G325 digital technology
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The document reflects on how digital technologies helped the author develop skills related to creativity, research, planning, and post-production. Specific technologies provided quick access to research materials and findings to inform creative work. Challenges with technologies also taught the importance of planning. Digital tools helped with attention to detail, technical decisions, and securing meanings and moods for audiences.
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The document reflects on how digital technologies helped the author develop their creative skills and understanding in their preliminary task and advanced production. Some key ways highlighted include:
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2) Appreciating how to both target audiences and engage them.
3) Gaining quick and cheap access to creative research through digital technologies.
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G325 critical perspectives 1a
The document discusses how digital technologies helped the author develop creative skills for their preliminary task and advanced production. Some key ways digital technologies helped included:
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3) Facilitating research and planning to efficiently access creative resources and findings.
4) Providing means to reproduce, develop, and challenge conventions in their creative knowledge and production.
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Jake Whattam-Smith is proposing a final major project (FMP) focused on film and graphics design. Over the past 2 years, he has developed skills in management, organization, software, practical ability, and media industry expertise. For his FMP, he will create a variety of promotional materials - including videos, prints, and audio - for a new thriller film. He will draw on skills in areas like photography, video production, editing, and sound design. The proposal outlines Jake's rationale, provides examples of relevant past work, and proposes an evaluation plan involving self-reflection, peer feedback, and a weekly diary. A timeline is included that breaks the project into pre-production, production, and post-
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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.
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It emphasizes using examples to demonstrate skills development over multiple projects completed within the course.
Big tech ideas
The agenda covers an overview from Phil, a presentation on the ISK tech vision and plan from Kathleen, support for teachers from Keir, and closing remarks from Rob. The presentation discusses key ICT standards around creating and innovating with technology, investigating and solving problems, communicating and collaborating, applying design thinking and computational thinking, following ethical and cultural protocols, and managing technology systems. It outlines the capabilities students should demonstrate in these areas by the end of grades 2, 5, 8, and 12.
Task 2 - Opportunities
This project provides several creative and technical opportunities for the student. Creatively, it allows them to design a web banner and product packaging, challenging themselves with new design skills. Technically, they can develop skills in software like Adobe Fireworks and InDesign to create various media like banners, advertisements, and print materials. The skills practiced, like design, layout, research, and working with different media, will be useful for many media and other industry jobs. The student is most interested in designing a web banner or product packaging as it allows trying new software and widening their knowledge.
Evaluation question 4
Technology played an important role throughout the construction and research, planning, and evaluation stages of the author's media coursework. During research, the author used the internet to analyze existing media texts and films to understand conventions and gain ideas. In planning, the author created storyboards and schedules using software to organize their work. During construction, the author used cameras, computers, and editing software like Final Cut Pro and Pixlr to create drafts of their film poster, magazine article, and short film. They also gathered audience feedback using technology. Finally, technology allowed the author to present and evaluate their work by uploading all of their media products together for comparison.
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The document provides guidance for a skills evaluation question for a media studies exam. It discusses five key areas students should evaluate in their coursework: digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each area, it prompts students to reflect on the skills and techniques used in their coursework assignments.
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This document provides feedback on a student's pitch presentation for a target grade of D*D*D. The feedback addresses each of the 5 assessment criteria:
1) The student outlined ideas for their project but needs to provide more detailed research on the audience and existing products.
2) The student needs to provide more evidence of testing drafts with their audience and reflecting on feedback.
3) The student should research existing products and technical skills needed and demonstrate experimenting with techniques.
4) The student must provide evidence of planning and schedules to demonstrate project management.
5) The student should provide more detailed communication and carefully consider how to present research and development.
The student reflection identifies interpreting
Events 2.0 And Digital Marketing Presentation V3
This document discusses moving events from a monologue to a dialogue by expanding engagement and reach through digital marketing and social media. It proposes facilitating conversations before, during, and after events to increase participation of both physical and online audiences. Key aspects include generating interest in session topics prior to events, integrating live feedback and questions during presentations, and continuing discussions after through sharing content and resources online. The goal is to inspire more engagement and dialogue across channels to better leverage events.
Question 4
Media technologies played an important role throughout the construction, research, planning and evaluation stages of the project. In the research stage, the internet and YouTube were used to analyze other successful music videos. Microsoft PowerPoint was used to document research findings. A survey created on Survey Monkey gathered audience feedback. Audio and video equipment captured interviews. Planning involved recording discussions, scanning storyboards, and using PowerPoint to present location and prop ideas. A DSLR camera captured experimental photos. Adobe Photoshop and Premier were used to create promotional materials and construct the music video. The final music video was published on YouTube for public viewing. Throughout, a Wordpress blog captured and presented all work for evaluation using various Microsoft Office apps.
Rlc 2010 Chicago Seminar Ramsey
The document announces the Second Annual Recruitment Learning Conference to be held on September 28th and 29th, 2010. It provides information about a session titled "How to Develop a REAL Web Strategy" to be presented by Ramsey Sweis, President of Aqaba Technologies. The session will help organizations understand the digital media and marketing skills needed to create an effective online media strategy. Attendees will learn how to conduct analysis and use data to build websites and optimize search marketing tactics as part of an overall media strategy.
I See What Your Saying
This document discusses using visual tools to enhance meetings and communication. Visual tools like sticky notes, large paper, and graphic facilitators can help participants process information faster than just verbal or textual information alone. Visual tools provide a permanent record of discussions and help ensure everyone is on the same page by allowing participants to physically organize, discuss, and vote on ideas. Hiring a graphic recorder can cement discussions by capturing them in a blend of words and images. When visual techniques are used in meetings, participation and engagement increases.
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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.
G324 comments marking summer 2016 3
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.
Hannah lenane genre essay
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.
Homework task-science-fiction-poster-design
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.
G325 Q1 B INTRO
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.
G325 Q1A Conventions Essay
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.
AS/A2 Exam Example candidate-answers-June 2013
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.
G324 interim summary of student’s feedback comments 2016
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.
G324 excellent examples of evaluation tasks
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
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
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 collection
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.
Action adventure a star-exemplar-2011
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.
Storyboard: GCSE Media Examiner Example
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.
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