Research and Planning
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This document provides guidance and prompts for students to structure a response about research and planning for their media productions. It asks students to define qualitative and quantitative research, list all research and planning completed for their Year 12 and Year 13 productions, and highlight the 5 most important examples from each, explaining why they were important.
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This document provides an exam overview and offers advice for areas of focus in Section A questions 1A and 1B. For question 1A, it highlights digital technology, creativity, research and planning, post-production, and using conventions from real media texts as possible areas to consider. It provides detailed prompts and considerations for discussing each area as it relates to the student's year 12 and 13 work. For question 1B, it lists possible media theorists to discuss such as Steve Neale, Tzvetan Todorov, and Roland Barthes, as well as areas like genre, narrative, representation, audience, and media language. It emphasizes referring to specific examples from the student's productions and reflecting on their learning and growth over
G325 section A and B overview
This document provides an overview and advice for an exam focusing on media production. It outlines the key areas and considerations for two sections of the exam.
Section A focuses on areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each area, it provides prompts for students to discuss their approach, challenges, and growth.
Section B focuses on collective identity essays. It outlines the expected structure, including introducing the topic, discussing media representations and stereotypes, providing historical examples, two case studies applying communication theories, and relating each case study to a real news story.
G325 Creativity Lesson
This document provides guidance for answering an exam question about developing creative skills for media production. It includes sample questions about the importance of creativity, the examinee's most creative year and any setbacks. The document instructs the reader to describe their creative thought processes and visions over time from year 12 to year 13. Examples should be used to show how skills developed. An outline is provided for structuring the answer, including introducing restrictions on creativity and discussing creativity in research, planning, production and evaluation.
G325 Section A Revision
This document provides guidance for students taking Section A of an A2 media exam. It outlines the structure and timing of Section A, which consists of two questions. Question 1A asks students to evaluate their skills development over their AS and A2 coursework. Students will be asked to describe how one of their skills areas, such as research or use of digital technology, developed over time with examples. Question 1B requires students to analyze one of their media productions in relation to a media concept like genre, narrative or representation. The document provides prompts and lists of relevant theorists to help students prepare responses for each concept area.
Creativity for section a edited (a2 paper)
The document discusses questions about creativity in media production. It asks how important creativity was, what year was most creative and why, if there were any setbacks or successes in being creative, and how important hardware and software were to creativity.
Creativity for Section A (A2 paper)
This document provides guidance and materials for a media studies lesson, including discussion of creativity in briefs, digital technology anagrams to solve, examples of what audiences get from media, and a link about audience analysis. Sample exam questions are provided on defining digital technology and discussing how skills using digital technologies have developed over time. The document also lists common uses and gratifications that target audiences may get from media, such as information, personal identity, social interaction, and entertainment.
Research and planning extra
1. The document discusses the importance of research and planning skills for media coursework, outlining 7 key areas to consider: types of research, advantages/disadvantages of sources, organizing research, organizing planning materials, presenting planning materials, how research informs practical work.
2. It provides details on developing primary and secondary research skills from AS to A2, including using blogs to organize materials and presenting findings creatively.
3. Students are asked to reflect on how their research and planning skills have improved over the 2 years and the impact on their work, such as influencing genre, audience and production elements.
Research and planning
Research and planning were important skills emphasized for both the AS and A2 media projects. Key aspects included conducting secondary research using online databases and textbooks, as well as primary research like surveys. Planning involved storyboarding, scheduling, organizing equipment and personnel. Digital technologies helped enhance research and presentation skills, such as embedding audience feedback graphs online. Overall, the importance of thorough research and planning was stressed to ensure successful media production that met deadlines and audience needs.
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G325 Section A Overview
This document provides an exam overview and offers advice for areas of focus in Section A questions 1A and 1B. For question 1A, it highlights digital technology, creativity, research and planning, post-production, and using conventions from real media texts as possible areas to consider. It provides detailed prompts and considerations for discussing each area as it relates to the student's year 12 and 13 work. For question 1B, it lists possible media theorists to discuss such as Steve Neale, Tzvetan Todorov, and Roland Barthes, as well as areas like genre, narrative, representation, audience, and media language. It emphasizes referring to specific examples from the student's productions and reflecting on their learning and growth over
G325 section A and B overview
This document provides an overview and advice for an exam focusing on media production. It outlines the key areas and considerations for two sections of the exam.
Section A focuses on areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each area, it provides prompts for students to discuss their approach, challenges, and growth.
Section B focuses on collective identity essays. It outlines the expected structure, including introducing the topic, discussing media representations and stereotypes, providing historical examples, two case studies applying communication theories, and relating each case study to a real news story.
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This document provides guidance for answering an exam question about developing creative skills for media production. It includes sample questions about the importance of creativity, the examinee's most creative year and any setbacks. The document instructs the reader to describe their creative thought processes and visions over time from year 12 to year 13. Examples should be used to show how skills developed. An outline is provided for structuring the answer, including introducing restrictions on creativity and discussing creativity in research, planning, production and evaluation.
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The document discusses questions about creativity in media production. It asks how important creativity was, what year was most creative and why, if there were any setbacks or successes in being creative, and how important hardware and software were to creativity.
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This document provides guidance and materials for a media studies lesson, including discussion of creativity in briefs, digital technology anagrams to solve, examples of what audiences get from media, and a link about audience analysis. Sample exam questions are provided on defining digital technology and discussing how skills using digital technologies have developed over time. The document also lists common uses and gratifications that target audiences may get from media, such as information, personal identity, social interaction, and entertainment.
Research and planning extra
1. The document discusses the importance of research and planning skills for media coursework, outlining 7 key areas to consider: types of research, advantages/disadvantages of sources, organizing research, organizing planning materials, presenting planning materials, how research informs practical work.
2. It provides details on developing primary and secondary research skills from AS to A2, including using blogs to organize materials and presenting findings creatively.
3. Students are asked to reflect on how their research and planning skills have improved over the 2 years and the impact on their work, such as influencing genre, audience and production elements.
Research and planning
Research and planning were important skills emphasized for both the AS and A2 media projects. Key aspects included conducting secondary research using online databases and textbooks, as well as primary research like surveys. Planning involved storyboarding, scheduling, organizing equipment and personnel. Digital technologies helped enhance research and presentation skills, such as embedding audience feedback graphs online. Overall, the importance of thorough research and planning was stressed to ensure successful media production that met deadlines and audience needs.
Research and planning ppt
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.
4) How materials were organized and presented, with an emphasis on using digital technologies and blogs to enhance creativity.
The document suggests addressing how these research, planning and presentation
Answering question 1 a
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
Creativity In A2 Media
Creativity can be developed through self-evaluation of one's progress, consideration of influences, and openness to new ideas. The document discusses evaluating how various factors like technology, research, influences, and skill development have helped or limited creativity. It also addresses defining creativity, considering it a common ability involving problem-solving and rearranging ideas, rather than only originality. Creativity results from an interaction between an individual and their culture and field.
Blog audit for Music Video Coursework
The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
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The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
Question 1a Research and Planning
1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
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.
Section A - Lesson 2 Creativity
This document provides guidance for students to prepare for an exam question about developing creativity using digital technology for media production. It includes key points about reflecting on how one's creativity has changed from AS to A2 levels and how technical skills have contributed to creative decision making. Students are instructed to create a Prezzi presentation in 30 minutes demonstrating their development of creativity and then present it back to the class.
Lesson 1 - Digital Technology
- The document provides guidance on answering Question 1a) which asks students to describe and evaluate the development of their skills from AS to A2 productions.
- It emphasizes focusing on one or two skills like digital technology, creativity, research, and post-production. Students should show progression from AS to A2 by referencing their own work.
- The response should include an introductory paragraph framing their work in relation to media theory, followed by paragraphs explaining their projects and analyzing how their chosen skills improved from AS to A2 through examples.
Post production - Exam critical Perpectives
The document provides guidance on answering questions about post-production for media coursework. It advises discussing two coursework projects, comparing the post-production research and techniques used in each, and how skills developed between the two. Specific examples should be analyzed from research into real media texts and one's own work, demonstrating understanding of terminology and a clear reflection on progression. A mark scheme is outlined evaluating the explanation, examples given, and use of terminology. Tips are given on how to structure the response, including making a table to compare the research and editing techniques used in each project.
G325 Question 1 b Overview with Theory Reference
The document provides guidance for students on how to effectively apply media theories to coursework productions for evaluation. It outlines five key media concepts - genre, narrative, representation, audience, and media language - that questions may relate to. For each concept, relevant theorists are listed to learn about. The document emphasizes using short quotations or summarizing theorists' ideas and applying them directly to analyzing coursework productions. It provides examples of how to discuss genre, narrative, and representation in relation to a student's own work.
Design cycle (modified)
The design cycle has 5 main parts: investigate, design, plan, create, and evaluate. It is used to systematically solve problems by researching the problem, developing potential solutions, planning the best solution, creating the project, and evaluating both the results and one's work. The cycle helps ensure projects are thoughtfully organized with clear steps from problem identification to final assessment.
Intro to G325 2012-13
The document provides guidance on preparing for Section A, Question 1(a) of the G325 Critical Perspectives exam. It explains that Q1(a) requires students to describe and evaluate their skills development in areas like research and planning from Foundation to Advanced projects. It then provides a detailed lesson on research and planning, including defining the skills, examples of primary and secondary research, and an exercise to plan an essay responding to a sample Q1(a) question focusing on the development of research and planning skills.
Introduction to section 1b
This document provides an introduction and overview for Section 1b of the A2 Media Studies exam. It discusses:
- The structure of the exam, which will focus on analyzing one of the student's coursework productions using relevant media theory.
- The five key concepts that may be examined: representation, media language, narrative, audience, and genre.
- Examples of relevant media theories for each concept.
- Homework requiring students to analyze their music video production using some of the media theories from the provided "critic sheet."
Advanced portfolio checklist sf
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Advanced portfolio checklist_-_music_video
This document outlines the stages and requirements for creating a music video project. It includes sections for research, planning, construction, and evaluation. The research section involves analyzing existing music videos, genres, and bands. Planning includes initial ideas, storyboards, scheduling, and safety. Construction includes filming, editing, drafting, and collecting feedback. Evaluation asks students to reflect on how their video uses or challenges conventions, the effectiveness of their video and additional materials, learning from audience feedback, and use of technologies.
Exam section A 2016
This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
Final Exam Tips Q1a Q1b and Collective Identity
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question analyzing media representations of young people in relation to collective identity. Key advice includes using specific examples, terminology, and linking theories to multiple media texts from both historical and contemporary perspectives when discussing representations and their implications.
G325 1a - Question 1a: Explain how your research and planning skills develope...
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
G324 Evaluation Question 4
The document outlines the various stages of creating a media production project including research, planning, construction, and evaluation. It then provides details on the specific technologies, software, and tools used at each stage of production. This includes using Wordpress for planning and research, Photoshop and Final Cut Pro for image and video editing, Facebook and YouTube for gathering audience feedback, and PowerPoint converted to Slideshare for the evaluation presentation. The evaluation must address four questions regarding how the media product uses or challenges conventions, the effectiveness of text combinations, what was learned from audience feedback, and how technologies were used at each stage.
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Research and planning ppt
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.
4) How materials were organized and presented, with an emphasis on using digital technologies and blogs to enhance creativity.
The document suggests addressing how these research, planning and presentation
Answering question 1 a
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
Creativity In A2 Media
Creativity can be developed through self-evaluation of one's progress, consideration of influences, and openness to new ideas. The document discusses evaluating how various factors like technology, research, influences, and skill development have helped or limited creativity. It also addresses defining creativity, considering it a common ability involving problem-solving and rearranging ideas, rather than only originality. Creativity results from an interaction between an individual and their culture and field.
Blog audit for Music Video Coursework
The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
G325 Exam Top Tips
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
Question 1a Research and Planning
1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
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.
Section A - Lesson 2 Creativity
This document provides guidance for students to prepare for an exam question about developing creativity using digital technology for media production. It includes key points about reflecting on how one's creativity has changed from AS to A2 levels and how technical skills have contributed to creative decision making. Students are instructed to create a Prezzi presentation in 30 minutes demonstrating their development of creativity and then present it back to the class.
Lesson 1 - Digital Technology
- The document provides guidance on answering Question 1a) which asks students to describe and evaluate the development of their skills from AS to A2 productions.
- It emphasizes focusing on one or two skills like digital technology, creativity, research, and post-production. Students should show progression from AS to A2 by referencing their own work.
- The response should include an introductory paragraph framing their work in relation to media theory, followed by paragraphs explaining their projects and analyzing how their chosen skills improved from AS to A2 through examples.
Post production - Exam critical Perpectives
The document provides guidance on answering questions about post-production for media coursework. It advises discussing two coursework projects, comparing the post-production research and techniques used in each, and how skills developed between the two. Specific examples should be analyzed from research into real media texts and one's own work, demonstrating understanding of terminology and a clear reflection on progression. A mark scheme is outlined evaluating the explanation, examples given, and use of terminology. Tips are given on how to structure the response, including making a table to compare the research and editing techniques used in each project.
G325 Question 1 b Overview with Theory Reference
The document provides guidance for students on how to effectively apply media theories to coursework productions for evaluation. It outlines five key media concepts - genre, narrative, representation, audience, and media language - that questions may relate to. For each concept, relevant theorists are listed to learn about. The document emphasizes using short quotations or summarizing theorists' ideas and applying them directly to analyzing coursework productions. It provides examples of how to discuss genre, narrative, and representation in relation to a student's own work.
Design cycle (modified)
The design cycle has 5 main parts: investigate, design, plan, create, and evaluate. It is used to systematically solve problems by researching the problem, developing potential solutions, planning the best solution, creating the project, and evaluating both the results and one's work. The cycle helps ensure projects are thoughtfully organized with clear steps from problem identification to final assessment.
Intro to G325 2012-13
The document provides guidance on preparing for Section A, Question 1(a) of the G325 Critical Perspectives exam. It explains that Q1(a) requires students to describe and evaluate their skills development in areas like research and planning from Foundation to Advanced projects. It then provides a detailed lesson on research and planning, including defining the skills, examples of primary and secondary research, and an exercise to plan an essay responding to a sample Q1(a) question focusing on the development of research and planning skills.
Introduction to section 1b
This document provides an introduction and overview for Section 1b of the A2 Media Studies exam. It discusses:
- The structure of the exam, which will focus on analyzing one of the student's coursework productions using relevant media theory.
- The five key concepts that may be examined: representation, media language, narrative, audience, and genre.
- Examples of relevant media theories for each concept.
- Homework requiring students to analyze their music video production using some of the media theories from the provided "critic sheet."
Advanced portfolio checklist sf
This document outlines the requirements for creating a short film as part of a school assignment. It lists various types of evidence that must be included on a website such as research into film conventions and genres, influences on narrative choices, planning materials like storyboards and schedules, documentation of the filmmaking process like raw footage and drafts, and an evaluation section addressing the effectiveness of the film and ancillary materials as well as lessons learned. The goal is for students to demonstrate their research, planning, production, and evaluation work in developing their short film project.
Advanced portfolio checklist_-_music_video
This document outlines the stages and requirements for creating a music video project. It includes sections for research, planning, construction, and evaluation. The research section involves analyzing existing music videos, genres, and bands. Planning includes initial ideas, storyboards, scheduling, and safety. Construction includes filming, editing, drafting, and collecting feedback. Evaluation asks students to reflect on how their video uses or challenges conventions, the effectiveness of their video and additional materials, learning from audience feedback, and use of technologies.
Exam section A 2016
This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
Final Exam Tips Q1a Q1b and Collective Identity
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question analyzing media representations of young people in relation to collective identity. Key advice includes using specific examples, terminology, and linking theories to multiple media texts from both historical and contemporary perspectives when discussing representations and their implications.
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G325 1a - Question 1a: Explain how your research and planning skills develope...
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
G324 Evaluation Question 4
The document outlines the various stages of creating a media production project including research, planning, construction, and evaluation. It then provides details on the specific technologies, software, and tools used at each stage of production. This includes using Wordpress for planning and research, Photoshop and Final Cut Pro for image and video editing, Facebook and YouTube for gathering audience feedback, and PowerPoint converted to Slideshare for the evaluation presentation. The evaluation must address four questions regarding how the media product uses or challenges conventions, the effectiveness of text combinations, what was learned from audience feedback, and how technologies were used at each stage.
Strauss binary opposites
Strauss developed the theory of binary opposites, which argues that words derive meaning from their relationship with opposing words. Binary opposites are frequently used in films, especially horror, with common pairs including good vs evil, sane vs insane, and human vs supernatural. While opposites were once simple, like good vs bad in fighting films, modern films use more complex and unusual pairs, as seen in the gradual revelation of vampires vs werewolves in the Twilight series. Harry Potter also relies on the clear binary of Harry as the good guy opposed to Voldemort as the evil one.
Barthes codes theory
Roland Barthes was a French literary theorist and philosopher born in 1915 who developed the theory of codes in analyzing texts. He described a text as having no single structure or meaning, but rather being made up of a "galaxy of signifiers" that can be interpreted through different codes. Barthes identified five main codes that are woven into any narrative: the hermeneutic code, proairetic code, semantic code, symbolic code, and cultural code. These codes relate to mystery, tension, connotation, symbols, and cultural context.
Collective Identity Essay Structure Guidance
This document provides an outline for structuring an essay on the historical representations of youth in media. It includes suggested paragraphs on introducing the topic, discussing historical stereotypes of youth subcultures over decades, analyzing two case studies through applying relevant media theories, and concluding with a summary and predictions for future representations of youth informed by historical references and changing media landscapes.
Narative Theories
This document provides an overview of narrative theory and several key theorists that can be applied to analyze media texts. It discusses the work of theorists like Branigan, Propp, Barthes, Todorov, and Levi-Strauss. For each theorist, it summarizes their approach to narrative and provides examples of how their concepts could be applied to analyze a music video. The document also provides guidance on how to structure a narrative analysis by identifying narrative codes, binary oppositions, and equilibrium/disequilibrium patterns in the text.
Digital Technology and Narrative
The document provides guidance for A Level media students on explaining the role of digital technologies and narrative in their coursework productions. It includes discussion of key concepts around digital technologies, narrative theories, and sample exam questions. For digital technologies, it highlights considering their use across pre-production, production, post-production, and evaluations. For narrative, it introduces several theorists like Propp, Todorov, and Neale and encourages applying their ideas to one of the student's productions. Homework involves outlining the digital technologies and narrative elements used in their projects.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
Genre theory
Genre theory posits that genres are defined by certain conventions of content, themes, settings, and forms that are shared among texts belonging to that genre. However, genres are dynamic and open to negotiation rather than fixed forms. Individual texts can also belong to multiple genres depending on factors like location and time period. Genres provide frameworks that position readers and viewers in certain ways, but also offer pleasures through repetition and deviation from expectations.
Audience Theory for Q 1b)
The document discusses three theories of audience: the effects model, uses and gratifications model, and reception theory. The effects model sees audiences as passive and influenced by media texts. The uses and gratifications model views audiences as active and using media to fulfill needs like entertainment and social interaction. Reception theory examines how audiences can decode meanings in different ways, such as accepting, partially accepting, or rejecting a producer's intended meaning.
Evaluation checklist unit g324
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1) Discussing early media theories like the hypodermic needle theory and how audiences are now seen as active. Reference theories like uses and gratifications and cultural effects.
2) Link how media affects audiences' identities and how stereotyping plays a role. Discuss youth subcultures' changing stereotypes over time.
3) Analyze the film "The Selfish Giant" and how it represents a white working class youth, linking examples to relevant class or social theories. Compare to other representations of youth.
4
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The document summarizes several theories about media representations of youth:
- Giroux and Acland argue that media representations are created by adults without understanding youth reality, portraying them in stereotypical ways to control behavior.
- Hebdige says media limits representations of youth to "trouble" or "fun" without showing diversity.
- Cohen describes how media can create "moral panics" by portraying youth as "folk devils" when they challenge social norms.
- Gramsci discusses how media upholds norms of the middle class as the standard.
- Philo and Gerbner examine how media links negative stereotypes to social class and cultivates perceptions that youth are
Collective Identity Lesson 3
The document provides instructions for students to select case studies to support an essay on the negative representations of youth. It instructs students to research newspaper front covers from the London riots and choose five that best link youth to the riots. Students are also prompted to research potential case studies linking social media and negative youth representations, and analyze how youth are portrayed in selected texts using relevant theories and additional references.
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G325 example Response: Media and Collective Identity
This document provides an outline for an essay discussing the social implications of media representations of youth subcultures. It includes sample introductions, discussions of representations in film and music videos with references to social identity theory, and suggests ending by discussing the future of these representations and their social implications. Examples of films such as "Kidulthood" and "Shifty" are given to illustrate negative and stereotypical portrayals of youth in media and their potential effects on societal views.
Theoretical Approaches to Media Representations of Youth
The document discusses several theoretical approaches to media representations of youth:
- Gramsci's concept of hegemony and how media representations can reinforce social order.
- Acland's idea of the "ideology of protection" and how media portrayals of anti-social youth maintain dominance.
- Gerbner's cultivation theory about how repetitive TV influences viewers' perspectives over time.
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Research and Planning
- 1. RESEARCH AND PLANNING LO: TO STRUCTURE A RESPONSE TO Q1A: RESEARCH AND PLANNING
- 2. DO NOW What is qualitative and quantitative research? Write a definition for each and provide examples of each that were evidenced in your media productions (Research and Planning).
- 3. STARTER Why is research so important? Can you find a quote to support your point? Why is planning so important? Can you find a quote to support your point?
- 4. YEAR 12 • List all Research completed for your Year 12 production
- 5. YEAR 12 • List all Research completed for your Year 12 production • List all Planning completed for your Year 12 production
- 6. YEAR 13 • List all Research completed for your Year 13 production
- 7. YEAR 13 • List all Research completed for your Year 13 production • List all Planning completed for your Year 13 production
- 8. HIGHLIGHTING EXAMPLES Looking at your research and planning lists highlight the 5 most important examples from each and explain why they were so important.