List of all blogs for BTEC Level 3 groups:
Group 1
Sam Comerford
Tanya McEntee
Group 2
Shuab Ahmed
Mohammed Bham
Marian Hussain
Group 3
Haris Zulfiquar
Haris Umair
Munashe Mukandi
Kashif Naseer
Group 4
Neepa Ahmed
Zakaria Salad
Ashley Johnstone
Group 5
Ayesha Shaikh
Mizbah Iqbal
Shalini Yogamoorthy
Samsia Akhter
Monday, 12 December 2011
For Level 2 BTECS only - Unit 1 - Research Techniques for Media
This is for years 9, 10 and 11 only
For Unit 1 you will need to:
- Know about research methods and techniques
- Be able to use research methods and techniques to investigate an existing media product
- Be able to use research methods and techniques to gather material for a media production
- Be able to present results of research.
To demonstrate that you know about research methods and techniques you will need to present the following in any way that you want. (e.g. Blog post, Prezi, PowerPoint, Short film, animation, podcast etc)
Methods: primary; secondary; qualitative, eg opinions, attitudes, behaviour patterns; quantitative, eg
ratings, circulation figures, web hits
Techniques: using libraries; using the internet; reading; searching archives; interviews; observations; questionnaires; surveys; focus groups; recce
Information trail: log of library; internet and archive searches Collate: sift and select; organise, eg by name, by date, by type, by content, by information source; index
Store: secure storage; ease of access
You should be aiming to create a detailed analysis of different research methods and techniques. You should evaluate research methods with reference to precise and detailed illustrative examples.
For a distinction: methods and techniques will be explained by reference to precise, well-chosen and detailed examples and they will be subjected to some sort of evaluative procedure or weighing up. For example, a learner might comment, ‘The internet will produce information faster than using a reference book but it will produce a lot more which then needs to be sifted through. This may in the end take longer than getting just what you want from a book.’
So you need to write a report in whatever way you want which discusses the different types of research. You will need to research each of the research methods above and write about them in your own words.
Monday, 5 December 2011
Unit 29 Objectives
This is intended to be a sort of check list of things that need to be done to complete the Music Video Unit.
Learning Outcome 1 - Understand the purpose of music videos
Purposes: promotional; extension of income; extension of outlets (music channel, direct DVD and CD sales, website, download); synergy (films, TV programmes); producers’ strategies (major label, independent, artist self-produced)
What you need to hand in:
This should be done using some kind of presentation software such as Prezi or PowerPoint. It should include a section about the history of music videos.
Learning Outcome 2 - Understand the styles, conventions, and techniques of music videos
Styles: popular music genres; in-concert and ‘as live’ footage; animation (stop motion, digital); interpretative; narrative; impressionist; surrealist; pastiche; parody; referencing; homage; influence of commercials
Conventions: lyric interpretation; extending or consolidating song’s meaning; allusion; links to other artists Techniques: cutting to beat; effects; miming and lip sync; playback and lip sync; multi-mage; camera movements; camera angles; chroma key
What you need to hand in:
Either a presentation or a number of blog posts which go into detail on most or all of the things above.
(N.B. Both LO1 and LO2 could be done on one prezi)
Learning Outcome 3 - Be able to originate and plan a music video production for a specific music track
This is your pre-production work that should be on your Blogs. I am looking for a minimum of 10 posts but students looking for a Distinction should be aiming for 30+ posts. There should be an ongoing diary of production and filming as well as justification and detail for every decision made. Photos of filming and locations.
Learning Outcome 4 - Be able to work to complete production of music video
Work: eg individually, as director, as production manager, as camera operator, as editor
Production: eg direct action, manage production, shoot footage, create animation, light, create SFX, edit; production log
This is your finished product. You should also have blog posts which diarise the production events - e.g. your edit decision list, production log, photos of editing etc.
Learning Outcome 1 - Understand the purpose of music videos
Purposes: promotional; extension of income; extension of outlets (music channel, direct DVD and CD sales, website, download); synergy (films, TV programmes); producers’ strategies (major label, independent, artist self-produced)
What you need to hand in:
This should be done using some kind of presentation software such as Prezi or PowerPoint. It should include a section about the history of music videos.
Learning Outcome 2 - Understand the styles, conventions, and techniques of music videos
Styles: popular music genres; in-concert and ‘as live’ footage; animation (stop motion, digital); interpretative; narrative; impressionist; surrealist; pastiche; parody; referencing; homage; influence of commercials
Conventions: lyric interpretation; extending or consolidating song’s meaning; allusion; links to other artists Techniques: cutting to beat; effects; miming and lip sync; playback and lip sync; multi-mage; camera movements; camera angles; chroma key
What you need to hand in:
Either a presentation or a number of blog posts which go into detail on most or all of the things above.
(N.B. Both LO1 and LO2 could be done on one prezi)
Learning Outcome 3 - Be able to originate and plan a music video production for a specific music track
This is your pre-production work that should be on your Blogs. I am looking for a minimum of 10 posts but students looking for a Distinction should be aiming for 30+ posts. There should be an ongoing diary of production and filming as well as justification and detail for every decision made. Photos of filming and locations.
Learning Outcome 4 - Be able to work to complete production of music video
Work: eg individually, as director, as production manager, as camera operator, as editor
Production: eg direct action, manage production, shoot footage, create animation, light, create SFX, edit; production log
This is your finished product. You should also have blog posts which diarise the production events - e.g. your edit decision list, production log, photos of editing etc.
Thursday, 20 October 2011
Today's lesson 20 October
Hi all,
I am off sick today. You should know exactly what you need to do to complete the pre-producion for your music videos.
The following needs to be done before you will be able to do any filming:
I will be checking the work that you do today, so no excuses.
I am off sick today. You should know exactly what you need to do to complete the pre-producion for your music videos.
The following needs to be done before you will be able to do any filming:
|
Treatment for the chosen idea.
|
|
Storyboard
|
|
Make
a list of the locations you need to use.
|
|
Ensure
you have permission to film in each location.
|
|
Moodboard.
|
|
Pitch
to gain feedback with the use of a presentation - presentation of all pre-production
|
|
Timeline
analysis of music track
|
|
Analysis
of performers style and image in order to create a suitable music video for
the performer
|
|
Make
a list of the people needed for your video: cast and crew.
|
|
Make
a list of the equipment you need for your video.
|
|
Complete
a health and safety risk assessment for your video.
|
|
Work
out the budget for your video - theoretical budget based on if you had to buy or hire equipment
|
I will be checking the work that you do today, so no excuses.
Wednesday, 12 October 2011
BTEC Course details for UCAS
These are the details of the BTEC course ONLY for those applying for Uni this year!!!
Course name: BTEC Level 3 Certificate in Creative Media Production (QCF)
Unit 1 Pre-Production Techniques for the Creative Media Industries (5 Credits)
Unit 2 Communication Skills for Creative Media Production (5 Credits)
Unit 27 Factual Programme Production Techniques for Television (10 Credits)
Unit 29 Music Video Production (10 Credits)
Course name: BTEC Level 3 Certificate in Creative Media Production (QCF)
Unit 1 Pre-Production Techniques for the Creative Media Industries (5 Credits)
Unit 2 Communication Skills for Creative Media Production (5 Credits)
Unit 27 Factual Programme Production Techniques for Television (10 Credits)
Unit 29 Music Video Production (10 Credits)
Thursday, 6 October 2011
BTEC Homework
Due Monday 10 October
Watch this video created by BTEC students last year.
Analyse it in terms of:
Watch this video created by BTEC students last year.
Analyse it in terms of:
- Narrative
- Mise En Scene
- Type (Performance, Narrative, concept, mixed)
- How well it follows conventions of hiphip music video
Thursday, 29 September 2011
Wednesday, 28 September 2011
Pre-production elements
Here is a list of the the Pre-Production elements. All of thise need to be done whether it is A-Level or BTEC:
- Existing text analysis(either Music Videos or short films/opening sequences)
- Research into film/music video directors
- Treatment
- Moodboard
- Risk assessment for each location
- Ask artist for permission via Email, Twitter, Myspace Etc (Music Videos only)
- Timeline analysis of chosen song (Music Videos only)
- Storyboard
- Animatic
- Crew list
- Shot list
- Locations list
- Budget
- Film test footage/pictures of location reccy
- Planning rest of Mise En Scene (clothing, props, make-up, effects etc)
- Pitch to gain feedback (presentation to the class about the ideas)
Reminder about what you should have created
Whether doing BTEC or A-Level, all students must have the following accounts:
- Blogger - this is where all coursework must be
- Twitter - the best way for us to communicate online
- Prezi - for online presentations
- bubbl.us - mindmap/thought showering software
- slide share - embed word/powerpoint/pdf documents into your blog
- flickr - photo sharing network
- Survey Monkey
Monday, 26 September 2011
Monday, 19 September 2011
BTEC Homework 2
Well done to everyone who completed the last homework and managed to @mention me on Twitter with the link. All this will become second nature with you very soon.
Your homework this week is to finish you Prezis about the history of Music Videos. It must be done by next Monday. I also want you to embed it onto you blogs and sent me a tweet with the new blog post.
Any problems, come and speak to me or send a direct message or @mention on Twitter.
Your homework this week is to finish you Prezis about the history of Music Videos. It must be done by next Monday. I also want you to embed it onto you blogs and sent me a tweet with the new blog post.
Any problems, come and speak to me or send a direct message or @mention on Twitter.
Thursday, 15 September 2011
A-Level and BTEC Homework
This is for all 16+ Media students!
If you haven't already, Make a Twitter account and follow me @spencerayres
When you finish your latest blog post, I would like you to do a post on twitter about it. You can do this at the bottom of your blog on Blogger.com, just press the Twitter logo. Type @spencerayres in the twitter message so that I get mentioned and I can check it is ok.
If you haven't already, Make a Twitter account and follow me @spencerayres
When you finish your latest blog post, I would like you to do a post on twitter about it. You can do this at the bottom of your blog on Blogger.com, just press the Twitter logo. Type @spencerayres in the twitter message so that I get mentioned and I can check it is ok.
Monday, 12 September 2011
BTEC Media Homework
Homework for all BTEC students. You have 1 week to complete this work.
Following on from the lesson on Monday, I would like you to watch the music video to Fat Boy Slim's song "Weapon of Choice" http://www.youtube.com/watch?v=sMZwZiU0kKs and analyse to detail. You will need to consider the following concepts and ideas:
Following on from the lesson on Monday, I would like you to watch the music video to Fat Boy Slim's song "Weapon of Choice" http://www.youtube.com/watch?v=sMZwZiU0kKs and analyse to detail. You will need to consider the following concepts and ideas:
- Narrative
- Often thought of as the Storyline.
- Sometimes Music Videos do not have a Narrative as such
- Treatment (concept)
- Type of video - dance, performance, filmic, narrative etc
- Overall look and feel
- Emotions
- Connection to the song
- Mise En Scene (what the camera sees)
- Clothes/Make up
- Locations
- Props
- Lighting
- Actor movements/expressions
- Camera shots/types/movements
- Long shot, close-ups,etc
- High shots, low shots
- Pan, tilt, moving camera
- Historic, Social and Cultural Context
- Purpose of the video?
- Might need to do extra research to answer this question fully.
Wednesday, 6 July 2011
Welcome To New Students
Hi everyone,
Please follow this blog, as it is where I will post some of the work you will need this year.
Mr Ayres
Please follow this blog, as it is where I will post some of the work you will need this year.
Mr Ayres
Tuesday, 14 June 2011
A2 Exam notes
Some thought about the A2 exam.
G325 - Critical Perspectives in Media
From The Spec:
Question 1(a) requires candidates to describe and evaluate their skills development over the course of their production work, from Foundation Portfolio to Advanced Portfolio. The focus of this evaluation must be on skills development, and the question will require them to adapt this to one or two specific production practices. The list of practices to which questions will relate is as follows:
Digital Technology
Creativity
Research and planning
Post-production
Using conventions from real media texts
In the examination, questions will be posed using one or two of these categories.
Where candidates have produced relevant work outside the context of their A Level media course, they are free to additionally refer to this experience.
Genre
Narrative
Representation
Audience
Media language
In the examination, questions will be set using one of these concepts only.In some circumstances, candidates will be expected to select the production that appears to relate most effectively to the specific concept that arises in the exam question. Candidates may choose to write about work undertaken at AS or A2, main task or preliminary/ancillary.
Section B - Contemporary Media Issues
The topic areas for this question require an understanding of contemporary media texts, industries, audiences and debates.
Media in the online age
So what does all this mean?
Section A - Question 1(a)
The emphasis of this question is on SKILLS DEVELOPMENT . So specifically how have your skills developed through the whole course. So how have the following areas changed, and improved from the first AS to the A2 to the second AS (if applicable). You can discuss other Media texts that you have created here, if you have done anything.
Your question will be on one or more of the following areas:
Digital Technology - What did you use and how E.g. Blogger, Premiere, Photoshop, In Design, Publisher, Vimeo, YouTube, Prezi, Other Internet based stuff (look over final evaluation question on blogs)
// Remember SKILLS DEVELOPMENT
Creativity - Possibly need to look at codes and conventions of products, then discuss how you created something with influence from existing texts but developed them using creative approaches. Possibly look at the different stages (planning, production, evaluation) and how your creativity improved. How was your portfolio more creative for the A2 than the original AS work?
Research and planning - Methods of research and planning? Where did you research? Did it develop? How did you plan? Collectively, in a group? Pre-Prod techniques? How did you approach A2 coursework differently? Splitting up work load to group member?
Post-production - Similar to above. Focussing on photoshop editing for AS and Premiere editing in A2 and second AS. Development? How did you learn to edit? What resources did you use?
Using conventions from real media texts - speaks for itself really. Codes and conventions. Following them (imitation), breaking them (creation)? Inspiration? Development???? Did you follow to start, but then altered as confidence in creating texts developed?
A guide would be something along the lines of:
Select one production to apply to the question. Question will be about one of the following:
Of course this is all about Media in the Online Age. The question will probably be a 'discussion' type question of a 'to what extent' type question. If it does say something like this, it will still be looking for an answer which discusses both sides of the story.
So, you will need to offer a reletively unbiased view on the idea of Online Media.
On one hand, online media:
Case studies -
So, TV has had to 'remediate' itself, making on demand TV. The BBC, ITV, Channel 4 and Virgin have had to adapt to the changing TV viewing demographic demanding to watch ever more diverse content at times which suit themselves.
Radio stations have had to create podcasts in order to appeal to audiences who only listen to ipods
News companies have had to post their news articles online where there is so much competition for news due to the carcophony of other bloggers and online journalists.
All of these companies have of course had to deal with the difficulty of financing and getting paid for online activity. Many newspapers have tried to make people pay a subscription to read online articles, but this seems to be failing.
On the other hand...
All these amatuer media producers only produce a constant stream of rubbish, as David Buckingham talks about it "dancing cats and skateboarding dogs". Or something like that.
I'll try and write more when I can....
....
....
G325 - Critical Perspectives in Media
From The Spec:
Section A: Theoretical Evaluation of Production
Candidates answer two compulsory questions. The first requires them to describe and evaluate their skills development over the course of their production work, from Foundation Portfolio to Advanced Portfolio. The second asks them to identify one production and evaluate it in relation to one theoretical concept.
Question 1(a) requires candidates to describe and evaluate their skills development over the course of their production work, from Foundation Portfolio to Advanced Portfolio. The focus of this evaluation must be on skills development, and the question will require them to adapt this to one or two specific production practices. The list of practices to which questions will relate is as follows:
In the examination, questions will be posed using one or two of these categories.
Where candidates have produced relevant work outside the context of their A Level media course, they are free to additionally refer to this experience.
Question 1(b) requires candidates to select one production and evaluate it in relation to a media concept. The list of concepts to which questions will relate is as follows:
In the examination, questions will be set using one of these concepts only.In some circumstances, candidates will be expected to select the production that appears to relate most effectively to the specific concept that arises in the exam question. Candidates may choose to write about work undertaken at AS or A2, main task or preliminary/ancillary.
Section B - Contemporary Media Issues
The topic areas for this question require an understanding of contemporary media texts, industries, audiences and debates.
Media in the online age
How have online media developed?
- What has been the impact of the internet on media production?
- How is consumer behaviour and audience response transformed by online media, in relation to the past?
- To what extent has convergence transformed the media?
So what does all this mean?
Section A - Question 1(a)
The emphasis of this question is on SKILLS DEVELOPMENT . So specifically how have your skills developed through the whole course. So how have the following areas changed, and improved from the first AS to the A2 to the second AS (if applicable). You can discuss other Media texts that you have created here, if you have done anything.
Your question will be on one or more of the following areas:
// Remember SKILLS DEVELOPMENT
A guide would be something along the lines of:
- Very brieflly outline the works carried out
- Discuss the topic (from above) in relation to the first media text
- Discuss the second media text as above, clearly stating what differed and how you developed your skills
- Sum up focussing on DEVELOPMENT OF SKILLS
Select one production to apply to the question. Question will be about one of the following:
- Genre - Genre theory, codes and conventions. http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=genre
- Narrative - Narrative theory, Toredov (equil, disequil theory)? linear? flaskbacks? how have you represented this? monotone? http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=narrative
- Representation - How have the characters been represented? Remember you AS exam work. http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=represent
- Audience - Specifically who was the intended audience? How did you make your product appeal to them? http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=audience
- Media language - All of above, Semiotics, Barthes, codes conventions, connotation, denotation. First few parts of this: http://www9.georgetown.edu/faculty/irvinem/theory/Theory-KeyTerms.html
Of course this is all about Media in the Online Age. The question will probably be a 'discussion' type question of a 'to what extent' type question. If it does say something like this, it will still be looking for an answer which discusses both sides of the story.
So, you will need to offer a reletively unbiased view on the idea of Online Media.
On one hand, online media:
- allows for every one to create media texts (prosumers)
- allows for the audience to watch, listen and read what they want when they want it
- immediacy - immediate access to media
- watch/listen for free
- download for free (both legal and illegal)
Case studies -
- Film/TV (previously only VHS/DVD, Cinema, actual TV)
- YouTube
- iplayer
- 4OD
- Music (previously records, tapes, CDs)
- Mp3s / ipods
- Napster
- BitTorrent
- Last FM
- Spotify
- Vevo
- News (previously newpapers/other print press)
- Wikileaks
- Wikipedia
- Blogs
- Twitter (also worth noting here the whole Arab Spring thing here too)
So, TV has had to 'remediate' itself, making on demand TV. The BBC, ITV, Channel 4 and Virgin have had to adapt to the changing TV viewing demographic demanding to watch ever more diverse content at times which suit themselves.
Radio stations have had to create podcasts in order to appeal to audiences who only listen to ipods
News companies have had to post their news articles online where there is so much competition for news due to the carcophony of other bloggers and online journalists.
All of these companies have of course had to deal with the difficulty of financing and getting paid for online activity. Many newspapers have tried to make people pay a subscription to read online articles, but this seems to be failing.
On the other hand...
All these amatuer media producers only produce a constant stream of rubbish, as David Buckingham talks about it "dancing cats and skateboarding dogs". Or something like that.
I'll try and write more when I can....
....
....
Tuesday, 10 May 2011
A2 Pitch Presentations
Year 9 Feedback
Hi,
I have found some feedback from the year 9/10 group who watched your music videos. We just recorded the audio, you should download it, put it in to your blogs and write about it.
I have separated the clips into groups and put them on the resources drive.
I have found some feedback from the year 9/10 group who watched your music videos. We just recorded the audio, you should download it, put it in to your blogs and write about it.
I have separated the clips into groups and put them on the resources drive.
Wednesday, 4 May 2011
Glee Videos
I have finally uploaded the Glee videos to Vimeo:
Here is the link to the channel for the school http://vimeo.com/user4843608/videos
Make sure you do a blog post which embeds the video, not just links to this post!!!
Here is the link to the channel for the school http://vimeo.com/user4843608/videos
Make sure you do a blog post which embeds the video, not just links to this post!!!
Equipment List
I have been asked to produce a list of the equipment you used for you productions, so here goes:
HD Video Camera - Panasonic SD700
Digital SLR (stills) Camera - Nikon D3000
HD Video Camera - Panasonic SD700
Digital SLR (stills) Camera - Nikon D3000
Friday, 29 April 2011
AS Evaluation
EVALUATION ACTIVITY 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)
Remember when we looked at 9 frames from Art of the title sequence? Well now it's your turn to do the same with nine of your frames.
You should go through the final version of the project and select nine distinct frames which you screengrab and drop into a photoshop in the same style as the website. You will be using these to write about how typical or not of opening sequences your particular design is, so choose them carefully.
Once you have the nine frames neatly in Photoshop, screengrab the whole thing and post to your blog, then write an analysis of how you have used such conventions.
The aspects we would like you to consider across your nine frames are:
The title of the film
Setting/location
Costumes and props
Camerawork and editing
Title font and style
Story and how the opening sets it up
Genre and how the opening suggests it
How characters are introduced
Special effects
EVALUATION ACTIVITY 2
How does your media product represent particular social groups?
Pick a key character from your opening. Take a screengrab of a reasonable sized image of them. Think of one or more characters from other films with some similarity to them (but maybe some differences too!), find an image on the web of that/those characters and grab it as well. Drop the two into photoshop, as a split screen. Export this splitscreen image as a jpeg then drop onto your blog and write about the similarities and differences in terms of appearance, costume, role in film etc.
So for example if you have a lone cop type character, look for other lone cops to compare him with...
EVALUATION ACTIVITY 3
What kind of media institution might distribute your media product and why?
For this question, you could to do a 'director's commentary' style voiceover explaining some of the key features of your opening
You will need to script the voiceover which deals with institutional issues to include:
discussion of your production company name and logo and the role of such companies
What does a production company do?
the idea of a distributor and who that might be and why.
where the money might have come from for a film such as yours
why the various people are named in the titles- which jobs appear in titles and in what order and how have you reflected this?
what your film is similar to 'institutionally' (name some films which would be released in a similar way)
You need to refer to actual company names and processes so you will need to go back to the early posts on film companies and maybe do a bit more research
When you have scripted, record the voiceover using Final Cut on a new audio timeline, then export to quicktime and embed on blog.
EVALUATION ACTIVITY 4
Who would be the audience for your media product?
You should have a drawing of your target audience member and an explanation of what kinds of taste they might have- where they would shop, what music they would listen to, what their favourite Tv programme would be, etc.
make sure you have taken a photo of it, post it on the blog and write a few notes on why they would watch your film.
EVALUATION ACTIVITY 5
How did you attract/address your audience?
You will use YOUTUBE to reach the audience so need to write about Youtube's tags and annotations fuctions.
These annotations will highlight the ways in which your Film Opening links to other similiar films in order to attract the particular Audience you have previously identified.
Your annotations will refer to genre conventions, use of music, similiarities with other movies and what you have identified as the Unique Selling Point of your imaginary film.
EVALUATION ACTIVITY 6
What have you learnt about technologies from the process of constructing this product?
Take a picture of each other holding the kit you have used, there are pics available on the resources drive. This might just be the camera and tripod, and your Mac but there may be other things you want in the shot. You could use a picture you've used before for the pre-prod section, just annotate it differently.
Drop the image onto your blog and annotate it, adding all the programs and other technology you have used as screengrabs and what you learnt about it/from using it. Your written text need only be minimal. You could include reference to all the online and computer programs you have used such as Youtube, blogger, Premiere, Photoshop, Vimeo, Prezi etc.
EVALUATION ACTIVITY 7
Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?
Concentrate on editing and camerawork.
Grab some frames from both tasks and put them on the blog and show what you know about shot types, edit terms and techniques.
Make sure you mention the 180 degree rule, match on action and shot/reverse shot
In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)
Remember when we looked at 9 frames from Art of the title sequence? Well now it's your turn to do the same with nine of your frames.
You should go through the final version of the project and select nine distinct frames which you screengrab and drop into a photoshop in the same style as the website. You will be using these to write about how typical or not of opening sequences your particular design is, so choose them carefully.
Once you have the nine frames neatly in Photoshop, screengrab the whole thing and post to your blog, then write an analysis of how you have used such conventions.
The aspects we would like you to consider across your nine frames are:
The title of the film
Setting/location
Costumes and props
Camerawork and editing
Title font and style
Story and how the opening sets it up
Genre and how the opening suggests it
How characters are introduced
Special effects
EVALUATION ACTIVITY 2
How does your media product represent particular social groups?
Pick a key character from your opening. Take a screengrab of a reasonable sized image of them. Think of one or more characters from other films with some similarity to them (but maybe some differences too!), find an image on the web of that/those characters and grab it as well. Drop the two into photoshop, as a split screen. Export this splitscreen image as a jpeg then drop onto your blog and write about the similarities and differences in terms of appearance, costume, role in film etc.
So for example if you have a lone cop type character, look for other lone cops to compare him with...
EVALUATION ACTIVITY 3
What kind of media institution might distribute your media product and why?
For this question, you could to do a 'director's commentary' style voiceover explaining some of the key features of your opening
You will need to script the voiceover which deals with institutional issues to include:
discussion of your production company name and logo and the role of such companies
What does a production company do?
the idea of a distributor and who that might be and why.
where the money might have come from for a film such as yours
why the various people are named in the titles- which jobs appear in titles and in what order and how have you reflected this?
what your film is similar to 'institutionally' (name some films which would be released in a similar way)
You need to refer to actual company names and processes so you will need to go back to the early posts on film companies and maybe do a bit more research
When you have scripted, record the voiceover using Final Cut on a new audio timeline, then export to quicktime and embed on blog.
EVALUATION ACTIVITY 4
Who would be the audience for your media product?
You should have a drawing of your target audience member and an explanation of what kinds of taste they might have- where they would shop, what music they would listen to, what their favourite Tv programme would be, etc.
make sure you have taken a photo of it, post it on the blog and write a few notes on why they would watch your film.
EVALUATION ACTIVITY 5
How did you attract/address your audience?
You will use YOUTUBE to reach the audience so need to write about Youtube's tags and annotations fuctions.
These annotations will highlight the ways in which your Film Opening links to other similiar films in order to attract the particular Audience you have previously identified.
Your annotations will refer to genre conventions, use of music, similiarities with other movies and what you have identified as the Unique Selling Point of your imaginary film.
EVALUATION ACTIVITY 6
What have you learnt about technologies from the process of constructing this product?
Take a picture of each other holding the kit you have used, there are pics available on the resources drive. This might just be the camera and tripod, and your Mac but there may be other things you want in the shot. You could use a picture you've used before for the pre-prod section, just annotate it differently.
Drop the image onto your blog and annotate it, adding all the programs and other technology you have used as screengrabs and what you learnt about it/from using it. Your written text need only be minimal. You could include reference to all the online and computer programs you have used such as Youtube, blogger, Premiere, Photoshop, Vimeo, Prezi etc.
EVALUATION ACTIVITY 7
Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?
Concentrate on editing and camerawork.
Grab some frames from both tasks and put them on the blog and show what you know about shot types, edit terms and techniques.
Make sure you mention the 180 degree rule, match on action and shot/reverse shot
Wednesday, 30 March 2011
A2 Exam
Time to start thinking about the A2 exam:
(From the Spec)
Section B: Contemporary Media Issues
One question to be answered from a choice of six topic areas offered by OCR. There will be two questions from each topic area.
The topic areas require understanding of contemporary media texts, industries, audiences and debates.
Candidates must choose one of the following topic areas, in advance of the examination and, through specific case studies, texts, debates and research of the candidates’ choice, prepare to demonstrate understanding of the contemporary issue. This understanding must combine knowledge of at least two media and a range of texts, industries, audiences and debates, but these are to be selected by the centre / candidate. The assessment of the response will be generic, allowing for the broadest possible range of responses within the topic area chosen. Each topic is accompanied by four prompt questions, and candidates must be prepared to answer an exam question that relates to one or more of these four prompts. There should be emphasis on the historical, the contemporary and the future in relation to the chosen topic, with most attention on the present. Centres are thus advised to ensure that study materials for this unit are up to date and relevant. Candidates may choose to focus on one of the following contemporary media issues:
- Contemporary Media Regulation
- Global Media
- Media and Collective Identity
- Media in the Online Age
- Post-modern Media
- ‘We Media’ and Democracy
I will be going through a range of case studies including analysis of things like wikileaks, youtube, Banksy's Exit Throught The Gift Shop, relating all case studies to all of the contempory media issues. We will then focus on one or two issues to research in depth for the exam.
(From the Spec)
Section B: Contemporary Media Issues
One question to be answered from a choice of six topic areas offered by OCR. There will be two questions from each topic area.
The topic areas require understanding of contemporary media texts, industries, audiences and debates.
Candidates must choose one of the following topic areas, in advance of the examination and, through specific case studies, texts, debates and research of the candidates’ choice, prepare to demonstrate understanding of the contemporary issue. This understanding must combine knowledge of at least two media and a range of texts, industries, audiences and debates, but these are to be selected by the centre / candidate. The assessment of the response will be generic, allowing for the broadest possible range of responses within the topic area chosen. Each topic is accompanied by four prompt questions, and candidates must be prepared to answer an exam question that relates to one or more of these four prompts. There should be emphasis on the historical, the contemporary and the future in relation to the chosen topic, with most attention on the present. Centres are thus advised to ensure that study materials for this unit are up to date and relevant. Candidates may choose to focus on one of the following contemporary media issues:
- Contemporary Media Regulation
- Global Media
- Media and Collective Identity
- Media in the Online Age
- Post-modern Media
- ‘We Media’ and Democracy
I will be going through a range of case studies including analysis of things like wikileaks, youtube, Banksy's Exit Throught The Gift Shop, relating all case studies to all of the contempory media issues. We will then focus on one or two issues to research in depth for the exam.
Friday, 4 March 2011
Evaluation - Finally!
These are the four questions which you need to address for the last 20 marks of the project, for evaluation. As with the film opening earlier in the year, these questions will each be accompanied by a task, which you must carry out and then post the outcome to your blog. All four should be completed by the end of Friday 19th March and must sit at the top of your blog in the order here. Some parts of the task will be done individually and some may be done with your group partners. If you are doing some individual work at home on the task, you may complete it over the weekend, but everything MUST be on all blogs by Sunday 21 March at 9 pm.
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
2. How effective is the combination of your main product and ancillary texts?
3. What have you learned from your audience feedback?
4.How did you use new media technologies in the construction and research, planning and evaluation stages?
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
For this task, you will do something very similar to the film opening; take nine frames from your video and put them into a grid. The nine frames need to represent the following features of your music video:
1. a shot that shows a link between lyrics and/or music and visuals
2. a shot that typifies the way a record company would want their artist to be represented
3. a shot that illustrates how your video uses music genre
4. a shot that shows an intertextual reference
5. a shot that demonstrates your use of camera
6. a shot that demonstrates your use of lighting
7. a shot that demonstrates your use of mise-en-scene
8/9. Two shots which you feel demonstrate something which shows you have watched other music videos
here is how Alex approached it:
For each of these nine shots, write a couple of sentences explaining how they fit the brief here.
You then need to take screengrabs from other (real) music videos and construct a second nine frame grid which you will use in parallel to your one on your blog. There must be at least THREE music videos which you have grabbed from.
Again for each of the nine frames, write a couple of sentences about how they meet the brief. Here is alex’s version:
This task is to be completed on Tuesday ready for feedback in Wednesday's lesson.
We also want you to take the panes of your digipack and set them alongside images from other album covers to show similarities and to take your advert and set it alongside an advert to show how you have used conventions. In each case, you will need to annotate your work.
This task is to be done individually.
2. How effective is the combination of your main product and ancillary texts?
For this, we want you to take your finished video and grab some stills from it and put them on a document alongside grabs from your digipack and advert and to annotate the document to show how they all go together. This should be done in lesson time on Thursday and may be done as a group.
3. What have you learned from your audience feedback?
For this task, we want you to consider four stages of feedback
1. class and teacher feedback on your initial treatment
2. rough cut- class feedback and teacher feedback
3. class feedback on your digipack roughs
4. final version of everything- class feedback and feedback from anyone else
For 1. You need to have a paragraph which notes what people said at that stage and illustrates changes you made
for 2. You need a paragraph about what the class said and what you changed as a consequence- with screengrabs to illustrate
for 3. you need a paragraph on what was said and grabs of your sketches/ early drafts (even if already on the blog, link to them)
for 4. again note down any responses you get.
This task may be done as a group in Thursday's session.
4.How did you use new media technologies in the construction and research, planning and evaluation stages?
For this final task, you are to do the same as for the film opening: have a photo of each person with the technology used and a screengrab of each website/program used as part of the project: facebook, Myspace, blogger, youtube, Final cut, etc
Put it together and annotate it in photoshop then upload to your blog. example here
This task may be done individually or as a group.
Please note that for any group task, you will be credited for your contribution to it.
If you are feeling really adventurous, construct a prezi like this one, and put all your four tasks into it. A good prezi has a strong chance of top marks.
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
2. How effective is the combination of your main product and ancillary texts?
3. What have you learned from your audience feedback?
4.How did you use new media technologies in the construction and research, planning and evaluation stages?
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
For this task, you will do something very similar to the film opening; take nine frames from your video and put them into a grid. The nine frames need to represent the following features of your music video:
1. a shot that shows a link between lyrics and/or music and visuals
2. a shot that typifies the way a record company would want their artist to be represented
3. a shot that illustrates how your video uses music genre
4. a shot that shows an intertextual reference
5. a shot that demonstrates your use of camera
6. a shot that demonstrates your use of lighting
7. a shot that demonstrates your use of mise-en-scene
8/9. Two shots which you feel demonstrate something which shows you have watched other music videos
here is how Alex approached it:
For each of these nine shots, write a couple of sentences explaining how they fit the brief here.
You then need to take screengrabs from other (real) music videos and construct a second nine frame grid which you will use in parallel to your one on your blog. There must be at least THREE music videos which you have grabbed from.
Again for each of the nine frames, write a couple of sentences about how they meet the brief. Here is alex’s version:
This task is to be completed on Tuesday ready for feedback in Wednesday's lesson.
We also want you to take the panes of your digipack and set them alongside images from other album covers to show similarities and to take your advert and set it alongside an advert to show how you have used conventions. In each case, you will need to annotate your work.
This task is to be done individually.
2. How effective is the combination of your main product and ancillary texts?
For this, we want you to take your finished video and grab some stills from it and put them on a document alongside grabs from your digipack and advert and to annotate the document to show how they all go together. This should be done in lesson time on Thursday and may be done as a group.
3. What have you learned from your audience feedback?
For this task, we want you to consider four stages of feedback
1. class and teacher feedback on your initial treatment
2. rough cut- class feedback and teacher feedback
3. class feedback on your digipack roughs
4. final version of everything- class feedback and feedback from anyone else
For 1. You need to have a paragraph which notes what people said at that stage and illustrates changes you made
for 2. You need a paragraph about what the class said and what you changed as a consequence- with screengrabs to illustrate
for 3. you need a paragraph on what was said and grabs of your sketches/ early drafts (even if already on the blog, link to them)
for 4. again note down any responses you get.
This task may be done as a group in Thursday's session.
4.How did you use new media technologies in the construction and research, planning and evaluation stages?
For this final task, you are to do the same as for the film opening: have a photo of each person with the technology used and a screengrab of each website/program used as part of the project: facebook, Myspace, blogger, youtube, Final cut, etc
Put it together and annotate it in photoshop then upload to your blog. example here
This task may be done individually or as a group.
Please note that for any group task, you will be credited for your contribution to it.
If you are feeling really adventurous, construct a prezi like this one, and put all your four tasks into it. A good prezi has a strong chance of top marks.
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