Tv drama2
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The document provides guidance on how to answer exam questions about representations of identity in TV dramas. It discusses possible identity categories that could be examined, such as gender, ethnicity and social class. It also outlines the marking criteria, focusing on explanation, argumentation and use of examples. Technical filmmaking techniques relevant to representations are defined, including mise-en-scene, camerawork, editing and sound. Tips are provided on note-taking, using evidence to support points, and structuring the exam response.
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Tv drama
This document provides guidance and materials for studying representations in TV drama. It includes a list of possible representations to analyze such as gender, ethnicity, age, and disability. It also lists common TV drama genres and technical codes to consider like mise-en-scene, camerawork, editing, and sound. The document provides examples of how these elements have been addressed in past exam questions. It offers tips for effective note-taking, analysis, and structuring answers.
Plan for media
The document outlines a 9-week production plan for a film project that includes storyboarding in the first week, researching film ratings and finding locations for test filming in the second week, casting actors and deciding crew roles in the third week, developing the script in the fourth week, creating prop and costume lists with test filming in the fifth week, planning the weather and shooting schedule in the sixth week, principal filming in the seventh week, staying on track with behind-the-scenes work and filming a production diary in the eighth week, and editing, adding sound, potential re-shoots, re-editing with bloopers and titles in the ninth week to be completed by the due date.
Movie assessment sheet
This document provides a form for assessing movies created by classmates. It rates various movie elements on a scale from bad to excellent, including photography, original music, use of English, performance, clothes/makeup, scenery, original features, editing/effects. At the end, it asks what improvements could be made to the movie.
Movie assessment sheet
This document provides a movie assessment sheet for students to evaluate their classmates' films. It contains categories like topic, photography, music, use of language, performance, costumes, scenery, originality, technology use, and effects that students can rate as bad, regular, good, or excellent. At the end, it asks what improvements could be made.
Production schedual 1
The document outlines the filming schedule for a short film, including the cast and crew involved on each day of shooting. Sarah Dare is the lead actress and will be filming solo shots on May 1st, June 1st, and potentially reshoots on January 12th. On July 7th and 9th, Sarah will be filming with Dexter Gibson and Chris Rice, who will be driving a car for shots. The film is being shot with a Canon EOS 600D and tripod, and the editor will work on the footage from January 15th to February 24th before making any final adjustments.
Hunter Ellis Resume
Hunter Ellis has over 5 years of experience in television production, including roles as an assistant to a showrunner on ABC's Quantico and freelance literary editing. Ellis has a proven track record of coordinating all aspects of television production from casting and costumes to graphics and scheduling for a busy executive producer. Ellis also has experience in meal preparation, camp maintenance, academic research, and is proficient in various software programs.
Rolls new
This document outlines the roles and responsibilities of a film production team, including the producer, director, and editor. It also lists key production tasks such as securing locations, casting actors, creating schedules, shot lists, and storyboards. The document provides an overview of the planning and production process.
Preproduction
The document provides a pre-production checklist for filmmaking that includes 11 sections: 1) Make a production schedule; 2) Crew up; 3) Visualize the project's look; 4) Find and secure locations; 5) Casting; 6) Production design; 7) Prepare costumes, props, and set dressing; 8) Develop a shooting script; 9) Make a floorplan and lighting plot for each location; 10) Make a storyboard; and 11) Make a shooting schedule. The checklist outlines important pre-production tasks such as scheduling shoots, securing crew members, finding locations, casting actors, designing visual elements, and planning shots to prepare for a successful film shoot and post-production process.
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Tv drama
This document provides guidance and materials for studying representations in TV drama. It includes a list of possible representations to analyze such as gender, ethnicity, age, and disability. It also lists common TV drama genres and technical codes to consider like mise-en-scene, camerawork, editing, and sound. The document provides examples of how these elements have been addressed in past exam questions. It offers tips for effective note-taking, analysis, and structuring answers.
Plan for media
The document outlines a 9-week production plan for a film project that includes storyboarding in the first week, researching film ratings and finding locations for test filming in the second week, casting actors and deciding crew roles in the third week, developing the script in the fourth week, creating prop and costume lists with test filming in the fifth week, planning the weather and shooting schedule in the sixth week, principal filming in the seventh week, staying on track with behind-the-scenes work and filming a production diary in the eighth week, and editing, adding sound, potential re-shoots, re-editing with bloopers and titles in the ninth week to be completed by the due date.
Movie assessment sheet
This document provides a form for assessing movies created by classmates. It rates various movie elements on a scale from bad to excellent, including photography, original music, use of English, performance, clothes/makeup, scenery, original features, editing/effects. At the end, it asks what improvements could be made to the movie.
Movie assessment sheet
This document provides a movie assessment sheet for students to evaluate their classmates' films. It contains categories like topic, photography, music, use of language, performance, costumes, scenery, originality, technology use, and effects that students can rate as bad, regular, good, or excellent. At the end, it asks what improvements could be made.
Production schedual 1
The document outlines the filming schedule for a short film, including the cast and crew involved on each day of shooting. Sarah Dare is the lead actress and will be filming solo shots on May 1st, June 1st, and potentially reshoots on January 12th. On July 7th and 9th, Sarah will be filming with Dexter Gibson and Chris Rice, who will be driving a car for shots. The film is being shot with a Canon EOS 600D and tripod, and the editor will work on the footage from January 15th to February 24th before making any final adjustments.
Hunter Ellis Resume
Hunter Ellis has over 5 years of experience in television production, including roles as an assistant to a showrunner on ABC's Quantico and freelance literary editing. Ellis has a proven track record of coordinating all aspects of television production from casting and costumes to graphics and scheduling for a busy executive producer. Ellis also has experience in meal preparation, camp maintenance, academic research, and is proficient in various software programs.
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This document outlines the roles and responsibilities of a film production team, including the producer, director, and editor. It also lists key production tasks such as securing locations, casting actors, creating schedules, shot lists, and storyboards. The document provides an overview of the planning and production process.
Preproduction
The document provides a pre-production checklist for filmmaking that includes 11 sections: 1) Make a production schedule; 2) Crew up; 3) Visualize the project's look; 4) Find and secure locations; 5) Casting; 6) Production design; 7) Prepare costumes, props, and set dressing; 8) Develop a shooting script; 9) Make a floorplan and lighting plot for each location; 10) Make a storyboard; and 11) Make a shooting schedule. The checklist outlines important pre-production tasks such as scheduling shoots, securing crew members, finding locations, casting actors, designing visual elements, and planning shots to prepare for a successful film shoot and post-production process.
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G322 Review
This document provides information and guidance for students taking an exam on television drama representations. It includes:
1) Examples of representations that could be analyzed such as gender, ethnicity, and social class from past exam questions on various TV shows.
2) An overview of common television drama genres and technical codes to analyze like mise-en-scene, camerawork, editing techniques, sound, and semiotics.
3) Tips for studying including taking structured notes, understanding media language, selecting relevant examples from the text, and writing concisely and readably within the time limit.
G322revision 090512100336-phpapp02
This document provides guidance on the TV Drama and Representation section of the G322 exam. It outlines the key areas students must discuss in their response, including camerawork, sound, mise-en-scene, editing, and representation. It emphasizes the importance of discussing all areas and linking analysis of technical elements to representations. Examples of shots, sounds, and other techniques are defined. The document also lists common TV drama genres and representation topics that may be assessed. Scoring criteria emphasize a full discussion linking extract examples to the question.
Technical and symbolic codes moving image
This document outlines technical and symbolic codes used in moving images. The technical codes section describes editing techniques, sounds, camera movements, camera angles/lenses/types, and types of shots. It also discusses CGI technology. The symbolic codes section covers aspects of mise-en-scene like settings, objects/props, body language, lighting/color, costume, and use of space.
Technical and symbolic codes moving image
This document outlines technical and symbolic codes used in moving images. Technical codes include editing techniques like cuts, transitions, and sound elements. Camera movements, angles, lenses, and shot types are also discussed. Symbolic codes cover aspects of mise-en-scene like settings, objects/props, body language, lighting/color, costume, and use of space. The document provides definitions and examples of these various codes to concisely analyze elements of visual storytelling.
Technical and symbolic_codes_-_moving_image
This document outlines technical and symbolic codes used in moving images. The technical codes section describes editing techniques, sounds, camera movements, camera angles/lenses/types, and types of shots. It also discusses CGI technology. The symbolic codes section covers aspects of mise-en-scene like settings, objects/props, body language, lighting/color, costume, and use of space.
Photography section a powerpoint
This document provides instructions for analyzing a TV drama clip through a close examination of camera work, editing, sound, and mise-en-scene. Students are asked to watch a 4-5 minute clip and conduct a textual analysis considering gender, age, ethnicity, sexuality, class, ability, and regional identity. They then analyze the camera shots, angles, movement, and composition, as well as editing techniques, use of diegetic and non-diegetic sounds, and elements of mise-en-scene like setting and costumes. The document defines various camera shots, angles, transitions, and sound elements to examine in the clip.
Photography section a powerpoint
This document provides instructions for analyzing a TV drama clip in 3 sections:
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3. Define key camera shots and angles, editing techniques, sound elements, and aspects of mise-en-scene to consider in the analysis such as location, set design, costumes, lighting, and properties.
OCR Representation/TV Drama Representation of age
The document provides revision tips and guidance for analyzing representation of age through micro elements in TV drama. It includes dos and don'ts for the exam, terminology to review, an explanation of the PEE structure for answering questions, examples of strong and weak responses, and feedback on common mistakes in analyzing editing, sound, mise-en-scene, and cinematography. The purpose is to help students understand how technical elements construct representations of age and effectively answer questions on a timed exam.
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The document provides guidance on how to write a good essay for a media studies textual analysis exam section. Students should:
1) Spend 45 minutes analyzing each of two exam sections - one on the given media extract and one on the film industry.
2) Take detailed notes on characters' representations based on camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent characters and relate to the chosen area of representation, such as gender or class.
4) Support their analysis with clear examples and link technical details to how they shape representations.
Essay writing tips for AS TV drama
The document provides guidance on how to write a good essay for a media studies textual analysis exam section. Students should:
1) Spend 45 minutes analyzing each of two exam sections - one on the given media extract and one on the film industry.
2) Take detailed notes on characters' representations through camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent areas like gender, class, and identity, using specific examples and linking representation to meaning.
Book feedback
This document provides feedback on student work and homework assignments. It notes that some student books were well organized while others were messy. It evaluates homework on mise-en-scene, finding most students could identify shots and angles but lacked key terms. Scores ranged from G to C/D with an average of D3. Feedback is given on PEA paragraphs, noting some students did well while others did not finish or chose topics they did not understand well. Students are instructed to improve their work and homework is due on Tuesday.
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G322 Review
This document provides information and guidance for students taking an exam on television drama representations. It includes:
1) Examples of representations that could be analyzed such as gender, ethnicity, and social class from past exam questions on various TV shows.
2) An overview of common television drama genres and technical codes to analyze like mise-en-scene, camerawork, editing techniques, sound, and semiotics.
3) Tips for studying including taking structured notes, understanding media language, selecting relevant examples from the text, and writing concisely and readably within the time limit.
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This document provides guidance on the TV Drama and Representation section of the G322 exam. It outlines the key areas students must discuss in their response, including camerawork, sound, mise-en-scene, editing, and representation. It emphasizes the importance of discussing all areas and linking analysis of technical elements to representations. Examples of shots, sounds, and other techniques are defined. The document also lists common TV drama genres and representation topics that may be assessed. Scoring criteria emphasize a full discussion linking extract examples to the question.
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This document outlines technical and symbolic codes used in moving images. The technical codes section describes editing techniques, sounds, camera movements, camera angles/lenses/types, and types of shots. It also discusses CGI technology. The symbolic codes section covers aspects of mise-en-scene like settings, objects/props, body language, lighting/color, costume, and use of space.
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This document provides instructions for analyzing a TV drama clip through a close examination of camera work, editing, sound, and mise-en-scene. Students are asked to watch a 4-5 minute clip and conduct a textual analysis considering gender, age, ethnicity, sexuality, class, ability, and regional identity. They then analyze the camera shots, angles, movement, and composition, as well as editing techniques, use of diegetic and non-diegetic sounds, and elements of mise-en-scene like setting and costumes. The document defines various camera shots, angles, transitions, and sound elements to examine in the clip.
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1. Analyze characters based on gender, age, ethnicity, sexuality, class, ability, and regional identity.
2. Examine camera shots, angles, movement, and composition as well as editing, sound, and mise-en-scene.
3. Define key camera shots and angles, editing techniques, sound elements, and aspects of mise-en-scene to consider in the analysis such as location, set design, costumes, lighting, and properties.
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The document provides revision tips and guidance for analyzing representation of age through micro elements in TV drama. It includes dos and don'ts for the exam, terminology to review, an explanation of the PEE structure for answering questions, examples of strong and weak responses, and feedback on common mistakes in analyzing editing, sound, mise-en-scene, and cinematography. The purpose is to help students understand how technical elements construct representations of age and effectively answer questions on a timed exam.
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The document provides guidance on how to write a good essay for a media studies textual analysis exam section. Students should:
1) Spend 45 minutes analyzing each of two exam sections - one on the given media extract and one on the film industry.
2) Take detailed notes on characters' representations based on camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent characters and relate to the chosen area of representation, such as gender or class.
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The document provides guidance on how to write a good essay for a media studies textual analysis exam section. Students should:
1) Spend 45 minutes analyzing each of two exam sections - one on the given media extract and one on the film industry.
2) Take detailed notes on characters' representations through camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent areas like gender, class, and identity, using specific examples and linking representation to meaning.
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This document provides feedback on student work and homework assignments. It notes that some student books were well organized while others were messy. It evaluates homework on mise-en-scene, finding most students could identify shots and angles but lacked key terms. Scores ranged from G to C/D with an average of D3. Feedback is given on PEA paragraphs, noting some students did well while others did not finish or chose topics they did not understand well. Students are instructed to improve their work and homework is due on Tuesday.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Tv drama2
- 1. Tv Drama
- 3. what do you have to do?
- 4. Exam task • the question
- 5. possible representations • gender • ethnicity • age • status/class • sexuality • regional identity • disability/ability
- 6. past questions • Monarch of the Glen and age • Dr Who and gender • Hotel Babylon and ethnicity • Primeval and gender • Hustle and gender • Merlin and status/class • Hotel Babylon and ethnicity
- 7. how it is marked • EAA 20 (explanation, argument, analysis) • EG 20 (use of examples) • T 10 (use of terminology)
- 8. skills • note-taking • understanding technical codes/knowing media language • relating technical codes to representation • backing up points with examples • keeping it readable • writing it in the time
- 10. setting/location props/objects mise-en-scene colours costume performance hairstyle choice of actor make-up posture/g esture placement in the frame decor lighting
- 11. camerawork
- 12. tilt pan track focus angle movement Camera low high framing shot distance inside outside ECU CU MS LS
- 13. Continuity editing • master shot/establishing shot • 180 degree rule • shot/reverse shot • eyeline match • match on action • insert shot
- 14. other features of editing • cross-cutting • graphic match • ellipsis • montage • types of transition
- 15. Sound • music • dialogue • ‘atmospheric’ • diegetic and non-diegetic • ‘sound bridge’
- 16. ways of taking notes
- 17. Grid
- 18. location angle costume Grid shot/reverse concrete urban asbo kids look down on her boy/girl argue point to cover data-examples, evidence reinforce or challenge stereotypes?
- 20. Structure • four areas...four sections? • constant reference to the representation • no big intro- get on with it • keep conclusion short