Q1a Group Poster Task
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The document lists the letters "skills development" and asks how many words can be made from those letters. It then provides the possible words: Development, Skills, Deposit.
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Volunteers for the community resource group can expect to review design documents and provide feedback to design teams. Design team volunteers will work in cycles to prioritize needs, create user scenarios, test developed solutions, and help prioritize requirements due to the challenge of not being able to address every gap before the first release. The overall project involves volunteers providing input to guide software development with the goal of meeting most needs in the first targeted spring 2011 release.
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The document provides guidance for answering question 1a on a critical perspectives exam. It recaps that question 1a requires discussing skills development in relation to digital technology, research and planning, post-production, using conventions from real media texts, and creativity. It outlines a group poster presentation task where students will focus on one of these areas to help understand what to discuss for each skill. The poster must include a definition, what was done in the coursework for that category, examples of relevant skills and how they are shown in the work, and how the skills contributed to creative decision making.
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This document provides guidance for answering a question that requires students to select a production task and evaluate it in relation to one of several media concepts, including genre, narrative, representation, audience, or media language. It asks what the examiner says the question is about and provides examples of past questions.
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By the end of the lesson, students will have explored one area that could come up for Question 1(a) in detail, completed a group poster on this area, and presented their poster back to the class. The document provides instructions for a group poster assignment where students will focus their poster on one of the five areas for Question 1(a) - digital technology, research and planning, post-production, using conventions from real media texts, or creativity. Students must include a definition, examples of work and skills from their coursework, and images to illustrate their topic.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
Introduction to critical perspectives
The document outlines an upcoming two hour exam on Friday June 15th. It will contain two 25 mark questions on media production skills and one 50 mark question on collective identity. Question 1A will ask students to describe and evaluate their production skills development over the two year course, focusing on areas like digital technology, creativity, research, and using conventions from real media. Question 1B will require students to evaluate one of their productions in relation to a media concept such as genre, narrative or audience. The document provides sample exam questions and guidance on how marks will be awarded.
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The document provides guidance for answering question 1a on a critical perspectives exam. It recaps that question 1a requires discussing skills development in relation to digital technology, research and planning, post-production, using conventions from real media texts, and creativity. It outlines a group poster presentation task where students will focus on one of these areas to help understand what to discuss for each skill. The poster must include a definition, what was done in the coursework for that category, examples of relevant skills and how they are shown in the work, and how the skills contributed to creative decision making.
Question 1a overview
Q1(a) requires you to describe and evaluate your skills development over the course of your media production work, from your foundation portfolio to your advanced portfolio. You must focus on developing 1-2 specific skills from the following areas: digital technology, research and planning, post-production, using conventions from real media texts, or creativity. The chief examiner advises providing specific examples from media texts you analyzed to demonstrate how they influenced your work.
Mise en scene 2012
This document provides an introduction to the concept of mise-en-scène in media studies. It defines mise-en-scène as the visual elements within a scene, including the six main elements: settings, props, costumes, facial expressions/body language, character positioning, and lighting/color. Each of these elements communicates meaning and sends signals to the audience. The document then examines each element in more detail and provides examples to illustrate how mise-en-scène is used to convey meaning and influence the audience. Students are instructed to apply these mise-en-scène concepts to analyze a short film clip.
Narrativeforq1b 120126102918-phpapp01[1]
1) The document discusses narrative structure in films, focusing on the concepts of plot and story. It defines plot as the explicit events presented in a film, while the story includes both explicit and inferred events.
2) It then examines the ideas of Bordwell and Thompson, who distinguish between plot and story. Plot refers to the visible events in a film, while story encompasses all events, both explicit and inferred. The document also discusses how narratives can leave elements open to interpretation and inference.
3) In conclusion, the key points are that narrative analysis requires considering both the explicit plot and implicit story, including elements left for the audience to infer or presume.
Target Audience Research
This document discusses the importance of understanding a film's target audience. It defines a target audience based on factors like gender, age, socioeconomic status, interests, and location. The document recommends both primary research, like surveys and feedback, and secondary research, such as analyzing audience data from similar existing films on sites like Pearl and Dean, to determine a film's target audience. Understanding the target audience is crucial for effective storytelling and commercial success.
Q1a Skills Areas 2017
The document provides guidance on answering an exam question about skills development in media production. It discusses five key areas: digital technology, research and planning, post-production, using conventions from real media texts, and creativity. For each area, it offers examples of relevant skills and advice on how to structure a response, with an introduction, paragraphs discussing skills development over different coursework projects, and a conclusion.
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Question 1(a) requires students to describe and evaluate their skills development over the course of their production work from foundation to advanced portfolios. Question 1(b) requires students to evaluate one of their media productions in relation to a media concept such as genre, narrative, or representation. Section B requires students to answer one question about contemporary issues regarding different forms of media in the online age, using case study examples and media theory to support their response.
Media in the Online Age Unit Overview
This document provides guidance for answering an exam question on contemporary media issues in the online age. Students will be asked to answer one of two questions analyzing how online media has developed and impacted media production, consumer behavior, and convergence. They must use specific case studies and research to demonstrate understanding across at least two media forms. Students should discuss the historical context, current issues, and future debates related to online media and the chosen topics. Potential topics include music/film distribution, online television, gaming, news, or other forms of user-generated content.
Q1a Research & Planning 2017
Work through this presentation to help you prepare for the Q1(a) section of the A2 Media Exam with a focus on research and planning.
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There are two main categories of sound in film - diegetic and non-diegetic. Diegetic sound has a source visible on screen like dialogue or ambient noise, while non-diegetic sound like theme music does not. Sound helps create meaning by enhancing emotion, revealing character psychology, and setting atmosphere through location, period, and continuity between scenes. Key sound terminology includes soundtrack, theme music, sound effects, ambient noise, dialogue, voiceover, and techniques like sound bridges, parallel sound, and contrapuntal sound.
Editing Lesson 2013
The document discusses various techniques of film editing, including:
- Order of shots and how their sequence can impact meaning
- Continuity editing which maintains logical spatial relationships
- Montage editing which compresses information through suggestive juxtaposition of shots
- Transitions like fades, dissolves and wipes which can imply passage of time or location
- Shot duration and pace, with shorter shots conveying action and longer intimacy
It emphasizes that editing controls what information is seen, when, and by whom, impacting narrative and representation.
David gauntlett andrew keen
The document discusses differing views on the impact of Web 2.0. David Gauntlett argues that Web 2.0 has created a more democratic media by empowering prosumers and challenging the dominance of media institutions. Andrew Keen counters that Web 2.0 has created cultural chaos by fostering a "cult of the amateur" that devalues professionals and expertise, with internet oligarchs replacing old media oligarchs. They disagree on whether the removal of gatekeepers will open media to greater democracy or devalue talent.
Sound Lesson 2013
This document provides lesson objectives and materials for teaching students about the use of sound in media. It begins by explaining the key objectives: for students to understand diegetic and non-diegetic sound with examples; analyze how sound creates meaning in a TV drama clip; and use sound terminology. It then defines important sound terminology like diegetic, non-diegetic, sound effects, and voiceovers. Examples are provided of different sound clips to analyze meanings. The document aims to teach students how sound enhances emotional experience and meaning in media.
Camerawork for AS Media
The document discusses various techniques of camera work including angle, movement, position/framing, composition, and depth of field. It provides examples of different camera angles like high, low, and canted angles. It also discusses different types of camera movement such as pans, tilts, tracks, cranes, handheld shots, and zooms. Position/framing refers to the distance between the camera and subject, such as extreme long shots, medium shots, and close-ups. Composition techniques like the rule of thirds are also covered. Depth of field refers to focal length and examples of selective focus, deep focus, and pull focus are given.
Media language social
This document provides information about media language and semiotics. It defines key terms like denotation and connotation, and signifiers and signified. It explains how Roland Barthes' semiotic theory examines how media texts construct cultural meanings through signs on both a denotative and connotative level. Examples are provided of how signs in advertisements take on connotative meanings based on codes and conventions that are culturally understood. The document suggests analyzing one's own media content for its use of signs, denotations, connotations, and how it may reinforce cultural myths.
Audience for Q1b 2013
This document discusses audience analysis and reception theory. It explains that reception theory views audiences as active interpreters of media rather than passive receivers. Stuart Hall's encoding/decoding model is discussed, which suggests audiences can take preferred, negotiated, or oppositional readings of a text based on their own experiences and perspectives. A preferred reading accepts the producer's intended meaning, a negotiated reading understands the producer's goals but interprets it through their own lens, and an oppositional reading rejects the producer's values embedded in the text. The document asks how different audiences may interpret a TV drama trailer differently based on these concepts.
Q1(b) overview
This document provides guidance for answering a question that requires students to select a production task and evaluate it in relation to one of several media concepts, including genre, narrative, representation, audience, or media language. It asks what the examiner says the question is about and provides examples of past questions.
Representation for Q1b 2014
This document provides a framework for analyzing representations in media based on Richard Dyer's work. It outlines four key questions: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what stereotypes are reinforced? 3) Who is responsible for the representations? 4) How might different audiences respond to and make meaning from the representations? For each question, it gives examples of what to consider such as character demographics, production companies, and how representations relate to genres and target audiences.
Media Language 2017
This document provides an overview of media language and semiotics. It defines media language as how a text constructs meaning for its audience. It then discusses key semiotic concepts such as denotation, connotation, signifiers, signifieds, and how codes and conventions influence audience interpretation. The document uses examples and theories from scholars like Saussure, Barthes, and Chandler to explain how semiotics can be applied to analyze how meaning is created in media texts through the use of signs, and how this shapes cultural myths and realities.
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By the end of the lesson, students will have explored one area that could come up for Question 1(a) in detail, completed a group poster on this area, and presented their poster back to the class. The document provides instructions for a group poster assignment where students will focus their poster on one of the five areas for Question 1(a) - digital technology, research and planning, post-production, using conventions from real media texts, or creativity. Students must include a definition, examples of work and skills from their coursework, and images to illustrate their topic.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
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The document outlines an upcoming two hour exam on Friday June 15th. It will contain two 25 mark questions on media production skills and one 50 mark question on collective identity. Question 1A will ask students to describe and evaluate their production skills development over the two year course, focusing on areas like digital technology, creativity, research, and using conventions from real media. Question 1B will require students to evaluate one of their productions in relation to a media concept such as genre, narrative or audience. The document provides sample exam questions and guidance on how marks will be awarded.
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This document provides information for two Advanced Media courses: G324 Advanced Portfolio in Media and G325 Critical Perspectives in Media. For G324, students will produce a media portfolio including a film promotion package. The portfolio will be graded on planning, construction, and evaluation. For G325, students will complete a two-hour exam assessing their understanding of media concepts and evaluation of their own work, and will study the contemporary issue of media regulation. Deadlines and grading schemes are provided.
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
This document provides an introduction and overview of the requirements for the G325: Critical Perspectives in Media exam. The exam assesses students' understanding of media concepts, contexts, and debates through two sections. Section A requires students to answer two compulsory questions evaluating their skills development and theoretically analyzing one of their productions. Section B involves answering one question from six topics areas about a contemporary media issue. The document outlines the specific criteria and theoretical concepts that will be addressed in the exam questions for Sections A and B. It also provides guidance on the tasks students need to complete to prepare for the exam, including describing their media productions and answering practice questions.
A2 media course details
This document summarizes the details of a Media Studies A2 course consisting of two units worth 50% each. Unit 1 involves creating a promotion package for a film including a teaser trailer, magazine cover, and poster. Students will use software like Final Cut Pro, Photoshop, and Illustrator. Unit 2 is an exam testing theoretical understanding of skills development, media concepts, and contemporary online media issues through two essay sections.
1a revision
This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
a2 exam
This document provides guidance for answering Question 1(a) on an exam about media production. Question 1(a) requires students to describe and evaluate their skills development over multiple projects in one or two specific areas, such as digital technology, research/planning, post-production, use of conventions, or creativity. The document provides details on each of these skills areas and advises on how to structure the answer by introducing the selected skills, discussing early projects, later projects, and concluding with demonstrated development. Sample questions are included to check understanding of the question requirements.
Lesson 4 - Post-production
The document provides guidance for preparing to answer an exam question about post-production decisions and skill development. It includes key points about evaluating editing, layout, and ancillary task decisions for different media productions. Learners are instructed to create timelines of their post-production work for two projects to identify how their skills improved over time. Comparing timelines in a group allows learners to ensure their recollections match with no gaps. No homework is assigned but optional self-testing by planning an exam question response is suggested.
G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
Similar to Q1a Group Poster Task (20)
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
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This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
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Intro to editing
This document provides an introduction to key concepts in media language and film editing. It defines and discusses various elements of editing including shot order, continuity, transitions, shot duration/pace and rhythm, and special effects. Specific techniques are explained such as establishing shots, the 180 degree rule, shot/reverse shot, eyeline match, and match on action. The meaning and effects of different transitions like fades, dissolves and wipes are also covered. The document emphasizes that editing controls what information is revealed to both characters and the audience.
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This document provides an introduction to the concept of mise-en-scène in media studies. It defines mise-en-scène as the visual elements within a scene or frame that communicate information to the audience. The six elements of mise-en-scène are identified as settings, props, costumes, performance/facial expressions, character positioning, and lighting/color. Examples are given for each element to illustrate how they are used to convey meaning and manipulate audience perceptions. Students are then asked to analyze a short film clip, paying attention to how these various mise-en-scène elements are employed.
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Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online as "prosumers" who both consume and create content. Examples of Web 2.0 include social media sites, blogs, wikis, video sharing sites, and web applications. Web 2.0 has given the public more access to media production tools and the ability to freely express themselves and share content online, competing with professional media. It has also increased user creativity and choice in how people access and engage with media.
Web 2.0 2018 Class 5E
Web 2.0 is a term used to describe a second generation of the World Wide Web that focuses on user-generated content and allows people to collaborate and share information online. Some key aspects of Web 2.0 include social media sites that facilitate sharing, user-centered design, and participation. Examples include social networking sites, blogs, wikis, video sharing sites, and more. Web 2.0 has given the public more access, ownership and power over media by allowing anyone to create and distribute content online.
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Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online by contributing user-created content through social media and virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and web applications. David Gauntlett suggests that Web 2.0 has impacted access, ownership, power, and creativity by making media production equipment more accessible, giving audiences more control over what and when they consume media, and allowing ordinary people to produce and distribute content and have their voices heard.
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This document outlines Richard Dyer's framework for analyzing representations, which involves considering: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what ideologies does this reinforce? 3) Who is responsible for the representations? 4) What meaning might audiences take from the representations? It encourages analyzing representations of age, gender, sexuality, ethnicity and other attributes, and whether they rely on stereotypes or countertypes. It also discusses how representations can legitimize inequality and influence how social groups are seen.
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The document discusses different approaches to analyzing narratives in films. It distinguishes between plot, which is everything explicitly shown on screen, and story, which also includes events that are implied but not directly shown. Good narrative analysis considers the wider story rather than just the plot. It also discusses how narratives use techniques like restricted perspectives, ambiguity, and enigma codes to engage audiences and leave them with questions about the story.
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Q1a mark scheme
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
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This document provides guidance for students on developing a skills assessment and essay on digital technology skills. It includes activities for mapping skills, creating a timeline of media productions, and evaluating skill development over time. Students are prompted to consider their current skill level, productions worked on, and key skills learned from each. They are also given guidance on structuring a five paragraph essay responding to an exam question about how their digital technology skills developed and contributed to creative decision making, with examples from their coursework and other productions.
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Q1a Group Poster Task
- 1. How many different words can you make from the following letters: skills development
- 2. Recap - The Critical Perspectives Exam Section A: Theoretical Evaluation of Production Q1(a) Section B: Contemporary Media Issues 25 marks Media in the Online Age Q1(b) 50 marks 25 marks
- 3. Recap – Q1a Remember, question 1(a) requires you to consider your skills development in relation to: • • • • • . D...... ………. R....... … …….. P.............. U.... ……….. .. …. ….. C.........
- 4. Recap – Q1a Remember, question 1(a) requires you to consider your skills development in relation to: • • • • • Digital Technology Research and planning Post-production Using conventions from real media texts Creativity
- 5. Group Poster Presentation Task To help you understand what you need to discuss for each area, you will work in small groups to create a poster, focusing on one of these areas, and present it to the rest of the class. • • • • Digital Technology Research and planning Post-production Using conventions from real media texts (Each group will also consider creativity in relation to their area)
- 6. Group Poster Presentation Task Your poster must include the following: 1. A definition. 2. What you did for your coursework that comes under this category. 3. Examples of skills you may have in this area and how this is demonstrated in your work. 4. How these skills contributed to creative decision making. 5. Images to illustrate all of the above.