This document provides instructions and assessment criteria for an A2 coursework assignment on planning and creating a promotional package for an unsigned British band. It includes:
- An overview of the assignment which involves creating a music video, album cover, and magazine advertisement to promote a band.
- Details on the written research and planning components, including researching music videos, album covers, advertisements, audiences and aspects of the music industry.
- Criteria for the practical constructions of the music video, album cover, and advertisement. Emphasis is placed on creative use of conventions, visual links between pieces, and appeal to the target audience.
- Guidelines for setting up blogs to document the planning, research, and evaluations
This document provides instructions and requirements for an advanced media studies coursework project involving the promotional packaging for an unsigned British band. Students must create: 1) a 2-4 minute music promo video, 2) cover art for a digipak album release, and 3) a magazine advertisement for the digipak. Research, planning, and evaluations are individually assessed written components. The video can be created individually or in groups up to 4 students. Print productions are individually assessed. All elements must utilize five key media concepts and draw from research into the target audience and music industry.
This document provides guidance for students on the requirements of the Advanced Portfolio Unit G324 course. Students will create [1] a music promo video for an unsigned British band, [2] cover art for a digipak album release, and [3] a magazine advertisement for the digipak. They will also complete written components on planning the productions, researching the target audience and music industry, and evaluating the final works. Students can work individually or in groups of up to 4 on the music video. The print productions must be individual efforts. Research and productions must engage five key media concepts and Goodwin's music video theory. Strict guidelines are provided around band selection, production timeline, assessment criteria, and blog organization
Component 3 Non Examined Assessment: Overview (for 2022) KBucket
This document provides information and advice for students completing a cross-media production assessment. It outlines that students must create an original cross-media production applying their knowledge of media theory. They must submit a statement of aims and intentions. Research and planning is required in areas like media language, industries, audiences. The production must consist of two interrelated tasks in different forms engaging audiences across platforms. Strict originality rules apply to the creative work.
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...KBucket
This document provides guidance on completing the representation question in Section A of an AS level Media Studies exam. It outlines the structure of Section A, which involves analyzing two unseen media texts - one print and one audiovisual. For the representation question, students will compare the representations made in an unseen audiovisual text to one of the set case studies they have previously studied. The document advises students on how to approach the question, including underlining key words, writing relevant theory, and making notes during viewings of the unseen text focused on representations of age. Comparing the representations to contexts is also emphasized.
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
Component 3 Non Examined Assessment: TV Brief (for 2022)KBucket
This document provides the brief for the non-examined assessment component of an A-Level Media Studies course. Students must complete a cross-media production for a new television program, including an opening audio-visual sequence and associated online or print promotional materials. The sequence and materials must represent at least one social group and include specific technical and content requirements, such as establishing characters, locations, and narrative; appropriate camerawork; and original images, text, and audio/video.
This document provides information about Section A and Section B of the AS G322 exam on key media concepts related to TV drama.
Section A involves analyzing an unseen TV drama extract through discussion of its technical elements like camerawork, editing, sound and mise-en-scene and how they create representations of characters. Section B involves answering a question about a chosen media industry by discussing its production, distribution, marketing and audience reception using case studies. The exam is 2 hours including 30 minutes to view and note take on the extract.
This document provides an overview of the BTEC in Media Production Level 3 course offered at Heath Park Business & Enterprise College. The summary is as follows:
The BTEC in Media Production can be taken as a National Award (equivalent to 1 A-Level) or National Certificate (equivalent to 2 A-Levels). Students will study units involving practical media production skills like video, audio, photography, and desktop publishing. Assessment is through coursework rather than exams. The course aims to prepare students for further education in media-related fields or creative apprenticeships. It offers more hands-on, vocational learning compared to A-Level Film Studies.
This document provides instructions and requirements for an advanced media studies coursework project involving the promotional packaging for an unsigned British band. Students must create: 1) a 2-4 minute music promo video, 2) cover art for a digipak album release, and 3) a magazine advertisement for the digipak. Research, planning, and evaluations are individually assessed written components. The video can be created individually or in groups up to 4 students. Print productions are individually assessed. All elements must utilize five key media concepts and draw from research into the target audience and music industry.
This document provides guidance for students on the requirements of the Advanced Portfolio Unit G324 course. Students will create [1] a music promo video for an unsigned British band, [2] cover art for a digipak album release, and [3] a magazine advertisement for the digipak. They will also complete written components on planning the productions, researching the target audience and music industry, and evaluating the final works. Students can work individually or in groups of up to 4 on the music video. The print productions must be individual efforts. Research and productions must engage five key media concepts and Goodwin's music video theory. Strict guidelines are provided around band selection, production timeline, assessment criteria, and blog organization
Component 3 Non Examined Assessment: Overview (for 2022) KBucket
This document provides information and advice for students completing a cross-media production assessment. It outlines that students must create an original cross-media production applying their knowledge of media theory. They must submit a statement of aims and intentions. Research and planning is required in areas like media language, industries, audiences. The production must consist of two interrelated tasks in different forms engaging audiences across platforms. Strict originality rules apply to the creative work.
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...KBucket
This document provides guidance on completing the representation question in Section A of an AS level Media Studies exam. It outlines the structure of Section A, which involves analyzing two unseen media texts - one print and one audiovisual. For the representation question, students will compare the representations made in an unseen audiovisual text to one of the set case studies they have previously studied. The document advises students on how to approach the question, including underlining key words, writing relevant theory, and making notes during viewings of the unseen text focused on representations of age. Comparing the representations to contexts is also emphasized.
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
Component 3 Non Examined Assessment: TV Brief (for 2022)KBucket
This document provides the brief for the non-examined assessment component of an A-Level Media Studies course. Students must complete a cross-media production for a new television program, including an opening audio-visual sequence and associated online or print promotional materials. The sequence and materials must represent at least one social group and include specific technical and content requirements, such as establishing characters, locations, and narrative; appropriate camerawork; and original images, text, and audio/video.
This document provides information about Section A and Section B of the AS G322 exam on key media concepts related to TV drama.
Section A involves analyzing an unseen TV drama extract through discussion of its technical elements like camerawork, editing, sound and mise-en-scene and how they create representations of characters. Section B involves answering a question about a chosen media industry by discussing its production, distribution, marketing and audience reception using case studies. The exam is 2 hours including 30 minutes to view and note take on the extract.
This document provides an overview of the BTEC in Media Production Level 3 course offered at Heath Park Business & Enterprise College. The summary is as follows:
The BTEC in Media Production can be taken as a National Award (equivalent to 1 A-Level) or National Certificate (equivalent to 2 A-Levels). Students will study units involving practical media production skills like video, audio, photography, and desktop publishing. Assessment is through coursework rather than exams. The course aims to prepare students for further education in media-related fields or creative apprenticeships. It offers more hands-on, vocational learning compared to A-Level Film Studies.
Representation ideas for case study and active audiencecottagechee
This document provides guidance and questions for students to analyze representations across different media platforms and audiences. It discusses how representations are constructed for particular target audiences and how different audiences may interpret and respond to representations differently based on their own experiences and identities. Students are asked to choose a representation to use as a case study for analyzing how it is portrayed across print, broadcast, and online media, and how different audiences may view it.
Section A media studies exam tips from AQACHSGmedia
This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating answers with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.
A revision book to help students embed their understanding of the key theoretical perspectives for A2 Media Studies, including the new topic 'Identities & the Media'.
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into consideration when creating the film. The student demonstrates understanding of several audience theories and relates them to choices made in their film, such as targeting a specific age range and using certain filmmaking techniques aimed at eliciting emotional responses from the audience. Overall, the response shows a clear application of audience theory to the student's own creative work.
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
This document provides an overview and introduction to the new OCR GCSE Media Studies course. It outlines the course structure, units, assessments, topics and key changes from the previous specification. The main units covered are B321 Individual Media Portfolio, B322/3 Textual Analysis and Media Topic exam, and B324 Production Portfolio. Guidance is given on choosing topics, texts and briefs for the different units. Advice is also provided on planning and teaching the course over one or two years.
The document outlines the structure and content for Section A of the G325 exam. Section A consists of two questions to be answered in 30 minutes each. Question 1a requires discussing two productions covering both AS and A2 coursework and focusing on topics like digital technology, creativity, research and planning, or post-production. Question 1b requires evaluating one selected production in terms of themes like genre, narrative, representation, audience, or media language. The document provides guidance on possible approaches and content for answering questions on each topic, with a focus on applying theoretical understanding and drawing comparisons between AS and A2 work.
The document summarizes changes to the non-exam assessment (NEA) component for OCR's AS and A Level Media Studies qualifications in 2021. It states that students will be permitted to submit a prototype and supporting evidence for their media production if they are unable to complete the full production due to disruption from COVID-19. It provides guidance on what prototypes and supporting evidence should include to demonstrate how the full production would meet the assessment criteria.
ASY1 Media Studies Component 3 Introduction to Brief 2019 TVKBucket
This document provides information about Component 3 of a media studies course, which assesses practical media production. It outlines that Component 3 requires students to apply their theoretical knowledge from the course to create an original media product for an intended audience. Students must submit a statement of aims and intentions, and create a media product in response to a brief. The brief provided is to create a 2.5-3 minute title sequence for a television program. Requirements and guidance are given for the content, style, and technical elements that should be included in the title sequence. The document also covers assessment criteria, use of original/non-original content, roles of participants, and authentication of student work.
This document provides an overview of media studies as an academic subject and career path. It discusses the key skills learned in media studies, such as research, analysis, discussion and content creation. It also outlines some common career paths for media studies graduates, including film production, graphic design, journalism, advertising and more. The document gives examples of course units focused on portfolio creation, textual analysis, and industry topics like institutions and audiences. Overall, the summary introduces media studies as a multi-faceted subject that teaches vital skills for understanding and creating various media content.
This document provides an assignment brief for a BTEC Level 1/2 Tech Award in Creative Media Production. Students are asked to produce a report for a media production company researching how to engage teen audiences. The report involves two parts:
1) Analyzing examples of past and present media products from audio/visual, publishing, and interactive sectors in terms of their target audiences and how production, distribution, and marketing shaped the products.
2) Focusing on one media sector, students analyze how genre, narrative, representation, and production techniques create meaning and engage audiences. They also experiment with these elements and document their process. The findings will help the company develop new media products for teens.
This document provides instructions and guidance for students completing a non-examination assessment (NEA) brief for an A Level Media Studies course. It outlines rules for the media production, including that students must not reproduce an existing media product and must use original content. It provides information on the number of marks and percentage of the A Level the NEA component is worth. The document gives guidance to teachers on advising students, including explaining they can review initial work but not improve it, and provides a checklist of blog post titles and descriptions that students must include to document their work.
Year 13 btec unit 25 film studies assignment 2J0ne53y
This document outlines an assignment for a film studies class to understand the relationship between films and their production contexts. Students are instructed to research financing, development, and regulation of films within Hollywood and British production contexts. They will analyze examples of this relationship and be assessed on their ability to describe, explain, and justify their arguments about how production contexts influence films. Homework involves choosing a case study production context and taking notes in preparation for a future assignment.
The student will take a 1.5 hour exam worth 40% of their GCSE grade focusing on action adventure films, and will complete coursework worth 60% consisting of three practical media production projects analyzing magazines, comparing advertisements across media, and creating a music video. Preparation for the exam and coursework involves researching media codes, conventions, audiences and technology across various media platforms and genres.
The document outlines requirements for producing a three-minute music video and two website pages for a fictional band. It specifies that the music video must include a narrative, various camera shots and editing, and at least two settings and characters. The website must promote the band, include original images and audio/video, and have working links between pages. Students must submit a 500-word statement of intent and research similar professionally produced media.
This document provides instructions and support for answering evaluation questions about a media production project. It includes 7 questions to be answered, formatting guidelines for answering each question, and additional information to support responses. Students are asked to collaboratively answer the questions using various digital tools like Prezi, Emaze, YouTube annotations, and screen recordings. Marking criteria emphasize skills with technology, understanding of audience, representation, forms and conventions, and learning from preliminary work to the final product. Close adherence to instructions is stressed to achieve high marks.
This document outlines the marking criteria for an assignment involving creating a film opening. It is divided into three sections: research and planning, construction, and evaluation. For research and planning, marks are awarded based on the depth of research, organization, and presentation. Construction marks are based on technical skills like shot composition, editing, and sound use. The evaluation requires students to analyze audience, representation, media forms, and what they learned through completing the preliminary task and full project.
Unit 01 analysing media products and audiencesNick Crafts
This document outlines the aims, learning outcomes, assessment criteria, content and resources for the OCR Level 3 Cambridge Technical Certificate/Diploma in Media unit on analysing media products and audiences. The unit aims to help learners understand how media institutions work and the products they produce through analysing production processes, target audiences, distribution and marketing. Learners must investigate a media institution and analyse one of its products, examining aspects such as purpose, genre and audience. They also analyse how the product reaches its audience and considers legal/ethical issues. The unit is assessed through a portfolio demonstrating understanding of a chosen media product.
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
The document outlines plans for a 6-panel digipak. The first panel will feature a photo of the band with the album name. The second, third and fourth panels will each feature a biography of one band member. The fifth panel will contain the CD. The final panel will include lyrics from the album's single. Examples of digipak templates are provided, including a 6-panel template that could be adapted for the project.
This document outlines the planning and design process for creating a two-disc digipak. It includes templates, examples of what elements are liked and disliked from other digipaks, and practice designs created in PowerPoint. The draft designs show an image split across panels that combines to show a full picture when opened, drawing inspiration from Rihanna's use of this technique in her own digipak design.
Representation ideas for case study and active audiencecottagechee
This document provides guidance and questions for students to analyze representations across different media platforms and audiences. It discusses how representations are constructed for particular target audiences and how different audiences may interpret and respond to representations differently based on their own experiences and identities. Students are asked to choose a representation to use as a case study for analyzing how it is portrayed across print, broadcast, and online media, and how different audiences may view it.
Section A media studies exam tips from AQACHSGmedia
This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating answers with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.
A revision book to help students embed their understanding of the key theoretical perspectives for A2 Media Studies, including the new topic 'Identities & the Media'.
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into consideration when creating the film. The student demonstrates understanding of several audience theories and relates them to choices made in their film, such as targeting a specific age range and using certain filmmaking techniques aimed at eliciting emotional responses from the audience. Overall, the response shows a clear application of audience theory to the student's own creative work.
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
This document provides an overview and introduction to the new OCR GCSE Media Studies course. It outlines the course structure, units, assessments, topics and key changes from the previous specification. The main units covered are B321 Individual Media Portfolio, B322/3 Textual Analysis and Media Topic exam, and B324 Production Portfolio. Guidance is given on choosing topics, texts and briefs for the different units. Advice is also provided on planning and teaching the course over one or two years.
The document outlines the structure and content for Section A of the G325 exam. Section A consists of two questions to be answered in 30 minutes each. Question 1a requires discussing two productions covering both AS and A2 coursework and focusing on topics like digital technology, creativity, research and planning, or post-production. Question 1b requires evaluating one selected production in terms of themes like genre, narrative, representation, audience, or media language. The document provides guidance on possible approaches and content for answering questions on each topic, with a focus on applying theoretical understanding and drawing comparisons between AS and A2 work.
The document summarizes changes to the non-exam assessment (NEA) component for OCR's AS and A Level Media Studies qualifications in 2021. It states that students will be permitted to submit a prototype and supporting evidence for their media production if they are unable to complete the full production due to disruption from COVID-19. It provides guidance on what prototypes and supporting evidence should include to demonstrate how the full production would meet the assessment criteria.
ASY1 Media Studies Component 3 Introduction to Brief 2019 TVKBucket
This document provides information about Component 3 of a media studies course, which assesses practical media production. It outlines that Component 3 requires students to apply their theoretical knowledge from the course to create an original media product for an intended audience. Students must submit a statement of aims and intentions, and create a media product in response to a brief. The brief provided is to create a 2.5-3 minute title sequence for a television program. Requirements and guidance are given for the content, style, and technical elements that should be included in the title sequence. The document also covers assessment criteria, use of original/non-original content, roles of participants, and authentication of student work.
This document provides an overview of media studies as an academic subject and career path. It discusses the key skills learned in media studies, such as research, analysis, discussion and content creation. It also outlines some common career paths for media studies graduates, including film production, graphic design, journalism, advertising and more. The document gives examples of course units focused on portfolio creation, textual analysis, and industry topics like institutions and audiences. Overall, the summary introduces media studies as a multi-faceted subject that teaches vital skills for understanding and creating various media content.
This document provides an assignment brief for a BTEC Level 1/2 Tech Award in Creative Media Production. Students are asked to produce a report for a media production company researching how to engage teen audiences. The report involves two parts:
1) Analyzing examples of past and present media products from audio/visual, publishing, and interactive sectors in terms of their target audiences and how production, distribution, and marketing shaped the products.
2) Focusing on one media sector, students analyze how genre, narrative, representation, and production techniques create meaning and engage audiences. They also experiment with these elements and document their process. The findings will help the company develop new media products for teens.
This document provides instructions and guidance for students completing a non-examination assessment (NEA) brief for an A Level Media Studies course. It outlines rules for the media production, including that students must not reproduce an existing media product and must use original content. It provides information on the number of marks and percentage of the A Level the NEA component is worth. The document gives guidance to teachers on advising students, including explaining they can review initial work but not improve it, and provides a checklist of blog post titles and descriptions that students must include to document their work.
Year 13 btec unit 25 film studies assignment 2J0ne53y
This document outlines an assignment for a film studies class to understand the relationship between films and their production contexts. Students are instructed to research financing, development, and regulation of films within Hollywood and British production contexts. They will analyze examples of this relationship and be assessed on their ability to describe, explain, and justify their arguments about how production contexts influence films. Homework involves choosing a case study production context and taking notes in preparation for a future assignment.
The student will take a 1.5 hour exam worth 40% of their GCSE grade focusing on action adventure films, and will complete coursework worth 60% consisting of three practical media production projects analyzing magazines, comparing advertisements across media, and creating a music video. Preparation for the exam and coursework involves researching media codes, conventions, audiences and technology across various media platforms and genres.
The document outlines requirements for producing a three-minute music video and two website pages for a fictional band. It specifies that the music video must include a narrative, various camera shots and editing, and at least two settings and characters. The website must promote the band, include original images and audio/video, and have working links between pages. Students must submit a 500-word statement of intent and research similar professionally produced media.
This document provides instructions and support for answering evaluation questions about a media production project. It includes 7 questions to be answered, formatting guidelines for answering each question, and additional information to support responses. Students are asked to collaboratively answer the questions using various digital tools like Prezi, Emaze, YouTube annotations, and screen recordings. Marking criteria emphasize skills with technology, understanding of audience, representation, forms and conventions, and learning from preliminary work to the final product. Close adherence to instructions is stressed to achieve high marks.
This document outlines the marking criteria for an assignment involving creating a film opening. It is divided into three sections: research and planning, construction, and evaluation. For research and planning, marks are awarded based on the depth of research, organization, and presentation. Construction marks are based on technical skills like shot composition, editing, and sound use. The evaluation requires students to analyze audience, representation, media forms, and what they learned through completing the preliminary task and full project.
Unit 01 analysing media products and audiencesNick Crafts
This document outlines the aims, learning outcomes, assessment criteria, content and resources for the OCR Level 3 Cambridge Technical Certificate/Diploma in Media unit on analysing media products and audiences. The unit aims to help learners understand how media institutions work and the products they produce through analysing production processes, target audiences, distribution and marketing. Learners must investigate a media institution and analyse one of its products, examining aspects such as purpose, genre and audience. They also analyse how the product reaches its audience and considers legal/ethical issues. The unit is assessed through a portfolio demonstrating understanding of a chosen media product.
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
The document outlines plans for a 6-panel digipak. The first panel will feature a photo of the band with the album name. The second, third and fourth panels will each feature a biography of one band member. The fifth panel will contain the CD. The final panel will include lyrics from the album's single. Examples of digipak templates are provided, including a 6-panel template that could be adapted for the project.
This document outlines the planning and design process for creating a two-disc digipak. It includes templates, examples of what elements are liked and disliked from other digipaks, and practice designs created in PowerPoint. The draft designs show an image split across panels that combines to show a full picture when opened, drawing inspiration from Rihanna's use of this technique in her own digipak design.
The combination of the music video, digipak, and advert poster effectively promote the artist and his music. The music video tells the story of Peter Pan through references to the artist's song lyrics. The digipak cover features the same sky and Peter Pan silhouette image as the video to visually connect the products. Images of nature on the digipak also relate to the folk genre and video. The advert poster incorporates the digipak cover image along with information on downloading music and the song title from the video. Together, the consistent themes and design across the products represent the artist and appeal to fans.
This document provides information and instructions for students to design a digipak and advert to accompany a music video they have created. It explains that a digipak is a paper or cardboard package that holds a CD or DVD, and is often used for album packaging. Students must produce a digipak and advert for the band whose song they used in their video. They are provided templates and advised to research design styles for their band's genre. Detailed planning, drawing from real examples, and coordinating the digipak and advert designs are emphasized.
The video begins with an establishing shot of a barren landscape, suggesting emptiness and wanting. It then cuts to a close up of a candle flame, with religious or romantic implications. The camera moves through the location in a handheld style, revealing a shadow on the wall of another presence. The mise-en-scene has a cultured feel with candlelight and classical statues. The camera moves behind the artist, adding a sense of voyeurism, before tilting up to reveal her standing before a closed door, linking to ideas of entrapment and desire. As she sings, it cuts to close ups of her lips and feet, further objectifying her through framing and costuming linked to danger and seduction
This document outlines the preproduction tasks and deadlines for an advanced music video portfolio. It includes researching music video conventions and genres, analyzing similar videos, researching the music industry, developing audience profiles, creating storyboards and production materials like equipment lists and schedules, and blogging the production process. The goals are to complete preproduction tasks by October and December, and finish the final video and packaging materials by the end of the module.
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.
This document provides an overview of an exam for a media studies course. It outlines the two sections of the exam:
Section A focuses on textual analysis and representation, requiring analysis of an unseen moving image extract and focusing on the representation of a specific concept.
Section B assesses knowledge of media institutions, production processes, distribution strategies, technologies, and audience reception/consumption through answering a question based on a case study of a specific media industry, in this exam focusing on music magazines.
The exam is 2 hours and consists of two compulsory questions, one for each section, worth 50 marks each. Areas of focus and representation that may be covered are also outlined.
The document discusses various aspects of the music industry, including major record labels (e.g. Sony, Columbia, RCA), independent labels, production, distribution, marketing, vertical and horizontal integration. It compares majors and independents, provides examples of artists (e.g. Shaz Sparks, Nicki Minaj), and issues around ownership, technologies, targeting of audiences, and consumption trends. Key topics for examination are discussed relating to media ownership, convergence and synergy, technologies, proliferation of hardware/content, and targeting national/local audiences.
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
The document provides instructions and guidance for students completing an Advanced Portfolio coursework assignment involving researching, planning, shooting, and editing the opening titles and sequence of a new fiction film. Key details include:
- The assignment counts for 50% of the AS grade and 25% of the total A Level mark.
- Students must complete preliminary tasks like storyboarding and a short continuity editing exercise.
- The main task involves producing original opening titles and footage up to 2 minutes for a new thriller film genre, with individual research, planning, shooting, and editing.
- Detailed guidelines are provided on all stages of the process from research and planning deadlines, to shooting protocols, to editing requirements.
Assignment brief unit 29__music video productionCalvin Adisa
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must:
1) Research the purposes of music videos by analyzing examples from major labels, independent labels, and self-produced artists. They will create a timeline of music video history and reports on promotional strategies.
2) Explain styles, conventions, and techniques of different music genres through examples on their website.
3) Demonstrate music video production techniques practically and compare to examples using correct terminology. They will create edited music videos and an instructional tutorial report.
The brief outlines the tasks, evidence required, assessment focus, and grading criteria to meet the learning
The document provides instructions for students to create evaluations of coursework using Prezi, an online presentation tool. It explains that Prezi uses a blank canvas rather than slides and requires creating a navigation path. Students are instructed to create a Prezi account, complete the registration process using their school email, and begin tutorials. They are reminded that the key aspect is answering the evaluation questions thoroughly rather than focusing solely on visual presentation.
This document provides guidelines for blog content to support the research, planning, construction, and evaluation of an album promotion package for an advanced media production portfolio. It outlines marking criteria for assessing the research and planning, construction, and evaluation stages. It provides labeling guidelines for blog posts and lists topics that should be covered in blogs about music video research, pre-production, construction, and post-production, as well as print production. It identifies deadlines for submitting blog content and provides a glossary for terminology.
Assignment brief unit 29__music video production annotedUgonna Emenike
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must research the purposes, styles, conventions, and techniques of music videos and produce their own music video for a specific track. The assignment includes tasks to analyze existing music videos, develop ideas and a plan for an original music video, shoot footage, and edit the final video. Students must demonstrate their understanding, creativity, and technical skills to complete the project to a near-professional standard.
Unit 29: Music Video Production (Brief)Daniel-Storey
This document provides the assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must produce a music video for an up-and-coming artist/band. The brief outlines 4 tasks: 1) explaining the purposes of music videos through research and a presentation; 2) explaining styles, conventions, and techniques of music videos through reports and examples; 3) originating and planning a music video for a specific track; and 4) completing production of the music video. Key elements that must be demonstrated include understanding the target audience, research on artist style/image, and use of editing techniques like cutting to the beat, camera movements, and effects.
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
The document provides the aims and brief for an Advanced Production Portfolio music video project. Students must produce a music promo video and accompanying materials, including a CD/DVD cover and magazine advertisement. Research and planning requirements include analyzing other music videos, researching the target artist and audience, developing a narrative breakdown and storyboard. Students will be assessed on their application of knowledge, technical and creative skills, and research.
A2 Media - Music Video Preproduction checklistAndy Wallis
This document provides a checklist of tasks that need to be completed for an advanced music video portfolio by the end of September. It includes detailed requirements for analyzing similar music videos, researching conventions and target audiences, creating storyboards, scheduling shoots, and documenting the creative and production process. Students are encouraged to go above minimum requirements and be inventive to earn top grades. The checklist also provides links to online tools that can help with tasks like brainstorming, presentations, sketching, surveys, and video editing.
This document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. It outlines the learning outcomes, tasks, assessment criteria, and deadlines for producing a music video. Students will research music video purposes, styles, conventions and techniques. They will then originate, plan, produce and edit their own music video for a specific track, fulfilling the promotional purpose and entertaining the target audience. An informal negotiated brief allows for creative freedom but lacks written guidelines. Technical skills like camerawork, lighting, editing to the beat are required.
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
This document provides guidance on completing the evaluation portion of an MS2 coursework assignment on creating a music video. The evaluation is worth as many marks as the completed music video and is an analysis of the student's research, storyboards, and final music video product. It should be between 1200-1600 words and demonstrate research application and knowledge of media conventions, products, and processes through analysis of the student's work. The evaluation should be organized into four parts that outline the student's research, justify the target audience, critically reflect on the strengths and weaknesses of the final product, and compare it to other music videos. Using proper media language is emphasized to achieve success on this important assignment worth 20% of the overall course grade.
Annotated - Assignment brief unit 29__music video productionshanee simpson
The document provides instructions for a music video production assignment. Students must research and produce a music video for an up-and-coming artist. They are required to:
1) Understand the purposes of music videos such as promotion, extending income streams, and producers' strategies.
2) Understand styles, conventions, and techniques of music videos like different genres, editing to the beat, camera angles.
3) Originate and plan a music video by choosing a track, researching the target audience, and storyboarding.
4) Work on completing production through directing, editing, shooting footage and more.
The assignment tasks involve explaining music video purposes to different record labels, demonstrating styles and techniques
This document outlines the plan for a Year 11 Media Studies class. It includes introductions to the teachers and an overview of what will be covered over the year. There are two units that make up the GCSE - Unit 1 focuses on investigating different aspects of media including genres, representation, and production skills. Unit 2 involves three controlled assignments including a cross-media study comparing promotional methods across different platforms, and a practical music video production with planning materials and an evaluation.
The document provides guidance for students completing an advanced media production coursework. It outlines the requirements for maintaining a blog to document the planning, production, and evaluation process. Students must produce 2 advertisements or 2-3 minutes of a music video by February 13th and have the final projects completed by March 13th. The evaluation section requires students to reflect on the production process, analyze the finished products, and evaluate audience response and how the projects compare to similar real media.
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
This document provides information for students taking the A2 G324 Advanced Portfolio in Media course. It outlines the course content, which involves students producing a media portfolio including a music video, website, and digital packaging. Students will be assessed on their technical skills, knowledge, research, and evaluation. The document provides guidance on choosing a brief, developing a blog to document the process, conducting audience research, and various planning and production tasks to complete the portfolio. Students must work in a group to produce a music video and complete individual ancillary projects of a website and digital packaging.
This document provides guidance for students on developing a design and plan for a crafted media product. It outlines the requirements to achieve different levels of achievement, including producing a precise concept, detailed treatment, and pre-production activities. The treatment section describes how to develop a visual and audio treatment that establishes tone and appeals to the target audience. It also covers conventions, locations, storyboarding, practicalities, and revision. The document emphasizes developing ideas through reflection and reworking to craft an effective media product.
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.
This document provides a checklist of tasks to be completed for an advanced music video portfolio. It includes requirements such as maintaining a production blog with regular posts documenting the creative process, research on music video conventions and inspiration from other videos, audience research through surveys and feedback, storyboarding, scheduling shoots, and creating related promotional materials like a digipak and magazine advert. It emphasizes ongoing documentation and evidence of creative and technical skills.
This document discusses various theories of genre from film and media scholars. It addresses how genre is both positively and negatively viewed in terms of classifying works. While genre conventions can lead to stagnation if rigidly adhered to, they also provide audiences with familiar expectations. Theories covered include genres having underlying patterns of repetition with variations; conveying moral and social contexts; and being signaled through iconic symbols. Most works incorporate elements of multiple genres. Genres continue to diversify and their boundaries remain fluid over time through cultural negotiation.
The document provides an overview of various audience theories that can be applied to media projects, including:
1. The Hypodermic Syringe Theory which views audiences as passive receivers of media messages.
2. Uses and Gratifications Theory which sees audiences as active users of media to fulfill needs and desires.
3. Reception Theory examines how audiences decode media messages through dominant, negotiated or oppositional readings.
It then discusses applying these theories to different media areas and evaluating their relevance and understanding. Key aspects of several theories are defined to help analyze how they can help understand audience relationships to media texts.
The document provides guidance for students on their A2 media studies coursework. It includes examples of different media texts and blogs for students to analyze. It outlines the areas of research and planning students must complete, including analyzing genres, conducting target audience research, researching subject matter and representation issues, and understanding institutional context. A sample timeline is provided for completing the main tasks from June to February. The document emphasizes conducting in-depth primary and secondary research and properly citing sources. It also provides advice on understanding a target audience's demographic profile and creating meaningful research questions.
This document provides an overview of key concepts for analyzing news media, including the purposes of news and how representation, audience, institution, and language (R.A.I.L.) should be considered. It discusses how representation in news media can portray culture, class, gender, sexuality, and race in positive or negative ways. Representation is defined using denotation and connotation, with an example given of poppies representing soldiers who died in war. Specific representations are defined by questioning what idea is represented, how within genre, how naturalness is constructed, who the target audience is, and how this is known. A task is provided to find three representation examples from Google Images and analyze them using the given questions.
This camping meal planning sheet outlines breakfast, lunch, and dinner options for a week-long camping trip. It includes a checklist of condiments and seasonings to bring, and proposes waffles and bacon for breakfast each day along with various salads, chorizo, quesadillas, stews, pastas, skewers and grilled meats for lunches and dinners.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. 1
A2 Coursework G324A2 Coursework G324A2 Coursework G324
Advanced PortfolioAdvanced PortfolioAdvanced Portfolio
Weighting: 50% of A2 grade; 25% of total A Level mark.Weighting: 50% of A2 grade; 25% of total A Level mark.Weighting: 50% of A2 grade; 25% of total A Level mark.
June 2014June 2014June 2014———February 2015February 2015February 2015
Written Component:
Planning video and print/ web
productions.
Research into potential target
audience, focusing on how
audiences consume music and
popular culture.
Research into an aspect of the
music industry.
20 Marks - individually assessed
Practical Component (Constructions):
2-4 minute music video.
Cover for the album release as
part of a digipak.
Magazine advertisement
promoting the digipak and artist.
40 Marks Video = group assessment (if
working in group)
10 Marks each = print productions - in-
dividually assessed.
Written Component:
EVALUATION
4 compulsory questions answered
in varied electronic formats.
20 Marks - individually assessed
BRIEF:
A promotional package for the release of an album for an un-
signed British band or artist, to include the following:
music promo video;
And two of the following three;
cover for its release as part of a digipak(CD/DVD package)
magazine advertisement for the digipak(CD/DVD package
website homepage for the band.
IMPORTANT
Material
•The band must be British and unsigned at the point of planning.
•The policy of the Media Studies Department is that I must agree the band or artist that
students identify for promotion. If I consider a band or artist unsuitable then students must
search for another. Lead singers must be audible over the band; the beat and or lyrics must offer plenty of
imaginative/visual ideas that audiences can read.
•Students are not permitted to promote their own band.
Teams
The music video may be planned, shot & edited in groups of no more than 4. Students may choose to
work on their own. If need be I will agree groups.
Note: Print productions are an individual effort though groups may have a distinct brand style.
There needs to be a visual, thematic or generic link between video and print productions
2. 2
KEY MEDIA CONCEPTS
Five Key Media Concepts
1. Media Forms and Conventions
In moving image references all visual and aural elements within a mise en scène; in print productions
references conventions of layout and design including integration of illustration and written text. This
concept focuses on how media texts are composed, structured and organised according to a variety of
narrative forms and conventions; that genre is a dynamic form identified by visual and aural signifiers
which in the music video include elements of mise en scène, editing, camera shots, generic characters,
narrative, inter-textuality;
Reading media texts allows for personal and critical/academic interpretations. This refers to student
research into real media productions and audience response to their own productions.
For higher marks, references in video and print productions, and in planning and research, should reflect
understanding the purpose and effect of the following theories:
Theory of Narrative
Utilising or challenging generic forms and conventions
Goodwin’s theory of music video (see overleaf)
**Failure to academically and or creatively engage with media forms and conventions will have a
negative effect on grades.
2. Media Representations
Of gender, cultural groups, place, ideologies (values & beliefs) and to include realistic, accurate and
truthful representations using critical and analytical tools in the deconstruction/analysis of all media texts
(including researched texts and own media texts).
Students should be able to identify and discuss negative messages communicated by crude stereotyping
(gender, race, culture, age, disability) in real media productions and in their own productions.
3. 3
3. Media Audiences
All media texts have intended audiences; students should explore the diverse constituency of
audiences; how audiences interpret media texts according to their own contexts, and the plurality of
those responses; how audiences’ expectations and use for media texts can vary; how audiences
consume texts.
4. Media Institutions
The structure and influence of media institutions; in this case the influence on marketing, and outlet
(television, ipods, CD players, internet, games consoles, magazines, retail). For higher marks students
should understand and explain how media institutions are agents of political and cultural influences.
5. Technology
The role new technologies play in the planning, construction, post production, marketing,
audience consumption, and audience feedback.
Reminder: Goodwin’s music video analysis – a useful reference point.
Andrew Goodwin writing in ‘Dancing in the Distraction Factory’ (Routledge 1992)
1. Music videos demonstrate genre characteristics
(e.g. stage performance in metal video, dance routine for boy/girl band).
2. There is a relationship between lyrics and visuals
(either illustrative, amplifying, contradicting).
3. There is a relationship between music and visuals
(either illustrative, amplifying, contradicting).
4. The demands of the record label will include the need for lots of close ups
of the artist, and the artist may develop motifs which recur across their work
(a visual style).
5. There is frequently reference to notion of looking (screens within screens,
telescopes, windows etc.) and particularly voyeuristic treatment of the female
body.
6. There is often intertextual reference (to films, TV programmes, other music
videos etc).
KEY MEDIA CONCEPTS
4. 4
BLOG INSTRUCTIONS AND ASSESSMENT
How to set out your blog for G324
Labels as follows:
Research into music videos
Research into digipaks
Research into magazine advertisements
Research into website homepages
Research into potential audience
Research into aspects of the music industry
Planning music video
Planning digipak
Planning advertisement for digipak
Planning website homepage
Evaluation
** make sure that you have a G325 label so that you can
separate out your exam work. You may even prefer to
start a new blog for that aspect.
Assessment:
All elements of research and planning are marked
individually and based on blog entries, and tutor
observations of student commitment during the
planning, shooting and editing process.
Tutors must explicitly explain to OCR external ex-
aminers how marks are awarded for all elements
of course work. All written work must be in stu-
dent’s own words. Any quotes from other sources
must be highlighted and referenced. Information
from websites is for student research and does
not contribute to marks.
The video production (shoot and edit) is given a
group mark but this mark is based on strength of
how individual students have contributed to the
shoot and edit. Marks are deducted from individu-
al students who have been consistently absent,
unreliable, uncooperative (within the group) dur-
ing the construction process. If students have any
group problems they must voice their concerns to
me, confidentiality is taken into account should
the circumstances be awkward!
Planning Music Video:
Storyboards to include all primary elements of mise en scène to include colour/lighting,, camera angles, syn-
chronisation of image with sound/lyrics/beat. Storyboards need to strongly reflect your technical
understanding of film language within a mise en scène, e.g. camera angles and movement, sound, editing
transitions etc.
Organisation of time and equipment and shooting schedule.
Use of actors (casting).
Settings/locations, costumes, make up, objects and props.
Individual responsibilities.
EVALUATION planning ideas, particularly how your plans have been informed by some of the following:
research into similar music videos, films, t.v. texts, aspects of the news, audience research.
Intertextual references in written work and or productions strongly strengthen grades.
Technical requirements - note down type of camera and editing software.
5. 5
THE SHOOT AND EDIT
Students must not include any found images in music video. All footage must be original. Videos should
reflect research and confidence with genre. Understanding real output is evident. The music video is
not judged on the music but on the following:
THE SHOOT:
Creative/imaginative quality of all aspects of mise en scène to include utilisation or subversion of generic
codes and conventions and deliberate inter-textual references to other media texts or contemporary British
debates relating for example to a political movement or fashion or aspects of youth culture or popular
culture.
Steady shots.
Composition of mise en scène to reference or challenge generic conventions.
Variety of mise en scène.
Variety of camera angles and movement.
Utilisation of Britishness in mise en scène.
Quality of sound.
Use of special effects (only utilised if appropriate). Some students utilise animation.
Appeal to primary target audience, either mainstream or niche.
If using live footage of band a variety of camera angles and movement are important e.g close-ups of artists
or instruments, zooms, low angle shots to signify status, pans of the band, pans of the audience if
appropriate. Out takes of the band if students can access them.
EDITING:
This is where the art of film or video is evident and takes most time.
Synchronisation of sound and movement
Editing that is generic, jump cuts are associated with the medium though cross fades or fades to black are
important, but the type of editing utilised must be appropriate to genre and lyrics and beat!
6. 6
TARGET AUDIENCE RESEARCH
RESEARCH INTO THE POTENTIAL TARGET AUDIENCE
through qualitative or quantitative research or remote research on the internet
Written commentary should include:
1) Research method/s explained.
2) Demographics of focus group/s to include how many interviewed, details of gender, age, occupation and
media interests.
3) Purpose of research;
4) For qualitative research explain where interview carried out, day, time of day and any variables that my have
influences outcome;
5) Evaluation of graphs or other diagrammatical forms to be evaluated.
6) Demographic profile of potential target audience must be included (age, gender, occupation, social glass,
media interests,) Students are advised to include whether the audience for their productions is mainstream,
niche, alternative, art house etc. The profile must be related to research.
Quantitative Research
Design and give out a number questionnaires to either a random or selected group of who you expect will
be the target audience (try to have equal male and female) how they consume music and other aspects of
popular culture.
This can also be done on the internet via social networking sites or via email. You can set a survey on your
blog using the gadgets function and then invite friends to complete. http://www.surveymonkey.com/ is
useful as well.
Qualitative Research
Interview 1-3 interviewees of potential target audience with more in depth questions about how they con-
sume music and other aspects of popular culture.
Interview an employee of a music retail store ask questions about which genres are popular, how bands
are marketed and the status of British bands with customers. You may also have access to a member of a
signed or unsigned band and may wish to interview this person about performance, touring, stresses and
strains and place of British bands in the British or world market.
Evaluation
To be supported with an evaluation of results using graphs or other diagrammatical forms and a written
summary/commentary explaining what the research revealed about the way music/popular is consumed by your
participants. Students may wish to include the usefulness of their methodology.
Explore whether the audience for the video production is mainstream, niche, art house, or
underground/alternative.
7. 7
RESEARCH INTO PRODUCTS
Independent research into existing media practice through case studies, with reference
to comparable texts
Research must be linked in some way to the artist/band students are promoting.
About 1000-2000 words with graphics if appropriate. Any information off the internet must not be included
unless briefly quoted in commentary. The discussion must be written up in your own words, any quotes must
be referenced.
It is important that research is linked to productions either generically or thematically, or linked to similar
artists or bands.
Information off websites or biographical details about artists and are not part of coursework mark, thus
should not be included.
Task 1: Analysis of Music Video Productions (One at least must be British)
To achieve a satisfactory pass students are expected to analyse a minimum of 2 music videos. Students can include
graphics in their analysis.
For highly proficient level some students may wish to analyse two music videos (one male/female or mixed band)
and compare how gender is represented.
Task 2: Analyses of CD/Digipak & magazine advertisement/website homepage promoting band
All students must produce at least 2 analyses of CD/digipak covers and magazine advertisements/website
homepages.
Try to look for links between music videos and print/web productions.
Students can include images.
Task 3: Case Studies – Independent research into an aspect of the Music Industry
Suggested topics:
The Norwich/local Music Scene – researching unsigned British bands in Norwich, to include performance,
venues, problems of getting signed, messages and values in music. How they represent aspects of
contemporary Britain. Researching the ups and downs of a local unsigned band.
Researching aspects of summer music festivals: audience, performance, ratio of British bands to bands from
USA, representation of gender & race in play lists.
A Case Study on MTV or other television music channel and its audience.
The importance of radio in the promotion of British new artists/bands. This could include researching radio
schedules and listening to radio programmes that focus on unsigned artists. Information could focus on the
ratio of male and female artist, artists from ethnic minorities and genres. Also quotes from DJs would be
useful to support points.
How TV talent shows (for example Britain’s Got Talent) reflect cultural identity and market Britain to
international audiences.
A topic of your choosing (to be negotiated with me).
8. 8
PRINT/WEB PRODUCTIONS
Very important:
Planning and research of print/web productions needs to be as detailed as that for the music video with
ideas evaluated in note form.
It is important that any scanned written text is readable.
It is important that composition and design make an impact— use old ideas (if appropriate).
Students must not use any found images in print/web productions.
1) Digipak(CD/DVD package this is not group work but groups could utilise a specific brand style.
Each student must submit this artefact.
Students are advised to email me to get immediate feedback on design ideas. This is important.
Rejected ideas need to be included in planning aspect of blog with comments about why design not sub-
mitted.
It is important that this production has a professional finish and looks like a real product. It is strongly advis-
able to design front and back covers, some students include inserts about the artist/band.
Measurements, the finished product must fit neatly into any casing. Rough work that is ill-fitting loses marks.
It is advisable that the product links generically or visually to the music video and should endeavour to fea-
ture the artists or mock-up artists as this is part of a strong promotional campaign where the purpose is to
establish a fan base and thus the fans need to recognise the artist/band members.
Stills from the music video can be utilised.
The impact of design and composition is important. Originality is rewarded if appropriate and polished.
Graphics and text should be well integrated.
Slogan “The Short Cuts – The Best British band since The Beatles; “Gentleman’s Walk” Norwich band to
storm charts... or something much better.
Name of band/artist and album needs to be clearly readable.
Institutional information need to be included, price, any information about special offer, slogan, and details
of company band/artist is signed up to.
If possible to include aspect of Britishness.
Avoid stereotyping any social group, for example demeaning representations of gender or race or age,
though irony if intelligent and appropriate is rewarded.
BLOG ENTRIES FOR PRINT PRODUCTIONS
Digipak: Research into real productions needs to be evaluated. This should include images and discussion;
Planning should reflect the development of your ideas. Any abandoned ideas need to be justified.
9. 9
MAGAZINE ADVERTISEMENT
2) Magazine advertisement for the digipak (CD/DVD) package:
(No smaller than A5 and no larger than A3 size. It would be advisable to design an A4 advertisement. It is important
that the design makes an impact.)
Each student must submit this artefact. All images must be original and constructed by the student. Copies of
unprocessed/un-manipulated original pictures/images must be included on blog. All the advice for the digipak
re: elements of design, composition and marketing of the artist/s, are also relevant to the assessment of this
production.
Students need to identify which appropriate magazine the advertisement would be printed in.
Examples: Specialist music or film magazine, life style magazine, Radio Times or similar
magazine.
Students need to research aspects of the magazine through a case study and identify the demographic target
audience.
Students may wish to identify whether the advertisement should be placed near the beginning, the middle or
back page of the magazine.
Date album released and where product can be accessed.
Details of where music can be accessed, i.e. website information very important for establishing a fan base
and to find out tour dates etc.
Details of cost of album or any special deals.
Any other information that would strongly promote the band.
BLOG ENTRIES FOR PRINT PRODUCTIONS
Magazine Advertisement: Research: A case study on specific magazine/s which would appropriately host the
advertisements would be advisable focusing on target audience; copies of similar advertisements to include their
source; evaluation why this particular magazine would be appropriate to place your advertisement.
Planning should reflect the development of your ideas.
Any abandoned ideas need to be justified.
10. 10
WEBSITE HOMEPAGE
3) Website homepage for the band/artist:
Each student must submit this artefact. All images must be original and constructed by the student.
Copies of unprocessed/un-manipulated original pictures/images must be included on blog.
Students are advised to email me to get immediate feedback on design ideas. This is important.
Rejected ideas need to be included in planning aspect of blog with comments about why design not sub-
mitted.
It is important that this production has a professional finish and looks like a real product.
Utilise codes and conventions of websites—banners, hyperlinks, band logo/name and
It is advisable that the product links generically or visually to the music video and should endeavour to fea-
ture the artists or mock-up artists as this is part of a strong promotional campaign where the purpose is to
establish a fan base and thus the fans need to recognise the artist/band members.
Stills from the music video can be utilised.
The impact of design and composition is important. Originality is rewarded if appropriate and polished.
Graphics and text should be well integrated.
Slogan “The Short Cuts – The Best British band since The Beatles; “Gentleman’s Walk” Norwich band to
storm charts... or something much better.
Name of band/artist and album needs to be easy to find on the page.
Institutional information need to be included, any information about special offer, slogan, and details of
company band/artist is signed up to.
Any other information that would strongly promote the band.
If possible to include aspect of Britishness.
Avoid stereotyping any social group, for example demeaning representations of gender or race or age,
though irony if intelligent and appropriate is rewarded.
BLOG ENTRIES FOR PRINT PRODUCTIONS
Website Homepage: Research: A case study on specific sites looking at artists within the same genre would be
advisable focusing on target audience; copies of similar homepages to include their source; evaluation of existing
homepages, what you like, what you think could be improved.
Planning should reflect the development of your ideas.
Any abandoned ideas need to be justified.
11. 11
EVALUATION
In the evaluation the following questions must be answered: (points should be illustrated with utilisation of
graphics/images).
In what ways does your media product use, develop or challenge forms and conventions of real media
products? (Music video: compare aspects of mise en scène of your production with a minimum of 2 music
videos of a similar genre; CD/digipak cover & magazine advertisement: compare aspects of illustrations and
text with similar generic productions.
How effective is the combination of your main product with ancillary texts? (Explain how effectively you
have combined visual aspects of your music video with the print productions. Focus on how you have utilised
a particular brand style).
What have you learned from your audience feedback? (Objectively evaluate feedback on all 3 productions,
explaining research method and demographic of participants).
How did you use media technologies in the construction and research, planning and evaluation stages?
Guidance as follows:
1. Blog: Explain how you used the blog to record all aspects of research and planning for all 3
productions.
2. Music Video: explain what camera and any lighting, sound, equipment you used for shooting
the music video, if appropriate explain the technologies you used for special effects; explain
editing software you used in post production to include any specific effects, for example cross
dissolve, fade to black, slow motion, jump cuts etc).
3. Print/Web Productions: Explain what software you used for both productions to include any
special effects like cropping or manipulation of image. Also explain (if appropriate) how you
technically utilised any stills from the music video or any of your own photographs to
include what stills camera you used. If you drew your own graphics then explain how you
transferred these onto your production.
12. 12
WORKING PATTERN
TIME TASK COMPLETE
JUNE/JULY
Search for unsigned band and secure permission.
Complete analysis of music videos.
Start audience research.
Start research into an aspect of the music industry.
SUMMER HOLS
Ideas for music video.
Mini music video production task.
Liaise with artist/band.
Complete further music video analysis.
Begin to explore digipaks.
SEPTEMBER
Planning music video (all aspects incl. scheduling and casting)
Research into an aspect of the music industry.
Research into target audience.
OCTOBER
Shooting music video.
Research audience.
Continue research into an aspect of the music industry.
NOVEMBER
Complete shoot of music video.
Completion of research tasks.
Begin edit of music video.
DECEMBER
Continue editing.
Screen rough edits for audience feedback.
Complete research into print /web productions.
JANUARY
Complete final edit of music video.
Start planning print/web productions (if not earlier).
Mock exam (?)
FEBRUARY
Compete drafts of print productions.
Start answering evaluation questions.
MARCH
If needed time to redraft/adjust print/web productions and
evaluations (where necessary). Finish blog ready for summer
moderation.
Advised timings. Feel free to complete the tasks earlier if you like! Tick once completed...