The Foundation Portfolio
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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.
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Intro to as media 2016 17
This document outlines the course requirements and expectations for a media studies course. It includes the following:
- Two coursework assessments worth 50% each, including a foundation portfolio and exam on TV drama, institutions, and audiences.
- An expectation of 100% attendance, 5 hours of outside study per week, and a positive attitude towards all coursework.
- The exam will consist of two 2-hour sections, one focusing on representation in TV drama and the other on audiences and institutions. Regular practice exams will be provided.
- The coursework project will involve filming and editing a short thriller film in groups, with individual grading for the research, construction, and evaluation phases. Strict requirements must be met
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Test upload
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1) Creating a mind map of their digital technology skills, including specific skills others may not have, and scoring points for unique skills.
2) Creating a timeline of all media productions during and outside of college, noting the main digital technology skill developed in each production and providing an example.
3) Using the notes from the activities to write an essay describing how their skills developed over time and evaluating how these skills contributed to their creative decision making, referring to examples.
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G325 Q1a
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G325 q1a Research & Planning notes
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
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The document discusses the genre conventions of thriller films. It defines thrillers as films that create intense emotions of apprehension and exhilaration through the use of suspense, tension and excitement. Thrillers include many subgenres like mystery, crime, psychological films and use techniques like plot twists, red herrings and cliffhangers. Some common thriller elements discussed include criminal characters, menaced victims, corrupt societies, investigations and psychological themes. The document also lists example thriller films and directors known for the genre.
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Intro to as media 2016 17
This document outlines the course requirements and expectations for a media studies course. It includes the following:
- Two coursework assessments worth 50% each, including a foundation portfolio and exam on TV drama, institutions, and audiences.
- An expectation of 100% attendance, 5 hours of outside study per week, and a positive attitude towards all coursework.
- The exam will consist of two 2-hour sections, one focusing on representation in TV drama and the other on audiences and institutions. Regular practice exams will be provided.
- The coursework project will involve filming and editing a short thriller film in groups, with individual grading for the research, construction, and evaluation phases. Strict requirements must be met
Photographic Techniques
This document discusses various photography and composition techniques for improving photos. It explains the rule of thirds for placing subjects along the thirds lines or intersections for visual appeal. Different angles, depths of field, and types of shots are explored, along with considering the mise-en-scene of props, costumes, backgrounds, lighting, and colors. Guidance is provided on positioning people, including using triangles, rows, perspective, and direction to limit empty space. Key techniques highlighted are the rule of thirds, leadroom/noseroom, avoiding distracting backgrounds, proper positioning, and allowing headroom.
Making a title sequence
This document provides 9 steps for students to create the best possible title sequence for a media studies assignment. Step 1 involves assessing the task, timeframe, and equipment. Step 2 recommends adding details about sound, camerawork, and editing to a blog. Step 3 suggests building skills in these areas and brainstorming sound effects. Step 4 is to research genre conventions, narrative techniques, character, atmosphere, and setting of title sequences. Step 5 involves brainstorming original title sequence ideas. Step 6 is to create a planning document. Step 7 is to shoot footage. Step 8 is to edit together a rough cut. Step 9 evaluates common pitfalls to avoid and provides advice for a strong final product.
Evaluations
The document provides guidance for students on completing evaluations of their preliminary filmmaking task. It instructs students to brainstorm in groups how to complete the evaluations, including what needs to be done, who will do it, how long it will take, and how they will present their evaluation questions. It suggests students be creative in their evaluation formats, providing examples like using Prezi for presentations, Powtoon for cartoon presentations to upload to YouTube, or GoAnimate for free animated videos. Key evaluation questions are outlined, focusing on how students used film techniques in their preliminary task and how it could be improved technically and in developing individual and group skills.
Test upload
The document outlines the structure and requirements for an AS Media evaluation assignment. It is marked out of 100 total marks split between planning (20), construction of a short film (60), and evaluation (20). Students must complete a preliminary continuity task and include it in their portfolio. The planning section requires research on similar media products, organization of production details, and shotlists/scripts. Students will write a blog evaluation answering 7 questions about their project's genre conventions, representation, target audience, and lessons learned.
Structure for Section A Question 1
The document provides guidance on how to structure a response for a question about improving skills in areas like digital technology, creativity, research and planning, and post-production. It recommends choosing 3-4 key parts of a skill area and discussing your skill level in Year 12, how it limited your work, and how your skill level improved in Year 13 and benefited your work. It also suggests addressing any problems encountered and how they affected your work.
Year 12 AS Media Studies
This document outlines the course requirements for two units in AS Media Studies: Unit G321 Foundation Portfolio in Media and Unit G322 Key Concepts in Media (TV Drama).
For Unit G321, students will plan, produce, and evaluate a short media product along with research. They will create an opening sequence for a fiction film no longer than 2 minutes. Research, planning, production, and evaluation will be documented in a digital portfolio.
Unit G322 involves a written exam with two sections - textual analysis of an unseen TV drama extract, and questions on media institutions and audiences focusing on the film industry. Key dates and resources are provided to help students complete the required work.
Section b case studies
This document provides a template and guidance for a case study analysis of two films - one from a major studio and one independent film. It includes questions about the studio/production company's history, the development and financing of the film ideas, casting, production details, distribution, marketing, exhibition, audience reception, and financial performance. The purpose is to analyze and compare two recent films across these aspects to understand the film industry.
Advanced media portfolio guidance task sheets and criteria
The document provides guidance for students completing an advanced media portfolio project. It outlines the requirements of creating a music video and two additional promotional items. Students must blog all planning and research, which includes analyzing existing media examples, audience research, brainstorming ideas and storyboards. Production roles must be assigned and filming deadlines provided. The portfolio will be evaluated on effective use of conventions, audience feedback, and use of technologies. Marks will be awarded for planning, construction of tasks, and evaluation.
Reflective analysis outline
This document provides guidance for writing a reflective analysis of a film production project in 3 paragraphs. It should be approximately 750 words and focus on key micro features of the film and how they create meaning for audiences. A good evaluation will introduce intentions, outline the target audience, discuss genre conventions and how they were used, and focus on micro elements through specific examples. Weaker evaluations fail to analyze micro elements or assess audience feedback and the film's success. The document provides questions to help plan the evaluation and focus on the initial idea, target audience, genre conventions, and success achieved through micro features.
Q1a digital technology lesson activities
The document provides guidance for students to complete activities to develop and document their digital technology skills for media production. The activities include:
1) Creating a mind map of their digital technology skills, including specific skills others may not have, and scoring points for unique skills.
2) Creating a timeline of all media productions during and outside of college, noting the main digital technology skill developed in each production and providing an example.
3) Using the notes from the activities to write an essay describing how their skills developed over time and evaluating how these skills contributed to their creative decision making, referring to examples.
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.
Final revision lesson section 1 a2 exam
This document provides guidance for students preparing for a media studies exam. It includes sample exam questions, advice on planning essay responses, and examples of how to analyze various coursework productions using relevant media concepts and theories. Students are encouraged to revisit their planning materials and production work to identify specific examples demonstrating skills development. They should also practice applying concepts like audience, genre, and media language to their work. Thorough preparation through practice essays and plans is emphasized to help students structure high-scoring responses within the short exam time limit.
CPiM q1a How to Structure an Answer
The document provides guidance on how to structure answers for Question 1a, which asks students to evaluate the development of their skills across the three phases of media production: pre-production, production, and post-production. It recommends introducing the question, outlining works from both study years, and explaining the answer structure. For the body, it suggests using the PDQ (Point, Data, Question) format to discuss 3 examples from each phase at AS and A2 that illustrate skill progression. Conclusions should reflect on skill development compared to expectations. Examiners will look for progression, carefully selected examples, articulate reflections, and fluent, well-structured writing.
Script and storyboard
This document provides guidance on scripting and storyboarding for a student video production project. It emphasizes that a script includes all action, not just dialogue. Students are reminded that their homework is to take test shots by February 10th and that their blogs will be assessed that week. Guidelines are given for writing scripts in proper format with scene headings and character descriptions. Creating a shotlist from the script is also covered, with details of what a shotlist should include. Finally, storyboarding is discussed, stressing the importance of visual planning and composition.
Stop motion brief
This document outlines the assignments for a stop motion animation course, including pre-production, production, and evaluation assignments. Students will learn stop motion techniques and create short animations. The pre-production assignment involves creating character and environment designs, storyboards, and a production schedule. For the production assignment, students will film their stop motion animations and edit them. Finally, for the evaluation assignment, students will gather audience feedback on their animations and write a reflective report analyzing the feedback and their experience.
Fmp theory brief
This document outlines the final major project for a course involving pre-production, research techniques, and working to a brief. The project involves producing a short drama video for a streaming service. Students will write three reports on pre-production theory, research theory, and working to a brief. They will then use these skills to plan and produce their own short drama video, conducting research, planning pre-production, and meeting the client brief specifications. Deadlines are provided for submitting the three written reports and the final video production. Grading criteria assess learning outcomes for the relevant course units.
G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
G325 q1a Research & Planning notes
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
Magazine Research and Planning
This document provides guidance for a research and planning assignment involving film magazines. Students are instructed to: 1) Research existing film magazines to understand their profiles, content, readerships and conventions; 2) Analyze front covers of the chosen magazine title to identify design elements and how they target audiences; 3) Draft their own mock magazine cover applying conventions from research. The research aims to inform students' choices for the magazine most likely to feature their film and guide their cover design layout.
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Advanced media portfolio guidance task sheets and criteria
Advanced media portfolio guidance task sheets and criteria
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Thriller conventions
The document discusses the genre conventions of thriller films. It defines thrillers as films that create intense emotions of apprehension and exhilaration through the use of suspense, tension and excitement. Thrillers include many subgenres like mystery, crime, psychological films and use techniques like plot twists, red herrings and cliffhangers. Some common thriller elements discussed include criminal characters, menaced victims, corrupt societies, investigations and psychological themes. The document also lists example thriller films and directors known for the genre.
Shutter Island Follow Up Tasks
The document provides questions to analyze the setting, characters, and their relationships established in the opening of the film Shutter Island. It asks the reader to determine what the setup reveals about the isolated island location serving as an asylum for the dangerous and mentally ill, the main character Teddy and how his role as an investigator is presented, and possible conflicts hinted at. It also prompts the reader to consider how the opening establishes conventions of the thriller genre through technical elements like camerawork, sound editing, and mise-en-scene shown in screen grabs.
Blog Checklist
This document outlines the requirements for blogs that students must include. It lists: the opening draft and final thriller openings, evaluation questions, names and exam numbers, an archive section, a labels tool, a thriller recipe, research on thriller conventions, a director study, a group presentation on an opening, textual analysis of three thriller openings, questions on Shutter Island, a preliminary task, analysis of previous blogs, audience research, initial brainstorming, title sequence research, a final idea PowerPoint, ideas on mise-en-scene, task divisions, an initial storyboard, shot lists, and multimedia elements.
Y12 Media Studies Student Learning Schedule
The document outlines a learning schedule for an OCR AS Level Media Studies course. It is divided into three sections: 1) covers foundation portfolio work including thriller conventions, audience research, and developing ideas; 2) focuses on audiences and institutions, addressing topics like media ownership, cross-media convergence, and new technologies; 3) examines TV drama through lenses like camerawork, editing, representation of gender, age, sexuality, ability, social class, region, and ethnicity. Students will complete tasks like blogging, editing videos, and case studies to build understanding before preparing for exams.
Famous Thriller Directors Research Task
You need to create a presentation about a key thriller director using Keynote, Powerpoint, or Prezi. The presentation should include biographical information about the director without copying from Wikipedia, examples of thriller films they directed, their career including famous films, awards, and other works. It also requires a close study of at least two films including details, narrative, critics reviews, how it fits the thriller genre, and analyzing trailers and clips for camera work, editing, and conventions of the thriller genre.
Audience research
This document discusses conducting audience research for media products. It provides information on measuring audiences through demographic profiles that include factors like gender, age, income level. It also discusses psychographic profiles that examine lifestyle, attitudes and media consumption. The document outlines different audience segments classified by their values, aspirations, and responses to advertising appeals. These include mainstreamers, aspirers, succeeders, reformers, and individuals. It also discusses using a target audience grouping system to categorize audiences based on surveys of attitudes and behaviors. The goal is to help media producers better understand their target audiences.
Titles
This document provides guidance on creating title sequences for films. It notes that films typically begin with titles and discusses conventions like including the production company. It recommends including essential information like the title and production details, but avoiding superfluous text. The order and placement of titles within the film are also addressed. Design elements like font, color, size and transitions are highlighted as important to consider in relation to the film's overall aesthetic. Students are assigned homework to analyze title sequences from other films.
What makes a good storyboard
A storyboard visually tells a story through a series of panels like a comic book, providing enough detail that someone else could film it. An effective storyboard should depict the characters, their movements and dialogue between each frame, the time elapsed, and camera position. Creating a storyboard helps the creator think through their story, consider different shots and transitions, and prepare for filming by planning props, costumes, and shot order. Examples show a range in quality from very basic to highly detailed storyboards.
The Essential Media Studies Guide - terms
This document provides an overview of key concepts and terms in media studies. It discusses media audiences, technologies, agencies/ownership, languages, categories, and representation. It then introduces key media terms related to sound, camera shots, camera angles, camera movements, and editing techniques. Finally, it discusses elements of mise-en-scene including costume, setting, expression, lighting, and frame position.
Narrative Structure in film
The document discusses key concepts in narrative structure and techniques used in films to tell stories. It defines narrative form as the structure through which movies convey stories. It then explores concepts like narrative elements being present across different media, the logical sequence of events in narratives, common narrative structures involving setup, rising action, climax, falling action and resolution, use of characters including traits, goals and obstacles, different types of conflict, and diegetic vs nondiegetic elements.
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.
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.
Spec section b
Candidates should be prepared to discuss processes of media production, distribution, marketing and exchange as they relate to institutions and audiences. They should also be familiar with issues of media ownership, convergence across media platforms, new technologies, proliferation of media hardware and content, how technological convergence affects institutions and audiences, and how international institutions target local audiences.
1.intro to unit 2015
This document provides an overview and guidance for Section B of an exam on institutions and audiences in media studies. It includes the following:
- An introduction to Section B which will assess understanding of how media institutions operate, how audiences use media, and the relationship between the two.
- A list of key terms related to institutions, production, distribution, and the relationship between media texts, institutions, and audiences.
- Examples of past exam questions and topics that could be covered.
- Five case studies of films from 2012-2013 to use for exam preparation, including their budgets, box office performances, and production/distribution companies.
Intro to Audience - Global, National, Local
This document discusses different types of target audiences for films, including global audiences, national audiences in the UK, and local UK audiences. It provides examples of films that successfully targeted these different audiences: Four Weddings and a Funeral targeted a wide global audience with its universal themes of love and quirky British characters. In contrast, The Boat That Rocked attempted to appeal to both teenagers and older audiences nostalgic for the 1960s but struggled because elements that appealed to one group put off the other. The document also discusses how American films and institutions try to appeal to British audiences.
Past questions
The document lists past exam questions for a media studies course focusing on the film industry. The questions cover a range of topics including the effects of increased hardware/content in media industries on institutions and audiences, the role of digital technologies in marketing and consuming media products, the impact of media ownership on the diversity of products available to audiences, and the significance of digital distribution and technological convergence for marketing, production and consumption in the film industry.
US Film Industry 2016
The US film industry is dominated by a small number of large conglomerates that own film production studios, distribution companies, television networks and other media properties. This level of vertical and horizontal integration gives them control over the entire filmmaking process and allows them to promote their films across multiple platforms. In contrast, the British film industry relies on co-productions and distribution deals with Hollywood studios, meaning creative and financial control often rests with American companies. As a result, decisions that affect the British industry are influenced more by US audiences tastes and the goals of maximizing profits for American conglomerates.
The production process research task
Students are instructed to pair up and research a case study film for a fact sheet that will be added to the class blog. The fact sheet should include information about the film's production process, including the director, producer, key personnel and their roles, production companies involved, filming details like location and budget, and how the budget was spent. It should also include distribution details like the distributors, type of distribution, box office earnings over time and in different countries, theatrical release details like number of theaters and how long it was shown, and how the film can now be accessed after its theatrical run.
The fifth estate (1)
The Fifth Estate is a film based on WikiLeaks that was distributed globally in 2013. It focuses on Julian Assange and the organization's quest to expose corruption through leaked documents. Benedict Cumberbatch stars as Assange. The film relied primarily on traditional marketing techniques like movie posters and trailers featuring Cumberbatch. It also created a website and Facebook page but lacked unusual marketing. Due to the lack of effective marketing globally, especially in introducing Cumberbatch, and no unusual techniques, the film significantly underperformed at the box office.
Shifty case study
This is a complex question without a straightforward answer. A film's success is usually determined by both its appeal and the resources devoted to distributing and marketing it. Here are a few key points:
- A highly appealing film is more likely to find an audience, but it still needs exposure through distribution and marketing channels to reach its potential viewers.
- Marketing and promotion help raise awareness of a film and convey what it's about, which is important for driving interest and ticket/DVD sales. This is especially true for independent films with limited budgets.
- Wider distribution through more cinemas and territories increases the chances of finding an audience. However, distribution is costly and not guaranteed to overcome lack of appeal.
-
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This document outlines the course requirements and expectations for a Year 12 Media Studies course. It will involve 50% coursework, including creating the introduction scenes to a thriller film, and a 50% exam. Students will be assessed on their research, construction, and evaluation of their thriller film project. They will work in groups but receive individual marks. The document provides details on the assessment criteria and stages of the project. It also assigns summer homework for students to analyze thriller film genres and conventions.
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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.
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The document provides instructions for a film task assignment with two parts - a preliminary exercise and main task.
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What to include in your Pitch
This document provides guidance on what to include in a pitch for a media project. It recommends including an elevator pitch that describes the product idea and how it meets the brief, key messages, and ideas from research. It also suggests explaining the target audience, necessary research, production schedule, evaluation plans, and optional details like storyboards or team roles. The document advises preparing and practicing the pitch while avoiding simply reading slides or including too much text.
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This document provides an overview and instructions for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. Examples of past student projects include magazines, posters, CD/DVD cases, t-shirt designs, video game assets, and more. The process involves initial planning, research on similar existing products and the intended audience, production experiments, a formal proposal, pre-production tasks like style sheets and layout plans, the production stage, and concluding tasks like peer feedback and evaluation. Detailed instructions are provided for each stage to guide students through the project.
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This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
Personal production project (3)
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
Lesson 4 pre pro processes
The document discusses the pre-production requirements and processes for a film or television production. It explains that pre-production involves finalizing scripts, securing locations, designing sets and costumes, casting extras, and other preparatory tasks over 2-4 weeks prior to the shoot. The learner is tasked with outlining the job roles and pre-production needs for 3 scenes from an episode of Buffy the Vampire Slayer, and evaluating how pre-production planning contributes to the success of the production. Sample scenes and job roles are provided for guidance.
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The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
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The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
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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.
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This document provides instructions for students completing a media studies coursework unit involving planning, creating, and evaluating a short video product. Students must first complete a preliminary continuity editing exercise and then plan and produce a 2-minute opening for a fictional film. Research, audience testing, and detailed evaluation are required. The goals are to assess students' technical and creative skills, application of knowledge, and research abilities in analyzing and presenting their work.
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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.
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AS Media foundation portfolio - final project - 2014 - edit
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The Sherlock series draws attention to its constructed nature as a postmodern text through various techniques:
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2) Characters like Mrs. Hudson point out their own functions within the narrative and the constructed nature of their roles.
3) Scenes and dialogue directly reference and parody elements from the original Sherlock Holmes stories and previous episodes, blurring the lines between reality and fiction.
Post Modern Essays Top Level Responses
Postmodern media differs from other media in several key ways:
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2) It frequently references and comments on other media texts through techniques like parody and pastiche.
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The Foundation Portfolio
- 1. Year 12 Media Studies Course Outline Coursework requirements Expectations
- 2. How many of these films can you name?
- 3. Answers…. Star Wars Planet of the Apes Usual Suspects The Wicker Man The Crying Game Dallas Harry Potter 6 Sixth Sense Fight Club 300 Matrix Citizen Kane The Others Psycho Soylent Green The Village Beautiful Mind Donnie Darko
- 4. Course Outline • Examination Body –OCR • AS Code is H140 – G321: Foundation Portfolio in Media (Coursework 50%) – G322: Key Media Concepts -TV Drama and Institutions and Audiences (2 hour Exam 50%)
- 5. Expectation • 100% Attendance is the goal (You are expected to catch up and this includes homework) • 5 hours of study outside of class time – Research topics (go beyond what has been set), filming and editing, extension reading (borrowing library at the back of the room, MediaMagazine, internet and ask your teachers) – Practice questions (go beyond what has been set in class) – Watching ‘stuff’ • Positive Attitude to everything
- 6. Course Work Set Brief – Intro scenes to a new thriller film including titles • Three key assessment stages – Research and Planning 20 marks – Construction 60 marks – Evaluation 20 marks • At each stage you are marked as an individual even though you work in groups so you need to participate in every stage • Everything must be recorded on your blog (blogger – works best with your school Email which is gmail)
- 7. Research and Planning • Involves everything from finding out about the Thriller genre through to creating the storyboard and shot lists. • Involves some class work but a lot of group and individual work • Will start by looking at the genre and then brainstorm your initial ideas • Preliminary exercise – chance to learn and practice key skills (match on action, shot reverse shot and 180 degree rule)
- 8. Research and Planning • Marks given for the following: – Research in to similar products (other Thriller films and student work) – Research into the potential target audience (both at the start and throughout the project) – Organisation of Actors, Locations, Costumes and Props – Shotlists, layouts, drafting, scripting and/or storyboarding – Level of care in presentation – including use of technology!!!! – Time management
- 9. Construction • Everything from the initial filming through to editing and adding sound and/or special effects. • You will need to get approval for your footage. • Produce a draft edit for marking. • Keep your blog updated with progress reports • Gather audience feedback • Solely group work but there will be regular meetings with your teacher to discuss progress
- 10. Construction • Marks are awarded for: – holding a shot steady, where appropriate; – framing a shot, including and excluding elements as appropriate; – using a variety of shot distances as appropriate; – shooting material appropriate to the task set; – selecting mise-en-scène including colour, figure, lighting, objects and setting; – editing so that meaning is apparent to the viewer; – using varied shot transitions and other effects selectively and appropriately for the task set; – using sound with images and editing appropriately for the task set; – using titles appropriately.
- 11. Evaluation 1. In what ways does your media product use, develop or challenge forms and conventions of real media products? 2. How does your media product represent particular social groups? 3. What kind of media institution might distribute your media product and why? 4. Who would be the audience for your media product? 5. How did you attract/address your audience? 6. What have you learnt about technologies from the process of constructing this product? 7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 12. Marking • While you will work in groups you will get an individual mark for all three stages. • ‘Tagging’ on the blog will be important (research, planning, audience research/feedback, filming, editing, evaluation) • ‘Teacher evidence’ is a big factor in the construction and evaluation phases. You need to be fully involved at all stages of your mark will reflect a lack of involvement
- 13. Summer Homework • What thriller films did you watch? – Get into small groups. Discuss what thriller films you have seen recently. Look at the list provided to remind yourself of other thriller films – What things do thriller have in common? Think about narrative (events) and characters, the mood, effects on the audience, use of technical elements like camera, sound, mise en scene, editing etc)
- 14. Homework - Genre Recipe • Genre Recipe – Make a list of ten key ‘ingredient’ that would make up a Thriller film (include measurements!). – Write baking style instructions as to how you would combine the ingredients to make the perfect Thriller film – Illustrate with pictures….
- 15. Homework • If we could only watch one film this year what should it be? – Pick any film that you love and explain why it is a film that everyone should watch – Try to give strong reasons (think about the narrative, characters, actors performance, impact it had on you, the way it used film techniques – sound, camera, mise en scene, editing etc) – 300 – 500 words – Due in 15th Sept
Editor's Notes
- Give out handout and go through key points – kids to add comments/highlight stuff
- Discuss how we can ‘prove’ all of this