The document discusses the production of a student's psychological thriller film. It summarizes the research conducted on conventions in the genre, including the use of tense music, red fonts, and dark lighting in openings. Though conventions like adult characters were followed, the storyline focuses on a high school student's psychological problems. Digital tools like IMovie, YouTube, PowerPoint and Blogger were used in the research, planning, editing and sharing of the film. Feedback enabled adjustments to further develop the creative work.
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
The document discusses media language and how meaning can be derived from images through their connotations and denotations. It then discusses how the director of a moving image text can influence meaning through techniques like camera angles, lighting, editing, and other cinematography elements. Finally, it discusses the student's plans for their music video, which includes using close-up shots to develop relationships with the performers, slowing down and chopping up the footage to keep it engaging, and focusing on accurate 1950s-era mise-en-scene, costumes, makeup, and setting to clearly convey the time period to audiences.
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
The candidate discusses how they constructed meaning in their music video coursework production through the use of media language. They explain how they used conventions like illustrating the relationship between lyrics and visuals, employing close-ups of the artist as demanded by record labels, and establishing the mise-en-scene through mid shots and long shots. The candidate also discusses applying Carol Vernallis' four concepts of how music videos construct meaning - narrative, editing, camera movements/framing, and sound - through a love story narrative, frequent cuts between shots under 5 seconds, and a close-up of the artist singing followed by a mid shot of them walking.
The document summarizes how a media product uses, develops, and challenges conventions of real media. It discusses using a simple font across all materials for continuity. It develops on ideas from real albums by adding gradients and effects to images and text. It challenges conventions by combining an image with canvas and making backgrounds blurry rather than sharp.
- The document discusses how the media product conforms to and challenges conventions of the indie music genre. It analyzes conventions found in other indie music videos related to outdoor settings, natural lighting, relatable storylines, and color palettes.
- The media product tells a story of a mother-son relationship through projection and uses black and white/color contrasts to represent heightened emotions. Some conventions like lip syncing are challenged.
- Various media technologies were used in researching, filming, editing, and designing packaging for the media product. YouTube, iPhones, video cameras, iMovie, and Photoshop/Picmonkey were used to construct and present the project while adhering to genre expectations.
My media product uses, develops and challenges conventions of real media products in several ways:
1. Themes, characters, theory, editing, locations, and cinematography are used in ways that both develop and challenge conventions. For example, the Ying and Yang theme has been used before but is given a new interpretation, and editing techniques create effects like clones interacting.
2. Forms like music video structure, genres, and star image are developed through conventions like solo performances, smoking/drinking scenes, and keeping the artists central. However, the cinematography style mixes genres by including urban elements.
3. Techniques like lighting, color, costume, mise-en-scene,
A2 Media Studies (Music Video) - Evaluation Question 1 Part 1 Hafsah Zaman
This document discusses the codes and conventions of music videos. It defines codes and conventions as techniques used to construct meaning. It then examines several common technical and symbolic codes and conventions, including camera shots/angles/movement, editing/special effects, sound, and mise-en-scene elements like costume, lighting, makeup, props, and setting. Specific music video examples are provided to illustrate each convention. The document aims to analyze how a music video may use, develop, or challenge these typical forms and conventions.
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
The document discusses media language and how meaning can be derived from images through their connotations and denotations. It then discusses how the director of a moving image text can influence meaning through techniques like camera angles, lighting, editing, and other cinematography elements. Finally, it discusses the student's plans for their music video, which includes using close-up shots to develop relationships with the performers, slowing down and chopping up the footage to keep it engaging, and focusing on accurate 1950s-era mise-en-scene, costumes, makeup, and setting to clearly convey the time period to audiences.
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
The candidate discusses how they constructed meaning in their music video coursework production through the use of media language. They explain how they used conventions like illustrating the relationship between lyrics and visuals, employing close-ups of the artist as demanded by record labels, and establishing the mise-en-scene through mid shots and long shots. The candidate also discusses applying Carol Vernallis' four concepts of how music videos construct meaning - narrative, editing, camera movements/framing, and sound - through a love story narrative, frequent cuts between shots under 5 seconds, and a close-up of the artist singing followed by a mid shot of them walking.
The document summarizes how a media product uses, develops, and challenges conventions of real media. It discusses using a simple font across all materials for continuity. It develops on ideas from real albums by adding gradients and effects to images and text. It challenges conventions by combining an image with canvas and making backgrounds blurry rather than sharp.
- The document discusses how the media product conforms to and challenges conventions of the indie music genre. It analyzes conventions found in other indie music videos related to outdoor settings, natural lighting, relatable storylines, and color palettes.
- The media product tells a story of a mother-son relationship through projection and uses black and white/color contrasts to represent heightened emotions. Some conventions like lip syncing are challenged.
- Various media technologies were used in researching, filming, editing, and designing packaging for the media product. YouTube, iPhones, video cameras, iMovie, and Photoshop/Picmonkey were used to construct and present the project while adhering to genre expectations.
My media product uses, develops and challenges conventions of real media products in several ways:
1. Themes, characters, theory, editing, locations, and cinematography are used in ways that both develop and challenge conventions. For example, the Ying and Yang theme has been used before but is given a new interpretation, and editing techniques create effects like clones interacting.
2. Forms like music video structure, genres, and star image are developed through conventions like solo performances, smoking/drinking scenes, and keeping the artists central. However, the cinematography style mixes genres by including urban elements.
3. Techniques like lighting, color, costume, mise-en-scene,
A2 Media Studies (Music Video) - Evaluation Question 1 Part 1 Hafsah Zaman
This document discusses the codes and conventions of music videos. It defines codes and conventions as techniques used to construct meaning. It then examines several common technical and symbolic codes and conventions, including camera shots/angles/movement, editing/special effects, sound, and mise-en-scene elements like costume, lighting, makeup, props, and setting. Specific music video examples are provided to illustrate each convention. The document aims to analyze how a music video may use, develop, or challenge these typical forms and conventions.
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document provides guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
The document discusses how the media product, a music video for the song "Retrospect", uses and develops conventions of the indie music genre. Some key ways include:
1) Using typical indie settings like bedrooms and streets for filming locations due to a low budget.
2) Employing natural, desaturated colors in editing and costumes to fit the indie aesthetic.
3) Telling a narrative story rather than being a performance-based video, while still using common shot types like close-ups to convey emotion.
4) Uploading to YouTube and using social media for promotion, matching how real indie artists distribute their work. Accessories like the album artwork and website maintain consistency in imagery and color
The document discusses the media product's use of conventions of real music videos. It summarizes how the song and music video style fits trends in EDM genres. Footage was captured of a friend training for sailing to fit a motivational theme common in EDM videos. Color correction, effects, and letterboxing were used to achieve the visually beautiful look of industry videos on a limited budget. Overall, the media product challenges conventions by telling an original conceptual narrative rather than just being a performance-based video.
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
The document summarizes a student's media studies portfolio which includes a music video as the main project and two ancillary projects. The student researched the dubstep music genre and typical elements found in dubstep music videos. Audience feedback was gathered and changes were made to better target a 16-25 year old audience. The ancillary projects included a CD cover design and advertisement which incorporated concepts from the main music video project to appeal to the target demographic.
The document discusses how the student's media products compare to conventions of real music videos, websites, and digipaks. It examines the theories of general music video conventions, as well as those proposed by Andrew Goodwin. The student analyzes their music video, finding it follows conventions regarding lyrics, tempo, genre, camerawork, and exhibitionism. Their digipak and website also adhere to common conventions regarding layout, colors, and navigation while incorporating some unique elements. Overall, the student believes their products successfully use and develop conventions to create a cohesive brand identity.
The document discusses how the student's music video uses, develops, and challenges conventions of real music videos. It summarizes how the student filmed establishing shots to look like early morning using color correction presets. It also discusses how the student achieved shots of the protagonist training outside by adding similar color corrections. The student included letterboxing and other techniques to make the video look professional. Overall, the student developed the concept of a motivational training theme to fit the electronic music genre, challenging conventions by not directly relating to the song lyrics.
The document provides an evaluation of a group's media production that was influenced by Ed Sheeran's music video "A Team". It summarizes the conventions and influences used in their video, including the genre, narrative, characters, themes, camerawork, and post-production techniques. The document also discusses how effective the combination of their video and ancillary texts like an album cover and poster were. It outlines the various media technologies used in the production and research process, and shares key feedback received from audiences about the realistic and emotive nature of the video.
The document discusses the evaluation of a media production project. It summarizes the ways the project used and developed conventions from Ed Sheeran's "A Team" music video. These included genre, narrative structure, characters, themes, and a simplistic black and white style. An album cover and poster were also created to accompany the project. Various media technologies were used for research, planning, filming and editing. Audience feedback praised the realistic portrayal of social issues and atmospheric style, while also providing suggestions for improvement.
Our media product is a concept-based music video that uses visual metaphors and symbolism to represent the themes of cheating explored in the song lyrics. We developed a visual brand identity centered around the motif of a red hand and used consistent typography, layout, and color palette across the music video, magazine advertisement, and CD cover. Audience feedback was positive and suggested we make the motif and meaning of the lamp symbolism clearer. We incorporated new media technologies like video editing software, desktop publishing, and blogs to construct, plan, and evaluate our project.
The document discusses a music video the author created for the song "Cape Cod" by the indie band Vampire Weekend.
The author analyzes how their music video both uses and challenges conventions of real music videos according to Andrew Goodwin's theory. While it includes a relationship between lyrics and visuals, it departs from conventions by not featuring the band or promoting their "star image." Instead, it tells a narrative story with social commentary.
The visuals were inspired by synesthesia and interpret the lyrics ambitiously to expose negative media representations of women. Technical difficulties led to an unintentional green screen effect, but the video still achieved its quirky, playful goal through
The document discusses forms and conventions used in the music video for "Rihanna" by Clean Bandit, comparing it to other music videos.
It analyzes the media form, conventions, locations, lighting, camera work, performances, and editing of the video. Studio filming was used with additional lighting effects. Close-ups were important to focus on the artists. Long shots showed the band and instrumentalists. Cross-dissolve was used to link scenes.
The document also discusses the digipak design for the single, comparing it to Ellie Goulding's use of brighter colors. For the website, it analyzed Lorde's site but chose brighter colors to attract a younger audience for the childlike
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as including dancing, while also challenging some conventions by portraying the artist in a modest way without overly emphasizing sexuality. Audience feedback was gathered and new media technologies like Final Cut Pro were used. The evaluation reflects on what was learned and discusses comparisons between the project's music video and conventions found in other dancehall genre videos.
The document discusses the development of a psychological thriller film opening and a band's digipak.
For the film opening, the student aimed to convey the psychological thriller genre through tense music and red font, while focusing on a high school student rather than adult characters. Research informed conventions used, like suspenseful music and lighting, while some conventions were broken, like the teenage protagonist. Editing software like iMovie was used to create the opening.
For the digipak, the student aimed to represent the indie band's image and interests. Research of other bands' digipaks informed design conventions incorporated, while some were adapted, like a contrasting color scheme. Photography equipment and software like Photoshop were
The document discusses the development of a psychological thriller film opening. It summarizes:
1) The film opening conveys the psychological thriller genre through tense music and red font, while focusing on a high school student rather than adult characters seen in other films.
2) Research found audiences enjoy being scared by horror/psychological films. The film aims to appeal to younger audiences by focusing on a student's psychological problems in high school.
3) The opening sequence leaves the audience in suspense about the main character's motives through the use of conventions like music, lighting, and character perspectives.
The document analyzes how the music video for Peter and the Wolf challenges, develops, and uses conventions of existing media products. It challenges conventions by having an unconventional use of camerawork and shots that don't focus on the artist's face. It develops conventions by featuring a ballerina to add an artistic element rather than usual dancing in music videos. The video also uses some conventions like close-ups of the artist playing their instrument. The album packaging and promotional poster similarly challenge conventions by having a simple, realistic style rather than flashy computer-generated designs, while still using some conventional elements like quotes on the poster.
1) The document provides guidance and sample questions for a media exam, outlining the two sections and what will be required for each. Section A focuses on discussing the student's coursework and progression, while Section B involves analyzing representations of collective identity.
2) Key advice includes using specific examples from coursework, showing conceptual understanding, and balancing theory and textual analysis when answering questions. Theorists are provided for each section to help students incorporate relevant ideas.
3) Time management is important, with students advised to spend an hour on each section, using terminology appropriately, and demonstrating learning across their A-Level studies in responses.
This document provides a list of past exam questions from 2010 to 2015 for Q1A & Q1B. The questions focus on describing and evaluating the development of skills related to media production such as research, planning, use of digital technology, understanding of conventions, creative decision making, and analysis of real media texts. Students are asked to refer to examples from their own media productions and coursework over time to show how these skills developed and informed their creative work.
AS/A2 Exam Example candidate-answers-June 2013Graveney School
This document contains exemplar responses from A-Level Media Studies students on exam questions related to representing regional identity in a TV drama extract. It includes four student responses to the first question, along with examiner commentaries analyzing the strengths and weaknesses of each answer. The full mark schemes for all questions are also provided.
The document discusses how media has become more democratic now than in the past. It provides two case studies as evidence: Burma VJ, which showed how citizen video journalism helped bring democracy to Burma by exposing government issues; and Wikileaks, which provided secret information and whistleblowing opportunities that increased transparency. While media technologies now allow more individual participation and sharing of information, the document notes it is still a developing topic and democracy remains difficult to fully achieve when accounting for all voices.
The document provides feedback on a student's coursework analyzing their music video production in relation to genre. It discusses how the student addressed both syntactic and semantic genre elements in their video. Syntactically, they used fragmented nonlinear editing and an opening enigma to portray indie genre's anti-mainstream ideology similarly to The Kooks' video. Semantically, they emphasized fashionable costumes, artistic location of Brighton associated with indie culture, and band performance through shots highlighting style. The feedback suggests discussing postmodern concepts of intertextuality and genre fluidity in introductions and referencing more genre theorists.
Evaluation Of Music Video Project (Media)aliciachaffey
The document discusses the evaluation of a music video the author created based on a piece of piano music by Ludovico Einaudi. The author analyzes what worked well in their video, including a clear narrative and good editing. Areas for improvement include framing shots better and ensuring the timing of the music and piano playing matched precisely. The author also reflects on using media technologies like iMovie in the construction, research, planning and evaluation of the project.
The document provides guidance for a music video assignment, including sections on idea generation, research, potential techniques, and conventions. It suggests selecting a song and generating three ideas for the video, researching other music videos by noting camera work, editing, and more, and planning which conventions will be used, such as locations, costumes, and camera angles. The final idea chosen is for the song "Riptide" by Vance Joy, an upbeat indie pop/folk song about a coming-of-age love story.
The document discusses how the media product, a music video for the song "Retrospect", uses and develops conventions of the indie music genre. Some key ways include:
1) Using typical indie settings like bedrooms and streets for filming locations due to a low budget.
2) Employing natural, desaturated colors in editing and costumes to fit the indie aesthetic.
3) Telling a narrative story rather than being a performance-based video, while still using common shot types like close-ups to convey emotion.
4) Uploading to YouTube and using social media for promotion, matching how real indie artists distribute their work. Accessories like the album artwork and website maintain consistency in imagery and color
The document discusses the media product's use of conventions of real music videos. It summarizes how the song and music video style fits trends in EDM genres. Footage was captured of a friend training for sailing to fit a motivational theme common in EDM videos. Color correction, effects, and letterboxing were used to achieve the visually beautiful look of industry videos on a limited budget. Overall, the media product challenges conventions by telling an original conceptual narrative rather than just being a performance-based video.
- The music video uses stop-frame animation with fruit characters instead of people to differentiate itself from typical music videos in the genre, which usually follow the song's storyline.
- The album cover and magazine advertisement incorporate a "house theme" to connect the ancillary texts and have elements like a band image and lemon character.
- Feedback from the target audience confirmed that including the band wasn't necessary and helped the creator make improvements.
The document summarizes a student's media studies portfolio which includes a music video as the main project and two ancillary projects. The student researched the dubstep music genre and typical elements found in dubstep music videos. Audience feedback was gathered and changes were made to better target a 16-25 year old audience. The ancillary projects included a CD cover design and advertisement which incorporated concepts from the main music video project to appeal to the target demographic.
The document discusses how the student's media products compare to conventions of real music videos, websites, and digipaks. It examines the theories of general music video conventions, as well as those proposed by Andrew Goodwin. The student analyzes their music video, finding it follows conventions regarding lyrics, tempo, genre, camerawork, and exhibitionism. Their digipak and website also adhere to common conventions regarding layout, colors, and navigation while incorporating some unique elements. Overall, the student believes their products successfully use and develop conventions to create a cohesive brand identity.
The document discusses how the student's music video uses, develops, and challenges conventions of real music videos. It summarizes how the student filmed establishing shots to look like early morning using color correction presets. It also discusses how the student achieved shots of the protagonist training outside by adding similar color corrections. The student included letterboxing and other techniques to make the video look professional. Overall, the student developed the concept of a motivational training theme to fit the electronic music genre, challenging conventions by not directly relating to the song lyrics.
The document provides an evaluation of a group's media production that was influenced by Ed Sheeran's music video "A Team". It summarizes the conventions and influences used in their video, including the genre, narrative, characters, themes, camerawork, and post-production techniques. The document also discusses how effective the combination of their video and ancillary texts like an album cover and poster were. It outlines the various media technologies used in the production and research process, and shares key feedback received from audiences about the realistic and emotive nature of the video.
The document discusses the evaluation of a media production project. It summarizes the ways the project used and developed conventions from Ed Sheeran's "A Team" music video. These included genre, narrative structure, characters, themes, and a simplistic black and white style. An album cover and poster were also created to accompany the project. Various media technologies were used for research, planning, filming and editing. Audience feedback praised the realistic portrayal of social issues and atmospheric style, while also providing suggestions for improvement.
Our media product is a concept-based music video that uses visual metaphors and symbolism to represent the themes of cheating explored in the song lyrics. We developed a visual brand identity centered around the motif of a red hand and used consistent typography, layout, and color palette across the music video, magazine advertisement, and CD cover. Audience feedback was positive and suggested we make the motif and meaning of the lamp symbolism clearer. We incorporated new media technologies like video editing software, desktop publishing, and blogs to construct, plan, and evaluate our project.
The document discusses a music video the author created for the song "Cape Cod" by the indie band Vampire Weekend.
The author analyzes how their music video both uses and challenges conventions of real music videos according to Andrew Goodwin's theory. While it includes a relationship between lyrics and visuals, it departs from conventions by not featuring the band or promoting their "star image." Instead, it tells a narrative story with social commentary.
The visuals were inspired by synesthesia and interpret the lyrics ambitiously to expose negative media representations of women. Technical difficulties led to an unintentional green screen effect, but the video still achieved its quirky, playful goal through
The document discusses forms and conventions used in the music video for "Rihanna" by Clean Bandit, comparing it to other music videos.
It analyzes the media form, conventions, locations, lighting, camera work, performances, and editing of the video. Studio filming was used with additional lighting effects. Close-ups were important to focus on the artists. Long shots showed the band and instrumentalists. Cross-dissolve was used to link scenes.
The document also discusses the digipak design for the single, comparing it to Ellie Goulding's use of brighter colors. For the website, it analyzed Lorde's site but chose brighter colors to attract a younger audience for the childlike
This document provides an evaluation of a media project involving a music video and accompanying materials. It discusses how the project used conventions of real music videos, such as including dancing, while also challenging some conventions by portraying the artist in a modest way without overly emphasizing sexuality. Audience feedback was gathered and new media technologies like Final Cut Pro were used. The evaluation reflects on what was learned and discusses comparisons between the project's music video and conventions found in other dancehall genre videos.
The document discusses the development of a psychological thriller film opening and a band's digipak.
For the film opening, the student aimed to convey the psychological thriller genre through tense music and red font, while focusing on a high school student rather than adult characters. Research informed conventions used, like suspenseful music and lighting, while some conventions were broken, like the teenage protagonist. Editing software like iMovie was used to create the opening.
For the digipak, the student aimed to represent the indie band's image and interests. Research of other bands' digipaks informed design conventions incorporated, while some were adapted, like a contrasting color scheme. Photography equipment and software like Photoshop were
The document discusses the development of a psychological thriller film opening. It summarizes:
1) The film opening conveys the psychological thriller genre through tense music and red font, while focusing on a high school student rather than adult characters seen in other films.
2) Research found audiences enjoy being scared by horror/psychological films. The film aims to appeal to younger audiences by focusing on a student's psychological problems in high school.
3) The opening sequence leaves the audience in suspense about the main character's motives through the use of conventions like music, lighting, and character perspectives.
The document analyzes how the music video for Peter and the Wolf challenges, develops, and uses conventions of existing media products. It challenges conventions by having an unconventional use of camerawork and shots that don't focus on the artist's face. It develops conventions by featuring a ballerina to add an artistic element rather than usual dancing in music videos. The video also uses some conventions like close-ups of the artist playing their instrument. The album packaging and promotional poster similarly challenge conventions by having a simple, realistic style rather than flashy computer-generated designs, while still using some conventional elements like quotes on the poster.
1) The document provides guidance and sample questions for a media exam, outlining the two sections and what will be required for each. Section A focuses on discussing the student's coursework and progression, while Section B involves analyzing representations of collective identity.
2) Key advice includes using specific examples from coursework, showing conceptual understanding, and balancing theory and textual analysis when answering questions. Theorists are provided for each section to help students incorporate relevant ideas.
3) Time management is important, with students advised to spend an hour on each section, using terminology appropriately, and demonstrating learning across their A-Level studies in responses.
This document provides a list of past exam questions from 2010 to 2015 for Q1A & Q1B. The questions focus on describing and evaluating the development of skills related to media production such as research, planning, use of digital technology, understanding of conventions, creative decision making, and analysis of real media texts. Students are asked to refer to examples from their own media productions and coursework over time to show how these skills developed and informed their creative work.
AS/A2 Exam Example candidate-answers-June 2013Graveney School
This document contains exemplar responses from A-Level Media Studies students on exam questions related to representing regional identity in a TV drama extract. It includes four student responses to the first question, along with examiner commentaries analyzing the strengths and weaknesses of each answer. The full mark schemes for all questions are also provided.
The document discusses how media has become more democratic now than in the past. It provides two case studies as evidence: Burma VJ, which showed how citizen video journalism helped bring democracy to Burma by exposing government issues; and Wikileaks, which provided secret information and whistleblowing opportunities that increased transparency. While media technologies now allow more individual participation and sharing of information, the document notes it is still a developing topic and democracy remains difficult to fully achieve when accounting for all voices.
The document provides feedback on a student's coursework analyzing their music video production in relation to genre. It discusses how the student addressed both syntactic and semantic genre elements in their video. Syntactically, they used fragmented nonlinear editing and an opening enigma to portray indie genre's anti-mainstream ideology similarly to The Kooks' video. Semantically, they emphasized fashionable costumes, artistic location of Brighton associated with indie culture, and band performance through shots highlighting style. The feedback suggests discussing postmodern concepts of intertextuality and genre fluidity in introductions and referencing more genre theorists.
This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
The document analyzes the audience reception of a coursework music video production using several audience theory frameworks. It discusses how some elements subscribed to the hypodermic needle theory through clear signifiers, but others like identifying the soldier character did not. It also examines how the video provided diversion and escapism for the audience in line with uses and gratification theory. Feedback from the target audience showed elements of two-step flow theory, as some had seen it multiple times and could influence new viewers. Overall, most of the audience took a negotiated reading of the production, recognizing characters and storylines but missing some details until pointed out.
The document summarizes how the opening sequence to Phoebe Bower's media studies film project applies different narrative theories. The opening sequence follows Vladimir Propp's theory by including the hero and princess character types through the protagonist Naomi getting ready. It also aligns with Tzvetan Todorov's theory of equilibrium and disequilibrium by establishing normality that seems too perfect. Barthes' enigma code is present through unanswered questions about Naomi. The sequence has little relation to William Gibson's theory about designing products for characters or Tim O'Sullivan's theory about telling stories about ourselves, though it could relate to the latter by being relatable to teenage female audiences.
This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
- The question is worth 25 marks and requires students to evaluate their skills development over their AS and A2 coursework.
- Answers are marked on explanation/analysis (20 marks), examples (20 marks), and terminology (10 marks).
- Students should describe skills growth in areas like research, technology use, conventions, and more, using specific examples from their work.
- Strong answers will critically reflect and evaluate skills growth over time, not just describe
You must discuss two pieces of coursework to show progression in skills. Discuss how you developed conventions and creativity in productions. Explain how digital technology aided creativity and how skills developed over time.
This document discusses key theories of media language used to communicate meaning to audiences. It introduces Ferdinand de Saussure's concept of the signifier and signified, how signs have both a literal object and associated concept. Roland Barthes expanded on this with denotation, the literal meaning, and connotation, meanings drawn from cultural/social knowledge. Stuart Hall's encoding/decoding looks at producers encoding intended meanings that audiences can decode as a preferred, negotiated, or oppositional reading. The document uses examples to illustrate these theories for analyzing how media texts communicate and how audiences interpret them.
The document discusses several theories related to media representations of youth and identity formation:
1. Dick Hebdige's theory from 1979 analyzed British youth subcultures and how they used style to challenge dominant ideology. Media representations of youth were limited to portrayals as troublemakers or sources of fun.
2. David Gauntlett's 2002 theory examined how media texts influence self-identity and expression. He argued people shift from passive consumers to active producers through new media like Web 2.0.
3. Tajfel and Turner's 1979 social identity theory proposed that people categorize themselves into in-groups to build identity, creating boundaries with out-groups. Youths often divide into subcultures based on
G325 1a - Question 1a: Explain how your research and planning skills develope...Graveney School
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
The document provides guidance for answering an evaluation question about skills development for media production projects. It recommends structuring the response in 5 paragraphs:
1. Introduction explaining the projects.
2. Discussion of starting skills and an example.
3. Examples of how skills developed in early projects.
4. Examples of how skills further developed in later projects.
5. Short conclusion.
It emphasizes using examples to demonstrate skills development over multiple projects completed within the course.
This document contains past questions from Q1A and Q1B exams from January 2010 to January 2013. The questions focus on describing skills developed for media production such as research, planning, use of digital technology, understanding of conventions, and creative decision making. Students are asked to refer to examples from their coursework and evaluate how these skills developed and contributed to their productions over time.
This document discusses several theories related to media language and how meaning is constructed through signs and codes. It covers semiotics, focusing on the work of Ferdinand de Saussure on the distinction between the signifier and signified. It also discusses Roland Barthes' concepts of denotation versus connotation and how audiences interpret meanings. Finally, it outlines Stuart Hall's encoding/decoding model of how media producers encode preferred meanings and how audiences can decode messages in dominant, negotiated, or oppositional ways.
1b. Media Languages essay plan and theoryaquinasmedia
Media languages must be used cohesively across all elements of a media production to effectively communicate the intended meaning to the audience. The four media languages - mise-en-scene, camera, sound, and editing - work together to construct meaning through the use of codes and conventions. When analyzing a media text, one must consider how each language was employed and the meanings derived from their combination. Examples should be given for each language from the analyzed work to demonstrate how they helped convey the producer's intended message.
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
David Buckingham examines the complexity of identity, suggesting that identity is both unique to an individual but also implies a relationship with a broader social group. Buckingham uses the case study of the blog "Mandem on the wall" to show how teenagers are aware of stereotypes created by dominant ideology about the London riots but try to challenge these through creating a more positive self-representation online. Buckingham believes teenagers use blogs and websites for self-expression and creating their own identity in a way that challenges mainstream media representations. He suggests they present a "nice shiny me" and control the images others see of them in a way not possible offline.
Anna contributed to a group project filming an opening sequence for a film. She acted in the video, helped write dialogue, filmed a close-up scene, and did much of the editing. The group's sequence used conventions like flashbacks and cross-cutting to make the film intriguing. It represented social groups stereotypically to fit the narrative but also challenged beliefs about the groups. The sequence would appeal most to a British independent film company because of its low budget style and controversial themes.
As foundation portforlio presentation evlaulationFranklin Peacock
This document summarizes the media product "Dark Days" created by Franklin, Petros, and Ed. It discusses the conventions and influences from other films used in their opening titles, narrative structure, sound design, and editing. It also addresses the potential audiences and distributors for their film and what they learned about film technologies through the process.
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
The student created a thriller film with their group for a media project. They had to plan extensively and film a preliminary 2 minute scene to practice techniques like camera angles and character dialogue. From this experience, they improved their full product by correcting mistakes. They applied conventions of the thriller genre like fast pacing between scenes, scary music, and a plot twist. Their film represents young adults and features a stalker threatening a teenage girl. The student believes their 15-rated film would be suitable for distribution. They aimed it at teenagers familiar with relationships and used that storyline tension. Through the process, the student learned about film technologies and editing software.
The group conducted research on the indie rock genre to understand its characteristics and culture. They explored various features to evoke the unique style while following genre conventions for their music video. Though conforming to indie rock, they considered unique ways to present the video, such as including a rural scene. Feedback helped improve the video by clarifying the main character when it was unclear. They created promotional materials, including an album cover and magazine ad, using images and fonts that suited the indie rock theme.
The document discusses the process of creating a music video and digipack for a song. It describes using various cameras and software like Photoshop and Final Cut Express. Planning and coordination was done through social media and email. Research involved analyzing other music videos on YouTube and genres. Marketing included social media posts and surveys. Media technology helped with editing, presentations, and comparing video shots.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, and camerawork while also noting feedback about improving lighting in some scenes.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, camerawork and how it conveyed the psychological nature of the story.
The group conducted research on the indie rock genre to understand its characteristics and culture. They explored various features to evoke the unique style while following conventions. Though conforming to indie rock, they considered unique ways to end the music video with a rural crow shot symbolizing hope. Feedback noted the main character was unclear, so shots of others were removed and close-ups added to clarify the narrative. Throughout all stages, various media technologies like smartphones, cameras, and software were used for planning, filming, editing, and presenting the final music video and ancillary tasks.
The document discusses how new media technologies were used at each stage of creating a movie trailer and posters for a horror film coursework project. Photoshop, InDesign, iMovie, and PicMonkey were used to construct and design the theatrical poster and trailer. YouTube and research of other horror trailers helped in planning the project. An online questionnaire and InDesign assisted with audience research. The trailer and posters were uploaded online for feedback during the evaluation stage.
EQ4: How did you use new media technologies in the construction, research, pl...Becca Feast
In my last evaluation question, I explain what I did in my construction, research, planning and evaluation stages through using new media technologies. In this power point, I explain all examples of new media technologies I used and how they helped me with each stage of production when producing my final piece of coursework to the song "Closer" by Kings of Leon as well as my ancillary tasks of a digipak and poster to promote the album.
Opening film sequence evaluation 20.28.12.pptxAdaDzamic
The document provides an analysis of the opening sequence for the film "Music Lessons from Hell". It establishes the main conflict between a mild music teacher and a wild student forced to take classical music lessons. The opening sequence uses contrasts in music, camerawork, and character behaviors to introduce the characters and comedy genre. It aims to draw viewers in quickly and set up the personal "war" between the strongly different main characters. The filmmakers believe the opening sequence successfully conveys the plot, genre, and characters but could have more clearly established the wild student's personality.
How did you use new media technologies in the constructionkatieeobrien96
The document discusses how new media technologies were used at various stages of creating a music video. In the research stage, YouTube was used to analyze pop music videos and identify common conventions. A questionnaire was distributed digitally to gather audience insights. Focus groups were filmed and edited to understand audience opinions. Planning involved creating a storyboard in Premiere Pro and obtaining song rights. Filming used multiple cameras and tripods. Editing synchronized footage to the beat in Premiere Pro. The digital pack and poster were designed in Photoshop. Evaluation was conducted through Prezi, linking to the video on YouTube, and collecting Facebook comments to analyze. A director's commentary was also recorded and layered in Premiere Pro.
The student created a horror film titled "K.S.G.S" for a media studies assignment. The film uses conventions of the horror genre like point-of-view camera shots and an ambiguous monster. Music and sound effects were created to increase tension. Through the process, the student learned skills with video editing software and converting file formats for uploading media. Feedback from peers and teachers helped improve the final project.
This document summarizes the planning and production process for a music video and accompanying marketing materials for a fictional heavy metal band called Quad Damage. Key details include:
1) Research was conducted online to find inspiration from films like "They Live" and other metal bands.
2) The music video was shot at night with minimal lighting to create a dark, mysterious atmosphere that amplified the song's lyrics.
3) Marketing materials like the album cover and magazine ad were designed to have a consistent dark color scheme and font styles drawing from metal conventions.
4) Feedback was gathered from social media and classmates to refine the video and ensure it appealed to the target younger audience.
The document discusses the teaser trailer, poster, and website created for a horror film media product. It describes how they used conventions of the horror genre, such as including a killer character, building tension, and having the good character ultimately defeat the evil one. Feedback from test audiences noted some effective elements but also suggested reducing overused effects and slowing the text reveals in the teaser. New media technologies like Final Cut Pro, Motion, and Photoshop were utilized at different stages of the project.
The document summarizes a student media project creating a music video for a fictional rock band. It discusses the stereotypical conventions used in the video's style, locations, and lighting to portray the band's image and themes. To challenge conventions, the video focuses more on a female main character and covers sensitive issues like drink driving and mental illness. Feedback from YouTube comments and an online poll was positive. The group used resources like green screens, cameras, and editing software to plan, film, and construct the video. The experience taught the student about collaboration, planning, and overcoming challenges in the production process.
The document summarizes a student media project creating a music video for a fictional rock band. It discusses the stereotypical conventions used in the video's style, locations, and lighting to portray the band's image and themes. To challenge conventions, the video focuses more on a female main character and covers sensitive issues like drink driving and mental illness. Feedback from YouTube comments and an online poll was positive. The group used resources like green screens, Photoshop, and Premier Pro to plan, film, and edit the video. Creating the project helped the student learn communication skills and the technical aspects of filming and editing.
Students are assigned to complete either a short film sequence, website, or other ancillary production task as part of their media studies coursework. They must follow specific requirements and deadlines for planning, filming, editing, and completing their assignments. Failure to attend lessons or meet deadlines will result in marks being deducted. Students are expected to work a minimum of 3 hours per week outside of lessons to successfully finish all coursework assignments.
The Crime Channel is launching a new television crime drama writing competition. Entrants are asked to submit an idea for a pilot episode of a new crime drama series aimed at a family audience. The pilot episode should have an engaging storyline, realistic settings, and interesting characters. If the pilot is popular, the winner will have their series commissioned and screened next year. Entries are due by June 14th and should be suitable for pre-watershed viewing. Promotional materials and marketing strategies for the new series should also be proposed. The competition aims to find new original crime drama ideas to engage family audiences.
The document is a press release from The News Network announcing plans to launch a new early evening news program targeted at 16-24 year olds. They are inviting young people to get involved by choosing the lead story and order for other stories in a pilot bulletin and providing additional suggestions. Participants will complete four tasks showing their understanding of appealing television news formats to this audience. Suggestions are needed by June 15th and should include examples and illustrations to support ideas.
This document provides definitions for various film language terms used in film production and analysis. It includes over 50 terms related to camera shots, editing techniques, sound, and other elements of cinematography. Key terms defined include 180 degree rule, close-up, establishing shot, jump cut, line of action, point of view shot, and shot size among many others. The glossary serves as a reference for understanding cinematic techniques and conventions.
The candidate provides evidence of audience research and planning for a music video production. Comparable media products were analyzed and generic conventions considered to help inform production choices. Feedback was gathered from audiences and used to refine elements of the three related products created - the music video, website, and digipak. The candidate demonstrates knowledge of production technologies and digital skills. Overall planning and use of audience input was thorough, though could have been more detailed in discussing the combined finished products and audience reception.
The document provides guidance for designing a movie poster for a science fiction film by listing the key elements that should be included such as a title, main image, review, tagline, rating, production details, stars, release date, and critic quote to follow conventions of the genre. It advises considering how real movie posters attract audiences and notes there are many ways to create an interesting poster that catches people's eyes.
The document discusses how the author's understanding of conventions in media influenced their media productions from AS level to A2 level. At AS, the author used mainstream conventions that they researched but were not confident challenging conventions. By A2, the author looked closely at tiny conventions and had confidence challenging conventions if it attracted their target audience. The author also discusses how they applied their understanding of conventions, such as clothing styles, language, and use of social media, to their opening film clip, website, and digipak designs at AS and A2 levels to properly represent their band and attract their audience.
G324 interim summary of student’s feedback comments 2016Graveney School
The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
1) Upload drafts of their film poster and provide textual analysis of other film posters to show planning and research.
2) Discuss how feedback impacted their group's plans for their media production with specific examples.
3) Provide evidence of sketching ideas and researching comparable media products before constructing their own.
4) Evaluate their work in comparison to real media examples and identify successes and limitations.
The document provides examples of excellent coursework from candidates evaluating their final products for a media studies course. It notes that the examples demonstrate key moments from their own work and others' to support their arguments. They also show excellent use of specialist terminology and references to academic theory. Each presentation was produced with care and genuine critical reflection.
Gcse contolled trainers assessment evaluation Dec 2016 Graveney School
The document provides guidance for evaluating a student's advertisement for "Streets" trainers. It lists 8 questions the student should answer to reflect on the effectiveness of their ad, including what images and design elements they used and why, how well it appeals to the target audience, and how it compares to real ads. The summary emphasizes using media language and explaining choices, with the goal of showing understanding of how the ad appeals to its audience.
G324 excellent examples of research and planning Graveney School
The document provides examples of research and planning for a level 4 coursework on media production. It includes several slides analyzing magazine advertisements for indie rock bands such as The Enemy, Kaiser Chiefs, and Stereophonics. The slides examine the advertisements' design elements, references to the bands' album covers and music videos, and how they target a young adult audience through their imagery, fonts, and intertextual references in order to appeal to fans of indie rock music.
Sci fi mise en scene presentation: student collectionGraveney School
The mise en scene in science fiction films commonly features futuristic settings like outer space or alien planets. Props often showcase advanced technology through weapons, vehicles, and computers. Costumes may indicate a character's role and can feature bright colors for heroes or dark colors for villains. The lighting is typically low-key and uses colors like blue to set a futuristic tone. Settings establish the narrative and technological progression through their depictions of space, dystopian worlds, or alternate versions of the past and future.
This document summarizes an exemplar script for a GCSE Media Studies exam on action adventure films. The script received full marks across its four tasks. It demonstrated knowledge of genre conventions and audience appeal. The pitch created an imaginative idea for a family action adventure film. The rationale explained the film's universal appeal. The storyboard confidently utilized conventions to promote the film through a trailer. Overall, the script showed creativity and a strong grasp of how to analyze and design media texts.
The document provides feedback on a student's film trailer storyboard. It notes that the storyboard successfully utilizes a variety of techniques within its ten frames, including different camera shots, edits, and sound effects. This demonstrates the student's excellent knowledge of how to construct an action-adventure film trailer based on their pitch. The storyboard is seen as persuasive in its promotion of the film to audiences through techniques like the integration of voiceovers with film clips. Overall, the feedback commends the student's strong understanding of how to design a film trailer that follows genre conventions and markets the film effectively.
Characteristics of a Sci-Fi Heroes, Villain and Anti HeroGraveney School
This document outlines some common characteristics of heroes, villains, and anti-heroes in sci-fi films. Heroes are typically ordinary humans who are forced to face extraordinary challenges and use their skills and courage to defeat villains. They are often associated with brighter colors and work in teams. Villains commonly have inhuman or monstrous qualities, and are associated with darker colors like black and green that symbolize evil, power, and ambition. Anti-heroes possess both heroic and villainous traits, using questionable methods to ultimately do good. They may appear physically intimidating and emotionally detached.
This document provides instructions for a GCSE media studies assignment on character roles in science fiction films. Students are asked to write a short biography for each character describing their role based on Propp's list, typical characteristics, what actions or events they will be involved in, and how they end up at the conclusion of the narrative. They are then instructed to watch a clip and see if the actual character matches their expectations.
1. The document summarizes major sci-fi films from the 1950s through the 2000s, focusing on the main themes and reasons for popularity for each decade.
2. In the 1950s, films like Invasion of the Body Snatchers explored themes of conformity and communism through unique visual storytelling without showing the alien, while The War of the Worlds and The Day the World Stood Still provided intelligent commentary on human flaws through adaptations and distinct aliens.
3. The 1980s saw breakthroughs like E.T. combining funny and devastating storytelling with revolutionary visual effects, and Aliens starring Sigourney Weaver. The 1990s featured The Matrix bringing philosophy and iconic gunfight styles, Jurassic Park pioneering
Sci-fi films often share common codes and conventions to set the appropriate mood for audiences. Many involve storylines about exploring the unknown universe and galaxies to create a sense of mystery. They frequently feature skilled humans combating unusual creatures or aliens, as seen in films like Interstellar, E.T., and Star Wars: The Phantom Menace. These films also commonly include extraordinary human characters and abnormal looking creatures that don't exist in reality. Additionally, sci-fi films typically use the same settings of outer space and Earth to establish their genre and feel more realistic.
what are some of the common codes and conventions of sci fi films-2Graveney School
Common codes and conventions in sci-fi films include typical storylines, characters, special effects, and soundtracks. Sci-fi films often follow storylines set in the future that involve a battle between humans and aliens or robots. These plots create suspense and tension. Films commonly feature a hero with special powers who must defeat a more powerful alien or robot villain. Special effects are also widely used to depict futuristic weapons, spacecrafts, and technologies in a realistic way. Iconic soundtracks in sci-fi films build tension that rises to a climax and then relaxes, mirroring the narrative struggles.
Common conventions in sci-fi films include plotlines that keep audiences interested through time travel or conflicts between good and evil forces. Settings like space create suspense by removing familiar cues like sound. Many films also feature threats that endanger human civilization, like alien invasions in "War of the Worlds", keeping viewers engaged through tension and shock. Additionally, iconic soundtracks are used to set futuristic tones or indicate dramatic scenes through memorable theme music, as seen in the famous "Star Wars" score.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. Creativity
Digital
Technologies
AS
Production
-‐
Opening
Convey
the
psychological
thriller
genre.
Convention
of
creating
suspense
through
the
use
of
tense
background
music
and
a
deep
red
font
to
connote
fear,
darkness
and
tension
similar
to
that
demonstrated
in
‘Secret
Window’
and
‘Hannibal’.
We
went
against
the
convention
in
terms
of
setting
and
characters;
in
films
such
as
‘Cold
Creek
Manor’
and
‘The
Butterfly
Effect’
storylines
were
adult
driven
and
based
on
families
whereas
the
storyline
for
my
production
is
based
on
the
psychological
problems
of
a
high
school
student.
From
my
research,
I
found
that
audiences
want
to
be
scared
as
many
pay
to
go
and
watch
horror/psychologically
challenging
movies.
However,
instead
of
creating
another
story
about
an
adult’s
battle
with
the
world
they
live
in,
we
decided
to
appeal
to
a
younger
audience
by
focusing
on
a
student
in
a
high
school
with
typical
high
school
features
such
as
the
school,
popular
girl
and
her
association
with
popular
cliquesàdemonstrated
this
through
Horatio
writing
an
article
echoing
Mia’s
popularity
whilst
looking
at
pictures
of
Mia
with
friends.
We
wanted
to
make
a
film
that
IMovie-‐
Used
IMovie
to
edit
our
film.
Used
various
tools
such
as
the
titling
tool,
audio
tool,
lighting
tool.
Youtube-‐
Used
to
research
6
of
my
films
and
highlight
codes
and
conventions.
PowerPoint-‐
display
my
research
on
Slideshare
and
refer
back
to
it
when
developing
my
product.
More
attractive
than
a
simple
blog
post.
Blogger-‐
create
posts
detailing
the
stages
of
my
production-‐
research,
planning,
post
production.
Easier
to
cross-‐reference
my
work
and
go
from
post
to
post
without
any
difficulty.
Embedded
pictures,
videos
and
various
documents
and
this
made
it
easier
for
me
because
I
could
access
all
of
my
work
through
one
location
rather
than
going
through
various
files
on
my
computer
to
find
them
thus
saving
time.
-‐Web
2.0
technology
(O’Reilly,
2004)
Research
&
Planning
Results
of
research
and
planning.
2/6
films
used
red
titlingà
developed
convention.
6/6
films
use
diegetic
and
non-‐diegetic
sound
in
the
opening
2
minutes.
6/6
films
featured
mature
characters
and
the
film
was
shown
from
their
point
of
view.
6/6
appeared
to
use
Todorov’s
narrative
theory
of
equilibrium
in
the
first
2
minutes.
3/6
films
used
dark
lighting
from
the
offset
(The
Secret
Window,
Hannibal
and
The
Butterfly
Effect)
Studied
‘Secret
Window’
and
‘Memento’
titles
and
found
that
all
the
titles
were
1
or
2
seconds
apart
however
‘Secret
Window’
was
more
erraticà
titles
were
spaced
2
seconds
apart
in
the
beginning
but
11-‐
14
seconds
towards
the
end.
Used
Codes
&
Conventions
Post
Production-‐
red
titlingà
developed
convention.
Use
of
diegetic
sound
and
non-‐
diegeticà
developed
convention.
Went
against
convention
by
focusing
story
on
a
teenage
character.
We
used
Todorov’s
narrative
theory
of
apparent
equilibrium,
disruption
to
the
equilibrium
however
we
only
used
the
first
2
stages
as
it
was
the
opening
2
minutes
of
the
film.
Also
used
Levi-‐Strauss’s
‘binary
opposites’
theoryà
dark
(Horatio)
and
light
(Mia).
Debunked
convention
by
using
two
types
of
light.
Used
bright
light
when
Mia
was
on
screen
and
used
dark
lighting
when
Horatio
was
on
screen.
Used
convention
however
spaced
the
title
6
seconds
apart
to
follow
the
music
and
what
was
on
screen.
Edited
using
Imovie
titling
tool.
Also
used
blurring
tool
to
blur
the
title
‘Neurosis’
and
make
it
appear
shaky
to
reflect
the
main
character’s
mind.
Editing
using
Imovie
audio
tool
to
include
non-‐diegetic
sound.
Used
footage
from
our
camera,
imported
into
IMovie.
Hannah
edited
the
clips
and
put
them
in
order
to
start
off
with
Horatio’s
following
Mia.
Hannah
used
the
lighting
tool
on
IMovie
to
adjust
the
lighting
on
the
footage
to
make
the
beginning
lighter
and
Horatio’s
scene
in
the
computer
room
darker.
Used
the
titling
tool
to
create
the
font
of
the
titles
and
space
them
apart.
Uploaded
edits
of
our
film
on
Facebook
to
get
feedback.
Feedback
enabled
us
to
make
further
adjustments
e.g.
make
lighting
darker
(both
AS
and
A2).
2. left
our
target
audience
in
suspense
and
caused
them
to
question
the
motives
of
the
main
character,
Horatio.
We
were
successful
in
this
as
we
found
during
our
audience
feedback
that
audiences
wanted
to
know
what
happen
next.
A2
Music
Video
Group
and
I
aimed
to
create
an
emotional
narrative
and
a
vibrant
performance
element
in
order
to
appeal
to
our
target
indie
audience
who
like
going
to
gigs
and
emulating
the
style
of
their
favourite
bands.
During
my
research,
I
found
an
indie
music
website
called
‘XFM’
which
has
a
‘find
a
gig’
section
where
indie
audiences
can
search
their
favourite
bands
and
buy
tickets,
this
tells
me
that
audiences
enjoy
live
music
and
having
fun.
Therefore,
in
our
music
video
we
used
the
performance
convention
and
included
a
performance
to
make
it
seem
like
the
audience
are
watching
a
gig
like
in
Kasabian’s
video
for
‘Underdog’
where
we
see
actual
footage
of
audience’s
enjoying
their
gig.
We
made
our
band
wear
simple,
laid-‐back
clothing
such
Youtube-‐
allowed
me
to
play,
replay,
pause
and
screen
grab
various
moments
of
music
videos
so
that
I
could
highlight
various
codes
and
conventions
and
analyse
the
affect
of
the
codes
and
conventions,
the
relationship
between
lyrics
and
visuals
etc.
Also
used
youtube
to
upload
our
music
video.
Facebook:
Uploaded
rough
drafts
of
our
music
video
on
facebook
to
gain
feedback.
Helped
during
post
production
stage
as
our
target
audience
helped
us
to
determine
further
change
to
our
music
video
e.g.
stabilise
shots,
adjust
lighting
etc.
Screen
grab
tool:
to
grab
moments
from
screen
to
display
the
relationship
between
lyrics
and
visuals,
music
and
visuals,
5/5
video
included
a
performance
element.
e.g.
Snow
Patrol,
Razorlight,
The
Enemy.
4/5
wearing
laid
back
clothing
(jeans,
v
neck
shirts,
jackets
etc).
Interpol
wore
suits
to
stand
out
more.
0/5
used
a
narrative
element
mainly
performance
driven.
3/5
features
relationship
between
the
lyrics
and
visuals
on
screen.
5/5
featured
strong
relationship
between
music
and
visuals.
Used
convention
in
our
music
video.
Vibrant
performance
element
with
microphones,
drumkit,
guitars
etc.
Used
convention.
Our
band
wore
simple
v
neck
shirts,
jeans,
jackets
etc.
Challenged
convention
by
including
a
performance
element
and
a
narrative
element.
Developed
convention
by
including
an
illustrative
relationship
between
lyrics
and
visuals
on
screen.
Used
convention
however
it
was
not
possible
all
the
time
as
we
had
to
include
a
narrative
Edited
music
video
so
that
there
would
be
an
equal
balance
of
narrative
and
performance.
Edited
so
that
lyrics
would
match
performance
at
times
e.g.
when
lead
singer
sings
“this
is
not
out
of
reach”
he
extends
his
hands
to
the
camera.
Edited
so
that
music
matched
visuals
on
IMovie.
3. as
v
neck
shirts
and
jeans
in
order
to
emphasises
the
‘Do
It
Yourself’
ethos
indie
genres
base
their
music
on
so
it
looks
they
chose
the
clothes
themselves
rather
than
someone
else
chose
for
them
(like
with
mainstream
artists).
We
also
used
tools
such
as
Facebook
and
IMovie
to
creatively
enhance
our
music
video.
For
example
we
used
Facebook
to
gain
feedback
from
our
target
audience
and
used
IMovie
to
apply
their
feedback
onto
music
video
to
make
it
more
aesthetically
pleasing.
close
up
of
band
members.
IMovie:
Used
IMovie
to
essentially
put
the
music
video
together.
Used
tools
such
as
the
‘stabiliser’
tool,
crop
tool
and
colour
wheel
to
adjust
the
music
video.
Also
used
the
time
on
IMovie
to
create
quick
cuts
in
the
music
video.
5/5
used
close
ups
of
band
members
5/5
music
videos
had
quick
cuts
and
used
over
200
in
the
music
video.
1/5
bands
used
notion
of
looking
in
their
music
video.
0/5
made
intertextual
references
to
videos.
element.
However,
when
there
was
a
particular
strong
drum
beat
or
guitar
rhythm
we
included
it
on
screen
along
with
the
lead
singer
singing.
Used
convention
in
order
to
establish
the
band
as
individuals
as
well
as
whole.
Used
convention.
Included
over
200
cuts
in
our
music
video.
Developed
convention
and
included
a
close
up
of
female
looking
at
the
picture
of
the
couple
on
her
phone.
Challenged
convention
by
making
two
references
to
videos
we
watched
which
helped
us
with
our
narrative.
Keira
Knightley
campaign
for
domestic
violence
(she
is
pushed
to
the
floor,
in
our
video
female
is
pushed
to
the
floor
difference
is
that
it
is
implied,
not
shown)
‘Love
The
Way
You
Lie’-‐
Eminem
and
Rihanna
(Megan
Fox
looks
straight
into
the
camera,
so
does
the
female
in
our
music
video)
Used
IMovie
‘stabiliser’
tool
which
helped
stabilise
shaky
shots.
Used
hand
held
shots
to
make
the
music
video
look
more
‘indie’
which
heightened
the
‘stabiliser’
tools
importance.
Used
Crop
tool
on
IMovie
to
frame
shots
better.
Used
IMovie
to
create
quick
cuts.
Hannah
used
the
‘colour
wheel’
to
lighten
some
shots
and
darken
some
shots
for
example
lighten
for
the
female
character
and
darken
for
the
male
characterà
good/bad
(Propp).
4. Creativity
A2
Digipak
For
our
digipak,
my
group
and
I
wanted
to
create
a
product
that
conveyed
the
image
of
the
band
as
well
as
what
their
interests
are.
I
was
unable
to
find
a
digipak
of
any
indie
band
therefore
I
had
to
make
do
with
album
covers
of
bands
such
as
‘Razorlight’,
‘Franz
Ferdinand’
and
‘Snow
Patrol’.
From
my
research,
I
found
that
the
band
members
were
featured
on
the
front
cover
of
the
album
therefore
we
did
the
same
for
our
digipak-‐I
took
a
picture
of
the
band
together
to
feature
them
on
the
front
cover.
We
also
included
pictures
of
the
band
having
fun
and
playing
their
instruments
to
emphasise
their
dedication
to
song
writing
and
playing
music
like
in
The
Kooks
album
where
there
are
images
of
the
band
playing
their
instruments.
My
group
and
I
developed
in
creativity
as
we
used
Adobe
Photoshop
for
the
first
time
in
many
years
to
create
a
product
that
we
did
not
create
in
our
Foundation
Portfolio.
Creating
a
digipak
allowed
me
to
develop
my
skills
on
Adobe
and
it
also
allowed
to
me
to
channel
my
creativity
which
Digital
Technologies
Research
&
Planning
Used
Codes
&
Conventions
Post
Production
Developed
creatively
as
I
used
a
professional
camera
for
the
first
time.
Canon
SLR
professional
Camera:
Borrowed
from
media
teacher.
Allowed
me
to
adjust
the
lighting
on
the
camera
to
create
a
visually
pleasing
photo.
Also
used
the
zoom
on
the
camera
to
zoom
in
on
members
and
adjusted
the
lens
for
a
more
professional
outcome
of
the
photo.
Professional
camera
allowed
me
to
produce
clear
pictures
in
contrast
to
a
normal
digital
camera
that
is
only
suitable
for
everyday
activities-‐
not
photo
shoots.
Dafont:
Used
Dafont
to
find
a
cool,
edgy
font.
Narrowed
font
list
down
to
4
fonts
and
went
with
our
gut
instinct
and
chose
‘planet
estyle’.
Dafont
allowed
us
to
use
more
bolder
fonts
than
the
ones
available
to
us
on
the
MACs
as
they
were
very
simple
and
not
edgy
enough
for
an
indie
band.
IPhoto-‐
Used
IPhoto
on
MAC
to
upload
the
results
from
the
photoshoot.
New
technology
as
I
didn’t
use
IPhoto
for
our
Foundation
Portfolio
as
we
had
no
need
for
it.
3/3
used
a
contrasting
colour
scheme.
3/3
used
the
same
font
on
the
digipak.
3/3
used
Logos,
barcodes,
band
introduction,
readable
font
and
a
copyright
notice.
Slightly
developed
convention.
Used
black
and
white
against
blue.
E.g.
band
jumping
in
the
air,
band
members
are
in
colour
whereas
the
background
is
in
black
and
white.
Used
conven
tion.
We
used
‘planet
estyle’
on
the
name
of
the
band,
copyright
notice
and
song
name
and
band
introduction
however
we
used
‘hand
of
sean’
font
from
dafont
to
make
it
look
like
the
band’s
signature.
Used
convention.
Included
an
introduction
on
the
inside
left
of
the
digipak,
readable
font,
a
copyright
notice
on
the
band
and
the
record
label’s
logo
on
the
front.
Used
convention.
All
of
our
band
members
are
wearing
blue-‐
blue
jeans,
blue
hoodies,
and
blue
scarf.
Used
colour
enhancer
tools
on
Adobe
to
create
this
contrast.
Used
the
colour
palette
to
select
colours.
Embedded
font
into
the
computer
then
added
the
font
into
Adobe
fonts
to
use
it.
Used
the
colour
palette
to
give
the
font
a
colour
that
matches
the
colour
scheme
of
the
digipak.
Used
the
‘text’
tool
to
create
short
message
from
the
band.
Also
used
the
colour
palette
to
select
the
colour
blue
to
keep
in
with
our
colour
scheme.
Used
the
copy,
paste
and
positioning
tools
to
position
the
logos,
copyright
notice
etc.
Used
the
‘blur
tool’
on
the
background
of
one
panel
to
make
it
look
more
aesthetically
pleasing.
IPhoto-‐
Used
the
black
and
white
tool
to
adjust
the
inside
left
of
the
digipak.
Used
the
black
and
white
tool
give
it
an
edgier
effect
and
then
edited
it
further
on
Adobe.
3/3
digipaks
featured
bands
that
are
wearing
the
same
clothes
or
wearing
one
part
of
the
colour
scheme.
5. resulted
in
the
creation
of
vibrant
and
aesthetically
pleasing
digipak.
Adobe
Photoshop:
Allowed
me
to
use
various
tools
such
as
the
‘Blur’
tool,
colour
palette,
text
tool
and
hue/saturation
tools
to
make
our
digipak
aesthetically
pleasing.
Adobe
was
vital
to
our
digipak
as
the
software
allowed
us
to
create
a
digipak
that
was
colour
vibrant,
unique
and
looked
professional.
Adobe
developed
my
creativity
and
allowed
me
to
create
a
product
that
I
could
never
produce
without
the
software.
A2
Music
Advert
Google-‐
Creatively,
we
wanted
to
Used
Google
to
find
music
construct
a
vibrant
music
adverts
of
the
band.
Google
poster
that
conveyed
the
also
gave
me
links
to
other
band’s
image
and
details
of
sites
where
I
was
able
to
their
album
and
release
dates
download
music
adverts
and
to
their
fans.
During
the
highlight
their
key
research
stage,
I
found
4
music
conventions.
adverts
that
informed
me
of
what
an
advert
should
look
like
and
it
also
allowed
me
to
Dafont:
Allowed
me
to
the
find
highlight
the
key
conventions
of
the
right
font
for
all
of
my
a
magazine
advertisement.
By
products
(same
as
digipak)
researching
into
music
adverts,
Adobe
Photoshop:
I
and
my
group
were
able
to
Adobe
Photoshop
allowed
me
create
a
music
advert
that
to
change
the
size,
colour,
looked
professional
and
was
saturation
and
brightness
of
the
aesthetically
pleasing
with
the
image.
It
also
allowed
me
to
aid
of
Adobe
Photoshop
and
add
texts
such
as
the
copyright
tools
such
as
the
text
tool,
notice
and
introduction
of
the
colour
tool,
stamp
tool
and
a
band
along
with
the
band’s
professional
digital
camera.
signature
using
the
“hand
of
We
utilised
this
convention
and
sean”
font
I
downloaded
from
dafont.com
(same
as
digipak)
included
the
album’s
release
date,
ratings
from
music
magazines,
the
album’s
name
4/4
magazine
adverts
included
the
name
of
the
band.
4/4
included
the
name
of
the
record
label
4/4
included
the
release
date
of
the
album
4/4
included
the
name
of
the
album
4/4
included
key
colour
theme
that
links
to
the
album.
0/4
band
included
the
‘available
on
itunes’
sign
and
star
ratings.
Uploaded
the
digipak
onto
Facebook
and
asked
for
feedback
in
order
to
aid
us
in
post-‐
production.
We
found
that
our
target
audience
liked
the
overall
appeal
of
the
digipak
nonetheless
we
made
adjustments
to
the
lighting
on
the
digipak
etc
to
make
it
more
aesthetically
pleasing.
Used
convention.
Included
the
name
of
the
band
on
our
magazine
advertisement
in
order
to
drive
publicity
and
make
the
band
known
to
the
public.
Used
convention.
Included
the
logo
of
the
record
label
in
order
to
highlight
the
band’s
management.
Used
convention.
Included
release
date
in
order
to
inform
our
target
audience
of
when
they
can
buy
the
record.
Used
convention.
Included
the
blue
colour
motif
from
our
music
video
and
album
to
link
all
of
our
products
together
and
give
the
band
a
colour
that
is
associated
with
them.
Included
‘available
on
itunes’
to
highlight
new
technology
within
Used
the
‘text’
tool
on
Adobe
to
type
the
name
of
the
band
onto
the
advertisement.
Copied
and
pasted
the
band’s
logo
on
Adobe
and
then
used
the
stamp
tool
to
create
a
stamp
out
of
it.
We
then
stamped
the
logo
onto
the
magazine
advertisement.
Used
‘text’
tool
to
input
the
release
date
of
the
album.
Also
used
the
colour
palette
to
highlight
the
text
in
blue.
Used
the
colour
palette
to
adjust
the
colours
on
the
magazine
advertisement
so
that
it
would
fit
in
our
without
colour
motif.
Used
the
stamp
tool
to
recreate
6. and
the
fact
that
it
is
available
on
‘ITunes’
thus
recognising
new
media
technologies
and
audience
movement
as
audiences
now
buy
their
music
online
rather
than
go
to
CD
stores.
Adobe
Photoshop
allowed
me
to
develop
creatively
as
it
exposed
me
to
new
tools
that
helped
me
in
creating
the
digipak
as
well
as
giving
me
insight
into
how
to
help
Hannah
create
the
music
advert.
the
music
industry
and
in
order
to
access
a
wider
demographic.
the
ITunes
stamp.
Also
used
the
‘symbol’
tool
to
draw
out
starts
to
create
the
star
writing.
Uploaded
magazine
advertisement
onto
Facebook
and
asked
for
feedback
in
order
to
change
elements
in
post-‐
production.
Main
comments
were
that
the
‘Q’
below
the
5
star
rating
needed
to
be
moved
however
we
picked
up
on
that
before
the
comments
but
moved
it
nonetheless.