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Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as typical formats, content, techniques and styles used across a medium that provide visual and auditory clues to identify something as a title sequence. The document guides students through an activity to identify conventions in title sequences by watching examples and creating a mind map. It differentiates between technical, genre, titling, and institutional conventions and challenges students to think of sequences that break conventions.
A2 level media exhibitors
This document discusses a media studies lesson on music video institutions. The learning objective is to research different institutions used for music video exhibition, including MTV, YouTube, VEVO, record label websites, artist sites, iTunes, and independent sites. Students are asked to post their findings on their blogs and choose the exhibitor they think will be most successful for a target audience. The connection provided is that Carla Bruni is a singer signed to Universal Music Group, which co-owns VEVO with other companies, and Rihanna has the most certified videos on YouTube.
Credits and timelines
This document provides guidance to students on including credits in a film opening sequence for a media studies assignment. It discusses the purpose of credits in films and TV, and common types of credits seen in opening sequences. Students are instructed to watch examples of opening sequences to identify commonly used credits. They are then asked to storyboard their own credit timeline by planning where different credits will appear. Peer feedback is utilized before students post their timelines online and work on implementing credits into their opening sequence designs. The goal is to help students understand the role of credits and effectively incorporate them in their own opening title designs.
9 key frames
The document discusses the typical elements contained in an opening film sequence. These elements include details of the cast and crew, the film's title, an introduction to characters or character types, indications of place and historical period, information about mood and tone, introduction of the signature theme tune, details about genre, intriguing questions that set up enigmas, and patterns of editing and mise-en-scene that will be echoed later in the film.
G321 Saul Bass Case Study
This document provides instructions for a lesson on graphic designer Saul Bass. It directs students to watch a documentary on Bass in preparation. It asks students to share one thing they learned about Bass from the documentary. It then provides information about who Bass was and his career creating title sequences and film posters. It includes a link to a montage of his work and asks students to describe his style and the genres of the films. It provides example links of Bass' work and discusses his inspiration on modern titles. It assigns students a task to create a Glogster guide on Bass and his influence, and explains what a teacher will be checking in their blogs.
A2 g324 lip sync blog
This document provides instructions for students to create a lip sync music video in groups as part of a media studies class. It explains that lip syncing is important for music videos to be technically successful. Students will be assigned one minute sections of a song to film their group lip syncing and acting out. They then must combine all footage into a complete music video using editing software. The document provides examiner tips on elements the successful video should include and guidelines for students to follow to stay on task and meet the deadline of posting their final video to a blog.
Intro to film stages as
The document summarizes the three key stages in the life cycle of a film:
1) Production - involves financing, casting, crew, facilities, pre-production planning, and filming. This is the most creative stage.
2) Distribution - involves research on distribution companies and examples of films they have distributed.
3) Exhibition - relates to how the audience can access the final film through cinemas, DVD/Blu-ray, or streaming.
Websites and digipaks
This document provides information and guidance about creating digipaks and websites to promote an artist. It begins by defining a digipak and explaining why they are used. It then outlines the process for students, including researching existing digipaks, planning their own designs, considering contents, and meeting deadlines. Similar information and processes are covered for designing an artist website, including terminology, conventions, planning pages and features. Checklists are provided for both tasks.
Recommended
Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as typical formats, content, techniques and styles used across a medium that provide visual and auditory clues to identify something as a title sequence. The document guides students through an activity to identify conventions in title sequences by watching examples and creating a mind map. It differentiates between technical, genre, titling, and institutional conventions and challenges students to think of sequences that break conventions.
A2 level media exhibitors
This document discusses a media studies lesson on music video institutions. The learning objective is to research different institutions used for music video exhibition, including MTV, YouTube, VEVO, record label websites, artist sites, iTunes, and independent sites. Students are asked to post their findings on their blogs and choose the exhibitor they think will be most successful for a target audience. The connection provided is that Carla Bruni is a singer signed to Universal Music Group, which co-owns VEVO with other companies, and Rihanna has the most certified videos on YouTube.
Credits and timelines
This document provides guidance to students on including credits in a film opening sequence for a media studies assignment. It discusses the purpose of credits in films and TV, and common types of credits seen in opening sequences. Students are instructed to watch examples of opening sequences to identify commonly used credits. They are then asked to storyboard their own credit timeline by planning where different credits will appear. Peer feedback is utilized before students post their timelines online and work on implementing credits into their opening sequence designs. The goal is to help students understand the role of credits and effectively incorporate them in their own opening title designs.
9 key frames
The document discusses the typical elements contained in an opening film sequence. These elements include details of the cast and crew, the film's title, an introduction to characters or character types, indications of place and historical period, information about mood and tone, introduction of the signature theme tune, details about genre, intriguing questions that set up enigmas, and patterns of editing and mise-en-scene that will be echoed later in the film.
G321 Saul Bass Case Study
This document provides instructions for a lesson on graphic designer Saul Bass. It directs students to watch a documentary on Bass in preparation. It asks students to share one thing they learned about Bass from the documentary. It then provides information about who Bass was and his career creating title sequences and film posters. It includes a link to a montage of his work and asks students to describe his style and the genres of the films. It provides example links of Bass' work and discusses his inspiration on modern titles. It assigns students a task to create a Glogster guide on Bass and his influence, and explains what a teacher will be checking in their blogs.
A2 g324 lip sync blog
This document provides instructions for students to create a lip sync music video in groups as part of a media studies class. It explains that lip syncing is important for music videos to be technically successful. Students will be assigned one minute sections of a song to film their group lip syncing and acting out. They then must combine all footage into a complete music video using editing software. The document provides examiner tips on elements the successful video should include and guidelines for students to follow to stay on task and meet the deadline of posting their final video to a blog.
Intro to film stages as
The document summarizes the three key stages in the life cycle of a film:
1) Production - involves financing, casting, crew, facilities, pre-production planning, and filming. This is the most creative stage.
2) Distribution - involves research on distribution companies and examples of films they have distributed.
3) Exhibition - relates to how the audience can access the final film through cinemas, DVD/Blu-ray, or streaming.
Websites and digipaks
This document provides information and guidance about creating digipaks and websites to promote an artist. It begins by defining a digipak and explaining why they are used. It then outlines the process for students, including researching existing digipaks, planning their own designs, considering contents, and meeting deadlines. Similar information and processes are covered for designing an artist website, including terminology, conventions, planning pages and features. Checklists are provided for both tasks.
Film distribution introduction
The document discusses company structures in the film industry, including conglomerates, horizontal integration, and vertical integration. It then focuses on distribution, explaining that distribution involves getting films shown and promoted between production and exhibition. The major distributors that control most film distribution are identified as United International Pictures, Warner Brothers, Buena Vista, 20th Century Fox, and Sony.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
AS Film Openings Introduction
Opening sequences in film and television serve several purposes. They introduce the key creative roles through opening credits at the beginning of a project. The opening credits typically list important production members like directors, producers and cast. When separated from the main story, this becomes a title sequence. Opening sequences also set the scene by establishing the location or context through techniques like establishing shots. Some openings break conventions and use more abstract sequences to hint at the genre or tone without revealing details.
Two step flow and british and american audiences
This document provides discussion prompts for analyzing two films: A Field in England and Pacific Rim. It asks the reader to:
1) Identify three points of interest from independent research about the production of each film.
2) Analyze the target and secondary audiences of each film based on elements like narrative, production techniques, marketing, and exhibition.
3) Consider whether the success of either film was influenced by opinion leaders and two-step message flows through social media, reviews, interviews, and other sources.
Distribution lesson part 2
The document discusses the distribution process for films. It covers factors affecting distribution, key responsibilities of distributors, print circulation and costs, and examples of the distribution models for the films "A Field in England" and "Pacific Rim." Students are asked to debate whether distribution benefits all areas of the film industry. They are given roles representing different film industry stakeholders to consider different perspectives in the debate.
Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as the typical format, content, techniques and style used across a medium. Students are asked to watch title sequences and identify conventions through group discussions and mind mapping. Conventions are categorized as technical, genre-related, or symbolic. Students then create a detailed online mind map linking title sequence conventions to film examples. The activity aims to help students understand and analyze conventions in opening titles.
As tv drama 3
This document provides an overview of key concepts related to representations of age and gender in TV dramas. It discusses common stereotypical representations of males and females, such as strength and independence for males versus beauty and relationships for females. The concept of the "male gaze" is introduced, which assumes the audience and producers are male, resulting in the objectification of women. The document also outlines areas to discuss when analyzing representations, such as camerawork, mise-en-scene, editing, and sound. Students are assigned homework to watch a clip from an exam and write an essay analyzing representations.
A2 pre production 1
This document outlines the lessons, requirements, and grading criteria for an Advanced Production Portfolio media studies course. It provides guidance on pre-production planning elements like storyboards, production schedules, equipment lists, and casting requirements. Completing thorough pre-production work is important for organization and is emphasized as a key factor in achieving higher grades. Students are expected to storyboard their projects, create schedules, and plan costumes, props, and locations. Attention to shot types, editing, and technical elements like syncing audio to video are also addressed.
Media convergence and synergy
Technological convergence refers to different technologies resembling each other and blurring the lines between them, like TVs becoming more like computers. Cross media convergence involves media institutions delivering content across multiple channels. Media synergy occurs when different parts of a media company work together to promote linked products across media.
tent pole and quadrant marketing
A tent pole film is a major blockbuster film that a film studio invests heavily in because it is expected to be hugely successful and profitable. These tent pole films guarantee large profits for studios that they can then use to fund more risky films. Warner Bros. relies heavily on tent pole films based on popular book series and franchises like Harry Potter, Sherlock Holmes, Lord of the Rings, and DC superhero films to be their biggest moneymakers each year. These tent pole films are aimed at appealing to as many of the four audience quadrants - males/females under and over 25 - as possible to achieve maximum viewership and box office revenues.
Soundscapes
This document outlines a media studies lesson plan focused on soundscapes in film. It introduces key concepts like diegetic and non-diegetic sound, and different types of sounds that can be used like scores, songs, and Foley effects. Students will analyze the genre, location, time period and characters of film openings based on just the soundtrack. They will then create a director's commentary for a film opening of their choice and post it to their blog. The goal is for students to understand how sound establishes elements of a film and to be able to justify their analysis of different soundscapes.
Digital technology
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
AS film teaser poster campaigns
This document provides an overview and outline of topics covered so far and still to cover for an AS media studies course. Topics covered so far include the film life cycle, conglomerates, integration, finance, distribution, digital technology, and marketing methods. Topics still to cover include production, exhibition, marketing, audience theory, convergence, and synergy. It then provides information on demographics, psychographics, and audience classifications.
Production roles - top trumps
This document provides guidance and templates for students to plan the pre-production of a media production project. It includes templates for a script, storyboard, location recce, equipment list, props list, and costume list. It emphasizes key pre-production tasks like securing permissions and locations, assessing equipment and resource needs, and developing characters. Students are instructed to work collaboratively in groups, allocate roles, and ensure they are incorporating course terminology and feedback into their work.
A2 Media Q1a creativity
This document discusses creativity in the context of a media studies exam. It provides definitions of creativity, including thinking outside the box, being innovative, taking risks, and using influences to create something aesthetically pleasing. Students are asked to mind map key terms related to creativity, digital technology, research and planning, and other topics. The document then discusses how creativity involves imaginative and purposeful processes that generate something original. It relates this to students' coursework and asks them to reflect on how creative they were and if technology enhanced their creativity. It prompts students to consider how original their work was and if they communicated ideas or identities stylistically.
Narrative Music Videos
Narrative videos tell a visual story that relates to the song, with the lyrics often reflected in the narrative. They commonly feature no lip-synched singing. The most common type is a performance/narrative video, which shows the artist performing but also includes a narrative, such as mimicking a film genre. Narrative videos can emphasize an artist's interest in their music over image, and keep audiences engaged with their simple plots, but can be costly for record labels to produce.
Target audience research
This document outlines a lesson on target audience research for a media studies class. It introduces the topic and explains why audience research is an important part of production planning. It provides learning outcomes for students to carry out basic audience research, consider their questions and presentation of findings. The document describes different research methods like questionnaires and vox pops students can use to collect both qualitative and quantitative data. It also explains how to analyze the results, create target audience profiles, and use this research to inform their media production portfolio.
OCR AS media Planning exam answer film industry
The document provides guidance for students on planning and structuring exam answers for media studies. It discusses developing an introduction that establishes the context and relates to the exam question. It recommends planning the response in sections that apply each case study or company to the question in turn, then comparing and contrasting them. The conclusion should relate back to the question and provide the student's own opinion on the future impact on audiences and the industry. Structuring the answer with a clear introduction, body paragraphs, and conclusion will help address the exam question effectively.
OCR media A level - genre, section 1 exam
The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
magazine cover conventions
The document discusses magazine cover conventions such as the masthead, coverlines, main image, direct address, anchorage text, covermount, slogan, and skyline. It provides definitions for each convention and instructs students to match the conventions to their meanings. It then gives tasks for students to find a magazine cover online, annotate it identifying the conventions used and their impact/effect, and analyze the target audience, content, and representations in the magazine.
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.
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Film distribution introduction
The document discusses company structures in the film industry, including conglomerates, horizontal integration, and vertical integration. It then focuses on distribution, explaining that distribution involves getting films shown and promoted between production and exhibition. The major distributors that control most film distribution are identified as United International Pictures, Warner Brothers, Buena Vista, 20th Century Fox, and Sony.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
AS Film Openings Introduction
Opening sequences in film and television serve several purposes. They introduce the key creative roles through opening credits at the beginning of a project. The opening credits typically list important production members like directors, producers and cast. When separated from the main story, this becomes a title sequence. Opening sequences also set the scene by establishing the location or context through techniques like establishing shots. Some openings break conventions and use more abstract sequences to hint at the genre or tone without revealing details.
Two step flow and british and american audiences
This document provides discussion prompts for analyzing two films: A Field in England and Pacific Rim. It asks the reader to:
1) Identify three points of interest from independent research about the production of each film.
2) Analyze the target and secondary audiences of each film based on elements like narrative, production techniques, marketing, and exhibition.
3) Consider whether the success of either film was influenced by opinion leaders and two-step message flows through social media, reviews, interviews, and other sources.
Distribution lesson part 2
The document discusses the distribution process for films. It covers factors affecting distribution, key responsibilities of distributors, print circulation and costs, and examples of the distribution models for the films "A Field in England" and "Pacific Rim." Students are asked to debate whether distribution benefits all areas of the film industry. They are given roles representing different film industry stakeholders to consider different perspectives in the debate.
Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as the typical format, content, techniques and style used across a medium. Students are asked to watch title sequences and identify conventions through group discussions and mind mapping. Conventions are categorized as technical, genre-related, or symbolic. Students then create a detailed online mind map linking title sequence conventions to film examples. The activity aims to help students understand and analyze conventions in opening titles.
As tv drama 3
This document provides an overview of key concepts related to representations of age and gender in TV dramas. It discusses common stereotypical representations of males and females, such as strength and independence for males versus beauty and relationships for females. The concept of the "male gaze" is introduced, which assumes the audience and producers are male, resulting in the objectification of women. The document also outlines areas to discuss when analyzing representations, such as camerawork, mise-en-scene, editing, and sound. Students are assigned homework to watch a clip from an exam and write an essay analyzing representations.
A2 pre production 1
This document outlines the lessons, requirements, and grading criteria for an Advanced Production Portfolio media studies course. It provides guidance on pre-production planning elements like storyboards, production schedules, equipment lists, and casting requirements. Completing thorough pre-production work is important for organization and is emphasized as a key factor in achieving higher grades. Students are expected to storyboard their projects, create schedules, and plan costumes, props, and locations. Attention to shot types, editing, and technical elements like syncing audio to video are also addressed.
Media convergence and synergy
Technological convergence refers to different technologies resembling each other and blurring the lines between them, like TVs becoming more like computers. Cross media convergence involves media institutions delivering content across multiple channels. Media synergy occurs when different parts of a media company work together to promote linked products across media.
tent pole and quadrant marketing
A tent pole film is a major blockbuster film that a film studio invests heavily in because it is expected to be hugely successful and profitable. These tent pole films guarantee large profits for studios that they can then use to fund more risky films. Warner Bros. relies heavily on tent pole films based on popular book series and franchises like Harry Potter, Sherlock Holmes, Lord of the Rings, and DC superhero films to be their biggest moneymakers each year. These tent pole films are aimed at appealing to as many of the four audience quadrants - males/females under and over 25 - as possible to achieve maximum viewership and box office revenues.
Soundscapes
This document outlines a media studies lesson plan focused on soundscapes in film. It introduces key concepts like diegetic and non-diegetic sound, and different types of sounds that can be used like scores, songs, and Foley effects. Students will analyze the genre, location, time period and characters of film openings based on just the soundtrack. They will then create a director's commentary for a film opening of their choice and post it to their blog. The goal is for students to understand how sound establishes elements of a film and to be able to justify their analysis of different soundscapes.
Digital technology
The document provides guidance on answering exam questions about developing digital technology skills through coursework. It emphasizes using specific examples from multiple projects, analyzing the impact, and relating skills growth over time. Key points include:
- Draw on examples from AS and A2 coursework to show improved skills and expanded creativity.
- For each example, analyze the effects and how it shaped later work.
- Utilize media concepts like genre and audience when discussing creative choices and their influences.
- Structure the response with an introduction, paragraphs on pre-production/production/post-production, and a conclusion tying it back to the question.
AS film teaser poster campaigns
This document provides an overview and outline of topics covered so far and still to cover for an AS media studies course. Topics covered so far include the film life cycle, conglomerates, integration, finance, distribution, digital technology, and marketing methods. Topics still to cover include production, exhibition, marketing, audience theory, convergence, and synergy. It then provides information on demographics, psychographics, and audience classifications.
Production roles - top trumps
This document provides guidance and templates for students to plan the pre-production of a media production project. It includes templates for a script, storyboard, location recce, equipment list, props list, and costume list. It emphasizes key pre-production tasks like securing permissions and locations, assessing equipment and resource needs, and developing characters. Students are instructed to work collaboratively in groups, allocate roles, and ensure they are incorporating course terminology and feedback into their work.
A2 Media Q1a creativity
This document discusses creativity in the context of a media studies exam. It provides definitions of creativity, including thinking outside the box, being innovative, taking risks, and using influences to create something aesthetically pleasing. Students are asked to mind map key terms related to creativity, digital technology, research and planning, and other topics. The document then discusses how creativity involves imaginative and purposeful processes that generate something original. It relates this to students' coursework and asks them to reflect on how creative they were and if technology enhanced their creativity. It prompts students to consider how original their work was and if they communicated ideas or identities stylistically.
Narrative Music Videos
Narrative videos tell a visual story that relates to the song, with the lyrics often reflected in the narrative. They commonly feature no lip-synched singing. The most common type is a performance/narrative video, which shows the artist performing but also includes a narrative, such as mimicking a film genre. Narrative videos can emphasize an artist's interest in their music over image, and keep audiences engaged with their simple plots, but can be costly for record labels to produce.
Target audience research
This document outlines a lesson on target audience research for a media studies class. It introduces the topic and explains why audience research is an important part of production planning. It provides learning outcomes for students to carry out basic audience research, consider their questions and presentation of findings. The document describes different research methods like questionnaires and vox pops students can use to collect both qualitative and quantitative data. It also explains how to analyze the results, create target audience profiles, and use this research to inform their media production portfolio.
OCR AS media Planning exam answer film industry
The document provides guidance for students on planning and structuring exam answers for media studies. It discusses developing an introduction that establishes the context and relates to the exam question. It recommends planning the response in sections that apply each case study or company to the question in turn, then comparing and contrasting them. The conclusion should relate back to the question and provide the student's own opinion on the future impact on audiences and the industry. Structuring the answer with a clear introduction, body paragraphs, and conclusion will help address the exam question effectively.
OCR media A level - genre, section 1 exam
The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
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magazine cover conventions
The document discusses magazine cover conventions such as the masthead, coverlines, main image, direct address, anchorage text, covermount, slogan, and skyline. It provides definitions for each convention and instructs students to match the conventions to their meanings. It then gives tasks for students to find a magazine cover online, annotate it identifying the conventions used and their impact/effect, and analyze the target audience, content, and representations in the magazine.
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.
Cue cards for film industry as revision
A Field in England utilized synergistic partnerships with Film 4, Channel 4, and BFI to fund, market, and distribute the independent film simultaneously across theaters, DVD, television, and online platforms. Pacific Rim was produced by Legendary Pictures and co-financed by Disney, with distribution from Warner Bros. It employed viral marketing techniques including an interactive website and merchandise partnerships to promote the large-budget action film to broad audiences. Both films leveraged digital technologies and cross-platform distribution strategies, though A Field in England had a minimal budget while Pacific Rim benefited from the financial resources of its studio backers.
Cue cards for film industry as revision
A Field in England utilized synergistic partnerships with Film 4, Channel 4, and BFI to fund, market, and distribute the film across multiple platforms simultaneously. It targeted a niche audience of older, middle-class viewers interested in history and independent films. Pacific Rim had a large budget from parent company Time Warner and worked with subsidiaries like NECA for merchandise and Legendary Pictures for production. It used extensive viral and cross-platform marketing techniques to appeal to both male and female audiences around the world. Both films leveraged technological convergence for digital distribution while A Field in England was more limited by its smaller budget.
Glossary of key terms film institution exam
The document defines key terminology used in discussing media ownership, cross media and technological convergence, synergy, digital technology developments, film production, distribution, marketing, finance, exhibition, and audiences. It provides definitions and concepts for terms like conglomerate, vertical and horizontal integration, cross promotion, production, distribution, and exhibition. It also discusses how digital technology is merging devices and allowing for new forms of distribution and convergence across media.
Feedback on writing media film institution
Here is a potential outline for the essay:
Introduction
- Define cross media convergence and synergy
- State your media area of study (films Pacific Rim and A Field in England)
Body Paragraph 1
- Point: Pacific Rim benefited greatly from cross media convergence and synergy as a Time Warner film
- Evidence: Extensive marketing across TV, games, toys, etc. leveraging Time Warner properties
- Analysis: This wide reach helped build a large audience
- Link: However, A Field in England had more limited convergence as an independent film
Body Paragraph 2
- Point: A Field in England still utilized some convergence successfully
- Evidence: Promotion through partner organizations Film4 and BFI
Audience for section 1b
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
Discuss how the product was actually received or might be received by audiences. Consider both intended and alternative readings using concepts like negotiated or oppositional readings. Reference examples from the product.
Paragraph 3:
Reflect on the challenges
Representation for section 1b
The document discusses various concepts related to representation in media, including:
- Stereotypes and how they can positively or negatively represent social groups;
- How meaning is constructed through signs and their interpretation;
- Arguments that representations do not always have to be negative or false stereotypes;
- Identities as constructed rather than innate;
- Baudrillard's concept of the simulacrum - that representations can become more "real" than reality itself.
List of music videos for teaching
This document provides a list of music videos categorized by genre and purpose that are appropriate for GCSE and post-16 music studies. The videos are grouped into categories such as performance, narrative, abstract, hybrid, and genres that challenge conventions or use unique editing techniques. Some videos are only recommended for post-16 due to more mature content. The list serves as a resource for students and teachers to analyze music videos across different styles and eras.
Narrative and essay planning for section 1b
This document provides guidance on how to structure a response analyzing one of the student's coursework productions in relation to the concept of narrative. It recommends including an introductory paragraph stating which production will be discussed and how it relates to narrative conventions. The main body should have 4-5 paragraphs analyzing how the production conformed to and challenged narrative concepts, referring to specific examples and media theorists. The conclusion paragraph should summarize how influential narrative was in planning and producing the piece.
OCR A level media Q1b genre example answer A grade
The student discusses their horror teaser trailer and how it relates to genre conventions. The trailer is set in the woods and uses techniques like handheld camera work and cross-cutting to create tension. While adhering to horror tropes like an isolated setting and darkness, the trailer subverts expectations by featuring a female psycho killer instead of the typical male role. Editing techniques like changes in pace and symbolic shots of blood and hanging were used to unsettle the audience. The open ending leaves viewers wanting more, demonstrating how the trailer effectively engaged with its target horror genre audience.
Film Case study preparation 2014
This document provides guidelines for preparing a case study analysis of two films: Rook Films' "A Field in England" and Time Warner's "Pacific Rim". Students are instructed to research the production companies behind the films, including other projects, budgets, and target audiences. They are to compare key details of the two films like synopses, dates, budgets and stars. Students should also analyze the pre-production, production, distribution, marketing and audience reception of each film paying close attention to the role and issues faced by the films' parent institutions.
Film distribution hand out
The document discusses film distribution and the complex relationship between filmmakers, distributors, and audiences. It presents two competing views on who holds the most power: 1) audiences, as studios are forced to cater to what audiences like, or 2) distributors, who control which audiences and markets receive films. The document also provides background on film budgets, revenues, and the roles and strategies of major film distributors in getting films seen by the public.
A2 g325 spec for students
This document outlines the structure and requirements of an examination for a media studies course. The exam is two hours and consists of two sections. Section A requires students to answer two compulsory questions about their own media production work, evaluating their skills development and analyzing one production in relation to a theoretical concept. Section B involves answering one question from a choice of topics on contemporary media issues. The document provides details on the specific questions and concepts that may be covered in the exam.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
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OCR A level media Q1b genre example answer A grade
OCR A level media Q1b genre example answer A grade