Lesson 10 preparation session 1
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This document provides guidance for a 10 hour preparation period to research and plan for a film commission responding to workplace stress. It outlines key areas of focus including understanding the client and audience, exploring themes through secondary research, and developing a rationale, pitch, proposal, and treatment. Students are directed to review examples and notes from previous lessons to help complete the tasks of drafting a proposal and treatment for the commissioned film.
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Lesson 4 ideas generation, justifications and the pitch
This document provides guidance for students on responding to a commission brief. It outlines the key activities and learning objectives, which include understanding the brief and assessment process, and understanding audience and research. For Activity 1, students are to generate ideas, conduct research, and justify their chosen idea with reference to the brief and audience. For Activity 2, students must write a concise pitch to sell their proposal. Examples of effective pitches are provided. Guiding questions are included to check student understanding.
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This document provides guidance for students on preparing a treatment for a film commission. It discusses the key elements that must be included in the treatment, such as a 15-frame storyboard, annotations for each storyboard frame, and a justification section. The annotations must include technical details like shot number, duration, camera movement, and sound. The justification section must explain how the treatment fulfills the goals of the brief and target audience. The overall task involves 10 hours of preparation over 4 sessions to research and develop the treatment.
Lesson 9 reviewing the pitch
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2) It emphasizes the need to be positive, assertive, and focused completely on meeting the requirements of the brief and needs of the target audience.
3) Students are instructed to write a 350-word pitch for a "healthy living" project using their research from prior activities and focusing on how their idea meets the brief and audience needs in an original and realistic way.
Lesson 1 overview and briefs
1. This unit covers responding to a commission brief for an externally assessed project. Students will have preparation and note-taking time before a final assessment.
2. The rationale section requires understanding the brief, audience research, idea generation, and justifying a project choice.
3. Other requirements include a 350-word pitch, a proposal outlining the project plan and details, and a treatment with storyboards and frame-by-frame justification.
Lesson 11 preparation session 2
This document provides guidance for students on preparing a response to a film commission. It outlines the key tasks of generating initial ideas, conducting primary research through questionnaires, and justifying a final idea selection in a pitch. Students are given 10 hours to research and plan, with suggestions provided on developing questions and gathering feedback to inform their project plans. The document emphasizes practical considerations like budget and appeal to the intended audience when selecting an idea to pursue.
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Lesson 8 reviewing the justification and treatment
This document provides guidance for students on completing Activity 4 - The Treatment for their film studies course. It begins with learning objectives and success criteria for the activity. Students are then instructed to make a list of technical cinematic elements to include in annotating their storyboards. Examples are provided of technical aspects to justify in a storyboard, including setting, sounds, and visual elements. Students are guided to write frame-by-frame justifications for their storyboards explaining how it meets the brief and appeals to the target audience. Checks are made to ensure students have included all necessary labeling and details in their storyboards and justifications.
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This document provides guidance for students on creating a proposal for a short film as part of their coursework. It explains the key components of an effective proposal, including a scene-by-scene content overview with cinematic details, plans for contributors, locations, equipment and assets, addressing relevant legal and ethical issues, and a production schedule and budget. Examples from a distinguished student proposal are referenced to demonstrate the expected level of detail. Students are instructed to practice writing a proposal for their planned short film in preparation for their formal assessment.
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This document provides an overview of a unit on responding to a media commission. It discusses understanding the target audience and research, including primary and secondary research. The key activities covered are identifying the audience, conducting a questionnaire to test audience opinions on ideas, and performing secondary research on similar texts. Feedback is also provided on writing effective questions for the questionnaire.
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This document provides guidance for students on completing Activity 4 - The Treatment for their film studies course. It begins with learning objectives and success criteria for the activity. Students are then instructed to make a list of technical cinematic elements to include in annotating their storyboards. Examples are provided of technical aspects to justify in a storyboard, including setting, sounds, and visual elements. Students are guided to write frame-by-frame justifications for their storyboards explaining how it meets the brief and appeals to the target audience. Checks are made to ensure students have included all necessary labeling and details in their storyboards and justifications.
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Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
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Bbfc classification-guidelines
This document outlines classification guidelines for films, videos, and other media content in the UK. It discusses:
- The different classification categories used and factors considered in classification decisions like context, theme, tone, and portrayal of dangerous behavior.
- General classification considerations like the overall impact of a work and how multiple issues cumulatively affect the classification.
- The goal of protecting children and empowering consumers while classifying works for their widest appropriate audience.
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This document contains trivia questions and answers about events that occurred in 2011, including questions about newspapers, sports matches, countries, social networks, politicians, royal weddings, space missions, film awards, athletic championships, new words added to the Oxford English Dictionary, natural disasters, songs, quotes from public figures, and film posters. It provides brief multiple choice answers to identify redtop newspapers, countries involved in sporting events, new nations and defunct social networks, those involved in political incidents, locations of significant events, final space missions, film award winners, reasons for disqualifications, new words added to dictionaries, locations of disasters, song titles and artists, people and what they said or about whom they said it, and examples
June 2018 insert
This document provides radio and television audience data from two sources, RAJAR and BARB. RAJAR data from May 2017 shows that all radio weekly reach was 89.3% of people and digital radio listening increased year-over-year. BARB data from the week ending April 30, 2017 lists the top 10 most watched shows on ITV1, dominated by soap operas and talent shows, and the top 10 on BBC2, led by baking and snooker competitions.
2017 audience effects examples and commentary
The document provides guidance on marking answers to a question about media effects and outlines four levels of response from 1-5 marks (Level 1) to 16-20 marks (Level 4). It includes sample answers at the low and medium levels to demonstrate what is required to meet each level. A high-scoring answer would comprehensively discuss both positive and negative effects of a specific media product on its target audience by using relevant media effects theories and examples from the product.
The big thing about the essay question at the end
The document provides guidance for answering an essay question about either censorship/classification/regulation or media effects in relation to the film 'Us'.
For censorship/classification, it discusses the different film rating systems in the UK and US and how they relate to scenes in 'Us'. For media effects, it outlines the hypodermic needle and uses and gratifications theories and discusses how scenes in 'Us' could relate to debates around imitative behavior and the effects of violent media. It provides potential discussion points about various scenes and issues raised in the film.
Notes on mise en scene i am a crisis
The document provides mise en scene notes for the opening ten seconds of a film titled "I Am A Crisis". It summarizes:
- The opening shot is a wide landscape showing a dark hooded figure silhouetted against electricity pylons, setting a mood of threat, danger and anxiety.
- A close-up shows the figure is accompanied by an intimidating dog, adding to the sense of menace.
- It's revealed the figure is a young woman who directly addresses the camera, subverting expectations set by the threatening stereotype.
- Shots of her walking through woods and along a foggy canal towpath continue visual metaphors of danger, worry and anxiety through use
Notes on visual pleasure and narrative cinema
1) Mulvey analyzes how cinema provides visual pleasure through scopophilia, or the pleasure of looking, which stems from psychological processes like Jacques Lacan's concept of the "Mirror Phase" of development.
2) Cinema reinforces traditional gender stereotypes by giving men narrative agency and positioning women as objects to be looked at, reinforcing the "male gaze."
3) The "male gaze" refers to how women are looked at in film for both the pleasure of male characters and the audience, asserting power and control through sight as stereotypically masculine traits.
The gangster as tragic hero robert warshaw
This document provides a summary and analysis of the 1948 essay "The Gangster as Tragic Hero" by Robert Warshow. It summarizes that the gangster film genre fulfills a need in American culture to express a sense of desperation and failure that is suppressed by societal demands for optimism. The gangster represents aspects of the modern psyche that reject modern life and American values. While real gangsters only exist in cities, the imaginary gangster depicted in films represents what people want and fear they could become. The gangster's rise and violent activities symbolize both the rational pursuit of success and the irrationality of modern life, ultimately ending in failure and death.
Introduction to genre
This document discusses the concept of genre in media. It defines genre as a style or category of art/literature with socially agreed upon conventions that have developed over time. Examples of broad genres include films, plays, graphic novels, and video games, with more specific subgenres within those. Mainstream Hollywood cinema relies heavily on genre conventions to deliver familiar content with new twists. Financial reasons also contribute to genres, as studios can maximize profits by reusing sets, crews, and talent specialized in particular genres. The document outlines common conventions for narrative, mise-en-scene, sound, cinematography, and editing that define different genres like westerns, romcoms, horror films, sci-fi, and
Model audience needs and wants
This document analyzes how the film "Us" by Jordan Peele delivers what its audiences want. It has two main audience segments - horror fans and black women. Horror fans want to feel scared, and the film achieves this through jump scares, tension, and creating a sense of worry. It uses scenes like a young girl encountering strange occurrences in a hall of mirrors and a family suddenly being violently attacked at home to startle viewers and increase their anxiety. Black women do not often see themselves as central characters in mainstream films. "Us" focuses on a black female protagonist, Addie, from the beginning of the film through to the climax, showing her ordinary life and role as a mother and wife,
Revision 1 audience
This document outlines a lesson plan on revising ideas about audience for a media exam. It includes learning objectives, success criteria, and a series of tasks to help students understand key concepts like demographics, psychographics, and how to analyze a film's audience. It provides examples analyzing the audiences of the film "Us" and discusses how large media conglomerates differ from independent producers in meeting audience wants and needs. Students are prompted to reflect on how the lesson fits with their other learning.
Warp films - examples
Warp Films has produced documentaries focused on music such as Arctic Monkeys at the Apollo and The Stone Roses: Made of Stone. They have also produced films in the genres of horror, including Ghost Stories and Kill List, comedies like Bunny and the Bull and Submarine, and crime/thriller films such as '71, Yardie, Four Lions, and Dead Man's Shoes.
La 1.2 cross media companies and public service companies
1. This document outlines an examination unit on understanding the ownership models of media institutions, including cross-media conglomerate production companies and public service companies.
2. It provides learning objectives and success criteria for the unit and examples to consider, including Disney as an illustrative example of a conglomerate company.
3. The document guides the reader through tasks to demonstrate their understanding of independent media companies, cross-media conglomerates like Disney, and features of public service media companies.
Utopia model work
The document provides a detailed analysis of the opening scene of the TV show Utopia, focusing on its cinematography, mise-en-scene, editing, sound, and narrative/genre elements. It describes the bright, colorful visual style and how specific camera techniques like pull focus are used. It also analyzes how the editing, sound design, and juxtaposition of calm/violent elements establish an unsettling tone and set up the quest narrative. The scene introduces the main characters seeking something called the Utopia manuscript and kills multiple people in the comic book shop in a violent yet subtle manner.
Lesson 7 exploring your choice of text
This document provides guidance for students on developing skills in analyzing media texts. It introduces key concepts and terminology related to editing, cinematography, mise en scene, sound, iconography, denotation and connotation. The learning objective is for students to analyze scenes from a media text of their choice by discussing how technical elements are used to construct meaning for the audience. Students are instructed to choose episode 1 of a TV show and analyze selected scenes focusing on cinematography, editing, sound, and mise en scene.
LA 1.1 independent producers
This document provides an overview of a lesson on understanding the ownership models of media institutions. It discusses key features of independent media production companies, using Warp Films as an example. The lesson explains that independent producers typically have smaller budgets, engage in co-productions for funding, and work with public or state-funded agencies. It provides tasks for students to research Warp Film's productions and crossover with television, as well as common job roles in media production. The document also provides an example exam question asking students to identify an independent media company, one of its successful products, and how that product found success with its audience.
Lesson 6 more on gender and videogames
This document discusses representations of gender in video games. It provides learning objectives around developing skills in reading media texts and analyzing positive and negative gender representations in games. It prompts students to think about gender, race, and disability representations in games they play and examples of stereotypes. Students are instructed to consider character roles, narrative agency, and power dynamics to analyze how characters are represented, not just visually.
Lesson 5 gender and videogames
This document discusses representations of gender in video games. It aims to develop skills in analyzing media texts and identifying positive and negative portrayals of gender, specifically focusing on issues like abusive, exploitative, misogynistic or stereotypical representations as well as the objectification of and "male gaze" towards women. The learning objectives are met by creating a PowerPoint presentation analyzing gender representations in two games.
New unit 1 medium term plan1
This document outlines a 14-week medium term plan for a Y12 OCR media studies unit. It includes introducing core concepts like genre, representations, and regulation through film analysis. Students will learn about topics such as distribution, marketing, ownership models, and audience behaviors. They will practice answering exam questions related to these topics to prepare for their mock and final exams.
Notes on visual pleasure and narrative cinema
A summary, with some overview questions, of Laure Mulvey's article 'Visual Pleasure and Narrative Cinema' and it's uses in thinking about gender representations.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Lesson 10 preparation session 1
- 1. BIG PICTURE The Task - Preparation KEYWORDS The Rationale - Research LEARNING OBJECTIVES This is a holistic unit and the different LOs are covered together in all of the activities. 1. Understand the detailed requirements of Activity 4- The Treatment SUCCESS CRITERIA Platform of production, understanding the commission and secondary research Take your seat. Bag under your desk. Have your equipment and planner out. Topic – Unit 8 – Responding to a Commission • You have ten hours of supervised preparation time to research, draft, generate ideas and plan and prepare
- 2. TELL ME STUFF! TAKE ME THROUGH IT… LET ME HAVE A GO… DO I GET IT? 1 2 3 4 5 6 SETTING THE SCENE JOINING UP LEARNING LINKS TO LAST TIME PASSING ON KNOWLEDGE GUIDED PRACTICE & MODELLING INDEPENDENT PRACTICE – APPLYING THE SKILLS TO NEW SITUATIONS ASSESSMENT & FEEDBACK PULL IT TOGETHER JOINING UP LEARNING LINKS TO NEXT TIME
- 3. Platform of Production • Simple • You're doing the video brief • Why the video? Talk about your particular skills and experience • Distribution – how are people going to watch this? • Distribution • YouTube • Home website • Links from social media • Targeted advert with relevant tv / cinema screenings / DVD-BluRay?
- 4. Understanding the Commission • Who are you? • Who is the client? • What themes do you need to explore and develop? • Who are the audience? • Think about technical demographic labels – age segments, social class, gender... • Restrictions on the commission • Deadlines, funds, specific requirements... • Heath Park Media? • Stress at Work • Work place stress – the costs of it – the personal cost to individuals – wellbeing – mental and physical health • Employers? Employees? • 'Late November
- 5. Secondary research • Use the links and videos on the blog but feel free to find your own too • Think about the uses of animation, of 'non-fiction' examples (which almost all of the ones on the blog are) and of how you could plan a fictional example • You have 90 seconds – look at how long the other examples are • Identify what they do well, what you think they are less good at and how you could use but improve their ideas • Identify who you think their audience are and how they address them • Identify what the key takeaways from the films are and how they are communicated to the audience
- 6. The Task 1. The Rationale 2. The Pitch 3. The Proposal 4. The Treatment • 10 hours general preparation – 4 sessions of 2½ hours each. This is session 1. • 2 hours writing up final notes • 6 hours writing final assessment, with use of final notes
- 7. BIG PICTURE MY LEARNING How did this lesson fit into your other lessons? What is my top take- away from the lesson? Have you contributed to the lesson? Will you be able to improve next lesson? Do you know what you need to go away and do? o Are you keeping up? Everything we've done is on the blog – lesson by lesson. o Keep looking back through the blog, especially at the examples of note taking. You are preparing your longer notes on the real brief o Look back at your work from Unit 10 LA B. A lot of what you have to do in Activity 3 and 4 in Unit 8 is very very similar to that work.
Editor's Notes
- 9:05 – 9:15 / 10:20 – 10:30
- 9:05 – 9:15