A2 Film Studies Reflective Analysis
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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.
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Glenthorne Media Academy
Glenthorne Media AcademyguidedbyboognishThe document summarizes the media facilities, curriculum, staff, results, and career opportunities available at Glenthorne Media Academy. It provides details of the equipment and software available, courses ranging from GCSE to A-Level and BTECs in media and film. Students are taught by experienced media teachers and technicians and have worked on professional film and theater projects. The academy aims to prepare students for careers in media through practical skills-based projects in areas like music video production, TV ident design, and working to a brief for external clients.
Secondary audience research guidance
Secondary audience research guidanceguidedbyboognishThe 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
Secondary Audience Research GuidanceguidedbyboognishThis 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
Talent release formguidedbyboognishThe 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
12CMS Moses Jones EditsguidedbyboognishThis 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
Checklist for Research and Planning BlogsguidedbyboognishThis 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
Writing a questionnaireguidedbyboognishThis 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 scriptguidedbyboognishFormatting 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
Album cover openingguidedbyboognishThis 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.
G321 Evaluation
G321 EvaluationguidedbyboognishThis 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
Creative film making for the Creatively ChallengedguidedbyboognishThe 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
Creative film making for the creatively challengedguidedbyboognishThe 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
Week 13 evaluationguidedbyboognishThe 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
ancillary task: magazineguidedbyboognishThis 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.
Lord of the flies presentation
Lord of the flies presentationguidedbyboognishThe 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
Lord of the flies presentationguidedbyboognishThe 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
Lord of the Flies Revision ActivityguidedbyboognishThe 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)
Week 4 editing (for blog)guidedbyboognishThis 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
Small scale research project- presentation script
Small scale research project- presentation scriptguidedbyboognishThis document provides guidelines for formatting a presentation script for a small research project on the representation of teachers in film. It recommends differentiating dialogue from actions using formatting like italics or brackets. It provides an example script segment and encourages including film clips, PowerPoint slides, and referencing research sources. Presenters should have short, precisely timed clips and introduce or reflect on each one. The script should be approximately 1500 words and reference research explicitly. A draft is due October 16th.
Creative film making for the Creatively Challenged
Creative film making for the Creatively Challengedguidedbyboognish
Creative film making for the creatively challenged
Creative film making for the creatively challengedguidedbyboognish
Small scale research project- presentation script
Small scale research project- presentation scriptguidedbyboognish
A2 Film Studies Reflective Analysis
- 1. A2 Film Studies Reflective Analysis Due Dates: Tuesday March 16th: Draft Deadline Monday March 22nd: Draft Feedback Monday March 29th: Final Deadline Guidelines: Approximately 1,000 words-‐ essentially the minimum is 900 and the maximum 1,100 The exam board gives you 3 options: -‐ A production blog -‐ A DVD commentary -‐ A written analysis I would highly recommend you simply do the written analysis. While it seems boring, the other two are quite difficult to control in terms of word count and focus and you will not get any extra marks for doing either of them. If you really want to do a DVD commentary, please note that I will ask you to do a written analysis regardless-‐ ‘winging it’ for an assessed piece of work is not a good idea. Further Guidance: The exam board rightly finds it unrealistic that you will be able to complete an entire production report highlighting everything that went well or wrong. Instead, they advise you to adopt the same perspective as your AS micro analysis, focusing on aspects of your production rather than providing a comprehensive overview of the production process. As a starting point: -‐ You may wish in your groups to think of 5 scenes of your production that you will definitely discuss. What creative decisions did you make? Were they the right ones? How were they affected by your aims & contexts? -‐ You also will need to focus somewhat on your role within the production. Though obviously most of you collaborated on each part of the production, you were still responsible for overseeing one aspect of it. Focus on what your role entailed in the context of particular scenes. Marking Criteria for Reflective Analysis: Level 4 (12-‐15 marks) • A detailed and perceptive account of the creative process and production • Excellent, perceptive consideration of the relative success of the product in relation to its aims, audience and context • An excellent sense of how far it has been possible to work creatively within the conventions of the chosen product’s medium. Quality of (written) communication • Excellently structured and accurate use of appropriate language to communicate clearly.