Week 3 narrative worksheet
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This document provides guidance for a student assignment to analyze their own media production work using narrative theory. Students are asked to apply concepts from theorists like Todorov, Propp, Barthes, and Levi-Strauss to their own opening sequence and discuss whether it uses conventional narrative approaches, experimental approaches, or a mix of both. They should back up their analysis with evidence from their work and spend no more than 30 minutes writing their response, which is due the following week.
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Writing the introduction
The question:
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thesis
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Structure of an introduction
Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
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By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback.
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“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
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Animal farm essay
Writing the introduction
The question:
Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement.
thesis
[This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion.
Structure of an introduction
Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement.
3. State your thesis – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
Task:
By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback.
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Animal Farm Essay ALARM Scaffold
THE STATEMENT:
“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
Evaluate this statement in relation to your prescribed text.
DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them.
What exactly is the question asking you to do? What is your focus?
THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or
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INTRODUCTION: (Paragraph 1)
1. Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the
keywords in the essay statement.
3. State your thesis (see above) – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the
arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
BODY PARAGRAPHS
NAME & DEFINE
T
DISCUSS & EXPLAIN
E
EVIDENCE & ANALYSIS
Identify -> Example -> Effect
E
EVALUATE & CONCLUDE
L
Topic sentence/ thesis
statement: Use the
language of the ...
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3) Presentations should have a clear structure with an introduction, body, conclusion, and Q&A. The introduction establishes purpose and agenda.
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2) Effective openings are important to gain attention and interest. Techniques include posing problems, sharing facts or stories, and using humor.
3) Presentations should have a clear structure with an introduction, body, conclusion, and Q&A. The introduction establishes purpose and agenda.
4) Language should be simple, active, and easy to understand unlike written texts. Signposting helps guide the audience through the presentation.
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Similar to Week 3 narrative worksheet (20)
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The document provides guidance for secondary audience research. It outlines three research tasks: 1) Find the most expensive music videos ever made and the most expensive from 2008-present. 2) Research the target genre to understand the typical audience. Use uktribes.com to profile the audience of related artists. 3) Identify the most important ways the target audience is marketed to, such as those listed on the provided artistshousemusic.org link. Extra challenges are also provided to gain deeper industry insights.
Secondary Audience Research Guidance
This document provides guidance for secondary audience research. It outlines three research tasks: 1) Find information on the most expensive music videos ever made, noting when many were released and the most expensive in the last 5 years, and factors that could explain budget differences. 2) Research the target genre to find indications of the target audience. Profile the artist and their audience. 3) Identify the most important ways the target audience is targeted, such as different marketing strategies listed at a provided website link. Extra challenges are included to further connect the research.
Talent release form
The talent release form allows a production company to use video, images, and recordings of a talent's voice, performance, or written work for their media project. The production will be distributed online and screened publicly. The talent agrees to allow use of the content for the project and retains rights to use portions for self-promotion. The talent and guardian if underage sign to consent to the terms.
12CMS Moses Jones Edits
This document discusses various film editing techniques including match on action, jump cuts, ellipses, insert shots, cut aways, cross cutting, and inserts that can be used to edit together scenes and tell a story in a film or video.
Checklist for Research and Planning Blogs
This document provides a checklist of tasks for research and planning blogs related to music videos. It includes 16 tasks in the research section focusing on analyzing different genres of music videos, conventions, theories, audience research, and more. It also includes 14 tasks in the planning section related to developing initial ideas, roles, song details, storyboards, schedules, designs, plans, and permission forms. Students are advised to include visual materials in their blogs and that higher effort will be rewarded with a higher grade.
Writing a questionnaire
This document provides guidance on conducting primary research through questionnaires to identify a target audience for a music video. It recommends asking for gender, age, and location information from participants. Sample music-related questions are given to understand preferences like music consumption habits, favorite artists and genres, and what participants prefer to see in music videos. The document advises analyzing questionnaire results through graphs and written analysis to inform the design of the music video promotional package based on the target audience's wants.
Formatting your presentation script
Formatting Your Presentation Script provides guidelines for formatting a presentation script including: writing actions between brackets, identifying speakers before dialogue, and citing sources in brackets. Actions, quotes, and sources should be formatted consistently to create a clear and organized final script.
Album cover opening
This document provides instructions for a CD cover design assignment. Students are asked to design an album cover for a fictional artist considering the music genre, title font, target audience, and artist connotations conveyed through props, locations, and costumes. The assignment aims to challenge students' skills and test what they are able to do rather than make them experts in album cover design. Students must include at least one original photo/image and draw out a design to stick to. They are advised to take multiple photos from different angles with consideration for framing and lighting.
A2 Film Studies Reflective Analysis
This document provides guidelines for a Film Studies Reflective Analysis assignment due on March 29th. It should be approximately 1,000 words and can take the form of a production blog, DVD commentary, or written analysis, though a written analysis is recommended. The analysis should focus on 5 scenes from the production and discuss creative decisions, their effectiveness, and how they relate to the aims and context. It will also require reflecting on the student's role within the production. The marking criteria emphasize a detailed account of the creative process and critical consideration of the production's success relative to its goals for different audiences.
G321 Evaluation
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Creative film making for the Creatively Challenged
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
Creative film making for the creatively challenged
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
Week 13 evaluation
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
ancillary task: magazine
This document provides guidelines for students to create a film magazine cover promoting their film project. It must be completed by December 10th and is worth 10% of the total project marks. The cover should be in the style and genre of the student's film. It must include the key elements and conventions of a magazine cover, using an appropriate layout, mix of fonts, images, and text. Examples of magazine covers are available to help students. The cover will be evaluated on its appropriate use of design, images, and language to effectively promote the featured film. Students are also expected to continue regularly blogging about their project's progress and influences.
Ancillary Task: Poster
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Lord of the flies presentation
The document discusses leadership and provides context about the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities so people can decide who to vote for. Students are tasked with writing an introductory paragraph and 5 key statements for the manifesto of one of the main characters (Ralph, Jack, Simon, Piggy, or Roger) based on their role and Golding's portrayal of them in the story.
Lord of the flies presentation
The document provides guidance and prompts for students to write manifestos for different characters from Lord of the Flies, including Ralph, Jack, Simon, Piggy, and Roger. It explains that a manifesto outlines a leader's vision and priorities so people know what kind of leader they are voting for. Students are tasked with writing an introduction and 5 key statements for their chosen character's manifesto addressing what they would do first as leader, plans for rescue, daily life under their rule, and what Golding's intentions were for including that character.
Lord of the Flies Revision Activity
The document provides guidance for students to write manifestos for characters from the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities to inform voters. Students are assigned a character and asked to write an intro and 5 key statements describing what their character's priorities and leadership style would be if elected based on their role in the story. The document prompts students to consider what the character's first actions and plans for rescue would be, daily life under their rule, and what Golding's intentions were in including that character.
Week 4 editing (for blog)
This document defines and explains the dramatic meanings of various cinematic editing techniques. It discusses shot/reverse shot which cuts between characters in conversation to provide a break from two-shots. Eyeline match cuts from a character to what they are looking at to allow audiences to empathize. Graphic match dissolves between objects of the same shape to smooth transitions and imply metaphorical associations. Action match continues the actions of a character in the following shot to add variety and dynamism. Jump cuts break continuity to suggest a character's ruminations. Cross-cutting and parallel editing link connected stories that run simultaneously or over time. Cutaways and inserts link characters at a distance or with close-ups. Long and short takes
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Week 3 narrative worksheet
- 1. Narrative Applying Theory to your Own Production
- 2. Question “Media texts rely on cultural experiences in order for audiences to easily make sense of narratives”. Explain how you used conventional and / or experimental narrative approaches in one of your production pieces.
- 4. Propp
- 5. Barthes
- 6. Levi-Strauss to your practical production. Does your practical production conform to all/some/none of them?
- 7. Answer If all, your opening was probably quite a conventional narrative. If none, your opening was probably quite an experimental narrative. If some, your narrative likely had elements that were conventional and elements that were more experimental.
- 8. Answer You will need to provide evidence from your opening sequence to back up points about conventional/experimental narrative techniques.
- 9. Final Tips Structure is not important at this stage. You should not spend more than 30 minutes writing. This will be due for next week Monday.