Revision 3
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- The document recaps an exam on superhero films and provides guidance on the exam questions. - It discusses recapping key terms and concepts from the film Tsotsi and practicing note-taking during film screenings. - It previews the four exam questions, which cover film language, codes and conventions, applying knowledge to film clips, and a creative question involving designing a new superhero film idea. - Timed practice questions are provided, including making notes on and answering questions about an included superhero film trailer clip.
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1. initial plans(3)
The document outlines initial plans for three magazines on movies, photography, and TV. For each magazine, it lists topics to cover such as upcoming content, best of all time listings, and discussions of stars or famous figures. It addresses choosing images and color schemes. A mood board is mentioned as being analyzed to influence the final products, with the board containing superhero film stills that will result in the magazines exploring sci-fi and superhero genres.
Writing your micro essay
This document provides guidance on completing a micro-essay analysis for a film studies course. It explains that the essay should analyze how one or more micro-features (mise-en-scene, performance, cinematography, editing, sound) construct meaning and audience response in a 3-5 minute film extract. It offers tips on choosing an extract, analyzing it through repeated viewings and note-taking, and structuring the essay with an introduction, body paragraphs analyzing different micro-features chronologically, and a conclusion. Presentations on the micro-essay should follow the same structure and include a screening of the extract to illustrate points made.
Introduction to Film Studies
This document provides an introduction and overview of the WJEC AS GCE in Film Studies course. It includes the following key points:
- The two-year course is made up of four units assessing a range of film analysis, research, and production skills.
- Unit 1 explores film form and requires analysis of a key scene from a favorite film. Unit 2 examines the British and American film industries and topics like genre.
- Unit 3 involves a research project and creative work. Unit 4 addresses issues and debates in film.
- Assessments include internal and external evaluations of film knowledge and practical projects. The document outlines the course content and expectations.
Lesson 1 0 Introduction to AS Film Studies
The document provides an introduction to the AS Film Studies course, which is split into two modules: FM1 - Exploring Film Form and FM2 - British & American Film. [FM1] focuses on micro elements of film like cinematography, mise-en-scene, performance, sound, and editing. Students will analyze a film extract and create a short film or storyboards. [FM2] involves studying audience, industry, and genres in a final exam. The document discusses different views of cinema as a mirror, window, or escape and uses film examples to illustrate these concepts. It also explains how films can reflect the social issues and fears of their time.
Cm Lesson 5 (Horror)
This document outlines lessons on researching and understanding conventions of the horror genre. The goals are to understand horror conventions, create a visual diagram for a horror DVD cover, and research fonts and images related to horror. Students are instructed to create a mind map of horror film conventions, research common horror settings and make a mood board, and design a DVD cover visual diagram with elements like the film title, central image, and actors. They also choose a central image and film name, find font inspiration, and make a story mountain describing the film's events.
Checklist guidance
This document provides a checklist of 13 research and planning tasks to complete for a documentary project. It includes researching existing documentaries and institutions, conducting audience research through surveys and interviews, developing designs for promotional materials, creating scripts, storyboards and shot lists, planning costumes, locations, and props, designing a logo for their production company, and taking still images to plan shot types. For each task, students are instructed to analyze their work and decision-making process to show how their plans match audience expectations and the conventions of the documentary genre and style.
Superhero Revision - Codes and Conventions
This document provides revision materials for an exam on superhero films. It includes sample exam questions, terms for analysing film techniques, and conventions of the superhero genre. Question 1 asks students to analyse editing in a film clip, how it conveys emotion. Question 2 asks students to identify a convention in a clip and relate it to another superhero film. The document provides examples and defines common conventions like settings, character archetypes, and narratives involving good vs evil.
Film Studies Coursework
The document outlines the coursework requirements for an internal assessment on exploring and creating film. Students must submit four pieces of work: 1) A film exploration analyzing a chosen film's production, distribution, and reception, 2) A pitch and preproduction for their own film idea, 3) A creative production based on their preproduction, and 4) A reflective analysis of what they learned about film from the process. Students can complete certain elements individually or in groups of up to four.
Recommended
1. initial plans(3)
The document outlines initial plans for three magazines on movies, photography, and TV. For each magazine, it lists topics to cover such as upcoming content, best of all time listings, and discussions of stars or famous figures. It addresses choosing images and color schemes. A mood board is mentioned as being analyzed to influence the final products, with the board containing superhero film stills that will result in the magazines exploring sci-fi and superhero genres.
Writing your micro essay
This document provides guidance on completing a micro-essay analysis for a film studies course. It explains that the essay should analyze how one or more micro-features (mise-en-scene, performance, cinematography, editing, sound) construct meaning and audience response in a 3-5 minute film extract. It offers tips on choosing an extract, analyzing it through repeated viewings and note-taking, and structuring the essay with an introduction, body paragraphs analyzing different micro-features chronologically, and a conclusion. Presentations on the micro-essay should follow the same structure and include a screening of the extract to illustrate points made.
Introduction to Film Studies
This document provides an introduction and overview of the WJEC AS GCE in Film Studies course. It includes the following key points:
- The two-year course is made up of four units assessing a range of film analysis, research, and production skills.
- Unit 1 explores film form and requires analysis of a key scene from a favorite film. Unit 2 examines the British and American film industries and topics like genre.
- Unit 3 involves a research project and creative work. Unit 4 addresses issues and debates in film.
- Assessments include internal and external evaluations of film knowledge and practical projects. The document outlines the course content and expectations.
Lesson 1 0 Introduction to AS Film Studies
The document provides an introduction to the AS Film Studies course, which is split into two modules: FM1 - Exploring Film Form and FM2 - British & American Film. [FM1] focuses on micro elements of film like cinematography, mise-en-scene, performance, sound, and editing. Students will analyze a film extract and create a short film or storyboards. [FM2] involves studying audience, industry, and genres in a final exam. The document discusses different views of cinema as a mirror, window, or escape and uses film examples to illustrate these concepts. It also explains how films can reflect the social issues and fears of their time.
Cm Lesson 5 (Horror)
This document outlines lessons on researching and understanding conventions of the horror genre. The goals are to understand horror conventions, create a visual diagram for a horror DVD cover, and research fonts and images related to horror. Students are instructed to create a mind map of horror film conventions, research common horror settings and make a mood board, and design a DVD cover visual diagram with elements like the film title, central image, and actors. They also choose a central image and film name, find font inspiration, and make a story mountain describing the film's events.
Checklist guidance
This document provides a checklist of 13 research and planning tasks to complete for a documentary project. It includes researching existing documentaries and institutions, conducting audience research through surveys and interviews, developing designs for promotional materials, creating scripts, storyboards and shot lists, planning costumes, locations, and props, designing a logo for their production company, and taking still images to plan shot types. For each task, students are instructed to analyze their work and decision-making process to show how their plans match audience expectations and the conventions of the documentary genre and style.
Superhero Revision - Codes and Conventions
This document provides revision materials for an exam on superhero films. It includes sample exam questions, terms for analysing film techniques, and conventions of the superhero genre. Question 1 asks students to analyse editing in a film clip, how it conveys emotion. Question 2 asks students to identify a convention in a clip and relate it to another superhero film. The document provides examples and defines common conventions like settings, character archetypes, and narratives involving good vs evil.
Film Studies Coursework
The document outlines the coursework requirements for an internal assessment on exploring and creating film. Students must submit four pieces of work: 1) A film exploration analyzing a chosen film's production, distribution, and reception, 2) A pitch and preproduction for their own film idea, 3) A creative production based on their preproduction, and 4) A reflective analysis of what they learned about film from the process. Students can complete certain elements individually or in groups of up to four.
A01 controlled assessment - production
This document provides an overview of a film studies lesson on industry research. It discusses the objectives of learning about how film ideas are generated, the importance of cast and crew in production, and different avenues of film funding. It provides examples of how the film Twilight inspired other adaptations. Key film roles are identified and students are tasked with researching the roles for their selected film using IMDB. The homework is to complete research on the production area by noting ideas generation, key cast and crew, production details, and funding sources.
Intro to Film Studies at A2
This document provides information about the Film Studies course for Year 13. It will cover two units: FM3 - Film Research and Creative Projects, and FM4 - Varieties of Film Experience. FM3 has two sections - a small-scale research project on a focus film and related films, and a creative project with a reflective analysis. FM4 examines world cinema, spectatorship topics, and a single critical film study. Key films mentioned include City of God, La Haine, and Fight Club. The document also prompts students to consider goals and improvements for the year.
Rough Cut Results
The document provides feedback on a rough cut of a film trailer from four different groups. The feedback indicates that while the trailer conveyed the overall premise, some elements like sound, storyline clarity, and clip organization needed improvement. Suggestions included shortening unnecessary clips, adding titles and transitions, improving sound design, and making some shots darker. Based on this feedback, the creators will edit the trailer by addressing issues like clip order, sound, and clarity to improve the overall effectiveness.
Controlled assessment
This document provides instructions for a controlled assessment task in GCSE Film Studies. The task consists of two parts: A01, an industry research analysis of 350-500 words on the production, distribution, and exhibition of a selected film; and A02, a micro analysis of 500-750 words on a 5 minute scene from the same film, analyzing two elements of film language such as mise-en-scene, cinematography, sound, or editing. Students must choose a film that is not a superhero movie, present their 5 minute scene selection, and justify their choice of scene in 2-3 minutes. The goal is to demonstrate knowledge of how films communicate meanings and engage audiences.
Film cover and review2
Here are three examples of film magazine reviews with analysis:
Example 1: Sight & Sound (British Film Institute)
- Prestigious arts magazine focusing on critical analysis rather than promotion
- Academic tone and language, assumes reader has in-depth knowledge of film theory/history
- Long form essays and reviews dissecting themes, style and place within the director's body of work
- Black and white layout emphasizes intellectual/artistic focus over entertainment
Example 2: Empire (UK mass market magazine)
- Accessible writing style aimed at general audience interested in popular/blockbuster films
- Colorful layout with stills grabs attention of readers browsing newsstand
- Strikes balance of critical analysis with entertainment
Draft 1 target audience and peer assessment stuff
This document provides instructions for students to get preliminary feedback and peer assessment on a draft video. It instructs students to:
1) Watch their draft video once and do a self-assessment.
2) Create a target audience feedback video in iMovie by asking a group of non-friends questions about the genre, meaning, characters, mood, filmmaking, strengths, and areas for improvement.
3) Edit the target audience feedback video in iMovie briefly showing people's responses to the questions. The feedback video is due Monday by the end of the day.
Film art
According to the seminal book "Film Art" by Bordwell and Thompson, film language refers to the basic techniques of cinema and how they function together to create meaning within a film. The document discusses how understanding film language and genre conventions is essential for students to create their own short films and effectively analyze other films. Students are advised to research the history and techniques associated with the genre they choose and apply some conventions in their own work.
22 a product research distinction
The document outlines tasks for researching existing digital media products to develop ideas for a new digital media product. Specifically, it instructs to:
1) Create a mind map identifying conventions like quick cuts, beat editing, use of close ups from 3 example music videos or idents.
2) Make a mood board showing where the examples can be accessed on digital TV channels, YouTube channels, websites on mobile, tablet and computer.
3) Annotate the research with the aim to understand conventions and distribution platforms. The summary found examples use quick cuts, beat editing, stop motion, close ups, lip synching, channel branding, narrative, locations, music genres and costume.
Assignment 12 group presentation draft 3
This document outlines the structure and content for a group presentation on drafting a TV documentary. It includes 17 sections (A-Q) that should be covered in the presentation. Each section provides details on what should be included, such as an introduction, research conducted, target audience, storyboards, scripts, locations, actors, and more. The goal is for the presentation to explain the process of improving their documentary draft over several weeks.
A Level Media Studies - Induction Booklet
The document outlines the course outline for an induction booklet covering representation in TV drama, the UK film industry, and creating an opening film sequence. In the first term, students will analyze representations in TV drama and complete an essay. They will also begin planning and preliminary work on creating an opening sequence, including setting up a production blog and research. The second term focuses on a mock exam, completing the opening sequence, and continuing analysis of the film industry. The third term includes a full mock exam, completing evaluations of the opening sequence, and exam revision.
GCSE Film Studies: Pitch
The document provides guidance on creating an effective 150-word pitch for a film to attract potential investors. The pitch should include a one sentence log line summarizing the narrative, reference the genre and similar films, indicate intended audience and main stars, and provide a brief summary of the narrative to convey key details in a short time and appeal to backers. The pitch aims to attract funding to produce the finished film.
Fm2Intro
This document provides information about the AS Film Studies exam FM2 on British and American film. The exam is 2.5 hours long and consists of answering 3 essay questions, each about a different section of British or American film. Section A focuses on films and their audiences. Students are advised to watch films, take note of stars and productions, and research film consumption in order to perform well on this exam. The document also provides sample essay questions and homework assignments related to the exam content.
Evaluation question 3
The film industry spends time and money test screening films to get audience feedback before wide release. They invite diverse audiences to screenings to understand how different people react and what they think of the film. This helps the studios identify what works and doesn't work to improve the film. It also helps determine the target audience. The document then discusses how the class created a teaser trailer, poster, and magazine cover for a film project. They got feedback from other students to identify strengths and weaknesses and see how to enhance their marketing materials. Based on this feedback, they rearranged shots in the teaser trailer to build more tension. They also made minor adjustments to the poster and magazine cover design to improve professionalism.
Question 1 evaluation
This document discusses the documentary production group's use of conventions in their documentary about bowling. Some of the key conventions they followed include labeling interviewees with their name and role on screen, positioning interviewees on the left or right third of the screen so they are not looking directly into the camera, and using cutaways to illustrate points made in interviews or cover cuts in questioning. The group also included a voiceover to explain key points, used a song from their documentary in a radio advertisement to connect the two, and designed their poster with a main image fading to a title and channel logo to promote and identify their documentary.
Assignment 10
The documentary aims to make viewers think about different philosophical views on religion and be more open-minded. It will teach about other cultures' and religions' perspectives on religion through debates that allow people to learn both sides of arguments and make their own choices. Camera techniques like close-ups, establishing shots, and shot reverse shots will be used to provide context and detail when interviewing subjects.
Evaluation - Harry Hemingway-McGhee & Megan O'Connor
This is the presentation for our Evaluation - Radio Programme and Directors Commentary are on the blog www.productionscartel.wordpress.com
3.textual analyses guidance
The document provides instructions for completing textual analyses of horror posters, magazines, and trailers as part of an advanced media coursework. Students must choose existing horror materials from online sources and analyze the connotations and reasons for elements of mise-en-scene, camerawork, sound, editing, typography, and how they relate to the horror genre. The analyses should follow specific structures and include details about the work being analyzed. Examples of previous students' work are provided for reference.
Coursework guide pt1 2012
This document outlines the coursework requirements for a Film Studies course. It consists of 4 main pieces of work that make up 50% of the overall grade. Part 1 focuses on exploring a film of the candidate's choice through a micro-analysis of 350-750 words focusing on two micro-features such as mise-en-scene, editing, camerawork or sound. The document provides guidance on choosing a film and researching its production, distribution and exhibition to provide context for the micro-analysis.
Assignment 17 similar products & conventions
This document outlines an assignment for students to analyze documentaries and conventions. It instructs students to watch and analyze at least 12 documentaries individually. They are to note the documentary name, format, genre, amount watched, where/how watched, date watched, and what they learned. Students are also asked to analyze conventions of documentaries seen and divide conventions among group members to research. Finally, students will discuss applying conventions to their own documentary and link it to evaluation questions.
Vlogging for film- Bend it like Beckham
This document provides instructions for an assignment analyzing the film Bend it Like Beckham. Students are asked to identify how the director uses film techniques to convey information about characters and themes. They must analyze a 5-minute sequence from the film using 3 techniques. For each technique, they must describe an example, explain its effect, and discuss how it portrays the theme and a character. Students will present their analysis in a written response and informative vlog discussing what can be learned from the film. The assignment is due on Friday, May 8th.
Horror opening sequences
This document provides guidance for students to analyze the codes and conventions of horror film openings. It instructs students to watch three opening sequences in groups and make notes on elements of film language, including camera shots, movement, editing, sound, and mise-en-scene. These establish genre, narrative, atmosphere and setting. Students are then asked to analyze one sequence individually and write an in-depth blog post, focusing on how technical elements create meaning and impact.
GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero films
Please note: I have had to remove the download and embed options as I've unfortunately seen this being sold by others and embedded elsewhere, claiming credit for crediting it.
If you would like to download it, you can find the full 100+ page revision guide compiled as a PDF here: https://sellfy.com/p/J0Ei/
____________________________________
A comprehensive revision guide to the current WJEC GCSE Film Studies Paper 1, focusing on Hollywood films. This revision guide and workbook focuses on Superhero films, the film industry, how movies are marketed, has explanations and guides as to how the exam works and a series of exercises, worksheets and bespoke tasks for students. I've used this with my own students for the last 2 years and have had some great feedback from it. However, as with all of my resources, please note that it's by no means a definitive guide and there is plenty that could be improved or developed.
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A01 controlled assessment - production
This document provides an overview of a film studies lesson on industry research. It discusses the objectives of learning about how film ideas are generated, the importance of cast and crew in production, and different avenues of film funding. It provides examples of how the film Twilight inspired other adaptations. Key film roles are identified and students are tasked with researching the roles for their selected film using IMDB. The homework is to complete research on the production area by noting ideas generation, key cast and crew, production details, and funding sources.
Intro to Film Studies at A2
This document provides information about the Film Studies course for Year 13. It will cover two units: FM3 - Film Research and Creative Projects, and FM4 - Varieties of Film Experience. FM3 has two sections - a small-scale research project on a focus film and related films, and a creative project with a reflective analysis. FM4 examines world cinema, spectatorship topics, and a single critical film study. Key films mentioned include City of God, La Haine, and Fight Club. The document also prompts students to consider goals and improvements for the year.
Rough Cut Results
The document provides feedback on a rough cut of a film trailer from four different groups. The feedback indicates that while the trailer conveyed the overall premise, some elements like sound, storyline clarity, and clip organization needed improvement. Suggestions included shortening unnecessary clips, adding titles and transitions, improving sound design, and making some shots darker. Based on this feedback, the creators will edit the trailer by addressing issues like clip order, sound, and clarity to improve the overall effectiveness.
Controlled assessment
This document provides instructions for a controlled assessment task in GCSE Film Studies. The task consists of two parts: A01, an industry research analysis of 350-500 words on the production, distribution, and exhibition of a selected film; and A02, a micro analysis of 500-750 words on a 5 minute scene from the same film, analyzing two elements of film language such as mise-en-scene, cinematography, sound, or editing. Students must choose a film that is not a superhero movie, present their 5 minute scene selection, and justify their choice of scene in 2-3 minutes. The goal is to demonstrate knowledge of how films communicate meanings and engage audiences.
Film cover and review2
Here are three examples of film magazine reviews with analysis:
Example 1: Sight & Sound (British Film Institute)
- Prestigious arts magazine focusing on critical analysis rather than promotion
- Academic tone and language, assumes reader has in-depth knowledge of film theory/history
- Long form essays and reviews dissecting themes, style and place within the director's body of work
- Black and white layout emphasizes intellectual/artistic focus over entertainment
Example 2: Empire (UK mass market magazine)
- Accessible writing style aimed at general audience interested in popular/blockbuster films
- Colorful layout with stills grabs attention of readers browsing newsstand
- Strikes balance of critical analysis with entertainment
Draft 1 target audience and peer assessment stuff
This document provides instructions for students to get preliminary feedback and peer assessment on a draft video. It instructs students to:
1) Watch their draft video once and do a self-assessment.
2) Create a target audience feedback video in iMovie by asking a group of non-friends questions about the genre, meaning, characters, mood, filmmaking, strengths, and areas for improvement.
3) Edit the target audience feedback video in iMovie briefly showing people's responses to the questions. The feedback video is due Monday by the end of the day.
Film art
According to the seminal book "Film Art" by Bordwell and Thompson, film language refers to the basic techniques of cinema and how they function together to create meaning within a film. The document discusses how understanding film language and genre conventions is essential for students to create their own short films and effectively analyze other films. Students are advised to research the history and techniques associated with the genre they choose and apply some conventions in their own work.
22 a product research distinction
The document outlines tasks for researching existing digital media products to develop ideas for a new digital media product. Specifically, it instructs to:
1) Create a mind map identifying conventions like quick cuts, beat editing, use of close ups from 3 example music videos or idents.
2) Make a mood board showing where the examples can be accessed on digital TV channels, YouTube channels, websites on mobile, tablet and computer.
3) Annotate the research with the aim to understand conventions and distribution platforms. The summary found examples use quick cuts, beat editing, stop motion, close ups, lip synching, channel branding, narrative, locations, music genres and costume.
Assignment 12 group presentation draft 3
This document outlines the structure and content for a group presentation on drafting a TV documentary. It includes 17 sections (A-Q) that should be covered in the presentation. Each section provides details on what should be included, such as an introduction, research conducted, target audience, storyboards, scripts, locations, actors, and more. The goal is for the presentation to explain the process of improving their documentary draft over several weeks.
A Level Media Studies - Induction Booklet
The document outlines the course outline for an induction booklet covering representation in TV drama, the UK film industry, and creating an opening film sequence. In the first term, students will analyze representations in TV drama and complete an essay. They will also begin planning and preliminary work on creating an opening sequence, including setting up a production blog and research. The second term focuses on a mock exam, completing the opening sequence, and continuing analysis of the film industry. The third term includes a full mock exam, completing evaluations of the opening sequence, and exam revision.
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The document provides guidance on creating an effective 150-word pitch for a film to attract potential investors. The pitch should include a one sentence log line summarizing the narrative, reference the genre and similar films, indicate intended audience and main stars, and provide a brief summary of the narrative to convey key details in a short time and appeal to backers. The pitch aims to attract funding to produce the finished film.
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This document provides information about the AS Film Studies exam FM2 on British and American film. The exam is 2.5 hours long and consists of answering 3 essay questions, each about a different section of British or American film. Section A focuses on films and their audiences. Students are advised to watch films, take note of stars and productions, and research film consumption in order to perform well on this exam. The document also provides sample essay questions and homework assignments related to the exam content.
Evaluation question 3
The film industry spends time and money test screening films to get audience feedback before wide release. They invite diverse audiences to screenings to understand how different people react and what they think of the film. This helps the studios identify what works and doesn't work to improve the film. It also helps determine the target audience. The document then discusses how the class created a teaser trailer, poster, and magazine cover for a film project. They got feedback from other students to identify strengths and weaknesses and see how to enhance their marketing materials. Based on this feedback, they rearranged shots in the teaser trailer to build more tension. They also made minor adjustments to the poster and magazine cover design to improve professionalism.
Question 1 evaluation
This document discusses the documentary production group's use of conventions in their documentary about bowling. Some of the key conventions they followed include labeling interviewees with their name and role on screen, positioning interviewees on the left or right third of the screen so they are not looking directly into the camera, and using cutaways to illustrate points made in interviews or cover cuts in questioning. The group also included a voiceover to explain key points, used a song from their documentary in a radio advertisement to connect the two, and designed their poster with a main image fading to a title and channel logo to promote and identify their documentary.
Assignment 10
The documentary aims to make viewers think about different philosophical views on religion and be more open-minded. It will teach about other cultures' and religions' perspectives on religion through debates that allow people to learn both sides of arguments and make their own choices. Camera techniques like close-ups, establishing shots, and shot reverse shots will be used to provide context and detail when interviewing subjects.
Evaluation - Harry Hemingway-McGhee & Megan O'Connor
This is the presentation for our Evaluation - Radio Programme and Directors Commentary are on the blog www.productionscartel.wordpress.com
3.textual analyses guidance
The document provides instructions for completing textual analyses of horror posters, magazines, and trailers as part of an advanced media coursework. Students must choose existing horror materials from online sources and analyze the connotations and reasons for elements of mise-en-scene, camerawork, sound, editing, typography, and how they relate to the horror genre. The analyses should follow specific structures and include details about the work being analyzed. Examples of previous students' work are provided for reference.
Coursework guide pt1 2012
This document outlines the coursework requirements for a Film Studies course. It consists of 4 main pieces of work that make up 50% of the overall grade. Part 1 focuses on exploring a film of the candidate's choice through a micro-analysis of 350-750 words focusing on two micro-features such as mise-en-scene, editing, camerawork or sound. The document provides guidance on choosing a film and researching its production, distribution and exhibition to provide context for the micro-analysis.
Assignment 17 similar products & conventions
This document outlines an assignment for students to analyze documentaries and conventions. It instructs students to watch and analyze at least 12 documentaries individually. They are to note the documentary name, format, genre, amount watched, where/how watched, date watched, and what they learned. Students are also asked to analyze conventions of documentaries seen and divide conventions among group members to research. Finally, students will discuss applying conventions to their own documentary and link it to evaluation questions.
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Evaluation - Harry Hemingway-McGhee & Megan O'Connor
Evaluation - Harry Hemingway-McGhee & Megan O'Connor
Similar to Revision 3
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This document provides instructions for an assignment analyzing the film Bend it Like Beckham. Students are asked to identify how the director uses film techniques to convey information about characters and themes. They must analyze a 5-minute sequence from the film using 3 techniques. For each technique, they must describe an example, explain its effect, and discuss how it portrays the theme and a character. Students will present their analysis in a written response and informative vlog discussing what can be learned from the film. The assignment is due on Friday, May 8th.
Horror opening sequences
This document provides guidance for students to analyze the codes and conventions of horror film openings. It instructs students to watch three opening sequences in groups and make notes on elements of film language, including camera shots, movement, editing, sound, and mise-en-scene. These establish genre, narrative, atmosphere and setting. Students are then asked to analyze one sequence individually and write an in-depth blog post, focusing on how technical elements create meaning and impact.
GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero films
Please note: I have had to remove the download and embed options as I've unfortunately seen this being sold by others and embedded elsewhere, claiming credit for crediting it.
If you would like to download it, you can find the full 100+ page revision guide compiled as a PDF here: https://sellfy.com/p/J0Ei/
____________________________________
A comprehensive revision guide to the current WJEC GCSE Film Studies Paper 1, focusing on Hollywood films. This revision guide and workbook focuses on Superhero films, the film industry, how movies are marketed, has explanations and guides as to how the exam works and a series of exercises, worksheets and bespoke tasks for students. I've used this with my own students for the last 2 years and have had some great feedback from it. However, as with all of my resources, please note that it's by no means a definitive guide and there is plenty that could be improved or developed.
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This document provides guidance for students completing a film analysis task for their GCSE coursework. Students must analyze a 2-5 minute sequence from a film using two micro features such as mise-en-scene, editing, camerawork or sound. The analysis should be between 350-750 words and demonstrate an understanding of how the micro features create meaning and elicit responses from viewers. Students are advised to watch their chosen sequence multiple times and take detailed notes before writing about how the micro features work individually and together to impact the audience. A clear introduction, body paragraphs analyzing the sequence chronologically, and conclusion are recommended for the essay structure.
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This document provides an overview of the GCSE Film Studies course, outlining the key areas of study, assessment objectives, coursework requirements, and exam structure and content. The course is divided into three study areas - film language, film organizations, and film audiences. Students will complete four pieces of coursework worth 50% of the grade, focusing on topics like textual analysis, film pitching, pre-production, and film production. The remaining 50% comes from two exams, one exploring disaster films and the other exploring a non-Hollywood film through character analysis, sequence analysis, and a creative response.
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The document outlines the requirements for a film studies task involving planning, shooting, and editing a short horror film opening. Students must complete preliminary exercises in filming techniques. For the main task, they must produce original titles and a 2-minute opening for a horror film. Extensive research on film conventions, openings, and the genre is required. Planning involves storyboarding, scripting, scheduling, and audience research. The final opening is worth 60% of marks. Students must evaluate all aspects of production on their blog, which will document the entire process.
Creating trailers
The document provides guidance on creating movie trailers. It discusses the history and purpose of trailers, noting that they were originally shown after films but were moved to before films as people would leave. It describes the components of trailers, including using a three act structure, quick cuts of exciting moments, and leaving the resolution unknown. The document also provides tips on voiceovers, text, music, and fonts to match the genre. It recommends including website and social media links at the end.
Introduction to Film
This document provides an overview of a GCSE Film Studies course. It discusses the course structure, which is divided into two exams and two coursework assignments. The exams will include analyzing an unseen film extract and discussing themes in Bend it Like Beckham. The coursework consists of analyzing a film of the student's choice and producing a short film. The document also outlines the objectives for one class, which are to introduce key film terms like genre and analyze how meaning is created through elements like mise-en-scene, cinematography, sound, and editing. Students will watch a horror film scene and discuss which elements make it a horror genre film and how the technical elements create meaning.
Introduction activity for social realist film and feedback from little miss s...
This lesson aims to provide students feedback on essays about the film Little Miss Sunshine and teach them about British social realist films. By the end of the lesson, students should be able to discuss what distinguishes high-quality essays, action plan improvements to their writing, research and analyze elements of social realist films including Sweet Sixteen and Looking for Eric, and design a poster for a new social realist film. The lesson involves students reading example essays, analyzing film scenes, and completing a design task to create a film poster.
Intro to editing Final Cut Pro
The document outlines a film studies lesson that will be divided into two parts. In the first part, students will work in groups to edit film scenes using Final Cut Pro and incorporate sound and effects. They will also finalize storyboards for their scenes. In the second part, students will develop a pitch to present their film idea, which should include a logline, genre, narrative, intended stars and audience, and their storyboarded scene. The class will conclude by demonstrating how to use Final Cut Pro and screening sample scenes.
WJEC GCSE Paper 1 Explanation 2012
This document provides an overview and instructions for Paper 1: Exploring Film. The paper is 1 hour and 30 minutes long and worth 50 marks total. It consists of 4 questions: 1) technical analysis of a film clip, 2) identifying disaster film elements in a clip, 3) analyzing a provided product, and 4) creating a new product related to disaster films. Question 4 is worth the most marks at 20 and students should spend the most time on it. The document reviews the structure and scoring of each question to help students plan their exam approach and answers.
MS1 Media Camera Positions and Framing 2013
This document outlines learning objectives and activities for a lesson on film analysis. It includes:
1. Recapping semiotics terms from the previous week with a matching activity.
2. Continuing analysis of film posters with group feedback sessions.
3. Clarifying conventions of film posters and introducing camera shot and framing terminology.
4. Explaining different camera shots and positions and how they create emotional responses.
GCSE Film Coursework guide pt1
The document outlines the coursework requirements for a film studies course. It is made up of 4 main pieces of work that make up 50% of the overall grade. Part 1 requires students to explore a film of their choice, researching its production, distribution and exhibition. They must then analyze how one micro feature, such as editing or sound, creates meaning in a 5 minute sequence from the chosen film. The document provides guidance on completing part 1, including researching the film industry and completing a blog and analysis.
Lesson 1 ET
This document discusses techniques for positioning audiences through camerawork in fictional films. It provides examples from the films Dracula and E.T., analyzing how different camera shots and angles are used to make audiences feel certain ways about characters. The document also discusses other cinematic techniques like mise-en-scene, sound design, and symbolic codes that can enhance character presentations and audience positioning. Students are given tasks to identify these techniques in scenes and explain their effects.
Answering question 1
The document provides guidance on analyzing a moving image clip that will be shown as part of an exam. It instructs the reader to take thorough notes on specific elements of the clip, including technical codes like camera shots, editing, and audio codes like sound effects and dialogue. It also notes visual codes to analyze like mise-en-scene elements of lighting, costumes, and setting. The purpose is to help the reader understand what aspects of the clip to focus on in their notes so they can fully answer the textual analysis question being asked.
AS media lesson 1
This document provides an overview and instruction for a media studies exam focusing on textual analysis and representation. It includes:
1) An explanation of what representation means in media and examples of forms of representation that could be analyzed like gender, ethnicity, class.
2) An outline of Section A of the exam which involves analyzing representation in a screened extract through techniques like camerawork, editing, sound, and mise-en-scene.
3) Descriptions and examples of how to analyze different production techniques including shots, angles, movement for camera; cuts, transitions for editing; diegetic sound, effects for sound; set design, costumes, lighting for mise-en-scene.
4) A
L02 Film making rules
This document discusses the rules of filmmaking that students should understand for their media course. It lists four fundamental rules: 1) match on action, 2) shot/reverse shot for dialogue, 3) the 180 degree rule, and 4) the rule of thirds. Students are instructed to define each rule and study examples that demonstrate when each rule is followed or broken. For their assessment, students must shoot and edit a video that applies these rules, including examples that break them and then follow them correctly. Understanding and applying these basic rules of cinematography is important for students' media coursework and projects.
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GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero films
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Externally set assignment 2013.14
This document provides guidance for students on an externally set photography assignment. It includes:
1) A list of photography themes for students to explore, such as the built environment, fantasy, close-up, and fashion photography, alongside examples of photographers known for work in those themes.
2) An instruction to create a visual mind map around one of the themes, making notes and connections between ideas. Students are then asked to take informal test photos based on their mind maps.
3) A discussion is to be held where students share one thing they learned about two of the photography themes from their research.
Evalauations why what how
This document provides guidance on evaluating art and design projects. It outlines three key parts of an evaluation: research and development, finals, and a self-assessment. For the research and development section, it recommends reflecting on themes, ideas development, research materials, artistic influences, techniques explored, and skills developed. For finals, it suggests analyzing formal elements, materials used, intentions vs. outcomes, layout/design, and messages conveyed. The self-assessment portion recommends justifying why evaluations are important, what to include, and how to approach them, with a focus on formal analysis and terminology. Open workshops are also recommended to set targets and work towards finalizing evaluations.
Photographyintro
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.
Intro to camera settings
This document discusses the three key elements of photography: aperture, shutter speed, and ISO. Aperture affects depth of field, shutter speed controls movement capture, and ISO changes the camera sensor's sensitivity. Proper exposure is achieved by balancing these settings - adjusting one requires compensating the others. Metering light allows determining the correct exposure.
Semiotics intro
Semiotics sees communication as arising from cultural contexts rather than just information exchange. Meaning comes from the interaction between texts and their receivers based on shared codes within a culture. A code is a system of communication that connects signs to rules and shared understandings. Identifying codes in texts is important because codes organize communication and enable meaning, though individual meanings are negotiated. Denotation is the literal meaning of a sign, while connotation involves cultural associations that can vary between individuals. During negotiation, meaning is not fixed but depends on the decoding context. Anchorage provides a written context that orients the preferred reading of an image's signs.
Research and analysis of images
This document discusses analyzing images through their visual elements such as line, texture, pattern, shape, and form. It explains that analyzing images considers framing, composition, depth of field, lighting, meaning, and use of formal elements. When writing about an image, one should describe what is seen literally, analyze techniques used by the photographer like lighting, composition, and formal elements to uncover meaning, and evaluate if the image is effective and what it communicates. Famous photographers like Tim Walker, Don McCullin, Rankin, and Imogen Cunningham are mentioned.
Research and analysis of images take 3
This document provides guidance on analyzing photographic images. It discusses the formal visual elements of line, texture, pattern, shape, and form. It then profiles several photographers to exemplify each element. The document also covers the basics of image analysis, including framing, composition, lighting, and use of formal elements. When writing about an image, it advises describing the subject matter literally, then analyzing technical and contextual aspects to uncover meaning, and evaluating how effectively the image communicates. Students are given an exercise to discuss images using these analytical techniques.
Research and analysis of images take 2
This document discusses analyzing images through examining their visual elements such as line, texture, pattern, shape, and form. It explains that analyzing images considers the framing, composition, lighting, meaning, and use of formal elements. The analysis of an image involves describing what is seen, breaking down elements like lighting, composition, and subject matter, and evaluating how effective and influential the image is.
Photographic composition
This document discusses various techniques for effective photographic composition including framing, angle, perspective, symmetry, balance, space, and color. It emphasizes that composition allows photographers to convey messages and emotions through carefully framing subjects, experimenting with unique angles and perspectives, balancing elements in the frame, giving subjects space, and using color to impact mood. The document encourages photographers to view composition not as rigid rules but as tools or "ingredients" that can be utilized to create visually compelling photographs.
Line, texture, pattern
This document discusses three key elements of photography - line, texture, and pattern. It defines each element and provides examples of photographers who utilize these elements effectively in their work. Lines create depth and movement, texture refers to surface qualities, and patterns are made up of lines and shapes. Students are assigned to find images from artists that demonstrate these three elements for a photography assignment.
History of photography
This document provides a history of photography from its origins to modern applications. It discusses early innovators like Niepce, Daguerre, and Talbot who developed the first photographic processes in the 1820s-1840s. The daguerreotype and calotype processes allowed photographs to be taken and reproduced. Advances like the wet plate collodion process in the 1850s led to photographs being widely used to document events like the Civil War. Photography was also used in science, medicine, industry, and to document social issues. Further innovations driven by the development of more portable cameras expanded photography's uses through the late 19th century until it became widely accessible to the public by the late 1880s.
Evaluation flowchart
The document outlines an initial photography project focused on formal analysis and terminology exploring Imogen Cunningham's work. It then details the creative process of researching flower meanings in different cultures and places linked to people. Test shoots were conducted exploring techniques and using layering in Photoshop before final images were displayed with an explanation of how they were selected.
Essay referencing
This document provides guidance on researching and referencing secondary sources for an essay. It discusses finding information from sources like textbooks, articles, and websites to support an essay topic. It emphasizes the importance of integrating quotes and properly referencing sources to avoid plagiarism. The document also provides directions on formatting references in alphabetical order by author surname in a bibliography, and lists the necessary details for referencing different source types like written texts and internet sources.
Compositional elements
The document discusses various compositional techniques for strengthening photographs, including using triangles, circles, frames within frames, leading lines, negative space, rhythm, and combining multiple techniques. It provides examples of each technique and encourages the reader to test out the different methods and develop their own signature style.
Composition and the rule of thirds
The document discusses the rule of thirds in composition. The rule of thirds involves dividing an image into thirds both horizontally and vertically, creating nine equal sections. Placing subjects or key elements of a photo at the intersections of these lines can create a more balanced and appealing composition. The rule of thirds has a long history in art and is commonly used in photography, filmmaking, and other visual media because it follows conventions that audiences have come to expect. Examples are provided of tasks applying the rule of thirds to photo editing and storyboarding portrait shots for a newspaper.
Portraiture [use this one for as]
This document discusses different sub-genres of portraiture photography including intimate portraits, documentary portraiture, formal portraiture, and fashion photography. It provides examples of prominent photographers within each sub-genre such as Julia Margaret Cameron and Alfred Stieglitz for intimate portraits, Dorothea Lange and Robert Weingarten for documentary portraiture, Annie Leibovitz and Cecil Beaton for formal portraiture, and Mario Testino and Irving Penn for fashion photography. The document also briefly discusses themes of identity within portraiture.
Portraiture & fashion photography
The document discusses the portraiture and fashion photography of Terence Donovan, David Bailey, and Peter Lindbergh. It provides biographies of each photographer and examples of their work. Terence Donovan was a pioneering British fashion photographer known for his work with magazines in the 1960s. David Bailey photographed celebrities and cultural icons in a simple dramatic style. Peter Lindbergh is a renowned German photographer known for his black and white images of supermodels and use of industrial backdrops in fashion photography.
Portraiture & fashion photography
This document discusses the portraiture and fashion photography of Terence Donovan, David Bailey, and Peter Lindbergh. It provides biographies of each photographer and examples of their work. Terence Donovan was a pioneering British fashion photographer known for his work with magazines in the 1960s. David Bailey photographed celebrities and cultural icons in a simple dramatic style. Peter Lindbergh is a renowned German photographer known for his black and white images of supermodels and use of industrial backdrops.
Photography & the_genre[intro]
The document discusses genres in art and photography. It defines genre as a category or type of artistic medium defined by its form, content, or technique. Examples of painting genres provided include landscape, portrait, abstract, and styles like expressionist or impressionist. Photography also has many genres including portrait, landscape, documentary, fine art, street photography, fashion, and more. Key genres in photography attempt to capture personality in portraiture, depict locations in landscape, document moments in time for documentary, and focus on meaning for fine art genres. Due to its versatility, photography has many genres and is hard to define as an artistic medium. Some argue this makes it difficult to consider photography a true art form.
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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本公司拥有海外各大学样板无数，能完美还原。
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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A Prime Location
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Architectural Highlights
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Revision 3
- 1. Today • Recap the Superhero exam • Recap some key terms and C&C • Practice note taking during screenings • Start to answer some questions and peer assess
- 2. But first...Quick Tsotsi recap • Name all the main characters • What is one reoccurring motif in the film? • What are the key themes? • What are the key images used in this poster and why?
- 4. QUESTION ONE Is about Film Language and how It communicates to the audience Make sure you know your film terminology for all the MICRO FEATURES CINEMATOGRAPHY SOUND EDITING MISE-EN-SCENE THEY CAN ALSO ASK YOU ABOUT SPECIAL EFFECTS Use the whiteboards to write answers down silently, test your answers with those around you
- 5. QUESTION TWO & THREE Will usually be about TYPICAL FEATURES this means codes and conventions. You will need to apply this knowledge to the film clip AND MAYBE another Superhero Film of your choice What are the seven key areas that fit under C&C? Use the whiteboards to write answers down silently, test your answers with those around you
- 6. QUESTION FOUR Will be a creative question you will most probably have to use your imaginations and or design something. So it will be useful to have colouring pencils. You could be asked to come up with an idea for a brand new Superhero film, write a review, create a marketing package... You have 20 minutes to briefly outline your film idea (plot), list and justify main stars, director, producer etc and state what the climax of the film is and how SFX are used to help engage the audience at the climax
- 7. Timed questions • Watch the extract three times, make notes from the second time on: • C&C – all areas! • Narrative • Micro • Macro • Ideology http://www.youtube.com/watch?v=T6DJcgm3wNY
- 8. Question 1 – 10 marks = 10 minutes • 1a. Identify one type of SOUND used (1) • 1b. Why is it used? (1) • 1c How are two of the following used to generate audience interest in this trailer? (8) sound editing mise-en-scène colour and lighting?
- 9. Question 1 – Marking grid • 1a. Identify one type of SOUND used (1) Correct terminology needed • 1b. Why is it used? (1) Plausible explanation • 1c How are two of the following used to generate audience interest in this trailer? (8) For each feature; 1 marks for correctly identifying a micro element used, 2 marks for adequate description, 3 marks for detailed description and explanation in line with question, 4 marks for excellent response with specific focus and good written comms sound editing mise-en-scène colour and lighting?
- 10. Question 2 – 10 marks = 10 minutes • 2.a Identify one typical super hero movie . theme or issue used in this extract (1) • (b) What makes this theme or issue typical? (3) • (c) Explain how this type of theme or issue is used in one other Super Hero movie you have studied. (6) http://www.youtube.com/watch?v= M68ndaZSKa8
- 11. Question 2 – Marking Grid • 2.a Identify one typical super hero movie . theme or issue used in this extract (1) Point for correctly identifying • (b) What makes this theme or issue typical? (3) Basic explanation of why it is typical. 1 • Adequate explanation with some detail. 2 • Good detailed explanation. 3 • (c) Explain how this type of theme or issue is used in one other Super Hero movie you have studied. (6) • Basic explanation. Written communication basic but sufficiently • accurate to make meaning clear.1-2 • Adequate explanation. Written communication limited but sufficiently accurate to make meaning clear. 3-4 • Good explanation. Written communication clear and accurate. 5-6
- 12. Recap