G325 1a research and planning question
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This document provides guidance for reflecting on skills development in research and planning for degree-level study. It prompts analysis of choices and quality of textual research, audience research, and use of research in planning at the AS and A2 levels. Students are asked to evaluate their research methods, how methods and depth of research improved over time, and how presentation of research evolved with practical use for production planning and management. The goal is for students to understand the importance of research and planning skills and their progress in effectively applying these skills.
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1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
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1. Research and planning are important skills for media production. They involve both primary research like questionnaires and secondary research from sources like books and articles.
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1. The document discusses the importance of research and planning skills for media coursework, outlining 7 key areas to consider: types of research, advantages/disadvantages of sources, organizing research, organizing planning materials, presenting planning materials, how research informs practical work.
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G325 section-a-reasearch and-planning
1. The document discusses the importance of research and planning skills for media coursework, including different types of primary and secondary research, and how those skills developed from AS to A2 levels.
2. It addresses the organization of research materials through blogs and references, noting how skills in organizing research improved over time with experience.
3. Planning skills are examined, including organizing timelines, personnel, equipment, and gaining audience feedback - noting the role of digital technology in aiding the planning and organization process.
Research and planning
This document discusses the importance of research and planning skills for media coursework. It provides examples of the types of research skills developed over the past two years, including textual analysis, audience research, and use of blogs. Various research and planning methods are described, along with their advantages and disadvantages. The document also discusses how to organize research materials, planning materials, and the presentation of research on blogs. Finally, it addresses how research and planning has informed practical work and how those skills have improved from AS to A2 levels.
G324 for slideshare
This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
Unit 3 presentation learning agreement
This document outlines the requirements for Project 1 of the BA (Hons) Textiles Year One unit titled "Trends, Contexts, Issues". The project requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore contexts and trends to develop new ideas and demonstrate self-directed learning skills. Researching trends and identifying materials, processes, markets and color palettes is expected. The project prepares students for Year 2 and addresses several learning outcomes around interpreting practice through historical/contemporary movements and communicating ideas clearly.
Unit 3 presentation learning agreement
This document outlines the details of a BA (Hons) Textiles Year One unit called BA3 Project 1. The project focuses on self-directed learning and requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore trends, contexts and issues in the textiles industry to develop new ideas and demonstrate effective self-management. The project aims to further experimental textiles approaches and prepare students for Year 2 study. Assessment includes a body of studio work, research folders, and presentations evaluating industry awareness and influence of work experience on textiles practice.
Quest 1
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
G325 Section A
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.
Research and planning ppt
This document provides guidance on discussing research and planning skills for a media studies assignment. It outlines key areas to cover, including:
1) The types of primary and secondary research conducted for projects at AS and A2 levels, and the advantages and disadvantages of different research methods and sources.
2) How research was organized and referenced for projects, and the development of these skills over time.
3) The planning and pre-production process, including drafting, gaining audience feedback, organizing time and resources, and utilizing digital technologies.
4) How materials were organized and presented, with an emphasis on using digital technologies and blogs to enhance creativity.
The document suggests addressing how these research, planning and presentation
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
Reports 101612
This document provides guidance on writing reports based on research. It discusses defining objectives for the report based on reader needs. It also covers conducting sound research through understanding context, defining questions precisely, and using credible methods. The document reviews planning a report's organization and structure, as well as drafting, revising, and crafting different report sections like the introduction, methods, results, discussion, conclusions and recommendations. Key elements of each section are outlined. Readers are given a writing assignment to help apply these report writing concepts.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
Lecture 2 generating the research idea
This document provides guidance on formulating a research idea and writing a research proposal. It discusses choosing a research topic, generating ideas through literature reviews and discussions, and refining ideas. Key parts of a research proposal are outlined, including the research problem/question, objectives, methodology, timeline, and references. Evaluation criteria for proposals include how well the components fit together and the viability of the research plan. The importance of theory in developing clear research questions and objectives is also emphasized.
G235 1a) Research and planning
The document discusses learning objectives around understanding marks from a practice exam and areas for improvement. It prompts breaking down research and planning tasks into bullet points for different assignments, considering factors like genre and audience research. Students are asked to write a paragraph summarizing how their research and planning developed over the course. An essay plan template is provided structured around introduction, pre-production, production, and post-production. The homework assigned is to answer an exam question describing development of research and planning skills for media production and how they contributed to creative decision making, using examples.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
Research and planning theory
This document outlines the key aspects of research and planning that students should consider for their media production coursework. It discusses several theories on how important research, planning, and organization are for strong media projects. Students are given tasks to reflect on how they applied these theories in their AS Foundation and A2 Advanced portfolios, including analyzing real media texts, identifying target audiences, and improving their research and planning skills over time.
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2. Reception theory which sees audiences as actively interpreting meanings from media texts in preferred, negotiated, or oppositional ways.
3. Active audience models where audiences make choices in how they consume media to fulfill different uses and gratifications.
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G325 1a research and planning question
- 1. Research and Planning Q1a Might ask a question that investigates what skills you learned about the importance of Research and Planning. Research and planning is a skill needed for degree level study, so analysing your progress is important. LO: To analyse and reflect on our methods in a particular skill area. Question 1a will expect you to describe the development of your skills in the area of research and planning. Textual research – looking at a range of existing texts Audience research – exploring the nature and needs of the target group Methods – Google, Youtube, Surveymonkey, Free Online Surveys, focus group, websites, books and magazines, social media
- 2. Examples Secondary research – second hand information – work on codes and conventions of texts, use of theory. Primary – first hand – textual analysis, audience analysis: questionnaires, focus groups. List types of Research LO: To analyse and reflect on our methods in a particular skill area.
- 3. Review your AS blog – what choices of textual analysis did you make? What drove those choices?: arbitrary reasons, limited knowledge of the thriller genre, teacher recommendations. Did the choices improve and become more precise as you began to understand sub-genre? Next look at the quality of the research pieces; can you see progress in terms of the depth and complexity? Did you start using more theory and terminology? Did the influence on your project ideas increase? Research choices LO: To analyse and reflect on our methods in a particular skill area.
- 4. Now look at your choices with audience research – list the methods and the quality of the results. Did all the questions work? To what extent did the results help with the finished product? How did the survey results link with the broader audience research you conducted via the BFI? Research choices LO: To analyse and reflect on our methods in a particular skill area.
- 5. Review your A2 blog – what choices of textual analysis did you make here? What drove your choices this time?: research into the artist, the sub-genre of music and improved knowledge of what makes good research? Next look at the quality of the research pieces; did you start where you left off or was it better than AS from the start? Was there then further progress? Did the influence on your project ideas go further this time? In each year, what did you learn as a producer? Research choices LO: To analyse and reflect on our methods in a particular skill area.
- 6. Now look at your choices with audience research – list the methods and the quality of the results. Were you using better methods and applying lessons learned at AS? How much more focused were your survey questions? What survey techniques did you use that were better? Research choices LO: To analyse and reflect on our methods in a particular skill area.
- 7. Research applied to planning – Did you research methods of planning in either year? Storyboarding? Scripting? Design processes? Did you look up how to achieve things via technology? Search instructions online? Watch others students’ videos? Look at making ofs for videos you studied? Planning – Pre-Production Requirements LO: To analyse and reflect on our methods in a particular skill area.
- 8. You need to evaluate the ways in which you planned in both years Group work compared to individual Treatment to storyboard to schedule Day-to-day management and development of productions Methods of keeping track of continuity Planning methods and documents LO: To analyse and reflect on our methods in a particular skill area.
- 9. Linking to the digital technology question, write a very small amount about the way in which your presentation of research and planning has developed through the course. This includes presentation for display purposes, but also for practical purposes. How did you go about creating working documents for the production? Presentation of Research and Planning LO: To analyse and reflect on our methods in a particular skill area.
- 10. 700 word write-up There is a choice of two questions: 1.How did your knowledge of digital technology to aid your research and planning skills throughout the pre-production of your AS and A2 coursework? 2.Detail how your understanding of the importance of good research and planning skills developed throughout the pre- production of your AS and A2 coursework. LO: To analyse and reflect on our methods in a particular skill area.