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Este documento apresenta um padrão de barras verticais que representam diferentes números. As barras estão agrupadas em grupos de tamanhos diferentes, indicando quantidades variadas.
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O documento apresenta um padrão de barras verticais que representam contagens de fontes. Há um total de dezessete barras distribuídas em cinco linhas, com cinco, três, quatro, oito e uma barra respectivamente.
Task 1
This document summarizes the genres, expected content, publishers, and target audiences of three music magazines: KERRANG!, Top of the Pops, and NME. KERRANG! focuses on rock, metal, and punk bands and includes concert reviews and reader comments. Top of the Pops targets teenage girls and features stories about pop stars and beauty tips. NME covers alternative music and updates readers on popular alternative bands in the UK.
Production planning for ancillary products
This document discusses the shot types, props, costumes, personnel, locations, and equipment that will be used to photograph images for both a movie poster and magazine cover promoting the same film. For the poster, a mid-shot will be used to show the main character and a music box prop. For the magazine cover, an over-the-shoulder shot of the main characters by the music box will be taken. Both images will feature characters in plain black costumes at the main film location, and will be captured using a camera on a tripod.
Magazine article page
Jack Out The Box is a film about a man who unexpectedly pops into people's lives. It received generally positive reviews for its quirky premise and comedic performances. Critics praised the film for its offbeat humor in depicting an eccentric character who inserts himself into random situations.
Analysis of still image
The document analyzes the use of camera techniques and mise-en-scene in the trailer for a horror film. It discusses how shots from a CCTV camera reveal an assault and generate suspense. Text in the trailer that says "ALL CRIME IS LEGAL" establishes there is no help or emergency services. CCTV shots and close-ups of masked killers make the characters seem helpless and terrified as the killers surround the house. Blood text on a wall saying "don't look for me" creates horror by establishing someone is in the house. A shot of a man holding a woman hostage with a weapon generates more suspense. The composition depicts conventional gender roles of the male as more powerful and dangerous. Close-
Shot list
1. The shot list describes 24 shots ranging from 3 to 10 seconds that will be used to film a scene involving a character named Lucy and her father Ridgeway.
2. The shots include wide shots of the police station, close-ups of a newspaper and phone, over the shoulder shots of characters talking, and shots of Lucy seeing strange figures in her home at night.
3. The tension escalates as Ridgeway is seen in Lucy's home and a police officer arrives but is then killed by Ridgeway while Lucy looks on in shock.
Production planning
This document outlines a production planning schedule with four filming dates at different locations around March Town. The first shoot on October 12th will film at a wine shop with Charles, Tom, Richie and Jamie. The second shoot on October 15th will be at Charles' house party with around 50 attendees. On October 19th, the location will be a skate park in March to film skaters. The final shoot on October 25th will be under a local bridge, again with Tom, Richie, Charles and Jamie filming. Costumes will consist of dark clothes and skinny jeans for a consistent style across all dates.
Different fonts
This document discusses evaluating font styles through a questionnaire. The author listed various fonts and had people score which ones they liked most to understand what fonts people found appealing and conventional. This helped the author find out which fonts would be suitable for their target audience. Once the preferred fonts were identified, ancillary products could be devised. Taking the time to understand the target audience's preferences for font styles through the questionnaire was beneficial as it allowed the author to know which font styles to use.
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Coverline fonts
O documento apresenta um padrão de barras verticais que representam contagens de fontes. Há um total de dezessete barras distribuídas em cinco linhas, com cinco, três, quatro, oito e uma barra respectivamente.
Task 1
This document summarizes the genres, expected content, publishers, and target audiences of three music magazines: KERRANG!, Top of the Pops, and NME. KERRANG! focuses on rock, metal, and punk bands and includes concert reviews and reader comments. Top of the Pops targets teenage girls and features stories about pop stars and beauty tips. NME covers alternative music and updates readers on popular alternative bands in the UK.
Production planning for ancillary products
This document discusses the shot types, props, costumes, personnel, locations, and equipment that will be used to photograph images for both a movie poster and magazine cover promoting the same film. For the poster, a mid-shot will be used to show the main character and a music box prop. For the magazine cover, an over-the-shoulder shot of the main characters by the music box will be taken. Both images will feature characters in plain black costumes at the main film location, and will be captured using a camera on a tripod.
Magazine article page
Jack Out The Box is a film about a man who unexpectedly pops into people's lives. It received generally positive reviews for its quirky premise and comedic performances. Critics praised the film for its offbeat humor in depicting an eccentric character who inserts himself into random situations.
Analysis of still image
The document analyzes the use of camera techniques and mise-en-scene in the trailer for a horror film. It discusses how shots from a CCTV camera reveal an assault and generate suspense. Text in the trailer that says "ALL CRIME IS LEGAL" establishes there is no help or emergency services. CCTV shots and close-ups of masked killers make the characters seem helpless and terrified as the killers surround the house. Blood text on a wall saying "don't look for me" creates horror by establishing someone is in the house. A shot of a man holding a woman hostage with a weapon generates more suspense. The composition depicts conventional gender roles of the male as more powerful and dangerous. Close-
Shot list
1. The shot list describes 24 shots ranging from 3 to 10 seconds that will be used to film a scene involving a character named Lucy and her father Ridgeway.
2. The shots include wide shots of the police station, close-ups of a newspaper and phone, over the shoulder shots of characters talking, and shots of Lucy seeing strange figures in her home at night.
3. The tension escalates as Ridgeway is seen in Lucy's home and a police officer arrives but is then killed by Ridgeway while Lucy looks on in shock.
Production planning
This document outlines a production planning schedule with four filming dates at different locations around March Town. The first shoot on October 12th will film at a wine shop with Charles, Tom, Richie and Jamie. The second shoot on October 15th will be at Charles' house party with around 50 attendees. On October 19th, the location will be a skate park in March to film skaters. The final shoot on October 25th will be under a local bridge, again with Tom, Richie, Charles and Jamie filming. Costumes will consist of dark clothes and skinny jeans for a consistent style across all dates.
Different fonts
This document discusses evaluating font styles through a questionnaire. The author listed various fonts and had people score which ones they liked most to understand what fonts people found appealing and conventional. This helped the author find out which fonts would be suitable for their target audience. Once the preferred fonts were identified, ancillary products could be devised. Taking the time to understand the target audience's preferences for font styles through the questionnaire was beneficial as it allowed the author to know which font styles to use.
The hero's journey
The document outlines the typical stages of the hero's journey story structure as described by Joseph Campbell:
1) The hero begins in the ordinary world experiencing some kind of problem or imbalance. 2) They receive a call to adventure that pulls them out of their ordinary life. 3) The hero may initially refuse this call due to fear. 4) They encounter a mentor figure who provides guidance. 5) The hero commits to leaving their ordinary world and entering a new special world. 6) In this special world, the hero faces tests and sorts out relationships with new allies and enemies.
Film Authorship
1. Theories of film authorship emerged in France after World War 2 as critics were able to identify thematic and stylistic links in films from Hollywood directors whose work had previously been unavailable.
2. French critics like Francois Truffaut and Andre Bazin suggested understanding films through their cinematographic properties and film style, focusing on the director as the central source of meaning.
3. The concept of the "auteur" refers to directors who imprinted their personal vision and style onto films, even within the Hollywood studio system, with Andrew Sarris identifying technique, personal style, and inner meaning.
Poster analysis
The document analyzes the poster for the horror film "The Conjuring". It summarizes:
1) The poster uses a serif font to set a retro, 1970s tone and larger text sizes emphasize the film title and release date.
2) The central image of a hanging noose on a leafless tree suggests death and curses the house in the background.
3) Dark, dull colors give an impression of lifelessness and isolation, setting the horror tone. White text stands out against the dark background and font.
4) An orderly layout with space emphasizes isolation, following horror conventions. Information like the directors' previous films entice audiences to watch.
A2 media revision booklet1a
The document provides guidance for answering exam questions on media coursework and representations of collective identity. For question 1, students must choose examples from their AS and A2 coursework to evaluate their skills in areas like research and planning. They must apply media theories to analyze one of their coursework products. For question 2 on collective identity, students must discuss representations of young people in different media, referencing theories from thinkers like Giroux, Hall and Fiske to present a balanced argument about the influence of media on identity formation.
Advanced portfolio2013
This document outlines the tasks and deadlines for students completing their Advanced Portfolio, worth 50% of their A2 grade. By half term on October 24th, students must complete all research and planning tasks, finish all filming, and submit a rough cut of their video product. The document provides details on the tasks and homework assignments due between September 5th and October 24th, including research presentations, production concepts, scripts, and obtaining audience feedback. It also lists the assessment criteria for the research and planning work as well as the video production.
Film posters
The document describes conventions commonly found in film magazine reviews and movie posters. Magazine reviews typically include the magazine title, page number, title of the article in a large font, images from the film, and columns of text. Movie posters usually have the film title at the bottom, an image of a character close-up or scene, a short tagline, and release date in small font. Both utilize color schemes, images, and text features to effectively promote films.
Media and Collective Identity: Useful quotes
The documents discuss how media representations of ethnic and racial groups are shaped by dominant ideologies to control identities. Stuart Hall argued that media produces naturalized representations that construct identities like race as innate rather than politically motivated. Representations in media have power to shape popular attitudes. Research found ethnic minorities often underrepresented or stereotyped in media. Younger black respondents rejected a British identity due to feeling marginalized in society. Mixed race youth assumed a black identity due to appearance and upbringing. Accurate portrayals of communities are needed to avoid wrong impressions.
1(a) Research and Planning Essay Plan Grid
The document provides guidance on answering an exam question about how a student's research and planning skills developed over time and contributed to their media production outcomes. It suggests referring to examples from AS and A2 coursework, such as analyzing music magazines to identify conventions, completing audience research and draft layouts, and using technologies like iMovie in additional research at A2 involving scripting and storyboarding.
Camera functions
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Film Industry Topics
The document discusses key concepts and institutions related to the film industry. It focuses on issues of media ownership, cross-media convergence and synergy, technologies used in production, distribution and marketing, and how these affect both institutions and audiences. Specific topics covered include the major Hollywood studios ("the big six"), Disney's cross-media structure and use of synergy, the UK film industry and institutions like the BFI, changing distribution technologies, and how proliferation of platforms impacts consumption patterns.
Unit 3 product market
A researcher has been assigned to complete a feasibility study for a film production company to determine if they should proceed with producing a horror film about paranormal young people. The researcher must use both primary and secondary research methods to investigate the market for paranormal horror films, including quantitatively researching the financial success of recent horror films and qualitatively researching audience and critic attitudes and reviews of relevant films.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Advanced production evaluation
The document provides guidance for a 20-mark evaluation assignment consisting of four questions about a media production project. It must address how the media product used or challenged conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in various stages. The assessment criteria evaluate skills in technology use, understanding of forms and conventions, role of new media, audience feedback, and ability to communicate. According to examiners, stronger evaluations combined analysis with presentation and fully addressed all questions in the most appropriate format, while weaker ones were brief, presented as essays, or did not properly answer questions.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Foundation portfolio autumn term 1 2015
The document provides instructions for students to complete coursework for their AS Media Studies portfolio. It outlines 14 tasks for research and planning of a new music magazine, including analyzing existing magazines, conducting audience research through surveys and interviews, and planning photography, layouts and content. Students must submit all research and planning by October 22nd for assessment. The portfolio is worth 50% of the AS grade and will be assessed on research and planning, production, and evaluation.
Contemporary Media Representations of Youth
The document discusses media representations of youth in several British films and television shows from the late 2000s. It notes that newspapers at the time frequently used negative words to describe teenagers and that over half of stories about teenage boys related to crime. It then analyzes how several works construct representations of teenagers, finding common themes of anxiety about uncontrolled and threatening youth, as well as negative portrayals of working-class families and an emphasis on social class differences.
A2 media studies summer 2015
This document outlines the assignments for an A2 Media Studies advanced portfolio course over the summer. It includes completing initial genre research, detailed analyses of film trailers and music videos focusing on technical elements, analyzing still images and annotated videos, examining promotional materials, and conducting audience research. It also provides guidance on developing concepts for a film trailer or music video as summer homework, including potential storylines, characters, and evaluations of conventionality and potential success. Additional resources and support contacts are listed.
Tv drama examiners report jan 2010
This document discusses different aspects of how representations of ethnicity are constructed in a scene from the TV drama Hotel Babylon, including camera work, mise-en-scène, sound, and editing. For camera work, stronger responses analyzed how shots, angles, and camera movements positioned viewers in relation to immigration officials and immigrants. For mise-en-scène, most discussed how costumes denoted power and status along ethnic lines. Sound analysis focused on the use of foreign languages and music to represent characters. Most editing discussions centered on pace and shot types like shot reverse shot to enhance tension. Weaker responses tended to make isolated points rather than coherent analyses or lacked explicit links between techniques and representations.
Question 1a Research and Planning Exemplar Essay
1. The document discusses the development of the author's research and planning skills over time from their Foundation Portfolio to their Advanced Portfolio.
2. For their Foundation Portfolio, the author conducted semiotic analysis of music videos and magazines to inform their music magazine project. They also did quantitative and qualitative research through interviews, questionnaires, and an online survey. This research helped with planning and creating a preliminary magazine using basic software.
3. For their Advanced Portfolio, the author again did primary research through interviews and questionnaires and secondary research analyzing other students' work. They storyboarded scenes and created schedules to plan their music video. A preliminary video created in basic software helped prepare for the final production.
As film studies revision
The document provides guidance for answering an essay question on two contemporary English language films, Super 8 (2011) and Moonrise Kingdom (2012). It outlines the assessment criteria and advises discussing representation, messages/values, genre, narrative, theme, or style in the films using detailed analysis of cinematography, editing, sound, and mise-en-scene. Key points of analysis for the films are provided for each concept.
Regional identity
The document discusses regional identity in the UK through analyzing stereotypes of different regions. It provides stereotypes for Northerners, Southerners, Essex, Scottish, Welsh, Scousers, Geordies, Yorkshire, Mancs, Brummies, and Londoners related to dialogue, costumes, makeup, class, and more. It then asks the reader to think about how television programs and films set in different locations reinforce these stereotypes through aspects like location, costumes, dialogue, and more. Examples given include EastEnders set in London, Shameless set on a housing estate, and Trainspotting set in Scotland.
AS Media Studies Revision Guide 2016
This document provides revision guidance for the AS Media Studies exam, outlining the two sections - TV Drama and Institutions and Audiences. For Section A on TV Drama, students will answer a question analyzing how a social group is represented in a 5-minute TV drama extract through technical elements like camerawork, editing, sound, and mise-en-scene. Section B covers topics relating to the film industry such as media ownership, cross-media convergence, technology, marketing, and consumption. Key concepts are defined to help students understand representations in TV drama and analyze the film industry accurately.
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Destaque
The hero's journey
The document outlines the typical stages of the hero's journey story structure as described by Joseph Campbell:
1) The hero begins in the ordinary world experiencing some kind of problem or imbalance. 2) They receive a call to adventure that pulls them out of their ordinary life. 3) The hero may initially refuse this call due to fear. 4) They encounter a mentor figure who provides guidance. 5) The hero commits to leaving their ordinary world and entering a new special world. 6) In this special world, the hero faces tests and sorts out relationships with new allies and enemies.
Film Authorship
1. Theories of film authorship emerged in France after World War 2 as critics were able to identify thematic and stylistic links in films from Hollywood directors whose work had previously been unavailable.
2. French critics like Francois Truffaut and Andre Bazin suggested understanding films through their cinematographic properties and film style, focusing on the director as the central source of meaning.
3. The concept of the "auteur" refers to directors who imprinted their personal vision and style onto films, even within the Hollywood studio system, with Andrew Sarris identifying technique, personal style, and inner meaning.
Poster analysis
The document analyzes the poster for the horror film "The Conjuring". It summarizes:
1) The poster uses a serif font to set a retro, 1970s tone and larger text sizes emphasize the film title and release date.
2) The central image of a hanging noose on a leafless tree suggests death and curses the house in the background.
3) Dark, dull colors give an impression of lifelessness and isolation, setting the horror tone. White text stands out against the dark background and font.
4) An orderly layout with space emphasizes isolation, following horror conventions. Information like the directors' previous films entice audiences to watch.
A2 media revision booklet1a
The document provides guidance for answering exam questions on media coursework and representations of collective identity. For question 1, students must choose examples from their AS and A2 coursework to evaluate their skills in areas like research and planning. They must apply media theories to analyze one of their coursework products. For question 2 on collective identity, students must discuss representations of young people in different media, referencing theories from thinkers like Giroux, Hall and Fiske to present a balanced argument about the influence of media on identity formation.
Advanced portfolio2013
This document outlines the tasks and deadlines for students completing their Advanced Portfolio, worth 50% of their A2 grade. By half term on October 24th, students must complete all research and planning tasks, finish all filming, and submit a rough cut of their video product. The document provides details on the tasks and homework assignments due between September 5th and October 24th, including research presentations, production concepts, scripts, and obtaining audience feedback. It also lists the assessment criteria for the research and planning work as well as the video production.
Film posters
The document describes conventions commonly found in film magazine reviews and movie posters. Magazine reviews typically include the magazine title, page number, title of the article in a large font, images from the film, and columns of text. Movie posters usually have the film title at the bottom, an image of a character close-up or scene, a short tagline, and release date in small font. Both utilize color schemes, images, and text features to effectively promote films.
Media and Collective Identity: Useful quotes
The documents discuss how media representations of ethnic and racial groups are shaped by dominant ideologies to control identities. Stuart Hall argued that media produces naturalized representations that construct identities like race as innate rather than politically motivated. Representations in media have power to shape popular attitudes. Research found ethnic minorities often underrepresented or stereotyped in media. Younger black respondents rejected a British identity due to feeling marginalized in society. Mixed race youth assumed a black identity due to appearance and upbringing. Accurate portrayals of communities are needed to avoid wrong impressions.
1(a) Research and Planning Essay Plan Grid
The document provides guidance on answering an exam question about how a student's research and planning skills developed over time and contributed to their media production outcomes. It suggests referring to examples from AS and A2 coursework, such as analyzing music magazines to identify conventions, completing audience research and draft layouts, and using technologies like iMovie in additional research at A2 involving scripting and storyboarding.
Camera functions
refwe fhduifhsohyfsof sdufisoufiosufo sf sofusofusouf sousofusoufsofusouf sfosufsoufisoufisoufv siofusofuosufsoufs fsufsoufsoufsoufyufr8wefhyswhv
Film Industry Topics
The document discusses key concepts and institutions related to the film industry. It focuses on issues of media ownership, cross-media convergence and synergy, technologies used in production, distribution and marketing, and how these affect both institutions and audiences. Specific topics covered include the major Hollywood studios ("the big six"), Disney's cross-media structure and use of synergy, the UK film industry and institutions like the BFI, changing distribution technologies, and how proliferation of platforms impacts consumption patterns.
Unit 3 product market
A researcher has been assigned to complete a feasibility study for a film production company to determine if they should proceed with producing a horror film about paranormal young people. The researcher must use both primary and secondary research methods to investigate the market for paranormal horror films, including quantitatively researching the financial success of recent horror films and qualitatively researching audience and critic attitudes and reviews of relevant films.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Advanced production evaluation
The document provides guidance for a 20-mark evaluation assignment consisting of four questions about a media production project. It must address how the media product used or challenged conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in various stages. The assessment criteria evaluate skills in technology use, understanding of forms and conventions, role of new media, audience feedback, and ability to communicate. According to examiners, stronger evaluations combined analysis with presentation and fully addressed all questions in the most appropriate format, while weaker ones were brief, presented as essays, or did not properly answer questions.
As media evaluation
This document provides guidance for a 20-mark evaluation assignment worth 20% of an AS Media Studies course. Students must use digital technology or ICT to evaluate their media product by answering 7 questions addressing forms and conventions, representation, target audience, and skills development. The evaluation should demonstrate understanding of course concepts and refer to choices made and outcomes. Effective evaluations use a range of presentation methods and make the work visual rather than an essay.
Foundation portfolio autumn term 1 2015
The document provides instructions for students to complete coursework for their AS Media Studies portfolio. It outlines 14 tasks for research and planning of a new music magazine, including analyzing existing magazines, conducting audience research through surveys and interviews, and planning photography, layouts and content. Students must submit all research and planning by October 22nd for assessment. The portfolio is worth 50% of the AS grade and will be assessed on research and planning, production, and evaluation.
Contemporary Media Representations of Youth
The document discusses media representations of youth in several British films and television shows from the late 2000s. It notes that newspapers at the time frequently used negative words to describe teenagers and that over half of stories about teenage boys related to crime. It then analyzes how several works construct representations of teenagers, finding common themes of anxiety about uncontrolled and threatening youth, as well as negative portrayals of working-class families and an emphasis on social class differences.
A2 media studies summer 2015
This document outlines the assignments for an A2 Media Studies advanced portfolio course over the summer. It includes completing initial genre research, detailed analyses of film trailers and music videos focusing on technical elements, analyzing still images and annotated videos, examining promotional materials, and conducting audience research. It also provides guidance on developing concepts for a film trailer or music video as summer homework, including potential storylines, characters, and evaluations of conventionality and potential success. Additional resources and support contacts are listed.
Tv drama examiners report jan 2010
This document discusses different aspects of how representations of ethnicity are constructed in a scene from the TV drama Hotel Babylon, including camera work, mise-en-scène, sound, and editing. For camera work, stronger responses analyzed how shots, angles, and camera movements positioned viewers in relation to immigration officials and immigrants. For mise-en-scène, most discussed how costumes denoted power and status along ethnic lines. Sound analysis focused on the use of foreign languages and music to represent characters. Most editing discussions centered on pace and shot types like shot reverse shot to enhance tension. Weaker responses tended to make isolated points rather than coherent analyses or lacked explicit links between techniques and representations.
Question 1a Research and Planning Exemplar Essay
1. The document discusses the development of the author's research and planning skills over time from their Foundation Portfolio to their Advanced Portfolio.
2. For their Foundation Portfolio, the author conducted semiotic analysis of music videos and magazines to inform their music magazine project. They also did quantitative and qualitative research through interviews, questionnaires, and an online survey. This research helped with planning and creating a preliminary magazine using basic software.
3. For their Advanced Portfolio, the author again did primary research through interviews and questionnaires and secondary research analyzing other students' work. They storyboarded scenes and created schedules to plan their music video. A preliminary video created in basic software helped prepare for the final production.
As film studies revision
The document provides guidance for answering an essay question on two contemporary English language films, Super 8 (2011) and Moonrise Kingdom (2012). It outlines the assessment criteria and advises discussing representation, messages/values, genre, narrative, theme, or style in the films using detailed analysis of cinematography, editing, sound, and mise-en-scene. Key points of analysis for the films are provided for each concept.
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Regional identity
The document discusses regional identity in the UK through analyzing stereotypes of different regions. It provides stereotypes for Northerners, Southerners, Essex, Scottish, Welsh, Scousers, Geordies, Yorkshire, Mancs, Brummies, and Londoners related to dialogue, costumes, makeup, class, and more. It then asks the reader to think about how television programs and films set in different locations reinforce these stereotypes through aspects like location, costumes, dialogue, and more. Examples given include EastEnders set in London, Shameless set on a housing estate, and Trainspotting set in Scotland.
AS Media Studies Revision Guide 2016
This document provides revision guidance for the AS Media Studies exam, outlining the two sections - TV Drama and Institutions and Audiences. For Section A on TV Drama, students will answer a question analyzing how a social group is represented in a 5-minute TV drama extract through technical elements like camerawork, editing, sound, and mise-en-scene. Section B covers topics relating to the film industry such as media ownership, cross-media convergence, technology, marketing, and consumption. Key concepts are defined to help students understand representations in TV drama and analyze the film industry accurately.
The rise of the blockbuster
The document discusses the rise of the blockbuster film in the 1970s. It explains that Jaws, released in 1975, was hugely successful and established the model for the modern summer blockbuster through its high budget, extensive marketing campaign, and wide release. The blockbuster approach of frontloading audiences through marketing and wide releases ensured the survival of the major Hollywood studios and led to an increase in franchises, sequels, and pre-sold films based on popular novels and existing properties.
Photographic Techniques
This document discusses various photography and composition techniques for improving photos. It explains the rule of thirds for placing subjects along the thirds lines or intersections for visual appeal. Different angles, depths of field, and types of shots are explored, along with considering the mise-en-scene of props, costumes, backgrounds, lighting, and colors. Guidance is provided on positioning people, including using triangles, rows, perspective, and direction to limit empty space. Key techniques highlighted are the rule of thirds, leadroom/noseroom, avoiding distracting backgrounds, proper positioning, and allowing headroom.
Script and storyboard
This document provides guidance on scripting and storyboarding for a student video production project. It emphasizes that a script includes all action, not just dialogue. Students are reminded that their homework is to take test shots by February 10th and that their blogs will be assessed that week. Guidelines are given for writing scripts in proper format with scene headings and character descriptions. Creating a shotlist from the script is also covered, with details of what a shotlist should include. Finally, storyboarding is discussed, stressing the importance of visual planning and composition.
AS Media Studies Revision Guide 2015
The document provides guidance for a media studies exam focusing on two sections: TV drama and media institutions and audiences.
For the TV drama section, students will watch a 5-minute TV drama extract 4 times and answer a question analyzing how one social group is represented through camerawork, editing, sound, or mise-en-scene.
The institutions and audiences section involves discussing issues like media ownership, cross-media convergence, technology, and marketing/consumption in the film industry. Major studios dominate the industry through large budgets and appealing to mass audiences. Conglomerates benefit from synergies across subsidiaries. Independent British films struggle due to smaller budgets and distribution challenges. New technologies are impacting film distribution models.
Marketing essay
This document provides guidance on planning an exam answer about film marketing. It discusses identifying the qualities of an effective exam response, such as using relevant examples and facts to support an argument. It also provides examples of marketing strategies major studios and independent films use. The document guides developing an essay structure with an introduction, body paragraphs on marketing, distribution and production, and a conclusion. Key terms are identified to use in each section.
Television advertising
This document outlines structures and techniques used in television advertisements. It discusses forms such as narrative, animation, and documentary. Styles covered include humorous, dramatic, and parodic. Techniques explored are emotional appeals, celebrity endorsements, and communicating product benefits. The document provides resources to analyze adverts and complete a report on techniques and structures used in television advertising.
Comparing historical and contemporary representations essay
The document provides guidance for an essay comparing historical and contemporary representations of youth in media. It includes lesson objectives, profiles of relevant theorists like Gramsci and Hebdige, and discussion questions analyzing films like "Rebel Without a Cause" and television shows like "Misfits". The document outlines an essay structure with an introduction, sections on historical representations, 2000s newspaper articles and films, contemporary film and TV, and a conclusion. It emphasizes relating representations to theory, comparing over time, and addressing how far representations have changed and their ideological implications.
A field in england case study
This document provides lesson objectives and instructions for students to investigate the production and release of the film "A Field in England". Students are asked to research production companies, budget, technologies used, marketing, distribution, and reception of the film. They should find key information such as who produced it, how much it cost to make, how it was filmed, how it was marketed and distributed, and its success. Students are provided useful links and sources to use and are asked to summarize their findings and relate the information to essay questions about UK film production, new technologies, and film distribution.
1a research and planning question
The document provides guidance for answering an exam question about how a student's research and planning skills developed over time and contributed to their media production work. It instructs the student to introduce the projects they produced in AS and A2 levels, then discuss specific examples of how their research and planning skills at each level helped improve their work and what they are now able to do, such as conducting audience research or developing scripts. The student is also prompted to evaluate their overall progress in research and planning skills between AS and A2 and how these skills help them create successful media productions.
1(a) research and planning essay planning
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
1a conventions
This document provides guidance for a lesson that asks students to identify examples of conventions used in their coursework, evaluate one example from AS and one from A2, and discuss how their use of conventions has progressed. Students are instructed to identify at least 3 conventions used at AS and 5 at A2. For evaluation, they must identify an example, explain it, evaluate its effectiveness, and discuss how it demonstrates skills development and progression.
Question 4 technology
The document discusses the various technologies used by the student in their coursework. They used a digital video camera and tripod to record footage for their project. They edited footage using iMovie and Adobe Premiere. Microsoft programs like Word, PowerPoint, and Publisher were used to write reports and create drafts and final products. Online programs like Prezi and Popplet helped with planning. Survey Monkey and Padlet were used to collect audience feedback. Fireworks helped edit images. A range of technologies were also used to present the evaluation.
Summary of ancillary products findings
This document summarizes the conventions used in the design of two ancillary products - a magazine cover and film poster - for a horror film or franchise.
The magazine cover uses conventions like a bold masthead, route of the eye layout, cover lines, imagery showing the main story, and colors like red, white, and black. The poster also employs conventions such as credits at the top, bold film name, blocking bill and copyright at the bottom, full-page imagery, and similar colors.
Both products effectively utilize conventions of the horror genre through elements like font, imagery involving darkness and blood, and use of red, white, and black colors. The document compares the ancillary products to real-life examples
Questionnaire results for ancillary products within images
Ben Lister conducted a questionnaire about the fonts and layouts used for ancillary products promoting a film trailer. For the poster, respondents felt the fonts were conventional and visible. However, one noted the top fonts were too small. For the magazine cover, respondents agreed the similar fonts created brand identity. They also felt the poster layout was conventional and guided the eye well, while the magazine cover layout was clear but could improve its visual flow. Suggested improvements included incorporating the eye's path on the magazine, changing its cover fonts, and making the poster fonts clearer.
Questionnaire results for ancillary products within images
Ben Lister conducted a questionnaire about the fonts and layouts used for ancillary products promoting a film trailer. For the poster, respondents felt the fonts were conventional and visible. However, one noted the top fonts were too small. For the magazine cover, respondents agreed the similar fonts created brand identity. They also felt the poster layout was conventional and guided the eye well, while the magazine cover layout was clear but could improve its visual flow. Suggested improvements included incorporating the eye's path on the magazine, changing its cover fonts, and clarifying the poster fonts.
Questionnaire results for ancillary products within images
The document summarizes the results of a questionnaire about fonts and layouts used for ancillary products like posters and magazine covers. For the poster, respondents felt the fonts were conventional and visible but that the top fonts were too small. For the magazine cover, respondents again felt the fonts were conventional and created brand identity. The poster layout was seen as conventional and using the eye route well while the magazine layout placed elements correctly but did not incorporate the eye route. Suggested improvements included adding the eye route to the magazine cover and changing the magazine cover fonts and clarifying the poster fonts.
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- 1. THE FONTS TALLY |||||||||| || ||| ||||| |||||