A2 Media lesson 2logos, preproduction,identity, visual style
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This document provides guidance and tasks for students researching and creating a music video production project. It instructs students to research existing music video channels and brands, choose a song for their video by finding lyrics online, consider budget and scheduling for production, and research the history of music videos to inform their work. Students are also asked to create a company name and logo, discuss how different music brands target audiences, and ensure their blog is up to date on the project tasks by Friday.
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Lesson 1 intro and history of mv
This document provides information for a Year 11 Media Studies class. It outlines the course content and assignments for the year, including Assignment 3 which involves creating a music video. It discusses expectations for the class and where to find help and support. It then provides context on the history of music videos from the 1920s to present day. Students are instructed to form groups and analyze how music videos within a chosen genre have developed over time by selecting examples from different decades.
Group pitches
Students will create group pitches in November for music videos, including details about the fictional band or artist, their label, ideology and target audience. The pitch must include a mood board, synopsis, storyboard, animatic and explanations of how the video concept uses or subverts conventions to appeal to the target audience and fit in the industry. Students will receive feedback and must adapt their ideas, recording progress in an ongoing blog journal.
Group pitches
The document provides instructions for students to create and pitch music video concepts for their bands or artists over the coming weeks. Students must include in their pitches details about the band, a mood board, synopsis of the video including locations and costumes, a storyboard, animatic, explanation of how they used or subverted Goodwin's elements, and why their concept will appeal to the target audience. Students will receive feedback and must adapt their ideas, recording their progress in an ongoing journal on their blog.
Secondary audience research guidance
The document provides guidance for secondary audience research. It outlines three research tasks: 1) Find the most expensive music videos ever made and the most expensive from 2008-present. 2) Research the target genre to understand the typical audience. Use uktribes.com to profile the audience of related artists. 3) Identify the most important ways the target audience is marketed to, such as those listed on the provided artistshousemusic.org link. Extra challenges are also provided to gain deeper industry insights.
Writing profiles and obits
The document provides guidance for writing profiles and obituaries. It discusses preparing for interviews, focusing the profile with a nut graph and theme, including background details selectively, getting quotes from other sources, fact checking thoroughly, showing rather than telling about the subject's character, and structuring in-depth versus short profiles. For obituaries, it lists required biographical details and provides style tips for writing them accurately.
Audience
This document provides an overview of a lesson series on audience analysis for workplace writing. The series takes place over the first week of instruction and teaches students to properly analyze audiences to define the content and tone of documents. Day 1 introduces the importance of audience. Day 2 focuses on audience analysis and research. Day 3 covers how to tailor content and tone to the audience. Day 4 addresses multiple audiences, purposes, and cultural considerations. An exercise examines memos from "Tiger Mike" that failed to properly address the audience and achieve the purpose. The goal is for students to learn to effectively assess audience needs and rewrite documents accordingly.
Content plan
The document outlines the content plan for a music magazine, including a front cover featuring an artist and quote from an interview, as well as articles on concert reviews, interviews, new releases, and the origins of bands. One spread will include a fabricated concert review and exclusive Q&A with a fictional up-and-coming rock artist.
Year 12 to do for the first lesson after half term
This document outlines tasks for a Year 12 lesson on magazine publishing and distribution. Students are asked to:
1) Do a presentation on three music magazine publishers, including Bauer Media and two others identified through research.
2) Create closed and open questionnaires to survey potential readers about magazine content preferences. Present the findings through charts and discuss the importance of audience research.
3) Analyze an existing music magazine's reader profile outlining typical demographics and spending habits. Explain what reader profiles convey to advertisers.
4) Develop an original reader profile for their imaginary magazine, illustrated to attract advertisers. At least one podcast on the topics is also required.
Recommended
Lesson 1 intro and history of mv
This document provides information for a Year 11 Media Studies class. It outlines the course content and assignments for the year, including Assignment 3 which involves creating a music video. It discusses expectations for the class and where to find help and support. It then provides context on the history of music videos from the 1920s to present day. Students are instructed to form groups and analyze how music videos within a chosen genre have developed over time by selecting examples from different decades.
Group pitches
Students will create group pitches in November for music videos, including details about the fictional band or artist, their label, ideology and target audience. The pitch must include a mood board, synopsis, storyboard, animatic and explanations of how the video concept uses or subverts conventions to appeal to the target audience and fit in the industry. Students will receive feedback and must adapt their ideas, recording progress in an ongoing blog journal.
Group pitches
The document provides instructions for students to create and pitch music video concepts for their bands or artists over the coming weeks. Students must include in their pitches details about the band, a mood board, synopsis of the video including locations and costumes, a storyboard, animatic, explanation of how they used or subverted Goodwin's elements, and why their concept will appeal to the target audience. Students will receive feedback and must adapt their ideas, recording their progress in an ongoing journal on their blog.
Secondary audience research guidance
The document provides guidance for secondary audience research. It outlines three research tasks: 1) Find the most expensive music videos ever made and the most expensive from 2008-present. 2) Research the target genre to understand the typical audience. Use uktribes.com to profile the audience of related artists. 3) Identify the most important ways the target audience is marketed to, such as those listed on the provided artistshousemusic.org link. Extra challenges are also provided to gain deeper industry insights.
Writing profiles and obits
The document provides guidance for writing profiles and obituaries. It discusses preparing for interviews, focusing the profile with a nut graph and theme, including background details selectively, getting quotes from other sources, fact checking thoroughly, showing rather than telling about the subject's character, and structuring in-depth versus short profiles. For obituaries, it lists required biographical details and provides style tips for writing them accurately.
Audience
This document provides an overview of a lesson series on audience analysis for workplace writing. The series takes place over the first week of instruction and teaches students to properly analyze audiences to define the content and tone of documents. Day 1 introduces the importance of audience. Day 2 focuses on audience analysis and research. Day 3 covers how to tailor content and tone to the audience. Day 4 addresses multiple audiences, purposes, and cultural considerations. An exercise examines memos from "Tiger Mike" that failed to properly address the audience and achieve the purpose. The goal is for students to learn to effectively assess audience needs and rewrite documents accordingly.
Content plan
The document outlines the content plan for a music magazine, including a front cover featuring an artist and quote from an interview, as well as articles on concert reviews, interviews, new releases, and the origins of bands. One spread will include a fabricated concert review and exclusive Q&A with a fictional up-and-coming rock artist.
Year 12 to do for the first lesson after half term
This document outlines tasks for a Year 12 lesson on magazine publishing and distribution. Students are asked to:
1) Do a presentation on three music magazine publishers, including Bauer Media and two others identified through research.
2) Create closed and open questionnaires to survey potential readers about magazine content preferences. Present the findings through charts and discuss the importance of audience research.
3) Analyze an existing music magazine's reader profile outlining typical demographics and spending habits. Explain what reader profiles convey to advertisers.
4) Develop an original reader profile for their imaginary magazine, illustrated to attract advertisers. At least one podcast on the topics is also required.
Writing a questionnaire
This document provides guidance on conducting primary research through questionnaires to identify a target audience for a music video. It recommends asking for gender, age, and location information from participants. Sample music-related questions are given to understand preferences like music consumption habits, favorite artists and genres, and what participants prefer to see in music videos. The document advises analyzing questionnaire results through graphs and written analysis to inform the design of the music video promotional package based on the target audience's wants.
Lesson2 intro to course g321main task outline, lang and front cover analsysis
This document provides an overview and preparation for students in Unit G321 Preliminary and Foundation Production. It outlines the preliminary task of designing a mock front page and contents page for a college magazine. It discusses developing ideas through audience research and feedback on common magazine elements. Students will work individually or in small groups to create a front page, contents page, and double page spread for a music magazine. The document also previews Key Media Concepts Unit G322 and stresses the importance of terminology glossaries, digital cameras, file saving, and booking help sessions for photography and Adobe software.
Lesson 8 blogs
The document provides guidance on the types of analyses and research that should be included on blogs for a music video project. Students should conduct textual analyses of album covers, advertisements, music videos, and a teacher music video. They should also include analyses applying Goodwin theory and exploring postmodern and feminist perspectives. Additional requirements include selecting a song for the project, researching the artist, gathering initial ideas, creating an audience profile, distributing a questionnaire, and analyzing the responses.
Factual development and planning pro forma(1)
The document outlines a production plan for creating a podcast on the history of MMA in the Western world. It recommends creating a mood board, analyzing research, and deciding on a structure. For the podcast, it suggests writing a script, finding footage and photos, and editing the audio and visuals together. A proposed 4-week production schedule is then outlined, with the first week focused on drafting the script, the second on recording and collecting materials, the third on editing, and the fourth on peer review and final revisions.
Secondary Audience Research Guidance
This document provides guidance for secondary audience research. It outlines three research tasks: 1) Find information on the most expensive music videos ever made, noting when many were released and the most expensive in the last 5 years, and factors that could explain budget differences. 2) Research the target genre to find indications of the target audience. Profile the artist and their audience. 3) Identify the most important ways the target audience is targeted, such as different marketing strategies listed at a provided website link. Extra challenges are included to further connect the research.
Film reviews
The document provides guidance on writing a film review, including identifying the genre, purpose, and audience. It explains that a good film review should inform readers about the film's details, describe the story and characters without spoilers, analyze whether the film is good and why, and advise readers whether to see it. The document also notes that layout is important and offers a suggestion to submit the sample review to a specific magazine due to its target female audience.
Production Diary Week 1
Charlie Atkin's production diary details their plans to research various aspects of the film industry to better inform their fanzine project. This week, they intend to research directors, producers, costume designers, and poster artists to expand their knowledge. Charlie also wants to study movie poster design techniques for inspiration. By the end of the week, Charlie hopes to complete their research and start a proposal so they have more time to conduct primary and secondary research for their final major project.
Focus group
The student was assigned questions to develop ideas for a music magazine for their media studies class. They conducted a focus group with their peers to get feedback on their initial ideas. For the magazine name, the focus group suggested "Loop" which the student decided to use. They also provided feedback on featuring a band on the cover, doing an artist interview for the double page spread, revising the color scheme to be less associated with metal/rock, and lowering the proposed subscription cost of £4 to £3 based on what would attract their target audience.
2. research 6
The document discusses existing podcasts that talk about introducing topics like sports or games, then discussing those topics in more depth. It notes that these podcasts typically include an introduction and move between topics. The author plans to create a similar podcast that includes introductory music, discusses topics like UFC or games, and may include a guest.
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Tell Tale Heart - Higher Order Thinking Discussion
The document outlines the goals and activities for a literature class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." The goal is to evaluate perspectives on the literary elements of the story through questioning and discussion. Students will analyze evidence about how the narrator's actions led to the outcome, create higher-order thinking questions, and discuss perspectives in assigned groups. The lesson includes students writing a police report, discussing questions in groups, and reflecting on their discussion participation.
Media to do list
The document contains a to-do list for a media analysis project, which includes tasks such as analyzing album covers, videos, inserts and lyrics across various genres like rock, pop, R&B, hip-hop and indie. It also involves researching conventions, camera angles, color schemes and origins for different genres, as well as creating mood boards, storyboards, filming, editing footage and designing album covers, inserts and magazine ads to get audience feedback.
Researching your target audience primary 2
1. The document provides instructions for students to conduct primary research on the preferences of their target audience for a horror sub-genre or music project.
2. Students are asked to find fans of their chosen genre, conduct interviews to understand preferences, and gather feedback on initial ideas and treatments.
3. The feedback is then used to amend project materials to better match the preferences of the target audience.
Task 1
This document provides an introduction to Section A of the AS Film Studies course, which focuses on producers and audiences. It outlines several key learning outcomes and resources for the section. Key terminology that will be covered includes definitions of blockbuster and independent films, the film industries in the UK and US, and the different stages of production, distribution, and exhibition. Students are asked to consider questions about blockbuster and independent films, examples of British films, and their own recent film viewing experiences. They are also tasked with creating and administering a survey to learn about audience film consumption habits from different demographic groups.
Checklist for Research and Planning Blogs
This document provides a checklist of tasks for research and planning blogs related to music videos. It includes 16 tasks in the research section focusing on analyzing different genres of music videos, conventions, theories, audience research, and more. It also includes 14 tasks in the planning section related to developing initial ideas, roles, song details, storyboards, schedules, designs, plans, and permission forms. Students are advised to include visual materials in their blogs and that higher effort will be rewarded with a higher grade.
Evaluation
1) The student evaluated their podcast production project. Their research could have been improved with more details on existing podcasts.
2) In planning, they could have been more detailed and included topics beyond just anime like comics, movies, and real world events.
3) They did not manage their time well but completed the project on time only because it was their least favorite project. They would have liked more time to re-record audio.
Intro small scale research
This document provides guidance for students on completing a small scale research project on film. It recommends focusing a project on a star/performer, genre, or auteur. For any of these topics, students should research critical and popular reception, conventions, themes, and development over time. Students will analyze three related films, including one primary focus film, and submit an annotated bibliography cataloging research sources and a presentation script discussing their findings. Progress should be tracked using a blog to document sources and evaluations. Students have until the summer term to choose a topic and develop a reading list before independently researching and regularly presenting updates on their findings.
Evaluation
The document provides an evaluation of Alexander Sullivan-Cree's final production process project. It summarizes the strengths and weaknesses of their research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. It also includes feedback from peers. The feedback suggests adding more backgrounds, completing animations, and including a third party character. The document evaluates each part of the process and considers ways to potentially improve the final product.
3. genre research and audience expectations
This document provides instructions for a genre research assignment involving creating a music video. It outlines four parts: 1) Creating a word cloud of genre conventions; 2) Answering questions about the genre's origins, evolution, artist representations, and ideologies in music videos; 3) Conducting a vox pop to get audience expectations; 4) Reflecting on what was learned from the genre research and if audience expectations matched conventions. The goal is to understand a genre's conventions to appropriately craft an original music video that meets those expectations.
Analysing music video
The document discusses the elements of a music video, including that it is a filmed performance of a recorded song that may include dance or a fragmentary story. Music videos often use concert footage. It notes that Queen's "Bohemian Rhapsody" is often thought to be the first music video but that is not accurate. The document also states that in the 1980s, music videos became synonymous with rock music and discusses U2's "Where the Streets Have No Name" as an example.
Lesson 8social video games
The document examines social video games and gaming communities. It discusses how the structures of social video games challenge traditional player-text relationships and definitions of video games. It also explores the concepts of gaming communities, references to other media forms in games, and whether social video games can be considered postmodern.
A Case Study
- Working Title Films and STUDIOCANAL are producing an adaptation of John le Carré's novel Tinker Tailor Soldier Spy, to be directed by Tomas Alfredson.
- The film will star Gary Oldman as George Smiley and has begun principal photography. It is fully financed by STUDIOCANAL.
- STUDIOCANAL is a European film studio that owns over 5,000 films and is increasingly involved in international co-productions and financing. It will distribute Tinker Tailor Soldier Spy internationally.
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Writing a questionnaire
This document provides guidance on conducting primary research through questionnaires to identify a target audience for a music video. It recommends asking for gender, age, and location information from participants. Sample music-related questions are given to understand preferences like music consumption habits, favorite artists and genres, and what participants prefer to see in music videos. The document advises analyzing questionnaire results through graphs and written analysis to inform the design of the music video promotional package based on the target audience's wants.
Lesson2 intro to course g321main task outline, lang and front cover analsysis
This document provides an overview and preparation for students in Unit G321 Preliminary and Foundation Production. It outlines the preliminary task of designing a mock front page and contents page for a college magazine. It discusses developing ideas through audience research and feedback on common magazine elements. Students will work individually or in small groups to create a front page, contents page, and double page spread for a music magazine. The document also previews Key Media Concepts Unit G322 and stresses the importance of terminology glossaries, digital cameras, file saving, and booking help sessions for photography and Adobe software.
Lesson 8 blogs
The document provides guidance on the types of analyses and research that should be included on blogs for a music video project. Students should conduct textual analyses of album covers, advertisements, music videos, and a teacher music video. They should also include analyses applying Goodwin theory and exploring postmodern and feminist perspectives. Additional requirements include selecting a song for the project, researching the artist, gathering initial ideas, creating an audience profile, distributing a questionnaire, and analyzing the responses.
Factual development and planning pro forma(1)
The document outlines a production plan for creating a podcast on the history of MMA in the Western world. It recommends creating a mood board, analyzing research, and deciding on a structure. For the podcast, it suggests writing a script, finding footage and photos, and editing the audio and visuals together. A proposed 4-week production schedule is then outlined, with the first week focused on drafting the script, the second on recording and collecting materials, the third on editing, and the fourth on peer review and final revisions.
Secondary Audience Research Guidance
This document provides guidance for secondary audience research. It outlines three research tasks: 1) Find information on the most expensive music videos ever made, noting when many were released and the most expensive in the last 5 years, and factors that could explain budget differences. 2) Research the target genre to find indications of the target audience. Profile the artist and their audience. 3) Identify the most important ways the target audience is targeted, such as different marketing strategies listed at a provided website link. Extra challenges are included to further connect the research.
Film reviews
The document provides guidance on writing a film review, including identifying the genre, purpose, and audience. It explains that a good film review should inform readers about the film's details, describe the story and characters without spoilers, analyze whether the film is good and why, and advise readers whether to see it. The document also notes that layout is important and offers a suggestion to submit the sample review to a specific magazine due to its target female audience.
Production Diary Week 1
Charlie Atkin's production diary details their plans to research various aspects of the film industry to better inform their fanzine project. This week, they intend to research directors, producers, costume designers, and poster artists to expand their knowledge. Charlie also wants to study movie poster design techniques for inspiration. By the end of the week, Charlie hopes to complete their research and start a proposal so they have more time to conduct primary and secondary research for their final major project.
Focus group
The student was assigned questions to develop ideas for a music magazine for their media studies class. They conducted a focus group with their peers to get feedback on their initial ideas. For the magazine name, the focus group suggested "Loop" which the student decided to use. They also provided feedback on featuring a band on the cover, doing an artist interview for the double page spread, revising the color scheme to be less associated with metal/rock, and lowering the proposed subscription cost of £4 to £3 based on what would attract their target audience.
2. research 6
The document discusses existing podcasts that talk about introducing topics like sports or games, then discussing those topics in more depth. It notes that these podcasts typically include an introduction and move between topics. The author plans to create a similar podcast that includes introductory music, discusses topics like UFC or games, and may include a guest.
Hot questions
Teaches students what higher order thinking is and how to incorperate into class discussion andr reading
Tell Tale Heart - Higher Order Thinking Discussion
The document outlines the goals and activities for a literature class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." The goal is to evaluate perspectives on the literary elements of the story through questioning and discussion. Students will analyze evidence about how the narrator's actions led to the outcome, create higher-order thinking questions, and discuss perspectives in assigned groups. The lesson includes students writing a police report, discussing questions in groups, and reflecting on their discussion participation.
Media to do list
The document contains a to-do list for a media analysis project, which includes tasks such as analyzing album covers, videos, inserts and lyrics across various genres like rock, pop, R&B, hip-hop and indie. It also involves researching conventions, camera angles, color schemes and origins for different genres, as well as creating mood boards, storyboards, filming, editing footage and designing album covers, inserts and magazine ads to get audience feedback.
Researching your target audience primary 2
1. The document provides instructions for students to conduct primary research on the preferences of their target audience for a horror sub-genre or music project.
2. Students are asked to find fans of their chosen genre, conduct interviews to understand preferences, and gather feedback on initial ideas and treatments.
3. The feedback is then used to amend project materials to better match the preferences of the target audience.
Task 1
This document provides an introduction to Section A of the AS Film Studies course, which focuses on producers and audiences. It outlines several key learning outcomes and resources for the section. Key terminology that will be covered includes definitions of blockbuster and independent films, the film industries in the UK and US, and the different stages of production, distribution, and exhibition. Students are asked to consider questions about blockbuster and independent films, examples of British films, and their own recent film viewing experiences. They are also tasked with creating and administering a survey to learn about audience film consumption habits from different demographic groups.
Checklist for Research and Planning Blogs
This document provides a checklist of tasks for research and planning blogs related to music videos. It includes 16 tasks in the research section focusing on analyzing different genres of music videos, conventions, theories, audience research, and more. It also includes 14 tasks in the planning section related to developing initial ideas, roles, song details, storyboards, schedules, designs, plans, and permission forms. Students are advised to include visual materials in their blogs and that higher effort will be rewarded with a higher grade.
Evaluation
1) The student evaluated their podcast production project. Their research could have been improved with more details on existing podcasts.
2) In planning, they could have been more detailed and included topics beyond just anime like comics, movies, and real world events.
3) They did not manage their time well but completed the project on time only because it was their least favorite project. They would have liked more time to re-record audio.
Intro small scale research
This document provides guidance for students on completing a small scale research project on film. It recommends focusing a project on a star/performer, genre, or auteur. For any of these topics, students should research critical and popular reception, conventions, themes, and development over time. Students will analyze three related films, including one primary focus film, and submit an annotated bibliography cataloging research sources and a presentation script discussing their findings. Progress should be tracked using a blog to document sources and evaluations. Students have until the summer term to choose a topic and develop a reading list before independently researching and regularly presenting updates on their findings.
Evaluation
The document provides an evaluation of Alexander Sullivan-Cree's final production process project. It summarizes the strengths and weaknesses of their research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. It also includes feedback from peers. The feedback suggests adding more backgrounds, completing animations, and including a third party character. The document evaluates each part of the process and considers ways to potentially improve the final product.
3. genre research and audience expectations
This document provides instructions for a genre research assignment involving creating a music video. It outlines four parts: 1) Creating a word cloud of genre conventions; 2) Answering questions about the genre's origins, evolution, artist representations, and ideologies in music videos; 3) Conducting a vox pop to get audience expectations; 4) Reflecting on what was learned from the genre research and if audience expectations matched conventions. The goal is to understand a genre's conventions to appropriately craft an original music video that meets those expectations.
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Lesson2 intro to course g321main task outline, lang and front cover analsysis
Lesson2 intro to course g321main task outline, lang and front cover analsysis
Tell Tale Heart - Higher Order Thinking Discussion
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The document discusses the elements of a music video, including that it is a filmed performance of a recorded song that may include dance or a fragmentary story. Music videos often use concert footage. It notes that Queen's "Bohemian Rhapsody" is often thought to be the first music video but that is not accurate. The document also states that in the 1980s, music videos became synonymous with rock music and discusses U2's "Where the Streets Have No Name" as an example.
Lesson 8social video games
The document examines social video games and gaming communities. It discusses how the structures of social video games challenge traditional player-text relationships and definitions of video games. It also explores the concepts of gaming communities, references to other media forms in games, and whether social video games can be considered postmodern.
A Case Study
- Working Title Films and STUDIOCANAL are producing an adaptation of John le Carré's novel Tinker Tailor Soldier Spy, to be directed by Tomas Alfredson.
- The film will star Gary Oldman as George Smiley and has begun principal photography. It is fully financed by STUDIOCANAL.
- STUDIOCANAL is a European film studio that owns over 5,000 films and is increasingly involved in international co-productions and financing. It will distribute Tinker Tailor Soldier Spy internationally.
G324 for slideshare
This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
A2 media studies ocr g324
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
Technology lesson 1
This document provides instructions for students to become familiar with the technology and software they will use during their AS Media course. It details how to log into and navigate Mac computers, use common software like Google Chrome, Word, and Blogger, and set up accounts on websites like Flickr, Prezi, and Slideshare to upload and share coursework. Students are instructed to record their login credentials and keep all course files and blogs on a dedicated USB drive for use only on Macs.
AS G321 Evaluation
This document provides instructions for students to fully plan their answers to evaluation questions for their media project on A3 paper. It lists the evaluation questions and signs they should consider for each, such as conventions, representation of social groups, intended audience and distribution channel. Students are advised to use their journal notes and conduct additional research. They are also instructed on various formats for presenting their answers, such as text, flowcharts, or multimedia formats. Students must post their response to the first question on their blog by the next Monday. The document emphasizes organization and preparation for the upcoming exam.
Eval q3
The document discusses feedback received from target audiences on a music video project. Initial questionnaires helped establish that the target audience preferred a narrative-based video set in countryside locations, featuring varied shot types and a strong, independent female star. Further feedback on rough cuts was positive about specific shots and that the narrative was understood. A final questionnaire found that performance shots clearly identified the star, there were enough close-ups, most understood the narrative, and the editing was clear. Feedback will help strengthen future projects.
G324 marking criteria on 2 pages
This document provides marking criteria for an A2 Media Studies assignment involving the creation of media products. It outlines four levels of achievement for research & planning, evaluation, and the main media task (video, print, radio, or website). For the main task, marks are allocated out of 40. For two ancillary tasks, marks are allocated out of 10 each. Teachers are to consider consistency of brand identity across the pieces and note individual contributions to group work.
G324 A2 Media Studies - Evaluation
- The student used Adobe Photoshop and Premiere to construct their main soap opera trailer product and ancillary magazine cover and poster. Photoshop allowed them to create professional-looking images while Premiere helped them edit the trailer.
- They researched the Eastenders trailer "There's a killer amongst us" to inform the effects and color used in their own trailer.
- Feedback was gathered through showing the class the trailer and posting it on Facebook to collect both positive and negative comments. This helped the student learn from their audience.
What have you learned from target audience feedback
The document summarizes feedback received from various target audiences on a music video project. Focus groups provided feedback on portrayals of gender, themes, and locations. Older audiences advised against explicit content and felt a cover song could appeal if differentiated enough. Flickr comments helped select effective photos for promotional materials. Polls on Twitter but not Poll Daddy informed music consumption habits of the target demographic. Facebook feedback validated the final logo design. A questionnaire evaluated the finished video's identification of artists, narrative clarity, representation of artists, editing quality, costumes, locations, and ability to encourage music purchases.
Black mirror analysis
This document provides discussion questions and analysis about the Black Mirror episode "15 Million Merits". It asks the reader to consider how the episode is postmodern in its features, and how it can be analyzed through the theories of Baudrillard and Foucault regarding hyperreality, panopticism, and voyeurism. It also prompts comparison to other media and exploration of the intended audience and impact. Key technologies and media explored in the episode are reality television, social media, surveillance, and the influence of media. Students are assigned to analyze another Black Mirror episode using similar frameworks.
Preliminary Task: Storyboard
This storyboard sheet outlines the shots, actions, dialogue, sounds and timing for a music video project titled "Heavy Metal Kind". It includes over 50 short scenes ranging from 1 to 8 seconds that show children playing instruments, dancing, and lip syncing to the song. The storyboard captures the kids rocking out and having fun to tell the story of their love for heavy metal music.
Genre Research
Punk rock originated in the mid-1960s and was characterized by fast, hard-edged music and anti-establishment lyrics. Key pioneering bands included the Velvet Underground, the Stooges, Ramones, Sex Pistols, and the Clash. While punk rock instrumentation generally involved guitars, bass, drums and shouted vocals, the genre has since blurred with alternative rock and evolved to include bands like Green Day, NOFX, and Sum 41. The documentary explored the musical and lyrical elements of classic punk rock bands as well as how the genre has progressed and influenced modern music styles.
Creativity
The document provides guidance for a student to evaluate the development of their creativity in media coursework from AS to A2 level. It prompts the student to think of examples that show original and creative elements in their work, as well as influences and how they expressed their chosen genre. The student is asked to consider how successfully their products would appeal to audiences and how their creativity progressed specifically in production techniques. An essay plan is requested to answer how the student's creativity developed through their coursework productions, referring to a range of examples over time and including specific supporting details. The student is asked whether their plan would achieve a Level 4 in assessment criteria.
Q3 evaluation
The document contains feedback from focus groups and surveys that the author conducted to understand how to best advertise and market a music video. Key findings include:
- Surveys found that most of the target audience (TA) consume music videos on YouTube and download music from iTunes, so these platforms should be used for advertising.
- Feedback groups helped the author understand that the narrative and emotions in the music video were clear to viewers.
- Respondents provided positive feedback on the editing, costumes, locations and close-ups used in the video, suggesting these elements were effective in conveying the intended message.
- While most questions yielded useful information, some were redundant or could have been worded better to provide
Evaluation question 3
The document summarizes feedback gathered from interviews with members of the target audience, ranging from ages 18 to 40+, regarding several texts and a video. The interviews were recorded and analyzed. The feedback showed that the recurring themes across the texts helped create branding identification. While the monochrome theme supported the dark, gritty concept, opinions differed on whether the focus was more on the artist or the music.
OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
This document provides guidance and examples for answering potential questions for Section 1a and 1b on the Media Studies exam. It outlines the key areas that may be assessed, including research and planning, media conventions, digital technology, post-production, creativity, narrative, representation, audience, and media language. It also provides past exam questions and tips for writing high-scoring answers within the time constraints, such as moving quickly from description to analysis/evaluation. Sample responses are given for each area to illustrate what a high-quality response may include.
Evaluation Question 2
The combination of the main product (music video) and ancillary texts (digipack and advert) was effective because it created a cohesive brand through the use of shared imagery. Specific images from the music video, like the couple walking away and the microphone on the floor, were also used in the digipack and advert to link the materials together. These repeated images would help the audience instantly recognize the band and remember them by triggering associations with the images. The document analyzes how the use of these images aligned with research on branding techniques common in the punk rock genre.
Evaluation technologies
The document discusses several technologies used for evaluation purposes:
- Final Cut Pro was used to record a director's commentary for a music video by adding freeze frames to explain creative choices. It was difficult to sync the audio and freeze frames.
- ThingLink allows writing about features directly on web pages without covering up content, which the author found helpful for evaluation.
- Emaze was used to evaluate media production technology. The author found it creative, fun, easy to use, and professional looking.
- Prezi was introduced in AS Media and the author likes that it makes presentations more interesting than basic slideshows. It was used for evaluations and throughout the course.
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What have you learned from target audience feedback
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OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
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Lesson 5 ta researchto identify the conventions of a concept based
The document provides guidance for students to develop planning and conduct research for a target audience (TA) in order to create a music video, digipak, and advertisement. It instructs students to profile their TA, conduct initial TA research through focus groups, and incorporate the research findings into updated planning and ideas. Students are directed to complete pre-production paperwork including scripts, storyboards, schedules, and release forms. The document emphasizes applying research on genre and narrative conventions and ensuring projects appeal to the intended TA. It also identifies conventions for concept-based music videos and digipak advertisements.
Evaluation
This document is a response from a student (Candidate Number 5224, Centre Number 57353) to questions about their media product, a music magazine. The student discusses looking at various magazines for inspiration on layout and design elements. They examined magazines like Classical Music and Cotswolds magazines. They also looked online for genre designs. The student targeted their magazine at teenagers and adults interested in Gloucestershire music. They learned skills using InDesign and Photoshop to create graphics. Pictures were chosen to represent local music. The student discusses strengths like varied techniques, information, and fonts used. Weaknesses and areas for improvement are also reflected upon.
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Unit 0 - Student guide new 2017
This document provides guidance for a student completing an assignment analyzing a music magazine. It outlines various sections and content that should be included, such as logos for the publisher and magazine, information about the publisher and product, ownership structure, brand ideology, target audience analysis using various audience theories, primary and secondary research on the magazine's audience and impact, advertising and marketing strategies, and discussion of relevant regulatory issues. The student is directed to analyze conventions of the front cover and spreads, as well as the magazine's production process, distribution, and relationship to social media platforms.
Preliminarybrief new
1) The document provides guidance for a GCSE Media controlled test, outlining possible questions students may face. It describes the test format, advising students to spend approximately 20 minutes on each of 3 questions.
2) Question 1 may ask students to identify how a magazine could use social media. Questions 2 and 3 could involve pitching an idea for an online magazine page and debating the advantages and disadvantages of online publishing.
3) Question 4 involves designing an online magazine page, incorporating appropriate content, design conventions, and interactive elements to engage the target audience. Students should explain the design decisions in annotations.
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This document provides guidance and requirements for students completing the media production component of the course. Students must create either a 4-page magazine spread or 4-page film marketing materials. They must research an independent publisher or major film studio and target their work towards an audience of 18-34 year olds. Students will be assessed on their statement of aims, fulfilling the brief requirements, and use of media language to communicate meaning and representations. All work must be original and individually produced. Students receive guidance on planning, research, audience profiling, and production processes. A timeline is provided for completing tasks by the assignment deadlines.
Institutionsdevelopingresearch2
This document discusses researching institutions to distribute media products like music videos. It provides tips on researching platforms that distribute music videos, print media, and how institutions target audiences. Specific institutions mentioned include YouTube, record labels, music channels, and technologies like websites that have impacted bands and labels. Users are advised to research ownership, target markets, sales figures, and changing distribution techniques of institutions.
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This document provides information and guidance about creating digipaks and websites to promote an artist. It begins by defining a digipak and explaining why they are used. It then outlines the process for students, including researching existing digipaks, planning their own designs, considering contents, and meeting deadlines. Similar information and processes are covered for designing an artist website, including terminology, conventions, planning pages and features. Checklists are provided for both tasks.
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Guidance ppt
This document outlines the requirements for a Year 11 music video portfolio assignment. Students must complete research on their chosen genre, styles and techniques of music videos, influential record labels, and their target audience. They are also required to analyze two music videos, write a treatment, create a storyboard, plan costumes and props, develop a shooting schedule, conduct risk assessments, and maintain a production diary. The portfolio consists of research, planning, and production elements and is worth 15 of the total 45 marks for the assignment. Various templates and deadlines are provided to help students complete the tasks.
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This document provides an overview and instructions for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. Examples of past student projects include magazines, posters, CD/DVD cases, t-shirt designs, video game assets, and more. The process involves initial planning, research on similar existing products and the intended audience, production experiments, a formal proposal, pre-production tasks like style sheets and layout plans, the production stage, and concluding tasks like peer feedback and evaluation. Detailed instructions are provided for each stage to guide students through the project.
Personal production project
This document provides an overview and instructions for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. Examples of past student projects include magazines, posters, CD/DVD cases, t-shirt designs, video game assets, and more. The process involves initial planning, research on similar existing products and the intended audience, production experiments, a formal proposal, pre-production tasks like style sheets and layout plans, the production stage, and concluding tasks like peer feedback and evaluation. Detailed instructions are provided for each stage to guide students through the project.
Personal production project
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept, such as for a fake band. Products could include posters, t-shirts, CD covers. The process involves initial planning, research on similar existing products, audience research through surveys and interviews, production experiments, a written proposal, pre-production including style guides and layout plans, the production stage, and concluding with peer feedback and evaluation. Key deliverables at each stage are outlined, such as mind maps, mood boards, annotated research catalogs, and daily production reflections.
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The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
FMP Lecture
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As evaluations new and improved (1)
The document provides instructions for evaluating a media product (a music magazine) created by a student. It lists 7 questions that must be answered as part of the evaluation. For each question, it provides details on what should be presented and examples of how the question can be addressed. The questions cover topics such as how the magazine compares to real products, how it represents its audience, how it might be distributed, its target readership, how it attracts audiences, what technologies were used in its creation, and what was learned from an earlier preliminary task. A variety of media such as Voicethread, Prezi, Powtoon, YouTube, and SlideShare can be used to present the answers.
Personal production project (3)
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
Personal production project (3)
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
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A2 Media lesson 2logos, preproduction,identity, visual style
- 1. Unit G324 Advanced Production To explore and research institutions.
- 2. The Music Channel What music channels do you know? Create a list…Feedback Logos? This research is important as you need to create a company name and a logo. Any ideas? Write these down and sketch your logo.
- 3. To explore the industry – research into institutions • Research music video channels – are there any new ones? Any mergers? Do the music channels link to facebook/ Twitter etc or any social media group? Are there any ads? Product placement? If so, what? • Logos? • Post–Institutional research 1
- 4. To establish prior knowledge through discussion. • How do music channels target a particular audience? • Branding? What do we mean by branding? A logo? Visual style? Identity? • Muzu? http://www.muzu.tv/gb/ • Magic? http://www.magic.co.uk/ • How are their brand identities different? How do they target specific TA’s?
- 5. To discuss your role as The Director and Producer of a Media Text. • You need a song • Look at the handout, read about copyright and then investigate. Click tracks and listen until you find one you like. • Now try to find the lyrics online – if they don’t exist then it will be impossible to do • So, you choose a song… you find the lyrics – next step- go on youtube and check there isn’t a music video for it already. If so, it is best to pick again. • You can choose 3,4,5 to give yourself options! • Find a song, find and print the lyrics.
- 6. Budgeting & Production Unit • You will need to think about your costs. Don’t choose lyrics that indicate you need to film all over the UK… • Production Unit • Time scale – is set by the Media Dept – you must meet your deadlines. • You will need filming schedules • You will need to organise actors, mise en scene, locations and equipment in order for your project to progress. • Consider what is doable!
- 7. Shooting & Editing • If this is well storyboarded and organised you should be able to shoot the music video in no more than three days. • Editing takes the most time. You should have a clear idea of what you want your finished product to look like. • You really don’t want it to look like this… • https://www.youtube.com/watch?v=PJQVlVHsFF8
- 8. Research • The history of music video – read the handout. • This will be presented in the form of an INTERESTING ppt, uploaded to slideshare and embedded on the blog. • Posts checklist – self assess your blog. Are you up to date? If not, sort this out and ensure that by Friday, youa re up to date.