Intro to advanced portfolio evaluation
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This document is the advanced portfolio evaluation for a student's A2 Media Studies coursework. It shows their journey through the course, explaining the ideas they had and changes made. The student was asked to create a promotional package for a horror film, including a magazine cover, poster, and trailer. They produced and edited these components using Adobe Photoshop and Premier Pro. The document reflects on the effectiveness of the student's work and how much they have developed their media skills.
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Unit 21 marksheet peaty
Jozie PEATY completed a creative media production project consisting of 4 assignments: ideas/research, pre-production, product, and review/evaluation. For each assignment, Jozie earned a merit grade for meeting the criteria. The teacher provided feedback on each assignment, praising Jozie's mind map, research, production schedule, and self-evaluation, but noting the proposal and poster could be more detailed. Jozie signed an improvement plan to act on the advice to strengthen future work. The assessor awarded an overall merit grade for the project.
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Unit 7 print production wells
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Q7 review of progression from preliminary task
1) During the initial school magazine project, the student did not make many changes to the design or layer elements. For the music magazine, the student incorporated more advanced Photoshop techniques like layering text behind images.
2) When creating the music magazine, the student used their blog more frequently to post works in progress, solicit feedback, and document design changes compared to the initial school magazine project.
3) Through the projects, the student expanded their technical skills in Photoshop and learned to better research conventions in similar publications to influence their own designs.
Question 7
The author's preliminary task was creating a school magazine. In developing their full media product since then, the author feels they have improved their Photoshop skills including cropping and using tools more efficiently. They have also learned to work at a faster rate while maintaining effectiveness, compared to rushing at the end of their preliminary task.
Evaluation question 6
The document summarizes the student's use of various technologies during their coursework project to design a hip hop magazine. During the research and planning phase, the student used Blogger to upload images and track progress, and Prezi to organize information about the intended audience. During production, Photoshop was used to design the magazine pages and PowerPoint was initially used for layout planning. During evaluation, Prezi was used to create presentations to analyze the magazine and genre, and SlideShare was used to upload documents to the student's blog. Overall, the various digital tools helped the student effectively design, produce, and evaluate their coursework project.
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Unit 21 marksheet peaty
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Michael Wells received a distinction for assignment 1, a merit for assignment 2, and a distinction for assignments 3 and 4 of his unit 7 print production course. His assessor provided feedback on how he could improve specific tasks to achieve higher grades. For assignment 1 task 1a and 1b, the assessor recommended adding more details like images and analysis. For assignment 2, the assessor suggested providing more details on the design process and tools used. For assignment 4, the assessor said to add more evaluation of the design decisions. The action plan advises Michael to add work to assignments 2 and 4 to receive a distinction for the entire unit.
Q7 review of progression from preliminary task
1) During the initial school magazine project, the student did not make many changes to the design or layer elements. For the music magazine, the student incorporated more advanced Photoshop techniques like layering text behind images.
2) When creating the music magazine, the student used their blog more frequently to post works in progress, solicit feedback, and document design changes compared to the initial school magazine project.
3) Through the projects, the student expanded their technical skills in Photoshop and learned to better research conventions in similar publications to influence their own designs.
Question 7
The author's preliminary task was creating a school magazine. In developing their full media product since then, the author feels they have improved their Photoshop skills including cropping and using tools more efficiently. They have also learned to work at a faster rate while maintaining effectiveness, compared to rushing at the end of their preliminary task.
Evaluation question 6
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Fmp initial schedule_220513
This document outlines the schedule for a student's final major project to create a games design for their BTEC Level 3 Extended Diploma in Creative Media Production. The schedule spans from February 6th to May 20th and includes tasks such as research, pitching an idea, starting game production, adding functionality like health systems and weapons, finishing the environment, and completing the project by the deadline.
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Introduction portfolio management
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and online sources
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- Treynor's index also measures risk-adjusted return but uses systematic risk (beta) rather than total risk. A higher Treynor index means more risk premium earned per unit of market risk.
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Scenario template
The student has been assigned a brief by a games production company to create a series of posters inspired by 1970s graphic design to promote the company's current and upcoming games. The brief requires research of the target audience and genre, generation of creative ideas, pitching a proposal, planning the project, managing production, presenting draft posters for feedback, and evaluating the process. The student must show creativity, work independently to professional standards, and apply skills from their Level 3 Extended Diploma qualifications in areas such as developing ideas, project management, and working to a brief. The deadline for completion is April 14th.
Evaluation - Question four
The student used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. Blogger was used to publish work and show development. Survey Monkey was used to conduct audience research during planning and evaluate the final product. YouTube was utilized for uploading the final video, researching conventions, and planning. Photoshop and Premiere Pro aided construction. SlideShare, Facebook Messenger, Google, email, PowerPoint, Word, and a camera also supported various stages.
Evaluation
This document provides guidance and deadlines for Marykate to complete an evaluation for her media studies assignment. She must answer 7 questions about her media product in a Word document by April 22nd. After it is marked, she will create presentations of her answers using Prezi, video, and podcasts and post them to her blog by May 5th. The document provides examples of previous student evaluations and instructs Marykate to practice with Prezi over the break to prepare.
Cts project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will then produce an advertisement video, poster, and in-class product presentation to promote their object. The project aims to develop students' critical and creative thinking skills through practical marketing and branding exercises.
FNBE 0115 - CTS PROJECT 2 BRIEF
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Ctsrebranding 150624081033-lva1-app6892
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
Project 2 rebranding-daily-object-jan-2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
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The document summarizes the results of a lighting analysis conducted at the Mahatma Gandhi Central Library at IIT Roorkee. It includes floor plans showing the layout and locations analyzed. Artificial lighting in the reading room area consists of 28 ceiling-mounted 26W CFL bulbs and 4 ceiling-mounted 36W T8 fluorescent tubes. Tables of illuminance levels in lux are provided for 16 locations at 4 times of day, with levels ranging from 70-1400 lux throughout the reading room area over the course of the day.
Lighting Analysis Project 1
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Introduction portfolio management
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and online sources
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- Portfolio managers evaluate performance to identify strengths and weaknesses and improve strategies. Evaluation provides feedback in the final stage of the investment process.
- Sharpe's index measures risk-adjusted return by comparing the portfolio's excess return over the risk-free rate to the total risk in the portfolio. A higher index indicates better performance.
- Treynor's index also measures risk-adjusted return but uses systematic risk (beta) rather than total risk. A higher Treynor index means more risk premium earned per unit of market risk.
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Scenario template
The student has been assigned a brief by a games production company to create a series of posters inspired by 1970s graphic design to promote the company's current and upcoming games. The brief requires research of the target audience and genre, generation of creative ideas, pitching a proposal, planning the project, managing production, presenting draft posters for feedback, and evaluating the process. The student must show creativity, work independently to professional standards, and apply skills from their Level 3 Extended Diploma qualifications in areas such as developing ideas, project management, and working to a brief. The deadline for completion is April 14th.
Evaluation - Question four
The student used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. Blogger was used to publish work and show development. Survey Monkey was used to conduct audience research during planning and evaluate the final product. YouTube was utilized for uploading the final video, researching conventions, and planning. Photoshop and Premiere Pro aided construction. SlideShare, Facebook Messenger, Google, email, PowerPoint, Word, and a camera also supported various stages.
Evaluation
This document provides guidance and deadlines for Marykate to complete an evaluation for her media studies assignment. She must answer 7 questions about her media product in a Word document by April 22nd. After it is marked, she will create presentations of her answers using Prezi, video, and podcasts and post them to her blog by May 5th. The document provides examples of previous student evaluations and instructs Marykate to practice with Prezi over the break to prepare.
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This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will then produce an advertisement video, poster, and in-class product presentation to promote their object. The project aims to develop students' critical and creative thinking skills through practical marketing and branding exercises.
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This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
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Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
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Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
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This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
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This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
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Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. As a group they must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object.
The objectives are to develop critical and creative thinking skills and gain experience implementing divergent and convergent thinking methods. Upon completion, students will be
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This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2_REBRANDING Daily Object_Jan 2015.pdf
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
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Charlotte evaluation 2 4 marked
The document discusses a promotional package created for a psychological horror film. It includes a trailer, poster, and magazine front cover that work together to promote the film. Feedback was obtained from the target audience through interviews and social media to evaluate the effectiveness of the promotional package. The target audience responded positively and felt the pieces successfully complemented each other while intriguing them about the film's narrative. This confirmed that the promotional package achieved its goal of drawing the audience in and making them want to watch the full film.
Charlotte evaluation 2 4 marked
The document provides details about the promotional package created to market a psychological horror film. The package includes a trailer, poster, and magazine cover intended to work together symbiotically. Feedback from the target audience found the package to be professional and effective at intriguing them about the film's narrative and protagonist. Some suggested improving the symbiotic link between pieces by changing the magazine's color scheme to match the other elements. The filmmaker learned they successfully appealed to the target audience and reflected conventions of the psychological horror genre.
Charlotte evaluation 2 4 marked
The document summarizes a promotional package for a psychological horror film that includes a trailer, poster, and magazine cover. It explains how each component promotes the film's narrative by showing the protagonist's descent and increasing trauma without revealing the full story. The components also establish a cohesive brand identity through consistent visuals and language. Audience research, including interviews and social media feedback, found the target female demographic was intrigued and wanted to learn more about the film.
Charlotte evaluation 2 4 marked
The document discusses a promotional package created for a psychological horror film. It includes a trailer, poster, and magazine front cover that work together to promote the film. Feedback was obtained from the target audience through interviews and social media to evaluate the effectiveness of the promotional package. The target audience responded positively and felt the pieces were professionally done and created an intriguing narrative to draw them in. Through this process, the document discusses how to successfully target and appeal to the intended audience.
Charlotte evaluation 2 4 marked
Our three pieces ultimately create a promotional package for a psychological horror film. The package includes a trailer, poster, and magazine cover that work together to effectively promote the film. Feedback from the target audience found the package to be professional and successful at intriguing them about the film's narrative and making them want to see it. While generally successful, some suggested changing the magazine's color scheme to better match the poster and create more cohesion across the pieces.
Evaluation question one charlotte marked 1
The document discusses how the media product (a film promotional package including a poster, magazine cover, and trailer) uses and develops conventions of real media products in the psychological horror genre. It summarizes the key conventions followed, such as using familiar everyday settings, one-word titles, script fonts for titles, images of vulnerable female protagonists, and establishing normal lives before disruption. The document also describes changes made for improvement, such as switching from an antagonist image to a protagonist image on the poster and magazine cover to better follow conventions. Overall, the media product strives to utilize established genre conventions while also challenging conventions in minor ways.
Evaluation question one charlotte marked 1
The document discusses how the media product (a film promotional package including a poster, magazine cover, and trailer) uses and develops conventions of real media products in the psychological horror genre. It summarizes the key conventions followed, such as using familiar everyday settings, one-word titles, script fonts for titles, images of vulnerable female protagonists, and establishing normal lives before disrupting them. The document also describes changes made to better follow conventions, such as switching from an antagonist image to a protagonist image for consistency. Overall, the media product strives to utilize established codes and conventions to intrigue audiences familiar with the psychological horror genre.
Charlotte evaluation Questions 2-4
The document discusses promotional materials created for a psychological horror film. A trailer, poster, and magazine cover were created to promote the film and form a cohesive promotional package. Feedback was obtained from the target audience through interviews and social media to evaluate the effectiveness of the materials. The target audience responded positively and found the materials to be professionally done while capturing the psychological horror genre. Minor adjustments were made based on the feedback, such as changing the magazine cover's color scheme to better match the poster. Overall, the promotional package was deemed a success at intriguing the target audience about the film.
Charlotte evaluation 2-4
The document discusses a promotional package created for a psychological horror film. It includes a trailer, poster, and magazine front cover that work together to promote the film. Feedback was obtained from the target audience, female ages 18-35, who responded positively and felt the pieces were professionally done. They particularly liked the focus on psychological horror rather than supernatural themes. The filmmaker learned they successfully appealed to and satisfied their target demographic.
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The trailer for the film "Hide and Seek" begins conventionally but takes an
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Trailer analysis orphan
The trailer introduces Esther, an orphan girl adopted by Kate and John who seems innocent but odd. Her behavior becomes increasingly disturbing and dangerous, as she torments the family's other children, causes accidents, and seems to be taking over the family. It's revealed that Esther has a secret, and the trailer builds tension to reveal what her secret is and how far she will go to destroy the family. Shots of violence, screaming, and threats escalate to leave viewers desperate to learn Esther's secret and see if the family can survive her in the film.
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Film magazine overview charlotte marked (1)
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Film trailer conventions 1
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Film trailer conventions 1
Film logos at the start of trailers tell audiences about the film company and genre. Horror film company logos like "Dark Castle" signal to audiences that the film is a horror. Audiences may be more interested in a film if they recognize the logo of a company that made a film they liked. Non-diegetic sounds like music and voiceovers are important in horror trailers to build tension and adrenaline. Straps in horror trailers provide insight into the narrative and intrigue audiences. The film title is usually featured at the end of horror trailers to leave a lasting impression on audiences and further encourage them to see the film.
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- 4. We were asked to produce a promotional package for a horror film for our A2 level Media Studies coursework. To make the overall presentation of the work more interesting, we created a blog in order to showcase evidence of all the research and planning we had carried out, the three finished construction pieces and an evaluation…
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