Unit 01 checklist
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This document outlines the checklist and requirements for a media analysis project on a specific media product and its audience. It involves investigating the publisher and product ownership model, analyzing the product's genre, purpose, content and style. Students must also analyze the target audience's demographics, psychographics, and how the product is distributed and advertised to its intended audience. The analysis requires considering the product's impact, representation and stereotypes, as well as any legal or ethical issues, and collecting audience feedback about the product.
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Unit 01 analysing media products and audiences
This document outlines the aims, learning outcomes, assessment criteria, content and resources for the OCR Level 3 Cambridge Technical Certificate/Diploma in Media unit on analysing media products and audiences. The unit aims to help learners understand how media institutions work and the products they produce through analysing production processes, target audiences, distribution and marketing. Learners must investigate a media institution and analyse one of its products, examining aspects such as purpose, genre and audience. They also analyse how the product reaches its audience and considers legal/ethical issues. The unit is assessed through a portfolio demonstrating understanding of a chosen media product.
Unit 0 - Student guide new 2017
This document provides guidance for a student completing an assignment analyzing a music magazine. It outlines various sections and content that should be included, such as logos for the publisher and magazine, information about the publisher and product, ownership structure, brand ideology, target audience analysis using various audience theories, primary and secondary research on the magazine's audience and impact, advertising and marketing strategies, and discussion of relevant regulatory issues. The student is directed to analyze conventions of the front cover and spreads, as well as the magazine's production process, distribution, and relationship to social media platforms.
Unit 01 power point template
This document outlines the requirements for a project analyzing a music magazine publisher and its product. Students are asked to research various aspects of the chosen focus publisher and magazine, including its ownership structure, brand ideology, target audience through both secondary and primary research, advertising and marketing strategies, distribution methods, and any relevant ethical or legal issues. The document provides examples and guidance on the types of information and analyses that should be included under each section of the project.
Unit 3 - Research Techniques for the Creative Media Industries
Unit 3 - Research Techniques for the Creative Media Industries.
Contents :
1. Introduction.
2. Market, Production, Methods.
3. Type Of Research - [a] Quantitative Research [b] Qualitative Research,
4. Quantitative Research Definition and Qualitative Research Definition.
5. Sources of Research [a] Primary Research, [a.1] Face-to-Face Interviews [a.2]. Telephone Interviews, [a.3] Online Surveys, [a.4] Questionnaires, [a.5] Focus Groups/Customer Panels and [b] Secondary Research.
6. Purposes of Research Research โข Audience Research โข Market Research โข Production Research.
Thank you,
For more details visit to www.gulshangolechha.com
Please free to ask any query, questions, suggestions, etc.
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This document outlines the structure and requirements of the GS325 OCR Media Studies exam. The exam assesses candidates' knowledge of media concepts, contexts, and debates. It consists of two sections: Section A requires candidates to describe and evaluate their skills development and analyze one of their productions in relation to a media concept. Section B requires candidates to answer one question from a choice of topics related to contemporary media issues, including media and collective identity. Candidates will analyze representations and collective identities of groups in media.
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Exam question 1 (b)
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Unit 01 analysing media products and audiences
This document outlines the aims, learning outcomes, assessment criteria, content and resources for the OCR Level 3 Cambridge Technical Certificate/Diploma in Media unit on analysing media products and audiences. The unit aims to help learners understand how media institutions work and the products they produce through analysing production processes, target audiences, distribution and marketing. Learners must investigate a media institution and analyse one of its products, examining aspects such as purpose, genre and audience. They also analyse how the product reaches its audience and considers legal/ethical issues. The unit is assessed through a portfolio demonstrating understanding of a chosen media product.
Unit 0 - Student guide new 2017
This document provides guidance for a student completing an assignment analyzing a music magazine. It outlines various sections and content that should be included, such as logos for the publisher and magazine, information about the publisher and product, ownership structure, brand ideology, target audience analysis using various audience theories, primary and secondary research on the magazine's audience and impact, advertising and marketing strategies, and discussion of relevant regulatory issues. The student is directed to analyze conventions of the front cover and spreads, as well as the magazine's production process, distribution, and relationship to social media platforms.
Unit 01 power point template
This document outlines the requirements for a project analyzing a music magazine publisher and its product. Students are asked to research various aspects of the chosen focus publisher and magazine, including its ownership structure, brand ideology, target audience through both secondary and primary research, advertising and marketing strategies, distribution methods, and any relevant ethical or legal issues. The document provides examples and guidance on the types of information and analyses that should be included under each section of the project.
Unit 3 - Research Techniques for the Creative Media Industries
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Contents :
1. Introduction.
2. Market, Production, Methods.
3. Type Of Research - [a] Quantitative Research [b] Qualitative Research,
4. Quantitative Research Definition and Qualitative Research Definition.
5. Sources of Research [a] Primary Research, [a.1] Face-to-Face Interviews [a.2]. Telephone Interviews, [a.3] Online Surveys, [a.4] Questionnaires, [a.5] Focus Groups/Customer Panels and [b] Secondary Research.
6. Purposes of Research Research โข Audience Research โข Market Research โข Production Research.
Thank you,
For more details visit to www.gulshangolechha.com
Please free to ask any query, questions, suggestions, etc.
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This document outlines the structure and requirements of the GS325 OCR Media Studies exam. The exam assesses candidates' knowledge of media concepts, contexts, and debates. It consists of two sections: Section A requires candidates to describe and evaluate their skills development and analyze one of their productions in relation to a media concept. Section B requires candidates to answer one question from a choice of topics related to contemporary media issues, including media and collective identity. Candidates will analyze representations and collective identities of groups in media.
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This document outlines the requirements and assessment criteria for an A2 Advanced Portfolio in Media unit. Students will produce a media portfolio consisting of a main task and ancillary tasks, and present their research, planning, and evaluation digitally. The portfolio can incorporate video, print, web-based and audio media. Students must evaluate their work and creative process in a blog. The unit is assessed based on planning/research, construction of the portfolio, and evaluation. Students are provided examples of potential portfolio tasks and instructed to create a mind map of ideas for their chosen task.
Exam question 1 (b)
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
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This document discusses primary and secondary research methods for a media studies project. It defines primary research as new research like questionnaires, surveys, or interviews, while secondary research uses previously published materials like library sources or online research. Specific primary research methods covered include questionnaires, interviews, and textual analysis. Secondary research sources mentioned are published materials, biographical information, contextual details, audience data, and institutional details. The document stresses focusing your research topic and subtopics, evaluating information collected, and properly citing and referencing all sources.
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Research in the creative media industries serves several key purposes:
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3) Research methods include primary research like interviews and questionnaires, and secondary research from existing sources like reports and websites.
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Copy of lesson p point
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2. Students are asked to complete a questionnaire and consider what research is, why we research, and how we research.
3. The lesson then covers different types of research including primary and secondary research, as well as different reasons media industries conduct research such as for production, content, viability, audiences and advertising.
4. Students are assigned homework to answer questions about a sample program using secondary research techniques like online searches.
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Unit 01 checklist
This document provides a checklist for a media analysis project involving analyzing a media product and its target audience. It outlines the key tasks to be completed, including identifying the publisher and product, presenting findings in a visual format, completing witness statements, and embedding work in a blog. Specific tasks involve analyzing the product's ownership model, associated products, market position and competitors. Additional analysis covers the product's genre, purpose, content and style, target demographics and psychographics, distribution methods, impact on audiences, representation and stereotypes, legal/ethical issues, and consumer feedback.
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Students must evaluate their media studies foundation portfolio in 3 sentences or less by addressing several key questions. The evaluation can be submitted individually or with a group and must incorporate audience feedback. It will be graded on a scale from 0-20 based on the student's understanding of conventions, media texts, audience feedback, and presentation skills. Higher marks are given for excellent comprehension in these areas and proficient use of technology.
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U3 a1 pp
Research in the creative media industries serves several key purposes:
1) To investigate possible content ideas, sources, target audiences, and resources for a documentary.
2) There are two main types of research - quantitative data using statistics and figures, and qualitative data collecting opinions and views.
3) Research methods include primary research like interviews and questionnaires, and secondary research from existing sources like reports and websites.
Evaluation
This document summarizes the key elements of a media product and discusses how it represents a target audience. It includes conventions like mastheads, date lines, and alliteration. The target audience is described as ages 16-30 interested in rock music. Distribution partners mentioned include music magazines and websites. The document also reflects on the learning process, including using various technologies like Photoshop and receiving feedback on drafts.
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2. Key points covered include how industries classify audiences by demographics and research audience preferences through methods like ratings, focus groups and questionnaires. This helps ensure products appeal to target audiences.
3. The document also addresses how a student's chosen media product aimed at its target audience through content, genre, language, images and other elements. Regulations for industries are also noted.
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Will Hall presents a media evaluation of products they created to resemble real magazines. The products used conventions like mastheads, cover lines, dates and issue numbers. Models with long hair were featured to represent particular social groups. The products could be distributed worldwide by a media institution targeting audiences aged 16-25. The audience was attracted through passions, success, secrecy, traditional fonts and direct addresses. Technologies like Survey Monkey, photo editing tools, and text tools were used and lessons were learned about creating a consistent house style and Gutenberg profiling. Overall, Will Hall learned more about transforming preliminary ideas into full media products that emulate real magazines.
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Task two - fmp research intro
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Lesson p point 1 online
The document provides an introduction to classifying media audiences. It discusses that media producers classify audiences into categories like age, gender, class and ethnicity to target their products effectively. This allows producers to plan, produce and market media appropriately for their intended audience. The document then defines each category in more detail, such as defining class by job/income rather than social status, and listing common age groups. The goal is for students to understand audience classification and its importance for media producers.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Section B G322 Magazine Terminology
The document defines several key terms related to new media, including:
Web 2.0 allows for two-way communication on the internet compared to the one-way communication of Web 1.0. A "prosumer" both produces and consumes media content. Technological and media convergence involve the merging of different media platforms. Synergy refers to promoting media properties across different subsidiaries to increase revenue. Viral marketing, guerrilla marketing, and user-generated content (UGC) are newer marketing strategies that engage consumers. Unique selling points (USPs), points of difference (PODs), and unique perceived benefits (UPBs) differentiate media brands in the marketplace.
The document provides examples of
Unit 30 uk media publishing
This document outlines the learning outcomes, assessment criteria, teaching content and delivery guidance for a Level 3 unit on UK media publishing. The unit aims to help learners understand the UK media publishing industry and products, and plan and pitch an original UK print media product. Learners must research existing publishers and products, plan their own product, produce materials for it, deliver an effective pitch, and evaluate feedback on their plan. The unit content and delivery guidance provide details on topics learners should cover to meet the criteria.
2015 resume
April Keefe has over 8 years of experience in purchasing and merchandising roles. She has a Master's degree in Textiles from the University of Georgia, where she studied historic costumes. Her most recent role is as a Merchandise Coordinator at Stein Mart, where her responsibilities include purchase order management, vendor communication, and sample processing. She also has experience as an Assistant Buyer and Social Media Specialist at Uniforms by Julie, Inc.
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The document provides guidance on preparing for an exam on the music industry. It outlines key areas to focus on, including understanding terminology related to the industry. It also provides examples of traditional and contemporary marketing strategies used by record companies and independent labels to promote music artists and get their products to target audiences. These strategies include cross-media promotion, viral marketing, direct marketing, mobile marketing, online marketing, and using apps. The document instructs students to research their own examples and use the provided evidence and level 4 answer to respond to an exam question on how institutions target specific audiences within a media industry.
Lecture 3 Marketing research process -Research Design
Here are two examples of each type of research design:
Exploratory research:
1) A clothing company wants to launch a new line of athletic wear for seniors. They conduct informal interviews with seniors to explore their needs and preferences for this type of clothing.
2) A restaurant is considering opening a new location in a suburban area. They do some exploratory research by talking to residents of that community to learn more about their dining preferences and gather ideas about what type of restaurant might attract customers.
Descriptive research:
1) A hotel surveys its guests to describe their demographic characteristics, how often they stay at the hotel, what amenities are important to them, and their satisfaction levels.
2) A grocery store
Evaluation Catherine Thompson
This document describes the layout and design conventions of a magazine called COLT 45. It includes sections like the cover, contents page, articles, and discusses design elements like eye-catching colors, images, and column text layout. It also addresses attracting audiences born in the 1960s-1970s who enjoy 1980s-1990s music by using artists from that era and an appealing color scheme.
Assessment objectives
This document outlines the assessment objectives for OCR's Media Studies coursework and exams. It details the four assessment objectives: 1) Demonstrating knowledge and understanding of media concepts using accurate terminology; 2) Applying knowledge to analyze how meanings are created in media products; 3) Demonstrating technical and creative skills in planning and constructing media products; 4) Undertaking and applying appropriate research. Each objective is weighted differently and focuses on specific skills like conceptual understanding, textual analysis, production skills, and research abilities.
Copy of lesson p point
1. This document provides an overview of an introductory media studies lesson that focuses on research techniques for media industries.
2. Students are asked to complete a questionnaire and consider what research is, why we research, and how we research.
3. The lesson then covers different types of research including primary and secondary research, as well as different reasons media industries conduct research such as for production, content, viability, audiences and advertising.
4. Students are assigned homework to answer questions about a sample program using secondary research techniques like online searches.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Evolving media film jtw
This document provides an overview of Section A of the A-Level Media Studies exam, which focuses on media industries and audiences. It will test knowledge of theoretical frameworks, contexts influencing media products and processes. The exam questions will focus on two of the three media forms studied: film, radio, and video games. Students must have a strong understanding of each industry and be able to use case studies as examples. Key concepts that will be assessed include media language, representations, industries, and audiences. The document reviews case studies and topics already covered for radio and video games and provides an overview of areas that will be assessed regarding the film industry. It stresses the importance of independent learning skills for this subject.
Unit 6 assignment brief pr1 research techniques in film (1)
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and how they target specific audiences. For task one, students need to create a report detailing different research techniques and include a survey monkey exit poll on a new film. For task two, students need to add to their report an analysis of at least one poster and trailer for a new film. They must also summarize the full marketing campaign and comment on the success of each method based on their exit poll findings. The report should comprehensively explain how producers reach audiences using subject-specific terminology and examples.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For task one, they need to create a report detailing various research methods and include a survey monkey poll and findings. For task two, students should analyze a film poster, trailer and marketing campaign to see how the producer targeted the intended audience based on the poll results. The assignment aims to demonstrate understanding of how producers define audiences and create products for specific demographic groups.
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Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
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Unit 6 assignment brief pr1 research techniques in film (1)
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Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
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This document provides a checklist for a media analysis project involving analyzing a media product and its target audience. It outlines the key tasks to be completed, including identifying the publisher and product, presenting findings in a visual format, completing witness statements, and embedding work in a blog. Specific tasks involve analyzing the product's ownership model, associated products, market position and competitors. Additional analysis covers the product's genre, purpose, content and style, target demographics and psychographics, distribution methods, impact on audiences, representation and stereotypes, legal/ethical issues, and consumer feedback.
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Students must evaluate their media studies foundation portfolio in 3 sentences or less by addressing several key questions. The evaluation can be submitted individually or with a group and must incorporate audience feedback. It will be graded on a scale from 0-20 based on the student's understanding of conventions, media texts, audience feedback, and presentation skills. Higher marks are given for excellent comprehension in these areas and proficient use of technology.
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- Five tasks for the learner to complete, including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, a production/distribution timeline for The Force Awakens, and a report on the legal, ethical and representation issues surrounding the film.
Research brief
This document provides instructions for a research report assignment on research techniques for the creative media industries. Learners must write a report comprehensively explaining the nature and purposes of research in the creative media industries, evaluating types of research such as quantitative and qualitative, methods and sources of research including secondary and primary, and purposes of research like audience, market, production, and self-generated research. The report aims to demonstrate understanding of research techniques, methods, and purposes for the creative media industries. Learners must submit their report digitally by January 15th and it will be graded based on criteria assessing description, explanation, and evaluation at pass, merit, and distinction levels.
Unit 3 research_techniques_for_the_creative_media_industries
This unit focuses on research techniques for the creative media industries. The unit aims to develop learner's understanding and skills in research relevant to creative media production. Learners will present their findings both orally and in writing, and will learn how to cite and reference sources. Research is fundamental to all aspects of creative media and is used to determine viability, gather content information, and assist with planning. Learners will apply both primary and secondary research methods and techniques to conduct audience, market, and production research. They will then present the results of their research in written reports, oral presentations, and with illustrations.
Cheetham elfie level 3 unit 01 - student record sheet
The document is an assessment record for a student named Elfie Cheetham. It summarizes 5 tasks completed as part of a Media studies course focusing on analyzing media products and audiences. For each task, the document provides the assessment criteria, teacher feedback, and grades for elements assessed at Pass, Merit, and Distinction level. The tasks included a case study of Disney Studios, an analysis of the film Star Wars: The Force Awakens, audience research about the film's target demographic, an investigation of the film's production and distribution process, and a report on legal and ethical considerations in its creation. The student received a overall grade of Pass for the assessment.
Redraft coursework
This document outlines assignments for a media studies course, including revising past work. It provides details on two assignments:
1) Analyzing advertisements and creating an original ad, focusing on audience and media language.
2) Choosing a previously completed assignment about film or music promotion to revise, analyzing cross-media representation and designing promotional materials.
Evaluation criteria focus on analyzing media texts, research and presentation skills. Deadlines are provided for revising assignments and taking an exam on action/adventure films.
Level2unit2assignment
1. You have been commissioned by E4 television channel to create and pitch a new reality TV show or talent show targeting E4's young audience.
2. You will work in a group to research current similar shows, develop your own original show concept, and create a pitch to present to E4 within six periods.
3. Your tasks are to post research on discussion forums, plan the key details of your show, and give a recorded group pitch with supporting materials to a panel. Your work will be assessed based on communication skills and presentation quality.
Cassie fmp hollow queen 07 02 13
This assignment brief outlines tasks for a student to complete units in Creative Media Production Management, Research Techniques, and Pre-Production Techniques. The student will develop, research, and pitch an idea for a graphic novel about Ella Fitzgerald. They will conduct research on audiences and trends, generate story ideas, and create pre-production documents and plans. The assignment includes tasks for primary research, idea development, production management, and presenting the final product for feedback. The deadline is May 24th, 2013.
03. unit 1 student guidebook and checklist
This document provides learners with tasks to complete an online educational resource about media products and institutions. It includes 5 tasks:
1) A case study of Disney Studios covering its ownership, operating model, products, marketing position, and competitors.
2) An analytical film review of Star Wars: The Force Awakens trailer using media language and examples.
3) Audience research and profiling of the film's target demographic along with a survey of an audience group.
4) A timeline of the production, distribution, and advertising of The Force Awakens.
5) A report on the legal, ethical, and regulatory issues surrounding the film and its impact and representation. Learners must complete all
Advanced portfolio week 4
This document provides guidance and tasks for students in their advanced media portfolio week 4. It outlines that students should complete audience research through methods like questionnaires, focus groups, and social media. They are to analyze conventions of their chosen genre and format based on similar media products. Students must also research conventions for their chosen ancillary tasks like posters or magazine covers. The homework is to use online platforms to understand audience perceptions and summarize the findings. By Friday, students are expected to complete all analyses, distribute a questionnaire, and plan further audience research.
4-step public relations process
The document outlines the end of semester schedule and assignments for a public relations class. It includes the dates for returning assignments, reviewing final projects, group presentations, and the final exam. It also provides details on assignments like the letter to the editor rubric, group research project, and criteria for evaluating the final four-step public relations project. The four-step PR process is broken down in the document as research, planning, communication, and evaluation.
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
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.
Unit 1 Student Guidebook and Checklist
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
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Unit 3 research_techniques_for_the_creative_media_industries
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Unit 35 james pickering
Instagram is a social media platform launched in 2010 that allows users to share photos and 60-second videos. It was acquired by Facebook in 2012 for $1 billion. The app originally only allowed square images but was updated in 2015 to support different image sizes and longer videos. It has over 500 million active users and is most popular among 18-24 year olds. Users can share content publicly or privately and view content from others. The platform also generates revenue through sponsored posts targeted towards specific demographics.
Unit3511 170427151808
Instagram is a social media platform launched in 2010 that allows users to share photos and 60-second videos. It was acquired by Facebook in 2012 for $1 billion. The app originally only allowed square images but was updated in 2015 to support different image sizes and longer videos. It has over 500 million active users and is most popular among 18-24 year olds. Users can share content publicly or privately and view content from others. The platform also generates revenue through sponsored posts targeted towards specific demographics.
Key Scene Analysis - Booklet
1. The document provides analysis questions for three scenes from the films Knocked Up and Forgetting Sarah Marshall. The questions require identifying and analyzing various verbal, non-verbal, and technical codes that establish characters, generate laughter, represent gender, and move the narrative.
2. Specific codes and theories mentioned include facial expressions, shot types, dialogue, editing, the representation of immaturity, new masculinity, the battle of the sexes, and the role of suffering in romantic comedies.
3. Students are asked to identify examples from the scenes and support their analysis using evidence from media language codes.
'Knocked Up' - Key Scene Analysis
This document provides analysis tasks for three scenes from the film "Knocked Up". The tasks require analyzing verbal, non-verbal and technical codes that establish characters, representations, and narrative elements. For the first scene, codes are identified that show Alison's superiority over Ben through her facial expressions in a high angle shot and Ben's carefree lifestyle through his dialogue in another high angle shot. Technical codes are also noted that construct Ben as the "new man" and confirm his status as a "loveable loser". Similar analysis is provided for two additional scenes regarding establishing Ben's immaturity, the central couple's antagonism, generating audience laughter, and conforming to romantic comedy genre tropes about tears and suffering.
6949 comparative analysis b321
The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up (2007) and Forgetting Sarah Marshall (2008). Both films depict male protagonists that are "well meaning, but immature" - Ben lives a carefree lifestyle until he gets a woman pregnant, while Peter experiences a dramatic breakup. Through analyses of scenes, the document finds that both films portray the male characters as "emasculated" and generate laughter through highlighting their lack of maturity and masculinity. The portrayal of the immature, emotionally vulnerable male is a common theme and gender representation in the romantic comedy genre.
6994 comparative b321
The document provides a comparative analysis of the representations of gender in the romantic comedy films Knocked Up and Forgetting Sarah Marshall. It summarizes that in both films, the male protagonists are portrayed as lazy and carefree, in contrast to the hardworking female protagonists who are superior. Both films present examples of the "new man" archetype through characters like Seth Rogen's slacker character in Knocked Up and Jason Segel's lazy character in Forgetting Sarah Marshall. The analysis examines how the films use techniques like camera shots, dialogue and character behaviors to represent the gender dynamics and "battle of the sexes" between the male and female leads.
Comparative analysis advice
This document provides advice for a comparative analysis controlled assessment in media studies. It instructs students to bring their key scene booklets, notes, and to rewatch the key scenes to find extra examples. Students should know the relevant theory, terminology, and review exemplar essays to understand how to structure their own analysis at a high level. The document emphasizes reviewing the mark scheme to understand what the examiner expects to be included in the analysis.
L11 l14 - footnote resource
1. The document provides instructions on how to properly cite sources using footnotes in an essay, including highlighting text, inserting footnotes, and adding source information to each footnote.
2. It lists key terms that must be referenced from specific sources, providing the source information to copy into each footnote.
3. The use of "Ibid" is described to reference the same source in consecutive footnotes.
4. A bibliography page is to be included at the end that alphabetically lists all sources referenced, distinguishing between books, films, and internet sources.
Theory overview rom-com genre
This document provides an overview of theories for a comparative analysis of the romantic comedy genre. It discusses several key elements of romantic comedies, including antagonism between central couples, unrequited love, and the theme of the battle of the sexes. The document also analyzes characters and their representations in the romantic comedy Knocked Up, discussing how characters like Ben Stone conform to or challenge stereotypes. It references several critics and their perspectives on romantic comedy conventions.
Comparative analysis โ sentences help
The document discusses the representation of male and female genders in two romantic comedy films, "Knocked Up" and "Forgetting Sarah Marshall". It notes that the male lead in "Knocked Up", Ben, can be described as challenging stereotypes by being "well meaning but immature". Examples from the films are given to support how the male characters are portrayed as immature. The female characters are said to be represented in binary opposition to the males. The impact of these gender representations on the target audience is discussed.
Essay structure new
This document provides guidance for writing a comparative analysis of the films "Knocked Up" and "Forgetting Sarah Marshall" focusing on how they represent gender. The analysis should include an introduction briefly describing the characters and narratives. The main body should analyze how the films similarly and differently represent the male gender through specific scenes, using relevant film theory. It should then analyze female representation in the same way before concluding by looking back at points made in the introduction and focusing on a stereotype example for each gender. Relevant film theorists like Mortimer and Gauntlett should be referenced throughout.
Misogyny vs. misandry
This document provides guidance for a film analysis assignment on the representation of gender roles in the film Fight Club. It begins with learning objectives focused on understanding how ideologies apply to texts and analyzing key scenes. It then discusses the "Wildman" ideology presented by Robert Bly that is embodied by the character Tyler Durden and his guidance of the narrator. Students are instructed to analyze examples of this in their exercise books. Later, it addresses how the characters have been "robbed of their manhood" and the positions of misandry and misogyny presented in the film. Students are tasked with writing a 30 mark response analyzing the representation of gender roles in Fight Club based on the theories and notes discussed.
Nietzsche 'near life experience' task
The document discusses the film Fight Club and the character Tyler Durden. It references several critics' analyses of the film and Durden's representation of Friedrich Nietzsche's ideology. The document examines a key scene where Jack and Tyler have a brutal fist fight. After the fight, Tyler cradles Jack and declares they just had a "near life experience," representing Nietzsche's idea of using pain and suffering to access greater strength. The document suggests this scene embodies Nietzschean philosophy and how the film challenges modern notions of safety.
2014 past paper task
This document discusses Sigmund Freud's theory of "penis envy" and how it relates to the film Fight Club. The theory suggests that females experience anxiety upon realizing they do not have a penis. The document instructs students to produce a presentation arguing both for and against this view of the film, using evidence from the text itself. Students are asked to present their findings to the class and allow time for questions and debate.
Section a theories
Social disorganization theory claims that delinquency results from the inability of a community to realize shared values and solve resident problems, leading to a breakdown in social control. Strain theory suggests that social structures can pressure individuals into crime by creating goals they cannot legally achieve. For example, the gang in City of God forces Steak to kill a child through threats of violence, and the poverty and instability of the city provide an environment of frustration that strains residents and may lead them to criminal decisions in hopes of escaping their situation.
L36 la haine character analysis
This document provides homework and lesson content on the film "La Haine". Students are asked to:
1) Complete a 1 page character analysis of one of the main protagonists, discussing what character role they conform to based on Propp's theories.
2) Complete some revision on film analysis techniques from a provided resource.
3) Identify problems faced by the three male protagonists in the banlieue where they live, based on lyrics from the film's soundtrack.
4) Analyze two key characters - Vinz and Hubert - discussing how they are represented as poor, angry, and idle based on suggested scenes and poetry.
5) List three characteristics they learned
L34 la haine key scene analysis
This document provides guidance and questions for students to analyze the film "La Haine" (1995, dir. Mathieu Kassovitz). It begins with entrance questions about what a character is doing in a mirror scene and how that compares to characters in another work. The document then provides learning objectives for students to re-cap prior knowledge, develop understanding of a final exam text, and analyze two key scenes. It suggests three themes represented in the film - disillusioned youth, prejudice, neglect & poverty. Students are instructed to analyze example scenes showing these themes. The document concludes with homework assignments to complete a character analysis and revision questions.
Jack connell preliminary planning & research
This document provides details about a student's preliminary tasks and planning for a music magazine project. It includes step-by-step descriptions of creating a front cover and contents page layout. It also includes research on the rock music genre market and target audiences for established music magazines Q and Kerrang. The unique selling points are identified as exclusive content and featuring popular artists. The publisher Bauer Media aims to connect deeply with readers through music-focused content.
Preliminary task and planning & research template
This document provides details on Zeyan Mirza's preliminary work for their music magazine project, including:
1) Ten step-by-step descriptions of creating a preliminary front cover design, incorporating elements like background color, images, text, and promotions.
2) Six step-by-step descriptions of creating a preliminary contents page design, adding elements like masthead, text, images, and article previews.
3) Research on the rap music genre and target audience for a proposed rap-focused magazine called "Rapture," including price point considerations and the unique selling proposition.
4) An analysis of potential publisher Bauer Media and why their approach would be a good fit for the rap magazine
'In the name of the father' propps narrative functions
This document discusses various narrative functions from Vladimir Propp's analysis and their application to the film In the Name of the Father. It analyzes how different characters fit Propp's roles of villain, victim, and hero. It examines the struggles Gerry Conlon faces against the prejudiced British system to overcome the "evil" and clear his name. Scenes of punishment and struggle are identified. Finally, it discusses the courtroom scene as a potential victory and resolution, but notes the narrative may remain open as Gerry vows to continue fighting.
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Information and Communication Technology in Education
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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skeleton System.pdf (skeleton system wow)
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- 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.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-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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CHUYรN ฤแป รN TแบฌP Vร PHรT TRIแปN CรU HแปI TRONG ฤแป MINH HแปA THI TแปT NGHIแปP THPT ...
CHUYรN ฤแป รN TแบฌP Vร PHรT TRIแปN CรU HแปI TRONG ฤแป MINH HแปA THI TแปT NGHIแปP THPT ...
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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Unit 01 checklist
- 1. OCR Level 3 โ Cambridge Technical Introductory Diploma in Media Unit 01: Analysing Media Products and Audiences (10 Credits) Checklist General Task Done ๏ Have I stated WHO (Publisher and Product) I am going to investigate? Have I presented my work in a presentation format? (Prezi, PowerPoint) Ave ALL Witness Statements been completed? Is the work embedded into my Blog Page? P1 Task Done ๏ Ownership Model/Operating Model โ Contact the Publisher and display evidence of this as well! Evidence of Associated Products to the Publisher Product(s) โ Market Position โ i.e. Sales Figures, Comparisons to competitors Competitors โ Who are they?
- 2. P2, M1, D1 Task Done ๏ Analysis of the Genre Analysis of the Purpose of the Product Analysis of the Form, Style & Content of the Product โ Media Language Competitors โ Who are they? P3, M2, D2 Task Done ๏ Demographics of the chosen Target Audience Psychographics of the chosen Target Audience Age, Gender Addressed for the chosen product The relationship between the target audience and product is addressed โ For example Primary Research
- 3. P4 Task Done ๏ Product distribution to itโs intended target audience โ Where? How? How is the product advertised P5, M3 Task Done ๏ Considered the impact and effect of the product in the audience Representation โ ๏ท Stereotypes ๏ท HOW people are represented (Character roles theory โ Propp) Legal and Ethical Issues โ For example: ๏ท Press Complaints Commission What do people have to say about the product โ Good or Bad โ online or through other platforms?