My skills audit at the beginning of A2
•
0 likes•230 views
The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. They rate their current abilities in these areas as mostly 3 out of 4. The author then lists targets they want to achieve in each area for their upcoming A2 coursework, such as improving their editing, titles, research analysis, time management, and linking their research, planning and final product more effectively.
Report
Share
Report
Share
Recommended
Media Skills Audit (A2 Coursework)
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The author rates their current skills in these areas and sets targets to improve for their upcoming A2 coursework. Their goals are to shoot a variety of shots to create meaning, use genre-appropriate sound and images, improve editing with software experimentation, and ensure proper mise-en-scene. They also aim to strengthen research, planning, and evaluation skills to produce high-quality A2 coursework.
My skills audit at the beginning of A2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of A2
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation. Some key areas they identify wanting to improve include editing skills, using a variety of shots, effective research, having backup plans, and being able to thoroughly evaluate their work. The author sets goals in each area to work on for their upcoming A2 coursework project.
Angellisa's skills audit
Angellisa conducted a skills audit to evaluate her abilities in filming, research/analysis, planning, and evaluation for her A2 media coursework. For filming, she rated herself on technical skills like shot framing and steadiness. For research, she rated her ability to analyze genres, ideology, and audience reception. For planning, she evaluated skills like storyboarding and time management. For evaluation, she assessed questioning audiences and linking research to her final product. She then set targets in each area to improve, such as practicing filming techniques and better discussing ideology in media texts.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The student rates themselves on a scale of 1 to 4 in different skill areas. For each skill area, the student identifies targets for improvement as they begin their A2 coursework. The targets focus on using titles, selecting mise-en-scene, shot transitions, shot stability, research, time management, overcoming difficulties, storyboarding, evaluating audience reception, and analyzing their own work.
My skills audit at the beginning of a2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their skills in filming, editing, research, planning, and evaluating media coursework. They rate their current abilities in various technical, research, planning, and evaluation skills on a scale of 1 to 4. They then set targets to improve their skills in using varied shot transitions, editing videos, time management, research, planning, and constant evaluation for their upcoming A2 media coursework project.
Thelma's skill audit
ThelmaSarpong conducted a skills audit at the beginning of her A2 course. She rated her abilities in filming, editing, researching and analyzing media texts, planning coursework projects, and evaluating her own work. For each skill area, she identified targets for improvement over the course of her A2 studies, such as learning new software, improving sound selection, implementing feedback, and adding theoretical analysis to her essays. Her goals were to strengthen her technical, research, planning, and evaluation skills in order to produce higher quality moving image coursework.
Recommended
Media Skills Audit (A2 Coursework)
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The author rates their current skills in these areas and sets targets to improve for their upcoming A2 coursework. Their goals are to shoot a variety of shots to create meaning, use genre-appropriate sound and images, improve editing with software experimentation, and ensure proper mise-en-scene. They also aim to strengthen research, planning, and evaluation skills to produce high-quality A2 coursework.
My skills audit at the beginning of A2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of A2
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation. Some key areas they identify wanting to improve include editing skills, using a variety of shots, effective research, having backup plans, and being able to thoroughly evaluate their work. The author sets goals in each area to work on for their upcoming A2 coursework project.
Angellisa's skills audit
Angellisa conducted a skills audit to evaluate her abilities in filming, research/analysis, planning, and evaluation for her A2 media coursework. For filming, she rated herself on technical skills like shot framing and steadiness. For research, she rated her ability to analyze genres, ideology, and audience reception. For planning, she evaluated skills like storyboarding and time management. For evaluation, she assessed questioning audiences and linking research to her final product. She then set targets in each area to improve, such as practicing filming techniques and better discussing ideology in media texts.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The student rates themselves on a scale of 1 to 4 in different skill areas. For each skill area, the student identifies targets for improvement as they begin their A2 coursework. The targets focus on using titles, selecting mise-en-scene, shot transitions, shot stability, research, time management, overcoming difficulties, storyboarding, evaluating audience reception, and analyzing their own work.
My skills audit at the beginning of a2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their skills in filming, editing, research, planning, and evaluating media coursework. They rate their current abilities in various technical, research, planning, and evaluation skills on a scale of 1 to 4. They then set targets to improve their skills in using varied shot transitions, editing videos, time management, research, planning, and constant evaluation for their upcoming A2 media coursework project.
Thelma's skill audit
ThelmaSarpong conducted a skills audit at the beginning of her A2 course. She rated her abilities in filming, editing, researching and analyzing media texts, planning coursework projects, and evaluating her own work. For each skill area, she identified targets for improvement over the course of her A2 studies, such as learning new software, improving sound selection, implementing feedback, and adding theoretical analysis to her essays. Her goals were to strengthen her technical, research, planning, and evaluation skills in order to produce higher quality moving image coursework.
Krysalyn Skills Audit
The document is a skills audit conducted by a student at the beginning of their A2 course. It rates the student's abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, the student provides a self-rating and sets targets to improve for their A2 coursework, which will involve creating a music video. The targets focus on using software skills effectively, conveying meaning, managing time and receiving feedback, and relating their work back to research on genre and the chosen artist.
My skills audit at the beginning of a2
This document contains the author's self-assessment of their media production skills at the beginning of their A2 course. They rate their abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, they identify targets to improve upon for their A2 coursework, such as using more varied shots and smoother transitions in editing, doing more in-depth research, managing time effectively, and not leaving the evaluation until the last minute.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking, research, planning, and evaluation skills at the beginning of their A2 media course. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then list targets they want to achieve to improve their skills in each area by the time they start their A2 coursework project.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their media production skills in areas like filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill area, the author lists targets they want to achieve by the beginning of their A2 media coursework.
My skills audit at the beginning of a2 (1)
The document outlines the author's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill category, the author lists targets they want to achieve by the beginning of their A2 media coursework.
A2media
This document outlines the author's self-assessment of their filmmaking skills, including filming, editing, research, planning, and evaluation abilities. The author rates their current skills in these areas and sets targets to improve specific skills for their upcoming A2 coursework, such as framing shots, using varied transitions, researching genre, planning efficiently, and critically analyzing their work.
Sophia's skills audit
This document contains a student's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. For each skill area, the student rates their current ability on a scale of 1 to 4 and sets targets to improve. Some examples of targets include perfecting shot composition and steadiness, practicing editing with sound and titles, focusing on time management and overcoming difficulties during production. The overall purpose is for the student to audit and plan improvements to their technical, analytical, and project management skills for their upcoming A2 media coursework.
Media my skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. For filming, the author rates themselves highly in skills like framing shots and using appropriate shot distances. They set targets to improve editing skills and experimentation. For research and analysis, the author is confident in recognizing genres and discussing audience reception. They aim to improve keyword research and practice essay questions. In planning, the author can create shot scripts and storyboards but wants to better manage resources and create more detailed scripts. For evaluation, the author feels they can judge their own work but sets goals like analyzing their work more and ensuring a strong link between research, planning, and the final product
My skills audit at the beginning of a2
This document contains a student's self-assessment of their skills in filming, editing, research and analysis, planning, and evaluation for their A2 media coursework. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then set targets for themselves to improve their skills in each area when beginning their A2 coursework project.
Aycan's skills audit
Aycan Mehmet conducted a skills audit to evaluate his abilities in filming, editing, research, planning, and evaluating media coursework. He rated himself 1-4 in various technical, analytical, and production skills. For his A2 coursework, he set targets to improve his camerawork, lighting, research methods, pre-production planning, audience evaluation, and analytical skills. His goals were to get more involved in various stages of production and develop structured deadlines and feedback mechanisms to strengthen his work.
My skills audit at the beginning of a2
This document outlines the author's self-assessment of their skills in various areas required for their A2 media coursework, including filming, editing, research, planning, and evaluation. They rate their current ability in each area and then set targets to improve specific skills by the time they begin their A2 coursework. Their targets include completing all work on time, doing each piece to the best of their ability, improving based on feedback, and effectively managing time and responding to difficulties during the project.
Presentation briefing ba6 contexts collaborations audience and employability ...
This document describes a Level 2 unit on surface design. Students will explore a personal inquiry into surface design by developing ideas from their area of interest. They will contextualize and consolidate their understanding of surface design. Students will complete a learning agreement to determine the direction of their project. The unit aims to help students understand their practice, develop research skills, and define their work within industry context. Students will produce a portfolio, presentation boards, and reflective journal as part of their assessment.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
Q1a digital technology lesson activities
This document provides guidance for students on developing a skills assessment and essay on digital technology skills. It includes activities for mapping skills, creating a timeline of media productions, and evaluating skill development over time. Students are prompted to consider their current skill level, productions worked on, and key skills learned from each. They are also given guidance on structuring a five paragraph essay responding to an exam question about how their digital technology skills developed and contributed to creative decision making, with examples from their coursework and other productions.
1a research and planning question
The document provides guidance for answering an exam question about how a student's research and planning skills developed over time and contributed to their media production work. It instructs the student to introduce the projects they produced in AS and A2 levels, then discuss specific examples of how their research and planning skills at each level helped improve their work and what they are now able to do, such as conducting audience research or developing scripts. The student is also prompted to evaluate their overall progress in research and planning skills between AS and A2 and how these skills help them create successful media productions.
Art4 exam checklist 2013 14
This document provides a checklist of what to include in a sketchbook for an A2 Photography ART4 Controlled Assignment. It lists 10 tasks that must be completed in the sketchbook: 1) Front cover with name and details, 2) Introduction and challenge statement, 3) Initial planning, 4) Artist research essay and comparisons, 5) Planning final outcomes, 6) Documentation of each photoshoot, 7) Experimentation, 8) Final planning and mockups, 9) Details of final outcomes, and 10) Overall project evaluation. Completing these tasks will demonstrate development of ideas, technical skills, and artistic influences in preparation for the 12-hour exam.
1(a) Research and Planning Essay Plan Grid
The document provides guidance on answering an exam question about how a student's research and planning skills developed over time and contributed to their media production outcomes. It suggests referring to examples from AS and A2 coursework, such as analyzing music magazines to identify conventions, completing audience research and draft layouts, and using technologies like iMovie in additional research at A2 involving scripting and storyboarding.
Exam revision techniques
This document provides tips for effective exam revision, including actively learning information through understanding concepts and relating them to prior knowledge, organizing information in a meaningful structure, and revisiting information regularly at increasing intervals. Effective revision techniques involve thinking about the material, asking questions if unclear, explaining ideas to others, and finding ways to make information more visual and memorable through tools like mind maps, flashcards, and color-coding. Regularly revisiting information within a day, a week, and a month of learning helps maximize retention.
Survey Results
This survey collected responses from 20 participants regarding their music preferences and consumption habits. Some key findings were:
- Pop, R&B, and house music were the most popular genres according to respondents.
- Television, computer, and phone were the most common ways to watch music videos.
- Performance-based videos were slightly preferred over narrative videos.
- The majority of respondents listened to and had a positive opinion of pop music.
- "Wrecking Ball" by Miley Cyrus and songs by One Direction and Adele were among the most popular current music videos.
- Most respondents also liked Rihanna and preferred her older videos like "Unfaithful" and
Survey Results
This survey collected responses from 20 participants regarding their music preferences and consumption habits. Some key findings were:
- Pop, R&B, and house music were the most popular genres according to respondents.
- Television, computer, and phone were the most common ways to watch music videos.
- Performance-based videos were slightly preferred over narrative videos.
- The majority of respondents listened to and had a positive opinion of pop music.
- "Wrecking Ball" by Miley Cyrus and songs by One Direction and Adele were among the most popular current music videos.
- Most respondents also liked Rihanna and preferred her older videos like "Unfaithful" and
Outfits
The document summarizes props and wardrobe choices for characters in a student thriller film. Emily's character Lisa wore a black and white vest and leggings to look appropriately dressed for a party but also mysterious. Rick's character, a gangster, wore dark navy and black clothes to appear suspicious and hide his identity. Black tape was used to bind Lisa's mouth to create tension and mystery. Dark gloves were chosen because criminals typically wear them to hide their identity. Grey rope instead of black was used to tie Lisa up so it was visible against her black clothes. Balloons added life to the party scene and reflected teenage behavior. Plastic cups with water represented alcoholic drinks typically found at parties so teenage viewers could relate to the
Outfits
The document discusses props and wardrobe choices for characters in a thriller film project. Emily's character Lisa wore black leggings and a black and white vest to look appropriately dressed for a party but also leave viewers wondering if she is good or bad. Rick's character wore dark navy and black clothes to appear mysterious and scary. Black tape was used over Lisa's mouth when tied up to convey a dark, suspenseful mood. Dark gloves and grey rope were also chosen to fit thriller genre expectations and not draw attention from Lisa's black clothes. Balloons were included in the party scene to make it seem realistic for teenage viewers and not look staged. Plastic cups with water represented drinks like vodka or tequila to further
More Related Content
What's hot
Krysalyn Skills Audit
The document is a skills audit conducted by a student at the beginning of their A2 course. It rates the student's abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, the student provides a self-rating and sets targets to improve for their A2 coursework, which will involve creating a music video. The targets focus on using software skills effectively, conveying meaning, managing time and receiving feedback, and relating their work back to research on genre and the chosen artist.
My skills audit at the beginning of a2
This document contains the author's self-assessment of their media production skills at the beginning of their A2 course. They rate their abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, they identify targets to improve upon for their A2 coursework, such as using more varied shots and smoother transitions in editing, doing more in-depth research, managing time effectively, and not leaving the evaluation until the last minute.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking, research, planning, and evaluation skills at the beginning of their A2 media course. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then list targets they want to achieve to improve their skills in each area by the time they start their A2 coursework project.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their media production skills in areas like filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill area, the author lists targets they want to achieve by the beginning of their A2 media coursework.
My skills audit at the beginning of a2 (1)
The document outlines the author's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill category, the author lists targets they want to achieve by the beginning of their A2 media coursework.
A2media
This document outlines the author's self-assessment of their filmmaking skills, including filming, editing, research, planning, and evaluation abilities. The author rates their current skills in these areas and sets targets to improve specific skills for their upcoming A2 coursework, such as framing shots, using varied transitions, researching genre, planning efficiently, and critically analyzing their work.
Sophia's skills audit
This document contains a student's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. For each skill area, the student rates their current ability on a scale of 1 to 4 and sets targets to improve. Some examples of targets include perfecting shot composition and steadiness, practicing editing with sound and titles, focusing on time management and overcoming difficulties during production. The overall purpose is for the student to audit and plan improvements to their technical, analytical, and project management skills for their upcoming A2 media coursework.
Media my skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. For filming, the author rates themselves highly in skills like framing shots and using appropriate shot distances. They set targets to improve editing skills and experimentation. For research and analysis, the author is confident in recognizing genres and discussing audience reception. They aim to improve keyword research and practice essay questions. In planning, the author can create shot scripts and storyboards but wants to better manage resources and create more detailed scripts. For evaluation, the author feels they can judge their own work but sets goals like analyzing their work more and ensuring a strong link between research, planning, and the final product
My skills audit at the beginning of a2
This document contains a student's self-assessment of their skills in filming, editing, research and analysis, planning, and evaluation for their A2 media coursework. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then set targets for themselves to improve their skills in each area when beginning their A2 coursework project.
Aycan's skills audit
Aycan Mehmet conducted a skills audit to evaluate his abilities in filming, editing, research, planning, and evaluating media coursework. He rated himself 1-4 in various technical, analytical, and production skills. For his A2 coursework, he set targets to improve his camerawork, lighting, research methods, pre-production planning, audience evaluation, and analytical skills. His goals were to get more involved in various stages of production and develop structured deadlines and feedback mechanisms to strengthen his work.
My skills audit at the beginning of a2
This document outlines the author's self-assessment of their skills in various areas required for their A2 media coursework, including filming, editing, research, planning, and evaluation. They rate their current ability in each area and then set targets to improve specific skills by the time they begin their A2 coursework. Their targets include completing all work on time, doing each piece to the best of their ability, improving based on feedback, and effectively managing time and responding to difficulties during the project.
Presentation briefing ba6 contexts collaborations audience and employability ...
This document describes a Level 2 unit on surface design. Students will explore a personal inquiry into surface design by developing ideas from their area of interest. They will contextualize and consolidate their understanding of surface design. Students will complete a learning agreement to determine the direction of their project. The unit aims to help students understand their practice, develop research skills, and define their work within industry context. Students will produce a portfolio, presentation boards, and reflective journal as part of their assessment.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
Q1a digital technology lesson activities
This document provides guidance for students on developing a skills assessment and essay on digital technology skills. It includes activities for mapping skills, creating a timeline of media productions, and evaluating skill development over time. Students are prompted to consider their current skill level, productions worked on, and key skills learned from each. They are also given guidance on structuring a five paragraph essay responding to an exam question about how their digital technology skills developed and contributed to creative decision making, with examples from their coursework and other productions.
1a research and planning question
The document provides guidance for answering an exam question about how a student's research and planning skills developed over time and contributed to their media production work. It instructs the student to introduce the projects they produced in AS and A2 levels, then discuss specific examples of how their research and planning skills at each level helped improve their work and what they are now able to do, such as conducting audience research or developing scripts. The student is also prompted to evaluate their overall progress in research and planning skills between AS and A2 and how these skills help them create successful media productions.
Art4 exam checklist 2013 14
This document provides a checklist of what to include in a sketchbook for an A2 Photography ART4 Controlled Assignment. It lists 10 tasks that must be completed in the sketchbook: 1) Front cover with name and details, 2) Introduction and challenge statement, 3) Initial planning, 4) Artist research essay and comparisons, 5) Planning final outcomes, 6) Documentation of each photoshoot, 7) Experimentation, 8) Final planning and mockups, 9) Details of final outcomes, and 10) Overall project evaluation. Completing these tasks will demonstrate development of ideas, technical skills, and artistic influences in preparation for the 12-hour exam.
1(a) Research and Planning Essay Plan Grid
The document provides guidance on answering an exam question about how a student's research and planning skills developed over time and contributed to their media production outcomes. It suggests referring to examples from AS and A2 coursework, such as analyzing music magazines to identify conventions, completing audience research and draft layouts, and using technologies like iMovie in additional research at A2 involving scripting and storyboarding.
Exam revision techniques
This document provides tips for effective exam revision, including actively learning information through understanding concepts and relating them to prior knowledge, organizing information in a meaningful structure, and revisiting information regularly at increasing intervals. Effective revision techniques involve thinking about the material, asking questions if unclear, explaining ideas to others, and finding ways to make information more visual and memorable through tools like mind maps, flashcards, and color-coding. Regularly revisiting information within a day, a week, and a month of learning helps maximize retention.
What's hot (18)
Presentation briefing ba6 contexts collaborations audience and employability ...
Presentation briefing ba6 contexts collaborations audience and employability ...
Viewers also liked
Survey Results
This survey collected responses from 20 participants regarding their music preferences and consumption habits. Some key findings were:
- Pop, R&B, and house music were the most popular genres according to respondents.
- Television, computer, and phone were the most common ways to watch music videos.
- Performance-based videos were slightly preferred over narrative videos.
- The majority of respondents listened to and had a positive opinion of pop music.
- "Wrecking Ball" by Miley Cyrus and songs by One Direction and Adele were among the most popular current music videos.
- Most respondents also liked Rihanna and preferred her older videos like "Unfaithful" and
Survey Results
This survey collected responses from 20 participants regarding their music preferences and consumption habits. Some key findings were:
- Pop, R&B, and house music were the most popular genres according to respondents.
- Television, computer, and phone were the most common ways to watch music videos.
- Performance-based videos were slightly preferred over narrative videos.
- The majority of respondents listened to and had a positive opinion of pop music.
- "Wrecking Ball" by Miley Cyrus and songs by One Direction and Adele were among the most popular current music videos.
- Most respondents also liked Rihanna and preferred her older videos like "Unfaithful" and
Outfits
The document summarizes props and wardrobe choices for characters in a student thriller film. Emily's character Lisa wore a black and white vest and leggings to look appropriately dressed for a party but also mysterious. Rick's character, a gangster, wore dark navy and black clothes to appear suspicious and hide his identity. Black tape was used to bind Lisa's mouth to create tension and mystery. Dark gloves were chosen because criminals typically wear them to hide their identity. Grey rope instead of black was used to tie Lisa up so it was visible against her black clothes. Balloons added life to the party scene and reflected teenage behavior. Plastic cups with water represented alcoholic drinks typically found at parties so teenage viewers could relate to the
Outfits
The document discusses props and wardrobe choices for characters in a thriller film project. Emily's character Lisa wore black leggings and a black and white vest to look appropriately dressed for a party but also leave viewers wondering if she is good or bad. Rick's character wore dark navy and black clothes to appear mysterious and scary. Black tape was used over Lisa's mouth when tied up to convey a dark, suspenseful mood. Dark gloves and grey rope were also chosen to fit thriller genre expectations and not draw attention from Lisa's black clothes. Balloons were included in the party scene to make it seem realistic for teenage viewers and not look staged. Plastic cups with water represented drinks like vodka or tequila to further
Props and Outfits
The document discusses the props and wardrobe used in a student film thriller. Emily's character Lisa wore black leggings and a black and white vest to look appropriately dressed for a party but also leave viewers questioning if her character is good or bad. Rick's character Rich, a gangster, wore dark navy and black clothes to appear mysterious and suspicious. Black masking tape was used over Lisa's mouth when she was tied up to convey a dark, eerie atmosphere. Dark gloves were chosen because criminals typically wear black gloves during crimes. Grey rope was used instead of black so it would be visible when filming Lisa tied up in black leggings. The dark colored props and wardrobe helped set a sinister mood and meet expectations for
My skills audit at the beginning of A2
The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. They rate their current abilities in these areas as mostly 3 out of 4. The author then lists targets they want to achieve in each area for their upcoming A2 coursework, such as improving their editing, titles, research analysis, time management, and linking their research, planning and final product more effectively.
Media – thriller genre
The document discusses the thriller genre in film and some of its key characteristics and conventions. Thrillers create tension, suspense, and anticipation in audiences. They rely on techniques like sound editing, lighting, and camera work to build tension and mystery. Alfred Hitchcock was a famous director known for his suspenseful and psychological thrillers that used innovative techniques to manipulate audiences' emotions. The 1960 film Psycho is analyzed as an example of Hitchcock's thriller style, with its use of lighting, shadows, and music to build suspense and hide crucial details from viewers.
Media – thriller genre
The document discusses the thriller genre in film and its conventions. It notes that thrillers create tension, anticipation, and suspense through their fast pacing and use of sound, editing, lighting, and camera techniques. Common thriller conventions include the use of black and white filming, shadows, mirrors and stairs. The document also outlines several subgenres of thrillers and discusses how codes and conventions are used to analyze genres in media studies. It provides examples of lighting and shadow conventions used in the classic thriller film Psycho directed by Alfred Hitchcock.
Viewers also liked (8)
Similar to My skills audit at the beginning of A2
My skills audit at the beginning of A2
This document contains a student's self-assessment of their skills in filming, editing, research and analysis, planning, and evaluation for their A2 media coursework. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then set targets for themselves to improve their skills when beginning their A2 coursework, such as paying attention to song lyrics, improving editing, researching related music videos, planning with clear ideas, and justifying creative decisions.
My skills audit at the beginning of A2
This document contains a student's self-assessment of their skills in filming, editing, research, planning, and evaluating media coursework. They rate their current abilities in various technical, research, planning, and evaluation skills on a scale of 1 to 4. They then set targets to improve their skills in using varied shot transitions, editing videos, time management, research, planning, and constant evaluation for their upcoming A2 media coursework project.
My skills audit at the beginning of a2
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation. For each skill area, the author rates their current ability on a scale of 1 to 4. They then set targets to improve upon these skills for their upcoming A2 coursework, which will involve creating a music video. Their targets include using interesting effects, relating the video meaningfully to the song lyrics, thoroughly researching the chosen genre and artist, planning to avoid getting stuck mid-production, and justifying all creative decisions made through references to research.
Skills Audit
This document outlines the author's self-assessment of their filmmaking skills, including filming, editing, research analysis, planning, and evaluation abilities. Some targets are set for each skill category to improve upon during their upcoming A2 Coursework project of creating a music video. Targets include ensuring shot continuity, keeping the video genre-appropriate, thoroughly planning all elements, and using feedback to evaluate the final product.
Pc
Ricardo plans to create a stop motion parkour chase video for his final project. He chose stop motion to improve his weaknesses and have fun while learning new skills needed for his future in game design. He will research techniques on YouTube, storyboard the video, create background music, gather props, and film with a camera on a crane stand using stop motion software. To evaluate his progress, Ricardo will follow tasks in his schedule and storyboard, compare to similar projects, and reflect in a diary to improve weaknesses for university.
Pp criteria & objectives[1]
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
Unit 3 presentation learning agreement
This document outlines the requirements for Project 1 of the BA (Hons) Textiles Year One unit titled "Trends, Contexts, Issues". The project requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore contexts and trends to develop new ideas and demonstrate self-directed learning skills. Researching trends and identifying materials, processes, markets and color palettes is expected. The project prepares students for Year 2 and addresses several learning outcomes around interpreting practice through historical/contemporary movements and communicating ideas clearly.
Unit 3 presentation learning agreement
This document outlines the details of a BA (Hons) Textiles Year One unit called BA3 Project 1. The project focuses on self-directed learning and requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore trends, contexts and issues in the textiles industry to develop new ideas and demonstrate effective self-management. The project aims to further experimental textiles approaches and prepare students for Year 2 study. Assessment includes a body of studio work, research folders, and presentations evaluating industry awareness and influence of work experience on textiles practice.
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
AS Media Booklet
For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
My mastery journey timeline short
This document outlines Anna Hancq's mastery journey timeline from February 2014 to January 2015 while pursuing her Media Design MFA at Full Sail University. It details her goals and action plans for each month, focusing on skills like gaining confidence, understanding client needs, brand development, design research, presentation skills, and professional practice. Her plans involve applying skills to work projects, taking online courses on software like Illustrator and website design, reading articles from the Full Sail library, and utilizing feedback to improve.
Advanced media portfolio guidance task sheets and criteria
The document provides guidance for students completing an advanced media portfolio project. It outlines the requirements of creating a music video and two additional promotional items. Students must blog all planning and research, which includes analyzing existing media examples, audience research, brainstorming ideas and storyboards. Production roles must be assigned and filming deadlines provided. The portfolio will be evaluated on effective use of conventions, audience feedback, and use of technologies. Marks will be awarded for planning, construction of tasks, and evaluation.
Oscar Greenwood - Unit 11 Skills Audit New 2021.pptx
The document provides guidance for a student to critically evaluate their own strengths and ambitions to support their development and meet identified goals for progression in creative media production. It prompts the student to critically assess their hard and soft skills for pre-production, production, and post-production. It also prompts the student to identify communication skills and targets for skill improvement. The student provides evidence of their existing skills and sets short-term and long-term targets to improve skills like video editing, website development, and creating a showreel to support their career goals.
Gcse 2016 past present future
The document provides instructions for an art exam preparation assignment. Students are asked to create a mind map with initial ideas based on the exam title by Monday. They will spend one hour developing their final piece and one hour on exam preparation over the next few lessons. If the final piece is not completed by half term, the student must attend a study day in the holidays. The assessment objectives, deadlines, and level descriptors for the assignment are also outlined.
Last post
This document provides instructions for creating and maintaining a reflective log and portfolio to organize work for a course of study. It outlines two learning outcomes: 1) being able to create and maintain a purposeful reflective log, and 2) being able to create and maintain a portfolio of own work. For each learning outcome, it specifies evidence requirements and provides a template for documenting reflections, assessments, and submitted work in the log and portfolio. The document emphasizes maintaining the logs and portfolio throughout the course to track learning and meet assessment standards.
Similar to My skills audit at the beginning of A2 (17)
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Advanced media portfolio guidance task sheets and criteria
Advanced media portfolio guidance task sheets and criteria
Oscar Greenwood - Unit 11 Skills Audit New 2021.pptx
Oscar Greenwood - Unit 11 Skills Audit New 2021.pptx
My skills audit at the beginning of A2
- 1. My Skills audit at the beginning of A2 I currently rate my ability in the creative use of the following technical skills as: Filming 1 2 3 4 Holding a shot steady X Framing a shot, including and excluding elements where appropriate X Using a variety of shot distances as appropriate X Shooting material appropriate to the task set X Selecting mise–en-scene, including colour, figure, lighting, objects and setting X Editing so that meaning is apparent to the viewer X Using varied shot transitions and other effects selectively and appropriately for the task set X Using sound with images and editing appropriately for the task set X Using titles appropriately X I set myself these technical skills targets, when I begin the A2 Coursework: 1. Create better titles to be included in my piece, think about them more and take more time picking what sort of title I want. 2. Improve my editing skills and try and do more editing 3. Try and set the mise-en-scene better, using a variety of different ways e.g. the setting and lighting
- 2. 4. Use sound with images to make it appropriate for the task that has been set I currently rate my ability to research and analyse media texts as follows: Research and analysis 1 2 3 4 I can recognise a genre by identifying its particular patterns of codes and conventions X I am able to comment upon the construction of values and ideology within a media text X I am able to discuss possible audience reception of a text, in a meaningful way X I set myself these research targets, when I begin my A2 coursework: 1. Try and comment about the structure of values and the thought behind a media text 2.Try and recognise the genre quicker when looking at a media text 3. Identify the patterns of codes and conventions when looking at a media piece 4. Discuss in a relative way the possible audience reception of a text and explain in detail
- 3. I currently rate my ability to plan my own A2 coursework as follows: Planning 1 2 3 4 I can create a detailed shot script X I can use storyboarding and take photographs in preparation for filming X I can manage time effectively X I can respond to and overcome difficulties while filming X I can use my previous research of genre to inform my own work X I set myself these planning targets when starting my A2 coursework, as follows: 1. Improve on my skills in creating a thorough shooting script 2. Improve my time management, give myself enough time to meet all of the deadlines 3. Get rid of any difficulties as soon as they occur instead of letting the difficulties rise and become worse 4. Look back on my AS work to help me create ideas for my new genre of work
- 4. I currently rate my ability to evaluate my own A2 coursework as follows: Evaluation 1 2 3 4 I know how to ask questions of my target audience in a way that will reveal the success or otherwise of my coursework X I know how to look back at my research and identify the success or otherwise of the codes and conventions I used in my own coursework X I am able to judge the success or otherwise of my camerawork and editing X I am able to identify a strong link between my research, planning and final product X I am able to give persuasive reasons for all of the decisions I made during the coursework process X I am able to analyse my final product, in the way that I have created meaning X I set myself these evaluation targets when starting my A2 coursework, as follows: 1. Try and create links between my research, planning and my final product 2. Give detailed and appropriate reasons for the decisions I have made throughout completing my coursework
- 5. 3. Analyse extensively the meaning of my final product and give thorough details of how I have done this 4. Include the codes and conventions more in my work