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This presentation was designed for a high school film production class - it provides a visual accompaniment to a lecture on Film History. This module covers the period from the introduction of sound through the end of the studio system with an aside about the McCarthy hearings of the 1950's.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link: https://youtu.be/S_KiKhAS9pA Please feel free to use it in your classrooms.
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The document summarizes tax credits available for film and visual effects productions in British Columbia, including:
1) The Production Services Tax Credit (PSTC) provides refundable tax credits up to 33% of BC labour expenditures for eligible productions.
2) The Digital Animation or Visual Effects (DAVE) tax credit provides an additional 17.5% credit for visual effects work done in BC.
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This document defines key terms related to editing in media. It discusses various continuity editing techniques like the 180 degree rule, match cuts, shot reverse shot, eye line matches, and cross cutting. It also covers other editing concepts like pace, time manipulation, transitions, and special effects. The goal of continuity editing is to make scenes look continuous and smooth for the audience.
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The document summarizes New Mexico's film incentives programs which include income tax credits of up to 25% of production costs, a sales tax deduction of 6-8% of costs, an investment program that can provide up to $15M and 2/3 equity per project, a 25% rebate on direct production costs, and a crew advancement program that reimburses 50% of wages for training New Mexican crew members. It also provides details about the International Alliance of Theatrical Stage Employees (IATSE) union and requirements for membership. Finally, it lists some popular films and TV shows that have been produced in New Mexico.
Film History 4
This presentation was designed for a high school film production class - it provides a visual accompaniment to a lecture on Film History. This module covers the period from the introduction of color through the end of the studio system and the impact of television. https://youtu.be/5AKJjw0Whnc
Pomo lesson 2 modernism & technologies
This document provides an overview of key concepts related to modernism and postmodernism. It discusses how modernism emerged from the late 19th century with industrialization, capitalism, and secularization. Technologies like the automobile and telephone altered perceptions of time and space. Theories like Taylorism and Fordism aimed to increase efficiency and productivity through specialization and assembly lines. However, events like the World Wars and economic crashes eroded trust in rationalism and science, contributing to postmodernism's emphasis on style over substance and skepticism of grand narratives. Students are assigned to complete a chart comparing modern and postmodern traits, and create mind maps analyzing specific modernist and postmodernist works in their historical contexts.
Film Production Audit - An Intro
This document introduces film production audits conducted by Spatial Access. It discusses that film production involves various stages and costs, including talent, locations, and post-production. As production budgets increase, marketers are increasingly seeking to rationalize costs through film audits. Spatial Access audits all film production costs like talent fees, rights, and negotiations to ensure clients pay the right price without compromising quality. Past clients praise Spatial Access for cost savings and optimizing various contractual aspects.
Film Etiquette & Protocol
Learn the essential rules for surviving as a set technician on a film production.
This presentation features photos from the Duke City Shootout
Marketing Yourself in the Film Industry
The hardest part of being an independent contractor is not knowing when your next job might come along or who your next employer might be. Although this presentation is intended for film and media technicians, any independent contractor might find useful tips that apply to their profession.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link:https://youtu.be/9fhYTYqaHd4 Please feel free to use it in your classrooms.
Lighting scenarios
This PowerPoint was created for a high school film class by a professional gaffer and cinematographer.
Film production
The process of film production involves several stages: development, pre-production, production, and post-production. In development, a story is selected and screenplay drafted. Pre-production includes planning, hiring crew, and location scouting. Production is the filming, and post-production is editing, adding sound/music, and distribution/marketing.
Focault
The document discusses applying Michel Foucault's theories on surveillance and the panopticon to various media texts. Foucault argued that constant surveillance changes how people present themselves and act, as viewers have power over those being watched. Reality television and social media allow audiences to observe and control how others present themselves. Students analyzed how shows like Big Brother and profiles on Facebook reflect concepts of voyeurism and panoptical control from Foucault's perspective. They were assigned to write an essay comparing selected media texts using Foucault's surveillance theories.
Gender
The document discusses gender stereotypes and representation in media. It asks how different genders are portrayed in terms of their appearance, behavior, speech, dress, jobs, relationships, and other attributes. It notes that these portrayals may differ by age, region, sexuality, race, personality, and other factors. The document then categorizes people by gender and provides a template for analyzing clips in terms of stereotypes and how characters are represented. Students will be asked to compare portrayals of males, females, and trans individuals both within and across gender categories.
Improving your blog
This document provides guidance on improving a blog by reviewing comments, completing missing tasks, and maintaining the blog independently. It highlights areas the blog will be marked on, such as titles, completion, order, time management, presentation, and communication. Good practices are noted but not described, while poor practices are listed but also not explained. Students are instructed to upload assessment records and missing content, as well as fix text presentation issues.
Notes & paragraphs
The document provides guidance on how to take effective notes and write paragraphs for the AS media exam. It recommends two note-taking options - structuring notes by the beginning, middle and end of a clip, or noting each key term and the related evidence. For paragraphs, it outlines the PEAL structure - having a Point, Evidence, Analysis, and Link for each paragraph. It emphasizes using analytical verbs for analysis and comparing representations where possible to achieve higher marks.
Locations Department in Film
This document discusses the jobs and responsibilities of locations personnel in the film industry. It outlines key factors considered when selecting film locations, such as aesthetic suitability, costs, logistics, and permissions. It describes four cardinal rules for locations managers, including reducing liability, saving time, preparing for last minute requests, and avoiding burning locations. Finally, it provides details on the roles of locations managers, assistants, scouts, researchers and other locations personnel, and considerations for scouting, weather problems, parking for base camps, and sound.
Arlington road task
The document provides instructions for a student task to create a montage sequence in the style of the film Arlington Road. The student is asked to add a journal post titled "Arlington Road Style Montage" and embed their montage sequence. They must discuss the shots they filmed including position and angle, the video effects and transitions added in editing and how they contributed to the finished sequence. The student also needs to discuss why specific music can't be used without permission and anything else they learned about using Final Cut Pro editing software.
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The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
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This document outlines an activity to teach students about postmodernism. It introduces some key terms related to postmodernism like pastiche, parody, hybridity, and intertextuality. Students are split into groups and given media texts to analyze in terms of these concepts, explaining how each text demonstrates postmodern qualities. The goal is for students to identify these postmodern elements in both existing and original media examples. They compete for points by accurately categorizing texts and developing their own case studies. At the end, a winner is announced based on the group with the most points.
Section b intro to exam topics
The document provides information to help study for an exam on the film industry. It discusses the key stages in the life cycle of a film from funding through production, marketing, distribution, consumption including exhibition and exchange. It also outlines the main topics to be covered: media ownership, synergy/convergence, audiences, digital technology, hardware, and technological convergence. Examples of case studies and recent films are mentioned to illustrate the concepts. Constant revision of the material is emphasized in order to remember all the necessary information for the exam.
Media key terms sound new
This document defines and provides examples of key terms related to sound in media. It discusses concepts like diegetic and non-diegetic sound, the soundscape, score, dialogue, ambient sound, sound bridges, sound effects, Foley, synchronous and asynchronous sound, incidental music, and sound motifs. Examples are provided for many terms, typically linking to YouTube videos that illustrate the term. The document concludes by asking the reader to categorize their understanding of the terms into green, amber, and red for focused revision in preparation for a test on the topics.
Cam samc assignment 2
This document provides instructions for an assignment on key camera techniques for students in a media class. It includes a quiz on camera shots, angles, movement, and composition. For homework, students must work in groups to take photos that demonstrate these techniques and create a PowerPoint presentation with annotations explaining each technique. Examples of layout for the presentation are provided. Students will be assessed on their understanding, photo quality, presentation skills, and group contribution.
Genre subgenre hybrid
The document discusses film genres, subgenres, and hybrids. It defines genres as categories that films can be grouped into, and provides examples of common genres like drama, comedy, and horror. Subgenres are more specific categories that combine two main genres, such as romantic comedies. Hybrids combine three or more genres. The document emphasizes identifying conventions for each genre and subgenre. Students will complete a genre exploration assignment demonstrating their understanding of genres, subgenres, conventions, and providing film examples.
Introduction presentation
This document contains assessment results for AS and A2 media students from 2011-2014. It shows that for AS level, the percentage of students receiving A-E, A-C and A-B grades fluctuated over the years but remained high overall, with 100% receiving A-E in 2013-2014. Similarly for A2 level, the percentage of top grades varied year-to-year yet stayed high, with 100% of students receiving A-E in 2012-2013. The document also outlines the assessment structure for the course, which includes exam sections on TV drama and the film industry, a coursework film opening sequence, and research, construction and evaluation components.
Postmodernism lesson 1
Postmodernism lesson 1 introduces some of the basic ideas and concepts of postmodernism. It discusses the origins and key themes of postmodernism, including its skepticism of grand narratives and emphasis on individual experimentation. The document outlines some previous artistic and cultural movements like modernism to provide context. It also examines some key postmodern features such as pastiche, parody, intertextuality, and self-reflexivity. Students are assigned a task to create a presentation on a postmodern text that demonstrates at least two of these concepts.
Photoshop task
This document provides an overview of the Photoshop software and basic photo editing tips. It explains that Photoshop is a pixel-based program best suited for editing high resolution photos with good lighting. The document recommends saving files as JPEG or TIFF formats. It also cautions that Photoshop has limits and cannot fix extremely underexposed or poor quality photos. Lastly, it lists some basic Photoshop tools and other photo editing software alternatives like iPhoto, PicMonkey, and many iPad apps.
In design task
The document provides instructions for redesigning ancillary materials in InDesign. It includes a list of InDesign tools to learn like selecting objects, writing text, and placing images. The task is to redesign some edited photos from a PDF by opening a new file, placing images in layers, adding graphics, text boxes, and formatting. The final steps are to compare the redesign to the original, make any adjustments, export as a PDF, and create a PowerPoint with annotated screenshots documenting each step as evidence of knowing how to use InDesign.
Mock exams
The feedback document provides guidance on improving exam essays about postmodernism. It recommends sticking closely to the essay question, fully explaining case studies using at least two media platforms, discussing at least two postmodern theories like Baudrillard's hyperreality and Foucault's panopticism, and making comparisons between case studies. The document outlines two essay structures - by postmodern feature or by case study - and emphasizes using PEAL paragraphs with a Point, Evidence, Analysis, and Link to the question. Finally, it stresses thoroughly revising work to ensure clarity and preparation.
Other useful pomo stuff
Baudrillard's theory of hyperreality argues that media representations have become indistinguishable from reality. The media presents models of behavior, morality, and lifestyle that masses accept as real. As a result, the simulation created by media becomes people's perception of reality, making it impossible to distinguish the real from the hyperreal. Baudrillard also claimed that the Gulf War was a hyperreal event, as media reporting distorted and replaced factual reality. Advertising seduces audiences by promising a lifestyle reserved for elites, even though the promise is only a simulation.
Pomo revision (before exam)
This document provides information on postmodern features and theories relevant to media studies. It lists various postmodern characteristics such as hybridization, intertextuality, voyeurism, and nostalgia. It also outlines key postmodern theorists like Baudrillard, Foucault, Lyotard, and Jameson and their ideas about hyperreality, panopticism, the rejection of grand narratives, and the lack of original ideas. The document also provides sample exam questions on defining postmodern media and analyzing how postmodern texts challenge traditional concepts of representation, genre, and the relationship between text and audience. It lists recommended case studies and media to analyze, such as reality TV, video games, and advertising.
A2 media intro
This document provides an overview of the structure and requirements for an A2 Media course. It includes information on:
- The course structure, which involves 200 marks for coursework, 100 marks for an exam, and a total of 400 marks for the A level qualification.
- The coursework components, which include a documentary, newspaper advert, and magazine spread.
- The exam, which has two sections - Section A focuses on theoretical evaluation of student productions, Section B covers contemporary media issues like postmodernism.
- Sample exam questions, which require applying media theories to a student's own work in Section A and debating postmodern concepts in Section B.
- An introduction to the software and platforms that will be
Section b key terms checklist
This document contains a checklist of key terms related to the film industry, organized into general terms and names of people/institutions related to specific films. The general terms section includes concepts like conglomerate, subsidiary, integration, budget, release patterns, franchises, audiences, and technologies. The specific film sections list production companies, distributors, actors, locations, and partners/sponsors involved in films like Skyfall, Thor 2, In Our Name, and MBTD.
Technological convergence
Technological convergence is occurring across media industries as technologies integrate and interact. This convergence allows for new ways of creating, consuming, and interacting with media. Technologies that were once separate, like phones and cameras, now share resources and combine into single devices. As a result, media like films, TV, music, and games now exist across multiple platforms and are distributed through various media. Technological convergence, especially digital technologies, are changing how media industries produce, distribute, and exhibit their content. This multi-platform environment requires media companies to adapt to remain relevant to changing audience behaviors.
More tv drama tips
This document provides tips for writing drama analysis essays. It emphasizes writing concisely with 3 pages for a 45 minute clip, using clear grammar, and explaining evidence rather than just stating it. Analysis should use terms from camera shots, mise-en-scene, editing, and sound. Paragraphs should follow a PEAL (Point, Evidence, Analysis, Link) structure, with evidence and analysis for each production element within each paragraph. Introductions, paragraphs, and essays should be structured according to the document's guidelines to achieve high marks.
1 b essay plans
This document provides guidance for writing a 1B essay for media studies. It outlines a five-paragraph structure: an introductory paragraph identifying the project and briefly describing it, followed by three body paragraphs each applying a different media theory to the project and drawing on evidence from the project production, and a concluding paragraph wrapping up the key points in 1-2 sentences. Students are advised to use the PEAL structure of Point, Evidence, Analysis and Link in body paragraphs to reinforce or challenge the theories. Example student responses are provided and marked against the assessment criteria to illustrate strong and weak responses.