Research and planning example plan
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The document discusses research and planning for two different media projects. For the first project (AS), research focused on thriller conventions to inform a 2-minute thriller sequence. Planning included shot lists and storyboards. For the second project (A2), research was more individualized and looked at specific artist elements. Planning was more thorough, analyzing lyrics and designing an artist image before structuring the video. The improved planning process allowed for a more fluid and integrated approach between planning, filming, and post-production.
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Andrew goodwin's theory
Andrew Goodwin identifies 6 key aspects of music videos:
1) Music videos demonstrate genre through iconography.
2) Lyrics are represented through visual images.
3) The tone and atmosphere of the visuals reflect the music.
4) Music videos often feature close-ups of the artist to promote them.
5) There is a voyeuristic treatment of the female body at times.
6) Music videos sometimes reference other media like films or TV.
Evaluation Question 2
The document discusses how a media product both uses and challenges conventions of real indie and pop music genres. Research was conducted into conventions of indie and pop genres to understand codes. Elements of both genres were combined to create an indie-pop style. Camera shots followed conventions of indie genres by using establishing shots, but also showed the surrounding setting rather than just band performance. Mise-en-scene featured key props like guitars and clothing styles to represent the indie genre. However, the narrative challenges some conventions by not solely focusing on musical performance and instead having a deeper narrative to match the meaningful lyrics.
Evaluation Question 1
The document discusses how a media product both uses and challenges conventions of real indie and pop music genres. Research was conducted into conventions of indie and pop genres to understand codes. Elements like camera shots, mise-en-scene, costumes, and lack of artist promotion follow indie conventions, while the inclusion of singing and a narrative with deeper meaning challenge conventions by mixing genres into indie-pop.
Andrew goodwin's theory
Andrew Goodwin identifies 6 key aspects of analyzing music videos: 1) The relationship between the music and lyrics, 2) How the visuals represent the lyrics, 3) The relationship between the tone of the music and visuals, 4) Focus on the artist, 5) Intertextual references in other media, and 6) Addressing genre characteristics. He argues that an effective music video clearly connects the music and visuals through themes, atmosphere, and focus on the artist to engage the audience.
Informal planning english
Presentation from 10.11.2015 "Informal planning by the example of Berlin/Germany" (eng version) by Katharina George.
Theoretical eval prod 1a research and planning 2013
Post-production involves developing production work through research and planning. At AS level, the document's author investigated thriller conventions like binary opposition and minor key music through YouTube and existing knowledge to understand how to structure their opening sequence. At A2, their research became more individualized and examined micro-elements of different genres to allow more originality and creativity in how conventions were used, such as using performance to connote an artist's skills. Effective research and planning was foundational to developing their skills and products across the course.
1 a practice essay r and p creati
Over two years of study, the student developed important research and planning skills that contributed to creative decision making in media productions. At AS, the student analyzed conventions from online media texts to help plan an opening title sequence. Planning was presented using Emaze, which improved over time. Poor time management at AS negatively impacted productions, but skills strengthened at A2 with better delegation, organization, and prioritization. Improved planning allowed a clearer focus on creative vision through pre-production materials like storyboards and shotlists.
Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production tools like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
Recommended
Andrew goodwin's theory
Andrew Goodwin identifies 6 key aspects of music videos:
1) Music videos demonstrate genre through iconography.
2) Lyrics are represented through visual images.
3) The tone and atmosphere of the visuals reflect the music.
4) Music videos often feature close-ups of the artist to promote them.
5) There is a voyeuristic treatment of the female body at times.
6) Music videos sometimes reference other media like films or TV.
Evaluation Question 2
The document discusses how a media product both uses and challenges conventions of real indie and pop music genres. Research was conducted into conventions of indie and pop genres to understand codes. Elements of both genres were combined to create an indie-pop style. Camera shots followed conventions of indie genres by using establishing shots, but also showed the surrounding setting rather than just band performance. Mise-en-scene featured key props like guitars and clothing styles to represent the indie genre. However, the narrative challenges some conventions by not solely focusing on musical performance and instead having a deeper narrative to match the meaningful lyrics.
Evaluation Question 1
The document discusses how a media product both uses and challenges conventions of real indie and pop music genres. Research was conducted into conventions of indie and pop genres to understand codes. Elements like camera shots, mise-en-scene, costumes, and lack of artist promotion follow indie conventions, while the inclusion of singing and a narrative with deeper meaning challenge conventions by mixing genres into indie-pop.
Andrew goodwin's theory
Andrew Goodwin identifies 6 key aspects of analyzing music videos: 1) The relationship between the music and lyrics, 2) How the visuals represent the lyrics, 3) The relationship between the tone of the music and visuals, 4) Focus on the artist, 5) Intertextual references in other media, and 6) Addressing genre characteristics. He argues that an effective music video clearly connects the music and visuals through themes, atmosphere, and focus on the artist to engage the audience.
Informal planning english
Presentation from 10.11.2015 "Informal planning by the example of Berlin/Germany" (eng version) by Katharina George.
Theoretical eval prod 1a research and planning 2013
Post-production involves developing production work through research and planning. At AS level, the document's author investigated thriller conventions like binary opposition and minor key music through YouTube and existing knowledge to understand how to structure their opening sequence. At A2, their research became more individualized and examined micro-elements of different genres to allow more originality and creativity in how conventions were used, such as using performance to connote an artist's skills. Effective research and planning was foundational to developing their skills and products across the course.
1 a practice essay r and p creati
Over two years of study, the student developed important research and planning skills that contributed to creative decision making in media productions. At AS, the student analyzed conventions from online media texts to help plan an opening title sequence. Planning was presented using Emaze, which improved over time. Poor time management at AS negatively impacted productions, but skills strengthened at A2 with better delegation, organization, and prioritization. Improved planning allowed a clearer focus on creative vision through pre-production materials like storyboards and shotlists.
Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production tools like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production programs like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
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This document summarizes what was learned from constructing a media product. It discusses how techniques like jump cuts, 180 degree rules, and fragmented narratives were used. It represents a target audience of ages 12 and up without focusing on specific social groups. A small independent distributor would be most likely to distribute the product. The intended audience is from the UK due to language and themes. Elements like sci-fi concepts, genre, violence, and English themes were used to attract the audience. Learning included filming techniques, editing, use of effects, and applying theory to a real product through teamwork and time management.
UNIT 29: Annotated Music Brief
This document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. It outlines the learning outcomes, tasks, assessment criteria, and deadlines for producing a music video. Students will research music video purposes, styles, conventions and techniques. They will then originate, plan, produce and edit their own music video for a specific track, fulfilling the promotional purpose and entertaining the target audience. An informal negotiated brief allows for creative freedom but lacks written guidelines. Technical skills like camerawork, lighting, editing to the beat are required.
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This document is a skills audit completed by Emel Combey-Yildiz. It summarizes the digital technology, post-production, research and planning, and creativity skills Emel acquired and used to create a film production for an AS level project. Emel used a camera, tripod, and Photoshop for the production. Final Cut and GarageBand were used for post-production. Research included analyzing horror films and applying conventions to the project. Storyboards and animatics helped with planning. For the A2 project, Emel plans to further develop these skills by experimenting with different equipment, learning new software, analyzing music videos, and applying conventions while adding a unique twist.
Music video assignment 1
The document provides an overview of a music video production case study. It outlines 3 tasks to analyze purposes of music videos, production styles and techniques, and a case study. For the case study, the document instructs to analyze a minimum of 3 music videos by an artist or genre, discussing styles, intertextuality, camerawork, editing, genre conventions, and critical approaches. Sample questions are provided under each task to guide the analysis.
Music video assigment 1
The document provides an overview of a music video production case study. It outlines 3 tasks to analyze purposes of music videos, production styles and techniques, and a case study. For the case study, the document instructs to analyze a minimum of 3 music videos by an artist or genre, discussing styles, intertextuality, camerawork, editing, genre conventions, and critical approaches. Sample questions are provided under each task to guide the analysis.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Assignment brief unit 29__music video production
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must:
1) Research the purposes of music videos by analyzing examples from major labels, independent labels, and self-produced artists. They will create a timeline of music video history and reports on promotional strategies.
2) Explain styles, conventions, and techniques of different music genres through examples on their website.
3) Demonstrate music video production techniques practically and compare to examples using correct terminology. They will create edited music videos and an instructional tutorial report.
The brief outlines the tasks, evidence required, assessment focus, and grading criteria to meet the learning
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Personal Skills Audit
Amy Kirby completed a personal skills audit to assess her abilities for her A2 media production project. She identified several digital technologies, post-production software, and research/planning skills that contributed to her previous media product. These included Photoshop, Final Cut Pro, mind maps, and analyzing conventions from media texts. Amy feels proficient with these skills but plans to further develop her abilities in areas like character development and adapting research techniques to new genres for her A2 project.
Evaluation 2
Sophie Jansen evaluated their research and planning process for a promotional package. They focused on themes of anger, regret, and defensiveness to portray their target male protagonist's state of confusion. Overlays were used to connote self-harm and flux. Close-ups throughout maintained a consistent style. The main promotional image on the album cover featured the protagonist after a memory overlay to create a cyclical structure linking all platforms. Their aim was to maintain tangible links between the video, magazine poster, and album packaging through using stills from the video. The only change would be to reconsider the filming location due to travel costs.
Dynamics Sheet
This document provides an overview and instructions for planning a music video. It outlines key elements to include:
1. Analyzing the song's dynamic range and noting how the video will reflect changes in loudness and quietness through visual dynamics like editing pace and camera movement.
2. Developing a narrative that illustrates the song lyrics and relates the visuals to the music through techniques like matching cuts to the beat.
3. Fulfilling expectations of the music video genre and applying film theory concepts to represent macro issues and demonstrate technical skills through elements like lighting, camerawork, editing and composition.
Mv assignment 01 2021 pro forma
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Lesson 1 nea brief annotations
The document provides requirements for producing a three-minute music video and two website pages for a fictional protest band. The music video must include a narrative, various camera shots and editing, different uses of mise-en-scène, and at least two characters representing different social groups. The website must promote the band to a socially-conscious 16-25 demographic and include original audio/visual content, images, and working links between pages.
Music video ppt
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks: 1) the purposes of music videos, 2) styles, techniques and conventions of music video production, and 3) a case study of 3 or more music videos analyzing them based on Tasks 1 and 2. The case study should discuss the videos' styles, techniques, intertextuality, camerawork, editing, genre conventions, and critical approaches. Students are encouraged to include video links and illustrative images in their responses.
Evaluation Task 1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
A2 skills audit
The document discusses the skills and knowledge acquired during the production of a digital media project. It covers the use of software like Final Cut and iMovie to edit video clips. Planning tasks included researching film techniques and conventions from opening sequences of other works. Analysis of real media texts provided inspiration. The goal is to continue developing technical skills and understanding of film production for future media projects.
Evaluation Question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
Creativity mind map a2
The document discusses the process of creating a digital media production for an A2 course. It describes researching conventions from real media texts to inspire the production. Planning was more detailed due to increased filming locations and shots. Advanced editing software allowed creative placement of shots and drag-and-drop organization of information. Looking closely at meanings producers want to convey helped generate original ideas that incorporated researched conventions.
Mv u29 assignment 1 form
This document provides guidance for a case study assignment on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analysis of at least three music videos. The case study should discuss the videos' purposes, styles, techniques, intertextuality, camerawork/editing, and adherence to genre conventions. Students are encouraged to include video and image examples in their responses.
Marking criteria for question 1 b
This document outlines the marking criteria for a 1B assignment with three categories: Explanation/analysis/argument, Use of examples, and Use of terminology. There are four levels of achievement with associated point ranges and descriptions of the expected quality for each category at each level. A high level of explanation relating creative decisions to theory and use of a broad range of relevant examples earns marks in the top level. Minor errors in writing may occur in lower levels.
Marking criteria for question 1
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
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Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production programs like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
Media Evaluation - Limbo
This document summarizes what was learned from constructing a media product. It discusses how techniques like jump cuts, 180 degree rules, and fragmented narratives were used. It represents a target audience of ages 12 and up without focusing on specific social groups. A small independent distributor would be most likely to distribute the product. The intended audience is from the UK due to language and themes. Elements like sci-fi concepts, genre, violence, and English themes were used to attract the audience. Learning included filming techniques, editing, use of effects, and applying theory to a real product through teamwork and time management.
UNIT 29: Annotated Music Brief
This document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. It outlines the learning outcomes, tasks, assessment criteria, and deadlines for producing a music video. Students will research music video purposes, styles, conventions and techniques. They will then originate, plan, produce and edit their own music video for a specific track, fulfilling the promotional purpose and entertaining the target audience. An informal negotiated brief allows for creative freedom but lacks written guidelines. Technical skills like camerawork, lighting, editing to the beat are required.
Personal skills audit
This document is a skills audit completed by Emel Combey-Yildiz. It summarizes the digital technology, post-production, research and planning, and creativity skills Emel acquired and used to create a film production for an AS level project. Emel used a camera, tripod, and Photoshop for the production. Final Cut and GarageBand were used for post-production. Research included analyzing horror films and applying conventions to the project. Storyboards and animatics helped with planning. For the A2 project, Emel plans to further develop these skills by experimenting with different equipment, learning new software, analyzing music videos, and applying conventions while adding a unique twist.
Music video assignment 1
The document provides an overview of a music video production case study. It outlines 3 tasks to analyze purposes of music videos, production styles and techniques, and a case study. For the case study, the document instructs to analyze a minimum of 3 music videos by an artist or genre, discussing styles, intertextuality, camerawork, editing, genre conventions, and critical approaches. Sample questions are provided under each task to guide the analysis.
Music video assigment 1
The document provides an overview of a music video production case study. It outlines 3 tasks to analyze purposes of music videos, production styles and techniques, and a case study. For the case study, the document instructs to analyze a minimum of 3 music videos by an artist or genre, discussing styles, intertextuality, camerawork, editing, genre conventions, and critical approaches. Sample questions are provided under each task to guide the analysis.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Assignment brief unit 29__music video production
The document provides an assignment brief for a Level 3 BTEC National Extended Diploma in Creative Media Production unit on music video production. Students must:
1) Research the purposes of music videos by analyzing examples from major labels, independent labels, and self-produced artists. They will create a timeline of music video history and reports on promotional strategies.
2) Explain styles, conventions, and techniques of different music genres through examples on their website.
3) Demonstrate music video production techniques practically and compare to examples using correct terminology. They will create edited music videos and an instructional tutorial report.
The brief outlines the tasks, evidence required, assessment focus, and grading criteria to meet the learning
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Personal Skills Audit
Amy Kirby completed a personal skills audit to assess her abilities for her A2 media production project. She identified several digital technologies, post-production software, and research/planning skills that contributed to her previous media product. These included Photoshop, Final Cut Pro, mind maps, and analyzing conventions from media texts. Amy feels proficient with these skills but plans to further develop her abilities in areas like character development and adapting research techniques to new genres for her A2 project.
Evaluation 2
Sophie Jansen evaluated their research and planning process for a promotional package. They focused on themes of anger, regret, and defensiveness to portray their target male protagonist's state of confusion. Overlays were used to connote self-harm and flux. Close-ups throughout maintained a consistent style. The main promotional image on the album cover featured the protagonist after a memory overlay to create a cyclical structure linking all platforms. Their aim was to maintain tangible links between the video, magazine poster, and album packaging through using stills from the video. The only change would be to reconsider the filming location due to travel costs.
Dynamics Sheet
This document provides an overview and instructions for planning a music video. It outlines key elements to include:
1. Analyzing the song's dynamic range and noting how the video will reflect changes in loudness and quietness through visual dynamics like editing pace and camera movement.
2. Developing a narrative that illustrates the song lyrics and relates the visuals to the music through techniques like matching cuts to the beat.
3. Fulfilling expectations of the music video genre and applying film theory concepts to represent macro issues and demonstrate technical skills through elements like lighting, camerawork, editing and composition.
Mv assignment 01 2021 pro forma
The document provides guidance for a case study assignment on music video production. It outlines three tasks for students to complete: 1) analyzing the purposes and strategies of music videos, 2) exploring styles, techniques and conventions used in music video production, and 3) conducting an individual case study of three or more music videos by an artist of their choice. The case study should discuss the videos in relation to topics covered in tasks 1 and 2, including camerawork, editing, genre conventions, and applying critical approaches. Students are encouraged to include video stills and be creative in their analysis.
Lesson 1 nea brief annotations
The document provides requirements for producing a three-minute music video and two website pages for a fictional protest band. The music video must include a narrative, various camera shots and editing, different uses of mise-en-scène, and at least two characters representing different social groups. The website must promote the band to a socially-conscious 16-25 demographic and include original audio/visual content, images, and working links between pages.
Music video ppt
The document provides guidance for completing a case study assignment on music video production. It outlines 3 tasks: 1) the purposes of music videos, 2) styles, techniques and conventions of music video production, and 3) a case study of 3 or more music videos analyzing them based on Tasks 1 and 2. The case study should discuss the videos' styles, techniques, intertextuality, camerawork, editing, genre conventions, and critical approaches. Students are encouraged to include video links and illustrative images in their responses.
Evaluation Task 1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
A2 skills audit
The document discusses the skills and knowledge acquired during the production of a digital media project. It covers the use of software like Final Cut and iMovie to edit video clips. Planning tasks included researching film techniques and conventions from opening sequences of other works. Analysis of real media texts provided inspiration. The goal is to continue developing technical skills and understanding of film production for future media projects.
Evaluation Question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
Creativity mind map a2
The document discusses the process of creating a digital media production for an A2 course. It describes researching conventions from real media texts to inspire the production. Planning was more detailed due to increased filming locations and shots. Advanced editing software allowed creative placement of shots and drag-and-drop organization of information. Looking closely at meanings producers want to convey helped generate original ideas that incorporated researched conventions.
Mv u29 assignment 1 form
This document provides guidance for a case study assignment on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analysis of at least three music videos. The case study should discuss the videos' purposes, styles, techniques, intertextuality, camerawork/editing, and adherence to genre conventions. Students are encouraged to include video and image examples in their responses.
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This document outlines the marking criteria for a 1B assignment with three categories: Explanation/analysis/argument, Use of examples, and Use of terminology. There are four levels of achievement with associated point ranges and descriptions of the expected quality for each category at each level. A high level of explanation relating creative decisions to theory and use of a broad range of relevant examples earns marks in the top level. Minor errors in writing may occur in lower levels.
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This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
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2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
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1) The world population is approximately 7 billion people, with hundreds of millions living in major cities like Beijing, Moscow, and Mexico City. Over 200 million people in China, or 15.9% of the population, live on less than $1.25 per day.
2) Mandarin Chinese is the most widely spoken language in the world, spoken by 12.44% of the population. India has the largest English-speaking population, estimated at one-third of its over 1 billion people.
3) 33% of the world has internet access. South Korea is the most developed country for information and communication technology.
Global media lesson 10
This document discusses transparent exports and hybrid programming in global media. It defines transparent exports as programs whose format and content are not changed when exported to another country, while hybrid programming involves localizing some aspects of an imported format. The document also provides examples of each and asks the reader to consider how global and local influences can intermingle in media. It reminds the reader of these concepts and wraps up by assigning a homework of revising for an upcoming test through use of class notes and sheets.
Global media lesson lesson 13 essay plans and exemplars
This document provides guidance for students to write an essay analyzing the extent to which media has allowed society to live in a global village. It instructs students to choose the theory of the "perfect storm" and "wikinomics" to support in their essay. Students are asked to plan their essay with at least 8 points and review an exemplar essay to identify stealable elements, positive attributes, areas for improvement, and an overall mark. As homework, students must write up the fully essay based on their plan.
Global media lesson lesson 12 theory recaps
The document describes an activity where participants will name and describe theories within a two minute time limit to win lollipops. It then instructs participants to take a list of theories and precisely add at least two examples to each theory. The examples added will then be compiled into a pack for all participants.
Lit revision
The document provides information about the GCSE English Literature exam, including what skills are assessed and the structure of the exam. It discusses analyzing texts through Point, Quote, Comment (PQC) and understanding language and structure. Sample exam questions are presented on analyzing poetry, the novel Empire of the Sun, and the play Death of a Salesman. Revision tips are suggested such as re-reading texts and annotating and color-coding them.
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Theoretical eval prod 1a lesson 6 timed essay and creativity
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Global media lesson lesson 13 essay plans and exemplars
Global media lesson lesson 13 essay plans and exemplars
Research and planning example plan
- 1. Research and Planning Intro – Effective research and planning was the foundation of all our products across the course from our Thriller Opening sequence at AS to our music marketing pack for an Indie artist at A2. Paragraph 1 - Genre Research AS – Intention - Investigated the conventions of a Thriller through youtube and our existing knowledge Examples Binary opposition Enigma Code Music in a minor key Use of reflective credits Impact – Fundamental knowledge of what would make our product reflective of real media texts/where to establish narrative and character A2 Progress – Research became more individual with move to individual blogs and more through. Looking at micro- elements of videos from a wider selection of genres Examples Lip sync Artist image Performance Narrative Impact – In order to create more originality we needed a more diverse range of examples. It meant we could be more creative our use of conventions, for example performance connoting the skills of the artist Paragraph 2 – Planning At AS Intention – Sticking to Thriller conventions through planning, including a narrative structure and credits Examples – shot lists, storyboards, recce shots, risk assessment Impact - Able to film to a structure, although the inflexibility of the storyboard/shot list meant we deviated. - Able to work to 2 minute A2 Progress - was more thorough in planning and became a more fluid process Examples - Analysed lyrics looking for symbolism and amplification - Designed an artist image before creating a structure - Shot lists were now to be linked with sounds - Timings, names, and shot list – master shot list and scene-separate shot list - Use of practice filming and photographs, - real life images Impact Aware of the concept before planning the video – more realistic planning knowing the limitations of the equipment. Planning– it was integrated in the filming and post-production – less linear when shots didn’t work