Planning and research
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This document discusses the importance of research and planning for media productions. It provides examples of different types of research, including primary and secondary research, and qualitative and quantitative research. Various planning methods are outlined such as storyboarding, shotlisting, and flat planning. Students are instructed to explain the research and planning they conducted for their productions, and to analyze how it helped improve their understanding. They are asked to post their answers on their blog in 5 paragraphs addressing their research methods, planning activities, and insights gained.
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![Unit 4 Critical Perspectives in Media ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The questions will require them to adapt it to one or two of these production areas: - Digital Technology - Creativity (this will come up with one other area) - Research and Planning - Post-Production - Using conventions from real media texts](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document provides guidance on discussing research and planning skills for a media studies assignment. It outlines key areas to cover, including:
1) The types of primary and secondary research conducted for projects at AS and A2 levels, and the advantages and disadvantages of different research methods and sources.
2) How research was organized and referenced for projects, and the development of these skills over time.
3) The planning and pre-production process, including drafting, gaining audience feedback, organizing time and resources, and utilizing digital technologies.
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Section a, q 1a and 1b exemplars
The document is a response to a question about how the student's research and planning skills developed over time and contributed to their media production outcomes.
For their foundation portfolio, the student conducted research into typical conventions of music magazines and indie/rock music through analyzing existing magazines. However, the research was not in-depth and their production lacked originality. For their advanced portfolio, the student engaged in more thorough online research using participatory culture and transmedia navigation theories to deeply understand conventions. They planned productions using storyboards and social media collaboration, leading to more sophisticated outcomes. The student showed progression in developing research methods that immersed them in genres and allowed for original planning and production.
A2 Media - Music Video Preproduction checklist
This document provides a checklist of tasks that need to be completed for an advanced music video portfolio by the end of September. It includes detailed requirements for analyzing similar music videos, researching conventions and target audiences, creating storyboards, scheduling shoots, and documenting the creative and production process. Students are encouraged to go above minimum requirements and be inventive to earn top grades. The checklist also provides links to online tools that can help with tasks like brainstorming, presentations, sketching, surveys, and video editing.
OCR Revision 1a & 1 b
This document provides guidance for students preparing to answer questions in an OCR Media exam. It discusses previous exam questions and the key areas they assess, including digital technology, research and planning, conventions of real media, post-production, and creativity. It advises students to describe their work and skills development, then reflect on and analyze their learning. It also outlines the types of questions that may be asked about analyzing a student's coursework in relation to representation, genre, narrative, audience, or media language. Suggested theorists are provided for each concept to support student responses.
Ocr student breakdown
This document provides instructions for students completing a media studies coursework unit involving planning, creating, and evaluating a short video product. Students must first complete a preliminary continuity editing exercise and then plan and produce a 2-minute opening for a fictional film. Research, audience testing, and detailed evaluation are required. The goals are to assess students' technical and creative skills, application of knowledge, and research abilities in analyzing and presenting their work.
G325 1a resesearch and planning
The candidate developed research and planning skills over time that contributed to their media productions. For a music magazine, they conducted semiotic analysis of existing magazines to identify codes and conventions. They also did quantitative and qualitative research through interviews and an online survey to determine what to include. This informed a preliminary magazine design in Photodraw and a final planning sheet. For a music video, the candidate created storyboards and schedules and a preliminary video in iMovie to plan shots and learn video skills. Reflection on earlier methods helped research and plan a subsequent project more efficiently, applying lessons learned.
Prezi and evaluation
The document provides instructions for students to create evaluations of coursework using Prezi, an online presentation tool. It explains that Prezi uses a blank canvas rather than slides and requires creating a navigation path. Students are instructed to create a Prezi account, complete the registration process using their school email, and begin tutorials. They are reminded that the key aspect is answering the evaluation questions thoroughly rather than focusing solely on visual presentation.
Advanced portfolio evaluation questions
The document provides guidance on addressing evaluation questions for an advanced media portfolio. It discusses four main questions: 1) How the media product uses, develops or challenges real media conventions. 2) How effective the combination of the main product and ancillary texts is. 3) What was learned from audience feedback. 4) How new media technologies were used in the construction, research, planning and evaluation stages. For each question, it provides examples of what to discuss and consider, such as comparing the work to real examples, analyzing the links between products, presenting feedback results, and outlining the technologies used at different stages. Students are encouraged to think creatively in how they address the questions and present their responses, such as through images, videos
Jan 2010 g325 exemplar answers 1a
The document contains responses from 4 candidates discussing their experiences with research and planning skills for their coursework projects. Candidate A discusses how initial planning difficulties led to an improved product after receiving feedback from blogging about their work. Candidate B describes researching genres and target audiences through textual analysis and surveys. Candidate C focuses on researching styles and conventions for their music magazine genre. Candidate D reflects on improving their research methods from using PowerPoint in AS to maintaining an interactive blog for A2 coursework.
Evaluation instructions
The document provides guidance for evaluating a media production project through creative means such as blogs, web pages, Prezi presentations, or podcasts. It suggests comparing the project to real-world magazine examples and using relevant media theories. The evaluation should analyze how the project uses or challenges conventions, represents social groups, might be distributed, and attract its intended audience. Feedback from the target audience should also be obtained through surveys or interviews.
AS Media Booklet
For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
Research and planning theory
This document outlines the key aspects of research and planning that students should consider for their media production coursework. It discusses several theories on how important research, planning, and organization are for strong media projects. Students are given tasks to reflect on how they applied these theories in their AS Foundation and A2 Advanced portfolios, including analyzing real media texts, identifying target audiences, and improving their research and planning skills over time.
Audience research for Music Video coursework
1. Researching the target audience is important for the exam and coursework. This includes understanding similar existing products and who would be interested in a proposed idea.
2. To define the target audience, the document recommends identifying the primary and secondary audiences. Steps to test the idea's suitability for the audience include asking people questions about familiarity and opinions. Feedback should be analyzed to understand if the concept works and how it could be improved for the target audience.
3. Additional research into the media profile of a track or act can help justify the target audience. Sources to investigate include magazine articles, YouTube videos, websites, and social media to understand where the act has been covered and who may be a crossover audience
MVid Audience research
1. Audience research is an important part of the course, influencing several areas of assessment. It involves defining the target audience, testing ideas with the audience, and researching the media profile of artists.
2. Steps for audience research include defining primary and secondary audiences, testing ideas with sample audiences through direct questions, and looking at an artist's media appearances online and offline to understand their audience.
3. Getting feedback from audiences on works in progress is important. Students should film short packages summarizing feedback received and reflect on how the feedback is influencing their work.
Advanced media portfolio guidance task sheets and criteria
The document provides guidance for students completing an advanced media portfolio project. It outlines the requirements of creating a music video and two additional promotional items. Students must blog all planning and research, which includes analyzing existing media examples, audience research, brainstorming ideas and storyboards. Production roles must be assigned and filming deadlines provided. The portfolio will be evaluated on effective use of conventions, audience feedback, and use of technologies. Marks will be awarded for planning, construction of tasks, and evaluation.
Question 1a Research and Planning Exemplar Essay
1. The document discusses the development of the author's research and planning skills over time from their Foundation Portfolio to their Advanced Portfolio.
2. For their Foundation Portfolio, the author conducted semiotic analysis of music videos and magazines to inform their music magazine project. They also did quantitative and qualitative research through interviews, questionnaires, and an online survey. This research helped with planning and creating a preliminary magazine using basic software.
3. For their Advanced Portfolio, the author again did primary research through interviews and questionnaires and secondary research analyzing other students' work. They storyboarded scenes and created schedules to plan their music video. A preliminary video created in basic software helped prepare for the final production.
Unit G325 planning
This document provides guidance and sample questions for students completing a theoretical evaluation of production coursework. It discusses evaluating skills development from foundation to advanced portfolios. Students must answer two compulsory questions - one describing their skills progression, and one analyzing a production using a theoretical concept. Brainstorming ideas and exemplars are provided. Criteria for the evaluation include explaining skills use, providing examples, using terminology, and structure. Students are prompted to consider questions, notes, and resources to help complete their own evaluation.
Filmmaking assessment feedback
This document provides feedback on a student's project for their BTEC LEVEL 2 DIPLOMA IN CREATIVE MEDIA PRODUCTION course, noting the tasks they completed, did not complete, and should focus on developing for future projects such as conducting audience research, developing character profiles, and improving their filming and editing skills. The feedback also asks the student questions about working independently, skills to develop, time management techniques, and use of target setting to help them improve for future projects.
Year 13 summer homework
The document provides guidance for summer homework assignments for a Year 13 Media course. Students are instructed to complete blog posts over the summer holidays summarizing and analyzing various topics covered in class such as conventions in music videos, star images, audience theory, copyright, and genre and artist research. Each post must include what the student did, what they learned, and how it will impact their final production. Suggested topics for additional independent posts include analyzing the male gaze in music videos using Laura Mulvey's theory, researching the history and audience of a selected genre, and researching a selected artist. Students are reminded to present their work using a variety of media platforms and to proofread for spelling, grammar, and clarity.
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Advanced media portfolio guidance task sheets and criteria
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Audiences
The document discusses the changing relationship between audiences and institutions in the music industry. It notes that new media technologies have given audiences more control over how they consume and distribute music, while a small number of large media conglomerates still dominate the industry. It provides examples of how institutions like Universal have attempted to regain control by launching platforms like VEVO that monetize user uploads through advertising revenue sharing deals.
Domino records
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Advanced Production Powerpoint
This supports the teaching of the unit and can be used for reference by students.
Ensure that you have detailed coverage of all aspects covered in this unit in your planning blog. If you have missed a lesson, it is your responsibility to catch up.
Advanced Production Powerpoint
This document provides information about music videos, including their history and conventions. Some key points:
- Music videos have been around since the 1920s but became more prominent in the 1970s/80s with the rise of MTV.
- Andrew Goodwin's theory identifies characteristics of music videos like demonstrating genre traits, relating lyrics/music to visuals, and referencing notions of looking.
- Intertextuality, or borrowing from other media, is common in music videos, with references to cinema, television, photography, and video games.
- Technical codes like camerawork, editing, and effects are analyzed to understand how they impact meaning.
- Directors like David Fincher and Spike Jonze got their start
AS FOUNDATION PRODUCTION EVALUATION
The document provides the results of a questionnaire given to an audience after viewing the opening sequence for a thriller film called "Blind Corner". The results showed that the audience found the opening creepy and thrilling, felt tension was built up well, and wanted to know what happened next. They responded positively to the actors, setting, and soundtrack. Most said they would want to watch the full film. The document discusses what was learned from constructing the opening sequence, including skills with camera equipment, editing software, sourcing music, and improving overall planning and confidence.
Dwayne Rapley Thriller Opening Sequence Evaluation
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Planning and research
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