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A2 Media Studies Induction Project
Over 6 weeks, students will complete an induction project in small groups to research, produce, and present a moving image product representing young people. The project will develop practical skills and introduce key concepts needed for A2 Media Studies, including representations of youth, media theories, and analyzing similar products. Students will research, plan, film, edit, and analyze their product, considering how youth are portrayed and technical aspects' effects on representation.
Advanced portfolio week 4
This document provides guidance and tasks for students in their advanced media portfolio week 4. It outlines that students should complete audience research through methods like questionnaires, focus groups, and social media. They are to analyze conventions of their chosen genre and format based on similar media products. Students must also research conventions for their chosen ancillary tasks like posters or magazine covers. The homework is to use online platforms to understand audience perceptions and summarize the findings. By Friday, students are expected to complete all analyses, distribute a questionnaire, and plan further audience research.
Consumption
This document discusses film consumption patterns in the UK. It finds that on average Brits watch almost 7 films per month through various platforms like cinema, TV, DVDs, and online/mobile devices. Younger demographics aged 7-34 make up 64% of cinema audiences. In 2009, most film viewings (75%) occurred on TV, followed by DVD (20%), cinema (4%), and video-on-demand (1%). However, illegal piracy remains a major issue, with 95 million films downloaded illegally in the UK in 2007 compared to just 158,000 legal downloads. Efforts are underway to promote legal online options to combat piracy.
Collective Identity Texts
This document provides guidance for a lesson that teaches students to apply media theory to representations of youth in different media texts. It lists objectives, choices of historical and contemporary media texts to analyze, and questions students should consider about the chosen texts, including the messages communicated, purposes of representations, potential effects, and relevant media theorists to apply. Students are asked to select the texts and develop an argument for an exam applying media theory to representations of youth.
A level media brochure
A Level Media Studies provides students with an understanding of key media concepts and industries. The course is 50% coursework and 50% exam. Students analyze media representations and audiences at AS level and learn about contemporary media issues and complete a media production project at A2 level. Studying media develops valuable skills such as critical analysis, research, print and moving image production that are applicable to higher education and careers in journalism, marketing, publishing and other media industries.
Foundation portfolio โ improvement and evaluation
The document provides guidance for students to improve their coursework portfolio and complete an evaluation. It outlines deadlines to finish all assignments by July 4th and gives 6 weeks to: complete/improve coursework, get audience feedback, and finish the evaluation. Students are instructed to address evaluator comments, conduct a focus group or survey to collect feedback, and choose blog or PowerPoint formats for their evaluation. The evaluation must answer 7 questions about representation, audience, and skills learned. Students are also given tips to improve their research, production, and use of media like images and links in the portfolio and evaluation.
Digital Technology
This document provides information and guidance about Section A of the A2 Media Studies exam. Section A focuses on evaluating students' coursework productions through a theoretical lens. Students will be asked to discuss the development of their skills from AS to A2, analyzing one of their productions in relation to a key media concept. The document provides sample exam questions, criteria for high-scoring answers, and advice on reflecting on one's progression and use of digital technology over the course of study.
Recommended
A2 Media Studies Induction Project
Over 6 weeks, students will complete an induction project in small groups to research, produce, and present a moving image product representing young people. The project will develop practical skills and introduce key concepts needed for A2 Media Studies, including representations of youth, media theories, and analyzing similar products. Students will research, plan, film, edit, and analyze their product, considering how youth are portrayed and technical aspects' effects on representation.
Advanced portfolio week 4
This document provides guidance and tasks for students in their advanced media portfolio week 4. It outlines that students should complete audience research through methods like questionnaires, focus groups, and social media. They are to analyze conventions of their chosen genre and format based on similar media products. Students must also research conventions for their chosen ancillary tasks like posters or magazine covers. The homework is to use online platforms to understand audience perceptions and summarize the findings. By Friday, students are expected to complete all analyses, distribute a questionnaire, and plan further audience research.
Consumption
This document discusses film consumption patterns in the UK. It finds that on average Brits watch almost 7 films per month through various platforms like cinema, TV, DVDs, and online/mobile devices. Younger demographics aged 7-34 make up 64% of cinema audiences. In 2009, most film viewings (75%) occurred on TV, followed by DVD (20%), cinema (4%), and video-on-demand (1%). However, illegal piracy remains a major issue, with 95 million films downloaded illegally in the UK in 2007 compared to just 158,000 legal downloads. Efforts are underway to promote legal online options to combat piracy.
Collective Identity Texts
This document provides guidance for a lesson that teaches students to apply media theory to representations of youth in different media texts. It lists objectives, choices of historical and contemporary media texts to analyze, and questions students should consider about the chosen texts, including the messages communicated, purposes of representations, potential effects, and relevant media theorists to apply. Students are asked to select the texts and develop an argument for an exam applying media theory to representations of youth.
A level media brochure
A Level Media Studies provides students with an understanding of key media concepts and industries. The course is 50% coursework and 50% exam. Students analyze media representations and audiences at AS level and learn about contemporary media issues and complete a media production project at A2 level. Studying media develops valuable skills such as critical analysis, research, print and moving image production that are applicable to higher education and careers in journalism, marketing, publishing and other media industries.
Foundation portfolio โ improvement and evaluation
The document provides guidance for students to improve their coursework portfolio and complete an evaluation. It outlines deadlines to finish all assignments by July 4th and gives 6 weeks to: complete/improve coursework, get audience feedback, and finish the evaluation. Students are instructed to address evaluator comments, conduct a focus group or survey to collect feedback, and choose blog or PowerPoint formats for their evaluation. The evaluation must answer 7 questions about representation, audience, and skills learned. Students are also given tips to improve their research, production, and use of media like images and links in the portfolio and evaluation.
Digital Technology
This document provides information and guidance about Section A of the A2 Media Studies exam. Section A focuses on evaluating students' coursework productions through a theoretical lens. Students will be asked to discuss the development of their skills from AS to A2, analyzing one of their productions in relation to a key media concept. The document provides sample exam questions, criteria for high-scoring answers, and advice on reflecting on one's progression and use of digital technology over the course of study.
Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines covering hip hop music and culture. Key elements include large, bold mastheads; symmetrical layouts emphasizing masculinity; high-key lighting and mid-shot portraits of artists in masculine poses and costumes specific to hip hop; consistent color schemes complementing the costumes; and clear article listings and headers using bold, simplistic fonts. The layout is ordered and guides the reader's eye through complementary colors, images, and highlighted text.
Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines featuring hip hop music. Both magazines use symmetrical layouts and complementary color schemes. Images of artists are prominently featured using conventional poses and costumes specific to the hip hop genre to appeal to the target audience. Key information is placed in the left third of the page and headlines use bold, simple fonts to maximize visibility.
A2 Evaluation Question 3 Audience
1) The document discusses evaluating audience feedback and what can be learned from it.
2) It provides examples of evidence of audience feedback, such as summarizing questionnaire results, Wallwisher comments, and focus group interviews with video/audio elements.
3) The key question is about what has been learned from audience feedback, including the product's strengths and weaknesses, how effectively the target audience was appealed to, and what could potentially be changed based on that feedback.
Contemporary british cinema and the representation of youth
The document discusses the representation of youth in contemporary British cinema, focusing on films where young people are portrayed as "monsters" that threaten social norms. It examines how films like Eden Lake, Harry Brown, and Attack the Block depict teenage characters, particularly those wearing hoodies. While the first two films portray working-class youth as antagonists that middle-class protagonists confront, Attack the Block initially uses stereotypical representations but later redeems its teenage characters as heroes. The document also discusses how these films relate to theories around hegemony, resistance, and the utopian functions of entertainment.
AS Evaluation - Target Audience
This document provides guidance on evaluating how well a coursework product appeals to its target audience. It includes lesson objectives and questions to consider regarding the target audience and how the product appealed to them. Suggested presentation methods are also listed, along with evaluation criteria focusing on conventions, representation, institutions, identifying the target audience, and how the product appealed to that audience.
Disney and Synergy
Disney uses synergy to promote its products across multiple platforms targeting different audiences. For the movie Tron: Legacy, Disney promoted the film and its soundtrack on the Tron ride at Disney World, dance parties featuring music from the movie, and a preview of the film in 3D. Disney also used synergy to promote Toy Story 3 by releasing the two previous films in theaters and on Blu-ray with bonus features about the new film, a video game, performances on Dancing with the Stars, and previews on the Disney Channel. Synergy is very important to Disney's promotion strategy, with different parts of the company promoting each other to drive attention to all Disney products.
As evaluation 6 technology
This document provides evaluation objectives and guidance for students to evaluate their use of technology in producing a magazine. It instructs students to identify the specific technologies used such as cameras, image editing software, and internet resources. Students are asked to explain how each technology was used and what it allowed them to do, providing examples from their magazine. Students are also prompted to reflect on what they have learned about using technology in media production and the skills they have developed. When presenting their response, students should include visual examples and screenshots from their magazine to support their points.
As evaluation 7 progress
This document provides evaluation questions for a student to explain how their production skills have progressed over the course of a course. The student is asked to reflect on what they have learned, how their work has improved from their preliminary task of a school magazine cover and contents page to their final music magazine project. They should compare the two works and highlight key areas of progress, such as improved conventions, photography/layout, image editing, fonts, colors, and mode of address skills.
Theoretical Approaches to Media Representations of Youth
The document discusses several theoretical approaches to media representations of youth:
- Gramsci's concept of hegemony and how media representations can reinforce social order.
- Acland's idea of the "ideology of protection" and how media portrayals of anti-social youth maintain dominance.
- Gerbner's cultivation theory about how repetitive TV influences viewers' perspectives over time.
Analysing music magazines
This document provides guidance for students on analyzing music magazines, including key tips, terminology to use, and specific elements to examine for each magazine page. Students are instructed to analyze magazines under the categories of typography, layout, colour, images, and mode of address. Examples of each category are given, such as font styles, page organization, color connotations, shot types, and language used. Students will present their magazine analyses on an individual coursework blog by a specified due date for assessment. Resources to support the assignment are available on the department blog.
Section a theorists
This document instructs the reader to choose 2-3 theorists for one of their coursework products and identify 2-3 examples from the product that are relevant to each theorist.
Digital technology
This document provides guidance for students taking the Section A exam on theoretical evaluation of media productions. It outlines the structure of Section A, including a question evaluating skills development from AS to A2 and a question analyzing a production using media concepts. It emphasizes reflecting on progression, using examples and terminology. It prompts students to consider how their use of digital technology developed across their productions, with benefits like increased creativity and distribution options. An example exam question and guidance to plan an essay response is also provided.
Veronica Mars Case Study and Digital Distribution Essay
The Veronica Mars movie was funded through a successful Kickstarter campaign after the rights holders Warner Bros. declined to fund it. Warner Bros. agreed to distribute the film if it raised over $2 million, which it did through crowdfunding. The film was distributed on a limited number of screens and through digital platforms like iTunes. It earned over $1 million its opening weekend and has also generated revenue through digital rentals and purchases.
As Media Studies Exam
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
Narrative theory
The document provides an overview of narrative theory and how it can be applied to analyze media texts. It discusses various narrative theorists like Propp, Barthes, Todorov, Levi-Strauss, and postmodern approaches. Key concepts from each theorist are outlined such as narrative codes, character archetypes, equilibrium-disequilibrium-resolution structure, and binary oppositions. Students are instructed to apply these narrative theories to analyze their coursework products and evaluate how useful each perspective is.
A2 media exam
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
Representation
This document discusses representation and how it constructs meaning through signs and images. It explains semiotics, how signs are composed of a signifier and signified, and how representation works to present meaning. It analyzes Laura Mulvey's theory of the male gaze in film and how women are typically represented as objects for the male viewer. It also discusses criticisms of this view and how representation of gender and other groups can be analyzed critically.
Media Ownership Revision
The document discusses media ownership in the film industry. It focuses on ownership of the major Hollywood studios, known as the Big Six, which are subsidiaries of large media conglomerates. This high level of concentration of ownership allows bigger budgets but can also lead to biases and synergy between related products. The document also examines ownership in the UK film industry, where American films dominate the box office, and how independent British productions like "This is England" reflect aspects of British culture.
A2 Media Studies Audience theory
This document provides an overview of three key audience theories:
1. The Effects Model views audiences as passive recipients who are directly influenced by media texts. It has been criticized for ignoring audience agency.
2. The Uses and Gratifications Model positions audiences as active, using media to fulfill needs like diversion, escapism, and social comparison. It suggests consumption can help address personal issues.
3. Reception Theory recognizes that meanings encoded by producers may be decoded differently by audiences, who can have dominant, negotiated, or oppositional readings of texts. It acknowledges multiple possible interpretations.
Theory and Theorist For Media Studies A2
This is the theory revision I created for my A2 Media group a couple of years ago. There is some general narrative theory, Media theory Laura Mulvey etc and Racial Representation theory, Stuart Hall, Paul Gilroy, bell hooks etc. This was based on Media and Collective Identity focusing on the representation of black culture in British Film and American Music Videos.
A field in england case study
The film A Field in England had a budget of ยฃ316,000 financed by Film4's Film4.0 division to test an innovative multi-platform release model. It was released simultaneously on 17 cinema screens, DVD, VOD and free-to-air television on Channel 4 on July 5th 2013. The marketing campaign utilized the director's social media following as well as Channel 4's large audience to promote the film's day-and-date release. Results for the film's theatrical, television, DVD and VOD releases met or exceeded expectations, showing the multi-platform model did not negatively impact any one platform.
A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
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Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines covering hip hop music and culture. Key elements include large, bold mastheads; symmetrical layouts emphasizing masculinity; high-key lighting and mid-shot portraits of artists in masculine poses and costumes specific to hip hop; consistent color schemes complementing the costumes; and clear article listings and headers using bold, simplistic fonts. The layout is ordered and guides the reader's eye through complementary colors, images, and highlighted text.
Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines featuring hip hop music. Both magazines use symmetrical layouts and complementary color schemes. Images of artists are prominently featured using conventional poses and costumes specific to the hip hop genre to appeal to the target audience. Key information is placed in the left third of the page and headlines use bold, simple fonts to maximize visibility.
A2 Evaluation Question 3 Audience
1) The document discusses evaluating audience feedback and what can be learned from it.
2) It provides examples of evidence of audience feedback, such as summarizing questionnaire results, Wallwisher comments, and focus group interviews with video/audio elements.
3) The key question is about what has been learned from audience feedback, including the product's strengths and weaknesses, how effectively the target audience was appealed to, and what could potentially be changed based on that feedback.
Contemporary british cinema and the representation of youth
The document discusses the representation of youth in contemporary British cinema, focusing on films where young people are portrayed as "monsters" that threaten social norms. It examines how films like Eden Lake, Harry Brown, and Attack the Block depict teenage characters, particularly those wearing hoodies. While the first two films portray working-class youth as antagonists that middle-class protagonists confront, Attack the Block initially uses stereotypical representations but later redeems its teenage characters as heroes. The document also discusses how these films relate to theories around hegemony, resistance, and the utopian functions of entertainment.
AS Evaluation - Target Audience
This document provides guidance on evaluating how well a coursework product appeals to its target audience. It includes lesson objectives and questions to consider regarding the target audience and how the product appealed to them. Suggested presentation methods are also listed, along with evaluation criteria focusing on conventions, representation, institutions, identifying the target audience, and how the product appealed to that audience.
Disney and Synergy
Disney uses synergy to promote its products across multiple platforms targeting different audiences. For the movie Tron: Legacy, Disney promoted the film and its soundtrack on the Tron ride at Disney World, dance parties featuring music from the movie, and a preview of the film in 3D. Disney also used synergy to promote Toy Story 3 by releasing the two previous films in theaters and on Blu-ray with bonus features about the new film, a video game, performances on Dancing with the Stars, and previews on the Disney Channel. Synergy is very important to Disney's promotion strategy, with different parts of the company promoting each other to drive attention to all Disney products.
As evaluation 6 technology
This document provides evaluation objectives and guidance for students to evaluate their use of technology in producing a magazine. It instructs students to identify the specific technologies used such as cameras, image editing software, and internet resources. Students are asked to explain how each technology was used and what it allowed them to do, providing examples from their magazine. Students are also prompted to reflect on what they have learned about using technology in media production and the skills they have developed. When presenting their response, students should include visual examples and screenshots from their magazine to support their points.
As evaluation 7 progress
This document provides evaluation questions for a student to explain how their production skills have progressed over the course of a course. The student is asked to reflect on what they have learned, how their work has improved from their preliminary task of a school magazine cover and contents page to their final music magazine project. They should compare the two works and highlight key areas of progress, such as improved conventions, photography/layout, image editing, fonts, colors, and mode of address skills.
Theoretical Approaches to Media Representations of Youth
The document discusses several theoretical approaches to media representations of youth:
- Gramsci's concept of hegemony and how media representations can reinforce social order.
- Acland's idea of the "ideology of protection" and how media portrayals of anti-social youth maintain dominance.
- Gerbner's cultivation theory about how repetitive TV influences viewers' perspectives over time.
Analysing music magazines
This document provides guidance for students on analyzing music magazines, including key tips, terminology to use, and specific elements to examine for each magazine page. Students are instructed to analyze magazines under the categories of typography, layout, colour, images, and mode of address. Examples of each category are given, such as font styles, page organization, color connotations, shot types, and language used. Students will present their magazine analyses on an individual coursework blog by a specified due date for assessment. Resources to support the assignment are available on the department blog.
Section a theorists
This document instructs the reader to choose 2-3 theorists for one of their coursework products and identify 2-3 examples from the product that are relevant to each theorist.
Digital technology
This document provides guidance for students taking the Section A exam on theoretical evaluation of media productions. It outlines the structure of Section A, including a question evaluating skills development from AS to A2 and a question analyzing a production using media concepts. It emphasizes reflecting on progression, using examples and terminology. It prompts students to consider how their use of digital technology developed across their productions, with benefits like increased creativity and distribution options. An example exam question and guidance to plan an essay response is also provided.
Veronica Mars Case Study and Digital Distribution Essay
The Veronica Mars movie was funded through a successful Kickstarter campaign after the rights holders Warner Bros. declined to fund it. Warner Bros. agreed to distribute the film if it raised over $2 million, which it did through crowdfunding. The film was distributed on a limited number of screens and through digital platforms like iTunes. It earned over $1 million its opening weekend and has also generated revenue through digital rentals and purchases.
As Media Studies Exam
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
Narrative theory
The document provides an overview of narrative theory and how it can be applied to analyze media texts. It discusses various narrative theorists like Propp, Barthes, Todorov, Levi-Strauss, and postmodern approaches. Key concepts from each theorist are outlined such as narrative codes, character archetypes, equilibrium-disequilibrium-resolution structure, and binary oppositions. Students are instructed to apply these narrative theories to analyze their coursework products and evaluate how useful each perspective is.
A2 media exam
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
Representation
This document discusses representation and how it constructs meaning through signs and images. It explains semiotics, how signs are composed of a signifier and signified, and how representation works to present meaning. It analyzes Laura Mulvey's theory of the male gaze in film and how women are typically represented as objects for the male viewer. It also discusses criticisms of this view and how representation of gender and other groups can be analyzed critically.
Media Ownership Revision
The document discusses media ownership in the film industry. It focuses on ownership of the major Hollywood studios, known as the Big Six, which are subsidiaries of large media conglomerates. This high level of concentration of ownership allows bigger budgets but can also lead to biases and synergy between related products. The document also examines ownership in the UK film industry, where American films dominate the box office, and how independent British productions like "This is England" reflect aspects of British culture.
A2 Media Studies Audience theory
This document provides an overview of three key audience theories:
1. The Effects Model views audiences as passive recipients who are directly influenced by media texts. It has been criticized for ignoring audience agency.
2. The Uses and Gratifications Model positions audiences as active, using media to fulfill needs like diversion, escapism, and social comparison. It suggests consumption can help address personal issues.
3. Reception Theory recognizes that meanings encoded by producers may be decoded differently by audiences, who can have dominant, negotiated, or oppositional readings of texts. It acknowledges multiple possible interpretations.
Theory and Theorist For Media Studies A2
This is the theory revision I created for my A2 Media group a couple of years ago. There is some general narrative theory, Media theory Laura Mulvey etc and Racial Representation theory, Stuart Hall, Paul Gilroy, bell hooks etc. This was based on Media and Collective Identity focusing on the representation of black culture in British Film and American Music Videos.
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Contemporary british cinema and the representation of youth
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Theoretical Approaches to Media Representations of Youth
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Veronica Mars Case Study and Digital Distribution Essay
Veronica Mars Case Study and Digital Distribution Essay
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The film A Field in England had a budget of ยฃ316,000 financed by Film4's Film4.0 division to test an innovative multi-platform release model. It was released simultaneously on 17 cinema screens, DVD, VOD and free-to-air television on Channel 4 on July 5th 2013. The marketing campaign utilized the director's social media following as well as Channel 4's large audience to promote the film's day-and-date release. Results for the film's theatrical, television, DVD and VOD releases met or exceeded expectations, showing the multi-platform model did not negatively impact any one platform.
A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
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The document provides guidance on evaluating coursework that involved creating a main product and ancillary texts. It suggests answering how effective the combination of the products is by explaining how a sense of brand identity was created across the three products to help promote the product. Students should consider consistent elements like images, fonts, and color, and how different media could help reach different audiences. A visual comparison to similar existing products and an explanation of how the linked products will promote the brand are also recommended approaches.
AS Evaluation 3 Institutions
This document provides guidance on evaluating a media product in terms of the institutions that could distribute it. It instructs students to identify an existing company that publishes magazines similar to their own, consider the audiences that company appeals to through its various products, and explain how their magazine would fit within that company's brand and ability to target different audiences. Students are advised to present their evaluation using visual methods like mind maps in addition to written explanations.
AS Evaluation 1 and 2 Overview
This document provides evaluation questions for a coursework magazine project. It asks students to evaluate the conventions and representations used in their magazine. Specifically, it asks them to identify conventions of music magazines, how they represented people in their own magazine, and how they represented different social groups through images, language, and other techniques. Students are asked to complete Question 1 by next week and to provide visual examples and detailed explanations in their responses.
AS Evaluation 2 Representation
This document provides guidance on evaluating representation in a magazine. It discusses analyzing how artists are represented in double page spreads through various elements like images, shot types, costumes and language. It also addresses how the magazine may represent social groups like age, gender and subcultures. Suggestions are made for approaching the representation question, such as discussing typical representations in similar magazines and analyzing your own magazine's construction of representations and portrayal of social groups through images, text and design.
Introduction to the evaluation
This document provides guidance for students on the evaluation component of a media production course. It outlines the objectives to understand coursework evaluation formats and requirements, and explain use of media conventions. Students choose one evaluation question to answer by referring to their media product and using examples. Effective evaluations are creative, detailed, and use various digital platforms. Students should obtain audience feedback and begin work on the first evaluation question about use of media conventions in their product.
Introduction to A2 Evaluation
This document provides guidance for students on an evaluation assignment. It outlines the four questions to be answered in the evaluation, including how the student's media product uses or challenges conventions. It describes the assessment criteria focusing on use of technology, understanding of conventions and feedback. It advises students to use a range of presentation methods and technologies for the evaluation. Students are instructed to set up audience research now to collect feedback to address one of the evaluation questions.
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Advanced portfolio week 5
This document provides guidance for students completing their Advanced Portfolio project. It outlines the objectives for week 5, which are to complete research for the portfolio. Students are instructed to analyze additional products related to their main and ancillary tasks, summarize their findings, research target audiences and media institutions, and present their work in different formats. The document emphasizes the importance of clear and effective research that will help students create a conventional product appealing to their target audience.
Analysing magazines
The document provides tips for analyzing magazines, including referring to specific examples from the magazine and explaining their effect. It suggests analyzing typography, layout, color, images, and mode of address. For each element, it recommends considering connotations, effects, and why various stylistic choices were made to engage the intended audience. The goal is to provide a detailed analysis using appropriate media terminology for each magazine page.
A2 Media Studies Advanced Portfolio
This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
AS Media Foundation portfolio handbook
This document outlines the coursework requirements and deadlines for a Media Studies AS level portfolio. It includes:
- Four deadlines for preliminary tasks, research & planning, a draft, and the final portfolio between October and March.
- Details of the preliminary task to create a mock school magazine cover and contents page.
- Details of the main task to create a mock music magazine with original photos, text, and layouts.
- Requirements for research into target audiences, conventions, and planning before the draft deadline in February.
- Requirements to evaluate the final portfolio, including analyzing representations, conventions, technology skills, and feedback.
A2 briefs
The document outlines 10 briefs for an advanced media studies portfolio. For each brief, students must create promotional materials for a media project such as an album, film, video game, or TV show. The promotional materials include items like music videos, trailers, magazine covers, advertisements, and packaging designs. Students also have the option to create a 5 minute short film along with additional promotional items. All work must be original, except for limited use of non-original elements in video or audio projects.
A2 media studies induction project week 3
This document provides guidance for students to plan and produce a 2-5 minute moving image product representing young people for an A2 Media Studies induction project. It instructs students to divide into groups and choose a product type such as a film trailer or music video. The planning should include a synopsis, script, storyboard, shotlist, and production plan. Examples of each planning element are available online and the project aims to develop skills in pre-production, production, editing, media theory, and representing social issues.
Introduction to media theory
The document outlines key concepts for analyzing media texts:
1. Representation through signs which have signifiers and signifieds that together create signs. The meaning of signifiers can be polysemic.
2. Encoding and decoding of audience meaning where producers encode preferred readings technically and audiences decode with dominant, negotiated, or oppositional responses.
3. Narrative structure through binary oppositions like male/female that create conflict and theme.
4. Genre analysis using iconography where elements take on conventional meanings in contexts. Viewers should note iconography and how it creates meaning in the video's genre.
A2 media studies induction project week 2
This document provides guidance for an induction project in A2 Media Studies. Students will research genre conventions and representations of young people, then produce a 2-5 minute moving image product. The tasks involve researching the technical and narrative conventions of their chosen genre, analyzing how young people are typically portrayed, and using these findings to inform their own representation of youth in the product. The project aims to develop skills in pre-production, production, editing, and media theory.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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Benner "Expanding Pathways to Publishing Careers"
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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Moving Image Planning
- 1. Planning a Moving Image Product Lesson Objectives: To understand the qualities of a Level 4 moving image product, and apply this knowledge to the planning of a filmed sequence.
- 2. t What do you think are the qualities of a Level 4 (A grade) moving image product?
- 4. framing a shot, including and excluding elements as appropriate;
- 5. using a variety of shot distances as appropriate;
- 6. shooting material appropriate to the task set;
- 7. selecting mise-en-scรจne including colour, figure, lighting, objects and setting;
- 8. editing so that meaning is apparent to the viewer;
- 9. using varied shot transitions, captions and other effects selectively and appropriately;
- 10. using sound with images and editing appropriately for the task. Where a candidate has worked in a group, an excellent contribution to construction is evident.
- 12. using a variety of shot types
- 14. use of settings
- 18. What skills do you need to demonstrate to achieve a Level 4 for your moving image product?
- 19. Planning As at AS Research and Planning is worth 20% of your coursework mark. How effective was your use of planning at AS? Think about the purpose of planning activities, and to what extent planning helped you to produce your product?
- 21. a script
- 22. a storyboard
- 23. a shotlist
- 25. a script
- 26. a storyboard
- 27. a shotlist
- 28. a production planExemplar work is available on the Media Dept. blog: www.mediastudiesnwcc.blogspot.com
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