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
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 and requirements for students completing the media production component of the course. Students must create either a 4-page magazine spread or 4-page film marketing materials. They must research an independent publisher or major film studio and target their work towards an audience of 18-34 year olds. Students will be assessed on their statement of aims, fulfilling the brief requirements, and use of media language to communicate meaning and representations. All work must be original and individually produced. Students receive guidance on planning, research, audience profiling, and production processes. A timeline is provided for completing tasks by the assignment deadlines.
This document provides an overview of the AS/A2 Media Studies course, including what topics students will study. In the AS Level, students will study either moving image or print production, and key concepts in media like representations in TV and the music industry. In the A2 Level, students will create an advanced promotional portfolio for a band, and study critical perspectives in media like evaluating their own work and topics like media in the online age. All coursework and exams are designed to develop students' analytical and practical media skills.
AS Level Media Studies - Audiences and Institutions (Music) - Revision BookletMarcio Sargento
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele.
This document provides guidance and requirements for students completing a video production assignment on creating the opening sequence of a thriller film. Students must work in groups to research and plan original video and audio material, including storyboards, locations, costumes, characters, and soundtrack. They will then shoot raw footage, which they must edit down to 2 minutes for their opening sequence. Evaluation will involve students responding individually to 7 compulsory questions on their blog about researching the thriller genre, planning, production processes, target audiences, and what they learned.
This document provides guidance and requirements for students completing a video production portfolio piece for their G321 Foundation course at Reephram College. Students must produce the opening sequence of a thriller film no longer than 2 minutes, including titles and original sound. They will be marked on research and planning, construction of the video, and evaluation. The document outlines deadlines, health and safety warnings, and tips for planning, shooting, and editing the video to meet the brief and genre conventions of a thriller film.
This document is a draft of the pilot episode of the television show "10 Things I Hate About You". It introduces the main characters - sisters Kat and Bianca Stratford who are starting at a new high school. Kat is sarcastic and rebellious, while Bianca wants to be popular. Bianca befriends the most popular girl, Chastity, after Chastity's car is damaged by Kat in a parking dispute. Nerdy Cameron falls for Bianca but struggles to talk to her. His friend Michael hatches a plan to throw a party at Cameron's house to improve their social status and get Bianca's attention.
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 and requirements for students completing the media production component of the course. Students must create either a 4-page magazine spread or 4-page film marketing materials. They must research an independent publisher or major film studio and target their work towards an audience of 18-34 year olds. Students will be assessed on their statement of aims, fulfilling the brief requirements, and use of media language to communicate meaning and representations. All work must be original and individually produced. Students receive guidance on planning, research, audience profiling, and production processes. A timeline is provided for completing tasks by the assignment deadlines.
This document provides an overview of the AS/A2 Media Studies course, including what topics students will study. In the AS Level, students will study either moving image or print production, and key concepts in media like representations in TV and the music industry. In the A2 Level, students will create an advanced promotional portfolio for a band, and study critical perspectives in media like evaluating their own work and topics like media in the online age. All coursework and exams are designed to develop students' analytical and practical media skills.
AS Level Media Studies - Audiences and Institutions (Music) - Revision BookletMarcio Sargento
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele.
This document provides guidance and requirements for students completing a video production assignment on creating the opening sequence of a thriller film. Students must work in groups to research and plan original video and audio material, including storyboards, locations, costumes, characters, and soundtrack. They will then shoot raw footage, which they must edit down to 2 minutes for their opening sequence. Evaluation will involve students responding individually to 7 compulsory questions on their blog about researching the thriller genre, planning, production processes, target audiences, and what they learned.
This document provides guidance and requirements for students completing a video production portfolio piece for their G321 Foundation course at Reephram College. Students must produce the opening sequence of a thriller film no longer than 2 minutes, including titles and original sound. They will be marked on research and planning, construction of the video, and evaluation. The document outlines deadlines, health and safety warnings, and tips for planning, shooting, and editing the video to meet the brief and genre conventions of a thriller film.
This document is a draft of the pilot episode of the television show "10 Things I Hate About You". It introduces the main characters - sisters Kat and Bianca Stratford who are starting at a new high school. Kat is sarcastic and rebellious, while Bianca wants to be popular. Bianca befriends the most popular girl, Chastity, after Chastity's car is damaged by Kat in a parking dispute. Nerdy Cameron falls for Bianca but struggles to talk to her. His friend Michael hatches a plan to throw a party at Cameron's house to improve their social status and get Bianca's attention.
This document provides instructions and assessment criteria for an A2 coursework assignment on planning and creating a promotional package for an unsigned British band. It includes:
- An overview of the assignment which involves creating a music video, album cover, and magazine advertisement to promote a band.
- Details on the written research and planning components, including researching music videos, album covers, advertisements, audiences and aspects of the music industry.
- Criteria for the practical constructions of the music video, album cover, and advertisement. Emphasis is placed on creative use of conventions, visual links between pieces, and appeal to the target audience.
- Guidelines for setting up blogs to document the planning, research, and evaluations
This document provides information about media studies options at Sprowston Community High School, including GCSE Media Studies and BTEC Media.
For GCSE Media Studies, students study for 5 hours a fortnight over 2 years and complete coursework and an exam. BTEC Media is studied for 10 hours a fortnight over 2 years and is worth up to 3 GCSEs. It involves 4 compulsory units of study and optional units, and is assessed through coursework only.
Both courses allow students to develop practical skills like video production, animation, photography and scriptwriting, while exploring topics such as advertising, documentaries, music videos and careers in the media industry.
This document provides tips for answering evaluation questions for an Advanced Media Studies portfolio project. It discusses evaluating how the media product uses or challenges conventions through comparing it to professional works. It also addresses the effectiveness of combining the main product with ancillary texts and reinforcing the intended image or brand. Tips are provided for presenting audience feedback and discussing the use of media technologies during planning, construction, and evaluation of the project.
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 an overview of an AS Media Studies induction lesson, which includes setting up blogs, reviewing expectations for codes and conventions in teen movies, developing effective opening sequences, exploring different story types and completing a summer project. The lesson also outlines the coursework and exam units for AS Media Studies, which involve producing an opening sequence to a film and evaluating it through a blog, as well as studying TV drama, audiences, institutions and representations.
This document provides guidance for students on evaluating one of their media productions against concepts of genre, narrative, representation, audience, or media language. It suggests introducing the concept, outlining the production, and stating the number of ideas to be discussed. For each concept, it gives examples of relevant theories that could be applied or challenged based on the production. The emphasis is on using examples from the student's own work to support theoretical ideas about the chosen concept.
This document outlines the two units that will be studied for an A2 Media Studies course. The first unit is an advanced portfolio where students will produce a promotional package for a band, including a music video, CD packaging, and magazine ad. Students will research, plan, and evaluate their work on an individual blog. The second unit examines critical perspectives, with Section A focusing on evaluating students' skills and relating one of their productions to a media concept. Section B is a theoretical study of how online media has developed and transformed consumer behavior and audiences. The course will cover the portfolio production from August to December and critical analysis from January to June. All resources and blogs for each unit can be found through the main course blog.
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
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.
This document outlines the two units that will be studied for A2 Media Studies. The first unit is G324 Advanced Portfolio, which requires students to produce a promotional package for a band including a music video, digipak, and magazine advertisement. Students will research, plan, and evaluate their individual productions on a blog. The second unit is G325 Critical Perspectives, which has two sections - a theoretical evaluation of a student's own production, and a study of contemporary media issues focusing on how online media has developed and transformed audience behavior and the media industry. All unit materials and student work will be accessible through a central class blog.
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.
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
The document discusses conventions for computer game covers, noting they typically feature a central image to attract attention, recognizable characters, and narrative teasers/enigmas on both the front and back covers to entice audiences to play the game by providing clues about the plot and gameplay through images and dramatic language.
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
This document contains guidance and questions for an evaluation element that is worth 20% of coursework marks. It instructs students to experiment with digital forms and provides 4 questions to answer: 1) How the media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; and 4) How new media technologies were used in construction, research, planning and evaluation. Links are provided to examples of student work answering each question.
The document outlines the requirements for an A2 media coursework assignment. Students will work in a group to compose an existing song into a music video, which will be their main task. They must also complete two ancillary tasks: designing a magazine cover and CD cover to promote the music video. Students will use software like Photoshop, Illustrator, and InDesign. Their work will be evaluated based on criteria like use of technology, creativity, research, and conventions of real media. Students are expected to demonstrate excellent technical skills in areas such as layout, design, language use, and photo manipulation.
How are you using codes and conventions of music video in your production?Leanne Otti
The document provides evaluation criteria for a media production project and discusses conventions of music videos. It lists four questions that must be addressed in the evaluation, including how the media product uses or challenges real media forms and conventions. It also summarizes Andrew Goodwin's analysis of common music video techniques, such as genre characteristics, relationships between lyrics/music and visuals, close ups of artists, and intertextual references. Students are prompted to consider how they have addressed Goodwin's analysis in their own music video and why they made certain creative decisions.
The document provides guidance on answering exam questions for a media studies course that require students to analyze and evaluate their own media production work. It outlines the key areas and concepts they should discuss, including developing skills in areas like digital technology and creativity, how they conducted research and planning, and how they approached post-production and use of conventions. Students are advised on how to deconstruct one of their own media pieces by applying concepts like genre, narrative, representation, audience, and media language.
A2 Media Studies - What is it all about?Fateh Khaled
The document outlines the assessment requirements for two units that make up 50% each of the course. Unit 1 involves a coursework portfolio including a music video as the main piece and two ancillary tasks, as well as an evaluation. Unit 2 is an exam involving theoretical evaluation of productions and questions on contemporary media issues. The coursework must include a music video, digipak, and magazine advertisement created using software like Photoshop and Illustrator. The exam contains two sections, one focusing on skills development and analyzing productions, and one on media regulation. Requirements and grading criteria for coursework, evaluations, and exams are provided in detail.
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides a concise summary of screenplay formatting conventions in 3 sentences:
Screenplays follow specific formatting guidelines - scenes are marked by location and time of day in all caps, character names and dialogue are formatted distinctly, and technical instructions like transitions appear in specific ways. Proper formatting establishes scenes clearly and guides readers through the story. Screenwriters should learn and follow standard industry conventions to make their scripts professional and easy for readers to understand.
This document provides example writing frames for questions related to evaluating a thriller film production project. It includes prompts for discussing conventions used or subverted in the thriller genre, representation of social groups, targeting audiences, use of technology, and chronological progress of planning, shooting, and editing the film. Suggested elements to address include plot, characters, soundtrack, locations, casting, costumes, and more. The frames are designed to help structure well-organized responses analyzing creative and technical choices made for the project.
This document provides instructions and assessment criteria for an A2 coursework assignment on planning and creating a promotional package for an unsigned British band. It includes:
- An overview of the assignment which involves creating a music video, album cover, and magazine advertisement to promote a band.
- Details on the written research and planning components, including researching music videos, album covers, advertisements, audiences and aspects of the music industry.
- Criteria for the practical constructions of the music video, album cover, and advertisement. Emphasis is placed on creative use of conventions, visual links between pieces, and appeal to the target audience.
- Guidelines for setting up blogs to document the planning, research, and evaluations
This document provides information about media studies options at Sprowston Community High School, including GCSE Media Studies and BTEC Media.
For GCSE Media Studies, students study for 5 hours a fortnight over 2 years and complete coursework and an exam. BTEC Media is studied for 10 hours a fortnight over 2 years and is worth up to 3 GCSEs. It involves 4 compulsory units of study and optional units, and is assessed through coursework only.
Both courses allow students to develop practical skills like video production, animation, photography and scriptwriting, while exploring topics such as advertising, documentaries, music videos and careers in the media industry.
This document provides tips for answering evaluation questions for an Advanced Media Studies portfolio project. It discusses evaluating how the media product uses or challenges conventions through comparing it to professional works. It also addresses the effectiveness of combining the main product with ancillary texts and reinforcing the intended image or brand. Tips are provided for presenting audience feedback and discussing the use of media technologies during planning, construction, and evaluation of the project.
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 an overview of an AS Media Studies induction lesson, which includes setting up blogs, reviewing expectations for codes and conventions in teen movies, developing effective opening sequences, exploring different story types and completing a summer project. The lesson also outlines the coursework and exam units for AS Media Studies, which involve producing an opening sequence to a film and evaluating it through a blog, as well as studying TV drama, audiences, institutions and representations.
This document provides guidance for students on evaluating one of their media productions against concepts of genre, narrative, representation, audience, or media language. It suggests introducing the concept, outlining the production, and stating the number of ideas to be discussed. For each concept, it gives examples of relevant theories that could be applied or challenged based on the production. The emphasis is on using examples from the student's own work to support theoretical ideas about the chosen concept.
This document outlines the two units that will be studied for an A2 Media Studies course. The first unit is an advanced portfolio where students will produce a promotional package for a band, including a music video, CD packaging, and magazine ad. Students will research, plan, and evaluate their work on an individual blog. The second unit examines critical perspectives, with Section A focusing on evaluating students' skills and relating one of their productions to a media concept. Section B is a theoretical study of how online media has developed and transformed consumer behavior and audiences. The course will cover the portfolio production from August to December and critical analysis from January to June. All resources and blogs for each unit can be found through the main course blog.
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
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.
This document outlines the two units that will be studied for A2 Media Studies. The first unit is G324 Advanced Portfolio, which requires students to produce a promotional package for a band including a music video, digipak, and magazine advertisement. Students will research, plan, and evaluate their individual productions on a blog. The second unit is G325 Critical Perspectives, which has two sections - a theoretical evaluation of a student's own production, and a study of contemporary media issues focusing on how online media has developed and transformed audience behavior and the media industry. All unit materials and student work will be accessible through a central class blog.
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.
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
The document discusses conventions for computer game covers, noting they typically feature a central image to attract attention, recognizable characters, and narrative teasers/enigmas on both the front and back covers to entice audiences to play the game by providing clues about the plot and gameplay through images and dramatic language.
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
This document contains guidance and questions for an evaluation element that is worth 20% of coursework marks. It instructs students to experiment with digital forms and provides 4 questions to answer: 1) How the media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; and 4) How new media technologies were used in construction, research, planning and evaluation. Links are provided to examples of student work answering each question.
The document outlines the requirements for an A2 media coursework assignment. Students will work in a group to compose an existing song into a music video, which will be their main task. They must also complete two ancillary tasks: designing a magazine cover and CD cover to promote the music video. Students will use software like Photoshop, Illustrator, and InDesign. Their work will be evaluated based on criteria like use of technology, creativity, research, and conventions of real media. Students are expected to demonstrate excellent technical skills in areas such as layout, design, language use, and photo manipulation.
How are you using codes and conventions of music video in your production?Leanne Otti
The document provides evaluation criteria for a media production project and discusses conventions of music videos. It lists four questions that must be addressed in the evaluation, including how the media product uses or challenges real media forms and conventions. It also summarizes Andrew Goodwin's analysis of common music video techniques, such as genre characteristics, relationships between lyrics/music and visuals, close ups of artists, and intertextual references. Students are prompted to consider how they have addressed Goodwin's analysis in their own music video and why they made certain creative decisions.
The document provides guidance on answering exam questions for a media studies course that require students to analyze and evaluate their own media production work. It outlines the key areas and concepts they should discuss, including developing skills in areas like digital technology and creativity, how they conducted research and planning, and how they approached post-production and use of conventions. Students are advised on how to deconstruct one of their own media pieces by applying concepts like genre, narrative, representation, audience, and media language.
A2 Media Studies - What is it all about?Fateh Khaled
The document outlines the assessment requirements for two units that make up 50% each of the course. Unit 1 involves a coursework portfolio including a music video as the main piece and two ancillary tasks, as well as an evaluation. Unit 2 is an exam involving theoretical evaluation of productions and questions on contemporary media issues. The coursework must include a music video, digipak, and magazine advertisement created using software like Photoshop and Illustrator. The exam contains two sections, one focusing on skills development and analyzing productions, and one on media regulation. Requirements and grading criteria for coursework, evaluations, and exams are provided in detail.
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides a concise summary of screenplay formatting conventions in 3 sentences:
Screenplays follow specific formatting guidelines - scenes are marked by location and time of day in all caps, character names and dialogue are formatted distinctly, and technical instructions like transitions appear in specific ways. Proper formatting establishes scenes clearly and guides readers through the story. Screenwriters should learn and follow standard industry conventions to make their scripts professional and easy for readers to understand.
This document provides example writing frames for questions related to evaluating a thriller film production project. It includes prompts for discussing conventions used or subverted in the thriller genre, representation of social groups, targeting audiences, use of technology, and chronological progress of planning, shooting, and editing the film. Suggested elements to address include plot, characters, soundtrack, locations, casting, costumes, and more. The frames are designed to help structure well-organized responses analyzing creative and technical choices made for the project.
The document provides guidance for students on completing an evaluation assignment for a media studies course. It includes 7 questions to answer about the student's media product and process. Students are instructed to answer the questions using a variety of digital technologies and platforms. Examples of possible technologies to use are provided. Marking criteria emphasizes excellent communication skills and use of technology. Students are to submit draft answers to each question by a given deadline and provide final draft answers afterwards.
The original document is the lyrics to the British national anthem "God Save the Queen". It expresses hope for the long reign of the Queen, asks God to scatter her enemies and frustrate their plans, and praises her gifts and laws. The second document proposes a new national anthem focusing on issues of identity, understanding others, alienation, and questioning relevance of institutions like monarchy in modern times. It raises questions about the role and meaning of traditions like anthems in a changing world.
This document outlines a lesson plan to compare representations of British culture across different media. Students will analyze the film Human Traffic and how it represents British culture. They will also examine how authority figures are portrayed in films like Human Traffic, Loneliness of the Long Distance Runner, and If. Students will write an essay comparing how youth are represented in British cinema using concepts like camera shots, sound, and mise-en-scene. For homework, students will analyze representations of authority in social-realist films and bring in an item symbolizing their own culture.
The document provides background information on the 2011 London riots including the timeline of events, the death of Mark Duggan that sparked the initial protest, and various press reports and analyses of the riots. It discusses the representation of youth identity in media coverage of the riots and whether youths had opportunities for their representation to be negotiated.
This document provides a quick reference for keyboard shortcuts in Final Cut Express HD. It lists shortcuts for navigating the different windows and performing common editing tasks like adding edits, trimming clips, and working with markers. The main windows are the Browser, Viewer, Canvas, and Timeline. Shortcuts are provided to navigate sequences, select portions of clips, add/remove edits, trim clips, and work with audio and video tracks.
The document discusses religious imagery and symbolism in a song video. Lightning strikes and a crashing sea show the power of nature, which could relate to religion and portray God smiting someone trapped in a house. Candles, a skull, and the color red worn by the singer create imagery of the devil. Constant cuts also show a cross, possibly indicating decisions mentioned in the song's title of "desire". Brief shots of flies further the theme of death.
The screen shows a cross and religious items with a bowl that could be seen as an offering to gain favor from God and meet one's own desires. The dim candlelight links to the devil, danger, and passion, while the offering bowl suggests a willingness to sacrifice things to get what you want. The screen then shows a person split into two entities that may represent the good and bad sides, or desire and sinful emotions linked to the devil being drawn out, possibly showing the dark parts leaving the person by the end.
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
The document provides questions for a student to reflect on and summarize the digital media skills they developed during their Associate Studies (AS) year. It prompts the student to consider their skills with digital video cameras, sound recording, and editing software like Final Cut. It also asks the student to reflect on their creativity, research and planning processes, organizing and techniques used during post-production editing, and their understanding and use of conventions from real media texts. The student is asked to provide detailed technical responses using vocabulary from their studies.
This document provides instructions for setting up a YouTube channel to upload and share videos. It explains how to sign up for a YouTube account using your Google account credentials, how to upload videos by giving them titles and descriptions and setting them to public, and ensures the files are under 100MB. It also includes a skills checklist to log into the account, upload a video, and embed it in a blog post.
You need to properly label your blog posts to organize your blog and make it easy to navigate. There is a three stage process to add labels: 1) Create a labels index by adding a labels gadget, 2) Add new posts with tags separated by commas to establish the tags, and 3) Go back and add relevant tags to previous posts using the drop down menu. Properly tagging your posts allows teachers and readers to easily find posts on specific topics.
1. 1
Unit G324
Advanced Portfolio
2010-11
21st June 2010 - 18th March 2011
A promotional package for the release of an
album for an unsigned British band or artist,
to include the following:
•music promo video;
•cover for its release as part of a digipak(CD/
DVD package);
•magazine advertisement for the
digipak(CD/DVD package).
Written Component Construction Written component.
•Planning video and •2-4 minute music Evaluation:
print productions promo video
•Research into 4 compulsory
potential target •cover for the album questions must be
audience, focusing release as part of a answered in
on how audiences digipak electronic format.
consume music &
popular culture •magazine
•Research into an advertisement
aspect of the music promoting the
industry. digipak/ artist/ band.
20 marks 60 marks 20 marks
Students assessed Video: Group assessment Students assessed
individually if students working in a individually
group.
Print Productions:
Individually assessed
Weighting: 50% of A2 Grade; 25% of total A Level mark.
Contents Page numbers
2. 2
•Title Page 1
•Department policy re productions 2
•Five key media concepts & Goodwin’s theory 3
• Ditto 4
•Blog Labels, assessment details, planning music video 5
•Construction of music video the shoot and edit 6
•Construction of print production CDCover/digipak 7
•Construction of magazine advertisement & blog
entries for print productions 8
•Research into target audience 9
•Research into an aspect of the music industry 10
•Evaluation: responding to 4 compulsory questions 11
•Suggested working pattern for students 12
•Deadlines 13
…………………….
IMPORTANT
Material
•The band must be British and unsigned at the point of planning.
•The policy of the Media Studies Department is that tutors must agree the
band or artist that students identify for promotion. If tutors consider a
band or artist unsuitable then students must search for another. In the
past students who have ignored this advice have consistently achieved
poor marks. 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.
•It is advisable to do some of your shoot over summer holidays.
Teams
The music video may be planned, shot & edited in groups of no more than
4 Students may choose to work on their own. The course tutor 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
Media Theory:
3. 3
All aspects of research, planning, the productions and the evaluation must
draw upon the 5 key concepts and media theories encountered throughout
the course.
Five Key Media Concepts
1.Media Forms and conventions – In moving image references all visual
and aural elements within a mise-en-scene; 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-scene,
editing, camera shots, generic characters, narrative, inter-textuality;
Reading media texts allows for personal and critical/academic
interpretations and responses to the languages and categories in each
medium. 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
•Aspects of post-modernism
•Utilising or challenging generic forms and conventions
•Goodwin’s theory of music video (see below)
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.
Differentiation :
•All students should be able to identify and either describe, analyse and
explain explicit/crude representations of particular stereotypes whilst
illustrating points with textual examples.
•Most students should be able to identify, analyse and interpret the
messages communicated by stereotyping; most students should be able to
make references to Laura Mulvey’s theory of The Male Gaze and illustrate
points with close references to textual examples.
•Some students will be able to understand the historical and cultural
reasons for stereotyping particular social groups and its purpose; some
students may also make reference to the gaze theory and critically discuss
its relevance to audiences.
•A few students (with close references to texts and research) will be able
identify and explain the way a media text communicates particular
4. 4
ideological attitudes and values and explain in detail how a text
communicates either a traditional/conservative, progressive, or
revolutionary/radical ideology.
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.
•All students should be able to understand and explain how all media texts
target a specific audience demographic; evaluate how audiences consume
music.
•Most students should be able to identify and explain with close
references to the text how a media production targets a specific
audiences;
•Some students with close reference to research be able to explain in detail
the demographic of a target audience and how specific audiences consume
similar media texts and aspects of popular culture
•A few students (with close reference to research) should be able to
understand and explain how texts target either niche, art house, or
mainstream audiences to market other products.
4.Media Insitutions: 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, and audience consumption,
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, etc)
and particularly voyeuristic treatment of the female body.
6. There is often intertextual reference (to films, tv programmes, other music videos etc).
How to set out your blog for Unit G324; Labels are as follows:
•Planning music video
•Planning digipak cover (to include examples of real digipak covers that
influence production)
5. 5
•Planning advertisement for digipak; (to include a small case study on a
specific magazine which would be appropriate to place the advertisement;
also examples of real advertisements advertising a digipak / release of an
album
•Research into potential target audience
•Research into aspects of the music industry
•Evaluation
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 examiners how marks are
awarded for all elements of course work. All written work must be in
student’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 individual students who have been
consistently absent, unreliable, uncooperative (within the group) during the
construction process. If students have any group problems they must voice
their concerns to their tutor, confidentiality is taken into account should the
circumstances be awkward.
Planning Music Video: (Students may choose to draw story boards,
costume, props and other objects and scan them into their blogs.) To include
•Storyboards to include all primary elements of mise-en-scene to include
colour/lighting,, camera angles, synchronisation of image with sound/lyrics/beat. .
Storyboards need to strongly reflect your technical understanding of film language
within a mise-en-scene., 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.
Deadline: Week beginning 20th September 2010
Music Video- The shoot and edit
Students must not include any found images in music video, all footage
must be original. Videos should reflect research in that confidence with
6. 6
genre and real output is evident The music video is not judged on the music
but on the following:
THE SHOOT (Detailed planning is vital) end of June – 1st November 2010
•Creative/imaginative quality of all aspects of mise-en-scene 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-scene to reference or challenge generic conventions.
•Variety of mise-en-scene
•Variety of camera angles and movement
•Utilisation of Britishness in mise-en-scene.
•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!
Deadlines:
The shoot 1st November 2010
The edit 10th December 2010
Marks are not only awarded for quality of music video but also for
commitment to planning, contribution to the shoot and to the
edit. Tutors will closely monitor this.
7. 7
Print Productions:
Deadlines for print productions:
Friday 21st January 2011: All planning & research for both print
productions completed on blog for asst.
th
Friday 11 February 2011: Submission of both print productions.
Very important:
•Planning and research of print 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 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 tutors 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 submitted.
•It is important that this production has a professional finish and looks like a
real product. It is strongly advisable to design front and back covers, some
students include inserts about the artist/band
•Measurements, the finished product must fit neatly into any casing 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 feature 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.
2) Magazine advertisement for the digipak (CD/DVD) package:
8. 8
(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.
9. 9
B LOG 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.
•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. 1
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 you 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 consume 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.
whether the audience for the video production is mainstream, niche, art
house, or underground/alternative.
Deadline 22nd October 2010
11. 1
Independent research into existing media practice through case
studies with reference to comparable texts.
Advice: Try to get this started over the summer holidays. 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.
For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd
music video from another culture and include a comparison of how cultural identity is
represented.
Deadline Thursday 1st July for 1 and Thursday 8th for second (Assessed Hard copies can be
scanned into blog or embedded via Slideshare/Googledocs)
Task 2 : Analysis of CD/Digipak & magazine advertisement promoting band
All students must produce an analysis of CD/digipak cover and magazine advertisement.
For highly proficient level some students may wish to analyse two digipak/CD covers (one
male/female or mixed band) and compare how gender is represented.
For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd print
production from another culture to include a comparison of how cultural identity is
represented.
Students can include images.
Submission week beginning 6th September 2010 (Assessed Hard copies can be scanned
into blog or embedded via Slideshare/Googledocs).
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. Or 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 DJ’s 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.
Deadline week beginning 27th September 2010.
12. 1
EVALUATION: Deadline week beginning 1 March 2011
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-scene of your production with a minimum of 2 music videos of a similar genre;
CD/digpak 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 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.
13. 1
Advised working homework pattern Unit G324
June – •Search for unsigned British band
July 2010 •Complete analysis of music videos
•Start planning video production
•Start audience research
•Start research into an aspect of the music industry.
Summer Some students may wish to develop research into
holidays audience and into an aspect of the music industry; take
stills of locations and possible performers for music video,
if students complete rough draft of planning they are
strongly advised to shoot raw footage for music video.
Septemb •Planning music video
er •Research into an aspect of the music industry
•Research into audience
•Shooting music video
October •Research into audience
•Shooting music video
•For those that have completed the shoot, editing music
video
Nov/Dec •Editing music video
2010
•Commence planning print productions
Jan '11 •Complete analysis of CD cover/digipak
•Complete analysis of magazine advertisement
•Planning print productions
•Preparing for mock examinations
February •Commence evaluating audience feedback
•Commence evaluation (responding to 4 compulsory
questions)
March •Complete evaluation
•Complete all blog entries regarding Advanced Portfolio
Unit G324
14. 1
DEADLINES Year 13 Coursework 2010-11
Task Deadline
Summer Term 2010
Analysis of music videos 8th July 2010
Students who complete draft planning of Week beginning
music video can submit for tutor monitoring. 12th July 2010
Autumn Term 2010 Week beginning:
Planning Music Video for submission 20/09/10
Research into an aspect of music industry 27/09/10
Research into potential target audience 22/10/10
Complete shoot of music video 01/11/10
Complete edit of music video 10/12/10
Spring Term 2011 Week beginning
Mock exam/A2 Jan examinations period 03/01/11
Complete planning/research for print 21/01/11
productions
Submission of print productions 11/02/11
Beginning of student evaluation period of 14/02/11
music videos and print productions.
End of student evaluation period of music 28/02/11
video
and print productions
Submission of evaluation 01/03/11
•Final Submission of all elements of 15/03/11
coursework for internal moderation.
•Complete all blog entries for planning,
research and evaluation.