Theoretical eval prod 1a lesson 2
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Here is a detailed example that goes through my productions at AS and A2: At AS, I wanted to create a music video for the song "Thriller" by Michael Jackson that captured the mysterious and suspenseful tone of the song. To do this, I filmed a series of close-up shots of props like a knife, newspaper, and cell phone in low-key lighting to create shadows and raise questions. I also used non-diegetic music from the song in a minor key overlaid throughout the footage. Editing these shots together with cross-cutting between the props helped build mystery about what was happening. This showed my understanding of how technical choices like lighting, music, and editing can shape a mood and leave
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Marking criteria for question 1 bnfgsmedia
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This document outlines the marking criteria for a 1B assignment with three categories: Explanation/analysis/argument, Use of examples, and Use of terminology. There are four levels of achievement with associated point ranges and descriptions of the expected quality for each category at each level. A high level of explanation relating creative decisions to theory and use of a broad range of relevant examples earns marks in the top level. Minor errors in writing may occur in lower levels.Marking criteria for question 1
Marking criteria for question 1nfgsmedia
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This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,Research and planning example plan
Research and planning example plannfgsmedia
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The document discusses research and planning for two different media projects. For the first project (AS), research focused on thriller conventions to inform a 2-minute thriller sequence. Planning included shot lists and storyboards. For the second project (A2), research was more individualized and looked at specific artist elements. Planning was more thorough, analyzing lyrics and designing an artist image before structuring the video. The improved planning process allowed for a more fluid and integrated approach between planning, filming, and post-production.Theoretical eval prod 1a essay writing 2013
Theoretical eval prod 1a essay writing 2013nfgsmedia
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This document provides guidance for students on essay writing skills for their media studies course. It discusses the importance of identifying criteria, using examples, and showing progression of skills from AS to A2 levels. It provides a sample question and outlines a paragraph structure for answering questions about using digital technology and creative decision making. Students are instructed to refer to their own work and give specific examples from pre-production, production and post-production to demonstrate how their skills developed. The document also discusses research and planning, creativity, and evaluating examples of creativity in students' own work and presentations. Homework involves creating a creative presentation on the importance of creativity in their coursework.Theoretical eval prod 1a research and planning 2013
Theoretical eval prod 1a research and planning 2013nfgsmedia
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Post-production involves developing production work through research and planning. At AS level, the document's author investigated thriller conventions like binary opposition and minor key music through YouTube and existing knowledge to understand how to structure their opening sequence. At A2, their research became more individualized and examined micro-elements of different genres to allow more originality and creativity in how conventions were used, such as using performance to connote an artist's skills. Effective research and planning was foundational to developing their skills and products across the course.Global media lesson 6
Global media lesson 6nfgsmedia
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Local news remains important as it examines globalization processes from a local perspective and relates lived experiences. While newspapers face declining revenues, the closure of local papers, and challenges from online migration, local news fulfills important needs for audiences by holding local powers accountable and encouraging participation in local democracy. The BBC's plans for local video websites were scrapped due to concerns about negatively impacting commercial rivals like newspapers. Creating independent local media hubs could revitalize news content for local newspapers and broadcasters while strengthening communities.Global media lesson 5
Global media lesson 5nfgsmedia
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The document discusses several factors that influence whether a news story is considered "newsworthy" by journalists:
1. Stories about powerful individuals, organizations, or institutions (the power elite), famous celebrities, entertainment, sex, or that surprise or have unexpected elements tend to be newsworthy.
2. Stories with positive news like rescues or cures, large scope/impact (magnitude), relevance to the audience, or that continue news topics (follow-up) are also more likely to be selected.
3. Negative stories involving conflict, tragedy, or that fit the news organization's agenda are also more apt to be chosen as newsworthy.Global media lesson 3
Global media lesson 3nfgsmedia
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Here are a few key points regarding the impact of increasing global media on local identity:
- Global media brings more outside cultural influences into local areas, which can threaten traditional local customs and ways of life. This causes some loss of distinct local identity.
- At the same time, global media allows local groups to learn about other cultures and identities, promoting cultural exchange and diversity. It gives voice to minority groups.
- Young people tend to be more open to global influences, while older generations often try to preserve traditional local identity. This can cause generational divides.
- Local media still play an important role in representing local communities and interests. Even with more globalization, people still value a sense of belonging to a specificGlobal media lesson 2
Global media lesson 2nfgsmedia
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McLuhan argues that electronic media like telephones, television, computers, and the internet have connected people globally by allowing instant communication across vast distances. Through these media, people can now see and hear events happening thousands of miles away as quickly as local events. According to McLuhan, this speed of communication through electronic media allows people to react to global issues as quickly as they can communicate face to face, making the world feel like a single, global village.Global media lesson 1
Global media lesson 1nfgsmedia
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This document discusses several data points related to global media and technology:
1) The world population is approximately 7 billion people, with hundreds of millions living in major cities like Beijing, Moscow, and Mexico City. Over 200 million people in China, or 15.9% of the population, live on less than $1.25 per day.
2) Mandarin Chinese is the most widely spoken language in the world, spoken by 12.44% of the population. India has the largest English-speaking population, estimated at one-third of its over 1 billion people.
3) 33% of the world has internet access. South Korea is the most developed country for information and communication technology.Global media lesson 10
Global media lesson 10nfgsmedia
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This document discusses transparent exports and hybrid programming in global media. It defines transparent exports as programs whose format and content are not changed when exported to another country, while hybrid programming involves localizing some aspects of an imported format. The document also provides examples of each and asks the reader to consider how global and local influences can intermingle in media. It reminds the reader of these concepts and wraps up by assigning a homework of revising for an upcoming test through use of class notes and sheets.Global media lesson lesson 13 essay plans and exemplars
Global media lesson lesson 13 essay plans and exemplarsnfgsmedia
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This document provides guidance for students to write an essay analyzing the extent to which media has allowed society to live in a global village. It instructs students to choose the theory of the "perfect storm" and "wikinomics" to support in their essay. Students are asked to plan their essay with at least 8 points and review an exemplar essay to identify stealable elements, positive attributes, areas for improvement, and an overall mark. As homework, students must write up the fully essay based on their plan.Global media lesson lesson 12 theory recaps
Global media lesson lesson 12 theory recapsnfgsmedia
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The document describes an activity where participants will name and describe theories within a two minute time limit to win lollipops. It then instructs participants to take a list of theories and precisely add at least two examples to each theory. The examples added will then be compiled into a pack for all participants.Lit revision
Lit revisionnfgsmedia
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The document provides information about the GCSE English Literature exam, including what skills are assessed and the structure of the exam. It discusses analyzing texts through Point, Quote, Comment (PQC) and understanding language and structure. Sample exam questions are presented on analyzing poetry, the novel Empire of the Sun, and the play Death of a Salesman. Revision tips are suggested such as re-reading texts and annotating and color-coding them.Theoretical eval prod 1a lesson 2
- 1. Evaluating your skills Obj Learning to evaluate my skills Obj 2 Developing my examples
- 2. THEORETICAL THINKING PROGRESS PHYSICAL SKILL PROGRESS
- 3. I was far more aware of the semiotics surrounding the technical choices I made and controlling how they created an reading of the artist. At A2 I progressed into using more various editing techniques for my product such as using a split screen effect within my music video created through overlaying the footage within the viewer and using a wire frame to move them into different parts of the shot.
- 4. What goes here? At AS I combined different Thriller conventions together such as to use of non diegetic sound in the form of a music soundtrack in a minor key overlaying series of close-ups on the antagonists equipment such as a knife, a newspaper and their mobile phone which had been filmed deliberately in low-key lighting to create shadows
- 6. Putting this into a paragraph At AS (INTENTION, EXAMPLE, IMPACT): What did you want to do? What did you do to create this? What did this show about your understanding/progress At A2 (NEW INTENTION, EXAMPLE, IMPACT) What changed? What did you do? Whats the progress?
- 7. At AS (do, create, show): What did you want to do? Wanted to show mysteriousness Raise questions from the audience Create confusion between protagonist/antagonist What did you do to create this? Music in minor key Close-ups on props Cross cutting Choosing unrecognisable locations with familiar themes Editing the footage clarity What did this show about your understanding/progress At A2 (change, create, progress) What changed? What did you do? Whats the progress?
- 8. Going into detail Take an example that goes all the way through your productions and the paragraphs for this. This will be OVER A SIDE!