, and discusses the economic context around international co-productions and funding. For "Life on Mars", it provides details about its production and distribution, and analyzes how it was marketed to audiences and how it fit the BBC's remit.
Industries introduction for The Bridge and Life on Mars
This document discusses and compares the industries behind two TV crime dramas: "The Bridge" and "Life on Mars." It notes that "Life on Mars" was produced by Kudos for BBC Wales and had international adaptations and broadcasts. "The Bridge" is a Swedish/Danish co-production between public broadcasters SVT and DR that received additional European funding and has had international success and remakes. Both crime dramas conform to their broadcasters' remits of providing popular, high quality programming while cultivating talent.
Research and planning
The document discusses the importance of research and planning for media productions. It provides guidance on different types of research, including primary research conducted by the student and secondary research using existing sources. The document also addresses organizing research materials through blogging, planning productions with storyboards and schedules, and how research and planning can inform and impact the practical production work. Students are prompted to reflect on how their research and planning skills have developed over time from AS to A2 levels and how those skills contributed to their media production outcomes.
Intro to representation bridge and lom lesson 1 and 2
Introduction to LOM and The Bridge considering different representations.
Note and discussion based.
Audience
This document provides guidance on developing an understanding of audience in coursework by discussing relevant media theories. It recommends focusing on a few key theorists and applying their concepts to case studies rather than extensively explaining theories. The document then discusses several theories for conceptualizing audiences as either passive or active. It outlines passive theories including hypodermic needle theory and cultivation theory. It also discusses how audiences can have dominant, negotiated, or oppositional readings of media texts based on their social positions. Finally, it provides examples of mainstream versus cult media and suggests an outline for discussing audience in coursework.
Section a question 1 a postproduction
Post production involves editing raw footage and assets into a finished media product using software. At AS and A2, the document outlines developing post production skills in Adobe Premiere Pro and Photoshop by editing prelims, openings, and three main products which included videos and photographs. Skills like video and photo editing progressed between prelims, AS evaluations, and the more advanced A2 tasks. Technical skills were applied creatively in post production to represent key concepts like media language, audiences, and institutions.
Genre and Steve Neale intro
This document provides an overview of a lesson on genre theory. It introduces Steve Neale's theory that genres are dominated by repetition but also marked by difference, variation, and change. The lesson asks students to research conventions in television crime dramas, compare shows like Life on Mars to identify repetitions and differences, and explain how Neale's theory applies to the genre through examples. The goal is for students to understand how repetition and difference in television crime drama is important to audiences.
Tv industry intro 1
This document provides an overview of the history and models of public service broadcasting and commercial broadcasting in the UK. It discusses the founding of the BBC in 1922 based on John Reith's principle that broadcasting should be protected from commercial pressures and serve the whole community. The introduction of ITV in 1954 and Channel 4 in 1982 provided alternatives but were still subject to public service obligations. Sky Television launched in 1998 as the first commercial subscription service not bound by a public service remit. Students are then asked to debate the advantages and disadvantages of the two models and consider whether the UK should keep the television license fee.
Tv crime drama stock characters
Here are 2 PEE paragraphs comparing stock characters in Sherlock and Life on Mars:
Point: Both Sherlock and Life on Mars feature the stock character of the maverick detective. In Sherlock, Benedict Cumberbatch plays Sherlock Holmes, a brilliant but socially awkward detective who solves crimes using unconventional methods. Similarly, in Life on Mars John Simm plays Sam Tyler, a modern day detective who wakes up in the 1970s. Like Sherlock, Sam uses innovative policing techniques that clash with traditional police work.
Evidence: In the Sherlock mini-episode, Sherlock is seen using his skills of deduction to solve a crime by observing tiny details that others miss. This shows his maverick detective traits.
Intro to component 2 section a
Section A of the exam will focus on television in the global age and will include one two-part question or one extended response question worth 30 marks. The exam will analyze two television crime dramas - Life on Mars (UK, 2006) and The Bridge (Denmark/Sweden, 2015) - looking specifically at audiences, institutions, representations, media language, and relevant communication theories related to each area and text. Students are advised to watch additional episodes for narrative context and to understand representations as well as other crime dramas to help understand media language.
Ancillary tasks 2017
This document discusses different types of ancillary tasks involved in music promotion, including digi packs, magazine adverts, and conventions. It provides details on the typical contents of a digi pack like the artist and album name, tracklisting, label branding, photos, and credits. For magazine adverts, it emphasizes grabbing attention with bold graphics and color, keeping the pitch simple with just the necessary information, and making it easy for customers to access and order the product. Examples of artists are also provided.
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Chapter-1
Introduction to objective, scope and outcome the subject
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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