Penfold eleanor a2 cw pre production tasks feedback sheet-3
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This document provides feedback from a teacher to a student, Eleanor Penfold, on pre-production tasks for a music video. The teacher provides comments on each of Eleanor's 14 pre-production elements, praising the detailed analysis, research, storyboarding, and scheduling. Some areas for improvement are adding sources to genre research, making the blog template easier to navigate, rotating some images, and adding an equipment list. The teacher awards an initial mark of 17/20 and after Eleanor addresses the areas for improvement, awards a final mark of 18/20.
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This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher comments that the student's research, planning, storyboards and production schedule showed good understanding of the tasks and genre conventions. However, some areas needed more details, such as the target audience research, reflections on feedback, drawings matching technical details, and more images/details for costumes, props, actors and equipment. The student updated their work based on this feedback, adding more details. The teacher's final mark increased from 12/20 to 13/20.
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The document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student provided good analysis and research but needed to add more details in some areas. The student was asked to rewrite parts of their analysis, remove surnames of minor actors, and add more images and details. After making improvements based on the feedback, the teacher gave the student a final mark of 17 out of 20, noting they had made excellent improvements and it was an overall strong body of pre-production work.
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This document provides feedback on pre-production tasks for a music video project. It summarizes the student's blog posts on research topics like analyzing similar music videos, the genre, and target audience. The teacher notes that the blog shows good understanding but could include more details, examples, and evidence of research in some areas. Storyboards and production schedules are well done with clear details. Locations, props, and actors need more information. The student's work meets the requirements and demonstrates knowledge of conventions, but could make better use of terminology and technical elements. The teacher awards the work 15 out of 20 marks initially with suggestions for improvement.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides comments on each task, noting what was done well and areas for improvement. Overall the work was good but some sections like costumes, locations, and actors needed more details or images. The student created an action plan to address the feedback by adding more images, rewriting descriptions, and scanning documents. For their work addressing the feedback, the student improved their mark from 13/20 to 16/20.
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Sophie wrixon A2 pre-production tasks feedback sheet 2
Sophie Wrixon completed pre-production tasks for a music video including research on similar music videos, genre analysis, target audience analysis, annotated lyrics, storyboards, schedules, and locations. Her teacher provided feedback requesting more details in some areas. Sophie added the requested details and completed all tasks, earning a level 4 grade. To improve further, Sophie planned to add more details to her production schedule and lyric annotations relating them more to her own video ideas. With these additions, her final mark improved to 16 out of 20.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that some tasks like research, storyboards, and production scheduling showed good work, but others like audience research, lyrics annotations, and actor choices needed more details, sources, and images. The initial mark was 10/20. The student then took actions like adding more analyses, linking locations to narrative, and rotating a floor plan. The final mark improved to 14/20, but the teacher notes improvements were still needed in some areas and not all feedback was fully addressed. Overall it was a good body of pre-production work but more detail and consistency was needed.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
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This document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student's research and planning is generally good, but requires more detail in some areas. Specifically, the student needs to add a shotlist, more details on genre analysis and target audience, explanations for arrows on floorplans, more details on props and actors, and an equipment list. The student created an action plan to address these areas, but some improvements could still be made. The teacher awarded the work a final mark of 14 out of 20.
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This document provides feedback on pre-production tasks for a student's music video project. It summarizes the student's work on each task and identifies areas that need more detail or evidence. While the student showed technical ability and awareness of genre conventions, the summaries indicate that more research and use of industry terminology would strengthen several areas, including genre analysis, target audience details, and descriptions of locations, costumes, and equipment. The teacher provided an overall mark of 12 out of 20 and recommended the student complete missing work and improve existing posts to develop understanding of technical elements.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Blackwood arthur pre production tasks feedback sheet (2)
The document provides feedback from a teacher on a student's pre-production work for a music video project.
1. The teacher provides positive feedback on several tasks, noting good research, analysis, storyboards, and production planning.
2. Areas identified for improvement include adding more images and sources, and providing more detailed analysis in some sections.
3. After implementing the suggested changes, the teacher awards the student a final mark of 18 out of 20, praising the clear planning and presentation while also acknowledging the improvements made based on the initial feedback.
Atkinson thomas a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher notes that most tasks were completed well, including research, planning, storyboards, schedules. Areas needing improvement included adding more details to the storyboard, target audience description, and equipment list. The student made revisions based on the feedback, and the teacher increased the final mark from 16/20 to 17/20.
A2 coursework overall marks
Charlotte Heaps received an overall grade of A for her A2 coursework. She received high marks for her planning, main video task, and two ancillary tasks of creating a digipak and poster. Her video showed good use of shots, editing to match the beat, and a clear narrative. Her digipak and poster creatively used images and fonts that linked to the genre and band. In her evaluation, she provided analysis of how her video and products linked to the genre and audience, and collected some feedback via questionnaire, though more feedback would have strengthened it. Overall her work showed good technical skills, creative linking to the genre, and reflective analysis.
A2 pre production tasks feedback
This document provides feedback on pre-production tasks for a student music video project. It summarizes the student's blog posts on various pre-production elements and provides comments on each. The teacher notes that more detail and analysis could be added in several areas, such as genre influences, locations, costumes, and equipment. The student is asked to add more production details like post-production and reshoots to their schedule. The teacher awards an initial mark of 13/20 and asks the student to address the feedback and submit an action plan for improvement.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
Question 2
The document summarizes how the combination of the main product (music video) and ancillary texts (digipak and magazine advert) are effective. It evaluates how well the products represent the band/artist in terms of fitting the genre, looking cohesive, and featuring consistent elements like the lead singer across all products. Examples are provided of how the music video, digipak, and poster represent the artist and fit within the pop/electric pop genre based on conventions. Real-world examples are compared to argue that the finished products could be found commercially.
Evaluation: Question Four
Peter Fleetwood used a variety of presentation, editing, and design software and tools for his media project. For pre-production, he used Word for writing and PowerPoint for research and storyboarding. He communicated using Outlook and Gmail. Blogger hosted his work online. For presentations, he used Haiku Deck, Emaze, and Prezi. He edited video in Premiere and would have used After Effects for effects. He shared initial drafts on Vimeo and uploaded the final video to YouTube. For the CD cover design, he used Photoshop to design the digipack and poster cohesively.
Reece…
The document outlines three locations for a music video:
1. A plain white studio space with minimal objects to focus on the actors and story.
2. A sand hill with greenery to contrast the studio and show character growth. This location will be used in the first and third scenes.
3. Bournemouth beach, which contrasts the studio with open space and color. It was chosen for its peaceful qualities to emphasize the video's message.
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This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that the student provided good analysis and details in most areas, but could improve in some areas by adding more images, using concepts from Goodwin, and including secondary research on the target audience. The student created an action plan to address these areas by adding more pictures, analysis, and research. After implementing the changes, the teacher gave the student a higher final mark, noting the improvements and overall clear understanding of the pre-production work.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides comments on each task, noting what was done well and areas for improvement. Overall the work was good but some sections like costumes, locations, and actors needed more details or images. The student created an action plan to address the feedback by adding more images, rewriting descriptions, and scanning documents. For their work addressing the feedback, the student improved their mark from 13/20 to 16/20.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that the student's research, planning, storyboards, shot lists, locations, costumes, props, actors, and equipment are thorough. The teacher requests some additions and improvements, such as adding more details about the target audience and album advertisements. Overall, the work is well done but could include more analysis, details where noted, and a risk assessment. The student makes improvements based on the feedback, such as adding more analysis, research, and production details. The final mark awarded is 19/20.
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A2 pre production tasks feedback sheet Lydia Barba
This document provides feedback from a teacher on a student's pre-production work for a music video. The teacher comments that the student provided some good research and details in several key areas of pre-production planning, but could further strengthen the analysis by adding more examples and linking back to relevant theories. The student is given a mark of 14 out of 20 and advised to address additional areas like target audience analysis and scheduling details. In a follow up, the student makes improvements gaining a final mark of 16 out of 20.
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The student submitted a pre-production blog for a music video project that was assessed by the teacher. The blog included research on similar music videos, analysis of the genre and target audience, annotated lyrics, storyboards, shotlists, location plans, costumes, props, actor information, equipment choices, and a production schedule. The teacher provided feedback that the blog showed good understanding, research, and information, but lacked technical terminology and some links. Minor additional work was requested. Upon resubmission, the teacher noted the work was now complete to a high standard with improved analysis and terminology, earning a final mark of 16 out of 20.
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This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher confirms the student provided evidence for all required pre-production elements including research, planning, storyboards, shot lists, locations, costumes, and a production schedule. The teacher provides positive feedback and confirms the work meets expectations. Some minor issues are noted such as adding more detail to storyboards and shot lists. The student makes the recommended improvements and receives a final mark of 16 out of 20.
Sophie wrixon A2 pre-production tasks feedback sheet 2
Sophie Wrixon completed pre-production tasks for a music video including research on similar music videos, genre analysis, target audience analysis, annotated lyrics, storyboards, schedules, and locations. Her teacher provided feedback requesting more details in some areas. Sophie added the requested details and completed all tasks, earning a level 4 grade. To improve further, Sophie planned to add more details to her production schedule and lyric annotations relating them more to her own video ideas. With these additions, her final mark improved to 16 out of 20.
Pre Production Feedback
This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that some tasks like research, storyboards, and production scheduling showed good work, but others like audience research, lyrics annotations, and actor choices needed more details, sources, and images. The initial mark was 10/20. The student then took actions like adding more analyses, linking locations to narrative, and rotating a floor plan. The final mark improved to 14/20, but the teacher notes improvements were still needed in some areas and not all feedback was fully addressed. Overall it was a good body of pre-production work but more detail and consistency was needed.
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This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
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This document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student's research and planning is generally good, but requires more detail in some areas. Specifically, the student needs to add a shotlist, more details on genre analysis and target audience, explanations for arrows on floorplans, more details on props and actors, and an equipment list. The student created an action plan to address these areas, but some improvements could still be made. The teacher awarded the work a final mark of 14 out of 20.
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Radcliffe harrison
This document provides feedback on pre-production tasks for a student's music video project. It summarizes the student's work on each task and identifies areas that need more detail or evidence. While the student showed technical ability and awareness of genre conventions, the summaries indicate that more research and use of industry terminology would strengthen several areas, including genre analysis, target audience details, and descriptions of locations, costumes, and equipment. The teacher provided an overall mark of 12 out of 20 and recommended the student complete missing work and improve existing posts to develop understanding of technical elements.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Blackwood arthur pre production tasks feedback sheet (2)
The document provides feedback from a teacher on a student's pre-production work for a music video project.
1. The teacher provides positive feedback on several tasks, noting good research, analysis, storyboards, and production planning.
2. Areas identified for improvement include adding more images and sources, and providing more detailed analysis in some sections.
3. After implementing the suggested changes, the teacher awards the student a final mark of 18 out of 20, praising the clear planning and presentation while also acknowledging the improvements made based on the initial feedback.
Atkinson thomas a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher notes that most tasks were completed well, including research, planning, storyboards, schedules. Areas needing improvement included adding more details to the storyboard, target audience description, and equipment list. The student made revisions based on the feedback, and the teacher increased the final mark from 16/20 to 17/20.
A2 coursework overall marks
Charlotte Heaps received an overall grade of A for her A2 coursework. She received high marks for her planning, main video task, and two ancillary tasks of creating a digipak and poster. Her video showed good use of shots, editing to match the beat, and a clear narrative. Her digipak and poster creatively used images and fonts that linked to the genre and band. In her evaluation, she provided analysis of how her video and products linked to the genre and audience, and collected some feedback via questionnaire, though more feedback would have strengthened it. Overall her work showed good technical skills, creative linking to the genre, and reflective analysis.
A2 pre production tasks feedback
This document provides feedback on pre-production tasks for a student music video project. It summarizes the student's blog posts on various pre-production elements and provides comments on each. The teacher notes that more detail and analysis could be added in several areas, such as genre influences, locations, costumes, and equipment. The student is asked to add more production details like post-production and reshoots to their schedule. The teacher awards an initial mark of 13/20 and asks the student to address the feedback and submit an action plan for improvement.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
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Question 2
The document summarizes how the combination of the main product (music video) and ancillary texts (digipak and magazine advert) are effective. It evaluates how well the products represent the band/artist in terms of fitting the genre, looking cohesive, and featuring consistent elements like the lead singer across all products. Examples are provided of how the music video, digipak, and poster represent the artist and fit within the pop/electric pop genre based on conventions. Real-world examples are compared to argue that the finished products could be found commercially.
Evaluation: Question Four
Peter Fleetwood used a variety of presentation, editing, and design software and tools for his media project. For pre-production, he used Word for writing and PowerPoint for research and storyboarding. He communicated using Outlook and Gmail. Blogger hosted his work online. For presentations, he used Haiku Deck, Emaze, and Prezi. He edited video in Premiere and would have used After Effects for effects. He shared initial drafts on Vimeo and uploaded the final video to YouTube. For the CD cover design, he used Photoshop to design the digipack and poster cohesively.
Reece…
The document outlines three locations for a music video:
1. A plain white studio space with minimal objects to focus on the actors and story.
2. A sand hill with greenery to contrast the studio and show character growth. This location will be used in the first and third scenes.
3. Bournemouth beach, which contrasts the studio with open space and color. It was chosen for its peaceful qualities to emphasize the video's message.
Digipack and poster analysis
This document analyzes the digipak and promotional poster for Lady Gaga's album "Joanne" to understand how they appeal to the target audience. The album cover features a simple image of Lady Gaga's face with light pink text, contrasting with her previous busy covers and suggesting a new direction for her music. The back cover matches the front with light colors and fonts, except for the third song which stands out in a different color and font to draw attention. The promotional poster also keeps a light color scheme and features Lady Gaga holding headphones, implying the album is worth listening to.
Risk assessment
The risk assessment identifies three main risks for a film shoot at The Sand Hill location: falling branches, nearby moving vehicles, and dangerous weather. The document assigns a threat level of medium to falling branches and dangerous weather, and a high threat level to nearby moving vehicles. Control systems are outlined for each risk, such as scouting the area, securing loose branches, changing locations if unsafe, having vehicle patrols, and rescheduling shoots for bad weather. The health and safety officer approved the risk assessment on December 9, 2015 for the producer and cast and crew.
Target audience
The document discusses analyzing the target audience for the song "Bird Set Free" by Sia. It notes that while the target audience for pop and electropop music can be wide-ranging, Sia's music often appeals to older audiences due to mature lyrics. Younger audiences still listen to her songs though. Research found the most common age group that listens to electropop is 25-35. Both individuals and groups enjoy this style of music. Example target audience profiles are provided for a 19-year-old female named Ella and a 26-year-old male named Adam who would likely listen to the song.
Video analysis
The document provides an analysis of music videos using various music video analysis theories. It analyzes the music video for "Capsize" by Frenship using Andrew Goodwin's six key parts of a music video. These include visuals fitting the music, genre characteristics, relationship between lyrics and visuals, demands of the record label, notion of looking, and technical aspects. It then applies Goodwin's five ways to analyze music videos, including through beats, narrative and performance, star image, relationship of visuals to the song, and technical aspects, to analyze the music video. Finally, it applies Propp's narrative theory to analyze Taylor Swift's "Blank Space" music video.
Digipack and advert
The company is offering a digipack and advert package for their new album. This package includes a digipack CD case along with a full page advert in an industry magazine to help promote the album release. Customers who purchase this package can expect to receive their items within 4 weeks of the order date.
Shot list
This document outlines a shot list for a film depicting a woman named Christie escaping an abusive relationship. It includes 30 shots ranging from close-ups to establishing shots. The shots will tell the story of Christie experiencing distress and abuse from her boyfriend, finding freedom at the beach, and transforming into a bird to symbolize her escape. Locations include a studio, sandy hill, and Bournemouth Beach. The shots utilize different camera movements, angles, and effects to convey Christie's emotions and journey to leaving her abusive situation.
Cotume
The document discusses pre-production details for a music video including actors, costumes, props, and makeup. Two actors, Christie and Matt, were chosen - Christie to portray the abused innocent girl and Matt the abusive boyfriend. Christie is an experienced dancer which will be incorporated into the video. Costumes were selected to portray the characters and narrative, including Christie wearing all white with wings. Props like wings, a chair, and smoke machine were chosen to add meaning and create tension. Makeup will emphasize Christie's eyes and lips to appeal to the target audience.
Production schedule
This document outlines Eleanor Penfold's production schedule for a school project from November 2015 to March 2016. It includes pre-production, production, post-production, and evaluation phases. The pre-production phase involves research, ideas development, and planning. Production takes place over three days in January and includes location filming. Post-production begins in mid-January with editing and special effects. Evaluation involves designing packaging, uploading the final video, and completing a written reflection. All work must be completed and submitted by the deadline of March 24th, 2016.
Equipment
The document provides details about the equipment that will be used to film a music video. It includes a Canon 1100D camera for its portability and ease of use. A tripod will be used to ensure steady footage from different angles. Prop wings and smoke flares will be incorporated to visually represent the song's meaning and shift in emotion and tempo.
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Similar to Penfold eleanor a2 cw pre production tasks feedback sheet-3
Holley matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher to a student, Matthew Holley, on tasks completed for the pre-production of a music video project. The teacher indicates that most tasks were completed well including research, planning, storyboards, costumes and props. Some areas needed more details like sources for the target audience research and equipment. The student action plan shows the areas that were amended, like adding sources and details on equipment based on the teacher's feedback. The final mark awarded was 18 out of 20.
Hillier jade a2 cw pre production tasks feedback sheet (1)
This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that the student provided good research and planning evidence on their blog, including analysis of similar music videos, genre analysis, target audience details, annotated lyrics, storyboards, shot lists, floor plans, locations, and costumes. Some areas needing more details are examples to support the genre analysis, reflection on previous feedback, and properly scanned storyboards. The student is missing posts on equipment and production schedule. The teacher rates the work 14/20 and recommends adding more details where requested and content like a risk assessment.
Richards anthony 2
This document provides feedback on a student's pre-production tasks for a music video project. It evaluates each of the student's 14 tasks on their blog. For most tasks, the feedback notes what was done well and areas that needed more detail or improvement. Overall, the teacher praises the student's efficient blog presentation and understanding of the tasks, but notes a lack of technical terminology. The student is instructed to complete missing work and improve areas. By the final evaluation, the student had amended posts and earned a final mark of 15 out of 20.
Hearn sarah pre production tasks feedback sheet
The student, Sarah Hearn, received feedback on their pre-production tasks for a music video project. The teacher provided comments on 14 individual tasks related to research, planning, and design. Overall, the work showed good detail and presentation, with a few areas needing more images, sources, and technical details. The student addressed these areas in an action plan, and the teacher's final review noted improvements had been made, with an excellent body of pre-production work demonstrated.
Adams william as cw pre production tasks feedback sheet improvements (1)
This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
Curtis lily a2 cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Lily Curtis, on her pre-production tasks for a music video project. The teacher confirms that research on similar products, genre analysis, target audience, annotated lyrics, storyboards, and drafts were completed satisfactorily. However, the shot list, floor plans, locations, costumes, props, actors, equipment, and production schedule were either incomplete or not handed in initially. The student has now uploaded all missing work, which the teacher finds to be of a high proficient standard, raising the mark from 5/20 to 15/20.
Matt Lumley A2 cw Pre-Production tasks improvements
This document provides feedback on a student's pre-production tasks for a music video project. The feedback notes that the student was missing analyses of similar music videos, equipment needed, and sources for some research. The feedback praises the storyboards, shot lists, floor plans, costumes, and production schedule. It recommends adding more details in some areas. An action plan by the student then shows additions and improvements made, such as analyses of a similar music video and sources, more details on props and equipment, and specific dates in the production schedule. The final mark increased from 12/20 to 16/20.
A2 pre production tasks feedback sheet jarvis-ferentinos
This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that some areas like storyboards and shotlists provided good detail, while other areas like target audience analysis, lyrics annotations, and production scheduling needed more information. The student action plan was to add annotations, floor plans, and advertisement analyses. The final mark reflected improvements in providing more details.
A2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some areas of the student's work showed good research and planning, but many parts lacked sufficient detail, analysis or examples. The teacher provides specific feedback on each of the 14 pre-production tasks, noting what was done well and improvements needed. Areas identified as needing more work included deeper analysis, additional details, sources, images and linking locations to the narrative. The student is given an initial mark of 10 out of 20 and asked to improve their work in key areas identified by the teacher.
Froud lucy pre production feedback ajo
Lucy completed extensive research and planning for her music video project, including analyzing similar music videos, genres, target audiences, lyrics, storyboards, shotlists, locations, costumes, props, actors, and equipment. Her teacher provided feedback that her work was generally proficient or excellent, with careful planning, but could be improved with additional audience research, location details, and poster analysis. Lucy addressed the feedback by adding more details to her genres prezi, locations blog, and risk assessments. Her teacher awarded her a final mark of 13 out of 20, noting her work was well-labeled but missing floor plans and some requested improvements.
Planning
Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Pre prod feedback
This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules, and use of technology. Minor improvements are suggested, such as adding more images and commenting on peer feedback. The student's work is marked as 17/20 initially, then improved to 19/20 after addressing the feedback. Areas the student committed to improving included adding photos, commenting on drafts, and obtaining permission letters for child actors. The teacher was impressed by the student's comprehensive planning and use of technology for the project.
A2 Pre-Production Tasks Feedback - Rory Giddings
Rory completed pre-production tasks for a music video including research on similar products, genre analysis, target audience analysis, annotated lyrics, storyboards, shot lists, location plans, costumes, props, actors, and equipment. The teacher provided feedback, praising Rory's analysis, research, and presentation. Minor improvements were suggested around adding timings to storyboards and more production schedule details. Rory made the improvements and received final marks of 15/20 and 16/20 from the teacher.
Revell turvey georgia a2 cw pre-production tasks feedback sheet (1)
This document provides feedback on a student's pre-production work for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules and use of technology. Some areas for improvement are noted, such as adding more details to locations, costumes, and equipment. The student has addressed these areas based on the feedback. An action plan is included, and the student's final mark of 19/20 is reported.
Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
Upson mary anne a2 cw pre-production tasks feedback sheet
This document provides feedback from a teacher to a student, Mary-Ann Upson, on her pre-production tasks for a music video project. The teacher confirms that Mary-Ann completed all required pre-production elements to a high standard, including research, storyboards, schedules, and casting. Some minor revisions were requested, such as improving the clarity of floor plans and adding location details. With these revisions addressed, the teacher awarded Mary-Ann high marks and deemed her pre-production work complete and of an excellent quality.
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Holley matthew a2 cw pre production tasks improvements
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Curtis lily a2 cw pre production tasks feedback sheet
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Penfold eleanor a2 cw pre production tasks feedback sheet-3
- 1. A2 Pre-production Tasks Feedback Student Name: PENFOLD Eleanor Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – music video analysis y 2. Genre Analysis (including genre & digipak research) y 3. Target Audience y 4. Annotated lyrics y 5. Drafts y 6. Storyboards y 7. Shotlist y 8. Layouts – floor plan y 9. Locations y 10.Costumes y 11.Props y 12.Actors y 13.Equipment Missing 14.Production schedule y Teachers comments 1. Taylor Swift/ Frenship – very good, detailed analysis of video with imagery and technical elements discussed linking to Goodwin and narrative theory. Work shows clear understanding of task and role of video in promoting artist. 2. Very good detail on Pop music using Prezi, showing concise research. Early influence added with good detail and examples. Some nice links to culture, with good use of images. Some nice detail on audience and progression of genre. Secondary research sources clearly used but you need to add your sources. Post has been added on album cover of same genre, which again shows understanding of task and conventions. Does image of Lady Gaga in album clash with previous album covers? She is known for her flamboyant appearance? – please rotate post with covers 3. Good detail on audience with very good use of primary research. Well done. 4. Very good post on lyrics, showing initial ideas, lots of detail - well done 5. Several posts on ideas and how they develop, shows good development of ideas. Brief post of ideas drafting, with brief reflection on comments – add more 6. Very effective storyboarding reflecting genre showing video - shows action, good variety of shots that follow genre video conventions. 7. Shot list added with great detail on type, description and timings! 8. Good floor plans are easy to understand and show plan. Please rotate. 9. Good images added with good description on how they will be used. 10.Good detail added on what actors need to wear in relation to genre 11.Good detail added on choice of props 12.Good detail on actor choices and suitability to video 13.Good detail on what will be used and how
- 2. 14.Very good detail on all parts of production including examples/screengrabs of completed work – well done! Overall this is a very good body of work, well done. Good use of technologies throughout. At this stage you are just missing equipment, plus you need to add more detail where requested. Good clear blog, but please check template/widget as hard to read/navigate Mark out of 20: 17/20 Teacher name: M Drummond Date: Jan 2017 Student action plan for improvement I have added sources to compliment my genre research. – sources added to post I have changed the template/widget to make is easier to read/navigate. – site navigation easier I have rotated the posts with the album covers on them – images rotated Added ideas to digipak research. I have added to my ideas drafting. – some reflective comments added showing how peer ideas may be incorporated Floor plans have been rotated. – plans rotated Equipment list has been added. – equipment added with brief comments added Final mark out of 20: 18 Date: Feb 2017