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1) Students must create a third blog for their A2 Media Studies coursework, separate from their AS Media blog. 2) The coursework will involve creating a music promo video, digipak, and magazine advertisement to promote an album release. 3) The structure is similar to last year, with research and planning worth 20 marks, production 60 marks, and evaluation 20 marks. Music video is 40 marks, digipak 10 marks, and magazine ad 10 marks.
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Production schedule
The production schedule outlines the work to be completed each week from September to January. In September, research will begin on existing products and the media brief will be decided. October focuses on summarizing research findings, learning software, and updating work on blogs. November is spent designing a website, adding images, videos, and audio. December is used to create a magazine spread, newspaper, and presentation. The final product will be edited, presented, and evaluated in January with final corrections made.
Media a2 lesson 1
This document provides an overview of what to expect in an A2 Media course for the upcoming year. It outlines that students will have individual appointments to discuss targets and options, will design new blogs to document their work, and will set targets for the year. The document also lists the coursework requirements, including evaluating previous work and addressing four key questions. Students are instructed to search for example music videos and critique them based on marking criteria. Feedback and setting goals for blogging are also covered.
Special projects final exam
This document outlines end of year celebrations, special projects, and final exams for a journalism class. It provides details on celebrating the graduating class of 2014, with each student assigned 3 special projects due on different dates in May. Finally, it notes that seniors and underclassmen will have different final exams focusing on Photoshop tutorials and a design project, with all assignments available online.
Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
4. record labels and permission
A record label coordinates the production, distribution, and marketing of music recordings and videos. There are two main types: major labels and independent labels. Most recording artists rely on record labels to broaden their audience, promote their albums, and market their music and videos through various media outlets. The document provides tasks for researching record labels and their responsibilities, determining whether an artist would sign with a major or independent label, choosing the best existing label for an artist, and considering copyright implications when using music in media productions.
Open evening tv screens v2
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Storyboarding
This document provides a template for storyboarding a film or video project. The template includes sections for describing shots such as close-up or long shot, whether elements are diegetic or non-diegetic, if there is dialogue or music, and details of what is happening. Each storyboard drawing would note the shot length, if it takes place interior or exterior, during the day or night, and from a starter, eye level, low or high camera angle.
3. genre research and audience expectations
This document provides instructions for a genre research assignment involving creating a music video. It outlines four parts: 1) Creating a word cloud of genre conventions; 2) Answering questions about the genre's origins, evolution, artist representations, and ideologies in music videos; 3) Conducting a vox pop to get audience expectations; 4) Reflecting on what was learned from the genre research and if audience expectations matched conventions. The goal is to understand a genre's conventions to appropriately craft an original music video that meets those expectations.
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Production schedule
The production schedule outlines the work to be completed each week from September to January. In September, research will begin on existing products and the media brief will be decided. October focuses on summarizing research findings, learning software, and updating work on blogs. November is spent designing a website, adding images, videos, and audio. December is used to create a magazine spread, newspaper, and presentation. The final product will be edited, presented, and evaluated in January with final corrections made.
Media a2 lesson 1
This document provides an overview of what to expect in an A2 Media course for the upcoming year. It outlines that students will have individual appointments to discuss targets and options, will design new blogs to document their work, and will set targets for the year. The document also lists the coursework requirements, including evaluating previous work and addressing four key questions. Students are instructed to search for example music videos and critique them based on marking criteria. Feedback and setting goals for blogging are also covered.
Special projects final exam
This document outlines end of year celebrations, special projects, and final exams for a journalism class. It provides details on celebrating the graduating class of 2014, with each student assigned 3 special projects due on different dates in May. Finally, it notes that seniors and underclassmen will have different final exams focusing on Photoshop tutorials and a design project, with all assignments available online.
Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
4. record labels and permission
A record label coordinates the production, distribution, and marketing of music recordings and videos. There are two main types: major labels and independent labels. Most recording artists rely on record labels to broaden their audience, promote their albums, and market their music and videos through various media outlets. The document provides tasks for researching record labels and their responsibilities, determining whether an artist would sign with a major or independent label, choosing the best existing label for an artist, and considering copyright implications when using music in media productions.
Open evening tv screens v2
This document provides information on various departments and subjects at St. Thomas More Catholic Teaching School. It discusses the Religious Education department's OFSTED ratings, A-Level and GCSE results, and course offerings. It also summarizes departments and achievements in Business Studies, Physical Education, Sociology, Music, Art, Modern Languages, Mathematics, English as an Additional Language, History, Food Technology, and Media/Film.
Storyboarding
This document provides a template for storyboarding a film or video project. The template includes sections for describing shots such as close-up or long shot, whether elements are diegetic or non-diegetic, if there is dialogue or music, and details of what is happening. Each storyboard drawing would note the shot length, if it takes place interior or exterior, during the day or night, and from a starter, eye level, low or high camera angle.
3. genre research and audience expectations
This document provides instructions for a genre research assignment involving creating a music video. It outlines four parts: 1) Creating a word cloud of genre conventions; 2) Answering questions about the genre's origins, evolution, artist representations, and ideologies in music videos; 3) Conducting a vox pop to get audience expectations; 4) Reflecting on what was learned from the genre research and if audience expectations matched conventions. The goal is to understand a genre's conventions to appropriately craft an original music video that meets those expectations.
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Digipak Analysis: Radio:ACTIVE
This digipak analysis summarizes the design elements of McFly's 2008 album "Radio:ACTIVE". [1] The digipak uses a retro, green glowing theme to represent radioactivity. [2] It features illustrations of "Greg", a grill microphone, throughout to give a retro feel. [3] The booklet contains natural, relaxed photos from the band's recording sessions and handwritten lyrics, contrasting with more polished booklet designs.
1. star image
Richard Dyer's star theory proposes that pop stars are constructed images rather than real people. They are manufactured by the music industry to appeal to audiences and make money. Pop stars represent cultural values and ideologies that enhance their appeal. Their persona is based on characteristics like gender, race, and generation as well as the meanings expressed through their music, image, and cultural discourse. To maintain their status, pop stars must continually develop and nurture their constructed character and personality over time through new music and engagement with fans.
Music videos audience survey new
1) The majority of people surveyed enjoy watching music videos and feel they are an effective way to promote songs.
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3) Most people prefer seeing the artist in the video so they can better connect the video to the song and artist. However, some artists use other actors which can tell a story but risks not promoting the artist for newcomers.
Music video top tips
This document provides tips for creating a music video project that requires producing a music video, website, and album packaging. It outlines the key steps of planning, shooting, and editing the music video. Tips include storyboarding shots, rehearsing with performers, shooting extra footage, and editing the final product together. Additional guidance is given for setting up the required blog, gathering evidence of the process, and designing the album packaging and website in parallel with the video production rather than as an afterthought.
Performance narrative concept
The document discusses different types of music videos: performance-based, narrative-based, and concept-based. It provides examples of each type and characteristics that define them. Performance videos focus on footage of the artist(s) performing. Narrative videos tell a story through video. Concept videos are based around a single idea, often unusual or surreal. The document aims to help identify and understand the key ingredients of each music video type.
Music Video Style
The document discusses several technical codes and elements used in popular music videos, including camerawork, editing, visual effects, and how they construct representations and meanings. It also covers how music videos contribute to constructing and maintaining artists' star images through narrative, voyeurism, and intertextuality. Music videos frequently reference cinema, television, art, fashion and more to spark recognition and pleasure in audiences through familiar visual references.
Website research 1
Vampire Weekend and Daughter's band websites both utilize a consistent black and white color scheme throughout. Their sites feature news, store pages to purchase music/merchandise, tour dates, and links to social media pages to stay connected with fans. Both sites showcase the bands' music and visual styles while keeping fans informed of their latest releases and activities.
Case Study of a Music Video Director - Anton Corbijn
Anton Corbijn is a Dutch photographer and music video/film director known for his stark black and white portraits of rock stars over the past 30 years. His photographic style, with high contrast images showing raw emotion rather than glamour, translates directly into his music videos. Notable videos include Joy Division's "Atmosphere" and Nirvana's "Heart Shaped Box". Corbijn also directed the Ian Curtis biopic "Control" and maintains a recognizable visual style across his varied creative works, teaching the importance of personal style without overshadowing the subject.
Photographic Techniques
This document discusses various photography and composition techniques for improving photos. It explains the rule of thirds for placing subjects along the thirds lines or intersections for visual appeal. Different angles, depths of field, and types of shots are explored, along with considering the mise-en-scene of props, costumes, backgrounds, lighting, and colors. Guidance is provided on positioning people, including using triangles, rows, perspective, and direction to limit empty space. Key techniques highlighted are the rule of thirds, leadroom/noseroom, avoiding distracting backgrounds, proper positioning, and allowing headroom.
Arctic Monkey’s Website Analysis
The Arctic Monkeys website aims to heavily engage and inform their large fan base. The all-black and white design complements their image. The homepage features their latest music video, tour dates, news section, and areas for fan comments. Throughout the site, the band's logo and navigation links follow the user as they scroll. Various pages provide archives of photos, videos, and past releases, organized chronologically. The site also has a forum where fans can converse, with some discussions receiving over 100,000 comments, demonstrating the band's significant fan popularity.
Music video choices
The document discusses four students' proposed music video ideas for different songs:
1) Beth proposes a dramatic water-based music video for "Nobody to Love" showing a person floating and drowning underwater with reflections of painful life events. Special effects would include slow motion and black and white.
2) Drea proposes a music video for "Hey Ya / Stay the Night Remix" where the main character lip syncs alone and other people fade into the scene before fading out.
3) Emma proposes a 1970s-style music video for "Lana Del Ray - Never Let Me Go" showing a couple on an outing with a vintage filter and seen from the girl's perspective.
4)
Candi A2 evaluation guide
This document provides guidance for students on writing an evaluation for their A2 Media Studies course. It outlines that the evaluation is worth 20 marks and research and planning is also worth 20 marks. Students must blog their individual evaluation using available digital technologies like links, images, and videos. They must answer 4 questions, using different technologies appropriately for each question. Thorough planning of responses is essential. The document provides details on what should be covered for each question and suggests possible digital technologies to use.
Representation in music videos
This document discusses representation in music videos and provides terminology and concepts for analyzing representations, including voyeurism, male gaze, exhibitionism, and stereotypes of different groups. It notes that music video creators must consider how their artist will be represented and what ideologies and choices may need to be explained. Examples of stereotypical representations in music videos include the sexualization of women. The document also provides a task for choosing a music video and analyzing its representations in depth using relevant media terminology and theories.
Pop music video – audience research
The document summarizes the results of a survey about audience preferences for pop music videos. 20 people aged 12-25 were asked questions about what they look for in pop music videos featuring female artists. Key findings include that sexy imagery and dance routines are common expectations, and that performance-style videos without storylines are generally preferred. YouTube is the primary platform for watching music videos. Upbeat, fast songs tend to be favored over slower songs. The survey provides guidance for creating an effective pop music video.
Representation of women in music videos
A Powerpoint Presentation developed to explain Representation of women in Music videos. Explores stereotypes and development.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
A2 Media Studies - Music Video Analysis
This document provides an analysis of the music video for Katy Perry's song "Thinking of You" according to seven key ideas for identifying elements in music videos put forth by Andrew Goodwin. It discusses how the music video demonstrates characteristics of the pop genre through inclusion of Katy Perry's performance and use of editing techniques like fade ins and outs. It also analyzes how the video illustrates the song's lyrics through its narrative of a couple separated by war and how the cuts are timed to the music. Close-ups of Perry are used to relate her to the character and promote her artistic abilities. References are made to other works like "Dear John" and the video aims to appeal to Perry's target audience through these intertext
Welcome to A2 Media Studies at Aquinas
This document provides information about the A2 Media Studies coursework which is 50% of the A2 grade. Students must meet interim deadlines and submit all final work between December 12th-16th.
There are two briefs - the first asks students to produce a 60-90 second soap opera trailer and accompanying billboard poster and TV listings magazine cover. The second brief is to produce a 3-5 minute music video and full page magazine advert and CD case featuring original artwork.
Students will work in groups of 6 or less, taking on roles like camera operator, actor, director. Each student will produce their own edit. Ancillaries can be done together but students must show their individual work.
Music promotion lesson 1
This document outlines the requirements for an Advanced Portfolio project on promoting a music album. Students will research the music industry and create a promotional package including an original music video along with two other items such as a digipak or magazine advertisement. The project involves research, planning, production, and evaluation phases presented through a student blog. Students will be assessed on their research, production quality, and evaluation, and have two terms to complete the project with guidance from the instructor on deadlines and requirements.
A2 filming to do
Filming and ancillary tasks must be completed by the end of January. Music videos and short films must include lip-synching and diegetic sound/dialogue respectively. Editing and work by Courteney and Cory must finish by the end of February, with no extra class time given. Blogs should have at least 60 posts since September. In February, all coursework will be exhibited for feedback, though alterations can be made after. Evaluations must address given questions with varied methods and labeling, and include a filmed component, for higher bands. Work must be completed by April to receive marks on time. Students should ask for help early if stuck.
A2 filming to do
Filming and ancillary tasks must be completed by the end of January. Music videos and short films must include lip-synching and diegetic sound/dialogue respectively. Editing and projects for Courteney and Cory need to be finished by the end of February. Student blogs should have at least 60 posts since September and all coursework will be exhibited to classes at the end of February for feedback. Students must film an evaluation of their final product by the end of April to achieve higher marks.
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Digipak Analysis: Radio:ACTIVE
This digipak analysis summarizes the design elements of McFly's 2008 album "Radio:ACTIVE". [1] The digipak uses a retro, green glowing theme to represent radioactivity. [2] It features illustrations of "Greg", a grill microphone, throughout to give a retro feel. [3] The booklet contains natural, relaxed photos from the band's recording sessions and handwritten lyrics, contrasting with more polished booklet designs.
1. star image
Richard Dyer's star theory proposes that pop stars are constructed images rather than real people. They are manufactured by the music industry to appeal to audiences and make money. Pop stars represent cultural values and ideologies that enhance their appeal. Their persona is based on characteristics like gender, race, and generation as well as the meanings expressed through their music, image, and cultural discourse. To maintain their status, pop stars must continually develop and nurture their constructed character and personality over time through new music and engagement with fans.
Music videos audience survey new
1) The majority of people surveyed enjoy watching music videos and feel they are an effective way to promote songs.
2) The most popular music genres are pop, R&B, indie, dance, and rock. Choosing a song that blends pop with another popular genre could appeal to both mainstream and niche audiences.
3) Most people prefer seeing the artist in the video so they can better connect the video to the song and artist. However, some artists use other actors which can tell a story but risks not promoting the artist for newcomers.
Music video top tips
This document provides tips for creating a music video project that requires producing a music video, website, and album packaging. It outlines the key steps of planning, shooting, and editing the music video. Tips include storyboarding shots, rehearsing with performers, shooting extra footage, and editing the final product together. Additional guidance is given for setting up the required blog, gathering evidence of the process, and designing the album packaging and website in parallel with the video production rather than as an afterthought.
Performance narrative concept
The document discusses different types of music videos: performance-based, narrative-based, and concept-based. It provides examples of each type and characteristics that define them. Performance videos focus on footage of the artist(s) performing. Narrative videos tell a story through video. Concept videos are based around a single idea, often unusual or surreal. The document aims to help identify and understand the key ingredients of each music video type.
Music Video Style
The document discusses several technical codes and elements used in popular music videos, including camerawork, editing, visual effects, and how they construct representations and meanings. It also covers how music videos contribute to constructing and maintaining artists' star images through narrative, voyeurism, and intertextuality. Music videos frequently reference cinema, television, art, fashion and more to spark recognition and pleasure in audiences through familiar visual references.
Website research 1
Vampire Weekend and Daughter's band websites both utilize a consistent black and white color scheme throughout. Their sites feature news, store pages to purchase music/merchandise, tour dates, and links to social media pages to stay connected with fans. Both sites showcase the bands' music and visual styles while keeping fans informed of their latest releases and activities.
Case Study of a Music Video Director - Anton Corbijn
Anton Corbijn is a Dutch photographer and music video/film director known for his stark black and white portraits of rock stars over the past 30 years. His photographic style, with high contrast images showing raw emotion rather than glamour, translates directly into his music videos. Notable videos include Joy Division's "Atmosphere" and Nirvana's "Heart Shaped Box". Corbijn also directed the Ian Curtis biopic "Control" and maintains a recognizable visual style across his varied creative works, teaching the importance of personal style without overshadowing the subject.
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This document discusses various photography and composition techniques for improving photos. It explains the rule of thirds for placing subjects along the thirds lines or intersections for visual appeal. Different angles, depths of field, and types of shots are explored, along with considering the mise-en-scene of props, costumes, backgrounds, lighting, and colors. Guidance is provided on positioning people, including using triangles, rows, perspective, and direction to limit empty space. Key techniques highlighted are the rule of thirds, leadroom/noseroom, avoiding distracting backgrounds, proper positioning, and allowing headroom.
Arctic Monkey’s Website Analysis
The Arctic Monkeys website aims to heavily engage and inform their large fan base. The all-black and white design complements their image. The homepage features their latest music video, tour dates, news section, and areas for fan comments. Throughout the site, the band's logo and navigation links follow the user as they scroll. Various pages provide archives of photos, videos, and past releases, organized chronologically. The site also has a forum where fans can converse, with some discussions receiving over 100,000 comments, demonstrating the band's significant fan popularity.
Music video choices
The document discusses four students' proposed music video ideas for different songs:
1) Beth proposes a dramatic water-based music video for "Nobody to Love" showing a person floating and drowning underwater with reflections of painful life events. Special effects would include slow motion and black and white.
2) Drea proposes a music video for "Hey Ya / Stay the Night Remix" where the main character lip syncs alone and other people fade into the scene before fading out.
3) Emma proposes a 1970s-style music video for "Lana Del Ray - Never Let Me Go" showing a couple on an outing with a vintage filter and seen from the girl's perspective.
4)
Candi A2 evaluation guide
This document provides guidance for students on writing an evaluation for their A2 Media Studies course. It outlines that the evaluation is worth 20 marks and research and planning is also worth 20 marks. Students must blog their individual evaluation using available digital technologies like links, images, and videos. They must answer 4 questions, using different technologies appropriately for each question. Thorough planning of responses is essential. The document provides details on what should be covered for each question and suggests possible digital technologies to use.
Representation in music videos
This document discusses representation in music videos and provides terminology and concepts for analyzing representations, including voyeurism, male gaze, exhibitionism, and stereotypes of different groups. It notes that music video creators must consider how their artist will be represented and what ideologies and choices may need to be explained. Examples of stereotypical representations in music videos include the sexualization of women. The document also provides a task for choosing a music video and analyzing its representations in depth using relevant media terminology and theories.
Pop music video – audience research
The document summarizes the results of a survey about audience preferences for pop music videos. 20 people aged 12-25 were asked questions about what they look for in pop music videos featuring female artists. Key findings include that sexy imagery and dance routines are common expectations, and that performance-style videos without storylines are generally preferred. YouTube is the primary platform for watching music videos. Upbeat, fast songs tend to be favored over slower songs. The survey provides guidance for creating an effective pop music video.
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A Powerpoint Presentation developed to explain Representation of women in Music videos. Explores stereotypes and development.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
A2 Media Studies - Music Video Analysis
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Similar to Introduction
Welcome to A2 Media Studies at Aquinas
This document provides information about the A2 Media Studies coursework which is 50% of the A2 grade. Students must meet interim deadlines and submit all final work between December 12th-16th.
There are two briefs - the first asks students to produce a 60-90 second soap opera trailer and accompanying billboard poster and TV listings magazine cover. The second brief is to produce a 3-5 minute music video and full page magazine advert and CD case featuring original artwork.
Students will work in groups of 6 or less, taking on roles like camera operator, actor, director. Each student will produce their own edit. Ancillaries can be done together but students must show their individual work.
Music promotion lesson 1
This document outlines the requirements for an Advanced Portfolio project on promoting a music album. Students will research the music industry and create a promotional package including an original music video along with two other items such as a digipak or magazine advertisement. The project involves research, planning, production, and evaluation phases presented through a student blog. Students will be assessed on their research, production quality, and evaluation, and have two terms to complete the project with guidance from the instructor on deadlines and requirements.
A2 filming to do
Filming and ancillary tasks must be completed by the end of January. Music videos and short films must include lip-synching and diegetic sound/dialogue respectively. Editing and work by Courteney and Cory must finish by the end of February, with no extra class time given. Blogs should have at least 60 posts since September. In February, all coursework will be exhibited for feedback, though alterations can be made after. Evaluations must address given questions with varied methods and labeling, and include a filmed component, for higher bands. Work must be completed by April to receive marks on time. Students should ask for help early if stuck.
A2 filming to do
Filming and ancillary tasks must be completed by the end of January. Music videos and short films must include lip-synching and diegetic sound/dialogue respectively. Editing and projects for Courteney and Cory need to be finished by the end of February. Student blogs should have at least 60 posts since September and all coursework will be exhibited to classes at the end of February for feedback. Students must film an evaluation of their final product by the end of April to achieve higher marks.
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Websites and digipaks
This document provides information and guidance about creating digipaks and websites to promote an artist. It begins by defining a digipak and explaining why they are used. It then outlines the process for students, including researching existing digipaks, planning their own designs, considering contents, and meeting deadlines. Similar information and processes are covered for designing an artist website, including terminology, conventions, planning pages and features. Checklists are provided for both tasks.
Websites and digipaks
This document provides information and guidance about creating digipaks and websites to promote an artist. It begins by defining a digipak and explaining why they are used. It then outlines the process for students, including researching existing digipaks, planning their own designs, considering contents, and meeting deadlines. Similar information and processes are covered for designing an artist website, including terminology, conventions, planning pages and features. Checklists are provided for both tasks.
Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.
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As media studies lesson 1
This document provides information about an AS Media Studies course. Students will complete coursework consisting of a 2 minute film opening and blog posts, worth 50% of the grade. They will also take an exam on representation in TV and the film industry, worth the other 50%. The blog and VLE will be used to share resources, homework, and deadlines. Students are instructed to set up their own blogger blog to submit assignments, including 21 planning posts with specified tags. Examples of past student film openings are shared, and conventions of film openings are discussed. Homework involves analyzing the timeline of a film opening title sequence.
Colons and semi colons power point
This document provides information about colons and semi-colons, including their proper uses and what they look like. It explains that colons can be used to add information to a sentence and semi-colons are mainly used to combine two related thoughts. Examples of each punctuation mark are given. The document concludes by having the reader explain to a partner what they've learned about colons and semi-colons.
Horror films hand out
1. Horror films attempt to scare audiences through the use of techniques like atmospheric music, lighting, editing, and camera techniques. However, what truly creates fear is tapping into the real cultural fears of the target audience.
2. Different eras have different cultural fears, so horror films must change their monsters and threats over time to remain relevant. Early 20th century horrors featured external monsters like vampires that threatened communities from the outside, while modern horrors also depict internal monsters and threats from within communities.
3. By analyzing the type of monster in a horror film, one can gain insights into the specific cultural fears of the time period. Horror monsters have transitioned from purely external threats to include man-made
Horror genre
This document discusses the horror genre and its conventions. It defines genre as a method of categorizing films based on similarities in narrative elements. Sub-genres are identifiable subclasses within a genre that have distinctive subject matter and styles. Hybrid genres combine elements of two or more classic genres. The document provides examples of horror sub-genres and their defining conventions, as well as generic conventions expected in horror films regardless of sub-genre, such as isolated settings and indestructible monsters. It also examines why audiences and producers are drawn to genre films and how genres evolve over time.
As intro lesson
This document introduces an AS Media Studies course, outlining coursework requirements and setting a summer project. Students will create a horror film opening and blog posts, and 50% of their grade will come from coursework and 50% from an exam. The document discusses conventions of film openings, provides an example from a previous student, and instructs students to set up a blog. It then lists "Top 10 horror shots" as a starting point for students' horror film openings and allows time for students to practice recreating the shots.
Micro Features Lesson
This document provides an overview of micro features in film including mise-en-scene, cinematography, editing, narrative, and sound. It discusses key elements of mise-en-scene like setting, decor, props, costumes, and figure expression. Cinematography techniques covered include shots, angles, camera movements, depth of focus, lighting, color, and special effects. The document also distinguishes between diegetic and non-diegetic sound.
8. editing and cinematography for mv
This document discusses editing and cinematography techniques for music videos. It analyzes award-winning music videos from 2012 to identify editing styles like cuts, transitions, and effects. It also examines camera shots, angles, and movements in nominated music videos. Students are tasked with analyzing the techniques in these examples and applying them in a one-minute lip syncing music video project edited in Adobe Premiere. The goal is for students to learn skills specific to editing and shooting music videos rather than films.
7. theories for production
This document discusses theories of modernism and postmodernism and how they relate to media production. It provides context on modernism as a rejection of realism from the 1890s-1960s, noting modern art was self-reflexive. Postmodernism emerged in the 1970s, characterized by blurred genres, fiction/reality, and hyperreality where mediated reality is preferred over real reality. Jean Baudrillard's theory of simulacra and hyperreality is explained, where the real is replaced by simulations until the distinction collapses. Characteristics of postmodern music videos are identified, including bricolage, pastiche, intertextuality, breaking the fourth wall, parody, and homage.
5. digipak analysis
This image depicts a group of people gathered together outdoors. It uses warm colors like yellows and oranges to convey a sense of community and togetherness. While the details are vague, the composition and colors work together to represent people coming together in a pleasant setting.
Section b technology
The document discusses the concept of proliferation in media which refers to the increase in available hardware, content, and platforms for both audiences and institutions. It gives the example of how the success of the iPhone led to many similar touchscreen smartphones flooding the market. Proliferation can occur when new technologies enable many companies to enter a market. Technological convergence, where different technologies merge into new combinations, has contributed to proliferation through digital technologies that combine functions like smartphones that play video. This has changed how films are distributed, accessed, and discussed online through various media platforms.
Section b synergy
Here is a short paragraph explaining synergy:
Synergy refers to the way that different elements of a media company work together to promote related products across multiple platforms. When a film is released, the studio aims to capitalize on synergy by promoting things like the soundtrack, video game, theme park experiences, and merchandise that are tied to the film franchise. Each distinct product is meant to promote the others through cross-promotion, creating an interconnected web. This allows the media company to maximize profits from a successful property by expanding it across different business divisions and media.
Film 4 part 1
The document discusses several aspects of the British film industry, including its reliance on co-productions with Hollywood studios for funding and distribution. It notes that while British films can find an audience abroad, films focusing too narrowly on domestic themes may struggle. Successful British films like Trainspotting, Four Weddings and a Funeral, and Slumdog Millionaire have utilized marketing strategies and universal storylines to appeal to both UK and international audiences. FilmFour is highlighted as an important producer of lower-budget British films that explore social and cultural issues.
Film 4 part 2
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Theory
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Task 2 camera shots
This document analyzes how different camera shots are used in opening sequences to set the tone and provide meaning. An extreme close up of a character's stern eyes establishes him as an important but unfriendly character. A close up shows another character deep in thought and unhappy, setting a somber tone. Medium and long shots provide context of the urban winter setting and hint at the genre through characters' costumes. High and low angle shots are used to convey a main character's vulnerability but also strength and dominance over a scene.
As media studies lesson 1
This document provides an overview and instructions for an AS Media Studies course. It outlines that coursework will make up 50% of the grade, consisting of a blog and a 2 minute film opening. The other 50% will come from exams on TV representation and the film industry. Students are instructed to set up a blog on Blogger to submit their coursework, which must be properly tagged and organized. The first assignment is to analyze the timeline and conventions of an opening title sequence from a film. Proper spelling, grammar and multimedia elements are emphasized for blogging assignments.
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Introduction
- 2. Setting up your Blog • You will need to create a third blog for your A2 Media Studies Coursework. • YOU MUST NOT ADD THIS COURSEWORK TO YOUR AS MEDIA BLOG!!! • You should already have your AS Media Coursework and your exam blog – Please do not delete these.
- 3. Your Brief A promotion package for the release of an album, to include a music promo video, together with the following: • a digipak for the album’s release • a magazine advertisement for the digipak.
- 4. What will you be doing? • The structure of your coursework is much the same as last year. • Research and Planning – 20 Marks • Production – 60 Marks • Music Video – 40 Marks • Digipak – 10 Marks • Magazine Advert – 10 Marks • Evaluation – 20 Marks
- 5. Deadlines • Again deadlines this year will be strict. • You will be using the next 7 weeks to ensure that all research and planning is complete for when we return from summer and re-drafting can happen at the beginning of September. • If you miss deadlines and do not attend lessons this summer do not expect to be signed back on to Media in September. Now is your chance to demonstrate how committed you are.
- 6. Where are my tasks? • As before we have created a blog with all of your tasks on www.stma2mediastudies.blogspot.co.uk • You will also find a list of all tasks you need to complete with deadlines and the teacher that will be setting the tasks.