How are you using codes and conventions of music video in your production?
•Download as PPTX, PDF•
1 like•575 views
The document provides evaluation criteria for a media production project and discusses conventions of music videos. It lists four questions that must be addressed in the evaluation, including how the media product uses or challenges real media forms and conventions. It also summarizes Andrew Goodwin's analysis of common music video techniques, such as genre characteristics, relationships between lyrics/music and visuals, close ups of artists, and intertextual references. Students are prompted to consider how they have addressed Goodwin's analysis in their own music video and why they made certain creative decisions.
Report
Share
Report
Share
Recommended
316666 specification-accredited-a-level-gce-film-studies-h410
This document provides an overview of the OCR A Level Film Studies specification. It outlines the key components and assessments of the course. Learners take three components: Film History, Critical Approaches to Film, and Making Short Film. Film History and Critical Approaches to Film are examined components, each assessed via a 2-hour exam. Making Short Film is a non-examined assessment where learners produce a short film or screenplay with an evaluation. The specification introduces learners to a wide range of films and requires them to develop knowledge of film concepts and contexts. It also requires the application of critical approaches to film.
Film studies spec 2009 2010
This document provides information about the GCE AS/A Level examinations in Film Studies from 2009. It outlines that the first AS award would be given in Summer 2009 and the first A Level award in Summer 2010. It includes the specification content, assessment objectives, scheme of assessment, and other details about the structure and requirements of the qualification. Students would complete two units at AS Level (Exploring Film Form and British and American Film) and two additional units at A Level (Film Research and Creative Projects, and Varieties of Film Experience). The assessments include internal and external elements involving analysis, research, and creative filmmaking projects.
Year 12 only Media Specification
This document provides an overview of OCR's A Level Media Studies specification. It outlines the key components, forms of assessment, and specified media products to be studied. The course consists of two externally examined components (Media Messages and Evolving Media) and a non-exam assessment (Making Media). Learners will analyze a range of media forms through the theoretical framework of media language, representation, industries, and audiences. Specified products include films, advertisements, magazines, radio, video games, music videos, newspapers/online news, and television drama. The goal is for learners to develop critical understanding and practical skills in both analyzing and constructing media.
Media Studies Specification (year 13 only)
This document outlines the AS G321: Foundation Portfolio in Media unit, which involves producing a media product in response to a brief. Candidates must complete a preliminary exercise and a main task for one of the following briefs: print, video, audio, or website. They must present research and planning, and evaluate their work using seven required prompts. The evaluation can be presented digitally and creatively. The unit aims to develop candidates' technical and creative skills while having them apply knowledge and understanding through evaluation.
Gcse spec
This document provides information about the WJEC GCSE in Media Studies, including:
- An overview of the assessment structure, which includes a 2 hour 15 minute written exam worth 40% and controlled assessments worth 60%
- Details of the topics that can be studied, ensuring coverage of at least one print and one audiovisual medium
- An outline of the media studies framework that structures the course content around media texts, organizations, and audiences
- Sections on scheme of assessment, grade descriptions, controlled assessments, and teaching resources
Btec creative media production introduction
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
Media Requirements for A2
This document provides details for an Advanced Portfolio in Media coursework assignment involving creating a promotion package for a music promo, including a trailer and additional advertising materials. Students must demonstrate planning, research, and evaluation skills. The assignment involves creating a trailer, film magazine cover, and poster that establish a clear brand identity and relationship between the promotional products.
What can you expect from the exam
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
Recommended
316666 specification-accredited-a-level-gce-film-studies-h410
This document provides an overview of the OCR A Level Film Studies specification. It outlines the key components and assessments of the course. Learners take three components: Film History, Critical Approaches to Film, and Making Short Film. Film History and Critical Approaches to Film are examined components, each assessed via a 2-hour exam. Making Short Film is a non-examined assessment where learners produce a short film or screenplay with an evaluation. The specification introduces learners to a wide range of films and requires them to develop knowledge of film concepts and contexts. It also requires the application of critical approaches to film.
Film studies spec 2009 2010
This document provides information about the GCE AS/A Level examinations in Film Studies from 2009. It outlines that the first AS award would be given in Summer 2009 and the first A Level award in Summer 2010. It includes the specification content, assessment objectives, scheme of assessment, and other details about the structure and requirements of the qualification. Students would complete two units at AS Level (Exploring Film Form and British and American Film) and two additional units at A Level (Film Research and Creative Projects, and Varieties of Film Experience). The assessments include internal and external elements involving analysis, research, and creative filmmaking projects.
Year 12 only Media Specification
This document provides an overview of OCR's A Level Media Studies specification. It outlines the key components, forms of assessment, and specified media products to be studied. The course consists of two externally examined components (Media Messages and Evolving Media) and a non-exam assessment (Making Media). Learners will analyze a range of media forms through the theoretical framework of media language, representation, industries, and audiences. Specified products include films, advertisements, magazines, radio, video games, music videos, newspapers/online news, and television drama. The goal is for learners to develop critical understanding and practical skills in both analyzing and constructing media.
Media Studies Specification (year 13 only)
This document outlines the AS G321: Foundation Portfolio in Media unit, which involves producing a media product in response to a brief. Candidates must complete a preliminary exercise and a main task for one of the following briefs: print, video, audio, or website. They must present research and planning, and evaluate their work using seven required prompts. The evaluation can be presented digitally and creatively. The unit aims to develop candidates' technical and creative skills while having them apply knowledge and understanding through evaluation.
Gcse spec
This document provides information about the WJEC GCSE in Media Studies, including:
- An overview of the assessment structure, which includes a 2 hour 15 minute written exam worth 40% and controlled assessments worth 60%
- Details of the topics that can be studied, ensuring coverage of at least one print and one audiovisual medium
- An outline of the media studies framework that structures the course content around media texts, organizations, and audiences
- Sections on scheme of assessment, grade descriptions, controlled assessments, and teaching resources
Btec creative media production introduction
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
Media Requirements for A2
This document provides details for an Advanced Portfolio in Media coursework assignment involving creating a promotion package for a music promo, including a trailer and additional advertising materials. Students must demonstrate planning, research, and evaluation skills. The assignment involves creating a trailer, film magazine cover, and poster that establish a clear brand identity and relationship between the promotional products.
What can you expect from the exam
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
A2 Media Studies - What is it all about?
The document outlines the assessment requirements for two units that make up 50% each of the course. Unit 1 involves a coursework portfolio including a music video as the main piece and two ancillary tasks, as well as an evaluation. Unit 2 is an exam involving theoretical evaluation of productions and questions on contemporary media issues. The coursework must include a music video, digipak, and magazine advertisement created using software like Photoshop and Illustrator. The exam contains two sections, one focusing on skills development and analyzing productions, and one on media regulation. Requirements and grading criteria for coursework, evaluations, and exams are provided in detail.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for Ryan Bailey's PR1: Research Techniques in Film assignment. The assignment requires Ryan to describe how media producers define audiences and create products for specific audiences through 5 tasks analyzing research techniques, an exit poll, promotional materials, and a summary. Ryan must meet performance criteria at pass, merit and distinction levels by using subject terminology appropriately and providing examples to explain how producers target audiences. Ryan will submit his work by October 17th and declares the work as his own.
Unit 7 understanding_the_creative_media_sector
This unit aims to give learners an understanding of the creative media sector, including its industries and ownership structures, legal and regulatory issues, and employment opportunities. Learners will develop knowledge of the diverse media organizations that operate locally, nationally, and globally. They will also gain essential understanding of the various job roles in the sector and how to develop skills for employment through training and experience. The unit enables learners to understand their professional roles and responsibilities within legal and ethical constraints.
Pitch witness statement
The document summarizes a learner's pitch of a documentary idea to a panel. The pitch was required to include the name and logo, the aim of the show, key points and research, the target audience and why the show meets their needs. It also needed to consider the style, theme, tone and technology of the pitch. The activity was assessed based on appropriately proposing an idea, using presentation technology, and employing effective communication. The witness agreed the learner met presenting a proposal, using technology, and employing appropriate forms of address.
As Media Course Handbook 15/16
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
Media studies ks5 evening
This document summarizes the media studies course offered at Deyes High School. It includes the following key details:
- The course uses the OCR exam board and is split into AS and A2 levels, each with two modules worth 25% of the grade.
- Module 1 covers TV drama and the British film industry. Module 2 is a coursework project creating a music magazine.
- The school achieved good results in the first year of the course, with many students receiving A's, B's and C's.
- Resources include Macs, PCs, cameras and design software. Areas of study include portrayals of social groups in media and the music magazine industry.
PR1 - Assignment Front Sheet
This assignment brief outlines the tasks and criteria for Ewan Gregory's PR1: Research Techniques in Film assignment. The assignment requires Ewan to complete 5 tasks analyzing how media producers define and create products for audiences. For each task, Ewan must provide evidence of his ability to describe or explain audience definition and product creation at different levels of detail and using relevant terminology. Ewan will submit his completed tasks and evidence on a blog by the deadline of October 17th.
Pr1 assignment front sheet
This document provides an assignment brief for a student to research how media producers define and create products for audiences. It outlines the criteria and evidence required to complete the tasks, which include describing audience definition techniques, explaining them with examples, and analyzing how a film promotional campaign targeted specific audiences. The student must submit blog posts for each task providing evidence of meeting the criteria and referencing sources, and declare the work as their own.
Cheetham elfie level 3 unit 21 - unit recording sheets
The document provides instructions for completing an assessment form for an audio advertising media unit. It details 5 learning outcomes involving understanding existing advertising campaigns, planning an advertising campaign including audio ads, presenting ideas to a client, and producing an original audio ad. The form assesses the candidate's work, providing comments on each learning outcome and an overall grade of Distinction.
BTEC Options Eve Leaflet New 2016
The BTEC Level 3 National Diploma in Creative Media Production (TV & Film) is a 1-2 year course equivalent to 1-2 A-levels that provides skills for a career in media. Students gain practical experience through developing films and working with industry professionals. The course covers units in pre-production, communication, research, production management, and film/TV industries. Work experience is also required. Graduates have gone on to study media-related degrees at universities around the world.
Induction booklet a2 media
This document provides information for two Advanced Media courses: G324 Advanced Portfolio in Media and G325 Critical Perspectives in Media. For G324, students will produce a media portfolio including a film promotion package. The portfolio will be graded on planning, construction, and evaluation. For G325, students will complete a two-hour exam assessing their understanding of media concepts and evaluation of their own work, and will study the contemporary issue of media regulation. Deadlines and grading schemes are provided.
As Media Handbook
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
Media v1.4 kg
This document provides information about studying a BTEC in Creative Media Production. It discusses the skills needed for working in the creative digital media production sector, including teamwork, communication, and business skills. The BTEC in Creative Media Production teaches students about the media industry, production processes, and developing ideas for new digital media products. Reasons to choose the BTEC include its recognition by employers and educators, practical approach, assessment throughout the course, and ability to present work in various formats. The BTEC can lead to further education or employment in careers like web producer, animator, filmmaker, and digital games tester.
Media a2 course
This document outlines the details of a Media A2 course consisting of two units - a coursework unit and an exam unit, each worth 50% of the final grade. The coursework unit involves creating promotional materials for a new album, including a music video, digipak, and magazine advertisement using software like Photoshop, Illustrator, and InDesign. Students must evaluate their work by addressing questions about conventions, effectiveness of materials, audience feedback, and use of technology. The main task is to create advertising to promote a new film or music project. High-level work will demonstrate excellence in technical skills for all assignments and a strong understanding of evaluation criteria.
Explanation of A2 Media Studies Course
The document provides details about the A2 Media Studies course from OCR, including the two units, coursework elements, exam elements, and grading criteria. The two units are an advanced portfolio consisting of a promotion package coursework, and a critical perspectives exam. The promotion package coursework involves creating a music video, poster, and album digipak to demonstrate brand identity. Students are graded on their research and planning, the quality of their final products, and a self-evaluation. The exam consists of a theoretical evaluation of one's work and questions on contemporary media issues and regulation.
Media studies a2 course
This document outlines the coursework requirements and assessments for two modules - G324 Advanced Portfolio in Media and G325 Critical Perspectives.
For G324, students must complete a promotion package consisting of a trailer, film magazine front cover, and movie poster. They will also submit evidence of planning and research and a evaluation.
G325 consists of a 2 hour exam with two sections - section A focuses on theoretical evaluation of student productions, and section B addresses contemporary media issues like regulation. Section A requires analysis of skills development and one production in relation to concepts like genre and narrative. Section B involves discussion of current regulatory practices, arguments for and against them, and wider social issues.
Film studies
This document provides information on a unit related to film studies, including the aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
As Media Course Handbook 2009 10
This document provides information about the AS Media Studies course requirements. Students must complete two units: G321 Foundation Portfolio in Media which is coursework based involving video productions and evaluations; and G322 Key Media Concepts, a 2 hour exam with sections on textual analysis and media institutions/audiences.
For G321, students complete preliminary and main video production tasks along with research and evaluations. Their work is presented online and assessed based on research/planning, construction, and evaluation. This unit counts for 50% of the AS grade.
G322 is the other 50% and involves a 2 hour exam with questions on textual analysis and representations, as well as media institutions and audiences. Students answer one question from each
Exam question 1 (b)
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Assignment brief unit 29__music video production annoted
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must research the purposes, styles, conventions, and techniques of music videos and produce their own music video for a specific track. The assignment includes tasks to analyze existing music videos, develop ideas and a plan for an original music video, shoot footage, and edit the final video. Students must demonstrate their understanding, creativity, and technical skills to complete the project to a near-professional standard.
Unit 29: Music Video Production (Brief)
This document provides the assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must produce a music video for an up-and-coming artist/band. The brief outlines 4 tasks: 1) explaining the purposes of music videos through research and a presentation; 2) explaining styles, conventions, and techniques of music videos through reports and examples; 3) originating and planning a music video for a specific track; and 4) completing production of the music video. Key elements that must be demonstrated include understanding the target audience, research on artist style/image, and use of editing techniques like cutting to the beat, camera movements, and effects.
More Related Content
What's hot
A2 Media Studies - What is it all about?
The document outlines the assessment requirements for two units that make up 50% each of the course. Unit 1 involves a coursework portfolio including a music video as the main piece and two ancillary tasks, as well as an evaluation. Unit 2 is an exam involving theoretical evaluation of productions and questions on contemporary media issues. The coursework must include a music video, digipak, and magazine advertisement created using software like Photoshop and Illustrator. The exam contains two sections, one focusing on skills development and analyzing productions, and one on media regulation. Requirements and grading criteria for coursework, evaluations, and exams are provided in detail.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for Ryan Bailey's PR1: Research Techniques in Film assignment. The assignment requires Ryan to describe how media producers define audiences and create products for specific audiences through 5 tasks analyzing research techniques, an exit poll, promotional materials, and a summary. Ryan must meet performance criteria at pass, merit and distinction levels by using subject terminology appropriately and providing examples to explain how producers target audiences. Ryan will submit his work by October 17th and declares the work as his own.
Unit 7 understanding_the_creative_media_sector
This unit aims to give learners an understanding of the creative media sector, including its industries and ownership structures, legal and regulatory issues, and employment opportunities. Learners will develop knowledge of the diverse media organizations that operate locally, nationally, and globally. They will also gain essential understanding of the various job roles in the sector and how to develop skills for employment through training and experience. The unit enables learners to understand their professional roles and responsibilities within legal and ethical constraints.
Pitch witness statement
The document summarizes a learner's pitch of a documentary idea to a panel. The pitch was required to include the name and logo, the aim of the show, key points and research, the target audience and why the show meets their needs. It also needed to consider the style, theme, tone and technology of the pitch. The activity was assessed based on appropriately proposing an idea, using presentation technology, and employing effective communication. The witness agreed the learner met presenting a proposal, using technology, and employing appropriate forms of address.
As Media Course Handbook 15/16
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
Media studies ks5 evening
This document summarizes the media studies course offered at Deyes High School. It includes the following key details:
- The course uses the OCR exam board and is split into AS and A2 levels, each with two modules worth 25% of the grade.
- Module 1 covers TV drama and the British film industry. Module 2 is a coursework project creating a music magazine.
- The school achieved good results in the first year of the course, with many students receiving A's, B's and C's.
- Resources include Macs, PCs, cameras and design software. Areas of study include portrayals of social groups in media and the music magazine industry.
PR1 - Assignment Front Sheet
This assignment brief outlines the tasks and criteria for Ewan Gregory's PR1: Research Techniques in Film assignment. The assignment requires Ewan to complete 5 tasks analyzing how media producers define and create products for audiences. For each task, Ewan must provide evidence of his ability to describe or explain audience definition and product creation at different levels of detail and using relevant terminology. Ewan will submit his completed tasks and evidence on a blog by the deadline of October 17th.
Pr1 assignment front sheet
This document provides an assignment brief for a student to research how media producers define and create products for audiences. It outlines the criteria and evidence required to complete the tasks, which include describing audience definition techniques, explaining them with examples, and analyzing how a film promotional campaign targeted specific audiences. The student must submit blog posts for each task providing evidence of meeting the criteria and referencing sources, and declare the work as their own.
Cheetham elfie level 3 unit 21 - unit recording sheets
The document provides instructions for completing an assessment form for an audio advertising media unit. It details 5 learning outcomes involving understanding existing advertising campaigns, planning an advertising campaign including audio ads, presenting ideas to a client, and producing an original audio ad. The form assesses the candidate's work, providing comments on each learning outcome and an overall grade of Distinction.
BTEC Options Eve Leaflet New 2016
The BTEC Level 3 National Diploma in Creative Media Production (TV & Film) is a 1-2 year course equivalent to 1-2 A-levels that provides skills for a career in media. Students gain practical experience through developing films and working with industry professionals. The course covers units in pre-production, communication, research, production management, and film/TV industries. Work experience is also required. Graduates have gone on to study media-related degrees at universities around the world.
Induction booklet a2 media
This document provides information for two Advanced Media courses: G324 Advanced Portfolio in Media and G325 Critical Perspectives in Media. For G324, students will produce a media portfolio including a film promotion package. The portfolio will be graded on planning, construction, and evaluation. For G325, students will complete a two-hour exam assessing their understanding of media concepts and evaluation of their own work, and will study the contemporary issue of media regulation. Deadlines and grading schemes are provided.
As Media Handbook
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
Media v1.4 kg
This document provides information about studying a BTEC in Creative Media Production. It discusses the skills needed for working in the creative digital media production sector, including teamwork, communication, and business skills. The BTEC in Creative Media Production teaches students about the media industry, production processes, and developing ideas for new digital media products. Reasons to choose the BTEC include its recognition by employers and educators, practical approach, assessment throughout the course, and ability to present work in various formats. The BTEC can lead to further education or employment in careers like web producer, animator, filmmaker, and digital games tester.
Media a2 course
This document outlines the details of a Media A2 course consisting of two units - a coursework unit and an exam unit, each worth 50% of the final grade. The coursework unit involves creating promotional materials for a new album, including a music video, digipak, and magazine advertisement using software like Photoshop, Illustrator, and InDesign. Students must evaluate their work by addressing questions about conventions, effectiveness of materials, audience feedback, and use of technology. The main task is to create advertising to promote a new film or music project. High-level work will demonstrate excellence in technical skills for all assignments and a strong understanding of evaluation criteria.
Explanation of A2 Media Studies Course
The document provides details about the A2 Media Studies course from OCR, including the two units, coursework elements, exam elements, and grading criteria. The two units are an advanced portfolio consisting of a promotion package coursework, and a critical perspectives exam. The promotion package coursework involves creating a music video, poster, and album digipak to demonstrate brand identity. Students are graded on their research and planning, the quality of their final products, and a self-evaluation. The exam consists of a theoretical evaluation of one's work and questions on contemporary media issues and regulation.
Media studies a2 course
This document outlines the coursework requirements and assessments for two modules - G324 Advanced Portfolio in Media and G325 Critical Perspectives.
For G324, students must complete a promotion package consisting of a trailer, film magazine front cover, and movie poster. They will also submit evidence of planning and research and a evaluation.
G325 consists of a 2 hour exam with two sections - section A focuses on theoretical evaluation of student productions, and section B addresses contemporary media issues like regulation. Section A requires analysis of skills development and one production in relation to concepts like genre and narrative. Section B involves discussion of current regulatory practices, arguments for and against them, and wider social issues.
Film studies
This document provides information on a unit related to film studies, including the aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
As Media Course Handbook 2009 10
This document provides information about the AS Media Studies course requirements. Students must complete two units: G321 Foundation Portfolio in Media which is coursework based involving video productions and evaluations; and G322 Key Media Concepts, a 2 hour exam with sections on textual analysis and media institutions/audiences.
For G321, students complete preliminary and main video production tasks along with research and evaluations. Their work is presented online and assessed based on research/planning, construction, and evaluation. This unit counts for 50% of the AS grade.
G322 is the other 50% and involves a 2 hour exam with questions on textual analysis and representations, as well as media institutions and audiences. Students answer one question from each
Exam question 1 (b)
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
What's hot (19)
Cheetham elfie level 3 unit 21 - unit recording sheets
Cheetham elfie level 3 unit 21 - unit recording sheets
Similar to How are you using codes and conventions of music video in your production?
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Assignment brief unit 29__music video production annoted
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must research the purposes, styles, conventions, and techniques of music videos and produce their own music video for a specific track. The assignment includes tasks to analyze existing music videos, develop ideas and a plan for an original music video, shoot footage, and edit the final video. Students must demonstrate their understanding, creativity, and technical skills to complete the project to a near-professional standard.
Unit 29: Music Video Production (Brief)
This document provides the assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must produce a music video for an up-and-coming artist/band. The brief outlines 4 tasks: 1) explaining the purposes of music videos through research and a presentation; 2) explaining styles, conventions, and techniques of music videos through reports and examples; 3) originating and planning a music video for a specific track; and 4) completing production of the music video. Key elements that must be demonstrated include understanding the target audience, research on artist style/image, and use of editing techniques like cutting to the beat, camera movements, and effects.
Annotated - Assignment brief unit 29__music video production
The document provides instructions for a music video production assignment. Students must research and produce a music video for an up-and-coming artist. They are required to:
1) Understand the purposes of music videos such as promotion, extending income streams, and producers' strategies.
2) Understand styles, conventions, and techniques of music videos like different genres, editing to the beat, camera angles.
3) Originate and plan a music video by choosing a track, researching the target audience, and storyboarding.
4) Work on completing production through directing, editing, shooting footage and more.
The assignment tasks involve explaining music video purposes to different record labels, demonstrating styles and techniques
Evaluation
This document contains guidance and questions for an evaluation element that is worth 20% of coursework marks. It instructs students to experiment with digital forms and provides 4 questions to answer: 1) How the media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; and 4) How new media technologies were used in construction, research, planning and evaluation. Links are provided to examples of student work answering each question.
A2 Advanced Portfolio Guidance 2013
This document provides instructions and requirements for an advanced media studies coursework project involving the promotional packaging for an unsigned British band. Students must create: 1) a 2-4 minute music promo video, 2) cover art for a digipak album release, and 3) a magazine advertisement for the digipak. Research, planning, and evaluations are individually assessed written components. The video can be created individually or in groups up to 4 students. Print productions are individually assessed. All elements must utilize five key media concepts and draw from research into the target audience and music industry.
Assignment brief unit 29__music video production
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must:
1) Research the purposes of music videos by analyzing examples from major labels, independent labels, and self-produced artists. They will create a timeline of music video history and reports on promotional strategies.
2) Explain styles, conventions, and techniques of different music genres through examples on their website.
3) Demonstrate music video production techniques practically and compare to examples using correct terminology. They will create edited music videos and an instructional tutorial report.
The brief outlines the tasks, evidence required, assessment focus, and grading criteria to meet the learning
G324 advanced media portfolio
This document provides information for students taking the A2 G324 Advanced Portfolio in Media course. It outlines the course content, which involves students producing a media portfolio including a music video, website, and digital packaging. Students will be assessed on their technical skills, knowledge, research, and evaluation. The document provides guidance on choosing a brief, developing a blog to document the process, conducting audience research, and various planning and production tasks to complete the portfolio. Students must work in a group to produce a music video and complete individual ancillary projects of a website and digital packaging.
G324 booklet - Music Videos
This document provides instructions and assessment criteria for an A2 coursework assignment on planning and creating a promotional package for an unsigned British band. It includes:
- An overview of the assignment which involves creating a music video, album cover, and magazine advertisement to promote a band.
- Details on the written research and planning components, including researching music videos, album covers, advertisements, audiences and aspects of the music industry.
- Criteria for the practical constructions of the music video, album cover, and advertisement. Emphasis is placed on creative use of conventions, visual links between pieces, and appeal to the target audience.
- Guidelines for setting up blogs to document the planning, research, and evaluations
Prezi and evaluation
The document provides instructions for students to create evaluations of coursework using Prezi, an online presentation tool. It explains that Prezi uses a blank canvas rather than slides and requires creating a navigation path. Students are instructed to create a Prezi account, complete the registration process using their school email, and begin tutorials. They are reminded that the key aspect is answering the evaluation questions thoroughly rather than focusing solely on visual presentation.
G324 coursework booklet 2010/11
This document provides guidance for students on the requirements of the Advanced Portfolio Unit G324 course. Students will create [1] a music promo video for an unsigned British band, [2] cover art for a digipak album release, and [3] a magazine advertisement for the digipak. They will also complete written components on planning the productions, researching the target audience and music industry, and evaluating the final works. Students can work individually or in groups of up to 4 on the music video. The print productions must be individual efforts. Research and productions must engage five key media concepts and Goodwin's music video theory. Strict guidelines are provided around band selection, production timeline, assessment criteria, and blog organization
UNIT 29: Annotated Music Brief
This document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. It outlines the learning outcomes, tasks, assessment criteria, and deadlines for producing a music video. Students will research music video purposes, styles, conventions and techniques. They will then originate, plan, produce and edit their own music video for a specific track, fulfilling the promotional purpose and entertaining the target audience. An informal negotiated brief allows for creative freedom but lacks written guidelines. Technical skills like camerawork, lighting, editing to the beat are required.
Lesson 01 yr12 a2
The document provides the aims and brief for an Advanced Production Portfolio music video project. Students must produce a music promo video and accompanying materials, including a CD/DVD cover and magazine advertisement. Research and planning requirements include analyzing other music videos, researching the target artist and audience, developing a narrative breakdown and storyboard. Students will be assessed on their application of knowledge, technical and creative skills, and research.
Case Study
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks to complete: 1) the purposes of music videos and strategies used; 2) styles, techniques and conventions of music video production; and 3) a case study analyzing at least 3 music videos. The case study should discuss the videos' styles, techniques, intertextuality, camerawork/editing, genre conventions, and apply critical approaches. The document provides examples of questions to answer for each task and notes on how to illustrate points and structure the case study response.
Tips on the evaluation
This document provides tips for answering evaluation questions for an Advanced Media Studies portfolio project. It discusses evaluating how the media product uses or challenges conventions through comparing it to professional works. It also addresses the effectiveness of combining the main product with ancillary texts and reinforcing the intended image or brand. Tips are provided for presenting audience feedback and discussing the use of media technologies during planning, construction, and evaluation of the project.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
A2 evaluation twbs
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
Music video brief
This document outlines three assignments for a music video production course. Assignment 1 involves researching and reporting on the purpose, styles, techniques and conventions of music videos. Students will analyze example videos and include screenshots in their report. Assignment 2 requires students to plan a music video through pre-production documents like storyboards, budgets, schedules and location scouting. Assignment 3 will involve producing the planned music video. Students must meet deadlines and show an understanding of music video concepts and pre-production to pass each assignment.
Mv assignment case study
This document outlines tasks for a music video production case study. It includes 3 tasks to analyze purposes of music videos, styles/techniques of production, and a case study of 3+ videos. Task 1 discusses entertainment, branding, sales purposes and how artists represent themselves. Task 2 covers camerawork, editing, technical developments, and genre conventions. Task 3 requires analyzing videos for style, intertextuality, camerawork, editing, genres, and applying critical analysis.
Music vid part four rep
This document provides guidance on completing the evaluation portion of an MS2 coursework assignment on creating a music video. The evaluation is worth as many marks as the completed music video and is an analysis of the student's research, storyboards, and final music video product. It should be between 1200-1600 words and demonstrate research application and knowledge of media conventions, products, and processes through analysis of the student's work. The evaluation should be organized into four parts that outline the student's research, justify the target audience, critically reflect on the strengths and weaknesses of the final product, and compare it to other music videos. Using proper media language is emphasized to achieve success on this important assignment worth 20% of the overall course grade.
Similar to How are you using codes and conventions of music video in your production? (20)
Assignment brief unit 29__music video production annoted
Assignment brief unit 29__music video production annoted
Annotated - Assignment brief unit 29__music video production
Annotated - Assignment brief unit 29__music video production
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How are you using codes and conventions of music video in your production?
- 1. How are you using codes and conventions of music video in your production? Or, why it’s important to keep one eye focused on the Evaluation criteria throughout the project…
- 2. The spec says… In the evaluation the following four questions must be addressed: • In what ways does your media product use, develop or challenge forms and conventions of real media products? • How effective is the combination of your main product and ancillary texts? • What have you learned from your audience feedback? • How did you use media technologies in the construction and research, planning and evaluation stages?
- 3. Goodwin’s Music Video Analysis Andrew Goodwin writing in ‘Dancing in the Distraction Factory’ (Routledge 1992) 1. Music videos demonstrate genre characteristics (e.g. stage performance in rock video, dance routine in pop video etc) 2. There is a relationship between lyrics and visuals (amplifies/illustrates/contradicts) 3. There is a relationship between music and visuals 4. The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style). 5. There is frequently reference to notion of looking (screens within screens, telescopes, etc) and particularly voyeuristic treatment of the female body. 6. There is often intertextual reference (to films, TV programmes, other music videos etc).
- 4. Blog it… • How are you addressing Goodwin in your video? • WHY have you made the decisions you have?