Media introduction presentation
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This document provides information for students taking an AS Level Media Studies course. It outlines the course structure, assignments, grading breakdown and expectations. The course is 50% coursework involving creating a 2-minute film opening sequence and 50% exam comprising a TV drama clip analysis and topics on the film industry. Students must blog about their work and be trained to use equipment. The document emphasizes respect, responsibility, meeting deadlines and accepting consequences as important for students.
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This document defines and provides examples of key camera shots, angles, movements, and compositional techniques used in film and media. It includes definitions and examples for various shots like establishing shots, close-ups, and point-of-view shots. It also covers camera angles like high angles and low angles. Camera movements such as pans, tilts, tracks, zooms, and dollies are defined. Finally, compositional techniques like balance, symmetry, asymmetry, the rule of thirds, and depth of field are outlined. The document provides visual examples and explanations for each term to concisely teach essential cinematic vocabulary.
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This document defines key terms related to sound in media, including types of sounds (diegetic, non-diegetic), sound elements (score, dialogue, effects), and sound techniques (volume control, bridges, motifs). It provides examples and YouTube links for each term to illustrate concepts. The purpose of sound is also discussed in relation to setting mood. At the end, students are instructed to self-assess their understanding of each term and revise terms accordingly in preparation for a test.
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Slides from my presentation "Video production as a pedagogic tool: an example from the biosciences" at the 2010 Higher Education Academy conference "Shaping the Future". The slides describe an activity in which second year undergraduates produce short films on bioethics topics.
www.lefthandedbiochemist.wordpress.com
Presentation Mea bfi Conference 14
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
Btec taster
This document summarizes a creative media production course that focuses on practical skills and group/independent projects. It is 100% coursework with regular assessments and uses industry standard equipment. Students study communication skills, pre-production techniques, television advertising, short film production, research techniques, music video production, and documentary production over two years. Graduates will have skills applicable to careers like camera operators, video editors, photographers, and more. The course prepares students for both higher education and apprenticeships in the growing creative and digital media industry.
Ual ucas pro forma
Louis Biddles has applied to study film production at university and has included details of his academic qualifications and experience in filmmaking through his current creative media course, where he has developed skills in camerawork, editing, and Photoshop. He is passionate about working in the film industry after university and has researched several film production degree courses that would allow him to further improve his practical filmmaking abilities.
Jan19
1) Students will work in groups of 1-2 people to develop a point-counterpoint debate on an education technology topic that will be presented live in class.
2) Students must create two live podcasts using BlogTalkRadio, each 30 minutes long on an education related topic.
3) Students will participate in webinars where they teach a lesson using technology and participate in other students' webinars. Webinars must be conducted between January 24th-30th.
4) Additional assignments include posting links to resources, deciding on a podcast theme, beginning a professional journal article, and starting to plan the debate topic and group.
As media studies evaluation pol march 2016 final version
This document outlines an evaluation assignment for a media studies course. It provides details on 6 questions students must answer by creating digital presentations using tools like Prezi, blogs, and videos. For each question, it describes the learning activity, teacher role, concepts to be covered, and expected outcomes. Students are expected to spend 3 hours per week outside of class on homework to complete the assignment.
Final Webinar Macul
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
Csm5 module handbook
This document provides information on the Module Handbook for CSM5 Production, Major Project Part 1. It outlines the module requirements including producing a musical or media work, a context document, release strategy, and performance/exhibition plan. The module aims to advance students' individual creative work and technical skills to a professional level through solely focusing on producing an original recorded work for distribution. Key dates and requirements are specified to guide students in completing the major project to industry standards.
Csm5 module handbook
This document provides information for students on the CSM5 module, including:
- An overview of the module goals and requirements, which involve producing an original musical or media work to a professional standard.
- Assessment criteria and deadlines for formative and summative assessments, including submitting the completed work, supporting documents, and presentations.
- Learning outcomes that emphasize developing an individual creative voice and advanced technical skills in areas like composition, production, and musicianship.
- Guidance on research, tutorials, and workshops that will support students through the production process.
Webcasts And Education
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
Csm5 module handbook
This document provides information on the Module Handbook for CSM5 Production, Major Project Part 1. It outlines the module requirements including producing a musical or media work, a context document, release strategy, and performance/exhibition plan. The module aims to advance students' individual creative work and technical skills to a professional level through solely focusing on producing an original recorded work for distribution. Key deadlines and assessment events are indicated to guide students through the project.
A2 Film Studies course handbook 2015-16
This document provides an overview of the A2 Film Studies course for 2015-2016 at Coulsdon College. It outlines the course assessments, schedule, resources, expectations, and policies. Students will complete a research project and creative project for coursework, as well as an exam assessing their knowledge of world cinema, spectatorship topics, and a single film critical study. The course involves analyzing films in class, independent research, practical filmmaking experience, and using online resources to develop skills in film analysis and production.
Ual ucas pro forma 2022 (1)-1
- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
Media as intro
This document provides an overview of the Media Studies AS course, including course content, assessment, and deadlines. The course consists of 9 lessons per fortnight, split between key concepts and practical work. Assessment is 50% practical portfolio and 50% exam. The portfolio includes preliminary and main tasks to demonstrate technical and creative skills through video projects. Students must meet clear deadlines or risk penalties. The exam analyzes TV drama extracts and includes essays on media institutions and society. Equipment is available but must be booked and handled responsibly.
1052 intro to video syllabus
This document provides the syllabus for a COM 110 Introduction to Video Production course taught at Delaware Technical & Community College. The course is a 3-credit, 2 hour lecture/3 hour lab course that explores the principles, techniques, and aesthetics of video production. Students will learn to use video cameras, microphones, and Adobe editing software to produce several short video projects over the course of the semester, including a video postcard, continuity exercise, and instructional video. The syllabus outlines the course objectives, assignments, grading criteria, production policies, and tentative weekly schedule.
Student produced documentaries_jsarachan
This document discusses a student documentary video project from a communications class. The project involved students pitching, outlining, and producing 4-6 minute documentary videos on self-selected topics to be shared on YouTube. The class covered documentary styles, video production skills, and addressed legal issues. Students received guidance on filming techniques and presented their final projects publicly and in a written paper. The document provides examples of two student-produced videos and discusses experimenting with incorporating digital media issues into the class.
17 18 pptcmi assignment 1
- The Cleveland Fire Brigade is updating its presentations on preventing drug and alcohol addiction in young people. They have approached the student to generate new video content.
- The student must create a presentation explaining the pre-production requirements for the video, including type of production, finances, personnel, locations, and codes of practice.
- The student must then develop detailed pre-production documentation, including ideas, storyboards, scripts, budgets, schedules, and clearances.
- Finally, the student will be placed in a group to produce the chosen video. They must define their role and evidence their work through a production diary and written evaluation.
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As media studies evaluation pol march 2016 final version
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Media introduction presentation
- 1. AS & A2 Level
- 2. NAME WHYYOU CHOSE MEDIA FAV FILM
- 3. All work is put on here, you will go on this everyday If you are ill – see work on here (Write address on front of book) 2015-2016twbsasmedia.blogspot.co.uk 2015-2016twbsasmediaexam.blogspot.co.uk
- 4. Pens USB (large space = 16gb+ ) Paper folder or binder (binder better) Smart phone/tablet good if u have it Revision book (£13) (buy online) ISBN:
- 5. Overall /200 Exam /100 Section A (TV DRAMA) /50 Section B (Audiences & Institutions – Film Industry) /50 C/W /100 Research + Planning /20 Construction /60 Evaluation /20
- 7. What makes a good teacher?
- 8. What makes a good student?
- 9. 1. Respect others 2. Get work done on time 3. Be ready to have free time to film/edit 4. Consider others = A LOT of group work 5. Be mature, independent & responsible 6. Accept consequence
- 10. Every single student in media studies who will use equipment MUST: Be trained in using equipment Sign lending agreement form Put down a deposit NON NEGOTIABLE
- 11. 50% Coursework Make a 2 minute opening sequence of a film -Research & Planning (on Blog) -Filming and Editing -Evaluating the process Practical, enjoyable element using a range of equipment: cameras, Mac computers, tripods, lighting etc.
- 12. You’ll make scripts, storyboards and learn how to put all your work on blog.
- 13. 50% Exam A)TV Drama Clip Analysis -Analysing a 5 minute clip from a television drama series such as ‘Dr. Who’, ‘Merlin’ ‘Grey’sAnatomy’ etc. B) Audiences & Institutions -Discussing issues and debates around the film industry including how different films are produced, marketed and distributed. Academic, informative element exploring a range of research methods and argument development which is necessary for University.
- 14. Sections of course How many marks?
- 16. Topic: Section B (Audiences & Institions) Marks: /50 (25%) Topic: Coursework 2 minute film opening sequence Marks: /100 (50%) Topic: Section A (TV DRAMA) Marks: /50 (25%) Topic: Research Marks: /20 (10%) Topic: Construction Marks: /60 (10%) Topic: Evaluation Marks: /20 (10%)
- 17. Revise course structure Get ring binder
- 18. 1. Have gmail address Firstnamelastnamemedia.gmail.com 1. Blogger.com 2. Enter info – get code
- 20. 1. Simple design – change later 2. Address: firstnamelastnameasmedia.blogspot.com 3. Title: First name & last name’s AS Coursework media blog
- 21. 1. revise structure of course 2. Write 1 basic blog post about what you learned today 3. Write a short review of 3 of the pieces of c/w you watched (WWW & EBI)