Preliminary Exercise
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The document provides instructions for a preliminary editing exercise involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. This is meant to demonstrate continuity, match on action, shot/reverse shot editing, and following the 180-degree rule. Students are asked to write a blog post reflecting on what they learned from this preliminary task and applying it to their full film project. The document also defines important editing terms and lists camera techniques students need to know, as well as a week-long plan for completing the exercise and full film project.
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Preliminary exercise
This document provides instructions and definitions for a preliminary editing exercise involving filming a character opening a door, crossing a room, sitting down, and having a brief conversation. It describes filming techniques like continuity, match on action, shot/reverse shot, and the 180 degree rule. It also asks students to reflect on what they've learned between the preliminary exercise and their full product. Key terms like continuity, match on action, shot/reverse shot, and the 180 degree rule are defined.
Preliminary Task
The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
Professional practice
The document provides guidance on creating an 8-week career plan for a film project, outlining key processes like location scouting, actor auditions, finalizing scripts and storyboards, and filming. It describes the skills needed for each process, such as taking location photos, researching access and permissions, creating audition advertisements, producing script breakdowns and call sheets, and storyboarding camera angles and lighting. Students are instructed to plan out and track their film activities and skill development over the next 8 weeks.
Cosplay 101 slideshow
Cosplay involves dressing up as a character from movies, books, or video games. This document provides tips for those interested in cosplaying, including choosing an appropriate character based on interest and skill level, researching the character thoroughly, taking reference photos, planning your project based on your available time, budget, and desired quality, deciding how and where to make the costume, and gathering necessary supplies like wigs, outfits, accessories, props, and makeup.
Evaluation Question 7
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
Cosplay 101 panel
Cosplay involves dressing up as a character from movies, books, or video games. The document provides tips for choosing a character, planning the costume, gathering materials, constructing the costume and any props or accessories, applying makeup, and tips for interacting in character at conventions. It recommends researching the character thoroughly, taking reference photos, considering your skill level and timeline, making test pieces, and focusing on comfort and practicality when bringing the costume to life.
Test shots for poster!
The author and their group took test shots of the main character for their movie poster to find potential images. They experimented with different lighting and backgrounds to get the right shots. The following slides show the test shots they took that could be used in the final poster.
Film tips
The document provides guidance on various aspects of short film production including title sequences, ideas and planning, filming, and editing. It emphasizes carefully planning titles, story, characters, shots, and sound. During filming, it stresses originality, authentic locations and props, manual camera settings, and clear framing. For editing, it recommends creating a rough cut first and keeping edits lean to drive the story forward.
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Preliminary exercise
This document provides instructions and definitions for a preliminary editing exercise involving filming a character opening a door, crossing a room, sitting down, and having a brief conversation. It describes filming techniques like continuity, match on action, shot/reverse shot, and the 180 degree rule. It also asks students to reflect on what they've learned between the preliminary exercise and their full product. Key terms like continuity, match on action, shot/reverse shot, and the 180 degree rule are defined.
Preliminary Task
The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
Professional practice
The document provides guidance on creating an 8-week career plan for a film project, outlining key processes like location scouting, actor auditions, finalizing scripts and storyboards, and filming. It describes the skills needed for each process, such as taking location photos, researching access and permissions, creating audition advertisements, producing script breakdowns and call sheets, and storyboarding camera angles and lighting. Students are instructed to plan out and track their film activities and skill development over the next 8 weeks.
Cosplay 101 slideshow
Cosplay involves dressing up as a character from movies, books, or video games. This document provides tips for those interested in cosplaying, including choosing an appropriate character based on interest and skill level, researching the character thoroughly, taking reference photos, planning your project based on your available time, budget, and desired quality, deciding how and where to make the costume, and gathering necessary supplies like wigs, outfits, accessories, props, and makeup.
Evaluation Question 7
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
Cosplay 101 panel
Cosplay involves dressing up as a character from movies, books, or video games. The document provides tips for choosing a character, planning the costume, gathering materials, constructing the costume and any props or accessories, applying makeup, and tips for interacting in character at conventions. It recommends researching the character thoroughly, taking reference photos, considering your skill level and timeline, making test pieces, and focusing on comfort and practicality when bringing the costume to life.
Test shots for poster!
The author and their group took test shots of the main character for their movie poster to find potential images. They experimented with different lighting and backgrounds to get the right shots. The following slides show the test shots they took that could be used in the final poster.
Film tips
The document provides guidance on various aspects of short film production including title sequences, ideas and planning, filming, and editing. It emphasizes carefully planning titles, story, characters, shots, and sound. During filming, it stresses originality, authentic locations and props, manual camera settings, and clear framing. For editing, it recommends creating a rough cut first and keeping edits lean to drive the story forward.
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Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The roles of Camera Operator and Art Director are also summarized.
Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The Camera Operators and Art Director also provide descriptions of their responsibilities to ensure a successful production.
Year+12+preliminary+task introduction
The document provides instructions for a Year 12 preliminary film task. Students must plan, storyboard, film, and edit a short scene showing a character opening a door, crossing a room, sitting in a chair, and having a brief dialogue with another character. This will demonstrate film techniques like match on action, shot/reverse shot, and following the 180-degree rule. Students are instructed to brainstorm ideas for filming locations, actors, schedule, and dialogue before storyboarding their scene over half term break.
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The document discusses completing a group media task. It describes working with three others, organizing tasks and schedules. They lost their storyboard, wasting time. Strengths included completing tasks on time, but forgetting the last scene was a weakness. They used a storyboard to plan scenes and shots. Cameras and Premiere software were used to complete the task. Planning, shooting, and editing required consideration of various factors. The sequence was successful with varied shots and smooth editing, but missing the last scene. Valuable skills in time management, organization, and production were learned.
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The document outlines a film studies lesson that will be divided into two parts. In the first part, students will work in groups to edit film scenes using Final Cut Pro and incorporate sound and effects. They will also finalize storyboards for their scenes. In the second part, students will develop a pitch to present their film idea, which should include a logline, genre, narrative, intended stars and audience, and their storyboarded scene. The class will conclude by demonstrating how to use Final Cut Pro and screening sample scenes.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Preliminary task
The document discusses a preliminary task in filmmaking where students test different shots and angles to prepare for an actual shoot. It provides an example of a successful preliminary task that showed a variety of well-executed shots with good lighting. In contrast, a poor example lacked steady camera work and positioning, had unbalanced lighting, and left the viewer looking at a single image for too long. The document emphasizes the importance of testing different shots, angles, and lighting to improve filmmaking skills.
Production
Pre-production elements like locations, scripts, and costumes are developed before filming. Locations are selected to set the proper atmosphere and permission may be needed to film outside of school. The group will write a script to outline the editing order and provide context for actors. Each character will be designed in-depth to help actors understand their roles. Production involves makeup and adjusting lighting on set. Makeup may not be needed since actors knew the filming schedule, but will be available. Lights may be rented in case adjustments are needed. Post-production includes editing the recorded footage on Final Cut Pro and adding visual effects and non-diegetic sounds for drama.
6. production reflection
The document summarizes Ben Wincup's production process. He cut a 20 minute video down to 4 minutes using a razor tool to match the music. After rendering, he realized he forgot to add effects so had to re-render. He used magnetic lasso and visual filters to extract and stylize an image of a tank. A similar process was used on 5 posters, adding background colors and custom fonts downloaded from DaFont. The quality declined on the last 2 posters which felt more rushed.
Production diary week 4
The document outlines a plan for a preliminary filmmaking task that requires including match on action, shot reverse shot, opening a door, dialogue, and sitting in a chair. The group decided to film in a classroom and learned camera skills through trial and error. They storyboarded and planned a short narrative around including the required elements and developing their movie opening strategy.
3. production experiments
Stephen experimented with copying layers between documents, learning he needed to rasterize non-smart layers first. He also used shortcuts to quickly rescale layers and adjusted the opacity of one layer by 5% to give the poster a red tint and convey the genre to the audience. In his final product, he will include the opacity changes to the background layer, experimented fonts, and features like dark contrasting to create intrigue.
Task 7
This document summarizes the planning and production process for a student film project. It outlines the preliminary filming task, including issues with planning, editing, and continuity. It then discusses conventions and ideas for the thriller genre that will be implemented, including enigmas, hybrid genres, and social groups. Storyboards, test shooting, and a shooting schedule were created. Marketing posters were also designed to promote the final product. In conclusion, the creator was happy with the final product's flow as a thriller/horror film rather than just an action film.
Evaluation activity 7
The document provides an evaluation of improvements made from a preliminary film task to the final product. It summarizes that the final product used a greater variety of shots including close-ups, and camera movements to better convey emotion. Specific techniques like jump cuts and match on action editing were used, along with sound effects, to create tension. Overall the filmmakers learned lessons around shot variety, editing, and focus that helped improve the quality and storytelling of the final product compared to the earlier task.
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This document provides tips for officials conducting a men's lacrosse game. It advises officials to remain calm and objective, explaining calls without debate and enforcing limits on player behavior politely. Officials should maintain a professional distance from teams and players without showing anger or favoritism. The presentation covers crew communication, dealing with confrontations, and tips for officiating your first game.
Preliminary exercise
i am not sure where i have acquired this so if you are the audience i apologise for not citing your creative and intellectual rights. I suspect I found it somewhere on here
To Do List and Preliminary Task
The document outlines a preliminary filming exercise for students to demonstrate their understanding of cinematography techniques. It instructs students to film a scene of a character entering a room, sitting down, and having a conversation with another character. This is meant to showcase matching actions, shot/reverse shot editing, and adherence to the 180-degree rule. It also provides homework assignments for students to define and give examples of these techniques on their blogs.
L04 The preliminary task
This document outlines key filmmaking principles such as match on action, shot/reverse shot, and the 1800 rule. It discusses how these continuity rules are typically followed but can also be purposefully broken, as seen in Stanley Kubrick's work. It also provides guidelines for a preliminary filmmaking task, instructing students to film a character opening a door, crossing a room, and engaging in a short dialogue with another character.
As media preliminary brief student copy
This document provides information about an AS Level Media Studies course. It outlines the two course assessments: a foundation portfolio worth 50% due by Christmas and a 2-hour exam worth the remaining 50%. The portfolio requires research, planning, production, and evaluation sections. The exam consists of two sections on textual analysis/representation and audiences/institutions. It also lists expectations for student work, including regularly blogging assignments and meeting deadlines. Instructions are provided for setting up required blogs on Blogger.com and posting work. Guidance is given for a preliminary continuity editing exercise involving filming characters opening a door, crossing a room, and conversing using match on action, shot-reverse-shot, and the 180-degree rule.
Art And Photography Intro
- The document provides an introduction and expectations for a photography class, including that all class and homework will contribute to final GCSE grades, homework is due weekly, and students must have access to a digital camera.
- It asks students to define photography, discuss what it means to them and how they use it, and have groups create diagrams of photography ideas and techniques they want to learn.
- Students are tasked with creating their own diagram about photography and writing a summary of what a DSLR camera is. Homework involves researching point and shoot cameras.
- The document closes by discussing still life photography, having students diagram their ideas for creating a still life, and how they will set up their still
Lydia Hills AS Media Blog
The document provides information on various filmmaking techniques and concepts, including time management, the 180 degree rule, match on action, editing with iMovie, shooting schedules, location selection, scriptwriting, camera experiments, lighting issues, health and safety, audience research, opening sequence analysis, typography, and brainstorming initial plot ideas. Key details include creating a Gantt chart for time management, not crossing the 180 degree line when filming conversations, matching shots during actions like opening a door, learning the basic functions of iMovie, devising a shooting schedule, selecting a location with natural light, drafting a short script, addressing lighting issues like a blown bulb, and gathering audience preferences to inform the thriller plot.
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Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The roles of Camera Operator and Art Director are also summarized.
Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The Camera Operators and Art Director also provide descriptions of their responsibilities to ensure a successful production.
Year+12+preliminary+task introduction
The document provides instructions for a Year 12 preliminary film task. Students must plan, storyboard, film, and edit a short scene showing a character opening a door, crossing a room, sitting in a chair, and having a brief dialogue with another character. This will demonstrate film techniques like match on action, shot/reverse shot, and following the 180-degree rule. Students are instructed to brainstorm ideas for filming locations, actors, schedule, and dialogue before storyboarding their scene over half term break.
Media
The document discusses completing a group media task. It describes working with three others, organizing tasks and schedules. They lost their storyboard, wasting time. Strengths included completing tasks on time, but forgetting the last scene was a weakness. They used a storyboard to plan scenes and shots. Cameras and Premiere software were used to complete the task. Planning, shooting, and editing required consideration of various factors. The sequence was successful with varied shots and smooth editing, but missing the last scene. Valuable skills in time management, organization, and production were learned.
Intro to editing Final Cut Pro
The document outlines a film studies lesson that will be divided into two parts. In the first part, students will work in groups to edit film scenes using Final Cut Pro and incorporate sound and effects. They will also finalize storyboards for their scenes. In the second part, students will develop a pitch to present their film idea, which should include a logline, genre, narrative, intended stars and audience, and their storyboarded scene. The class will conclude by demonstrating how to use Final Cut Pro and screening sample scenes.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Preliminary task
The document discusses a preliminary task in filmmaking where students test different shots and angles to prepare for an actual shoot. It provides an example of a successful preliminary task that showed a variety of well-executed shots with good lighting. In contrast, a poor example lacked steady camera work and positioning, had unbalanced lighting, and left the viewer looking at a single image for too long. The document emphasizes the importance of testing different shots, angles, and lighting to improve filmmaking skills.
Production
Pre-production elements like locations, scripts, and costumes are developed before filming. Locations are selected to set the proper atmosphere and permission may be needed to film outside of school. The group will write a script to outline the editing order and provide context for actors. Each character will be designed in-depth to help actors understand their roles. Production involves makeup and adjusting lighting on set. Makeup may not be needed since actors knew the filming schedule, but will be available. Lights may be rented in case adjustments are needed. Post-production includes editing the recorded footage on Final Cut Pro and adding visual effects and non-diegetic sounds for drama.
6. production reflection
The document summarizes Ben Wincup's production process. He cut a 20 minute video down to 4 minutes using a razor tool to match the music. After rendering, he realized he forgot to add effects so had to re-render. He used magnetic lasso and visual filters to extract and stylize an image of a tank. A similar process was used on 5 posters, adding background colors and custom fonts downloaded from DaFont. The quality declined on the last 2 posters which felt more rushed.
Production diary week 4
The document outlines a plan for a preliminary filmmaking task that requires including match on action, shot reverse shot, opening a door, dialogue, and sitting in a chair. The group decided to film in a classroom and learned camera skills through trial and error. They storyboarded and planned a short narrative around including the required elements and developing their movie opening strategy.
3. production experiments
Stephen experimented with copying layers between documents, learning he needed to rasterize non-smart layers first. He also used shortcuts to quickly rescale layers and adjusted the opacity of one layer by 5% to give the poster a red tint and convey the genre to the audience. In his final product, he will include the opacity changes to the background layer, experimented fonts, and features like dark contrasting to create intrigue.
Task 7
This document summarizes the planning and production process for a student film project. It outlines the preliminary filming task, including issues with planning, editing, and continuity. It then discusses conventions and ideas for the thriller genre that will be implemented, including enigmas, hybrid genres, and social groups. Storyboards, test shooting, and a shooting schedule were created. Marketing posters were also designed to promote the final product. In conclusion, the creator was happy with the final product's flow as a thriller/horror film rather than just an action film.
Evaluation activity 7
The document provides an evaluation of improvements made from a preliminary film task to the final product. It summarizes that the final product used a greater variety of shots including close-ups, and camera movements to better convey emotion. Specific techniques like jump cuts and match on action editing were used, along with sound effects, to create tension. Overall the filmmakers learned lessons around shot variety, editing, and focus that helped improve the quality and storytelling of the final product compared to the earlier task.
Mlbo cond
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Preliminary exercise
i am not sure where i have acquired this so if you are the audience i apologise for not citing your creative and intellectual rights. I suspect I found it somewhere on here
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The document outlines a preliminary filming exercise for students to demonstrate their understanding of cinematography techniques. It instructs students to film a scene of a character entering a room, sitting down, and having a conversation with another character. This is meant to showcase matching actions, shot/reverse shot editing, and adherence to the 180-degree rule. It also provides homework assignments for students to define and give examples of these techniques on their blogs.
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This document outlines key filmmaking principles such as match on action, shot/reverse shot, and the 1800 rule. It discusses how these continuity rules are typically followed but can also be purposefully broken, as seen in Stanley Kubrick's work. It also provides guidelines for a preliminary filmmaking task, instructing students to film a character opening a door, crossing a room, and engaging in a short dialogue with another character.
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Art And Photography Intro
- The document provides an introduction and expectations for a photography class, including that all class and homework will contribute to final GCSE grades, homework is due weekly, and students must have access to a digital camera.
- It asks students to define photography, discuss what it means to them and how they use it, and have groups create diagrams of photography ideas and techniques they want to learn.
- Students are tasked with creating their own diagram about photography and writing a summary of what a DSLR camera is. Homework involves researching point and shoot cameras.
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In this hands-on, interactive session, Len will share some basic principles of the design studio method, share how you can use the design studio method to rapidly generate ideas for your own digital products, and then facilitate a mini design studio challenge that is sure to leave you with practical skills to apply to your work and bonded with meetup attendees.
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The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
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I found this slide on the forum. Thx for the guy that wrote most of the content down for us to review. Hope everyone can learn and think a lot from it!
AS Media Preliminary Notes/Brief
This document provides information about an AS Level Media Studies course. It outlines the two course assessments: a Foundation Portfolio worth 50% due by Christmas and a 2-hour exam worth the remaining 50%. The portfolio requires research, planning, production, and evaluation sections. The exam consists of two sections analyzing representation in media texts and institutions and audiences. The document also lists expectations for student work, including regularly blogging assignments and meeting deadlines. It provides instructions for setting up blogs to upload work and aims for weekly posts. Guidelines are provided for a preliminary continuity editing exercise involving filming and editing characters performing actions like opening a door and conversing. Editing techniques like match on action, shot-reverse-shot, and honoring the
AS Media Preliminary Notes/Brief
This document provides information about an AS Level Media Studies course. It outlines the two course assessments: a Foundation Portfolio worth 50% due by Christmas and a 2-hour exam worth the remaining 50%. The portfolio requires research, planning, production, and evaluation sections. The exam consists of two sections analyzing representation in media texts and institutions and audiences. The document also lists expectations for student work, including regularly blogging assignments and meeting deadlines. It provides instructions for setting up blogs to upload work and aims for weekly posts. Guidelines are provided for a preliminary continuity editing exercise involving filming and editing characters performing actions like opening a door and conversing. Editing techniques like match on action, shot-reverse-shot, and following the 180
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Post Modern Essays Top Level Responses
Postmodern media differs from other media in several key ways:
1) It opposes modernist ideas like objective truth and focuses instead on subjectivity and relativism.
2) It frequently references and comments on other media texts through techniques like parody and pastiche.
3) It lacks linear narratives and instead embraces fragmentation and irony.
The big short as a pomo text
The Big Short is a 2015 film about the 2007-2008 financial crisis directed by Adam McKay. It uses unconventional techniques like celebrity cameos and breaking the fourth wall to explain complex financial instruments. The film follows three separate but interconnected stories of men who predicted the housing market collapse. It combines elements of drama, comedy, documentary, and music videos. The film challenges conventions by blurring the lines between hero and villain. It also represents bankers and banks critically but conventionally through their appearance and actions. It explores an unconventional postmodern representation of the audience by highlighting their initial lack of understanding of the financial concepts covered in the film.
Genre examples
This document provides exam resources and guidance for a media production question. It instructs students to write about one of their coursework productions in question 1(b), applying the concept of genre. It provides two examples of student answers that received 18/25 and 16/25 marks respectively to serve as models.
Representation examples
This document provides exam resources and examples for writing about one of your media coursework productions in response to Question 1(b). It lists representation as the topic for January 2010 and 2012, instructing students to analyze media representation in one of their coursework productions. For June 2013, it asks students to apply the concept of representation to one of their coursework productions.
Audience essay examples
This document provides an example response to a past exam question asking students to analyze one of their coursework productions in relation to the concept of audience. The response discusses the student's horror film coursework called "The Sleepover" and analyzes how they took audience into account when creating the film. The response demonstrates understanding of several audience theories (hypodermic needle, uses and gratifications, reception theory) and relates them to choices made in the filmmaking process, such as targeting a specific age range and incorporating feedback. Overall, the summary highlights the student's ability to apply media theories to their own creative work through relevant examples and explanations.
Question 1 b revision
This document provides guidance on concepts that could be discussed for a media production assignment, including audience, narrative, representation, genre, and media language. It gives examples of questions students may be asked to answer about how their media product engages with these concepts. For the concept of audience, it provides questions about defining the target audience, appealing to them, and gathering audience feedback.
Essay plan for 1 b
This document outlines an essay plan discussing an important concept, its impact, and relevant theorists. It includes discussing three examples of how the concept was used and its effects, as well as one example of how the concept was challenged.
Research and planning exemplars
This document contains examiner comments on student responses to a question about how their media production work was informed by research into real media texts and how their ability to use such research developed over time.
The examiner notes that higher scoring responses were able to provide specific examples of how research influenced creative decisions, critically reflect on the research process, and discuss progression from earlier work. Weaker responses lacked applied examples or evaluation. The examiner advises focusing responses and being clear about research outcomes rather than just listing sources. Higher scores required synthesis of examples, critical reflection, and awareness of development. Research can inform work in various ways beyond just genres, such as technical or institutional aspects.
Inception 2018
The document provides information about the 2010 film Inception, directed by Christopher Nolan. It discusses the film's plot about sharing ideas through invading and stealing another's dreams. The document also reviews the film's box office revenue, awards, and themes it explores like confusing dreams and reality and having no single narrative.
Supernatural handout one
The episode confuses boundaries between reality and fiction by having the main characters transported from their fictional supernatural TV show into the "real world" of the TV show's production. This postmodern narrative technique blurs the lines between the constructed nature of the media text and reality. The characters struggle to understand what is real as they interact with actors playing themselves and the director. The episode also comments on celebrity culture and fans' obsession with social media through its portrayal of the characters uncomfortable with their celebrity lifestyle.
Essay plan fotc
Flight of the Conchords can be defined as a postmodern text based on several criteria. The TV show incorporates elements of postmodern theory as described by Strinati, such as blurring genre boundaries and playing with audience expectations. However, it also employs traditional media concepts at times. Overall, while Flight of the Conchords displays some postmodern features, it cannot be purely defined as postmodern and still incorporates traditional elements of narrative and representation. The show challenges rigid definitions of postmodernism.
Post modern concepts
This document discusses key concepts in traditional media and how postmodern texts challenge those concepts in three main ways. It outlines how postmodern media draws attention to its construction, challenges genre conventions through hybridity and subversion, and subverts audience expectations of representation, ideology and narrative through new stereotypes, ideas, and non-linear or open-ended structures. The postmodern audience is also described as diverse, fragmented, and active rather than passive.
Section A audience
The document discusses several theories of media audiences, including reception theory which states that audiences interpret media texts in different ways based on their own experiences and perspectives, rather than just accepting the producer's intended meaning. It also examines the hypodermic needle theory, which suggests audiences passively accept messages from media, and uses and gratifications theory, which proposes that audiences actively engage with media to fulfill various needs and desires.
Audience theory
This document summarizes several theories about media audiences:
- Cultivation theory suggests that repeated exposure to similar media representations can shape people's views of the world.
- Reception theory examines how audiences can interpret media messages in preferred, negotiated, or oppositional ways.
- Participatory culture theory describes how audiences actively engage with media texts by creating and sharing their own works.
- More recent theories argue that digital technologies have transformed passive audiences into active producers who can respond to and create their own media content.
Media language
This document discusses film techniques including camerawork, editing, mise en scene, and sound. It provides a specific example of each technique and explains how they relate to meaning and audience response. In a concise manner, the document outlines key cinematic elements.
Media language section a
The document discusses various concepts relating to how meaning is created through media language. It defines key terms like denotation and connotation, and how they relate to encoding and decoding meaning. Elements of media language that create meaning are explained, such as mise-en-scene, camerawork, editing, and sound. The importance of understanding how these micro-level techniques construct intended meanings and can allow for alternative readings is highlighted. Analyzing one's own media products in terms of the specific examples of how these elements create key meanings and audiences' potential alternative interpretations is presented as a task for revising one's work.
Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
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Preliminary Exercise
- 1. Preliminary Exercise To demonstrate knowledge of editing techniques
- 2. What does OCR want? • Preliminary exercise: Continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180- degree rule.
- 3. What does OCR want? • Specific Evaluation Question • ‘Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? ‘ • NOT WORTH AN INDIVIDUAL MARK • Needs to be on your blog • Needs not to be perfect (you will have this week to do it!)
- 4. What does OCR want - terms • Continuity - a system of cutting used to suggest a progression of events in real time and space (no flashbacks, fade out dissolves etc JUST CUTS) • Match on Action (Action Match) – where a shot of a character starting an action and the completing the action in the next shot
- 5. What does OCR want? • Shot/Reverse shot – this is an editing pattern that cut to the view in the opposite direction (used most often for dialogue)
- 6. What does OCR want? • The 180 degree rule
- 7. What does Miss Hill want? • Shot Variety – size and angles • Good Framing of shots • Experiment with lighting? • Make us laugh! • Music • Show that you have thought about mise en scene • Everyone must have an appearance on screen • Random objects from the bag!
- 8. Camera tricks you need to know • Manual Focus • Low Lux • Exposure • Manual White Balance • ‘Steadishot’
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