Research at a2
โขDownload as PPT, PDFโข
1 likeโข203 views
The document discusses diversifying research for a media project portfolio by utilizing a variety of research methods. These include questionnaires, surveys, forums, message boards, emails, audience feedback, interviews, analyzing existing products and amateur videos, and case studies of directors. The document encourages supplementing core research with additional sources to make one's portfolio stand out and achieve higher grades. It provides examples of research tools and methods like Survey Monkey, video diaries, YouTube, MySpace, and closed versus open-ended questions.
Report
Share
Report
Share
![Learning Outcomes ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
OCR G321 Evaluation Questions
This document provides guidance for a media studies evaluation assignment. Students are instructed to copy the PowerPoint into their area and add materials weekly. The evaluation consists of 7 questions relating to the student's media product and process. Students should demonstrate their digital media skills through visual and engaging responses. They are asked to submit at least 5 slides per question, which can include links, charts and embedded media. The document models how responses should be formatted and provides examples of the types of questions that will be asked, including about audience, representation, technologies used, conventions, distribution and lessons learned.
Foundation portfolio evaluation
This document provides 7 questions for a media portfolio evaluation. It instructs the reader to answer each question using a different technology or approach, and to incorporate what they have already done in their project into the responses. The questions address how the media product uses or challenges conventions; represents social groups; would be distributed and to what audience; and what was learned from constructing the product and progressing from an earlier task. Examples of ways to answer the questions using video, audio, or images are also provided.
Advanced media portfolio guidance task sheets and criteria.
The document provides guidance for students on an advanced media portfolio assignment. Students must create a music video promotion package, which includes the music video along with two additional promotional elements. They will be evaluated on their use of forms and conventions, effectiveness of combining elements, learning from feedback, and use of technology. The document outlines planning, research, production and evaluation requirements, including conducting research on music videos and promotional examples, audience research, storyboarding, filming, and creating a reflective evaluation blog. Marks will be awarded for planning, production of the main video and ancillary elements, and evaluation.
Video Camera techniques - A-level
This document discusses various camera techniques that can be applied to video footage, including:
- Shots (e.g. close-up, wide) and mise-en-scene elements that can be used stylistically.
- White balance and how it can be manually adjusted to add or remove blue or orange casts.
- Depth of field and how adjusting the focus can make shots appear shallow or deep.
- Using external microphones, manual focus and zoom to improve audio and shot composition.
- Why in-camera digital effects should be avoided and done in editing instead.
The overall learning outcome is for students to be able to apply these techniques to their coursework.
The Foundation Portfolio
This document outlines the course requirements and expectations for a Year 12 Media Studies course. It will involve 50% coursework, including a foundation portfolio and key media concept exam. Students are expected to attend all classes and dedicate 5 hours per week to independent study, research, practice questions, and media consumption. The coursework assignment involves creating intro scenes for a thriller film through research, construction, and evaluation stages involving planning, filming, editing, and reflection. Homework includes discussing thriller genre conventions, creating a "genre recipe" for a thriller, and writing a film analysis.
As media evaluation
This document provides guidance for students on evaluating a media production project. It discusses evaluating the target audience in more detail and ensuring content is appropriate for the time slot. Students should analyze the strengths and weaknesses of their production and demonstrate understanding of relevant media concepts. They will be assigned an evaluation question to answer, gathering necessary evidence such as audience feedback. Students must choose at least two methods of obtaining objective audience feedback on their work and design a "teaser print campaign" to promote their project on a third media platform.
Recommended
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
OCR G321 Evaluation Questions
This document provides guidance for a media studies evaluation assignment. Students are instructed to copy the PowerPoint into their area and add materials weekly. The evaluation consists of 7 questions relating to the student's media product and process. Students should demonstrate their digital media skills through visual and engaging responses. They are asked to submit at least 5 slides per question, which can include links, charts and embedded media. The document models how responses should be formatted and provides examples of the types of questions that will be asked, including about audience, representation, technologies used, conventions, distribution and lessons learned.
Foundation portfolio evaluation
This document provides 7 questions for a media portfolio evaluation. It instructs the reader to answer each question using a different technology or approach, and to incorporate what they have already done in their project into the responses. The questions address how the media product uses or challenges conventions; represents social groups; would be distributed and to what audience; and what was learned from constructing the product and progressing from an earlier task. Examples of ways to answer the questions using video, audio, or images are also provided.
Advanced media portfolio guidance task sheets and criteria.
The document provides guidance for students on an advanced media portfolio assignment. Students must create a music video promotion package, which includes the music video along with two additional promotional elements. They will be evaluated on their use of forms and conventions, effectiveness of combining elements, learning from feedback, and use of technology. The document outlines planning, research, production and evaluation requirements, including conducting research on music videos and promotional examples, audience research, storyboarding, filming, and creating a reflective evaluation blog. Marks will be awarded for planning, production of the main video and ancillary elements, and evaluation.
Video Camera techniques - A-level
This document discusses various camera techniques that can be applied to video footage, including:
- Shots (e.g. close-up, wide) and mise-en-scene elements that can be used stylistically.
- White balance and how it can be manually adjusted to add or remove blue or orange casts.
- Depth of field and how adjusting the focus can make shots appear shallow or deep.
- Using external microphones, manual focus and zoom to improve audio and shot composition.
- Why in-camera digital effects should be avoided and done in editing instead.
The overall learning outcome is for students to be able to apply these techniques to their coursework.
The Foundation Portfolio
This document outlines the course requirements and expectations for a Year 12 Media Studies course. It will involve 50% coursework, including a foundation portfolio and key media concept exam. Students are expected to attend all classes and dedicate 5 hours per week to independent study, research, practice questions, and media consumption. The coursework assignment involves creating intro scenes for a thriller film through research, construction, and evaluation stages involving planning, filming, editing, and reflection. Homework includes discussing thriller genre conventions, creating a "genre recipe" for a thriller, and writing a film analysis.
As media evaluation
This document provides guidance for students on evaluating a media production project. It discusses evaluating the target audience in more detail and ensuring content is appropriate for the time slot. Students should analyze the strengths and weaknesses of their production and demonstrate understanding of relevant media concepts. They will be assigned an evaluation question to answer, gathering necessary evidence such as audience feedback. Students must choose at least two methods of obtaining objective audience feedback on their work and design a "teaser print campaign" to promote their project on a third media platform.
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
Year10 22/11/07
The document outlines the schedule and objectives for a film studies class. It discusses creating teaser, main, and DVD posters to promote a student-produced film. The objectives are to produce effective promotional posters and understand techniques used in different types of posters. Main cinema posters typically include cast/crew, the title, a tagline, and information about the genre and story. DVD posters may differ to target a different audience, refresh marketing, or add special features. Students are tasked with designing main movie posters and optionally a DVD poster, considering what aspects of their film to promote.
The evaluation
This document outlines the requirements for a media production assignment, including seven questions students must answer about their work. It discusses representing social groups, target audiences, technologies used, and progression from preliminary tasks. Students are evaluated on their understanding of audience, representation, forms and conventions as well as skills, referencing choices, and ability to communicate learning. Example student achievement levels are provided. The document advises reviewing past evaluations and analyzing three media examples to help address the requirements.
Lesson 9 thriller production evaluation
The document provides instructions for students to complete an individual evaluation of their thriller media product by answering seven questions in a video blog post. It states that assessment will be on an individual basis and completed through student blogs. Students are directed to review the mark scheme and an example evaluation, and are then to begin working on their own evaluations.
Evaluation Questions - Lesson Work
This document outlines 7 evaluation questions for a media production project. The questions address how the media product uses or challenges conventions; represents social groups; might be distributed; targets audiences; attracts audiences; incorporates learned technologies; and has progressed from an earlier task. Students must plan, script, and produce a project using multiple technologies to answer the questions in 3 or more sentences each, explaining their creative choices and demonstrating their learning.
Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
G321 evaluation
The evaluation is worth 20% of the student's overall grade. It requires watching the media product multiple times, getting feedback from an audience, and answering 7 questions that evaluate how the product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what the student has learned about technologies and the filmmaking process. The student must discuss conventions, social groups, target audiences, and technical skills and can further analyze representation, distribution channels, and improvements from preliminary work. Overall, the evaluation comprehensively assesses the film across production and post-production elements.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
G321evaluationtechniques
The document provides guidance for students on how to structure and present their responses to 7 questions evaluating their media production project. It recommends using a variety of presentation methods like PowerPoint, Word documents, videos, avatars, and websites. For each question, students should demonstrate their skills, keep responses concise, and include relevant examples, links and references to support their points. The questions address genre conventions, representation, target audience, marketing, technical skills learned, and improvements from preliminary work.
Evaluation script
The document outlines an evaluation script containing 7 questions about a media product. Each question prompts the respondent to identify the technologies and visual elements they will use to answer in bullet points. The questions cover how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, engages audiences, lessons learned about technologies during construction, and progression from preliminary tasks.
Questions-Past Student
This document summarizes a student's responses to 7 questions about their media production project. For question 1, the student discussed how they developed conventions from their research into their short film. For question 2, they used a slideshow to break down how their film represented different social groups. For question 3, they used Prezi to discuss two film companies that might distribute their film and why. They also discussed online distribution. For question 4, they created a stop motion to discuss their target audience. For question 5, they made a sequel to describe how they appealed to their audience. For question 6, they discussed what technologies helped them most to construct their film. For question 7, they made a video response reflecting on improvements from their preliminary
G324 audience research
This document provides instructions for an audience research assignment. Students are asked to research what audiences like and dislike about television advertisements. They must choose a research method, conduct research outside of class, and post the results, a discussion of their method, and evidence that the research took place on their blog. The goal is for students to gain insight into audience preferences to inform their future work, which will contribute to the research component of their coursework unit.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Year10 5/12/07
The document provides guidance on creating film trailers as part of a media studies coursework. Students are instructed to analyze techniques used in teaser trailers to build anticipation for films. They are asked to investigate who creates film trailers and the process involved. Two tasks are outlined: the first involves creating a PowerPoint on who makes trailers and how, including links to examples. The second tasks students to analyze an existing teaser trailer, consider what it conveys about the film, and create a page explaining its effectiveness. Brainstorming ideas for their own teaser trailer is also mentioned.
Oral Presentations
The document provides guidance for students on giving an outstanding oral presentation for a social studies exit project. It recommends that students know their topic well by reviewing their written work, create a PowerPoint presentation with pictures and sounds to illustrate their research, prepare a script following the outlined structure, and rehearse their presentation. It also offers tips for properly presenting, such as dressing professionally, speaking clearly, arriving early to test equipment, and taking control of the environment. Students will be graded on following the format, communicating ideas clearly, the logical sequence, audience engagement, and research development.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Top 10 ideas for webinar engagement
The document provides 10 tips for making webinars and online learning events more interactive. Some key tips include starting with an engaging question related to the learning outcome, having participants share insights in the chat rather than just reading slides, using breakout rooms to facilitate small group discussions, gamifying content with polls or quizzes, and sending content ahead of time to allow for more discussion during the online session. The document also recommends interjecting an activity every 5 minutes to engage learners and opening the session early to welcome participants as they arrive.
Analysis of Student Evaluation
This evaluation analyzes a student's thriller film project called "Masked". The student provided detailed answers to the evaluation questions using various presentation technologies. For question 1, they used an emaze presentation to describe how their film fit thriller conventions. For question 2, they narrated over film footage to discuss character representations. They created an imaginative mind map using MindMeister for question 3 about film distribution. A comic strip was used effectively for question 4 to illustrate the target audience. An infographic created with Piktochart had some details about appealing to the target audience for question 5. Question 6 saw an imaginative use of technologies inspired by their project. Filming themselves answered question 7 about progress made from preliminary to final project.
G325 1a Post Production
The document discusses the differences between production and post-production at AS and A2 levels. At AS, production involved filming and photography, while post-production consisted of editing footage and adding graphics and sound in iMovie. At A2, production expanded to include music videos and packaging, as post-production did to include advanced software like Photoshop and more complex editing. Over time, the student developed stronger technical skills in software and applied key media concepts more effectively in their work through choices like matching transitions to lyrics.
Video Production: Non-fiction
This document discusses documentary filmmaking and provides guidance on creating documentaries. It explains that documentaries rely on non-fiction forms and the director's vision shapes the approach. Common documentary styles are reviewed like expository, observational, and personal documentaries. Advice is provided on finding a subject, conducting interviews, shooting b-roll, scripting, and completing a group documentary project. The overall message is that documentaries tell true stories and understanding different approaches helps find an effective style.
2011 escape
The document provides information on the Ford Escape hybrid vehicle. It details the vehicle's fuel efficiency ratings of up to 5.8L/100 km in the city and 6.5L/100 km on the highway. It also describes the hybrid powertrain that uses both a 2.5L 4-cylinder engine and electric motor to produce 177 horsepower. Safety features included are AdvanceTrac stability control, airbags, and MyKey controls. Cargo space is up to 1,903 litres with the rear seats folded flat.
Question 5
The document discusses design choices for the front cover of a magazine. It explains that black and red colors were used to give the magazine style and more visual appeal. Larger images and text are used to draw attention to key stories and the main subject of the cover. Different formatting of text, sizes, and fonts are intended to highlight important information and categories to attract readers.
More Related Content
What's hot
Evaluation questions ~ planning formats
Here is a presentation of my thoughts of what I am going to do for each of the seven evaluation questions
Year10 22/11/07
The document outlines the schedule and objectives for a film studies class. It discusses creating teaser, main, and DVD posters to promote a student-produced film. The objectives are to produce effective promotional posters and understand techniques used in different types of posters. Main cinema posters typically include cast/crew, the title, a tagline, and information about the genre and story. DVD posters may differ to target a different audience, refresh marketing, or add special features. Students are tasked with designing main movie posters and optionally a DVD poster, considering what aspects of their film to promote.
The evaluation
This document outlines the requirements for a media production assignment, including seven questions students must answer about their work. It discusses representing social groups, target audiences, technologies used, and progression from preliminary tasks. Students are evaluated on their understanding of audience, representation, forms and conventions as well as skills, referencing choices, and ability to communicate learning. Example student achievement levels are provided. The document advises reviewing past evaluations and analyzing three media examples to help address the requirements.
Lesson 9 thriller production evaluation
The document provides instructions for students to complete an individual evaluation of their thriller media product by answering seven questions in a video blog post. It states that assessment will be on an individual basis and completed through student blogs. Students are directed to review the mark scheme and an example evaluation, and are then to begin working on their own evaluations.
Evaluation Questions - Lesson Work
This document outlines 7 evaluation questions for a media production project. The questions address how the media product uses or challenges conventions; represents social groups; might be distributed; targets audiences; attracts audiences; incorporates learned technologies; and has progressed from an earlier task. Students must plan, script, and produce a project using multiple technologies to answer the questions in 3 or more sentences each, explaining their creative choices and demonstrating their learning.
Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than a written response. Students have class time to work on their evaluations and are encouraged to use multimedia like videos and images to reduce the focus on word count. All evaluations are due by April 6th.
G321 evaluation
The evaluation is worth 20% of the student's overall grade. It requires watching the media product multiple times, getting feedback from an audience, and answering 7 questions that evaluate how the product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what the student has learned about technologies and the filmmaking process. The student must discuss conventions, social groups, target audiences, and technical skills and can further analyze representation, distribution channels, and improvements from preliminary work. Overall, the evaluation comprehensively assesses the film across production and post-production elements.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
G321evaluationtechniques
The document provides guidance for students on how to structure and present their responses to 7 questions evaluating their media production project. It recommends using a variety of presentation methods like PowerPoint, Word documents, videos, avatars, and websites. For each question, students should demonstrate their skills, keep responses concise, and include relevant examples, links and references to support their points. The questions address genre conventions, representation, target audience, marketing, technical skills learned, and improvements from preliminary work.
Evaluation script
The document outlines an evaluation script containing 7 questions about a media product. Each question prompts the respondent to identify the technologies and visual elements they will use to answer in bullet points. The questions cover how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, engages audiences, lessons learned about technologies during construction, and progression from preliminary tasks.
Questions-Past Student
This document summarizes a student's responses to 7 questions about their media production project. For question 1, the student discussed how they developed conventions from their research into their short film. For question 2, they used a slideshow to break down how their film represented different social groups. For question 3, they used Prezi to discuss two film companies that might distribute their film and why. They also discussed online distribution. For question 4, they created a stop motion to discuss their target audience. For question 5, they made a sequel to describe how they appealed to their audience. For question 6, they discussed what technologies helped them most to construct their film. For question 7, they made a video response reflecting on improvements from their preliminary
G324 audience research
This document provides instructions for an audience research assignment. Students are asked to research what audiences like and dislike about television advertisements. They must choose a research method, conduct research outside of class, and post the results, a discussion of their method, and evidence that the research took place on their blog. The goal is for students to gain insight into audience preferences to inform their future work, which will contribute to the research component of their coursework unit.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Year10 5/12/07
The document provides guidance on creating film trailers as part of a media studies coursework. Students are instructed to analyze techniques used in teaser trailers to build anticipation for films. They are asked to investigate who creates film trailers and the process involved. Two tasks are outlined: the first involves creating a PowerPoint on who makes trailers and how, including links to examples. The second tasks students to analyze an existing teaser trailer, consider what it conveys about the film, and create a page explaining its effectiveness. Brainstorming ideas for their own teaser trailer is also mentioned.
Oral Presentations
The document provides guidance for students on giving an outstanding oral presentation for a social studies exit project. It recommends that students know their topic well by reviewing their written work, create a PowerPoint presentation with pictures and sounds to illustrate their research, prepare a script following the outlined structure, and rehearse their presentation. It also offers tips for properly presenting, such as dressing professionally, speaking clearly, arriving early to test equipment, and taking control of the environment. Students will be graded on following the format, communicating ideas clearly, the logical sequence, audience engagement, and research development.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Top 10 ideas for webinar engagement
The document provides 10 tips for making webinars and online learning events more interactive. Some key tips include starting with an engaging question related to the learning outcome, having participants share insights in the chat rather than just reading slides, using breakout rooms to facilitate small group discussions, gamifying content with polls or quizzes, and sending content ahead of time to allow for more discussion during the online session. The document also recommends interjecting an activity every 5 minutes to engage learners and opening the session early to welcome participants as they arrive.
Analysis of Student Evaluation
This evaluation analyzes a student's thriller film project called "Masked". The student provided detailed answers to the evaluation questions using various presentation technologies. For question 1, they used an emaze presentation to describe how their film fit thriller conventions. For question 2, they narrated over film footage to discuss character representations. They created an imaginative mind map using MindMeister for question 3 about film distribution. A comic strip was used effectively for question 4 to illustrate the target audience. An infographic created with Piktochart had some details about appealing to the target audience for question 5. Question 6 saw an imaginative use of technologies inspired by their project. Filming themselves answered question 7 about progress made from preliminary to final project.
G325 1a Post Production
The document discusses the differences between production and post-production at AS and A2 levels. At AS, production involved filming and photography, while post-production consisted of editing footage and adding graphics and sound in iMovie. At A2, production expanded to include music videos and packaging, as post-production did to include advanced software like Photoshop and more complex editing. Over time, the student developed stronger technical skills in software and applied key media concepts more effectively in their work through choices like matching transitions to lyrics.
Video Production: Non-fiction
This document discusses documentary filmmaking and provides guidance on creating documentaries. It explains that documentaries rely on non-fiction forms and the director's vision shapes the approach. Common documentary styles are reviewed like expository, observational, and personal documentaries. Advice is provided on finding a subject, conducting interviews, shooting b-roll, scripting, and completing a group documentary project. The overall message is that documentaries tell true stories and understanding different approaches helps find an effective style.
What's hot (20)
Viewers also liked
2011 escape
The document provides information on the Ford Escape hybrid vehicle. It details the vehicle's fuel efficiency ratings of up to 5.8L/100 km in the city and 6.5L/100 km on the highway. It also describes the hybrid powertrain that uses both a 2.5L 4-cylinder engine and electric motor to produce 177 horsepower. Safety features included are AdvanceTrac stability control, airbags, and MyKey controls. Cargo space is up to 1,903 litres with the rear seats folded flat.
Question 5
The document discusses design choices for the front cover of a magazine. It explains that black and red colors were used to give the magazine style and more visual appeal. Larger images and text are used to draw attention to key stories and the main subject of the cover. Different formatting of text, sizes, and fonts are intended to highlight important information and categories to attract readers.
Poppy question 2
The magazine features photos with heavy makeup and styling on the cover but cleaner, more casual photos inside. This suggests the music is both rock/grunge but also has mainstream appeal. Throughout, the magazine maintains an edgy style while targeting the usual audience. The model in the photos was aimed at typical girls who read magazines like this, featuring a clean but relatable look.
Dp spread analysis
This document contains reviews of two different double page spreads - one for the band My Chemical Romance and one for an unspecified band. The reviews note positive aspects like well-laid out columns and good pictures capturing the essence of the bands. Negative aspects included inconsistent background colors, images not being big enough, and small hard-to-read page numbers. Colors, layout, pictures and readability were some of the criteria used to evaluate the effectiveness of the spreads.
Storyboard
This document is a 5 part storyboard that outlines a narrative through visual sequences. Each part of the storyboard advances the plot and moves the story towards a conclusion across its 5 sequential sections.
Dps
The document provides guidelines for effective magazine layout and design. It recommends using large eye-catching images to draw the reader in. Bold quotes and headings are also suggested to intrigue readers and make them want to learn more. Both simple and minimal color schemes as well as well-organized columns and placements of images versus text help create a neat and readable overall layout.
Question 7
The student created both a school magazine and a music magazine. The school magazine lacks professional qualities like using columns correctly and has an amateur design with pictures placed randomly. In contrast, the music magazine makes use of columns to organize text and pictures, has a coherent color scheme, and looks polished overall. Specifically, the music magazine contents page employs multiple columns, consistently sized pictures, and includes standard elements like page numbers, whereas the school magazine contents page lacks structure and professional features.
Viewers also liked (7)
Similar to Research at a2
Diversifying your Research at A2
The document discusses diversifying research for an advanced portfolio by using various methods such as analyzing existing products, conducting questionnaires, posting on forums and message boards, conducting interviews, and gathering audience feedback through emails and video diaries. It provides examples of websites for forums and conducting surveys and recommends analyzing videos from a single director. The document encourages working in groups to interview each other and upload the recorded responses to a blog. It emphasizes that thorough planning is important and can show the development of a project from initial idea to completion.
Improving your blog
This document provides tips for diversifying research for an advanced portfolio project, including analyzing existing products, conducting surveys and questionnaires, reviewing forums and message boards, collecting audience feedback and conducting interviews. It lists specific websites and tools that can be used for forums, surveys, video diaries, director case studies, interviews and questionnaires. Planning is emphasized as a key part of any media project, and examples of print and film planning elements are outlined.
Introduction to the evaluation
This document provides guidance for students on the evaluation component of a media production course. It outlines the objectives to understand coursework evaluation formats and requirements, and explain use of media conventions. Students choose one evaluation question to answer by referring to their media product and using examples. Effective evaluations are creative, detailed, and use various digital platforms. Students should obtain audience feedback and begin work on the first evaluation question about use of media conventions in their product.
FMP Lecture 2022 (1).pptx
A student has been tasked with creating a media product for a large corporation expanding into the north of England. The student will plan and produce their own project exploring a topic or medium of their choosing.
The document outlines the tasks and timeline for the project. It includes initial planning tasks such as creating a proposal, conducting research on similar existing products and the target audience, and pre-production tasks like creating a schedule, storyboard, and risk assessment. The student will then spend 4 weeks in production before evaluating the strengths and weaknesses of their planning, time management, final product's aesthetics and audience appeal.
Career Hacks for Developers
This is a crowd-sourced repository of all possible hacks for a developer's career growth. Combine a couple of them as your time allows and you will have a great recipe to the next level in your career.
For this research, we compiled our knowledge base and also specifically
crowdsourced diverse ideas & opportunities from technology leaders in different stages of their careers to build this map for developer careers.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
G321 foundation media portfolio
The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
1) The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding in evaluating work.
2) Students will engage with contemporary media technologies and develop presentation skills required for further study and work.
3) The brief requires students to complete a preliminary continuity editing exercise and a main task of creating the titles and opening of an original two-minute fiction film.
Foundation portfolio evaluation
This document provides guidance for students on evaluating a coursework product by answering 7 questions on a blog. It emphasizes creatively using the blog format to structure the evaluation, with examples like embedding presentations, images, videos and audio. High-quality evaluations clearly address each question, show understanding of issues like audience and technology, and demonstrate learning throughout the project. Students must obtain audience feedback and comment on how their work developed from preliminary tasks.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
How to Develop a Social Media Strategy
This document provides guidance on developing a social media strategy. It recommends first researching your audience, assets, goals and competition. It then discusses defining your brand's voice and developing a plan that identifies key channels and an editorial calendar. Finally, it covers executing the plan, tracking results, and evaluating performance to refine strategies over time. The goal is to develop a tailored social media presence that aligns with your business objectives.
Final campus session 1 module 3 wbs3760 10.10.12
This document provides information and guidance for students completing their final module of the BAPP WBS3760 course. It discusses the three main assessment parts: a critical review, professional artefact, and oral presentation. Students are encouraged to find ways to manage their stress as things seem busy yet stagnant in the final module. Deadlines are provided for submitting assessments. The document also provides examples and guidance for the inquiry process, including developing research questions, managing ethical issues, reviewing literature, and gathering data. Students are instructed to update their advisors and use blogging to communicate with peers.
How to run a pop-up lab : Innovation through rapid R&D (Emerce Retail, Holland)
This document outlines a seven step approach for running a pop-up lab to drive innovation through rapid research and development. The seven steps are: 1) focus research and build a team, 2) access relevant data, 3) engage stakeholders, 4) recruit real customers, 5) check findings with operations staff, 6) design and test prototypes, 7) share learnings and win support. Key aspects of the approach include maintaining a skeptical and agile mindset, prioritizing just enough work to build momentum, and truly listening to users rather than leading them. The overall goal is to establish a permissive culture where the value of research and development is understood.
As media studies evaluation pol march 2016 final version
This document outlines an evaluation assignment for a media studies course. It provides details on 6 questions students must answer by creating digital presentations using tools like Prezi, blogs, and videos. For each question, it describes the learning activity, teacher role, concepts to be covered, and expected outcomes. Students are expected to spend 3 hours per week outside of class on homework to complete the assignment.
Market Research for Startups
This document provides an overview of qualitative market research for startups. It discusses that market research is essential for startups to understand customer needs and wants. It then describes different types of qualitative research that can be used at various stages of a startup, including market validation, segmentation, and competitive analysis. The document outlines a five-step process for conducting qualitative research, including planning, preparation, fieldwork, analysis, and developing an action plan. Finally, it discusses options for startups to conduct their own research or outsource it to experts.
Design forum programme
The document outlines the plans for a Design Forum with the aims of inspiring designers, addressing knowledge gaps, and increasing creativity. It discusses objectives to judge achievement of aims through project and portfolio reviews. A strategy of creating a "Think Tank" environment is presented with various proposed activities to tap creativity, challenge norms, and expose designers to new ideas and skills. An implementation plan details 12 needs with corresponding activities, aims, and expected results, including developing skills in areas like analytical thinking, teamwork, and presentation.
Lesson 7 primary research
This document discusses primary research for an A2 Film Studies course. It defines primary research as new research carried out to answer specific questions. Students are required to include primary research in their presentation scripts. Some methods of primary research mentioned include questionnaires, interviews, surveys, joining online forums to ask questions, and textual analysis. The document warns of potential pitfalls like developing biased survey questions or stopping research after the first response. It advises students to gather a large amount of information from different sources to make their analysis more accurate. The last part says students will spend the rest of the class developing their own primary research strategies.
Crit perspectives exam
This document provides guidance for students preparing for exam questions that require reflective writing about their production work. It discusses two exam questions - 1a, which asks students to reflect on their skills development across all their production work, and 1b, which asks students to analyze one of their projects using a key media concept. For question 1a, the document emphasizes thorough preparation and planning. It also provides tips on approaching different focus areas like creativity, digital technology, and using conventions. For question 1b, it stresses showing understanding of relevant media theory and gives examples of critical approaches for different concepts. Students are then instructed to prepare presentations on theories for their classmates.
Gcse unit4 evaluation
The document provides guidance for a unit 4 evaluation assignment that students must complete. It lists 10 questions that students must answer in their evaluation, reflecting on their individual role in the group project and how successfully the outcomes addressed the client brief and target audience. It emphasizes that evaluations should use digital formats and multiple presentation styles, drawing on evidence to analyze the project rather than just describe it. Examples of preferred digital presentation methods are provided, as well as guidance on the level of detail and analysis expected for each of the 10 evaluation questions.
Formative Evaluation for Educational Product Development
This document discusses formative evaluation for educational product development. Formative evaluation involves testing an educational product with users during development to inform the product's direction. It can be conducted at any time during development. Some key methods discussed include interviews, think-aloud protocols, focus groups, questionnaires, and click-testing. Conducting formative evaluation with target users for around a week can help identify usability issues, measure user appeal and engagement, and test user comprehension to improve the educational product.
Advanced portfolio week 5
This document provides guidance for students completing their Advanced Portfolio project. It outlines the objectives for week 5, which are to complete research for the portfolio. Students are instructed to analyze additional products related to their main and ancillary tasks, summarize their findings, research target audiences and media institutions, and present their work in different formats. The document emphasizes the importance of clear and effective research that will help students create a conventional product appealing to their target audience.
Similar to Research at a2 (20)
How to run a pop-up lab : Innovation through rapid R&D (Emerce Retail, Holland)
How to run a pop-up lab : Innovation through rapid R&D (Emerce Retail, Holland)
ย
As media studies evaluation pol march 2016 final version
As media studies evaluation pol march 2016 final version
ย
Formative Evaluation for Educational Product Development
Formative Evaluation for Educational Product Development
ย
More from Charis Creber
Webiste analysis
The document analyzes and compares the websites of three indie bands: Catfish and the Bottlemen, Twenty One Pilots, and The Neighbourhood. For Catfish and the Bottlemen, the website prominently features the band's logo and images of their albums for sale. Twenty One Pilots' minimalist website uses intriguing graphics and colors consistent with their album artwork. The Neighbourhood's site immediately draws attention with background images and prominently features their new album for purchase or download.
Evalution (1)
The document discusses conventions used in horror media products and how the author has developed and challenged some of these conventions in their own horror magazine cover, film poster, and trailer. For the magazine cover, the author uses bold text and red and black colors which represent blood and death for horror. The film poster features a dark and sinister background with a creepy house in the center and smudged tagline. The trailer uses unsettling old-fashioned music and only features one character instead of many to make it unique.
Q3
Luke Beckess created a trailer, poster, and magazine for a horror film project. He shared these on Facebook and survey monkey to collect feedback. For the trailer, feedback indicated that volume needed adjusting during loud scenes. For the poster, people suggested making the house photo darker and more sinister. For the magazine, feedback noted the font colors needed to be red and black to better convey the horror genre. Luke took this critical feedback and made improvements, resulting in products that were more clearly identifiable as horror-related and better suited the audience.
Contents take
Kendall Jenner is interested in dating Chris Brown now that he and Karrueche Tran have broken up. Nicki Minaj's new album "The Pink Print" is out now. An article questions if Kendrick Lamar can top his acclaimed album "GOOD KID M.A.A.D CITY" now that he has worldwide attention.
Contents take 2
Kendall Jenner is interested in dating Chris Brown now that he and Karrueche Tran have broken up. Nicki Minaj's new album "The Pink Print" is out now. An article questions if Kendrick Lamar can top his acclaimed album "GOOD KID M.A.A.D CITY" now that he has worldwide attention.
Double page spread....
Kianne is a 17-year-old singer and actress who is achieving success in multiple areas at a young age. She has had a hit single on her debut album, starred in her own MTV series, and is rumored to be the youngest contestant ever on Dancing with the Stars. Though she finds the success and stress difficult to cope with at times, she makes self-care a priority by taking time to relax and zone out. Her message to fans is to follow their dreams and try their hardest.
Media question 5
The document discusses how the creator of a music magazine addressed and attracted their audience through design elements. Key points include:
- Using a consistent font throughout to make the magazine look professional and easy to read.
- Incorporating colors like red, white and blue to target a UK audience where much indie music originates.
- Including distant, edgy cover model photos and contest prizes to engage readers.
- Organizing content in a way that looks new but is still useful.
- Maintaining branding elements like impactful fonts and a red banner across pages.
- Using a three-column layout and section headings to help readers navigate efficiently.
- Continuing the red
Zombie makeup
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Magazine film cover analysis
The document discusses design elements for the cover of a horror/thriller magazine. It suggests that a dark, creepy font will attract the target audience and that a picture of a zombie as the main image tells viewers what to expect inside. It also recommends including a creepy subtitle in blood red, along with a relevant image. Descriptions of similar movies and actors down the left side provide more information. An attention-grabbing title in big, bold letters will draw in fans of the action/thriller genre. The makeup and costume of a character pictured can give the impression of a villain through appearing pale and in war-like clothing.
Story board + script
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Cover page
The document promotes a new music service called TheReaLMusic and their new RAW album. It advertises 20 top songs that can be downloaded for ยฃ1.89 from the RAW album and TheReaLMusic service which features the motto "Iftheskyisthelimit thengothere."
Contents take 2
Kendrick Lamar released the acclaimed album GOOD KID M.A.A.D CITY in 2012 to critical acclaim. Now that he has established himself, his new album will be highly anticipated to see if he can surpass his previous work. The magazine also profiles several other artists, including a debut album from Kianne, the rising boy band Y&F, and Nicki Minaj's new album The Pinkprint being released. Chris Brown is reportedly interested in dating Kendall Jenner now that he has split with Karrueche Tran.
%Magzine cover
The document discusses a priory dish and canteen specials. It mentions a priory, dishes, and meals available from a canteen. The brief document seems to be listing the name of a publication and noting the topic of the first issue is options for meals at a communal dining area.
Double page spread....
Kianne is a 17-year-old singer, songwriter, and actress who has found success in music, television, and publishing at a young age. She discusses her busy career pursuing music, television, and writing. While it can be stressful, she finds making time for herself and zoning out to be important. For Kianne, music is the easiest way for her to communicate how she wants and it is very important to her and others. Her goals are to have amazing experiences collaborating with others through her music and career, and to continue writing songs and putting them out while traveling with her music.
Evaluation 7
The document summarizes the progression of skills learned from an initial magazine project to a subsequent, improved magazine project. Key skills learned include using Photoshop to improve image and font quality, implementing a cohesive color scheme, choosing a close-up main image, and layering elements in Photoshop for a more polished, professional appearance.
More from Charis Creber (20)
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15ย
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ย
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
ย
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
ย
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
ย
Research at a2
- 1. Advanced Portfolio Diversifying your researchโฆ
- 9. Video Diaries Iโve worked really hard this week Mr examiner, honestโฆ
- 10. YouTube
- 11. MySpace
- 14. Interviews and Vox Pops