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This document summarizes the progression from a preliminary media studies task to the completed product. It notes improvements in understanding media conventions and technology. The finished product had a front cover and contents page that showed development from the preliminary versions. The conclusion stated that knowledge of conventions and technology improved from the initial task to the final product.
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Hodd nathan evaluation and overall feedback sheet
Nathan Hodd received marks for his A2 coursework, including 12 out of 20 for planning, 24 out of 40 for his main music video task, 7 out of 10 for his ancillary digipak task, and 6 out of 10 for his ancillary poster task. His evaluation received 11 out of 20. His total marks were 60 out of 100. The document provided comments for each of Nathan's tasks and questions, noting areas that could be improved such as providing more examples and analyzing his work and audience feedback in more depth.
Chapter 1
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The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
G321 Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
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2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Evaluation
The evaluation for the G321 Project must answer set questions about how the media product uses or challenges conventions, how it represents social groups, and what institution might distribute it. It cannot simply be a written response, but must use digital technology. Common formats include a PowerPoint presentation, blog, podcast, or DVD with extras. Students are encouraged to use multimedia like photos and video to reduce the word count. The evaluation is due by April 9th and can be completed during the Easter break in digital form. Students will receive guidance on answering each question and make an initial plan for presenting their responses.
Oliver alexander evaluation and overall feedback sheet
Oliver Alexander received marks for his A2 coursework, which included a music video as the main task along with additional projects. He scored 14 out of 20 for planning, 33 out of 40 for the music video, 8 out of 10 for a Digipak, and 7 out of 10 for a poster. In the evaluation, Oliver used different technologies like Prezi, PowerPoint, and emaze to answer questions about his work, but some answers could have been improved with more analysis and examples from other media texts. Overall, Oliver received a total of 74 out of 100 marks for his A2 coursework.
A2 Coursework Mark - Anthony Underwood
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
Midterm reflection
The student found social media creators' young ages to be the most interesting aspect of communications discovered so far. Learning new software was the most valuable skill, as technology demands proficiency. Managing group work for an early Prezi assignment was challenging initially, but efficiency improved once working styles were established. The student hopes upcoming units will address digital photography, animation, and broadcasting. Current performance is on track to achieve the goal grade set initially, which can be maintained by completing all work and fixing mistakes when possible.
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Hodd nathan evaluation and overall feedback sheet
Nathan Hodd received marks for his A2 coursework, including 12 out of 20 for planning, 24 out of 40 for his main music video task, 7 out of 10 for his ancillary digipak task, and 6 out of 10 for his ancillary poster task. His evaluation received 11 out of 20. His total marks were 60 out of 100. The document provided comments for each of Nathan's tasks and questions, noting areas that could be improved such as providing more examples and analyzing his work and audience feedback in more depth.
Chapter 1
The document discusses setting clear and specific learning objectives for students using technology tools. It recommends allowing flexibility for students to personalize their objectives and take control of their learning. A variety of tools are presented that can help teachers communicate objectives to students, including templates, software for organizing ideas, online surveys, rubrics, blogs, and email.
G325 Exam Top Tips
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
G321 Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Evaluation
The evaluation for the G321 Project must answer set questions about how the media product uses or challenges conventions, how it represents social groups, and what institution might distribute it. It cannot simply be a written response, but must use digital technology. Common formats include a PowerPoint presentation, blog, podcast, or DVD with extras. Students are encouraged to use multimedia like photos and video to reduce the word count. The evaluation is due by April 9th and can be completed during the Easter break in digital form. Students will receive guidance on answering each question and make an initial plan for presenting their responses.
Oliver alexander evaluation and overall feedback sheet
Oliver Alexander received marks for his A2 coursework, which included a music video as the main task along with additional projects. He scored 14 out of 20 for planning, 33 out of 40 for the music video, 8 out of 10 for a Digipak, and 7 out of 10 for a poster. In the evaluation, Oliver used different technologies like Prezi, PowerPoint, and emaze to answer questions about his work, but some answers could have been improved with more analysis and examples from other media texts. Overall, Oliver received a total of 74 out of 100 marks for his A2 coursework.
A2 Coursework Mark - Anthony Underwood
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
Midterm reflection
The student found social media creators' young ages to be the most interesting aspect of communications discovered so far. Learning new software was the most valuable skill, as technology demands proficiency. Managing group work for an early Prezi assignment was challenging initially, but efficiency improved once working styles were established. The student hopes upcoming units will address digital photography, animation, and broadcasting. Current performance is on track to achieve the goal grade set initially, which can be maintained by completing all work and fixing mistakes when possible.
Evaluation and overall feedback mark sheet
This document is a coursework marks sheet for a student named Ben Walker. It provides marks and comments for various components of the coursework, including planning, construction of the main task and two ancillary tasks, and evaluation. For the evaluation, the student received proficient marks and comments for answering four questions about their production using various digital tools like Adobe Illustrator, Prezi, Word, and PowerPoint. The student demonstrated a proficient understanding of production concepts and received an overall total of 78 out of 100 marks.
Overall feedback sheet
This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
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The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
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The student created a video as a minor project using iMovie. They found that creating a storyboard was the most useful planning tool as it provided a clear structure for the video. Technically, the student learned how to use iMovie to edit video clips, add text, transitions, and music, as well as how to export, upload to YouTube, and add annotations. Survey Monkey provided effective communication and feedback from audiences. The student's testing through Survey Monkey identified clear areas for improvement. The student learned they often base creative decisions on others' feedback and responses to increase confidence in creating a useful product.
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This document provides a checklist for evaluating a media studies portfolio project. It includes four questions that must be addressed: 1) How the media products use, develop, or challenge conventions of real media genres through examples from all three products. 2) How the main product and ancillary texts effectively combine through examples showing synergy from all products. 3) What was learned from audience feedback gathered from at least two formats about all three products. 4) How media technologies were used for construction, research, planning, and evaluation stages by referring to specific software features used to create each product. The checklist ensures examples are provided for all products and stages, feedback is obtained, and technologies beyond Word/PowerPoint are used.
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This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
Biggs rayner thomas evaluation and overall feedback sheet
Thomas Biggs-Rayner received an overall grade of B for their A2 coursework. Their planning received a mark of 14/20 and their main construction task of creating a music video received high praise and a mark of 33/40 for creative use of technical skills. Their ancillary tasks of creating a digipak and poster received lower marks of 6/10 and 5/10 respectively due to a lack of creativity in the designs. Their evaluation received a mark of 15/20 for thoroughly answering questions about their video, ancillary products, audience feedback, and use of technologies.
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Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
4
During the construction, research, planning and evaluation stages of their work, the document author used WordPress to organize their research and planning, showcase video clips, screen grabs, and slideshows of written work and images. They also used the internet, Media@chs blogs archive, YouTube, photography, camera work, editing skills, and Photoshop in planning, developing skills, and creating their film trailer, poster and getting audience feedback through social media and recorded feedback.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
G325 AS Media Exam Question 1a
This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
- The question is worth 25 marks and requires students to evaluate their skills development over their AS and A2 coursework.
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This document provides an overall marks sheet for a student named Curtis Lily for an A2 coursework. It includes marks and comments for various components of the coursework, including planning (15/20), the main construction task (25/40), and two ancillary construction tasks (6/10 and 7/10). It also provides comments and a mark of 14/20 for the evaluation component, commenting on the student's answers to four evaluation questions using various digital tools like Adobe Spark video, PowerPoint, and emaze. The total marks awarded to the student were 67 out of 100.
Question 6
Through constructing a media product, the author learned valuable Photoshop and camera skills, improved their analytical, vocabulary, and communication abilities, and gained experience using various technologies including Photoshop, cameras, email, blogging, and slide sharing platforms.
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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.
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A2 evaluation briefing
This document provides guidance for students on completing a media evaluation assignment. It explains that the evaluation can be done individually or collectively and suggests appropriate digital formats like a podcast, DVD extras, blog, or PowerPoint. Students are encouraged to exploit the features of their chosen format through images, audio, video, and links. The evaluation should not simply be a written essay. Scoring criteria are provided with high marks going to evaluations that demonstrate excellent understanding of audience, representation, forms and conventions as well as the development process. Topic areas for the evaluation include using or challenging media conventions, the effectiveness of ancillary texts, learning from audience feedback, and the use of technologies in production and evaluation.
A2 evaluation briefing
This document provides guidance for students on completing a media evaluation assignment. It explains that the evaluation can be done individually or collectively and suggests appropriate digital formats like a podcast, DVD extras, blog, or PowerPoint. Students are encouraged to exploit the features of their chosen format through images, audio, video, and links. The evaluation should not simply be a written essay. Scoring criteria are provided with high marks going to evaluations that demonstrate excellent understanding of audience, representation, forms and conventions as well as the development process. Topic areas for the evaluation include using or challenging media conventions, the effectiveness of ancillary texts, learning from audience feedback, and the use of technologies in production and evaluation.
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Evaluation and overall feedback mark sheet
This document is a coursework marks sheet for a student named Ben Walker. It provides marks and comments for various components of the coursework, including planning, construction of the main task and two ancillary tasks, and evaluation. For the evaluation, the student received proficient marks and comments for answering four questions about their production using various digital tools like Adobe Illustrator, Prezi, Word, and PowerPoint. The student demonstrated a proficient understanding of production concepts and received an overall total of 78 out of 100 marks.
Overall feedback sheet
This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
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This document provides an overview of a proposed Photoshop CS3 tutorial project. The project aims to teach basic Photoshop skills to students in an instructional technology program and other learners. It will use instructional design strategies like Gagne's events of instruction and include concepts, examples, exercises, and assessments in a CD-ROM presented through Adobe Flash. The tutorial is intended to efficiently teach Photoshop skills to those new to the program, such as students in an interactive media design course.
Digital technology
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
Evaluation minor project - video
The student created a video as a minor project using iMovie. They found that creating a storyboard was the most useful planning tool as it provided a clear structure for the video. Technically, the student learned how to use iMovie to edit video clips, add text, transitions, and music, as well as how to export, upload to YouTube, and add annotations. Survey Monkey provided effective communication and feedback from audiences. The student's testing through Survey Monkey identified clear areas for improvement. The student learned they often base creative decisions on others' feedback and responses to increase confidence in creating a useful product.
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This document provides a checklist for evaluating a media studies portfolio project. It includes four questions that must be addressed: 1) How the media products use, develop, or challenge conventions of real media genres through examples from all three products. 2) How the main product and ancillary texts effectively combine through examples showing synergy from all products. 3) What was learned from audience feedback gathered from at least two formats about all three products. 4) How media technologies were used for construction, research, planning, and evaluation stages by referring to specific software features used to create each product. The checklist ensures examples are provided for all products and stages, feedback is obtained, and technologies beyond Word/PowerPoint are used.
Coursework evaluation
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
Biggs rayner thomas evaluation and overall feedback sheet
Thomas Biggs-Rayner received an overall grade of B for their A2 coursework. Their planning received a mark of 14/20 and their main construction task of creating a music video received high praise and a mark of 33/40 for creative use of technical skills. Their ancillary tasks of creating a digipak and poster received lower marks of 6/10 and 5/10 respectively due to a lack of creativity in the designs. Their evaluation received a mark of 15/20 for thoroughly answering questions about their video, ancillary products, audience feedback, and use of technologies.
Colquhoun cameron evaluation and overall feedback sheet
Cameron Colquhoon received marks for their A2 coursework, including 14/20 for planning, 31/40 for their main construction task, 6/10 and 7/10 for ancillary construction tasks of a digipak and poster respectively. Their evaluation received 14/20. Overall they scored 72/100 and received a grade of B for demonstrating proficiency in technical skills and a good understanding of tasks and conventions through their video, packaging, and presentation of the project using various technologies.
Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
4
During the construction, research, planning and evaluation stages of their work, the document author used WordPress to organize their research and planning, showcase video clips, screen grabs, and slideshows of written work and images. They also used the internet, Media@chs blogs archive, YouTube, photography, camera work, editing skills, and Photoshop in planning, developing skills, and creating their film trailer, poster and getting audience feedback through social media and recorded feedback.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
G325 AS Media Exam Question 1a
This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
- The question is worth 25 marks and requires students to evaluate their skills development over their AS and A2 coursework.
- Answers are marked on explanation/analysis (20 marks), examples (20 marks), and terminology (10 marks).
- Students should describe skills growth in areas like research, technology use, conventions, and more, using specific examples from their work.
- Strong answers will critically reflect and evaluate skills growth over time, not just describe
Curtis lily a2 cw evaluation and overall feedback sheet
This document provides an overall marks sheet for a student named Curtis Lily for an A2 coursework. It includes marks and comments for various components of the coursework, including planning (15/20), the main construction task (25/40), and two ancillary construction tasks (6/10 and 7/10). It also provides comments and a mark of 14/20 for the evaluation component, commenting on the student's answers to four evaluation questions using various digital tools like Adobe Spark video, PowerPoint, and emaze. The total marks awarded to the student were 67 out of 100.
Question 6
Through constructing a media product, the author learned valuable Photoshop and camera skills, improved their analytical, vocabulary, and communication abilities, and gained experience using various technologies including Photoshop, cameras, email, blogging, and slide sharing platforms.
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.
Introtoa2course g325criticalperspectivesinmedia-questiona-100614040833-phpapp...
The document provides guidance for a skills evaluation question for a media studies exam. It discusses five key areas students should evaluate in their coursework: digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each area, it prompts students to reflect on the skills and techniques used in their coursework assignments.
Revision Guide A2 Media OCR
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
A2 evaluation briefing
This document provides guidance for students on completing a media evaluation assignment. It explains that the evaluation can be done individually or collectively and suggests appropriate digital formats like a podcast, DVD extras, blog, or PowerPoint. Students are encouraged to exploit the features of their chosen format through images, audio, video, and links. The evaluation should not simply be a written essay. Scoring criteria are provided with high marks going to evaluations that demonstrate excellent understanding of audience, representation, forms and conventions as well as the development process. Topic areas for the evaluation include using or challenging media conventions, the effectiveness of ancillary texts, learning from audience feedback, and the use of technologies in production and evaluation.
A2 evaluation briefing
This document provides guidance for students on completing a media evaluation assignment. It explains that the evaluation can be done individually or collectively and suggests appropriate digital formats like a podcast, DVD extras, blog, or PowerPoint. Students are encouraged to exploit the features of their chosen format through images, audio, video, and links. The evaluation should not simply be a written essay. Scoring criteria are provided with high marks going to evaluations that demonstrate excellent understanding of audience, representation, forms and conventions as well as the development process. Topic areas for the evaluation include using or challenging media conventions, the effectiveness of ancillary texts, learning from audience feedback, and the use of technologies in production and evaluation.
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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.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
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- 1. Media Studies Evaluation Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 3. Front cover There will be a picture of my preliminary cover here for a comparison.
- 4. Contents There will be a picture of my preliminary contents here for a comparison